001Please rise for the moment of silence and the pledge of allegiance. Thank you. continues to deal with his hamstring strain. And in soccer, Inner Miami and Leo Messi have agreed to a contract extension through 2028. Thank you. >> Sorry about that. >> To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> So, leading us tonight in the pledge with Owen Taylor and Mary Taylor. [Applause] [Music] like to welcome all of our visitors tonight. Thank you for coming out. >> Don't see any elected officials here, but thank you. Thank you to everyone for coming out tonight. Uh special recognition to our student representatives. Um Abigail Low, >> is she here? >> She's not here tonight. >> Okay,
002she's not here tonight. Um, Failen Lambert. Is it >> Fallon? Fallon. >> Okay. >> Fallon, >> thank you for being here. Fallon >> and Haley George. >> Hello, Haley. [Music] [Applause] >> So, at this time, we would like to recognize Karisha Claus. In November of 2024, Karishia Claus completed the Tennessee Beta com competed at the Tennessee Beta Convention and placed third in mathematics for 7th grade. This qualified her to compete at the National Beta Convention in the summer of 2025. She Karisha completed and won top honors. She was named the national champion for seventh grade math on June 30th in Orlando, Florida. She is here with her trophy that she would like to show off and then we would like to give her a certificate as well. >> Good job. [Music] Next agenda item is
003a roll call. >> Mr. Cole >> here. >> Mr. Davis here. >> Miss H >> here. >> Mr. King >> here. >> Mr. Matthews >> here. >> Miss Nicholls >> here. Miss Stout >> here. >> Miss Stall >> here. >> Mr. Van Winkle >> here. >> Mr. Davis >> here. >> Show all present. >> Declaration of conflict. So declaration of conflict per Tennessee code 492202 board of education members who have relatives per the statute relative means spouse parent-in-law child son-in-law daughter-in-law grandparent grandchild brother sister uncle aunt nephew niece or any person who resides in the same household as you employed by the system are asked to raise your hands to identify yourself. Do you certify that the votes you make tonight will be in the best interest of the school system regardless of the effect
004the vote may have upon the employment of your relative or relatives? >> Yes. >> Let the record show Mr. Cole, Mr. Matthews, Mr. King, and Mr. Vanwinkle. >> Uh, next agenda item is approval of minutes. >> Mr. Chairman, move to approve. is our producer. >> There's a motion. Is there a second? >> Second. >> Motion. Second to approve the minutes. Uh all in favor say I. >> I. I. >> All opposed say nay. >> The eyes have it. Next is approval of the agenda. >> Move to approve. >> So um any any discussion? >> I I have a request to to move a couple of items. Uh 13D and 13E uh pertain to the TISA accountability item. So I'd like to move both of those prior to that. just after the compliance report. >> Any
005objection to that? >> C and D. >> Yes. >> I'm sorry. D and E move to move before C >> to Yeah. D and E to move to C and D. >> Yes. >> Then T. So to move to E. >> That's correct. So, if there's no objections to that or >> motion motion second. All right. Uh there's been a motion and a second to approve the agenda with the changes of moving 13 uh E and 13 D ahead of 13 C. All in favor say I. I. >> All oppose say nay. >> The eyes have it. >> So there are no community comments tonight. Uh next on the agenda is the open meetings. >> Uh under Cland County Board of Education policy 1.404. Members of the general public are provided with both uh steps
006and access to address the board during open meetings once a period of public comment concludes during each meeting. However, then u then members of the public are not permitted to make statements or ask questions to the board as we proceed through the posted agenda. If a member of the public violates this directive, I as the chair will provide him or her with only one warning. If a member of the public should again violate this directive during the same meeting, then I will instruct that person to leave the meeting immediately. If you have any questions for the board or for any of us individual board members, please feel free to reach out to us by phone or by email outside of these scheduled uh meetings. [Music] >> So any u next on the agenda, any any
007trainings to report on from anyone? >> There was a TSBA legal lunch today on how a bill becomes a law. That was a good little reminder as we get ready to go into legislative session. >> Sounds like schoolhouse rock. >> Yeah, it does. >> Not quite as entertaining as >> as the schoolhouse rock, but >> there's no others. I attended a training on October 7th for the TSBA's board chairman seminar. It was uh it was virtual. Uh some of the highlights were that were covered were parliamentary procedure, legal responsibilities, uh meeting management and policy. There were several others. I'll be glad to share that information with everybody, but uh it was a really good training. It was a it was a all day event. So >> yeah, >> legal report. We don't our attorney's not
008here tonight, so we don't have that. Um director's report. Okay. So, the first thing is the um middle school uh report. Uh we did have a middle school meeting. Um you approve the minutes of that meeting. One item that came out of this was the cause and effect matrix. Um this was the same matrix that was um discussed that night. No changes have been made since the work session in October. And um we uh were we discussed in the committee meeting getting the full board to uh approve this before carrying it out. >> So I've got some highlights that I'd like to talk about if that's okay. U the meeting lasted less than an hour. There's some discussion around the cause and effect matrix to narrow the focus on the middle school options. There was
009also discussion of tasks to uh that were related to completing the document and questions on how to move forward with a with a commitment to future middle school plan. It was decided to recommend the usage of the Cene tool to narrow the focus to a top three or even a top five options. Uh so that's what the committee is bringing back to the board tonight was to to approve that CE matrix as the tool to make that decision. Um there was also discussion on the end date goal for the committee to be uh uh it was determined to be the end of school or May 2026. Um that's that's the recommendation that we're we're giving and there are three actions to consider. Approval of CN matrix uh approval of us the selected committee and allowing
010the committee along with Dr. Farley to determine tasks related to completing the matrix and determining the best option as it relates to the community. And then action three is to approve the end date goal of May 2026. So those are the three items on the agenda. >> Just had a couple questions. Um so the end date in May is that when the committee is planning on having this matrix completed and they're coming back to the board with the recommendations at that point. That's the the goal for May, >> right? Um so then at that point we'd be looking at determining if we were going to be doing a stakeholder committee from there or what are the board would then be determining what next steps we would need to take based on that information >> and
011then move forward from there. >> I also feel like that if we if we're going to fill out that matrix, we're going to have to have input from various people anyway to complete >> during the process process. >> So are you thinking you're going to need to develop that stakehold stakeholder committee before May in order to complete that matrix or >> well as from my understanding the matrix to score each section you would have experts to do that. So you would have a group that would be experts in the academic piece of that and you would get various stakeholders to do that. then you were going to have a group that would be um the stakeholders on uh transportation and maintenance. So those would be stakeholder groups that we would definitely be looking at right
012now. >> But you're talking about employees within the school district that specialize in that >> numbers in those specialized areas. Yes, ma'am. >> Okay. All right. Um there was one thing that I noticed from the committee there seemed to be some question about whether you all wanted to or needed to vote in order to bring the recommendation to the board. So I just wanted to mention that in committees pass and other committees that I've been on that yeah typically the committees do vote with the members before they bring bring it forward to the board. So there's a consensus on record from the committee of that. So I just wanted to mention that after walking watching the work session >> I think there was there was consent that the that we all agreed on the tools.
013So that's the reason we said is there any reason to vote because they >> nobody but yeah >> just going forward as >> so uh 13A1 is a voting item um >> approval of the CE matrix as the tool to be used by the middle school committee >> and like I said at this time nothing has been changed from the work session. there are a few additional items that um in looking back and getting more feedback that probably do need to be added. So if you all vote to approve the matrix then when we have the retreat on Monday I can have the finalized version that we would use and have that ready to show you. >> I'll make a motion to approve the CN matrix. >> Second a motion and a second. Any discussion?
014[Music] >> Right. >> Motion to second to approve the C& matrix. All in favor say I. >> I. >> Nay. >> One. Nay. >> Appreciate the work on this. I think it's going to be nice to have a tool to track as we go through the process >> since there are going to be a lot of folks involved in bringing that data together. >> Do you need a roll call on that? >> All right. The next item on the agenda is is the committee itself. So basically this is to approve the committee uh members and allow them to um to work with Dr. Farley on creating uh the answers to the matrix. I'll entertain a motion. >> Motion to approve the committee. >> Second. >> A motion and a second to approve the middle school
015committee. Any discussion. >> All right. All in favor say I. >> I. >> All opposed say nay. And then the next item is the end date of May 2026 board meeting. >> Move to approve. >> Second. >> Motion in a second to approve the end date. Any discussion? >> It'll be brought to the work session for us to chat over and then we can vote on anything you need to board me. Okay. >> All in favor say I. I. >> All opposed say nay. Okay, next item is a compliance report. >> So, this is a requirement for the state. Uh, it has to be signed by myself and Mr. Van Winkle and this is saying that we are in compliance with our classrooms, textbooks, and all of those things. And this year we are. >>
016So, um, I'll entertain a motion to approve the compliance report. >> Move to approve, Mr. Chair. >> Second. Motion a second to approve the compliance report. Any discussion? No. >> All in favor say I. I. >> All oppose say nay. >> The eyes have it. Um next uh we moved uh 13D up. It's the top third grade ELA districts and counties. So at the work session um this was an item that uh you all requested me to find and uh I was able to find it. Uh you can see the school districts there uh the systems there in the school districts in which they are in. Uh I gave you the uh percentage of students in third grade that met and then those that exceeded and then added together meet and exceeded percentages. Thank you.
017>> You're welcome. >> Couple questions is is that is in reference to our district >> um in our number. So, do we have a number from them that shows where they currently are? >> Like our number is 33.1. [Music] >> So, >> that's what >> our number is 33.1. There's like the top one there is um 83.7. >> Okay. Okay. I just wanted to be clear on on that. So >> Shelby County has it figured out. >> Arlington Independent School District that is located within Shelby County has it figured out. That's not a Shelby County school. >> But that they have something going on. Yes, sir. I I see what four out of five of them are in Shelby County. >> Correct. But not all of them are Shelby County schools. >> Understood. >> Um,
018>> do we have is this information you obtained from >> I had to get it from our core office. I did not have access to that. >> Is it possible for us to make a connection with some of these districts in order to capture how their successes are working? I guess in reference to kind of what our plan action plan is and kind of um you know I don't know what their goals are if they're even if I'm assuming that everybody has a TISA accountability action plan in place regardless of their >> every system is supposed to uh submit a TISA accountability plan by November 1st. >> Gotcha. So would it be feasible for us to be able to peer into what their action plan is and and take a look at what ours is?
019So, a couple different things we could do is we could um wait a little while and and those TISA accountability reports will be made public and we could look those up. Uh or we could try to reach out to their supervisor uh that's in charge of the third grade and and talk to those individuals. >> Gotcha. You know, in in in this vein, obviously, we we made some progress in, you know, determining that, you know, academics is important. It's going to be a focal point, not that it's never been, but it's going to be a focal point of this board as we kind of take our next steps. Um, >> and one of the black eyes, so to speak, is that our number in this category is is where it is. And, you know, we've
020we've looked at what is the action plan here. um you know and some of the thoughts that I've been able to come up with and looking through this and talking to other people in some other districts um it it looks like we've made a lot of focus on you know the hard rigor pieces of how to instruct and how to organize um with one exception which is action step four which I feel pretty confidently that there's a sizable area for improvement if the board can help empower that initiative to improve the family engagement. Um, you know, it says the district and school prioritize building stronger family relationships. And, you know, some thoughts that that have came to my mind on on that topic are, you know, I guess questions first, how will we improve the
021family engagement to improve this goal? So h how do we how have we how have we developed a baseline to say this is what our family engagement program is currently. How many resources are we utilizing to ensure some family engagement? So trying to take a cause and effect approach to say this is our our current family engagement program and here's how we're going to improve our family engagement and try to create some numbers associated um or activities to to give us the numbers that we are looking to get um you know the districts and schools are going to prioritize building family relationships it being the goal right if we're going to build those relationships how are we going to craft those relationships um you in looking at the soft side of the learning or soft
022side of the initiative, right? improving community outreach, um improving our digital footprint, uh being able to co-brand with other um community interests, um such as uh utilizing kindergarten teachers, um doctors, teachers, some of the other programs that we currently have, the raising reader programs, uh the public library, the T Tennessee Imagination Library, local churches, trying to create some form of task force and rallying the community, tasking the community to help us with this. Um, it would create some engagement. Um, I've also understood that there's a um a program called a birth to three initiative. >> Um, do we currently have a program such as that here? >> The school system does not know that's through the county. >> So, it's it's active >> degree. Yes. I don't know. To what degree? Have we partnered with
023them or ever had a partnership with them in some capacity? >> Uh, briefly in passing meetings with early literacy folks, but it it's probably been a year or two, three, four. >> Gotcha. >> And so I guess that would be something, you know, in my opinion or just trying to look through some different lenses of how to engage in areas that we've not to create some additional family dynamics, right? because you know c certain areas are are are working in in the metro area that I talked to similar to the Memphis area. Um this is these are programs and these are initiatives and these are partnerships that they have forged and they are utilizing to to bring their numbers to the front. Um, so that's something I I don't know necessarily how to task you
024or the the admin with those goals and in in hopes that the board can find some way to develop um either some time to to serve and and and get out into the community and and serve our other purpose of of creating some relationships that are going to help us help oursel. Um, but I'd love to see the board work on some of that. I'd love to see us come to terms with how can we generate some policy or adopt some principles that are out there um to help us help ourel because it happens before they're in third grade. Right. We >> absolutely >> that that family piece is is big. Trying to get them in a environment where they are capable of learning prior to asking them to. And I know we're all dealing
025with that, you know, echoes of CO. Um, but we've got to do a little better, I think. So, just some of the thoughts that I had on that. Um, I appreciate the time to share. I know that that just thinking back the Arlington Independent School District, that guy was the director of the TSBA last year. And one of the things that he said that really um helped bring one of the most important things that they had done in the last few years was they hired a PR person to really promote things going on inside the school system and inside the classrooms and things like that. And that's really what helped bring the families into the classroom because everybody likes to see what their kids are doing and things like that. And I know that that
026it seems that that that has been a bigger focus this year is you look through, you know, I follow about half the schools or all of the schools I guess maybe on Facebook and their presence on Facebook and and getting the things going out to the out to the parents and stuff like that so that they can see what their kids are doing. Um is a big step in that direction. Um, >> I don't know if if we're ready or to the point where we're we would be interested in looking at a PR person um to help get the family and community more involved. But if that's something you think as we start getting more and more into like Nick's point of trying to what are we doing to develop those relationships between the community
027and the schools? Um, to me I I wouldn't say it's off the table. I would say, you know, a PR person if if needed to help do that would be great. Se echo that, right? Several districts, and I failed to mention that, have what's titled as a community outreach director. >> Yeah. >> And and that's a position that they they're tasked with multifunction, right? The >> all facets of the community outreach. And you know, in looking at our website, right, when you go trying to find um as to whether or not we had u you know that birth the third initiative or whatever and I clicked on the family portal you know and the only thing in the family portal right now on our website is um essentially the pathway to look at your your
028grades for your uh TCAT scores. So >> area of improvement, how do we get more community information available to or access to those that have internet access? Obviously, um how can we get some of these partnerships, get these communities, get the community involved in in their information, what they do, what their initiatives are, if nothing but that. use that portal for that purpose to where you know people can go there and we can ask them hey you know there's an incentive if you you know if you make it to all five of these locations before the before kindergarten and and chat with these people you earn something right so there's some incentive to to potentially utilize our our our network and in in our community >> is that something we can look at for strategic
029planning >> somehow work that into the academics portion of strategic planning Yeah, was we have family engagement. There been a plan already. >> We could start looking at a plan for the family >> for that. >> I do agree with Mr. Davis that we've there's a lot of resources within the community. And I think our site could help link the families to those resources, interconnect a little bit more. And I know that's something that the county is trying to work on as well where they can kind of go to one place and find the resources. But there's a lot of things I post out on my school board page that are free resources that the state provides, reading materials, learning materials that would be great for us to have a link directly to that families,
030make it very oneclick easy for them to find. That would certainly help from that aspect, but then driving them there is another challenge they'd have to figure out. >> How how to how to get them moving. >> Yeah. Um, going back to these results specifically, you had mentioned reach waiting to see what their plan is for the year, this coming year, or reaching out directly, but these are results from last year, right? So, would their their plan be filed from last year? That would help correlate what their plan was last year to the results that they got, right? >> No. Here's why. No, because um when the state pushed out this TE's accountability report, we did it two years ago and last year we didn't have to do anything at all with it. >> So
031there wouldn't be anything on records from last year, right? >> So it would probably be having to reach out. Um another suggestion for you for reach out. I know we've mentioned a few times the the breakout session that Mr. Van Wel and I attended last year during the convention and it was Lewis County >> because I've never gotten an A. >> Yeah, Lewis County. And they were calling it early literacy teams. And the director is Tracy Mabe. Mabe Mr. Mabe. >> It's MC A B E. >> And it's still the same director >> from what I could tell when I went out and Googled it all. >> Yeah. >> And they they made big increases to your point from the work session of we've got a big gap to fill now because of where we
032landed from last year. They made big big jumps in their ELA portion >> and that was that's kind of the idea right that um I'm kicking around is >> their plan from where the hell they got to 83% to where it is to keep theirself above board or improve it is probably going to be different than a plan that we're looking to implement. So, if we can maybe find out or take another step and find out who's made gains in the way that we're hoping to make gains and that way we can mimic a page of their playbook in order to possibly follow in their footsteps and take 7% 8% 9% gains that we need to get to that 2030 year number and say, "Okay, these are the things that those these are the resources
033those people deployed and and help oursel get that get that achieved. All right. Any other discussion? >> 13D. So, we moved to 13, which is the uh the fall universal screening data. So um this is every school um K through three takes Ames web which is provided to us from the state and uh 4 through8 we purchase easy CBM to use. Um these are the numbers per school uh of children who have tested and they where they fall either to receive tier one uh tier one enrichment or tier 2 or tier three remediation. Um and that's that right there is just for uh reading. Uh I know uh this group well enough now to know that you're going to ask okay so how does this look compared to last year? So let me go ahead
034and tell you uh K through three we cannot compare. Uh and you all received in the email last week you received the uh email from Pearson explaining how they reormed the Ames web and then we had sent out a more userfriendly layman's term and you received that as well. So, I have nothing that I can compare the K3 reading to uh because we've looked at our first graders that we've been tracking and um some of those came from like um the singledigit percentile to 30 and 40 percentile. So, little concern there wi with the reorming. So, I couldn't give you any data there. Last year, our students did not take easy CBM in grades 4 through 8. Mastery Connect was used. So, I didn't have anything to compare and that's why you have uh nothing
035to compare. Uh Miss Diane, if you would just go next to the math. Yeah. And here's your same numbers for math. Um something that really concerns me here, uh when you look at tier three uh for grades K through three, that's a substantial number of students that are receiving. And um as you know, I've been visiting and spending a day in lots of schools and uh I'm hearing from K2 teachers um that they do not like our math series and they have major concerns. We are this is year three of it. Uh and uh there's some concerns with it. So, and that's definitely reflected in these scores. Um and uh then you have the fourth through eight easyc BIM for math as well. Chicago. >> Is there a recommended switch for something to do with
036math that grade? >> Not at this point. I don't you know um we have purchased the uh curriculum and um we would have it for five more years because it's an uh well it it's a six-year adoption and we would have to do a 2-year extension. And no, at this point I haven't. I didn't realize I had heard some grumbles, but not as bad as what I'm hearing now that I'm in the school face to face with people. >> It' be interesting to know if it's the material itself or the the flow of how it's laid out for learning it or so. Number one issue, it doesn't have enough practice. It has three problems. Um it does not work on fluency. It's not consistent. Um and um in little people land this may not be
037sound like a big deal but in little people land this is a big thing. So the problems are uh all um vertical and none of the problems are horizontal to begin with. So that's a struggle too. That's what I've heard repeatedly in the schools that I've been able to visit. >> Some of that sounds like maybe we could fix internally with making some tweaks to teachers like practice. Is that something that they could add some additional they could come up with some additional practice questions that could be added in you where we could still work within the material but maybe we make some tweaks too. >> There's only like three practice problems for every skill. So that would be a teacher creating additional problems and we don't have it to create from the curriculum. We
038would have to go elsewhere. I mean, we could do that. You know, it's just going to be one more thing your group piled on. >> Yeah. >> You mean to go elsewhere as in supplemental curriculum or swapping >> curriculum? Not sure of the legalities of swapping a curriculum after we've adopted it and legally entered that kind of contract with them. Um, I I would just have to check. Um, you know, there are some supplemental things that we could do. I don't know the cost of them because like I'm saying, I'm just hearing this is a problem. And then when we got this, it really opened my eyes to how bad it is. >> And we do have some schools that are being proactive and they have talked to me and they have a plan in
039place and they're working to revise that, but I haven't been able to talk to every principal and see if they are able to address it and how. Was that something though that maybe we need to refer to um Mr. Mccardi looking through our through the contract that we're >> writing it down to reach out to him tomorrow. >> So in the adoption of excuse me um the curriculum it's contracted that we have to use that curriculum for that that many years. Well, we have voted the teachers voted on it when we adopted it three years ago and we when you purchase that curriculum, you purchase it for the life of the adoption and that is a six-year adoption at that time. >> Okay. I mean, so is it not something that if it's not working,
040I mean, >> we shouldn't continue to necessarily use it. So, is it not something that we as a board if we can go ahead and decide on having you guys purchase coming up with the money for it to purchase another um math curriculum. >> I said I would just want to make sure that that we can do that without any issues. >> Okay. >> Well, it' be again interesting to hear the schools that have a plan in place like what they're doing that they think will be a good fix. And so I guess when you have more information, let us know. a lot of money. >> There be like a financial penalty if we stop using >> No, we've already purchased it. >> Yeah. >> So, we we've already purchased it for the six-year cycle.
041So, if we adopt something else, then we would be spending money, >> additional money to do that. >> Okay. >> So, before we go to the next topic, M uh Madam Secretary, I sent you a presentation on some thoughts that I had on this I've talked to Dr. Farley about it and uh >> I'm sure she would like to have a lot more money to do more with >> be really nice. >> So on this in this series the teachers are they allowed to uh supplement it? I mean, we haven't been as um adamant about trying to stick with we have a pacing guide. We did ask them to stick with that and if they have concerns to write them down and let us know. Um and then that was before I've been to the
042schools and heard all I'm hearing about this now. So, uh, like I said, I know one principal has already come up with a plan as to what they're doing to try to overcome the issues of this text, but that's the only one I've been able to talk to. >> Thank you. So I I just threw this together for uh talking points, but um so Artisa accountability um report that we're turning into the state, this is this is the first line for the third grade accountability and um this past year we were 33.1%. >> And we went we went back a little bit uh from where we were obviously. Um, and I know one of my concerns that I've mentioned in other meetings is that we're we're still doing the same things. And I know Dr.
043Farley's tried to come up with ways uh to do this inexpensively or for for free or with grants uh and things that we can afford to try to help get this turned around. And that's that's kind of what's still on our on our radar right now. Uh CKLA we've had for a long time. TNTP we've been using for a while. And I asked these questions last year during this this same time and and we were still still having the same issues. Um, and I know everybody's aware that I've mentioned adding adding supports that I feel like that would help personally and I think we have some money in the budget for that. Now, um, Miss Diane, could you move to the next slide? >> Before you do, can I add one thing? >> Absolutely. Yep.
044So this goal of 70% proficient by 2030, that goal was given to us by the state. I have found out that some counties have gone in and changed the year. Um I do not feel comfortable doing that. I know that we do have stout goals to accomplish. Uh, but I would rather Cumberland County leave it as the state has requested us to do and do our very best to accomplish these robust goals that we need to accomplish. >> Agreed. >> Yeah. >> Um, this was the previous information, the the systems that are performing well, and then I I actually went out and looked up what their TISA funding was, which is the next slide, Miss D. Yeah. Um so Cland County we per student funding we actually have more funding than any of those systems
045from from the TISA. Now some of those systems are getting funds from other other areas. Collierville Collierville is not um they're just a big system and and they don't get as much um ED and some of those other funds that we get. But some of those systems are getting money. And of course, everybody knows that Williamson County has a lot of private schools that get some funding now too as well. So, but we we do have funding close to or more than what all of those systems have. Next slide, Miss Diane. Yep. Thank you. Um, so the universal screener data for K3, what I did is I looked at each school and I totaled up the uh the tier one, tier two, and tier three. and then looked at the RTI. So, I know we've
046talked about RTI in the past, but RTI supports those tier two and tier three areas. >> Um, tier 2 is approaching proficiency. Tier tier three is below proficiency. And you can see the total number of students in the K3 cluster that those RTI teachers are supporting. So there's there's a large number of students that they're supporting in that cluster, but they also support the K4 cluster. If you could go to the next slide, Miss L. >> So now, whenever you add the I'm sorry, the 48 cluster. When you add the 4A cluster to that, you can see um those colors don't show up as well on that board as they do that one. But we're we're at 100 or more total at five of our schools that those RTI teachers are working with. Um which
047is is a lot for small groupoup instruction to accomplish much in a single day. >> So if you'll go to the next slide, Miss Diane, like to suggest, and we've talked about this in the past, is that we add assistance for RTI at those five schools and make that part of our TISA accountability plan for this year. Um, and and I'm saying that based on the numbers. Um, obviously if you can do that, you can help more students get back on grade level or get back on close to being proficient. So that's one recommendation and then the Miss Diane. >> Yeah, thank you. Universal screen of data for third grade. Um, >> so this is looking at the number of teachers that we have in third grade. So after talking to Dr. Farley, this may
048not be the only area that needs support. And and when you go look at, you know, this the class sizes at all of our schools, she stated that we needed 21 teachers to get below 20, which is the state average class size, 20. Um I was when I put put this together I was looking at third grade but you can see what the class sizes are and some are close to or over that 20 average which is going to make it difficult for those teachers to do anything other than control behavior. Um if you could go to the next slide Miss Diane. >> So additional TISA accountability action was would be to add five teachers and we have that in the budget right now already planned for teachers. Um, but if you add one teacher
049at Brown, one teacher at Martin, one teacher at North, one teacher at South, and one teacher at Stone, that brings our class size average down to 16.6. If you look at some of those other areas, those other systems that are having higher scores, they're down around 15. So, um that's another suggestion that I have for the TISA accountability report and and that's uh just me personally for for this information that we've been given. So >> what when does I know it has to be submitted in November, but by when in November does that accountability >> the first? >> So we're on it. >> Yes. Um the uh accountability report, it has to go out for public comment. It went out October the 2nd. It will come down October the 31st. Um we've had one person
050respond and they have two different comments and that was checked right before the meeting last year. Hey, we it's an improvement. Last year we had no one. >> One other option on that after Dr. Farley told me about the concern with other grades with other grade levels is that instead of just going to third grade, possibly add that teacher to those schools and let the administrator decide which grade needs to be supported the most and or it could be RTI, but just provide some more support with the budgeted money that we have to help get get this K3 situation going in the right direction. Mr. Manwick, would you also look at the potential of adding >> assistance instead of teachers? We could get more bang for our buck by adding assistance. >> I I did
051and that that was um if you go up to the RTI section um and that and that might be an option that we look at too is adding more assistance there across the board. We have it we have more assistance in the budget >> than that >> and they could do you know there's a couple of different angles to look at that but >> we also have to look at >> can these schools handle additional classroom teachers or are we you know I know personally south where my kids go >> they don't have any rooms >> that might be the potential for them to use that teacher in RTI to help close gaps for those uh tier 2 and tier three situations the schools that you identified here with this data, just briefly looking at
052it since we didn't get it beforehand to really kind of dig into it. Um, that is based on this year's data, I'm assuming. Um, so the schools that you're recommending adding the additional teacher and or assistant to um would be just for this school year and then we would need to be reassessing as we go into next year where our numbers are by school. >> I think and the the only issue with that is if you do it this year, >> are you going to see a difference because we're already nine weeks into the school year? But it it it could make a difference. And I don't think we're going to make a difference not doing anything. Right. >> Another negative impact that we could see from adding teachers right now is the fact that
053this is going to, you know, if we were to add a teacher at any school, it's going to remove kids from a classroom where they've already built a relationship with their teacher. Not only the kids, but also the parents have built a relationship with their teacher. We're a quarter of the way through the school year now. So that's going to be that could be some negative impact. >> I think that's >> adding the assistant would be better because then you're bringing someone in rather than taking them out >> or or like I said use that for RTI as a possibility. I know she mentioned that as well, but I just feel like, you know, we've got the money sitting there and and we're going to roll it over into a fund balance if we don't
054use it for what we what we budgeted it for. We we voted to budget that for teachers. So, let's use it for teachers to help our help our students. >> And I like I like what you said and to uh this guy's point letting letting the administrators really kind of help make that decision, you know, if those classes and look, the options there, the money's there, hire the people, start. And I know it's a hard time to hire right in the middle of the school year. Um but at the same time, let's instead of just sitting back and not doing anything and saying, "Well, we'll see." >> And and while these are while these jobs are posted, we're not spending that money, right? It's still >> until until those those people are in place, it's
055not >> Yeah. >> It's not making an impact until they're in place. >> It's not I would echo what Mr. Matthew said that um letting the administrators have input and be a part because every school has such a different culture and different needs and different situations. >> A cookie cutter solution from from this board is not going to fix it. >> And and I just want to say and add because I feel obligated to say this. Um so we have in the budget five extra teachers. So if we vote to post hire and we can find somebody and we hire five teachers. I'm just saying then we have no money in the line right now to hire additional teachers should something happen. Will something happen? I don't know obviously but I just want to go
056out there and say that. Now you received information um in an email I can't remember how many weeks ago. Uh we have 50 teacher assistants budgeted currently in our regular budget line. We are currently at 44. So if we hire five more, that would put us at to have one extra. I just feel that it's my place to say those things and make you aware. >> So Dr. Farley, it sounds like you may have you might be a little uncomfortable with filling them all and not having that wiggle room, >> right? Where would what would you be comfortable with if we were going to look at adding maybe some teachers assistance and some teachers? What would be your comfort level? >> And in two, I've mentioned this before, you know, at this point. Um it
057may be difficult to find um teachers. >> Um I know we've got some schools that have uh some teachers on maternity leave and they've not been able to find anybody to do the leave. So, um, finding someone finding someone of quality is a concern. As Mr. Cole said, separating kids that's already been there, that's a concern. And just looking at the actual school itself, do they have room? Some may not have room. So, lots of things to take in. Um, what how would I feel comfortable in approaching this? Um, I would definitely want to the to talk to the building admins involved and get their thoughts and see where they are. >> Good points. I' I'd like to go back a slide to the difference of >> teacher student ratio, which is maybe two back
058or one back. >> Going the other way. Sorry. and >> there you go. >> And and to to your point, Dr. Farley, um having some wiggle room is important, right? Cuz things happen and leave is certainly one of those things that people have to be mindful of. So having a buffer is great. Um setting a target and saying, "Okay, this is something that we can affect. We have money budgeted for it. Agree." um what would be the compromise that we could live with this year with maybe running on the ragged edge of having a little bit of a buffer but throwing something at it in order to make a dent in that class size with the idea that going into the next year if we were to try to deploy something similar to this with
059the ratio of students that we currently have. How do we add the teachers and assistants in our budget for 26 27? Right? That would be the hybrid model in my opinion to do something, not do nothing and hope it all gets better. Do something, be mindful, and still yet not lose sight of that that bottom number there and say we want to get here to to continue to see if we put that campaign in place, are we going to see an impact in along with some of these other things we're putting together to to get that needle to move in the direction we want it to move? Well, and I think that's going to be important for first, second grade as well along with third because we really need to have them at the point
060that we want them at before they even hit third grade. >> And that's what Mr. Banwinkle and I had talked about earlier. You know, it's like third grade retention. If they're not proficient in third grade, that's a little bit late to hold them. We we need to address this problem earlier. K and one for sure. And you know we have um the document that I had created and shared with you all last Monday uh about the uh budget the academic pieces you know um that definitely needs to be updated already and add changing the class size to 20 in K and 1 2 3 whatever you all choose to do but that definitely needs to be added. Will you go back, Miss Diane, to the slide where it um indicated three tiers? It may have
061been the very last slide. I'm not sure. >> It's two up. >> So, 1455 of tier one. If you combine two and three and divide that by tier one, that's 36% of our and I guess that's more at risk group. >> Yes. >> So, choosing which area, right? Everybody's going to have a different ratio at different schools to figure out, okay, which school needs to get if we're going to work on both sides of it, give you some cushion, still add. That's what those are the numbers I think we probably need to be mindful of. >> So, RTI guidelines say, and I I think I'm correct. It's been a day or two since I've been in a school, but tier 2 there, they work one to six with an adult, and tier three is 1
062to three, and those have to be met. and they have to be highly qualified teachers. >> But here's the thing too with assistants, okay? So, you know, if you vote to hire five assistants that I that's fine, but I if that's what the principles think that we need to do, >> but I think we need to have a focus >> like those assistants, they're to work with third grade, they're to work with third grade reading, they're to work with third grade RTI reading, and they need to be trained. >> There you go. You know, one another thing I found in going to the schools, um, people say, you know, I'm a teacher assistant and I'm new and I I didn't receive any training and, you know, I'd never thought about that, but we don't, but
063two, every school has teachers assistants to do different things, but that's something I think that we need to look at from this office is having we typically have a new teacher in service. I think we need to have a new employee in service and you have a breakout for teacher assistance for custodians and just have some general guidelines countywide. >> That's great. >> I think when you reach out to the director at Lewis County, you might be able to give some insight to that too because they specifically brought in assistance and trained them in order to work with. I think it also sounds like we need to >> add more teachers um from a budgetary standpoint to go ahead and make you more comfortable with using the five that we have budgeted right now um
064with the budget and then we doing a budget amendment to add five more um as that cushion. >> Well, here's the thing. So, we have and I appreciate that. Thank you for trying to make me feel comfortable. Uh, but here's the thing. We have x amount of money. >> Yeah. >> And I know what what you say sometimes. Well, we can get it in the fund balance. Yes, I know we can get in the fund balance. And yes, I know how much we have approximately in the fund balance. But if we keep going to the fund balance, the fund balance is going to be gone, too. >> I do get that. I do. But >> you haven't been there yet. We're still in the budget. We're still within the budget on everything. Right. >> Right.
065But the other is that if we have a need for the students and the education of the students is our number one priority, then we need to put the money where that need is. >> You got to keep the first thing the first thing, >> right? And if we need to go back to the budget to go ahead and make an amendment to add more, then that is our responsibility that we have to do because educating the students is our number one priority. So >> saying if if a need arises during this budget year >> Yeah. >> and Dr. Farley needs to come to us and say, "Well, we added these. We've got them in place. They're working, but now we need another teacher, whatever, then we need to be open to looking at that."
066But not necessarily that we need to do it now just arbitrarily put five out there just to make her feel comfortable, right? >> No, but we we have Yes, I understand. cannot just continuously go to the fund balance but it is there for the needs that we do have and we as a board have the ability to go ahead and support you in that completely. So I just think that keeping our number one focus as educating the kids that's what you know an area that we need to go ahead and make sure we stay in I guess >> and then the only other thing that I want to say um you know when you all talk about third grade and and we've really focused on third grade as we should you all keep saying that
067we're just doing the same things and to a degree we are but We do have a focus in this building, in this district on third grade. We're doing different things with teachers. Dr. Spike led a third grade PLC meeting yesterday. I met with two third grade teachers yesterday afternoon as part of my teacher council. They were so excited. They talked about how beneficial that is. We've never done a countywide monthly third grade PLC. We're doing that. That is something different. That is something we're doing this year. We've worked with K2 special ed and teachers assistance. We've got them um items that they've not had before. That's something different we're doing this year. We've never retained 42 first graders. We've done that this year to try to help this third grade. We have a plan in
068place. We are working it. Yeah. >> So, just want to say that because sometimes we say we're not doing anything different. >> And let me kind of clarify where when I when we say I say that we keep doing the same thing. We're not talking about your team or your supervisors or or anybody like that. We're talking about this board as a whole. The board, if we're sitting there and we've got we're holding back five teachers because we're afraid we're going to get into our fund balance. That's our fault. That's that's us doing the same thing we've always done. We as a board, not you guys. We know that you guys have changed things up. You've done more. You've you've done >> you went above and beyond. We're saying as a board, we need to
069be supporting you and and we're trying to do that by saying come to us. We'll give you everything that we can to support our education. So don't think that we're saying that you guys are doing the same thing. We're saying that we have have been doing the same thing and really focusing more on budget than we have kids. And that's just not right. >> The priorities haven't always been in the right place. We don't want to tie your hands. We want to free them >> that we're behind you and helping you get the resources you and your staff and the teachers need in order to try to achieve these goals. Though I my interest would be with this information that Mr. Van Winkle has brought forward today at the meeting would be for you to
070go back and talk with who you wanted to talk. >> All of this information was on the agenda. I just put it all together. >> Yeah. the highlighting and then suggesting where we were in because the class the amount the number of >> students in the class and all that were additional information >> and all that was in there. I just put it all in a spreadsheet and looked at it. Um, but my whole point was that for you to speak with those that you feel you need to speak with at the different teach at the different schools and then come back to us with what y'all think the best plan would be to fulfill the teacher or teacher aid resources you would need to reduce those class sizes impact. >> And let me ask
071you a question. Since the we've already budgeted for all of this, >> it's not really anything we have to vote on. It's not a it's not a voting item. It's you saying this is what I want to do and we're going to hire these teachers. >> We're challenging her to come back with that information and get our blessing >> and that way you don't have to wait till we >> are voting on the TISA accountability report. >> Yes, >> this could be voted on as an action item to be added to that. >> We could we could vote to add it as an action item. >> And it could be it could be just a very generic one. It could >> just we we will be adding if necessary we will be adding additional assistance
072and RTI. >> It could even go as far as just adding how much money it's going to cost extra and we're adding that to to the budget for the visa accountability of K3. >> We're really not adding >> but we're not adding >> up there already. >> No, for the budget of this we're saying we're going to spend 1.8 million on >> Oh, I see what you're saying. >> Yeah. Okay. Okay, we go in and say we're going to add five teachers and five assistants, add that dollar amount there and say we're adding additional supports beyond the state required maximum >> up to this amount based on the need. >> Yes. >> What I would ask, so we're getting together again Monday to do three hours or four three hours for a retreat. Um I
073will be in a school tomorrow. Um, I would like to meet with these five principles on Monday and talk to them and then Monday night I can share with you what we find out. >> Cool. >> And we still have time that we can adjust the TISA accountability report to say what we need it to say. >> Is that okay with everybody? >> Yeah. >> And we need a special call to approve it. Should we >> No, you wouldn't. Well, >> one. So, could we would you have the information that we would need to vote on it on Monday? Could we just add a special call at the end of the uh work the retreat on Monday and we could vote on it Monday for you to have it done for >> Yeah, I'll have
074it Monday afternoon. >> Does that sound good to everybody? >> Yes. >> Yeah. >> It's the same day. Yep. >> Then if it's the same day, >> same day. We'll just add to the end of the meeting. Okay. the end of the retreat so we can vote on it so we don't have to try to come back together one more night next week for November 1st. >> So >> that brings us to 13C the TISA accountability which is a a voting item >> there motion to table it into Monday's retreat and a special session for voting on that TISA accountability report that evening as well. Second, >> it's a motion in a second to postpone the TISA accountability report vote until Monday at a special call meeting. Any discussion? Think we talked about it quite
075a bit already. I >> hope so. >> All right. Um, since there's nothing financial, uh, all in favor say I. >> I. >> All oppose say nay. >> The eyes have it. being. >> All right. So, that brings us to the next item uh transportation, which I think is just an update. Is that right? >> So, I sent you um didn't I send you information on Monday about how many drivers we have, average age, the categories, and all of those things. um you know, you all have worked really hard uh to try to figure out and and come up with um with how we can resolve this. And as we've said numerous times, this is a nationwide problem. Um but I think one important piece that's kind of been left out is talking to actual
076bus drivers. >> I you know, I know Mr. Matthews, you went and visited with Miss Matthews or with Miss um Martin. Uh but um we haven't I don't know that any of you have talked to them to see what you could do, what you could try to do in talking to them that they would feel supported or to gain more. But I do have an exciting bit of news to share. Today was my parent uh advisory council meeting and um you know I show this group uh concerns that I have uh for this school year and I said bus drivers and there was a lady there who takes her test to be a bus driver in two weeks. >> Cool. >> So I'm excited about that. And then there was another parent there and you
077know we talked about some of the the benefits and all of that. So he's interested in finding more about training. So hopefully that will be two more, but we shall see. >> Start talking about it, not these come up sometimes, don't they? >> Well, we've already after we had the first meeting, we put it back out on the website and I don't know that she's gotten any more from that, but trust me, it's mentioned often. >> Um, so that's all I have to share about transportation. Does anybody have any questions? Does the transportation department have a request >> to help them >> or does HR have a request for us to help them >> Help them get the drivers we need like >> like how how what do they feel like they need in order
078to get what they need? >> Is there anything the board can do to help support? >> That's what I'm saying. I would encourage you to reach out to Miss Martin, the transportation director, or bus drivers, and ask them. I mean, you know, yeah, we have it posted all the time that we need bus drivers and >> and everybody talks about that. I don't know that we have any of the buses now with the big signs that says to please apply other than at the bus garage. Um but yeah, you know, that's another budget line that there's just x amount of dollars in that line and and we have to use that money to if drivers do double routes or they do field trips, we have to use that money >> to pay for those people
079doing those double routes, too. >> Budget for the open position. >> Yes, we did. So, we still have those open positions, so we should be good. But again, just trying to be financially responsible >> and we appreciate that. >> No other discussion on transportation. >> I know. >> Okay. So, that brings us to building and grounds. Uh the first item on there is Martin Elementary. I believe that's the parent pickup line. >> Correct. I don't know. uh this does have a double asterct which uh means that it is a money item and it does need a vote but I don't think that it is that anymore. So from the last meeting um we uh discuss or from the work session we discussed uh you all letting us put that out to bid or to get
080quotes to put out to bid. We did get quotes um one quote came in at 215 so that is below 25,000. So, um, and knowing, uh, that, you know, this is a concern, a safety concern. Um, we have gotten two more bids. Uh, so we can get a PO. We have pulled the PO. Uh, the PO is with the paving company's hand in the paving company's hands right now. Uh, we do not have a start date. They do think it will take about two weeks to complete once they do start. However, if we do this before Christmas, Martin will have to be without their parent pickup line for a day or two. So, that would be a discussion that I would need to have with Miss Van Winkle to see if she would want to
081go ahead and get it done uh as quickly as we can or to wait till Christmas. >> So, no need to vote on this item. It's not a >> No, it's not a voting item. Once we once we got the bids in, >> we thought we were going to have to put it out the bid. That's why it's on here. >> Absolutely. But we do not. >> Does everybody understand why? >> Yes. >> Okay. All >> right. So, we'll move to the next item, which is the tennis courts. >> And with the reason it's on here is because the quotes, you need to put it out to bid, right? >> Correct. >> Y. >> So, I'm asking for you all to allow me to put resurfacing the tennis courts out to bid. >> And that's
082going to be around $100,000, right? if not more. >> Do we have the money to do that? [Laughter] >> Oh my goodness. >> We haven't touched the fund balance yet. >> Do we have this in the maintenance line? >> No, >> we did not. >> No. No. >> This would ser all jokes aside, this would seriously have to come out of the fund balance. And I do know that. No, we haven't touched the fund balance yet. But if you remember when we did go to county commission and we asked for those capital projects, which you all get that sheet, >> they said no, just to take all of this out of your fund balance. So that that's what weirds me out about the fund balance because I know that eventually we may, you know, those
083capital items may show up there. >> Yeah. They're going to become priorities. So, but >> do you recommend that we put this out to bid and and vote to uh eventually take it out of the fund balance? Do you think it's critical? >> I think we're going to have to get this fixed. Um I think this is going to be and and this is only taking care of one school. Uh I think this is going to be a temporary fix hopefully for 3, four, five years. hopefully hopefully five. And then at that point, hopefully through our strategic plan, this board will have a plan for how we're going to pay for athletic fields, not just tennis courts, but all fields going forward. >> Um, with the tennis schedules, if we were to get it resurfaced
084at Stone's working, can the schools work out a schedule where they can both utilize those courts over there? I would ask um I hadn't heard a lot of complaining or push back from CCHS because they have been going to Camp Nonowal. >> Just thought Stone might be a little closer than it would just it would be, you know, and I'm sure that that would be something that the two athletic directors would be happy to work out. >> Yeah. >> Uh but I'll tell you a concern that I I have. Um, so you're going to vote and if you vote to allow me to put this out to bid, we're looking at 3 months out. So we're looking at January. They're not going to touch this until spring. >> Yeah, >> that is going to be
085in the middle of tennis season for high school. Concern number one. Concern number two, we have spent $10,000 to get the courts playable right now. And when winter comes and the ground freezes, which you know, we've probably seen that already, those cracks are going to open right back up again. >> Yeah. >> So, I'm not sure what it's going to look like this spring. >> I could. So, even if we put this out to bid, will you have will you will those bids still be good when it comes time to do the court? >> Only 30 days, aren't they? >> 30 days. >> Yeah. >> But with the fact that they're going to give us a bid and they won't start until January. Isn't that kind of also on them as well? >> Yes. But
086they will not stand behind a bid longer than 30 days because of the in the possible increase in cost for them. Right. >> But they will know their schedule as far as they should know their schedule as far as >> being able to bid it for January or >> whatever, I would think. >> Well, one of the um individuals that came and looked at it um and refused to give a bid to refernish it or to, you know, to redo it, reseal it, resurface it. Um he said that nobody would touch it in the winter months. No, they won't because of the weather. >> I don't recall seeing on here and I may have missed it. Did he say about how long it would take to resurface? >> One of them say how long >>
087is when does tennis season start? >> Spring. >> When in spring like before spring break, after spring break is >> I'm sure it's probably before spring break. >> Some was just wondering if it was something they could get done over spring break. >> No, like a couple weeks. Probably couple weeks. So when do you recommend voting? >> I mean and you know that just that just came to me when we were sitting here talking about this. >> So should we table this >> before you go out? So does it take 90 days to get bids? >> M waving at us. >> It well it takes about 30 days because we have to put the bid out. The bid has to be out for 30 days. The courthouse has to open the bids and then the
088finance committee has to meet to approve the bids. >> So is guess like we need to put it out the bid, right? >> But we do all that and then they can't touch it anyway because of the weather and then the bid doesn't hold. So >> we can we can work through that. >> Yeah, >> we can make the bid to be started in April. >> Yes, we can get it to start at a certain time >> contract. So, we could still then based on what she just said, and I've never heard that happening before, but based on what she said, we you all could vote to do this and we could make it to where they could do it in April or try to get it done before the start of tennis season >>
089and hold their bid till then. >> We will tell them upfront they know they can't do it until then. And most of the time they will honor that if they know there's a time they can't do the work. They could procure the materials right at today's price, right? >> Hold said materials until time to utilize labor cost if they go up. That's on them. >> I'll entertain a motion to >> Mr. Chair. >> Yes, sir. >> I would move to approve funding when possible and allow her to go ahead for bids to be done at the time that it can be done reasonably. >> I'll second that. There's been a motion in a second to uh approve funds and put this out to bid at an appropriate time. >> Question um with the fact that
090it has to come out of the fund balance, how does that go ahead and work with this then? Yes. >> I have a budget amendment prepared already for you good folks to approve tonight and then that we can start the process with that of taking it to the budget committee and county commission. But I already have it prepared >> cuz I know that that that's lengthy as well. So, okay. >> Yeah. >> And I'd also like to add it just to give everybody some peace of mind how how some of these things have worked. At least in my experience, once we award somebody the job, >> we don't have a ticking time clock then, right? We've got a ticking time clock from the point we receive the bid, we approve it, we got 30 days
091there. But once we say, "Yep, you've got the job here. your PO, then it's on them anyway, and they have to honor that. So, once we award the bid, the time clock stops >> and they're going to tell us when they can or can't do it according to weather and doing it properly. >> I approved a bid today that was done in the 2425 fiscal year. >> You know, they they have to honor. >> Any other discussion? >> Madam Secretary, did you get the motion? Sorry, >> Mr. Chair. I think if we do this and they don't get to it till July, we'll still have courts ready for practice in next season. >> Right. >> Roll call. >> Mr. King. Yes, >> Mr. Matthews. >> Yes, >> Miss Nichols. >> Yes, >> Miss Stout. >>
092Yes, >> Miss Stall. >> Yes, >> Mr. Cole. >> Yes, >> Mr. Davis. >> Yes, >> Mr. Van Winkle. >> Yes, have it. >> That brings us to the next agenda item, the Homestead Elementary parent pickup line. >> Discussion. So, since the work session, um, that was the Thursday before fall break. >> That's a mess. >> I didn't get out there that Friday. >> And then I could have gone last week, but I'm not sure that would have been quite a beneficial visit. >> There was no one there. Trust me, >> so I'm sorry. Uh, I haven't been able to get out there to look at it. Um, so >> it's on the radar. Maybe next work session we you'll have info and we can talk about if there's anything we can do to help
093that >> cuz when they ride in the road they messed some things up. So they were coming in and pulling in going towards traffic for the longest time. Now I've noticed that they're redirecting themselves and they're coming in this way. But the problem is they widen the road up here and the road back here is narrow. There's nowhere for them to park down there and then they end up pulling in front of the fire department. It's a wreck. It It's not It's not, >> you know, they line up at 2:15. >> School gets out at 2:45 and from my understanding, if parents come come through there about 3:00, it's a smooth sale. They just barely have to slow down and they can get their kids loaded. So, you know, I'll be happy to go out
094and look at it. Um, but it may just be we might need to wait a little bit later to get to school to pick the kids up. >> Yeah, >> everybody wants to be first in line. >> Well, and I've got something along those lines. So, a few years ago, I picked my children up, parent pickup from South, and >> it didn't take me long to realize if I got there at 2:00 or I got there at 2:40, I was leaving at about the same time. So >> Mhm. >> getting there early really is not beneficial. >> You just have to sit in the car longer. >> I don't know how we >> to your point, we we can we can track that, right? We can find that out. >> Wait a minute. >> Like
095we can somebody can show up at the school at 2:15 >> and we can say it all. >> What time did you get in this spot that you're not supposed to be in and what time did you leave? I volunteered to do that for us. Are you all by somebody else. >> I can't wait to see you in line at 2:15. >> I've been there at 2:30 and I was I got on the phone immediately like, "What are we doing out here? >> This is not normal." Um, that was last year. >> Mr. Davis, you got there 15 minutes before school got out. >> Yeah. >> So, you should have waited until at least 2:45. >> Yeah. >> All right, let's move this along. >> Well, I'm just saying if we really want to like
096>> to the people that are like, "No way that works." Looks like we can document the flow of it. I mean, that's that's something that can be looked at >> or they could try it once and see how it works. >> Yeah. You'll give it a >> So, next month, this is going to be called something different. I don't know what it's going to be called yet, but it's not going to be called the director's report. >> Okay. >> Because we've already got a director's report, but >> this is what we started last month. And this is what I've been doing uh and where I've been. Um, so school visits are not on here because a school visit is not where I go and spend the day at the school. A school visit is um
097where I go and I check in with teachers and and students and stuff like that. But since I've been doing my days at the school, I haven't been able to do school visits. So that's kind of um not on there. Um extracurricular for the month of October, I was able to attend six things. Uh, I attended two different county commission meetings, a regularly scheduled meeting and a budget meeting. Community events outside of school, I attended three different ones. Um, and then the strategic plan update is on there, but we decided to wait until we revisit that. Uh, the next is my transition plan. We're coming to the end of that. Um so day with a director uh in September and October I have spent um I've been in nine different schools um and uh temperature
098checks went out on uh October the 8th that will close uh on October the 29th. As of 5:47 there was 279 temperature checks that had been completed and that went to CCBOE. Once I get that data, I will share it with you and I'll go ahead and warn you I don't have anything to compare it to to next year to last year. Um, I have continued to do my monthly articles in the Chronicle. I do uh communicate with you all weekly. I do communicate weekly with principles and supervisors. Um, I sent out a 9-week newsletter to parents on October the 15th. I did have a dessert with the director with the local media. Um, we sent it to all local media. Uh, and I think it was sent to six different people and, uh, two
099nice ladies showed up and spent the day, the afternoon with me. Um, and, uh, this week I have had my advisory council meetings. On Tuesday, I met with the student advisory council that was, um, a male and female students, every grade level at all three high schools. Uh Tuesday afternoon I met with classified uh council members. Uh yesterday afternoon I met with teachers and this afternoon before the board meeting I met with parents. Um policy and procedure update uh based on my evaluation um section three was to be reviewed. Those have been reviewed and they are on the agenda for first reading tonight. Have you found that these additional meetings that you're doing with teachers and parents and um supervisors are are you getting helpful good feedback? >> Well, and like I said tonight in
100the parent meeting, you know, found out about the new bus driver and then uh found out about somebody else that might be interested. So, yeah, those are always beneficial just like the visits to the school. That's probably been one of the most beneficial things that I've done. Well, you could call it start calling it director's monthly recap. That's what you have the first page titled. >> Yep. >> Yeah. Director's reports. There's already one on there. So, and then next we have our annual planning calendar. Is that okay if I go ahead discuss that? >> Go right ahead. >> I don't know which side I can see better. It's pretty small. Um, so you all approve the compliance report tonight and then on Monday you will approve hopefully the TASA accountability report. >> Here's your FYI.
101We did have a substitute training on um yesterday. I sorry to say the 22nd. That was yesterday. Uh we invited 23 people, 12 showed up. >> There we go. >> So another idea for next year, you know, um after you see things in action, you you figure out what might changes need to happen. So my hope would be for next year, we would start with the new school year, we would start being able to do a subtraining in July and do one every month. whereas this year we've kind of been a little bit behind the eightball and uh yesterday was the first subtraining we've had. So hopefully we could do a subtraining July, August and September and by this time next year we would have had four rather than just one. >> Yeah. >> Got
102your news articles and your calendar of events. in the sports radio. What's up? >> So, yeah, warm body count. >> That was up there. >> You got it. Okay. >> Yeah. And, uh, warm body count. We now have every kid in the school. Uh, we have our prek and our numbers are there. Um, we have lost a few prek. We now have 14 spots. Um we did have um uh 11. Um and then um we do have our special education classes all listed on there as well. >> Question. I know when you did the report to the commissioners, you had said that we had to do a lottery for the prek because we had more apply than the spots that we had. So when we lose a few, do we open opportunity for those who
103didn't get? >> Yes. There's a master spreadsheet and the teachers call families. Uh what you run into is like you may have a kid that leaves Homestead. One's left homestead because they have two classes and they've got 39 instead of 40. So, but the family that you call, they may live in Pleasant Hill zone. So, and they have to provide transportation. So, getting them there may be an issue. But yes, we have a >> opportunity. Okay. So that brings us to policies first reading. >> Mr. Chair, >> sir >> move to approve these policies and first reading. >> Second, >> there's been a first and a second for policies first reading approval. >> Any discussion? >> I have one question on one of the policies. >> Yes, sir. Um on the 3.3 the equipment supplies
104and management line one all equipment materials placed in school buildings by any group or organization become the property of the board. Is that the the best language mean as in like if it's not placed in the building then it doesn't belong to the school. So if it's if it's on our property does it belong to the school? >> But our policy says different. So, >> we could change that to plays in school buildings or on school property >> if it's needed. I'm just curious if that's >> Yes, that probably would be needed. >> Correct, >> Mr. Chair. >> Yes, sir. >> Move to amend to include that change. [Music] Yeah. >> And a motion to amend >> 3.3 equipment and supplies management and approve the other the other items. >> All in favor say I.
105>> I. >> All oppose say nay. >> The eyes have it. [Music] That brings us to the next >> second. >> Mr. Chair. >> Yes, sir. >> I'll go ahead and make a motion to approve all of 15 2.2.400 2.44 44 2.71 and 2.72 [Music] >> and 2.8041 right that got added on >> this motion in a second to approve uh policies for second reading. Any discussion? I think these are necessary and we've already talked about improvement once so I think we're good. >> Agree. >> All right. All in favor say I. >> I. >> All oppose say nay. >> The eyes have it. >> Next is the chief financial officer report. >> Well, the year is moving right along. pretty swiftly. Revenues year-to date 15,266,856. Our expenses are a little high, but we started
106a lot of our major projects. They're $18,92,91823. Now, we started with a fund balance of 9.1, which that would leave us a fund balance year to date of 6.3. But there's going to be some eb and flow here. We've really not gotten into the actual fund balance, but we just need to keep that in mind. >> Moving on to the sales tax. We are continuing to be uh ahead on the budget. That's a good thing because this is where a lot of our money comes from, but also we're beginning to see some of the property taxes and some of our other funds from the county begin to trickle in. >> So, just remember, buy local. Miss Bray, >> can we back up back to the um >> financial statement, please? >> Which had one question
107>> on the 46590 revenue line. Um shows us 28.71% of budget there. >> That's because that's where I had to put those teacher bonuses and they weren't budgeted for. >> That's where that revenue fell because that's where the state told me to put it. Gotcha. Okay. >> When we did the original budget, we didn't have that number, >> right? Gotcha. Yeah. I see that we were at 597 and we it ballooned to one two. So, I thought, well, we've got some money somewhere. >> Well, it's already been paid out. >> Okay. I can and well spent. >> So, it's not here anymore. >> It's gone. >> Okay. Very, very good. Thank you for that. >> The budget amendments, I think the first one is just a revision to the ISM grant. in their back. >>
108Yeah. >> Think of it that way. >> The second one is a amendment to our preschool special ed preschool grant. >> America. [Music] >> The third one is something that the state has required that we do. Uh they wanted us to budget for the TISA on behalf payments where they pay for us the uh children that take the ACT test and then our children that are incarcerated. We have to pay for their education in other counties and they take this out of our final TIA payment every year, but they wanted it put in the budget this year. So I'm doing that. >> Mr. Chair, motion to approve 141 budget amendments. >> We have one more. Do we want to do that together with us or do we want to do that separately? >> We have
109one more 141 which I just mentioned. This would be the funds to do the um resurfacing of the tennis courts. I went ahead and prepared this but it did not make the agenda. >> I don't know if you wanted to lump it in or not. >> Lump it separately or >> I'll I'll hold the motion till we go through this and we can lump all together if that if everybody's comfortable with that. >> Yeah, >> that's the only one. >> I think that's it. So there's that budget amendment. >> Okay. So now motion to approve 141 on budget amendments. >> Second. >> Motion in a second. Is there any discussion? >> Roll call. >> Mr. King. >> Yes. >> Mr. Matthews. >> Yes. >> Miss Nicholls. >> Yes. >> Miss Stout. >> Yes. >> Miss
110Stole. >> Yes. >> Mr. Cole. >> Yes. Mr. Davis. >> Yes. >> Miss H. >> Yes. >> Mr. Van Winkle. >> Yes. Have it. >> That brings us to the consent agenda. >> Mr. Chair, move to approve the consent agenda. >> A second. Second. >> Motion in a second to approve the consent agenda. Any discussion? All in favor say I. I. >> All oppose say nay. The eyes have it. [Music] >> That brings us to the uh questions from the media. Any any questions tonight? >> Um any other order of business from anyone? >> Call this meeting adjourned.