Work Session 9-18-25

001Call to order. You join with a moment of silence and the pledge still to the flag. [Music] >> Thank you. To the pledge I aliance 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 [Music] that. [Music] There are no community comments, but it's good to see everybody here tonight this afternoon. First item number three, open meetings. [Music] Not supposed to read that rationale. You can see on the wall there the rationale for statement. Under policy 1404, members of the general public are provided with both steps and access to address the board during open meetings. Once the period of public comment concludes during each meeting, however, then members of the public are not permitted to make statements

002or 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. A member of the public should again violate this directive during the same meeting. I will instruct that person to leave the meeting immediately. You have questions for the board or any of us as individual board members, please feel free to reach out to us by phone or email outside of these public meetings and most of you do. So, we appreciate that. >> Thank you. Item four, the organizational chart. Dr. Farley. >> So, um, as I had said in my transition plan, we would have this, uh, within the first 60 days and, um, [Music] >> and, uh, it is >> one

003of three that went off. It is on here for uh for your information. I'll be happy to uh address any questions that you have. >> I did have one question. That's why >> that one >> is that the finance director is that >> what you >> that would be our financial person >> the CFO that we're looking for. >> Yes. My question is a CFO should should report directly to you >> and not anyone else. >> That's the that's the in my mind that's how a CFO works. They don't report to COO simply because they need to be equal with that COO. Um, and that may be why we're having issues of hiring for that position because we're not >> I don't know that I I just read over in the job description. I can't

004remember if it states in there who it um reported to directly or not. And the job description is what's out there at this time. [Music] I mean, >> if you got COO, >> if the CFO reporting to a CFO, then their position, their job title is not [Music] >> that's not the job title we have. >> Where is the CFO? >> Well, I had changed it from the chief financial um officer just to a financial director. So, everybody is kind of a director and has the the same title. So, Dr. Farley, just you said it was whatever was in the job description. So, I've got that. Um I had a copy of it and it does say in the job description that this job reports to the chief operations officer. >> Okay. [Music] >> We're

005looking for >> it could be changed. >> Yeah, it could be easily >> cuz we were looking to separate. Yeah, that's that's the accountability part is having a CFO and a COO. >> That's the accountability side that we're looking for. >> Yeah, >> I agree with you. >> Yeah, I would also too. >> Oh, God. >> Would that change this vision of >> Thank you >> much. >> No, not at all. Gotcha. >> That change could be made tomorrow and it can be uploaded to the new agenda. We'll go out on the ride over here. Any comments? >> I agree with what John said. >> Mr. Cole, >> any thoughts? >> No, I mean I agree with what it sounds like the majority does. I feel like the CFO or finance director >> should >>

006underneath Rebecca. >> Yeah. Yeah. I think that's more of a >> Sorry, Dr. Sorry, Dr. >> I think that's the way most successful organizations are. >> Yeah. >> See, the chief financial person reports to the director. >> So, what we will do is we will excuse me, we will also change the job description. >> Yes. Yes. >> And have it to reflect to the correct person >> and those changes will be made and added to the new agenda tomorrow. >> We have a vote on that. >> Do we have to vote on the changing of the job description? No, that's just >> Mr. Van. >> Yeah. On page one, um, it's got principles reporting directly to Dr. part of it >> and then later in the in the org chart it has them reporting to

007>> the super the correct supervisors as well. >> Yeah. So do they have do they do do they have two bosses so to speak I guess or is it >> well I mean in a way I guess you could put principles under most of the supervisors here. Um I just had put them under me because I want to make sure that I'm aware of >> now I understand I mean in the past principles have reported directly to the director of schools and not anyone else and >> I don't know it's it's not it's showing two different things. So which one is it is what I'm asking I guess. >> So I guess in some of the organizational charts I've seen they've got a dotted line to the person that they work with. So like the

008supervisors would be like a dotted line, but then direct accountability to Dr. Farley would be something that I've seen in the past for working with a supervisor and some accountability there, but really they're directly accountable to you, right? You write their you write their reviews. >> Yes. I'm the one that evaluates them. >> Yes. >> It's also a little >> So they sort of report to two people. So the org chart is uh an operational piece. Am I understanding that correct? >> Yes. And that would fall under me. So, um >> I will um look over that and make the changes and the corrected version will be uh uploaded tomorrow and Mr. Van Winkle I will look at that piece and make the changes appropriately >> not yet. No, not at this time. Um, currently,

009uh, Dr. Spike and Miss Smith and myself are being able to handle everything. Um, kind of would like to leave that in there at this time for just the safety blanket that it is for me, the security blanket. Um, but I'm not in a real big hurry of of h of hiring for that. I >> think it would be helpful to have someone there if something happens to any of you. Heaven forbid. >> Mhm. Mhm. >> Three of you can handle it right now. But what happens when you're not all three of >> what what's budgeted for that again? I can't remember off the top of my head for CAO. >> I don't know that we probably around 123 128 maybe. >> Does that include benefits as well? >> That's just salary. Yeah. >> Thank

010you. Mhm. >> Yeah. [Music] >> Any other questions? >> I'll get those changes made. So the next item is item number five and you all had discussed uh coming up with a special committee uh to discuss middle schools and how you wanted to approach that. So that was why this was added on to this um agenda [Music] >> macro sense. So did did we I know we talked about this in the retreat but I don't know if we came to a solution of whether we wanted to just develop a particular committee that's designated of certain folks before going ahead and enrolling other outside stakeholders. >> My understanding and everybody that's here was there that day. So correct me if I am wrong but from my understanding you all discussed at this at the next board

011meeting developing a committee of board members first to figure out your next steps in who and when you would involve everyone else >> stakeholders. >> Yes, >> that's that's what I remember too. Yeah. >> Yeah. I'd like to make the suggestion that if we're going to do that that we also enroll some of the supervisors and the director on that committee because I feel like in order for us to move forward with some things. We're going to need some numbers. You know, you've pulled some things for us, but we're going to need some numbers and some input from them. I think in order to accomplish what we want to task the committee with. So I think if we're going to develop a committee, we want to make sure we enroll them as well and have

012a few of them on the committee and then if we want to I guess move to another stakeholder committee or just community town halls like you were talking about whatever we decide the next step. But if we're forming the committee in the meeting next week if we vote to do that then we also need to have tasks in mind for doing that so we can task the committee with what it is we as a board want them to accomplish. So, underneath when you all uh when we would vote or when you all would vote on this committee um next week, do you want us do you want me and Miss Diane to list, excuse me, possible individuals that would be on there or just put a bullet of stakeholders currently and then of task or

013are you all going to develop the task you want us to add on there? comes out. >> Well, if we don't want to lose any time, we want to start on things. And I would suggest at the next meeting that we have a few tasks that we set out for the committee. And that way when the committee sets their first meeting, they can start working on those tasks. And to kind of go along with that, so that we're lining up with task. Do do you know of any systems >> in or around Tennessee, I guess, that have went from a KA to a middle school type thing. Um, is that something we might could ask TSBA if they have information >> of going, you know, of doing that so that maybe we can reach out

014to them and see what are the tasks, what are the things that we need to look for. I mean, because >> I think that that might be a good question to your cohort group of directors actually through your >> Oh, yeah. >> through your community >> supervis your director's meetings. I mean weba as well but I think from a director might not have the idea of who has done it you know and then we can reach out to those systems what worked >> I almost feel like the committee needs to be formed first and then brainstorm the yeah brainstorm ideas about what we actually >> want to accomplish >> and what's what's required like how much is it going to cost first of all what are the options that we have >> and we need

015to find out how much it's going to cost for each one of those options. So, we're going to have to have support from your team for that. >> Mhm. >> We want to know how is it going to affect transportation and what kind of support we're going to need there. Do we need do we need a third party to help us reszone? Can we do that internally? We just need to brainstorm those ideas. >> Yeah. >> Think about what we need. We'll need probably your support for that too to to do the brainstorming and then and then come up with a plan on who on your team can help with that. So, what I'll do tomorrow is I will send out an email to toss, which is the Tennessee Organization of Schools. I was trying

016to think of the acronym for it. Yeah. >> And I will ask them. I think Canon County recently >> did some consolidation. >> Um, I'm not sure that necessarily that they went to a middle school per se, but I I'll double check there and I'll just reach out to that whole group and see. And then as far as on the agenda for next week, we can just put members. >> Yeah. So yeah, just to rewind, we got to get the committee. >> Correct. So >> once we establish that we are going to have a committee, we we vote on who those committee members are. Once we decide who they are, then we give them the tasks of what it is that they're going to be doing. essentially enlisting the stakeholders that are going to be

017on that committee >> and then from there we can get everybody involved and start finding all the data. >> Yeah. Yeah. >> So we the chair actually has the final word on who's on the committee. So of course we'll be reorganizing all that right at the meeting. So the chair it says per our bylaws that the chair has the decision on that. So people who are interested can >> that's right >> voice >> when we propose to do a special committee needs a start and end date >> what they're supposed to do. So think about that in the motion. >> Yeah. >> Be good to develop a good motion with all those components in >> if Dr. Farley has some feedback on what you think would be task good taskwise. And then the board members

018like some of the things Scott was listing off tonight already and then we can put that all in place at the meeting. >> Well, you set the timeline out, Dr. Farley, so you probably had a good idea of an end date for the committee before we shift to the next step. >> How do you pick an end? >> Yeah. Well, we have the timeline, >> right? Well, you know, and that was just like I said when we got together, I just tried to come up with some items and ideas for you all to talk about. >> Yeah, that's >> we want to say by the year whatever 2026 September or 27. >> Oh, I see what you're saying. Okay. >> Got to have some point that we get to make decisions by. Do we have

019as far as I know that yes, you have the final say on who's on the committee, but do we have people who are wanting to actually be on that committee? >> That would be the first question I would ask is the chair. Okay. >> Who's interested? >> Everybody's interested and we'll have to figure something else out. >> We can draw straws. I guess >> we could draw straws. >> How many people are we putting on this committee? No, I have a max of five. >> Max of five. >> Has to be less than five. >> Less than five. >> Less than a quart. >> Oh, less than four. Okay. Sorry. >> Less than five. >> When it gets to be even numbers, sometimes you get tie votes. >> So, three is usually the number for

020a committee. >> Now, if we have four board members though, and let's say we have three supervisors and four board members, >> still up to the board members to vote. anyone else's non non vote, >> but that wouldn't throw us off on the >> You could include student members as well. >> Oh, that's a good idea. >> How about the three that we get here would be good to come meetings. Yeah, >> if they're interested, they might I don't want to be in that. >> I don't know. >> Yeah. >> I think one other thing you might want to check, Dr. Farley, I think Knox County is building a new school K to8. Mhm. might be why they're doing that. >> So find out more middle schools and they have a reason. I don't know

021why they're doing but that's unfair. I >> think so. Yeah. >> What would it take? >> So do we tell you that we want to be on this committee or >> Well, I think you probably need to wait until after >> if we vote the chair >> next Thursday to have a middle middle school special committee then we can ask that question. wants to be on a conference in Nashville. >> I kind of have an idea that we're about to >> and we'll not be here next week. I know. I'm sorry. >> Consider this as a agenda item to vote on >> next meeting right back again. [Music] >> I can't call them cuz I'm not homesick. Right. >> Right. Well, I have a new car, so I could drive up here, go to the

022meeting, drive back. >> Anything else on the middle school special committee? [Music] >> If not, >> so tennis court update. Um, you all were like me and you had received a couple of emails about the tennis courts. Um, They are currently holding matches at Stone Memorial for our middle school because that's what's in session right now. Um there is one child from CCHS that plays middle school tennis. So they are in with SMHS and we just have the one team. The Yeah, the one team. Um met with the parents. Obviously, their plan uh would be to have um two tennis courts uh one at SMHS or the tennis facilities, one at SMHS and one at CCHS, >> which is like six >> at Yes, you have to have at least six courts. Uh I've I've

023learned um a little bit more about tennis. Um so, you have to have at least six courts to be able to hold tournaments there. So, uh, each facility would need at least six courts to do that. Uh, the price that we were given at one time, and it's in this packet of information, was around, uh, 625,000 a piece >> per school. Uh probably if you're going to do tennis courts again at Stone Memorial, my suggestion would be um to go across the street or across the road uh where they are now because we have filled these cracks numerous times. Um maintenance has these courts ready and they are able to play now. Uh they could not have played when they had their first match. There was a miscommunication and the courts were not ready for

024the children to play. The children showed up to play and there was stuff on the courts and that's why there was some um upset parents which I understand. Um I have gone back, Miss Bray's gone back as well and uh Miss Kingdom has had her people over there and they have had matches since then and we have had no trouble. The courts are as good as we can get them now. The long-term plan that uh tennis parents are hoping for is that you all as a group will partner and work with them to build these facilities. They do have a interim plan uh and that is to have the current um court at SMHS resurfaced and I think that's probably going to be around 80,000. I do not have a bid. she was going to

025get me a bid and I have not received that. Um it had been quoted out two years ago, three years ago when all of this tennis stuff started. I don't remember exactly when that was. Uh and it was um 60 something thousand then and the guy on the phone roughly said it was probably gone up about 20%. Um >> three budgets ago as I remember. So my thoughts would be okay if you know if that's the route we go I would like and this may be impossible but I would like to ask the guy who does the ceiling if he will give us some kind of guarantee for the 5 years that he's saying that it should last and hopefully within that 5 years us as a board can come up with a plan. Um

026I know that Dr. Matics when he was here had reached out to the city and the county. Um I have been back in touch with the city. What he had proposed there was for the city to give you all land up here at Garrison Park. >> Yeah. >> And the city said no. Um they have plans for that piece of property. So the work there with the city is not going to be an option. and I I haven't been able to get in touch with anybody at the county level that he had talked to. >> Okay. So, that's still outstanding. >> The courts over at SMHS, they actually need to be moved. Is that correct? >> Yes, I would move them across the road to where current currently the parking for like baseball and softball

027games are. That's where I would move them. >> Grounds more stable there. I would assume because if you stand there and you look at the courts, uh, you can see the field on the other side. I think there's a fence there. The field on the other side is a slope. So, I'm sure that all of the rain and all of this stuff comes right down. >> That's just drainage issues as far as like that can be worked and fixed and >> done properly. the entire school area. Yeah, >> the um the engineer >> I don't know that I don't know that moving it just across I mean you'll have to get engineers involved and that's way above my >> my head but I mean I don't know just move it straight across but >> well

028in addition to the water runoff or the problems with the heaving whatever we're getting there we've also been advised that the orientation needs to be changed >> so and I think there was an issue with with fitting it where it is now with changing the orientation Maybe that would be better across the street, too. >> I still have a concern about it being played right now because we heard so many times that it couldn't be repaired at a level that was safe enough for it to be played. So, I guess if we're going to allow play to happen there on the school grounds, I just want to hear that it has been repaired to the point that it is safe and that there's not going to be a liability issue out there. I know injuries

029can happen in any sport, but we need to make sure that that area is a safe area. So, all of the cracks that were there have been filled in and they are basically level level with the playing surface. I don't know who I could get to come in to say, "Yes, this is good. You can play." I I don't know what individual could could and would do that for us. >> The ones I looked at, the cracks were still bad enough where if you were >> playing tennis, >> needs to be resurfaced. >> Yeah. Yeah. It needs to be resurfaced because it was >> it wasn't necessarily even. I mean, it was as good as they could get it, but it wasn't necessarily >> it was filled but not even. Yeah. >> Yeah. So, I

030just don't want to set the district up for liability issue. >> Stone Memorial was to host the middle school tournament this year. I did reach out to uh Pepe Peron at Camp Nakonawa and he did state that they could use the um his facility to host the tournament. Um they weren't really excited about that. So I'm not sure that that's something that that will happen, but um the only thing that we would have to do as a school system is just like what we do when somebody uses our facilities is we would have to provide a copy of our insurance. Mhm. >> So, >> and I know it's not the most convenient, but if we're talking safety over convenience, >> right? Well, it's, you know, it's 30 a 30 minute drive. >> Mhm. [Music] >>

031Any questions? >> So, where does $80,000 come to resurface? Where's that come from? >> That would come out of our budget. Is that what you're >> Yeah, that would I mean to to my knowledge the only place that you would have would be out of the fun. >> So then the question is are we throwing good money after bad if it has to be rebuilt? >> That's why I said I would use a guarantee >> of some kind. >> So I've got a couple of questions. Currently, >> we've got one school that doesn't have any tennis facilities >> and one with subpar tennis facilities. >> Obviously, the big prize would be build six courts at both schools to the tune of 1.3, 1.4 million. >> If we were able to look at this in a

032stage like stage one, stage two, whatever, what would be is there a difference in a match in a tournament? like can we get somewhere cheaper to to be able to have matches on our home turf >> or is is a tournament like bigger has more schools involved? >> So I I don't know a whole lot about tennis. >> I don't have >> so uh I I would have to definitely check but I do know like if you're going to host a tournament yes you would have more than typically in a match it's going to be one school gets another. >> Yes. Yeah. like if if we're able to to if we're able to make it to where we can have matches at both schools, we're still doing better than what we are today. >> It's

033not the big expensive fix that everybody wants to act like that's the only option for. But if we were able to do that in and do it in stages, do it in in phases like we do every big project in government, we might be able to get some momentum quicker. >> So, >> taking smaller bites of a big problem. I know um at Stone Memorial there are only five courts that they currently can play on because the sixth court does not have a net. So they can still they are still holding matches there. So I would assume and I know you probably shouldn't do that ever but I would assume that yes you can have matches with fewer than six courts but I can definitely check on that >> and correct me. It's a It's

034a six member team. So, what happens is is you run out of daylight or run out of time or you put somebody getting home really late if you only have a couple courts to play on. >> So, if you have six courts, you can you can do all six matches at the same time basically. Now, with a tournament, it's different because you have multiple teams there, but it's also going to take longer than an afternoon. And as time changes or gets closer to the dark gets here sooner, the matches are harder to get in if you don't have lighting. So, >> we have lighting. >> I don't think so. >> I don't think there's lighting at the tennis courts, are there? So, >> no. >> There was there was at CCHS. >> Yeah. But there's

035not gone. So, >> and correct me if I'm wrong, but I thought I was remembering after we built the auditorium that there wasn't room for us to do six courts at CCHS anymore. It would only be four. >> They had to move them somewhere. >> Well, you'd have to move them somewhere. >> We had to move them somewhere. >> There's property there, but it's not right there where it was. >> Okay. >> Why is there not a net on the sixth court? I don't >> Oh, I'm sorry. >> According to Mr. Brown. The coach has a net and he will be putting that up. >> Oh, okay. They weren't using it. So, I don't think >> the match the other day and I don't know anything about tennis either, but there was a match and

036they played on four courts and they seem to be progressing through their and they got finished before. >> It just depends on how long the matches last and >> well, these were getting over pretty quick, I guess, because it maybe middle school. I don't know. Yeah. >> Well, I still go back to the safety thing on resurfacing. So, >> it's resurfaced from my understanding for a brief period of time. It should be good as new. >> But I don't think he's going to see >> I mean as good as new as you can get a piece of ground like that. But you spend $80,000 to do that to make it limable for these kids to play on. Hopefully it lasts for a few years until we finish the middle school and then we can >>

037do tennis courts, right? I mean, is that kind of >> I don't know. We definitely need some more information, but this isn't something we're making a decision on at this month's meeting, right? No, this was just an update. >> But we need to >> No, but but if they're playing, that's >> safety. I mean, yeah, if they're >> But that doesn't have to do with resurfacing. It's already been fixed and they're playing. I mean, it's already been filled and they're playing. >> The only thing is is that we have been talking about this >> for for three years. >> Over three. >> Yeah. >> Okay. Over three. >> Yeah. This was on the agenda before I came on the board. >> We were no closer to anything. >> No, you're right. Well, so I think

038since I've been here since April, uh this was a budget item and >> we voted not to put it on the budget. >> So, >> yeah. So, we also have another conversation that's been talked about for years that's kind of died off that probably needs to resurface for safety issues is homestead. >> Oh, big time. >> And that's a big expense out there. So that was something that when we were talking about tennis courts, when we were talking about what needed to be done at Homestead and kind of looking at what where the priorities were. >> Yeah. >> Doesn't Homestead have a fence now? >> They have. They did get a fence around the back portion of it, but the whole point that had been discussed previously with the prior education commission committee and then

039it changed hands and things kind of died off from there >> was her recommendations was one building, one key. So adding on to that one building >> as well as using the outside buildings could >> if it becomes an elementary school it may not be necessary >> right >> an elementary school that still requires the littles too you won't need as many classrooms either so >> that that might change but that all in the realm of consideration for what we need to do >> how we're going to use those buildings and the amount of kids over there. So, is there the possibility of being able to do one set of tennis courts for this year? >> So, yes. So, one set schools use them. >> Well, no. I mean, I know we went ahead and

040we did not include that into the budget. Is there a way? Is there money available to go ahead and actually get it done for this year if we went ahead and chose to vote on that? >> Again, this would have to come out of your fund balance, >> right? But that's what I'm asking. Is there actually funds available for that in the fund balance? >> I what I would want me personally what I would want to do and what I would feel comfortable with is if this is something you seriously want to consider um I would want to look into this again and and get definite prices because I think these prices are at least 2 to 3 years old. Uh before I would say, "Yeah, I think you'd have the money in your fund

041balance." Or, "Nope, I don't think you're going to have the fund balance." I would definitely want to have a hard number. >> Okay. My other question is in doing all of that, is this something that >> he's a breath of fresh air? He's just different from >> all of that was agreed upon. Would we be able to go ahead and have tennis courts available for the high school when um tennis season rolls around? Would they be ready for that? No, because you're going to have to go through the bid process and and then get it approved by county and all of that and have the engineering work done and all of that and um while some of it you might could speed up the season starts in the spring. I mean, I want them to

042be able to play on a safe court, but at the same time, putting the money into that knowing that we need new tennis courts. I mean, that's $80,000. >> Yep. >> That can go towards new new courts. $80,000 >> is kind of a >> I wouldn't want to say a drop in a bucket, but compared to new courts, it's >> about 115th of the cost of new courts for both schools. >> We do for tournaments. So if we just have four or five, whatever the case needed to be, it's not going to cost that 600 700,000 cuz we're not doing all that. Personally, I'm not concerned with hosting tournaments right now. We got to get back to the basics and do the small stuff right first and that's put our kids on their court, let

043them play tennis, then we can worry about hosting everybody in the region or whatever. Yes. >> So if we did this in steps, step one would be to refurbish the courts. Step two to consider the plan going forward. >> Yeah. I think step one would be refurb >> I agree >> stones and and give CCHS the basics of what they need to have a team. >> Yeah. >> Two or three years out of the courts at stone while these other plans are taking place. They've got to play tennis during that time. >> Right. I think that's what you're talking about. >> Yeah. Because CCHS has nothing now. We can start there. >> Once we get something for them to play on a stone and then whenever we're demolishing stones, >> everybody still has a place

044to go to to play. >> Or like if you say we're going to move it across the street, >> do both at the same time. Yeah. >> You still got a court plan. Yeah. >> So, what do you all want me to put on the agenda for next Thursday? is the resurfacing. >> I mean, I'd like for you to go ahead and get some prices so we can be >> resurfacing. >> Looking at their fund balance versus how much it's going to cost to do the minimum to give both schools a adequate facility to practice on. >> Wrote down a note to check on three court, the cost for three courts, and the cost for four courts. >> Scott, you seem to know a little more about tennis than I do. Was four courts. >>

045Is that adequate for all? high school. In high school, it's going to be a challenge because the volleys are longer, >> right? So, the better the players are, the longer the volleys last >> and and in middle school, the reason they're getting done is because a volley probably's, you know, two or three shots and it's over, the point's over. But, >> and if we resurface all the ones out there at Stone, can CCHS and Stone share that facility? >> I think they can. >> Yeah. I I say also along with what Travis is asking, check on the resurface and how long it can be guaranteed or or can the resurface be touched up year over year to last a little bit longer? However it is they could do that to keep it going until we

046can make a decision on how much we want to spend on this. >> Yeah. And then construction was can we build them in stages? Like is it like a concrete pad that if you build four, can you add two on right beside it? >> Right. Right. Right. Yeah. Cuz if not, then >> that would be the only way to do it. >> It's a good question to ask. >> You may you may not. It may need to be seamless. >> Generally speaking, it costs more and takes longer if you break it up. >> But it's next year's money for this, next year's money for that. >> If it gets, like Travis said, if it gets us going, I have found things don't usually get cheaper or easier. And >> and then if we can ask

047if who to Shannon's point, who who could potentially sign off on a playable surface? I mean, I don't I guess who who can condemn one, >> right? >> From my understanding, a lawyer wrote you all a note. Y >> yes. >> Now, that law I I don't know that lawyer's connection to that tennis court. >> Yeah. I would say Tennessee risk management might help. >> To come and visit next week. >> Okay, that would be good. >> The lawyer was a parent of an opposing team. >> Okay. I just heard a lawyer didn't know how that came about. >> Well, we had had some parent feedback, too, right? And then we'd been told it wasn't being used because of that. So, there they were. >> We could ask our attorney to do a little work

048>> on that. just kind of hesitate to get all the lawyers involved. >> Yeah, that >> I mean if the Tennessee risk we start there with the Tennessee risk management, see what they have to say. >> Yeah. >> Lawyers, >> all these engineers. >> Yeah. So my responsibilities reach out to Tennessee Risk Management to see about resurfacing and what kind of guarantee if we can touch up every year will that suffice? check on the cost of three quarts, four quarts, and if you start, can you add and what's the cost like on that? >> Is that all the items I am to find out for you guys? >> So, do you want this to be a voting item on your agenda next week? >> I think that the executive committee will say it is. Yeah.

049>> Yeah. I think we need to funding at least for the resurfacing part, right? >> To be able to get bids and get anybody to take our bids seriously. We have to have some kind of vote saying that we're ready to resurface at a minimum. >> As far as your generalized estimates for those projects though, I don't know that you'll have it back in a week or something like that. I don't know there'll be any monetary information other than just the reservicing piece. >> That would be the start and you could update us next week. >> Yeah. >> And being that this would have to come from the general fund, it has to go back in front of the commission. Is that correct? >> So >> for them to vote on it, >> unless we

050pull it from somewhere else, >> take all the tennis parents with us. >> All right. Unless unless we made a budget amendment that reduced some other portion of the budget by 80K. 2 years experience in clean. >> You'll have to get there. >> Was that out loud? >> Did you really mean to say that out loud? >> It's just budget. You can erase or you can right. >> Anything else about tennis courts? >> I'm good. I think we talked about >> Okay. So, uh part of um the new evaluation I think that you all are that's on this as well to discuss tonight. Uh part of that um it states in there that we will revise budget or we will revise policy um every year. So we have started that and um obviously getting this

051a little bit late wasn't able to get the first section done in August. that will be in May. So, supervisors and principles and myself look at these uh policies and these were the four that needed some u minor tweaks and it's probably just grammar and a few words. Um but these are all section two that needed to be updated just a little bit. >> Okay, we'll talk about it more when we get to item 14, I think. Yeah, I found 60,000 mobile since we haven't hired a financial director. >> You take 123 divide by two, which is the amount of time they've not been here. There's 60 grand out of there, >> right? >> You haven't hired a chief academic. >> Yeah, >> that's the amount you're talking about. Chief academic. >> Every year there's

052those we don't feel >> and we're not going to spend like we're not going to we're not spending that this year. It's a good argument to take to the commission for budget amendment. >> So you said these are on 14 again. >> Yes. >> Okay. >> That's what I have. >> So USC valuation draft 14. >> Oh, that's my that's these are policies. >> Okay. >> Miss Diane, would you click on 2.2000 again? >> I just saw one line struck through here. >> Mhm. [Music] appropriate form furnished by the commission. They don't furnish. They don't give us a form. >> I just require you to use a certain format >> so that they can understand. >> So that's we can use our own. >> It's the format that the state comproller provides. Right. >> Right.

053It's just our budget. It's what we present to them. But I mean they don't give us a >> specific format. >> The commission doesn't. But it's Commissioner the Yeah. Oh, this is the commissioner. >> What that says for >> it's written as the commissioner. I believe it's supposed to match what everybody else is doing. The finance department because the finance department provides fill-in- thelank forms for budgets. I guess they don't >> which I think is provided by the state comproller. I think everybody in the state uses the same format. It's my my understanding. >> So that would be comproller versus commissioner. Well, >> we're in 815X County, so we we've got a different format. >> We can write it on paper towels. We still have to put it in that format. >> Yeah. So, that's

054the only change here. >> Could you just say on the appropriate forms >> just furnished by the commissioner? Yeah, >> that's good. >> We We need to double check that cuz that that wording I think is specific to >> Yeah, I I agree with I think it is. >> You look at your references at the bottom. I >> think that's word for word. >> Comes out state law, doesn't it? Yeah, I think it does. >> I think that's so that all systems are uniform across the state. But again, there are systems that use their own format and then they put it back into it. >> A lot easier to read to look up online some other counties. You'll see that what I'm talking about looking specifically at Rome County. >> Really easy to read. >>

055All a lot better. But in the end, they put it on that form >> just like we do. >> Yeah. We can check on that one for sure. So, this may or may not be on the meeting next week. >> Well, it'll it'll be on the the meeting. It will just be corrected to what we needed to say. >> So, that was up in like the first four or five lines. [Music] >> I had a question on this. What What are those EMS link or those u like financial uh wallets or something >> online pay platform. >> Yeah. So, is it is it something that we could have a generic statement instead of the acronyms for those specific online pay? >> Sure. So, instead of having those platforms, we would put um are you all

056okay with if we put various online platforms such as and list some of those? >> That that would be Yeah. >> Yeah. Cuz nobody knows what those are. >> Yeah. I've never seen those. Yeah. >> Well, and then if any of them change, we don't have to go back and adjust, edit, >> just make it a generic >> online platform. >> Mhm. >> Any online platform. >> I I had a question not necessarily about the policy itself, um, but about this same thing, this topic on revenues and stuff. And uh it it was brought up to me by a nurse um and not my wife. But >> but on the revenues part because they get money from the state from insurance or whatever from some of these kids by filling up, right, Marcia? And correct

057me, you get paid back by insurance and things like that, right? And that money goes back to just a general fund within the school system. >> Um, but then at the end of the year, then sometimes you're scratching trying to make have money for substitutes and things like that. And also the nurses like for um >> they were asking about like continuing education things. >> Um >> like they go to conferences or whatever conventions and they're paying out of pocket for for these things. Um, I didn't know if we had >> if there was room because of the money that they're generating in to be able to help pay for some of those conferences, you know, the the continuing education things or whatever is that I don't know >> where to go with that question

058just to be honest with you. Who's who makes that decision on how that money gets spent and things like that? Do we have do we pay for any other? >> I don't know. I can be corrected on this, but I think if we budget it for something, it doesn't get spent there. If we don't spend it, it goes back into the general fund. Is that correct? >> And and once it's in the general fund, we would have to vote to use general fund money to pay for something else that wasn't budgeted for. Does that make sense? >> Yeah. But this is money. This is revenues coming in. >> Okay. >> Go ahead, Kim. >> Okay. It has to be put in the budget first before you can spend it. And since I don't know at

059the beginning of the year how much of that she's going to collect, we'd have to recognize it in the budget and then I can appropriate it back out. But I can't budget for it a year in advance cuz I have no idea how much it comes in what quarterly >> just randomly. I will get a check. >> So it would have to be put in the budget and then redistributed. But previous finance director would not allow me to do that. He said it went back to the general fund to offset just fees in general or nursing in general that we provided for these children. Now, it might be different now, but it would have to be there had to be a budget amendment done and then you Marshall could say put it in whatever when

060you're saying the past finance director, you're meaning at the county. >> Correct. Correct. >> Because we're act 81. >> We can't spend it unless it's in that budget even though it's in the bank. So yeah, I I guess then is there a way for them >> is there a way for >> them to ask for the money to get >> to go to these continuing education things? We would maybe make a budget line item >> for that function itself. And then in knowing that if there is residual that comes in from that department that would be earmarked potentially for that. >> So that would be a budget two or three budget amendments unless we wait until the budget >> cycle comes back around and we modified it that way. >> Yeah. And and that's I

061I guess that's that's the reason I'm asking is you know looking looking ahead in the future if there's opportunity where we can do things like that to help them and then how do they do we have an avenue like you do for fundraisers or whatever else they have they they request the funds or whatever you know what I mean is is there an avenue now >> that covers [Music] shaking her head. Yes. >> I mean, they can always request >> to go to um conference or something, >> but like in the past, I've not been able to use coordinated school funds for anything out of state. Anything they've done in state till now has been paid for. But the out of state thing, they I wasn't able to cover that because [Music] might be a

062little bit different with pizza now, but I'm just >> the only one that happen. >> Yeah, >> she has money budgeted this year. $8,600 for >> staff [Music] and [Music] $8,600 for both of them. >> How often do they use that? I have six going to tapered which is coming up here in a week or two. The nurses vary depending on what they see a need to get educated in and I have one that likes to go to September the nursing conference national nursing conference but you know always for education and I try to do as much that we can do. girls >> that's local or more local [Music] >> is the the national one is it like just for school nurses a national school nurse >> conference >> any other questions about this policy

063In other news, will host all farm day Saturday, September 20th from 10 a.m. >> The director of school shall deliver. We changed that from quarterly to monthly report indicating all receipts and expenditures. This is what we already do anyway. So, we just changed that to reflect that. [Music] Questions, comments? [Music] Okay. Miss Diane, on to the next one. >> Tennessee State in France. >> You can see what there was some marks here. I think it's a good idea to keep uh personal uh property separate from school property. And that's what we did here. Why was that in there to begin with? >> I have no idea. >> Was that was that to keep equipment separated? >> I think so. >> Yeah. I think there was a time when you had things in your office, pictures

064on the wall, whatever, >> it t Okay. List everything that's personal that we know. >> That way if there's any liability purposes, they know who's what. H. >> So if you use school funds to buy a frame for your picture, you you labeled the frame, but the picture was yours. I guess >> it was in the inventory that way with a number. >> But since we started inventory, that's changed because when we first started inventory, we had to inventory every chair. >> But now you have to have a value, I think, of over $100 to inventory it. So another reason probably that So is everybody good with this one? >> Okay. [Music] that keeps us from putting stickers on paper towels bathroom. So, we talked about when we did budget um in April and May

065and June and July um that we would be a little bit more proactive and that each month we would have a budget discussion. and we talked at the retreat and you all wanted the budget discussion to be held during the work session. So here we are. Um and this month uh a question had come up about bus driver shortage. Um so when we were at the retreat also I had developed a list of topics and you all had told me to go through and rank them kind of in order of importance or what I thought. So, I've done that, but this list is definitely open for discussion. And I will be glad to change the order if I I guess let's start there. So, does anybody have any suggestions as to how you would like

066to see these monthly topics changed? >> So, I I think you actually prioritized a couple items at the meeting, right? maintenance was one of those. >> Is that something that we need to move up on? >> So, here here's my concern with maintenance. Okay. So, I mean, you all have seen our um capital projects list that's updated and it's it's on this um agenda for tonight. My concern with maintenance is, you know, um the budget is so tight this year compared to what it's tighter than it ever has been. uh because it's budget to budget instead of budget to projecting like we've always done and my fear is the money having money to do everything that we need when we need it done like you know air conditionings and things like that that's my concern

067so that that's why I said maintenance was such a concern and the capital projects >> I think this is all planning for next year though we wouldn't be correct >> discussing correct >> what we're doing this year it would be well what are we going to do next year >> right >> so I have a better idea what that looks like in March rather. >> Yeah, we're going to, you know, you'll know. We'll know how much money. And don't forget, um, in the email that I sent you all Monday, uh, McKinstry is finishing up their work and they will be ready to present >> at >> the November work session. >> So, so I guess the way I would approach this is we had we had several hang-ups on the budget this year. >> Yeah.

068that were that were long lead time items I guess you would call it. Why wouldn't we start on those first and get some idea of the direction we're going to go on that? >> Okay. So, what month do you want? What? >> I mean, I mean, what's what's the biggest thing up we had was was supplements and salary or salary scale. That was the biggest thing up >> pay scales. Um, and then, uh, at one time something was thrown around about looking at insurance, but I don't know that we ever followed through with that. >> So, benefits, >> supplements, >> and then supplements. So, >> and that's kind of the whole benefit package, right? >> That's that's the biggest chunk of our whole budget, right, for all those things. >> Yes. 82%. Yes. Absolutely. 82

06983%. >> Yeah. And then it's replacing or repairing property. >> All right. So, academics, I think, was the number one thing we said we wanted to make sure we could influence. >> Um, if >> you're not going to I'd like to see I'd like to see uh not that all these things aren't contributing to academia. I would I would like to see us start tying dollar bills to our academics in some capacity. like how do we figure out what it is that's going to make us better from an academic viewpoint? I know that it's not necessarily a priority at this stage to get that individual in the role. I know you did it for a great number of years. Um but academics um the maintenance and the if if I were going to make a

070recommendation it would be academics now or October. um >> pay scales and insurance >> number two which will be November >> and then maintenance in December >> and then December >> however see fit from from there >> I think one of the things with the pay scales and insurance though is because we don't get the new numbers until January >> I had put January down because by that time they will let us know what our insurance rates are going to be is that correct Miss Ray >> Mhm. Yeah. >> Well, no, probably December. >> Okay. >> We don't have a work session in December. We only we have the work session in November and then we have the meeting early December, >> right? >> So that's why she skipped. >> So that's why it would

071be January. >> All right. So So be that one. Um any emphasis on uh or what's the furniture mower playground conversation? I guess I mean in I hate to bump something I don't know anything about but I'm just I'm just using what we discussed in the last meeting. >> So um every year when we start and bear with me. >> Sure. >> Every year when we do we look in February we have a lotment meetings with all of our principles and they fill out a budget list for the for the school year. And every year you have schools that are struggling to replace furniture and there's no money that we've ever had set aside for that. So that's why furniture's on there. And then uh you have the same thing with playground. Typically uh the

072prek playgrounds when those were built was when Cumberland County schools got prek and that was in 2005 2006. And these schools really struggle uh especially if they don't have a very involved or a very active PTO that raises the money for playgrounds and playground equipment is very very expensive. We have never contributed any money to furniture or playgrounds and then there's always a question about the mowers and these are not the mowers that maintenance uses. These are the mowers at the schools because the custodians do some mowing there right around the building. So there's always a question about that and those are typically three items that we see on most principles wish list or budget items. So you know if we can add some type of furniture rotation or mowers or playgrounds equipment that would

073be great but you know we've got lots of items we're needing and the money is pretty much the same. Do you know if the if those three items had made their way into the >> assessment that we just >> employed? >> Mckinstry. >> Uhuh. >> No, that wouldn't be >> they did like >> they did facilities but not interior like furniture >> and they didn't do playgrounds. >> They didn't do playgrounds. Can they be added? >> I can ask. >> They have finished their initial >> inspections and I've got some of the information already in the tools. >> Was it something that we can add later once we own the software? >> We could do it now. I mean, I could have them come back and look. >> I'm just curious if it if that

074was part of their >> It was not part of the original scope. >> Gotcha. Okay. Yeah. I mean I >> I don't know about the mower of the playground, but I went to Martin and Toured there. I'm pretty sure I saw the same desk I sat in in 8th grade. Did >> you carved in it? >> Yep. She was going right beside it. Nick gloves. >> Same chewing gum was still underneath. >> So, no. And that was really that was my thought was like let's if you know if we've got a priority um if we're going to verbalize what we think our priorities are let's just get those to the front of the list work on them sooner we've all agreed multiple years let's try to work sooner together instead of later longer and obviously

075academics it's always going to be the current textbook that's up for adoption and uh we're getting ready to start the social studies and a few CTE so that primarily I think that's just about all you can academicwise is all you can really focus on there is the new textbooks because this county went 14 years and did not adopt an ELA. >> Yeah. And and that's why you know if we get this stuff sooner in in our view year in year out we won't miss the target by 14 years. >> Correct. >> And I'm not fussing. I'm just >> in theory that those things won't slip through the cracks as oft. if we're going to let anything slip through the cracks, uh, that's probably not it. Um, because obviously you provided some great data in showing

076that we've got some areas that need improvement across the board, third grade, not the fast forward, >> right? So that's that's a focal point that should be in our lenses like, hey, do we does it require policy adjustment or does it require budgetary cons, you know, considerations uh that we can help with? Um, >> right. Cuz beyond like textbooks that you mentioned, I mean, is there technology that we need to look at that would be helpful? Is there extra hands-on deck that we need at that, you know, that would be helpful? So, for me, when we're looking at academics, we're going just beyond like the books they're going to be using. I think furniture covers some of that because I know I've heard from some teachers that have had second or third grader sitting in

077like a seventh or eighth grader chair in their classroom, you know, and it it was, you know, just >> because they didn't have enough chairs or whatever, you know. So, and I'm just throwing that out there, but furniture can be directly if a child's not comfortable all day, that's going to directly affect his [Music] >> uh learning and understanding and everything else. So, >> and not to put everything on the back burner, right? But we would be silly to not recognize that we are developing some for we're adjusting the strategic plan into the future. And we also have this massive conversation that's be in front of us with middle schools. So, some of the need in furniture, playgrounds, schedules, and supplements like that all is connected to that that conversation directly. Yeah. and and and

078the one thing that's not going to change the constants are going to be maintenance and academics. So from from that viewpoint for me that's why I felt it was better to put put at the top of the list but I totally understand where you're coming from. So what if we move academics to October and we move to November >> maintenance. >> Move maintenance. >> That's what we get in our study though. >> And then in January we can combine supplements, pay scales, and insurance. >> Perfect. Sounds good. Sounds like a lot for one month in January >> and there may need to be a January February >> and we can do that but I would like to put all that in January and see and then in February what we can do is combine the

079athletic schedules and what I'm talking about there guys is fields. Yeah, >> we're going to have to figure out if we're going to finance athletics and maintain what we have and we can combine that with the furniture mower and playground and then try to finish everything up by February. Are you all good with that? >> Mhm. >> I like that. Looks good. >> So, with that being said, then this right here will not the budget items piece will not be on the agenda if you all are okay with that. So now the topic for this month is bus drivers and uh Miss Diane do you have those attachments? Yeah. >> So you all had asked me to get numbers. So Miss Martin was able to go back to 18 and tell you the number that

080she lost each year. >> So I had a question on this right off the bat when I saw it. When it said better job, does that mean better pay, less hours? >> Better hours. >> Better better hours. >> And And I've got the I got the same thing you did. So my assumption there is probably better pay or kind of like what Miss Nichols said, better hours. Today, um I was at farm days and obviously the kids all had to be bus. So they got to farm days and the bus drivers all sat there today because there's a time at farm days when they have to load back up on the bus and go from one side of the experiment station to the other side. So the drivers were there all day long and if

081they go on a field trip out of town, they're gone with them all day long. So you can't have another job and drive a bus. >> Is there supplemental pay for that when they when they're >> when they do field trips? Yes. They get more money for filtering. >> So this is a daily rate of pay, right? >> Mhm. >> Well, what is that daily rate? >> Depends on the years of experience. >> Okay. What What's the min max? You know, >> probably everybody around $100 and then up from that. >> Okay. >> So, I'm just trying to give an idea of what the hourly rate of pay is. That's why where I'm getting getting to. >> It's all based on four hours. >> Okay. But some work longer than that. Some don't work that

082long depending on the length of their route. >> Right. Okay. And there was a there was a 10% bump this year for bus drivers. Is that right? Okay. >> I'll pull it up for sure. >> Okay. I'm I'm these are the questions that I came up with when I'm looking at this and thinking through what can we do >> Mhm. >> in this situation. And then in 2425 there were three that resigned and it says students. Is that student behavior? Okay. Yeah. Yeah. And I talked to some principles and asked, you know, what their opinions were on bus drivers and this that and the other and they said, well, one of the reasons that one of theirs was because of students and this that and the other, but adding a an assistant, I mean, cuz

083especially with as crowded as some of these buses are now, and you've got the bus driver being responsible for students behind them, it makes their job really difficult. you know, they're trying to pay attention to driving and the kids, you know, in the background. Um, and they they were suggesting adding an assistant on especially our our larger buses or larger capacity buses, um, the ones with longer routes, whatever. Adding an assistant on there, um, may help at least keep the bus drivers. >> The problem with that, Mr. Matthews, is getting someone to do it. because we struggle. Our special education buses have to have attendance and we struggle getting those covered every day. >> And but is that because of the pay issues >> or >> well you know it could be a combination >>

084and it's a split schedule too. >> Mhm. >> That's the other part cuz they work mornings a couple hours in the afternoon they work a couple >> same reason as finding the bus drivers. I mean, it's the same challenge. >> And then you go into if you have a bus driver and attendant, your bus driver is qualified to be there. So, you're going to have to pay them a higher wage. So, we're talking about hire hiring people for a crappy schedule for less pay than $100 a day. If that's the minimum, >> but are we and this is just why this is just me trying to think how to help. >> Do we have any supplements for teachers to fill that position? We have some teachers that actually we have one that I can think

085of that actually is an attendant on a sp >> but do we have supplements in place? He gets paid extra. >> So a teacher gets paid if they drive a bus a teacher gets paid to drive the bus in the afternoon just like a regular bus driver does and that's based on their years of experience as well. And they get the same perks as a bus driver gets and their teachers as well. But they're not. That was that was one of our question or one of my questions too is because they've already got the insurance part, right? >> So they're not really getting anything extra except for just the dollar amount, the dollar figure where the bus driver is getting the dollar figure plus the insurance. So >> I mean there's huge money savings there

086on our part of not not supplying the insurance, right? >> Possibly certified staff get better. >> So certified insurance initially starts out a little bit more than a bus driver's insurance, right? >> Is there anything special? [Music] They get to count it on TCS as well. Teachers do >> the pay. >> And that's why And that's why I was just curious as to >> And you have some teachers that have their CDL, but they will not drive except for their sports. >> Yeah. The pay starts at year 0 8328 [Music] >> and tops out at 13730, >> but that's just for base pay as far as just driving around. Anything ball game duty, field trip, anything like that is above >> $83. >> So we know why they're leaving four hours. It's based on four

087hours, right? >> Yes. Four hours. >> Why are why do we have bus drivers? Anybody know like the number one reason why we like why are they here >> to provide transport >> to transport the kids? >> Well, I'm I'm saying like what is their motivator? $83 a day is not the motivator. >> Sometimes they're retirees retirees. So, they're not that's not their >> it's insurance. >> Some some of most a lot of them are retired. So, they're insurance and and then it's a part-time job basically. >> Yeah. job with insurance. >> I mean, if you look at >> there's not a lot of part-time jobs with insurance. So, >> exactly. >> They're here for a part-time job with insurance. If we were going to pull them, I would imagine that would be the answer.

088Well, even with our average age of bus driver, though, they don't really necessarily need the insurance part of it because they're retired over 65. >> Social security. So if you look at why we lost them, it's a very small number for better job. And then you can look at I even included no reason stated, right? Cuz that could be for better job, right? So when you look at it, you tally those up, it's far less than half every year that we've lost for that reason. But we've got a lot of people who've retired to the point that >> second job and they're retiring. Look at 23 24. They they lost three that that resigned for a better job. >> Did you say there were eight? We're down eight as far as like what what we

089need. >> Yeah. >> We're down eight. Was >> 11 I think was what we said at the retreat. >> But she's got hires. We got We have four in the pipeline, but unfortunately I just got a six. We had another one today. >> That's what happens. We get more in the pipeline and then we have them retire. They're like, "No, we can retire. Is that >> so we're going to be nine drivers short? >> Let me ask this question. Is that with the concept that we are going to be able to do >> just what we are doing now with with a better number of drive better number of drivers or we've got the concept that we're going to also take care of transporting after school activities. >> So you have lots of schools now

090that have routes doubled up. >> Okay. So you would obviously first thing you'd want to do is try to take care of that so kids can get home sooner and the buses aren't so crowded. >> Number of kids on the bus which would maybe help with the behavioral issues, right? So it's kind of all tied together >> because I know there's and this is just at our school but at North I mean it's 4:00 before the next the second round of kids gets picked up. >> Yeah. Yeah. >> So, so if we have nine more drivers right now, does that utilize all of our buses? >> So, we wouldn't have any more buses anyway. >> Well, there might be a couple. She always has a couple of stairs that she uses like if somebody's in

091an overnight field trip here or something like that so that she can take them out of the But we try to keep Well, she tries to keep around 78 buses just because we always seem to spare if one breaks down. We have to take a bus to get the children off the side of the road obviously. But yeah, I mean that was I have never in the time I've been here no matter what we've done have we ever been out for bus drivers. Never. I don't know the name of the >> Do you know what the average pay is around our area for bus drivers from other counties? >> We've done that. I've gotten those numbers in the past. Most of them do not offer their bus drivers insurance. our pay is less probably average

092$10 more a day, but they also don't offer them insurance. A lot of counties have full-time drivers that do all of their field trips, all their athletic trips, and then they have just what they call part-time people that run their routes. Some of them don't even work it. >> So question to John's point. If the bulk of our drivers, >> I guess what I would try to understand is if they are not utilizing our insurance, >> most of them do. Some of them most of them do. Even if they have Medicare, our policy is so much better than Medicare. >> They can use their Medicare as kind as their backup and they can use our insurance. And then we have a few folks that their spouse is not eligible for Medicare. They basically drive our

093bus so they can get insurance for their spouse even though they have to pay >> so just for their insurance. >> Yeah. Anyway, >> I guess that's >> how much is that monthly insurance for a bus driver? >> Depends on the policy. Okay. >> What's the What's the max if they if they'd get the maximum? Like for just individual. >> Yeah. >> You talking about their cost or our cost? Their cost. >> We're going to pay for theirs. >> Yeah. We pay for it. So I'm just wonder >> what b what benefit is it that that they're getting. >> Yeah. [Music] >> I guess that's I'm just trying to compare other areas what they're paying. They take the premium plan, which most people do, it's $755 a month that we pay on their behalf. [Music]

094>> The least expensive. I think we have one person that's on that plan. $578. [Music] Can you do a quick tally of how many people are employed while you got your laptop or I'm still sorry not employed >> on that insurance >> in the insurance and by that department >> how many of our bus drivers are insurance >> I don't have the bill in front of >> Okay I'm sorry I thought you might have just had a spreadsheet open there >> trying to wrap our heads around if it's a we talked about this in other capacities as far as employment right allocart option like to those youngsters that are >> don't care about whatever. >> I don't care about insurance. You know, everybody's got a different need, right? So, it's >> how do we fit

095those needs to fill our gaps? Like that's the creativity that we can we can help with is what we're trying to >> So, I can I can get that information for you. Um, do you want it on the board meeting next Thursday or do you want it in the I can try to get it for Monday if you want it in your email. current demand if it's not in committees. >> If we had 78 and it was 750 a month, it's going to be about 60 grand. >> If we had all 78 buses with a driver in them getting the full premium insurance. >> That's a month. >> So you can increase those that aren't participating by about the equivalent and still be to to the good. >> Yeah. And and see who's interested with

096$1,000 a month raise. see how many bus drivers we get. >> That's awesome. >> Within the same budget. >> Yeah. Without changing the line on our side. >> So, I will try my best to get this information and have it in your email. Miss Diane, we didn't have anything else in another attachment for this. >> Okay. >> So, do you all want this if I get this information to you in the email? Do you want to bring this back up in the meeting to have any further discussions on what plans you all want to come up with? >> I would say since it's our budget item for the month, let's report on the information that you get back to us and if there is any further questions or discussions, we can have it. But then

097it's also publicly. >> So yes, Miss D, you'll put that on there. So, while she's writing that down, I'll go ahead and talk to you about number nine. So, when we had committees, items would go before the building and grounds committees to make changes obviously to the building and grounds of the school. So, um and the committee would look at it and read the specs and everything and then they would approve or deny and if they approved it, then it went to the board and they would vote on it. So, since we do not have the building and grounds committee, um I wanted to present these items to you so you could look over them and um these will be added to the agenda next week and they will be voting items. They will need

098your approval as a board. So, that's why we wanted to put that on here. So, the first one is fencing at Crab Orchard. the CTE class, the agriculture class has a little bitty um gravel lot and she has an out building and a little bitty greenhouse there. And she did have a chicken house there that had about nine chickens and the kids would gather the eggs and they would sell the eggs. Well, a dog got into the chickens. So, the chickens are no more. So, the eggs are no more. So, and she has secured uh a donation of a 6- ft metal fence, and she also has someone who will put up the fence, whatever you install the fence, but obviously it would then become property, you know, of the school. So, >> now >>

099and she's got funds in hand already, so we know it's >> there's no funds needed. >> Oh, they're just everything. >> Everything's donated. >> Oh, cool. >> She drove to Kentucky and got the fencing. >> Bless her. >> Okay. So, she has the materials, right? >> Yeah, she has everything and she's got somebody to install the fence. So, any questions about this one? Very cool. >> Any risks involved with the fence being where we're putting it or has it been evaluated by anyone? >> Has it? To my knowledge, no, it's not been evaluated. >> Yes. >> And it is on our property though. >> It Oh, absolutely. Um, >> we could ask Upland to look at it, make sure it doesn't interfere with anything. >> Okay. >> Lines. So lines >> like a cop call

100before you dig type thing or something. >> Yeah. Oh, Mary's raising her hand. Hi, Mary. I've already done that. It's all clear and there's nothing there. Then the 811 dig. It's chain link fence that she's putting up and everything's fine. I've done and approved all the areas that >> Thank you. >> You're welcome. >> So, why is this a voting? >> Just curious. >> Cuz it's on property our property now. And the idea is is that we got to approve whatever it's going to be on the property. >> Yeah. >> And and you know how it gets there by what method it's funded and then who's going to be responsible to take care of it afterward if I mean it's obviously not that type of audit obviously because it's >> I've seen I've seen boards

101have to approve outuildings being put on the >> I have too. I was just curious why this one was on. I mean, this is the first time I've seen anything on building and ground since I've been on the board and this is a year. >> I know there's been nothing. >> We didn't have a committee cuz we were talking about >> So, have we done nothing in a year? >> To my knowledge, no. >> Looks like Mary thinks >> money. We haven't had to give her any money. They're all things that that fell under the maintenance stuff that we had already approved, not like side projects like the green houses and things like that. That was all stuff that was approved in a grant, you know. Yeah. >> Yeah. >> We didn't approve where they

102were located or how they were constructed. >> We don't need to. Yeah. We don't typically do that. >> We did. >> We don't typically prove where things go. I mean, if we approve that it's done >> and then they do the footwork. >> We're supposed to >> You approved a CTE budget and that was part of it. >> Yeah, I got I got that. I'm just asking why this is the first time building and grounds has come up in a year basically. >> Welcome back. >> Yeah. >> Yes. >> Okay. >> Yeah, cuz we've approved a lot of things in the past. Baseball, >> a lot of building information. Yep. >> Lot more information. So, this is a uh scoreboard for Stone Memorial High School and middle school baseball >> and they are paying for

103this. >> Wow. >> This is the parents who have raised this money. >> Mhm. >> God love them. >> Looks like it's going to be a nice board. >> Mhm. So, >> is there a do we do we have a I had been asked what's going to be done with the old scoreboard? >> Is is there a need for another area to utilize the scoreboard that's going to be exiting that is in working order? Are we able to relocate that and you use it on other properties? >> Does it say stone memorial on it? >> Like soccer field. No, it's I think it's one of the CocaCola ones from back in the day. >> I don't know. I can check and see if anybody needs one. To my knowledge, I don't know. >> Yeah, Coca-Cola

104Pepsi used to donate those. >> Does anybody need one? >> Not that I know of, but this might be a perfect place to put one for middle school. >> Mhm. >> I mean, we usually don't throw things like that away. >> Mhm. >> Well, this is going to be used for the high school and middle school. This scoreboard >> for Stone Memorial. >> Yes. Oh, you mean like if we when we go to middle school, >> we go somewhere else. I'll store this. >> Okay. >> Yeah. Good. >> So, who maintains this after we put it in? >> We do. Yeah. That's why we have to prove it. >> Taking on that responsibility. >> Is that something that gets monitored with the new maintenance system? >> No. >> We monitor scoreboards or Okay. I The

105reason I asked this, I was just at a JV basketball game that had a scoreboard out. So, and I I guess they're probably putting in a work request to fix it, but >> I have no idea what the life of a scoreboard is. >> Yeah. >> So, whenever whenever you go to one of the games by lightning, >> you can't tell what the score is because the bulbs are not working. I'm just wondering is that >> And is that one of those old one that has the the bulbs and it has >> I don't know. I'm just >> Yeah. >> They're not maintained is what I'm >> No. Well, I mean it's an athletic thing. No, once we put it in >> That's right. Yeah. That's what that's what I was getting at with this

106is we're putting it in and actually the parents are putting it in. >> Yeah, absolutely. But yeah, this >> typically things are done a little bit different at the high schools. >> Um and those are maintained and and sometimes it is done through boosters >> that they maintain them. >> But that should be our responsibility is what I'm getting at. >> Yes, that agree it should. >> Yeah, >> Mary, we we maintain the scoreboards. We do. As soon as we find out that one's down, then we have to call. And my company comes from Knoxville. So, I have to get on their schedule and they can come and look. I try to run through all the elementaryaries and high schools before athletic starts. And sometimes we just miss it. >> Should be something that uh

107that somebody's responsible for through our athletic policy is checking scoreboards before the season starts and getting with you to get it fixed. >> Yes. And your athletic directors of both high schools have been wonderful this year. They've been great to do that. check with me and give me lights out. It's perfect. >> So, they've been really great. >> Good. Thank you. Now, we have one. >> So, >> show us the scoreboard. [Music] >> Show the person. >> There it is. >> Oh my. We're talking to Vincent. >> We're already advertising for best one. >> All those pictures are your sponsors. [Music] Nice board. >> So, any other questions about the scoreboard? >> Nope. >> Okay. So, Stone Elementary needs to have ballards or stones put out so no one can drive through the library. and

108in front of the cafeteria. >> That's a great idea cuz that's happening all over the place. >> Hit the wrong pedal. >> Security recommendation. >> Yes, Homeland Security is the one that as you can see. >> Homeland Security request. We have a Homeland Security officer that um is involved in our schools and we see him quite often. He's attended our faculty meetings. He's involved in our threat assessment teams. >> So, this is a suggestion. Something I I put in that strategic plan spreadsheet was having Homeland Security and our local law enforcement assess every school >> for this very thing. >> I think we have some more vulnerability in other other schools. >> We do an annual report on that, don't we? >> I haven't seen it. that that's something typically that's done annually to see

109where the progress is of the shortcomings that were discovered in the previous year with his annual report. I believe you're referring to Mr. Phillips from Homeland Security. >> Michael Phillips is his name. >> I work with him >> pretty regularly and you're right. There's some soft spots. It's just prioritizing the spend. I'd like to see that get on that capital list so that we can start thinking about budgeting for those items. We typically would get a report from Bo in January at our retreat and so that ties in with what we're doing budget-wise. But yeah, that's when we would talk about what are some of the things we need to make sure we're budgeting for. >> Yeah. >> And I don't necessarily think that the school should use their capital outlay for that. I think

110>> that was my question when I was looking at this. >> Those should be things that are >> security should be us. So I don't >> I don't want to slow the process down, but is this something that we really should be looking at as a district? >> So what I hope I'm not saying something that we can't do. What we could do is we could take care of this and then when they we issue Stone Elementary their capital outlay check, instead of it being $10,000, it would be the $10,650 and we could pay them for that. I hold that money and I just reimburse. Okay. >> Do we have that in the budget to cover this? Okay. >> I mean that we have a capital outlay budget. >> Well, I know that, but that's

111what I'm saying. That capital outlay could be used on something for for for academics or something inside the school. >> We just have to pull it out of another line. Do we don't we don't have any fluff, >> but there shouldn't be any fluff, but we should start planning for things like this in our budget is what I'm getting at. >> So, it's not fluff. It's an actual line item that we've got money set aside for >> Homeland Security. >> And if we if we do those assessments and we have the that assessment in front of us, we can add that to the budget >> and know that it's going to be covered. Any other questions about this project? >> Because again, these will be voting items next week. >> So, will that will that

112be changed from capital outlay? >> Yes. >> Okay. [Music] The Bostonraight home. [Music] Okay. So, um, one of the things that some of you all had asked for was an academic update. So, um, here is the the data at a glance. Uh, we've seen this before. Um, >> see, uh, but we have seen this before. Uh, you can look at it and and see that from last year to this year, we did have um, and this is our achievement. Uh you did see that you can see that we had growth in most areas and that is ELA, math, science and social studies. Um uh all subjects uh >> so Dr. Foley I have a question on this. So why does this not align with what's showing in TASS? Is this a >> this is achievement?

113Tbass is going to be growth. >> It has achievement too. I I don't know why it wouldn't show because all of this data came straight from the report card. >> So the report card is from a different software or something. >> I don't know. I I can check with the core office tomorrow and see why it would be different. >> I mean, I've got TAS pulled up now, but I I was looking at these numbers and then pulled it up in TAS and they don't align. >> I can updated. >> Yeah, this is the 2020. Yeah, this is updated. >> I will check with the core office tomorrow because I would assume again I know you shouldn't do that but I would assume it should your proficiency should match because like I said this came

114straight from the report card data. >> Okay, I always react. So it it shows us at 44% in what I'm looking at and I don't understand what the difference is. That's why >> me either because I this is more true to that. >> So is this is this from is it is it Pearson? Is that a different is that where they get the report card from? Is Pearson not TAS? >> Well, your report card is going to be a combination of your achievement and your growth and everything. But you're like where I got this. This is just your te there's a section on your on the report card and it just shows your test data and that's what this is. >> So does this test test data include all subgroups? >> Okay. Would to my

115knowledge it should not include all subgroups? Maybe >> it should too. That's why I'm saying it doesn't make sense why they would be different. >> Okay. >> Good. I'd like to see. And then >> I don't think this is we're not on TISA accountability yet, are we? >> No, not yet. >> Help help everybody understand what is uh >> a 38.5. What what what does that mean? >> So that means 38.5% of our students and off the top of my head, I don't know what that number would be, but they on their test, whatever test that is, they met or exceeded expectations. So that means they are prof what the state would determine them to be proficient. >> So so what you're so less so only 38.5% of them are proficient >> districtwide in all

116subjects. Yes. 38.5% of our students are proficient in ELA. >> So help me understand that being a victory. >> It's a 1.3% increase from last year. Well, >> okay. But I I mean like if le if we send a 100 kids to school and 38% of them are proficient, that means that the other the other number which is larger are not proficient. >> That's what that's why my ask is why this is a victory. But how does that stack up with >> around us? I mean, possibly or just what is the >> I mean, I know we're graduating kids, so clearly we're we're getting to the finish line. I'm I'm just trying to wrap my head around like usually that's not the trend >> to the top of the mountain is is 38% from any

117other competitive environment that I could think of. >> And I don't have the I didn't do a comparison. I can, but I didn't do a comparison of us to the state. But typically, most of the time, and I'm not saying that's appropriate, please understand, but most of the time, your proficiency rate, especially in ELA, is going to be between 35 and 40% statewide. >> ELA is 38.5, math 399, science 459, social studies 457. Right? >> So less than half the students by any measurable topic, we are not proficient. At least 50% of our students are not proficient. Correct. >> But we had to change over to the previous year >> in all categories and and not to overshadow that I just I I can see the incremental differences as noted but just ultimately what is

118the benchmark right and then how do we reference oursel against that benchmark >> like if that is indeed >> Miss D will you go to the the next slide on that the next sheet. So this is your growth. Okay. So what you want is you want a child to have a three growth that shows that that student has made the academic gains that they need to make that the state says that they need to make for one year. Okay. So and as a building level principal uh what I would focus on when I was when I first went to the school we were a little bit below where we a lot below where we needed to be. So I focused on that growth. So obviously you at least want a three and then eventually when

119you grow and you grow and you grow, you're going to get those achievement scores up, but it may take some time. >> So um you know looking at this most of our subjects u our students experienced at least one year growth based on what the state defines as a year of growth. [Music] high school >> and uh this came from the TBOS site. Um and um >> I'm not quite sure how they compute the 4 through 8 and EOCC's, but that's a combination of all of it together, which has typically you just look at the subject and the grade level because it it compares what the kids grew. 615. >> But again, we showed we maintained uh or gained in most subjects. >> And I I just I challenge the board, I guess, is trying

120to get in a better space to understand some of this with you so so we can help drive the needle forward. Right. The dialogue, there's not a lot of dialogue in this topic. If we're going to spend time talking as a board on how we're going to do any one single thing getting a bug like a target of 50, like if we're going to make a strategic plan, I mean, we can fix every plumbing and electrical situation on the planet, but if we don't move the needle in getting our children more proficient, then we don't need to be sitting up here. And I don't I don't know how else to put that. So I myself admittedly not as versed in this >> as as I probably need to be to understand >> how can we

121impact that >> getting the regular reports on benchmarking which we've talked about quarterly reports because that's when you should have enough benchmarking in order to let us know so we can definitely track how we're trending things and then work with you to make any adjustments that may be needed financially or whatever else. Um, but I agree. I mean, that this is the whole reason, this is the end game. This the whole reason we're here. >> Well, I think and and I've stated this in the past, but TISA funding is set up to fund students and their needs, right? And and it's it's got a base funding and that that's for students that are proficient. It also has extra funding for students that aren't proficient. >> And we don't look at that at this point. Not

122just us. There's no school districts anywhere that are looking at that. >> And I think that's that's a potential opportunity for us to to zoom in on what we're getting funding for this student. We know this student should receive this much funding. We know what students are in which classroom. Are we spending that much on those students? And and effectively, if you did that, would that provide the supports they need to be proficient? And I think you have to dive into to each school level and you have to look at the data from the benchmarking to understand these students are not meeting the benchmarks. Do they need extra help to get to that benchmark before we get to this TECAP? And and and it's going to take some work and there's a lot of data

123to look at. But the school systems in the state of Tennessee have more data than any data I ever get when I'm doing something at work. I I have to make up data to be able to figure things out. The school systems have data and to the macro level, >> it's the dissemination of it and utilization of it that seems to be lacking in order to make sure that there's a prioritization put in the areas that where it needs to be put to drive these numbers. >> Yeah. You got you got to you got to figure out which what >> what what dollar drives growth, right? >> Yep. and and not all of these do. We already know 80% of our budget is erased by [Music] >> people in in that bucket, >> but are

124we using it that money effectively for the right people in the right places? >> Right. >> And I mean, sure, this is me kind of my thinking. You don't want me in charge of anything going on in the schools as far as academics wise, right? I mean, that's what our chief academic officer and our director is for. And trying to step too much into the into the weeds of where everything is is going inside of those schools is outside of what our purview should be. Um, that's Dr. Farley's job and and whoever gets the the chief academic officer. But what we're asking you, Dr. party, I guess, is be able to come to us and say, "We need this. >> We need funds for this. We need policy to go here." >> That's >> and

125this is the business case for it. >> Yeah. >> Right. So, bring us the data. bring us the numbers to show us where we need to be advocating, where we need to be advocating for, whether it be amongst the board, whether it be with the state, whether it be with the commission, whatever we can do to help with that. >> Yeah. So, I think something specific that I know of is that we've talked about RTI in the past. That RTI person that we're funding locally now, because we don't have that grant anymore, is working with the bottom 25% that are not proficient. We have over 50% that are not proficient at most schools. So, how do we how do we say that those only the bottom 25% deserve that extra help? Do we do we

126do we have money available to add another RTI at the schools that are I mean, you might have a school that's over 50%. You might have a school that's 30%. >> Mhm. They have 60% that aren't proficient and we only have a halftime RTI at that school working with a large number of students. Are we looking at how many students they're working with and are they making any turns? >> Do the classrooms need to be restructured? Do teachers need to be shifted around the strength of certain teachers in certain areas. I mean, I've heard a lot of school districts that have done different things in order to make sure the right people are in the right place, right? Cuz I mean right now there's not a teacher anywhere that wants to be in third grade

127because of all the pressure, right? >> But if it pays more and they and they're a good teacher and they know they can do it and they have the confidence to go in there and do it, why not pay them more to get the right people in there to do it? >> And and let's back homely. >> Yeah. >> Let's back up a little bit too and say who are we placing in first and second grade to make sure that they're getting the proper start and they are going to third grade prepared >> for third grade because that sets the groundwork. We take away any we've gotten students that weren't prepared and we can only do so much. Well, we are preparing them at every step along the way. So, but again, that is out

128of our purview, but I think I think it sounds like most of us are interested in in tasking, challenging Dr. Farley and her team to think out of the box with some of these things. >> So, we got the resources per pupil, per school, per dollar. >> Mhm. So right like which departments are and that's based on the proficiency. So if you got an overachieving area right what what are the components that make that area excel and if you have an underperforming area right do the does the dog does the spend match the outcome. >> I mean it it's worth a look right even if it even if it doesn't tell us what we think we might see it's worth a look. >> Yeah. Yeah. You tally up all the resources available and then how

129are they like what is their function? Is the function geared toward bottom 25%. Um so I I guess let's rewind the glaring thing in the other item the other slide was that third grade was we went backwards in third grade >> Across the board >> is there a reason that that you feel that is so was that I know this is you weren't in this role. um you were in the chief academic officer role at that time. >> Is there a reason in your professional opinion that that is where it is and and how can we support that changing from now forward? You could you could even look back I think and and sick and see what they what they did on their benchmarks as second graders and what they did on their benchmarks as

130first graders and see if there's a trend there. I I mean it's historical, but we can't we can't wait another year for the second graders this year, right? We need to look back at things and see was there something we could have done differently and then look at the benchmarks that are going on now and say let's go ahead and do that. Let's add supports wherever they need to be. Is it an extra RTI? Is an extra assistant? Is an extra teacher or does that even help? Is it effectiveness? Is it what's going to help with that situation? I think is something we need to start diving into. And then when you when you bring that to us, we can put that in the budget and take it to the county commission and say, "Here's

131why Dr. Farley says we need this." Does that make sense? >> That all needs to be coming out bits and pieces with how we're segmenting our budget discussions so we can be focusing on what we need to do budget-wise for that. Um because my thought is we're dedicating some resources to the f to the students that need that extra help in fourth grade, right? So they can move from third to fourth. Well, if we start balancing things out and getting them on track, those resources can hopefully shift more to the kindergarten, first, second grade, and we won't have to have so many on the back end. >> There's there's another thing to look at on that, too, is all of those students that are the 60% that are not proficient. If we move them towards

132proficient in third and fourth grade, that generates outcomes, >> which can also give us additional funding to help more. >> Mhm. >> So, and and so if we need to for two years put people in place to help get those outcomes through our budget, then we have outcomes coming in to help with the budget. >> Yeah. >> So, it's a payback basically. >> Yeah. Well, and that's how a lot of these funings work, right? We put the money in up front and then or and then we get some money back on the back end that Yeah, >> there's a lot of potential there. So, >> Mhm. >> Well, I also think too making the cell phone policy that we did, I mean, I'm I'm getting feedback from kids that are saying school is different. >>

133Yeah. >> You know, that that noticeably no less bullying, um, more participation with the teachers, >> better focus hopefully. >> Yeah. It's It's been good. So, I think that we're going to get we're going to get some more for that, too. >> So, third grade, yes, I have an opinion. Um, last year we utilized Mastery Connect. Um, it was a weekly formative assessment that was given. Teachers were to give three assessments every week. You gave an assessment over the standards you covered. You gave an assessment over a previous standard. And then you did a spiral assessment over several standards that you had covered. If children missed, most of these had six to eight questions. If kids missed one question, they had to be remediated. So, you're spending RTI time to remediate these skills, which I

134can see that that would benefit. But when you're looking at your CKLA lessons, your ELA lessons, a typical um third grade ELA lesson's probably 75 to 90 minutes. So third grade is self-contained. That means the teacher has the same group of kids all day every day. But when you are giving these tests once a week and then you're having to remediate and then you're having to take a test again, you're doing that over and over and over and you do that for math and ELA, you're looking at a lot of time loss. >> Sure. >> And I I think that that's where we did see some some decline. Um, now teachers really did like Mastery Connect, so we have purchased it again, but that's between the principal and the teacher as to how they're using

135that. So, they're not tied to that. Plus two, we're looking at third grade this year. We have a plan, which that's on this agenda. We have a plan for uh focusing on and working with third grade teachers to get them to where we need our students to be. Bless you. So, also something different that we did last year. Um, as an educator of 27 years, no, I've never taught first grade. I've never taught second grade. I've never taught third grade. However, I realize, and I think everybody on this board would say, um, by the time a kid gets to third grade, if they're struggling with reading, that's not where you're going to make it up. that needs to be caught before then. So what I did as the chief academic officer last year is uh

136worked with RTI coordinators, principles and first grade teachers and supervisors and we developed a first grade plan. So we would watch these first graders and we would do remediations with them and if they did not meet those expectations, they were retained in first grade. Obviously, we had parent buyin for this. Uh, and we met with the parents several times. Um, and uh, we're hoping to catch these kids that are falling behind now in first grade and and look uh, looking at third grade data. Yes, we can look at these benchmarks, but we had been taking the second grade test. The second grade test is nothing like the third grade standardized test. Um, the majority of the test is read to them. in third grade they have to read it on their own. So that's a

137huge growing pain >> transition. >> Yeah. So another reason why I don't know that the second grade test was that beneficial. We're not doing that this year. So I think there's some changes in place but we've got to get through a year and see what that looks like and see you know and I know yes we will be analyzing benchmarks. Another thing I think we really need to do is yes we do these benchmarks. We did these benchmarks last year. We've done benchmarks now for several years. But as a chief academic officer, I never saw the data from it. I want to see a teacher's data and see are we seeing growth or not. I've never seen that. So, this office will put out something that teachers will complete on their test and we will

138know where kids are. I can tell you I could tell you what your sixth grader at Homestead's doing because I will know that data. Yeah, that's that's helpful. >> You know, what gets measured gets done. >> You know, [Music] >> when we look at these charts, fourth grader in 23 24, fifth grader in kind of corner to corner. [Music] So if you look at math 23 24 7th grade they were a one those students are eighth graders and 24 25 they're a three >> when you get to the bottom the growth if you read the positives and the concerns kind of explains all [Music] >> we got new math books, right? >> Yes. We're in our third year of the new math series. Something that happened that I wish had not, um, we have a

139math series for second or K through two. We have a different math series for 3 through 5 and we have a different math series for 6 through 8. Those are selected by the teachers and a textbook committee. So that's a concern. >> Do you >> So there's feel that you've seen that cause issues because there's a disconnect going from >> there's no continuity. >> Yeah. >> And we're only three years into those. >> Yes. We have five more of this of this adoption. >> Is there something that we can do as a district that would help bridge the differences? So um at the beginning of the year as you know as part of my transition plan I've been to most faculty meetings and I have told the teachers and the principles that we will use

140these um textbooks and we will use them with fidelity as they are written. Um, and we do have established pacing guides that has been put into place by our coaches that we had at the time and we are going back to starting and following those pacing guides. And in February, and I get that's a long time off, but at February, we will have a um collaboration day and the teachers will get together and I've told them all, please be making notes. If you have some concerns or you have something that you don't feel is working, let us know. And on this February day when everybody's around the table together, we can look at changing those pacing guides and and seeing what we can do. Um there's different use in vocabulary and K and two than

141there is three and five. I'm trying to figure out how to address that and hopefully after we've used um the pacing guides and used the curriculum with Fidelity this year that we can visit that at the February day. >> I remember y'all talking about the three separate ones when it was approved by the committee. >> So, I guess that's my question for for us. >> Then if you're wanting to get on the same series for all three, is that would that be Not necessarily the same series for all three. It would be ideal for K through five to be on the same series, but at this point there's nothing. I mean, we could fill out a waiver, but then we would have to buy another series >> and and I understand that. That's my question

142as that's for us to try to budget in. If that if that will help improve these scores K through five, >> why even though we're going to have to buy it early, [Music] >> is that something we can look at? >> Can you give us budget numbers of how much that would cost us >> to get K through five on the same series? That's a question that if that's something that you think would help, >> then that's where >> So here here's something else to to think about in this. Do I think it's a good idea that we have the two different books in K 2 and 35? No, I don't. However, these people that were that chose this textbook, they were put on this committee and they voted what their teachers told them or

143asked them to vote for. And the majority of them voted these two textbooks that were different in K2 and into place. >> Did they all talk together at the same time or was that a separate committee? >> It was one committee. It was one committee. >> One committee. >> Yeah. So, but I think going forward we would really need um a supervisor or somebody here kind of leading that conversation and say, "Hey, let's look at this K5." >> Yeah. >> A lot of stuff going on. >> My last question just looking at math 23 24 25 fifth grade and sixth grade like that. Those are two really awesome back to backs. And then we go into seventh grade >> and it's like we went from a >> how how do we go from fives to

144one and two like how how is that a I'm assuming it a little more complicated >> but five to one and two >> and again what you're looking at there is you're looking at the growth of the students and and not your achievement. So, you know, you're going to be tested obviously different skills, different standards. >> So, you know, and that would I mean, I can't explain that any other way other than that to you. But if you look, it's like Mr. King said. So, yes, we did go back. So, if you look at 23 24 that those sixth graders in 2425, they were in seventh grade. Yes, they did go back. Yes. Yes. Yes, they did. But you know, >> you you can do the same. But the seventh to 8th, they grew. >>

145They didn't just not norm like that's just not normal as as data goes. Like if you're on your way somewhere like the the subject is still the subject, still math. And those kids that were in one grade that were at the top suddenly have reemerged as at the bottom of the scale. So I I may have a little input here, but so if you if you the year before if you really grow and you learn and you and you show growth on this, the next year your achievement should be higher. >> So you have to look at growth with achievement. >> Yeah. >> So the next year your growth might not be as high, >> but your achievement should be a lot higher because you understand what you were taught the year before that that

146makes you successful the next year. Yes. >> And you may see you may see those alternate from year to year. Growth to achievement, achievement to growth. >> We had a lot of lot of growth in sixth and seventh grade in two years. All right. So we went five went back to back fives. >> So we had a lot of growth and then we essentially plateaued. >> That's a different set of kids though, right? That's the year. >> Well, one year to the next. 23 24 fifth graders were the sixth graders in 24 25. >> So now now if you went and looked at that achievement beside that you should see a higher achievement the year that you saw lower growth if everything's working the way that it should. >> Isn't that the other slide? >>

147Yep. The other slide is achievement. >> You'd have to put them side by side though. Yeah. >> And I can make another chart for that if you need me to. it following following along is is >> um challenging um >> and education data is like no other data obviously I mean truly >> t TV teas you can put it side by side in their in their variables >> but I can't figure out why the TV >> proficiency rates are different >> than yeah I don't know what I may be I may be looking at something wrong I don't know I I I pulled this up the other day to compare to what you had here and it didn't match on on proficiency. >> So, >> I don't know why >> this was actually better what

148I was looking at than what you were reporting. So, >> and then the the but the teaser accountability that's next. >> Yeah. >> Um our achievement data is uploaded into this because this is straight from e-plan and this is from um and they put these in there or these targets. But see they you you can see 2425 for third grade ELA. They use the actual outcome and that's exactly what was in the achievement for 2425 >> and our goal was 37.1 and I think >> we didn't we weren't clo I mean we went back five >> percentage point >> and that that was a discuss the reason I asked cuz that was a topic hot topic the year prior and the year the year prior like hey we got to get this going that way.

149>> Yeah. And it went back. >> Yeah. >> So yeah. So what what do we do? that what did we what are we doing now >> to make up for that is one of the questions I had about I think you've already answered some of that but >> um what's our plan to change the the trend there >> well so um yesterday we had our first um PLC and that's a professional learning community with third grade teachers and it was a countywide PLC uh when you have a PLC meeting like that you look and you want to see what are students learning, are they learning it, and if not, what are we going to do to change that? So, I wasn't here obviously. Um, I was in Gallenburgg. Dr. Spike led the meeting. Um, and

150several of our principles were in the meeting and all of our third grade teachers and they did look at student work. So, we do have those that were doing the PLC's. I think the plan's in here, but we're doing PLC's. We're looking at data. We're looking at our benchmarks. And again, that data, the benchmark data, we're looking at consistently and we're going to say, okay, what do we need to do for this kid? What do we need to work on that? That's the whole purpose of doing the data of the benchmarks. Um, >> so once you have that, what do you do from there? Do you do you add uh different plans for those students or do you add help for those students, additional supports? >> What changes? What could be what could be the

151[Music] >> things that you could deploy to help in those efforts? >> Well, I think one area is that I I'm not sure that we have been aware of is just to know what our weaknesses are and where we need to focus on. And I think once we realize that, then kind of go from there and and look at each school and each third grade teacher individually and see. We have one school that has 78% of their third graders proficient in ELA. >> What school? >> School. >> Which one? >> Crab Orchard. >> So, what are they doing different than any other school? >> What's their what's their student toteer ratio? What what curriculum? Are they doing something different with curriculum? >> No, she's following the curriculum with they there's two there was two teachers

152there last year. They were 78%. They follow the curriculum with fidelity. They read the script just as they're supposed to do. Were those students proficient coming out of second grade? >> Yes. >> Okay. So So >> They were doing well in second grade. >> Foundation. >> Yeah. >> So is that what we need to focus on at the other schools? >> You've got one that's that successful then we need to we need to >> mirror that. A lot of that is consistency with the teachers from year to year. >> Okay. >> So turn so turnover rate. So you've got these markers, right? Yeah. turnover rate, whatever length of tenure with your staff, um acumen, right? What is a professional competency as a as a as an educator? Um those those type of criteria to say,

153"All right, I got to narrow this focus down like you said, like what is the you know, do we need to shrink the class size? Are we ballooned in other areas? We're stressed. We got 28 per class in some schools and 15 at others." Like I those are just questions. >> Is there a 10% unique learning need in that school in that area and 50% in other schools? >> Mhm. >> I mean that's >> those are the indicators that need to be looked at bench. >> I mean I can't explain it. >> There's data there to explain it. >> Well I mean in a way yes but the thing is too you've got that teacher in that you've got those teachers in that classroom. You've got the expectations. You know, you look at that school,

154kindergarten, they've had two teachers. They've had two teachers, the same two teachers there probably five, six years, like what you were saying. Same thing with first grade teachers. Second grade, uh, same two teachers maybe been there two years. Um, and then the third grade teachers, they've been there, the one third grade teacher probably been there 8 10 years. Uh, yesterday when we had the PLC meeting, that's what everybody wanted to know. They wanted, what are you doing? How are you doing this? What are you doing? and and the teacher herself had the opportunity to explain what she was doing. She can do that much better than what I could try to sell that to somebody else. >> Um, other third grades have we've got money um some federal money and we are allowing other schools

155to go and visit this school, >> but you know >> what's the classroom size teacher to student ratio at Grab Orchard? Do you know >> schoolwide? No. Um I want to know first grade >> first second third grade >> class classroom size first second third grade >> and is that 78% just a one time thing has been consistent yeah >> has it been cons cuz I mean it really is it could be all in the students as well I mean so it it's not necessarily what the teachers are doing but that class of students could be small that's I've been asking about a benchmark >> in other counties. We've got a benchmark here that that all we need to do is go dive into the data and figure out what's different. >> And do we

156need software to do that? Like that's something the board can help >> or can we numbers and build it ourselves? >> Build a spreadsheet. Yeah, >> I think we have the data that we need. It's just a matter of of looking at it and figuring out exactly >> what and where. And I have some of that. um and you a chief academic officer that can put all those numbers together for you. >> Dr. Spike's already done that and so Miss Smith for both high schools and that's been shared with the principles. >> It's hard for you to try to balance all of it. It's a lot. >> If it was a real easy one item that you could put your finger on, we would have a discussion. That's that's where I think >> somebody that

157can analyze data. >> There's a lot of variables. >> I can tell you as an algebra teacher, >> it depends on a lot of things. What your class comes in with, what they don't have and you got to decide. I've got 35 kids here. The days I have 25 because of the field trip a lot better. That may not be true for first grade, but for freshman that's true. So there's a lot of variables there. If you've got the same teachers that consistently perform and are there next year, next year, next year, next year each grade, that's going to make a big difference. That's just one one item though. >> I don't think anybody ever gets results like this with it being one variable. It's always a mix of things that need to >> motivation

158follow every day personal problems >> like just the reason that it's important like in and understanding for me. So thanks for explaining. I think I've learned more about all this in today's meeting than I have the combined previous three years. So, I hope that's encouraging and that you don't feel like we're just like, "Tell us all this stuff, lady right now." Um, it's just it's because you have the information to provide. That's that's encouraging. The alarming part, I guess, for me just analyzing raw numbers. If we're by if we have set we've identified we are set back by that percentage point, we're going to be off. We are off pace and we're not scheduled to recover and we will never achieve any of these potential outcomes which is going to in addition it's going to

159cause us financial repercussions in addition to the academic repercussions. Right? So we're going to be we're going to be out of scope for third grade for the next four years if we do not find the solution sooner rather than and that's the only reason it's not pressure. It's just like how do I can't see it and not see it and pretend I don't and be like how do I help it then just if nothing but conversation and thought and theory and and try to help cuz I have spent a lot of time think taking things that aren't so great and improving without any tribal knowledge. So if you've got tribal knowledge I will give you all time that is I I can to help make that needle move. I'm sure the rest of the board

160will as well. I just Yeah, I volunteered for that. I don't I just don't know. >> I can spreadsheet all day long. So >> we Dr. Spike had created a and I can't find it. I was looking for it. Dr. Spike had created and it showed each school and and you could track them and you could see third grade and you could see them when they were in second grade. First time that they're put on a radar in second grade. But like I said, the you can't compare the test because the test is read to them whereas in third grade they have to take the whole test. um and they have to read it themselves. So, you know, there there's some things we have to work on as a district like reading stamina, you know,

161um we have to build reading stamina in these third graders to read these tests. We have to build confidence in these third graders that they can read two passages and answer those questions, you know. So, there's things that we need to do that I don't know that we've ever really looked at and thought about and talked about as a district that we need to address and do. >> Mhm. >> If reading is a read an issue like that come every time we we come to this conclusion reading is an issue. So, how many different non school day activities can we help get home that involve reading? I know at my household um the accelerated reader program is is like my kids go home from with library books and they know what color on the book

162it means and they know how many points they have and they know little Susie down here is already millionaire reader times five and it's just like oh I don't I like this author I don't like this like I know that doesn't happen everywhere and I'm not trying to say we're fantastic humans or I'm just mean that like they know more about it than I And I know that that's important to them and I know that their score is reflected. >> That's something that's happening that they're kind of being >> encouraged to utilize outside of the classroom with the expectation you're going to get rewarded for it when you do come back to school. Like here's a program, play with it, use it, go out with your own time, deploy it, and then come back and

163you got a reward. >> See, that's another >> it's not mandatory at all schools to find. Correct. >> Right. That's another factor right there is is did did the school your children went to have higher scores than a school that wasn't doing that? >> That's another factor. >> And where do we need to build consistency across the district? >> Exactly. >> And another thing too that you have to look at is um some kids could care less that Susie is a millionaire in the millionaire's club. >> That's true. Yes. I mean, my own hated accelerated reading, you know. We did what we had to do at home, too, but she hated it. She wanted no part of it. She wouldn't read because of that, >> you know. So, you have that. And then you have

164kids at home that don't have a parent >> to make sure that they read >> at night, right? >> You know, we have we have a lot of those, too. >> Is there is there something that I guess that that we could help with to motivate? Is there are there programs or uh I don't know clubs that we can support or >> type club? >> Yeah. Anything that we can do to help >> in those areas >> as a district. >> And again, you go to you have nine different schools in nine different areas of the community with nine different principles and nine different leadership styles. And what may work at Martin Elementary may not work at Homestead. >> Right. >> And what way is working at Crab Orchard may not work at Brown. >>

165And I think a lot of this too is getting to middle schools is where I think we're we're as a board we're going to see a lot of improvement across the board. Um, so and that's why I think it's it's imperative that we get there as soon as we can and get that transition made so we can have more room for smaller classrooms if needed or or whatever else. >> Well, and then also just encouraging each school to find out what that motivational piece would be because they are all different schools. Um, and yes, there might be more than one of something um that you would need to go ahead and motivate your class. Um, because yes, you'll have some of your readers that they just take off. They love it and they are motiv

166motivated by those goals, but you know, we have to kind of entice some of the other ones to just get into it. And sometimes all it takes is just a certain book, but that certain book is not necessarily the same book for each child, but it's just, you know, the exposure and um and everything else, but just kind of encouraging them to really find that >> piece to motivate. And that's one good thing that um our K through probably K through five and all schools have a scheduled time to get to go to the library and they get to work with the media specialist that's in there and every media specialist at the elementary school absolutely loves reading and encourages that and you know they work with the kids and trying to find stuff that

167would interest them and find that book because it it it's like you said it's different for everybody. >> How are we doing? Just a quick question with the reading volunteers. I know for a while the volunteer program was scattered last year. It kind of got pulled together and I was it Miss Hobby that was doing it. There was one of the supervisors that >> Miss Hobby. Okay. >> And she was doing it with kids on the rise and I haven't heard anything about it. Okay. >> Since she left >> cuz I know that's something that doesn't cost us anything. And we have a lot of resources in the community where people are happy to come in and help with reading. >> Yep. >> He's on the horizon. >> I've gotten some signals we need to

168take a short break. We'll take a 7 minute break. Come back about 6:32 so we can go on. >> 7 minutes. 632. >> Those are odd numbers. >> Good stuff. Good stuff. Good stuff. ditch [Music] in the house I have that and I can share that and I have the number [Music] >> and is that that information that you have is that what was part of what was shared and worked on yesterday or this week when everybody got together? >> No, they focused more on >> where we're at currently. >> What reading series are we in, you know, in our reading? Where are we at? What are we doing? >> She has on her shirt and we're still doing our universal screener, the reading benchmark that all the kids have to take. We're still working

169on that. We have made a note and highlighted in green to share that benchmark data once we get it with you all to see each grade level. >> Okay. >> What's up? [Music] >> Okay, we're back from recess. We ready to go to 10B >> issues accountability report? >> Yeah, I think we were kind of into that already a little bit, weren't we? >> Yeah. >> Have that pulled up. >> Mhm. >> So, um this was we completed this I think two years ago. The state sent this um the 70% that is a state benchmark for 2030. what we were tasked to do as a school district at that time is to come up with targets that would get you there hopefully um a reasonable target and that's what we did. So uh year 1

170and year two that is our those are our actual outcomes. Obviously 23 24 was last year and then 2425 is this year. Um and then two years ago when we did this we projected that next year we would be at 42.9 and you can see those. So we have been tasked with redoing this. Um this is a document that is an e plan. Our system chose to use two goals. We have the third grade goal which everybody had to have and we also have a high school goal. Um so this is something that my team and I will start to work on next week. And um >> a question on that on the gap. >> So if we if we need to get to 20 or 70% by 2030, >> correct? >> Are you going

171to take the difference in where we're at and >> and figure out if it we're going to have to Yeah. >> I mean to me that's the only logical way to do it. >> So there's four years between now and then. Is that right? So we need to improve 25% each year. Our 429 on the last 429 where our actual 331 >> last year was 331. Yeah. >> Yeah. There's a 11. >> And see that's not showing 2829. >> We have to get to 70 by 2030. >> So you take 33 from 70 that's our gap. And then divide that by four. We have four years to get there. Right. What if we just do first, second, fourth grade? >> Amen. >> You probably have better numbers. >> Exactly. They look really good. [Music] >>

172Goodness. >> I saw I saw something the state recommended of 15%. go. >> But that was that was last year when we still had 5 years to get there. So I don't know if they changed that now. But what they what they if you take our 70% minus our 30% that's 40%. And if you need to get there in four years, you need 25% each year. So that's 6% per year to get to 70. Right. And >> and here's a piece of this that that we're missing right now. So, we set these goals, okay? And you know, obviously, yes, we want to make them, but if we don't, and we've shared this with our teachers and they know what those goals are, you know, your teachers are caring people and they are student focused, which

173is obviously what we want them to be. They are going to take not meeting that goal personally >> Mhm. and it's going to defeat them and deflate them, you know, and that that's never what what we want to do. But when we're looking at all of this and you're we're looking at at all of these numbers, that's never a piece that's ever mentioned. >> Mhm. >> And that's so important and should be a top focus. I mean, I know we've got to get get our kids where they need to be. I understand that. But we have to know that the teacher in the classroom is the one doing that. So, a point I want to make here, and >> yeah, >> don't take this personally, but we have teachers with the maximum number of students

174that they can possibly have in their classroom with major behavior issues. >> Correct. >> Do you not think that deflates them as much as this number? >> I agree. >> So, we take a we take a classroom where somebody has 11 students or 12 students and their and their proficiency is higher. the teacher wants to come to work every day because they care. And you got you got one that you're beating down because they care, but they have things that they can't take care of because they have too many issues. So, how can we help with that? Is that is that say can we add five extra teachers to the budget to reduce that classroom size or a behavior class at the school that has behavior issues or something or something? >> That's definitely something

175that we need to look at. Currently, we have three behavior specialists in Cumberland County. We have two that are sped, paid by sped, and the only kids that they can work with is special education kids. We have one regular uh education behavior specialist, and he works with all of the other kids in the county. I can tell you right now right off the top of my head that I know of four kids in at individual schools countywide K through one that are giving us a run right now for our money and we're trying to get them to where they can come to school and learn >> and so >> I mean so yeah we but here's the problem too. [Music] We need more behavior specialists. >> Yes. Uh probably wouldn't hurt to try to figure

176out a behavior class, [Music] >> but that takes money. >> Yeah. So, we haven't voted on any to spend any money on that because we don't know we need that. >> Correct. And I'm telling you, behaviors that we're dealing with right now are behaviors I have never seen in 27 years. >> I understand. >> Yes, ma'am. Um and and we are having more we've had more this school year than ever at the beginning. And you know when we have a kindergartner that has a major behavior issue, I always try to say, "Okay, let's give them a day or two. You know, maybe they've never been away from home, maybe they've never had structure, so let's see." Um and um I haven't I know of two different ones. Um, one is special education already, so I'm

177aware of that one and we've got supports in place. The other one is not at this time special ed, and I haven't followed up. Uh, but did get behavior support in that building the day I was made aware of it. Um, but I at this time, yeah, we need some stuff probably, but we haven't been here just yet long enough to know exactly where we need and what we need, if that makes sense, too. Mhm. >> So we we did maximize some class sizes though with the BEP old BEP formula, right? Did you did you do that when you when you moved around at the first of the year to to set up classrooms? >> I know we had the aotment. You you told us about the a lotment. >> Didn't didn't someotments change? >>

178Yes, because numbers changed and we we lost some teachers. >> So why did we lose teachers? >> Why did we lose teachers? uh we lost teachers because we did not earn those teachers based on the state the state numbers and the state minimum and maximums or the state maximum. >> We didn't we didn't earn them. What do you mean by that? >> So um let me show you something. >> So I know I know the state sets a minimum requirement and a maximum requirement for classroom size and for cluster size. Is that correct? But that that that's just that they that's all they're saying that that you can have in that classroom maximum. >> Doesn't mean we have to maximize the classroom size. >> That's that that's been my question for a long time is

179if a state setting 25 is the maximum for that then why are we not setting it at >> 20? >> We can set it wherever we want to. We can put it at four if we want to fund it. >> Yes. >> Yeah. Yeah. Then you go back to how many we have to be good steward of money. What >> how many extra teachers do we have in the budget >> currently right now? Four. >> Okay. So we have four teachers in the budget that we're not paying right now and we have classrooms that are full that are struggling with issues. Why don't we put another teacher in there to reduce that classroom size >> because >> or add a behavior specialist >> because and I can do and we'll do whatever you all tell

180me to. My opinion and thoughts are this. At this moment in time, we do not know what's going to happen 6 months down the road. And if we have a group or a cluster that is close and earning another teacher that the state says they are at their limit, you have to put this teacher in there. So, if I have a teacher that we don't necessarily earn then and I fill up all my four extra teachers when that time comes, I'm not going to have the money to pay them. >> We have we have a fund balance. >> And that's that's kind of my I'm with you. >> We have the whatifs. >> Let's fill those spots. Get those >> if we need them. That that's my whole point behind the third grade thing is

181if we're at if we're at 25% at a school proficiency with third grade reading and we maximize those classroom sizes to 25 in a classroom with behavior issues. How do you expect them to make a difference in this? >> You can't. Do we need to add two more teachers at those schools? That's what Tissa funding should tell us. That's what the state should tell us with their funding formula and we need to do it. It's the right thing to do. I >> I think that being good stewards of taxpayers money is >> taking care of our children. >> Yeah. Taking care of our children and putting taxpayer funded positions on the board. That's >> so >> in a K3 classroom, the most number of students you can have is 20. >> You can have 20.

182That's the recommended. You cannot have more than 25. If a teacher has more than 20 students, uh, every month that they have over 20 students, they get paid overage pay and that comes out in May or Yeah, in May. Okay. >> So, how much is the overage pay? >> $10 a month. Is that helping our students learn how to read? That's my question. The overage pay is no nothing compared to that student being able to learn to read. >> Yeah, >> correct. And um overage pay in this county has been in place for 27 years that I know of and it hasn't changed a bit. I don't know who established it, when it came about, how you would go about changing it. That's how >> you you don't what you don't have to change it.

183You just don't have overages. You have less than 20 students in each class. >> So is that stat real? Right. contributing factor to success student teacher ratio >> if it is that accurate >> part of it I don't know number one >> it's going to be some >> you want to go do something profound like something that's excellent you don't you typically go to one-on-one training right >> got to have the right person doing it >> right but they they get paid they get paid $200 an hour I take my kid to learn how to swing a baseball bat for 30 minutes with one dude that's been there and has done it. And that's the expectation is that that gets brought into view >> and that's instead >> of going to a group class. >>

184That's one thing that is always looked at and always said, but there's also data that refutes that point as well. >> So, did we do class size reduction teachers this year? >> Two schools. >> So, what data do we use to validate that that was okay to use? Was there data proving that we needed class size reduction teachers? data like test scores. >> Did you have to submit data to validate the need for that class size reduction teacher? >> What I've had to submit is the principal uh chose where they wanted to use that. They chose who the person was and that person has to have be a level three four or five teacher. >> Um >> and I can't remember anything else that has to be done. >> Yeah. >> But two did do

185that. You have to you have to submit data proving that class size reduction helps. >> Well, we're starting this year. So, >> what studies did we submit to to show that that actually helps? >> I haven't seen the two principles that's using that. I haven't seen what they've submitted yet. >> Okay. >> But we do have two schools that are using it and I think we have till October 1st. >> I think I'm the one that actually told you about CSRS. I knew about CSRs a long time ago. We just hadn't done that in Cumberland County in a long long time. >> Okay. >> So, it's part of the problem just the fact that >> with our funding >> class size, they will only go ahead and provide us the funding for x amount of

186teachers because we only have x amount of students that would fit in these classrooms. Is that what you're saying? >> No. >> Okay. [Music] based on the number of students >> we we get funding. So each child based on TISA, each child has a base amount that they get. I think it's 7260 is what it is now. >> And then if a child is economically disadvantaged, there's more money that's added to that. >> And then if they have a unique learning need and that's a scale, I think of 1 to 10 or 1 to 14 based on that there's a dollar amount that's tied to them. >> Right. Going back to why did we go ahead and lose four teachers? How did I mean if we need them to go ahead and bring down class

187sizes, how is it that we >> lost four teachers? >> So how we lost four teachers is what I was saying is you can have 20 kids in a K3 classroom. If you have over that, the maximum any teacher can have in K3 is 25 kids. >> Mhm. So then you have a cluster average. So when you add every kid in kindergarten and every kid in first grade, second grade, third grade, you divide that by 20.49 and that gives you how many teachers in an essence that you earn. Okay? That's how again how it's been done here for years and years and years. Not saying it's right, not saying it's wrong. That's how it's been done. And when you match that I feel like there's a fine line that I walk in being financially responsible.

188>> Okay? >> And that's why we lost those four teachers because we were it they didn't earn them if you see what I'm saying. >> My question is the earned ratio a number that we as a district have been abiding by or is that a number that we've been given to abide by? >> Right. >> Is that a state mandated ratio? It's not mandated to It's not mandated. That's >> what they say that we can function at. It's not mandated. You You can have You can You can't go over 25, but you can be as as low as you want. Correct. We identified 20 what? >> 49. >> 20.49. >> Okay. And that's what we fiscally >> all the numbers that go into that are all the like what how do we come to that?

189Like >> 49. That is the what is in the state >> cluster average that's in >> Tennessee. So in the not earning the teachers was that from our district or was that from the state? >> That was from our district. So what you do is um when we start the school year these teachers fill out a warm body count. They account for every kid in their classroom and they fill out a sheet and they let them they let the principal know how many they have. And if if it's a kid that hasn't shown up, then we try to track that kid down and see. And we do warm body counts for a couple of weeks every day to to see where we are and how how we're functioning. And um so then once you get

190to your worm body count, that's when you look at each individual school. After 2 weeks, I looked at each individual school, each individual grade to see if we had below the below 25 in that K2 cluster, and then added all of those students together to see how many teachers they earned and how many they actually had. >> Okay. So then in doing that, then we let four teachers go. >> No one was let go. >> Okay. So then what happened to the classrooms that those children were in when those teachers Okay. So um or Crab Orchard, I'll just pick on them. So um Crab Orchard is one of the schools that's choosing to use a class size reduction teacher and um they are using this teacher in third grade just to see how that shakes

191out. For this year, they have three third grade teachers and their class size average is 15. Last year, they had two teachers and their class size average was 20.5. So, that that's that piece of data. So, she was a teacher over in the K3 cluster and she was also a teacher over in the 46 cluster. So what she did is she had her title budget which once allocations came in uh each individual school got additional money. So she was able to take uh that teacher and pay her salary out of her out of her title funds and she will be working with students in ELA only in third grade. But she had title money to do that. >> Mhm. And she had the best third grade scores in the county last year. And she's decided

192to do a class size reduction teacher in her strongest grade. >> Yes. >> 20% reduction in class size. >> I mean, that's that's the effect. 20%. I mean, I shouldn't say that. >> And so, and that's going to be she had a crap, right? She they had the max. >> No, 25 is the max. >> 20.5. 20.5. So that's on the low end of the size. >> We lost five kids. >> Which is a big deal though. >> Five kids. >> That's a lot. In third grade, having five less kids in a classroom is huge. >> Oh yeah. I mean, yes. >> Oh, for sure. >> Yeah. No, but I guess my question is why is she having to use her title money if we have full positions? >> She doesn't have to. She can

193use it. >> I understand that. But but because we're going by this 20.49 number, she's now having to use her title money instead of being able to use it somewhere else to pay for that teacher. We have a position open with those four positions. Four teachers, right? >> There's four positions open, right? I mean, we have extra money for that teacher >> and still >> she can still have her title number. Yeah, for something else. >> But but my point was is >> she had that money and chose to do a class size reduction with this with that being the strongest in the county last year. >> So So there's must be something to it if one principal decides to do that, right? >> She's still seeking improvement even though >> Exactly. >> And you

194know you and and again >> and in her second grade scores were good too and I explained that to you all too. But she's starting over again with this group of new third graders, you know, and it's like you said, they bring different challenges, you know. I don't know how many of them have an IEP. I don't know how many of them have a behavior issue. >> I'm sorry. That's just one way to look at um being able to go ahead and increase those percentages over the years is if we're needing that third grade to go ahead and increase stick another, you know, if we can stick another teacher in each one of those schools >> to bring down the class size to give them >> Did everybody else have the option to use federal

195money on third grade class size reduction? >> They have enough money to do that >> somewhere else. some of them didn't have enough money to do a class size reduction after they, you know, so um if they were going to lose a teacher that was that option was given to everybody that was going to lose a teacher and uh two of the schools did well one school didn't or um was their numbers were right on in K3 and that's the only place you can use a class size reduction teacher. >> Yeah, that's right. K3. >> Yes. you can't use it 46. So, we had one school that was over in the 46 cluster uh and she chose to use her money uh like Miss Batty did and she's using that person as an interventionist. It's

196a certified teacher that's an interventionist that will work >> basically. Yeah. >> Yeah. >> Similar. So there's that's an indicator but to me it just alignment like if the classroom reduction size teacher is only available in K through 3 then the emphasis on smaller class sizes very well may be evident one could one could say I wouldn't but >> you could look at for that so right if we if we add those four so if we had those four back plus five and say every school got a teacher in third grade. >> How what would that change our classroom size to if we were to do that? >> You just have to go through every school and look and see. >> So, here's the thing. Um, obviously you wouldn't need a class size reduction teacher

197in third grade at Crab Orchard. She's already got one. >> Um, you know, um, I have to look at Pine View. I don't know what their numbers are. I don't know that Pine View has a room to put a teacher. Uh, and some other schools may be in that same boat. They may not have enough room to put a teacher. >> Pine View only had 11 third graders last year. >> Yes, they're fourth they're 11 fourth graders, but today at farm days, it looked like that they might have had uh maybe close to 20. I can tell >> 17 third graders. >> Yeah. >> So, they're well below the 20. schools are over 20. Do you know that? >> Over an average of 20. >> Yeah. With with the warm body count. I did it

198last. I don't There's not a warm body count on the agenda. So, >> anybody that's overach went to that presentation last year on that school district that raised their ELA rates and I can't remember the district off the top of my head now. got the info. But one of the things they did, and I don't know if it's something we want to look at, rather than adding a teacher, remember they brought in teacher aids >> to help in third grade, and they were able to hire like two aids for the price of one teacher, and then they were able to get the aid in the classrooms working at the school. So, >> right. And they actually they actually created a a higher paying aid position that sent them for extra training. Mhm. >> So it

199gave an opportunity for your teachers aids to to improve improve. >> And then there was another thing that they did is they they got a highly effective teacher in one of the classrooms that took a portion of the the uh proficient students and a portion and a bigger portion of or basically all of the students that were well below proficient and put them in that same. So there you go. >> Yeah, they they staffed accordingly. So they took the most skilled >> teachers and moved them into those positions that could work in the ELA spot. And then >> called her a rockstar, right? So I put my rockstar teacher in with this group, >> the ones that needed the most >> at the school, right? >> And then a teacher aid. >> Yeah. And actually

200they had two teachers aid in that class. And they went from down in the 30s to over 50% in third grade in one one school year. >> That's awesome. >> Focus. Yeah. >> So, I'm looking at Brown to your question. I'm looking at Brown. 17 20 and 21. That's their numbers. >> Okay. >> We already know Crab Orchard Homestead. >> Uh 21 17. You're in for a bad situation. And a couple of reasons why. Your cabinets are supposed to be the >> Martin. They're high. They lost a teacher and it came out of third grade. She chose to use class size reduction for kindergarten because I think there's more issues there. It's 23 23 and 24. And I know she has behavior in third grade as well. [Music] >> That's two third grades I know.

201And one of the things that when you'reach [Music] >> have 25 and 24. >> So do you know what their proficiency levels were last year with with third grade at Martin and North? [Music] >> Talking second grader. >> Now we've got that size class with third graders. So we want to know second grade, you know. >> So Martin, >> second, I guess second grade cuz you you really need to know what the third grade teachers are dealing with, right? >> Yeah. Her challenge was >> and and that's not and they were read too on that on that test too, right? >> Yeah. But still that would give you 50 they were >> 50% and uh Nor second grade last year was 38. So >> we're we're either one of those over our goal for TISA

202accountability this year in third grade with with this year's scores with this year's fourth graders where any any of So that'll give you kind of an indicator as to the guess the teachers 50%. Yeah, they're ahead of >> that's second grade. >> second grade going into third year. So I was just trying to get an idea >> kind of look back at what third grade last year was class sizewise was their proficiency. >> Yeah. So yeah [Music] >> so third grade this year at those two schools. >> Third grade this year. >> Yeah. >> He was okay. So, so they obviously needed some improvement there at those two schools. >> Well, I mean, one of them hit and I I I don't know about that. >> That's fine. That's a But but they could obviously

203use some class size reduction. >> But here's the thing. Class size reduction is something that they have to use out of their federal budget. >> They don't have to. >> That's >> Well, no. Now you all can fund it. >> That's what I'm saying. But we're finders. >> When you say class size reduction, I automatically go to federal. >> So please understand that's why we're trying to figure out the box. >> We've already got the funding for four teachers. So >> that's a a class size especially at North. >> So Pleasant Hill they have 17, 17, and 21. >> Okay. >> What were their scores? >> No. Would class would a extra teacher help in that situation there >> or a teacher's aid? >> Teachers aid >> I think in in some of these especially

204that their class sizes are a little bit smaller just the teachers aid would help tremendously. >> 17 17 that's class sizes third grade >> third grade Pleasant Hill this year. Yes. >> I do like that idea of >> taking your top bottom. >> Well, there's that. Yes. But the teachers aid piece as far as having two teacher aids for, you know, the cost of one teacher that I mean putting more bodies into a classroom like that would be super beneficial. >> And hopefully once we get things under control, maybe they can progress onto teachers like we get people who and then we've got a little bit of a internal pipeline going. >> South's numbers are 22 23 and 22. >> Yeah. out so another one can use >> another teacher's [Music] understand [Music] >> had

205you all been receiving the warm body counts >> last month I it was on the agenda but this month I have it >> I just got it yesterday so it's on for next week >> for next week okay >> Stone Elementary >> I can pull it up if you want >> Stone Elementary is 23 22 and 23 Yeah, >> we got four schools that are all close to the max. >> Mhm. >> We have full teachers. >> Well, and it might be easier to find teacher versus teachers because the pipeline we've had, >> you know, some something too that we're, you know, if if you choose to do this, let me know because some schools don't have any extra classrooms to put somebody else. >> Right. Right. >> Right. >> But you >> they're already

206using adding the body in the room. >> The aid. So the aids in the room would be the way to go. We don't have to worry about more space if we're adding another body to the room. >> I think there's a lot of brainstorming going on to try to figure out how to get third grade fixed, right? >> Well, >> absolutely. 155,000%. >> It keeps me awake at night. And >> so what about using um quote retired teachers for teachers aids? teachers that might want to come back and part time. >> I'd say most people that uh are retired uh and have met the state retirement 60-day separation, I would say that they're already working. >> So then who qualifies as a teacher? >> A high school diploma in breathing. I'm >> sorry. a high

207school diploma breathing and wants to do it because they have a time per most teachers assistants have a time period every day where they do cafeteria duty and that that discourages a lot of people. So, is that So, maybe we can check on I've got I've got some information at home on that that I put back in the folder, but maybe we can check on that system that was >> Sure. I'd be happy to. Yeah, I've got that set aside, too. Like, I love it. >> Let me ask you, I guess this is >> where we're at as far as for this agenda item is, can we put it on the agenda for Thursday for Dr. Fley to use those four positions as she sees fit to to fill in as teachers aids or teachers

208in these schools that have the largest classes class sizes. >> I think you have a line for teachers aids too, don't you? Separate a separate line for So, we've got four four teachers budgeted for in case we need them, right? >> Mhm. >> Would this be >> something we need to vote on? It's just a matter of Dr. Carly making a decision with the principles if that'd be >> I tell you this makes me really nervous. Okay. >> Well, we would have to vote on is later, right? If you needed them later. >> Yes. If you all choose to do this, please understand. And again, you are my eight bosses that are here and I have one that's absent. I will do whatever you tell me to do. And I hope by now you know

209that you can count on me if you ask me a question. If I don't know, I'm going to tell you. I'm going to try to find the answer. I think you know I'm going to work hard and I think you know that I care about every kid in this county and I care about every teacher, every teacher assistant, every school employee. I think I have proven that. >> Yes. >> Great. >> But what you all are asking me to do. I've been here 27 years. There has been no director of schools that has ever done what you all are asking me to do. >> Perfect. That's exactly what we want. That is exactly for 27 years. Our kids have been failed through not not being willing to spend >> not going outside the box. >>

210I don't like to find what is I want something actually happening in our schools. >> What why do why do you think that is? >> Why do you think this hasn't been approached that's been suggested or looked at or taken? [Music] always been a minor budget. >> You always have the budget struggles. >> You have the relationship piece with county commission. >> Um and you have maintenance of effort, which is what we've gotten for years that we were we've been told you will get maintenance of effort. >> The first word >> minimum >> maintenance of that's the minimum. So that's why and you know you have these state guidelines that that say these class size averages and that shows you the setup for school and for funding and you know we've gone from BEP >>

211which was in '94 I think when they started that and then we've just now gone over to TISA which which that's been a change too especially getting used to. So >> um it I'll just be honest. >> Tissa is better. Yes. It makes me really nervous because right now I know I have a cushion in that budget for four teachers. And um so what if we were to split the difference on that say? So, what if we're able to fi to hire three or four teacher aids? >> Mhm. >> For half of that amount that you have a cushion there out there for teachers, which would still allow you >> She's got a cushion for >> Well, okay. So, teachers aids are out there. But let's say, so we take the teacher aid money and

212we take a portion of that cushion that you have out there, but not all the cushion. So then you still have >> or you still have some cushion out there in order to bring somebody in as the year goes on. >> You also you also have a CEO position that we've not been paying as well. >> Yeah, but you're talking about taking that money to resource. So that only goes so many places. >> Oh, what I'm saying is that money's not been spent. So >> Right. Right. >> We we've been that's been but line item for a couple years that we've just been banking CFO. Yeah. >> Not that. Do we have any >> we don't have any extra positions in our TA line, do we? >> We have 50 budgeted on the regular teacher.

213>> 50. >> And I don't I don't know how many we have at each school. Um the rule of thumb for that, just so you know, is the general fund pays uh furnishes a teacher assistant, one assistant for every 100 kids. A general ed. Yeah, a general ed for every 100 >> between grade levels. >> No, it it's like so >> per 100. So one teacher aid per 100 kids. >> Okay. So here's Stone Elementary >> based on their number. >> Okay, >> that's terrible. >> Yeah. >> Who establishes that? >> State. That's the state guidelines. >> State. >> Is that a recommended? Is that a minimum? It's a recommended based on the money we're getting. >> It's just a teacher way they're funding us supposed to teach. >> It works out to be that

214way based on what we're funding. That's what you're >> supposed to. >> So looking here at Stone Elementary, they have 561 kids. So the the county would pay for six assistants for them. Five. We wouldn't go over the we don't round up on that. So we have 50 teachers aids a lot >> that's in our budget >> and we have 6700 kids >> can't count all of them because some of them's at the high school. >> Oh, so this is just kid. >> I'm trying to figure out if we're in the scope of the ratio within how many%. >> Like do we have 5,000? Are we right on the money? We got 5,000 kids in this this age range. So, so Memorial I think has right at 1,200 and CCHS has 1,000. So, um 66US

21522 is that right? >> 48 and don't. >> So, yeah. So, you'd probably deduct another 100 for Phoenix. Um and then you can't count prek in that 48. So that's going to be 220 two more 20 that you're going to deduct. >> How many open assistant positions do we have right now? >> Do we have >> none that I know of? >> So we have all 50 positions filled. >> All 50 that are budgeted for or filled. >> You're trying to figure out >> to to say that I would say no. I don't know how many assistants that we're paying for out of general. I don't have that. >> Okay. I got you. >> Just in the top of my head. I'm just asking how much wiggle room. >> I can I can get it.

216I can figure it out, but I that's not a number that I would just have >> because if we if we've got room for, you know, >> I will get that information and help me understand this. I know we are really getting in on you on this one here. Um your fear is that we you're not you're not going to be able to the cushion the cushion is needed in the event that we need to hire additional teachers later on in this current school year. How often does that happen? >> Yeah, like >> about every year. So what happens is >> different things. >> Well, and you get people here that and sometimes you do have people that leave, you know, but that's covering the same position, but like especially in your fourth fourth through

217sixth and your seventh and eighth, you know, sometimes those are right on the bubble of >> of having to have another teacher >> popping into that. Yeah. But that that's if somebody moves to the area >> and see we've already done out of zone. So the kids that are there are there. If we get another teacher or we get another kid and they earn another teacher, we're not going to make that kid leave because they're out of zone cuz you're already there. So we're just going to have to get another teacher. I typically if you earn another teacher, you have to carry that for 2 weeks because we're a very transient group of people around here and we might be at >> so which >> south today and stone tomorrow. >> Which uh which schools

218are on the borderline of being over that cluster? How many schools do you have in that situation? >> We have three. >> No, I'm I'm saying so >> for having to add another teacher >> for having to forcibly add another teacher. >> Where's Where's that at risk? >> One that I know of for sure. >> Okay. >> So, we only have one for sure that could possibly go over. >> Could Yeah. >> Could the other ones need five, six, seven students or something? >> Yes. >> Okay. So leaving a cushion of maybe two teacher positions at this point for what you're seeing would be adequate. >> See, I'm still at the I'm still at the point that just >> use all four of them. >> That's Yeah. >> Well, if we have >> and then

219whenever that surprise happens of we have to add another one, then we have then we vote to add another teacher. The problem with doing that is we vote to do it this month and then it still has to go to commission next month. So, we're two months behind the eightball on fixing something that we screwed up. And right now, I can tell you, uh, I was with superintendent uh, this week and, uh, a neighboring county has been looking for a third grade teacher, somebody to apply that's got that certification since August 6th and they can't find them. And they've worked with Tennessee Tech to try to get somebody and they can't find them. So, that's another issue that you run into, >> uh, is being able to find somebody. >> It's not on the shelf.

220That's where the teacher assistant would be >> the teachers. I I I like that idea. >> We wouldn't have to break up classrooms. None of that would have to happen. >> We get more for that same. >> Dr. Farley, you said something a minute ago kind of made my wheels turn a little faster. You said how many students do we have going to an out of zone facility? >> Have to check with Dr. Spike at the elementary level. Did I mean, I know it's 7:23. Do you all understand how that works? >> Okay. I I would have to check with Dr. Spock. >> I'm just curious if if the you know, the zoning was put there for a reason. If we have a bunch that's going out of zone, that's contributing to the problems we're

221trying to fix right here. >> I don't think so because I'm we're very conscious of that. That's why we make them wait um 10 days till after school gets started to see if our neighbor numbers will stabilize. Uh and if they're close to earning another teacher, that request is not approved. >> So, I'm looking at these numbers we have up here and how we're going to have to really increase things, right, in order to meet our TIS of funding. to get our T of funding. >> It's going to take resources to get us there, which costs money, >> which we need to, if we're going to make that kind of headway, start on that as soon as possible. Otherwise, we could be in a bigger budget deficit as time goes on. Correct. Because we're not

222meeting what we need to for TISA. So taking that money and spending it now seems wise to me if from your end of things it appears that that would be something that would indeed make a difference in these numbers based on all the data and everything that we have. >> It's a true investment, right? You have the opportunity to to compound the effect now to get the results later which is by definition what investment is. we see things are not where they need to be, >> you maximize your efforts. I I would go back as far and say like, yes, okay, split the difference, right? If there's a cushion, okay, great. Maybe let's keep keep a position available in the event that some massive wave of people move in here despite the bubble. >> Yeah,

223it's just they we're not people aren't moving here as fast as they were in the three years prior. Okay, so that's a real number. Uh um going back to theap other strategy of taking your groups based on proficiency that's that's a y'all thing but like I see value in that and has been a concern of mine uh and putting like scored individuals with like scored individuals for the sake of focusing the opportunity factor saying let's let's get to work here. Um, >> your weakest links are usually the highest opportunity for improvement. So the lower they are, the ceiling is significantly higher. So if they're down there in the 20s and we're trying to get into the 40s, that's where you're going to make up the difference. You're not going to take people that are flying

224high at 50s and move them into 70. We're going to take the 20s and go to 40 and we're going to move them. So that's the focus >> and and that's where if we can't, let's say, break them out, we've got classrooms. set up already this year with teachers. But again, that's where the teachers assistant would take they would break out by grouping as well within those >> what the interventionist does. And that's and I was going to ask Dr. Farley, do you have any intervention data >> for the last couple years as to what that's doing? >> Nothing. >> You don't? >> No, there's nothing. I mean I mean you could look and we could probably go back and look at schedules and >> you don't you don't test those individuals to see if

225they're improving over the year the ones that you're working with. I mean, we would have their benchmark, you know, there and yeah, you're you're you I mean, I could probably find something, but I would I'd have to get with the principles and see their, you know, okay, who worked with this group last year and who, you know, but >> I mean, if you can see if that's moving the needle, that might be another opportunity. Could we add RTI teachers or assistants instead of teachers? >> I I don't I don't know that. But if you could look at that data, >> what would be the best route to go? Right. >> So, but certainly we don't want to be paying for RTI if we're not seeing results from it. So, we definitely >> pay for RTI.

226You have to have for the coordinator anyway. >> Well, paying extra. >> It's a state. It's an unfunded state mandate. Trust me. >> Yeah. >> But but does it does it help? >> Right. >> And and if if it doesn't help, then we need to know that so we can get with some some state legislators and say, "Hey, >> this isn't helping. take this out of the mandate. >> Yeah. Right. [Music] >> So, like I said, this my uh my team and I will start working on this and coming up with some stuff. Uh this will obviously be shared with you. This will be put uh on the uh it will be on the October work session and but be I guess before then I'll have to share it with you because it has to

227be out for public viewing and comment for 30 days. So we'll have to have this ready to go by October 1. >> So I will share that with you and the goals that we have come up with. We haven't >> ready to move to capital projects now. [Music] >> No. >> Are you all good if we don't put anything about So are you good if there's nothing from 10 that is on next week's agenda? >> Um >> yeah because I think we've mainly tasked with getting information back. So the next step would be once we got that information back determining if funds would be allocated for >> managing probably we could do that October. >> I've got some dots here that I'll go over with of things that I'm supposed to do. >> Let me

228ask a quick question though. If we've already got money out there for teachers aids in that line and we've already got money out there for teachers. >> Sure that we do but I'll double check. >> If we do though correct that's not anything that needs to go before the commission because we have funds out there, right? >> We do have funds. The only thing is if you all are wanting to take and and maybe I've misunderstood this, but if you all are wanting to take money from the teacher line and move it to the assistant line, we would have to do that. >> We don't want to do that. >> Yes, ma'am. But I would recommend just throwing this out here. We got money in that aid line. We always have people teachers aid is

229going to come. Right now, we currently have 85. That's GP and federal teachers aid. There's always extra money in that line. just go ahead hire them and at the end of the year if we have to true it up and pull money from that teacher line we can do that. >> So that you said that's GP and federal. How many do we have just in general? >> Looks like 51 counting but >> and you said we have budgeted for only 50. >> Well there's one on the off school page. I forgot about that. >> So we might be at max on your budget line. >> We budgeted 50. We have to and plus. >> So you're just talking about a budget amendment to clean things up >> that we would have at the end. >>

230Right. >> Okay. I got you. >> We need to modify the budget in order to do that >> because the end of the year clean up at the end of the year at the end of the year. We need to put money there. We'll find money. So you're not able to find the end of year. >> So the assistance >> gohead. >> That allows us time to get a little more data from Dr. Farley and her staff cuz we're not going to have to run it past the commission at their meetings for approval. >> No. Um but we could also be looking for those spots. >> I'm taking the cues from her >> in the meantime. I I just know we've got to make the best higher in that area. We have I mean is

231that is that something we need to vote on? >> No, that would be Dr. Farley just moving forward with that. >> So just make sure I understand nothing from 10 will be on next Thursday's agenda and everybody's good with that. >> Well, that was great. >> That's okay. That's okay. Nothing from >> nothing from number 10 will be on next Thursday's agenda. Right. >> Okay. So, on to 11. So, and this is not the most current one. Uh my ap my apologies. And none of my colors showed up. Um >> just that's not the right that's not the way that I work on. >> We made an we made an update last week and then there was an update this week and my apologies. I haven't been able to update that yet either. Um >>

232yeah, I had two of I had one that I think you'd sent out earlier that had your highlights on it and then I had the most recent one that was the attachment. >> Okay. So, uh we went in and made revisions on September the 11th. Um so yesterday, um the county commission finance group did uh pass and approve the bid that we had for the Martin Electrical. Um that is supposed to start this month. I don't have a completion date. Um, uh, north renovation, we will put that out to be a January and work will begin summer 26. South floor, the bid will, the bid went out September the 2nd. Um, and I was hoping they would do the work over winter break, but um, they're not. Um >> summer >> they're going to do

233it summer of 26 because they've got to tear up the entire floor and the subfloor. >> Um >> it's summer. >> Yes. >> Martin drainage. Uh we're waiting on the civil engineer from Upland's gone >> to look at. Um >> what is that exactly? Cuz I was well the Martin drainage thing. >> So when it rains like the whole area there floods. >> Yes. The basement. So, uh, we're looking at trying to correct that >> basically all the way around the school. >> Actually filled up the music room >> last year >> and the tiles keep popping up >> because the water >> in the music room if if you that that's a big deal because it's like downstairs. >> Yeah. >> Um, it was a swimming pool. >> Yeah. >> Note to file build

234on high ground. >> So, we are getting a propo. Um the civil engineer was supposed to get a proposal uh to Upland's. >> He was there today. So I hope I'll have something to say. >> Um Stone Memorial Track um based on Kim Chamberlain. He's not sure the best time to start that. >> Probably this summer, >> but it will probably be summer. >> Summer. >> They will have to stay off of it. South Fire alarm was ch the the uh start date was changed from November to November of this year to January of 26th. The North Fire alarm is 95% complete. This was a carryover from 2425 >> and uh as of September the 11th they were trimming it out and as quick as they get done here they're going to go to CCHS.

235Yes. the Excel lighting project that finished up on August the 29th and they're just doing the uh punch list items now. Um and you will hear from that little feller uh probably at the >> big I'm talking No, I'm talking about Excel. Yeah, we will hear from him probably in um November. It might it might be October. Brown roof. >> Uh they're they're supposed to be done uh around fall break. Had a setback last week. Major setback this week, but >> I know. >> Thank you for putting this together. >> And I'm trying to do a decent job of keeping it up. And I apologize that she didn't have the most part. But I will update this again and this will go out. This will come out in your email on Monday. So the Martin

236>> and you said something you wanted added. You want security concerns added to this? >> I think so. Yeah. To the list to say yeah how much it's going to cost. And I think th this list is projects that were already approved. >> Yes, it is. >> I I just think we need something to start tracking capital projects all the way through because I know some of these were way before my time. What's the bill? >> We get the report right November. That should allow us to start. >> So, Excel may come in October and then McKinster in November. >> Okay. >> And then we can just start picking the ones that we've got to work in the budget for next year. >> And guys, I apologize. I didn't have this most current one up

237to her. >> That's all right. >> So, in the notes on the Martin electrical project said need additional money. Did it end up coming in under what was allotted? >> Came a little bit over, but I I can scrape it together. Okay, >> I had mentioned that at the last board meeting. We we had gotten the bids and we thought that was what was going to happen, but they hadn't approved it yet. >> Okay, so uh maintenance update. So, um you all had asked about athletic field lighting rebate. Um so, as I said, I've been with superintendent and vendors for the last four days. So, you all had received an email from Bobby Cox of ESG. Um, and I just got this email um, today. So, um, they had done some preliminary work when they

238were trying to get the the lighting bid and this is what they have shared. [Music] >> You had a handout at your desk. >> Mhm. >> Rebate's not very much to the cost, is it? Nowhere near as lucrative as the original project. >> No. [Music] >> And the savings, right? The savings number is hard to put a put a tag on, you know, as we I guess look forward. having something to to reflect on >> as we're putting our thoughts together like, hey, what does it look like if we consolidate efforts, >> right? Like if we're go if we're going to construct middle schools or if we are going to uh shuffle the deck, per se. um >> these types of of projects can help shave some money up like we can get a little

239more pointed in the cost savings initiative um from a long-term replacement conversation andor um the energy savings right so those are numbers that can be added into part of the decision at least they'll be able to help they should be able to help us with that obviously there's not a price tag on here um >> and they said they would be happy to come and do a presentation if you all wanted them to. >> What What is the savings that we are actually receiving from all of the lighting that's been >> I don't know that that would be able to be reflected because they're just now finishing it up and I don't know that we would have at least at least a full month in some places to look at that. >> If I remember

240correctly from the projections we were going to the investment in the original project would go in the green after year 10. So we're looking at 10 years to for it to even be worthwhile on that. This is much less margin for >> right >> takes 10 years to pay for itself, but it doesn't cost us anymore. >> No, it saved us. >> It saved us with the our electric and all that. It shuts off. So it's pretty cool. >> Yeah. See, that's why the hallways are dark now. Nobody's out in the hallways. >> Yeah. And we don't know we don't know what our current unit cost is to maintain our lighting at the moment. >> I say that >> we have a maintenance >> I I I don't know what it is cuz I don't

241have a piece of paper for that. Like somebody may know >> what it cost to maintain lighting outside fields, >> but I don't know what it is. >> I don't know. >> Yeah. So getting that type information will help us make the decision. >> Do you know what the utility bill is? >> What's that? all also something else that if we decide >> you have a spreadsheet >> if we decide to >> have a spreadsheet for that >> build new tennis courts that may be something that we want to add into this too to have lights that way they're not having to fight through getting their matches done before dark and things like that you know so >> gives us more options with that >> it's a big difference between the budget cost and what

242our utilities I mean it's going to take a while to earn that cost back if we're looking at that >> balance but long range we're going to have to do something with the lighting at some point >> yeah how long is what we have going to last >> right we don't know that >> we don't have we don't we don't have any idea just like any other thing we have we don't know how long it's going to last >> Mckinry do anything with the exterior lights >> they replace they're all LEDs now we have new pole lights Yeah. >> And they're very impressive. >> Oh, yeah. >> So, Mckinstry did do some work with >> Well, not Mckin, I'm sorry. >> Excel. Yeah. >> Yeah. But as far telling us how long our exterior lighting

243is going to last. >> Did they do that? >> I think they did do the >> I'll have to look at the tool and see. >> Okay. >> We do have new LEDs in all of just not the sports lights, but >> Yeah. So maybe this might be good to wait until after we hear from Mckin Street in November. >> Yeah. >> And then visit this back again. Is everybody good with that? >> Absolutely. >> This is certainly at the very earliest budget talk for next year. That's for sure. >> Okay. So next is the strategic plan. [Music] >> Okay. I have reached out to NIT about the SWAT. I'm still waiting. I reached out the day after we had our retreat. I'm not quite sure. Um, >> you know, they have been paid in

244full, so I don't know. >> Um, so you all had suggested that we cut the plan from five to three goals. And um so um I have some work done that kind of alluded to that a little bit. I went through and some of the stuff we've already completed on the action steps. Uh we can still work on the performance measures. So I I don't know what you all want me to do at this point. I was going to be prepared to discuss three goals with you all when we met at our next retreat. Um, and then um, >> brought up to put on the agenda and I had that added because and I'm not quite sure I know what you all want in a work session and I don't know that you want this

245every time. Uh, you know, so uh, like I don't know if you want me to have stuff stuff on there just to share and to talk about like we have tonight, which this has been great. I I feel like we've gotten a lot accomplished, but I don't know if I know you want the items that you need and have the opportunity to vote on. You need all of the items and all of the information. >> Sometimes that's hard to get everything. That's putting it two weeks out. Uh but that's fine. We can do that. We can try our very very best to do that. Um but I don't know what else. like my director's report, which I will not do until the actual board meeting. Um, and that's something new this month, but I was

246going to discuss the strategic the strategic plan and kind of where we are, how many goals we've met on each area, but I don't know what you all want me to do with the strategic plan. >> My humble opinion, it it is worthy to tell me, >> right? I think retreat >> and I know that that's I guess where I was going to go next is saying like we've got that slated for November 8th or something >> six I think or did we change it? >> I sent an email asking if we could revisit the date tonight with y'all because I was going to uh Sher and I were going to skip a meeting that night that's a standing meeting but they're voting for executive committee and I'm on the executive committee now so I

247really need to be there so I was hoping we could revisit that date. What was it? What date? >> Um, it was >> November 6 is what it was going to be, but >> um >> hoping to change. >> Thank you. >> Yes, it is that. >> I skip when there's a majority and I reschedule when there's a majority and I go late when there's a majority, but this one I'm like, I just can't miss and I don't want to miss the retreat. >> I don't want to miss it either. I didn't have it on my calendar. So, we went with the week that we went with because the next week is when is the TSVA conference. >> Oh, yeah. >> Amazing, sweetie. Congratulations. >> I have a retreat there. >> Well, so um someone

248had suggested that we do a retreat there, but not everyone's going to be there. >> Where? >> At the >> TSBA conference. Luke, you can just drive down. >> I will not be able to drive. You can fly now. >> Do you lose your license? >> No, not not yet. >> TD'll be unavailable that week. That's why I'm not going that entire week. >> Yep. >> So, the next week we have a work session on the 20th. >> Mhm. >> Didn't we look at a few dates earlier in the first week of November? Was there conflicts with that? >> Yeah, there was. We were offered the third, the sixth, the seventh. The seventh is on a Friday. Folks didn't want to do that. The third several several of us had conflicts with. So, we had

249settled on the >> Somebody said they didn't want to do it on the fourth cuz I think that's election day. >> That's election day. Um, and Wednesday the 5th wasn't good for you, I believe. So, we could look at like without it being right up against the convention, we could look at Monday the 10th or do you want to go back to October? >> Or we could go back to October. We've got our and we can I know we were at first looking at evenings versus weekends, but if we're having trouble with evenings for this next time, if people are more available on a weekend, >> possibly consider that. >> So, does anybody have anything available on the 27th or the 28th of October? I have >> that even later. >> I have the what

250was it? 27th. >> I have the 27th and the 29th. >> I got on the 29th or the 31st. >> How's the 27th book for everybody? [Music] >> We got a date. >> All right. So, we're moving it from the 6th at 4:00. Right. We had already gotten the room that we were in last time. We were already able to secure that for this day. So, we'll just get it. We'll we'll just call tomorrow. >> They'll be able to move. >> If you don't, we'll call Donnie. >> If you can't get it, we can meet here. It's not a big >> Yeah, we have. >> Yeah. There's always a waffle house. >> A place that has food is not a bad thing when we're meeting at dinner time. Let me take a back somewhere. >>

251God told us. >> Okay. So, if I'm if I'm understanding you if I'm understanding you correctly then at from here until October the 27th. >> No updates about the strategic plan. >> That's fine. Yeah. >> Yeah. >> You got so much else to say. >> Is everybody good? >> I I would I would like I mean this is work. All right. It would be nice to hear from you in the next meeting what you see us being able to maybe impact started. >> Okay. And that's that's really the because >> so that way it'll build up to the retreat. >> That way all of us individual board members and that's the what I would ask of all of y'all is like take a look at this uh >> so are you saying the next meeting

252or the next retreat >> or the next meeting before the retreat? >> No. Yeah. just until between now and then. >> Okay. >> Not the next. Not next Thursday. No. >> If you've got it, bring it. >> If you know, >> and we will have we'll have a work session in October before we have our retreat. So, if you wanted to give us >> We'll have a board meeting in October before we have >> gave us like an update at the work session. Okay. then we could be thinking about things and be prepared for the retreat. Does that sound good? >> Let's not miss an opportunity to get into it. Yeah. To some even if it's just >> since you are working on formulating things and then that way if we have any questions from

253what you formulated that gives you an opportunity to go back and we'll have it for the retreat >> and maybe we've gotten some swat back from that group. You know, maybe they >> Yeah. Well, I'm trying to think. I could go back and look in all my paperwork and see if I've got anything from the meetings. >> Um, I'll look I'll look and see if I have anything in my folders. >> Cuz he was sending us the presentations. >> I'll go look. >> Farley, I'll look back at the stuff from the strategic plan and see if I have anything on this wall. I'll just see what I have from the presentations from the meeting. And there might be some out on the she share Google. Have you listened on the shirt? >> Yes. And >>

254so next is um the do evaluation draft. >> Can we put that at the retreat, too? >> I like the draft. >> I vote for a yes on that. >> You said what? >> I said I vote for a yes on that one. >> So now come on, Miss Doll. Is it just because you you you know it is Tindle or I mean I'm wilting over here. She and I are both like laying back in her chair. >> I think some of the changes that we're going to want to tweak on I think this gives us this good skeleton format, but I think some of the changes we're going to want to tweak a little bit are going to come handinhand with the strategic plan piece, right? Because some of the stuff under section C

255are directly related to the strategic plan goals that we have. Now, >> that's not the 40 achievement measures that's included in this, right? I wanted to ask about the achievement measures that are in this. I know that the template says to put three through five together, >> right? >> Is there is there a reason for that or can we separate that? I know TISA accountability I think third grade should be on its own in this evaluation, but is there a reason why they combine those together? >> Um, no. That's how it was in, as you said, that's how it was in the template. I did make some changes because uh next year because we're not taking I don't have the doc >> the second grades or this >> we're not going to have second grade

256so we won't have third grade T boss. So I did ask them to move four through 8 together and I asked them there was something else that I did ask them to move together and then there was two or three things on the data piece that I asked them to separate. >> Yeah. >> Um but I mean you know it it doesn't matter to me. So, I mean, >> we're going to have to start somewhere and see. >> They're sending this as a starting point for all of us to talk about. Right. >> Correct. So, they've gotten input from the people who want to give input. We had a draft that's been worked on for a while. >> That's that's some of that's in there. Right. It's been melded together. So, now we need to

257>> revisit this. Yeah. Fine-tune it, revisit it with what we're going to be doing with our new strategic plan piece. So, it's aligned for Dr. Farley. And Dr. Farley, I want you to care about your evaluation. feedback. >> Here's the thing. I don't mean I I don't care. That's not probably a good way to put it. Um I mean, >> I'm going to come to work and do my job every day and I'm going to bust my hump to get these kids and these teachers exactly what they need. Now, that might or might not be reflected in that proficiency level, but that's not going to change me or what I do. >> That's right. Good girl. But I I want to make sure that we've got a partnership with you in this document. >> Sure.

258So, we're in agreement with how you know, you understand where our accountabilities lie for you. We understand where your requests and accountabilities of us are and how we're going to move forward in the partnership. So, you know, I'm looking for your feedback on this and what you want. >> And I did give I did give her some and there was uh one um one item that was on the strategic plan that I did. It was worded really weird and um I think that was changed a little bit that I >> I know when you and I met there were some things you were still formulating and working on and we're like this may work in here it may not. You still had meetings to have. So some of that may need to come out. >>

259Yeahbody. >> So >> okay. So that's going to be at the retreat then as well. >> Is everybody good with that being at the retreat? >> Yes. >> My bedtime is 8:00. So, we need to get >> My brain's about ready to shut off any second now. >> So, everything else from 15 to 37 is just uh regular um typical stuff that's on board meeting and and you've had a chance to look over it. So, anybody have any questions about anything before? Do you want Miss Bray to do the budget amendments that we have? >> Not tonight. He's good. >> And honestly, I mean, looking at it, it looks like it's mainly grant and all federal and so I don't know if there's anything >> we should know about is correct. >> If there's anything

260that stands out, >> no, she says >> because I don't think we need to go through it one by one in the meeting either >> based on what they are. I just want to make group it and >> so these work sessions like am I on the right track as to what you all want? You know, an opportunity and then to have you what you need. So if you have any questions, now's the time. And then that way when we get in our meeting next week, boom, boom, >> we can click along. >> We already know what we need to know. >> These are the long discussions. >> That's right. Meeting goes quickly. >> So it goes quickly. >> Boom. >> And we have it all together. >> We all go home, huh, Jessica? >>

261Fundraisers, I guess. Any questions on fundraisers or anything? uh the policy one that we had out there for school support organizations. We kind of had policies split up in two places >> because this is your regular one that you all need to carry on the second and those other ones were first revision that she's required to review. >> Okay. >> Split them up that way for normally we have like first reading and second >> and that will probably we can do that with these but I wanted you to understand what that was and we'll probably do that every work session but then we can combine the policies here. Let me look at that one real quick. That 2404 or 2.404. >> Looks like you outlined specifically what those school representatives were. >> Yes, that that

262there's always been some question about this. So that's why that is laid out that specifically and that is on everything that we have. We have put this definition. So there's no question. >> Yeah, my bad. So the key point here is that the is the majority of that board is not to be comprised of those folks. Right? >> It's not to say that those people can't be involved or a part of >> what this is saying is those pe it's also saying those people cannot sign a check >> the money. >> Yes. Yes. >> So, this really outlines it based on um Mr. Mart's presentation we saw. >> Yes. >> Gener. Yep. That's what that is. >> Wasn't this in state law or something? Anyway, >> I think it came from the comproller. >> Yes.

263Comproller defined too. >> Yeah. There was needed to be some clarity apparently, not just in our district, but statewide. >> Right. So >> employees at some point or another it said school employees couldn't be on you know sign checks and things like that and that goes contradictory to what a school representative is and it school representative was defined by the controller by exactly this right here. So school employees could still hold a position as a treasurer or whatever else. Um check >> no they can employees can. It's just certain >> certain >> people >> cannot principles principles >> anybody that's handling the money for the school can't sign a check for a support organization >> right >> those people those people and this has also been added to our paperwork for school support organizations as

264well [Music] >> and the student survey results were just for our information. Yes. >> Now, yeah. Calendars, newsletters, >> retired inventory, >> overnight requests. Got any of those you want to look at? We'll pull them out. >> It's time we vote. Okay. >> Any other questions? >> I know. When are we going to adjourn? for radio. >> I think so.