HCS Work Session 3/12/2026

001[music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Woo! >> [music] [music] >> Woo! >> [music] [music] >> Woo! >> [music] >> Woo! >> [music] [music] >> Woo! >> [music] >> Mhm. >> [music] >> Mhm. >> [music] >> Mhm. >> [music] [music] >> Mhm. >> [music] [music] >> Mhm. Mhm. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Hey. >> [music] [music] >> Mhm. >> [music] [music] >> Okay, welcome everybody. I'm going to >> [music] >> begin the work

002session in order. I know that Mr. Connor will be here in just a little while. Coritha is in Boston traveling on work matters. She's going to try to join us if you guys ever get the screens up. So Coritha will be with us at least some until she's wheels up. And then Felice is out of town as well. So So this is us. So roll call. >> Mr. Chairman Smith. >> Here. >> Mrs. Black. >> Here. >> Mr. Connor. Mr. Daughtry. >> Here. >> Mr. Grohn. >> Here. >> Mrs. Haden. Mrs. Jones. >> Here. >> Mr. Keen. >> Here. >> Mrs. Shafer. >> Here. >> Mr. Slater. >> Here. >> Ms. Thomas. >> Here. >> Superintendent Dr. Robertson. >> Here. >> Okay, we have several delegations. Everybody listen carefully and Vice Chair Gary will take

003over here. Thank you, Gary. >> I'm going to read the delegation statement and then after I'm going to give a little bit of added instructions. Uh but let's go over this first. Thank you for your interest in addressing the Hamilton County Board of Education. During your presentation, please address the board as a whole, not individual board members or administrators. Also, please do not present complaints or concerns you have about an individual employee of the system. If you wish to voice those complaints and concerns, then you should contact central office and ask for a meeting with the superintendent since he is the responsible sole person for individual employees. Pursuant to board policy 1.404, individuals speaking to the board shall address their remarks to the chair. Each person speaking shall state and we have changed this policy

004now. So, we are currently, am I correct, going to be using or do we have to wait one more time for that? >> We we can go ahead and >> All right, so we are going to use it. So, uh state your name and the district that you live in. And if you'd like to also give the school, you can do that. Uh Remarks will be limited to 3 minutes. If we have uh four or more people speaking on a subject, they will collectively be limited to 10 minutes total. And today we do have four or more speaking on a subject, so I will give you information on that in a little bit. Uh we will take a brief brief recess for any groups to uh meet together, and then when they come back, we

005will have all individuals speaking on that subject stand with whoever the speakers are going to be. All right, so what we have is uh we have a large group of students that are going to be talking about school clubs and policies. Uh but before they speak, and what I'm going to ask you to do, students, uh we're going to have uh Vivian Jackson, who has signed up to speak first, and then Kathy Ryan, who has signed up to speak toward the end. We're going to have you all speak first, and during that time, these students, Charlie Cook, Freddy Cowens the third, Naveen Justice, Stephanie Lopez, >> [clears throat] >> Bassaria Person, Mulek, I'm sorry, I'm going to make a mistake on this, I'm sure, Abdul Latif, Valerie Hall. If you all would go out that

006back door, meet in that lobby, and decide of those of you that are there, you may all stand up there, but you will have 10 minutes for up to four. Now, four do not have to speak. You can have one person do all the speaking, but up to four can speak, but for a total of 10 minutes. All right, so if I could have those students right now move into the lobby, and if we could have Ms. Vivian Jackson come to the podium. Thank you. >> Good afternoon. So, excuse me if I mess up protocol. This is probably my first time actually being at an official board meeting. >> Well, welcome. >> Um as a community member and not an actual educator. Um I come because >> Name and Name and district? >> I'm sorry.

007Vivian Jackson. I believe I'm in District 5. >> Okay. >> That's odd if you don't know, but when you don't have kids in the public schools anymore, and they're all gone to college, your mind just starts to go a different way once you become an empty nester almost. So, my kids just again, they're gone, but I think I'm in District 5. I live in the 3742 area code across from Sam's Club. I believe that is District 5. So, um I first wanted to come because of the educator diversity policy. Um actually, I think I've worked for the county probably This would have been my 20th year uh if you count the times I've been out for medical leave. Uh I hadn't even know we had an educator diversity policy. So, that just goes to show

008you that I've never identified myself as an educator of diversity. I have identified myself as an educator. Um even on job applications, I know it's politically correct now. It wasn't back then when I first started out. But, you identify yourself um race and ethnically uh as such. Um which I still think that that is not necessary because I've always been black. Um I'll always be black. And so, if you say that's diversity diverse and that means that I somehow have a deficiency and recruitment or otherwise, um I just don't think that's the case. And so, I'm going to move that off the table because you guys said that you're not going to talk about that. So, what I want to talk about is something that's positive and something that's going to move our district forward.

009Um as I stated, I am a former HCS employee. Um and I'm currently a doctoral candidate at Carson-Newman University um as an administrative leadership for higher education. And I think if we look at the state of higher education, and it's amazing. I was listening to the Moody radio station and they gave out some sad statistics for when my last daughter graduated from high school, which was the class of 2023. They said 27% of our students graduating went to college taking remedial math and language arts classes. And this is just not Chattanooga State. This is our four-year universities and also know that now our Ivy League colleges, some of them now have remedial classes. Can you imagine sending your student to Howard or Columbia and you find out that they have to take a remedial class.

010I would be mortified if any of my student any of my children had to take a remedial class at any time uh if they attended a school. And it's sad. I've taught in Hamilton County. I've taught in rural. I've taught in urban. I've taught in suburban. I've taught in charter. I have taught in private. My kids have been in private. They have been in a public private school. My friends called this magnet school the most public private school that they've known and I agreed with them cuz it was phenomenal. Um so they've been in different schools. The only school that my kids have not been in has been a charter school. I'm sorry, but I've taught in the charter school. Just give me a few more minutes if I can. A charter school. But what

011I'm trying to say is okay. What I'm trying to say is I believe in Hamilton County schools. But I believe we need to get to the root of the problem. The root of the problem is not always teachers. It's not always principals. It's not always the students. It's not always the parents. It's everybody. Okay? I'm going to say it to me it starts with a parent. The parent is the first person that has these kids. They send them to us either in kindergarten all the way to 12th grade. When I get them they were in middle school. That's a long time for a parent to have a child to discipline, to train, to teach. There's a lot I can't do with managing classroom behavior. And so, what are we left with? Choice, ISS, and all

012of these other places, Washington. Charter schools? Two choices. You either get yourself together or you call your parent and you go home and figure it out. >> 30 seconds left. >> day. Okay. So, what I'm saying is Hamilton County schools need to come together with everybody on the drawing board. Stop blaming teachers, principals, and everybody else. It needs to go back home with the parents because that's where it begins. And I'm a parent. My principals, teachers didn't have to call me for my students. They called me one called me one time. And when they did, I did not curse my principal out. When they called me for this particular child, I knew they were telling the truth. I was in the middle of teaching a class at Brown Middle School, and all I had to

013do was say, "You're going to have to sit him in the office. When I finish my class today, I'll come pick him up." I knew he was going to get suspended because I knew what he did, and they told the truth. And that's what parents need to do. And we need to all get on board get on the ball, stop blaming our teachers, our principals, our board, and everybody else in this city, and stop asking >> Thank you very much. >> We have enough to do with what we have. So, let's do the job. >> Thank you. Hopefully soon, Dr. Jackson. >> [applause] >> If we could have Kathy Ryan. >> Good afternoon, board members and Dr. Robertson. Thank you for this opportunity. Like he said, my name is Kathy Ryan. I live in Red

014Bank, and that is District 6. Um I am here to talk to you about I'm sorry. I kind of lost my place here. Okay, I'm sorry. My connection to I'm here to talk about Alpine Crest Elementary being cornered, made it just in time. My connection to the school is I have two grandsons who attend there. I've been on the PTA board, and I'm also one of the master gardeners. We have a garden project there since 2014. I'm there weekly volunteering at the school. So, I know what's going on. Uh in August of 2023, Mayor Wamp and the superintendent had the big press press conference announcing the new school to be built on the DuPont property incorporating DuPont, Rivermont, and Alpine Crest. At that time, a big campaign was started by the Alpine community uh against

015this because it was the only elementary school in Red Bank. But, as you know, that um that did not happen. The um it was voted to close the school. Anyway, so as time goes by, you know, I don't hear anything about this project that they're doing over at DuPont. I drive by, see no construction, I hear no announcements. But, apparently, someone didn't do their homework because eventually this plan plan fell through. But, there was no announcement that I'm aware of about that this plan did not happen. So, last year, again, Mayor Wamp had a another press conference at saying there was going to be a collaboration with the YMCA, and again incorporating those three schools with the YMCA. And I believe the date to start that was in the fall of 2027. Well, anyway, again,

016I haven't seen anything going on over there, and from what I hear, the YMCA board has not even voted on this yet. So, who knows when this project will happen and when it will be completed. But, in the meantime, Alpine Crest is still open and educating students. However, because of these announcements, we lost our new principal after 1 year. We've lost multiple staff, and also the enrollment is down. And some of these people might still be there if they would quit making these announcements, which they are not following through with. Cuz now it's going to be This was the year that Alpine was supposed to close. So, now it's from what I hear, it's going to be another 3 years, and it could be longer than that. And I just feel like the community needs

017to know what's going on, and there's been nothing said. I also feel like the school should be maintained and staffed until it is closed. The staff and students students should not be shortchanged because the county county doesn't want to keep the school up because it's going to be taken down anyway. The current principal was sent there to close the school in 2 years, and that would have been this year. And I would hope that going forward, because again, we don't know for sure when the school's actually going to close, that the leadership would run the school like it's going to be there for another 20 years. And as we can all see, who knows when the school is going to close down. So, I think it should be treated like all the other schools. For

018this reason, I contacted Ben Conner in January about a meeting to inform the Alpine community cuz we've not been told anything. >> Thank you, ma'am. Mr. Chair. If if I may per policy use board members' 2 minutes to ask a question real quick and kind of make a statement. Thank you, Ms. Cathy. I appreciate you doing that, and I do appreciate you bringing it to my attention. I'd like to say that because of her reaching out, she's absolutely right. We do need to to keep them informed. And so, on April the 7th at 5:30 in the evening, there will be a town hall at Alpine Crest to talk about the the state of the facility, where we are with our facilities projects, and listen to the community and hear from them. So, thank you, Ms.

019Cathy. I believe you you knew that that was happening. >> Okay. Thank you, and thank you all for your >> April It's April the 7th, 5:30 at at Alpine Crest and I'm very excited to be there. >> And we are going to have a facility meeting tied in with uh finance on April the 6th, so we might >> Excellent. >> we might share a little bit on that day. >> Excellent. >> Okay. >> Thank you all for your time. >> All right. So, students, I'm going to clarify for you uh >> [clears throat] >> We are going to let you have the whole 10 minutes, but as many of you as you want can talk during that 10 minutes. So, we're going to go with one more person that'll give you a little bit more

020time, uh but you still have 10 minutes, but if all seven of you want to talk, you can, but you get a maximum of 10 minutes. If we could have uh next our speaker Josh Branum. And students, if you are ready, you can come back in whenever and all of you can stand when it's your turn to talk. >> All right. Uh good evening. Josh Branum. Uh 2963 Amnicola Highway. Uh governmental affairs director for Greater Chattanooga Realtors, uh resident of District 2 at the beautiful Signal Mountain. Um This past uh Monday evening, we attended a community event session where one of the elected official said that the squeaky wheel gets the grease. So, as my dad would say before he passed away, uh I'm here to squeak away. Um So, uh I'm not here to

021read a statement uh or anything like that on behalf of Greater Chattanooga Realtors and our 3,000 realtors who represent the Greater Chattanooga area. Uh come here this evening um uh speaking about budgetary impacts of growth capacity and enrollment policy uh, 6.206 and uh, the questions that uh, our leadership has raised uh, is wondering if the board has evaluated uh, the long-term transportation costs and the uh, cost to neighborhoods um, if these uh, proposed changes well, if these uh, policies are enacted uh, without uh, getting the proper input on that um, uh, I'll leave it by saying that, you know, we're here to to do the unglamorous work of uh, policy. Uh, that's why we're here and uh, why we're persistent about this. Uh, we're uh, wanting to form a task force with you all uh,

022consisting of one realtor and a staff support, a developer and staff support and then also uh, school board representation as well. Um, you know, we're we're here to help uh, form this policy and make sure that everything is taken into account uh, homeowners, neighborhoods, uh, children and their uh, surroundings as well. Uh, and again um, you all know how to contact me and we are happy uh, and um, persistent in trying to make this policy happen and thank you very much. >> Mr. Branham, before you step away uh, Ms. Hadden's not here, but Ms. Hadden and I had a education forum last week and we had a group there, the planning commission, if this task force does happen, would like to have one of their members uh, on this task force. >> Well, great. Um,

023I can uh, if you would send that information to me, um, I will get with the people who know more than me uh, which is my leadership and uh, we will make sure that uh, those conversations happen. Thank Thank very much. >> Thank you. >> May I ask a question? >> Yes, ma'am. >> And what is your your overall purpose for this task force again? What what do you hope to accomplish by having this task force? >> So, with this task force, we are wanting to come to the table as community stakeholders. We are aware that capacity is an issue throughout the county. Um, but we just want to make sure that you all are represented as well when it comes to um organizations like the regional planning agency. We want to make sure that

024you all are represented on that level so that when developments are proposed early on, like years in advance, that your needs and and that student capacity school capacity is taken into account. And we know that you all aren't being represented right now with that. Uh, we're helping uh we hope to help facilitate that. >> Oh, okay. Thank you. >> All right, thank you. >> Thank you. >> All right, so students, if you would, all of you can come up. If you would introduce each one of yourselves and your time won't start till uh after you've introduced yourselves. So, and please uh either district or school beside your name. >> My name is Charlie Cook and I'm from District 10. >> Uh my name is Naveen Justice. I'm from District 6. >> My name's Millie Abdal

025Teef and I'm from District 7. >> My name is Freddy Cohens and I'm from District 7. >> My name is Besaria Pearson and I'm from District 4. >> My name is Valerie Hall and I am from District 7. >> Time you're ready. >> All right. Good afternoon. So, we are here today today to talk about something that if enacted, it will affect every student in Hamilton County. Last month it was suggested there needs to be a policy change particularly to clubs. This is a policy that affects students and we're here to ask that students be included in this process. School clubs are a major part of the school environment. They help us find the people we connect with. They help us reach out to places that we've never been. They really just shape how we

026are as a whole and who we're going to be in the future. They foster healthy debate and they allow us to explore opinions. They help us find belonging and just explore our interests beyond the classroom and help build leadership skills. And we feel like we should carefully consider the impact of a new policy and that is going to have on these clubs. >> [snorts] >> Now when concerning the current revised version, we believe that if it's moving in the right direction. We all know that the Equal Access Act allows for all school clubs to be created and we support that, but we feel like it should be clear that Hamilton County schools should create guidelines that ensure clubs operate under certain guidelines. These guidelines should clearly define not only the rights, but the responsibilities of

027clubs as well and the accountability so that the student group is treated fairly consistently. >> Um now uh the revised policy states that non-curriculum clubs must be supervised, but it doesn't clearly explain who is responsible for providing said supervision. Specifically states that there is there will be no direct supervision and that teachers are not supposed to comment or engage with the student discussion. Now does that mean the responsibility falls entirely on the teacher who sponsors the club, yet somehow doesn't interact inside of it or is a separate administrator expected to go through go to all meetings or maybe a few to determine if the club is not acting in accordance to said rules. In the current revision, there's also another startling issue. What happens when a certain club goes too far? All of us at

028one point have gotten stuck in a conversation, said things we don't mean, agreed with things we don't mean to agree with. However, high school is an incredibly important time for our growth and development. It's a critical time in all of our lives. Hearing certain things can impact a high schooler's confidence and their self-esteem. So, I ask again, what happens when a club goes too far? Currently, there's no answer. There's no accountability listed in the policy. What are administrators supposed to do when there is no guidebook? Without clear supervision guidelines, teachers may not know the role they are expected to play. And administrators may not know when or how to step in. This uncertainty will create confusion and inconsistent enforcement across different schools. And this lack of clarity is bound to leave questions unanswered and a

029clear lack of accountability. Thank you. >> Policies are the most effective when expectations are clear for everyone involved. Students need to understand stand what behavior is acceptable within clubs. Teachers need to understand what their role is when supervising and administrators need clear guidance on how to respond when problems arise. Without these expectations being clearly defined, different schools may interpret the policies differently. We understand a lot of this is up to the principal's discretion, but that does not mean expectations are not needed. This could lead to inconsistent enforcement across the district where the same situation might be handled one way at one school and completely different at a completely different school. Clear guidelines would help ensure that every student in every club is treated fairly and consistently throughout Hamilton County schools. These are issues that need

030to be addressed before this policy rolls out. We can all agree on this. Our position isn't here to stand and say we didn't want certain clubs. It's quite the opposite. All clubs should be allowed to exist, but not all behavior in these clubs should be tolerated. >> The current The current club policy is shockingly brief. It does not set clear expectations. It doesn't It only emphasizes its one major point being that all clubs are allowed to form freely. But, a clear system needs to be created for accountability. Accountability for when a harmful or inappropriate behavior does happen. Accountability matters because when expectations are clearly defined, students understand both their freedoms and their responsibilities. Accountability does not limit expression. It simply secures that all students are treated with respect. The world isn't a perfect place. The

031world is not a perfect place, and we shouldn't expect it to be, either. This is This is especially prevalent when considering clubs in which students could think differently. Teachers are not allowed to intro- indoctrinate students or any or even try to. But, this should also apply to clubs. Thank you. >> To address this, we are proposing a clear strike system. A system that would allow clubs to exist freely while also creating limits on negative or inappropriate behavior. If a club violates the established guidelines set by the board, they would be put on a probation. Reported violation Sorry, repeated violations could lead to further consequences such as removal from the school's club. This system would give clubs the opportunity to correct their behavior before facing more serious consequences. This goal is not punishment, but ensuring that

032every club operates respectfully and responsibly. This doesn't just ensure freedom of expression, it also creates an environment for a respectful dialogue and accountability. Finally, there's one issue that has still not been fully considered, which is supervision. Teacher sponsors could potentially bring personal biases, even unintentionally. It's natural to feel strongly about our own opinions and want to see them reflected, but personal bias can still be harmful when negative behavior occurs. Even a one-time comment or incident can impact another student. Because of this, there should be no, um, personal bias in school clubs. Thank you. >> Students are the ones who participate in these clubs every day. Because of that, students' voices should be a part of the conversations about policies that directly affect them. Clubs are where many students build friendships, discover their interest, and learn

033how to engage with people who think differently than they do. Those are valuable experiences that help prepare us for life and beyond high school. And I would like I would just like to restate that in no way are we trying to limit anyone's freedom of speech. We aim to encourage respectful and effective dialogue. Our purpose isn't to limit anyone, but to make sure everyone is safe, respected, and open-minded. One of my peers mentioned earlier that the world isn't a perfect place, and it's not, but we can work together to make it safe for everyone. But school shouldn't be a place where students can learn. Schools should be a place where students can learn how to express their ideas responsibly, while also respecting others. With these clear guidelines and accountability and thoughtful supervision, we believe Hamilton

034County Schools can support both freedom of expression and a safe environment for every student. Thank you. >> [applause] >> So, I I ask a question to you. Are you involved in your school's student counselor student government? >> Uh I'm I'm senior class president >> Okay. >> Um I'm just a part of the student council. >> All right. So, I guess where I'm going with that, we have the superintendent's student leadership council and two of our members here. So, I would uh suggest that you work in hand with them and I know the last thing we left off on this policy was that it needed much more clarity. So, this shows me even more that we need much more clarity. >> I believe what we're going to work towards is the student group working with the

035student advisory council and Mr. Bennett in creating some administrative um guidelines like they have requested. We we encourage students to be involved and we appreciate you being involved. So, I look forward to seeing what you come back and present. >> Can I ask you Are Do you all go to the same school? >> Uh no. >> So, did you all know each other before >> No. >> tonight? >> Maybe you did. >> I I I'm constantly in amazement of the students, the incredible students that Hamblen County schools has, but to see that what you guys just put together without knowing each other before you walked in here continues to further that statement. Thank you for being amazing students. >> Is there a chance I can mention something? I'm actually on the superintendent leadership council. Uh

036that's kind of why I'm here, one of the reasons. I feel like it's very important that uh the board addresses this kind of thing. Um and we have a lot of responsibilities already. Um we didn't come here to kind of push it off onto other people. I guess would be my statement. >> Thank you. >> Well, and if it makes you feel any better, those seats were empty last year. We have moved back into using student voice as part of our governing body, so. >> Thank you. >> Mr. Keen >> Yes, sir. >> Number one, one of you guys did awesome. Like I love seeing kids come and do this and um if it works, I know Star's got something to say, but I think we could bring this back to student leadership council and

037maybe not the entirety of it, but create a working group from student leadership council that maybe can bring in some other people that aren't on student leadership council. I believe what they're asking for is basically the procedures to back up the policy. >> Right. >> Um and so if it pleases the board, we'll take that student leadership council, work with a working group of people that want to be on. I know seniors, you guys have your hands full the next few months, but and then we'll plan on bringing back a procedure that can back up the policy. >> Okay. >> And Star? >> Um actually to what Dr. Robertson was saying, we have a few of us from the student leadership council have a Zoom meeting scheduled. I think it was Monday morning. So if

038y'all are available, I think I have most of y'all's phone numbers. I'll text you and add you to that Zoom link. Um Also, I just want like I'm very proud of you guys. Like great job. >> All right. >> Thank you all very much. >> [applause] >> We have one last speaker. Ms. Janette Omar Khil >> Janette Omar Khil, Henrico Education Association uh District 9. Good evening, chair, board members, and superintendent. I'm here tonight to speak to you um regarding Tennessee Bill 226 and Senate Bill 2445. I've given you a packet that has information. I want to tell you why this passage if the passage of these would harm our schools. Right now, our district is engaged in collaborative conferencing, a process we have used successfully for decades. It is the only structured process that

039allows educators and the school district to work together to develop our memorandum of understanding and address issues that affect our schools. However, these bills would effectively eliminate collaborative conferencing. They would also remove Tennessee Code 49-5603, which currently protects educators' right to representation. That right ensures educators can have a representative present when addressing workplace concerns or disciplinary matters. It is a basic professional protection that enables and ensures fairness, clarity, and due process in our schools. Removing that right does not strengthen schools. It weakens trust and silences professional voice. Here in Hamilton County, collaborative conferencing has been a strong model of productive partnership. Through this process, educators and district leaders have worked together to improve salary structure, strengthen professional learning, clarify policies, and address working conditions that directly affect our students. This process has never been about

040conflict for us. It has been about collaboration to benefit all educators and ultimately all students. These bills would dismantle that framework. Instead of encouraging communication, they remove the table where that communication happens. When educators lose a structured way to raise concerns and propose solutions, those concerns don't disappear. They simply go unheard. At a time when Tennessee faces serious challenges with teacher recruitment and retention, eliminating educator voice sends the wrong message. It tells educators that their experience and perspective no longer matter in the decisions that affect their classrooms, similar to what the students were just saying. Strong school systems do the opposite. They invite collaboration. They listen to their educators and they recognize that when educators are respected as professionals, students benefit. Hamilton County has spent years building a collaborative culture through conferencing. These bills threaten

041to dismantle that progress. I urge this board to stand with Hamilton County educators, defend local collaboration, and publicly oppose these bills. Because when educator voice is protected, our schools are stronger. And when our schools are stronger, our students succeed. Thank you. >> Thank you. And if you'll wait there for just a second, uh So, just for a little clarity, uh the House bill was presented by uh what it I >> Erin Mayberry. >> Representative Mayberry from Clarksville, Montgomery. >> Mhm. >> Uh And just for board's knowledge and public knowledge, uh this particular representative is also on this group's school board. >> Mhm. >> And was being sued at the time that he wrote this. >> a suit. Yes. >> So, uh >> [snorts] >> I will give you some information. This came up at our

042TSBA conference Uh in Nashville and it was one of the ones presented. It was tabled, which means it could come up again, but before it was tabled, there was a large discussion. Uh we spoke out against this and mainly because of our commitment every employee valued. Uh but uh if I remember correctly, there were only two of the districts that were present at the national Tennessee convention that actually raised their hand in favor of this. So, I don't think it's going to carry a lot of weight, but again, we're not representatives. >> It has passed through two commit Well, it's passed through the subcommittees and is now in the education committee. So, we're just saying we need we need strong voices letting them know that what we're doing works cuz it isn't adversarial. >> So,

043where will and Jody and Ben, you guys might know this, where will TSBA get involved in this? >> I don't have their legislative agenda in front of me. I don't know if Ben has it in front of me. You do? >> I do, but so since we tabled this, it's not something that Nolan will be actively [clears throat] working for. All of the support items, which there were there were quite a few, but anything that we voted on as a delegation, so I'm going to tell a story to tell a story, but real quick version, what what the vice chair just said, all the things that we voted for are things that TSBA then says all of the Tennessee school boards are for and they go and do them. Because we tabled it, it won't

044be something that he's actively working against. The knowledge is there. They know that we talked about it. If he is asked about it, he will do exactly what Vice Chair Keen did and say, "There was a lot of conversation about this. It's tabled. It will be coming back." But, it is not actively one of the things that TSBA is going for. We as a school board could suggest that Ms. Shafer take it to them. That's That's definitely something we have the privilege and right to do as a board of 11. But, other than that, yeah. >> Because TSBA tabled it, we didn't put it on our legislative agenda, either. >> Right. But, they apparently took it. So, I was asking for your support cuz it's about our teachers. >> Well, I say I agree with

045Vice Chair Keen. You have our You have my support against it, hopefully. >> Thank you. All right, that is all, sir. Okay, thank you to uh uh to all our delegations. Um B- before I go on, I'm I'm going to take a little chair privilege here, and everybody just kind of look to your left over here at about 11:00. Our officer back there, uh Jerry Workman, uh works in one of our schools, and I'm I'm going to >> [laughter] >> I'm going to embarrass him just a little bit. Uh Uh yeah, one of your schools. Uh if if you pay attention to Major League Baseball, uh Jerry's young son, Logan, is about this close to making the show. And uh so, we're all praying that that happens uh for you guys, Jerry, and thank you

046for your service to our schools every day. So. >> [applause] >> Okay, I believe we have a a budget update there, Ms. MaryEllen. Is that she? >> Yep. Good enough. Okay. Here we are. Yellow vest. Okay. So, uh Chairman Smith and board, uh thank you for another installment of our budget conversations this year. So, we're going to hit some information our um And again, remembering that >> Before you get started, let me say real quick, the reason we're all looking around, uh we have it in front of us, but our screens aren't on um to show it. No worries. Okay. >> Everybody should have a paper copy, so we'll >> Yes, we do. >> Okay. So, uh when we do our budget, we keep our strategic plan and our vision for our school district in

047mind um of helping all students thrive and experience a future without limits. And our commitments are also part of that. So, as we we know our priorities in our budget, we align to our commitments. And if we do that all well, we we focus on uh graduating our students in great strides. So, we're going to hit two major areas today. Uh revenue is our is our our big thing. This is our first part of our our budget, and making sure you understand that, and then looking at funds and considerations that we're looking at as we continue through the budget process. So, quickly on revenue, uh we you know, we align our local revenue with the county, make sure we're on the same page, especially on property tax uh because they manage that. Uh sales tax

048is is strong. Uh we hope to continue to be strong, so we'll actually exceed this year's budget for sales tax, and then building on that at a 2% rate. Again, being conservative, but looks looking very strong. Property tax essentially is is going to be a flat budget pretty much because we are still projecting this year to be under our budgeted revenue for for property tax, and so with the increase um on real property tax, we'll just barely get over our current year budget on that. And then, uh some other components I'll show you a little bit later what what else we're doing in other components for that and then we've gotten our first TISA projection which was was stronger than we we first had some uh think thinking that we would have on there. Um

049so we did have the um higher rate. So part of that is the rate change was for the um continuation of moving towards the 50,000 which we did early, but that's part of the the funding a big piece of the funding this year is to fully fund up to the 50,000 through TISA. Um and then there's a few other components related to ADM, um CT enrollment because we've invested in setting up more programs, we've delivered on an additional enrollment which generates funds in the model. Um and then the other big piece was um on our um uh uh on the ADM keeping that flat. So just highlighting uh what we talked about yeah. >> Um I know one thing we talked about when we had that working session where we kind of lined up priorities

050was um concern around the economically disad- um disadvantaged and that is being held harmless through 2030. >> I thought I believe what the the draft legislation I think has that we but it's in there for this year and I think there's a draft legislation to extend it through the 2030. >> Yeah, right now it's just guaranteed for next year. >> Yeah. Okay, thank you. >> Could I ask one other question? >> Sure. >> So Volkswagen's and I'm not sure if we know the answer to this or not, but Volkswagen has to make a decision uh by the end of the year from what I understand of whether to pay property tax or to release land at the enterprise area. Have they >> I I'm not I haven't been looped in on that option. >> Okay.

051All right, I didn't know. >> I can ask about that. Okay. Uh so again just just kind of highlights what I might hit it there is about property tax being flat and then seeing growth in sales tax. And then we are adjusting interest earnings down just because of our lower fund balance and just looking at you know, conservativeness in our estimates on our rates. Uh so that adds about 3.3 million in local revenue. And then as we showed you previously, we showed you what the 260 so look like. So we wanted to bring this back and show the the initial calculations for next year based on the draft that we got in February. Um and you can see where it generates from the different components. The local share is increased. Um and it net realized

052once we back out the charter share of the state revenue and then what has to be held withheld for ACT, uh the ESA vouchers. So that's the first vouchers um is in that 7.8 million. It realizes 272 million, which is about 59% of the formula. So that takes into account the local share and then the direct funding and the TISA from the state. And so when you put those two components together with the other pieces that roll through our operating budget, uh we're looking at a total increase of 16 million to our revenue over the fiscal year 26 budget revenue. Uh so you can see a lot of that is state and again that relates to um both the increase in the ADM we talked about including the hold harmless and that rate increase to

053fund getting to the the 50,000 in teacher salaries. Um and then we broke out the local to show that most of the local growth is going to fund the required component of the match for TISA. So that's where most of the growth will go to. Um and then you can see those on behalf payments. So the main one is for the ESA vouchers that flow through and then the charters. So that's the state revenue that it comes in as revenue and then it flows out as expense, but that's how we have to show it for our financial statements. Um the outcomes funding we we don't you know, get that until later in the year and so we are we've done really well in that each year, but again just to be uh safeguard our revenue,

054trying to reduce risk in our budget, we've lowered that to we've never gotten less than that amount. So that's why we've lowered to that amount. Um the opera- other operating revenue change, we had in the 26 budget put in $2 million related to expected SSO funding. We did not realize that we did up getting a grant, so it did not flow through our budget, so we're removing that revenue. And we actually don't have anything in our budget um as far as that grant, so we would fully fund SSOs, but we're still pursuing that as one of our you know hopes in legislation to get some funding for that. >> MaryEllen? >> Yep. >> On the state's uh $12 million year over year increase. But help help us understand, I mean, on face value, $12 million

055is a lot of money, right? But the reality is there's a percentage of that allocated to get up to par with teacher salaries at 50,000 base. A lot some of that's passed through for charter. >> Right. >> Can you walk through just a little bit more granularity on like how much of that's allocated for those two functions? >> Yeah, well so the the direct piece shows on that separate line for that 1.6 million, so it's not actually in the 12, but then we do turn around and have to out of our expenses also fund charters out of the additional local. So our that takes the part straight from the state of the 1.6, but then there's another 1.9 that has to flow through because of charter increase and the rate increase to uh in our

056revenue. So we need some of our revenue increases, we have to increase our share to the charters. >> Thank you. >> Mhm. So it will get into like sense of sense I like that it is it is a lot of money, but when we look at our expenses to expense growth, we'll talk about that it it doesn't go as far as we would like it to. Um but we'll take that operating revenue and then we'll add to it our other components. So we have the state grants. Um the main decrease in there is our change from the ISM, so that's well I they're letting us roll over one more year, but it'll be just be a small amount of rollover funds. Um so that's why that that grant line was so high. So it'll um

057the main other component in there is the SIG grant and the um pre-K, the voluntary pre-K flows through that line. So those are the major components that'll remain in that. >> So is this the last year we'll see ISM money? >> In 2027, yes. >> Okay. >> Yes. >> What's the What's the impact for 2028? Like what would that look like? Decrease-wise? >> I I think it's a just a little under 2 million. >> Okay. >> Yes. Um and then the federal uh those increases are there's um the big thing is the TAG is the the sixth TAG um grant that we received. It's about 1.7 million. So that's the main change um from that and then netting out TAG five and then adding in the psychology um mental health grant that we got that's

058helping fund our increases to psychologists and helping to recruit those back instead of relying on um outside vendors. So that's the big change there. Um school nutrition is increasing um they're I think they're going to bring bring forth a rate increase proposal um in April. And so that's where their adjustment of what they think that impact would be. So overall, it's it's $13 million bottom line increase to our total overall [clears throat] budget after considering all those changes to the other funds grants. So now we want to look at So what what does that mean from a from expenditure standpoint? So I think this this slide will where we probably want to spend uh most of our time today. So we that revenue, you the 16 million we talked about and we talked about where

059that came from um and what we're have to first consider our cost increases. So um we talked about the expenditures for the pass-throughs and for the um for the ESA vouchers and for the charters where we have to fund additional students. We have several um that are adding another class this year. So we have to fund uh the additional local share for those students. Um so in total, out of that 12.3 um almost 5 million of that is for things that pass through for vouchers or for charter. The 4.4 is for contractual increases. So that includes transportation, custodial, legal, general insurance. Subs, so again estimates and our ongoing contracts. And then 1 and 1/2 are 1 and 1/2 million is related to the additional differentiated compensation that we've added this year for hard to staff

060for exceptional education teachers that we've added. So that's putting the funding in our budget for that. We are looking at to reduce risk from our federal budget. We're actually we put money into fund the differentiated compensation, but then we're going to actually get that picked up in title two. So they have that's a new allowed expenditure. Since it's a new expenditure, they're going to cover that. It will actually shift some of our key staff that are on title funds into GP to reduce risk since we know there's you know continued uncertainty with federal funds. So you'll see that when you see your your budget package. But they're existing positions were just working the best way to utilize our funding as we look at blending and braiding. What's the best way to use our funds? And

061then there's adjustments in reserves. So there's things like leave of absence where we have to decide and we try to cover within you know short-term absences are covered with our subs. But we have longer-term absences we cover with interims. So we budget that centrally to make sure we we cover that. And again we look at all things like that that we adjust our reserves to make sure we're covering those type of expenditures. So in total that brings us to cost increases over last year of 12.3 million. So then what we did as we looked at yeah oh yeah. >> Would you say in your experience that number of cost increase is in line with what we've seen in years past? >> Yes, I think it's it's about a 2% increase in our budget which I

062think is a look considering inflation and ongoing especially at the transportation. I mean that you know the cost there that's built into the contract plus fuel costs and everything that we have to look at. We feel like that is, you know, we're managing that well. And keeping it underneath kind of the, you know, overall growth in costs across the country. >> Yeah, Dr. Robertson, I am curious if you've had any questions or conversations with other leaders in other districts around transportation fuel costs and Brandon, maybe you hop in here, too. Another way we have it structured in our contract is it's variable based off fuel costs, right? There's not a cap on it. >> Yeah, I spoke to Brandon. Brandon, you can hop up here and you're the expert on this, but after our conversation

063earlier today, so it's set up a little bit different with First Student than it was with contracted drivers. And I'll let Brandon kind of explain it. >> Contract drivers, when their when the price at the pump goes up, their pay will go up. We take an average and the district has done so for many years. We take an average throughout the county of where the contract drivers are fueling up at. Depending on the area, Soddy, Signal Mountain, Apison. We average that and that's how we get their rate for that pay period. First Student, little different. Once it goes to a certain amount, then we have to pay more in the for that in the summer. We always settle up with our transportation, our large transportation vendor in the summer. >> Did we confirm that it's

064$5? >> it's $5 yesterday. Anything over $5 we're paying more for. >> If diesel goes up above $5, that's when it kicks in. So, there is like kind of a cap put in there if it's variable between $4 and $5, we're not going to pay, but once it goes above above $5 is when that pay kicks in. >> What's it at right now? >> Um there was a sign earlier for 5.19. They do get wholesale, so they're not where they're not paying at the pump price. >> Yeah, I I know we're not going to figure it out but it would be interesting in light of global situations with fuel costs how that could potentially impact us if fuel keeps going up. >> Yes, we can look at it. >> All right, thank you. >> Mhm.

065>> Okay. Um so, when we, you know, talked about it early in the budget season that we expected revenue to cover our costs, we actually have have um done a little bit better than that. So, that's leaving $4 million that could go towards priorities. But, we knew we wanted, you know, to look at compensation, which is more than the $4 million. So, we um obviously worked through the staffing model. I know we've talked about that. Um changes there that we've again, a lot of it's related to our change in ADM. That was just the natural changes in the staffing model, and then some decisions, strategic decisions we made about how we would handle school staffing. And then our departments worked through their budgets, made decisions, um looked at opportunities to have cost savings within their

066budgets. And so, out of those two things, we generated $12 million in savings that we can put with that four, which gives us $16 million to invest in our priorities. Uh we are still uh working through the compensation increase. We've, you know, we we think it will come in a little bit under the $14 million, but the $14 million is still a good number, and once we we get that, we can see how much more wiggle room we have in that. So, somewhere two to two and a half million to address other priorities outside of compensation. Uh so, that's the one one thing we want to make sure we we got in front of you today. So, we feel very good with this budget. I think it's a very strong budget. Um our teams were

067working really hard to get this pulled together, had a lot of conversations. Um I think, you know, starting early and having conversations with all of you as well have helped us work through that. >> Mary Ellen. >> Thank you. I was talking to Dr. Robinson today >> and um I was thinking about last year this time and I feel a lot more confident this time around than I did last year, and that is wholly attributed to the work you, Justin, and the rest of team Shannon's doing on this on on this [clears throat] budget. So, thank you. >> Thank you. >> Mary Ellen, before we move on, remind how many more teeth are like this this is still going to fluctuate. >> Yes, yes. So, yes, so you know, again, budget is is a plan

068and an an estimate of of things. So, we do we'll see several more iterations of TISA. It, you know, we'll go up, go down, again looking at different components. Uh we still feel good with these estimates, but there will be variation when we see our final estimate based on both the final ADM um and on the fiscal capacity, which we won't get till April. We're going to we are going to use this number to build the the first version of the budget that we'll put in your hands. So, this is uh we might have a few changes on the grants, but the the 16 million number is what we will use for the operating budget for our first version that we'll be sharing with you. >> We we want to stop right there and just

069see if >> Yep. >> there questions or >> I have I have one little later, Are are you going you're going to go forward? I I do have question, but it's on another slide. >> Okay. Yep, yep, we'll keep going. >> All right. >> Okay. Flip to next slide. So, again, as as we said, we're still we still have, you know, time to go both with the state legislation. So, there's things that could impact us there. Again, we talked about the TISA ADM impact. Um also the fiscal impact. We won't we don't get that till April. Um And then again, just look at other components. We're still working on SSO funding um and just trying to see again other things that could impact it, but we feel like we have prepared for that. Um you

070know, again, hopefully that they're positive things that will give us some some room in some, you know, places to uh make sure we're we're covering all of our our plans. Uh federal funding will continue to keep an eye on. That was um you know, satisfied for this coming year, but looking to the future, we want to make sure we keep that in mind as we're doing planning. And I think some of the steps that we're taking will help uh help us for the future. And then we just want to keep in mind some of the stuff we've talked on, you know, obviously costs with transportation, utility costs. Um we do have reserves as part of what we do with our reserves is rather than building in every individual budget, we build some central reserves to

071help us manage this budget. May go up a little, this one may be down, but some we do have cushion for those things where we aren't sure, you know, whether utility costs will go up higher than our departmental budget for utilities. So, we make sure to manage those. And again, fund balance, that's, you know, Mr. Daugherty I have that's a big conversation we have, making sure we keep that in mind because we don't have as big a savings as we used to and we want to build that up and keep that at a place that can protect us for unexpected expenditures. And then health health care costs, that is that is, you know, one of those big things that's funded into our self-insurance fund. And so, we have those projected for next year. We're going

072to continue to have to be aggressive in that because health care costs just continue to rise. And so, we're actively looking at ways to keep those costs managed so we can manage our contribution from our GP and from our employees. Okay. >> All right. We're going to talk data for a minute. All right, we have a survey out that's live. Um, anybody that's watching wants to complete the survey, again, you can go to our social. Um, so far we've had 710 responses, which is a pretty good survey response for us. Honestly, we'll continue to keep this open as you all are looking at priorities. Um, and you've had a good representative representation of different people to submit, right? You have principals, staff, students, parents. The largest piece being staff here. However, we are able to

073cut it in all ways see how that's looking across stakeholder groups. We asked several questions. The first question we asked on there was, and all of these questions are aligned to what you all did in the workshop, right? It's the same pretty much the same activity that you all did in the workshop to see where our community stands. So, the first question we asked was, do you all agree that compensation should be the top priority? Right, you have a resounding 95% agreement that compensation should be the top priority. So, so here on the slide. This slide right here shows you how people are ranking. So just similar to the activity you all did, people got the opportunity to rank what they think their first, second, third, and fourth priority is of what we would be

074able to do with any of additional funds. Um this is everyone together. However, we had we have looked at this result by each stakeholder group and it follows the same pattern in every stakeholder group. So the length of the bars Rachel even made a wonderful slide here. I I'm a little obsessed with it, right? But the length of the bars show you how many people chose that as their first, second, third, or fourth choice, right? So you can just kind of see how it's playing out among others. First choice among everyone is school staffing to push that money back into staffing model. Second is in facilities and maintenance for our buildings. Third is in technology updates. And fourth comes in as athletic investments. We did receive an open or allow for an open-ended question here.

075And so once it's closed, we'll take all the open-ended questions well and figure out if there's anything we're missing from the overall comments that wasn't reflected in these kind of questions. >> Okay, I've got I've got several lights but I'm going to go first. Uh back on the uh couple slides ago where you where you spoke to you got 710 responses today. How many How many surveys did you send out? What's I guess you're doing electronically? >> Right. Right. So we do this through our platform is SurveyMonkey. And so what we do is we put it in our community newsletter. We push it out on social media. And so we'll do some social posts on Facebook, LinkedIn. >> Yeah, the reason I I asked that doesn't seem like very many to me. >> Well, it

076it depends, right? We don't always get thousands of responses on surveys. I mean, you put out I assure you on this calendar survey that's going to go out, we will get thousands of responses, right? There's some surveys that that do better than others. 710 is a pretty standard, fairly high number, and I'm sure the more we talk about it, the more we >> So, you're comfortable with that? >> I am. >> If you are, I am. Okay. Uh Ms. Black. >> Okay. Um I wanted to kind of go back to the I guess uh uh the 12.3 million in expenditure difference. I had um someone reach out to me yesterday um about some concerns around um I guess where we've moved things around, and I wanted I guess to understand what's happening um about the

077fine arts allotment that goes to each school that basically now the money that was previously earmarked for fine arts programs is now being put into like general funds, and principals get to decide whether they want to spend those funds on fine arts or to keep other things that might be being cut in other places. And I just wanted to kind of understand like what is that saving us? What is the price tag on that? What is it costing us? >> Okay, let me circle back in a little bit of history on it. So, school allocations started um in around 2018 or 19. That's when the board was having a lot of the debate, and this is actually on your agenda tonight around school fees. And so, uh you know, getting a lot of complaints about

078parents having to pay school fees. Wasn't ever required, but it felt required. And so, in reaction to that, uh the board adopted these school allocations that uh took the place of paying a fee for a general ed class. Now, what you'll see on your um agenda tonight is we have still have a lot of fees. >> We do. >> We we have STEM fees. We have fees for cheerleading fees, right? And so uh that was put in place to kind of curve and it worked for a couple years and then now you've seen kind of fees creep back in in other areas. Um when we started this new staffing model, the strategic funds uh it's another effort to provide flexibility for schools and in a lot of ways are doing the same things that the

079school allocations were doing. And so uh we made the decision this year and I believe Mary Ellen, it's $2 million. $2 million in school allocations that was just a flat fee for every student across the district. Um we combined that into strategic um and opened up what they can use that money for. And so the money is there and it's still going to schools. It's just part of strategic. Does that make sense? >> Yeah. It's so was it specifically fine arts? >> No, there was uh >> Or is it a all encompassing? >> there was a couple of of components. There was a fine arts component there but there was also like a library component of like you were expected to put X amount into the library. Um schools were doing that but schools most

080schools were even doing more um and we'll see in the strategic that that that will continue. So they can fund the same things in strategic. >> But they could also choose not to. >> In in theory, yes. >> Okay. I guess my concerns are are it's always the arts that goes first. Um and it's and I understand that the idea um around that that's not everyone's special interest, but also sports isn't everyone's special interest either. Um arts can be just as important as keeping kids engaged as sports is. Um and I I guess my concern is that by removing that requirement, we're not offering or guaranteeing that every student in Hamilton County has the same kind of access to their special interest. Um cuz if they are at a zone school and their zone school

081decides to reallocate those arts funds to something else, then that's taking away access and opportunity for those kids at that school. Um and and so that that was my concern and and the gist of my question, but um so we're talking $2 million for all of the different allocated funds, not just >> It was not just arts. It was a small portion, Emily. I don't know if you know off the top of your head what it was. >> the portion, but that was that was the total that included all the the you know, base plus the allocation small allocation for arts, yeah. Yeah. And there's still I mean there are still just like athletic, there's still district-wide things that are paid for, like the district-wide honors band. Like there's different things that are in the

082budget that are supported as well. >> I it I think I know from our meetings previous years around the strategic funding and how principals were having to make decisions. Um I I would hate to be a principal looking at having to choose between you know, keeping half of a tutor which focuses on academics and having to prioritize that over these other allocations for arts and and band or whatever what whatever those things were um and having to make that choice because that money wasn't guaranteed. >> It I mean, this is what we've been talking about, right? It's the It's the coherence and autonomy. >> [clears throat] >> And And we're we're at a place where we're giving a little bit more autonomy, requiring principals to meet with instructional leadership teams. But again, I I I

083think it's important that we're transparent across the board of like you go through the fees and look the places that were that were charging fees are the arts and the athletics and and things like that. So, the school allocations although started out I think with really good intentions of trying I mean, Joe was the only one here that when we did that trying to reduce these fees. Um it what it it wasn't impacting the arts fees, it wasn't impacting the athletic fees. And so, there is money coming in and one of the things that we're committed to and have had conversations with is um and and I had this frustration as a principal and bookkeepers and finance wasn't always my favorite department. So, that a lot of schools are sitting on quite a bit of

084money. But it's in places where they're having a hard time figuring out how they can spend it on their priorities. And so, we are working with finance and bookkeeping to help principals and bookkeepers at school level understand how they can how they can spend their school money on things that are priority for for their community. >> What would be an example of that? >> Of how to spend the >> No, where they're sitting on something that they're having difficulty allocating. >> Yeah, so you you do fundraisers and fundraisers get earmarked or you you've got money that came in through what's a good example >> said the school allocation that the the year they were getting it and actually this year cuz they'll they're still allocating their budget to do that, it has some flexibility. Once

085the year ends, it becomes general funds, and then it has to follow more strict guidelines with the state. So, it loses its characteristic of sort of undesignated, and so we're trying to figure again how much flexibility is there in that. And so that we can try to leverage those funds cuz that you know, cuz you don't spend them all the same year, but that's I think it's the intent, but how do we leverage those general fund fees that are sitting there? >> Mr. Chairman. >> My question follows up with the previous one about the staffing model. Um >> [clears throat] >> So, I've had a lot of conversations regarding the staffing model. Um The board approved an HR audit, which we haven't fully seen the report yet, and I believe it's coming. But, um I

086want to be transparent with that so that people can understand yet there are cuts to the school level. It says right here in one of the slides tonight that we've had 3 million cuts at central office and 9 million at the schools, but in actuality it's 5% at central office and 2% at the schools. But, that you had to go ahead with the staffing model cuz we didn't have the HR report back. But, now that we have it we're going to be analyzing it to see where it compared us to comparable districts as to where we are overstaffed, whether that was strategically or not compared to other districts, and that's we're going to go back now and look at using that to inform our decisions as to where that 2% and 5% cuts come from,

087right? Can you expound? >> Yeah, so the I mean you you guys are aware of this paid a >> [snorts] >> um independent contractor come in and and compare us to districts, ended up comparing us to three large districts across Tennessee. Um the preliminary findings are I don't think that they'll be a surprise. I mean, it it shows that we clearly are staffing schools at a at a high rate, specifically in the uh what I would call the our commitment to every student belongs priority. Uh and and we we kind of expected that. And so, one of the strategic decisions that we've made, and we've talked about this as a board and administration last year around accountability, is we took that student success coach and have moved that into um strategic funding, right? So, that

088was kind of anticipation of what we we might be hearing. From a central office standpoint, um although it does show us lower than the other districts, one area that it's showing us preliminarily that that we're staffed heavier is in teaching and learning. Um and again, that wasn't a surprise to me. It's been a focus. I mean, I'll I'll describe it as our primary mission uh is to help with with student learning. Um and so, as we go through this as a at central office, and um I'm sure we'll talk about this, maybe not tonight, but in the future about uh our reorg, um we are going to look at that and take into consideration as we go through that reorg of um where can we make the best decisions to um position administration to lead

089the district well, to get the results that we've been getting. Um but it will be within the context of of that report. I would I would expect, and I talked to Mr. Daugherty, I don't know if he's set a day, but he had talked to Mr. Bolton about Yep. possibility of coming and and presenting. I don't know if it's today or not. >> uh he's coming. So, April 6th, Mr. Bolton's going to make the long journey down from Knoxville. He's going to speak on it. Uh and it's a great report. I know it's phase one, right? But it is um it's it's it's really good information cuz to Jody's point, um you know, he's effectively benchmark benchmarking us against similarly sized districts, Knox County most notably. I know they're a little bit bigger, but he's

090going to be here, so he's going to walk through what it looks like. So, I think it'll be a good session. >> Will we have an opportunity to go back to the staffing model and make some adjustments based off of what the report says? So, like the fine arts versus the teaching and learning. Is it where we can maybe bring the fine arts back to the base and put some teaching and learning into the strategic? >> Mhm. >> I'm sorry. Um fine arts is still in base, so we do at least in the elementary. Um so, we do staff for related arts there. Um we have we staff for um like the student count and then how many courses you need to have to fill schedules in the secondary. And so, arts are included in

091that as well. So, there was no pulling of fine arts from the staffing model in that regard. Right? We're still staffing that the same exact way. >> I know of one middle school that's having to cut chorus. That's why. >> I'm I'm not saying that. >> schools can make strategic decisions. >> But if it was in the base, they couldn't. >> Well, remember This is kind of like our our give and take as we are allowing flexibility in the base this year. So, schools can make a case to flex, go through the community superintendent positions in the base. And so, we are allowing that. Dr. Brown's been working through it. >> Yeah, I was going to say the same >> Can I ask Can I say something before >> That's exactly right. No, I was

092just going to actually add in to the if you use course. I mean, technically the base is a FTE, right? And so, we allocate the schools depending on their student count, the number FTE. So, it's 15, then it's the administration's responsibility to make sure they can build their master schedule. Only in elementary do we designate that you're going to get there's many related arts. So, middle and high is just part of that general FTE count. So, if I've going to receive 20 20 FTEs, then the administration's going to decide how many fine arts teachers do I need in order to fulfill graduation. So, just wanted to reiterate that that those FTEs are in the base depending on the student needs. And so, if this school is deciding to eliminate course, then they've got other options

093for their kids. >> I I Do you want to go back to answer the the the question though at the like could we go back? Yes, we could. I mean, one of the recommendations and what you saw people responding to is putting money back in the staffing model. If you wanted to get specific, you could say, "Let's create within strategic a fine arts allocation." You could put X number of dollars, break it up by kid, and that allocation would go, and the board could direct to say, "This is allocated for fine arts." That absolutely is a possibility. >> That's what I was asking. >> I've got a question. >> I'm Joe. >> I I guess I'm foreign. I'm listening to all of this, and I'm unaware of what you all are referring to that has

094already been developed. And so, you everybody's discussing it as though it's a document all of us have, and we don't have it. So, my question is I don't like to be foreign, and and and Jody's suggesting something to change, and we don't even have what you're talking about. >> I believe you have an email with school staffing models. Yes. >> Okay, the new staffing models going back to the >> Yes. >> to to the recommendation of this gentleman that you're talking about. That's what I'm talking about. >> No, ma'am, we haven't sent that. >> Okay, that's what I'm talking about. That they were talking about the changes of their as like I haven't seen a recommendation. >> No, you you you haven't, and majority of the board I was just referring to in conversations. We

095have seen preliminary report, and what is sticking out, and you know, when it's done, we'll provide it to the full board. What just is sticking out from the first glance at it is number one, we are staffing schools well. Within that, where we're really overstaffing is within student well-being department, and then at central office, we are on the lower end of staffing, but one area that we are above range is in the teaching and learning department. What the report will do is once it's ready, we'll basically go through and break all of that down, school staffing, and district office staffing that'll show us and basically give us a baseline as the administration and the board to start them. >> Thank you. >> Okay. Mr. Keen. >> Well, mine becomes maybe a little easier question to

096answer. So, I see a good number of principals, and that probably includes assistant principals in the survey groups, and you know, for our 6,000 staff people, 500, which is a good number, but uh my question, how much longer are we going to run the live survey because last year when we came to budget season, we had a lot of parent input, and right now, 182 parents out of 44,000 students is not a a good input. So, I'd like to is there a way to make sure that our principals send out to parents multiple opportunities to do this? And >> One thing we haven't done with the survey is we we haven't sent it out per our email, right? And so, we've been doing it through social pushes. We're happy to send it out as an

097email to our our constituency. >> Yeah, I'd like to see, and even students I thought was a little bit low, uh especially you know, we've been getting a lot of emails with regards to technology, screen time, things like that. I'd like to see where students kind of fell in that one, but I definitely would hope we would get some more parent input on this survey. >> Okay. Kind of help get >> Mary Ellen, go ahead. Anything else? >> Yep. So, I'll get this done in time. So, um actually yours leads into the going to the next kind of thing on our timeline is that we do have community budget information meeting, so that's another place that we'll get feedback. So, those will start March 26th. We got a few dates on there, so those I

098think we're working on getting those scheduled and and out in the information that's there. April 6th, that is when you are going to get your book. Just want you to have that on your So, that meeting is where we're you're going to get your book with all the details and and we'll share some information, but again it's kind of this general general area of what we've shared with you is what you'll see, but then we'll have the have the detail book for you guys to pour into and answer, you know, detail questions. And then we'll send you some updates at the April board meeting and a vote at the May board meeting. So, that's kind of the the big big dates that we have scheduled, but obviously conversations as as we need send appreciate your

099support. >> Okay, thank you Mary Ellen. Chair >> Yes, great. >> Quick question off of I heard him ask, but I didn't hear. When is does the survey close? Like do we have a close date? >> date yet. Mhm. >> Okay. Moving quickly, committee chair updates. Mr. Connor, transportation. >> Mine's not quick. Sorry. So, >> Do the best you can. >> Okay. So, we have the bus contract coming up in the consent agenda. It is what I mentioned last time, but just to reiterate quickly, as soon as we go back under contract with First Student, that means that they're able to update their buses, so we get new safety features including ways to to have AI cameras that can watch the driver to make sure that they're concentrating at the wheel and make sure that

100we have all the new safety things including better padded seats, higher seat backs, LED lights, lots of things. It also make sure that we have an additional safety manager that's managing all of the different calls that come in. Basically, by continuing down this road that we've seen great results of recent from from First Student, we are able to go ahead and say yes, we are committed to you, you commit to us. We get new buses, the drivers get better raises, and it's a win-win across the board. So, >> So, explain so everybody will know. We're doing this a little bit earlier than normal. Just kind of >> Absolutely. >> explain to everybody why we're doing that. >> The absolute main reason to do that is for the safety of the kids to get better new

101buses uh rolled out into our fleet to keep our children safe. >> Okay. That's number one. That's number two reason. >> Number two is to get the drivers the raises that they need to. It's you know, it's a tough time all around for everyone involved in education. And it's the right time to get it. And that that cost doesn't it goes like it we just commit to them. We're not increasing the the cost to us of the contract. We're just saying we're committed to you for another X amount of years. >> So, being able to go ahead and and purchase some of that stuff now, obviously, is going to be cheaper >> Right. >> than if we all if that that's what I wanted you to >> Sorry. It forgive me. You're absolutely right, Chair.

102So, by making these commitments now, we will also be getting older buses off. We're worried about fuel costs. A new everyone knows that the newer cars are definitely getting better gas mileage. And that's another thing that's part of keeping our kids safe. >> Okay. That that was all for Mr. Connor. He wanted to hear that. >> [laughter] >> So, policy. Felice is not here. Uh anybody have an update for Felice? Does anybody want to speak for her? Miss Shayford? >> When's the next meeting, Shannon? I do not know it off the top of my head. I'm sorry. I can look it up and come back to you if you need to. >> Okay. Well, we'll get we'll get that to everybody, okay? Legislative. >> Let's go to the school safety first. So, we've been rolling

103out the metal detector trials. So, there's some kinks that we're working through, but I think Soddy Daisy has worked through some of theirs and the time has reduced. East Hamilton today was the first day and we've got to work through some logistics there, but it's rolling out well. So, we're we're proud to have that initiative going. And then legislative, we're we're meeting bi-weekly and getting updates. So, we're we're kind of hearing as things roll out. Obviously, we're still just going through committees right now. Rachel, is there anything major I'm missing? Yes, so there's a bill which we've talked about Representative Martin is carrying for us about this pilot for reducing the testing and Dr. Robertson and myself are going to go up on the 17th during spring break to testify. >> And as far as

104the policy committee meeting, I'm so sorry. It'll be in June. Right now we have scheduled June 9th. We're starting to work on quarter four policies which would be support services and students. So, we'll start our review of those and make sure they come to you all in those two reading cadence. >> Date again? >> June 9th. >> Okay. Shelters, Mr. King. >> Yes, we will we'll tag off of the back of the finance committee. They're they're expected to run 5:30 to 6:30 on April 6th. So, we will take a short break when they're finished and then come back in. During that time we'll give you updates on the Brainerd Dalewood renovation, Franklin Roberts renovation, and then where we stand on the new builds, Soddy Daisy Middle School, North River Elementary and Clifton Hills. >> Okay,

105very good. >> Athletics, they play Sorry. >> question >> Come on, Gretchen. Gretchen's with us at the airport. >> for the for the facilities meeting like the update on brainard and then will will I be able to know that before you or will the first time I hear that be at the meeting? Like those if those board members they have school and then we know things prior to or is all fresh information at that meeting? >> Uh I'll ask Dr. Sharp to >> any update about this this building at all? >> Yeah, I'll ask Dr. Sharp to send it out maybe a week before. >> Okay, good. >> Mr. James, we can get Dr. Sharp to get with you and give you an update. They're they're towards the end of uh planning out like the

106programming. So, it's not super far along, but I'll get Dr. Sharp touch base with you. >> Okay, cuz I I was going to say normal routine is that we don't get to hear about that before the meeting. >> Yeah. [cough and clears throat] >> Okay. All right, thank you. >> Okay, thank you, Gretchen. All right, uh Steve, go ahead. >> Yeah, we've got um on our board meeting at 6:00, there's um it's under board matters 1.501 and we'll we'll look at that then. >> Okay. >> And that that has to that's an athletic matter? >> Yes. >> Okay. All right, so that concludes our committee chairs. So, Steve, while you've got your mic on, go ahead and talk about testing. I believe you wanted to >> Yes, sir. >> bit of conversation about. We don't

107have much time and we want to talk about technology a little bit, too. >> I'll take 60 seconds. >> Okay, go ahead. >> Uh we cut some of the benchmarks because of the excessive testing that everybody was complaining about. Now, we got the snapshots. I've got to be convinced that these are helping our kids. And it might be helping them uh how to handle their stress and their frustrations. Uh but right now, all I see is parents, teachers, and students that are all frustrated with them. Yeah, I think we just have way too much testing. So, I I just need to see how it's helping our kids. >> Well, I hope that our bill will carry and we can get some relief there too. But, if not, we have a policy that went into place

108that we can flex our muscle on. >> Yeah. And to piggyback off what Mr. Slater said and what Jody just alluded to, Dr. Robertson, um we would like to request that you guys find some time in the future to present what you guys feel is the right amount of testing for the 45,000 kids across Hamilton County. And the Jody's point, that will allow the board to have a thoughtful discussion on what 2027 looks like. >> Yeah, then we'll plan on obviously bringing I think the policy is by July we'll have it to you before then, but um looking at it and and really the the gist of the the Martin bill is this conversation. We all We all agree that there there's too much testing. The question is like what's the appropriate test and at

109what grade level. Um and if this goes through, it would allow us to uh think about that more locally and what that might look like. Um and so, e- even if that doesn't go through, we're we'll bring back recommendations of um what we're planning on doing next year. >> Yep, I appreciate that. We will control what we can control. >> So, Mr. Dalton, while you have your mic turned on, uh talk about technology usage a little bit. >> Yeah, I appreciate that, Chairman. Um I had a forum and I had the I had the opportunity uh to speak on Monday night. Mr. Slater and Mr. Connor were both in attendance, so I know they can speak to a little bit of what we heard. Uh I probably had 12 people sign up to speak. Probably

110had 60 people show up, which is on average what what I've seen throughout my short tenure so far as a board member. It was open forum. Anybody could attend. Um the main topic of discussion that parents were expressing concern around was uh technology usage. And uh I'm not I'm I'm wise enough to know that there is an absolute place for technology. And and and Chairman Smith can keep me honest here, but I know there was a time in our education where we weren't so reliant on technology. And obviously, I think COVID kind of spurred that whole one-to-one notion. Really, where I would hope and what I would, you know, essentially propose, and I I I I I'd say to assume I think the board would be open to having a thoughtful discussion around this is

111what is that balance when it comes to technology, uh particularly in the kindergarten, K-2, and then elementary grades. Are we putting too much on kids? Are we equipping them to, you know, are we putting them in the best position? I saw a study from the American Pediatric Association saying on average kids K-5 are on screens 4 to 7 hours a day. Uh and I know from my perspective as a parent, anybody up here as a parent, Mr. Connor could agree with me, it's a challenge um trying to battle with that digital situation looks like in our homes. So, for us as a board, I feel we do have a responsibility to kind of assess what's healthy balance in technology. And again, I know there's a there's we've got to have a balance with it. It

112makes sense in certain areas, but our hope was be to start a conversation, a thoughtful conversation, collaborative in nature where we can say, "Hey, are we doing what's best for parents, teachers, staff, and most importantly, students?" >> Yeah. >> Uh Uh, Dr. Foreman's here. I'm going to ask him to come up real quick um to kind of give an update. We This is has been an ongoing conversation. I've asked Dr. Freeman to uh put a committee together to actually you know, look into this and happy to include a board member on that committee. >> Yeah, I mean I appreciate the conversation. I think it's it's the right time to do that. Like you mentioned earlier, we had uh one moment in history that ended up prompting us to to pivot. Uh I would say that

113our goal is to bring together a group of educators, parents, if there's a member of the board or two that wants to join, just to have a thoughtful conversation around what is the appropriate use of technology uh in our classrooms. And uh and I'll also look forward and I can touch base with you if you'd like for me to uh just to hear some specific outcomes that you would hope that committee would bring. >> Yeah, I appreciate that. Interesting note and we don't have to get into it now cuz I think this is something we're all on the same page and having a conversation around, but screen time usage. We don't track it countywide. It's very difficult. It's very manual process. So, if you were to go to John Simon today and say, "Hey John,

114my son Everett, I want to know how much time he's on the screen last week." It's very manual to pull that information. I think that should be one thing we should certainly look into track that, right? Overall usage and really uniformity. Like, hey, this different schools are applying different approaches. I know in my own district, Red Bank Elementary has a different approach. They don't have a take-home policy with Chromebooks. Nixon Middle's doing some creative things uh on their end to try and limit that. So, it it's it's a it This is one of those issues that impacts everybody district-wide. There's a financial component. I mean, we spend $3.6 million a year on Chromebooks to replace them. Impacts parents with the stress load of having to contend with it, teach kindergarteners how to use it. Um

115so, I think you know, I I I can't stress enough. This is this is a timely conversation and I look forward to having it. >> Yeah, thank you. Dr. Freeman, as you're putting that committee together, I would encourage you to reach out to Coach Z at at Hicks Mill. I mean, he's doing some amazing things related to technology, so it'd be worth a conversation with him. >> Okay, thank you. >> Okay. Okay. Anything else? Uh sorry we ran over just a little bit on our work session, but I wanted to get through all that. So, if you would let us uh let the board uh take just about a 8-10 minute break and we'll come back >> [clears throat] >> and and start our regular session. Thank you. We adjourn.