001[Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Hey, Heat. [Music] Heat. [Laughter] [Music] Heat. [Music] Heat. Heat. [Music] Heat [Music] up here. [Applause] [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Applause] [Music] Hey, [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Hey. Hey. Hey. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. Heat. Hey, hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat.
002[Music] Heat. Heat. Heat [Music] up here. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat [Music] down. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] All righty. I'm going to do a call to order. Thanks everybody for making it. I know we're missing a few folks. Um but we'll go ahead and get it started. Uh start with the roll call. >> Chairman Smith. >> Yes. Finance Committee Chairman, Mr. Doherty. >> Yes. >> Athletics Committee Chairman, Mr. Slater. >> Yes. >> Mrs. Black, Mr. Connor, Mr. Groan, Mrs. Haden, >> here. >> Mrs. Jones, Mr. Keane >> here, >> Mrs. Schaefer, Miss Thomas >> here. >> Thank you. Um, so this this
003is this agenda might look somewhat familiar because a lot of these items on this agenda were things that we were intending to talk about last month where uh Gary took all the time on his thing. So, we're going to we're going to try to prioritize a couple things. Um, just before we dive in and um we hand it over to Marielle and we kick it off. Um, one thing that I just kind of wanted to re reiterate and and solidify, um, kind of going into these budgetary conversations as a board, um, I know we all can agree that last year was far from ideal and I think we did our best we could to navigate it and and, you know, special thanks to to Justin and his team and helping that. um from this year
004going forward, you know, there's things that we weren't able to do last year as a result of the gap that we had to close that I know we all would agree that we we want to prioritize this year. So, you know, steps for for one and then entry salary increases for our teachers who are doing the frontline work. So, um, my point being is the intent for these earlier conversations is to kind of lay out the groundwork and how we can do that and be more strategic. And I'm not saying we weren't last year, but I think one thing is just having conversations earlier and sooner and and having more board level discussions and in terms of how we're trending is is I think it's going to be important in how we achieve that. Um,
005so that's that's the that's the intent here is to get just a ground level understanding for the board to know how we're trending, how things are moving, any major concerns. Um, of course you can go through the agenda and see the things, but high level um, I want to ask Mary Ellen to kind of kick it off and just give us kind of how we're trending, how we're looking, any concerns, etc. >> Okay, good evening. So, we're going to step back to last year for a minute. Um, you know, it takes a little bit to get all the financial results in. We are still doing a final close out, but we've, you know, got most of the entries in and the auditors are are at work working through everything. Um, so we did want to
006give kind of an overview of of where we ended, but we want to start first with what we did kind of midyear. Again, a conservative approach to, you know, where things could end based on what the trends were we were seeing then. So, we initially were looking at a potential of $12 million use of fund balance to cover the the main things which were the shortage in uh local tax revenue from what we had built into the budget. Um and that was related to um a lot of it was in lie of taxes from the prior year and how we built the budget and estimates of what we thought would going forward along with sales tax was just not trending as strongly as we had expected. Um and then the other piece as we know
007was healthcare. Um and looking and trying to make sure we were covering our cost center insurance fund and again those costs were trending up. We feel like we've taken some steps to address that but it's one of those things you because of open enrollment the timing on that you can't do immediate uh processing on that. So, while we were thinking about 12 million, we mentioned the last meeting around seven when we got all our acrruels in and final numbers, uh, we're looking at a 5.3 use of fund balance for, uh, out of operations. Um, and so that was we ended up with favorable, especially sales tax came out a lot stronger the last couple months. It was looking December was low, which seemed odd, but the other months actually as it got to spring, uh,
008trended up. Um and then property tax, we have some acrruels at the end and those uh produced a positive result on that. And then because of how we managed our health care um looking at how we were charging out to um our grants, we were able to mitigate that cost a little bit. And then we had some other places where we were really addressing operating costs, finding places that we could hold on expenditures. U so we, you know, ended up in a much better place than we had um kind of feared. Um and we continued to push on that. Okay. And then how that impacts fund balance. And so again, our fund balance is looking at really kind of our savings account. Um we have several components. The main one we want to focus on
009is the unassigned that's towards the bottom. Uh last year it was 33 million. Based on um the financial results of that and some accounting adjustments, we will end up with 24.7 million in fund balance. Um our minimum requirement is 3% of our operating budget. So it looks at the FY26 budget and says we have to cover that with 3%. So that's about 16 million. So that would leave us about 8.3 million that's in addition to what our required number is. So we have to keep that in mind as we're looking forward um and we make some decisions. Um it's you know is starting to get closer to our minimum. So you have to be aware of that. So I think that's uh kind of the big piece of that is knowing that you know that
010is that is where we can pull when if revenues and expenses don't align. Um or and we sometimes need during the year we need to have you know a chiller coming up. Now right now fortunately we have the bond funds to help back stop that but that's where we would pull from if we had an unexpected need that would we would need to pull from. >> So 16 roughly 16 million state state law requirement right? So we can never go right below that. So, we got 8 million of if ever need be, >> right? >> What What number do you feel like makes you not lose sleep at night? Marielle, >> I mean, I I would like it to be 6% so kind of double the 16 would be, you know, give us a little
011little more cushion in there for unexpected things that that come up. And when you modeled out the budget going into this year, were there any projections and like how to get like there what what would be a contributing factor to increase that? Like how do you positively impact that apart from coming in better at the year, >> right? Yes. I mean some of it is the revenue is a big driver and if that aligns with what we expect then we balance that. I think we're always watching expenditures um and trying to you know look for places that we we can hold throughout the year. Um you know I think it is just trying to think I mean we build a balanced budget u but that basically doesn't shouldn't take or add to the fund balance
012and so thinking you know forward how do we put put some you know room in the budget for some things uh you I don't think this year's budget has it but I I don't think we'll dip you there may be some things at the end of the year you know that that we look at with expenditures but hopefully you know sales taxes trending positive this year so hopefully that'll give us a little bit of coverage. Yeah. And u Thank you, Maryan. Felicia, you have a question. >> Just a quick question. It might be staring at me, but um 3% of our operating budget, what is our operating budget? Is that >> about 570 million? >> Okay. Our summary. >> Okay. Just so I'm going to talk a little bit about enrollment um and where the
013enrollment is trending. So what you see what you see on this slide right here is the enrollment um from 1718 through today. What we're really going are talking about is that 20th day. So that difference in the column three. So what you see first there is that we had 538 fewer students that came in from who were here at the end of the year or 20th day last year. Um so a little bit of a decrease there. Um but we also our projection was slightly higher than than we expected. And so the actual number of kids the actual difference is that 853 below our projection. So about 2%. And so what how that translates you guys remember that the model you know it's enrollment driven. It's all ratios driven. So with that many fewer students
014that are here that we are actually staffed with 32 more teachers than the students in in our seats based on based on our ratios. Where were they? Where were the majority of those concentrated at? >> It's all across the board. The top five I could pull up this the staffing model. There's there were there were five schools. Let me get my hand on the model. >> The I mean, while she's doing that, the the biggest one. So, out of that uh 530, we saw about 200 fewer students at Howard uh than we projected. >> And so that was the the largest and then from there spread out over seven. I would point back and I think the next slide we'll kind of get into it. Uh we we have a plan to address this and
015we talked at the beginning of the year at that 20th day about trying not to make movements um but trying to capture as things uh come open. So we have a plan to address it. Uh but what what this shows you is you can expect and I'll point back to um a big number in 2223 that first time that we went over 45,000. The way the projections work is that big number is going to roll off. So, the projection is going to get even closer. Even though it's really close and we're 2% of what we should have been, it'll get closer to that 1% uh which means next year the staffing model is going to respond to it uh because it'll be closer to the actual number. >> So, when you look at 853 students
016roughly, what does that equate to from like a >> budget standpoint? Well, no, more so. Um, yeah, I mean I guess but headcount perspective. >> Yeah, it's the 30 the 32 is that I'm sorry. Yeah, that's exactly right. >> So, we are overstaffed in the model by 32 teachers right right this second. >> But you're saying Dr. Robertson that you think naturally going in the next year that's going to rightize itself because you'll see >> it's going to get even lower. So I think that while we're 32 over staffed right now, if we just rolled that every every position forward, we'd probably be 50 over staffed, right? And so the the model next year is going to constrict uh to where you know Howard 200 less students now. um you know that seven teachers that
017they're over I think it was seven um is so you're going to be seeing seven teachers come off of that right and so we've got to do some work with schools to uh number one educate to to remind people our our ratios aren't changing the ratios stay the same so you'll hear a lot of talk about class size class sizes stay the same but it's driven by the students so if we lose 500 students you're going to naturally see that we're going to need less staff Mhm. >> Yep. Thank you. >> Why Why do you think we lost 200? >> Uh I I someone asked me this uh may have been this morning. Um I due to the 20th day, right? So if you remember the conversations that we've had with Howard over the past
018years is you used to hear things like, you know, we had on September 1st 50 kids that registered. I don't think we're seeing as many kids come after the start of the school year, which means the number they started at remain relatively the same. But you also have a zone um that is uh saturated in terms of housing. So you can't get many more kids in there. Like there's not room to build more housing. The housing that's there is is saturated. And I kept saying this, people didn't want to listen to me, but not gonna say. But you remember three years ago when we were talking about Howard's over overpop populated. We've got to add on to Howard. We need to do something at Howard. We kept being like, we need to slow down and
019see what happens to this. And I think you're just seeing it rightsize naturally. >> And what were the top five? >> Yeah, I was going to say, so it's the the four highest schools that would be losing staff, they're all high schools. So Brainard, Eastridge, Saudi Daisy, and Howard, those schools are either three to seven FTEEs over. Those are your the ones that are most overstaffed. >> What do you Why do you think Saudi Daisy the Democrats are different? Do you know why they're losing students? Do you have any reason? >> School board member up there. >> Yeah, Steve, what's happening? So remember that that that it's projections and so in some places the model res responds to a maybe a jump four years ago and if that ninth grade class is we're projecting it
020to be higher than it actually is you create some of that and and again we're within 2% so it's not >> so it's still not a large number. I was just curious. >> It's not a large number, but it what I think is important for the board to see though is that >> the model although it reacts the same, it impacts some schools more than it does others, right? Because even if we stayed the exact same in enrollment, we might have one school that's down 30 from projections, right? The ratios stay the same, but the model is going to react to enrollment numbers. >> We also see it in the high schools because of course they're the biggest schools, right? And so there's there's a swing that you can see you can see a lot
021more. They can lose more. They have more teachers they can lose. >> Uh here on the 20th day just so when we realized that we were over staffed by 32, we came together and have set a goal to try to capture uh 25 resignations uh throughout the year from schools that are overstaffed currently um by by more than one teacher because in the model right now we have a plus one minus one kind of band. Currently, we've captured four positions of those of those 25 to date. Three of those four were vacancies that once we got to the 20th day, we just closed. And then one of them was a resignation that happened just before fall break. All right, I'm going to walk you through just some of our staffing updates. The first slide you
022see here is just um showing our current vacancies. when you think about our certified staff and our school base. But I want to highlight that, you know, we've last couple years we've been in a situation where we've opened school um first day pretty much fully staffed when you think about our classroom um classroom teachers. Uh you can see on I guess practically speaking when you do all the numbers was about 99.3% of our teacher positions was filled by 86. So um that's just a highlight here. We've talked about special ed that's a concern of ours as well. you know, we're down now to 12 vacancies. Um, but uh that's just our current staffing there. The next slide here is I want >> question. >> Yes, ma'am. >> So, if you have are these positions that
023are open that people have to apply for? >> That is correct. And they're open various reasons, right? There there's I think there's very few that's been open since day one, but through attrition or through unfortunately a resignation. But these are jobs that's posted. um we're trying to attract and some of I will say one or two may be um because of our special assignment you remember for moving was I'm going to talk about this just in a moment but we hired four of our internal teachers to become special ed teachers so but we're back filling those positions as well so um that's attributing some of our numbers as well >> I guess I guess I guess I need to just ask my specific question so you have one social worker position available so if a
024social worker who's moved to a sie coach position can they move back into a social worker position uh next year perhaps. Um it's an internal transfer. So what happens, you know, we have policies and procedures in place where we try to stab stabilize the staff. So all of our staff members are able to transfer uh once every year. And so we really try to maintain once you're in a chair for the school year for lateral moves. Um both of those positions are 2011 day or 2011 calendar count. So we would say um no uh unless Dr. Robertson, you know, told me something different. But that's really just trying to be consistent stabilizing the schools. Um it's one if I allow one then you're going to allow another and you end up just you know playing
025dominoes. And so but clearly uh this is a position that will be provisional when we feel and so therefore our staff members that's full-time will have an opportunity if there was move into a student support coach role to apply for the social worker role for FY27. >> Can I put a pin real quick in this? It goes back to uh Mr. Gard's question at the beginning about fund balance. So there's a blessing and a curse here, right? Our HR team is doing a really good job of filling positions, but when you're 99.3% staffed, that means at the end of the year, we're almost using all of that salary budget where in the past if we had been, you know, there are some years that we were 94% staffed. Well, that means that 6% of that
026salary budget is sitting there and at the end of the year, a lot of that would roll into fund balance, right? So, the blessing is we want to be as staffed as we can. The curse is like it's harder to put money back into fund balance. >> But by by the by the same train I thought you had previously, I mean, it follows enrollment. So, I mean, if enrollment stays steady, then you've got the right people and you're at a point of equilibrium. This is a good I mean I I wouldn't trade it but I I I'm just pointing out that the biggest bucket of money in you know GP is is people and when you're filling positions that means less at the end of the year is is left to go into fund balance.
027>> Going along with that I want to just highlight our retention rates. I know that there is always warnings about resations and retirees. You can see that uh we are continually improved since school year 2122 specifically from 2324 to 2425. Uh you can see that we decreased by 5.8% which is incredible. I looked at the current numbers now we are well behind um or ahead in a in a good way compared to even last year uh when I think about our resations for August and September. Um you might ask why I think there's really five key points or key strategies we've really tried to implement from the the talent office. One is that we've just enh enhanced our recruitment practice, meaning we're hiring early. Uh we're we've got a stronger candidate pool and so therefore
028we're able to grab teachers early. Matter of fact, we start hiring uh in a couple weeks in November and I'll talk more about that um down the road. But again, trying to uh get ahead of the game while all the applicants are there. Uh our second is this board has been great to continue to recognize and uh and fund our new teacher induction program, right? And that's going to our mentoring for all of our first through second or first through third. They have mentors. You know, we're over 90% retention rate for our first year teachers. U then of course our leadership development programs. And again, targeted professional learning is important. We've also the last couple years been able to invest in the just the human resources um um staff. We're able to respond quickly to
029um to schools. Um, when I first got this job, we had really two hires, right? When you're thinking about hiring 400 people, you've got two people doing that. We now have a team um that's supporting all of our learning communities. So, we have a KPI where we're going to make an offer within 48 hours. We're going to make sure that our applicants are not going to go to another district. So, all of that contributes to one filling the seat, but also just being responsive to the needs of the schools. The other is the working conditions, right? What we recognize is even from the district standpoint, from our our staffing model, our school staffing model, we spent a lot of time talking about teacher student ratio, but with all the strategic ways that principles can um
030utilize their funds, our adult student ratio is low. And so again, uh when you have a team working to provide great service to schools, that's going to maintain the staff, right? That's going to keep that uh that team together. And then um finally is just our significant investment we've made. uh we'll talk more about in a few slides to our hard to staff positions right where we're trying to incentivize our our teachers to stay at the promise and hope schools but also our math and science as you're aware we added that to um making sure that we can fill our positions at Dawn school as well. So I think all of those contribute to uh maintaining going the right way when you think about our attrition. Yes ma'am. >> Uh all of this is great
031uh about teacher retention but my question is and I guess because it affects my district quite a bit. I know teachers are being retained, but they are moving inside of the system. So they may leave one school, you may have just hypothetically 20 teachers that leave this school. They're being retained because they're still with Hamilton County School System, but they're leaving that school. So it creates no stability. I'm interested if you don't mind, in that number, especially for my own district because I see that a lot. They they just move. >> Yes, ma'am. if you give me I I'm going to note that because I figured someone was going to ask that because I want to see it as well to figure out what's our return on investment on our hard staff. I've yet to
032run those numbers. Could we use our LOEs first because we really want to make sure those are effective teachers. And so this actually this year will be the first year that we've had three years of consistency so we can see if that's really working. Um because what I would say uh with just all the programs I think you're going to see a higher um u higher retention rate at those schools specifically our hope and promise schools because of uh the investment we've made but I should have those numbers soon we get our LOE so I can run that um and have a comparison and share with you. >> Felic you had a question. >> Okay. Wee >> a level of effectness >> level of effectness and also um I guess we're considering uh differentiated pay
033or something for some of the h um hard to staff schools or incentives. >> Yes ma'am. So it's they're connected right and so bottom line is we we want to invest in our teachers but we expect results and so and it's all tied in with our new teacher induction of recruitment and also a retention. Um after you get past the recruitment phase then is the retention. So, we expect you to hold a three, four, and five with excellent attendance. >> Gary, you had a question. >> Yeah, >> I know we the hard to staff funds are there. Are we still also providing uh extra pay for science and math or is that no longer? >> Yes, sir. And that's districtwide for math science. And then of course, um, you're going to steal my thunder a
034little bit, but one of our strategies we're going for FY27, we want to widen that a bit and that's going to include special ed, and I'll talk about that just in a moment. >> I have another question. >> Go ahead, please. >> Um, so we're wanting to uh after we recruit or get the LOE teachers in, we're wanting to keep them there for three to four years. Is there like a contract or something they agree to when they go to the heart of the staff schools? Yeah, you know, it we know it really takes I always say it takes two things to have great schools, right? You got to have great leaders and great teachers. And so part of the hard to staff uh the reason we have those funds is to maintain stability. We
035recognize that teaching at one elementary is a little different than other, right? We want excellent teachers at all of our schools. And so part of that is to maintain the stability, right? And I would say that uh when we think about provisional status and one of the reasons that we're able to be at 99% is there's not a lot of movement. I mean, you know, some of our hard traditionally hard staff, the teachers are staying because they feel like we recognize that they're working extremely hard. We're trying to compensate as much as we can. Um, I just don't have the numbers to give you yet, but I really want to make sure that I'm comparing apples with apples and making sure that we are comparing LOE's with LOE's. So, uh, but it is designed not
036only to recognize the work, but also to maintain the continuity for the staff at the school. part of our recruitment strategy as well going forward. I I want to highlight that u our brazen platform. I'm not sure if you know about that, but it really is we still do our in in-person recruitment, but we leverage our brazen virtual platform. This allows us to use technology. We're able to engage with over 265 candidates where principles online talking to candidates trying to recruit them for their schools. Um, and typically when we host one of these events, we always have a 60 plus uh participation rate. So they're uh they're in our uh pipeline so we can continue to uh bring them to Hamilton County. The other is our grow your own programming and as well as our
037career tech education CTE. You probably heard that the EP pathway we started two years. We're in our second cohort. Um by investing grow your own as well as our EP, we uh we're touching over 200 candidates, right? So they're in the pipeline. they're working towards their lensure uh with various disciplines and so that's something we want to continue to encourage right we want to make sure we're always using recruiting from the colleges but we're thinking about recruiting for second career as well and last you've uh well aware of our partnership with UTK uh where we're offered fully funded spots uh for the add-on XED lensure programming we're able to fill for those critical needs that's going to be our IDS classroom mecc See, matter of fact, we just hired another today. And so, there's a
038teacher, a PE teacher at a school that's willing to uh um to work towards that certification. So, we'll make sure they uh are are well suited at one of our schools uh in North River. Talking more about exceptional ed. Uh just a few more slides here. Of course, it's our greatest challenge, right? We recognize that when it comes to filling our our special ed position, specifically what I call the Cadillac license, the 461. Um quite frankly there's just not enough out there, right? And so we've got to be really creative to lure folks in from other districts but also maintain. Um and so that's one reason uh that we want to uh recommendation is deferring expertise. You know, I share with you our compensation study that right now currently when you think about school psychologist,
039right? And we are doing a lot of outsourcing with school psychologists just trying to meet the needs of our IEPs. But the study shows that right, you know, we're paying 10% less um midpoint um their salary. So, we need to adjust that. Part of that could be utilize a new salary schedule. I know Dr. Robertson talk about that um later. Also, I want to make sure >> in need of school psychologist I'm sorry. >> Say again, ma'am. you are in need of school. >> Yes, ma'am. Yes, ma'am. It's uh you know, it's really difficult. I will say I've looked at the numbers this past week. UTC actually have a larger number this year. And so, my hope is if we can correct our salary and you know what I mean by that is school psychology
040is going to have a masters. Right now, we pay just barely over $50,000 for a master's zero experience. And we know that the school psychology can go make 75 grand, you know, right after that. So, we've got >> to come in on that as well. Yes, ma'am. Currently in our current structure, that's something that we want to >> How long's it been at that pay range? >> Say again. >> How long's it been at that pay range? >> The only reason it's there because we increased the beginning salary for um teachers what, two years ago. >> So, they come on the teacher. >> And so that's Yeah. And so we're spending extra money just to be very specific or transparent because we have to outsource, right? We've got to meet the needs of our kids.
041Um we're we have virtual school psychologists, but that's really costing us more. And so I'm hopeful if we can get to a place where we can u you know a supply and demand right we've got to be more competitive when it comes to salary when it specifically our SLPs speech language pathologist as well as our school psychologist >> you've got one open position for school psychologist today on that previous slide. Yeah, that's a and what we do with that, it's a full posting. Uh, and so when I say one, because I can post five or six, but we end up trying to stay within budget where the salary I would have for five, I'm using for the the resourcing, right? And so having one post is really no different having five. So that's just what
042we do for those special. >> What What does the um what's the average tenure look like for our exceptional ed staff? um maybe more specifically with the psychologist like I mean obviously it's a lower lower salary than they could probably get in the open market. >> I don't have that exact number. I will say it's it's been traditionally for let's just take school psychologist pretty high, right? That's why we've been able to get to a place we're at now to keep providing services, but what's happened is it's like the last two years we've been able to offer uh signing bonuses for new people, right? And so we've actually to the tune of $8,000 to come in and work for Hamilton County. But what we've recognized is we're taking care of our beginning psychologist. But what
043what about our veterans, right? And so we do have a strategy that I'm going to um present to the board next month that I want to correct that, right? Really going back to Mr. King was we want to make sure that our school psychologist is part of our hard to staff, right? And so they can get not only get a recruitment but also get a retention so they can be eligible for um something just recognizing that we needed them and and there's an appreciation so as stop the you're only taking care of the new people right so to maintain those staff members. Um the other thing we're going to add in is an employee referral program. You know I think the best recruiters are teachers. they have colleagues, right? And so I've asked our talent
044acquisition director to come up with a strategy where um if Ben knows a um a school psychology recruits from Hamilton County. So I'm going to I'm going to support that. We're going to hire him and then find a way to to subsidize Ben. I don't have the numbers there, but >> I know someone too. You going to have my purchase? >> Hey, you know, >> she's literally the doctor. >> Let's talk. Yes, ma'am. I know. >> She probably won't leave her job. I was just talking. Uh but we we do that though. I think we've tried to do some of those things. It's really even school psychology especially way up with math. I mean honestly it's hard for you know it's not right for us to call other teachers but you can clearly call your
045colleagues and tell them about Hamilton County schools and how great it is to work and >> expanding your network >> 100%. Um the last um here is the incentivize our existing certified employees. I'm going to continue to recruit our own teachers. And so if a teacher willing to step outside their regular classroom at no cost to them, we'll make sure they go through the program to support them to add that 461 license to special ed. Um and and you know, if we do this right, not only we're going to pay for that, but also if we do the hard to staff, there'll be an incentive going for them to stay in those classrooms as well. >> Felic, you had a question. >> Yes. So for those positions, um are is it hard to staff for
046the ones who are like in direct service going out or are we are we trying to just focus on those uh contained classes? >> Yeah. So that's a great question. So this slide here shows I've did some quick calculations. What I like to do is, you know, we value all of our accessible ed teachers and we have a lot of going to be including those 461s. A 461 is the Cadillac license. So they can be in the regular classroom direct instruction or they can be in our specialized programs. But we really want to focus on our specialized programs, our IDS or COMM or DCC or our behavior classroom or ME. And so here's what I would love to do going forward. Out of those 75 teachers, those special programs is a recruitment for $4,000, right?
047As long as they're meeting their LOEs and attendance. And then also a retention of 6,000. That kind of coincide what we've done this year where we've asked, you know, we did the $10,000 for teachers that wanted to step outside. The special assignment bonus we utilize. This is ongoing. So, this would u not only um give all of our staff members the ability to leave one school to go teach in a specialized classroom, but we want to make sure we provide great teachers for all of our programs. So, this is something we would like to add into our hard staff, which is at a cost. It's going to be around 400,000 um um with benefits. So >> is this just every year or on I mean like continuous would they get that retention $6,000 every year
048but not the recruitment >> that one or the other right and so we always talk about the recruitment is we do a great job and a great investment on our new teachers right one one year one two and three as long as they're one two and three they're meeting expectations through project coach they're doing the things we've asked them to do we we safeguard that recruitment bonus but after year three we definitely say okay your training wheels off we expect you to be a three four or So to maintain your bonus or your stipen, you'll move from the 4,000 to the 6,000 becomes a retention. But now your score u it matters, right? So >> what about the current special ed teachers to retain them? Will they be eligible for 6,000? >> Uh yes, ma'am.
049If they want if they're going to be inside of a special classroom, you know, again, direct instruction, it's it's the same as, you know, they're we're needed, but it's a little bit more it's a little bit more of a challenge, right? And so, um, but by making it districtwide, we're opening it up to all of our staff members, right? Because if there's only one program class at a school and you really feel got the heart to want to be there, you can go down the street, apply for another position, whether you'll be eligible for um the recruitment retention. >> Is the 461 a federal requirement that we have to have that in those classrooms? It's just the um for our um um comprehensive programming and that's just the degree through their education through their programming.
050It's just it's the top of the line, right? And so when you move from direct instructional inclusion to a ME classroom or calm your skill set is needed. It's different different training. So >> but if you're asking is it it's a yeah it's required by law if that's what you're asking. >> Yeah. Is it state law federal law? Okay. Justin, is that remember like a month and a half ago where >> your team was looking for? Was that the license that we paid and didn't you guys have a lot of interest from that? Like surprising email? >> Yeah. And we we filled four almost were completely full. >> Yeah, we we hired one today as well. >> Okay. So, we got five. What this is saying, and just to be explicit, is we've got to
051get ahead of this so that we're not waiting till the school year starts to add that bonus. We're going to ask in November that this gets pre-approved for next year's budget because Dr. Brown and his team will start recruiting in January. And this will allow existing teachers, again, is the the example of if I'm at school A is an inclusion teacher, but I have a 461 and I see a $6,000 retention bonus. We want to give them every opportunity to say, "Well, I'm willing to go to school B and serve as a comm teacher or a DCC teacher and get this uh retention bonus." >> Okay. Felicia, you have a question. >> Yeah, just a quick question. As far as um because they won't have that certification yet, but they'll be working toward it. And
052are they I'm just wondering what the work the course load is. >> You say like the teacher, you know. >> Yes, ma'am. So that's only available to certified teachers, right? So one is they already have a strong pedigogy, right? And so uh and Michelle Urgal, the director of special ed, she's done a great job even this week of really uh on boarding the the new staff, right? Really working with the team from central office to the school to make sure that we're just not throwing them in there, right? And so it's really a strategic plan and it is a little extra work. And just the way I talk to the staff is that, you know, the $10,000 wasn't uh meant for a salary, but we recognize that you're going to have to spend a little
053bit more time preparing for the students. Um, but the coursework itself is self-paced and they have 18 months to work through that. >> Yes, ma'am. >> Gary, you had a question. >> Yeah. So, you said in November you're going to ask about this. Will will it be comprehensive? Will it be uh the ask for number of expected signs, number of expected math, or is it just going to be the exceptional? >> No, it'll be our complete hard to staff and hard to fill position. It's part of it. You always hear differentiated compensation, but that's the big package, right? This is just a piece of the hard to staff and um I might get the number wrong, but I believe it's about six about six million that we spend on that. So, >> but that includes
054like your science and math teachers that you mentioned earlier, right? But we're we're asking basically essentially what we're going to be asking is to add this to that diff comp >> um so that we go into >> you know the 26 27 school year fully staffed in our IDS classrooms and our dcc classrooms. >> That's right. And so let me underscore one more time. So you know, so what's important for me is like currently our 461 teachers. Other districts are trying to steal our teachers. And so I want to be able to in November that this board, we're committed to, hey, stay with us. We want to retain you. And so we don't lose those 461s because guess what? They're a 461. They're already teaching our in our, you know, special programs. They now know
055uh that um for those veteran teachers, they're going to get a $6,000 bonus. So we got to advertise that not only to attract but also to retain. So that's even but we've got to be able to to sell that with your blessings. >> Thank you. I don't know if it's accurate, but a friend of a friend that's a used to be in her system, but uh left to uh Atlanta got $22,000 toward this certification for this exit. And >> I don't doubt it. >> I don't I I was just curious. Uh Of course, Atlanta's got a lot, you know, a lot higher sales and that. I was just curious where we are with our 10,000 in relation to not just Tennessee schools, but Georgia schools. >> Yeah. I mean, I, you know, this research I've
056done, bonuses, stipens, they're all over the place. But what I will say about our district is we have other ways that our veteran teachers can earn additional dollars because of the leadership development we have, right? the different stipens, the way they can go and be mentors, lead mentors. So, we have a significant number of things that our great teachers are always participating in that can add. Um, now, if you want to find a way for me to, you know, give a $20,000 stipen or bonus, you know, that I take it. I I was just bringing that one out because that's what I'd heard and it made me think, wow, you know, and Atlanta's not close, but it's not that far. I mean, it's, >> you know, >> their their budget though is significantly different. I
057mean, I saw a >> So, it may be wonder about the North Georgia schools, what about the Ringold and the Heritage and those that probably are also getting similar state money that Atlanta gets, but not necessarily anywhere near the property tax or the sales tax. But, so I it it started making me think >> we're regionally competitive is what I would say, but Atlanta is a different ballgame. I saw a report um the other day that their close to their average teacher salary is almost $100,000 now. >> Oh my goodness, that's >> and Atlanta Metro is smaller than us in terms of the number of students. >> It's right about the It's right about the same, but I mean they I think their budget is about 1.8 billion. >> That makes sense. and almost double
058for that and almost double the teachers >> with with about the same number of students. The other thing I'll add to that as well is, you know, think about region like we're the only district around that really invest in our new teachers, right? And I mean that's a major investment when we think about our our retention rates and you know because quite frankly we want to honor those teachers, right? I need to meet those first three. We want to keep them there. And so there's so there's lots of ways we we invest, right? In a sense of um all of our other districts I know of when they call me like you know all of our first year teachers are a onetoone mentor, right? And that mentor for a new teacher coach is really specifically
059not for the teaching and learning but just how do you set your classroom up? How do you how do you have a work life balance? I mean, so that's so important to so in my mind that's a working conditions and that's what attracts folks that want to work for for Hamilton County as well. So you have the dollar amount but you have all the other things that matter as well. So >> thank you Dr. Brown. >> Close this up and this actually kind of closes uh our part going back to what Mr. already said at the beginning is we last budget was difficult. Uh but that difficult work has put us in um a better position right now. We're at a place where you know uh we we could roll over uh the current budget
060to next year and make really minimal adjustments but we know there are priorities as Mr. had already said at the beginning. I would agree with it 100% as we should have a priority around uh increased wages. Um looking at salary schedule, I know that we've got some priorities around uh thinking about athletics. Obviously, we just mentioned something that would add $400,000 to the budget. So I I want to leave you um before we talk about just timelines is as we go into this budget, one of the first uh steps that we should be thinking about is what what are the priorities of the board, right? And uh we should know much earlier uh than last year uh what we're trying to get at and get on the same page so that then we can work
061towards it, right? Um I would I would put these three up here as our priorities. um it's compensation whatever that looks like if it's step new salary schedule uh percent increase but it it's our goal is uh working towards uh increased wages for our employees look at a timeline and and this is um not set in stone this is us just trying to think about that uh as we said at the beginning moving that timeline back a little bit instead of really getting into the meat of it you know February March April is really trying to get uh on the same page with individual meetings over the next couple months so that when we go January, some community feedback. Uh but we've got our priorities set so that we can start working through that budget
062um and prepare for presenting um to to you for approval but then taking to the county commission. Mr. Chair, turn it back over to you. >> Thanks, Justin. Uh, and I mean just to I know I said in the beginning, but um when you look at those three bullet points, steps, raises, competitive salaries. I mean at the end of the day, you know, we are in our our businesses teachers and that's what makes this whole thing work. And um if we're not retaining and recruiting the best talent, then you know, you're going to be in a difficult situation throughout the year with with not having the right people and enough people in those positions. So you I know I mean I can't speak for the whole board but I I I'd venture to guess that
063you'd have unanimous support for ensuring that and really just looking at as a cornerstone piece. So like having an idea I know Mariela can handle that you know how much do we need for the XYZ for those three bullet points and what that looks like and then in my mind from a budgetary standpoint you build around that >> and how do you how do you bridge the gap and how to make it happen. So that's that's my focus. sounds like it's your focus and and I'm glad we're on the same page around that. Um, well, great stuff, Zach. Great job on on with the hiring and stuff. I mean, I know that's no easy task and you got, you know, a lot of different opinions and and you gota you got to mitigate that and
064and you're doing a great job. So, thank you. >> Are you asking for all three of those? >> What what we're the way we're thinking about it, I would I would kind of say it uh maybe a little bit different than Mr. but is thinking about how do we get to a number and then the decision is what do we look at in terms of you know is it x% is it step and x% is it moving some to the salary schedule but really trying to get uh a big number that then the board has the ability to make some decisions over what that wage increase looks like >> on that note last question for me at least um Zach the compensation study I know we had three phases first phase was 5 million if
065I remember correctly as you look going into the next year is are you trying to build that into >> that? Yes sir. They um with Mary Ellen part of that whole compensation scale is trying to account for that five million right and that five million right now if we can do anything again the figures are a little old now because this is last year it would just be moving everybody to the new scale but the folks that's not on the scale we need to get them on the scale right but I think what Dr. Robertson is stating is that we figure out how much money we have and we can we can we do a little bit of everything right getting people on the right scale but also there percentage we just don't know yet
066but yes um that would be my preference is we find a way to when it's all said and done um take care of our employees by getting a raise but find a way to be competitive going forward is to be on a new scale and again I understood you know change of scale will put us in a better place even before trying to hire school psychologist right now they're on the wrong scale and we need to move that and there's not to keep beating a dead horse but there's a new data I received earlier that I believe school psychologist now moving towards they've got to have a minimum degree of EDS educational specialist so that again is they're going to come in more specialized so we've got to be able to recognize that when it
067comes to salaries >> I'm sorry who needs an >> I don't know when it's going in effect but what I'm seeing is is right now they have school psychologist. Just wanted to clarify that >> and the reason I say that is just right now our current schedule shows that masters and EDS is all lumped together and not all our positions require a matter of fact none of our positions require educational specialist but it seems like we're going to have one that will require and it's kind of like our social work require a master's degree right so >> can you clarify that 5 million for me again >> that five million was honestly taken our employees moving the all employees. >> Yes, ma'am. Compensation study expectations. Just just confirming clarifying. Thanks. >> All right. Uh I'm
068going to hand it over to Mr. Slater and let Jackie, do you have a question? >> I do. I do have ahead of course. More concern. I don't know what I know you may have presented a compensation study or all that but my concern is when the salaries came out I had deep concerns about teachers making more money than the people that manage them. So, I don't know if the compensation compensation has it where that's a total different salary scale or because if they're on the same if if if the area superintendent and the principles and the teachers on the same coaches on the same scale, there doesn't make sense for a coach to make more than their principal, for the principal to make more than their area superintendent. For me, it doesn't make sense.
069And so I don't know what needs to happen, but in my opinion, it needs to change because it's really not there. I don't want to manage somebody to make more money than me and I'm doing more of the work on a broader scale from a different perspective, of course. Uh, but I I just want I didn't know if you all were looking at that or if that's something when you bring it that you can possibly propose because being on the same scale does not is not at an equal level in my opinion when I looked at the salaries because I wanted to know why does this person make more than this person. Well, that's a great answer and I would say that the scale the composition it it addresses that because there would be three
070scales, right? There would be a classifi a general employee scale, there would be administrative scale as well as a um um what's the other one? >> No, no teacher schedule. Right now, we have everything on a teacher schedule and so I only have so much power in the sense of recognizing salaries because I'm so locked in. So what we need to do is what the compensation study has showed is we need to have three schedules again general employee schedule a teacher schedule and then we have an administrator schedule and that allows us flexibility and just since you brought it up it says for for my seat you know you think about our schools our schools are so different and when it comes to a point where I need to recruit for a new principal at
071school A or recruiting for a school a principal at school A is different from school B but right now our current structure is they make the same well it's not the name, right? And so we need to be our put ourselves in position. We want the best person doing the best job at the right school. So this the scale will be able to address those issues. Uh specifically what you're talking about, >> Miss Thomas, the the structure of the scale, and Mr. Keane may remember this. It it actually goes back to the merger. We've we've made some tweaks like here and there to different parts of it, but the the structure itself uh has not been adjusted, you know, since the merger and it does create some issues like you're talking about and moving to
072a new scale. What we're saying we we should be doing will address a lot of that. >> Here, you had a question, sir. >> I might have misunderstood you on something, Zach. So I was always under the impression that uh given the same number of years an administrator in a middle school will make more than an administrator in an elementary school and an administrator in a high school even if it's the smallest high school will make more than an administrator in a middle school. >> Okay. All right. You had made a comment that they would all be making the same, but we have a breakdown of hierarchy in the levels of schools and the population of the schools. >> Yeah, there we you're probably recalling that the index is different, right? We do recognize the
073way we have a index for elementary, middle school, and high. Uh but it's it's so you know, I think at the end of the day, it's so contingent on years of experience. That's it's so heavy. And so, you know, and quite frankly, you know, we can argue about how many years of experience you need to have in order to do a great job. You know, a 70-year veteran is going to make a lot less than a 20-year veteran and doing the same job, you know, and again, that's just that's kind of where we're at, right? And but um that's just an example but and some of it is because of you know she was mentioned teachers wise you know we want to make sure you know there is a balancing act where I want to
074make sure that our staff stay where they think they can do their best work. So there is this sense that I'm okay paying teachers great because I want teachers to be with the with the kids but there is that you know again you got to have great leaders and great teachers. Um but uh that's why we have the hope and promise because we do try to incentivize our teachers to make more if they're working in some of our more um schools has got additional challenges whatnot but we've got to look at the big picture all of our staff members and um because again it takes both to be successful. >> Yeah. Thanks Zach. Uh Fel. Yeah, just a quick comment as far as what I've noticed as far as administrators and um the different levels
075of schools is I think as you get to the higher level schools, there's a lot more responsibility for the principles and all all the extracurriculars, all the time you have to be on the building and it just so I mean I think that justifies the difference in pay. All right, I'm gonna hand it over to um D1 school board representative. Mr. Slayer, >> thank you. Um first of all, let me give a little background on on what I've done here. Um when Joe asked me to do this uh as an ath new athletic committee chairperson, I wanted to get a lot of input from other folks. So I put together uh I guess what I would call a advisory committee and it included uh ads, coaches, principles from middle schools, small middle schools, large middle
076schools. Same thing with high school. So >> people that'll be getting around. >> No. Um, so we've we've come up we've had um three meetings and um we've we've come up with a vision statement and miss mission statement. Um I guess I'll go ahead and read this because everybody doesn't have a copy. Vision statement. Every student should have the opportunity to prepare mentally and physically for any situation they may face as adults to hone self-discipline and character necessary to succeed in all aspects of life and to pursue excellence, integrity, and respect that comes from honest competition through athletics. The mission statement is the Hamilton County Board of Education is committed to providing every student in Hamilton County Schools with the opportunity to participate in highquality intercolastic athletics. And to that end, we will prioritize investment
077in the following facilities. Every arena, stadium, gymnasium, or training room in Hamilton County should be a source of pride for its student athletes, the school, and the community. and we will work with community leaders, alumni, and donors to establish a standard of excellence across the entire county. Coaches. Coaches are vital to the student athletes as leaders, mentors, and role models. They not only train the players, but they mold tomorrow's leaders accordingly. We believe it is vitally important to recruit and retain excellent coaches to and compensate them appropriately. Staffing. Proper staffing is essential to ensure correct techniques and the safety measures in every athletic contest. And this is completed by proper training, experience, leadership abilities, and the correct number of coaches that are needed for every sport. Um, what I would like to do is to
078present this to the board and let it be as part of part of our policy. Uh second thing that we agreed on uh is to change the title of athletics coordinator to director of athletics and this would put the uh that position in a full director status and that would increase the compensation as such. um that compensation is probably less than 10,000 a year. So, it's not that big a deal. Um but he would have full director status. >> Can I ask a question for you? You want me to >> No, no, go ahead. >> So, what what do we have now? Do we not have a director of athletics or you wanting all everybody that's what do we have now? >> We have an athletics coordinator which is Tim James, >> the gentleman that
079come up here all the time. Okay. That's his type. Okay. So, it's just one person. >> What? Yeah, just one person. >> Yeah, we'll get into that in a second, too. >> All right. >> Um, but this this would give him full director status. >> Um, increase athletics budget to a minimum of 1% of the total district budget. The current budget is 67 of 1%. I have been in meetings and asked a bunch of people what do they think the athletic percentage is of our budget and they have guessed everywhere from 10% to 20%. And I'm thinking, "Yeah, right." And when I tell them it's 67 of 1%, they're they're absolutely flabbergasted. They they don't believe me, but hey, check it out. But this would give immediate >> Steve, go ahead. What What does that
08067 of 1% help me remember? >> That's twothirds, Joe. >> Yeah. Thank you. Help me remember what that's paid for. >> Um, coach of supplements. >> Okay. >> Um, >> there are a few things like some transportation provided to inner city schools that that don't have the transportation to to get to ball games and stuff. That's some of that. um m very minor things like um field sand for a softball field things like that >> vast majority of it is in coaching sites >> yeah the vast majority is >> I think the other thing is athletic trainers for games >> yes catastrophic insurance >> Erlanger provides those and and we pay for those trainers >> there There was a time when they gave that to us. You remember that? >> There there was a time,
081it's probably 2018, where it was school by school, right? And some were being donated and and some were uh schools were paying for. Obviously, that created some liability issues. And so we put out an RFP, if you'll remember, and Earl won it. And they provide a, you know, a trainer for every every school. >> And that's essential. It really is. >> Oh, yeah. >> What does a trainer do? I'm sorry. >> Um, well, the second game of of the year at Saudi Daisy, we had a a kid get hurt and uh brought him to the sideline, put a put a splint on his ankle. >> Their medical staff. That's what you mean with a trainer? Their medical staff? Okay. I mean, I just wanted to know. I just asked them. >> Okay. Question. >> They
082carry an ad AD on the sidelines. all all the things that you would need for any any emergency. >> Okay. >> But that the kid I was talking about wouldn't leave the field. They wanted to take him straight to the hospital. He he wouldn't go. So, you know, he wanted to stay and make sure they won. So, uh so he he kind of went against the trainer's advice there, but you know, the trainer stood right by him the whole time. Um but if we increase this, it would give immediate raises to underfunded coaches. Okay, that would be basically outside coaches that take care of their fields, baseball, softball, soccer, um, and that would essentially uh be the same percentage as a basketball coach. So, you got coaches taking care of a field year round as
083opposed to, and believe me, I played basketball and uh coaches are great. Um, but they don't have to take care of a field all during the summer either. So, >> what what is and I'm What is that mean? They take care of the field. Do they have to do it or does is there another Hampton County staff that's supposed to do it, but they don't? So, they >> they get what is that? >> Yeah, >> I think they're supposed to do it. I think it's $300. Am I >> right? It >> It's school to school, but it's I mean it's cutting grass. It is uh >> weed eating, cutting grass, >> lining fields, things like that. There there are opportunities for um the lawn service to cut the grass, but the reality is most coaches
084don't trust and don't want them. >> No, they they want to take care of their own field. want to fertilize it, you know, try to make good level playing service for kids, prevent injuries, that kind of stuff. >> Yeah. >> More focus on it than >> um >> but this would also help with extra transportation for the inner city schools and provide for minor athletic needs. Like I said, adding dirt to a softball field and and things like that that are normally needed. >> I have a question. Why why since you emphasize inner city schools, why why do they need transportation and the other schools don't? Do they have their own personal buses or something the other schools and that the inner city schools don't? >> The other schools I I can give you Sidasia
085and Sell Creek for for example, uh they have a lot of parents that will drive the kids to to practice to games and sometimes these games are Cleveland >> and I mean I'm I'm saying is are they in their personal vehicles or are they in on the bus? Most most of that is personal vehicles, but they the schools can rent a bus, >> but this this would help >> if we if we raise >> the students in other I'm just asking these questions. So the students in other schools don't the team doesn't ride together as a team. >> They they often do that when the board made the decision and I don't know offhand when it when it was made. It's been in the last 10 years to put aside some money for transportation. And
086it was in recognition when you look across athletic budgets, there are some schools that have the ability to raise more money. And so booster clubs uh at some schools are able to pay for a bus, you know, to take the football team and another bus to take the band and another bus to take the rest of the football team and the cheerleaders where it's recognizing that the gates at some schools aren't generating enough money to to pay for those buses. So, it's it's in recognition more of that than anything, right? >> Middle schools, uh, middle schools normally don't have money to rent a bus. Uh, and that's where the parents come in. Um, but it would, uh, okay, I nationally, uh, district budgets range anywhere from 1 to 3% unless it's Texas and those are
087anywhere from 5 to 10. But uh our surrounding areas average is 1.2%. So we we lack in in that area. >> So So that oneird of 1% what what does that what does that equate to? How much money is that >> right now? It's about 4.2 million. >> 4.2 million is what we're putting for the coach supplements. the ad it doesn't include uh 10. >> So you can you can add about two million is what what the addition going from 67 to 1% would add about $2 million to that budget >> and it's only going to go for compensations for the coaches. >> That's not what she just said two different numbers. >> That's not what she just said. >> Some of it. So, so.33% of 1%. You're saying you're saying that's about 4 million.
088You're saying it's 2 million. >> No, he's asking to add >> add 2 million. >> He's saying add 2 million 1.9 million is what it would be, >> right? Yeah. >> It's trying to go from about 4.2 to close to just under 6 million. >> He's saying add >> I said about two. >> Yeah. >> Okay. getting greedy over there >> about >> Yeah, I mean I like too I like that number two. >> Well, I I just would like to see that what what it would go towards because again I when you talk about compensation if we giving them regular compensation on teacher side now we going to give them a whole another compensation where does that leave them when when the supervisor manage them? Are they going to be making more than the
089principal just to maintain the field that that the regular department can maintain? >> They won't be making more than the principal. I'm just I'm just I'm just saying that that would be my concern. What does that look like? Is this 6.0 budget more than a special ed budget? I mean, I'm just saying what my priorities would be. Not necessarily. I know y'all all teachers to me are mentors or all of this that you said. I'm not saying they shouldn't possibly get a raise. I'm not suggesting that. But I guess my priorities would be are are we going to double dip with the compensation that they could possibly get when we talk about the three priorities that they listed? Or is that even more? Is that even extra? Cuz it's extra anyway, right? It's extra a
090little extra bonus anyway. And if you're only coaching football, I don't know how it works. Does compensation go year round? Or if you coaching football, just an example, do you get $2,000 if you coaching basketball? Do you get I know you said they may get more. Do you get $2,000 and that's it or do you get paid year round? What what does that look like for me? I I understand this. >> Yeah, currently it's a it's a percentage stipen percentage. So, I'm not Don't Don't take me as this is actual, but the highest uh coach stipen is for a head football head high high school football coach. I think it's at 20%. So, if that person is making $50,000 as a teacher, they get a $10,000 stipen. You know, head basketball coach is I think
091around >> I was going to say 14 15%. So, you can go down and then middle school is a little bit less. Right now, there's a cap of 30. There is a cap of >> someone can't make more than a 30% stipen. So if you're the head football coach, assistant basketball coach, and the head track coach, you're not going to be able to make more than a 30% stipen, which >> those percentage for each thing. So if you're the football coach, the basketball coach, you get 20 50 is capped at 30, but it's capped at 30. So that would prevent you from, you know, the concern about making more than an assistant principal or a principal. That's put put there. >> It probably be ill advised, too, from a time management perspective as well. >>
092Got it. stay married. >> Yeah, for sure. >> Yeah, >> Steve, I I want to commend you on putting this together. I think this is fantastic. Um, you know, I wasn't a great athlete, but good enough to play D3. And, you know, sports are are I look back on my time and growing up, the some of the biggest, most impactful uh stuff in my life helped me develop as a young man was was through my coach and um, Pedro Kak, you know, rest in peace, who's famous soccer player in Chattanooga. Um, but he was he was integral to shaping me as a young man and and I know that's what these coaches do day in and day out. >> There are many kids, y'all, that if it wasn't for sports or band and some of
093these extracurricular things, they wouldn't be in school. >> They just wouldn't be. Uh, coach Maryas is putting together some data for me that he's collecting uh gradewise, attendance-wise, uh, for kids that are in extracurricular activities as opposed to kids who are not. So, I I may have that in the November meeting. Coach Marcus is is putting that together. Uh this that stat will just be from Sigma Mountain, but I it's probably going to be pretty accurate in every school. >> Awesome. >> Joe, do you have a question, sir? >> Do do you uh adjust Dr. Rob? I know you probably don't, but a percentage of of the number of our 45,000 students, >> how many of how many of the that 45,000 participate in some type of athletic? >> We we can try to find
094it. Obviously, you're you're limiting it to 6 through 12, right? Because most K through five are playing Wreck, so you're really talking about, you know, 22,000 kids. uh and I we might be able to pull some numbers. We've got uh empower school% I will say like we have pressed on this from >> um a strategic stand like when we talk about every student belongs the connection piece is like this is what we are pushing we're pushing for schools not just from an athletic standpoint not just from a fine arts standpoint but even after school clubs right I mean >> it includes like forensic clubs >> right right >> chess clubs and things like that. >> I mean, maybe Ryan and Star could speak to it better than I could, but I I just think that
095>> from a participation standpoint, like being connected to something in high school, regardless of what it is, uh is essential to the experience you're going to have. >> Get your identity. >> Absolutely. >> Yeah. Absolutely. >> Uh Gary, you said, "Do band directors get extra money?" >> Yes, >> they do. Okay. I'd I'd like to know that number, but I don't think y'all include band. And here's why. Because you're you're just talking about athletics here. Well, I am. >> Yeah. >> So, I would just like to know some athletic stand kids that participate in some type of sport, whatever it is. >> I bet that number's high. I bet I bet the Saudi days are around. It's 40%. That's Daisy's town. They do. They probably nightlight. They should be on. They >> probably got more
096people in the band this Saturday than the football. >> Well, that's true, too. But but I'm just saying our community. >> I mean, I'm just saying this. >> There's a band concert Saturday. >> Friday night >> at Slotty Daisy. >> What? I missed that. What? >> There's a band concert um >> competition competition Saturday at Saudi Daisy High. >> Yeah. We also play East Hamilton, which may not look good. >> And Udah High girls are the district champions for soccer. >> Congrats, >> Steve. I appreciate it. Um, I think it's great work and and I think it's something we obviously need to look into going into next year. I mean, at the very least, uh, Tim does so much. I mean, getting him up to a director level to me seems like an as an
097easy easy reach. Um, >> one more thing. >> Yeah. Um future things we're going to discuss. Uh right now we're on a percentage paying coaches. We're we're looking at uh that versus a flat rate. Um also looking for a maybe an assistant uh to coach James. I mean he he carries a lot of stuff. Coach Jane, >> he is the uh athletic coordinator. >> Athletic coordinator. >> Oh, the gentleman that you >> How do you know how close he is to retirement? >> Don't say it. >> Got to be close, right? >> He's what? 62. >> Can't say that out loud. >> Okay. He's 45. >> I mean, I I >> He could. I mean, we want to we want to keep him. Tim. Tim was the first uh full-time >> I still call even
098though he's a coordinator call him athletic derp. He's the first fulltime thought >> y'all called him >> uh first full-time athletic in the history of Hamilton County schools. Um so he does a great job and we're we're lucky to have him. >> Who do you know who um who brought that role in who the superintendent was? >> So um yes me >> you. Yeah, before it was split, uh we had uh a split job um between that and someone handled >> uh athletics and the disciplinary hearing authority, which >> I mean there's there's no way you can do both of those jobs and do either one of them well. And so >> see how coach James does what he does. >> He's fine. Um, so 2000 FY23 I think was the first year that we
099we split it and made a full-time athletic director. >> It's wonderful. All right, last thing. Uh, Feliz. >> Okay, just a few points. Um, first of all, um, very happy to see what you want to pri prioritize in writing in here. the increased competa compensation step increases and updated compensation scale. You know, I that's so needed and you know, we want to take care of the people in our schools and all who work with with our students and Steve did a great job. You know, we we need to take care of our coaches who work directly with um students as well and take care of the director. Um, I think there's a SARC, you know, one of them. But we I'll just point out some stuff. You know, we've got to look for places to
100cut. We're adding millions here and, you know, millions in other areas, compensation, and these prioritize. But um I feel like we have some areas um that uh I'll just say in the school buildings we have a lot of social workers, student support coaches and all people who can help with outside resources and guide them. We've got community superintendent who can help with family situations, you know, and help with resources. But we have a very large amount of people at central office who seem to duplicate some of that function, you know, with helping families with the resources and all. And I'd say there's plus the you know it looks like an increased role for one um in that role without naming um but another support and seat I feel like we added to two years ago
101I believe correct me if I'm wrong you know student support coaches counselors you know to every single school building and it seems we have a very large staff half of those supports and all at central office and I just feel like there's a lot of duplication of efforts or we can streamline like streamline some of these functions to the schools more or maybe through the community superintendent. >> Can you give me an example of police because you >> Okay. I know I'm speaking vaguely because I don't like to just >> Yeah. And I'd like to know what you're talking about so I can understand and not misinterpret. So that's what I want I want to know if you can share. >> Well, you know, family and community engagement, we're spending with salary and benefits to
102like close to a million and I believe a lot some of those functions could be duplicating, you know, some of the other but I don't know. So I I plan to actually visit it visit and you know >> I I can help you out a little bit because I I kind of work with that department. >> Okay. Well, I'm I'm just trying to you know without pointing out I'm just saying streamline. I'm not saying slash get rid of but ways that you know through attrition or something that we can streamline. >> Okay. I know you had said about different people having resources, the the various resources and what I do all my other job is is to try to help provide outside resources. >> But the area superintendent, the social workers, they actually get the
103resource information because the family engagement builds those partnerships to those people. That's why they know it. So just just something for you to consider. It's not that they just automatically know it. sometimes they're building those relationships and passing it through the school system as a whole. But I I'm not trying to suggest whatever I I do >> and I know the county has offices that do the same thing. >> Just go and and and find out for yourself, but I was just >> I I plan to and I didn't want to, you know, call out the names, but I'm just saying we need to look at ways to streamline. We're looking at our priorities, which I think are wonderful. Um but you know at the same time we need to find areas to streamline through
104attrition or retirement or whatever because there looks to me like a lot of duplication >> of efforts you know >> you know in some areas >> attrition >> going back to about last last year in the budget I mean we took a super hard look at um central office and centralized supports that aren't going to schools. Um, and we cut, you know, over $5 million from from those positions. I've committed and I've talked to Mr. Dy about this as we go throughout the year. Uh, we we are doing that. Uh, as positions become available, we're we're holding on some. Um, no position gets reposted without Dr. Brown approving it. Um, and so we're having those conversations as we go. Um, I want to remind the board, so 1% pay increase is is roughly about $4.5
105million, right? Just to set the stage, we are not going to cut our way from central office to get to the wage increases that we want, right? It's going to take looking at uh return on investment programs. It's going to uh take looking at the entire organization um as a whole, right? uh the results that Dr. Brown is showing about recruitment and retention um when when Mr. Smith came on board uh we never would have been close to those numbers and it's because we've invested in in HR to recruit better to support better once we get teachers. We're going to take a hard look. I can promise you that and we're going to be as we've been uh super transparent about it. Um and our goals are the same, right? We want to increase wages.
106We want to look at the salary schedule and want to look at uh is it the right one? Do we want to move to the new one? Uh and we're committed to doing that. But but I I don't want to start off by uh going back to saying that, you know, central office is is overstaffed, right? I mean, last year we we talked about, you know, most organizations are somewhere between 8 and 12%. We were at 8%. Now we're even lower than that. Um, and so we're committed to doing it the right way. Uh, what we ask for is partnership with the board as we have these conversations is let's set what that what that goal is. Um, and let's set it early so that we've got plenty of time to work towards it and
107you know hopefully we get to uh May and we've got an 110 vote on a on an approved budget. Yeah, it's great great perspective, Justin. And and Fel, I mean I I appreciate your perspective because I mean what you're describing in terms of streamlining, I mean whether you're you're Google or Facebook or Hamilton County schools, I mean this these are conversations you should be having in terms of hey, are we getting the return on investment here? I mean, ENL is a great example. you know, we had a lot of lower enrollment for that and you know, so do we need to reallocate how we look at that specific bucket of funding and how do you I mean, so that you know, it's healthy conversations and is is what was what we budgeted is that working
108is are we getting the return on it that we think so? I mean so organizationally I think it's a healthy conversation to have and I think to your point there's a right way to have it collaboratively. Um and I think that's why we're trying to have these conversations earlier like what are our priorities? What are what are the gaps we're seeing? How do we bridge them? how do we have the conversation so that to your point at the end of the year it's 110 vote because we're all on the same page rowing in the same direction. So um please I appreciate your perspective Jackie you had a question >> I I do uh Dr. Brown. So the compensation study, will we be able to see what that looks like in real time for like what
109would that look like for teachers increase? What would that look like for a director? What would that look like for every area superintendent? What what what would that increase that they would get? What would that look like? Would we be able to know that for budgetary reasons? >> I believe Mary Ellen's working with some numbers. I mean, definitely we have the the skeleton. So, it's all about I think that she's working numbers where she can set it up and then actually move percentages and get a better idea. It's just I think that's what the work is now is trying to get it get it to a place so we can share that. >> Okay. Okay. >> Thank you, >> Gary. You you said the 1.5 is 4.5 million. Remind me what it was for the
110step increase also. What was >> it's about the same one 1% uh is somewhere around 4.5 and I would say step is about the same. >> Okay. >> So 1% not 1.5%. >> Yes. Yes sir. 1%. >> All right. Go ahead, Jeff. I I would just hope that uh and this be real popular what I'm about to say probably if we're talking about moving monies around and being good stewards and uh making cuts and uh I hope we also talk a little bit about funding and about revenue. You know, it seems to be a bad word with some folks. So I hope we that becomes part of discussion. Yeah, I I think it's a good point of like when you forecast out five years, um I think this year like we can figure it out
111like to where we can get to a place of where hopefully everybody's comfortable with the wage increase. I don't think that we can like we're going to get to a point where if revenue stays here, costs keep going up that it's going to be increasingly hard to improve wages without talking about revenue. So, I appreciate you saying that. I mean I think I think by and large the state at least has been in terms of increasing that's been that's been good. It's been good to see. Now obviously I can't do it all. Um but I mean that's that's why we had more conservative um what's the word I'm looking for? Um >> projection revenues. >> Yeah. You know so trying to be more proactive and being more conservative in hopes that revenues come in higher.
112I mean but it's it's an unknown. Um, last thing. Um, mayor Mariel and I were talking about this and I know I'm kind of a a one string guitar, but health insurance. Um, we're going to be talking about it again just not a lot, but just an update on how we're trending overall. When you guys look at our our overall budgets outside of our administrative personnel, it's one of our single largest line items of expenditure. 76 million, I believe, something to that effect. It's a lot of money and it and it does present the the greatest risk because we just don't know what's going to come down the pipeline in terms of medical problems. Um so I want us to continue to have a conversation about it to focus on so that we are not
113surprised later down the the road if if something is not in line. So just just FYI, I want to be on the record about that because that is that is something that keeps me up at night. Um but thank you thank everybody for coming. Dr. Robert, thank you for your team coming and uh doing a great job and having a what I feel is a good collaborative discussion about how we can continue to move this county forward and and pay our teachers what they deserve and and give the kids the education they need. Thank y'all. Thank you.