001[Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Yeah. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. [Music] [Laughter] Heat. [Music] Heat. [Music] Okay. Call something to order. Uh, roll call. Miss Mary. >> Chairman Smith >> here. >> Mrs. Black >> here. >> Mr. Connor >> here. >> Mr. Dardy >> here. >> Mr. Gro >> here. >> Mrs. Haden >> here. Mrs. Jones >> here. >> Mr. Keane. >> Mrs. Schaefer >> here. >> Mr. Slater >> here. >> Miss Thomas >> here. >> Superintendent Dr. Robertson >> here. >> Okay. Uh, couple of things we need to add to our agenda before I ask for an approval. Right after we approve the agenda, I'm going to recognize uh Miss Jones who has a word for us. We'll do
002that right after we approve the agenda. So So add that note there. Go up to uh or down to uh administrative business matters B under uh chief financial officer revised school fee for time. Then we're going to have a number two. And number two will be the state of the teacher bonuses. And then we'll have a number three. And number three will be the east side turf agreement. And then under board matters, we're going to add a three. And that's going to be the cell phone policy first read and discussion. So, I'd ask for a motion to approve the agenda. >> Move to approve. >> Second. >> No discussion. Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor? >> No. >> Mr. Dy? >> Yes. >> Mr. Gro? >> Yes. >> Mrs. Haden? >>
003Yes. >> Mrs. Jones? >> Yes. >> Mr. Keane? Oh, sorry. >> Mrs. Schaefer. >> Yes. >> Mr. Slater. >> Yes. >> Miss Thomas? >> Yes. >> Chairman Smith? >> Yes. >> Okay. Mrs. Jones. >> Thank you. Uh, chair. Um, I want we we at the Hamilton County Board of Education um would like to um take this time to recognize one of our own who um has left us um and transitioned on, but we would be remiss not to recognize Mrs. Karen Glenn in her transition um from this life to another. And so I want to take this time to to make a couple of remarks about Miss Mrs. Glenn and then we will take a moment of silence. Um, if you ever met Mrs. Karen Starks Glenn, then you have been blessed to have been
004graced with one of the most beautiful smiles, with the deepest of dimples that would brighten up any bad day that you probably were having, with the softness and the tenderness of her tone in her conversation with you. I was very fortunate to be one of Mrs. Glenn Star's students while I attended CSAS. and what an opportunity that was for us u for us and my peers and I as we um participated in students taking a right stand if y'all don't know what stars means um and what that meant um uh during that time and even more how that sits with me now as an adult and where I am here when I talk about um things such as what we just discussed previously about um inclusion and equity and making sure that people are um
005feeling valued and not bullied or making the right decisions. Mrs. Glenn was was that individual in my life during my educational journey that taught me that um specifically. Um and so I want to say that um I'm a Christian so I I often think of when I think of Miss Lynn I think of the fruits of the spirit. And someone else said that most recently I saw on a post about her and it's so true. When you think about the fruits of the spirit she exhibited love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. She had one of the most calm demeanors I've ever seen in my life. I hope she left a little sprinkle of that on me cuz I don't have that all the time. Um, >> but really, and I'm honest
006about that. Um, but I before I before I stop talking, I want to share with you and I I'm I'm not a fan of this person um per se. I'm not a beehive, but I do think that this this young lady um has talent and she has lyrics to a song called I Was Here that came out in 2011. And when I thought about Miss Glenn this weekend, when I heard of her passing, I thought about some of the lyrics to that song. And it says, "I want to leave footprints on the sands of time, know that there was something that I left behind. When I leave this world, I'll leave no regrets. I'll leave something to remember so that they won't forget. I want to say I lived each day until I died. I
007know that I had something in somebody's life. The hearts that I've touched will be the proof that I leave that I made a difference and this world will see. I was here. I lived. I loved. I was here. I did. I've done everything I wanted. And it was more than I thought it would be. I will leave my mark so everyone will know I was here. And so when we think about Miss Glenn, if you ever experienced her, and if you didn't, you can just ask any of us that did, and we'll tell you that she was here, and she did just that. And she left indelible marks upon our hearts. So to the f to the Glenn family, to Aaron, to her husband, to her sister, to her family, everybody that um is her
008church family, any all of her friends, we want to extend our heartfelt condolences to you. Um your her school, her Hamilton County family, we extend our heartfelt condolences to you because you um truly shared a gym with us and we are so grateful that she came our way. This time we take a moment of silence in honor of Miss Clean. Thank you. >> Thank you, Miss Jones. Thank you for that. Uh, Dr. Cawer, >> please join me in standing for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. and thank you for allowing me to come and spend a minute in front of you and um represent my school,
009Harrison um Elementary School, which is one of the fastest growing elementary schools in all of Hamilton County. As we start the new school year, um we know that the world feels really complicated right now. There are challenges all around us and the work of education can be really tough. But today, let's choose to begin with joy. Not joy as distraction, but joy as resistance. Joy as fuel, joy as a commitment to see the light in our students, in our educators, and most importantly in one another. This year, may we anchor ourselves in the deep purpose of what we do to create spaces where children are safe, known, and inspired. Where laughter is part of the learning, where curiosity is welcome, and where healing is possible. And most of all, joy is not an extra, but
010it's an essential. Let us remember that behind every policy is a child's face. And behind every data point is a dream. And behind every classroom door, there's the possibility for transformation. So, as we begin this new school year, may we lead with clear vision, courageous hearts, and an unwavering belief in the power of education to light the way forward. May joy guide us. May purpose ground us. And may this year be the one where we rise with wisdom, compassion, and most importantly, joy at the center. Thank you. Thank you, Dr. Collier. Coach James, sure do enjoy this part uh more than the last. By the way, uh we're here to celebrate tonight. Uh Hamilton County Schools had a banner year in spring sports. uh crowning yet again another state championship and multiple state champions uh
011from from various schools, state runnerups. Uh a lot of great things going on uh in in Hamilton County when it comes We're going to start off uh this is kind of getting to be old hat for for the people of Signal Mountain when it comes to track and field and cross country uh championships. Uh Ben, if you'll just come up here for a minute uh Mr. Dy and we're going to get some pictures. We're going to call the kids up. Tell you about their coach real quick. Uh head coach is Dustin Carpenter. Has 18 state championships under his belt while at Signal Mountain. He has roughly about 45 50 kids involved in his cross country program. He does a excellent job. Uh with him tonight are his two of his assistants, uh Brady Wely and
012Michelle Hiblers. So, if coaches would come up real quick, we're going to introduce the uh Signal Mountain Eagle Ladies 2025 uh track and field state champions here. So, if you'll just kind of get up here together. [Music] So, we have a we have a certificate that has been prepared for each of you. Uh well, we're going to go ahead and and I'm just going to hand these to the coach, but I do want you to come up and and be recognized. Uh the the first person uh we'll talk about Marley for just a second. Her name is Marley Berkeley. Uh in her time at Signal Mountain High School, she has won seven individual state championships uh between cross country, track and field, and she has been a member of three state championship teams. So Marley,
013if you would come up. Next team member is uh Fiona Systo. I may I'm going to do my best on this. So Fiona, if you would come on up, Miss Paige Hiddler. Miss Naomi Malone, Miss Natalie Mcan, and Miss Maxine Richards. Ladies, you're very fortunate to have a a community committed to excellence, a coaching staff that is committed to excellence, and we are so very proud of you as a district. So, uh once again, thank you for repping Hamilton County Schools uh the way it should be. be a champion. You guys You guys are champions. Thank you. [Applause] probably should have mentioned that uh Marley was also twotime state uh pentath or yeah I got that right pentathlon champion >> congratulations Congratulations. >> Great work. >> Congratulations. >> Thanks, sir. Appreciate it. Okay, at this
014time I want to go on and move on to our individual uh state champions. I've already recognized Marley uh for her uh two-time state pentathlon championship. Uh for you don't know, there's six events in the piton. Is that right? Uh five. Five events. Sorry. 10. Pentagon. Got it. All right. But anyway, uh that it's a grueling it's a grueling event. Uh boys do the Kathlon, but uh I know that's 10. Let's just make sure. Uh that is one of the toughest events in track and field. And to win it two times consecutively is quite defeat. But, uh, not to be outdone, I'm going to introduce our next state championship, a young lady from Brainard High School. Um, she is the first ever four-time state 100 meter champion in the state of Tennessee. >> Uh, she
015was also the state 200 meter champion. She has a combined total of six state championships as a runner while at Brainard High School. And I believe you committed to go to Vanderbilt University in the fall. So, um, without further ado, I would like to introduce you to Miss Danielle Dunny. >> Wow. [Applause] >> Daughter of proud proud papa Don El Donny. So, you just go stand right up here. >> I got another one coming. >> All right. I just want to make sure you want to do You want to do them individually? We do individually. >> Yes, ma'am. >> We have several in our Yeah. You might you might as well stay up here for a minute. >> That's what I said. >> All right. Well, you can get a picture. >> Okay. Congratulations. >>
016Best of luck to you. >> I guess I'll have to, as bad as I hate it, I'm probably going to have to say go commodors next year. That's probably against every fiber that I have to say that, but I'm gonna be rooting for you. All right, next. Uh, let's bring up I I saw this kid run two years ago in the middle school state uh track meet over at Redbank High School, and I I coached track and field for 30 years. I said, "This is the fastest eighth grader I have ever seen." Uh, he's went on to become uh a two-time state champion at this point uh from Tiner Academy, Krante Cunningham. Come on up here. [Applause] [Music] [Applause] [Music] [Applause] [Music] He was state uh state meter 800 meter champion. He was he was
017also on a relay team that we're going to mention here in a little bit. So, moving on. Uh, >> absolutely. >> Hey, Grante, you got to go shake everybody's hand. >> Okay. All right. >> Next up, you forgot to shake everybody's hand. That's okay. We'll bring everybody back up for a mass picture. All right. Next person we're going to uh Mr. Uh actually at Miss Alexander Pal uh Brainer 110 meter hurdle champion. I don't believe they made it tonight but congratulations. [Applause] >> Another young lady we have uh is Fiona Eastman. She could not be with us tonight. Uh she was a state high jump champion, state 100 meter 110 meter hurdle champion uh in the single A. So, uh, >> at Pova, that was last year. Pova last year. Yep. Pova and 100 meter
018hurdles. 110 meter. 100 me. Look, you got me messed up here now, coach. >> Yeah, I got you. Fiona Eastman. Pova and 100 meter hurdles. Boys do the 110 hurdles. >> Where did she go to school? >> She went to uh she was a student from STEM and she went to participated with CSASS. >> That's right. >> All right. Gotcha. All right. Next up, Tiner Academy. Uh, Adasia Nixon, one of my former football players, daughters. Adja was the 300 meter hurdle champion from Tiner Academy. [Applause] [Music] We have another CSASS young man. I don't believe he made it tonight. Uh, Mr. Jace Bone was the state 400 meter champion. Jace, we're with you somewhere. Uh, next is a state 100 meter, excuse me, the state high jump champion from Tiner Academy, Miss Jocelyn Brooks. [Applause]
019[Music] Our [Applause] next triple jump champion from Tiner Academy is Mr. Cole Ward. son of UTC football coach. >> Okay, we're going to recognize uh state relay champions at this point. All right. The uh the ladies 4x100 meter relay champions from Brainard High School. This team was a com a combined Danielle Dunning, her sister uh I've got to find it here. Got it out of uh Deniah Dunning, Jamilia Bell, and last but not least, that's not you're not Karante Cunningham. Sorry. Yes, it is. Is it? Are you? >> Sorry, I had one stuck together here. Maybe Malia Roseberry. So, come on up, girls. [Applause] [Music] [Applause] when they make it to the link, right? >> The Tiner boys uh won the state championship in the 4x2 meter uh 200 meter relay. They are the team
020was combined of Karante Cunningham, Kingston Brown, Caleb Jones, and Cole Ward. Come on up. [Applause] Y'all go get you. Uh, did I mention that Tiner was state runner up this year as well? Very proud of you guys. [Applause] >> All right, we are up to the Signal Mountain girls. Uh, I'm sorry. Get our picture made. >> coat. >> We were going to introduce the old guys later. >> Absolutely. have right here. >> Congratulations. [Music] All right, our last relay team we're going to recognize tonight is the Signal Mountain girls of the 4x 800 meter. >> I'm going to do it in a minute. We got it, Jake. 4x 800 meter relay. Aubrey Lynch, Eliza Albertson, I probably messed that one up. Naomi Malone, and Hannah Laramore. So ladies, come on up. Man, what you doing?
021>> He coming. He coming. Be a comment. [Applause] [Music] >> All right. The last last group I want to recognize, I wanted to do the these guys and girls separately. Um they they spend uh many many hours uh of their time away from even away from their own families. Uh committed to to developing young men and ladies and um turning them into state champions in this case. Uh just because you don't win a state championship doesn't mean you're not a great coach. But we definitely want to recognize Mr. Dustin Carpenter. if you would come up please sir. From Sigma Mountain, Coach Donell Dunning from Brainard High School is Senita here. Senita here >> is Dixon. >> Mr. Kelvin Watkins. [Applause] Carrie, did Carrie make it, Kevin? >> You can't have them both now. >> Uh,
022not not with us tonight. It's Mr. Brandon Lowry from CSAS. And uh, I wanted to make sure that I I didn't leave any out here. >> All right. >> Yep. So, if we could do something real quick, let's get a picture with all the coaches together, uh, which you just did, and then all the a all the athletes that were here to be honored. If you'd come up for one last photo, we'd appreciate it. >> And then once the picture is done, for the students of District 5 that didn't get your handshake with the board, y'all make sure to come back through. And if there's some other students that didn't, just y'all make sure to come back through and get your handshakes. Okay. >> Well, we figure out how to run. >> We don't have
023what we need, but we figure it out clearly. >> And then I think you're good on here. I deny. You might want to get up front. >> Hold your head up so you see like assistant. >> Thank you guys for coming out on a hot summer night. >> Y students, y'all come through and shake hands. Y'all come through. >> Yeah, we want to shake y'all hand. >> Y'all come through. >> Start with him. >> Congratulations. Congratulations. >> Congratulations. Congratulations. >> I just want to say >> thank you guys for what you did. >> Mr. Sheriff, if you don't mind if I make one more statement. I just want to say two things. One, I do want to recognize the parents of these young these young people. They have come with them tonight, but they have
024also set out in the hot sun with them and in the cold with them and in the rain with them when they was running. We want to acknowledge those parents as well because we know that not only do your coaches and their families come and support you, but your families come as well. Also want to acknowledge Mr. T, Coach Tyrus Ward in the back. He is a Hamilton County grad, district 5 Brandon High School. He is a coach at UTC. This is proof. Tires is proof that you can be you can be from Chattanooga and your town value you and you you make you make ways for for young people. So we want to acknowledge Tus for that. And I just want to say y'all saw what Tina did without a good track. Imagine what
025they about to do next year on that new track. So just get ready. >> That's right. >> To shake some more hands next year with Signal Mountain in time. >> Congratulations. >> And Brandon coming up next with that track. Don't worry, I got y'all. We about to vote on it in a few minutes. >> Okay. Um, time for our board member disclaimer. I think there's just one as I recall. I declare that I have a family member who works for the district, for the school system, and the board's vote on budget policies, etc. may have an effect on my relatives employment. Even so, I hereby certify that I will cast my vote in the best interest of the school system. >> Okay. >> Approval to uh uh need a a motion to approve the consent
026agenda. >> Second. >> No likes, no discussion. Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor. >> Yes. >> Mr. Dy. >> Yes. >> Mr. Gro. >> Yes. >> Mrs. Mr. Haden, >> yes. >> Mrs. Jones, >> yes. >> Mrs. Schaefer, >> yes. >> Mr. Slater, >> yes. >> Miss Thomas, >> yes. >> Chairman Smith, >> yes. >> Administrative business matters. I need a motion to approve the district differentiated pay plan for 2526. >> So moved. >> Second. >> And is there a chance to just make a comment or discuss? >> Yeah. >> Okay. Sorry, I didn't mean um I talked to Dr. Robertson earlier today and we talked about the differentiated plan and adding Dawn employees because of the hazardous conditions that that they work under. And so, um understand that's agreed upon
027>> or should we do we need to we need to do >> No, ma'am. I think what we'll do is uh what we discussed is adding them as part of a hard to staff school. So what we'll do is I'll ask Dr. Brown to uh this month work on uh adding that to this. I think it would be great if we go ahead and improve this. We'll bring it back to you uh in August with Dawn added as a hope school. Um and then anything that would change pay, we could we can still retro that back to July one. >> That's right. You said that earlier and thank you very much for considering that. >> Okay, no more lights. Roll call. >> Mrs. Black, >> yes. >> Mr. Connor, >> yes. >> Mr. Dy, >>
028yes. >> Mr. Grown, >> yes. >> Mrs. Haden? >> Yes. >> Mrs. Jones? >> Yes. >> Mrs. Schaefer? >> Yes. >> Mr. Slater? >> Yes. >> Miss Thomas? >> Yes. >> Chairman Smith? >> Yes. >> Need a motion to approve the revised school fee for Tiner Academy Cheer Program? Move to approve. >> Second. >> I do have I do have a question. >> Go ahead. >> Our school is I can't even remember. Mary Ellen, >> um I saw the feed went from 500 to to 500 to >> 1900. Yeah. >> Mike, I didn't say it was a normal. >> The same for cheerleading. I just want to make sure that in the request like is the school or are we trying to figure out if there's a hardship for students how they're going to handle
029that because I know that that's normal but in some families that's not normal >> and that's a lot of money. That's more than my sorority dues. How much is it right now? >> Now I know if people want to do things they will pay. I'm not saying that. I just want to know that I don't want this. I guess I'm concerned in voting is this. Am I going to impede someone from being able to participate? >> I think this was working with a parents. >> Okay. >> That they want so they could upgrade the program. >> Okay. I just wanted to make sure long have Yes. >> Okay. I'm good. I just want >> No, they're paying it. I just wanted to make sure that they were I mean that it was not going to
030create an impediment >> and a barrier for kids to participate. >> Okay. Roll call. >> Mrs. Black. >> Yes. Mr. Connor, >> yes. >> Mr. Dy, >> yes. >> Mr. Gro, >> yes. >> Mrs. Haden, >> yes. >> Mrs. Jones, >> yes. >> Mrs. Schaefer, >> yes. >> Mr. Slater, >> yes. >> Miss Thomas, >> yes. >> Chairman Smith, >> yes. Okay. I need a motion to approve the state monies for the teacher bonuses. >> So moved. >> Second. >> No lights. Roll call. >> Mrs. Black. >> Yes. >> Mr. Mr. Connor, >> yes. >> Mr. Dy, >> yes. >> Mr. Grown, >> yes. >> Mrs. Haden, >> yes. >> Mrs. Jones, >> yes. >> Mr. Keane, >> sir. Mrs. Schaefer. >> Yes. >> Mr. Slater. >> Yes. >> Miss Thomas? >> Yes. >> Chairman
031Smith? >> Yes. Need a motion to approve the East Side Turf Agreement. >> So moved. >> Second. >> Got one light. Miss Black. >> Yeah. I just wanted to um say thanks for everybody who's worked on this project. This um specific park and redo of the playground at Eastside is going to be not only something wonderful for our students, but something wonderful that can be accessed by the community. This is a great investment for the entire East Side neighborhood and community. Um and I wanted to thank the the folks from Trust for Public Land uh on working with us for this. Thank you so much. >> Okay, no more light to call. >> Mrs. Black, >> yes. >> Mr. Connor, >> yes. >> Mr. Dy, >> yes. >> Mr. Grime, >> yes. >> Mrs. Haden,
032>> yes. >> Mrs. Jones, >> yes. >> Mrs. Schaefer, >> yes. >> Mr. Slater, >> yes. >> Miss Thomas, >> yes. >> Chairman Smith, >> yes. Need a motion to approve end school age homeless initiative as amended. >> Move to approve. >> Second. >> Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor. >> Yes. >> Mr. Dhy. >> Yes. >> Mr. Grun. >> Yes. >> Mrs. Haden. >> Yes. >> Mrs. Jones. >> Yes. >> Mrs. Schaefer. >> Yes. >> Mr. Slater. >> Yes. >> M. Thomas. >> Yes. >> Chairman Smith. >> Yes. >> Motion to approve bond funded capital projects and fiscal year 26 budget amend amendments. Self-funded. >> Motion to approve. >> Second. >> No lights. Roll call. >> Mrs. Black. >> Yes. >> Mr. Mr. Connor, >> yes. >> Mr. Dy, >>
033yes. >> Mr. Grown, >> yes. >> Mrs. Haden, >> yes. >> Mrs. Jones, >> yes. >> Mrs. Schaefer, >> yes. >> Mr. Slater, >> yes. >> Miss Thomas, >> yes. >> Chairman Smith, >> yes. >> Need a motion to approve the Briner High School renovation and addition, the architect selection. >> Move to approve. >> Second. >> No lights. Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor. >> Yes. >> Mr. Mr. Dardy. >> Yes. >> Mr. Graham. >> Yes. >> Mrs. Haden. >> Yes. >> Mrs. Jones. >> Yes. And Tucker, if it go over, you better make sure we got some money. >> Yes. >> Mrs. Schaefer. >> Yes. >> Mr. Slater? >> Yes. >> Miss Thomas? >> Yes. >> Chairman Smith? >> Yes. Sid Asia Middle Architect Contract. >> Make that motion. >>
034Second. >> No lights. Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor, >> yes. >> Mr. Dy, >> yes. >> Mr. Gran, >> yes. >> Mrs. Haden, >> yes. >> Mrs. Jones, >> yes. >> Mrs. Schaefer, >> yes. >> Mr. Slater, >> yes. >> Miss Thomas, >> yes. >> Chairman Smith, >> yes. >> Gateway Architect Contract. Need a motion to approve. >> Motion to approve. >> Second. >> No lights. Roll call. >> Mrs. Black. >> Yes. >> Mr. Connor. >> Yes. >> Mr. Dy. Yes, >> Mr. Grown. >> Yes, >> Mrs. Hatton. >> Yes, >> Mrs. Jones. >> Yes, >> Mrs. Schaefer. >> Yes, >> Mr. Slater. >> Yes, >> Miss Thomas. >> Chairman Smith. >> Yes. >> Chair. >> Yes. >> Forgive me. Um I if you if you would if so please
035as the chair if you wouldn't mind I know that we all were explaining to this but could we ask the superintendent or one of his um subordinates to real quick explain what we've just voted for in the bud in the bonuses and when they'll be because there's dates in here and they're not they haven't been read aloud >> talking about the uh teacher bonus >> yes sir >> yeah I I'll ask Mary Ellen to come give us uh information about dates we will be sending out uh districtwide communication because it will be paid off on two different dates. >> Excellent. And that's it has been something that in all the different teacher groups and everything has been really interested. So I think putting it on the record would be really good for for us. >>
036Yes. So the uh state funed teacher bonus uh we're they have approved the the list that we submitted of information. Uh we hope seven to 10 days that we'll get the funds. Uh we are uh working on the the timing of it with our supplemental pay. We have a a processor on our payroll to do that. So August 8th will be that when that will be uh posted to our teachers accounts for those. And then uh we approved had you approve in the uh budget setting aside funds to fund a matching bonus for uh teachers and other staff that did not qualify for that. And so that will be on September 19th. So we have to have time to compare the list, make sure u we know everybody that returned is eligible. um in your
037packet you'll see a detailed list explaining the eligibility for that and we will be uh communicating that out to our staff so they'll be be familiar with that as well. >> Thank you. So the points I heard is that the state has paid us the money. >> It's it's it's approved. It has not been released to our account yet. >> Okay. Approved not released. Uh we have matched it. The two dates are August the 8th and September the 19th. And and I'll say for the for the group, we're sorry that it has to be waited, but I think that the board as a whole is really happy that we chose to make that choice for the teachers. So although it's going to take a little while, I'm very happy that we are able to to
038provide that to everyone that deserves it. So >> thank you for thank you for humoring me. Thank you, chair. >> Thank you. Very good. >> Amended charter school application. Need a motion to approve. M Mr. BS and Miss Moore, but I I think that they could probably >> I don't know. I'd defer to you, Scott. I was going to say the motion in a second, then they could present. Either way, >> we we've got a motion in a second. But so now would be the time, I think, for them to >> nobody second. >> Did nobody make the motion? >> I'll make the motion. What is >> Okay. So, we got a motion. We can get Can I get a second? >> No. >> Put it up. >> I can't get a second. >> Okay,
039I'll second. >> Okay, we got a motion to second now, >> Mr. Bolts. Second. >> Good evening. Uh, as you know, Tennessee Wildflower did meet the the timeline to submit a an amended charter application that our team did review. Uh, because she did such an excellent job last time, I'm going to turn the microphone over to Phine Moore, our charter coordinator, and then we will both be here for questions should you have any. >> Good evening. As was stated, we are here tonight to present the amended application for Tennessee Wildflower Public School. Um, just a reminder, per state board rule, charter sponsors have 30 calendar days from a denial to submit a revised application addressing noted deficiencies. Of the two initial applicants, only Tennessee Wildflower submitted an amended application. The enrollment plan continues to serve
040120 prek through five students. Um, after a thorough review, we are prepared to present a recommendation to the board. Just to note, while an exact location has not been finalized, the proposal states the school will be located in the East Chattanooga area, primarily serving the neighborhoods of East Chattanooga, including Brainard and Tiner, as well as Westside neighborhoods such as College Hills. As was the case during the initial review, a comprehensive review team um was was convened to um to review the amended application. Uh it was made up of qualified internal and external review team. The review committee participated in a two-stage review process um including independent amended application review as well as a con consensus conclusion. The amended application consisted of the same four sections as the initial application. Since Tennessee Wildflower did not meet
041standard in any of the four sections in the initial process, amendments were required in all four sections. The four sections are academic plan and design, operations plan and capacity, financial plan and capacity, and portfolio review and performance record. Launching a successful charter school requires a strong cohesive plan and founding team because strengths in one area cannot offset weaknesses in others. Only applicants who score meet standards in all major areas of the evaluation rubric should be recommended in alignment with the rigorous standards set by Tennessee law. The application review team used the following rubric to evaluate the application. A rating of meets or exceeds standards, partially meet standards, or does not meet standard was used for each section of the application. Going into the rubric, Tennessee Wildflower Public Charter partially meets the standard due to a
042weak academic plan for the following reasons in the area of academic plan and design. The applicant clarified the school's mission and linked it to the curriculum, yet goals remain non-specific and lack measurable targets. The plan micro school integrates monastery methods with Tennessee standards. New curriculum additions included HMH into math and CK CKLA and yearround assessments are in place to monitor performance. While small groupoup instruction and indivi individualized learning are mentioned, the plan does not fully articulate how these strategies drive academic achievement or meet the needs of the intended student demographic. The application clarifies plans for special populations, but remains unclear if staffing levels, especially those with monatory endorsements will meet student needs. There is inadequate detail on how the school will serve and monitor students with special education needs or ESL learners, raising concern about
043inclusivity. The school calendar still lists only 177 days, which falls below Tennessee's minimum of 180 days. The applicant mentioned aligning with HCS, but did not detail how or when the shortfall will be addressed. Despite outlining culture building concepts, the application lacks a full discipline policy or clear behavioral framework. The plan also lacks a clear rationale for the school's small enrollment size or evidence of financial sustainability at this scale. Based on these findings, the standard is partially met. The academic plan addresses some initial concerns from mission clarity to curriculum linking, but still falls short in measurable goals in instructional clarity, compliance, inclusion, and sustainability. As presented, the academic design lacks the specificity, compliance, and inclusivity needed to fully assure readiness to launch and meet educational standards. Operation plan and capacity evaluation. Tennessee Wildflower operate the Tennessee
044Wildflower operations plan partially meets the standard for the following reasons. The proposal included a six-member board with strengths in K12 education, real estate, finance, and community engagement. A previously flagged member affiliated with Wildflower Schools was removed in response to review committee feedback. Despite domain expertise, there's insufficient evidence that the board has the capacity to found and operate a charter school effectively. The oversight framework lacks clarity on how it will monitor educational, operational, and financial performance. The staffing and organizational chart are not comprehensive. Year one proposed staffing includes classroom teachers at only 3.14 FTE, ESL at 0.25 FTE, and exceptional education at.5 FTE. This level of staffing was deemed inadequate for operational success. While salary ranges may be competitive with HCS, exact compensation packages were not disclosed. Additionally, there is no detailed professional development plan or
045teacher coaching struct structure especially for spe uh for supporting special needs students. A broad facility timeline was given uh stating that they would secure a site by October 2025 and readiness by June 2026, but this was done without a step-by-step milestones, tasks, or compliance checkpoints. The applicant cited complications accessing publicly available underutilized facility data. In fact, the underutilized facility report is posted on the State Department's website as well as the HCS website. Transportation, health, and safety and technology systems lack detailed planning. The review team remains unconvinced these areas have been sufficiently addressed to support effective student services. The amended application fleshes out the support role relationship with wildflower including renewal termination clauses and termination clauses. However, the agreement does not define clear performance metrics, deliverables or board level accountability measures. Further furthermore, Wildflower is relatively
046early in its development and lacks a robust record with similar demographics to the proposed student body. Ultimately, the review committee found that the standard was partially met. The operations plan aligns partially with academic goals, but areas such as governance, capacity, staffing, facilities execution, and CMO accountability remain underdeveloped. The review committee also is not confident that the plan in its current form ensures effective operations or readiness to launch and sustain the school. the financial plan and capacity evaluation. Uh, Tennessee Wildflower does not meet standard in the financial section of the amended application for the following reasons. The initial application noted that the school had secured funding through the CMO WildFlower Schools. This information was restated in the initial interview and the amended application. The amended application though lacks several key components including clear financial controls and
047a comprehensive financial management plan, reasonable and complete budget assumptions, alignment of revenues and expenses. The proposed budget also underfunds key operational areas including facilities, transportations, staffing, technology and employee benefits. An explanation of expenditure methodology or budgeting for highnee students is also lacking. The proposal assumes VPK funding will be granted through the LEA's grant partnership with the TDOE. However, this is not secured and a clear contingency plan is not approved if not provided. Overall, the review team lacks confidence in financial viability and sustainability and found that the amended proposal continues to not meet the standards set forth by the state of Tennessee in this area. The portfolio and review performance evaluation. When a charter school plans to partner with a charter management organ organization or a CMO, it's critical that the organization has strong proven track
048record of success in the areas it will support. In this case, WildFlower Schools, the proposed CMO, partially meets standard based on the information provided in the application and interview. The organization has no history of contract termination, non-renewal, re legal issues, or financial corrective actions, which is promising. However, while the application included some evidence of positive academic and operational performance, there was not enough clear data to demonstrate consistent success, especially in raising achievement for all student groups, including special populations. One key challenge is that many of the CMO schools are still in early phases and serve primarily non-ESTED grades, making it harder to assess academic outcomes. Additionally, the applicant did not submit required financial documents such as audited statements or current internal reports. So, we could not verify the fiscal health of either the CMO or
049its individual schools. As a result, there are ongoing concerns about the proposed school's ability to meet enrollment targets and ensure long-term viability under this CMO. After a thorough review of the application, the review team found that Tennessee Wildflower Public Public School did not present a clear or comprehensive school model. key areas including academics, operations, finance, and portfolio record were lacking. While the intent is appreciated, the team does not have confidence that Tennessee Wildflower Public Schools can successfully open and sustain a strong learning environment for all students. Although the amended proposal showed some improvements, it still falls below the meet standards threshold and is not recommended for approval. As a reminder, only proposals that meet the standard in all major areas are eligible for authorization. Questions, >> no lights, no questions. I do have one question
050just to clarify. They do not have a site in mind at this particular junction >> as of uh the submission of the amended application. No, they did not. >> Thank you. >> So if we today we we uh reject this proposal. What happens next? If the if you choose to deny the application, uh we notify them um and they have uh they have the ability to apply to the charter commission if the charter commission through the charter commission will do their own application process. If the charter commission chooses to approve the application, we will be given opportunity to take them back and serve as their authorizer or we can deny that and the charter the charter commission would oversee uh the school. >> But chair, >> but their numbers would still count against ours even
051if we didn't accept them back. If the charter commission chooses to accept them and we deny the offer to take them back, then the the charter commission serves as their authorizer and LEA >> and we're holding held at no fault in any of the numbers, grades, etc., etc. >> Correct. It would fall under the charter commission. That's >> all I need to know. >> Who vote? >> Call for the question. >> To restate the question, uh, Mr. drone made a motion to approve the recommendation to deny. >> Oh, can I take my second? >> What? No, no, no. >> I thought it was just for them to come up. >> Well, as what what he maybe I have different understanding. What I what I thought he was making a motion was a motion to approve.
052Now, we're going to vote on whether to approve it or not. >> He was making a motion to approve their recommendation, which was to deny. And if y'all don't want to do it, I move to approve to deny them. >> I just go. Okay. >> Second. >> Go ahead, Mr. >> I promise my baby eliminates. >> Mr. Chairman, I just want us to be be clear that I understood Mr. Grown's motion. Mr. Gran, your motion was to approve the recommendation, which is to deny the application. >> No, my my motion, I thought, was >> to approve the chart, >> bring it before the board for a vote and let them make their presentation. That's what I >> Okay. Well, then I don't know that we >> Well, okay then. I don't know that we have
053a motion, Mr. Chairman, because they made the presentation. >> One now. I move to approve the deni the recommendation of denial for this amended application. >> I second. >> That was very clear. >> Second, too. >> We're good enough, sir. The third. >> Okay. >> Roll call. >> All right. Mrs. Black. >> Yes. >> Mr. Connor. >> Yes. Move to deny. >> Yes. >> Mr. Grum. >> Yes. Mrs. Haden? >> Yes. >> Mrs. Jones? >> Yes. >> Mrs. Schaefer? >> Yes. >> Mr. Slater? >> Yes. >> Miss Thomas? >> Yes. >> Chairman Smith? >> Yes. >> May I make a comment? >> Yes. I I just want to know why that this organization here in Hamilton County is supposedly getting funding with help from the wildfire wild fire foundation. Why bring us something that they
054don't have a site and they have no money for >> and wasting our time? they need. Why would they bring an application before us that doesn't meet the standards? That that's irritating to me. >> Larry, you should look into that. >> Yeah. >> And and just so that that you all understand the process, charter schools do have a year of planning that they that they are given. So, >> thank you for your thorough work. >> Thank you. We appreciate you. >> Okay. Thank you. should look into that. >> Okay, that takes us down to board matters. >> Excuse me. I'm sorry. U coaching stipens. Steve, speak to that. >> I'm sorry. I'm sorry. Go ahead. >> Excuse me. As I discussed in the last session, the title nine imminent issues of inequity with the classified
055pay versus the faculty rate pay, currently classified. You'll see in this little thing he just gave you, there's a classified employee stipens list. And then the front page of what he gave us is the faculty. So faculty is a percentage. The classified is a flat rate. classified as much lower than the percentage and it's an inequitable situation that could very urgently create a legal issue. Even in the proposed which is not being voted on, but the in the packet he gave us is the proposed flat rate that we're going to have the committee to discuss. There's still a distinguishable inequitable difference in the amounts from the flat rate for faculty versus the flat rate for classified. >> Would it be different? >> Yeah, it is different. And even this proposed flat rate in this chart
056right here, >> it's like $2,500 difference on some of the things. So, I'm >> Yeah. So, um, not not to interrupt. Um, >> I'm not done. I'll finish when you're done. >> Historically, um, we've been trying to avoid wage and hour issues. Um, because you you can pay when you're paying non-faculty folks to do work in excess of their their regular work week. you have to be certain that they're not doing classified work because that triggers a problem with um with wage and hour issues. And so we end up having to to calculate a great deal of of overtime considerations. Now, there's there's a way to to address this by leveling it up and treating it as exempt work. We historically haven't done it because it's it's expensive and it still requires us to go
057through and look at at a line by line here. What exactly is the bowling coach doing? What exactly is the assistant flag football coach doing? So, there's a way to do this. It's going to require us to be in some weeds. But I will say that we have in my school an immediate and equitable situation for the same job and it all boils down to classified versus faculty rates and it's going to expose us to liability. So I am making a motion to equal this out because of title nine. I want to make a motion to get rid of the classified designation. It would just be the same faculty rate. >> Can we read about what that looks like? >> Go ahead. Go ahead. >> So Scott and Mary, >> yeah. Historically, you guys have
058advised us on this and there have been very clear Yeah. >> recommendations from y'all that we cannot treat this the same. I I completely agree. Like we've pressed for years. Yeah. >> To make this the same and we've been told because of employment law we could not do it. >> Yeah. And and the fix is expensive. And and and it here's why. what what you end up having to do. So, coaches, faculty coaches are exempt under under the wage and hour rules because what they're doing is involves instruction. Likewise, if you have a a a non-faculty coach, they can be treated as as exempt as well. And if they're volunteers, you can pay them a stipen, but you have to pay them a small enough stipen that they can't actually be doing it as as
059a regular job. That gray area in the middle is where you have a a non-faculty classified coach who maybe works 35 hours a week during a regular job and then you ask him to do something else. uh if he's now working another >> 200 hours during the course of of the year and he's working in an area that is clearly classified um by coaching I mean and let me let me explain what I mean if he's managing equipment that's classified work if he is managing scheduling that's classified work if what he's doing is he's working alongside the players and he's teaching the players the fundamentals of the game now he's working as is an educator and he's exempt. So if you follow what I'm saying, the nature of what the what the coach does depends
060upon whether we get into some wager troubles. That's why we have consistently said be very very very careful about this. And this is why we've also consistently said if we're going to look at this, we kind of need to look at it globally. Um and by globally, I don't I don't mean simply this. I mean, I think we actually need to look to see what the nature of the job is. And and as a for instance, and and football is easier for me to uh to comment on than than many of these other things. So, if you're an offensive line coach, you're teaching the kids the rules and the fundamentals of the game. That's clearly exempt work. Clearly, uh I would say the same thing is probably true w with basketball. But in some of
061these other positions, you might be doing scheduling. you might be doing equipment management and once you're doing that you're not acting as a teacher you're not acting as an educator and then we have to treat you as a classified employee and non-exempt employee for wage and hour purposes we have to calculate your overtime and so now um let's take as a for instance um let's take the the I I don't know um any one of these folks it who's maybe making $1,500 during the course of the season. With those people, if they're if all they're doing is instruction, we can classify them as exempt. But once their primary duties start to become managerial, well, now we've got to figure out their rate, their their their average rate to do time and a half. See how
062how complicated it can become. I agree with Miss Schaefer that there are inequity issues that that we need to address and we've heard for years that our our non-faculty coaches are are are not compensate are not thanked appropriately. Um this is a concern but it but >> Dr. Robertson's right. This it's extraordinarily complicated. >> I want to be clear though there there multiple categories. There's a certified faculty coach. There is a classified faculty coach and then there are non-faculty >> coaches. I I the way you just described it, I feel like we could write job descriptions that would clearly indicate that these are not managerial positions that they are coaches that are providing sport specific instruction. >> That that is would be my preference that and I understand the concern as it relates to that
063specific position. I understand that. But my preference would be that we pump the brakes and we figure out and maybe we maybe we we make whatever we do retroactive to the start of this school year. But my preference would be that we do exactly that, Dr. Roberts, that we we look at the duties of this assistant, we look at the duties of this head coach, and we determine what the primary duty is. If we're willing to do that, then there is an easy way to to address this. If we don't do it, then then one of the hypothetical concerns that we've always said is let's take the 35 hour a week employee who's working now 20 hours a week during the the the season. You're now we're looking at time and a half potentially. And
064so that creates an classified POS position and merge it with just the faculty position if they're true and maybe you just do it for head coaches. >> So I I think what my understanding has always been because they are paid considered hourly is that's why we couldn't do it. But what the way you just described it, I've never heard you describe it that way. And it makes me think that we have a first task for the new athletic committee to uh I mean essentially write job descriptions for coaching positions that are saying the primary responsibility is to provide sport specific instruction to athletes, not to do scheduling, not to do paperwork. and and and the problem that you run into and and you can get in the weeds of this very very quickly. How many
065times do our baseball coaches go out and work on the on the field? All of the time. And so our concern has always been blurring the distinction between the coaching aspect, the instructional aspect, but then everything else that they do. I remember when when uh when u Dr. Windgate was advocating for this. One of the things that that I learned is how much non-instruction stuff uh coaches do. I get that and that's the hangup. I think that there is a way to address this and I think it is easier with with some sports like basketball. Um, but I I do think that this is probably something that should be looked at globally with an eye towards addressing the Title N concerns because looking at this list, I actually do see some situations, not so much
066between certified and um and non-certified, faculty and non-faculty. I see some discrepancies between sports. So, I I I think you're on the right track. I just think that the fix needs to be a little bit bigger than what you're suggesting. And I really do think that the board needs to look at this >> all at once. That's my that's my recommendation. >> But my concern is if we don't retrodate it back to the first of the school year, then we're open for some liability. So, >> I I think that that whatever we do, we need to be equitable about. And if what what we determine here is that there's a problem, then we need to fix it. But but Dr. Robertson's right. What we may have to do here is is break down the job
067descriptions. Um we may have to track hours that people are are actually working on things. That's why we've been very reticent to go down this path. That's that's exactly why we've been reticent to go down this path. But tracking hours and being sued for Title N, I mean, that's a no-brainer. I want to be sued. >> Well, and so it's it's sort of like picking your poison because because to to Dr. Robertson's point, the reason that we've been so reticent about this >> is because wage and hour and overtime lawsuits are also real. And so what we have done is we've we have been very reluctant to compensate coaches for some of the time that they've actually spent recognizing that that what we're talking about here is a job of work. It can be done,
068but it's been one of these things that we've been slow to do precisely because when you peel back this list, you have to figure out on a sport byport basis what people how people are spending their time. Um, glad to help with it and and Dr. Robertson's right. We've written lots of memos over the years about this and I'll be happy to share them with with Mr. Slater just so that we're clear. >> But just so I'm on the same page, Mr. Bennett, the basis of your position is lean leaning on the laws from a federal le level. >> Yeah. >> Yes, sir. So, and and to be clear, there's um each sport's going to be different. each each head coach is going to expect different things of his assistant coaches. One thing that's certain
069is that the the wage and hour department of labor sent an opinion letter a few years ago that says to the extent that all you're doing is providing instruction to kids. All you're doing is providing instruction to kids, that's exempt work. And so you don't have to worry about overtime. The problem that we have historically had is we didn't know how to separate out work that is just instructional versus literally everything else that the baseball coach has to do or the football coach has to do. So Dr. Robertson's heard me give it a simplified explanation of this over the years because this is extraordinarily complicated. >> So is it classified as a stipen? So when you're doing a stipend to a um to a faculty coach, it doesn't matter what you're paying them because if
070the if the faculty coach is already a teacher, so he's already exempt. We're not tracking his hours, >> right? >> You're paying us him a stipened uh to acknowledge his service to this to to the to the to the program. You don't have to track the hours because the first 40 hours don't count. >> Right. Let's take your um let's take your your custodian, okay? Your c or food service work, somebody who's working an hourly rate. When that guy who works the hourly rate at say $10 an hour, he gets done with his day job and now he goes and he works um as a coach for say $7 an hour and he goes over I'm sorry, 750. goes over um and and I arrive at 750 by by doing some of the math here.
071How much time you're going to spend divided by the by the amount say it's 750. Well, now if he's working 50 hours a week, you've got to blend his hourly rate and part of that has to be overtime. For some of these folks, probably we're going to be okay because this because the amount is high enough. For some of these, I just don't know. And so this is this is a This is a complicated analysis. I think we can get there if the board is willing to spend the time talking about it and maybe investing the money to be sure that we do satisfy the wage and hour issues that are at play here. That's been one of the concerns is it takes money. >> Yeah. Just last question. What if this may be more
072of a question for Justin's team. Um, what if we classified it as a bonus in the sense of what if >> does it matter? >> So, so there's actually also guidance from wage an hour that says stipens or bonuses or whatever you want that are just honoraria just thank yous. >> Those are non-t taxable and you don't have to worry about wage and hour issues so long as it's not enough money that would actually motivate you to do the job. It has to be a simple thank you. Okay. And and the best guidance on that point is it has to be about 20% of what market rate would be. So hypothetically, if market rate for a coach would be $10,000, then the most that you would you could do for a stipen would be 2,000,
073>> which is what our classified rates at. It's like a stipen. Yep. >> That that's that's sort of and I can't remember >> I think that like if I mean nobody's volunte but like this just takes us getting into this committee and working towards it. That's what the board wants. >> That's what I was going to say. Can they talk about this in their committ >> Scott and and Mary and Penny's done some work on this um in the past with them? I can get Penny to come >> to meet with Mr. later and we can kind of get something on paper and start working towards it because what I'm hearing is >> do I need to amend my motion to make sure we retroactively pay these people to the first of the school year
074>> once we come up with that >> I I would re like I would recommend kind of the same way that we are doing with um you know the dawn moving it to the hope is like give us a minute to work on it let's bring it back >> and then you can make a motion then >> I'll table my motion for now I My that that's my recommendation, Mr. Chairman, Miss Schaefer, is that is that we work on this. The last time that we really spent a lot of time working on this was when Mr. Fogleman was here and we developed this framework. Even then, we discussed there there were other ways to do it. Other districts do it differently. But candidly, as large as we are, we do draw the attention of wage
075and hour inquiries. We had a wage and hour inquiry many many many years ago. It was about 20 years ago, wasn't it? >> 2009. >> It was a while ago. Um, and so we do we we do draw uh the attention to these things. There's there's a way to do it, but it requires a lot of deliberation and intent and then and then the fix is expensive. >> The commitment to do it right's expensive. >> Okay, Mr. Slater, then back to you, Ben. >> Um, Jackie asked a while ago about the number of coaches, why we have so many coaches, but you got to understand the TWSAA has added sport after sport. They've added bowling, they've added girls flag football, and so on and so forth. So, you got to have coaches for all those
076>> nail polish, >> uh, underwater basket weaving. But just to uh reiterate what Scott's saying, we'll we'll get together and we we can work that out without any problem. Uh I've got a couple other things that I want to throw in. So we we'll get together on it. >> Okay. So Mr. Connor, >> thank you, Chair. So I I share the concerns of my colleague about getting into the legal um into the legal correctness. Um, I like the idea of creating the positions that I didn't light up until a or before you'd said that. Um, I would say also that like I was worried hearing you say it was going to be very expensive. I wouldn't want to spend the money we need to use for the coaches on >> getting out of some way.
077But, but let me just say this because I think uh I think there's a lot of thoughts to this. So I would at this time make a motion to table this to committee as long as it can be we know all know that it could be prrated back to the first of the year. So I I make a motion to table this to committee. >> Do I have a second? >> Third, fourth and fifth >> cuz now I'm confused on I mean when I was in school my gym teacher was a coach, Coach Tyler. He didn't coach nothing else but track. I don't understand. >> So So we'll we all on you, >> Steve. We're good. >> Okay. I I think they're more than capable. >> Okay. >> Well, thank you. >> They can do
078it. >> All right. >> Call for the question. >> Well, question for what? >> But she her motion to her motion to table it. It is a motion that has to be we have to take some action on an agenda item. She made a motion to table it. So, we have to vote table. >> Vote to table it. >> We got to vote to table it. >> To table what? Or we table >> my motion. the motion that she want to pay these people retroactive last year or something. I don't know >> retroactive to this year do that. Did you have a second in the first place? >> No, but then Ben >> made a motion too. >> Yeah. The motion is to table this to to committee. >> Yes, >> that's the current motion.
079>> Okay. Roll call. >> Okay. >> Mrs. Black. >> Yes. Please. >> Mr. Connor. >> Yes. >> Mr. Dy. >> Yes. >> Mr. Grime. Yes, >> Mrs. Haden. >> Yes, >> Mrs. Jones. >> Yes, >> Mrs. Schaefer. >> Yes, >> Mr. Slater. >> Yes, >> Miss Thomas. >> Yes, >> Chairman Smith. >> Yes. >> Okay. Cell phone policy. Um, I think you everybody got a copy of of the latest document >> uh Shannon put together for us. >> Uh, this is a first read. >> Uh, if y'all want to if you want to drill down on it now, we can. or or we can wait to another time. >> I've got my >> We need to have a policy in place before. >> No, >> we we've got one if you want to have >>
080if you're wanting to table it to another time. I will un light up and we'll I'll make a motion to table to committee. >> But is that what you asked for? >> Voting on it. >> No, I just said it this is a first read. We don't have to do anything. >> Okay. >> Yeah. Yeah. We don't have to do anything in that. We don't want to. >> No, >> it's a first rate. >> I have one question about them. >> How much will this cost us? >> 500,000. >> You got price in there. There's two prices that are reflected in there. There's a price for um high school only um and a price for middle and high school. >> It's coming down. >> What? >> Okay, y'all. >> I'm sorry. I stand corrected. Here's
081the number for uh all middle and high schoolers and then one for economically disadvantaged. >> Would you mind? What? I was just >> I'm gonna have Miss Moody come up. >> Thank you. >> I don't see the >> Appreciate you. >> Sure. There was Well, I don't think we printed that for them. So, I can send that out through email. Sorry, I didn't know we were going to reference it that way. Um, we did get a quote from the company that we were talking about previously. Um the quote was at that point we were asking for what would it be for the estimate of all economically disadvantaged students in middle and high school which was about 12,000 students. So we got a quote for that and then we got a quote for 21,000 which would
082be all of middle and high school. Uh so we can see the the cost of those. I'll just go ahead and let y'all know it's about $30 a pouch um for that cost. >> And we going to pay for or the parent? >> Uh the policy that you have in front of you says that the student will be responsible for paying for that. I think the logistics of that is we would have to upfront the cost of those and then find ourselves getting that back from the student >> and if they don't pay we don't get it back right. >> Yeah. >> I would have to defer to like what our >> cell phones >> forgive me. I think it's still if I I did ask a question but I believe I still it's still
083on my time. Correct. Okay. Thank you. Um I just we would have to buy them up front and then sell them back to the people. So we're in in doing some sort of charge and we're then also as we've mentioned in now this is the eighth time that we've talked about this in my tenure on the board. We're now throwing something else onto the teachers to be responsible for making sure that these phones are locked up every time and that's something that they have to take time out of class time to make sure they're doing. And do we feel like these are something that will fall in line with Tennessee code where in the instance of an emergency the child can have immediate access to their device which I didn't write the law but that's
084what the law says and we are bound by >> I'm asking opinion I guess >> I think I could say there will be operational like we'll have to figure out the operation of this. I think that at the end of the day like I there was some discussion in the last things about that lunchtime usage and I know that in our current cell phone policy that is at the discretion of the principles I know for instance one of my high school principles was choosing to change where they weren't going to be available to the students during lunchtime. Um, outside of potentially changing a sentence to say that a child has access to them in the case of emergency, our current cell phone policy is in line with Tennessee code and it needs no changing. Um,
085so I'm not going to be somebody who sits here and tells the teachers that they can't have their step raises, but we're going to blow off a bunch of money that probably won't be used to buy little pouches for classrooms. So unless that comes out of this, there's no way I'm going to support it. >> Okay. >> Comment. >> Um I I've got all sorts of research on the banning of cell phones. All these pouches, if it's an emergency, can be opened with a pencil, but it breaks the needle to where you ruin the pouch. So, what are we going to do if if we would approve this even if we upfronted the upfronted the cost? Why would we need to do that? Isn't this a parent's responsibility to purchase these? And is what's the
086difference between the 12,000? Does the 21,000 include the 12,000 economically disadvantaged? So, we've given two numbers, you know, what is the number? Is it 33,000? No, the 20 21 is all of them and 12 is >> metal and the 21 was metal and high. >> Okay. So, and that's $30 for the pouches. >> Yes, sir. >> And and that's that's probably a deal. Um >> Well, there there's other vendors. I mean, we just we just looked at that one vendor. For example, Ben's got a got one right here and and the the unlocking device and I think this this particular one is 15 >> 14 15. >> Yep. >> So there's there's other vendors out there >> and and but we would have to provide an unlocking device. Is that correct? >> Yes. Yes. >>
087Okay. I know the yonder pouches can be open. You just take a pen or pencil, pop it. Um, >> but then they'd have to buy a new one. >> Okay. >> But I think this should be a a parental responsibility. >> You're talking about to purchase the pouch. >> Yeah. [Music] >> What I say? >> I mean, it's like eBay, Amazon. Come on. >> I think I'm confused on why we spending all this money. We just don't want to use the phone. Tell them don't use the phone. Yeah. >> And if >> I don't know, but I'm not going back down this rabbit trail. I just think that's just a big question for me because we have a policy like being said that it's fine based off of what the new Tennessee code annotated says,
088give or take what we prefer here. I don't really feel see the need of asking a teacher to >> Let me see this contraption. Sure. >> Let me see that. >> Here's the mechanism. See what I'm saying? And Tay Tay acting up. I'm trying to teach you and I'm trying to get to your phone cuz you got like it's too much. >> No, now hold up now. That that that's mounted. So that'll be at a set location whether at it's an exit or an entry point. >> It's like how many of these we going to have sitting on the wall? >> Well, that's part of the cost. When you when you factor in the cost of these, they take that to account. So you've got your actual devices plus those. So it's a it's a
089package >> and it's mounted on the wall. >> Those are mounted. And then you also have the ability to have mobile ones. So a principal could have one, a coach could have one on their keychain. They're a lot smaller. I don't have it, but um invent of emergency, someone could utilize that. >> Okay. I >> I'm not voting for that. I got to understand the point. That's a waste of money when we got people that we just laid off people. Well, not laid them. I'm like, they just >> I don't know. In in the grand scheme of things, I just spent $147 on school supplies. Here's my receipt. >> So, while while y'all want to buy that, y'all could have bought these Expo mark cuz I got to buy from my kids teacher. >> Where'd
090you get it? That >> cuz they need those as tools to teach. Like some stuff it just doesn't make sense in payment. If we we're cut we cut money. The lady today asked us to cut some more money. I'm trying to figure out what what else we going to cut. >> But at the end of the day, we want to spend how much on these? the Expo Mall is 8.97 and that's for them to teach. Like it just doesn't make sense to me. >> Well, it's it's an opportunity cost. I mean, >> so the opportunity to teach my kid how to do math with the Black Expo that I have to pay for should be the opportunity for the teacher that we're employing that we can't give them the step rates for and not for
091$33 for a plastic box to put somebody's cell phone in. >> 14. >> Well, whatever. I have two cell phones, so for me it'll be $30. I'm just saying it doesn't make logical sense when you look at the needs of our schools to buy a box for a kid to put a cell phone in rather than just to say hey don't bring yourself you can't have your cell phone and enforce what the rule is. So I'm well I don't care how much time we talk about it. I'm never voting for that. M police, >> I I would love it if we could try the low tech option, you know, just having the pouches on the walls. And every teacher I've known about or talked to, and I know it's been successful in other places, you
092know, it really is pretty successful. Um, >> you know, they come in and put their >> It's the shoe organizer on >> the shoe organizer. I mean, I'm okay with that. But I got three of them at home brand new. Somebody can have >> and uh >> anyway I would love for us to try that and if everyone really made an effort to do use that consistently plus you know I wonder about as far as the law them being able to access it if it's locked in a pouch all day. You know if they're supposed to be able to access it if they need to. Um, I just would love for us to try that as a very lowcost option. Anyway, >> Mr. Lowry, I >> I'm not going to to I know we're not
093talking about it in detail, but um what I wanted to do is just to provide some some database information. And I think that's important. Whatever position you're on or or regardless of what type of decision, it's always important to look at the data. And the good thing is we have a lot of data now. I mean, you don't have to look far. I mean, Arkansas just just has has some data and this is something that is happening all across the country and has been happening globally for years dating back to 2018 when when um I think it was in London where they started implementing rolling out a bell-to-bell ban. What I think is just interesting, and I'll just I'll leave it at this and I respect everybody's position on this. I really do. You know,
094I'm a parent and I think about this all the time. We've got a a 10-year-old as of this week and um we're not trying to tell parents how to to adopt technology in their house. What I'm trying to have is a healthy discussion of what makes the most sense when these kids who I feel are under our responsibility for eight hours out of the day, how we're taking care of them. And when you take a step back and you look at the data in terms of what the impact is, negative impact on kids, particularly with social media and cell phone usage, it's overwhelming. It's almost frankly scary and I think it's probably the greatest threat we have for this next generation is is this. So I would encourage you just to look at it. It's
095it's it's incredible in terms of what the results are seeing particularly from the reduction in altercations, bullying, uh disciplinary measures. I mean there's there's such a positive impact on it. And I think this is something that I know you guys already talked about it. I apologize. Um, but it's so important and I think honestly and I I know Joe agrees with me. This is probably one of the most important things we're going to talk about just because it has such far-reaching implications with these kids, not just academically, but socially. And it's something that we should really explore further. And I know we're not getting to tonight, but please review it. There's references on it. Do your own research. And I'd be surprised if you didn't come to a similar conclusion based off what's been out
096there publicly made. >> Thank you, man. band. >> Sorry, chair. I would I would reserve my comments because I know we're going to talk about this, but it's timesensitive. Um, I was interested if you wouldn't mind because I know we are about to have our PD day for all of the employees. I'd love for you to poll the teachers and say in the interest of in the interest of helping the students because I agree with you and I really do. I >> My wife and I talk often. We actually just had this awesome video shared with us about the dangers of social media and body shaming and all of the things. Um, but I equally want to be a good steward of the monies that we have and and the time and the respect towards
097the teachers. So, I was wondering if maybe you thought there was a way that a survey question could be if there if we were going to lock up cell phones or if we were going to have them out, would you prefer >> why don't we why don't we take a shot at like a couple of questions and send it out as a pulse check do regularly >> and um we'll run it by the entire board and just make sure everybody's good with it and we can send that out like August I think that could be really helpful for us to hear from from the people we're making decisions for to see what works best with them. So, thank you. >> Okay. No more lights. >> Okay. Uh announcements down there. You see 31st administrative in
098service. >> Mr. Chairman. >> Yes. >> We we've skipped over the director's evaluation. >> Excuse me. Thank you. Good catch. should put this in my >> Everybody should have gotten that uh uh as an email I think yesterday or maybe day before yesterday. >> Last week >> u I was I was tied up last week so I don't think I saw it till yesterday. >> So what I guess that the action we need to take there is that that as you have viewed that is is that the instrument that we want to use? That's a question. Or do you want to tweak that in some way, add some, delete something? So that's the question. >> I would like to be able to I would like to be able to read it >> and and come
099bring it back because I have not effectively I have not read it really the everything on it and uh so >> Okay. >> Yeah. >> Okay. >> Thank you, chair. I reviewed it and you know I as I've said to a couple people talking about this I more data is never bad. It's just making sure that it's not repetitive and that we're asking the good questions and getting the answers that we need. Um, basically in reading through it, the only thing that I saw that that kind of stuck out to me and I I want to add like one word. On page seven, column one under sources of evidence, the final bullet point says nature, extent, and frequency of complaints or concerns voiced about subordinates within chain of command. Um, I'd like that to to
100say something of like qualified or verified or something along those lines because I wouldn't want us to be taking into account that somebody got mad at the superintendent and sent in 1500 emails in the course of two days and we have to take that as a metric rubric or whatever. and and there weren't too many other places, but I think that's kind of where where my mind was on this is making sure that the wording is is qualified things, not just I mean, obviously this is our opinion on on the job description, but anything outside of a board member's opinion should be something that's a factual data point given to us. >> Go ahead. Go ahead. I just think just what you read, I haven't read it, but for me that could also lead to
101someone uh petitioning out and saying, "Let's all of us get together and form a complaint of a superintendent or a director, whatever, whatever the title is, and create even more friction." So, for me, just listening to what you said, I haven't read it. I don't want anybody's I'm just being honest. I I I do cuz I it matters to me how you treat people. And I've told Dr. Robinson and everybody else that. But what I don't want to happen is people get angry, do petitions, and come in here and give us all of these complaints, and we're supposed to judge based on what they say. And now that's if you if you gave me that, I would not I would not want that to be a part because it should be what I have seen
102and what concerns people may have told me. And as you said, Ben, it's been factual, but I by no means want to even, this is me, entertain such a question that way when I know from a community perspective. I'll get everybody I know, look, we don't want this superintendent. Let's let's just this this how we get rid of him because that's part of his evaluation. So, that would be my concern with that. That that that's my concern. And I ain't I have I have not read it yet. >> So, please, as the chair, I'd like to make a motion to table this for board review to the August meeting. Thank you. >> I second. >> I had a light chair. >> Go ahead. >> I just want to clarify that there's been no edits to
103this. This was a merge of last year's form and the TSBA form. And the only other people who have had input is the superintendent and Mr. Bennett. >> We made some edits, right? That's what that's what she said. >> That's what I'm saying. No, you and Mr. Bennett are the only two individuals who have made edits. Otherwise, it was just those two forms merged. So, tableabling it so that board members can make edits, >> I'm I'm fine with. I just want to clarify that the version that you're reading, no board member has written one iota. >> Can can I clarify the edits that that I made? I essentially was trying to take away redundancies and take away things that uh because the TSBA a lot of it when you read it applies more to small
104school districts. So were there there were some things that just like would not even applied but that's the extent of which I edited it was just redundancy and this would not even applied. So >> that that's correct board members and I I edited some additional things that in view of what some ideas that had gotten about that. I also recalled some of the discussions earlier in the year about about Dr. Roberts and wanting to um to be accountable for certain things going on in the administration. So I've added some some things and I highlighted for your review the things that I added, but I think Mr. Connor's point's well taken. um that that the complaints that y'all receive sometimes beauty is in the eye of the beholder. So I've gone ahead and I've I've edited
105that entry to say nature, extent and frequency of legitimate complaints or concerns voiced about legitimate >> just so you know that wording is in two places. One refers to the superintendent themselves and the other refers to their employees. >> Right. Right. I'll I'll make that throughout. Um, and obviously the legitimacy of a complaint is going to be in the eye of of a board member and and the assumption here is that y'all are going to use common sense. You're not just going to simply tally, okay, that person called me again. That person called me again. So, but to to the point that Miss Schaefer made, if anyone has any thoughts about why something is worded the way it is, please please reach out to me. If you have an addition, please reach out. If you
106have a something to delete, let me know. Otherwise, this is basically the model that we've had before, the TSBA model, and then it's been tred up a little bit to reflect recent conversations and to eliminate redundancies. >> We got a little bit of time. When do you anticipate that all the the data, the testing? >> Um, the TAS data won't be public till the end of August at the earliest. Um, and then we do, it depends on what we want to wait for school. The last piece there is kind of the school report card where the schools get grades, that kind of thing. That doesn't come till closer to November. >> Well, broad district rating. >> Yeah. District rating, things like that. So, there's always going to be this like tear out of data where
107we first get just the test scores, then we get the TOAS, then we get school ratings and accountability and then district ratings as well. >> So, so there's a little disconnect there. I I think we maybe we had this conversation about u about the timing of when we wanted to get this done. It didn't line up with when we get all the data back. >> Well, it's the policy and the contract and we the policy is has not been revised in a while. District data used to come back. You almost always had it back June and July. >> We don't get that anymore. And so the contract is written to basically say I think it's within 30 days of the final data I send you self evaluation within 30 days of that you guys complete
108that. >> So that could we >> could be December. >> That could be December. Yeah. our game. >> Well, yes, that's when we will be doing the evaluation, but his contract also says that we're supposed to agree on the instrument really after the last evaluation. So, so if hypothetically if if he needs to do a better job polishing widgets, then then the next evaluation we put in there that he's going to do a better job polishing widgets. So, he's got 12 months to work on the widgets. So, we're behind with the instrument. >> Yes, ma'am. >> Okay. >> So, do do we need to to vote to table that? I don't that's necessary. >> I don't think so. Uh, Mr. Chairman, what I'm hearing is the board's not ready to talk about it. >> Um,
109>> so we'll just we'll do it in August. Please let me know if you have any thoughts or comments. >> Okay. Thank you. 31st administrative inservice. August 1st, professional learning conference. Monday, administrative inservice. Tuesday, administrative inservice. Wednesday, August 6th, first day of school. Been a fast summer. Been a fast summer. >> Okay, everybody be careful. >> Why do we start so early? >> Before anybody that >> August 7th, >> before anybody that works at Hamilton County Schools leaves, I need someone to help me register my kid for first grade because P school has been down for two weeks and my password ain't working and this what they gave me and I need help. cuz it's stressing me out.