001[Music] thank you [Music] and then [Music] thank you [Music] thank you [Music] foreign [Music] thank you [Music] thank you [Music] foreign [Music] thank you [Music] foreign [Music] thank you [Music] foreign [Music] thank you [Music] thank you [Music] thank you [Music] foreign [Music] foreign [Music] thank you [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign um thank you foreign thank you [Music] thank you foreign thank you foreign [Music] Dodd former Hamilton County school teacher and current Chapter Chair of moms for Liberty please consider what I say when voting on The 76th seed coach positions what I have to say comes from my heart every word is for all parents and children what is being proposed is a direct assault on parents and their god-given right to be the center of their child's social and emotional
002development let's discuss the facts SEL is Marxist activism posing as an educational tool that's a broad claim so let me explain we are living in a paradigm shift of identity and culture-based Marxism the domain of analysis has shifted from economics to culture and from class to Identity this Leviathan is called neo-marxism and its tool is critical pedagogy Paulo Ferrari was the father of critical pedagogy The Liberation theology energy which is critical theory applaud to the theories of Education when you apply oppressor and oppressed master and slave to culture and identity you breed a ramification of new forms neo-marxism is anything with the word critical in front of it such as critical race Theory critical gender studies and yes critical pedagogy Ferrari was also the proto-godfather of everything Castle including seed the most cited book on
003SEL called the handbook of social emotional learning states the purpose of Castle is to use SEL techniques to raise critical Consciousness this is Central to Ferrari's Works in chapter 9 of politics of Education Ferrari states the purpose of education is to humanize man and the world exactly as indicated by Karl Marx why is this important one of Castle's go-to Scholars Linda darling Hammond says this is the purpose of SEO she wrote the forward to the handbook of SEL and I quote SEL is deeply ferrarian and what must happen is the humanization of Education Castle approved programs like seed are Marxist because that's what Castle says it is it's ferrarian Ferrari marxified the academy by making learning a process of Liberation and Consciousness raising not education and literacy Ferrari explains in chapter 10 what Educators must
004endure to be true Educators he calls for their brainwashing the United Nations and also Scholastic literature that came out of the maoist regime where the term was invented defines brainwashing as and I quote the process of fixed personality death and rebirth through the medium of indoctrination Ferrari rights proper education demands in Easter that is it demands that we die to be born again conversion to the people requires a profound rebirth those who undergo it must take on a new form of existence they can no longer remain as they were not one part of scl handbook makes academics primary because of that SEL has not been and will continue to not be helpful in raising achievement scores there's no evidence to support this ideology other than the debunked durlach meta-analysis what is called evidence-based means Castle
005approved parents don't want unlicensed social workers and unlicensed psychologists Gathering psychometric psychometric data on their children you are giving away children's private emotional Universe to Big corporations if nobody believes this there is a highly influential and groundbreaking piece called psycho data seed stands for social emotional academic development it holds social emotional unlicensed character development and Consciousness raising of neo-marxist marginalized statuses Above All Else Mark said the child should be raised by the state not in the lap of his mother it is not the state's place to character develop children that is an intimate practice of the home or licensed professionals because Castle has explicitly called SEL a ferrarian project and supports the humanization of Education it is by definition a Neo Marxist project it isn't Up For Debate sel's purpose is to raise awareness of
006whatever neo-marxus marginalized social status someone falls under so they can become activists in the Audiology of social justice please do your research on neo-marxism and do not approve the sea coach positions thank you for your time thank you [Applause] thank you mrd Angela valaro I hope I'm saying that right valoro thank you Lord good afternoon not chairwoman but the rest of the board um I'm Angela faveler I'm a parent in District Five I have two students in Hamilton County Schools one in high school and one in third grade you all have known me speaking on policy with monster social justice but I am coming tonight as a mom one who's navigated through five different Hamilton County Schools some traditional some Charter through the hurdles of IE plans IEP plans kids being bullied my kids being
007the bully moments of Crisis just being a parent on the outside of this school system before during and after the pandemic and my story isn't all that unique I'm speaking in favor tonight of the seed positions under 8b1 and referencing some of the ongoing budget planning meetings that have referenced their demand in Staffing budgets kids are complex aren't they I know none of the parenting books prepared me for this they didn't really prepare any of this for this um because the notion that something simple is the answer to something complex is pretty short-sighted first I'd like to say to anyone who says that something is wrong with someone or that something has to be wrong with someone for them to seek counseling is not only an erroneous statement but a benighted one athletes get coaches
008to hone skills every day we praise them for their tangible success but want to shame students or people in society for honing their mental health skills or to dissuade others from investing in the people Capital needed in these programs because there isn't a state championship title of Mental Health most of the reasons people admire Athletics and their impacts on us are because of the social emotional skills they learn from team and goal-oriented lessons that are baked into team sports and the coaches that they go to to help navigate those hardships we all use social and emotional tools each day to navigate work stress relationships and what to do when things are beyond our control and man don't you think these kids experience a lot of things that are beyond their control don't you think that's
009pretty hard to handle there have been days where some of your employees have made the difference in whether my child went into a crisis situation or not whether they could bounce back from triggers that outside of school they have support for but not during the school day if anyone has lived with or loved someone with a crippling anxiety you understand how individualized and complex the needs are and that I'm we're just one example if families have the means to get these Services outside of school currently in our community the average wait time is three months or more to get private care and that's a long time our kids have 6 000 waking hours per year and we trust your schools with almost thirteen hundred of them for me as a parent that's a lot of
010trust I've heard some people say they don't co-parent with government and they're right we're not co-parents we're not equals but you know that old saying it takes a village no truer words have been spoken about our relationship with schools and your role in the village is to use what we've invested as a community to provide vital resources for all kids that are in your care if we only focus on the basics of Reading Writing arithmetic our kids would be left without any emotional support for over one-sixth of their lives each year in school no support for navigating a playground scuffle or a bully that's left them distracted the rest of the day causing them to have unexcused work no support for test anxiety around the multitude of tests they prep for every single day no
011support for kids who aren't reading well and don't know all the details but they know they might be held back this year based on the results of one or more of those tests they hate so much no support for when they're not getting the math and they're just not getting it and they feel like they can't get anything right and they don't even know why they even try no support to address the problems of students being victims of violence perpetrators of violence or exposure to violence when we talk about behavior and how rough it is in our schools our teachers our administrators our students and parents like me have been asking for supports like these in and out of these budget meetings these positions are more than worth their line on this budget kids aren't
012innately bad hurt people hurt people and more discipline doesn't relieve hurt accountability and preventative care aren't mutually exclusive meeting students well-being and mental health needs is the most affordable preventative way to address behaviors before they become more extreme you're supposed to have one counselor for 250 students and we're only budgeting for even one to three fifty so far you have to make important changes to grow with our students instead of trying to prune back the resources for them you can pay now with the funding that the state says that you should spend on this or you can pay later with our kids well-being or possibly their lives and for many of us that is that dire thank you thank you Michelle Gooden good afternoon I'm here today to update you on the board progress of
013collaborative conferencing we have enjoyed working with the district to elevate the concerns of our staff and to work with the district to create a memorandum of understanding that promotes our mutual intent to create great working and learning conditions here are some of the things that we have worked on we have agreed on a framework for formalizing the role of educator voice in the workplace educators will have the ability to elect their own representatives to school leadership committees breaking through the perceived wall between staff and administration we have clarified the language around planning time to ensure educators are getting the time they need to focus on planning for instruction we have also agreed on a framework for Duty and meetings we have agreed on a common goal for increased compensation for professional employees we have to
014wait for Budget talks to finalize this but I am hopeful we're happy to share that both sides are eager to give professionals the meaningful increase and I want to tell you today that I look forward to continuing this work with the district stepping into this position for the first time has been a valuable experience for me and I have enjoyed working and I hope to continue this next year so thank you so much for having me [Applause] thank you you know we have a couple that's been added here so uh Rebecca day thank you for giving me the opportunity to speak some of you know me some of you don't if you don't know me you can ask your colleagues about me first 4 30 speaking time is inconvenient which is why I'm here because
015working parents a lot of them can't come and I drive from cell Creek so it was a rush to get here to get signed up um I know you're voting on the seed supports and I've done lots of research on it um so since we just learned that seed equals SEL and the mechanism in Hamilton County for collecting SEL data is the survey I want to touch on that for just a minute and then Circle back around to the seed position so just to give you a quick overview of what's happened over the last couple of weeks um so there were questions about the notifications for the spring surveys and then some emails did come out to the parents letting them know that the screen the spring survey was going to be given but that
016uh the emails directed the parents to the website to go to a power school and PowerSchool is grayed out so if you if you opted out in the fall it's grayed out you can't do anything in the spring but then get back into the school you know the parents got that email they went out to Paris school it wasn't accessible so some of them emailed the the principals or their teachers are called and then some surveys were still given to kids that were opted out so when the now having said that my student is in high school she has a mouth and she can tell an adult someone in Authority my Memaw does not want me to take the survey and she told me that they they sent her out of the room when the
017survey is given a second grader on the other hand looking at their teacher you know in their mind especially if they're timid they're given this survey they may not be brave enough to speak up and say mom doesn't want me to give take the survey um and then they take the survey and then the parent finds out or not because the kid might not come home and tell them so one experience that I was informed about was the parent found out about it call the school said what are you doing with my kids data they said whoops sorry we're gonna delete it okay TCA 492211 is the law in Tennessee that says you have to inform the parent so if it's not followed What happens you know what what happens to the person or the
018admin or the process or the system what happens when that law is not followed who is held accountable for not following the law in the school system so I've done research on all of you I'm sure you all know that three business owners or maybe four or two social workers three teachers or former teachers two people that have experienced a non-profit one stay-at-home parent I would ask you personally what private business owner that breaks the law is not held accountable in some way they're fined they may be sued you know they may lose something like when is the Hamilton County School System going to be held accountable for not following this law and not just this law so my final question is if the current Administration is incapable of ensuring compliance over a hundred social
019social workers now I researched that on my own I have no idea how many social workers or counselors or seed coaches I know there's a handful of seed coaches already I don't know how many are total in the system because it's impossible to find anything on the website when you go and you look in that uh directory all the people aren't out there you have to go to individual schools and look up the counselors so there's a little over 100 if if they can't control compliance over that what makes you think they're going to be able to effectively control compliance over 100 or more counselors seed coaches social workers God only knows I don't know how many more positions are up for higher so why not use some common sense there's a lot of red
020flags there's unanswered questions and frankly there's legal issues that are unknown why not take a page from the legislature and roll this to summer session which I understand that's where Bill goes to die but maybe it won't die maybe you can talk about this more because this is a lot of money to invest in a lot of positions that they're not being handled correctly at the moment like I would like to see Hamilton County School System run a report of all of the students that were opted out bump that up against all of the students that took surveys if any of those students that were opted on in the fall took a survey they need to be proactively contacting the parent they need to be asking the parent what they want to do with that
021data they need to be showing the parent what questions were asked to the child and they need to be offering supports to that child who disobeyed their parent and took that survey like let's think about the kids that have to answer to that some parents might get mad you took a survey like you know I mean we all need to use common sense here thank you thank you Miss day Jason Benton good afternoon thank you for the opportunity to let me speak um I have three kids in the Hamilton County School System One of a Pre-K at um Allen I have a first kindergartner at McConnell and I have a special needs student at Loftus um talking about budget talks and what to do with the funding the special needs I mean the coaches for
022emotional needs and stuff it's great but I would like to see some of the funding go towards the CDC program and our school system a lot of parents of regular kids or normal kids don't understand or don't know that the challenges that special needs parents and especially students go through um there's several examples I'll just give one on some of the special needs classrooms for example have washer and dryers in the classrooms because most of the kids are incontinent so they have their clothes have to be washed and the parents like myself we donate the pods and the washing detergent stuff for these classrooms every classroom is different my son particular Matthew has cerebral palsy and autistic he was at Spring Creek Elementary last year their classroom was set up great they have the padding
023for the floor the padding for the wall everything looks really good and we went to Loft to um Loftus this year he started this year classroom is is set up for normal kids it's just a basic classroom they do have a small kitchen in there they do have a wash and dryer but that's pretty much it um some of the finances should go towards making these classrooms for these kids with special needs suitable and comfortable to where they can get things done if they need to do for their classroom um another example I have to give I just thought of was in Matthew's classroom there's two toilets one a normal size and one that like the the K students use The Kindergartners just real real small low to the ground and there's a particular kid
024in this classroom who want who's scared of the bigger toilet so but they don't have a smaller one in that classroom so there's not a tools for him to use so they have to take him down the hall so those are two examples where the funding I think should go whatever y'all decide to do I encourage you guys to get out into your schools talk to the teachers and the faculty and and see what the needs are and you know this funding is great but it's only great if you do get great things with it um just just take your time and and consider everything everybody spoke here today their their views are important and what they said make is important just consider all of it and I hope you all make the right decision
025and all this and uh again I just like to see some of the funding go towards this it would be it would help out for a group of students that sometimes is often looked or not thought about that's it thank you very much [Applause] thank you Mr Benton Susan McCain evening my name is Susan McCain I'm a math teacher at Hixson high school right now I've been teaching in Hamilton County the last two years I've been a teacher total for six years I have Praxis scores EOC scores pass failure rates observations growth scores by all accounts I'm a pretty good teacher and this year I'm not enough for my students the regular trials and tribulations of high school combined with coming back to normalcy after a pandemic means I need a lot more support to
026help my students navigate their lives because at the end of the day if they're trying to figure out what lunch they're gonna pack for their little brother and sister or who's going to get Transportation or even God forbid what's going to happen to their parents who might be incarcerated they're not focusing on my math lesson and I can't say I blame them all that much I really wanted to let you know just how strongly I support funding the seed coaches because at the end of the day I am a math teacher I am a good one but I am not prepared to help my students in the ways that they need I desperately need another trained adult to help me help my kids thank you so much for your consideration [Applause] so that moves us
027down to presentations I believe Dr Stewart all right Vice chairman Smith members of the board superintendent Robertson I appreciate the opportunity to share with you the findings of our K-12 math adoption selection process I'll pause and say also in the audience I'd like to recognize Dr Yvette Stewart and Dr Jamie Paris who are on the front row they're our directors of Elementary education as well as high school and Dr Rice is not with us today but he's middle school and I'll say in front of you all they do phenomenal work and they've done a great job leading this process so thanks to them as you're well aware oh um a little excited there here we go all right so uh just a little bit of our past adoption uh the last adoption we had for
028math was in 2015 2016 school year for the implementation occurring in 2016 2017. since that time uh the Tennessee state standards for math have been revised and that's the reason why we are in an adoption year we need to select the math curriculum that will match and be aligned to the new implementation which we'll take into effect in the fall of next year when we think about why it's important to have high quality instructional materials there's so much research out there around the fact that we have to have strong high quality instruction material your materials has the foundation for what happens in a classroom in Hamilton County Schools we see that as a way to do many things number one it ensures cohesion among and provides a cohesive trajectory for a student so when we
029think about math we think about all the way from number cents in kindergarten all the way up to how do we prepare them in high school to move in and be successful in their post secondary Endeavors and so cohesion is built across grade levels Equitable access to curriculum want to make sure that every single student is given the opportunity to have high quality instructional materials that are aligned to standards regardless of where their school is regardless of where their zip code is that they have standards that I mean they have curriculum that are aligned and and follow the blueprint of implementation also it provides Focus uh for teachers we obviously just heard from a pretty incredible teacher here today providing curriculum for teachers reduces the amount of times that teachers have to go out and
030find things on their own allows them to be able to focus on the r of instruction also high quality instructional materials provide a guaranteed and viable curriculum and what that means is that make sure that throughout this course of the school year all the standards are followed uh that teachers have the opportunity to present the standards to students and then in the course of their kindergarten through 12th grade year they cover all the standards that align to post-secondary success and lastly reducing variability I think it's extremely important that every single student has access to the same instructional materials and when you think about the context of Hamilton County Schools you think about transient students especially I want to make sure that a student has the opportunity if they were to have to leave a school
031in the middle of the school year that when they move into a different school they're not being reintroduced into a new curriculum new centers that they're actually they have that cohesion and reducing variability even all the way back into 1996 we were reflecting yesterday as we were preparing to speak to you all I remember as a Middle School principal the first time I I had the opportunity to sit and see the Quasar project and what the Quasar project shows in this research that was done by Smith and Stein is it talks about the importance of having a high quality task a a task that's set up to be able to meet the standards and even in the in the cases if you look at line C even in the cases where the task that's given
032to a student is of high quality and perhaps implementation was low on the teacher's part you still have moderate success and so we want to make sure that we provide high quality instructional materials we've referenced the opportunity myth quite a bit when we've come to you as a board in regards to curriculum and what the opportunity myth meta-analysis of multiple teachers and students from the TN from tntp found four very strong practices that had to happen to provide opportunity for all students and one of the top ones was consistently providing opportunities for students to work on grade appropriate assignment so we want to get into the selection process and how that has gone and so when we think about curriculum implementation and Hamilton County Schools we do think of it as a Continuum and uh
033you'll see there's there's many steps to implementing curriculum with Fidelity but it starts with adoption and so uh when we think about our adoption process I want to point out some things to you about what went into the selection of our recommendation that we're going to bring number one anything that we consider had to align the Tennessee State Standards it had to be clearly articulated and visible it had to have it had to be on grade level and above uh complex instructional tasks had to have a well-designed trajectory it had to have supports for students as well as supports for parents and their Guardians it had to include High leverage strategies for teachers and instruction that does not diminish the cognitive demand and as a reminder the adoption that uh you know the selection that
034we have will take into effect in 2023 in the fall of this year and will last with us for six years this breaks down uh kind of the year-long adoption process so even when we were at the beginning of this school year the team was already thinking about how uh what steps we need to take to be able to be in alignment and bring to you at this moment uh our selection so in September and October uh the meetings were developed we began to select the meeting dates and secure a location and then the textbook committee uh was developed that textbook committee had close to 50 committee members that were highly qualified teachers there was a parent representative in each of the Committees and as well as in the high school case we had a
035representative from the University of Tennessee at Chattanooga that was there to help us guide along with that with the more advanced map we brought that to you in November you approved our textbook cut option committee we had us wearing in ceremony and then the samples were delivered in January we had that first committee meeting in which uh the committee considered five different options in each grade band and when I say grade band sending k-5608 9-12 so they considered those selections and in that first meeting using a series of rubrics and criteria reduce that down to three choices in February we had our second textbook committee meeting and we had the representatives of the vendors for each of the three selections come they sat they asked questions that committee members asked questions they were able to
036see all the resources that would be available to teachers to parents to Guardians and in the in between time I should say from December to January January to February and February to March these committee members were also taking these materials back to their school they were using them in their in their classrooms and they were giving them the opportunity to kind of learn a little bit more last week we had our final textbook adoption committee meeting and uh that was uh one last time for all of them to come together they had the opportunity to look at the surveys that were sent out to all teachers to all Math teachers received a survey we also did deploy a survey that was on our Hamilton County website for the community if they wanted to take a
037look I will say we did not have a lot of participation in that but we did put that option out there and after uh last week's meeting all three grade bands had a debate they had criticism they looked they went through the criteria and made a recommendation and let me stop here and just say I don't know if any of them are in the audience or if they're watching but I will say a huge thank you to the teachers that gave up their time to participate in that committee these are teachers that have all the things all the tasks that they have being teachers in Hamilton County they're Math teachers on top of that which is a very heavily heavy lift I'm sure but they gave up their time their free time they talked with
038their colleagues they came and really participated and they were great participants and I will say um you've never seen a more enthusiastic time than sitting in a group of about 20 Elementary School Math teachers as they debate mathematics instruction in elementary they were passionate they made their pleas and uh I was so grateful and what it said to me as just a personal inside as a father of a ninth grader a sixth grader and first grader in Orange County Schools I feel I felt very uh blessed and was very glad that we have passionate teachers that are really thinking very critically about the math instruction that our students are going to get so uh bringing to you the recommendation what our hope is is that between March and April this will give you time to
039ask any questions our office is more than uh welcome to sit down with you individually to go over anything more in depth but our hope is that in April when we come back we'll finalize that adoption selection which is a part of Tennessee state law you have to certify that selection why we want to do that in April is that allows us to really begin to get materials in what our ultimate goal is we would love to be able to send our teachers home with our materials so that when they're in the summertime that they have that they're becoming familiar with that as well and then we'll begin our professional development I've kind of talked about all this but this just kind of highlights you know what we looked at and what that process uh
040looked like this is a sample of the scoring tools so I wanted you to see this to know this was more than just sitting looking at a piece of textbook and say this is what we really broke it apart and looked at specific criteria rated that criteria they submitted that and those scores were used to make the recommendation so the last thing I'd say before we get into uh really looking at the final considerations and what was selected making the best options the considerations we want to make sure that everybody's clear we considered only curriculum that was Tennessee Department of Education approved and on the vetted list and so the Tennessee Department of Education before we take it to committee they provide for us here are the list of vendors that they recommend here's the
041Ed report score here's what they recommend that we look at so we use that we also had a consideration we wanted to make sure that we adopted the same for K-5 the same for 628 the same for nine through twelve we did not want to send to schools uh a package that was a K1 and then two three and then four or five it's uh for ease of use and and for the ability to be able to deliver professional development we looked at that we looked at those Tennessee Department of Education reviews they particip the team participated in high quality instructional materials implementation sessions and then we had feedback so the top three choices that when we got to our January February and March meetings were the following in elementary school it was hmh which
042is into math McGraw-Hill which is reveal math and Sabbath and vision math and middle school was curriculum Associates ready math hmh into math and Sabbath and measure math and in high school was hmh into math McGraw-Hill reveal math and Savas enVision Math so after all that process went through after all the scrutiny after the debate after looking at all the scoring tools the recommendations that we bring to you today are as follows and K-5 hmh which is how Mifflin Harcourt hmh also in sixth to eighth grade and then Savas for 9th through 12th grade the last bit of information I would share is I am working with yeah sure go back to the three the one slide before that we don't but we don't have we don't have the handout on me okay you want
043this one yes can we move on yes yes thank you okay so uh the recommendation based off of these three options is hmh K-5 hmh4628 and Samus for 9-12. as far as estimated costs um looking at the state contract that is provided and speaking with I mean we spoke with all three vendors uh the the cost 9.2 million over the entire adoption cycle so I'd remind you that six years of adoption uh serving 45 000 students and if you divide that out it's approximately 35 dollars per student per year what that includes is that includes access to the digital and print books it also includes consumable materials this is what we do currently as well and uh we will continue to do this this means that every student is given a consumable workbook in which
044it allows for them to actually write in the book do the computations there instead of uh the way that was when I was in school you know I had this book and then I had a piece of paper and I don't have it it actually gives me the opportunity to do that there's also guidance in there to help families as well it also includes manipulatives for K-8 so we know how important it is for our our little ones and even our middle school students be able to have those math manipulatives that make sense of the math and then also includes training and professional learning and so that means over the summer we'll be bringing in representatives from those companies to help us work through just accessing the material understanding what that's like and then continuing
045on into the into the year on top of the fact that our team and the teaching and learning team will be developing professional development will you know for Math teachers this will be the main focus of their August professional development when they come back and then we'll have embedded professional development all throughout um the school year I spoke of this already but really the next steps uh would be approval we can begin the procurement process so voting on that in April beginning with professional development and then deploying ongoing professional development over the next six years and I'll end before I open it up for any questions as we look at Opportunity 2030 in the Strategic plan having high quality instructional materials has to occur in order to have the opportunity for every student to learn
046every student to belong and for every school to be equipped and so with that I'll pause and uh open it up if there are any questions thank you Dr Freeman uh Miss Thurman this has been a pet peeve of mine since my daughter was in the fifth grade my daughter's now 34. uh I was at the meeting before I got on the school board I had a group called care and I was at a school board meeting when we implemented the math that we implemented back when Jesse registered was here I'll put my hand over my heart uh when I say his name because some people revered him as something wonderful I reviewed him as the worst thing that ever happened to Hamilton County but I digress the math that he put in this school
047system did more damage to this school system than we've ever been able to recuperate from it's exactly the reason this math I said that night if they put this math in Hamilton County Schools my daughter will go to private school which is exactly what we did you don't get another chance at a good math education uh and to my knowledge it's better but it's not a whole lot better I have two grandchildren now in school and some days I want to just go around my head in the wall I think you know 20 years later we're still fighting this battle of math our math scores are terrible they got so bad a few years ago that it was just unbelievable that we continued to use the math that we're using I haven't looked at this
048I do have some math teacher friends that I'm going to ask to give me because I have not looked at all of this this math but I was telling I told Justin the other day I talked to him after the school board meeting um about all the ways that show young people to do math no wonder they think they're dumb no wonder they hate math no wonder they don't want to do math no wonder they get butterflies in their stomach when they have to do math if I had to draw all those number lines and all those little squiggly lines and draw all those little boxes and all those little circles and all those little lines to do a three digit math problem I would pull my hair out and like I tell Dr Register
049back when we adopted that other math that was even crazier than this uh I want I would like for Mary Ellen and and people in payroll to use this math to do our budget if you did if you use that math to do your budget you would never get it done if you use this math to do our payroll you would get paid maybe every three or four months now we laugh we think it's funny but I've seen it firsthand with my children like I say when my daughter went from Hamilton County Schools she went K-5 Hamilton County School in the sixth grade we put her in private school strictly because of this math not this map but the math we're using at the time and at that time I want to be sure the
050same thing doesn't happen with this math that happened then we had connected math in elementary school now we had everyday math in elementary school we had connected math and Middle School we didn't find out till the year of the the next year when the second year of implementation when kids were going from the fifth grade to the sixth grade nobody taught fractions the addition of fractions in the fifth grade they didn't teach them in the sixth grade they were using them and the sixth grade said hey these kids came to us they don't know how to add and subtract fractions oh well we forgot they didn't flow easy so we were in a it was it was all hands on deck trying to get kids to teach fractions I hope that we don't make that
051mistake again I hope that we can just teach math if if we would just not spend so much time on teaching kids why math works it really you know math is a gift from God it's not anything that we invented we had discovered it it works universally it's the only universal language there is is math it works in every country and every language and how you think you can explain why math Works to a kindergartner is beyond my comprehension two plus two is four because it is we don't know why it doesn't really make any difference why because whether you like it or whether you don't two plus two is four it's never going to change it's been that way for centuries for thousands of years actually so like I was telling Justin my granddaughter
052she's she's pretty sharp little kid and she was so upset about her math matter of fact makes you pretty sharp kid because Zach's daughters were still her best friends so that shows how smart she is she has good taste and uh friends she's but she was a pretty short kid and she was getting so frustrated with her math and so she brought it home to my daughter and my daughter was trying to help her with it and explain it to her and I mean and she's just I'm just stupid I'm just stupid I just can't do this no you're not stupid Tinsley no you're not stupid I want to say this math is stupid but you're not stupid but anyway she was getting confused because sometimes she would forget to Mark out a square when
053she was doing three digit numbers and three digit numbers adding and subtracting she was forgetting to to mark them out and she would go back and count and recount and sometimes she would miss a circle or miss a line and she was getting the wrong answer so my daughter showed her how to do it the easy way she told her how to and you know what she worked three pages of math problems and didn't miss a one and that's and so she went to school she did it they told her to pick whichever method she wanted to use well that's the method she wanted to use she was told that was not allowed in her class now I'm telling you the thing about math is getting the right answer I don't care what anybody says
054that's the bottom line when you get your paycheck you want the right answer on the amount paid to you you don't care you're not going to ask Mary Ellen how she came how they came about it or ask anybody in payroll how they came about the numbers it just is what it is I think we're frustrating the kids were spending so much time on squares and circles and lines and loop-de-loops and number lines when we could just be teaching them to do math and I think the kids would love it most kids like math because it works every time it's not like English where you can say what you think Shakespeare thought nobody knows what Shakespeare without we just put all this stuff out there tell kids what Shakespeare's we really don't know and uh
055which which is a reason I my English teacher and I used to have some tips about that you don't know what he thought I'm telling you what I think he thought you know but whatever that math will work every time and I don't know what this new math looks like but I'm going to look at it but if it's this I I just I just cannot imagine that we're going to continue down this trajectory I think this is the reason we're getting kids in in Middle School that don't know how to do algebra don't know how to do anything because we have complicated it so and by that time they've thrown up the white flag and say we don't even care anymore list my kids love math I was a man I took a math
056major believe it or not I mean I like math because it works every time but for the love of these kids they do not get a second chance we destroyed math education here in this County for so many years it is time that we do math that parents can help their children with because parents I guarantee you can balance a checkbook do their own budget at home without all the squiggly lines and number lines and that's what these kids are going to need to learn to do and I do hope that we get some kind of Common Sense back in this if not there's a lot of people just like me they're going to see this nonsense and some of them are already put out with it and are saying we're going to dig ditches
057with a spoon if we have to to get our kids in private school we're losing students over this nonsense and being being approved by the Tennessee Department of Education means nothing to me because that so is that other crap that we've been using for a long time so that means nothing to me so I hope and pray that people are using some common sense and know that we can't improve on math math is just math and if we want to frustrate these kids and continue to frustrate them we can do that or we can just give them something they can use in the real world [Applause] thank you Mr Thurman Gary King yeah I was just curious if you could and Jamie probably could do it if not what are the three for elementary middle
058and high what are the three we're using right now currently in K through five we use ready math and sixth through eighth grade we use ready math and in 9th through 12th grade um it's springboard and then could we get a little like a some a summary sheet or whatever you use the point thing with all your teachers maybe a summary sheet on what led the county to pick in these particular ones I know there has to be strengths in that so made them stand out one of the reasons one of the reasons we're presenting tonight is so you're not voting this the same week that we've got a whole month so if you want to see uh if you want to see samples of it we can deliver the samples to you if you
059want to meet with the math team you can meet with the math team this is a big big decision not just from a financial standpoint but from you know similar comments what the sermon said were with this math for a long time I think it's one of the bigger decisions that the board makes and so we're giving you a month to investigate to me with us to ask questions we can't answer all those questions tonight but intentionally you're presenting it to you so you've got the next month to ask us whatever you want I'm just saying I'm just saying the teachers you had at least 50 teachers look at these then they raided them yeah we can get that to you yeah yeah I mean it doesn't matter to me because I'm not the ones
060teaching the kids I want to see what the teacher said that were the strengths of these programs Mr Robertson thank you a lot of my questions have been answered uh for instance the we will have it in print because a lot of people have come to me and said I don't like having to go online and I like the idea of a workbook everything will be contained but I know I learned from multiplication tables division table all the way through college algebra statistics and calculus it's very important for everybody to know you know at the grocery store uh three three for five dollars you could buy one it's a dollar sixty seven three three for ten dollars so this each class grade build on the other so I think it's important to realize and and
061remember how how the concepts in each grade level are determined okay so um the state has built math standards and the trajectory from kindergarten through 12th grade okay so we'll start there those are built off of what is the math that is needed for our students to graduate from high school and then do adult life or move into post-secondary life and math from there the trajectory is built backwards so it's built to say to get to point you know 12th grade what experiences what standards what concepts need to be taught all the way down in the kindergarten and how does that learning build upon the next year learning and build upon the next year of learning and so yes that that's what the state standards do all the selections that we brought to you today
062are aligned to those state standards and then what our district does on top of that is our math content leads that are in elementary middle and high school then also provide for teachers guidance about in our curriculum here's where these things are and how do you access that how do you use that how does that build upon when we look at benchmark scores it's taking a step back and saying okay hey here's a concept that was not understood by a majority of the class for a certain reason how do we go back and re-teach that I know in this math adoption too we're we will work closely with the Department of opportunities and access which has rti in it to talk about how can we push this down into our students and may need additional
063interventions in math so hopefully there's no gaps in the movement from one grade to another right yeah and I will say you know nationally if you read uh math has taken a hit from a national standpoint the implications of what happened during pandemic did impact math because it does build foundationally upon each other you have to understand concept A before you can Master concept B and so that was taken into account as well making sure that whatever we selected is helping to intervention but there's a is there only one type of math say for 11th or 12th grader regardless of what their major might be when they go on to college so engineer or yeah when you when you get into high school that's where you have to take your diploma requirements of math so
064you know we're taking Algebra 1 geometry algebra two then you start to have some differentiation of some students and may move on into pre-calculus calculus other advanced math courses all right thank you somebody hi there thank you so much for this presentation um I believe I was approached by several teachers who were nervous I believe they lived through the situation that Miss Thurman referenced earlier um and and they and they begged me like please make sure that the elementary curriculum and the Middle School curriculum match and that they're from the same publisher it's incredibly important and I was very encouraged to see that the recommendations you know do reflect that um I think I think they were speaking from a little bit of PTSD from from trying to get get our kids caught up but
065um thanks for the time um you did and I look forward to seeing some of the the raw data that Mr Keane asked for um but I was encouraged to see that the the one kind of um concern and maybe a bit of anxiety was wrapped in it um that was brought to me um was that the elementary school in the Middle School curriculum match thank you Jim so uh something that laronda said is dead on uh universal language math is universal language it's the reason that we sent a spaceship thousands and thousands and hundreds of thousands of places away without English on it with math because it can be a constant and learned um and at the end of the day two plus two is four that's that's what it is um but I
066I have to praise a little bit of what we're doing currently because I do have a third grader who's learning math at a Hamilton County public school and if you think about it when we're teaching foreign language to somebody if we're teaching Spanish or French to them we start talking in English because you have to start where they understand you have to find out where they understand and as my daughter progressed in her learning of math some of the unfortunately some of the squiggly lines helped her to see the problem at hand it led to her being able to do the math that then does payrolls and does the jobs that we do in later life but we had to find that place for learning so I just want to make sure that we're not
067forgetting that there's not one way to teach everyone there's many ways to teach everyone and we need to make sure that we find the best way to teach all the children so as well Mr Perez thank you so three things that just crossed my mind one it is a six-year commitment and that kind of uh puts a little fear in me right because of the fact that I'd hate to find out in year one that something's not working uh can you just walk me through what happens if in year one once we try to implement this across the whole District something's just not matching with one of our schools you know or or because again we teach differently to different people uh if if some students and some schools are far behind the curriculum may
068not be the best match for them so can you uh first just kind of help me understand that as we make a six-year commitment sure and this is a reminder the six year commitment is what is part of Tennessee adoption policy so uh the the one good thing that that happens and we've experienced this currently is because we purchase consumable books okay that means we purchase those every single year and then they come to us because the student owns it we can give feedback to the vendor in regards to here's what we're seeing here's what we're not seeing what how can you help to do that all along the Continuum of being tied to the standards so there is some opportunities for us to engage okay um and will there be a continuous review of
069the curriculum as we're going through that like do you I assume you do have that in the system where it's not just a review of the teacher in the application of the curriculum but a review of the curriculum as well as we're implementing it so so our con we have two content leads in elementary school we have a Content lead in middle school we have a Content lead in high school and they they eat and breathe uh the curriculum that's adopted and so their job is to constantly be in review of that curriculum constantly be in a collaboration with instructional coaches that are at the school level with teachers each of those grade bands have a council of Highly Effective teachers and Mathematics that come together and give feedback we actually use them to do
070presentations as well when we're doing Mass professional development and so that is a continuous cycle that would occur the second thing and you you alluded to that we have been hit by regression due to the pandemic and in the past what I've heard from you I I believe uh was we're still going to hold to the same standard and try to catch up how are we incorporating the reality of the impact of the pandemic on current math understanding into bringing in a new curriculum and yeah I would say there's a couple of data points that we can look at number one our internal benchmark scores that we have is one indicator or we can see because we break those down into what's called them an atom analysis and so we can look at you know
071every Benchmark that we offer usually offers three questions per standard and we can really dig in and see you know oh this standard is a plaguing standard for a large part of the district or this is a plaguing standard for this particular classroom as well as our screener data that happens and so in elementary school middle and high we have students that are taking I ready which is a screener to be able to determine who needs RTI tier two and three so we use that to be able to understand where those gaps are and that was in part of the consideration we looked at uh the adopted curriculum part of that's going to be practice though and it's going to be in the classroom as a teacher is looking at their class and they're they're
072starting to see that hey there may be a gap for this subsection of students what that happens is really in the craft of teaching it's launching the students into an assignment and let them begin to work on a task and then pulling a group of students together in a small group setting to kind of see where we are so I'm not an educator but I would agree with that except that if we're pushing people for you know math is a building sometimes it's well we've got to follow the curriculum and I've got students behind and we're just kind of pushing through anyways so so again that my hope is that the curriculum allows for that flexibility of a reality that some students are are significantly dying and and our system will take care of it
073you know uh math will be the new reading in a few years right and we'll be told that students who fall behind um will be needing and will need to be kept back um can I say one more thing about that yeah that's the reason why we have pacing guides that we help to deliver to allow for teachers to understand to be able to get to this point at the end of the year you have to stay on Pace of teaching these Concepts throughout the year those decisions would happen like I said is it a small group or is it a larger conversation to say this student needs additional time on top of that core instruction okay and last uh which was I heard in the community uh meeting that I went to regarding the
074budget was a parent expressing the concern uh that was already referenced here but the fact that for many parents they are unable to help their students with math and each of us hits it at a different point when although I was very good at math and advanced in math in college somehow I forgot all of that by the time my kids uh hit 10th or 11th grade and I just looked at them and said it'll make better friends um so and uh so in that sense how do we provide opportunity for parents to serve to to support where they are completely lost in some of these yeah that's a great question I'll say the Freeman household too there's many times where I have to say give Dad about 10 minutes and then come back so
075I think you know listening to the comments that were made last week uh in the budget meeting um and then hearing comments we've had some internal conversations too about how can we perhaps help some schools to host some math nights that happen at their school we do this for literacy but are there some math nights that we can do where we're bringing people into the specific School utilizing those teachers to help parents through that I think that's definitely something that we're hearing that we can concentrate on about how do we so let me yes let me add that as a challenge uh really because I think for a second third grade parent to have to tell their child I don't know how to help you right now it's always a challenge in itself so let's
076find ways to be creative and make it easy it's a good for us for us to think and we can set up the canvas course for parents that you know go through and even maybe they've been pressing on videoing exemplars of teachers doing lessons and post service for parents to be able to watch and see it so it's a good process thank you Rhonda did you yeah yeah I have a couple more things to say what happened to our uh we were doing a Singapore Math pilot what happened to that yeah we will pass by some of the struggles that we that we had something that was single Singapore Math even the math that we're using right now is is obviously not the proof curriculum of the state it was simply something that was being
077piloted to to improve what was already in the curriculum you know Singapore Math has been number one in the world for ever I can say why we wouldn't approve it makes a lot of sense uh but anyway um and these math nights for parents I attended a few of those my husband is an engineer uh went to see a few of these math nights and where he left he said the inmates are running the asylum uh so just because you want to show parents how to do things that don't make sense doesn't mean they're going to make sense uh because the way the way that we were teaching this math was insane and like I said been there done that didn't ever get the shirt that I did we did do all the classes and
078all that stuff so but if the math just makes sense most most people can figure it out uh until you get up into the high school level and that's a little bit different but there's no reason why parents in Hamilton County should not be able to help their children with Elementary School math there's just there's just no reason for that unless you're trying to make people the kids think their parents are just dumb or something and no but some what scares me though is this is what they're teaching teachers to teach in college how they're teaching them to teach in college and that's what they that's what they know uh they don't know the simple way to do all they know is the hard way and that's I guess that's kind of bothersome to me
079too that that's what they're teaching them in college so then they bring it on to the classroom and and maybe they don't know but it doesn't have to be this hard I think it's important to remember too the new standards principles of Albert and compress some of those Concepts all the way down into helter Elementary and so I don't want to offend any parents but it's easy just saying every parent should be able to well I'm talking about I'm talking about kindergarten first and second and third I mean seriously uh this is this is crazy time that's okay but like I say when you're talking about little kids just but when they start learning to hate math I don't want them to learn to hate math in kindergarten first second and third grade thingy came
080up with you don't hate it start out in the beginning make math fun well sure right now is that right now these kids are miserable that we they make them think they're stupid because they can't figure out all this stuff just make it fun for them it doesn't have to be it's Jones so I have one question um with the math so we know this year last year we had students that are third grade second grade that are struggling with math and literacy their parents are paying for tutoring Kumon all these they go into centers they're doing all kinds of stuff they're paying retired teachers and everything um and some of these parents um are not do not lack mathematical competency it's just the way we teach you right I mean I know that because
081I have nieces in elementary school I can't help I can help them but it's the way I got it it's the wrong way kind of like what Rhonda was saying um and so then I did have a little cousin who's now a freshman in college I tried to help when he was at Brown got the answer that was answering the back of the book but he had a whole conniption in my great aunt's house because he couldn't take it to school because I got it the wrong way so I think my question is going forth and I know you said about the canvas and whatever but I I think for me I'm concerned that I've gotten several calls this past school year about students who are struggling with numeracy but in RTI and I talked
082about this with Neely I think Neely and I talked about this once but in RTI they're tiered for literacy no their tier for literacy but the problem is in numeracy but I was thinking just common layman terms that they're having problems with numeracy because they have problems with literacy because they can't read so you can't comprehend what you're doing but they're not tearing you get what I'm saying the tearing is off to me and then they were sending documents on I may have talked about this before that don't really clearly explain to the parents what the next steps are just kind of like this is what they're getting in the building but nothing was offered to the parents or what they could do at home and so then parents then end up spending exacerbated amounts
083of money with outside in entities to get their kid up to level um and I have a kid in my family that they've done that and she's up to level and she's really excited about it but I'm just concerned as to why she was in a very high performing school and her teacher could not do that and I'm not saying the teacher could not do that per se but I'm just saying I'm trying to figure out where the disconnect was um and they're not the only kid like I could go on my time I just matter of fact I was on my timeline yesterday business owner Mom very well known put a post out like hey if your kid's gonna need a two this summer I know somebody it was already taking a list I
084don't think that should be happening when these children are in high performing or even just period in Hamilton County Schools like I don't understand why and everybody's had to have tutoring before but I'm just kind of concerned as to why this is becoming more of a thing at a younger age for kids on basic skills like reading and math and I'm not by any means claiming to be smart in math because I'm Not So my poor child gonna need some help but his daddy is but I'm not um just being very transparent I always struggled in math but I did make it to calculus in high school at CSA is because I knew I had the basics I feel like in elementary school said all that to say have are you all I don't know
085if this Shannon dead or what are y'all seeing that disconnect like because this is not I'm not just talking about the side of my neck like I could I can get you some parents on the phone right now like this is a thing and I talked to my peers about it at school board convention because this was a thing and I don't want to say that it was I actually I asked the question like are they seeing this in their districts because I was seeing it with little brown and black children is where it was being profound and so I was just kind of trying to figure out and I didn't want to make it that thing so that's why I asked them the question and then that's when being gave me the example of
086his own kid and everybody else started talking about this across District so it wasn't just a certain social economic background this is a cross all 11 districts and I'm just really concerned about what that means so I just I guess I need to know and feel secure and that this is not going to keep having people get free public education they have to go pay for tutoring I think any of us are ready to make that claim but um there are definitely definitely systems in place for us to be able to support that I think what you're really asking about is how we're using our RTI time and the limitations of that and when a kid goes to ELA and when a kid goes to math and if a kid needs both what do you
087do to get their their math up to speed and that's that is part of the kind of Art and Science of this whole thing Blake has already referenced those those content leads that is exactly what are in those pacing guides so those pacing guides take these Concepts and they spiral them back in So if your kids are not making this here let me tell you where it shows up again let me tell you the the early skills that they need in order to master that next concept so that's constantly happening so that it's kind of a both and there is a gap though and some of it is is just sheer minutes like we would love to be able to provide 30 minutes of RTI or 45 minutes of rti in math and in ela
088to all of the kids that need it there's just not enough minutes in the day and so some of it is this this dance between what do you prioritize first and then how do you make sure that you're really precise in addressing the Gap so that they can accelerate I mean just going to budget just kind of tip it over the budget um will there be funding put in to support additional tutoring so that people don't have to do this so I know the whole high dosage tutorial little allowance came from the state but that's not enough and then we have other entities that do that but I just think that it's important that when we think about that that we're making sure that things are in place across all 11 districts so that um
089they're not deficits for children that need it because they don't sometimes it's opposite for um Equity right and so it's like only if you meet these social economic situations or you meet this and you're tearing Falls here that you you're able because there's not staff and I know that sometimes it's not staff to stay over whatever but just how do you keep kids from falling through the cracks I think I would point right to our staffing model we feel like we're doing a lot of things to try to address that specific thing in the elementary Staffing model the base model they have the RTI teacher so in some schools that have high needs that person is going to coordinate tutors and interventionists because the school's been able to afford those through other funding sources and
090then our schools that have potentially less kids in tier two and tier three that person is specifically able to address those needs and the school can deploy them towards math needs or towards Ela needs based on what they're seeing in their buildings and so I think we've been really pleased at the choices that our our principals are making around this is my next question so that they can they're balancing you know we've asked them to start with the premise of what's what's the problem you're trying to solve first and then how do you think that you're going to solve it and so we are seeing a lot of tutors a lot of interventionists a lot of flexibility in this particular space around kind of academic Precision when it comes to intervention okay thank you gone
091yeah I just wanted to add on real quick to what Carissa said so got an email looking at so this creates a day to talk a little bit about what you're talking about with the learning loss camps um to add to it because this is in the conversation piece of the third grade retention They just added a fiscal note to the learning loss Camp bill that they're trying to help which would fund learning loss camps not just for third grade and the third grade retention but uh from K all the way through third to make sure that we're doing it it has been added at 22 million which wouldn't fund all that they're talking about but it would be coming from the state and it would again be learning loss across the board for summer
092and tutoring so I'm glad that we're at we have some time and just to repeat what you said earlier Dr Freeman if we want to meet with you or any of the committee members you would be happy to to roll up your sleeves and do that with us so so we've got a little bit of time to have those conversations I'd also like the idea for her to talk about the workbook the biggest complaint I get is I've got parents often grandparents that want to help but they don't have a textbook and and there's no way there so I I like the idea of of having an award book any other comments or questions for Dr Freeman okay I think we're moving down to uh Shannon Moody and uh Mary Ellen so we're gonna see
093math in action in our budget um so again we're we're considering um our strategy plan as we work through our budget and tonight we are going to focus on the revenue um so yeah last at our meeting last week we kind of just kind of gave a high level of review you know getting the budget cooked off so tonight we're just going to dig into the revenue a little bit and walk you through where where we're thinking about um so the first piece wanted to kind of give you some projections on current year revenue on property tax and sales tax so property tax um we've got 22 and then the 23 actual today so we've done most of our collections for 23 and it looks like projection will will be about the same so we
094really just haven't seen the growth that we um had kind of been hoping I think some some of the way the um reassessment played in it just didn't generate the let us realize some of the actual growth that we see in our community but it's yeah it's staying staying kind of kind of flat there um and then sales tax sales tax lags behind when we get those revenues so that doesn't come in quite as fast um but we you know do continue to see growth the growth has slowed I mean during the pandemic people were shopping a lot uh we were really seeing a lot of growth and I know with the you know with where the economy is there's probably although prices are going up you know and we know some personal spending is
095probably going down so we're still seeing growth but it's not at a as fast a pace as it was so when we're looking at our Revenue assumptions for 24. again well we we work with the County Commission talking looking at our Revenue assumptions what they're going to going to do because you know give their rate of of the land um so sales tax we're going to start with a projection of growth about five percent um that's not quite as good as it has been so but it's where I think looking into the into the coming year where we think that might be and then property tax again as I showed you it's it hasn't grown as expected but I do think the the county is thinking that that we'll see some of that that growth
096come back next year so we're projecting that at two percent and then for Tisa we've gotten a projection you know that we last time I talked we had one back from February from March of 2022 so we've gotten it updated uh projection for February and they're going to be giving those this each month so before we come back we should have hopefully a newer projection and basically they add on another month of student data and so if we are capturing more students through um you know it could be I know that the exced department keeps working on identifying students who have some needs so that would add to our student numbers and exit and that would add to our Revenue so that keeps kind of building each month and as you know students move around
097or students move to the district I know we know guys the folks moving to the area so we'll those numbers will add into our revenue for Tisa for next year what we don't have right now is we don't have the new fiscal capacity and that what that's an important number because Tisa says here's how much the formula funds the fiscal capacity tells us how much we fund and how much the state funds and so again it's how do we compare to all the other counties in the state so until we know that we really don't know quite what what that means and how much we're actually going to get from the state so we're using the projection from uh March of 2022 um we're hoping in April when we'll get that so we'll have to
098do our budget with our best guess on that but if we do get any additional information we'll just keep you know bringing information as we get into the process um so I wanted to talk show a little bit on Tisa so this is kind of our first projection from that we got received in February and so I broke it down into the pieces of the budget and I'm showing um Charters and RP so we get it as one number But it includes the data for for both groups of schools and um so the total out of the 398 million that Tisa is providing again that's state and local contribute to that about 20 million for Charters and then 380 million for us and then you can see the base and the weights so that's the
099part that's funded with state and local and then direct that comes from direct State funding so that includes some funds for CTE there's some direct Charter funding in there but that is all 100 state funded So based on the march of 2022 calculation the local share would be 39.5 and so the estimated local share of the 398 million would be 150 million so it's but that again just depending on where the rest of the counties compared to us could could go up or down if if this stayed the same actual amount there from the state could change so it's it's there's a lot out there on on Jason if you want any additional information to help kind of walk through this um but but the base and just I'll do a couple quick things the
100base is at 6860 times the number of students and then the weights again looks at the particular needs of the students um and it's a percentage of the base and applied to the number of students in each category so then based on that I'm I'm showing kind of a comparison for 23 looking at dep to how that translates to 24 using Tisa I mean you can see that the Tisa formula actually requires less input from the local to contribute to that formula um and so and again in our Canada some counties I think it's a little closer ours obviously served us well and how much the state is picking up of that formula the state grants we talked to there's I think there's a three of them safe schools coordinated School Health and Family Resource
101Center that are rolling in so that's no longer a separate line that's just included in the Tisa amount and I broke it out those two amount to show the Tisa based on those projections between state and local and then I took our projections with those projected increases and said here's our projected local Revenue took out what needs to go into the formula and then that leaves the additional local and then what that drives a little more than it did with BEP is because we have to use that number and it gets distributed a different way to the charters so the charter number from T so the state says here's how much they earned in Tisa fund them that then the additional local gets split up per per student and then the other operating Revenue includes
102a variety of other when we do tuition for students we have some indirects and there there's many for ROTC programs so it's a variety of other resources that are in there so when you look at our operating 423 the revised operating which I think property that's actually ties to what we had at the beginning of the year is 453 million and we're projecting next year to be at 518 million for the additional investment through Tisa along with the growth that we projected on our budget so then we want to kind of wrap that into then looking at all the resources we have that invest in various things across our district so we go from the operating Revenue which we just went through and then we add in the state grants so um one of the
103items there is the Pre-K so that's included in state grants the big change from 23 to 24 is that's where the additional summer learning supports have been that we could get those at 24 but we haven't been awarded those so they're not included so that's why there's you know that that big change for 23 but they've already they're budgeted in 23. any decrease in Grants Revenue we have a decrease in expenses so even though the the numbers may change it's a corresponding change in expense as well um and then we've uh Federal again that's another place where we've seen because the additional investments from ARP and other relief money is separate from us or is included in there self-funded um again there's things where we get things throughout the year so those numbers as we
104go through the year increase but we only project the things that we already kind of have either ongoing agreements to receive or things that we've already been awarded and then School nutrition again does their budget based on what they expect to develop through Sales Plus funding from the government and then we've shown you the Esser two and again that's going to run out after this year and then sr3 the reason 24 so much higher is because it's really the the work for Tyner is in there so we think we will have in the past kind of shown those all together we really think it's important because it is we support all of our strategic areas through all these different funds that we we have how we leverage those best um so again just on the
105timeline um so what we're planning on March 28th is we're going to get you a kind of a high level on pull the pulling the budget together we may still be working on getting some of the detailed line item budgets and we'll get those to you as soon as we can but we're continuing to refine different things in the budget again looking at the revenues looking at feedback on the expenditures pulling in additional information so looking at the impact on T sub making sure we understand exactly how that's going to flow through getting on customers so taking in information so like for the curriculum and figure out where those all work in the budget so the March 28th is the the next budget work session and then the 10th will have the budget Workshop where
106we can really dig into your questions so I don't have time to look at the information and then individual board meetings before the vote on April 20th so that's our presentation tonight on Revenue thank you Marielle any questions for Marielle and Rhonda I just want to know how in the world can we just have two percent growth in property tax with all the building going on what in the world that's a little it's crazy that's a great question this is a great question property tax es went down fiscal year 22 to fiscal year 23 which we we don't understand so all this growth this is but the count and just to be in the county has that same you know they've seen that same thing same question they've seen the same the same number wow
107Mr Robinson back to the property taxes is it because late pay or if it's I mean it's because we consider that in the numbers that we look at we so it was actually so from fiscal year 21 to fiscal year 22. it was a little over a million and a half decrease and they based our referrals we look at what's already been billed so it's not just it's not just collections um but they've they've been researching and I have not heard anything yet from the campus I was like the others it's like with all the growth that would that would compensate for the late pay but I didn't know how much how late is late thank you seeing no more lights we'll go down to any any committee chairperson have any updates for us thank
108you yeah I just wanted to say again I I was at an event last night that asked me to speak about the third grade retention and um forgive me at the legislative committee and um for those of you that may have been watching on Tuesday uh the Senate and the house committees got together and they knocked down what was 16 different amendments to that led piece of legislation down to four most of those uh talk about who gets the reporting on it um there is one that has some extras added to it about testing which currently there is a way that our um that our testing is added in for the I ready but not benchmarks and that's the one thing from the whole of this legislation that I wanted to point out as my
109review is that they have said on the hill that they want to make sure that they hold the state to be able to keep control of this and people have gone on record saying that they've set it on the house floor or the senate floor the the goal of all the Amendments is to make sure that they don't allow the local level to hold the power over the retention they want to keep it at the state level that's that's been the going status so I at the end of the legislative session I'm going to repeat I'm going to have another town hall personally here in the in this room to go through what has been passed and how it may affect Hamilton County but that's a really important note that's going on right now all
110of those those four Amendments have now been put onto the the schedule for both committees and to the floor so thank you for your work with that any other committee updates I'm thinking that because of the uh of the time we're already uh 6 20 almost that we perhaps should adjourn our work session and take maybe a five minute break and just go right into our board meeting is is that okay with everybody yes okay work session is