Tom Hatch Discusses School Board Goals, Choice Programs, and Community Challenges

Peter Pappas: Welcome back to the Carolina Cabinet. I'm your host, Peter Pappas, in studio with the lovely Laura Mussler Hello, hello. Who's quickly fading upon me? No. Nah it's been a long day. It's been a long day. It's been a long day. Yeah. And the ever-present Mr. Tom Hatch. Hello, y'all. Very nice to see you again. Thanks for having me back. I will find that video and I will get you squared away, sir. I promise. So well, it's no secret. you're running for school boards. Yes, sir. Now one secret, middle name. Leighton. Leighton.

Tom Hatch: Welcome back to the Carolina Cabinet. I'm your host, Peter Pappas, in studio with the Level Laura Musler. Hello, hello. No. It's been a long day. It's been a long day. It's been a long day. And the ever present, Mr. Tommy. Hello y'all. Very nice to see you again. Thanks for having me back. I will find that video and I will get you squared away, sir, I promise. So well, it's no secret. you're running for school boards. Yes, sir. Now one one secret, middle name. Late.

Peter Pappas: Yeah.

Tom Hatch: Yeah. I I did my research, I like, Thomas Leighton Royalty. I was just gonna say that. That sounds like somebody official family name. Leighton, you know, Duke of Fayetteville, something, you know, like some something fancy. Yeah, my grandfather was James Leighton, which I like it. Thanks. So thirty two years in Cumberland County Schools, is that correct? That's right. Thirty two I got the number right, thank you. Yes. teacher, coach, assistant principal, principal at three different schools. Which building do you still think

Peter Pappas: I did my research. I like, Thomas Leighton. Sounds like royalty. I was just gonna say that. That sounds like somebody official family name. Leighton, you know, Duke of Fayetteville, Duke of Mills, something, you know, like something something fancy. My grandfather was James Leighton. Okay. I like it. Thanks. So 32 years in Cumberland County Schools, is that correct? That's right. Thirty two. I got the number right. Thank goodness. teacher, coach, assistant principal, principal at three different schools. Which building do you still think about?

Tom Hatch: about?

Peter Pappas: Out of all that career. my gosh. Well, the one I drive by every day is Terry Sanford. Okay. but I will I will always say Reed Ross is probably near and dear to my heart because I started there as an assistant principal and I had a chance to go back as to be the principal. I was there for 13 years as an administrator with an amazing program with classical school and year round, and just it was just a great if I hadn't gone to Terry Sanford, that's where I would have retired. I would have stayed at Reed Ross.

Tom Hatch: out of all that career. my gosh. Well the one I drive by every day is Terry Sanford. Okay. but I will I will always say Reed Ross is probably near and dear to my heart because I started there as an assistant principal and had a chance to go back as to be the principal. I was there for thirteen years as an administrator, with an amazing program with classical school and year round and just just okay. If I hadn't have gone to Terry Sanford, that's where I would have retired. I would have stayed at Reed Ross.

Peter Pappas: Yeah. So I know as well as most people watching that this is your second run at a school board. Yes. now you're running for at large this time. Last time was district three district three whatever back in twenty twenty four. I think I was running back then too. So don't miss that. what's different for you this time? The difference is that everybody now like, I'm so happy I get vote for you. 'Cause I had to clarify that early on when I filed and announced, people were like, I I I don't know that I can, you know.

Tom Hatch: Yeah. I know as well as most people watching that this is your second run at the school board. Yes. now you're running for at large this time. Last time was district three whatever back in twenty twenty four and then I was running back then too. So don't miss that. what's different for you this time? The difference is that everybody now is like, I'm so happy I get to vote for you 'cause I had to clarify that early on when I filed and announced. People like, I I I d I don't know that I can you know

Peter Pappas: I'm glad you're running, but you know, no need to put a sign no, yes, I will be on your ballot. This is an at large position. What, really? Yes. So I've actually seen a lot of your signs when I drive around Hamo. Good. So many people were like, I wrote your name in. It's like, Yeah, but then you stole a vote from whoever. You know, I didn't get the vote and that vote didn't count for somebody else. So sometimes you don't want to vote for somebody else. And that's so well now the school board

Tom Hatch: I'm glad you're running, but you know, no need to put aside. No, yes, I will be on your ballot. This is an at large position. What, really? Yes. So I've actually seen a lot of your sights. I got a brown people. Good. So many people were like, I wrote your name in. It's like, yeah, but then you stole a vote from t s whoever. You know, I didn't get the vote and that vote didn't count for somebody else. So yeah. So it'll be sometimes you don't want to vote. Yeah, it's true. So well now the school boards.

Peter Pappas: Board of Education, that's a pretty wide field. So like 16 people that have six. They're buying for three whole seats. Yes, sir. Wow. Yep. All right. Well, he needs to have some signs out of sets. What does that say about Cumberland County schools that were that messed up that so many people want to help? No, it's it's just it's at large. It's it's typical. If you go back and look the previous years, I want to say you know, anywhere from eight to ten to twelve candidates for some of the different at-large seats because

Tom Hatch: Board of Education, that's a pretty wide field. So like sixteen people. There, sixteen have six. They're buying for three whole seats. Three seats. Yes, sir. Wow. Yep. All right. Well he needs to have some signs out of sense. What does that say about the schools that were that messed up that so many people want the help? No, it's it's just it's at large. It's it's typical. If you go back and look the previous years, I wanna save you know, anywhere from eight to ten to twelve candidates for some of the different MLR seats because

Peter Pappas: You know, you've got parents out there that feel like they know what's best for schools and business people feel like they know what's best for schools and retired teachers. And a retired principal sitting here knows a lot about what's best for schools. He's a little partial to one one category of person. Everybody's got their their when it comes to this this field, everybody has their ball of expertise when it comes to education.

Tom Hatch: You know, you've got parents out there that feel like they know what's best for schools and business people feel like they know what's best for schools and retired teachers and a retired principal sitting here knows a lot about what's best for schools. It's a little partial to one one category of person. Everybody's got their their when it comes to this this field, everybody has their bone of expertise when it comes to education.

Peter Pappas: For me and as a principal, I had all of the balls in the air at one time. So as a teacher, your focus is on the classroom and what you're doing with your kids, and then the next grade level and the next group that's coming through, and working with the parents and getting them to cafeteria and getting them in and out of the hallway and what you teach and how you teach it and how you assess that as your classroom. As the principal, I'm

Tom Hatch: for me and as a principal I had all of the balls in the air at one time. So as a teacher, your focus is on the classroom and what you're doing with your kids and then the next grade level and the next group that's coming through and working with the parents and getting them to cafeteria and getting them in and out of the hallway and what you teach and how you teach it and how you sess an edge into a classroom. As the principal, I'm

Peter Pappas: Worried about your classroom and his

Tom Hatch: worried about your classroom

Peter Pappas: classroom and the 32 other classrooms in this building with the thousand plus kids that are in the building, making sure that all of those things are happening in everybody's classrooms, but not just what's happening in the classroom. I walk out in the hallway and I look up like you did a minute ago, and I'm like, What is going on up here? Take my phone, I'm calling HVAC, I'm calling the plumber, I'm calling the electrician, I'm calling the carpenter.

Tom Hatch: His classroom and the 32 other classrooms in this building with the thousand plus kids that are in the building, making sure that all of those things are happening in everybody's classrooms. But not just what's happening in the classroom. I walk out of the hallway and I look up like you did a minute ago, and I'm like, what is going on up here? Take my phone, I'm calling HVAC, I'm calling the plumber, I'm calling the electrician, I'm calling the carpenter.

Peter Pappas: You know, we've got this is broken or that

Tom Hatch: You know, we've got this is broken.

Peter Pappas: is broken or something isn't clean here, something is messy there. So I work with all of the people at Central Services with regard to trying to make sure my buildings look good and clean. Well you mentioned the number of students. And I know that declining enrollment has been kind of your it's been a stone in your shoe for a while. I do remember the last time we were here we discussed Reed Ross and back then

Tom Hatch: that is broken or something isn't clean here, something is messy there. So I work with all of the people at Central Services with regard to trying to make sure my building's good and clean. Well you mentioned the number of students. Yeah. And I know that declining enrollment has been kind of your it's been a stone in your shoe for a while. I do remember the last time we were here we discussed Reed Ross and back then

Peter Pappas: Back then in May. Back then well back then but back then fifty years ago. We

Tom Hatch: Back then in May. Back then well back then back then fifty years ago.

Peter Pappas: discussed you were there was some professional development that you were trying to or that you had worked through with the district back then for teachers in that gap, that sixth, seventh, eighth grade. So you're referring to middle school. Yes. That's the big that is the big gap that we're experiencing when we look at the the data from G T that they shared back in

Tom Hatch: We discussed you were there was some professional development that you were trying to or that you had worked through with the district back then for teachers in that gap, that sixth, seven, eighth grade. So you're referring to middle school. Yes. That's the big that is the big gap that we're experiencing but when we look at the the data from MGT that they shared back in December. Twenty two thousand kids on average are in our elementary schools, fifteen thousand kids on average in our high schools.

Peter Pappas: December. 22,000 kids on average are in our elementary schools, 15,000 kids on average in our high schools, 10 to 11,000 kids in our middle schools. So we're losing 10,000 kids a year. 5,000 come back to high school. So it's a net loss of 5,000 kids each year. And that goes back for decades. So parents have historically had an issue with middle schools, just that middle level, whatever it's junior high or it's middle schools. And so as I mentioned, we have

Tom Hatch: 10 to 11,000 kids in our middle school. So we're losing 10,000 kids a year. 5,000 come back to high school, so it's a net loss of 5,000 kids each year. And that goes back for decades. So parents have historically had an issue with middle schools, just that middle level, whatever it's junior high or it's middle schools. And so as I mentioned, we have lost our focus in our district with regard to young adolescent education.

Peter Pappas: lost our focus in our district with regard to young adolescent education and how to work with young adolescents, making sure that the adults in the building, first and foremost, like working with young adolescents because you can be a great teacher to, you know, what Broxy was saying earlier, you can come in and have all the credentials, but not like kids. You don't need to be in the classroom with young adolescents. And there's just a whole gamut of things. I mean That's hilarious because I cannot stand kids, but I would like

Tom Hatch: to work with young adolescents, making sure that the adults in the building first and foremost like working with young adolescents because you could be a great teacher to, you know, what Broxy was saying earlier. You can come in and have all the credentials, but not like kids. Mm-hmm. You don't need to be in the classroom with young adolescents. And there's just a whole gamut of things. I mean That's hilarious because I cannot stand kids, but I would like spend all the time making Well you love your kids. Yeah but

Peter Pappas: spend all the time and make sure you love your kids. Yeah, but I had all the neighborhood I don't like anybody's kids. I didn't even like my own. But I mean I I was in the room with all the kids teaching them all the things. I but I think it's comes from the way I speak to them. I I speak to them, this is what you're going to do. Or and and some kids want to be spoken to that way. Yeah. Yeah, I'm very direct. There is no adults don't tell me that way this evening. I know. So adults don't like it. Yeah. But kids do.

Tom Hatch: I had all the neighborhood I don't like anybody's kids. I didn't even like my own. But I mean I I was in the room with all the kids teaching them all the things that but I think it comes from the way I speak to them. I I speak to them, This is what you're going to do. And and some kids want to be spoken to that way. I'm very direct. There is no spoke to me that way this evening. I know. Yeah, so adults don't like it. But kids do. But not all kids do. And so that would be the struggle. You would have that as a classroom teacher. You could come in and be this, you know

Peter Pappas: But not all kids do. And so that would be the struggle. You would have that as a classroom teacher. You could come in and be this, you know, I'm large

Tom Hatch: I'm large and in charge and authoritarian, but you're gonna have some kids that are gonna buck at that. And then the question is, how are you gonna deal with that? So as a principal Well, and see that that's that that's unfortunately what has happened. Yeah, we got staff that have left and you know, or they stay, and then my job as the principal

Peter Pappas: and in charge and authoritarian, but you're gonna have some kids that are gonna buck at that. And then the question is, how are you gonna deal with that? So as a principal I'm leaving the Well, and see that that's that that's unfortunately what has happened. Yeah, we got staff that have left and you know, or they stay, and then my job as the principal is to

Tom Hatch: is to help teachers work through that. So again, it goes back to the original question. What separates you? This wasn't your question, but this is where I'm going for with it. What separates me from the field of s 15, 16 is that.

Peter Pappas: Help teachers work through that. So again, it goes back to the original question. What separates you? This wasn't your question, but this is where I'm going for with it. What separates me from the field of 15, 16 is that I've I've worked in all aspects of a school that a school board member would need to have some good knowledge with regard to how things happen the way they happen. We currently have two principals on.

Tom Hatch: I've I've worked in all aspects of a school that a school board member would need to have some good knowledge with regard to how things happen the way they happen. We currently have two principals on the school board. Jackie Warner is a retired principal, but I'm not sure when she was last in schools. Probably twenty twelve it seems, or whenever she was mayor. So I'm not sure. It's it's that's about right. It's been a minute, yeah, somewhere around twenty twelve or so.

Peter Pappas: the school board. Jackie Warner is a retired principal, but I'm not sure when she was last in schools. Probably 2012, it seems, or whenever she was mayor. So I'm not sure it's it's That's about right. It's been a minute, yeah. Somewhere around 2012 or so. And then Mary Hales, she's a retired elementary school principal. And I think she retired right around the same time I did. And so

Tom Hatch: And then Mary Hills, she's a retired elementary school principal. And I think she retired right around the same time I did. And so they have very different experiences as as I have from me. So mine is middle and high school, theirs was high school and elementary. Well, I mean I have to say a little bit with any candidate, not just school group, but you know, a lot of them like well, when I was that age or back when we did, it's like we need some more recent. No we don't No we don't. Recent stinks.

Peter Pappas: They have very different experiences as as I have from me. So mine is middle and high school, theirs was high school and elementary. Well, I mean, I have to say a little bit with any candidate, not just school board, but you know, a lot of them like, well, when I was that age or back when we did, it's like we need some more recent. No, we don't. No, we don't. Recent stinks. Everything that we do recent is half half. Yeah, but we used to paddle kids. We don't do that anymore. You should. Just because you should doesn't mean you can or

Tom Hatch: Everything that we do recent is half half. Yeah, but we used to paddle kids. We don't do that anymore. You should. Just because you should doesn't mean you can or you should or can you shouldn't or whatever. But there's a bunch of kids that need an ass with them thinking, excuse my language. But I'm just saying. I can agree with that. We're marked explicit, so it's okay. but no, I I I I cringe a little bit and it's not again, it's not just board of education people, it's running for any office. It's that back in the day

Peter Pappas: You should or can you should or whatever. But there's a bunch of kids that need an ass whipping thing. Excuse my language, but I'm just saying. I can agree with that. We're marked explicit, so it's okay. Yeah, you can say it. but no, I I I I cringe a little bit. And it's not again, it's not just board of education people, it's running for any office, you know. It's that back in the day, you know, glossing over with that rose colored glasses like everything was great. No, everything wasn't great, but the kids came out and we knew how to read.

Tom Hatch: you know, glossing over with that rose colored glasses like everything was great. No, everything wasn't great, but the kids came up and we knew how to read. You s they seemed like

Peter Pappas: We had idiots in our classes. Everybody has idiots. There they're George Carlin said kids are like any other group of people, a few winners and a whole lot of loss. That was George Carlin saying that. Right. Okay. But that was how he put it. You know, it it's any group of people is gonna have its few winners and a whole lot of people that are just

Tom Hatch: it. We had idiots in our classes. Everybody has idiots. They're there George Carlin said kids are like any other group of people. A few winners and a whole lot of that was George Carlin saying. Right. Okay. But that was how he put it. You know, it it's any group of people is gonna have this few winners and a whole lot of people that are just

Peter Pappas: well, and and unfortunately what's happening is is there's a spin out there on public education. So for all the bad, that just means that everything is bad about public education that's just not good. I don't want

Tom Hatch: Well and and unfortunately what's happening is is there's a spin out there on public education. So for all the bad, that just means that everything is bad about public education. It's just not good. I don't want my kid there. I'd rather do it at home. I'd rather have them in a private school. Give me my voucher, let me go to Christian school, whatever. Public school sucks. That's the farthest from the truth. And it's and it's along this line that you're saying here, well, back when I was in school and back back back in the day, back in the day.

Peter Pappas: kid there, I'd rather do it at home. I'd rather have them in a private school. Give me my voucher. Let me go to Christian school, whatever. Public school sucks. That's the farthest from the truth. And it's and it's along this line that you're saying here, well, back when I was in school and back back back in the day, back in the day, like y'all could tell stories when I have reunion groups come through that I work with as the president of alumni association, Terry Sanford, some of the crazy things that they talk about that they did when they were in school back in the 60s and the 70s.

Tom Hatch: Like Yaga tells stories when I have reunion groups come through that I work with as the president of the Alumni Association Terry Sanford, some of the crazy things that they talk about that they did when they were in school back in the sixties and the seventies.

Peter Pappas: And yes, there were kids that graduated from school that didn't graduate from school that couldn't read and write back in the fifties, sixties and seventies and be able to graduate if you can't read or write. They don't graduate. Well, they're gonna age out. I mean you can't have a twenty five year old.

Tom Hatch: And yes, there were kids that graduated from school that didn't graduate from school that couldn't read and write back in the fifties, sixties and seventies in the Stone Age. They don't graduate. Well they're gonna age out. I mean you can't have a twenty five.

Peter Pappas: So then that's where but then that's that's where the crux is, is that everybody wants to say, Well, kids are graduating, they can't read and write and do math and and work a cash register earlier example today. But

Tom Hatch: So then that's where but then that's that's where the crux is, is that everybody wants to say, well, kids are graduating, they can't read and write and do math and and work a cash register earlier example today, but that's not every kid. No, it's not every kid. And so we gotta quit generalizing that that's every kid graduating can't read and can't write, and that's what's happening. So we gotta change that narrative. You and I you and I have different opinions about the voucher stuff and all, but I've already

Peter Pappas: That's not every kid. No, it's not every kid. So we gotta quit generalizing that that's every kid graduating can't read and can't write. And that's what's happening. So we gotta change that narrative. You and I you and I have different opinions about the voucher stuff and all, but I've already we you and I've discussed that. Watch the May, watch the May video. Let's talk about the new stuff here. Well, and the thing I was gonna say was that it's really not a outside of being envious that we could have more funding with the vouchers going away, it's really not up to us here in the county. Right.

Tom Hatch: We you and I've discussed that. Watch the May watch the May video. Let's talk about the new stuff here. Well, and the thing I was gonna say was that it's really not outside of being envious that we can have more funding with the vouchers going away. it's really not up to us here in the county.

Peter Pappas: Okay. So what's going right with our public schools right now? 'Cause 'cause I believe you, the sky is not falling. Right. And there is a value to public schools. But what do you think is maybe one or two things that are going right right now? We've got first

Tom Hatch: Right. Okay. So what's going right with our Tobel schools, right? 'Cause 'cause I believe you, the sky is not falling. Right. And there is a value to public schools. But what do you think is maybe one or two things that are going right? Right? We've got Well k first off, we've got kids that are graduating from high school that are they are college ready, they're military ready, they're career ready, they're going into a wide variety of places that they

Peter Pappas: off, we've got kids that are graduating from high school that are they are college ready, they're military ready, they're career ready, they're going into a wide variety of places that they are

Tom Hatch: are doing amazing things. I've got kids working with me right now that graduated from Reed Ross that are helping me with my campaign. They're doing videography stuff. They're they're just and they're out there changing the world. You're just watching what they're doing. So these are products

Peter Pappas: Doing amazing things. I've got kids working with me right now that graduated from Reed Ross that are helping me with my campaign. They're doing videography stuff. They're, they're just and they're out there changing the world. You're just watching what they're doing. So these are products of

Tom Hatch: of

Peter Pappas: Cumberland County schools. What's happening in schools when you walk down the hallways? There are teachers standing in front of these kids that have got kids working in groups with paper, not all the time using a laptop, but they're they're

Tom Hatch: Kermaline County Schools, what's happening in schools when you walk down the hallways, there are teachers standing in front of these kids that have got kids working in groups with paper, not all the time using a laptop, but they're they're getting further and further away from this laptop and this digital craze that we went through after COVID. And you're seeing more hands-on, you're seeing more group work, you're seeing kids working collaboratively, you you're wanting them to think critically. You're wanting them to learn how to communicate, be able to talk to the person sitting next to them.

Peter Pappas: Getting further and further away from this laptop and this digital craze that we went through after COVID, and you're seeing more hands on, you're seeing more group work, you're seeing kids working collaboratively, you you're wanting them to think critically. You're wanting them to learn how to communicate, be able to talk to the person sitting next to them and not have their little phone sending text messages and Snapchats. I love that when you're in the room with somebody and they're sending you text messages rather than speaking to you. Go into a restaurant and watch what people do. Yep.

Tom Hatch: And not have their little phone sending text messages and Snapchats. I love that when you're in the room with somebody and they're sending text messages rather than speaking to you. Go into a restaurant and watch what people do. Yep. A a family, they're all sitting on their phones, you're like, stop it. That's that's terrible. I only do that just to see the reaction of the most heinous thing I can send to you and see what reaction you're gonna have. This guy. It's like I'm just looking like Okay, so what's going right is that you have seen

Peter Pappas: A a family. They're all sitting on their phones. You're like, stop it. That's that's terrifying. Well I only do that just to see the reaction of the most heinous thing I can send to you and see what reaction you're gonna have. This guy It's like it's like I'm just looking like, you know, yeah. So okay, so what's going right is that you have seen examples

Tom Hatch: examples of children that are the product of the covering high schools. And they're not doomed. No. We do have good examples. So from me outside looking in, I think my concern would be

Peter Pappas: of children that are the product of the Cumberland County schools. And they're not doomed. No. We do have good examples. So from me outside looking in, I think my concern would be the behavior aspect. Yeah. And what educators are allowed to control and ha can't touch. having possibly two girl these two girls that might move up here, you know, be in fifth and sixth grade, I think. That's

Tom Hatch: the behavior aspect. Yeah. What educators are allowed to control and can't touch. having possibly two girl these two girls that might move up here, you know, be in fifth and sixth grade, I think.

Peter Pappas: to me is scary for them, you know, to jump into a a public school and not know I don't know how that's going to be handled with discipline and stuff like that. And those are formative years for those girls. I have my granddaughter living in a a different

Tom Hatch: That's to me is scary for them, you know, to jump into a a public school and not know I don't know, how that's gonna be handled, Michigan and stuff like that. Those are formative years for us girls. I have my granddaughter living in a a different area because I did not want her to go to school. Because you felt it was bad or because you saw something that was bad in your school district? Because I went to the English teacher and the way she spoke

Peter Pappas: area because I did not want her to go to school here. Because you felt it was bad or because you saw something that was bad in your school district? Because I went to the English teacher and the way she spoke, I said, can I have an English teacher that speaks English, please? But you can't generalize that to the entire school. So that's But I can. And you did, and so that's your choice as a parent, grandparent to do that. But that creates a narrative that's false for the whole school and that's the

Tom Hatch: I said, can I have an English teacher that speaks English English? But you can't generalize that to the entire school. So that's But I can and you did, and so that's your choice as a parent, grandparent to do that, but that creates a narrative that's false for the whole school, and that's the negative spin that we have to as board members, as public educators, have to try to dispel that because you had a bad encounter with a person, that doesn't mean that the whole school's going to hell or not. No, and when I said can I please have somebody that speaks says

Peter Pappas: negative spin that we have to as board members, as public educators, have to try to dispel that because you had a bad encounter with a person, that doesn't mean that the whole school's going to hell and No, and when I said, could I please have somebody that spe says at least a few of these words correctly, well that's what we have. okay. Well, cool. I don't know who you were talking to that gave you that response. You don't have my grandchild. Yeah, I get it. Yeah. Yeah. She now lives in Newburn. Yeah. Well wow. That's a

Tom Hatch: at least a few of these words correctly. Well that's what we have. Okay. Well, cool. I don't know who you were talking to that gave you that response. You don't have my grandchild. Yeah. I did it. Yeah. Yeah. She now lives in Newburgh. Yeah. wow, that's a hike. Okay. Well okay, well let's talk about you mentioned that those are narratives we don't want to perpetuate.

Peter Pappas: Hike. Okay. Okay. Well let's talk about you mentioned that those are narratives we don't want to perpetuate. Yep.

Tom Hatch: Yep.

Peter Pappas: What role does the school board have in perpetuating the right message? And are they not doing it? Or can we do it better? Like what how are they getting that message out that hey, we're doing a good job here? So at the end of the day, it's it's not the school board's job to to do that. Our we have one employee, and that's the superintendent.

Tom Hatch: What role does the school board have in perpetuating the right message? And are they not doing it? Or can we do it better? Like what how are they getting that message out that hey, we're doing a good job? So at the end of the day, it's it's not the school board's job to to do that. Our we have one employee, that's the superintendent.

Peter Pappas: Okay. So it's up to him and his cabinet as it filters down through the system to tell the story. Now we can people

Tom Hatch: Okay. So it's up to him and his cabinet as it filters down through the system to tell the story. Now we can

Peter Pappas: will come to board members with all of their concerns. We need you to fix this, we need you to fix that. And and it's gonna be channeled to the appropriate person in whatever department that needs to address that situation. All non board members should be out there in the buildings seeing what's happening in the schools. I mean that

Tom Hatch: People will come to board members with all of their concerns. We need you to fix this, we need you to fix that. And and it's going to be channeled to the appropriate person in whatever department that needs to address that situation. All nine board members should be out there in the buildings seeing what's happening in the schools. I mean that that first and foremost is something that I've heard time and time again that I will make it my business to be in.

Peter Pappas: That first and foremost is something that I've heard time and time again, that I will make it my business to be in all eighty-six schools at some point during the school year to just do a walk by, see the principal, see the teacher, see what's going on, check in with the kids, read a book to some elementary kids, whatever. Right. That's important. So when board members are out in the buildings, then they know what's going on and they can change the narrative.

Tom Hatch: all eighty-six schools at some point during the school year to just do a walk by, see the principal, see the teacher, see what's going on, check in with the kids, read a book to some elementary kids, whatever. Right. That's important. So when board members are out in the buildings, then they know what's going on and they can change the narrative

Peter Pappas: Because now they're actually experiencing. And guess what? That's what principals do.

Tom Hatch: because now they're actually experiencing. And guess what? That's what principals do.

Peter Pappas: Principals get out of their office and they're in teachers' classrooms every single day that their schedule allows for it to be in those classrooms watching teachers do what they do well and helping those that aren't doing it well get better or get them the hell out. It's that simple. So that's a principal function, or is that like an AP function? I mean that's that no first and foremost, that is the

Tom Hatch: Principals get out of their office and they're in teachers' classrooms every single day that their schedule allows for it to be in those classrooms watching teachers do what they do well and helping those that aren't doing it well get better or get them the hell out. It's that simple. So that's a principal function or is that like an AP function? That's a print that's that no first and foremost, that is the principal's job to to model that to directly for your assistant principals.

Peter Pappas: principal's job to to model that to directly for your assistant principals. Because when I was at Terry Sanford and at Reed R Reed Ross, I had two APs and Chestnut had two two APs and at Terry Sanford I had four APs. So there were five administrators or three or three. We all had teachers that we were expected to evaluate each year and make sure that they were doing what they needed to do. But we also they came to us with whatever issues they had going on, discipline issues, parent issues,

Tom Hatch: Because when I was at Terry Sanford and at Reed Reed Ross, I had two APs, and Chestnut had two two APs, and at Terry Sanford I had four APs. So there were five administrators or three or three. We all had teachers that we were expected to evaluate each year and make sure that they were doing what they needed to do. But we also, they came to us with whatever issues they had going on, discipline issues, parent issues, collegial issues with with their colleagues, whatever. You know, what can we do to support, what can we do to make it better, and these kinds of things.

Peter Pappas: Collegial issues with with their colleagues, whatever. You know, what can we do to support? What can we do to make it better? And these kinds of things. So

Tom Hatch: So everybody is working together from a leadership standpoint, making sure that all of these things are happening in the building. Board members need to be doing these schools, not just hanging out with the principal in their office and, you know, talking about what's no, I want to walk around. I want to see what's happening in your building. I want to walk into some classrooms. And

Peter Pappas: everybody is working together from a leadership standpoint, making sure that all of these things are happening in the building. Board members need to be doing these schools, not just hanging out with the principal in their office and, you know, talking about what's no, I want to walk around. I want to see what's happening in your building. I want to walk into some classrooms and who

Tom Hatch: who so who watches the launchers? Who's who's tasked to check with the principal to see if they're doing this? Well, I mean get so they have a s there there there are associate superintendents who have

Peter Pappas: So who watches the watchers? Who's who's tasked to check with the principal to see if they're doing those walks? I gets so they have a there there there are associate superintendents who have all of the prints see again, this is where I'm just gonna digress. You can ask me that question and I can answer it, but I bet you the other fifteen can't. Okay. So every maybe they can, but I'm a I'm a watching. They need to watch.

Tom Hatch: All of the prints see again, this is where I'm just gonna digress. You can ask me that question and I can answer it, but I bet you the other fifteen can't. Okay. So every maybe they can, but I'm a I'm a wager that a lot of are interviewing. There you go. That's right. There we go. Well they're gonna be educated, they to watch. So

Peter Pappas: There are associate superintendents or area superintendents, as they call them, who are who are assigned a certain number of of principals and their schools that they work with directly.

Tom Hatch: there are associate superintendents or area superintendents as they call them who are who are assigned a certain number of principals and their schools that they work with directly.

Peter Pappas: So for instance, Tanja Robertson, Dr. Robertson, was my area superintendent. She had Terry Sanford, she had a couple other schools, she had some middle schools, it probably had some elementary schools or whatever. And so

Tom Hatch: So for instance, Tanja Robertson, Dr. Robertson, was my area superintendent. She had Terry Sanford, she had a couple other schools, she had some middle schools, it probably had some elementary schools or whatever. And so she worked with those principals. She did my evaluation, right? So I had to come up with my goals. We sat down and did goals. So what's your goals for the year? What's your professional development goals? What do you want to do better as a principal? What do you need to work on? She had some things that I needed to work on, and so

Peter Pappas: She worked with those principals. She did my evaluation, right? So I had to come up with my goals. We sat down and did goals. So what's your goals for the year? What's your professional development goals? What do you want to do better as a principal? What do you need to work on? She had some things that I needed to work on. And so, you know, that was what I did throughout the year. And so we checked in beginning of the year, middle of the year, end of the year. And then if anything went sideways, hey Tom, I just got a call from a parent.

Tom Hatch: You know, that was what I did throughout the year. And so we checked in beginning of the year, middle of the year, end of the year. And then if anything went sideways, hey Tom, I just got a call from a parent,

Peter Pappas: Blah, blah, blah, blah, blah. Fill me in on what's going on. Usually it was me calling her first. Tanjae, I probably just screwed up here. Let me let me fill you in on what's going on here. Or I bet you're gonna get a phone call. They're not happy about a decision that I've made,

Tom Hatch: blah, blah, blah, blah, blah. Fill me in on what's going on. Usually it was me calling her first. Tanjay, I probably just screwed up here. Let me let me fill you in on what's going on here. Or I bet you're gonna get a phone call. They're not happy about a decision that I've made.

Peter Pappas: but let me fill you in on the big picture of what's happening. So principals are they they do have their level of supervision. So someone is watching the watch. Okay. So you get on to f the school board.

Tom Hatch: But let me fill you in on the big picture of what's happening. So principals are they they do have their level of supervision. So someone is watching the week. So you get on the the school board first ninety days. What do you want to see on the agenda that isn't already there? What do you want to see 'cause you can't make anything happen without getting people to buy in. So what do you want to see on the agenda to start discussions about? We've got to figure out how we're going to stop the bleed in our

Peter Pappas: First 90 days, what do you want to see on the agenda that isn't already there? What do you want to see? Because you can't make anything happen without getting people to buy in. So what do you want to see on the agenda to start discussions about? We've got to figure out how we're going to stop the bleed in our enrollment. We've got to s we can't continue to cut our choice programs. We have to reconsider Reed Rawls and Ann Chestnut.

Tom Hatch: We've got to s we can't continue to cut our choice programs. We have to reconsider Reed Ross and Ann Chestnut.

Peter Pappas: Because if we're going to if we're going to close Ann Chestnut, we might as well close Pine Forest. And let me tell you why. Because we're looking at the MGT feasibility study. And I'm I've got my phone up here looking. So for people watching, MGT is are the people that did the consulting? They did they yep. They they did the consulting here. I'll hold this right here. So those are the people that did the consulting about the capital

Tom Hatch: Because if we're going to if we're going to close Ann Chestnut, we might as well close Pine Forest. And let me tell you why. Because we're looking at the MGT feasibility study and I've I've got my phone up here looking. So for people watching MGT is are the people that did the consulting? They did they yep, they they did the consulting here. Okay. Okay. So those are the people that did the consulting about capital stuff and now they got reengaged, I guess, to really dig into right. So they share this information of facility and grounds,

Peter Pappas: stuff. And now they they got re-engaged, I guess, to really dig into the Right. So they shared this information, facility and grounds. Sustainability and functionality, technology readiness, and then there's a combined score. Right. So when you look at your combined score, Pine Forest Middle School rated as a red school at 56, and Ann Chestnut is red at 57. And I say red, they had it color coded. Green is in is in pretty

Tom Hatch: sustainability and functionality, technology readiness, and then there's a combined school. Right. So when you look at your combined score, Pond Force Middle School rated as a red school at fifty six and Ann Chestnut is red at fifty seven. And I say red, they had it color coded green is in is in

Peter Pappas: good shape. and then yellow and then orange and then red. And so red is bad. Red is not good at all.

Tom Hatch: pretty good shape, and then yellow and then orange and then red. And so red is bad. Red is not good at all. It's it's concerning. And so your your facility and grounds with Anne Chestnut is 42 versus Pine Pine Forest is at a 42 as well. But we're not going to close down Pine Forest and re-give them a new school because where are all those kids going to go? But Ann Chestnut locally where it is state there's a middle school literally right

Peter Pappas: It's it's concerning. And so your your facility and grounds with Ann Chestnut is 42 versus Pine and Pine Forest is at a 42 as well. But we're not going to close down Pine Forest and re-give them a new school because where are all those kids going to go? But Ann Chestnut locally, where it is state, there's a middle school literally right across the street in Lewis Chapel. So you can redistrict all those kids and send them to Lewis Chapel, Westover, maybe a

Tom Hatch: the street in Lewis Chapel. So you can redistrict all those kids and send them to Lewis Chapel, Westover. Maybe a few might go to Max Sabbath, but probably most of them would go to Westover and Lewis Chapel. That sounds great. If it was just a regular middle school, but it's got a class, it's got a year round program in it, and those parents absolutely enjoy their and want their kids in the year round. The teachers like teaching in the year round. I did it for

Peter Pappas: Few might go to Max Sabbath, but probably most of them would go to Westover and Lewis Chapel. That sounds great. If it was just a regular middle school. But it's got a class, it's got a year-round program in it. And those parents absolutely enjoy their and want their kids in the year-round. The teachers like teaching in the year-round. I did it for 18 years. I mean, it's

Tom Hatch: eighteen years. I mean it's

Peter Pappas: and

Tom Hatch: and so if we start getting rid of our choice programs because of the buildings and the way they are their how their sustainability and and the these the study that was done, well then we really need to take a look at all the buildings. Who's gonna get is Pine Force gonna get a new middle school? Right. You know, there's a bunch of middle schools that are in the red what kind of school choice programs are available to to parents, right? Did you mention the class

Peter Pappas: So if we start getting rid of our choice programs because of the buildings and the way they are their how their sustainability and and the these this study that was done, well then we really need to take a look at all the buildings. Who's gonna get it? Is Pine Force gonna get a new middle school? Right. You know, there's a bunch of middle schools that are in the red. What kind of school choice programs are available to parents right now? Because you mentioned the classic So you got the three classical schools, so Massie Hill, Seventy First, and Reed Ross. You've got year round programs, you've got language immersion programs, you've got technology programs, you've got fire science program, there's you've got your early colleges as well. there's twenty one programs and I can't name all, but those are the big hitters for those that And that means a parent can apply to that. International Black A Lord at Southview High School, yes. So if they live in your district, Harry Sanford, they can

Tom Hatch: So you got the three classical schools, so Massey Hill, Seventy First, and Reed Ross. You've got year round programs, you've got language immersion programs, you've got technology programs, you've got fire science program, there's you've got your early colleges as well. there's twenty one programs and I can't name all, but those are the big hitters for those that And that means a parent can apply to that. International Back of Lord at Southview High School, yeah. So if they look at your district area safer, they can

Peter Pappas: As long they provide the transportation. Wow. Okay. And so we are with the current plan that's in place, we are losing some choice programs? Or you just or we don't know where they're gonna go. Well the current plan you would close and tear down Ann Chestnut. Right. Well, I don't know if you tear down. You sell you give the give the property to the county, they'll figure out what they're gonna

Tom Hatch: As long as they provide the transportation. Okay. And so we are with the current plan that's in place, we are losing some choice programs or you just don't know where they're gonna go. Well the current plan you would close and tear down Ann Chestnut. Right. Well if you tear down you say you give the give the property to the county, they'll figure out

Peter Pappas: do with it. Reed Ross becomes a swing space for E.E. Smith, and then Smith would be there for however many years it takes to build the school, and then they would go to their new school and then

Tom Hatch: Reed Ross becomes a swing space for E.D. Smith. And then Smith would be there for however many years it takes to build the school. And then they would go to their new school. And then what do you do with with Reed Ross? Could it become a swing space for Terry Sanford? Now they get a new high school. And were you gonna build Terry? When I saw how they were gonna do one year here. They have it looked at a very complicated show game. So to save that, you you could

Peter Pappas: What do you do with Breed Ross? Could it become a swing space for Terry Sanford? Now they get a new high school. And where are you going to build Terry? It seemed like a pretty complicated shell game when I when I saw how they were going to do one year here. They have it looked like a very complicated thing to arrive at. So to save that, you you could I mean Ferguson Easley is is also supposed to get a new school as well. So you take down Ferguson Where's Ferguson Easley? It's down the street from E. E. Smith High School.

Tom Hatch: I mean Ferguson Easley is is also supposed to get a new school as well. So you take down Ferguson's Ferguson Easley. It's down the street from E.E. Smith High School. So stay with me on this. All right. You take down Ferguson Easley, kids state E.E. Smith, you build a new E. E. Smith High School where Ferguson Easley Elementary School is right now. Then once that school's done, you move the kids across the street and all the while, then you can take that whole entire area over there that's E. E. Smith.

Peter Pappas: So stay with me on this. All right. You take down Ferguson Easley, Kids State E.E. Smith, you build a new E.E. Smith High School where Ferguson Easley Elementary School is right now. Then once that school is done, you move the kids across the street. And all the while, then you can take that whole entire area over there that's E.E. Smith and turn that into a megaplex of an athletic complex for those kids and for the community.

Tom Hatch: and turn that into a megaplex of an athletic complex for those kids and for the community.

Peter Pappas: And in the meantime, Smith kids can play at Reed Ross. We did it at Terry at it was Terry Sanford. Yeah. Okay. We we played there for a year while they were tearing down our stadium. so they're but but the problem is people are like, Well, we don't want the kids on one campus and then the athletics is across down the street over here. Yeah, I heard that. But

Tom Hatch: And in the meantime, Smith kids can play at Reed Ross. We did it at Terry at well it was Terry Sanford, yeah. We we we played there for a year while they were tearing down our stadium. so there but but the problem is people like well we don't want the kids on one campus and then the athletics is across down the street over here. Yeah, I heard that.

Peter Pappas: it's like okay, so okay, so let's just shut an entire school down that's been in existence since nineteen ninety nine.

Tom Hatch: But it's like okay, so okay, so let's just shut an entire school down that's been in existence since nineteen ninety nine, read Ross, and throw away the baby and the bathwater so that we can do this for for there's a better way. And then Ferguson Eza gets a new elementary school built for them. So how much of this is pretty much in stone at this point? I don't know. I mean that's a good question. So they have voted on like saying

Peter Pappas: Reed Ross and throw away the baby and the bathwater so that we can do this for for there's a better way. And then Ferguson Easy gets a new elementary school built for them. So how much of this is pretty much in stone at this point? I don't know. I mean that's a good question. So they have voted on like saying because we mentioned earlier It's not I will tell you what has been what is in stone is Manchester Manchester JW Coon.

Tom Hatch: 'Cause we mentioned earlier. It's not I will tell you what has been what is in stone is Manchester Manchester JW Kuhn, the stuff that was done this year is in stone. This the stuff that's coming up for the twenty seven twenty six, twenty-seven school year is gonna be looked at. I don't know if it's gonna be by this current elected board or it's gonna be looked at the new board that comes in in January. Okay. So decisions have been made for this year and they're already moved.

Peter Pappas: the stuff that was done this year is in stone. Okay. This the stuff that's coming up for the 27, 26, 27 school year is gonna be looked at. I don't know if it's gonna be by this current elected board or it's gonna be looked at the new board that comes in in January. Okay. So decisions have been made for this year and they're already moving forward. Certainly big things for the new incoming board to work with. So you support year-round schools, according to what I've

Tom Hatch: certainly big things for the new incoming to work with. So you support year round schools, according to what I've yeah followed you a little bit. side so what is that just to keep these kids off the street? I mean no what what do you like about year round schools? Well you go, you know, you s get a short summer break 'cause right about July is when kids are just like parents have run out of camps, things for them to do, Bible school, everything's done and over about early July. Ready to get them out of the house.

Peter Pappas: yes. Followed you a little bit. so what is that just to keep these kids off the street? I mean, no. What what what do you like about year-round schools? Well, you go, you know, you s get a short summer break. Cause right about July is when kids are just like, okay, I'm bored. Parents have run out of camps, things for them to do, Bible school, everything's done and over about early July. You're ready to get them out of the house. Right.

Tom Hatch: Right. They start back to school in July, they go to school for forty five days. Right about now, the

Peter Pappas: They start back to school in July, they to school for 45 days. Right about now, the kids

Tom Hatch: kids, their friends are going getting ready to go to school next week. Year round has got just a few more weeks to go and they're getting ready to come up on a three week fall break. So kids that are behind academically can come in during two of the three weeks and get extra tutoring and get caught up in reading and math. Kids

Peter Pappas: Their friends are going getting ready to go to school next week, year-round has got just a few more weeks to go and they're getting ready to come up on a three-week fall break. So kids that are behind academically can come in during two of the three weeks and get extra tutoring and get caught up in reading and math. Kids could also come in and be part of enrichment that teachers provide. Also, teachers during the fall, and you do that again in the spring, can make an extra

Tom Hatch: could also come in and be part of enrichment that teachers provide. Also teachers during the fall, and you do that again in the spring, can make an extra

Peter Pappas: Paycheck by working in the fall and the spring intercessions and teaching. So you almost become an 11-month employee as a teacher. You pick up an extra month's salary working at year-round if you choose to teach extra during that time. So you go back after 45 days in October and you go 45 more days and you're out for three weeks of Christmas. Nobody

Tom Hatch: paycheck by working in the fall and the spring intercessions and teaching. So you almost become an 11 month employee as a teacher. You pick up an extra month salary working at year round if you choose to to teach extra during that time. So you go back after 45 days in October and you go 45 more days and you're out for three weeks of Christmas.

Peter Pappas: gets three weeks of Christmas. Every kid's like, my God, three weeks of Christmas is amazing. This is the sales pitch I would give to elementary kids when I would go visit their schools and tell them about how the great things are about.

Tom Hatch: Nobody gets three weeks of Christmas. Every kid's like, my God, three weeks of Christmas is amazing. This is the sales pitch I would give to elementary kids when I would go visit their schools and tell them how the great things are about year round. Then they go 45 more days, and somewhere right around Easter is when you get your three week break. So before, during, or after Easter, they coincide the year round with the year with one week that the traditional calendar kids are out. You get three week spring break, you go back for 45 more days, you get out in June, and you do it all.

Peter Pappas: year round. Then they go forty five more days. And somewhere right around Easter is when you get your three week break. So before, during, or after Easter, they coincide the year round with the year with one week that the traditional calendar kids are out. Okay. You get three week spring break, you go back for 45 more days, you get out in June and you do it all over again. So learning loss is is alleviated to some degree. You've got opportunities for remediation and enrichment. You got opportunities to travel during off travel

Tom Hatch: Again, so learning loss is is alleviated to some degree. You've got opportunities for remediation and enrichment. You got opportunities to travel during off-travel

Peter Pappas: Times, you can go visit with parents and friends and family, kids that play sports. We had kids that went to Smith and they they liked it because they were starting their classes and they were getting acclimated while they were doing summer workouts. And they liked

Tom Hatch: times. You can go visit with parents and friends and family. Kids that play sports. We had kids that went to Smith and they they liked it because they were starting their classes and they were getting acclimated while they were doing summer workouts and they liked

Peter Pappas: not having to worry about they had three weeks off during the crux of the football season when you're you're you're starting to hurt. You've been you've already been banged around for about a month and a half. Well, now they don't have to worry about school.

Tom Hatch: not having to worry about they had three weeks off during the crux of the football season when you're you're you're starting to hurt, you've been pl you've already been banged around for about a month and a half. Well now they don't have to worry about school. They can just focus on their games and travel and everything. So year round has definitely got some bursts to it. There is one local thing and I should have brought it up with our former guest, but it looked like Jack Britt had a little problem in the last week or so with the football game.

Peter Pappas: They can just focus on their games and travel and everything. So year-round is definitely got some perks to There is one local thing, and I should have brought it up with our former guest, but it looked like Jack Britt had a little problem in the last week or so with a football game. Yeah, it was that was nasty. Is that so is that a failure or I'm sorry. Do you want to tell the listeners what the problem was? Tom? I could say, yeah. So so each each year there are

Tom Hatch: Yeah, so that was nasty. Is that so is that a failure or sorry. Do you want to tell the listeners what the problem is? Tom. I can say. Yeah. So so each each year there are Cromwell County Schools host a couple of sites and it rotates around football jamboree. Yes. So there are schools that come in from around the conference that play, I don't know, twenty minutes of football on one end of the football field and twenty minutes on the other.

Peter Pappas: Crumlin County Schools host a couple of sites and it rotates around football jamboree. Yes. So there are schools that come in from around the conference that play, I don't know, 20 minutes of football on one end of the football field and 20 minutes on the other end of the football field. And people come in and they watch, and there's thousands of people that come from all around. It's an anticipated event. It's a huge fundraiser for Crumlin County Athletics program because that's the big fundraiser that.

Tom Hatch: football field and people come in and they watch and there's thousands of people that come from all around anticipated event it's a huge fundraiser for Crumley County Athletics Burvy because that's the big fundraiser that Chad uses as the director, executive director for athletics for Crumley County School. So so now let's just say let's let's take that and now you've got this ability in which anybody from anywhere could have a cause to come to a game because they're

Peter Pappas: Chad uses as the director, executive director for athletics for Cumberland County Schools. So, so now let's just say, let's let's take that, and now you've got this ability in which anybody from anywhere could have a cause to come to a game because their their friends are playing or whatever. They're just there because they're bored and they don't have anything else to do. My understanding with what happened at Jack Britt is that these were not students.

Tom Hatch: Friends are playing or whatever, they're just there because they're bored and they don't have anything else to do. My understanding with what happened at Jack Britt is that these were not students

Peter Pappas: of Cumberland County that they just all happen to be here and were gonna settle their beef. And there was probably, and I've seen the video, there's three or four different fights that break out and then some S the sheriffs get involved to break it up. And you know, they

Tom Hatch: of Cumberland County, that they just all happen to be here and were gonna settle their beef, and there was probably, and I've seen the video, there's three or four different fights that break out, and then some the the sheriffs get involved to break it up and you know. They they're they're sort of running around and there's just a melee of

Peter Pappas: they're they're sort of running around and there's just a melee of just

Tom Hatch: just people running around and that's typical when you have altercations like I think I saw some parents involved, so this was not always the kids. Yeah, I didn't see the what the video I saw and it and it wouldn't surprise me, you know, my son, you know, you go yeah, I'm here and you're gonna beat on my son, okay, so here we go. Or my daughter, whatever it might be. Was it a lack of security thing with SRO issue? I 'cause see that's where I was kinda going. Yeah. Yeah. We had a problem with the S R O deal last year.

Peter Pappas: People running around and that's typical when you have altercations like I think I saw some parents involved, so this is was not always the kids. Yeah, I didn't see no I didn't my son g you know, you yeah, I'm here and you're gonna beat on my son. okay, so here we go. Or my daughter, whatever it might be. Was it a lack of security you think with SRO issue? I mean 'cause see that's where I was kinda going. Like yeah, we had a problem with the SRO deal last year. There were SROs on site. I don't know how many SROs Chad had there. I I I would I would

Tom Hatch: There were SROs on site. I don't know how many SROs Chad had there. I I I would I would again, I don't know. I do know that for big football games that we would have a minimum of at least seven or eight SROs if we it was like a Cape Fear Terry Savage game. Got a bunch of I mean, you're gonna have at least seven or eight SROs there because that's a rivalry. these were not seen as rival games. It's just you had rivals showing up from the neighborhood or from some other county.

Peter Pappas: Again, I don't know. I do know that for big football games that we would have a minimum of at least seven or eight SROs if we it was like a Cape Fear, Terry Sanford game. Got a bunch of I mean, you're gonna have at least seven or eight SROs there because that's a rivalry. these were not seen as rival games. It's just you had rivals showing up from the neighborhood or from some other county, whatever,

Tom Hatch: Whatever, and they're like, well, let's just meet up here and let's just handle our beef.

Peter Pappas: and they're like, well, let's just meet up here and let's just handle our beef. Or

Tom Hatch: Or who knows, something could have just sparked. We don't know why it happened. I will say though, that and this would this would not be happily viewed upon by the local schools, but every school that has a team that's playing, their staff members would be on duty at that game and then.

Peter Pappas: Who knows? Something could have just sparked. We don't know why it happened. I will say, though, that, and this would this would not be happily viewed upon by the local schools, but every school that has a team that's playing, their staff members would be on duty at that game. And then they don't have to stay for all the games. You're there 30 minutes before.

Tom Hatch: They don't have to stay for all the games. You're there thirty minutes before,

Peter Pappas: You're on duty, you're helping to work the ticket table, you're there, you you have a special shirt on or something like that. You watch any kind of sporting event, college pro, where it could be messy, you can tell your event staff because they're all wearing yellow. So they're they're everywhere. All of a sudden now you've got this presence that we didn't have before, where

Tom Hatch: you're on duty, you're helping to work the ticket table, you're there, you you have a special shirt on or something like that. You watch any kind of sporting event, college pro where it could be messy, you can tell your event staff 'cause they're all wearing yellow. So they're they're everywhere. All of a sudden now you've got this presence that we didn't have before.

Peter Pappas: you've got adults who they're they're making it their business to

Tom Hatch: where you've got adults who they're they're making it their business to, okay, y'all need to move along, y'all need to move along, you need to move along. Everybody's got a radio. you know, we've got a code one, which that might be a fight or something getting ready to brew here. I need assistance. And all of a sudden we're on it. But that requires manpower and nobody gets paid to do after school duties. You can't make somebody do that. You can say we need your help. We need anybody to sign up and volunteer to do this.

Peter Pappas: Okay, y'all need to move along. Y'all need to move along. You need to move along. Everybody's got a radio. Up, you know, we've got a code one, which that might be a fight or something getting ready to brew here. I need assistance. And all of a sudden, we're on it. But that requires manpower, and nobody gets paid to do after school duties. You can't make somebody do that. You can say, We need your help. We need your buddy to sign up volunteer to do this. And then people can say, you know, well, I've I'm going out of town. I've

Tom Hatch: And then people can say, you know, well, I've I'm going out of town, I'm sick, I can't, blah blah blah. And so Well, I think it's a concern. I mean it's safety for the kids and you know, especially if you got parents that want to settle the beats too. That's a that's an issue. I did see one of the sheriff's deputies get smacked. Yeah, yeah. for one of those videos. So it was pretty it's like, Come on, Faber, we need to have nice things. Come on, come on. And all the comments that people made you're just like

Peter Pappas: sick, I can't, blah blah blah. And so Well, I think it's a concern. I mean safety safety for the kids and you know, especially if you got parents that want to settle the beefs too. That's a that's an issue. And I did see one of the sheriff's deputies get smacked. Yeah. Yeah. in one of those videos. So it was just pretty it's like, come on, Fayette, we need to have nice things. Come on, Carmel Cow. And all the comments that people made you're just like okay. And that that's what really bothers me. It's like th you know, that's just Fayette we'll be in Fayetteville if Vietnam and all this Stop. It's not this is not this is somebody

Tom Hatch: And that that's what really bothers me. It's like, th you know, that's just fate. We'll be in Fayetteville and Fayetteville. Vietnam and all the stuff. Stop. It's not Yeah. And they probably had a little guy like me run his mouth to somebody because his friends told him to. Go over there and run your mouth to that guy. I did. But just isn't it fate they'll be in Fayette Line? You guys say stop, but it seems to be a common thing that happens over and over and over again. I I just hate Fayetteville.

Peter Pappas: Run of their mouth. Yep. And they probably had a little guy like me run his mouth to somebody because his friends told him to go over there and run your mouth to that guy. And I did and sort of But just isn't it Fayeville being Fayetteville? And you guys say stop, but it seems to be a common theme that happens over and over and over again around Fayetteville. Yeah, we have stupid there are stupid people everywhere. There's stupid people everywhere. They are among us. And I just it's why is it my city's fault?

Tom Hatch: Yeah, we have stup there are stupid people there. There's stupid people everywhere. They are among us. Mm-hmm. And I just it's why is it my city's fault? I think It's not your city's fault. It's I didn't say that it was your city's fault. I I'm just saying that we have an issue here with people not knowing how to debate. Mm-hmm. Here in Cumberland County. We are high up there. Didn't I do the the little study thing that we are out of the thousands of cities, we are one of the cities that are our problem child in America.

Peter Pappas: It's not your city's fault. It's I didn't say that it was your city's fault. I I'm just saying that we have an issue here with people not knowing how to behave. Here in Cumberland County, we are high up. But we also have Didn't I do the this little study thing that we are out of the thousands of cities, we are one of the cities that are our problem child in America. What what is going on in America? We are a problematic child, but I also believe we have the ability

Tom Hatch: What what is going on in America? We are in favor. I

Peter Pappas: I like the idea of the guys in the yellow shirts with the event staff. That sounds like a good thing. That's what I'm saying. We need to know that this is an issue. Okay. And and let's be real adults about it and say, hey, what are we gonna do to fix it? Was this the first time that something like that has happened at one of these gym one of these things? No. So I mean like

Tom Hatch: like the idea of the guys in the yellow shirts with the event staff. It sounds like a good thing. That's what I'm saying. We need to know that this is an issue. Okay, and and let's be real adults about it and say, Hey, what are we gonna do to fix it? Was this the first time that something like that has happened? One of these nope one of these things. So Why not? We should be able to plan better. That's exactly right. At some point we have to acknowledge that there is an issue here in Cumberland

Peter Pappas: we should be able to plan better. Yep and and that's exactly right. At some point we have to acknowledge that there is an issue here in Cumberland County.

Tom Hatch: County. There's a ri there's ten thousand cities in America and Fayetteville, North Carolina is in the top fi within the top fifty of the most Yeah. Hostile places to be. But we have but I also think that we have a community of s people that are smart enough and bright enough to get the job done. I agree. First acknowledge that we have an issue and then start stepping up and to change

Peter Pappas: There's a ri there's ten thousand cities in America and Fayetteville, North Carolina is in the top fi within the top fifty of the most Yeah. Hostile places to be. But we have our problems, but I also think that we have a community of people that are smart enough and bright enough to get the job done. I agree. First acknowledge that we have an issue and then start stepping up and to change it.

Tom Hatch: it.

Peter Pappas: Fair enough.

Tom Hatch: Fair enough. I acknowledge we have an if you issue so can you please work on it? Sure. Okay. Alright, what's your next question regarding the school school board? So well look, there's a lot

Peter Pappas: I acknowledge we have an issue issue, sir. Can you please work on it? Sure. Okay. All right, what's your next question regarding the school school board? School board. So well look, there's a lot that's

Tom Hatch: that's

Peter Pappas: There's a lot of money y'all need to fix these schools capital wise, but also your school board, I guess, what is it, responsibility when it comes to teacher pay really extends to the supplements you guys can pay out. Right. And do you have those been increased in the last couple of years? Is that a school board issue? It is. So they were increased last year. Okay. So we are comparable. We're the highest in in the southeastern part of the state and one of the top in the state final.

Tom Hatch: There's a lot of money y'all need to fix these schools capital wise, but also your school board, I guess what is it, responsibility when it comes to teacher pay really extends to the supplements you guys can pay. Right. And do you have those been increased in the last couple of years? They were increased at the school board this year? It is. So they were increased last year. Okay. So we're comparable, we're the highest in in the southeastern part of the state, and one of the top in the state final.

Peter Pappas: But not the top. So how far away are we from like South Carolina, one of the bordering counties? Well that's that's a whole I mean that how come you're talking supplement. We're talking that's their salary down there. So not only do they get a salary, but they also get a stipend as well. So you're you're talking ten, twenty thousand dollar difference. Really? Mm-hmm. Okay. Okay. And it a lot of that is tenured folk, people that have and what you'll see because North Carolina doesn't do this.

Tom Hatch: But not the top. So how far away are we from Linux, South Carolina, one of the bordering counties? Well that's that's a whole I mean that you're you're talking supplement, we're talking that's our salary down there. So not only do they get a salary, but they also get a stipend as well. So you're you're talking ten, twenty thousand dollar difference. Really? Mm-hmm. Yep. And it a lot of that is tenured folk, people that have and what you'll see because North Carolina doesn't do this.

Peter Pappas: We're missing out on retired teachers that could sit out for six months and come back in the classroom and teach and double dip. I mean, you you did your 30 years. You have to there there should be a you get you got 30 years, you can draw your retirement check and you go back and you teach and you get your teaching check. Now you're getting paid. Yes. Well they get paid like a first year teacher though, because they can make the most. No, you get paid. You just get paid what you were making when you left. Okay. And so, but they did away with that years ago because

Tom Hatch: We're missing out on retired teachers that could sit out for six months and come back in the classroom and teach and double dip. I mean, you you did your thirty years, you have to there there should be a you get you got thirty years, you can draw your retirement check and you go back and you teach and you get your teaching check. Now you're getting paid. Yes. But we don't pay like a first year teacher though, 'cause they make the most. No, you get paid you just get paid what you were making when you left. Okay. And so but they did away with that years ago because

Peter Pappas: There at the time we were in the Great Recession and we had to find ways to cut back. Right, right, right. And they just never the Republicans never put that back in once we got moving along here and got out of the recession and tax dollars started flowing in. They never gave some of these cuts back that they took out of the name of we need to save money on taxes because of the recession. Well, wouldn't that be a responsibility of like NCAA or conservative teachers or somebody?

Tom Hatch: There at the time we were in the Great Recession and we had to find ways to cut back. They just never the Republicans never put that back in once we got moving along here and got out of the recession and tax dollars started flowing in. They never gave some of these cuts back that they took out of the name of we need to save money on taxes because of the recession. Well, wouldn't that be a responsibility of like N C A E or Conservative Teachers or somebody?

Peter Pappas: To advocate for the teachers to get that money back? I I would think. You know I you you would think that but we're not a union state, so they don't have a their their lobbying power is is squashed at the General Assembly. Right. Because the Republicans have made it no bone about it since twenty ten. There they was covert in the beginning and now it's just overt. We're just we're dismantling public education. And you guys deal with it the best way you can. So

Tom Hatch: To advocate for the teachers to get that money back? I I would think. You know Y you would think that but we're not a union state, so they don't have a they their lobbying power is is squashed at the General Assembly. Right. Because the Republicans have made it no bone about it since twenty ten. There there was covert in the beginning and now it's just overt. We're just we are dismantling public education. And you guys deal with it the best way you can. So

Peter Pappas: Do the best we can. I don't think I mean, that's the problem that we're running into. We're all these unfunded mandates that continue to come down from the state, without any any and we've talked about this before, without any funding that goes with it, you know, make it happen. Okay, you're you're just gonna add one more thing to my plate that I need to do. And I couldn't do the three things that I already had to do at the same time, and now we're gonna put a fourth thing on here.

Tom Hatch: Do the best we can. And and that's that's and that's where we are. I mean, that's the problem that we're running into. We're all these unfunded mandates that continue to come down from the state, without any any and we've talked about this before, without any funding that goes with it, you know, d make it happen. Okay, you're you're just gonna add one more thing to my plate that I need to do. And I couldn't do the three things that I already had to do at the same time, and then we're gonna put a fourth thing on here.

Peter Pappas: So

Tom Hatch: So

Peter Pappas: So number one thing that you want to accomplish once you if you were to take a seat on the board, what's your we we've got to work on enrollment? I mean, it's like I said, enrollment. Yeah, we've got to make sure that we are decreasing the bleed. You know, we've got to s we've got to look at our choice programs. We need to look at increasing the opportunities, other opportunities for students to if you don't want to go to this school, but you really like the program over here at this school because it sounds it's meets your learning needs and what you

Tom Hatch: So number one thing that you want to accomplish once you if you were to take a seat on the board, what what your We've got to work on I mean, it's like I said enrollment. Yeah, we've got to make sure that we are decreasing the bleed. You know, we've got to s we've got to look at our choice programs. We need look at increasing the opportunities, other opportunities for students to if you don't wanna go to this school but you really like the program over here at this school because it sounds it's meets your learning needs and what

Peter Pappas: Then we need to do more of that. And we did back in the day. We don't do it anymore. Okay. Well, if we want to learn more about you and your campaign and all that good stuff, where do we go? I do you have your QR code with you? No, but it's votehatch.com. It's pretty easy. Votehatch.com. Go in, check out my webpage. You can on there you can donate. You can email if you want to volunteer and it's all right there. And we'll That's exactly what all campaigns run on.

Tom Hatch: Then we need to do more of that. And we did back in the day. Don't do it anymore. Okay. Well, if we want to learn more about you and your campaign and all that good stuff, there you go. I do you have your QR code with you? No, but it's votehatch.com. It's pretty easy. Votehatch.com. Go in, check out my webpage. You can on there you can donate. You can email if you want to volunteer, and it's all right there and we'll That's exactly what all campaigns run. Volunteers, people and money. So if you want to

Peter Pappas: volunteers, people and money. So if you wanna volunteer or if you wanna give money, see please get involved. Vote hatch dot com hatch dot com and please get involved. Whether you whether you I mean I I I like Tom. He's okay, you know, so whether you like Tom or not, you've gotta help you gotta participate in this system out of ours. Okay. There are sixteen people running so you can find somebody cream of the crop that you want to push through this election and stop your bitching. Right. And this is and and again, you know

Tom Hatch: Here or if you want to get money. See involved. That's right. Vote hatch dot com hatch dot com and please get involved. Whether you whether you I mean I I I like Tom, he's okay, you know. So whether you like Tom or not, you gotta help you gotta participate in this system somebody out ours. Yeah. Okay. There are sixteen people running, so you can find somebody cream of the crop that you want to push through this election and stop your bitching. Right. And this is and and again, you know, I know I I I got a little political there with my whole

Peter Pappas: I know I I I got a little political there with my whole Republican

Tom Hatch: Republican rent in the General Assembly. But this is nonpartisan. So vote for the person and not the party. Right? So if there's sixteen people on the ballot and you don't know any of them but the one guy that's sitting right here in the chair, then just vote for Tom Hatch. Don't just pick three other two other people just because their names are on the ballot. It becomes a one shot vote. You're describing a single shot. Single shot vote. Yep. And that's I I believe in people need

Peter Pappas: rant and the General Assembly, but this is nonpartisan. So vote for the person and not the party. Right. So if there's sixteen people on the ballot and you don't know any of them but the one guy that's sitting right here in the chair, then just vote for Tom Hatch. Don't just pick three other two other people just because their names are on the ballot. It becomes a one shot vote. You're describing a single shot. Single shot vote. and that's I I believe in people need to do that.

Tom Hatch: to do that. I agree. They they really need to not just pick three just because you can't.

Peter Pappas: I agree. They they really need to not just pick three just because you can. Yeah.

Tom Hatch: Yeah. Yeah. If you don't know me, but you know Broxy, then vote Broxy. Yeah. You know, I mean it's it is what it is, but just filling out three people's names. More importantly, show up. Come vote. Let's get more than twelve percent of y'all off the poll so we can have a better reason. Seriously. Well, Tom, it's always a pleasure having you. Yeah, thanks for having me on. I'll get back with you on that political

Peter Pappas: Yeah. If you don't know me, but you know Broxy, then vote Broxy. Yeah. You know, I mean it's it is what it is, but just filling out three people's lessons. More importantly, show up. Come vote. Let's get more than twelve percent of y'all out to poll so we can have a ballot reasons. Seriously. Well, Tom, it's always a pleasure having you. Yeah, thanks for having me on. I'll get back with you on that political snow. We all wear the jersey, but we're all get along the end of the day. So everybody,

Tom Hatch: snow. Yeah, that's fine. Yeah, we I know this is a conservative show. That's fine, I don't know. That's right. Everybody, thank you for watching. You can go to the Carolinacabinet dot com to like, follow, subscribe, and we will see you this coming Monday. We got more candidates coming up. We got my goodness. So with that, y'all have a good evening. Thanks for

Peter Pappas: thank you for watching. You can go to the Carolina Cabinet dot com to like, follow, subscribe, and we will see you this coming Monday. We've got more candidates coming up. We got my goodness. So with that, y'all have a good evening. Thanks for watching.

Tom Hatch: watching.