[00:00:01]
WHAT YOU HAD, YOU KNOW, A COUPLE OF DAYS AGO.WE HAVE ANY PUBLIC COMMENTS, ROBYN.
UM, THIS MEETING IS BEING BROADCAST BY THE COUNTY CHANNEL.
IS, IS THAT RIGHT ROBIN? CORRECT.
AND IT'S BEING CONDUCTED BY, UH, VIDEO CONFERENCING.
SO LET'S GO AHEAD AND START OUR MEETING WITH OUR PLEDGE OF ALLEGIANCE, TO THE FLAG OF THE UNITED STATES OF STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL NOW SAYS HE DOESN'T HAVE ANY SOUND MOUTH.
MAYBE IT'S BECAUSE YOU HAD YOUR MICROPHONE TURNED OFF LAST NIGHT WHEN YOU WERE IN THE BOARD MEETING IN THAT ROOM.
SO TRY TO, YOU KNOW WHERE IT IS ON THE BOTTOM OF YOUR SCREEN, YOU KNOW, IT DOESN'T LOOK LIKE HE HASN'T MUTED.
I DON'T SAY THE LITTLE SYMBOL.
YOU HAVE TO SLIDE YOUR VOLUME OVER RIGHT ON THE SIDE OF YOUR COMPUTER THERE, THOSE LITTLE BARS THAT YOU CAN FEEL TACTILY TACTILELY AND YOU JUST HAVE TO PUSH IT UP TO INCREASE THE VOLUME.
IF HE CAN'T HEAR US, THEN WE CAN'T, HE'S TRYING TO GET DIRECTIONS FOR SOMEBODY HE CAN'T HEAR.
CAN YOU HEAR US? CAN YOU HEAR US? HMM.
OR SANDY BY EMAIL WHEN, IF HE CAN REACH IT.
NO, HE SAYS MAYBE LEAVE AND COME BACK IN.
SO, UM, WELL MEL IS TRYING TO GET SOME AUDIO HERE.
LET ME JUST, UM, FOR THE PUBLIC SAY, WHO IS ONLINE, SOMEBODY PLEASE HELP.
WE'VE GOT, UH, KATHY ROBOT AND MEMBER OF THE ACADEMIC COMMITTEE, MR. MEL CAMPBELL MEMBER OF THE ACADEMIC COMMITTEE, MYSELF, UM, ROBIN CUSHION, BARRY, OUR ESTEEMED, UM, ADMINISTRATIVE ASSISTANT AND MOLLY MERCADO.
UM, WHEN DID CARTLEDGE LEGAL? DR.
STRATOSE CHIEF INSTRUCTIONAL SERVICES OFFICER AND DR.
WHITE, UM, DIRECTOR OF SPECIAL EDUCATION.
SO MARY, HOW WOULD YOU LIKE TO START? OUR PURPOSE TODAY IS TO REVIEW SEVERAL, UM, OH, I'M SORRY GUYS.
LET'S GO BACK TO, WE NEED TO APPROVE THE AGENDA.
DO I HAVE A MOTION TO APPROVE THE AGENDA? I MOVE.
OH, THAT WAS THAT GREAT VOICE.
ANY DISCUSSION? ALL IN FAVOR, SAY AYE.
UM, ROBIN SAID THAT WE DO NOT HAVE ANY PUBLIC COMMENT, SO WE'RE GOING TO JUMP RIGHT INTO THE REVIEW OF THE AAR'S.
STRATOS, DO YOU WANT TO START AS I, AS 33? IF I COULD ASK IF POSSIBLE WE HAVE DR.
IF WE, IF WE COULD START WITH OUR DISCIPLINE OF STUDENTS WITH DISABILITIES, SS 16, I DO APOLOGIZE
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IT THAT IT'S NOT IN SEQUENCE, BUT WE HAVE PERSONNEL ALREADY JOINING US.THEY DON'T HAVE ANY TIMES ON THIS.
SO I THINK WE CAN DO THEM A LITTLE INTERCHANGEABLY.
AND IF I COULD JUST LIGHTLY JUST, UM, BRING ATTENTION TO, UM, AN ITEM BROUGHT UP LAST NIGHT IN OUR BOARD.
I THINK I DID NOT REDIRECT US ON THE INFORMATION THAT WAS PRESENTED BY MEMBERSHIP OF ISD.
IT MAY NOT HAVE BEEN THE UPDATED VERSION, SO I JUST WANTED TO DRAW ATTENTION TO THAT MATTER.
ALTHOUGH, UM, CORRECTIONS HAVE BEEN MADE AS PER THE LAYOUT AND FORMAT AS DIRECTED BY OUR BOARD CHAIR.
AND THAT WILL BE BROUGHT FORWARD TO US NEXT WEEK, RIGHT.
SO THAT WE CAN THEN BRING IT AND GET IT ACCEPTED AS SOON AS POSSIBLE.
I THINK IN RUSSIA, A FEW THINGS MAY THERE MAY HAVE BEEN A MIX UP OF SOME FILES.
WHITE TAKING OVER OR MS. WHITE HAS WORKED EXTENSIVELY WITH WENDY CURRENTLY.
I HAVE ALSO BEEN PART OF THE READING AND THE RE AND THE REWRITING OF THE M A R I S 16, BUT I WOULD LIKE TO HAVE OUR DIRECTOR OF SPECIAL EDUCATION GO FORWARD BECAUSE IT IS A VOICE OF THE CHILDREN WHO BASICALLY THIS IS DR.
WHITE WORKS FOR US, WHAT OUR LINE OF LINE OF FAMILIES.
UM, WANTED TO REVEAL SOME OF THE CHANGES.
I KNOW THAT YOU ALL HAVE REVIEWED.
JUST WANT TO, UM, I KNOW THAT YOU ALL HAVE REVIEWED THIS POLICY AND HAD DISCUSSION IN A PREVIOUS ACADEMIC COMMITTEE MEETING.
UM, SO, AND THERE WERE SOME QUESTIONS I WAS CALLED IN ON ONE OF THEM THAT WE HAVE CLARIFIED AND CLEARED UP AND, UM, MISS CLAIRE.
SO I JUST WANTED TO POINT OUT THE MAJOR MAY BE ADDITIONS OR REVISIONS THAT YOU MAY NOT HAVE SEEN BEFORE, AND THEN ANSWER ANY QUESTIONS.
IF THERE ARE SOME PRIOR STUFF THAT YOU STILL NEED, SOME CLARIFICATION, JUST LET ME KNOW AS WELL.
UM, BUT I THINK THAT WOULD BE THE BETTER WAY TO MOVE FORWARD.
IS THAT OKAY WITH YOU? UM, YES, THAT WORKS, BUT DR.
WHITE, I DON'T THINK MR. CAMPBELL WAS ONLINE WHEN MS. QUESTION BARRY EXPLAINED TO US THAT THIS PARTICULAR GRAFT IS NOT THE SAME ONE THAT WAS IN A COUPLE OF DAYS AGO.
IT'S A LITTLE, THERE WERE SOME UPDATES, IS THAT CORRECT? YES.
SO MR. CANBERRA, WHEN YOU REVIEWED THIS DOCUMENT, BUT THIS MIGHT LOOK A LITTLE DIFFERENT TO YOU.
I DO HAVE A QUESTION ABOUT THE DATES UP THERE.
AND THEN YOU GO NOVEMBER, JULY, DECEMBER.
SO I THINK I WANT SOMEONE TO BE, CAN JOIN THEM FROM A LEGAL STANDPOINT.
I THINK WHEN WE FIRST DID THIS, WE, UM, THESE WERE THE DATES WE STARTED DOING THE REVISIONS AND I THINK IT WAS GOING TO GO TO THE ACADEMIC COMMITTEE BECAUSE OF THE WAY OUR, UM, WE HAD IT IN EDIT MODE.
IT WAS HARD TO DELETE ALL THE DATES, BUT IT'S THE DECEMBER, 2020 WOULD BE THE REVISION RELEVANT.
AND, UM, I HAD TO GET MY ADMIN PERSON TO TAKE THOSE OFF WHEN WE GET DONE, BUT THAT WAS THE REASON FOR THAT.
AND SO THAT GOES TO SHOW THE DIFFERENT TIMES THAT WE'VE KIND OF LOOKED AT IT AND MADE SOME, AND WE'VE REALLY BEEN DOING A LOT OF WORK WITH IT STARTED LAST YEAR.
SO THE FIRST ONE IS ON THE FIRST PAGE ON THE SHORT TERM SUSPENSIONS.
IF YOU SEE WE'VE REMOVED SOME OF THE, UM, LANGUAGE TO PUT JUST WE'LL ACTUALLY BULLET TO IT, WE'LL JUST SAY IN SCHOOL SUSPENSION, AND THEN THAT'S ONE BUS SUSPENSION.
IT'S JUST MAKING THE HEADINGS VERY CLEAR FOR THOSE WHO ARE READING THE POLICY, BUT YOU DON'T HAVE TO GO THROUGH FIVE OR DIFFERENT WORDS TO GET TO WHAT YOU'RE LOOKING FOR.
I JUST WANT TO MAKE SURE THAT I, UH, WE RECEIVED SOMETHING IN CHAT.
I WANT TO MAKE SURE THAT IF ANYONE IS TRYING TO ACCESS THIS MEETING, UM, THE COUNTY CHANNEL SENT US A MESSAGE THAT SAID IT'S ON YOUTUBE.
SO I JUST WANT ANYONE THAT MIGHT BE TRYING TO VIEW THIS TO, TO KNOW THAT, OKAY.
I APOLOGIZE, NO PROBLEMS. SO AS FAR AS THE SUBHEADINGS AND THE DOCUMENTS, TRYING TO MAKE IT VERY CLEAR AND SPECIFIC TO WHAT THE SESSION IS ADDRESSING FOR THOSE WHO MAY
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HAVE TO REFERENCE TO THE DOCUMENT AS WELL.SO SESSION TWO WOULD BE IN SCHOOL SUSPENSIONS.
THERE IS SANCTIONS OF STUDENTS WITH DISABILITIES RESULT AND BECAUSE THE OVERARCHING ADMIN REG IS ABOUT DISCIPLINE OF STUDENTS WITH DISABILITIES.
SO I FELT THAT WE WERE BEING REDUNDANT AND YOU CAN LOSE SIGHT OF, UM, FINDING WHAT YOU'RE LOOKING FOR WHEN IT'S NOT AS EASY TO READ.
UM, AND IT'S FRIENDLY ENOUGH FORMAT UNDER SECTION FOUR SHORT TERM SUSPENSIONS.
WE JUST WANTED TO BE CLEAR THAT PRIOR TO CONSIDERATION OF SUSPENSION, THE SCHOOL MUST HAVE MADE, UM, THAT THEY REALLY UNDERSTAND THAT THEY HAVE TO SHOW DOCUMENTED INTERVENTIONS.
UM, AND ALSO WHAT APPROPRIATE ACTIONS THAT THEY'VE TAKEN.
AND AS WELL AS COMBINED CONDUCT CONDUCTING A FUNCTIONAL BEHAVIOR ASSESSMENT AND DEVELOPING A BEHAVIORAL INTERVENTION PLAN SO THAT WHEN WE REMOVE STUDENTS OR HAVE TO REMOVE STUDENTS THAT WE'VE DONE OUR DUE DILIGENCE TO ENSURE THAT WE'VE BEEN PROACTIVE AND MAYBE EVEN TAKING THEM THROUGH, UM, AND FOLLOWING THE IEP INDIVIDUALIZED EDUCATION PLAN AS WELL.
SO JUST WANTING TO MAKE THAT VERY CLEAR THAT THAT IS A RESPONSIBILITY OFF THE DISTRICT FOR STUDENTS.
AND THE QUESTIONS ABOUT THAT MOVE INTO PAGE TWO, YOU'LL SEE THAT ENTIRE SECTION OF RED.
AND SOME OF IT IS REALLY JUST REORGANIZATION OF THE DOCUMENT FOR IT TO HAVE A BETTER FLOW IN THE SEQUENCE AND STEPS.
WHEN WE TALKING ABOUT DISCIPLINE OR REMOVALS OF STUDENTS WITH DISABILITIES, BUT SOME OF THE INFORMATION THAT WE ADDED TO MAKE SURE THAT, UM, ALL KIDS ARE GIVEN THE RIGHT DUE PROCESS, UM, UM, GIVEN DUE PROCESS IS TO MAKE SURE THAT THE SCHOOLS ARE CONDUCTING PARENT CONFERENCES PRIOR TO REMOVING A STUDENT WITH DISABILITY.
UM, NOT REQUIRING A PARENT CONFERENCE FOR KIDS TO RETURN TO SCHOOL.
YOU CAN'T, IF YOU CAN'T SCHEDULE PARENT CONFERENCE, WE STILL HAVE A RIGHT, MAKE SURE THAT THAT STUDENT HAS ACCESS TO EDUCATION.
SO MAKING IT CLEAR THAT WE CANNOT HOLD THAT, UM, AND MAKING IT MANDATORY AS WELL, EDUCATIONAL SERVICES MUST STILL CONTINUE TO PROVIDE FOR A STUDENT WHO'S REMOVED, UM, AS A STUDENT WITH A DISABILITY AND FOLLOWING ALONG WITH ADMIN REG SS 39, UM, THE STUDENT MAY BE SUBJECT TO SHORT TERM SUSPENSION AND THAT NOT TO STRIKE, JUST MAKE SURE I'M CLEAR ABOUT THAT TOO, IS THAT WITH THE STUDENTS THERE WILL BE, GET AN EDUCATIONAL SERVICES ANYTIME THEY'RE REMOVED FOR SUSPENSION, WE HAVE TO MAKE SURE ALL STUDENTS DISABILITIES, CORRECT.
STUDENTS HAVE THE RIGHT TO CONTINUE OF THEIR ACADEMIC MOMENTUM.
AND IT GOES INTO THE CONVERSATION OF GRADING AS PER THE DISTRICT POLICY, POLICY, ADMINISTRATIVE REGULATION IN SUPPORT OF ALSO WHAT IS TIED INTO THE STUDENT'S IEP.
SO WE WANTED TO MAKE SURE THAT THAT WAS VERY CLEAR THAT, UM, THEY WILL ALWAYS HAVE ACCESS TO THEIR ACADEMIC WORK, ALSO DETERMINATION OF THE APPROPRIATE GENERAL EDUCATION.
UM, AND THAT'S THE TITLE THERE.
ESPECIALLY JACOB EDUCATION RELATED SERVICES ARE PROVIDED TO STUDENTS SUSPENDED FOR MORE THAN 10 CUMULATIVE DAYS.
SO IF THEY GO PAST, UM, 10TH DAY ON THE 11TH DAY, WE HAVE TO ENSURE THAT THEY'RE STILL GETTING THEIR SERVICES AS WELL.
SO WANTED TO MAKE SURE WE CLEAR UP THAT ANY QUESTIONS DR.
I THINK IT'S JUST SOME FORMATTING ITEMS. YES.
AND I KNOW I DON'T WANT TO GET INTO CRAZY DETAIL RIGHT NOW, BUT IF WE LOOK AT AN ALPHA DATE, IS THAT NEXT PARADIGM GRAPH WITHIN ALPHA.
WE KNOW THAT THAT IS PART AS ALPHA.
AND WE HAD SOME DISCUSSION ABOUT IN DENTON THAT ARE MOVING IN, UM, AND WE WILL FIT STOP AND WE'LL FIX ALL OF THOSE.
AND WE WILL PUT 10 DAYS TO THANK YOU.
SO RECOGNIZING THAT IF I LOOK AT THE CUMULATIVE SORT OF SHORT TERM, UM, SUSPENSION TITLED THAT SHOULD BE TECHNICALLY THEN ALPHA C IT'S CORRECT.
AND SO CUMULATIVE, SHORT-TERM SUSPENSIONS.
THERE ARE SPECIFIC THINGS WE HAVE TO DO IF IT'S LESS THAN 10 DAYS AND THOSE EXCEEDING 10 DAYS.
SO WE WANTED TO BE CLEAR ABOUT WHAT THE PROCESSES AND PROCEDURES ARE FOR SCHOOL TEAMS. UM, BOTH IEP AND FIVE OH FOUR STUDENTS ON THE SECTION FIVE OH FOUR MUST BE AS WELL.
SO MAKING SURE THAT THEY GET THAT FUNCTIONAL BEHAVIOR ASSESSMENT AND IMPLEMENTED A BEHAVIORAL INTERVENTION PLAN THAT WE NEED TO ENSURE IS HAPPENING AS WE WORK WITH STUDENTS, BECAUSE IT'S ALL ABOUT BEING PROACTIVE, NOT JUST REMOVING STUDENTS, BUT MAKING SURE WE'RE DOING THOSE THINGS TO MINIMIZE
[00:15:01]
THE REMOVALS WHEN POSSIBLE.UM, IF YOU'LL FOLLOW ME TO PAGE THREE TO THE NEXT PAGE, CAN WE JUST, ONE SECOND, I WAS JUST I'M REREADING UNDER CUMULATIVE SHORT TERM SUSPENSION, EXCEEDING 10 DAYS.
I'M JUST TRYING TO, I DON'T KNOW ABOUT ANYBODY ELSE, BUT MY BRAIN IS A BIT FOGGY TODAY.
SO IT SAYS CONDUCT A FUNCTIONAL BEHAVIORAL ASSESSMENT.
UH, IS THAT A, IS THAT A HEADING, SO THAT IS A HEADING.
SO THEN THE IEP FIVE OH FOUR TEAM MUST EITHER BEFORE OR NO LATER THAN 10 SCHOOL DAYS IN A SCHOOL YEAR OR COMMENCING A REMOVAL THAT CONSTITUTES TO CHANGE PLACEMENT.
THAT'S ONE LONG SENTENCE, BUT I GOT IT.
BECAUSE MOST PEOPLE AREN'T GOING TO KNOW WHEN THIS IS FREDERICK KNOWS WITH REGARD TO SPECIAL EDUCATION, NOT THE WIDE WIDE OR THE COMMITTEE MEMBERSHIP.
THEY'D ACTUALLY BE, IF IT'S ONE A, I MEAN, THEY'D BE LIKE, YOU KNOW, A LITTLE, LITTLE, LITTLE EYE, LITTLE DIGITALIZE.
UM, THIS WAS A LITTLE BIT REDUNDANT OF WHAT WE STATED IN SIMPLER TERMS PRIOR TO THAT.
SO THAT WHOLE SECTION IS DELETED, BUT ALSO WILL BE ADDRESSED FURTHER DOWN IN THE DOCUMENT JUST FOR EASE OF IT.
WHEN WE'RE TALKING ABOUT IMPLEMENTING, UM, ASSESSING BEHAVIOR IMPLEMENTED A BIP.
SO YOU'LL SEE THAT OCCURRING IN A FEW MINUTES.
SO ACTUALLY, NUMBER TWO, IF YOU TURN TO THE FOLLOWING PAGE, UM, IT SAYS DUTY TO DETERMINE IS REALLY DETERMINED WHETHER CUMULATIVE SUSPENSIONS OR A CHANGE OF PLACEMENT, UM, NO MAJOR CHANGES THERE AS WELL.
UM, IT IS WHAT YOU ALL HAVE SEEN, BUT REALLY MAKING SURE THEY UNDERSTAND WHAT CONSTITUTES A CHANGE OF PLACEMENT OVER CUMULATIVE.
SO IF A KID IS CONSTANTLY BEING REMOVED FOR A CERTAIN NUMBER OF TIME OR A CERTAIN NUMBER OF DAYS, EVEN THOUGH IT MAY BE SHORT, THOSE CAN ALL ADD UP TO SAY, HEY, WE'VE JUST CHANGED THIS KID'S PLACEMENT TO A MORE RESTRICTED SETTING.
UM, SO JUST MAKING SURE THAT WE ALIGN WHAT THOSE ARE AS WELL AND THE FOLLOWING PAGE.
UM, NO SIGNIFICANT CHANGES OTHER THAN IF YOU SCROLL TO THE BOTTOM.
UH, WE JUST, AGAIN, ADDED BACK IN, IT'S REALLY IMPORTANT THAT WE MAKE SURE WE DO A FUNCTIONAL BEHAVIOR ANALYSIS, UM, ASSESSMENT, UM, HAVE THE BEHAVIORAL INTERVENTIONS THAT COMMANDED AND ANYTHINGS THAT WE HAVE DONE TO ADDRESS THE BEHAVIOR.
SO THAT, THAT BEHAVIORS, THAT BEHAVIOR DOES NOT RECUR.
SO WANTED TO EMPHASIZE THAT, UM, AND ADDRESS THAT AGAIN IN THAT SESSION, UM, AS WELL, BECAUSE WE FOCUS ON INTERVENTIONS NOW.
AND THAT'S THE WHOLE THING BEING PROACTIVE AS WELL.
IT SUPPORTS OUR STUDENT CODE OF CONDUCT.
UM, ON THE FOLLOWING PAGE, THE OTHER MAJOR ADJUST ADDITION WAS REALLY ABOUT MAKING SURE THAT WE HAVE TAKEN ALL REASONABLE STEPS TO ENSURE THAT PARENTS, UM, PARTICIPATE IN THE, UM, REMOVALS AND IN THE MEETINGS OF THEIR STUDENTS.
UM, AND THAT IF THEY CAN'T ATTEND THAT WE GIVE THEM ALTERNATE, ALTERNATE METHODS OF ATTENDING, BUT MAKING SURE THAT WE KEEP THAT PARENTAL, UM, COMPONENT IN THERE AND THAT WE'RE DOING EVERYTHING WE CAN TO ENSURE THAT THAT'S DONE AND THAT WE NEED TO INFORM THEM OF THE PROCEDURAL SAFEGUARD OF THE, UM, DUE PROCESS RIGHTS AT THE TIME THAT WE NOTIFY THEM OF THE INFRACTION BY PROVIDING THEM WITH THAT PROCEDURAL SAFEGUARDS HANDBOOK.
I'LL PAUSE NOW FOR ANY QUESTIONS OR COMMENTS, RIGHT? SECTION FIVE, IF YOU NOTICE, WE JUST ADDED A REMOVAL FOR DRUGS, WEAPONS AND SERIOUS BODILY HARM BECAUSE THIS SECTION REALLY SPECIFICALLY ADDRESSED THOSE THREE THINGS, BECAUSE THERE ARE SOME STARK DIFFERENCES FOR REMOVALS WHEN IT COMES TO DRUGS, WEAPONS, AND SERIOUS BODILY HARM.
SO WE WANT TO MAKE SURE THAT IT'S CLEAR, LIKE YOU SAID, AS WE TALKED, UM, AND, AND COMMITTEE MEMBERS UNDER THE IDA, THE CORRECT TERM IS SERIOUS BODILY HARM, THAT VIOLENT BEHAVIOR.
SO THAT'S CORRECT, YOU KNOW? OKAY.
MY LIGHTS GO OUT WHEN I'M NOT MOVING, SO
[00:20:02]
I CAN SEE THE SCREEN, BUT I CAN'T SEE THE RIDE IN.THAT'S WHAT I'M DOING, GETTING MY LIGHTS BACK ON ON THAT.
WE WERE VERY CLEAR THAT WE MADE A BET.
WE DID A BETTER JOB OF DEFINING WEAPONS, DRUGS ON DRUG OFFENSES AND WHEN THEY HAPPEN, UM, WHAT CONSTITUTES A WEAPON.
AND ALSO WE DEFINE WHAT SERIOUS BODILY INJURY IS DEFINED AS ON THE IDEA.
AND IT'S PRETTY MUCH ALMOST LOSS OF LIFE AND DISMEMBERMENT BEFORE YOU COULD REALLY USE THIS, BUT WE WANTED TO MAKE SURE THAT PEOPLE UNDERSTOOD THE DEFINITIONS OF THESE JUST DRAWING BLOOD DOESN'T NECESSARILY MEAN THAT ON THE IDA IS SERIOUS BODILY INJURY.
SO WANTED TO BE VERY CLEAR AND DEFINE THOSE ONTO THAT SESSION AS WELL.
AND THAT DUE PROCESS HAS PROVIDED.
AND IT JUST GOES ON TO TALK ABOUT MANIFESTATION DETERMINATION.
WE KNOW THAT WITH A STUDENT WITH DISABILITIES, WE HAVE TO DETERMINE IS THE BEHAVIOR OR THE CONDUCT IN QUESTION, A RESULT, A DIRECT RESULT OF THAT CHILD'S DISABILITY OR OUR FAILURE AS A DISTRICT, PROVIDE A FREE, APPROPRIATE PUBLIC EDUCATION OR IMPLEMENT THE IEP AS WRITTEN, UM, AS WELL.
SO WHEN WE DO THAT, WE THEN LOOK AT THE IMPACT OF THAT MANIFESTATION, DETERMINATION REVIEW ON WHAT COMES OUT OF THAT AS WELL.
PROBABLY CAN MOVE TO THE NEXT PAGE.
I HAVE A QUESTION, GO AHEAD, KATHY.
IN THAT NUMBER TWO, IN THE DEFINITION OF SERIOUS BODILY INJURY IN THE THIRD LINE DOWN, IT SAYS, OR PROTRACTED LOSS OR IMPAIRMENT OF THE FUNCTION OF A BODILY MEMBER, THAT'S A BODILY MEMBER.
SO MODELING MEMBERS LIKE YOUR ART AND THIS WAS TAKEN DIRECTLY FROM THE, I'M CALLING A PIECE OF YOUR BOOK.
I KNOW IT'S STRANGE, ISN'T IT? MAYBE THAT WAS YET, BUT I'M A GUY.
I WOULD NEVER USE THAT TERM IN THERE THOUGH.
DISMEMBERED COMES FROM, I GUESS.
IS IT POSSIBLE TO NOTE THE, I E S TO WRITE IT OUT PRIOR TO THE ACKERMAN? WE DID THAT.
I THINK I WROTE IT OUT EARLIER, BUT I'LL DOUBLE CHECK.
WHITE, BECAUSE WE TALKED ABOUT THAT THIS MORNING, WE MADE A POINT OF GOING BACK TO DO IT.
SO WE JUST READ IT A SECOND AGO, BUT WE DID, WE DID REMEMBER THAT.
I'M JUST MAKING MY, UH, MYSELF A NOTE TO CHECK THAT AGAIN.
I WANT TO TELL YOU, I HAVE A QUESTION ABOUT THE LETTER E IMPACT OF MANIFESTATION DETERMINATION.
I'M GOING DOWN TO LETTER A BY THE STUDENT'S PARENTS.
UM, ARE YOU, ARE YOU STRICTLY KEEPING PARENTS IN THERE? ARE WE SAYING AND LEGAL GUARDIANS OR
SO THAT'S THE ONE AREA THAT WE MISSED IT AND I'LL GO BACK AFTER WE GET DONE AND MAKE SURE THOSE TWO THAT, AND THE USE OF THE PRINCIPAL ADMINISTRATIVE TEAMMATES SHOULD BE CONSISTENT.
WE TRY TO BE CONSISTENT, UM, THEN MOVE INTO THE NEXT PAGE AND DR.
WHITE, IT IS AT THE TOP OF THE PAGE.
UM, IT SAYS WE DID, WE DID DEFINE, UM, INTERIM ALTERNATIVE PLACEMENT.
JUST WANT TO MAKE SURE WE DID IT THE FIRST TIME.
UM, ON THE SECOND ON THE NEXT PAGE, WHEN WE TALKED ABOUT MISCONDUCT IS A MANIFESTATION, NO SIGNIFICANT CHANGES.
WE DID DELETE A LOT OF THE LANGUAGE TOWARDS THE BOTTOM.
UM, WHEN WE TALKED ABOUT INTERIM ALTERNATIVE EDUCATIONAL SETTING A S UM, TO REALLY MAKE SURE THAT IT IS SIMPLE AND WE CAN UNDERSTAND MAKING IT VERY EASY FOR US TO READ AND FOLLOW.
I HAVE A QUESTION ABOUT, UM, LETTER C SURE.
UNDERNEATH MISCONDUCT TO CITY.
SO THIS IS MORE OF A PHILOSOPHICAL THING AND, AND, UM, IT MIGHT NOT BE WORTHWHILE, BUT WHEN I READ LETTER C, IT SAYS THE IEP FIVE OH FOUR TEAM SHOULD IMMEDIATELY CONSIDER APPROPRIATE WAYS TO MANAGE THE STUDENT'S BEHAVIOR.
YOU KNOW, THAT'S NOT GIVING THE CHILD ANY AGENCY.
IT'S NOT GIVING THE, YOU KNOW, WAYS
[00:25:01]
THAT THE CHILD MIGHT MANAGE OR MANAGE HIS OR HER BEHAVIOR.AND, AND I'M JUST WONDERING IF THAT'S NOT A DISTINCTION THAT WE SHOULD TRY TO STRIVE TOWARD THAT.
SO TWO THINGS, RIGHT? SO THIS IS COMING DIRECTLY FROM ONE IDEA, IT SAYS, AND THEN I INTERPRET THAT WHEN WE TALK ABOUT APPROPRIATE WAYS TO MANAGE THE STUDENTS' BEHAVIOR, I'M ON THE, THE ASSUMPTION THAT IN THAT PLAN, THERE WILL BE SOME AGENCY.
THEY WILL BE SOME RESPONSIBILITIES OF THE STUDENTS TOO, BECAUSE YOU HAVE TO BEHAVE AND YOU HAVE TO TAKE OWNERSHIP OR THIS, THESE ARE THE CONSEQUENCES OR THAT YOU DO.
SO THAT'S HOW I LOOKED AT IT, BUT I COULD BE, YOU KNOW, WE CAN MAKE IT A LITTLE BIT CLEAR, BUT WHEN YOU WERE TALKING ABOUT COMING UP WITH A PLAN TO MANAGE THAT BEHAVIOR, PART OF IT HAS TO BE, WHAT IS THE STUDENT GOING TO DO AS WELL? THAT'S HOW I, I LOOK AT IT HOLISTICALLY.
I I'M JUST, I WAS HOPING THAT YOU WERE LOOKING AT IT THAT WAY, BECAUSE I THINK THE MORE AGENCY WE CAN, UM, ALLOW STUDENTS TO MANAGE THEIR OWN BEHAVIOR, UM, YOU KNOW, UH, THE BETTER, SO, OKAY.
AND THAT'S WHAT WE'VE BEEN DOING A LOT.
UM, WE'VE BEEN DOING SOME TRAINING OR A COUPLE OF IEP MEETINGS WITH THE BEHAVIOR INTERVENTION PLANS, REALLY LOOKING AT THAT AND WORKING WITH THE ADMINISTRATORS AND THEY JUST RECEIVE A COMPLETE RECORDING THAT TALKS ABOUT SOME OF THOSE THINGS TOO, WHERE KIDS ARE INVOLVED AND HAVING AGENCY, UM, AS WELL.
THAT'S ALSO PART OF IT, THE FBA AND THE CORRECT AGENCY.
UM, I WAS YOU A STRIKE THROUGH IS BECAUSE WE WERE BEING REDUNDANT IN THE DEFINITIONS OF SERIOUS BODILY INJURY AND STUFF THAT WE HAD MADE PRIOR TO.
SO THERE WAS NO NEED TO REPEAT IT AT THIS POINT IN THE DOCUMENT, AGAIN, AS FAR AS THE INTERIM ALTERNATIVE EDUCATIONAL SETTING GOALS, THESE ARE THE TWO AREAS THAT THEY HAVE TO MAKE SURE THAT WE FOLLOW AND THAT'S TO WHEREVER THE CHILD GOES ON REMOVE.
SO WE HAVE TO MAKE SURE THAT THEY STILL CONTINUE TO HAVE ACCESS AND MAKE PROGRESS IN A GENERAL EDUCATION CURRICULUM AND THAT'S TOWARDS PROMOTION AND OR GRADUATION AS WELL.
AND THEN AGAIN, MS. FREDERICK, THIS IS WHERE IT WOULD COME IN, INCLUDE SERVICES AND MODIFICATION MODIFICATIONS TO ADDRESS THE BEHAVIOR, BUT ALSO MAKING SURE THAT BEHAVIOR PLAN TOO, THAT THE KID HAS SOME OWNERSHIP TOO, OF WHAT, UM, HE HAS TO DO.
ONE OF THE THINGS WE NEEDED TO BE VERY CLEAR ON IS MAKING SURE THAT WE CONTINUE TO PROVIDE A FREE, APPROPRIATE PUBLIC PUBLIC EDUCATION FOR STUDENTS.
SO WE TALKED A LOT ABOUT SORT OF TWO HAVE BEEN REMOVED BECAUSE OF SUSPENSIONS, BUT THEN WE STILL HAVE AN OBLIGATION ON THEIR IDA FOR THOSE WHO HAVE BEEN EXPELLED.
SO MAKING SURE THAT WE WERE VERY CLEAR THAT ON LIKE A TYPICAL STUDENT OR A STUDENT WHO DOES NOT HAVE A DISABILITY THAT THE SOLE, REGARDLESS OF THE SAT AND THE, WHERE THEY GO, WE STILL HAVE TO CONTINUE TO PROVIDE SERVICES AND THAT THEY STILL HAVE TO MAKE PROGRESS TOWARDS, UM, IN THE GENERAL EDUCATION CURRICULUM TO INCLUDE PROMOTION AND OR GRADUATION AS WELL.
UM, AND THAT WE NEED TO CONTINUE TO CARRY THEM IN OUR POWER SCHOOL SYSTEM, UM, AS WELL, UNLESS THEY WITHDREW, WITHDRAW AND GO TO ANOTHER SCHOOL DISTRICT AND WE STILL HAVE TO PROVIDE, UM, THE APPROPRIATE, UM, UH, FAPE TO THOSE STUDENTS AS WELL.
THE REASON THE INCIDENT MANAGER, WE HAVE TO CALL THOSE STUDENTS AS EXPELLED WITH SERVICES, BECAUSE UNLIKE OTHER STUDENTS, UM, GENERAL EDUCATION STUDENTS WHO ARE REMOVED, WE HAVE TO PROVIDE SERVICES.
AND, AND, UM, THAT DISTRACT US TO DO MORE.
AND WE'VE BEEN WORKING ON MAKING SURE THAT POWERSCHOOL, UM, CARTS HAVE BEEN CODED CORRECTLY BECAUSE WE DO HAVE TO REPORT THIS DATA, UM, TO THE STATE DEPARTMENT EVERY SUMMER.
HENCE WHY WE HAVE THE, UM, REMEMBER WE TALKED ABOUT DISPROPORTIONALITY OF STUDENTS, WE ARE REMOVED WITH DISABILITIES, IT'S COMING FROM THIS DATA THAT WE REPORT.
SO IT'S IMPORTANT THAT OUR CODE IS CORRECT AND CORRECT, AND THAT EXPELLED STUDENTS ARE PROVIDED SERVICES AS WELL.
WHITE, IF WE GO BACK THOUGH TO POWER SCHOOL THERE A, THE SENTENCE THAT SAYS THE STUDENT WILL BE CODED WITH THE APPROPRIATE EFA CODE, BUT ONLY IF HE OR SHE RECEIVES THE REQUISITE NUMBER OF INSTRUCTIONAL HOURS.
SO, SO CAN YOU, I'M NOT QUESTIONING IT AS MUCH AS I DON'T UNDERSTAND THAT.
SO WHAT DO YOU MEAN IF THEY RECEIVE THE HOURS? I THOUGHT HAD TO RECEIVE THE, THEY HAVE TO RECEIVE THE HOURS, BUT FOR SOME REASON, A SCHOOL DID NOT, THEN WE CAN NOT CODE THEM WITH THAT CODE.
BUT IF A SCHOOL DID NOT, THEY WOULD BE ALL SATORI.
THEY WILL BE EXPELLED WITHOUT SERVICES, AND WE CAN USE THAT CODE AND THIS WAS COMING
[00:30:01]
STRAIGHT FROM THE STATE DEPARTMENT, BUT I KNOW, BUT THIS IS THE GUIDANCE THAT OUR APS ARE GOING TO USE AND OUR PRINCIPALS ARE GOING TO USE.SO I'M A LITTLE CONFUSED AS TO WHAT THAT MEANS IT HAS.
IT'S AROUND THE WORD, IF SO, SO THAT'S, AND SO AGAIN, IT'S JUST MY IGNORANCE DO SO I CAN PUT, I SEE WHAT YOU'RE SAYING.
UM, AND THAT WAS GOING STRAIGHT FROM THE LANGUAGE OF THE STATE, BUT I SEE WHERE IT'S CONFUSING.
SO WE CAN SAY THE STUDENT WILL BE CODED WITH THE APPROPRIATE, UM, EFA CODE.
SO LONG AS SHE DID PROVIDED, PROVIDED HE, SHE RECEIVES A RECORD, NOT PUT IT AT ALL.
IF WE GO TO SET THE PRECEDENCE IN OUR DISTRICT, THAT THEY WILL GET THOSE HOURS.
I MEAN, I THOUGHT, OKAY, ALL RIGHT, WHY ARE WE NOT MANDATED TO PROVIDE SERVICES? WE ARE.
AND I THINK RAY COMES INTO PLACE.
TO WILL CHIME IN IS THAT, UM, IF FOR SOME REASON, A STUDENT, EVEN THOUGH WE KNOW WE'RE MANDATED AND WE HAVE TO DO IT, BUT SOMEONE DID NOT DO IT.
WE CAN'T CALL THEM AS IT WAS IN THAT CODE BECAUSE WE DIDN'T DO IT.
AND THIS IS IF THE PERSON DIDN'T DO WHAT THEY WERE SUPPOSED TO DO, THEY DIDN'T COMPLETE THEIR SATURDAYS.
THEY GO TO SCHOOL, THEY PROVIDE THE SERVICES.
BUT ONE THING IS CODIFICATION.
I THINK THE OTHER IS A PHILOSOPHICAL POINT THAT WITH AN EXPULSION AND EXPULSION DOES NOT SUPERSEDE AN IEP BEING EXPELLED.
IT DOESN'T REMOVE THE DISTRICT'S OBLIGATION TO PROVIDE MARY SERVICES.
SO I, I, SO THAT'S KIND OF WHERE IT GETS MISTY.
AND AGAIN, I'M LOOKING AT THIS AS IF SOMEONE'S USING THIS AS THEIR GUIDING LIGHT, HOW TO HANDLE, UM, YOU KNOW, IT, IT JUST MIGHT BE CONFUSING.
LIKE, DO I HAVE TO GIVE THE NUMBERS OR IS IT, YOU KNOW, IF SHE RECEIVES THE REQUISITE NUMBER OF INSTRUCTIONAL HOURS.
SO ANYWAY, I JUST, I THINK THAT THAT'S CONFUSING THERE.
WHAT HAPPENS IF OUR STUDENTS ARE INCARCERATED AND THEY'RE INCARCERATED? OKAY.
IF THEY'RE INCARCERATED IN THE COUNTY JAIL IN OUR COUNTY, WE ARE RESPONSIBLE TO GO INTO THE JAIL AND PROVIDE THE SERVICES THAT THEY'RE GONE TO DJJ DJJ IS CONSIDER, UM, THEIR OWN LEA.
THEY ASK FOR OUR RECORDS AND THEY CONTINUE TO PROVIDE SERVICES AND THEN EMPOWER SCHOOL.
THAT WOULD BE, AND THAT WILL BE REFLECTIVE.
BUT RECOGNIZE IF I'M INCARCERATED IN THE COUNTY JAIL, THE CHILD HAS TO DECLARE REQUEST FOR SERVICES OR THE PARENT, THE LOCAL MUNICIPALITY IS NOT GOING TO TAKE ON THE AGENCY FOR US.
THEY'RE NOT GOING TO DO THAT KINDLY AND CONTACT US.
AND THAT'S WHERE IF THEY DON'T CONTACT US, WE STILL HAVE TO GO, YOU KNOW, WE STILL HAVE RESPONSIBLE.
USUALLY WE FIND OUT FROM THE OTHER KIDS, OTHER KIDS TELL US THEY'RE IN THERE WHERE THEY ARE.
THE THIRD, FIFTH ON THE THIRD AND FIFTH DAY, UM, SOCIAL WORKERS ARE NOTIFIED TO UP ON CHILDREN.
SO LET'S GO BACK SO WE CAN BE CLEAR AND WE CAN BRING SOME FINALITY TO THIS.
UM, TELL ME HOW WE WANT TO PROCEED WITH THIS.
I WAS JUST, THE LANGUAGE CAME THAT CAME STRAIGHT FROM THE STATE DEPARTMENT, DR.
WHITE, YOUR, YOU ARE THE EXPERT IN THIS.
UM, AND TO ME, I JUST HESITATED AT THE WORD IF, AS IF IT GIVES PEOPLE, UM, GIVES A SCHOOL, UM, THE OPTION TO THAT WAS MY CONCERN.
AND, UH, SO I, I DON'T KNOW IF YOU CAN CHANGE THE WORDING IF IT COMES DIRECTLY FROM IGEA.
BUT I THINK SINCE THESE ARE OUR ADMINISTRATIVE REGULATIONS, IT MAY BE SOME CLARIFICATION.
THIS ONE WAS NOT, THIS IS JUST THE GUIDANCE FROM THE STATE.
I THINK I'M GOING TO WORK ON SAYING SOMETHING ABOUT OUTFITS.
WADE, HOW ABOUT UPON COMPLETION OF THE REQUISITE NUMBER OF HOURS? I MEAN, YOU DON'T WAIT UNTIL THE END.
I MEAN, CAUSE WE GO AHEAD AND PUT THEM IN THERE.
NO, I CAN SAY, UM, YEAH, I'LL FIX IT.
AND THEN I'LL SEND THAT STATEMENT BACK TO YOU ALL.
STRATOS, UM, AS A FORMER ADMINISTRATOR, DOES THIS GIVE YOU ANY PAUSE? IF
[00:35:01]
NOT, THEN I, YOU KNOW, WE'LL GO WITH YOUR EXPERTISE, DR.WHITE, BUT DOES THIS GIVE YOU ANY PAUSE, DR.
STRATA, MRS. FRIDGE? IT DOES ONLY BECAUSE IT A LENS ON TRYING TO GET US TO UNDERSTAND THAT WE NEED TO WRITE A PROVIDE IN ORDER THAT THE CUSTOMER AND THE CUSTOMER EITHER WHOSE EVER OUR ADMINISTRATORS CAN UNDERSTAND IT TO THE LEVEL THAT I'M AT.
SO AS I READ IT LEGALLY, I UNDERSTAND WHAT IT MEANS BECAUSE OF EXPERIENCE, BUT THE CUSTOMER MAY NOT HAVE THE SAME EXPERIENCES I DO.
AND THAT'S THE LENS THAT I'M TRYING TO LOOK AT.
ALL THESE ARS I FELT INCLUDED.
IF WE COULD, BUT ONLY, YOU KNOW, I THINK THERE HAS TO BE SOMETHING THAT, THAT THE NOTES EITHER CHANGE, IF I E P REQUIREMENTS, YOU KNOW, THAT PEOPLE UNDERSTAND REALLY WHAT THAT MEANS.
BECAUSE THE, BUT IF MAKES IT SOUND LIKE IT'S AN OPTION.
I THINK HE OR SHE DOES NOT, UNLESS HE, OR SHE'S SHE HID, SHE, HE OR SHE, I THINK IT WOULD BE HIS OR HERS IEP NO LONGER REQUIRES SERVICES.
IS THAT MORE TO THE CONTEXT THAT WE'RE TRYING TO SAY THOUGH, BECAUSE, WELL, YEAH, SAY THAT AGAIN, THAT THE STRATA'S ON, UNLESS HIS OR HERS INDIVIDUAL EDUCATIONAL PLAN NO LONGER REQUIRES SERVICES.
AND OTHER WORDS THEY'RE TELLING YOU AT THE SCHOOL SITE, YOU EITHER READDRESS AN IEP OR YOU FOLLOW THE IEP EVEN WITH AN EXPULSION.
ARE THERE ANY OTHER QUESTIONS OR COMMENTS BEFORE WE MOVE ON? I KNOW DR.
INCIDENT MANAGEMENT, UM, STUDENTS WILL REMAIN COATED AS EXPELLED WITH SERVICES.
SO THAT WOULD BE INCIDENT BASED PLACEMENT.
I'M JUST TRYING TO EMPOWER SCHOOL, YOU KNOW, YOU HAVE THE POWER SCHOOL AND THEN YOU HAVE THE INCIDENT MANAGEMENT SYSTEM FOR, UM, THE DISCIPLINE PART.
AND SO MAKING SURE THAT IT'S THERE AS WELL.
THIS IS EMPOWER SCHOOL POWERSCHOOL.
SO IT'S STILL PART OF THE CODIFICATION THAT APPLIES FOR OUR STUDENT INFORMATION SYSTEM.
UM, ONE OF THE OTHER THINGS TOO, WE WANTED TO MAKE CLEAR IS THAT IF A STUDENT DOES NOT HAVE A DISABILITY DISABILITY, BUT THE PARENT SAYS THAT THERE MAY BE, OR THEY WERE IN THE PROCESS OF BEING REFERRED OR THE MTSS SYSTEM THAT WE HAVE TO MAKE SURE THAT WE KIND OF TREAT THEM SOMEWHAT LIKE, UH, A STUDENT WITH A DISABILITY BECAUSE WE HAVE KNOWLEDGE THAT THEY MAY BE, UM, AS WELL.
AND I'M NOT SURE THAT WE, YOU KNOW, JUST MAKING SURE THAT PEOPLE UNDERSTAND THAT.
SO A LOT OF STUDENTS WHO MAY BE AT MTSS OR CAME BACK AND WE GOT A REFERRAL FOR SAY, ADHD AND WANTED TO LOOK AT, UM, UH, AN IEP FOR THAT, WE THEN HAVE TO TREAT THEM AS SUCH, BECAUSE OF THE SUSPECTED DISABILITY UNTIL WE COMPLETE THE EVALUATION PROCESS AND EITHER DETERMINE THEY DO HAVE A DISABILITY OR DO NOT ON THE, THAT THE Y THANK YOU FOR CATCHING AND PUTTING THAT IN BECAUSE THAT IS A CRITICAL WEASEL CLAUSE.
WHITE IN THAT LONG SENTENCE AS WELL.
SO IT SAYS, UM, IF BCSD HAD KNOWLEDGE OF THE CHILD'S DISABILITY, SO WHEN YOU SAY SUSPECTED DISABILITY OR YES, I MEAN, CAUSE THIS IS ALL ABOUT SOMEONE.
I MEAN, THIS CHILD'S NOT BEEN IDENTIFIED YET, SO YEAH.
AND THEN LATER ON THE KNOWLEDGE OF THE SUSPECTED DISABILITY YES.
UM, EXCUSE ME, JUST, UH, PROCEDURAL, UM, WITH THE PERSON THAT JUST JOINED OUR MEETING ON THE IPHONE, UM, PLEASE JUST LET EVERYBODY KNOW WHO YOU ARE.
SO WE KNOW WHO'S AT THE MEETING WILLIAM SMITH.
[00:40:03]
RIGHT.AND THEN ON THE, UH, FINE, UH, SECOND TO FINAL PAGE, UM, WE NEEDED TO MAKE, UM, SOMETHING THERE ABOUT REFERRAL TO LAW ENFORCEMENT TO MAKE SURE THAT SCHOOLS UNDERSTAND THAT JUST BECAUSE THE KIDS AN INCIDENT HAS BEEN REFERRED TO LAW ENFORCEMENT DOESN'T MEAN THAT WE DON'T CONTINUE ON DUE PROCESS AND OUR DUE DILIGENCE TO INVESTIGATE AND ALSO, UM, CONTINUE ON THE ID, UM, AS WELL.
AND UNDER THE LEGAL REFERENCES, WE ADDED THE CODE OF FEDERAL REGULATIONS, SAFE SCHOOLS, CLIMATE ACT, AND THE SPECIAL EDUCATION PROCESS GUIDE FOR SOUTH CAROLINA AND CDE.
AND FOR PARENTS ON THE STAND THAT, UM, JUST BECAUSE THERE'S A STUDENT WITH A DISABILITY DOESN'T MEAN THAT WE CANNOT REFER TO LAW ENFORCEMENT, UM, MAKING SURE THAT THAT'S VERY CLEAR RIGHT AS WELL.
AND THOSE ARE ALL THE SIGNIFICANT CHANGES THAT, UM, ARE IN THERE.
UM, FROM THE LAST TIME YOU SAW THIS, I JUST WANTED TO SHARE THOSE WITH YOU AND IT MIGHT BE SO MUCH, IT MIGHT BE IMPORTANT AT THE BOTTOM THERE THAT THE DATE IS THE SAME AS THAT AT THE TOP.
THIS WILL BE, I SHOULD HAVE I MISSED THAT.
WE WERE LOOKING AT NOW TAKING OUT ALL THE, AND LOOKING AT A CLEAN COPY AND THEN GOING BACK THROUGH THAT AGAIN, FOR SOME MORE, YOU KNOW, TYPE WAS HOURS FORMATTED TO MAKE SURE I HAVE A HARD TIME WITH ALL THE MARKETS NOW TO SEE THAT.
SO, UM, I'VE ALREADY PRINTED THE CLEAN COPY TO WORK ON, AND WE THINK IT'LL BE HELPFUL TO THE BOARD WHEN WE, UM, PRESENT THIS, WHICH WILL, I GUESS IT WILL BE AT THE SECOND JANUARY BOARD MEETING SINCE THE SWEARING IN OF THE NEW MEMBERS TAKES PLACE IN THE FIRST MEETING.
AND THEN WE'RE GOING TO HAVE A COPY WITH, UM, YOU KNOW, A DRAFT COPY LIKE THIS, AS WELL AS THE CLEAN TAB, BECAUSE IT'S EASIER TO READ BECAUSE AS DR.
WHITE SAID, IT'S HARD TO UNDERSTAND THIS WITH ALL THE CHANGES WITH THE ABCD AND ALL TAR, IT'S HARD TO GET IT.
I THINK IT'S A CLEAN, IT'S THE CLEAN COPY THAT SHOULD GO TO THE BOARD IN JANUARY.
BUT I, WE DIDN'T KNOW IF WE, UM, IN THE PAST, YOU KNOW, SOME OF THE BOARD MEMBERS WANTED TO LOOK AT THE OLD DRAFT AND SEE HOW WE CHANGED IT.
SO I JUST WANT TO DO WHATEVER THE BOARD WANTS.
UM, WHAT DID THE OLD GRAPH STILL BE ALIVE IN BOARD DOGS UP UNTIL THIS GETS APPROVED AND CHAIN, THIS WILL REMAIN IN BOARD DOCS IF THEY WANT TO SEE THEY CAN GO BACK AND LOOK.
Y'ALL HAVE THE REST OF THE DAY.
WHAT'S THE NEXT ONE YOU WANT TO LOOK AT? UM, DR.
STRATOS SO MAY WE GO TO ADELE COMMUNITY EDUCATION? I IS 33.
I'M JUST APPLYING WHAT'S ON THE TOP OF MY LIST, MYSELF THAT WE DID WITH THAT, PLEASE.
YES, WENDY, I THINK YOU HANDLE THEM.
YES, MA'AM AND UM, AND BOARD MEMBERS AND DR.
STARS, UH, I NEED TO CHANGE THE DATE FROM JULY WHEN THIS FIRST STARTED TO DECEMBER AND THE MAIN POINT OF REVISING THIS WAS BECAUSE UNDER OUR STUDENT CONDUCT CODE OF CONDUCT, A STUDENT MAY BE REFERRED TO ADULT ED AS AN ALTERNATIVE DISCIPLINE ACTION FOR VIOLATION OF THE BCSD ADMINISTRATIVE RULE, SSA TEEN STUDENT CODE OF CONDUCT.
SO THAT JUST NEEDED TO BE UPDATED AS WELL AS THE DATE.
UM, ANY QUESTIONS FROM ANYONE ABOUT THIS ONE? NOPE.
STRATUS, I HAD A QUESTION ABOUT THIS.
YES, MA'AM UM, ROMAN NUMERAL SIX GRADUATION, NO STUDENT MAY GRADUATE FROM THE ADULT ED PROGRAM PRIOR TO THE TIME HE, SHE NORMALLY WOULD HAVE GRADUATED.
HAD SHE REMAINED IN HIGH SCHOOL.
Y IF A STUDENT THAT I KNOW YOU'RE GOING IN STATE GUIDELINE.
SO THEY LOOK AT ADULT EDUCATION, NOT AS AN ACCELERATING MODEL.
I'D LIKE TO THE STATE GUIDELINE OUT ONLY BECAUSE I'VE SPENT HOURS TODAY WOULD SAY GUIDELINES AND REGS, UM, COM COMPREHENSIVE SCHOOL SETTING AS A PRIMARY SETTING FOR STUDENTS TO GRADUATE FROM ADULT EDUCATION IS NOT TO BE LOOKED AT AS AN ACCELERATED MODEL, BUT THERE'S A HYPOCRISY AT PRACTICE JUST TO UNDERSTAND THAT WHEN UTILIZATION OF A PROFICIENCY MODEL, THERE'S JUST SOME VISIT POLICY AT PRACTICE AND I'LL LEAVE IT THERE.
BUT WE CAN GRADUATE FROM ADULT EDUCATION.
I KNOW IT JUST SEEMS TO ME THAT IF YOU DO HAVE, YOU KNOW, STUDENTS THAT END THERE DO SO TAKE IN ADULT ED MIGHT DO SO BECAUSE THEY
[00:45:01]
ARE SO ACCELERATED THAT THEY ARE NOT FEELING CHALLENGED OR WHATEVER, IT MIGHT BE IN A REGULAR HIGH SCHOOL.AND THEREFORE IT SEEMS LIKE THEY MAYBE SHOULD BE ABLE TO GRADUATE EARLY, LIKE OTHER STUDENTS CAN FROM, SO HERE'S AN INTERESTING POINT, MRS. CARTILAGE AND MYSELF WERE USING THIS LANGUAGE ON
UM, WITH REGARD TO HIGH SCHOOL GRADUATION UNITS AND CARNEGIE CARNEGIE UNITS, WE COULD LOOK, AH, I, I, I DON'T KNOW HOW MUCH DR.
MOREL PERMITS PROFICIENCY TO DEMONSTRATE MASTERY TO CLIP A CLASS THAT WOULD BE UNDERSTAND WHAT I'M TRYING TO SAY, BECAUSE THAT'S BASICALLY WHAT IT MEANS WITH THE UTILIZATION OF EDGENUITY.
I MEAN, WHY SHOULD, OKAY, LET, LET ME BACK UP.
WHAT DOES THAT MEAN IN HIGH SCHOOL LANGUAGE? SO IN HIGH SCHOOL LANGUAGE, THAT MEANS IF I HAVE A, AN EXAM THAT DEMONSTRATES MASTERY, I'LL USE MYSELF AS AN EXAMPLE.
MY LAST YEAR OF HIGH SCHOOL, I CLEFT THE MAJORITY OF MY CLASSES.
I DEMONSTRATED MASTERY BY SITTING FOR A TEST RIGHT NOW.
THAT'S EITHER THAT THEY PAID ME TO NOW YOUNGEST PLATE.
I KNOW, BUT I DON'T KNOW THAT TERM CLIP.
I THINK THAT'S, UM, I, I THAT'S A NORTHERN TERM, SO I WAS ABLE TO SIT FOR AN EXAM.
AND I CLICKED TO GET MY CREDIT IN ORDER TO LIKE BASICALLY ONLY ATTENDED FOR HALF A CREDIT FOR SCHOOL.
AND SAT FOR EXAMS EXAMS. AND THEY, I CLIPPED OUT, I DEMONSTRATED MASTERY, UM, THIS, THE SAME LANGUAGE OF SAYING DEMONSTRATING PROFICIENCY BY TAKING AN EXAM.
THE STATE GUIDELINES THAT WE HAVE DEMONSTRATED MASTERY IN THESE, AT THESE STANDARDS AND SCHOOL REQUIRED COURSES.
AND HOW DO WE DEFINE MASTERY? WE, AS A DISTRICT WOULD HAVE WHAT OUR HIGH SCHOOL PRINCIPALS THEY'VE HAVE AGREED THAT MASTERY IS AT A 75TH PERCENTILE.
MADELINE HUNTER DEFINES IT AT THE 85TH PERCENTILE.
AND THERE ARE SOME WHO JUST UTILIZE 80.
SO THAT, BUT THAT COULD BE SOME TYPE OF LANGUAGE WE COULD MASSAGE, BUT WE DON'T HAVE THE SYSTEM IN PLACE.
SO WE WILL BE PUTTING IT INTO AN NAR TO DRIVE THE PROCEDURAL PRACTICE OF ADULT DEAD WITHOUT GETTING THEM, GIVING THEM THE OPPORTUNITY OF GETTING THAT OPERATIONALIZED.
MORALES DECISION TO, WELL, WE COULD WORK WITH DR.
MOREL AT ADULT ED, BECAUSE THIS IS BASICALLY WHERE THIS KIND OF FALLS UNDER DR.
DO YOU HAVE, CAN YOU OPERA OPERATIONALIZED THE IDEA OF PROFICIENCY WAIVERS WITH STUDENTS AND WILL WE STILL BE COMPLIANT WITH ADULT ED? WHAT DO YOU GUYS THINK? I WENT BACK TO COMPLY WITH THE REGULATION OF GRADUATING ON TIME OR PRIOR TO THE TIME THAT THAT'S WHY I STARTED TO SAY TO DEZ REDUNDANCY AT YOU HAVE THIS THAT'S ALLOWED BEING A PROFICIENCY, BUT THEY ALSO SAY THAT WE CAN'T UTILIZE A DELL DEAD FOR ACCELERATION.
THAT'S WHY I WOULD HAVE TO ASK DR.
MOREL TO DO A LITTLE LEGWORK, TO SEE WE COULD USE THE PROFICIENCY MODEL AT ADULT EDUCATION.
WELL, RELENTLESS ACCELERATION.
SHE IS MAKE-A-THON TOLERATION.
ARE THEY TALKING ACCELERATION OF TIME OR ACCELERATION OF STUDY? I MEAN, YOU, I THINK YOU'RE TALKING TIME, RIGHT? UH, I'M SPEAKING TIME THAT I SHOULD GRADUATE NOTHING SOONER, THREE, THREE QUARTERS YEAR OR THREE AND A HALF YEAR AND MY COHORT OF MY FRESHMAN YEAR, BUT WE ALLOW EARLY GRADUATION SENIOR YEAR.
SO, SO I THINK YOU HAVE TO CONFORM WITH DISTRICT STANDARDS, CONFORMITY THEM.
SO THEN YOU'RE SAYING WE CAN REDIRECT SOME OF THAT.
THAT IS WHAT, UH, THAT, TO ME, THAT IS THE GRAY AREA THAT I THINK WE CAN.
SO WHEN WE, UM, USE PROFICIENCY WAIVERS, UM, THEN THE SEAT TIME, UH, ELEMENT IS NOT A REQUIREMENT, IS THAT CORRECT? THE STATE YES.
AND SO YOU HAVE TWO FORMS RIGHT NOW, PROFICIENCY WAY WAS THAT EXISTS.
ONE IS AS A RESULT OF CARES, ACT ON THE OTHER IS ALSO
[00:50:01]
AS A RESULT OF US AS A DISTRICT HAVE SUBMITTED ACTUALLY RIGHT BEFORE COVID WAIVERS FOR THIS ACADEMIC SCHOOL YEAR THAT WE'RE, WE'RE, UM, APPROVED.WE PUT IN FOR PROFICIENCY WAIVERS, WE PUT IN ALMOST EVERY YEAR FOR IT.
I'M JUST REREADING THIS A SECOND.
I DO APOLOGIZE TO TRY TO GET OUR LANGUAGE.
UM, I AGREE WITH MR. CAMPBELL.
I THINK THAT WE NEED AS A DISTRICT, I'M LOOKING FOR US TO GET MORE UNIFORMED AND AT THE DISTRICT AT THE DISTRICT LEVEL VERSUS THE SCHOOL LEVEL.
BECAUSE AS I STATED LAST NIGHT, I THINK THAT WE ARE ALLOWING THE ADMINISTRATORS OF THE DISTRICT AT THE SCHOOL LEVEL TO MAKE TOO MANY DECISIONS ON THAT LEVEL.
AND I THINK I'M LOOKING FOR THE DISTRICT TO STEP IT UP AND STOP MAKING UNIFORM DECISIONS.
I THINK THIS DECISION SHOULD BE TAKING PLACE AT THE DISTRICT LEVEL.
AND IT'S JUST LIKE, THANK YOU SO MUCH, MR. SMITH FOR SAYING THAT.
AND THAT WAS ONE OF THE OBJECTIVES WITH THE STUDENT CODE OF CONDUCT IS TO HAVE THAT DISCIPLINE MATRIX BECAUSE THE DISTRICT WANTED TO ENSURE THAT DISTRICT DISCIPLINE IS ENFORCED CONSISTENTLY THROUGHOUT ALL OF OUR SCHOOLS, BECAUSE WE WANT EVERYBODY TO BE TREATED EQUALLY AND FAIRLY AND THE SAME TO BE.
SO I THINK THAT'S WHY WE'RE HAVING THIS CONVERSATION BECAUSE AFTER READING THIS AR AT LEAST IT CAME TO MY MIND THAT WHY WOULD WE, WHY WOULD WE HOLD BACK? OUR STUDENTS THAT ARE SEEKING THEIR GED, WHICH OFTENTIMES THEY'RE DOING IT WHILE THEY'RE HOLDING DOWN A JOB OR, OR WHATEVER IT MIGHT BE.
IT WOULD SEEM TO ME THAT WE SHOULD BE PROACTIVE IN ENABLING THESE KIDS TO GET THEIR GED AND NOT JUST FORCING THEM TO SLOW IT DOWN IF WE DON'T HAVE TO, BUT THE GIGI'S IS SEPARATE THAN A TRADITIONAL HIGH SCHOOL DIPLOMA, CORRECT.
OR NOW THAT THE GDI WOULD TEST TO OBTAIN MY GED VERSUS ATTENDING ADULT EDUCATION FOR CREDIT BEARING CLASSES.
MY, MY, MY MISTAKE, BUT SO MRS. FEREJOHN GRADUATION, WHAT DO WE THINK? AND I NEED TO CLOSE THE SENTENCE, BUT YOU HAVE GRADUATION.
IT WAS SAY HIGH SCHOOL STUDENTS ATTENDING ADULT EDUCATION FOR GRADUATION PURPOSES AS SUBJECT TO ALL ADMINISTRATIVE REGULATIONS OF ALL, ALL BEAVER COUNTY, YOU KNOW, BCSC ADMINISTRATIVE REGULATIONS AND EDUCATIONAL.
I GOTTA BE, I GUESS, REGULATIONS WITH THAT UNDER OUR GRADUATION AND GRADING POLICY, I BELIEVE WE HAVE ADDRESSED PROFICIENCY AND WE CAN CROSSCHECK THAT.
SO WITH THAT, THAT CHILD WOULD BE SUBJECT TO THINGS AND EARLY GRADUATION DOES THAT MAKE IT MAKES SENSE? AND I THINK PHILOSOPHICALLY THAT IS SOMETHING THAT WE WOULD LIKE TO HAVE HAPPEN.
AND THE DISTRICT PATTY AND MEL KNOW THE BOARD HAS TO APPROVE WHO GOES INTO ADULT EDUCATION.
WHEN THAT, BEFORE US, AND IF IT'S SOMEBODY LIKE A 16 YEAR OLD, UM, AND IT ISN'T, YOU KNOW, SOMEBODY WHO'S EARLIER IN THEIR HIGH SCHOOL CAREER, MOST OF THEM THAT COME BEFORE US ARE 18 YEAR OLDS.
AND, AND, AND THEY'RE, YOU KNOW, NOT MAKING PROGRESS IN HIGH SCHOOL, BUT THEIR AGES, THEIR AGES.
SO, UM, IT SEEMS TO ME THOSE 18 YEAR OLDS ARE NOT GONNA BE IN THERE.
THEY'RE NOT GOING TO BE GRADUATING EARLY BECAUSE WE'RE ALREADY BEHIND, BUT IT'S THAT 16 YEAR OLD THAT MAY BE GOING, BEING RECOMMENDED TO GO TO ADULT ED FOR SOME REASON THAT, YOU KNOW, THEIR NEEDS THAT COULD SIMPLY GRADUATE EARLIER.
RIGHT? SO I THINK THAT WE LOOKED AT HIGH SCHOOL ATTENDING HIGH SCHOOL STUDENTS, ATTENDING ADULT EDUCATION FOR GRADUATION FOR THE PURPOSE OF GRADUATION SHALL BE SUBJECT TO ALL BCSD ARS.
I'VE BEEN, I'VE BEEN A STRAIGHTER REGULATIONS, WHICH NOW GIVES THEM THE OPPORTUNITY TO IF DR.
MOREL FEELS THAT WE COULD DO EARLY GRADUATION AND PROVIDE GREAT ACCELERATION.
IT KIND OF GIVES US A WEASEL CLAUSE AND TREATING OUR CHILDREN THE SAME WAY, NOT CREATING A SPECIALIZED CLASS, JUST REAL QUICK, OUR BOARD MEMBERS AND DR.
I LOOKED UP THE REG THE STATE BOARD OF EDUCATION REGULATION, 43 TO 59.
[00:55:02]
ELIGIBILITY REQUIREMENTS TO BE ELIGIBLE FOR A STATE HIGH SCHOOL EQUIVALENCY DIPLOMA.THAT CANDIDATE MUST BE 17 YEARS OF AGE OR OLDER.
I MUST BE THE RESIDENT OF SOUTH CAROLINA OR FORMER RESIDENT STATE PORTAL ISSUE IS A STATE HIGH SCHOOL EQUIVALENCY DIPLOMA TO ELIGIBLE CANDIDATES WHO SUCCESSFULLY COMPLETE AN SBE APPROVED HIGH SCHOOL EQUIVALENCY TEST.
SO WHEN DID WE ADD TO THAT? THE END OF THAT SENTENCE AND STATE REGULATIONS SAID THAT CHILD, YOU HAVE THE ADVANTAGES OF OUR ARS, AS LONG AS WE ARE GOVERNED, WE FOLLOW THE GOVERNOR, THE STATE REGULATIONS.
I THINK THAT'S THE INTENT THAT, THAT I WOULD LIKE TO SEE US.
I WOULD, I, I DON'T LIKE HOLDING CHILDREN BACK EITHER.
I'M NOT A BIG SUPPORTER OF THAT.
IT'S NOT ALLOWING THE CHILD TO GROW.
SO, MARY, UM, I DON'T KNOW, DR.
UM, SO CAN YOU EXPLAIN YOUR COMMENT A LITTLE BIT MORE? IT'S MORE OF A PROCEDURAL THING IF THEY HAVE THE ABILITY TO OFFER THAT, CAN YOU RESTATE REACH OUT TO DR.
MOREL, HOW MANY CLASSES COULD I SAY FOR GRADUATION PURPOSES? SO WE ALLOW A CHILD TO TAKE NUMEROUS AMOUNT OF CLASSES IN EDGENUITY.
IN ORDER THAT I CAN HAVE THE OPPORTUNITY TO EXCEL AND I'LL USE FOUR, AM I HAVING TO TAKE THE FULL 32 AS IF I WAS IN A COMPREHENSIVE SCHOOL SETTING, OR WE FOCUS DIRECTLY JUST ON THE 24 CREDITS NECESSARY FOR GRADUATION, AND THEN HERE EXCEL AS WELL.
IT SAYS HERE EACH APPROVED ADULT AT HIGH SCHOOL DIPLOMA COURSE SHALL INCLUDE A MINIMUM OF 60 HOURS OF INSTRUCTION FOR EACH UNIT OF CREDIT, EXCLUSIVE A REGISTRATION EXAMS, ISSUE, MATERIALS, ET CETERA, UNLESS THE COURSE IS OFFERED VIA THE VIRTUAL SCHOOL PROGRAM OR VIA AN APPROVED PROFICIENCY BASIS.
KATHY, MEL, WILLIAM, DO YOU WANT TO ADD ANYTHING ELSE TO THIS? STILL ADD AN ADDRESS TO THE CREDITS? LIKE THAT'S WHAT THE STRATASYS ALLUDED TO CREDITS VERSUS, YOU KNOW, OUR GRADUATION REGULATIONS, BUT, UH, 24 UNITS WOULD SEEM REASONABLE AND HOW THEY GET THOSE 24 UNITS WOULD BE SPECIALIZED FOR THOSE ADULT ED STUDENTS.
AND THE OTHER END OF THAT IS HOW WE, WELL, WELL, I DON'T KNOW HOW WE DO IT OR ADOPT ADULT AND STUDENTS.
AND WHAT WAS THE PURPOSE BEHIND ADOPTING THEIR DOG DEAD STUDENTS? YOU KNOW, IF THEY'RE 16 AND WHATEVER THE CIRCUMSTANCE IS BY LEADING A 16 YEAR OLD TO BE ADOPTED TO THE ADULT, THERE, WE, WE MADE BETTER ADOPTION AS, AS BOARD MEMBERS ALWAYS BROUGHT TO US.
OUR, OUR, OUR VALUE SYSTEM SHOULD BE, IF THIS HOUR IS BEING RECOMMENDED BY A DOCTOR, THEN WE NEED TO ASSURE THAT THIS CHILD IS GETTING THE MINIMUM GED OR THE DIPLOMA, WHICH IS MOST OPTIMUM FOR THAT JOB.
SO I, I, YOU KNOW, AND THAT'S, WE GOTTA HAVE THAT IN PLACE WITH, OR WITHOUT STATE GUIDELINES, BUT I MEAN, WITHIN STATE GUIDELINES, OF COURSE, BUT THAT'S WHERE WE'RE SAYING THAT I'M FOR IT ALL THE WAY.
I THINK WHAT, WHAT I'M HEARING, WHAT I'M ADVOCATING FOR, WHICH IS WHY I BROUGHT UP ABOUT THIS GRADUATION IS, ARE, DO WE HAVE MULTIPLE AVENUES TO HELP THESE KIDS GET THEIR HIGH SCHOOL DIPLOMAS? OR, YOU KNOW, ARE WE LOOKING AT THEM AS INDIVIDUALS AND SAYING, WHAT DOES THIS CHILD NEED? OKAY, LET'S HELP THIS CHILD GET THIS HIGH SCHOOL DIPLOMA, WHICH WE ALL KNOW YOU HAVE TO HAVE FOR FUTURE SUCCESS.
SO FOUR HOURS, THAT'S WHAT I, THAT MARY THAT'S THE, THAT'S THE, THE GENERAL, THE GIST OF IT.
UM, I MEAN, WE'RE BASICALLY, UM, SINGING, SINGING SIMILAR SONGS.
BECAUSE IT IS ABOUT GETTING OUR CHILDREN TO GRADUATE HIGH SCHOOL AND HAVE AN OPPORTUNITY FOR SOMETHING ELSE.
AND IT, IT'S NOT COOKIE CUTTER, BUT THAT'S WHY IT'S NOT NOW, YOU KNOW, THAT'S WHY AT HIGH SCHOOL, WE HAVE CHOICE PROGRAMS. YOU KNOW, IT'S NOT COOKIE CUTTER, MARY NUMBER, UH, THE LAST NUMBER THERE, NUMBER SEVEN COMMUNITY EDUCATION.
[01:00:01]
DOES THAT MEAN? I REALLY CAN'T SPEAK TO THAT IN THE SENSE THAT I'LL BE DIRECT WITH YOU, MR. CAMPBELL.I DID NOT ORIGINATE THIS DOCUMENT.
THAT'S WHY EXACTLY I EXPECT AN ANSWER.
BUT IF WE'VE GOT IT IN THERE, THEN GOING FORWARD FROM WHAT I READ, COMMUNITY GROUPS CAN ENCOURAGE SUPPORT FROM THE DISTRICT IN TERMS OF EDUCATING AND FACILITATING CERTAIN COMMUNITY NEEDS EDUCATIONALLY YES.
AND CREATING MODELS THAT PROVIDE FOR RE-ENGINEERING OF THE WORKFORCE.
MR. CAMPBELL, HAVING IT IN THERE MAKES US KIND OF OBLIGATED TO OTHER DO MORE.
THAT IS THE KEY POINT THAT I NEED.
I HAVE INFORMALLY HAD TWO CONVERSATIONS WITH COMMUNITY MEMBERSHIP HERE AND ON THE NORTH SIDE, UM, I'D LIKE TO SEE SOMETHING HAPPENING IN THE SOUTH SIDE, EXTENDING.
WE HAVE EXTENDED ADULT EDUCATION DURING OUR TENURE OR TENURE NOW TO, UM, BLUFFTON AREA AT BLUFFTON, UM, BLUFFTON MIDDLE AT NIGHT, AND DOING THE AFTERNOON, WHICH WE DIDN'T HAVE THAT BEFORE WE NEED TO TAP ON A LITTLE MORE.
IT HAS TO BE TOTALLY SELF-SUPPORTING.
SO IT'S UM, TO ME, I WOULD BE INTERESTING TO SEE WHEN THIS WAS ADDED IN AND WHY, IF THERE WAS SOME, YOU KNOW, GROUP THAT THEY THOUGHT, OH, WE WANT TO HAVE, WANT TO, UM, PROMOTE AVIATION.
SO WE SEE A NEED FOR THAT IN OUR COMMUNITY FOR JOBS.
SO LET'S, YOU KNOW, USE THE SCHOOL BUILDINGS OR SOMETHING.
BUT THAT, TO ME, IT SAYS IT'S NOT COSTING THE SCHOOL DISTRICT.
ANYTHING HAS TO BE TOTALLY SELF-SUPPORTING.
AND SO I'M VERY CURIOUS AS TO, IT HAS TO BE TOTALLY SELF-SUPPORTING THAT'S WHAT IT SAYS IS SO IF I COULD HELP WITH THAT.
STRATOS AND I, MY PRIOR, UM, TENURE AT, AS, AS A HIGH SCHOOL PRINCIPAL, WE MAINTAIN THE DELTA EDUCATION AND COMMUNITY EDUCATION, ADULT EDUCATION THAT WAS UTILIZED OR LANGUAGE ACQUISITION FOR ADULTS GED.
AND BASICALLY THOSE WERE THE TWO CORE PRACTICES OF ADULT DEBT.
THE COMMUNITY EDUCATION WAS MY MICROSOFT OFFICE.
THEY TECHNICALLY, IT WAS ALMOST LIKE A LEASE FOR SERVICE WHERE THEY CAME, THEY UTILIZE OUR, OUR CLASSROOM.
THEY WAS SELF SELF-SUFFICIENT.
YOU PAID AS A, AS A PERSON IN THE COMMUNITY TO TAKE THAT CLASS.
AND THEN THOSE CLASSES WERE AVAILABLE.
I THINK THIS IS MORE THE CONTEXT OF LANGUAGE WHERE WE'RE TAKING IT MORE INTO THE COMMUNITY OF PEOPLE AND PROVIDING AN ADULT EDUCATION MODEL MORE FOR THE COMMUNITY AND HAVING THAT VOICE IN IT.
BUT I, THIS IS MORE THE COMMUNITY EDUCATION MODEL OF ADULT EDUCATION AS BEYOND THE STATE ALIGNMENT OF GGBS AND HIGH SCHOOL CREDIT AND ESL CLASSES THAT WE RECEIVED FUNDING FOR.
AND THAT'S, THAT'S FUNDED BY COMPLETERS WITHIN A TIMELY, UM, UH, TIMELY, UH, TIME PERIOD.
SO IT'D BE INTERESTING TO KNOW WHAT KIND OF HISTORY WE HAVE OF THAT.
I AM SURPRISED THAT WE DO NOT HAVE A LARGE COMMUNITY EDUCATION MODEL THAT OPERATES OUT OF OUR HIGH SCHOOLS.
AND, AND THAT'S WHAT I WAS TRYING.
THAT'S WHAT I'M TRYING TO TRY TO SPEAK TO.
UM, I DO REMEMBER A POINT WHERE WE HAD ADULT EDUCATION OVER AT PRINCE CENTER IN THE AFTERNOONS, IN MY COMMUNITY, AS WELL AS SAY ELEMENTARY SCHOOL.
WE HAD A NIGHT ADULT EDUCATION PROGRAM.
AND SO THAT IS WHERE THE OUTLETS WAS UTIL.
I BELIEVE THAT, OR THAT PHRASE MAY HAVE CAME FROM, BECAUSE I REMEMBER AS A KID, THE OLDER, THE OLDER ADULTS WOULD COME IN THERE AT A CERTAIN PERIOD OF TIME AND THEY WOULD DO THE ADULT EDUCATION PROGRAM.
AND I REMEMBER AT PENN CENTER, THEY WOULD DO THE ADULT EDUCATION PROGRAM SATURDAY, THAT THAT IS THE COMMUNITY INVOLVEMENT.
AND THEY WERE RAN FULLY BY THOSE CENTERS OF, BY STAFF AT ST.
AND THEN ALSO IT WAS STAFFED BY, UH, THE PENN CENTER.
AND I BELIEVE SOME OF THEM ALSO WAS, WAS, WAS HELD, WAS HELD BY THE LIBRARIANS
[01:05:01]
AS WELL.THANK YOU FOR THAT, MR. SMITH.
THANK YOU, MR. THAT WOULD MAKE SENSE.
THAT'S UM, SO WHY IS IT IN HERE AGAIN THEN? WE'RE JUST, WE THINK IT'S IMPORTANT TO LEAVE THIS IN HERE.
WELL, IT'S BEEN THE PAST PRACTICE IN THE DISTRICT, SO WE NEED TO LOOK INTO DR.
STRESS AND I NEED TO FIND OUT HOW THIS WAS IMPLEMENTED IN THE PAST.
IT WAS PART OF IT, BUT I DO WANT TO MENTION SOME TO Y'ALL.
SO THIS ADMINISTRATOR BRAGG TALKS ABOUT AN ADULT EDUCATION PROGRAM, 43 DASH TWO 37.1, BUT I'M JUST DIGGING AROUND IN HERE AND THE REGS.
AND I SEE A REG HERE, UM, 43, TWO, FIVE NINE, AND THIS SAYS, AND WE NEED TO FIND OUT ABOUT THIS.
NO STUDENT SHALL BE GRADUATED FROM THE ADULT EDUCATION PROGRAM PRIOR TO THE TIME THAT HE OR SHE WOULD HAVE GRADUATED FROM A REGULAR HIGH SCHOOL, UNLESS, UNLESS CAN YOU ALL, CAN YOU ALL HEAR ME? YEAH, WE CAN HEAR YOU GO AHEAD.
UNLESS WRITTEN APPROVAL IS GRANTED BY THE HIGH SCHOOL PRINCIPAL AND THE SED E'S OFFICE OF ADULT ED.
AND THEN IT GOES ON TO TALK ABOUT, TO BE ELIGIBLE, TO RECEIVE A STATE HIGH SCHOOL DIPLOMA.
HE OR SHE MUST COMPLETE ONE SEMESTER IN RESIDENCE THROUGH ACTUAL ATTENDANCE.
SO THE ADULT ED PROGRAM, AND THAT THIS SEMESTER RESIDENCE A PREREQUISITE IS A PREREQUISITE FOR THE STATE, UM, HIGH SCHOOL DIPLOMA, AND MAY NOT BE WAIVED.
THEN IT JUST SAYS FOR THE PURPOSE OF ADULT EDUCATION PROGRAMS, A SEMESTER IN RESIDENCE IS DEFINED AS FOLLOWS A MINIMUM OF 60 HOURS OF CLASSROOM ATTENDANCE FOR A SEMESTER NEEDING ONLY ONE UNIT TO GRADUATE A MINIMUM OF 30 HOURS OF CLASSROOM ATTENDANCE FOR STUDENT NEEDS ONLY ONE HALF YEAR TO GRADUATE.
SO COMPLETION OF A ONE HALF UNIT, ONE UNIT VIA THE VIRTUAL SCHOOL PROGRAM, WHILE ENROLLED IN AN ADULT ED PROGRAM WILL SATISFY THE SEMESTER AND RESIDENCE REQUIREMENTS.
SO WE'LL NEED TO CHECK WITH SCDS OFFICE OF ADULT ED.
YOU KNOW, YOU WERE SAYING MS. GOODRICH, LIKE SOMEBODY MIGHT NEED TO, YOU KNOW, GRADUATE A LITTLE EARLY BECAUSE THEY NEED TO GO TO WORK, YOU KNOW, TECHNICALLY ON THE DEAD LANGUAGE ONE DAY YOU GO BACK TO THE FACT THAT I AM A SENIOR, I HAVE THE OPTION TO GRADUATE EARLY FIRST SEMESTER.
IF I'M A SENIOR GOING INTO ADULT ED AND I NEED TO GRADUATE EARLIER, WHATEVER THE PURPOSE IS.
EVEN NOTICE THAT A CREDIT REQUIREMENT AT ADULT ED IS 60 HOURS VERSUS 125.
IN A TRADITIONAL HIGH SCHOOL SETTING.
WE'RE JUST SAYING THAT THE PRINCIPAL HAS TO APPROVE IT.
AND THE STD OFFICE OF ADULT ED HAS TO APPROVE IT.
SO IT WOULD BE PENDING FOR BOTH OF THEM.
YOU THINK THEY'RE GOING TO SAY NO, THE KID HAS ALL THE CREDITS.
I'M JUST, NO, I ACTUALLY, SO LET ME ASK YOU, UM, JUST FOR TIME SAKE, SHOULD WE, OR IS THERE MORE THAT YOU WANT TO ADD TO THIS? I THINK WE NEED TO HAVE WITH THAT GRAY A LITTLE DEEPER.
BECAUSE WE'RE MODIFYING LANGUAGE THAT I BELIEVE STRONGLY BELIEVE THAT SHE SHOULD HAVE, YOU KNOW, INSIGHT TOO.
AND ALSO, UM, SECTION IT'S, UM, THE COMMUNITY EDUCATION IS REFERENCED ON HERE IS SECTION 59, 44 10.
SO I THINK I WILL READ UP ON THAT AND SOUTH CAROLINA CODE JUST TO GIVE MYSELF SOME HOLD ON HER BACKGROUND.
AND IT'S INTERESTING, MRS. RE-ALIGN UNDER ADULT DEBT.
YOU'LL FIND LANGUAGE ON YOUNG ADULT.
I DIDN'T GET THE TIME YET TO GET DEEP INTO THAT LANGUAGE.
MY SISTER, DO WE THINK THAT IT WILL BE GOOD FOR MS TO HAVE MS. MORALE AT THE NEXT CONVERSATION THAT WE HAVE ABOUT THIS? ABSOLUTELY.
STRATOSE AND HER TEAM AND WENDY, AND THEY, THEY KIND OF HAVE SOME MORE DISCUSSION ABOUT THIS AND REWRITE OR WHATEVER THEY DO.
I AGREE THAT WHEN WE ARE DISCUSSING IT IN COMMITTEE, THAT DR.
AND JUST REAL QUICKLY, BOARD MEMBERS, MS. ROBOT, I HOPE THIS WILL BE HELPFUL FOR YOU, LIKE, IS THIS SHORT? SO CHAPTER 44 COMMUNITY ED SAYS GENERAL ASSEMBLY RECOGNIZE THAT THE SCHOOL AS A PRIME EDUCATIONAL INSTITUTION, THE COMMUNITY IS MOST EFFECTIVE WHEN IT INVOLVES THE PEOPLE THAT COMMUNITY AND A PROCESS DESIGNED TO FULFILL THE ETHICAL NATION NEEDS.
AND SINCE COMMUNITY EDUCATION PROMOTES A MORE EFFICIENT USE OF COMMUNITY FACILITIES, BUT EXTENSION BUILDINGS, PERSONNEL, AND EQUIPMENT, IT IS
[01:10:01]
THE PURPOSE OF THIS CHAPTER JUST TO FACILITATE, FACILITATE THE PROVISION OF RECREATIONAL EDUCATIONAL, CULTURAL, SOCIAL HEALTH, AND OTHER COMMUNITY SERVICES.AND THIS WAS PRETTY NICE THAT IT SAYS HERE THAT THE BOARD OF TRUSTEES OF EACH SCHOOL DISTRICT AND THE STATE IS HEREBY AUTHORIZED, BUT NOT OBLIGATED TO ORDINATE A COMMUNITY EDUCATION PROGRAM AND ITS DISTRICT.
WE DON'T HAVE THAT DEFINED BECAUSE IT IS ALSO A FISCAL, UM, A MEANS OF OBTAINING.
I HAVE TO CHECK THE FINANCE CODE IN TWO OTHER STATES THAT I'M FAMILIAR WITH OUR COMMUNITY EDUCATION, UM, COURSE FEES.
ONCE YOU PAY BACK TO THE DISTRICT, THE LEAST THAT IS A REQUIREMENT FOR THE INSTRUCTOR, THAT MONEY IS DISCRETIONARY, BUT A SCHOOL THAT HOUSES IT, AND IT SAYS STD SHALL PROMOTE IMPLEMENTATION AND OPERATION OF COMMUNITY EDUCATION PROGRAM.
I THINK AS MR. SMITH MENTIONED EARLIER, IT USED TO BE ON BIRD.
THIS IS, THIS IS A FABULOUS OPPORTUNITY.
IT IS TO, UM, DELVE INTO, BUT ALL RIGHT, SO WE ARE GOING TO THEN, UM, WE'LL DO GUYS ARE GOING TO WORK ON, I GUESS 33, DR.
MOREL AND, AND I APPRECIATE Y'ALL'S INPUT.
UM, MR. CAMPBELL, BECAUSE ADULT EDUCATION FALLS DIRECTLY UNDER DR.
CAMPBELL, THAT WOULD BE GREAT.
SO WE NEED TO, WE'RE GOING TO MAKE THIS BETTER.
I STILL HAVE THAT AND ALSO HAVE THAT MORALE TOO.
I THINK THEY HAVEN'T DONE MORALE.
THE NEXT MEETING WOULD BE A W IT WOULD BE HELPFUL.
THE NEXT ONE IS FOREIGN EXCHANGE.
THIS ONE, THIS WILL NOT BE HARD FOR US.
SO WE HAD ORIGINALLY DONE A LOT OF WORK TO BE IN COMPLIANCE WITH THE, UM, J ONE VISA, THE EXCHANGE VISITOR PROGRAM, THE U S DEPARTMENT OF STATE.
AND WHAT HAPPENED WAS AFTER THIS ADMINISTRATIVE REG WENT INTO EFFECT IN AUGUST.
AT THE END OF JULY, WE LEARNED THAT THE STATE DEPARTMENT, UNITED STATES DEPARTMENT OF STATE AND THE FOREIGN EXCHANGE, UM, THE GOVERNMENT ALLOWED STUDENTS TO GET VISA.
INITIALLY THEY SAID, NO STUDENT VISAS, AND THEN THEY CHANGE A RULING.
AND SO WE HAD TWO PRIOR APPROVALS OF STUDENTS THAT WERE ABLE TO GET VISAS, BUT THEY DIDN'T GET THEM UNTIL AUGUST UNTIL SO WE W WE WANTED TO HONOR THEM AND ALLOW THEM TO BE IN THE, BE AT OUR SCHOOLS.
ALTHOUGH, YOU KNOW, WE DON'T KNOW HOW GREAT A PROGRAM IT'S BEEN BECAUSE OF COVID AND THE PROBLEMS WITH EVERYTHING THAT'S HAPPENED WITH COVID.
IT'S NOT A NORMAL SCHOOL ENVIRONMENT, BUT I DID CHECK, UM, GLOBALLY THOUGH.
BUT I CHECKED WITH, UM, CHAD COX AT THE DAY, WE WERE TALKING ABOUT SOMETHING ELSE BECAUSE ONE OF THE STUDENTS HAS THAT BETTER GREEK AND SAID THAT THIS YOUNG MAN IS JUST HE'S FROM SPAIN.
AND HE'S EVEN THOUGH IT'S, YOU KNOW, THE WAY IT'S BEEN, HE'S STILL ENJOYING HIS CULTURAL EXPERIENCE HERE IN THE UNITED STATES.
SO WHEN KNEW THE ONLY REAL CHANGE IN THIS IS THAT LAST PARAGRAPH IS JUST BECAUSE WE WERE SUSPENDING IT.
AND THEN WE, THEN THE STATE DEPARTMENT THINKS THAT THE RULES, WE WANTED TO HONOR THOSE APPLICATIONS.
BUT IT IS SUSPENDED FOR THE NEXT SCHOOL YEAR.
IS THAT CORRECT? IT'S SUSPENDED FOR THE NIGHT, THE 20, 1920, 20 SCHOOL YEAR.
NOW WE'RE GOING TO HAVE TO SEE WHAT HAPPENS WITH COVID IF WE CAN, IT'S ONLY SUSPENDED FOR ONE YEAR, SO, OKAY.
SO IT'S SUSPENDED FOR THIS YEAR, EXCEPT FOR THOSE TWO THAT YOU JUST MENTIONED.
AND THEN WE JUST SAID DURING THE 20, 20, 20, 21 ACADEMIC YEAR DUE TO COVID.
SO, BECAUSE IT'S VERY YOUNG, IT'S VERY REMARKABLE THAT THEY WERE ABLE TO GET THE B, SO, SO, OKAY.
DID ANYBODY HAVE ANY THOUGHTS OR QUESTIONS? THIS SECTION? I COULD ONLY SHARE THAT WE HAVE A REMARKABLY LARGE INTEREST HERE AT BUFORD FOUR POINT EXCHANGE.
SO I'M GLAD THAT IT'S ONLY SUSPENDED THE LANGUAGE WE UTILIZE.
IT IS OWN A BIT 20, 20, 20, 21.
AND, UM, THAT WE WILL BE ABLE TO, UM, OPEN UP AGAIN TO STUDENTS AT THE NEXT SCHOOL YEAR 21, 22.
I'M JUST, UM, WE JUST HAVE TO CHANGE THE DATE AGAIN, CORRECT.
I JUST GOT TO CHANGE IT TO DECEMBER.
I MEAN, I DON'T KNOW, FRANKLY, I THINK I SHOULD LEAVE IT ON AUGUST BECAUSE WE LET HIM IN, IN AUGUST, YOU KNOW, OTHERWISE I CAME IN AUGUST.
[01:15:01]
WHAT HAPPENED WAS JUST SO Y'ALL KNOW WE WITH EVERYTHING WITH COVID, EVERYTHING'S JUST BEEN PUT ON HOLD, BUT I, BUT I THOUGHT WELL ABOUT THE PURPOSE OF IT IS WHEN YOU CHANGE THE LANGUAGE, THE DATES TO REPLY, WHICH I DID IT, WE DID THIS WHEN WE FOUND OUT THAT WE HAD TWO STUDENTS WHO HAD BEEN APPROVED.SO WE ACTUALLY DID IT IN AUGUST, BUT I NEVER GOT TO BRING ANY OPTION DATE.
WELL, WE WANTED TO LET THEM, WE WANTED TO LET THEM IN AND HONOR THEM BEING.
I DO HAVE A QUESTION ABOUT THIS, AND I'M JUST TRYING TO RECONCILE THIS WITH SOME OF OUR OTHER ARS, IF A STUDENT, AS A FOREIGN EXCHANGE STUDENT JOINS US, UM, IN THEIR JUNIOR YEAR AND OKAY.
CAN THAT STUDENT BECOME LIKE VALEDICTORIAN OR SALUTATORIAN? TECHNICALLY NOT TECHNICALLY NOT RIGHT.
BECAUSE THEY'VE TRANSFERRED IN.
IT'S ACTUALLY, FOR, AS OUR BALANCE, NOW YOU HAVE TO HAVE THREE CONSECUTIVE SEMESTERS PRIOR TO THE ANNOUNCEMENT, ALL VALID SAL, WHICH IS THE CLOSE IN A FIRST SEMESTER OF YOUR SENIOR YEAR.
BUT I BELIEVE IN THIS LANGUAGE, IN THIS AR IT STIPULATES THAT THEY CANNOT.
SO THEY, EVEN IF THEY COME IN AS A JUNIOR, IF I'M CORRECT REN WENDY, AND, AND LEAVE ME IF I'M NOT, IT SAYS THAT THEY'VE, THEY'RE NOT ELIGIBLE TO BE BALANCED OUT.
WELL, THAT'S WHAT I WAS LOOKING FOR.
SO THAT'S WHERE I'M GOING WITH THIS.
UM, CAUSE I REMEMBER WE HAD THAT COME UP.
SHE'D EAT SHOULD BE IN HERE RIGHT NOW.
ONE DAY, I KNOW IT'S IN A DIFFERENT RIG.
I JUST WAS WONDERING IF IT WOULD BE VALUABLE TO HAVE IT IN THE FOREIGN EXCHANGE REG.
SO THAT LET'S SAY A HOST PARENT WANTS THEIR CHILD WANTS TO HOST A CHILD AND THEY GO TO THIS AR YOU KNOW, IT, I JUST THOUGHT IT WOULD BE HELPFUL TO ME.
LIKE, YEAH, I THINK THAT'S A REALLY GOOD IDEA BECAUSE WE DON'T WANT TO HAVE A MISUNDERSTANDING AND WE WANT ALSO BE RESPECTFUL AND FAIR TO OUR STUDENTS WHO HAVE BEEN IN OUR SCHOOL ALL THOSE YEARS.
SO WHEN WE GO INTO GREAT DETAIL ABOUT SPORTS, I THOUGHT MAYBE YOU'D BE APPROPRIATE TO GO IN A LITTLE MORE DETAIL ABOUT, YOU KNOW, THE ACADEMICS.
IT'S A SURPRISE TO SOME OF OUR STUDENTS.
IF THEY GRADUATE EARLY OR THEY CHANGE SCHOOLS, IT'S A SURPRISE TO THEM THAT THEY CANNOT THEN BE VALEDICTORIAN OR SALUTATORIAN.
AND IT'S UP TO THE DISCRETION.
AND I THINK IT'S IN, IS IT IN GRADUATE? IS IT IN GRADING OR? YES.
MA'AM MR. KIM, BUT THERE'S AN ADDRESS, YOU KNOW? I MEAN, I DON'T THINK YOU ADDRESS THE FOREIGN STUDENT, BUT IT DOESN'T ADDRESS TRANSFERS.
SO IT MIGHT BE THE SAME THING CAN BE INTERPRETED THE SAME THING.
I THOUGHT IT WOULD BE, I THOUGHT IT WOULD JUST BE EASY TO STICK SOMETHING IN THERE.
LIKE I THOUGHT IT WAS ON THE R U G P.
AND THAT CAN GO IN THE CONTENTS IN ROMAN NUMERAL 12.
ARE YOU LOOKING FOR THE LANGUAGE MS. ONE DAY? UM, AT SCHOOL TODAY, MRS. FRIDGE FRIDGE, BUT I CAME IN ANYWAY.
WELL, I WOULD UNDERSTAND IF YOU WERE UNABLE TO, UH, YEAH, IT'S BEEN A WEEK.
I HAD, UM, MY, MY BROTHER WAS DIAGNOSED WITH COVID AND HIS WIFE AS WELL.
HOW ARE THEY DOING? UM, SHE'S, THEY'RE BOTH HOME.
THEY'RE NOT HOSPITALIZED, SO THAT'S A GOOD THING RIGHT NOW, BUT SHE SHE'S GETTING SYMPTOMATIC WHERE MY BROTHER NOW IS QUARANTINED FROM HIS WIFE.
SO CAN I ASK A QUESTION WHILE WE'RE IN HERE? UM, DO OUR FOREIGN EXCHANGE STUDENTS ACTUALLY GET DIPLOMAS FROM ARTICLES? I'M ASKING THIS BECAUSE I'VE ACTUALLY HOSTED A FOREIGN EXCHANGE STUDENT AND, UH, OUR SCHOOL DISTRICT, WHEN I WAS A HOST,
[01:20:01]
THEY DIDN'T ALLOW IT.THEY DIDN'T GET, THEY DIDN'T GET DIPLOMAS.
I MEAN, THEY'RE THERE A YEAR IN FACT.
SO DO WE GIVE THEM HIGH SCHOOL, DIPLOMAS IT BY THE LANGUAGE IN THIS, UM, ADMINISTRATIVE REGULATION? THE ANSWER TO THAT IS, YES.
IT LOOKS LIKE THEY ARE LIKE LOOKING AT THEIR GIVING.
THAT'S A LOT OF WORK TO TRANSLATE ALL THAT.
AND, AND TO DO THAT, I JUST, I'M JUST CURIOUS, MAKE MEANING THAT TRANSCRIBING OF THE, UM, CREDITS AND TRANSCRIPTS.
BUT THEN YOU HAVE TO DO THAT ANYWAY AT POINT OF REGISTRATION TO ENSURE THAT WE'RE PUTTING THE CHILDREN ON THE RIGHT TRACK.
SO YEAH, THEY HAVE TO, DEBT HAS TO BE DONE ANYWAY AT THE HIGH SCHOOL LEVEL.
STRATOS THAT THIS ONE ALSO IS GOING TO BE, HAVE SOME LANGUAGE ADDED TO IT? I THINK WE NEED TO, I THOUGHT WENDY WAS, WE LOST HER.
AND WE'LL PUT THIS ON HOME AND THAT'S GOING TO BE RECOMMENDED RECOMMENDATION FROM US RIGHT.
I THINK IT WOULD BE HELPFUL TO, UM, YEAH.
AND I THOUGHT PRINCIPALS THAT ARE MAKING A DECISION THAT THEY MAKE SURE THEY INFORM THE HOST PARENTS OF THAT AS WELL, BECAUSE IT GOES BACK TO WHAT MR. CAMPBELL WAS THAT WHILE YOU WERE ASKING, YOU KNOW, THEY CAME INTO MY JUNIOR YEAR BECAUSE IT IS THREE CONSECUTIVE SEMESTERS.
SO, UM, THE ADMINISTRATIVE REGULATION, I S 43, THAT WAS REVISED NOVEMBER OF 2019 GRADING ASSESSMENTS, UM, SYSTEMS ROMAN NUMERAL 10 GRADE POINT AIRBRIDGE D THE BCSD ADMINISTRATION HAS DETERMINED THE CRITERIA FOR SELECTION OF UNDERGRADUATES TO INCLUDE VALEDICTORIAN SALUTATORIAN.
UH, TOP 10 IS BASED ON GPA AS DETERMINED BY THE UNIFORM GRADING POLICY.
THE CUTOFF DATE FOR DETERMINING THE GPA IS THE SEVENTH SEMESTER OF HIGH SCHOOL.
AND THE THIRD NINE WEEKS, THE SENIOR YEAR, THESE STUDENTS MUST BE ENROLLED IN A HIGH SCHOOL FOR FOUR YEARS AND ENROLLED IN THE HIGH SCHOOL, WITHIN THE BCSD AWARDING THE DIPLOMA FOR A MINIMUM OF THREE CONSECUTIVE SEMESTERS PRIOR TO GRADUATION STUDENTS.
I LOVE BEING ACCELERATED GRADUATION AND LESS THAN FOUR YEARS ARE NOT ELIGIBLE TO BE VALEDICTORIAN SALUTATORIAN, OR TOP 10 CLASS RANK FOR LIFE.
SCHOLARSHIPS IS DETERMINED BY THE COMMISSION ON HIGHER EDUCATION AT THE CONCLUSION OF THE SPRING SEMESTER OF THE SENIOR YEAR.
SO THERE'S ANOTHER STIPULATION THAT SAYS ELIGIBLE FOR AN EXCHANGE.
STUDENTS AGREE TO BE ENROLLED FOR NOT LESS THAN ONE SEMESTER AND NOT MORE THAN TWO ACADEMIC SEMESTERS.
THEY LET HIM, SO THAT WOULD, THAT WOULD DO IT RIGHT THERE.
WHERE DO YOU ALL, DO YOU ALL WANT ME TO MAKE A REFERENCE TO THIS OR WHAT? NO, I DON'T.
I DON'T THINK AS FOREIGN EXCHANGE STUDENTS ARE EVEN ELIGIBLE BECAUSE THEY'RE NOT THERE FOR THREE CONSECUTIVE SEMESTERS.
BUT DIDN'T, YOU ALL SAY, YOU THOUGHT WE SHOULD PUT A LINE IN HERE THAT FOREIGN EXCHANGE STUDENTS ARE NOT ELIGIBLE PURSUANT TO EDMUND, RIGHT GUYS, 43, 10 C TO B.
BECAUSE, SO THAT, LIKE YOU WERE SAYING, NOPE, THERE'S NO MISUNDERSTANDING.
I THINK, I THINK THAT'D BE VERY HELPFUL.
I'LL PUT IT UNDER ROMAN NUMERAL SEVEN GRADUATION, IF THAT'S OKAY WITH YOU ALL ROMAN NEW WORLD, 12, 12, OR 12.
THANK KATHY AND MEL, ARE YOU GOOD WITH THAT? OKAY.
UM, I WANT TO HEAR ABOUT KATHY'S GRANDCHILD.
WE WANT TO SEE A PICTURE OF THE BABY.
IF WE STAY ON LONG ENOUGH, HIM, HE HAS BEEN RELEASED FROM THE NICU.
SO THIS PROVED, OKAY, SO THIS ONE ASSIGNMENT SPOON TO SCHOOLS, WHICH WE HAD TALKED ABOUT LAST SUMMER, WHAT NOW THAT, UM, YOU KNOW, DR.
STRATIS BEING HERE, THE PURPOSE FOR THESE REVISIONS IS TO ALLOW THE SUPERINTENDENT TO,
[01:25:01]
UH, HAVE A DESIGNEE, RIGHT? AND SO WE WENT INTO THIS DOCUMENT AND PUT IN ALL, I SEE THE BABY.THIS IS, THIS IS THE TWO YEAR OLD, WHO IS THE BIG SISTER, BIG SISTER.
YOU HAVE A NEW, YOU HAVE A NEW BROTHER.
YOU COULD TAKE A CARE OF THEM.
HAVE A CHILD CAN GET EACH OF US TO GET INTO GOOGLE.
AND IT'S SUCH A UNIFYING FEELING, YOU KNOW, THE BEAUTY OF CHILDREN.
THAT'S WHY I SEE MY LITTLE GRANDDAUGHTER IN THE MORNINGS.
BEFORE I COME HERE, HE SMILES AND I SMILE WHAT SS AS MRS. CARTILAGE HAD PUT FORWARD.
UM, THE IDEA OF BEING ABLE TO HAVE THE OPPORTUNITY OF A DESIGNEE, TO A POINT AND STILL PROVIDE INFORMATION TO THE SUPERINTENDENT.
YOU KNOW, WE, WE DO RECOGNIZE THAT WE DO UPDATE.
OUR SUPERINTENDENT KNEW THIS MIRROR.
THAT WAS THE NET IS REALLY THE ONLY CHANGE IT.
AND THEN THE CLARIFICATION OF LANGUAGE UP IN THE TOP.
STRATIS LIKES BE REFERRED TO AS THE CHIEF INSTRUCTIONAL OFFICER INSTEAD OF JEEZ INSTRUCTIONAL SERVICES OFFICER THAT'S CHANGED.
OH, WELL I HAD ONE QUESTION ABOUT THIS.
MA'AM UM, IN SECTION, UM, UH, ROMAN NUMERAL ONE SECTION WHERE IT REFERS TO, UH, NO CHILD LEFT BEHIND.
AND I'M WONDERING IF THAT SHOULD BE REPLACED ESS.
WHERE DID WE MISS THAT? OH, I SEE A NUMBER'S A NUMBER 12.
TO COMPLY WITH THE ESL, BUT PLEASE NOTE THE ROMAN NUMERALS ARE INCORRECT.
ON PAGE TWO, WE GO UP ON ROMAN NUMERAL.
UNDER STUDENT CHOICE PLAN PROCEDURES.
I SEE THAT THERE, BUT EVERY FORMALITY IS NOT MY STRENGTH.
SO WENDY, EVERY STUDENT SUCCESS ACT, EVERY STUDENT SHALL SUCCEED, BUT EVERY ESL, EVERY STUDENT'S SUCCESS AT ESSAY, EVERY STUDENT SUCCESS ACT.
IT'S REFERENCED IN, UM, I REMEMBER 16 ROMAN NUMERAL 16, BUT, UM, THE, IT JUST WAS LEFT BY MISTAKE BECAUSE WE THOUGHT WE GOT IT.
THIS IS WHY WE APPRECIATE EVERYBODY SO WELL, WE TRY NOT TO HAVE USE THE BOARD MEMBERS FOR PROOFING.
NO, BUT I'M JUST SAYING EVERYBODY MAKES MISTAKES AND IT'S GOOD TO GET INPUT.
SO IT SHOULD HAVE BEEN TAUGHT THERE.
I'M SORRY ABOUT THAT, WENDY, JUST A REAL LITTLE THING ON ROMAN, NUMERAL NINE ON THE FOURTH LINE, IT SAYS, UH, ONE THAT IS IN ROUTE TO, OR FROM PARENTS PLACE OF WORK.
I THINK IT'S SUPPOSED TO BE EN ROUTE.
UM, MR. CAMPBELL, ANYTHING ON THIS ONE? IT JUST ROMAN NUMERAL NINE.
IT WAS JUST WHEN YOU'RE TALKING ABOUT, UM, LET'S SAY IT WAS THE WINE, THE FOURTH LINE, IT SAYS, UH, AFTER THE COMMA ONE THAT IS IN ROUTE TO, OR FROM THE PARENTS' PLACE OF WAR.
I THINK IT JUST, THE WORDING IS EN ROUTE.
UM, I THINK THAT WAS REALLY IT ON THIS ONE ON THE CHANGES AND THE, YOU DID UPDATE THE CITATIONS.
I PUT ESA AND THEN I DON'T HAVE IT IN THE BACK.
[01:30:02]
SO I NEED TO ADD THAT UNDER FEDERAL LAW.I NEED TO ADD THE SITE AND PLYLER V DOE I'LL DO THAT.
AND THAT'S ALL READY TO GO ONTO THE LAST ONE DRUG ALCOHOL USE.
I KNOW YOU WENT THROUGH IN DETAIL IS KEEPING IT ALIGNED.
I JUST, I'M JUST, I'M REAL HAPPY ABOUT THE SPECIAL THE STUDENT WAS DISABILITIES.
AR I'M REAL THANKFUL ABOUT THAT ONE.
SO THIS ONE DRUG AND ALCOHOL USE THE REASON TOO FOR REVISING THIS, UM, ADMINISTRATIVE RUG IS BECAUSE AS YOU ALL KNOW, WITH OUR NEW, UM, STUDENT CODE OF CONDUCT, WE ARE FOCUSING ON INTERVENTIONS.
AND WE WANTED TO MAKE REFERENCE IN HERE THAT ANY STUDENT WHO IS FOUND TO HAVE COMMITTED A DRUG OR ALCOHOL OFFENSE SHOULD BE REFERRED TO A DRUG AND ALCOHOL INTERVENTION PROGRAM.
AND THEN WE ALSO ADDED IN HERE ABOUT PRINCIPALS, ASSISTANT PRINCIPALS OR PRINCIPALS DESIGNEES, BUT I'M HOPING THAT BECAUSE WE HAVE EARLY INTERVENTION, BUT THEN MTSS PROCESS AND THOSE TEARS THAT WE CAN HELP CHILDREN BEFORE THEY GET THEMSELVES IN A SITUATION WHERE IT IS A SERIOUS PROBLEM.
AND I KNOW CHILDREN EXPERIMENT SOMETIMES, BUT I MEAN, IF WE, WHEN THE NEW REFERENCE WOULD BE TDM, THE COLLABORATIVE PROGRAMS THAT WE HAD THAT WERE PRESENTED IN JERRY'S PE 1.9 OR WINDOWS, OR THE COLLABORATIVE PROGRAMS THAT WE WORK WITH IN THE DISTRICT, YOU'RE SAYING YOU WANT ME TO, JUST TO KNOW THAT, OKAY.
THAT'S THOSE ARE OUR REFERRAL AGENCIES.
DO YOU HAVE ANY, UM, COMMENTS ON THIS ONE? DO YOU WANT THOSE LISTED ANYWHERE, MARY? LIKE OUR REF NOW THE SCHOOLS, THE SCHOOL SCHOOLS? NO.
MA'AM THIS ONE AT NOVEMBER THEN, SO, OKAY.
WELL I APPRECIATE EVERYBODY'S HELP AND, WELL, THIS IS A LOT OF WORK AND I, I HOPE ALL HAVE A REALLY NICE HOLIDAY.
I ALSO WANTED TO TELL YOU, I I'M VERY GRATEFUL THAT, UM, THAT THERE'S A DOCTORATE RODRIGUEZ HAS APPROVED FOR US TO BE ABLE TO HIRE A PARALEGAL, TO HELP US BECAUSE WE HAVE HUNDREDS OF ADMINISTRATIVE REGS AND LIKE THE COMMUNICATION THEY HAVEN'T BEEN DONE SINCE LIKE 2004 OR SOMETHING.
SO WE HAVE A LOT OF WORK TO DO.
AND NOW THAT WE'RE GOING TO BE DOING OUR NEW POLICY MANUAL, JUST THINGS, EVERY SINGLE ADMINISTRATIVE REGS HAVE YOU DONE BECAUSE THEY WON'T BE, THESE POLICIES WILL BE DIFFERENT NOW.
AND WE'RE GOING TO HAVE OUR, YOU KNOW, OUR ALWAYS AND EVERYTHING IN GCS AND ALL WE'RE GOING TO HAVE TO ROBIN, AND WE'LL BE WORKED ON THAT CROSS TALK WITH HER.
WE CONNECT ALL OF THESE AAR'S TO THE BOARD POLICIES.
I MEAN, I KNOW IT SEEMS LIKE A DAUNTING TASK, BUT, YOU KNOW, AS WE WENT THROUGH SOME OF THOSE POLICIES AND EVERYTHING IN 2008 AND, AND A FEW YEARS THEREAFTER, DEREK RHODES AND HIS GROUP, AND THEY WERE, THEY WERE DOING COHERENT GOVERNANCE.
UM, SO A LOT OF THE, UM, PES AND THEY ALWAYS ARE THE SAME AND MANY OF THE POLICIES, I MEAN, THE LANGUAGE IS THERE THAT THEY WERE OPERATING UNDER COHERENT GOVERNANCE, BUT IT WASN'T DONE WITH FIDELITY.
UM, SO, SO I I'M, I'M, I'M HOPING IT'S NOT AS DAUNTING A TASK AS WHAT YOU ARE JUST, YOU KNOW, THINKING.
NO, I'M JUST WHAT I'M THINKING IS THAT I'M JUST SO THANKFUL WE'LL BE GETTING SOME HELP BECAUSE, UM, I'M GOOD AT TYPING, BUT LIKE THIS FORMATTING, I REALLY MAKE A LOT OF MISTAKES.
UM, I S 33 IS GOING TO BE WORKED ON CORRECT.
WE NEED TO FOREIGN EXCHANGE STUDENTS.
THE ASSIGNMENT OF STUDENTS TO SCHOOLS, SS THREE IS GOOD TO GO.
THE DISCIPLINE OF STUDENTS WITH DISABILITIES IS HAVING SOME, A LITTLE
[01:35:01]
BIT OF REWORK.JUST A LITTLE BIT, BUT I THINK ENOUGH THAT WE'VE AGREED UPON THAT.
AND NO, WE'RE GOING TO SEND YOU THE REVISIONS THAT WE TALKED ABOUT TODAY AND THE DRUG ALCOHOL IS GOOD TO GO.
SO REALLY THE ONLY ONE IS THE, UM, ADULT ADD.
AND I REALLY LIKED THE IDEA OF HAVING DR.
THAT WAS A VERY GOOD SUGGESTION THERE EVEN PROCESS QUESTION.
SO DO OUR, THEN WITH THE ARS, WE JUST, UM, HAVE BRING THEM TO THE FULL BOARD SO THAT THEY ARE AWARE OF THE CHANGES THAT HAVE BEEN MADE.
AND THEN AFTER THEY GO TO THE FULL BOARD, THEN, UM, WE PREPARE, UM, A PDF AND A WORD.
THE PDF GOES AS POSTED ON THE MICRO SCRIBE SITE ON THE BOARD WEBSITE.
AND THEN WE DISTRIBUTE THE, A REVISED ADMINISTRATIVE REGULATIONS, TALL THE STAFF.
SO, BUT WE DON'T HAVE TO APPROVE THEM, MAKE A MOTION TO APPROVE THEM OR EXCITE THAT'S RIGHT.
NOTIFICATION TO INFORM YOU OF THE CHANGE.
WELL, UM, I KNOW THAT WE HAVE A MEETING NEXT WEDNESDAY ON THE 16TH ON THE 16TH.
SO, UM, I THANK EVERYBODY FOR THEIR HARD WORK AND THEIR LONG HOURS.
AND, UM, ANYTHING ELSE BEFORE THAT, MARY? SO FOR THE 16TH, I BELIEVE WE'RE GOING TO BRING FORWARD THE CORRECTION, UM, WITH REGARD TO THE FORMAT, UM, THAT WAS PUT, VOTED BY THE BOARD LAST NIGHT FOR 1.9, 1.9.
AND I CREATED THE FORMAT AND I ACTUALLY PUT IT INTO AN EXCEL, BUT IT DOES GIVE THE, I'M LOOKING AT THE STATE REQUIREMENTS.
IT'S GOING TO GIVE YOU THE DIFFERENCE.
AND WHEN I ACTUALLY, WHEN YOU STARTED DOING THE MATH, WE FUND OVER 6,178 SEATS, MORE ON THE, THAN WHAT THE STATE WILL LEND FOR ALLOCATION.
I SPOKE WITH JERRY HENDERSON EARLIER, ALSO REGARDING CDSS AND THE LANGUAGE OF THE LAW, THE LANGUAGE OF THE LAW STIPULATES A GUN.
IT MAY EITHER BE INDIVIDUAL WITH A BACHELOR'S DEGREE WITH THE CDM CERTIFICATION AND OR A COUNSELOR WITH THE CDF CERTIFICATION WILL MEET THE LETTER OF THE LAW.
AND SO THAT'S WHY MARY MANY YEARS AGO WE HAD CDS AND IT WAS PROBABLY A COST CUTTING VENTURE.
AND THEY AT ANY, ANY SCHOOL THAT HAD A GUIDANCE COUNSELOR WITH THE CERTIFICATION, IT BECAME ANOTHER DUTY OF THE GUIDANCE COUNSELORS.
IT DID BECOME ANOTHER DUTY AND THE, AND THE STATE FUNDING ALLOWS FOR IT.
SO I WENT TO DETAIL A READING.
I MEAN, I, IT'S A TYPE OF READING.
THAT'S NOT FUN, BUT IT'S GREAT READING IF THAT MAKES SENSE.
SO YOU'LL BRING SOME OF THIS FORWARD NEXT WEEK.
I WANTED TO BRING, I WANTED TO BRING THAT FORWARD.
AND I WANTED TO JUST MAKE MENTION OF JUST TWO QUICK, SLIGHT ITEMS, ONE WITH THE LBAS COMMITTEE MEMBERS.
I WANT US TO RECOGNIZE THAT WE DO NOT HAVE NOT HAD DOCUMENTATION OF LBA SYLLABIS AND STANDARDS, UM, UP UNTIL THREE YEARS AGO.
SO IT, I GREATLY APPRECIATE IT.
I KNOW WHAT IS ABUNDANCE OF TIME THE OTHER EVENING, BUT I NEEDED TO HAVE US AS A BOARD TO SAY TO ME, MARY CLEANNESS, BECAUSE THESE ARE ITEMS THAT HAD BEEN APPROVED IN THE PAST.
I DON'T WANT US TO OPERATE WITH COURSES THAT WE REALLY DO NOT HAVE THE DOCUMENTATION TO MAINTAIN CONSISTENCY.
SO I WANTED TO SHARE THAT PLEASE WOULD A BIG THANK YOU TO EVERYONE.
I KNOW IT WAS TIME, BUT THERE WAS A METHOD TO THAT HAVING TO GO TO DISCUSSION TO THIS LEVEL IS IMPORTANT.
I DON'T HAVE THE RIGHT TO TAKE AWAY WHAT YOU IMPROVE.
THE LAST ITEM IS, UM, YOUR SURVEY REVIEW LAST NIGHT, I GAVE MR. CAMPBELL, YOU KNOW, MAIL.
I KNOW IT WAS CHICKEN SCRATCH, MAYBE THREE.
AND YOU WERE, IT WAS A LONG EVENING.
BUT WHEN YOU'RE LOOKING AT A SURVEY, YOUR CODIFICATIONS AND CATEGORY MAKING CATEGORIES IS CRITICAL, UM, IN ORDER TO LEND FOR VALIDITY.
SO IDENTIFY YOUR CATEGORIES, TRY TO KEEP AT LEAST SEVEN TO 10 QUESTIONS WITHIN THAT CATEGORY.
SO YOU COULD HAVE THE LIQUIDITY OF YOUR RESPONSE.
SO I JUST WANTED TO GIVE THAT A LITTLE BIT OF ADVICE.
I DIDN'T WANT TO PUSH, I WAS DYING TO LIKE, THAT'S LIKE MY LOVE, BUT I, I WANTED TO SHARE THAT.
SO I ONLY GAVE YOU SOME IDEAS LAST NIGHT.
I, I DON'T MEAN TO OVERSTEP MY BOUNDARIES, SO
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NO, NO.I, YOU KNOW, I, LIKE I SAID, I CODIFY IT AND TWO FULL CATEGORIES THAT RELEASED TO THE BOARD GOALS AND, AND COHERENT GOVERNANCE AND DROP IT INTO EXCEL.
AND THEN WHEN YOU HAVE YOUR OPEN-ENDED QUALITATIVE QUESTIONS, YOU LOOK FOR THE SAME TYPE OF TRENDS IN YOUR QUALIFICATION.
THAT'S WHERE WE'RE GOING WITH IT.
AND THEN YOU DO YOUR COURSE TABULATION AND YOU'RE IN.
TRISHA, DID YOU SEE THAT? I SENT YOU, I HAVE NOT HAD THAT CHANCE YET.
MEL, MR. CAMPBELL, YOU DID HOMEWORK.
THEY'RE GETTING HOME AND THEY'RE IN BED AT TWO 30.
I THOUGHT ABOUT ALL OF THAT ALL NIGHT, HOUR AND A HALF.
I PUT YOUR BRAIN THERE, BUT YEAH, I WAS SO, AND WHERE YOU'RE GOING AS A BOARD.
YEAH, I WAS, I WAS TRYING TO ADDRESS THE ISSUES AND I LOOKED BACK AT THE ESSENTIAL QUESTION OF WHAT WAS THE EFFECTIVE BOARD, ACCORDING TO THE, THE BOARD MEMBERS WHO SENT THEM THE ANSWERS.
AND I KIND OF ADDRESSED THAT ACCORDINGLY.
SO, UH, GISHA LOOK AT IT AND HAVE THEM KNOW, GIVE ME SOME FEEDBACK, BUT HAVE A MEETING TIME TOMORROW.
WELL, I DO HAVE A NICE BOARD MEETING THIS AFTERNOON, SO I'M GOING TO HAVE TO SIGN OFF PRETTY SOON.
I JUST, YOU KNOW, IT'S, IT'S EASY TO LOOK AT WHAT, WHAT THE, WHAT MY VISION WAS.
AND NOW I, YOU KNOW, YOU, YOU PORTRAYED A LOT OF THAT VISION WHEN WE WERE GOING THROUGH THE INSTRUMENT THAT I KNEW THAT'S WHERE YOU WERE DRIVING IT TOO, SO, RIGHT, RIGHT.
CAUSE YOU DO REMEMBER OUR FIRST CONVERSATION ON WHETHER WE SHOULD CATEGORIZE IT OR NOT.
YOU CHOSE THE MYERS BRIGGS APPROACH WHEREVER IT IS SCATTERED.
I DON'T KNOW TO TAKE A LITTLE TO COOK TIME, BUT YEAH, I THINK, YOU KNOW, IT'S TESTED TO BE MUCH MORE EFFECTIVE WHEN YOU WANT TO DO A TRANSPARENT, TRANSPARENT VIEW.
AND THAT'S WHAT I JUST WANTED TO SHARE THAT THERE WERE THOSE CATEGORIES AND THAT YOU HAD, YOU KNEW WHERE EACH OF THE STATEMENTS BLOND, SO THAT TO USE THE FEEDBACK.
SO, UM, WE DID SOME GREAT WORK TODAY.
YOU GUYS HAVE DONE SOME GREAT WORK LEADING UP TO TODAY.
WE GREATLY APPRECIATE IT BECAUSE, UM, EVERY TIME WE DO ANY OF THESE ARS, I TRULY BELIEVE THAT THE VISION OF THE DISTRICT WHERE WE'RE GOING IS GETTING INCORPORATED INTO THESE AAR'S.
UM, AND, AND SO THAT THAT'S CRITICAL.
AND I DO APPRECIATE EVERYBODY'S HARD WORK AND TIME AND EFFORT.
AND I'LL GET THESE READY FOR, FOR JANUARY.
AND THEN WOULD THESE, I'LL JUST HAVE THEM IN THE DRAFT FORM.
SO THE BOARD CAN SEE WHAT WE CHANGED IS, IS THAT OKAY? THEN THAT WORKS.
YOU KNOW WHAT, WHEN YOU, MY THOUGHT IS THAT, YEAH, THAT, THAT'S FINE.
SO THE BOARD CAN SAY WHAT WE CHANGED, BUT I ALSO WANT THEM TO SEE A FINAL COPY BECAUSE, UM, YOU KNOW, IT'S GONE THROUGH COMMITTEE AND YOU'RE JUST BRINGING FORWARD THE CHANGE, THE MAJOR CHANGES.
SO I DON'T THINK WE NEED TO OPEN OURSELVES UP TO A LOT OF DISCUSSION ABOUT TASK STUFF.
I THINK THE FINAL PRODUCT, IF YOU GUYS AGREE.
GUIDE AREAS IS THAT WHERE WE WOULD HAVE THE SAME LANGUAGE AND BEAR IN MIND WHEN WE, WHEN WE ADDRESS THE ERS, WHICH SHOULD BE SUPPORTING OUR, I WILL ALWAYS, IF WE AGREE ON THE LANGUAGE AND THIS STUFF COMING STRICTLY FROM FRANKLIN OUR MIND, AND IF HE'S INTERPRETING IT THE WAY WE INTEND IT TO BE INTERPRETED FROM A POLICY STANDPOINT, THEN WE'D GO WITH IT WITH BARE LITTLE THINGS THAT WE SEE DIFFERENTLY.
AND THAT'S WHAT WE DO AS A COMMITTEE, BUT THE BOARD GETS A FINAL LOOK AT IT.
SO, YOU KNOW, THEY DON'T HAVE TO HELP CORRECT IT.
WE KNOW WE DO IT BECAUSE WE WANT THE BOARD.
I WILL FIND A LITTLE, YOU KNOW, KIND OF EFFICIENT MOTION TO ADJOURN UNTIL FURTHER NOTICE.