Dec 16, 2020 Board of Education - Academics Committee

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. I'D LIKE TO CALL THE ACADEMIC COMMITTEE MEETING TO ORDER TODAY. AMBER SIXTEEN TWENTY TWENTY AND WE ARE BEING BROADCAST OVER THE COUNTY CHANNEL FOR OUR VIDEO CONFERENCING MEETING. TODAY'S A SPECIAL DAY FOR THE ACADEMIC COMMUNITY BECAUSE WE HAVE SOME GUESTS SO I AM GOING TO ASK FOR A ROLL CALL.

BEFORE WE GET STARTED EVERYONE CAN JUST IDENTIFY THEMSELVES. SO DR. RODRIGUEZ, WOULD YOU

LIKE TO START? YES. >> THANK YOU.

DR. FRANK RODRIGUEZ. PROUD SUPERINTENDENT BEAUFORT COUNTY SCHOOL DISTRICT AND I AM

TRICIA FEDERATED, THE CHAIR OF THE ACADEMIC COMMITTEE. >> MEL DR. BRADLEY.

ALL RIGHT. GOOD AFTERNOON, EVERYBODY. >> RADLEY, YOU FORGET THE SCHOOL'S KATHY KATHY WROTE SHAPIRO BUYING MEMBER OF THE ACADEMIC COMMITTEE MEL MALKIN.

>> MEMO TO ACADEMIC COMMITTEE. IF A COUNTY SCHOOL SO I'M DR. STRATUS.

IT GOOD AFTERNOON. DR. MARY STRATTON IS CHIEF INSTRUCTIONAL OFFICER FOR COUNTY SCHOOL DISTRICT. WONDERFUL. MISS GILBERT, GOOD AFTERNOON.

KARIN GILBERT I'M THE DIRECTOR FOR THE CAREER TECHNICAL EDUCATION PROGRAMS.

>> SANDERSON MUTED MISS HENDERSON GARY HENDERSON DIRECTOR OF SCHOOL COUNSELING.

>> MISS TAYLOR GOOD AFTERNOON. CARMEN DILLARD, DIRECTOR OF ELEMENTARY EDUCATION AND SUPPORT FOR GIFTED TALENTED ACADEMICS AND ARTS AND K12 FINE ARTS WONDERFUL MS.

CARTLEDGE. >> OK. OK.

AND ALSO WE HAVE MISS CUSHING BERRY AND MISS MERCADO HERE THAT WE WOULD NOT BE ABLE TO DO A THING WITHOUT THEM AS OUR EXECUTIVE ASSISTANCE TO HELP THOSE GET THESE MEETINGS TOGETHER AND EVERYTHING ELSE THAT THEY DO. SO DR. RODRIGUEZ OR DR. BRADLEY ,WOULD YOU LIKE TO INTRODUCE OUR GUESTS PLEASE? YES, WE HAVE WITH US FROM THE

OBJECT MR. WILSON AND MISS LEE AND LENGTHY WELCOME. >> WE ARE VERY HAPPY THAT.

ALL RIGHT. SO GOING BACK TO THE AGENDA, WE TYPICALLY START ALL OUR

[Pledge of Allegiance]

STAND AND RECITE THE PLEDGE OF ALLEGIANCE. >> I THINK YOU SHOULD APPLY THE UNITED STATES AND TO THE REGION WHICH IS JUST ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY

AND JUSTICE FOR ALL RIGHT. >> THANK YOU, EVERYONE. AND BEFORE WE BEGIN, LET'S DO

[Approval of Agenda]

AGENDA I MOVE WE APPROVED THE AGENDA. >> I SAT DOWN WITH DEATHS.

I NOVEMBER 68 MEETING. I HEAR A MOTION TO APPROVE THE AGENDA FOR THE DECEMBER 16TH.

>> MR. MEL CAMPBELL AND A SECOND BY MISS CATHY ROWE BY ANY DISCUSSION ALL IN FAVOR SAY I. I OK. UNANIMOUS.

[November 18, 2020 Committee Meeting Minutes]

ANY DISCUSSION ALL IN FAVOR SAY I. ALL RIGHT.

[December 10, 2020 Special Called Committee Meeting Minutes]

I NEED A MOTION TO APPROVE THOSE MINUTES THAT WE APPROVE THE MINNESOTA SPECIAL COURT

DECEMBER 27TH MEETING I SECOND. >> THANK YOU. WE HAVE A MOTION BY MR. MEL CAMPBELL TO APPROVE THE DECEMBER 10 20 20 SPECIAL CALL. COMMITTEE MEETING MINUTES AND A SECOND BY MISS KATHY WROTE VINE ALL IN ANY DISCUSSION ALL IN FAVOR.

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[Presentation by UVA Darden School of Business, School of Education and Human Development]

THIS AND THANK YOU VERY MUCH FOR JOINING US. >> THANK YOU VERY MUCH, MR. RICH. APPRECIATE THE COMMITTEE'S TIME AND THE OPPORTUNITY TO SHARE SOME OF THIS. I THINK REALLY VALUABLE AND CRITICAL INFORMATION AND AN OPPORTUNITY FOR US HERE IN BEAUFORT COUNTY SCHOOL DISTRICT .

SO WE'VE SPENT A LOT OF TIME SINCE MARCH WITH ALL HANDS ON DECK MANAGING THE LOGISTICS OF EDUCATION DURING A PANDEMIC . IT'S CRITICAL THAT WE ATTEND TO OUR LONG RANGE PLANS AND FOCUS ON IMPROVING OUTCOMES FOR STUDENTS HERE IN BEAUFORT COUNTY AND ALSO WORKING ON CLOSING THE ACHIEVEMENT GAP. AND SO TO THAT END OR TWO LARGE ROCKS OR INITIATIVES THAT WE ARE CERTAINLY ENGAGING IN. AND ONE OF THOSE IS BUILDING A PERFORMANCE MANAGEMENT SYSTEM BEGINNING AT THE DISTRICT LEVEL.

I'M WORKING ON THROUGH THROUGH THE SCHOOL LEVEL BUT THAT'S NOT WHAT WE'RE HERE TO TALK ABOUT TODAY. WE'RE HERE TO TALK ABOUT IT. THIS SECOND INITIATIVE THAT IS GOING TO I THINK PROVIDES THE OPPORTUNITY TO YIELD REALLY GREAT OUTCOMES AS WE BUILD OUR SYSTEMS AND BUILD OUR OUR DISTRICT AND BUILD OUR OUR OPPORTUNITIES FOR STUDENTS.

AND SO THIS POTENTIAL PARTNERSHIP WITH TVA IS IS REALLY IMPORTANT.

YOU'LL BE A PARTNERSHIP FOR LEADERSHIP IN EDUCATION. IT'S ALSO KNOWN AS PURELY IT'S A JOINT VENTURE BETWEEN THE DARDEN SCHOOL OF BUSINESS THAT'S CURRENTLY RANKED AS THE FIFTH BEST BUSINESS SCHOOL IN THE COUNTRY AND THE CURRY SCHOOL OF EDUCATION.

THEY COMBINED THE BEST RESEARCH AND PRACTICES FROM THE EDUCATION AND BUSINESS FIELD TO SUPPORT DISTRICTS IN IMPROVING THEIR SYSTEMS SO THEY CAN IN TURN HELP TO ACCELERATE SCHOOL IMPROVEMENT. I PERSONALLY AM FAMILIAR WITH UVM FROM THEIR WORK IN PALM BEACH COUNTY SCHOOL DISTRICT. AND IN FACT THEY WORK WITH DISTRICTS ALL ACROSS OUR COUNTRY BOTH BIG AND SMALL DISTRICTS. IN FACT THEY'VE BEEN WORKING WITH OUR NEIGHBORS UP THE COAST IN CHARLESTON COUNTY FOR I BELIEVE TWO YEARS NOW.

PROCEDURALLY U.S.A. WOULD ASSIGN OUR DISTRICT A TEAM TO EVALUATE THE STRUCTURES AND PRACTICES THAT WE CURRENTLY HAVE IN PLACE MAKE STRATEGIC RECOMMENDATIONS FOR IMPROVEMENT IMPROVING THEIR SUPPORT TEAM CURRENTLY INCLUDE WELL RESPECTED PRACTITIONERS LIKE PAUL BROOM MEMBER RICK SANTORUM WHO I PERSONALLY HAVE DEEP PROFESSIONAL RESPECT FOR.

I WOULD ALSO IDENTIFY SCHOOLS AND SCHOOL LEAD. I'M.

WE WOULD ALSO IDENTIFY SCHOOLS AND SCHOOL LEADERS THAT WE WOULD TAKE THROUGH THIS PROGRAM WHO WOULD WORK WITH THEIR FACULTY IN ORDER TO ACHIEVE THE GOALS THAT WE SET FOR OUR SCHOOLS ALONG THE WAY. THIS WORK WITH ELLIE WOULD REPRESENT A BIG EFFORT TO ELIMINATE ANY PRIORITY SCHOOLS FROM OUR PORTFOLIO AND CLOSE LONG STANDING ACHIEVEMENT GAPS IN OUR DISTRICT. AND IT GIVES ME GREAT PLEASURE THIS TIME TO INTRODUCE TO YOU

MR. WILSON AND MISS LIANNE L.A. . >> THANK YOU SO MUCH, SUPERINTENDENT RODRIGUEZ AND MEMBERS OF THE ACADEMIC COMMITTEE.

THANK YOU FOR HAVING US TODAY. WE ARE HONORED TO BE WITH YOU ALL.

MY NAME IS LEON LENTINI. I SERVED AS CHIEF OF PARTNERSHIP AT THE VIP ELITE PROGRAM FOR A LITTLE OVER TWO YEARS. COMING UP AT THE TOP.

COMING TO THE TWO AND A HALF YEAR MARK. AND WHILE I WORK ON GETTING MY SCREEN SHARED, I WILL ASK MY COLLEAGUE DEBRA WILSON TO QUICKLY INTRODUCE HERSELF AS

WELL. >> I WAS HAVING SOME FLASHBACKS WATCHING THOSE BOARD DOCS AND TRICIA, YOU DID A GREAT JOB ESPECIALLY IN THIS VIRTUAL SPACE OF BEING ABLE TO MONITOR WHO IS NEGOTIATING AND SECONDING. SO THIS IS THE BEING BOARD MEETING. SO IT'S CERTAINLY MY PLEASURE TO BE WITH YOU HERE TODAY.

MY NAME IS DARREN WILSON. I'VE BEEN WITH THE PLO FOR ABOUT TWO AND A HALF YEARS AS WELL. PRIOR TO THAT I WORKED IN A LARGE SUBURBAN URBAN SCHOOL DISTRICT WHERE I SERVED AS A SPECIAL EDUCATION TEACHER. KATHY JOINED THE MEETING SPECIAL ED TEACHER WAS A CURRICULUM COORDINATOR, ASSISTANT SUPERINTENDENT FOR STUDENT SUPPORT SERVICES AND AN AREA SUPERINTENDENT SERVING 30 SCHOOLS.

>> 18 OF THOSE 30 WERE THE LOWEST PERFORMING SCHOOLS IN OUR DISTRICT AND WAS TASKED WITH COMING UP WITH TRANSFORMATION WORK IN OUR DISTRICT TO ELIMINATE PRIORITY AND WHAT GEORGIA CONSIDERED FAILING SCHOOLS. SO YOU'LL SEE SOME OF OUR RESULTS LATER BUT I'VE CERTAINLY PERSONALLY WITNESSED THE POWER OF BEING IN PARTNERSHIP WITH THE PLO LEAD WHERE WE ACTUALLY TOOK FROM 26 FAILING SCHOOLS TO BELIEVE EIGHT IN THREE YEARS AND THEN THE YEAR AFTER I LEFT THEY TOOK SIX MORE OFF THE LIST.

SO THAT'S JUST EVIDENCE OF SUSTAINABLE PRACTICE BEYOND LEADERS.

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THANK YOU SO MUCH, DARA. I JUST WANT TO MAKE SURE CAN EVERYONE SEE MY SLIDES AS I ADVANCE THEM? GREAT. I'M SEEING DR. RODRIGUEZ NOT AND MR. CAMPBELL NOT AS WELL. PERFECT. SO JUST QUICKLY HOW WE'RE GOING TO SPEND OUR TIME. WE ABOUT 20 MINUTES OF INFORMATION TO SHARE WITH YOU. WELL, WE'LL GIVE YOU SOME PRETTY DEEP INSIGHT INTO HOW OUR PROGRAM IS STRUCTURED, HOW WE PARTNER ALONGSIDE NOT ONLY DISTRICT LEADERS BUT ALSO

SCHOOL LEADERS AND SCHOOL TEAMS AS WELL. >> AND THEN WE'RE REALLY RESERVING THE REST OF OUR TIME WHICH SHOULD BE ABOUT 40 MINUTES FOR ANY QUESTIONS AND DISCUSSIONS YOU ALL MIGHT HAVE. SO IF OK WITH FOLKS, I WOULD ENCOURAGE YOU TO JOT YOUR QUESTIONS DOWN AS WE GO. WE WILL MAKE SURE WE HAVE AMPLE TIME AND DARA AND I WILL BE GOOD STEWARDS OF OUR TIME AND REALLY STICK TO THAT 20 MINUTES BECAUSE WE WANT THE BULK OF OUR TIME TO ENSURE THAT WE ARE ANSWERING QUESTIONS YOU ALL MAY HAVE THAT WE'RE HAVING A DISCUSSION THAT'S MOST VALUABLE AS YOU THINK ABOUT WHAT'S POSSIBLE IN BEAUFORT COUNTY.

I DO HAVE TO SAY DR. RODRIGUEZ DID A PHENOMENAL JOB INTRODUCING THE PROGRAM SO WE MIGHT NEED TO START TAKING HIM ON THE ROAD WITH US SO THIS MIGHT NOT HAVE ANY NOT HAVE HIM

YOU KIDS STILL HAVE AND WE'LL JUST LIKE BRING HIM WITH US. >> THERE'S LIKE AN ADDED BONUS TO JUST SO HE DID SUCH A GREAT JOB. BUT THIS IS A LITTLE BIT OF A REPEAT OF WHAT HE SHARED ABOUT WHERE WE ARE HOUSED AND SORT OF HOW WE EXIST AS AN ORGANIZATION. SO WE ARE OUR PROGRAM THE PARTNERSHIP FOR LEADERS IN EDUCATION IS A VENTURE BETWEEN BOTH THE DARDEN SCHOOL OF BUSINESS AND MBA SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT. WHEN THE PROGRAM WAS FIRST DEVELOPED ABOUT 18 YEARS AGO NOW WE ARE CURRENTLY SERVING OUR 17TH COHORT OF SCHOOLS AND PARTNERS AND WE ARE GETTING READY TO SUPPORT OUR 18TH COHORT OF SCHOOLS AND PARTNERS AROUND THE COUNTRY. OUR ORIGINAL DEVELOPERS OF THE PROGRAM FELT THAT THERE WAS A NEED IN THIS SPACE TO NOT ONLY SUPPORT EDUCATORS WITH THE NUTS AND BOLTS OF WHAT HAPPENS IN A SCHOOL DAY TODAY WHEN IT COMES TO GREAT TEACHING AND LEARNING BUT ALSO PAY ATTENTION TO MAKING SURE THERE IS AN OPPORTUNITY TO REALLY GROW THE CAPACITY NOT ONLY OF SCHOOL PRINCIPALS BUT ALSO OF DISTRICT LEADERS SO THAT LONG TERM WHEN YOU ARE DONE WITH A PROGRAM YOU HAVE THE TOOLS TO SUSTAIN THE WORK LONG TERM AND YOU'VE REALLY BEEN ABLE TO THINK ABOUT WHAT CONDITIONS ARE NECESSARY TO BETTER SERVE SCHOOLS SO THAT ANY INCREASE IN ACHIEVEMENT YOU MIGHT SEE WHILE YOU'RE IN ACTIVE PARTNERSHIP CONTINUES WHEN YOU'RE DONE WORKING WITH US. THE WORST THING TO HAPPEN WOULD BE IF AFTER TWO YEARS OF PARTNERSHIP YOU SAW INCREASING STUDENT OUTCOMES IN SCHOOLS.

BUT THEN WHEN THE WORK STOPPED MAYBE YOU SAW SOME OF THOSE OUTCOMES GO BACK DOWN OR THEY BECAME STAGNANT. WE WANT TO MAKE SURE THAT THAT IS NOT THE CASE AND THAT WE ARE SETTING YOUR DISTRICT UP FOR SUCCESS NOT ONLY IN THE IMMEDIATE BUT IN THE LONG TERM.

WE ARE CURRENTLY SERVING 19 SCHOOL DISTRICTS ACROSS 12 STATES AT THIS CURRENT POINT IN TIME INCLUDING CHARLESTON COUNTY. DR. RODRIGUEZ MENTIONED THEY ARE IN THEIR SECOND YEAR OF ACTIVE PARTNERSHIP WITH US. WE ARE SERVING FIVE OF THEIR SCHOOLS AND AT ANY POINT IF YOU ARE CURIOUS ABOUT WHAT THE DISTRICT SCHOOL LEADER EXPERIENCES LIKE WE WOULD ENCOURAGE YOU TO REACH OUT TO YOUR COLLEAGUES IN CHARLESTON AND ASK HOW THEIR EXPERIENCE HAS BEEN WHAT THEY'VE REALLY LIKED ABOUT THE WORK SO FAR.

MAYBE THEY HAVEN'T LOVED AS MUCH BECAUSE WE THINK IT'S ALWAYS VALUABLE FOR YOU TO BE ABLE TO HEAR FROM YOUR PEERS WHAT THEIR EXPERIENCE HAS BEEN .

SO THIS IS OUR VALUE PROPOSITION AS AN ORGANIZATION SIMPLY STATED AND FEWER WORDS THAN WHAT'S IN THAT BOX. OUR GOAL IS TO HELP LEADERS GROW AT THE DISTRICT AND SCHOOL LEVEL SO YOU CAN IDENTIFY YOUR HIGHEST LEVERAGE PRIORITIES, CONFRONT THOSE CHALLENGES, CREATE CHANGE THAT IS SYSTEMIC FOR THE LONG TERM AND REALLY ACCELERATE STUDENT OUTCOMES.

SO FOR US WE COMBINE MULTI-YEAR EXECUTIVE EDUCATION. WE COME TO YOUR DISTRICT TO VISIT YOUR SCHOOLS TO SPEND TIME WITH YOUR DISTRICT TEAM REALLY HELPING THEM IDENTIFY PROBLEMS OF PRACTICE AND DETERMINE IMMEDIATE SOLUTIONS. THINK ABOUT THE NEXT STEPS FOR SOLVING THAT FOR THOSE IMMEDIATE SOLUTIONS IN A WAY THAT IS MEANT TO BE DYNAMIC AND OVER THE DURATION OF THREE YEARS. SO THIS IS BY NO MEANS A PARTNERSHIP WHERE WE COME INTO SCHOOLS A FEW FOR A YEAR WORK DIRECTLY WITH PRINCIPALS AND THEN SORT OF DISAPPEAR. THIS IS SOMETHING THAT IS MULTI-YEAR.

IT DYNAMIC. BUT WHEN DISTRICTS REALLY COMMIT TO THIS SYSTEMIC TRANSFORMATION THEY SEE LASTING RESULTS. DEBORAH ALLUDED TO SOME OF THE

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WE'LL SHARE A LITTLE BIT MORE ABOUT RESULTS IN JUST A BIT. SO AT THE HIGHEST LEVEL OUR CORE COMPETENCIES ARE TWOFOLD. FIRST AND FOREMOST WE HELP DISTRICT AND SCHOOL TEAMS IDENTIFY AND CONFRONT THEIR HIGHEST LEVERAGE PRIORITIES AT THE BOTTOM OF THAT BOX THAT SAYS NO ONE YOU SEE FOUR AREAS LISTED. WE CALL THOSE ARE FOUR LEVERS.

THERE IS GOING TO GO INTO GREATER DETAIL ABOUT WHAT THOSE MEAN IN PRACTICE AND HOW WE BRING THE WORK AROUND THINGS LIKE TALENT MANAGEMENT INTO OUR PARTNERSHIP.

BUT THOSE ARE THE AREAS IN WHICH YOUR DISTRICT SCHOOL TEAMS FOCUS THEIR WORK AND PRIORITIES AND THEN SECONDARILY WE EMPOWER DISTRICTS, WE EMPOWER SCHOOLS AND INDIVIDUALS TO REALLY HEIGHTEN THEIR FOCUS TO INCREASE THEIR COLLABORATION AND ABILITY TO WORK ACROSS TEAMS UNTIL THE TRANSFORMATION NOT ONLY IN INDIVIDUAL SCHOOLS BUT ACROSS YOUR SYSTEM AS A WHOLE. SO THIS IS OUR PROGRAM IN A GRAPHIC I'M GOING TO SPEND JUST A MOMENT GOING INTO A LITTLE BIT OF DETAIL AND THEN THERE IS GOING TO EXPAND A LITTLE BIT

FURTHER. >> SO WE ARE YOU CAN'T SEE WHERE I'M POINTING BECAUSE OF TECHNOLOGY BUT WE'RE AT THE TOP OPEN PART OF THE GRAPHIC WHERE YOU SEE ENGAGE IN DESIGN.

THAT'S WHERE WE ARE WITH YOUR DISTRICT. WE'RE GETTING TO KNOW YOU YOU GUYS ARE GETTING TO KNOW US. WE'RE EXPLORING IF THIS PARTNERSHIP COULD BE A GOOD FIT FOR WHERE BEAUFORT COUNTY IS AND YOUR TRANSFORMATION JOURNEY.

AND IF WE WERE TO MOVE FORWARD SOME OF THE NEXT IMMEDIATE STEPS WE WOULD DO OUR SORT OF OUT AND NOT TOP CORNER WITH THE ARROW POINTING TO THEM. SO I WON'T COVER ALL OF THESE BUT JUST A LITTLE BIT OF DETAIL ON A FEW OF THEM. THE NEXT SORT OF BIG STEP IF WE WERE TO MOVE FORWARD IN THIS WORK WOULD BE WHAT WE CALL OUR DISTRICT READINESS ASSESSMENT.

THAT'S WHERE WE COME SPEND ABOUT THREE DAYS ON SITE IN THE DISTRICT VERY POSSIBLY IT WOULD HAVE TO BE VIRTUALLY DEPENDING ON WHERE WE ARE COVE IT IN THE NEW YEAR WHERE WE LOOK AT PRACTICES IN THE DISTRICT RELATED TO THOSE FOUR LEVERS YOU SAW IN THE PRIOR SIDE SLIDES. SO WE LOOK IN DETAIL ABOUT HOW YOU'RE RECRUITING AND RETAINING PRINCIPALS IN YOUR SCHOOLS. WE LOOK IN DETAIL ABOUT WHAT CURRICULUM YOU HAVE IN PRACTICE. IS THERE A LINE, SCOPE AND SEQUENCE THAT'S EASILY ACCESSIBLE FOR TEACHERS AND AT THE END OF THE OR A WE'RE ABLE TO IMMEDIATE REFLECT BACK TO THE DISTRICT. WHAT IS GOING REALLY WELL AND WHERE WE WOULD ENCOURAGE YOU TO KEEP YOUR FOCUS AND MOMENTUM AND WHERE THERE COULD BE SOME OPPORTUNITY TO REALLY REFINE PRACTICE AND SERVICE TO SCHOOLS. WHAT ARE THE FIRST STARTING PLACES THAT IF YOU MAKE ADJUSTMENTS NOW IT WILL START TO CREATE A FLYWHEEL EFFECT FOR THE SYSTEM AS A WHOLE TRANSFORMATION? WE THEN PROVIDE DIRECT SUPPORT TO THE DISTRICT. THAT'S WHAT WE CALL THOUGHT PARTNERSHIP THAT'S ALWAYS TAILORED AND UNIQUE TO WHAT IS MOST EMERGENT FOR YOUR DISTRICT.

YOUR TEAM COMES TO OUR BOOT CAMP. THAT'S WHERE THEY GET TO WORK TOGETHER TO REALLY START PUTTING PEN TO PAPER ON WHAT SUCCESS IS GOING TO LOOK LIKE AT THE END OF THIS PARTNERSHIP ,HOW THEY'RE GOING TO START NAMING PRIORITIES FOR THE WORK MOVING FORWARD, HOW THEY'RE GOING TO MAKE SURE SCHOOLS ARE READY TO ENTER THE WORK IN THE SUMMER. THINGS OF THAT NATURE WHEN WE GET INTO THE ACTIVE YEAR THAT'S WHERE WE START WORKING ALONGSIDE YOUR DISTRICT TEAM TO SUPPORT SCHOOL LEADERS.

THEY COME TO THE V.A. DARDEN SCHOOL FOR A WEEK OF EXECUTIVE EDUCATION.

WE NOT ONLY PROVIDE THEM DEEP SUPPORT AROUND ITEMS LIKE INSTRUCTION, INFRASTRUCTURE, SO GREAT TEACHING AND LEARNING AND ALL OF THEIR CLASSROOMS EVERY DAY.

BUT THAT'S WHERE WE ALSO SEE THE BENEFIT OF OUR PARTNERSHIP WITH DARDEN.

WE'RE ABLE TO HELP THOSE LEADERS THINK ABOUT CHANGE MANAGEMENT AND GROWING THEIR OWN LEADERSHIP SKILLS TO DRIVE CHANGE TO GET BUY IN FROM THEIR TEACHER TEAMS TO GENERATE EXCITEMENT DURING THAT FIRST YEAR. WE ALSO ARE ABLE TO START SUPPORTING TEACHERS DIRECTLY SO WE THINK ABOUT THEIR DEVELOPMENT AS WELL BECAUSE WHILE GREAT LEADERS ARE CRITICAL TO SCHOOL TRANSFORMATION, WE NEED TEACHERS TO BE ENERGIZED AND GROWING THEIR CAPACITY AS WELL. SO DR. RODRIGUEZ MENTIONED PAUL BAMBERG, SANTONIO DURING OUR MIDYEAR EXECUTIVE EDUCATION IT'S USUALLY IN JANUARY A PRINCIPAL COMES TO HEAR FROM AND LEARN FROM PAUL DIRECTLY BUT THEY ALSO GET TO BRING THREE MEMBERS OF THEIR TEACHING STAFF WITH THEM. SO WE'RE STARTING TO GROW THAT CAPACITY WITHIN THE SCHOOL BUILDING DURING THAT YEAR. WE'RE ALSO COMING TO YOUR DISTRICT FOR SITE VISITS AND TAYLOR SUPPORTS ALIGNED TO YOUR NEEDS.

AND THEN AS WE GET INTO THE ADAPTIVE OR THE FINAL YEAR OF OFFICIAL PARTNERSHIP, YOU'RE COMING BACK TO DARDEN. WE'RE GOING BACK TO YOU. WE'RE BRINGING TEACHERS TO MID-YEAR. IT'S A SIMILAR CADENCE OF SUPPORT.

WE JUST SHIFT THE CONTENT AS YOU ALL ARE GROWING IN YOUR CAPACITY AND HOPEFULLY AT THE

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>> THANK YOU. SO ONE OF THE THINGS THAT WE WANT TO POINT OUT TO START WITH IS THAT WE'RE NOT AN ORGANIZATION THAT COMES INTO A SCHOOL OR INTO A SYSTEM AND TELLS YOU WHAT TO DO. SO WE DON'T COME IN WITH SOME PRESCRIBED PROGRAM, SOME SCRIPT, SOME ROADMAP FOR YOU TO FOLLOW THAT WE THINK WE'RE THE EXPERTS AROUND YOUR SCHOOL CONTEXT. WHAT WE DO PROVIDE IS RESEARCH AND OUR EXPERIENCE TO LEND ITSELF TO UNDERSTANDING WHAT ARE THE CONDITIONS THAT MATTER MOST IN SCHOOL DISTRICTS AND THAT RESEARCH EXPERIENCE AND RESULTS HAS LED TO THESE FOUR LEVERS THAT ME AND STARTED TO ALLUDE TO. SO THE FOUR LEVERS ARE LEADERSHIP SUPPORT AND ACCOUNTABILITY TALENT MANAGEMENT AND INSTRUCTIONAL INFRASTRUCTURE.

WITHIN THOSE FOUR LEVERS WE HAVE WHAT WE CALL 13 CONDITIONS THAT ARE WITHIN THOSE.

SO FOR EXAMPLE OVERALL IN OUR LEADERSHIP LEVER WE ARE LOOKING AT DOES IT DISTRICT HAVE THE CAPACITY, WILLINGNESS AND BANDWIDTH THAT DO TO DO WHAT'S NECESSARY TO DRIVE TRANSFORMATION WORK THAT WOULD ALSO ADVANCE EQUITY AS YOU SEE THE NEED IN YOUR DISTRICT AS WELL AS HEIGHTENING OUTCOMES FOR STUDENTS. SO TYPICALLY IT'S NOT ATYPICAL THAT WE START WITH SCHOOLS WHO MIGHT BE SOMETIMES STRUGGLING BUT AS A RESULT OF THE WORK THAT WE SEE NOT ONLY DO SCHOOLS THAT ARE STRUGGLING GET BETTER, ALL SCHOOLS GET BETTER BECAUSE OUR FOCUS IS ON CREATING THE RIGHT DISTRICT CONDITIONS. IT'S NOT ON FIXING INDIVIDUAL SCHOOLS THERE. THERE ARE TWO CONDITIONS WITHIN THAT LEVER.

ONE OF THEM IS REALLY ARE YOU WILLING TO COMMIT AS A DISTRICT OR ARE YOU STABLE ENOUGH IN YOUR LEADERSHIP AS A DISTRICT TO TAKE ON THIS WORK? ARE YOU WILLING TO PRIORITIZE AND MAKE THE COMMITMENTS THAT WOULD BE NEEDED TO DRIVE THE WORK THAT YOU WANT TO CHANGE IN YOUR SCHOOL? AGAIN, YOU WILL DEFINE WHAT THAT IS, WHAT YOUR PURPOSES AND WHAT YOU'RE TRYING TO ACHIEVE. AND THEN WE WOULD BE ALONGSIDE YOU WITH OUR PARTNERSHIP RESEARCH TOOLS AND RESOURCES TO HELP YOU ACHIEVE THAT. THE OTHER PART OF THAT LEADERSHIP IS THINKING ABOUT WHAT ARE THE SYSTEMS AND CONDITIONS THAT NEED TO BE IN PLACE TO HELP ENSURE THAT EVERY STUDENT COMES READY TO LEARN IN THAT SOME OF THOSE THINGS YOU MIGHT SEE ARE THINGS LIKE SOCIAL EMOTIONAL CONCERN. WRAP AROUND SERVICES, THINGS THAT MIGHT ALSO NEED TO BE PRIORITIZED TO HELP STUDENTS COME READY TO LEARN.

AND THEN ANOTHER KEY PART OF THAT IS WE HAVE A PERSON THAT WE CALL A SHEPHERD WHICH IS A PERSON IN THE DISTRICT THAT IS KIND OF THE CHAMPION SOMETIMES THAT PERSON IS A PRINCIPAL SUPERVISOR. SOMETIMES THE PRINCIPAL SUPERVISOR AND A CHAMPION THAT SERVE AS A SHEPHERD. BUT WE JUST WANT TO POINT OUT THAT THE PRINCIPAL SUPERVISOR ROLE IS A KEY ROLE IN THE WORK THAT WE DO. SO WE DO UNDERSTAND THAT Y'ALL ARE LOOKING AT AND CONSIDERING THE HIRING OF SOME ADDITIONAL EXECUTIVE DIRECTORS THAT COULD SERVE IN THAT PRINCIPAL SUPERVISORY ROLE THAT EXCITES US BECAUSE WE NEED TO MAKE SURE AS WE THINK ABOUT ENTERING A PARTNERSHIP THAT THE SCHOOLS THAT ARE THERE AND THE PRINCIPAL SUPERVISOR ACTUALLY HAVE A SCOPE THAT IS MANAGEABLE TO HELP MOVE THIS WORK AND TO HELP THE DISTRICT MOVE THE CONDITIONS. OUR NEXT LEVER IS SUPPORTING ACCOUNTABLE. AND THIS REALLY KIND OF ENCOMPASSES FOUR CONDITIONS.

ONE IS WE THINK ABOUT WHAT ARE THE STRUCTURES THAT ARE IN PLACE TO PROVIDE SUPPORT AND ACCOUNTABILITY FOR THE SCHOOLS. AND WHEN WE START IN THE PARTNERSHIP WE START HEAVY AROUND SUPPORT. HOW DO SCHOOLS EXPERIENCE THE DISTRICT? SO OFTENTIMES WE HAVE GREAT THINGS IN PLACE BUT SCHOOLS DON'T NECESSARILY EXPERIENCE THAT IN A REAL COHESIVE MANNER. FOR EXAMPLE, THEY MAY HAVE PEOPLE FROM VARIOUS DEPARTMENTS WHO ARE DOING THE RIGHT WORK WHO ARE COMMITTED TO HELPING SCHOOLS BUT THERE'S NOT COORDINATED SUPPORT. SO PRINCIPALS AND TEACHERS ARE BEING BOMBARDED WITH THINGS THAT ARE COMING OUT OF VARIOUS DEPARTMENTS AND THEY DON'T EXPERIENCE THAT IN A COHESIVE, HELPFUL WAY. WE HAVE A LOT OF TOOLS AND RESOURCES AND RESEARCH TO HELP DISTRICTS THINK ABOUT HOW THEY CAN HELP SCHOOLS EXPERIENCED THEM VERY DIFFERENTLY.

WE ALSO INCLUDE IN THAT LIKE THE SUPERVISION AND DEVELOPMENT WHICH IS BUILDING THE LEADERSHIP CAPACITY BUILDING LEADERSHIP CAPACITY OF SCHOOL LEADERS AND TEACHERS, BUILDING LEADERSHIP CAPACITY OF DISTRICT PERSONNEL. WE HELP DISTRICTS THINK ABOUT DEFINING WHAT'S TIED AND WHAT'S LOOSE SO WE DON'T COME INTO YOUR DISTRICT AND SAY THESE THINGS SHOULD BE TIED AND THESE THINGS SHOULD BE LOOSE. BUT WE DO THINK THAT THERE'S VALUE AND HAVE RESEARCH TO SUPPORT THAT THAT DOES NEED TO BE DEFINED WITHIN YOUR DISTRICT. PEOPLE NEED TO BE CLEAR ABOUT WHAT'S RIGHT AND PEOPLE NEED TO BE CLEAR ABOUT WHERE THEY HAVE AUTONOMY. AND THEN THE OTHER BIG PIECE SUPPORT AND ACCOUNTABILITY WE THINK IS A DIFFERENTIATOR FOR US IS WE REALLY WORK WITH

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WE HELP BUILD THEIR MUSCLE AROUND SPECIFICALLY WHAT THE LEADERSHIP ACTIONS THAT IT'S GOING TO TAKE TO BE ABLE TO EXECUTE ON THE WORK WE TRY TO EXECUTE ON THAT COMES IN COMBINATION FROM THE EXECUTIVE EDUCATION THAT'S PROVIDED BY OUR DARDEN PROFESSORS AS WELL

AS HELPING YOU SEE THAT IN THE EDUCATIONAL CONTEXT. >> OUR NEXT LEVER IS TALENT MANAGEMENT THAT'S REALLY JUST FOCUSING ON THE SYSTEMS PROCESSES CONDITIONS SO THAT YOU CAN INCREASE THE NUMBER OF HIGHLY EFFECTIVE TEACHERS PARTICULARLY IN YOUR HIGHEST NEED SCHOOLS AND ALSO BEING WILLING TO KIND OF PRIORITIZE THE HIRING OF SCHOOL LEADERS IN THESE SCHOOLS. SO FOR TALENT FOR US IT'S ABOUT HIGH QUALITY LEADERS, HIGH QUALITY TEACHERS AND THEN HOW DO WE SUPPORT TEACHERS IN THOSE SCHOOLS AT OUR LAST LEVER IS INSTRUCTIONAL INFRASTRUCTURE. THIS IS A PLACE WHERE WE THINK DISTRICTS HAVE GREAT RESPONSIBILITY TO PROVIDE A HIGH QUALITY CURRICULUM TO IDENTIFY WHAT THEIR ASSESSMENT STRATEGY IS STRUCTURES FOR HOW YOU'RE GOING TO USE DATA TO DRIVE THAT AND THEN INSTRUCTIONAL EXPECTATIONS AND MONITORING. SO THOSE ARE REALLY THE FOUR LEVERS AND THE CONDITIONS THAT FALL WITHIN. SO HOW DOES ALL OF THIS WORK FIT TOGETHER? SO WE OFTEN USE THIS SLIDE TO HELP PEOPLE TRY TO START TO

MAKE SENSE ABOUT OUR PARTNERSHIP. >> SO IF YOU LOOK AT THIS SLIDE AND YOU LOOK AT THE TOP, THE MAIN THING THAT WE'RE GOING TO START WITH IS WHAT IS YOUR PURPOSE IN BEAUFORT COUNTY SCHOOLS IN JOINING THIS PARTNERSHIP? WHAT IS IT THAT YOU WANT TO LEARN OR WHAT IS IT THAT YOU WANT TO SEE BE DRAMATICALLY DIFFERENT TWO OR THREE YEARS FROM NOW BECAUSE EVERYTHING THAT WE HELP YOU DESIGN THEN ALIGNS TO THAT PURPOSE AND OR IF YOU HAVE A DEGREE STRATEGIC PLAN WILL ALSO HELP LINE ABOUT IF YOU WERE TO DRAW A LINE DOWN THIS GRAPHIC BETWEEN THE BOX THAT SAYS DISTRICT CONDITIONS AND THE BOX THAT SAYS BIG ROCKS DIVIDING BACKSLIDE INTO A LEFT SIDE AND A RIGHT SIDE FOCUSING

ON THE LEFT SIDE. >> WE'VE JUST TALKED ABOUT WHAT ARE THOSE DISTRICT CONDITIONS THAT WE THINK DISTRICTS HAVE TO WORK ON? OFTENTIMES WE HEAR PEOPLE BLAME SCHOOLS, BLAME TEACHERS, BLAME LEADERS. WE THINK THAT MOST OF THE PROBLEMS IN SCHOOL DISTRICTS ARE SYSTEM PROBLEMS, PROCESS PROBLEMS AND NOT PEOPLE PROBLEM. WE WOULD SAY ABOUT 96 PERCENT OF THE CHALLENGES ARE IN NOT HAVING WELL-DEVELOPED SYSTEMS AND STRUCTURES REALLY A SMALL PERCENTAGE OF THE CHALLENGES THAT WE EXPERIENCE IN DISTRICT OR ABOUT PEOPLE WHEN WE CREATE. WE HAVE BAD SYSTEMS WE CREATE AND HIRE GREAT PEOPLE TO BE IN THOSE. AND THEN WHEN THEY'RE NOT SUCCESSFUL WE TRY TO DEVELOP THEM. WHAT WE WANT TO HELP YOU DO IS DEVELOP GREAT SYSTEMS THAT EVEN KIND OF AVERAGE PERFORMING EMPLOYEES CAN BE HIGHLY SUCCESSFUL AND WE'LL DO THAT THROUGH THE WORK IN THOSE FOUR LEVERS DISTRICT CONDITION WORK DOES NOT HAPPEN OVERNIGHT. DISTRICT CONDITION WORK TAKES A LITTLE BIT OF TIME.

YOU CAN'T JUST PUMP CURRICULUM OVERNIGHT. SO THAT DISTRICT CONDITION WORK IS HAPPENING SIMULTANEOUSLY WHILE WE START DOING THE WORK ON THE RIGHT SIDE OF THE GRAPHIC. SO ON THE RIGHT SIDE OF THE GRAPHIC YOU SEE THIS IDEA OF BIG ROCKS. WE HAVE LEARNED THROUGH OUR RESEARCH AND OUR EXPERIENCE THAT WHEN DISTRICTS CAN FOCUS ON THE TWO TO THREE HIGHEST LEVERAGE PRIORITIES IN THEIR DISTRICT AND FOCUS ON THOSE DEEP AND WELL WE GET FASTER RESULTS.

OFTENTIMES WHAT WE SEE HAPPENING IN DISTRICTS ARE TRYING TO ADDRESS TOO MANY INITIATIVES AT THE SAME TIME AND PEOPLE ARE STRETCHED TOO THIN AND REALLY CAN'T DO ANY OF IT. WELL EVEN THOUGH YOU HAVE GREAT PEOPLE AND YOU HAVE GREAT CONTENT. IT JUST DOESN'T GET THE RESULTS AS FAST AS WE SEE HAPPEN.

WHEN YOU FOCUS ON TWO TO THREE HIGH PRIORITY THINGS. SO HOW DO YOU DECIDE WHAT THOSE TWO TO THREE HIGH PRIORITY THINGS ARE? ONE, WE WOULD HELP YOU DECIDE THAT BY GIVING YOU SOME INFORMATION FROM THAT DISTRICT READINESS ASSESSMENT THAT LEANN TALKED ABOUT WOULD HELP POINT OUT BASED ON THESE RESEARCH BASED CONDITIONS WHERE YOU REALLY EXCELLING, WHERE CAN YOU MAINTAIN AND WHERE MIGHT YOU WANT TO PUT YOUR FOCUS? THE OTHER WAY THAT WE HELP YOU FIGURE THAT OUT IS ONE OF THE THINGS THAT WE THINK IS ANOTHER KEY DIFFERENTIATOR IN OUR PARTNERSHIP. I OFTEN GO ON SITE VISITS HAD A SUPERINTENDENT TELL ME, DARIA, EVERY TIME YOU COME TO THIS DISTRICT YOU JUST SEE THROUGH OUR SOUL AND I TOLD THE SUPERINTENDENT IS NOT MAGIC. WHAT MAKES WORK MAGIC IS THAT WE LEARN FROM SCHOOLS TO HELP INFORM DISTRICT CONDITIONS VERSUS HAVING THE DISTRICT DECIDE WHAT WE ■THINK ISRIGHT&-S AND IT'S JUST I FOUND IT TO BE SUPER POWERFUL.

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>> ALL RIGHT. I CAN SEE THAT FOR SURE THAT THAT MAKES A LOT OF SENSE AND

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[01:08:09]

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>> YEAH, I THINK FIRST OF ALL, YOU CAMPBELL. GREAT QUESTION.

WE HAVE IDENTIFIED A FEW SCHOOLS THAT WE'RE CONSIDERING FOR FOR, YOU KNOW, A POSSIBILITY TO MOVE FORWARD AND ENGAGE IN THIS PARTNERSHIP. AND THEN YOU KNOW, I THINK WE WOULD HAVE TO OBVIOUSLY BRING BRING IT TO THE FULL BOARD BECAUSE I THINK IT'S AN IMPORTANT STEP IN LOOKING AT HOW WE'RE GOING TO WORK TOWARDS CLOSING ACHIEVEMENT GAPS AND WORK TOWARDS CREATING THE RIGHT CONDITIONS. TO DO THIS WORK AND IMPROVE OUTCOMES FOR KIDS AND THAT THE IDEAS THAT WE WOULD WANT IT TO PROLIFERATE.

RIGHT. AND SO WE WOULD WANT OUR OWN MODELS THAT ARE WELL AMBITION AND WELL BUILT WITHIN OUR WITHIN OUR OWN DISTRICT TO ASSIST IN THAT PROLIFERATION OF THE WORK. AND SO YEAH. YES.

I MEAN THE PLAN WOULD BE TO BRING IT FORWARD IF IF OBVIOUSLY YOU KNOW, WE TAKE AN X THAT YOU DON'T WANT TO TAKE THE NEXT STEP WITH WITH THE PARTNERSHIP AND AND HAVE MORE CLEARLY DEFINED THE SPECIFIC SCHOOLS OBVIOUSLY YOU KNOW WITH THE PRICE TAG WE CAN'T DO EVERY SCHOOL RIGHT. SO WE WE HAVE TO BE SELECTIVE AND PART OF BEING SELECTIVE IS

[01:10:04]

TO HELP US WITH THE MODEL AND AND WE WANT IT TO BE SUCCESSFUL OBVIOUSLY.

SO DR. BRADLEY, ANYTHING YOU WANT TO ADD I THINK JUST ADDITIONALLY FROM THERE ARE THE INCREDIBLY IMPORTANT IT IS TO MAKE SURE THAT WE HAVE PRINCIPAL SUPERVISED.

>> SO WE'LL SHARE WITH SOMEONE. >> EXCUSE ME SENIOR KIND OF WEEKS AGO SOMEONE YOU CHRIS

. >> THEY CAN'T HEAR YOU. >> IS IT GOING ON?

YEAH. YESTERDAY WE GO. >> ALL RIGHT.

SO IF CAN YOU START THAT CONVERSATION AGAIN, I'M GOING TO MUTE HERE.

MR. CAMPBELL, I'LL START OVER. >> YEAH, THAT WAS A LITTLE BIT EARLIER.

THE HOW INCREDIBLY IMPORTANT IT IS TO MAKE SURE THAT WE HAVE PRINCIPAL SUPERVISORS IN PLACE.

WE SHARE THAT THAT WAS OUR INTENT A COUPLE OF BOARD MEETINGS AGO.

OVER THE PAST SEVERAL WEEKS WE'VE BEEN WORKING WITH MISS ALLISON WOFFORD AND RACHEL TO CRYSTALLIZE THOSE JOB DESCRIPTIONS FOR A SECONDARY EXECUTIVE DIRECTOR AND AN ELEMENTARY EXECUTIVE DIRECTOR. OUR HOPE AND EXPECTATION IS TO RELEASE THOSE IF NOT WEEKS IN HOPEFULLY BY NEXT WEEK. AND THEN WE CAN GO GET STARTED WITH THE VETTING PROCESS OF THOSE CANDIDATES ONCE WE RETURN BACK FROM THE BREAK. SO I THINK FROM A HUMAN CAPITAL STANDPOINT AND MAKING SURE THAT WE HAVE ALL OF THE PERSONNEL IN PLACE TO ACTUALLY GET STARTED WITH THIS WORK. THOSE NEXT STEPS FOR US TO WORK WITH TO IMPROVE YOU

DISAPPEARING. >> OH, OUR ENGAGEMENT WITH THIS THIS GROUP YOU DISAPPEARING NEXT YEAR TO TRAIN GRANITE 122 OR TRIED TO DRAMATICALLY AWAY MISS.

MR. CAMPBELL, I'M SORRY I HAD TO MUTE MY MIKE MY COMPUTER HERE.

AND SO WHEN YOU STARTED WITH WITH THE FOLLOW UP WE WERE NOT ABLE TO HEAR IT.

COULD YOU REPEAT IT PLEASE? WHAT WHAT KIND OF TIME PERIOD YOU ANTICIPATE BEFORE WE GET STARTED IF WE'RE GOING TO GET STARTED WITH THIS GROUP? WELL, TARGETING DATES DATE TO AFTER. SO I THINK WE'VE ALL YOU KNOW, WE'VE ESTABLISHED REALLY THE SIGNIFICANCE IMPORTANCE AND THE NEED YOU KNOW, IRRESPECTIVE OF THIS CONVERSATION WITH YOU BEING HERE TODAY FOR THE PRINCIPAL SUPERVISORY ROLES AND SO SO WE'RE LOOKING TO IDENTIFY THOSE INDIVIDUALS WITHIN THE MONTH OF JANUARY AND THEN OF COURSE THAT WILL LEAD US TO HAVE BACKFILL SOME OF THOSE PRINCIPAL POSITIONS AS WELL. BUT WE WOULD BE LOOKING REALLY TO ENGAGE AND BEGIN THIS PARTNERSHIP DURING THIS SECOND SEMESTER BECAUSE WE WANT TO WE WANT TO BE ABLE TO GET A LOT OF THIS THIS UPFRONT WORK IN PLACE AND SOLIDIFIED.

SO THAT REALLY WHEN THE YEAR STARTS IN AUGUST WHERE WE'RE ALREADY RUNNING WITH UVA AND WE CAN BEGIN SOME OF THAT OTHER WORK AND I ACTUALLY WOULD ASK LEANN AND DARA TO WEIGH IN ON ON THEIR THOUGHTS AND THEIR EXPERIENCE ABOUT WHETHER IN SECOND SEMESTER IS A GOOD TIME IN ORDER TO LAUNCH IN IN AUGUST OR IF YOU THINK IN YOUR EXPERIENCE THAT AUGUST IS THE RIGHT TIME OR WHAT YOUR EXPERIENCE HAS BEEN. THAT'S AN IMPORTANT PIECE.

>> YEAH, THAT'S A GREAT QUESTION. SO TIMING IN TERMS OF WHERE WE ARE IN HAVING THESE CONVERSATIONS WITH THE DISTRICT WORKS INCREDIBLY WELL FOR OUR PROGRAM TO BE ABLE TO GET THIS WORK STARTED IN EARNEST FIRST WITH THE DISTRICT IN YOUR SECOND SEMESTER BUT THEN PRINCIPALS JOINING ALONGSIDE THE DISTRICT STARTING IN THE SUMMER OF 2021. SO IN AN IDEAL WORLD WHERE EVERYTHING WORKS PERFECTLY WHICH WE'VE ALL LEARNED THIS YEAR IS NOT THE CASE WE WOULD LIKE TO HAVE A DISTRICT READINESS ASSESSMENT COMPLETED NO LATER THAN THE FIRST HALF OF MARCH BECAUSE THAT WOULD STILL ALLOW YOU ALL TIME TO JOIN DISTRICT BOOTCAMP IN APRIL .

IT WOULD ALLOW US TO IT WOULD THEN ALSO ALLOW YOUR DISTRICT TEAM TIME TO BE ABLE TO COMPLETE SCHOOL READINESS ASSESSMENTS DURING THE SECOND HALF OF APRIL IN MAY AND GIVE YOU PLENTY OF TIME TO GET READY FOR SUMMER PROGRAM. SO WE ARE AT A POINT IN TIME WHERE WE ABSOLUTELY HAVE PLENTY OF TIME LEFT ON THE CLOCK TO GET BEAUFORT READY FOR COHORT 18 PARTNERSHIP. THAT'S SORT OF HOW WE TALK ABOUT OUR PARTNERS IN TERMS OF COHORTS AND THAT WOULD NEED DIRECT SUPPORT TO PRINCIPALS DURING THE 20 21, 22 ACADEMIC YEAR AND THE TWENTY TWENTY TWO TWENTY THREE ACADEMIC YEAR I THINK.

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>> THE OTHER THING THAT'S OBVIOUSLY IMPORTANT THIS YEAR IS IS YOU KNOW JANUARY IN TOWARDS THE MID TO LATE JANUARY WE'RE SUPPOSED TO GET INFORMATION FROM THE STATE ABOUT THE IMPACTS ON BUDGETS AND ALL OF THAT SORT OF THING TO ALL OF THAT IS JUST VERY REAL TO US. YOU KNOW, WE'RE WE'RE PROGRESSING THIS CONVERSATION.

WE'VE WE'VE HAD SEVERAL CONVERSATIONS DARA AND LIANE AND WE'RE PROGRESSING SHARING WITH YOU HERE TODAY. SO YOU GET SORT OF A THOUGHT AROUND AROUND THIS AS WELL AND GET A CHANCE TO ASK YOUR QUESTIONS AND AN EXPERIENCE AND THEN YOU KNOW, OBVIOUSLY WE HAVE TO YOU KNOW, WE HAVE TO HAVE A CLEAR UNDERSTANDING OF WHAT HAPPENS WITH OUR BUDGETS AS A RESULT OF THE PANDEMIC AND EVERYTHING THIS YEAR.

SO YOU KNOW, WE WANT TO MAKE THAT COMMITMENT BECAUSE WE KNOW IT'S A VALUABLE COMMITMENT BUT WE ALSO HAVE TO KNOW THE FINANCIAL COMPONENT IMPACT AS WELL.

SO SO THE TIMING REALLY DOES FIT IN NICELY IN TERMS OF BEING ABLE TO GET THINGS DONE AS THE END DESCRIBED IF YOU KNOW FOR MOVING FORWARD OBVIOUSLY RIGHT .

>> I GUESS ALSO ADD VERY QUICKLY THAT NOTHING MUCH OF THE CONVERSATION THE I HAVE HAD TO HAVE PRINCIPALS IS THAT OBVIOUSLY IN THIS PERIOD OF COLD THAT WE HAVE BEEN REACTING AND RESPONDING TO ALL OF THE CHALLENGES THAT COVID HAS PRESENTED IN AND IN SOME WAYS IT'S VERY EASY FOR US TO TAKE OUR EYES OFF OF THE BALL IN TERMS OF WHAT IS MOST

IMPORTANT. >> DR. RODRIGUEZ LAID OUT A VERY AMBITIOUS KIND OF SET OF PRIORITIES WITH REGARD CONTINUOUS IMPROVEMENT AND QUITE FRANKLY WHAT WE CANNOT AFFORD TO DO IS TO LET THIS YEAR GO TO WASTE AND NOT BEGIN TO BUILD TOWARDS EXECUTING THOSE GOALS ON OUR STRATEGIC PLAN. AND SO I THINK IN MANY WAYS THE WORK THAT WE WOULD THEORETICALLY DO WITH V.A. REALLY HELPS TO POSITION US SO THAT WE START THE 2020 ONE SCHOOL YEAR WITH REALLY STRONG MOMENTUM TOWARDS THAT WORK.

>> THANK YOU, MR. SMITH. >> I SHARE THIS QUESTION WAS RIGHT ASKED BUT DO WE NOT HAVE A PROGRAM THAT'S COMPATIBLE OR THAT OFFER THE SAME FUNCTION THAT THIS PROGRAM OFFER AT THIS POINT TIME? MR. SMITH, YOU KNOW IT FITS MY ASSESSMENT THAT WE DON'T HAVE

ANYTHING LIKE THIS CURRENTLY. >> WE. >> AND DO WE HAVE A ALSO DO AND ALSO DO WE HAVE A A BALLPARK FIGURE ON WHAT THIS WILL COST THE DISTRICT MOVING FORWARD?

>> YES, MR. SMITH, WE'VE HAD THAT CONVERSATION SO I CAN SHARE THAT WITH YOU AT A LATER TIME. I WOULD BE HAPPY TO GIVE YOU A CALL AFTER THIS MEETING.

WE'RE GOING ON THREE 20 ALMOST AND WE KNOW WE HAD SAID THIS WOULD LAST ABOUT AN HOUR.

WE DO HAVE A COUPLE OTHER THINGS ON OUR AGENDA. SO UNLESS THERE ARE ANY OTHER BURNING QUESTIONS THAT WE CAN'T ASK DR. BRADLEY OR DR. RODRIGUEZ AT A LATER TIME, I'D LIKE TO THANK LAN AND DARA VERY, VERY MUCH FOR YOUR PRESENTATION AND FOR YOUR WILLINGNESS TO JOIN OUR EPIDEMIC COMMITTEE MEETING TODAY AND ALSO WISH YOU THE HAPPIEST HOLIDAYS. THANK YOU. HAPPY HOLIDAYS TO YOU ALL.

IT WAS AN HONOR TO GET TO KNOW OTHER MEMBERS OF THE BEAUFORT COUNTY TEAM TODAY AND WE'RE EXCITED ABOUT THE POTENTIAL TO SUPPORT YOU ALL MOVING FORWARD. PLEASE USE THIS AS A RESOURCE.

THANK YOU AGAIN FOR YOUR TIME AND HOPEFULLY WE'LL GET THE CHANCE TO GET TO KNOW YOU MORE

IN THE NEW YEAR. >> ALSO CHAIR THIS PRESENTATION BEFORE THE BOARD.

>> YES, MR. SMITH, WE DO PLAN TO BRING THIS TO THE BOARD. OKAY.

ALONG WITH ME WITH A LOT OF THE TWO PRESENTERS AS WELL. WE WILL MAKE THOSE PLANS.

WE WILL CERTAINLY MAKE THOSE PLANS DURING AN AGENDA SETTING MEETING.

OK, OK. >> WELL, WHY DO YOU SIT HERE AS YOU DO HERE? I'M HERE TO THIS DIDN'T HERE YOU OR NO ONE FROM YOUR COMMITTEE MAKE A MOTION TO SEND THIS TO THE FULL BOARD SO THAT THAT'S WHY I'M ASKING. IF YOU WERE TO MOVE THIS FORWARD, HOW WOULD YOU MOVE FORWARD? WHAT WOULD BE YOUR PROCESS? THAT THAT'S THAT'S THAT'S MY CONCERN. MY.

>> RIGHT. RIGHT. VEGAS.

WOULD YOU LIKE TO SAY A I WOULD THINK WOULD IT? WHAT I WOULD SAY IS THAT, YOU KNOW, IT IS SOMETHING THAT OBVIOUSLY I WOULD WANT TO BRING TO THE FULL BOARD.

I THINK YOU KNOW, THERE'S STILL SOME WORK THAT WE WANT TO WORK THROUGH BEFORE WE COME BACK TO THE FULL BOARD. I WANTED TO PUT THIS TODAY IN FRONT OF THE ACADEMIC COMMITTEE

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IT WAS NOT READY AT THIS TIME TO THE EMOTION TO BE BROUGHT TO THE FULL BOARD.

I ALSO ASSUMED IT WOULD BE BROUGHT UNDER A SUPERINTENDENT REPORT WITH THAT A FULL PLAN THAT'S CORRECT. SO I MEAN GREAT QUESTION. MR. SMITH, I APPRECIATE YOU ASKING FOR CLARIFICATION BUT THAT IS WHAT MY THOUGHT WAS THAT AT THIS TIME A STRICTLY INTRODUCTORY AND MORE NEEDS TO BE DEVELOPED THAN I DO. EXCUSE ME.

MR. SMITH EXCUSE ME. I SEE MR. O'BRIEN IS WAITING TO ASK A QUESTION.

YES. I WAS JUST GOING TO SAY I DON'T THINK REQUIRES EMOTION FROM THE ACADEMIC COMMITTEE TO BRING THE BOARD IS SOMETHING THAT DURING AN AGENDA SETTING MEETING WITH DR. RODRIGUEZ READY HE CAN ASK THAT IT BE PLACED ON THE AGENDA .

RIGHT. >> THAT WAS KIND OF HOW I INTERPRET IT TO THANK YOU AGAIN, MISS LAN DARA. THANK YOU VERY, VERY MUCH FOR YOUR PARTICIPATION TODAY.

AND WE'LL. AS YOU CAN TELL, WE WILL HAVE A LOT OF DISCUSSION ABOUT THIS THAT MAKES US EXCITED. WE KNOW IT'S A COMMITTED GROUP WHEN YOU'RE REALLY ENGAGING IN THE QUESTIONING AND JUST HOPE EVERYBODY HAS HAPPY HOLIDAYS AND PLEASE BE SAFE.

TAKE CARE OF YOURSELF AND YOUR FAMILY. WE REALLY APPRECIATE YOUR TIME HERE. THANK YOU. THANK YOU VERY MUCH.

LOVE TO THANK YOU ALL RIBAUT. >> YES, SIR. I'D LIKE TO SAY THE WORST THING YOU COULD DO IS ASSUME I WOULDN'T WANT TO ASSUME SO. THEREFORE THAT'S WHY I WANT TO UNDERSTAND THE PROCESS. SO I THINK YOU AND CARRIE CAFFREY FOR LETTING ME KNOW HOW YA. YOUR OPINIONS ON IT BUT I JUST WANT TO GET A CLEAR AND CLEAR UNDERSTANDING OF THE PROCESS AND SO THEREFORE WE HAVE TO ASSUME ONE OF THAT.

THANK YOU. THANK YOU FOR YOUR FOR YOUR OPINIONS AND WHAT YOU STATED.

BUT I JUST WANT TO GET A CLEARER UNDERSTANDING OF WHAT THE PROCESS WAS.

HOW ARE WE GOING TO MOVE FORWARD BECAUSE DIFFERENT COMMITTEES SOMETIMES AND WE HAVE PRESENTATIONS THAT WE ASK FOR THOSE PRESENTATIONS COME FOR THE BOARD JUST SOME TIME FROM THE INFORMAL TO BE INFORMATIONAL BOOK OR JAIL OR SOMETIMES FOR THERE TO BE AN ACTUAL MOTION MOVING FORWARD. SO TODAY I JUST DIDN'T KNOW HOW THE ACADEMIC PROCEED TO MOVE FORWARD. SO THAT'S WHY MY POINT OF QUESTIONING WAS NECESSARY.

THANK ABSOLUTELY MR. SMITH. THAT'S WHY I SAID I APPRECIATE YOUR QUESTION.

FOR CLARIFICATION PURPOSES. OK, SO LET'S GO AHEAD AND MOVE ON.

[PE1.9 – Guidance Services]

>> THANK YOU. SO LET'S GO AHEAD AND MOVE ON TO OUR NEXT ORDER OF BUSINESS WHICH IS TO REVIEW THE SUGGESTED BY THE ENTIRE BOARD FOR P E ONE POINT NINE DR.

STRATOS THANK YOU MRS. FREDERICKSON. I WANT TO SAY THANK YOU TO OUR TEAM MEMBERS. I KNOW WE HAD A LARGE GROUP HERE TODAY.

WE HAD A LOT OF A LOT OF ITEMS ON THE AGENDA. I WANT US TO RECOGNIZE THAT WE'VE HAD TO READ ALLOCATE OR OFFICES TODAY AND I JUST WANT YOU TO MAKE NOTE OF THAT BECAUSE WE HAD A FEW CHALLENGES THAT WE WERE FACING WITHIN THE BUILDING TODAY.

SO AT THIS TIME I'D LIKE TO SHARE THAT WE HAVE GONE THROUGH SOME CONVERSATION AT LENGTH MYSELF AND MRS. HENDERSON, WE RECOGNIZE SOME OF THE QUESTIONS BROUGHT FORWARD AT THE PRIOR BOARD MEETING ON DECEMBER 8TH OF THIS YEAR. OBVIOUSLY.

AND I'D LIKE TO HAVE MRS. HENDERSON YOUR JOINING US TODAY .

WE'RE BOTH GOING TO GO FORWARD PRESENTING MRS. PATIENT VERY IF YOU CAN FORWARD EVERYONE AND I

WOULD LIKE TO APOLOGIZE. >> WELL, WE HAVE THE BOARD MEETING THE OTHER NIGHT INCORRECT PRESENTATION WAS POSTED WITH A LOT OF CHANGES HAD OCCURRED.

UNFORTUNATELY IT WAS THE ENCORE PRESENTATION THAT WAS SHARED WITH THE SCHOOL BOARD.

BUT WE'LL MOVE FORWARD TODAY AND WE'LL ELABORATE ON THOSE CHANGES THAT WERE REQUESTED AND INCORPORATED AND THE PIECE THAT WAS REQUESTED LAST MONTH ON THE SCREEN IS THE SOUTH CAROLINA GRADUATION PROFILE OF SOUTH CAROLINA GRADUATION GRADUATE STUDENT.

THIS CAME UP ON THE UP ON DECEMBER 8TH. AS WE KNOW IN 2015 THE SOUTH CAROLINA LEGISLATURE IN CONJUNCTION WITH EDUCATORS THE CHAMBER OF COMMERCE APPROVED

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BY 2007 H. MIDDLE AND HIGH SCHOOL SHOULD HAVE IN PLACE A GUIDANCE COUNSELOR PERSONNEL RATIO TO THREE HUNDRED AND ONE THAT PERSONNEL INCLUDE SCHOOL COUNSELORS AND THE CAREER SPECIALIST. AS WE KNOW WE HAVE 65 SCHOOL COUNSELORS IN THE DISTRICT AND FOR CBS. NEXT ON THIS SLIDE I DON'T KNOW IF YOU CAN SEE IT PRETTY WELL. IT IS THE STUDENT TO COUNSELOR RATIO BUT THE ELEMENTARY SCHOOL STUDENTS. YES. IF YOU CAN ENLARGE IT A LITTLE BIT BETTER BE GREAT. THANK IN THE FIRST COLUMN IS THE NUMBER OF STUDENTS SECOND COLUMN. THE NUMBER OF SCHOOL COUNSELORS ,THE THIRD COLUMNIST.

A NUMBER OF COUNSELORS ON EACH COUNSELORS CASE LOAD AND THE GREEN COLUMN IS THE NUMBER OF STUDENTS DESKS UNDERNEATH THEIR CASELOAD AS WE MENTIONED EARLIER TO ELEMENTARY SCHOOL

COUNSELORS RATIO. EIGHT HUNDRED TWO ONE. >> MRS. HENDERSON, IF I COULD JUST MAKE A CORRECTION TO THAT FINAL COLUMN THAT THAT NUMBER INDICATES THE AMOUNT OF STUDENTS NECESSARY TO ME. OKAY. I'VE BEEN TO ONE STATE ALLOCATED RATIO. THAT IS CORRECT. THAT IS GREAT.

THANK YOU. AND AGAIN, THE NEXT TO LAST COLUMN IS A NUMBER OF STUDENTS ACTUALLY BEING SERVED BY ONE PARTICULAR COUNSELOR. NEXT SLIDE IT IS THIS SECONDARY SCHOOL COUNSELOR A STUDENT TO COUNSELOR RATIO AND YOU WILL AGAIN YOU WILL SEE IN THE FIRST COLUMN THE NUMBER OF STUDENTS TOTAL IN THE BODY THAT ARE ENROLLED AT THE PARTICULAR

SCHOOL NUMBER OF SCHOOL COUNSELORS. >> NO STUDENTS ON THE CASELOAD AND IN THE FINAL COLUMN BECAUSE THERE'S THREE HUNDRED TO ONE NUMBER OF STUDENTS IN EXCESS IF YOU SEE A MINUS IN GREEN NUMBER THAT IS OVER AGAIN THAT'S THE SECONDARY THAT'S MIDDLE AND

HIGH SCHOOL. NEXT SLIDE. >> EXCUSE ME ONE SEC MISS HENDERSON, IS THERE ANY. DOES ANYONE HAVE ANY QUESTIONS ABOUT THIS? MORE ELABORATE CHARGE IN FRONT OF US. REALLY SEEING MUCH MORE AND

WE'RE ALREADY SEEING THIS CLEARER. >> OH, LET'S SAY THE DECIMAL POINT IS GET THE CHILDREN AND THE WELL. OH YEAH.

WHEN WHEN WE THINK ABOUT WHICH IS WHAT YOU'RE PRESENTING. I LIKE THE THOUGHT OF THE PLUSES AND MINUSES AND THEN YOU DID SHOW IT AND I WAS SHOCKED YOU JUST SHOWED ALL MINUSES BUT WE AS A DISTRICT THINKING THAT HE IS HUNDRED TO ONE IS THE NUMBER WE WANT TO GO WITH DR.

STRAUSS. MR. CAMPBELL AND I WAS I RECOGNIZE THAT THAT QUESTION WOULD COME FORWARD AND WE PRESENTED I PREPARED THIS CHART DAMAGE DEMONSTRATE WE ARE COMPLIANT TO THE STATE GUIDELINES RECOGNIZING AS WE LOWER THAT RATIO YOU HAVE TO REALIZE THAT THERE'S A BUDGETARY RESPONSIBILITY THAT WE TAKE ON WE LOWER THE RATIO 300 TO ONE 2. I'M JUST I'LL I'LL SAY TO TWO HUNDRED AND FIFTY TO ONE WE HAVE TO RECOGNIZE THAT WE HAVE BUDGETARY RESPONSIBILITIES TIED WITH THAT AS WELL.

I THINK AS A BOARD WE COULD PLAY WITH THOSE NUMBERS AT BUDGET TIME JUST TO SLIDE OUR NUMBERS OUT TO LOOK AT THE ELEMENTARY 800 TO 1 AND THE SECONDARY 300 TO 1 RATIOS CLOSE

HER LEGS. >> NOW I JUST WANT TO GO FORWARD BEYOND JUST THE PRESENTATION THAT WE ARE CONFORMING. I MEAN WE ARE PRESENTING IT FOR A REASON AND PERFORMING CONFORMING TO TO WHAT THE STATE IS OUTLINED IS GREAT AND YOU KNOW, I AGREE THAT WE MET THAT FLAWLESSLY BUT BRING THIS BACK TO THE BOARD AND SHOW IT TO THEM AND WE HAVE MET THE PERFORMANCE. BUT I ALSO THINK THAT A PART

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WE HAD THE SAME DISCUSSION LAST YEAR AS THE YEAR. I MEAN EVEN IF WE DIDN'T DO IT AND WE MAY NOT DO IT IN FIVE YEARS WE NEED THAT FLOW THEN THAT'S WHERE WE ARE GOING.

YOU KNOW, THAT'S THAT'S A PART OF THE YOU I'M SURE I SUPPOSE CHANGES THAT'S GOING TO BE A POINT AS WE BEGAN MORE CONSULTING ON ALL STRUCTURAL DATES, YOU KNOW, AS A PART OF THE STRUCTURE THAT WE WANT TO DEVELOP SO THAT OUR CULTURE COULD CHANGE.

MRS. FREDERICKS, I WOULD LIKE TO SAY THANK DR. STRADDLES WE'D BE AT HEART A NEW COUNSELOR THIS YEAR AND ADDED ON TO CTF. SO AFTER THE PRESENTATION LAST YEAR SHE DID COLLABORATE WITH FINANCE AND THEY INCREASED THOSE NUMBERS AS REFLECTED IN THE SCHOOL AND THE NEED SHE'D BE A TAKE CARE OF THAT. THANK YOU FOR REMINDING. THANK YOU.

I DON'T WANT TO UNDERMINE WHAT YOU'RE DOING. I JUST WANT TO TRY TO GIVE YOU A LITTLE BIT MORE BEHIND THE INTENT. I MEAN, YES, ONE THEY WOULD LIKE TO LOBBY FOR 10 AND SEE WELL WHERE WE WHERE WE GO WITH THAT.

>> RIGHT. IF I COULD JUST IF I MAY, ADAM MR. CAMPBELL AND I YOU REACHED ON THAT CONVERSATION AT OUR BOARD MEETING. I RECOGNIZE HOW WE ARE FUNDED AND THAT WAS ONE OF THE COMMENTARIES YOU GAVE. BUT WITH THAT WE NEED TO START WORKING WITH OUR LEGISLATOR AND OUR COUNTY IN ORDER TO PUSH THAT BEAUFORT COUNTY SCHOOL DISTRICT OBTAINS ITS FAIR PIECE FROM THE STATE. YEAH, I HAVE THAT AND I WAS APPLAUDING YOU FOR THE STATEMENT BECAUSE YOU PUSH ME NOW TO ONE LEVEL, YOU KNOW, SAYING TO THE LEGISLATIVE LOOKING AT OUR COUNTY YOU'RE 110 PERCENT ON POINT WITH THAT SIR. THANK YOU. WE GO TO THE CONVERSATION OUT THERE PUBLICLY. YES, SIR. I'M TRYING TO SAY YES.

YES, I READ IT. I RECOGNIZE YOUR POSITION AND APPLAUD YOU FOR THAT.

THANK YOU. RABBI? >> YES.

I WAS JUST GOING TO SAY WHAT YOU SAID BEFORE THAT THERE WAS A PORTION OF THE REPORT THAT I DON'T BELIEVE WE SPENT TIME ON AT THE LAST DAYS AND IT WAS THAT THE PUSH FOR ADDITIONAL COUNSELORS. SO I TOTALLY AGREE WE NEED TO KEEP THAT IN THE FOREFRONT.

WE NEED TO TALK ABOUT IT. SO WHEN BUDGET COMES, YOU KNOW THERE THAT WILL BE THERE.

I AM KIND OF HOPEFUL THAT THESE ARE THE TYPE OF SYSTEM'S THINGS THAT MIGHT BE TALKED ABOUT IN TERMS OF WORKING WITH THE YOU KNOW, IF WE MOVE FORWARD WITH WORKING WITH THE YOU THE AID GROUP THESE THESE TYPES OF ISSUES I THINK WE BECOME ADDRESS KATHY I THINK YOU'RE RIGHT AND THEY BECOME ADDRESSED THROUGH A DIFFERENT LENS AS US TO HAVE AN EFFICIENCY STUDY.

AND SO I THINK THAT LET'S KEEP LET'S KEEP THAT IN MIND. SO GOOD.

VERY GOOD POINT. ALL RIGHT. MISS ANDERSON AND THEN NEXT

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AND ROBIN, I'M NOT SURE IF YOU CAN SEE THOSE AND HOW DO READ THEM OFF MY LIST.

A SORT OF SMELL THERE. >> THE USE OF SOURCES DESIGN SOLUTION AND THESE AGAIN OTHER COMPETENCIES YOU CAN READ THEM REASONABLE QUANTITATIVE NAVIGATE COMPLEX.

THESE ARE THE GOALS OF THE SCHOOL COUNSELORS. BUT MORE IMPORTANTLY SOUTH CAROLINA SOUTH CAROLINA GRADUATE NEED TO POSSESS THESE SKILLS IN ORDER TO BE SUCCESSFUL AGAIN POST SECONDARY DAM ENDEAVOR WHETHER THAT IS COLLEGE THE MILITARY OR THE WORKFORCE AND THE SCHOOL COUNCILS OF COUNTY SCHOOL DISTRICT AND WORK DILIGENTLY IN DOING SO AND IT'S EVIDENT IN OUR GRADUATION RATE AND ALL OF THE EVIDENCE THAT I SUBMITTED TO THE ACADEMIC COMMITTEE BACK IN OCTOBER AND THAT JUST A COMBINATION OF THESE. ALL RIGHT. ANY OTHER QUESTIONS? SO IS THIS BRIDGE WITH THE DIRECTION OF THE RE ADDRESSING THIS CHART TO BRING IT BACK TO ACADEMIC COMMITTEE NOT TO WALK THROUGH THE WHOLE P E? I JUST WANTED TO GET THAT CLAUSE OUT AS TO WHY THE PRESENTATIONS JUST SO YOU KNOW ,TRUNCATED TO JUST A FEW

SLIDES. >> YES. DR. STRATOS, THAT WAS EXACTLY WHAT WE EXPECTED. SO THANK YOU FOR SAYING THAT. IT'S NOT THE ENTIRE.

IT WAS THE CHANGES THAT WERE ASKED. AND MR. HENDERSON, I DO BELIEVE DR. GOD'S HAD ASKED FOR AND ONE OF THE CHACHI SAID THAT IT WAS WITH THE S.A.T. THAT A WOULD BE INSERTED. HAS THAT ALSO BEEN DONE? THAT HAS BEEN ASSERTED AND IT WAS ACTUALLY ON THERE STATED THAT THE S.A.T. DATA THAT WE REVIEWED ON THE PRESENTATION HAD ONLY A CLOSE PUBLIC SCHOOLS IN THE STATE OF SOUTH CAROLINA. ALL OF THE DATA FROM THE PUBLIC SCHOOLS ONLY NOT PRIVATE SCHOOLS. AND SO HER CONCERN IS TAKEN CARE OF . YES. EXCELLENT.

OK, KATHY, YOU WANTED TO SAY SOMETHING? YES.

I AGAIN, I CAN'T SEE THAT CHARGE BUT WHEN I LOOKED AT THEM YESTERDAY LAST NIGHT I WAS A LITTLE BIT I DIDN'T KNOW WHY. PART OF THE CHART LAST PART OF THE LINE WAS WHAT WAS THAT

INDICATE CLICKABLE THE CHART. >> THE CHARTS WERE UNIFORM BUT THE BLACK SECTION WAS NOT APPLICABLE TO THAT GROUP, FOR INSTANCE. THE SECOND THERE WERE THE 800 TO 1 WAS NOT APPLICABLE TO THEM BECAUSE SECONDARY RATIO WAS THREE HUNDRED TO ONE OF THE YOUNG. OKAY. GOT IT.

GOT IT. OKAY. THANK YOU.

OK. LET ME SEE LET ME CHECK THIS ELECTRONIC HAND, SEE IF THERE ARE ANY OTHER QUESTIONS. I JUST HAVE TO ADD ONE CORRECTION I JUST NOTICED IT MYSELF ON THE TOP TABLE THE TITLE HE HAS WE UPPER CAT AND THAT'S MY ERROR THE 800 TO 1

THAT SHOULD RATIO BE UPPER CABINET OR BOARD. >> YES.

JUST PUT THAT. OK. >> ALL RIGHT.

WELL THEN WITH THESE CHANGES I BELIEVE WE DO NEED A MOTION FROM THE ACADEMIC COMMITTEE TO BRING IT BACK TO THE FULL BOARD. DO I HAVE A MOTION FOR THAT MOVE THAT WE BRING THIS REPORT BACK TO THE FULL BOARD FOR ACCEPTANCE? P ONE POINT NINE MR OBEID WILL YOU SECOND THAT? YES.

I SECOND THAT. >> OKAY, GREAT. SO WE HAVE A MOTION BY MR. MEL CAMPBELL TO BRING P E ONE POINT NINE THAT CHANGES BACK TO THE FULL BOARD IN A SECOND BY MISS CATHY ROE BY ANY OTHER DISCUSSION ALL IN FAVOR OF I I THAT'S UNANIMOUS.

>> THANK YOU VERY MUCH, MISS HENDERSON. DR. STRATUS, THE WORK OUT THEN

[PE1.1 – Annual Student Achievement]

IN NO WAY BE ABLE TO FINISH THIS. >> SO DR. SATO'S GIVEN THAT IN MIND PLEASE FEEL FREE TO BEGIN THE CONVERSATION HOWEVER YOU FEEL.

WELL, I THINK I'D LIKE TO BRING FORWARD FIRST THAT THIS IS ARE AN ATTEMPT AT RE ADDRESSING P ONE POINT ONE THAT IS WRITTEN TO PROVIDE EQUITABLE AND CHALLENGING LEARNING EXPERIENCES THAT ENSURE ALL STUDENTS HAVE ENOUGH OPPORTUNITIES TO DEVELOP LEARNING, THINKING AND LIFE SKILLS THAT LEAD SUCCESS AT THE NEXT LEVEL.

[01:40:05]

>> YOU GOT IT. NEXT SLIDE DENNIS TO IT'S IDENTIFYING THE CRITERIA.

FRED VANCE MATH ACCELERATED MATH ALGEBRA 1 ON AGAIN AT THE MIDDLE SCHOOL IT GIVES CRITERIA FOR GEOMETRY THE ADVANCE E LAID PLACEMENT THE ENGLISH 1 HONORS AND ADVANCED SCIENCE PLACEMENT AND I WANTED US TO HAVE AN OPPORTUNITY TO HAVE A LOOK AT SOME OF THIS INFORMATION.

WE ALSO RECOGNIZE IT AT THE MIDDLE SCHOOL WE HAVE ACCESS TO EARTH SPACE SCIENCE ADVANCED CLASSES THAT WE REFER TO AS HONORS CLASSES AND CRITERIA FOR WORLD LANGUAGE PLACEMENT AT THE MIDDLE SCHOOL AND AS YOU GET INTO HIGH SCHOOL A LARGE AMOUNT OF THE YEAR WHAT I WANT TO BE PHRASE IS ACCELERATED PLACEMENT DOES COME FROM THE TEACHER RECOMMENDATION BUT ALSO IT IS IF A CHILD WAS A PRIOR I DID PRIOR IDENTIFIED AS G T AND WE DO RECOGNIZE AS WELL THAT WE PARENT RIGHT FOR WAIVER FOR PLACING THEIR CHILD CHILDREN INTO AN ADVANCED OR ACCELERATED

COURSE AT THE HIGH SCHOOL LEVEL . >> I WANTED TO GIVE MRS. HENDERSON A MOMENT TO HAVE A CONVERSATION BEFORE WE GET INTO THE DATA ON THE PROCESS THAT COUNTS DO ON SCHEDULING CHILDREN AND MAYBE A LITTLE BIT ON THE IGP.

MRS HENDERSON I THINK I'LL GIVE A LENS TO HELP AS WE START WALKING FOR THE NEXT FEW SLIDES . PLEASE RECOGNIZE IT WENT FROM 68 SLIDES.

WHAT WE'VE SUBMITTED THIS WAS A YEOMAN'S TASK THERE WERE LARGE AMOUNTS OF PEOPLE PUTTING THIS TOGETHER FROM BRETT FRITZ DANIEL FALLIN, KAREN GILBERT, MRS HENDERSON, CARMEN DILLARD THAT'S ALL I HAVE THE TEAM HERE SO IT'S QUESTIONS BLANK IT OUT. WE ARE ABLE TO GIVE YOU FULL SUPPORT AND INFORMATION BUT IT THIS TOOK A I THINK IT WAS A COMPOSITE OF ABOUT A MONTH AND A HALF OF WORK. SO MRS. HENDERSON, IF YOU COULD JUST TALK A MOMENT ON THE PLACEMENT OF STUDENT IN SCHEDULING PLEASE ACTUALLY AND THE SCHOOL COUNSELORS E PART OF THE EVIDENCE THAT I SHARED WITH THE ACADEMIC COMMITTEE WAS THE ACADEMIC TIMELINE ON THE ACADEMIC TIMELINE IT LISTS FROM THE BEGINNING OF THE SCHOOL YEAR TO THE END OF THE SCHOOL YEAR DUTIES AND RESPONSIBILITIES OF THE SCHOOL COUNSELOR IN REGARDS TO REGISTRATION SCHEDULING IGP IS NORMALLY WHAT HAPPENS DURING THE I WOULD START AT DAWN THE SUMMERTIME AT THE END OF SUMMER SCHOOL SCHOOL COUNSELORS REVIEW ALL TRANSCRIPT GRADE REPORTS ETC AND THEY START PLANNING THE SCHEDULE FOR THE FALL SCHEDULE IS ALREADY DONE BUT THEY REVIEW THEM FOR ONE LAST TIME THAT IS INDICATED ON THE TIMELINE THEY RISK BEING STUDENT DATA AS DR.

STRATTON STATED IN REGARDS TO STUDENT PERFORMANCE AT THE MIDDLE SCHOOL.

>> SO WHEN THEY PROCEED ONTO THE HIGH SCHOOL TO ENSURE A PLACEMENT IS ACCURATE BASED ON IF THAT STUDENT WAS ENROLLED IN A GTD PROGRAM AND THAT'S HOW STUDENTS ARE PLACED.

HOWEVER AS SHE MENTIONED ALSO A PARENT HAS TO ROCK THE RIGHT IN OUR DISTRICT TO PLACE THEIR CHILD IN A MORE RIGOROUS CURRICULUM IF THEY DESIRE ON THAT ON THAT WAIVER LETTER THEY ACKNOWLEDGE AND AGREE THAT THEY THAT THAT STUDENT DID THAT MEET THE BENCHMARK TO BE PLACED IN ALGEBRA 1 HONORS AND BUT WE DO HONOR AND RESPECT THAT PARENT INPUT IN PLACE THAT STUDENT ACCORDINGLY. SO AGAIN THE KEY PROCESS IN REGARDS TO STUDENT PLACEMENT SCHEDULING IS THAT WE REVIEW THE INDIVIDUAL DATA WE LOOK AT THE STUDENT REPORT CARDS AND WE DO LOOK AT THE TEACHER RECOMMENDATION DURING THE REGISTRATION PROCESS AS IT OCCURRED THROUGHOUT THE SCHOOL BECAUSE NOT ONLY DO WE REGISTER FOR FIRST SEMESTER, WE ALSO COUNCILS ARE PREPARING AS WE SPEAK. REGISTRATION FOR SECOND SEMESTER AS WE KNOW WHICH WILL BEGIN ON FEBRUARY 2ND I RECALL CORRECTLY.

[01:45:05]

,DR. STRATUS. >> YES, I'M WHEN WOULD YOU LIKE TO ENTERTAIN QUESTIONS ABOUT THE NARRATIVE PART BEFORE WE GET INTO THE QUANTITATIVE PART? WE COULD GO RIGHT NOW INTO THE I WAS GOING TO SAY THE QUALITATIVE PART AND I DO APOLOGIZE BUT YES, WE'LL LEAVE THAT WILL LEAVE THE METRICS OUT. SO YES, JUST GO WITH IT.

QUESTIONS? YES, MA'AM. >> AND I JUST WANT TO MAKE SURE MR. CAMPBELL MISERABLE BY ANY QUESTIONS ON THE NARRATIVE PART OF THIS.

I MEAN MY QUESTIONS WOULD TRY THE NARRATIVE WITH THE WITH THE QUOTE TO SUPPORT BUT I MEAN STARTING OFF WITH THE ORIGINAL QUESTION ON THE P WELL MY QUESTION WOULD BE ON EQUITY I THINK THAT WAS THE FIRST PART OF THE P EQUITY AND WHATEVER OTHER WORDS SAID WHEELS WERE DOWN FOR ME. ROBERT'S RIGHT. YOU'LL SEE THE BEGINNING OF THIS BE CHALLENGING, EQUITABLE AND CHALLENGING AND CHALLENGING.

>> SO I MY MY CONCERN WOULD BE, YOU KNOW, EQUITABLE AND I'M SURE WE NEED TO DEBATE IT NOW BECAUSE IT LOOKS LIKE, YOU KNOW. HOW LONG DO YOU SAY TO.

NOW IT IS DOWN. HOW MANY QUESTIONS? I HAVE ONE OVER ON THE ON THE QUOTED RIGHT. AND MR. CAMPBELL. MY QUESTION KIND OF WAS ALONG THAT SAME LINES KNOWING THAT I DO. I DO HOPE TO END THIS MEETING AT 4 O'CLOCK TO RESPECT EVERYBODY'S TIME. SO MY OVER ARCHING QUESTION TO THIS IS WHAT DID THIS DATA TELL YOU? DR. STRATUS AS CHIEF INSTRUCTIONAL SERVICES OFFICER ,WHAT WHAT WHAT DID THIS DATA TELL YOU AND WHERE DO YOU SEE CHANGES THAT SHOULD OR COULD BE MADE BASED ON WHAT THIS DATA IS TELLING YOU? SO WOULD IT BE OK TO START WITH THAT? IT WOULD BUT IT MEANS I'M GOING TO HAVE TO DEAL WITH THE HERE AND NOW BACKWARDS IF THAT'S PERMISSIBLE WITH THE DATA.

AND IT'S INTERESTING BECAUSE THAT'S REALLY HOW I WOULD HAVE PREFERRED TO PRESENT THIS.

I'D LIKE TO SHOW WHAT WE'RE DOING NOW. OK.

SO NOW I'M GOING TO HAVE TO ASK YOU TO PROCEED FORWARD. IS IT ANOTHER TITLE DECK IN THIS PRESENTATION? IT WOULD BE RIGHT AFTER CTE AND GIFTED AND TALENTED ABOUT SLI I WANT TO SAY PROBABLY ABOUT 30 32 AND MAY I JUST APPLAUD EVERYBODY I CAN SEE MR. FALLIN

MR. FRED, I SEE YOUR FINGERPRINTS ALL OVER THIS. >> LET ME ADD THAT THEY HAVE TRAINED MANY OF US WELL. AND I HAVE TO SAY THANK YOU FOR THAT, MRS. BRIDGES WITH US.

WE'RE TRYING TO HAVE A UNIFIED DRIVE. >> YOU CAN WE COULD STOP.

LET'S GO TO THE GIFTED ONE. I'M TOUCHING AS IF I CAN. LET'S STOP RIGHT.

WE WANT TO HAVE A UNIFIED MODEL PRESENTATION SO THAT IT'S EASIER FOR YOU AS THE AUDIENCE TO REVIEW, REVIEW AND UNDERSTAND. SO EVERYONE'S BEING TRAINED TO ST. LOUIS, RIGHT? SO WE ARE THE LEARNING CURVE NOW.

WE CAN GO INTO SATURATING OURSELF INTO THE INFORMATION. BUT I'D LIKE TO START RIGHT HERE IN CARMEN DILLARD IS WITH US RIGHT NOW. WE RECOGNIZED THE NUMBERS WITH REGARD TO OUR GIFTED AND ELIGIBLE STUDENTS. WE ALSO AT LOOKING AT THIS INFORMATION WE HAVE TO HAVE THE STATE REPORTS WITH ME. WE'RE LOOKING AT DIFFERENT

INITIATIVES IN ORDER TO IMPROVE UPON HERE. >> SO IF MRS. DILLARD IF YOU COULD SPEAK A LITTLE BIT WITH REGARDS WHAT WE'RE LOOKING AT AT OUR ACCELERATED ACADEMY, IF WE CAN HAVE A CONVERSATION WITH REGARD TO THE LOCAL IDENTIFIERS THAT YOU'RE LOOKING TO PUT IN PLACE, I'D APPRECIATE BECAUSE RIGHT NOW THIS IS WHERE WE'RE AT.

I WANTED TO UNDERSTAND WHERE WE'RE TRYING TO GET US TO THANK YOU.

SO WHAT WE ARE DOING IS LOOKING AT THIS FROM SEVERAL DIFFERENT AVENUES WE'RE LOOKING AT STARTING WITH OUR EARLIEST OUR YOUNGEST STUDENTS KINDERGARTEN AND LOOKING AT OPPORTUNITIES FOR EX ACCESS AND EQUITY FOR THEM. OFTENTIMES WHEN THERE ARE SITUATIONS WHERE THEY MAY COME FROM BACKGROUND WHETHER IT'S ESL, WHETHER IT'S HIGH POVERTY SOMETIMES THEY HAVEN'T HAD EXPOSURE TO CERTAIN LEARNING EXPERIENCES THAT MIGHT HELP THEM TO TO ADVANCE FURTHER. SO WE'RE LOOKING AT DOING SOME TRAINING WITH SOME DIFFERENT PROGRAMS THAT WERE DONE SPECIFICALLY OR FOR STUDENTS LIKE THIS.

[01:50:02]

WE'RE ALSO LOOKING AT SOME SORT LOCAL NORMS FOR SCHOOLS WHERE SET UP AS A RUBRIC.

SO WE LOOK SEVERAL DIFFERENT VARIABLES. WE LOOK AT MAP SCORES.

WE LOOK AT DIFFERENT TYPES OF LIKE THEIR GRADES. THOSE THAT ARE SHOWING OPPORTUNITY AND POTENTIAL ALONG WITH THOSE OPPORTUNITIES FOR CURRICULUM AND INSTRUCTION THAT WOULD THAT WOULD PROVIDE THEM WITH THAT WE HAVE A PROGRAM CALLED BRAIN DISORDERS FOR INSTANCE THAT IS AND THAT STARTS WITH SECOND GRADE STUDENTS.

SOME SCHOOLS ARE ACTUALLY STARTING IT AT THE END OF FIRST GRADE TO HELP KIDS WITH SOME OF THOSE ANALOGIES AND THINGS THAT THEY MAY NOT KNOW WHAT THEY ARE.

THEY'VE JUST NOT BEEN EXPOSED TO THEM BEFORE. SO WE'RE TRYING TO DO THAT AS WELL. AND THEN JUST RECENTLY LEARNED ABOUT THE NATALEE AREA.

IT'S CALLED THE NATALEE OR NON NON ASSESS OR SCUSE ME NONVERBAL COMPONENT.

SO THAT'S BEEN A VERY SUCCESSFUL INSTRUMENT TO USE ACROSS THE COUNTRY WITH STUDENTS THAT MAY NOT HAVE THE LITERACY SKILLS TO SHOW PROFICIENCY SOME OF THESE ASSESSMENTS BUT THEY ARE THINKING IN WAYS THAT THAT CAN BE DISCOVERED IN THESE TYPES OF ASSESSMENTS. SO FOR INSTANCE, IF YOU HAVE A YALE STUDENT WHO MAY NOT HAVE THE ACQUIRED LANGUAGE SKILLS YET BUT THEY SHOW POTENTIAL WITH MATH OR WITH NOT JUST NONVERBAL SORTS OF THINGS THAT IT WILL HELP US TO IDENTIFY THAT EARLY ON AND THEN WE CAN CONTINUE TO PROVIDE THOSE OPPORTUNITIES. SO AS WE'RE LOOKING AT SOME OF THE ADVANCED SITUATIONS OR DANCE OPPORTUNITIES STARTING EARLY, STARTING YOUNG, LOOKING AT DIFFERENT TYPES OF ASSESSMENTS THAT DOES NOT ALWAYS RELY ON ON LITERACY TO LOOK AT HOW STUDENTS ARE THINKING SO AND MRS. JULIET IS NOT TOUTING SOME OF THE WORK

THAT SHE'S CREATING. >> SHE'S DEVELOPING AND I WOULDN'T PUT IT IN BECAUSE IT IS NOT FINALIZED WITH DEVELOPING A RUBRIC FOR IDENTIFYING OUR CHILDREN EARLIER ATTACK EARLIER FOR GTA OR FOR A LITTLE BIT SHOWING THAT YOU'RE A LITTLE AHEAD OF THE CURVE. SHE'S DEVELOPING A PYRAMID TO BE UTILIZED AS A TMT ASSESS MODEL SO THAT CAN BE SHARED WITH OTHER TEACHERS WITHIN THE EARLY GRADES BECAUSE OUR GOAL IS NOT JUST AT KINDERGARTEN BUT ALSO I'VE HAD CONVERSATION WITH HEAD START TO BE ABLE TO IDENTIFY OUR CHILDREN YOUNGER WOULD ACTUALLY HUTCHINSON'S GROUP BUT ALSO I HAD STARCHED LITTLE BABIES LIKE WHO ARE THOSE CHILDREN WHO SHOW THIS TYPE OF EAGERNESS AND INQUISITIVENESS CRITICAL THINKING SKILLS, LOGIC SKILLS IN ORDER TO SAY WELL MAYBE THIS MIGHT BE A PROGRAM TO START PLACING OUR CHILDREN INTO NOT ONLY IN ONE AREA OF NORTHERN AWARD BUT LOOKING AT DEVELOPING PROGRAMS HOPEFULLY WITHIN THREE AREAS HERE IN BEAUFORT COUNTY IDENTIFIED AN ACCELERATED COUNT ACADEMY FOR HOPEFULLY POTENTIALLY OUT IN HILTON HEAD, ONE OF THE BLUFFTON AREA AND THEN ONE HERE IN THE BEAUFORT AREA FOR US SO WE COULD SAY GO

FROM YOUNG AGES UP. >> WE KNOW WHAT THIRD GRADE THE STATE STARTS FUNDING WITH.

MAYBE WE NEED TO START THAT NURTURING A LITTLE EARLIER. SO THAT'S ONE AREA THAT SHE'S WORKING ON THAT EMPTY SS PYRAMID BEING DEVELOPED AS A RESULT OF THIS TYPE OF DATA IS PHENOMENAL. I THINK I VISUALIZE THIS TO BE SOMETHING THAT GO BEYOND BEAUFORT COUNTY AND OTHER AREAS JACOB'S LADDERS TRAINING AND OUR INCREASED AMOUNT OF TRAINING MORE TEACHERS. THE IDEA IS IDENTIFY YOUNG EVENTUALLY BY THIRD GRADE TWO IN A COMBINED GRADE LEVEL OF CURRICULUM WITH STUDENTS THAT THIRD GRADE WILL HAVE NOT ONLY THIRD GRADE CURRICULUM BUT COMPOUND THE FOURTH GRADE FIRST SEMESTER FIFTH GRADE WOULD HAVE FIFTH GRADE SECOND SEMESTER, FOURTH GRADE. BUT THEN IN ORDER TO GET THERE WE'RE ALSO TRYING TO GET SOME POINTS OF CLARIFICATION FROM THE STATE WITH REGARD TO WHICH TASKS WOULD BE ALIGNED UP WITH STATE ACCOUNTABILITY FOR THE CHILDREN.

SO THAT IS THE ONE HURDLE RIGHT NOW THAT WE'RE TRYING TO CLARIFY.

SO THAT'S WHY I STARTED WITH T BECAUSE IN THE HERE AND NOW THIS IS WHERE WE'RE DRIVING THIS PATHWAY TO MRS. CUSHING VERY IF YOU CAN GO ON TO THE NEXT PLEASE A LITTLE MORE.

>> THAT'S PERFECT. SO THE VERY FIRST SLIDE THAT WE DIDN'T REALLY DISCUSS YOU WOULD HAVE QUOTED LET ME HAVE SOME OF THE NUMBERS REGARDING ACCELERATED COURSES WHERE DEFINING ACCELERATED COURSES AT THE HIGH SCHOOL LEVEL COMBINATION OF THOSE COURSES

[01:55:02]

>> AND I WANT TO SAY THOSE COLLEGE PREP OR COURSES THAT I MAY BE ABLE TO OBTAIN COLLEGE CREDIT BY OBTAINING THE APPROPRIATE SCORE ON EITHER AN IVY TESTS ADVANCED PLACEMENT ASSESSMENT OR IN THIS WHAT THIS SLIDE IS GOING TO REFLECT ON CAMBRIDGE OR ACE.

SO I'LL TAKE A MOMENT TO HAVE THAT TYPE OF CONVERSATION. WHEN WE LOOKED AT DAD AT OUR MIDDLE SCHOOL WE LOOKED AT THAT ARE IN OUR HIGH SCHOOLS. WHAT ELSE CAN WE BRING FORWARD FOR OUR CHILDREN? WELL WE'VE STARTED LAST YEAR CONVERSATION ROLLOUT THIS YEAR WITH BATTERY CREEK THAT IS CAMBRIDGE AN OPPORTUNITY DIPLOMA.

WE CALL IT THE ACE PROGRAM RIGHT NOW. THEY OUR STUDENTS WILL NOT BE SITTING FOR AN ASSESSMENT. WE'RE USING THIS YEAR AS A TEACH.

HOW CAN YOU MAKE IT BETTER FOR THE TEACHERS? WE DID LAST SEMESTER TRAINING OF A LARGE AMOUNT OF STAFF. NEXT YEAR STUDENTS WILL HAVE THE OPPORTUNITY TO SIT FOR COURSES THAT WILL GIVE THEM THE OPPORTUNITY TO BE COLLEGE CREDIT.

BUT THE REASON I BROUGHT UP MIDDLE SCHOOL FIRST IS WE'RE TRYING TO SEE WHERE WE CAN GET A FEEDER PATTERN OF A LOWER SCHOOL OF CAMBRIDGE TO FEED INTO OUR HIGH SCHOOL A MODEL THAT WE'RE TAKING INTO CONSIDERATION AND JUST STARTED HAVING CONVERSATION WITH MISS MISSOULA VAN ED ROBERT SMALLS ACADEMY IS TO HAVE OUR CHILDREN TO GO FROM ROBERT SMALLS WITH A PRE OR LOWER SCHOOL CAMBRIDGE INTO A CAMBRIDGE MODEL AND BATTERY CREEK.

>> WE'D LIKE TO HAVE THE OPPORTUNITY TO REPLICATE REPLICATE THAT.

WE DIDN'T PROVIDE YOU THE DATA ON THE OUTCOME OF TESTING RIGHT NOW BUT CAMBRIDGE IS DESIGNED FOR A STUDENT TO HAVE DIVERSITY TESTING. I GET TO PICK WHAT I'M INTERESTED IN. I GET TO BUILD MY RESPONSE IS THAT TESTING AND I'VE HAD AND MY EXPERIENCE HAS BEEN BEEN THAT STUDENTS WHO MAY NOT HAVE BEEN SUCCESSFUL ADVANCED PLACEMENT ARE PASSING THE CAMBRIDGE EXAMS AND FIXING THEIR PORTFOLIO.

I WANT TO PULL THEIR RESUMÉ THEIR TRANSCRIPTS FOR COLLEGE AND GETTING INTO MORE COLLEGES OF CHOICE AND I'M SPEAKING FROM MY PRIOR EXPERIENCE AS A HIGH SCHOOL PRINCIPAL.

SO SOMEBODY INCREASE YOU SEE WITH BATTERY CREEK IS BECAUSE OF CAMBRIDGE.

SO THESE ARE THINGS THAT WE'RE LOOKING FOR HERE AND NOW MRS. IS.

THAT'S JUST TOO QUICK BECAUSE I TOOK THE TIME AND WE CAN GO IN DEEPER IN THIS.

>> I WANTED TO GIVE IF YOU WANT TO GO ACTUALLY. ROBERT SMITH MRS. KUSHNER, I'M GOING TO ASK YOU TO GO BACKWARDS TO RIGHT BEFORE THE GIFTED AND TALENTED SLIGHT THIS

SHOULD BE ONE ON CAREER TECHNICAL EDUCATION. >> WE'RE IN MIDDLE SCHOOL.

IT WOULD BE A FEW WHEN I DO I DID. THANK YOU KNOW THAT'S GOING TO BE SCA UP I THINK IT'S PAGE 18 . IS IT 18? I LIKE TO CTE BY GENDER? YES, BY CTE BY GENDER. YES.

SO ONE OF THE VERY IMPORTANT THINGS TO RECOGNIZE HERE AND I ASK.

I WANT TO BUILD ON THIS. >> WE HAVE IMPROVED AS A DISTRICT.

I'M HAVING COMPLETE HOURS AND I THINK THAT'S SOMETHING VERY IMPORTANT FOR YOU KNOW, FOR MISS CAMERON TO SPEAK ABOUT BECAUSE IN ORDER FOR US TO HAVE COMPLETE IS NOW WE'RE SEEING AS THIS P E IS ASKING ABOUT THE NEXT LEVEL. WELL, TO ME THE NEXT LEVEL FOR A GRADUATE RIGHT WOULD BE WHAT HAPPENS A DAY AFTER GRADUATION .

AND OBAMA COULD COMPLETE OR EQUATE CAPITAL EDUCATION WITH BETTER PREPARE AND OUR CHILDREN. SO MRS. GILBERT, COULD WE TAKE A MOMENT TO SPEAK A LITTLE BIT

ABOUT YOUR COMPLETE AS I'M LEAVING YOU ABOUT ONE MINUTE? >> YOU'RE MUTED, MISS GILBERT.

>> THANK YOU, DR. STRATOS. >> IT GOES BACK TO SYSTEMS AND PROCESSES IN PLACE.

SO OVER A THREE TO FIVE YEAR PERIOD MY WORKING WITH OUR SCHOOLS OR COUNSELING PROGRAMS WITH HENDERSON IS PUT IN PLACE. WE HAVE REALLY INCREASED AN AWARENESS OF FOCUS ON WE WENT FROM ONE HUNDRED AND SIXTY NINE IN TWO THOUSAND FIFTEEN SIX THING TO TO AROUND EIGHT HUNDRED COMPLAINERS AS OF LAST YEAR. AND THIS DATA SHOWS THAT WE FAIL CERTAINLY HAVE QUESTIONS. AND AGAIN, IT IS A LOT TO DIGEST.

I THINK THIS IS MUCH MORE TO THE SPIRIT OF ONE POINT ONE THAN THAT THAN SOME OF THE PREVIOUS REPORTS IN PREVIOUS YEARS. SO I AGREE THAT THIS IS ON THE

RIGHT TRAIN. >> SO AGAIN, I WANT TO THANK THE TEAM BECAUSE IT REALLY IS NOT AN INDIVIDUAL GROUP OF PEOPLE WHO ARE MAKING THIS HAPPEN.

I'M VERY LUCKY TO HAVE GOOD LIVE INDIVIDUALS THAT WE HAVE SIMILAR OBJECTIVES AND GOALS.

SO I DO WANT TO SAY THANK YOU. >> ALL RIGHT. YES.

WE'VE GREATLY APPRECIATE EVERYONE'S EFFORTS TO BUILD A COMPREHENSIVE HOLISTIC PICTURE

[02:00:04]

OH, THANK YOU VERY MUCH, MR. SMITH. SO I WAS GOING TO SAY MAYBE THIS YEAR MAYBE AS YOU COME TO A WORKSHOP WORK SESSIONS BECAUSE A LOT OF INFORMATION TO DIGEST AND THERE'S A LOT OF ISSUES, A LOT OF QUESTIONING THE WRONG THE THE UNDERSTANDING AND THE PROCESS OF THIS INFORMATION. SO I WAS GOING TO JUST SAY MAYBE THIS SHOULD COME TO POSSIBLY COME TO THE NEXT SESSION.

THAT WOULD BE MY SUGGESTION, MR. SMITH, THAT WE WILL CERTAINLY KEEP THAT UNDER

ADVISEMENT. >> I THINK IF WE COULD DIGEST IT IN A SMALLER GROUP NEXT ACADEMIC COMMITTEE MEETING AND THEN YOU'RE RIGHT IT PROBABLY WOULD TAKE A WORK SESSION FOR THIS TO BE ADDED TO THE FULL BOARD. SO THAT'S A GOOD IDEA.

ALL RIGHT. WHY DON'T WE GO AHEAD AND SET THE NEXT MEETING DATE?

>> THE THIRD WEDNESDAY IN JANUARY WOULD BE THE 20TH JANUARY 20TH 20 21.

>> THAT'S INAUGURATION DAY. ANYBODY WORK? YEAH.

WELL, WHAT TIME WE INAUGURATION AND WHAT TIME IS THE MEETING RIGHT? I DON'T KNOW THE ANSWER. WHEN THE INAUGURATION IS THAT IT ISN'T REALLY I ■THOUGHT IS&-?

* This transcript was compiled from uncorrected Closed Captioning.