Mar 19, 2021 Board of Education - Board Work Session

SO WE WANTED TO HAVE THAT REAL WORLD EXPERIENCE, NOT ONLY THE CLASSROOM, BUT WHAT OUT THE REAL WORLD CAN THEY RELATE TO WHAT YOU'RE LEARNING AND BEING LECTURED IN THE CLASSROOM? SO CO-FOUNDER, THEY GRADUATED.

IT WAS THE VILLAIN, NOT BY THE STATE DEPARTMENT.

IT WAS DEVELOPED BY A BUNCH OF BUSINESS FOLKS UPSTATE ABOUT BY THE SOUTH CAROLINA CHAMBER OF COMMERCE.

WHAT WAS HAPPENING? STUDENTS WEREN'T GRADUATING OR WERE NOT PREPARED FOR POST-SECONDARY ENDEAVORS.

AND AS A RESULT THAT EVEN THOUGH IT WAS PASSED IN 2015, THAT'S WHERE THE IGP CAME FROM.

HOW DO WE PREPARE STUDENTS FOR WHOLE SECONDARY? AND THAT WAS WHETHER THAT'S COLLEGE, MILITARY, OR WORKFORCE, WHICH MANDATES THE STUDENT AND THE PARENT MUST SIT DOWN AT LEAST ONE TIME A YEAR.

AT LEAST IT SHOULDN'T BE MORE THAN ONE TIME THAT YOU WERE AT THAT SCHOOL COUNSELOR.

YOU DEVELOP THAT WHOLE CENTURY PLAN.

AND BY THE TIME THEY'RE IN 10TH GRADE, THEY NEED TO DECLARE WHERE DO I WANT TO DO SO THEY CAN START GETTING THEM GETTING THAT PLAN.

YOU CAN'T IMPLEMENT A PLAN OVERNIGHT.

SO STARTING THAT TIP RIGHT HERE, THEY NEED TO BE DECLARE, WHAT AM I GOING TO DO? IF I'M GOING, IF YOU WANT TO MILITARY, I NEED TO MAKE SURE THAT STUDENTS TAKE THE ADS BACK BECAUSE THE CAST SCHOOLS THERE FOR TWO YEARS.

SO EVEN THEY CAN HANDLE THE PLANS IN PLACE.

IF THEY WANT TO GO TO A FOUR YEAR COLLEGE, I NEED TO MAKE SURE THAT STUDENT PREPARE FOR THE SAT AND THE SAT ACT, ET CETERA, AND BRING IN THOSE GUEST SPEAKERS TO PREPARE THEM FOR THAT.

POST-SECONDARY.

SHE'S PARTNERED WITH US FOR YEARS AND EDUCATING THE COUNSELORS AND THE CTE TEACHERS.

SO THE COUNCIL FOLKS UPSTATE THAT TOGETHER WITH A LEGISLATURES, THE SOUTH CAROLINA CHAMBER OF COMMERCE EDUCATORS CAMPS AND DEVELOPED THE SOUTH CAROLINA TRANSFORM AG TRANSFORMATION AG.

IT WAS SUCH A GOOD INITIATIVE.

THE STATE ADOPTED IT AND THEY WAS STOPPING ON A PROFILE GRADUALLY.

THAT'S WHERE IT CAME FROM BECAUSE THERE'S UPSTATE TOOK THE INITIATIVE AND SAW THE NEED AND BUSINESS FOLKS WERE DRIVING BACK.

AND WHAT ARE THE THREE ATTRIBUTES THAT STUDENTS SHOULD HAVE UNDER THE SOUTHWESTERN PROFILE? WORLD-CLASS KNOWLEDGE, WORLD-CLASS SKILLS, LIFE AND CAREER CHARACTERISTICS.

AND ROBERT, IF YOU SEE THAT ON THE SCREEN WITH THE SOUTH CAROLINA PROFILE, WITH THE GRADUATE, THOSE 24 PRINTS, THEY HAVE PAST THE THIRD.

YOU PRESENT THOSE FOUR YEARS.

AND WE KNOW WE HAVE STUDENTS GRADUATING EARLY GRADUATION, SO THEY CAN BE AND ACCOMPLISH THAT GOALS OF WORLD-CLASS KNOWLEDGE WITH RIGOROUS STANDARDS AND LANGUAGE AND MATH, BUT KOREAN COLLEGE READINESS, MULTIPLE LANGUAGE, STAM WORLD-CLASS SKILLS.

THERE ARE SIX ELEMENTS UNDER THAT.

AND I WOULD READ THOSE TO YOU LIKE IMPAIRED CAREER CHARACTERISTICS, SIX OF THOSE ELEMENTS, SIMPLE INTEGRITY, THOSE QUALITIES, THAT BUSINESS FOLKS, THAT OUR KIDS NEED, THOSE INTANGIBLES, THOSE THINGS THAT WE CAN'T SEE SOMETIMES ALSO, WHEN WE'RE TALKING ABOUT A BED TO WORK ON TIME, THAT'S WHY BUSINESS PARTNERS WAS SO IMPORTANT.

YOU KNOW, YOU GET INSPECTED TODAY.

YOU CAN WORK YOUNG MAN OR YOUNG LADY, BUT DON'T BE ON THE CELL PHONE.

WE'VE ALL SEEN THOSE THINGS.

SO THESE ARE THINGS THAT WE'RE TALKING TO STUDENTS ABOUT ONTO THE SOUTH CAROLINA PROFILE THAT IS TRANSCENDED.

NOW LET'S TALK ABOUT THE PROFILE OF THE BEAVER GRADUATE, MR. MALE CAMPBELL, YOU BROUGHT THIS UP IN THE SIM DACA STRATEGY AND CONVENIENCE, AND JERRY, WE NEED TO DO THIS.

AND I SAID, YES, DR.

STRATUS, WE NEED TO DO THIS.

SO WE GOT TOGETHER.

SHE HAD, I'VE MET HIM ON SEVERAL OCCASIONS.

AND WE TALKED ABOUT WHAT APPROACH WOULD WE TAKE IN DEVELOPING THE PROFILE OF A BEAUTIFUL GRADUATE? IT'S NOT THE PLACE TO SOUTH CAROLINA PROFILE, BUT IT'S TO ENHANCE.

SO AS SHE WAS WALKING ACROSS THAT STAGE, KNOWING SOMETHING ABOUT BEAVER COUNTY AND THOSE THREE ATTRIBUTES INCLUDE GLOBAL CITIZENSHIP, HISTORICAL KNOWLEDGE, FINANCIAL AND ECO LITERACY.

NEXT SLIDE.

SO WHEN I WAS TALKING TO DR.

STRATUS ABOUT THIS, I SAID, WE CAN'T DO IT BY OURSELF.

WE NEED TO BE MINDFUL OF THE FACT THAT THEY DID IT UPSTATE.

AND I ACTUALLY REACHED OUT TO THE STATE DEPARTMENT AND SPOKE WITH THEM HOW THEY CREATED THE PROFILE IN REGARDS TO THE COMPOSITION OF THE COMMUNITY.

SO ADVOCATE AND BEAVER COUNTY FOR ABOUT 20 YEARS AND THIS POSITION AS AN EDUCATOR,

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I WAS FORTUNATE.

IT'S NOT GOING TO BE SOME PEOPLE WHILE WORKING AT THE VARIOUS SCHOOLS I'VE WORKED IN.

SO I CALLED THEM ON SOME OF THEM AND THERE'S A LIST OF THEM ON THE SCREEN.

SO OUR COMMITTEE CONSISTS OF 33 PEOPLE TO INCLUDE ALICE HOWARD WHO'S, WHO'S A COUNTY COUNCIL.

SHE HAD HAD WORKED TOGETHER, WENT OUT OF STATION ON THE AIR STATION.

AND A LOT OF US WOULD KNOW SHE WAS OVER TO NATURAL RESOURCES AND ENVIRONMENTAL ON THE AIR STATION.

SO THAT'S WHY I REACHED OUT TO ADAMS. FRANK WHITSON WAS A BUSINESSMAN, DR.

KITT MURRAY, WHO WAS A PROFESSOR AT THE CITADEL, UM, JOSEPH KLEIN, WHO WAS A JUDGE.

UH, EVERYBODY KNOWS ED CURLY, SUE, WHO'S A HISTORIAN.

SO WE HAD THE, THE COMPOSITION THAT YOU SEE ON THE SCREEN.

AND THEN THE POWERPOINT WE HAVE EDUCATORS, WE HAVE PARENTS.

UM, WE HAVE SOMEONE, UH, FROM ALL DIFFERENT WALKS OF LIFE AND PROFESSION OF BANKER WAS WITH ONE OF THE ATTRIBUTES WAS FINANCIAL.

AND THAT'S SOMETHING THAT HE'S ALREADY GOING INTO THE SCHOOLS AND DOING, AND BELIEVE IT OR NOT.

AND I TALKED ABOUT IT MORE IN A MOMENT WHEN WE HELD THESE MEETINGS AND I'LL GO OVER OUR SCHEDULE AND TIMELINE, AND MOMENT IS THAT WE FOUND THAT WE WERE DOING A LOT OF THESE THINGS, BUT WE WERE NOT GOING TO ON DISPLAY, BUT WE, AND THEY WERE NOT IN A STRUCTURED FRAMEWORK WHERE WE COULD DO THAT.

JUST LIKE WHEN WE CREATED THE CHARACTER AND I WOULD ARRIVE LIKE THAT PROBLEM, FIVE, SIX YEARS AGO, IT WAS STRUCTURED.

AND I COLLABORATED WITH THIS HOUSE WAS TO COME UP WITH THOSE WORDS.

SO THAT'S WHAT WE'RE GOING TO DO IN REGARDS TO THE FRAMEWORK OF ABUSER.

BUT AGAIN, THE 33 MEMBERS FROM VARIOUS PROFESSIONS JUST WANT TO SHARE THEIR LIFE EXPERIENCE AND THEIR PROFESSIONAL EXPERIENCES.

AND IF YOU GO TO THE NEXT SLIDE AND YOU'LL SEE ON THE NEXT SLIDE, THE THREE ATTRIBUTES ON THE BOARD, AND WE ALSO WENT SO FAR TO DON'T GET, WE NEED SOME INSTRUCTIONAL LEADERS WHEN WE DEVELOPED THIS CURRICULUM, THOSE FOLKS THAT ARE ALREADY IN THE DISTRICT WHO REALLY ARE THOSE LEADERS, WHEN IT COMES DOWN TO CURRICULUM AND INSTRUCTION FOR GLOBAL CITIZENSHIP, WE HAVE BRENDA BLUE, SHE WAS TICKLED PINK ABOUT IT.

SHE SAID, JARED BEEN DOING A LOT OF THIS NOW, BUT WE DON'T KNOW THAT HISTORICAL KNOWLEDGE.

AND LET'S TALK ABOUT GLOBAL CITIZENSHIP, INTERDISCIPLINARY LIFE SKILLS, UNDERSTANDING OF BASIC HUMAN RIGHTS, AGENT OF CHANGE, MONA LISA DIXON, HISTORICAL KNOWLEDGE.

SHE'S THE CHAIRPERSON OF THAT SUBCOMMITTEE AFRICAN-AMERICAN STUDIES.

AND WE WANT TO CHANGE THAT BECAUSE WE WANT TO INFLUENCE ALL CULTURES AND DEMOGRAPHICS.

SO THERE'S A CHANGE THAT WE'VE MADE IN OUR LAST MEETING C AND BARRIER ITEMS. WE KNOW WE'RE PART OF THAT.

THE MILITARY HISTORY WEEK, WE HAVE THE TRIBAL MAN BY ABUSER.

WE HAVE PARIS ALUM.

WE HAVE THE NAVAL HOSPITAL AND WE HAVE THE AIR STATION.

AND I, OUT OF CURIOSITY, AFTER YOU HAD THIS MEETING AND I ACCEPT FULL SAS THAT I HAVE YOU EVER BEEN ABROAD THE AIR STATION OR PARENTS OUT, AND THESE ARE EDUCATORS.

THESE ARE PEOPLE THAT HAVE NEVER BEEN ON THE BOARD, THESE INSTALLATION.

SO HOW CAN WE REALLY TALK IF WE CAN BRING IN GUEST SPEAKERS, BUT WE NEED TO BE ABLE TO SHARE THE LACY INFORMATION.

ALSO SOME OF THE BASIC FINANCIAL AND ECO LITERACY.

AGAIN, WE HAVE A BANK MANAGER ON OUR COMMUNITY, MATT ROBINSON, A LOCAL AND GLOBAL UNDERSTANDING OF THE EFFECTIVE CLIMATE CHANGE.

AND I'M SURE YOU ALL RAN INTO PAPER AND HOW THEY TALKED ABOUT POSING PARIS OUT BECAUSE OF THE, ALL THE HURRICANES, ET CETERA, THAT HAVE BEEN OCCURRED IN THE LAST FIVE TO SIX YEARS.

SO THESE ARE THINGS THAT WE WANT YOU TO EMBED IN THE CURRICULUM AND ECO SYSTEMS. AGAIN, YOU'RE FORTUNATE TO HAVE NOW IS HOWARD AS WE NEVER ABOUT COMMUNITY.

AND SPECIFICALLY, IF YOU LOOK ON THE BOARD, YOU'LL SEE THOSE FOLKS, HOW WE'VE BROKEN THEM DOWN.

IT WAS BASED ON THEIR PROFESSIONAL LIFE AND LIVE EXPERIENCES.

WE MET TWICE ALREADY.

AND OUR NEXT STEPS, WE, AGAIN, THE FIRST MEETING WAS ON THE WHY, BECAUSE WE HAD TO TELL THE COMMITTEE MEMBERS, WHY ARE YOU HERE? THEN YOU CAN KNOW WHAT WAS THE GOAL AND THE OBJECTIVE.

AND THE, IN OUR SECOND MEETING, WE TALKED ABOUT THOSE THREE ATTRIBUTES THAT ON THE COMMITTEES, WE DID BREAKOUT SESSIONS AND THEY CAME BACK AND HAD TO GO REPORT IT.

THE END OF THE MEETING, THEY TOOK NOTES THAT MEDICINE, WE HAVE ONE VIAL AS AN ARCHIVE.

AND EVEN BY THE WAY, WE TALKED TO DR.

KENT MURRAY FROM THE CITADEL WHO WAS ONCE AN EDUCATOR TEACHER PRINCIPAL.

HE WAS A, UM, A BOARD MEMBER AND HE WAS A SUPERINTENDENT.

HE SAID, JERRY, THIS REALLY COULD BE A PATTERN FOR THE OBVIOUS SCHOOL DISTRICTS TO HAVE THEIR OWN PROFILE.

SO WE'VE BEEN IN COMMUNICATION, LIKE I SAID, WITH THE STATE DEPARTMENT.

AND THAT IS THAT OUR ENDEAVOR IS TO PRODUCE OUR CURRICULUM PRODUCT THAT WE CAN SHARE WITH OTHER DISTRICTS THROUGHOUT THE STATE.

SO AGAIN, WE'VE MET TWICE ALREADY.

OUR NEXT TWO MEETINGS, WE HAVE A CURRICULUM COMMITTEE AND DOING THAT CURRICULUM COMMITTEE, THERE WILL BE THOSE INSTRUCTIONAL LEADERS THAT I MENTIONED, MONA, LISA DIXON, BRENDA BLUE, STEVEN SCHEDULER, AND MATT HALL LEADING THOSE SUBCOMMITTEES.

AND WE ALSO TALKED WITH THE SHARING GIVING SCHOOL IS AN ADJUNCT PROFESSOR AT SOUTH CAROLINA STATE UNIVERSITY.

SHE HAS A DOCTORATE DEGREE IN CURRICULUM AND WRITING.

SO SHE IS WANTING TO SUPPORT US IN THIS ENDEAVOR.

[00:15:01]

SO SHE WAS EAGER TO ASSIST US IN WRITING THE CURRICULUM FOR THE PROFILE OF THE PEOPLE GRADUATE, BUT THE COMMUNITY IS, UH, THEY WANT TO DEVELOP A FRAMEWORK.

HOW DO WE WANT TO PACKAGE THIS? WE DON'T WANT TO BURDEN THE TEACHERS, BUT WE WANT TO GIVE THEM SOMETHING THAT THEY CAN SHARE WITH THE STUDENTS.

BUT ALSO SOME OF THE IDEAS THAT CAME OUT OF THE MEETING, EVEN WHEN WE TALKED BRIEFLY, WE CAN HAVE A CELEBRATED PREVIEW FOR THE HISTORY.

WHY DON'T WE HAVE A CELEBRATE NEW FOR WEEKEND THAT IS DURING THAT WEEKEND SHE'LL VIDEOS AND FROM THE DIFFERENT SCHOOLS, HOW THEY DISPLAY AND TEACHING THE STUDENTS, THESE ATTRIBUTES EVERY DAY OF THE WEEK, EVERY DAY OF THE WEEK, AND POSTED THESE VIDEOS ON THE SCHOOL WEBSITES AND ALSO THE DISTRICT WEBSITE.

SO WE CAN SHOW EVIDENCE OF OUR WORK IN REGARDS TO EDUCATING STUDENTS ABOUT THOSE, THOSE THINGS THAT WE'RE MOST PROUD OF, AND YOU CAN COUNT THEM.

AND AGAIN, THEY WILL CREATE A BOOK LIST OR A RESOURCE LIST, AND THAT'S WHERE THE COMMUNITY MEMBERS COME IN AND POST ON THIS COMMITTEE.

YOU KNOW, THEY WILL IMMEDIATELY, I KNOW SO-AND-SO CAN DO THIS.

WE WANT TO FIND THE AUTHORS FROM DIFFERENT COUNTIES, HAVE A LIST.

SO THE TEACHERS CAN USE THAT AS A RESOURCE AND THAT'S AGE APPROPRIATE, BUT EACH LEVEL DEVELOP A FIELD TRIP, UM, LIST ALSO, HAVE THEY WANTED A PEN SET OR HAVE THEY GONE TO THE SPANISH, UM, DECIDED ON PARASOL.

SO THERE'S A LOT OF, HAVE THEY GONE TO THIS SPANISH, ALL OF OUR LANDS AND ROAD.

A LOT OF THEM DON'T EVEN KNOW ABOUT THESE THINGS.

THAT'S WHERE WE'RE GOING TO DEVELOP THIS RESOURCE LIST.

SO WE MAKE IT EASY FOR THE EDUCATORS, NOT HAVING TO GO LOOK AROUND AND SAY, WELL, NOW WHAT CAN I DO? WE'RE GOING TO PACKAGE IT.

SO IT'S APPROPRIATE FOR EACH SCHOOL YEAR.

AND WE, IT AND PREPARE A REALISTIC TIMELINE.

WE HAD TO PREPARE A REALISTIC TIMELINE BECAUSE WE WANT THE PRODUCT TO BE SOMETHING THAT WE'RE PROUD OF.

YOU'LL NOTICE ON THE BACK OF YOUR WORK SESSION AND THE TIMELINE, EVEN THOUGH IT HAS AN HOUR, THERE WOULD BE PRIOR TO THE BEACH.

UM, IN, IN ONTO PARIS ISLAND, I'VE MCA S PENN CENTER, YOU KNOW, THERE'S THE NEW FORT BROWNS THAT JUST OPENED UP IN PORTABLE ROYAL.

ANY TIME WE DO A LOT OF TALK ABOUT, ESPECIALLY WITH THE PRINCIPALS OUT OF MEETING WITH THOSE SUBCOMMITTEE LEADERS PRIOR TO OUR NEXT MEETING ON APRIL 5TH, BECAUSE WE, ONE SESSION IS NOT ENOUGH OF THE HOUSE, BUT THE BEAUTY OF IT IS DURING THE SUMMER.

THAT'S WHEN THE CURRICULUM COMMITTEE IS WANTING TO DO THE BULK OF THE WORK WHEN THEY SIT DOWN AND THEY WRITE THE CURRICULUM, FIRST OF ALL, ESTABLISH THE FRAMEWORK OF HOW WE WANT TO PACKAGE THIS AND THEN A DINNER ITEM, THE, UH, THE CURRICULUM AND HOW IT WILL BE SHARED WITH THE SCHOOL, WITH WHEN WE EXPECT, BECAUSE IN ORDER FOR THIS TO BE SUCCESSFUL, WE HAVE TO HAVE THE SUPPORT AND BUY-IN OF THOSE IN THE DISTRICT, MAYBE TO BE A PART OF THIS.

AND THEN LATER WE'RE GOING TO PRESENT THE PROFILE AGAIN, TO ALL THE PRINCIPALS IN THE DISTRICT IN SEPTEMBER AND OCTOBER, WE'LL BRING IT BACK TO THE ACADEMIC COMMUNITY AND SHARE WITH THEM.

BUT EVEN WHEN WE PUT UP PRODUCING IT ON JULY TIMEFRAME FRAME, BUT WHY DON'T YOU WITH THE STAKEHOLDERS, WITH THE SIC? THEY NEED TO KNOW WHAT'S COMING DOWN THE PIPE.

WE'RE NOT GOING TO HAVE A MINUTE UNTIL SCHOOL.

YOU'RE 22, 23.

SO THIS GIVES US A LITTLE ADJUSTMENTS IF NECESSARY AND SEEK THE FEEDBACK OF ALL STAKEHOLDERS.

SO THAT WAS YOUR CABANA.

AND IF YOU HAVEN'T EATEN, IT YOU'LL COME IN.

IF I COULD, I HIT IT, THAT IT WAS A RECOMMENDATION FROM OUR BOARD ITSELF AS A JOKE, OUR HOPE IS THAT WE CREATE SIGNIFICANT UNITS OF STUDY.

AS SANDRA SAID, SHARE THAT ARE GRADE LEVEL APPROPRIATE, INTEGRATING ON REQUIRED STANDARDS FOR GRADE LEVEL.

MOST OF ALL, WE WANT TO MAKE SURE THAT OUR STUDENTS, AS THEY CROSS THE STAGE AT GREGORY AT GRADUATION, AT THEIR COMMENCEMENT, THAT LEAVE, PRODUCE STUDENTS AND UNDERSTAND THE NATURE HERE OF YOUR BIRD COUNTY.

WE HAVE STUDENTS WHO ARE WALKING ACROSS THE STAGE WITH DV RESPECT AND UNDERSTANDING AND RESPONSIBILITY OF GOING FORWARD.

ONE OF THE COMMITTEES THAT WE ARE SEPARATING IS THE FINANCE LITERACY AND APPLE LITERACY.

THAT IS A RECOMMENDED RECOMMENDATION, FIND A COMMITTEE TO SEPARATE THE TWO, BECAUSE THEY FELT THAT IT'S SUCH A LARGE AMOUNT, THAT INFORMATION, WHEN I SHARE THE IDEA THAT FOR LITERACY, WE'RE TALKING ABOUT YOUR CARBON FOOTPRINT, WHAT ARE WE DOING AND HOW CAN WE IMPROVE? SO WE'RE TRYING TO THINK A LITTLE DIFFERENT APPROACH TO THE COLLABORATION OF OUR STANDARDS, BUT MOST OF ALL, THE TIME TO BE RECOUNTING.

SO IF YOU HAVE ANY QUESTIONS OR RECOMMENDATIONS AT THIS TIME, BOARD MEMBERS, PLEASE SHARE .

THANK YOU VERY MUCH.

UM, THANK YOU FOR YOUR ENTHUSIASM FOR THIS MS. HENDERSON.

I MEAN, THIS IS EXCITING.

IT REALLY DOES.

UM, I, AS I WAS REVIEWING THE POWERPOINT, UM, THE, THE PEOPLE YOU BROUGHT IN FROM THE COMMUNITY IS OUTSTANDING.

JUST FABULOUS.

I DO HAVE, UM, YOU KNOW, A COUPLE OF THOUGHTS, YOU KNOW, WE'RE TALKING ABOUT THE SRO TWO PHONE, SO MONEY, UM, AND I THINK THAT ANY USE OF THAT MONEY FOR FIELD TRIPS, UH, FOR THE KIDS TO GET ACTUALLY OUT THERE,

[00:20:01]

THAT, I MEAN, IT'S JUST, IT'S ALL RIGHT HERE IN OUR BACKYARD AND KIDS DON'T KNOW ABOUT IT.

SO I DON'T THINK THERE'S ANYTHING MORE VALUABLE THAN THE KIDS WALKING IT, SEEING IT, TOUCHING IT.

TO EXPAND THEIR BASE KNOWLEDGE.

SECONDLY, WAS THERE ANY, UM, THOUGHT ABOUT MAYBE ASKING STUDENTS ABOUT THIS? WHAT I'M, WHAT I'M THINKING IS IT, YOU SAID, YOU KNOW, A LOT OF THIS IS ALREADY BEING DONE.

BE INTERESTING TO SEE THROUGH THE STUDENT'S EYES, WHEN THEY'RE THEY SEE THAT SOME OF THIS IS BEING DONE AND INCORPORATING MAYBE JUNIORS IN HIGH SCHOOL WITH ZOOM, YOU CAN GET THEM ALL TOGETHER EASILY AND ASK, WHAT DO YOU THINK ABOUT THIS? YOU'RE GRADUATING NEXT YEAR? HOW READY DO YOU THINK WE ARE? HOW MUCH OF THIS ARE WE ALREADY DOING? SO IT WAS JUST A THOUGHT, GETTING THE STUDENTS INVOLVED, RIGHT? THANK YOU, MS. MIDDLETON.

THANK YOU, MRS. .

THIS IS AMAZING BECAUSE THE ONE THING THAT I'D WANT TO SEE IS MORE OF OUR CHILDREN'S NAME HERE IN OUR COMMUNITY AND BUILDING OUR COMMUNITY.

AND BY DOING THIS, THEY WILL LEARN MORE AND THEY INVESTED AND THEY WILL FIND THOSE THINGS THAT THEY CAN FIX, BUT THEN THE COMMUNITY WANT TO STICK.

SO THIS IS WONDERFUL.

AND ONE OF THE THINGS DR.

GIVEN SHE HAD WITH US AT A RECENT TRAINING, SHE SAID, YOU KNOW, DON'T ASK THE STUDENTS WHAT JOB YOU WANT, WHAT CHANGES YOU WANT TO CHANGE IT TO WILL CHANGE AS YOU WANT TO MAKE IN YOUR SOCIETY.

YOU KNOW, BECAUSE THERE ARE JOBS OUT THERE, BUT YOU WANT TO MAKE A DIFFERENCE.

AND THAT WAS AT ONE OF OUR RECENT TRAININGS WITH THE COUNSELORS AND THE CTE TEACHERS TO ASK THE QUESTION, WHAT CHANGES DO YOU WANT TO MAKE? SO THAT GOES ALONG WITH WHAT YOU'RE SAYING.

UM, ACTUALLY THE CITRIX AND EVERYTHING I WAS GOING TO SAY, HOWEVER, I'LL TAKE IT A STEP FURTHER AND SAY THAT I THINK WE SHOULD HAVE REQUIRED FIELD TRIPS AT CERTAIN GRADE LEVELS TO THESE SPECIFIC AREAS, ASSIGN THEM TO A SPECIFIC GRADE LEVEL.

SO I KNOW WE HAVE A TRANSIENT POPULATION AT SOME, BUT A LARGE MAJORITY OF OUR STUDENTS OR WILL HAVE THE SAME EXPERIENCE.

SO I WOULD INCORPORATE REQUIRED FIELD TRIPS AT CERTAIN GRADE LEVELS.

THEN YOU ALSO MAKE SURE THAT THAT THERE'S SOME CURRICULUM TALK GROUND MAP, BECAUSE BEFORE YOU GO ON A FIELD TRIP, YOU ALWAYS STUDY WHY HE'S GOING THERE.

AND MY OTHER COMMENT WAS ABOUT THE STUDENTS.

UM, AND I HAVEN'T THOUGHT ABOUT THE STUDENTS IN, ESPECIALLY THE FINANCIAL LITERACY, ASK YOUR STUDENTS WHO HAVE GRADUATED AND OUT OF HERE.

WHAT DO YOU, WHAT, WHAT DO YOU WISH YOU KNEW BEFORE YOU GOT OUT THERE IN THE WORLD WHEN IT COMES TO MONEY AND THAT TYPE OF STUFF, WHAT IS IT THAT YOU REALLY FEEL LIKE? OH MY GOSH, I WISH I REALLY LEARNED THIS IN SCHOOL.

DR.

RODRIGUEZ, MS. ROBOT, AND I, I WOULD, HE WENT A LITTLE BIT FURTHER.

I WANT TO GO A LITTLE BIT FURTHER AWAY, BUT YOU WERE JUST TOUCHING UPON, UM, I HAVE MEETINGS WITH HIGH SCHOOL STUDENTS AT ALL OF OUR HIGH SCHOOLS, UH, ABOUT, UH, DIFFERENT TIMES OF THE YEAR, RIGHT.

AND A STUDENT ADVISORY GROUP.

AND ONE OF THE THINGS THAT I'M FINDING FROM OUR STUDENTS IS THEY'RE CRAVING MORE FINANCIAL LITERACY.

THEY'RE THEY'RE IN, IN HIGH SCHOOL, THEY'RE ASKING FOR MORE OF THAT NOW.

SO WE DON'T NECESSARILY HAVE TO HEAR IT FROM OUR ALUMNI.

I THINK WE'RE HEARING THAT RIGHT NOW FROM OUR, UM, FROM OUR STUDENTS .

SO I DO WANT US TO RECOGNIZE IN 2023, THE STATE OF SOUTH CAROLINA IS INCORPORATING FINANCIAL LITERACY INTO ECONOMICS.

SO LOOK, YOUR REQUIREMENT IS SO THAT IT'S GOING TO BE A GRADUATION REQUIREMENT.

WHAT OUR GOAL IS, IS TO START THAT AS YOU'RE PUTTING THE BOW, EACH OF YOU TO TAKE IN YOUNGER AGES TO UNDERSTAND.

SO WHEN WE'RE TEACHING MATH, WHY ARE WE NOT USING A CHECK AND APPLICATION CONCEPTION AS WELL? BECAUSE THE CHECKBOOK BALANCE IS PROBABLY THE BASIC MATHEMATICS THEN WE COULD EAT.

SO, YES.

COLLABORATION, EFFECTIVE COMMUNICATION, THINGS OF THAT SORT.

SO I JUST WANTED TO SAY QUICKLY, THANK YOU, UM, SANDERSON AND DON SHADOWS FOR YOUR LEADERSHIP AND BARRY, THIS FANTASTIC PRESENTATION.

THE ONLY THING THAT I WOULD ADD IS, IS REALLY JUST A SUGGESTION THAT THE DEVELOPMENT OF THE STANDARDS BE FLEXIBLE AND NOT STATIC.

NOW THERE'S BEEN A LOT OF CONVERSATION RECENTLY ABOUT THE EXPECTATIONS FOR STUDENTS TO BE COMPETITIVE IN THE 21ST CENTURY WORKFORCE ENVIRONMENT.

THEY'VE THOSE STANDARDS HAVE BEEN KIND OF OUTLINED, RIGHT? DIGITAL, TECHNICAL MEDIA, LITERACY,

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AND SO THE IDEA IS THAT THE ARTICULATION OF THESE EXPECTATIONS SHOULDN'T BE, UH, A PARTICULAR POINT IN TIME, BUT THERE IS A SIGNIFICANT POSSIBILITY THAT THEY MAY NEED TO EVOLVE AND CHANGE OVER TIME.

SO JUST SOMETHING TO CONSIDER.

SO I CALLED THE LAST 13 MONTHS, WE REALLY LEARNED THAT.

UM, AND I WOULD ADD ON THE FINANCIAL LITERACY, CAUSE I WAS TALKING TO SOME OF MY NEIGHBORS AND THEY'RE LIKE, WHY AREN'T THE SCHOOLS TEACHING MORE FINANCIAL LITERACY, FINANCIAL LITERACY NEEDS TO BE FLEXIBLE.

MY KIDS WILL PROBABLY NEVER WRITE A CHECK.

I WOULD BE STUNNED IF THEY EVER WRITE A CHECK.

I'M NOT SAYING WE CAN'T USE IT TO TEACH MATH, BUT WE NEED TO MAKE SURE THAT WE HAVE UP-TO-DATE AND FORWARD-LOOKING FINANCIAL.

UM, THE OTHER THING IS WHEN YOU TALK ABOUT DEVELOPING FRAMEWORK, AS WE'VE LEARNED FROM THE OPERATIONS COMMITTEE, IT'S MUCH EASIER TO BUILD A SCHOOL FROM SCRATCH, RIGHT? IT'S EXCITING.

IT'S FUN.

IT'S CHEAPER.

IT'S MUCH HARDER TO REMODEL WHAT I FIND MISSING.

SOMETIMES WHEN WE GO INTO THESE THINGS, NOT THIS SPECIFICALLY, BUT THE HUMAN POPULATION AS A WHOLE IN WITH ALL THIS ENTHUSIASM, WE BUILD SOMETHING.

WE DON'T HAVE THAT FEEDBACK LOOP THAT COMES BACK IN AND SAYS, IS THIS WORKING BECAUSE I KNOW THERE'S A LOT OF STUFF THAT WE'VE IMPLEMENTED IN THE SCHOOL AS A PARENT THAT IS NOT BEING NECESSARILY ALWAYS ROLLED OUT TO THE COMMUNITY.

AND WE NEED TO HAVE BUILT INTO THE FRAMEWORK, SOME SORT OF FEEDBACK FROM PARENTS OR TEACHERS AS TO HOW IT'S WORKING, IF IT'S BEING IMPLEMENTED CORRECTLY, IF IT NEEDS TO BE CHANGED.

UM, AND THEN THE OTHER PART OF THE FRAMEWORK THAT I THINK IS REALLY IMPORTANT, HAVING KIDS RECENTLY IN HIGH SCHOOL, ONE, THAT'S ABOUT TO START AT EACH LEVEL ELEMENTARY, HIGH SCHOOL, MIDDLE SCHOOL.

WE SHOULD BE LIKE, THIS IS THE FRAMEWORK FOR THE ELEMENTARY SCHOOL.

THIS IS THE FRAMEWORK.

AND WHEN YOU GET TO HIGH SCHOOL, A LOT OF STUFF NEEDS TO BE ALREADY BAKED IN, RIGHT? BECAUSE IF YOU ARE LOOKING AT MILITARY, YOU SHOULD JOIN THE ROTC PROGRAM.

IF YOU, YOU KNOW, AT THAT 0.4 YEARS, YOU COME OUT FAR AHEAD.

IF YOU ARE LOOKING AT DOING ENGINEERING AT A HIGH LEVEL, THERE'S A LOT OF REQUIRED CLASSES.

SO WE DON'T HAVE THE FLEXIBILITY AND WE DON'T HAVE SOME OF THESE SOFTER SKILLS ALREADY BUILT IN.

IT'S REALLY HARD TO ADD.

AND SO I THINK AT EACH POINT WE SHOULD SAY, WHAT SHOULD THE STUDENTS HAVE AT A TIME THEY MOVED TO MIDDLE SCHOOL AND WHAT SHOULD THEY HAVE AT A TIME TO GET READY FOR HIGH SCHOOL AND UNDERSTAND THAT EACH OF THOSE GROUPS HAVE VERY DIFFERENT REQUIREMENTS.

THANK YOU MANAGER.

THIS IS AN OUTSTANDING INITIATIVE.

UM, THIS DISTRICT REALLY PUSHES A LOT OF MY BUTTONS AND I APPRECIATE YOUR IN THIS TO ADD A LITTLE BIT ON THE POST GRADUATION LIFE CLASS, I WAS IN MANY OF THE SAME EITHER ADVISORY COMMITTEE, UH, EIGHTIES WITH DR.

RODRIGUEZ.

AND IT'S MORE THAN JUST FINANCIAL IT'S ALSO.

SURE.

UM, HOW, HOW COULD YOU PICK UP, PICK UP, UH, NATE, I USED TO TEACH, UM, JUNIOR ACHIEVEMENT, DR.

BRADLEY, AND I WOULD GO IN AND SAY, OKAY, I CAN'T TELL YOU HOW TO BE RICH, BUT I CAN TELL YOU HOW THEY BE POOR.

I CAN TELL YOU DON'T FINISH HIGH SCHOOL.

I CAN TELL YOU, I HAVE A CHILD OUT OF WEDLOCK.

I CAN TELL YOU ALL OF THOSE THINGS JUST TO TELL THEM, AND THAT'S IMPORTANT AS WELL, SOCIAL PIECE, AS WELL AS IN FINANCIAL ECONOMIC PIECE.

AND JUST YESTERDAY, I GOT A CALL FROM THE PRESIDENT OF THE FRIENDS OF HUNTING ISLAND AND SHE'S COMING OVER MONDAY DELIVERED TO ME PACKAGE FOR ALL OF THE ELEMENTARY SCHOOLS MARTHA'S ABROAD.

AND SHE WANTS TO HAVE FIELD TRIPS OUT TO HUNTING ISLANDS, UH, STARTING NEXT FALL.

SO I WILL GATHER THOSE UP AND THE RED LIGHT, UH, TO GIVE TO THE PRINCIPAL.

SO WE HAVE SO MANY OPPORTUNITIES HERE AND I'M REALLY GLAD TO HEAR YOUR SUGGESTIONS ABOUT GETTING THE CHILDREN OUT OF THE CLASSROOMS AND OUT INTO THE FIELD SO THEY CAN LEARN ABOUT THE LIFE AS IT REALLY IS.

THANK YOU VERY MUCH FOR THIS EFFICIENT MR. MAL CAMPBELL JEWELER EVENT.

WELL, IT'S BEEN DONE SO FAR AND IT CAN BE THAT EXTENSIVE, BUT WHAT I DO WANT TO TALK ABOUT IS, IS MY 10 BED RECOMMENDATION.

UH, WELL THAT WAS EVER, THAT WAS, I WAS SAYING DOUBLE IT, NO YOU'RE DOWN PEOPLE YOU'RE DONE.

SO WE DO OUR BECAUSE WE KNOW FROM BASIC,

[00:30:02]

UH, STUDIED THE GREAT PHILOSOPHERS THAT I, BARBARA WATSON BETTER CREDIT FOR IT.

BUT I SAW A NOTE.

I SELF NO EDUCATION PROCESS WE GET AS THE LESSON BEGINS.

THAT'S MY INTENT WITH THE BUFORD COUNTY GRADUATE PROFILE.

IS THAT SIMPLY THAT AND WHAT I MEAN BY THAT, I MEAN, WHO VALEDICTORIAN IS OF THE SENIOR CLASS OF ANY ONE OF THESE HIGH SCHOOL, AS CERTAIN BASIC THINGS THAT THAT PERSON OUGHT TO KNOW ABOUT BUFORD COUNTY AND WHERE THEY GRADUATED FROM YOU.

RATHER THAT TO TRANSIT CAME IN AS A FRESHMAN OR SOPHOMORE BECAUSE THAT STUDENT IS MODELING WHO WE ARE BOTH GRADE DEGREE, BUT ALSO THE LOWER LEVEL STUDENTS IN THAT SENIOR CLASS ON TO KNOW, OR THEY KNOW CERTAIN BASIC THINGS ABOUT THE CULTURE OF THE COUNTY, HOW IT GOT TO BE WHERE IT IS TODAY, BUT ALSO THE HISTORICAL SIGNIFICANCE OF WHERE IT WAS, YOU KNOW, AND THE IDEA HIT HOME FOR ME.

I THINK I TOLD YOU THIS BEFORE IS I HAD A GROUP OF SENIORS IS BETTER FOR GOING FAR AWAY SCHOOL, TEMPLE UNIVERSITY.

I KNOW IT WAS ONE OF THE SCHOOLS THEY WERE GOING TO, AND I DECIDED THAT I WAS GOING TO TAKE VISA BLACK BOYS ON A FIELD TRIP.

AND SO THAT WAS JUST TRYING TO TAKE THEM BECAUSE YOU GO TO TEMPLE UNIVERSITY, YOU, AND, UM, AT WHAT WE KNOW IS A WORLD-CLASS UNIVERSITY THAT HAVE A NUMBER OF DIFFERENT, YOU KNOW, YOU KNOW, PEOPLE FROM DIFFERENT INTELLECTS.

AND ONE THING THEY WOULDN'T KNOW IS THE HISTORY OF SOUTH CAROLINA, BUT I WASN'T CONFIDENT THAT THESE STUDENTS KNOW THE HISTORY OF SOUTH CAROLINA, PARTICULARLY THE DISTRICT OF ABUSER COUNTY.

SO I TOOK THEM ON FIELD TRIP AND I ASKED THEM SOME POINTED QUESTIONS AND THEY HAD VERY LITTLE KNOWLEDGE OF WHO DO YOU WORK MUCH LESS TO EXTEND IT TO A CONVERSATION TO UNIVERSITY STUDENTS.

AND I FELT LIKE THAT WAS A DISSERVICE ON OUR PART TO THEM.

SO WE WERE SENDING HIS CHILDREN TO TEMPLE UNIVERSITY IN PHILADELPHIA WORLD-CLASS CITY, AND THEY DON'T KNOW ANYTHING ABOUT YOU FORGOTTEN AND EVERYBODY VOTED.

I FOR THEM.

I ASKED THEM ABOUT YOU FORGOTTEN AND FOLLOWED THE INDIVIDUALS.

THERE WILL KNOW SOME BASICS ABOUT THE FORGOTTEN PARTICULARLY AFRICAN-AMERICANS, BUT MY MINE EXTENDED BEYOND THAT.

IS THERE, WHAT ABOUT A WHITE CHILD AND GREW UP ON HILTON HEAD GRADUATED FROM HILTON HEAD IB PROGRAM.

WHAT DID THEY KNOW? THEY REALLY, YOU KNOW, POTENTIALLY OUR BASKETBALLS NECESSARILY THE CHILD WHO MAY ONLY GRADUATE FROM HIGH SCHOOL, BUT HER JOB WAS GOING TO GO SOMEWHERE AND TURN US OVER.

AMERICA WILL HAVE SOME IMPACT.

WHAT DO THEY KNOW ABOUT HOME? THAT WAS MY INTENT AND I, AND I, AND I DON'T WANT IT TO GO ABOVE AND BEYOND.

IN SOME WAYS, YOU KNOW, YOU'VE TO RUN INTO SOME CONFLICT IN WHAT THE PRESENTATION WILL BE BECAUSE YOU KNOW WHO YOU ARE, HOW YOU GOT THE .

BUT YOU KNOW, THE ONE THING ABOUT EDUCATION IN MY MIND IS WE HAVE TO TEACH THE TRUTH.

WE HAVE TO TEACH THE TRUE HISTORY.

EDUCATION IS NOT THAT DIFFERENT FROM RELIGION TEACHES YOU THE TRUTH FROM THE BEGINNING TO THE END.

AND WHAT ALL WE CONTINUE TO DO IS SELF DISCOVERY, LEARNING MORE ABOUT EACH OTHER, LEARNING MORE ABOUT YOURSELF.

AND THAT WAS MY INTENT.

WE CAN LEARN A WHOLE LOT ABOUT EURO WORLD ECONOMY, UNLESS WE UNDERSTAND I'M GETTING AND WHERE WE ARE AND HOW WE GOT TO WHERE WE ARE.

SO THAT, THAT WAS A 10TH OF THAT.

AND I, YOU KNOW, I ENCOURAGE YOU TO CONTINUE.

YOUR, YOU HAVE IS OUTSTANDING IN MY MIND, AND I KNOW WE'VE GOT TO GET TO WHEREVER YOU NEED TO BE.

AND IT WILL CONTINUE.

AS DR.

BRADLEY SAID, IT'LL CONTINUE

[00:35:01]

TO BE A WORK IN PROGRESS.

IT'S GOING TO BE FOR COLLEGE WAS CONTINUE TO CHANGE.

BUT I WOULD LIKE TO SEE 25, 30 YEARS FROM NOW SORT OF FROM BUFORD COUNTY IN CALIFORNIA, WILL BE RECOGNIZED AT A STUDENT FROM, FOR COUNTY.

LIKE THAT, YOU KNOW, UM, THEY LOOK LIKE ALARMS OR SOMETHING, SOME PEOPLE, UH, AND SOME OF THEM IS SOMEBODY SAY, UH, UM, I MEAN, THAT MAY, SOME PEOPLE MAY, IT MAY SEEM TO BE ALL ARE APPROPRIATE, BUT YOU KNOW, SUCH AS THE BLOODY, MARY'S THE BLOODY MARY MIX CREATED RIGHT HERE ON ST.

THANK YOU, MADAM CHAIR.

UM, I WAS JUST GOING TO ADD ON A LITTLE BIT TO SOME OF WHAT EVERYBODY HAD SAID.

UM, I'M VERY EXCITED ABOUT THIS INITIATIVE, UM, PARTICULARLY BECAUSE I'M A BEAVER COUNTY GRADUATE.

AND SO, UM, YOU KNOW, SOME OF THE THINGS THAT I REMEMBER THE MOST GROWING UP AND GOING THROUGH BEAVER COUNTY SCHOOLS IN ELEMENTARY SCHOOL, WE DID BASKET WEAVING WITH ADELA.

UM, WOMAN CAME IN AND TAUGHT US HOW TO BASKET LEAD.

WE WENT ON, UM, ECO TOURS WHERE WE LOOKED AT THE, THE MARSHES AND WE LEARNED ABOUT DIFFERENT THINGS IN BIOLOGY.

AND SOME OF THOSE ARE THE THINGS THAT I REMEMBER THE MOST AND THE THINGS THAT I TOOK WITH ME AND WHY I HAVE A VESTED INTEREST IN MY COMMUNITY.

UM, SO I COMMEND YOU GUYS ON ALL OF THIS WORK AND ANYTHING THAT WE CAN DO TO, UM, YOU KNOW, ENRICH THOSE EXPERIENCES FOR OUR STUDENTS, UM, AND TO BRING THEM BACK INTO OUR COMMUNITY THAT PAYS DIVIDENDS IN THE LONG RUN.

SO I CLUMPED AT THAT IN KIDS.

SO I'M GOING TO GO OVER THE PEOPLE THAT HAVE NOT SPOKEN YET.

MR. ROY, IN FACT, YOU FOR YOUR REPORT THIS MORNING, UM, THERE'S A LOT OF HISTORY IN THIS COUNTY, YOU KNOW, I GUESS THE CIVIL WAR UP UNTIL 1929, LESS THAN A THOUSAND CAUCASIANS AT A DIFFERENT TIME, THE MAJORITY OF YOUR COUNTY ROAD, AFRICAN AMERICAN.

UM, I LOOK AT MY GRADES AND NOW TESTED THIS, EVERYTHING THAT WE CONSUME, WE, UH, WE PRODUCE IT.

WE NEVER HAD TO GO TO A ROASTER STOVE, NO BUY STUFF, BECAUSE WE PRODUCE NOW WE DON'T.

AND THE THING ABOUT IT IS I HAD A LOT OF US THOUGHT ABOUT, DO YOU WANT TO KEEP MY PRESERVE OUR LAND, BUT WHAT DO YOU PRESERVE IT FOR? NO INTEGRATED GOOD.

THAT'S NOT A WASTE OF TIME.

UM, WE NEED TO TEACH OUR CHILDREN IN EVERYBODY'S HEART, EVERY SCHOOL, EVERY HASKELL BY HOUSING, CLOTHING, INSURANCE, CHILD CARE, AND HOW THEY CAN USE THE VIRTUAL SYSTEM TO PAY BILLS.

YOU KNOW, THERE'S A SCHOOL IN ALASKA THAT DOES THAT.

SO, SO THOSE ARE SOME OF THE THINGS THAT WE NEED TO, TO, TO DO.

AND FOR THE CULTURE IS ASKING THESE COUNTIES, YOU CAN GO ANYBODY OVERSEAS IN GERMANY AND THEY DON'T WORRY ABOUT OUTCOMES THAT WE DO OPEN ONLINE.

SO THOSE ARE SOME OF THE THINGS THAT I THANK YOU, MR. WILLIAMS, FOR SURE.

UH, FIRST OFF I WANTED TO SAY, UM, UH, UH, EXCUSE GREAT THAT WE'RE GETTING SOMETHING ESTABLISHED LIKE THIS, A PROGRAM LIKE THIS, UM, IN CLASSES LIKE THIS, UM, ME BEING A BUFORD COUNTY GRADUATE, UH, MYSELF, UH, BEING A PRODUCT OF DUBUQUE COUNTY SCHOOL DISTRICT, I'VE ALWAYS IMAGINED HAVING THINGS LIKE THIS BECAUSE I CAN REMEMBER, UM, HAVING THE PLEASURE OF COMING UP ON DR.

LAVERNE DAVIS, THAT'S AN ELEMENTARY SCHOOL WHERE WE TOOK A LOT OF TRIPS AND SHE HERSELF ALMOST CREATED HER OWN TYPE OF, UM, OF KNOWLEDGE OF THE COMMUNITY AND MADE SURE THAT THE KIDS AT HER SCHOOL KNEW WHAT WAS IN BUFORD COUNTY.

AND, AND, AND WHAT WAS W W WHAT TOOK PLACE THERE PRIOR TO US ARRIVING THERE AS KIDS, AS IN THE PENN CENTER, AS IN HUNTING, ALLAN, AS IN THE, UM, WHEN THE, WHEN THE FARMERS CAME, WHEN THE, UH, FARMERS CAME DOWN IN THE SUMMERTIMES AND THEY PICK TOMATOES, THINGS

[00:40:01]

HELEN, A LOT OF IT, UM, FROM, FROM THE SANDERS FARM, YOU KNOW, UH, THEY, THEY, THEY MAKE A LOT OF BLAH, BLAH, A LOT OF THE, UH, THE BLOODY MARY MIX THAT, THAT A LOT OF PEOPLE ARE USING THEIR BUSINESSES ARE IN, ENDED UP A LOT OF THAT TAKE PLACE RIGHT HERE ON, SAY ON A HOLIDAY, YOU KNOW, UM, IT'S, IT'S JUST A, UH, IT'S A LOT THAT GOES ON IN B FOR COUNTY THAT PEOPLE, MY AGE, AND EVEN UNDER PEOPLE TAKE FOR GRANTED AS EVEN, EVEN THE FORT, YOU KNOW, AS A KID GROWING UP, I DIDN'T REALIZE THAT THAT, THAT, THAT THE FORT ON MAN'S END EXISTED UNTIL I WAS IN MIDDLE SCHOOL, NEVER HAD NO IDEA OF IT.

UH, THERE'S A LOT OF HISTORY IN BUFORD COUNTY, AND I BELIEVE THAT TEACHERS COMING HERE NEED TO ALSO UNDERSTAND THE CULTURE OF WHO THEY'RE TEACHING AND WHERE THEY COME FROM, BECAUSE WHAT I UNDERSTAND YOU AS A, AS A PERSON THAT I CAN CONNECT TO YOU BETTER, AND I CAN TEACH YOU BETTER IN A WEEK, AND WE BETTER ON THE, WE, WE BETTER UNDERSTAND EACH OTHER.

I DON'T, I DON'T THINK IT'S JUST IMPORTANT FOR THE STUDENTS TO KNOW, BUT I ALSO THINK THAT IT'S IMPORTANT FOR THE TEACHERS TO KNOW.

AND WHAT WILL HAPPEN IS AS THE TEACHERS ARE TEACHING THE, AND TEACHING AND LEARNING DIFFERENT DAYS TO THE STUDENTS, THAT THEY THEN RETURN IT, THEY WILL BEGIN TO LEARN AND UNDERSTAND WHAT BUFORD COUNTY CONSIST OF AND WHERE, AND UNDERSTAND WHERE THEY ARE AT AND WHAT IS GOING ON, AND HOW MUCH HISTORY AND OPPORTUNITIES HERE WITHIN DIFFERENT, DIFFERENT, DIFFERENT MEANS AS WELL, AND BE DEFEATED.

I'VE HEARD WHAT EVERYONE HAS SAID.

THE FIELD TRIPS I DO AGREE WITH BECAUSE WE TOOK, WE TOOK TONS OF FIELD TRIPS TO PUMPKIN PATCHES, LEARN DIFFERENT THINGS ABOUT FARMING.

YOU KNOW, THAT THERE'S A FATHER, THERE'S A FATHER AS A FARMING, RURAL HAIR AS WELL.

THERE'S A LOT OF THINGS THAT COULD BE THERE THAT COULD, THAT COULD, THAT COULD GO ON WITH THIS PROGRAM.

BUT ONE THING THAT I WILL SAY THAT I'M NOT, THAT I AM A LITTLE DISAPPOINTED IS THAT IT WILL TAKE UNTIL 20, 23.

YOU KNOW, I FEEL THAT THIS IS SOMETHING THAT WE COULD POSSIBLY GET GOING NEXT YEAR AND 2022 AND 2022 VERSUS 2023, BECAUSE I MEAN, NOTHING IS PERFECT AND THINGS ARE ALWAYS EVER EVOLVING.

SO THE PROGRAM CAN CHANGE AND THINGS CAN BE CONFINED TO THAT AS TIME COMES.

BUT I DON'T THINK THAT WE SHOULD CONTINUE TO WAIT ON IT.

I WAS HOPING IT WAS FOR US TO BE ABLE TO START IT SOONER THAN 2023.

I THINK THAT IF WE BUCKLE DOWN AND WORK ON IT, I BELIEVE THAT THAT, THAT WE CAN SEE THAT HAPPENED, UH, HOW IT HAPPENED, THAT WE COULD GET THIS TEAM TO BE BIRTHED IN 2022 VERSUS 2023.

I UNDERSTAND TIMING IS EVERYTHING, AND YOU DON'T WANT TO, YOU DON'T WANT TO RUSH THE FINAL PRODUCT, BUT IN THIS SITUATION, I DON'T THINK THAT THERE'S EVER BE A FINAL PRODUCT BECAUSE WE WILL EVER BE THAT WE'LL BE GROWING.

WE WILL EVER BE, ALWAYS BE UPDATING DIFFERENT INFORMATION.

AND AS WE PUT THINGS INTO OUR MENU TO TEACH OUR MENU, MANY OF THE RESTAURANT, HE ALWAYS GROWS.

AND THE SAME THING WITH EDUCATION, THE MENU ALWAYS GROWS.

AND THE MENU CHANGE FROM TIME TO TIME AND FROM CLASS TO CLASS AND BUILDING THE BUILDING IN THE AREA TO AREA.

SO I REALLY HOPE THAT WE CAN GET THIS OFF IN 2022 TO WORK.

UM, I JUST, I JUST, ONCE AGAIN, I DO WANT TO EMPHASIZE THAT I WOULD HOPE THAT, THAT WE CAN GET THIS DONE IN 2022, BECAUSE THAT'S SOMETIMES I THINK THAT WE COULD TAKE TOO LONG TO PUSH PROJECTS OUT.

UM, I JUST HOPE THAT WE'RE ABLE TO GET IT DONE IN 2020 AND 20, NOT 2023 AND NOT BE THROWN OFF.

SO BOARD MEMBERS, I WANT TO SAY THREE ITEMS. NUMBER ONE, YOUR INPUT HELPS BUILD THE PROGRAM WITH YOUR, IN THE, WE ALSO RECOGNIZE AS WE'RE ROLLING OUT THE IDEAS FOR THE DEVELOPMENT OF OUR PEOPLE GRADUATE, WE'VE ALREADY STARTED HAVING CONVERSATIONS WITH PRINCIPALS TO EXPAND OUR COMMUTING ON THE EXAMPLE, UM, PORT ROYAL ELEMENTARY, UTILIZING THE C BY THE TOWN THEMSELVES AS A CLASSROOM.

THOSE ARE CONVERSATIONS THAT WE ALREADY STARTED WITH PRINCIPALS.

SO AS WE START ROLLING OUT OF THE ERA COLD, IT, WE STARTED MOVING INTO MORE APPLICATION.

AND NOW I ALSO WANTED ABOUT SEVEN IDEA IS TO BUILD A THANK YOU, BECAUSE WE DO RECOGNIZE THE SIGNIFICANCE OF KNOWING WHO YOU CAME FROM TO KNOW WHERE YOU ARE GOING.

[00:45:01]

THAT IS WORKED BY DR.

LOLITA I'M AT BU I HAVE WAS ABLE TO WORK WITH HIM SOME YEARS AGO.

I DIDN'T GET AN ACCURATE VIEW YOURSELF AS WELL.

UM, SMITH, UM, LANGUAGE FROM MY OWN GRANDMOTHER, RIGHT? I NEEDED TO KNOW WHO I WAS WANTING TO KNOW WHERE I'M GOING.

SO THAT BRINGS ME TO MY THIRD POINT TO MR. CAMPBELL AND LEARNING MY HISTORY.

I RECOGNIZE THE SIGNIFICANCE OF A WAY OF CONTROLLING PEOPLE IS BY TAKING AWAY RESOURCES.

AND WE'VE ASKED, WE TAKE A SHIFT, A QUANTITY OF PEOPLE.

IT WAS A SENSE OF CONTROL.

WOULD THAT RECOGNITION, WE WANT TO MAKE SURE THAT OUR CHILDREN WHO GRADUATE PEOPLE IN COUNTY UNDERSTAND THAT ECONOMY IS NOT JUST PHYSICAL.

IT IS TO RESOURCES AND PRODUCTION THAT WILL GIVE YOU ROUND BACKYARD IN ORDER TO BE AN ENTREPRENEUR.

SO I WANT YOU TO RECOGNIZE THAT THESE ARE THE LOGICAL THOUGHTS THAT WE'RE TRYING TO GET INTO OUR CURRICULUM AS WELL, THAT IT'S NOT JUST INFORMATION, BUT IT'S APPLICATION OF NEW UTILIZATION.

SO WOULD THEY WANT TO SAY, THANK YOU.

UM, DGP WHAT DOES IT HELPS US BUILD? WE'RE NOT ELSE.

SO I'D LIKE TO SHARE A FEW THINGS.

SOME OF WHICH HAVE ALREADY BEEN MENTIONED BY MY COLLEAGUES, UM, TO DR.

STRATOS WHO IS HENDERSON.

AWESOME JOB.

I'M ALSO REALLY EXCITED ABOUT THIS INITIATIVE.

I THINK IT'S GREAT THAT WE'RE ENHANCING SOFTWARE AND TECH, WHAT THE STATE REQUIRES FOR THE PROFILE OF THE GRADUATE, AND THEY GET A FRIGGING LOCAL HERE, AND I SHOULD GET EXACTLY WHAT NAMES MIDDLETON ALREADY MENTIONED.

IT IS WHEN YOU GIVE ME THE PRESENTATION.

THE FIRST THING I THOUGHT OF IS THIS IS GOING TO KEEP KIDS IN OUR COMMUNITY AS ADULTS AND FOR CAREERS HERE, BECAUSE THEY'LL KNOW MORE ABOUT IT.

UM, I REALLY WANT TO PAY, UH, MS. HENDERSON.

I THINK IT WAS A GREAT IDEA THAT HE ACTUALLY REACHED OUT TO THE STATE INSTEAD OF BEING CHEATED OFF THE STATE PROFILE.

CAUSE THAT'S, SO NOW WE'RE GOING TO GET ALL, BUT GIVE HER PROFILE.

AND YOU'VE GOT A GREAT LIST OF COMMITTEE MEMBERS, AND OBVIOUSLY A LOT OF THOUGHT WENT INTO, INTO THAT, UH, COMPENSATION.

AND IT'S A BILL PAYMENT SAYING FORMER BOARD MEMBER.

I COMMEND YOU.

UM, BUT SEE, UH, ONE SUGGESTION.

THIS IS REALLY MINOR.

UM, WHEN I LOOKED AT THIS, YOU HAD FINANCIAL AND ECO LITERACY, UH, THIS SLIDE FIRST, I SAID, OKAY, FINANCIAL ECONOMICS, WHAT IS THAT? EAT THEM.

SO I WOULD SAY ECOSYSTEM, OR I WOULD SAY ECOLOGY, I WOULD, I WOULD MAKE IT CLEAR BECAUSE WHEN IT'S LINKED WITH FINANCE, I THOUGHT OF ECONOMICS.

THAT'S WHAT CAME TO MY HEAD.

UM, INTERESTING.

I DO THINK A LOT OF, OR A NUMBER, A LOT OF, UH, STUDENTS ARE GETTING SOMEONE TO THESE EXPERIENCES THAT IT'S NOT REALLY BEING, UM, PROMOTED OR, OR I DON'T SAY RECOGNIZED SHOWCASE.

THAT'S A GOOD WORD.

FOR EXAMPLE, I KNEW WHEN, UM, DR.

UH, RODRIGUEZ, UH, KATHY ELEMENTARY SCHOOL, UM, A COUPLE OF YEARS AGO, UH, WE SAW THE SEA CTF GRASS BASKETS.

THE STUDENTS HAD MADE, THEY WERE ALL DISPLAYED IN A BEAUTIFUL GLASS AND CLOSED BOOKCASE.

THEY WERE FABULOUS.

I MEAN, I THINK YOU LOOK AT THE STREET AND STARE AT ME AND WERE ELEMENTARY STUDENTS.

SO YOU WOULD HAVE, THEY LOOK TO ME AND YOU KNOW THAT, WOW, THEY LOOK, I MEAN, YOU CAN TELL THAT THEY WERE, THEY WERE DONE BY A CHILD AND NOT A PROFESSIONAL, REALLY.

SO THOSE KINDS OF THINGS, I THINK WE HAVE SOME OF THAT GOING ON HERE.

IT'S JUST GOING TO MENTION THE CONCRETE PATCH.

AND I WAS NOTHING.

I WAS THINKING, I WAS LIKE YOU SAID, I EXPERIENCED DIFFERENT KIND OF SCHOOL DISTRICT, BUT THROUGH THE PRIVATE PRESCHOOL, WE NEED TO PACK INTO SPRING ISLAND.

I THINK IT'S SPREAD OUT, HAS A LOT OF, UM, UM, PROGRAMS AND WHATNOT ABOUT, UM, HE CALLED JAY AND I KNOW MY CHILDREN THAT THEY EXPERIENCED WITH GOING THERE AND ALSO THROUGH THEIR PRESCHOOL.

AND IT WAS REALLY GOOD.

I WAS ONE OF THOSE CHAPERONES THAT'S A LONG TIME AGO.

UM, ALSO, UH, WHERE AS PART OF THIS IS CLEAR, THE CONSENSUSES AND THAT, THAT, UH, YOU KNOW, LIFE SKILLS ARE BEING TAUGHT.

THAT'S THE KEY THINGS, YOU KNOW, WHAT'S, YOU KNOW, WANTING TO TEACH HISTORY, LEARN FROM WHERE WE'VE BEEN, SO WE CAN GO FORWARD.

AND, UH, THERE'S SOME SIMPLE THINGS LIKE, UH, YOU KNOW, LIKE THIS, YOU'RE GONNA MENTIONED TELLING US HOW TO BE POOR.

AND THAT IS NO GIFT TO GIVE TO ANYONE.

AND, UH, I REMEMBER SAYING TO, I HAVE THREE SONS, I REMEMBER, YOU KNOW, BEFORE THEY WENT OFF TO COLLEGE, OF COURSE, MOMS GOING THE SEX DOCS.

NOT THAT I DON'T KNOW WHY THAT WAS, BUT WE TALKED ABOUT HAVING A CHILD EARLY BEFORE YOU HAD THE ABILITY TO RAISE THAT CHILD.

AND WHEN YOU'RE A TEENAGER AND THE FIRST THING I SAID, YOU WERE GOING TO GIVE THAT LADY FRIEND A SECOND GIFT AND THAT'S POVERTY,

[00:50:01]

AND, YOU KNOW, SOME CHILDREN OBVIOUSLY DON'T GET THAT KIND OF, UM, INSTRUCTION OR JUST, YOU KNOW, ON A, SUCH A SIMPLE LEVEL AND DON'T THINK THE NEXT STOP INSTEAD OF, OKAY, WHAT'S GOING TO HAPPEN IF I DO THIS, YOU KNOW? AND SO I DO THINK LIFE SKILLS ARE REALLY IMPORTANT.

I ALSO, UM, ALWAYS TOLD MY KIDS, YOU ARE AN AMBASSADOR OF YOUR FAMILY AND YOUR COMMUNITY ALWAYS REMEMBER THAT DON'T EVER FORGET THAT.

AND, UM, I BELIEVE IT WAS MS. WONG.

SHE BEAT HIM IN THE ROOM.

SHE STEPPED OUT.

I THINK SHE WAS THE, THE, UM, TEACHER THAT WENT WITH MY DAD, MY OLDEST, I BELIEVE THEY WENT TO, UH, WASHINGTON DC.

THEY WENT ON BY PLANE AND, UH, SHE TOOK A GROUP OF STUDENTS, UM, TO WASHINGTON DC.

AND I REMEMBER THAT READING IN THE ISLAND PACK AND UNDER ONE OF THE LITTLE, UH, LETTERS TO THE EDITOR, SOMEBODY WROTE, TOOK THE TIME TO WRITE HOW AWESOME THESE KIDS WERE, HOW THEY WERE SUCH GOOD AMBASSADORS OF THEIR SCHOOL, AND THAT'S WHAT WE NEED TO BE DOING.

THAT'S HOW WE'RE GOING TO MAKE OUR COMMUNITY BETTER.

UM, SO THOSE ARE JUST SOME OF THE THINGS THAT CAME TO MIND, UH, WHEN YOU GAVE YOUR PRESENTATION.

AND I, I THINK IT'S A GREAT PRESENTATION AND YOU'RE, YOU'RE, UH, AFTER A GREAT START.

AND, UM, I THINK IT WILL TAKE TIME TO, TO PUT THE WHOLE PROJECT IN PLACE, BUT PERHAPS, YOU KNOW, MR. SMITH WAS ADVOCATING FOR STARTING, YOU KNOW, NEXT YEAR, OR MAYBE NEXT YEAR, YOU COULD START WITH FIELD TRIPS FOR, YOU KNOW, EACH LEVEL OR SOMETHING LIKE THAT.

AND JUST GET TO GO WITH IT.

IT DOESN'T REALLY DO THE WHOLE PROGRAM OR ANYTHING LIKE THAT, BUT AT LEAST THE IMPLEMENT PART OF IT.

SO WE HAVE A FEW MEMBERS THAT WOULD LIKE TO SPEAK AGAIN.

UM, MS. DEDRICK, THANK YOU, DR.

BOSS.

UM, AS I'M LISTENING TO ALL THE ENTHUSIASM AND ALL THESE IDEAS AND EVERYTHING, AND THIS IS FABULOUS.

WE OFTEN KNOW THAT THERE ARE INITIATIVES THAT COME DOWN FROM THE STATE, LIKE THE IGPS THAT ARE INCREDIBLY LABOR INTENSIVE.

AND I JUST WANT TO COMMIT TO YOU DR.

HENDERSON RIGHT NOW.

AND I WILL REMEMBER THIS AT BUDGET TIME.

THAT'S GOING TO TAKE AN ENORMOUS AMOUNT OF RESOURCES TO MAKE SURE THAT WE HAVE THE TEACHER EDUCATION.

THAT'S CRITICAL TO MAKE THIS WORK.

AND IT'S GOING TO TAKE THE RESOURCES FOR A LOT OF WHAT PEOPLE ARE SAYING RIGHT NOW THAT WE NEED TO DO.

IT'S GOING TO FALL ON THE SHOULDERS OF OUR GUIDANCE COUNSELORS COUPLE OF MONTHS AGO.

AND I KNOW THAT'S JUST THE BEGINNING.

SO, UM, I JUST WANT TO REMIND HER, I FELLOW BOARD MEMBERS THAT WHEN IT DOES COME TO BUDGET TIME, THE SUPPORT WE FEEL, I MEAN, IT WAS, YES, WE FEEL RIGHT NOW, IT'S GOT TO PUT OUR WORDS INTO ACTION.

AND SO I JUST WANT YOU TO KNOW VERY COGNIZANT OF THAT.

THANK YOU, MR. SMITH.

UH, I DO, I DO AGREE WITH THAT.

THIS IS, THIS IS ABOUT THE, UH, THOSE GUYS COUNSELORS, UH, AS WELL AS THE FINANCIAL, THE FINANCIAL PIECE, AND THAT THAT'S SOMETHING THAT WE HAVE TO BE COGNIZANT OF TO MAKE SURE THAT WE HAVE, THAT WE'RE PUTTING OUR MONEY WHERE OUR MOUTH IS, BECAUSE EVEN GETTING SOME OF THIS, UM, COURT.

AND WHEN I BELIEVE THAT, YOU KNOW, WE'RE DOING AFTER SCHOOL, I BELIEVE THAT WE CAN DO SOME OF THESE THINGS WITH SOME OF THAT FINANCES AS WELL, BECAUSE WE'RE EDUCATING THE KIDS AND EDUCATING THE TEACHERS ON WHAT WE HAVE IN THIS, IN THIS COMMUNITY AND WHAT, AND WHAT IS CONSIST OF.

BUT ALONG WITH THAT, I HAVE A QUESTION FOR DR.

SCRIBERS, WHAT WILL IT TAKE TO START THIS PROGRAM IN 2022? SO MR. SMITH, I THINK IF I LOOK AT IT FROM A DDS OR ROLLOUT RECOMMENDATION THAT ACTUALLY CAME UP FROM DR.

WATTS, DID WE TAKE AN OPPORTUNITY, IDENTIFY THE LOCALIZED FIELD TRIPS AND SIGNATURE SITES THAT WE HAVE HERE IN BEAVER COUNTY, DEVELOP A NARRATIVE THEY'RE TIED TO SIGNIFICANCE IN A CHRONOLOGICAL SENSE OF A CHILD IN KINDERGARTEN.

THOSE HERE CHILD AT FIRST GRADE GOES HERE.

SECOND GRADE BUILDS.

YOU'RE STILL HERE IN THE COUNTRY AND NEW YORK CITY SCHOOL SYSTEM DOES HAVE A WHOLE CURRICULUM TYPE BY GRADE LEVEL REQUIRED FIELD TRIPS ON IN LANZAROTE COMMONALITY OF STUDENTS, A COMMONALITY OF MAN.

AND THAT'S KIND OF THE FRAME THAT I'M LOOKING AT, THAT I COULD SIMPLIFY HIM MODEL TO HELP RUN THAT QUICKER.

SO THAT'S WHERE MY BRAIN IS AT.

UM, SO WE COULD WORK AND I ALREADY MADE NOTE OF IT TO DO ON YEAR ONE FIELD TRIPS.

SO WE'RE ALREADY ON IT SEPARATELY.

WITH THAT, I WAS LISTENING TO ABOUT TUCSON, WHAT SOMEONE SAID TOO, ABOUT THE, ABOUT THE ECONOMIC SIDE.

UM, I, UH, ALONG

[00:55:01]

I BELIEVE IT WAS ABOUT THE, THE, THE ECONOMICS, UM, THE ECONOMICS PART.

I REMEMBER IN THIRD GRADE, I TEACH, UH, DR.

MER, HER NAME IS DR.

MARIE GIBBS.

I REMEMBER HER, UH, WE WOULD GO TO MY TIMETABLES AND ONE DAY SHE BROUGHT IN A BUNCH OF CHECKBOOKS.

SHE SOLD US TO WRITE CHECKS AND SHE TOLD EVERYBODY, SHE WAS THE PROJECT WHERE SHE TOLD HER ABOUT WHO THE WRITING A CHECK TO HER.

SHE GAVE US A BUNCH AND YOU HAD END OF IT.

YOU HAD TO BALANCE YOUR CHECKBOOK.

AND MAN, LET ME TELL YOU, BOY, DID WE HAVE SOME UNBALANCED CHECKBOOKS? AND BOY, BOY, SHE SAID, UH, SHE HAD, AND SHE SAID, IF YOUR CHECK BOOK IS RIGHT, I HAVE $10 FOR YOU.

LET ME TELL YOU EVERYBODY.

WHEN THEY, WHEN, WHEN, WHEN SHE GAVE HER THOSE $10, EVERYBODY DIDN'T GET IT, UNFORTUNATELY.

BUT YOU KNOW, THAT IS SOMETHING THAT IS VERY IMPORTANT AS WELL.

AND THAT IS A COMPONENT THAT IS VERY, IT'S VERY MUCH NECESSARY NEEDS.

AND I BELIEVE THAT WE HAVE A LOT OF BANKS AROUND HERE THAT, THAT WHO WILL, WHO WOULD, WHO WOULD LOVE TO, UH, KNOW THAT, THAT THAT'S WHAT WE'RE DOING TO HELP MAKE.

IT MAKES THEIR JOB A LITTLE MORE EASIER.

AND, YOU KNOW, YOU KNOW, THAT WE HAVE PEOPLE ACTUALLY PUTTING MONEY IN BANKS AND DOING IT, BEING RESPONSIBLE IN GROWING THE, UH, THE, THE AREA OF BANKS UP AROUND HERE.

SO THAT'S JUST SOMETHING I HAVE.

BUT OTHER THAN THAT, THANK YOU.

I HAVE NOTHING ELSE.

IN THE WORLD OF THE SOUTH AND OF SOUTH CAROLINA IS VERY ONE DIMENSIONAL.

I DON'T WANNA, I DON'T WANNA SEND BACK, BUT THIS IS A AND ALL TO, TO WHERE WE ARE, WHERE WE WANT IT.

I LIKE US TO ALWAYS LOOK AT THIS AND MY MIND IS A PART OF THE DIVERSITY TRAINING THAT WE'RE DOING IN THE COUNTY AND OUR STUDENTS.

I THINK, I THINK STUDENTS NEED TO KNOW THE DIFFERENCE BETWEEN THE TOWN OF PORT ROYAL AND THE ELA.

NOW I HAD THEM AND THEY WENT TO THAT ISLAND DRIVES A RISK, SPEAK UP AND WHO PEOPLE ARE AND HOW THEY GOT WHERE THEY ARE AT, ET CETERA, AND THESE PLACES.

CAUSE I THINK OUR DIVERSITY IS A, IS AN UNTAPPED STRENGTH THAT WE HAVE.

AND THEN IT'S UNTAPPED BECAUSE OF LACK OF KNOWLEDGE OR WHO, UH, THAT'S, THAT'S WHY I'M HOPING THIS GOES NOT SO MUCH THE PENDULUM TO FUTURES AND ALL OF THAT OUT OF THAT DIRECT THOUGHT ABOUT HIM.

BUT I HOPE THOSE, THOSE GRADUATES THERE, UH, EXHIBITING THE PROFILE CAN DO SOME GREAT THINGS FOR NOT ONLY OUR COMMUNITY ITSELF, BUT THE COUNTRY.

SO, YOU KNOW, I DON'T WANT US TO LOSE A DIRECTION BY PITCHING HOLING, A GROUP OF ELEMENTARY SCHOOL TEACHERS, OR TO MUST DO FIELD TRIP, YOU KNOW, AS OPPOSED TO THE ELEMENTS OF WHAT THAT FIELD TRIP IS PRODUCING.

THAT'S WHERE, THAT'S WHERE, THAT'S, WHERE IT'D BE.

THAT'S WHAT WE WANT TO KEEP SIGHT OF THEM.

SO YOU TALKED ABOUT, UM, YOU'VE HEARD ME AND I THINK THAT'S A WONDERFUL IDEA AND I THINK IT WOULD BE, IT'S JUST A SUGGESTION.

UM, I THINK MAY IS A WONDERFUL PLAN BECAUSE I W I'M A TRANSPLANT AS WELL.

SO I GOT THE OPPORTUNITY TO PARTICIPATE IN AN OLD FESTIVAL A COUPLE YEARS AGO, AND I HAVE TO SAY THEY HAVE MY HEART BECAUSE I GOT THE VOLUNTEER, BUT I THINK THAT WOULD BE A WONDERFUL TIME BECAUSE HE SAID IN LANE, AND THAT WOULD BE A WONDERFUL TIME TO CULMINATE ALL THE YEAR'S ACTIVITIES, LIKE ALL THE FIELD TRIPS AND, YOU KNOW, TIE IT IN TO THAT PARTICULAR FESTIVAL AND GET THE KIDS TO BE VOLUNTEERS AND WHERE THAT CUSTOMER AND THEY'LL LEARN EVEN MORE AND EITHER PUT SOME OF THEIR ARTWORK, SOME OF THE THINGS THAT THEY'VE DONE ON THE SUBJECT, WE HAVE A TABLE THERE OR THERE, AND, YOU KNOW, HAVE EVERYBODY IN THE DISTRICT COME OUT AND PRACTICE.

I THINK THAT WOULD, I THINK THAT WOULD BE ANGRY.

BELBIN THANK YOU GUYS.

I WONDER TO RESPOND TO MR. CAMPBELL.

I'M A TRANSPLANT FROM SEATTLE WASHINGTON.

SO IT'S A VERY DIFFERENT ENVIRONMENT.

BEEN THE ONE I GREW UP IN AND I LOVE IT HERE BECAUSE OF THE DIVERSITY, NOT ONLY THE DIVERSITY OF PEOPLE, BUT THE, YOU KNOW, THE MARSH IS THE MOST BIO-DIVERSE, UH, BY WATER IN THE WORLD.

SO I THINK THAT ONE THING I WANT TO POINT OUT, WE TALKED ABOUT, UH, WHITE KIDS GOING OUT INTO THE COMMUNITY.

MY CHILDREN HAVE GONE.

MY DAUGHTER'S IN CALIFORNIA, MY SON'S IN CHICAGO.

IT, THE PERCEPTION THAT PEOPLE HAVE OUT

[01:00:01]

THERE IS A DEEP LACK OF UNDERSTANDING, AND IT'S SOMETHING I'M CONSTANTLY SPEAKING TO YOU WITH LIKE MY FAMILY OUT IN THE WEST COAST, THEY SAID THEY HAVE VERY STEREOTYPICAL VIEWS, UM, AND A CERTAIN SET OF, WELL IN THE SOUTH, EVERYONE EATS FRIED CHICKEN ALL THE TIME.

AND YOU KNOW, THERE'S JUST THAT BECAUSE IT'S LIKE A CARICATURE FOGHORN LEGHORN, RIGHT? THEY TALK ABOUT, UM, THE SOUTHERN ACCENT, YOU KNOW, TROPE, OR IF YOU WANT TO KIND OF DUMB DOWN A CHARACTER IN A MOVIE, YOU GIVE THEM A SOUTHERN ACCENT.

AND SO WHEN SHE'S GONE AND WHEN MY KIDS HAVE GONE OUT TO THESE PLACES, THEY HAVE FOUND THAT KIND OF, UH, DISCRIMINATION OUT THERE IN HIGHLY, UH, INTELLECTUAL ENVIRONMENTS.

SO I THINK ONE THING THAT'S A BIG POSITIVE OF DOING THIS AND MAKING KIDS PROUD OF WHERE THEY COME FROM IS THEY CAN TAKE THAT OUT IN THE WORLD AND EDUCATE PEOPLE AS AMBASSADORS ABOUT WHERE THEY GREW UP.

AND IT'S THIS REALLY WONDERFUL, WARM, DIVERSE, AND EXCITING PLACE.

I JUST WANT TO THROW THAT OUT THERE BECAUSE I THINK THAT'S ANOTHER IMPORTANT, UM, SIDE EFFECT, MR. STRIP AND JEREMY.

GOOD MORNING.

THANK YOU, MADAM CHAIR.

UM, THIS IS, THIS IS UNBELIEVABLE.

THE EFFORT YOU PUT INTO THIS AND THE WAY YOU'VE ORGANIZED IT, AND IT'S MUCH LARGER THAN WHAT I ORIGINALLY ENVISIONED MY, BUT I WANT TO MAKE SURE THE ORIGINAL VISION DOESN'T GET LOST BECAUSE THERE'S SO MUCH INVOLVED HERE.

AND MY ORIGINAL THOUGHT WAS, NO ONE SAID GRADUATE FROM BUFORD COUNTY SCHOOLS.

IT DOESN'T HAVE SOME UNDERSTANDING OF GOLF, HISTORY, CULTURE, AND ART, AND IT DOESN'T HAVE SOME UNDERSTANDING OF THE RECONSTRUCTION ERA.

UM, SO I, THAT WAS MY SPECIFIC TARGET.

I APPLAUD YOU FOR WHERE, HOW, HOW BROAD YOU'VE GOTTEN THIS AND HOW YOU BROUGHT THE COMMUNITY IN.

BUT I DON'T WANT THAT TO GET LOST AS BEING THE HIGHEST PRIORITY.

AND IF WE, IF WE PRIORITIZE IMPLEMENTATION AND WE DO IMPLEMENTATION IN STEPS, AS OPPOSED TO ONE GRAND IMPLEMENTATION, I WOULD REQUEST THAT WE, THAT WE DO THAT FIRST, THE, THE CULTURE AND AN ART AND THE RECONSTRUCTION HERE.

AND WE TRY TO GET THAT IN AS QUICKLY AS POSSIBLE.

THANK YOU, MR. EARL CAMPBELL.

OURS WAS WHAT YOU SAID.

AND THE REASON IS BECAUSE THE POLITICS THAT WAS PUT INTO IT, IF YOU KEEP POLITICS OUT OF IT AND LET PEOPLE KNOW EXACTLY THE HISTORY OF THIS PART OF THE COUNTRY, THEN THEY WILL CHANGE.

OH, SORRY.

I HAVEN'T BEEN OUTSIDE.

I THINK THAT CONCLUDES THE QUESTIONS AND DISCUSSION.

THANK YOU DOING LATCHWAYS

[Early Childhood]

NEXT ON OUR AGENDA.

WE'D HAVE, UM, EARLY.

UM, I WANNA, I WANNA INTRODUCE MYSELF.

I'M ASHLEY, I'M THE DIRECTOR OF SCHOOL READINESS HERE FOR THE DISTRICT.

I WANT TO THANK YOU FOR THE OPPORTUNITY TODAY TO TALK TO YOU A LITTLE BIT ABOUT REALLY CALVIN AND, UH, THE, UM, DIRECTION THAT WE WANT TO GO IN.

RODRIGUEZ TASKED ME WITH COMING UP WITH WHAT IS OUR EARLY CHOCOLATE PROGRAM.

AND SO IF YOU OPEN YOUR, UM, SOME OF YOU HAVE SOME HANDOUTS, THERE'S ALSO A NARRATIVE TO GO WITH THIS GRAPH.

IT'S PRETTY, VERY GOOD.

YOU'D PUT IT UP A LITTLE BIT MORE SUPPLE RABBIT HOME SCREEN.

SO WHAT I WANTED TO CAPTURE WITH THIS GRAPHIC IS OUR INTEGRATED, COMPREHENSIVE EARLY CHILDHOOD SYSTEM.

AND WHEN I SAY SYSTEM, I DIDN'T SAY PROGRAM, I SAID SYSTEM PURPOSELY BECAUSE IT TAKES A FULL SYSTEM TO IMPLEMENT WHAT WE'RE DOING HERE AT BEAVER COUNTY, BUT FOR OUR YOUNGEST LEARNERS, MADAM CHAIR, WHO'S SPEAKING.

CAN YOU INTRODUCE YOURSELF? I'M ASHLEY PATTERSON WITH THE DIRECTOR OF SCHOOL READINESS.

OF THIS SIDE, YOU SEE EARLIER IDENTIFICATION UP TOWARDS THE RIGHT-HAND SIDE.

SO AS YOU LOOK AT YOUR GRAPHIC, UM, EVERYTHING IS ENCOMPASSED WITHIN THAT CIRCLE.

YOU SEE HIGH QUALITY INSTRUCTION, YOU SEE DEVELOPMENTALLY APPROPRIATE PRACTICES AND PLAY-BASED LEARNING.

AND WHEN WE TALK ABOUT PLAY-BASED LEARNING, THAT IS SOMETHING THAT SOME PEOPLE LOOK AT AND SAY, OH, WE'RE SENDING OUR CHILDREN TO SCHOOL TO PLAY.

NO, THAT IS INTENTIONAL PURPOSEFUL PLAY.

THAT HAPPENS BECAUSE OUR CHILDREN ARE DEVELOPMENTALLY READY FOR THAT STAGE.

SO IF YOU LOOK IN THE PURSE, FIRST PIECE

[01:05:01]

ONE THING THAT KIND OF SCHOOL DISTRICT DOES VERY WELL THAT, AND WE HAVE, WE'VE EXPANDED THIS PROCESS, UH, SIGNIFICANTLY OVER THE LAST FEW YEARS IS THAT EARLY.

WE HAVE TO BE ABLE TO IDENTIFY OUR STUDENTS EARLY IN ORDER TO GET THEM THE HELP THAT THEY NEED, OR THE SERVICES IN PLACE PRIOR TO KINDERGARTEN, TO HELP CLOSE THAT ACHIEVEMENT GAP.

ONCE WE MAY GET TO KINDERGARTEN, THOSE WINDOWS OPPORTUNITY ARE CLOSING DRASTICALLY AND QUICKLY.

SO ONCE, UH, ONCE THOSE WINDOWS OF OPPORTUNITY ARE GONE, THEY'RE VERY HARD TO OPEN BACK UP AGAIN.

SO THE WAY THAT WE DO THIS IS THROUGH A VARIETY OF DIFFERENT STRATEGIES, BUT WE HAVE THE BEAVER COUNTY SCHOOL DISTRICT CHAFF I'M SCREENING, AND THAT'S TAKING CHILDREN THREE, FOUR, AND FIVE-YEAR-OLDS THROUGH DEVELOPMENTAL SCREENER, SEEING WHERE THEY ARE DEVELOPMENTALLY AND THEN PUTTING THE SERVICES THAT THEY NEED IN PLACE.

AND THAT'S A WRAPAROUND SERVICE.

SO WE'RE NOT JUST SAYING TO A PARENT, COME HAVE YOUR CHILD SCREENED.

WE'RE GOING TO LET YOU KNOW WHERE THEY ARE.

AND THEN WE'LL SEE YOU BACK IN KINDERGARTEN.

NO WE'RE GOING TO, WE'RE GOING TO CONNECT YOU TO THOSE RESOURCES AND THOSE ITEMS OR CONCERNS NEED TO BE ADDRESSED NOW.

UM, AND IT MIGHT BE AS A PRIVATE PRESCHOOL, IT MIGHT BE A HEADSTART PROGRAM.

IT MIGHT BE OUR OWN BUKER COUNTY SCHOOL DISTRICT PREPAID PROGRAM, BUT THE BIGGEST PIECE IS MAKING SURE THOSE FAMILIES ARE REFERRED TO THE RESOURCES.

THEY NEED A NEW IDEA OF STRATEGY THAT WE HAVE BROUGHT TO THE DISTRICT OFFICE IS THAT EARLY CHILDHOOD EVALUATION TEAM.

SO WE IDENTIFY THE CONCERN AT CHILD FIND AT THAT SCREENING.

WE THEN TAKE IT THE NEXT STEP TO THAT EVALUATION TEAM.

SO THERE'S A DEDICATED EARLY CHILDHOOD SCHOOL PSYCHOLOGIST, SPEECH THERAPIST, OCCUPATIONAL THERAPIST, AND A PHYSICAL THERAPIST DEDICATED JUST EARLY CHILDHOOD.

WE ALSO LOOK AT THIS AS A PARENT'S FIRST INTRODUCTION INTO THE SCHOOL DISTRICT.

THIS IS A MAKE OR BREAK AND KIND OF MOMENT IF WE DON'T GET THIS FIRST STEP, RIGHT, WHEN THEY'RE TALKING WITH US, WE MIGHT LOSE THAT FAMILY OR LOSE THAT STUDENT.

SO IT'S EXTREMELY IMPORTANT THAT OUR FAMILIES HAVE THAT, BUT IT TASTES WHEN THEY HIT OUR DOORS, THAT THIS IS, WE CARE ABOUT YOUR CHILD.

WE WANT TO GET THEM INVOLVED AND WE WANT TO GET TO YOU AND VITAL IN YOUR CHILD'S EDUCATION.

THE TRAVELING PRESCHOOL BUS, AS MOST OF YOU KNOW, IS, IS THAT BUS THAT GOES AROUND THE COUNTY.

UM, IF YOU HAVEN'T SEEN IT, PLEASE COME TALK WITH ME.

I'D LOVE TO SHOW YOU THE BUS.

IT'S ONE OF MY FAVORITE INITIATIVES.

UM, THAT BUS GOES OUT AND IT'S THE MOST OUTRAGEOUS NEIGHBORHOODS TO HELP CHILDREN AND FAMILIES GET CONNECTED WITH THE DISTRICT.

SO A LOT OF WHERE WE FIND CHILDREN, JUST FROM THAT BUS, AS YOU MOVE AROUND AROUND THE PIE, YOU SEE STRONG COMMUNITY PARTNERSHIPS, THIS IS ESSENTIAL AND AN EARLY CHILDHOOD MODEL.

AND I SAY THAT BECAUSE WE CAN'T DO IT BY HERSELF.

SO WE HAVE TO RELY ON OUR PRIVATE CHILDCARE PROVIDERS, OUR HEADSTART PROGRAMS AND EARLY HEADSTART PROGRAMS, FIRST STEPS, UNITED WAY, ALL OF THOSE PARTNERS THAT CONTRIBUTE TO WHAT, HOW WE MAKE SURE THAT OUR CHILDREN ARE READY FOR SCHOOL.

WE GO BACK TO THE HIGH QUALITY STANDARD-BASED CURRICULUM INSTRUCTION.

THIS IS A HUGE TO THE FIGHT.

YOU HAVE TO HAVE A HIGH QUALITY EARLY CHILDHOOD EDUCATION PROGRAM IN ORDER TO MAKE SURE THAT WE ARE MAKING CHANGES IN THOSE CHILDREN'S LIVES.

WE DO THAT WITH AN URBAN, THE EARLY LEARNING STANDARDS FOR THREE, FOUR.

AND FIVE-YEAR-OLDS WE ALSO, AS A STATE OF SOUTH CAROLINA, HAVE LEARNING GOALS, UH, STANDARDS FOR BIRTH THROUGH FIVE-YEAR-OLDS THE DISTRICT, UH, IT USES CREATIVE CURRICULUM, ONE OF THE THREE OR THREE OR FOUR STATE APPROVED CURRICULUMS. WHEN I TALK ABOUT HIGH QUALITY INSTRUCTION, THIS GOES ALL THE WAY DOWN TO THE LEARNING ENVIRONMENT, THE PROGRAM STRUCTURE, THE EFFECTIVE LEADERSHIP, EFFECTIVE PROFESSIONAL DEVELOPMENT, PURPOSEFUL TEACHING, AND INTENTIONAL LEARNING EXPERIENCES, AS WELL AS CONTINUOUS MONITORING AND IMPROVEMENTS.

AS WE MOVE AROUND THE PIE AGAIN, WE SEE DATA-DRIVEN INSTRUCTION.

THIS HELPS US MAKE SURE THAT WE ARE PROVIDING THAT HIGH QUALITY PIECE OF OUR PRE-K PROGRAMS. USE TEACHING STRATEGIES.

GOLD IS THE STATE'S READINESS ASSESSMENT.

AND THAT ASSESSMENT IS GIVEN THREE TIMES A YEAR AS A PROGRESS MONITORING TOOL.

UM, IT GUIDE INSTRUCTION AND ALSO HELPS WITH QUALITY IMPROVEMENT.

ONE OF THE BIGGEST PIECES AS WELL TO THE PIE IS THIS DIVERSITY AND INCLUSION COMPONENT.

WE WANT TO MAKE SURE THAT WE INCLUDE ALL OF OUR LEARNERS AND ALL OF OUR LEARNERS, ALL OF OUR CLASSROOMS ARE CULTURALLY RESPONSIVE LEARNING ENVIRONMENTS.

WE'RE ABLE TO DO THIS WITH OUR ELL POPULATION, OUR EARLY CHILDHOOD SPECIAL, SPECIAL EDUCATION CLASSROOMS, AS WELL AS OUR INTERVENTION BASED BRIEFING.

[01:10:02]

AS WE WRAP UP AROUND THE PIE, YOU SEE THAT FAMILY PARTNERSHIPS IS A KEY TO THIS PIECE.

WE HAVE TO BE ABLE TO CAPTURE OUR PARENTS EARLY ON IN THIS PROCESS.

THIS SETS UP FAMILIES AS THAT SCHOOL HOME CONNECTION.

THERE HAS TO BE A CONNECTION WITH FAMILIES AND THEIR CHILDREN LEARNING.

YOU'VE HEARD ME SAY THIS EVERY SINGLE TIME I GET UP HERE, BUT, UM, PARENTS ARE THEIR CHILD'S FIRST TEACHER.

AND WE AS A COMMUNITY HAVE TO DRIVE THAT HOME JUST AS MUCH AS THE DISTRICT PROCESS AT HOME.

SO WHEN I'M TALKING ABOUT OUR PARTNERSHIPS WITH UNITED WAY AND OUR PARTNERSHIPS WITH HEADSTART, IT HAS TO BE A COMPREHENSIVE CIRCLE AND IN ORDER FOR US TO MAKE THIS WORK.

SO THERE'S ALSO A NARRATIVE THAT GOES ALONG WITH US AND IT'S IN YOUR PACKET AS WELL, BUT IT DEFINES A LITTLE BIT MORE EACH ONE OF THE, EACH OF THE, OF THE SECTIONS OF THE GRAPHIC.

BUT I DO FEEL THAT THIS, THIS IS SOME THAT WE HAVE IN PLACE IS ABLE TO DRIVE AND SUSTAIN OUR PROGRAM AS WE MOVE FORWARD.

AND SO NOW I'M NOT TALKING TO YOU A LITTLE BIT ABOUT WHAT MAKES UP OUR PRE-K PROGRAM, WHO IS THE PRE-K CHILD AND WHO WE'RE CURRENTLY SERVING RIGHT NOW.

SO AS YOU KNOW, BEAVER COUNTY SCHOOL DISTRICT SERVES THE MOST AT RISK PRESCHOOLER.

WE DO THAT THROUGH A SCREENING PROCESS.

IT HAPPENS EVERY YEAR AND USUALLY IN MARCH, BUT THEN AGAIN, WE HOLD ONGOING SCREENING.

SO THE PRE-K CHILD CAN ENTER THE PROGRAM AT ANY TIME DURING THE YEAR.

SO IF THEY MISS THAT SCREENING ONE TIME IN MARCH, THEY HAD MULTIPLE OPPORTUNITIES TO BE SCREENED ON AVERAGE I'M SCREENING EACH YEAR, ABOUT 1,204 OLDS.

AND WHEN I SAY FOUR YEAR OLDS, THOSE ARE AGE ELIGIBLE FOR GOALS.

SO YOU'RE FOUR YEARS OLD ON SEPTEMBER 1ST, AND YOU'RE ABLE TO GO INTO A GREENING CLASH, JUST LIKE A FIVE-YEAR OLD ON A BEFORE SEPTEMBER 1ST AND GO INTO A KINDERGARTEN.

SO WHEN YOU LOOK AT THIS CHART, YOU CAN SEE THAT, UM, OF THE PERCENT OF THE CHILDREN WHO'VE FALLEN BY.

SO THIS PARTICULAR SCHOOL YEAR WAS IN 2018, 19.

THAT WAS OUR LAST FULL YEAR OF SCREENING.

AS YOU KNOW, COVID HIT A YEAR BEFORE.

SO I TOOK 2018, 19, BUT I WANTED TO SEE A FULL PICTURE OF WHAT WE WERE LOOKING AT HISTORICALLY.

AND WE'RE LOOKING AT FOUR YEAR OLD TO QUALIFY FOR PRE-K.

WE ARE LOOKING AT A LARGE PERCENTAGE.

AND IF YOU CAN SEE HERE THAT DURING THE 1819 SCHOOL YEAR 82.7% OF OUR CHILDREN, THOSE ARE OUR FOUR YEAR OLDS QUALIFY FOR BUFORD COUNTY SCHOOL DISTRICT PRE-K QUALIFICATIONS FOR PRE-K.

ARE THOSE CHILDREN WHO FOLLOW LOW? THE 50TH PERCENTILE, NOT THE CHILD.

THAT'S THE 50TH PERCENTILE.

WE'RE LOOKING AT 49, THEN BELOW OR 40 OR HIGHER ON A STATE DEPARTMENT OF ED RISK FACTOR SCORE.

NOW THAT RISK FACTOR SCORE INCLUDES A FREE AND REDUCED LUNCH, MEDICAID, UM, THE LEVEL OF LITERACY LEVEL OF YOUR MOTHER, THOSE TYPES OF THINGS.

SO CERTAIN RISK FACTORS THAT ALSO CONTRIBUTE TO A STUDENT'S OVERALL GROWTH AND DEVELOPMENT.

THE OPENING PIECE TO THIS WHOLE PIECE OF DATA RIGHT HERE IS THAT 82.7% OF OUR FOUR-YEAR-OLDS SCREENS ARE FALLING BELOW THE 50TH PERCENTILE.

JUST, UH, JUST A QUICK POINT ON THAT DATA WHEN WE CONSIDER THAT ANY, ANY GIVEN GRADE LEVEL OF, OF STUDENT, RIGHT? MAYBE, UM, THERE WERE 1400 TO 1500 STUDENTS, RIGHT? AND ASHLEY SHARED WITH US THAT SHE'S A SCREENED OVER 1100 STUDENTS.

SO BOTH THE 1200 TO, AND IN THAT SCREENING AT THAT AGE LEVEL, 82.7% ARE QUALIFIED, WHICH MEANS 82.7% LOW THAT 15% TIME.

SO WHAT I'M SAYING IS SHE'S TAKEN A SIZEABLE NUMBER OF WHAT ANY GIVEN GRADE LEVEL LIKE ME.

SO CAN I ASK YOU A QUESTION ABOUT THAT? UM, SO YEAH, WHEN I WAS LOOKING AT THIS DOCUMENT BEFORE, UM, THIS MORNING, THAT'S VERY CONCERNING THAT, YOU KNOW, 82.7% OF VICTIMS THAT COME TO THE ALPINE TO QUALIFY AS ALREADY, BASICALLY IT'S ESSENTIALLY EXACTLY.

HOWEVER, MAYBE THAT NEEDS TO BE QUALIFIED A LITTLE BIT BY THE FACT THAT, UM, THE, THE STUDENTS THAT ARE LIKELY NOT TO BE IN THAT CATEGORY.

I E THE STUDENTS THAT ARE NOT ALREADY, YOU KNOW, PERHAPS GOING TO HAVE DEVELOPMENTAL ISSUES, DO THEY EVEN COME TO THE CHILD CLASS?

[01:15:01]

SO WHEN WE DID OUR PRE-K EXPANSION SEVERAL YEARS AGO, CONVERTED ALL OF OUR HALF DAY, UM, TO FULL DAY PROGRAMS. UM, WE SAW A LARGE INCREASE OF FAMILIES WHO WANTED TO COME TO THE DISTRICT TO BE SCREENED.

UH, SO THAT CONTRIBUTED TO AT THE END, GRACE, UH, THERE ARE SEVERAL THINGS THAT CONTRIBUTED TO THAT INCREASE.

ONE IS WHERE WE ARE IN OUR ECONOMY.

UM, THAT COULD BE A PIECE OF WORK FOR A FAMILY PAYING FOR CHILDCARE ON A GIVEN YEAR, WE MAY SEE AN INCREASE OR DECREASE.

UM, WE ALSO SEE, WE DID A LARGE MEDIA CAMPAIGN WITH PEDIATRICIANS AGENCIES, UH, ANYONE WHO REACHES A CHILD BIRTH TO FIVE ON MAKING SURE THAT YOUR CHILD IS, UM, RECEIVING THE EARLY INTERVENTION THEY NEED, THIS IS ONE WAY TO IDENTIFY IT, TO COME HAVE YOUR CHILD SCREEN.

UM, WHEN I RUN THE DATA ACROSS SOCIOECONOMIC LEVELS TO SEE WHO'S COMING TO PRE-K, UH, WE SEE ALL SOCIOECONOMIC LEVELS, HAVE A DEBRIEFING, UM, AND, AND I CAN SHOW YOU THAT DATA, HOW THAT LOOKS, BUT IT'S VERY INTERESTING THAT WE SEE A LITTLE BIT OF, I SEE.

AND SO AS A FOLLOW UP, SO HOW MANY ARE THAT WOULD BE IN, UH, FIRST, EXCUSE ME, KINDERGARTEN.

SO IN OTHER WORDS, ALMOST 1200 POUND TO GET SCREENED AND HOW MANY PRE-K STUDENTS ARE OUT THERE AND ALL DIFFERENT.

RODRIGUEZ MENTIONED THAT JUST A FEW MINUTES AGO.

WE TYPICALLY, WHEN WE TOOK THE TOP OUT OF GRADE LEVEL, WE TYPICALLY SEE ABOUT 1400 IN A GRADE LEVEL, AND THAT'S, THAT'S KINDERGARTEN THROUGH, AND I'M LOOKING AT DANIEL BATMAN, BUT KINDERGARTEN THROUGH FIFTH GRADE, WHEN I LOOK AT THAT IT'S ABOUT 1400 PROGRESS.

UM, YES.

SO IT'S AN EYE OPENING.

IT'S GOING BACK TO HAVING ALMOST A ENTIRE LOOKING AT ALMOST AN ENTIRE GRADE LEVEL AND SEEING THAT MORE THAN HALF ARE FALLING BELOW THE 50TH PERCENTILE.

UM, AS YOU LOOK UP AT THE COLOR, UM, PART OF THE GRAPH, IT BREAKS IT DOWN BY SCHOOL FOR YOU.

SO YOU CAN SEE THE NUMBER OF CHILDREN WHO WERE SCREENED FOR THAT INDIVIDUAL SCHOOL.

UM, WE'LL TALK ABOUT BRANCHES AS FIRST ONE, A HUNDRED PERCENT OF THE CHILDREN WELL-BRANDED ZONE ARE QUALIFYING FOR PRE-K AND THEN YOU HAVE YOU GO DOWN EVEN FURTHER HILTON HEAD, EARLY CHILDHOOD CENTER, 84.7% OF THE CHILDREN ARE QUALIFIED.

ONE QUESTION I ALWAYS GET FROM THE COMMUNITY.

WE ARE SCREENING IN ENGLISH AND SPANISH.

WE'RE S WE'RE SCREENING IN THEIR LANGUAGE.

SO WE HAVE A, EVEN IF IT'S FRENCH, WE HAVE A SYSTEM THAT CAN CONSTRAIN THE CHILD IN THEIR, IN THEIR HOME LANGUAGE.

AS YOU FLIP TO THE NEXT PAGE, IT BREAKS IT DOWN EVEN A LITTLE BIT FURTHER FOR YOU OF OUR DEMOGRAPHICS.

SO WHO IS COMING TO BE SCREENED, WHO IS QUALIFYING WITHIN THAT, WITHIN THAT POPULATION, AS WELL AS, UM, OF THE TOTAL, UH, ELIGIBLE, WHO, WHO IS, WHO IS, I'M SORRY, THE PERCENTAGE OF WHO QUALIFIED FOR PRE-KINDERGARTEN AS WELL, PRE-KINDERGARTEN STUDENTS DO NOT RECEIVE ESL SERVICES.

SO WHEN YOU'RE TALKING ABOUT, WHEN YOU LOOK AT THAT PERCENTAGE OF 37.4% OF OUR CHILDREN ARE SPANISH SPEAKING IN A PRE IN THE PRE-K AS A WHOLE, THEY'RE NOT RECEIVING NOW.

LUCKILY OUR PREPAID PROGRAMS ARE RICH IN LANGUAGE ACQUISITION, LITERACY, UM, AND THEY'RE VERY RICH AND WE HAVE, UM, LABELS ACROSS THE ROOM, EVEN THE CHAIRS, THE CHAIR IN SPANISH AND ENGLISH, FOR THOSE WHO MIGHT NEED IT, BUT NOT RECEIVING ESL SERVICES AT ONE OF OUR PRIME TIMES, ONCE THOSE WINDOWS OF OPPORTUNITY START TO CLOSE, WE SEE THAT THEIR CHILDREN ARE ABLE TO HEAR ENGLISH WITHIN THE CLASSROOM AT A VERY YOUNG AGE.

THEY BEGIN TO MASTER IT A LOT QUICKER.

BUT THIS IS A MIND EYEOPENING DATA FOR US, IF ME THIS DIRECTLY CORRELATES TO OUR GAPS.

RECOGNIZING WHERE WE, WHAT WE SEE WE HAVE AND MOVING THROUGH THE, MOVING THEM THROUGH THAT HIGH QUALITY, AS WELL AS SUSTAINING THE BOOST.

SO WE SEE IT.

WHEN I PRESENTED THIS INFORMATION TO DR.

RODRIGUEZ, A COUPLE OF WEEKS AGO, WE HAD A BIG DISCUSSION ABOUT OUR GAPS AND HOW WE'RE SEEING THIS BEFORE THEY, EVEN, THIS IS BEFORE THEY COME TO US.

OKAY? SO OUR YOUNGEST LEARNERS, THEY'RE ALREADY THERE BEFORE THEY GET TO US.

YOU'VE HEARD ME SAY THIS BEFORE AS WELL, 70% OF A CHILD'S LANGUAGE DEVELOPMENT HAPPENS AND PROVIDE THE AGE OF THREE.

SO THAT IS WAY BEFORE THEY GET TO US.

UM, AND SO WE ARE PLAYING CATCH UP WHEN THEY'RE COMING IN.

AND THE WHOLE GOAL IS TO HAVE EVERYBODY CAUGHT UP BY THE TIME WE GET TO KINDERGARTEN, BUT WE HAVE TO MAKE THAT REALISTIC TOO.

AND THAT'S THAT QUALITY PIECE THAT'S

[01:20:01]

UM, WE'RE PROVIDING HIGH QUALITY PRESCHOOL PROGRAMS. WE'VE MADE AN INVESTMENT IN THESE PROGRAMS AND WE HAVE TO CONTINUE, BUT THAT HIGH QUALITY PIECE THROUGH THE ELEMENTARY SCHOOL.

SO I WANT TO KIND OF TALK ABOUT WHAT'S NEXT.

SO CURRENTLY THIS, OUR CURRENT CURRENT DS, AND THEN WE'LL TALK ABOUT MOVING FORWARD.

BUT, UM, WE OFFER FULL-DAY PROGRAMS AT ALL OF OUR ELEMENTARY SCHOOLS.

OUR CURRENT CAPACITY IS ABOUT 963 STUDENTS WITH NO WAITING MONTHS.

NOW, WHEN I SAY NO WAITING LIST, WE ARE PROBABLY USE THAT 82% NUMBER, NO AGE.

WE PLANNED IT FOR 82% OF THE CHILDREN WHO ARE ELIGIBLE TO COME.

UM, IF THERE'S NOT ROOM AT YOUR HOME SCHOOL FOR PRE-KINDERGARTEN, SO YOU HAVE, WE HAVE DEEMED YOU ELIGIBLE AND THERE WAS NOT ENOUGH SPACE WITHIN THAT SCHOOL.

WE WILL MOVE.

WE WILL PUT YOU AT A DIFFERENT SCHOOL AND PROVIDE THAT OPPORTUNITY FOR YOU.

SO EVERY SINGLE CHILD RIGHT NOW, WHO IS ELIGIBLE FOR BEAVER COUNTY SCHOOL DISTRICT FOR PRE-KINDERGARTEN IS RECEIVING SERVICES IF THEY WANT.

UM, OUR PRE-K PROGRAM IS FUNDED OUT OF LOCAL STATE AND FEDERAL TITLE, ONE FUNDING.

UM, SO IT'S A, IT'S A BLENDED KIND OF PIECE TO MAKE SURE THAT WE ARE ABLE TO SERVE ALL OF THOSE STUDENTS.

SO WHERE DO WE GO FROM HERE? I PRESENTED THIS INFORMATION TO YOU.

IT'S EYE OPENING INFORMATION, AND WHAT WOULD WE NEED TO DO TO MAKE SURE THAT WE ARE CONTINUING TO HELP OUR CHILDREN BE PREPARED FOR KINDERGARTEN.

WE NEED TO LOOK AT ANOTHER PRE-K EXPANSION.

AND WE DID THAT ABOUT FOUR OR FIVE YEARS AGO.

UM, WE CONVERTED ALL OF THOSE HALF DAY FULL DAY PROGRAMS, WHICH WAS A VERY BIG, BIG UNDERTAKING.

UM, WE DID NOT CONVERT OUR HALF DAY PROGRAMS AND LOSE STUDENTS.

SO IF 20 STUDENTS WERE SERVED IN THE MORNING AND 20 STUDENTS WERE STARTED IN THE AFTERNOON AT THAT SCHOOL, WE NOW SERVE 40 STUDENTS, ALL THOSE 40 STUDENTS ALL DAY, WHICH WAS A VERY BIG PLUS FOR ME FOR COUNTY, SO THAT WE DIDN'T LOSE THAT OTHER HALF DAY KINDERGARTEN PRE-KINDERGARTEN CLIENTS.

AND WE CAN LOOK AT THAT PRE-K EXPANSION IN MULTIPLE DIFFERENT WAYS.

AND DR.

RODRIGUEZ, I KNOW ALSO TO TALK A LITTLE BIT ABOUT THAT AS WELL, BUT THERE WAS A, UM, WE HAVE CONTROL OF OUR ELIGIBILITY REQUIREMENTS.

SO RIGHT NOW WE SET THAT AS A 50TH PERCENTILE AND BELOW, AND THEN THAT STATE DEPARTMENT OF ED RISK FACTOR.

SO WE CAN LOOK AT HOW WE COULD SERVE ADDITIONAL STUDENTS BY CHANGING THAT REQUIREMENT.

WE ALSO NEED TO CONTINUE LOOKING AT VERTICAL ALIGNMENT WITH OUR CURRICULUM AND FIDELITY OF GRINNELL.

THAT INCLUDES PRE-K MONITORING COACHES.

SO PRE-K INSTRUCTIONAL COACHES THAT ARE GOING INTO OUR PRESCHOOL PROGRAMS, WORKING WITH OUR TEACHERS AND FOCUSING ON THAT HIGH QUALITY INSTRUCTION.

I WILL ONLY LEARNING IN HIGH VOLUME LEARNING, AND WE ALSO HAVE TO CONTINUE OUR COMMUNITY AWARENESS.

WE CANNOT DO THIS BY OURSELVES.

WE HAVE TO ASK THE COMMUNITY FOR HELP, AND WE NEED OUR PARENTS TO BE PARTICIPATING AS MUCH AS POSSIBLE.

AND WE HAVE SOME QUESTIONS OR COMMENTS.

UM, UM, THANK YOU FOR SENTENCING INFORMATION.

I HAVE TO PUSH IT ABOUT THE BUS.

AND I THINK YOU TOUCHED ON THIS A LITTLE BIT, UM, ABOUT HOW YOU ALL ARE REACHING OUT TO PARENTS THAT LIEUTENANTS KNOW WHEN THE BUS IS COMING TO THEIR AREA, DO THEY NEED TO REGISTER, YOU KNOW, PRIOR? SO HOW DID THEY INFORM? YES.

SO WE HIT, UM, ADVERSE NEIGHBORHOODS IN A VARIETY.

SOMETIMES IT'S CHURCH PARKING LOT, SOMETIMES IT'S WALMART PARKING LOT.

UH, SOMETIMES IT COULD BE BY THOUGH, UH, BUT WE DO HIT SPECIFIC NEIGHBORHOODS QUITE OFTEN.

UM, WITHIN THAT, WHAT WE DO IS BEFORE WE GO TO THAT SIDE OR THE PARENT EDUCATORS WHO ARE HER STAFFING, THE BUS, UM, THEY GO AND THEY HANG FLYERS ON THE DOORS OR PUT A FLYER IN THE MAILBOX.

UM, WHAT WE DON'T WANT TO HAPPEN, AND THIS HAS HAPPENED IS YOU KEEP YOUR CHILD HOME FROM HEADSTART PRESCHOOL BECAUSE THE BUS IS COMING.

SO, UM, WE TRY AND MAKE SURE THAT WE DO A VARIETY.

CAN WE DO SATURDAY IS WE DO DIFFERENT DAYS.

UM, BUT THE WHOLE GOAL OF THE CLASS IS TO GET THE BUS IN THE NEIGHBORHOOD AND THEN GET THAT CHILD CONNECTED TO THAT HEADSTART PROGRAM OR THAT PRESCHOOL PROGRAM OR WHATEVER THEY MIGHT NEED, MEDICAID, THEY MIGHT NEED QUICK.

UM, AND SO THE, THE, THE NICE THING ABOUT THE BUSES, WE WILL DO THAT AND SIGN YOU UP RIGHT THERE ON THE BUS.

AND MY SECOND, UM, IS NOT AN EXACT QUESTION, THE GUY.

[01:25:01]

THANK YOU, MADAM KAREN.

UM, SO I GET A LITTLE BIT OF, UH, DIGGING INTO SOME OF OUR OLD NUMBERS FROM PREVIOUS, UM, EARLY CHILDHOOD PRESENTATIONS.

AND THE ONE THAT I FOUND, UM, MOST RECENTLY I BELIEVE WAS FROM 2018 AND IT TALKS ABOUT KIND OF HOW WE GOT HERE.

I WAS TRYING TO GET A LONG-TERM OR AT LEAST LIKE THE LAST FIVE YEARS OF WHAT HAS DEVELOPED IN OUR EARLY CHILDHOOD AND HOW WE DONE TO WHERE WE ARE.

UM, SO SOMETHING THAT I THINK WOULD BE USEFUL FOR THE BOARD AND ESPECIALLY COME LEGIT TIME, AS WE'RE TALKING ABOUT EXPANDING, THIS IS TO LOOK AT THOSE LONG-TERM NUMBERS.

CAUSE WHAT I SAW WAS THAT IN 2017, 2018, 59% WAS QUALIFYING AND THAT WAS UNDER THE 50% DOWN.

IT ISN'T EXACTLY A DIRECT CORRELATION TO WHAT YOU PRESENTED HERE, BECAUSE I BELIEVE YOU HAVE, UM, THE 50TH PERCENTILE AND, OR THE RISK FACTORS FOR 40, I DON'T KNOW WHAT THAT 59% INCLUDES THE 40, I DON'T KNOW WHAT YOU'RE LOOKING AT, BUT SHOW ME WHAT YOU'RE LOOKING.

I CAN PROBABLY IT'S IN A BOARD DOCS, LIKE FROM NOVEMBER OF 2018, I THINK.

UM, SO IT'S, IT'S A LITTLE BIT DATED AND I'M NOT SURE IF THOSE NUMBERS ARE CORRECT, BUT IF THAT LOOKS TRUE THAT 59% COMPARED TO WHERE WE'RE AT NOW AT 82%, IT SHOWS A LARGE INCREASE OF THOSE THAT ARE QUALIFYING AND CERTAINLY IS CREDENCE TO EXPANSION AND FURTHER EXPANSION AND THE NUMBERS GROWING.

UM, ADDITIONALLY TAKING THAT A STEP FURTHER INTO KIND OF THE SPED AND THE SUPPORT SERVICES THAT WE OFFER IN THE, IN THE PRE-K PROGRAM.

UM, IT BROKE IT DOWN FOR HOW MANY WERE ALL BY HER VISION, HER SPEECH OR HEARING.

AND I THINK THAT'S AN ADDITIONAL PIECE OF INFORMATION WE SHOULD HAVE.

SO TO ANSWER, I THINK YOUR INFORMATION THAT YOU CAME FROM WAS FROM OUR CHILDHOOD EXPANSION BRAND.

SO THAT SPECIFIC PRESENTATION WASN'T LOOKING AT ALL FOUR YEAR OLDS, IT WAS LOOKING AT ALL THREE, FOUR, AND FIVE-YEAR-OLDS YEAH, I CAN GET IT.

SO, AND THAT WAS, WE ORIGINALLY, WE STARTED CHILD HEIGHT, EXPANSION, EXPANDING THOSE DEVELOPMENTAL SCREENINGS.

IT STARTED OUT AS A GRANT.

AND SO IT WAS GRANT FUNDED.

WE RECORDED A LOT, UM, AND I CAN STILL BREAK UP THOSE NUMBERS.

SO WHAT HAPPENS BETWEEN, UM, I LOOK, THIS INFORMATION IS ALL FOUR YEAR OLDS SCREEN THROUGHOUT THE SCHOOL YEAR, JUST AGE ELIGIBLE.

SO I THINK THAT INFORMATION IS NOT INCLUDED THREE, THREE, FOUR, AND FIVE YEAR OLDS.

UM, THE OTHER PIECE THAT YOU MAY HAVE BEEN LOOKING AT THE FOUR YEAR PHASE AND PLAN THAT WE STARTED BACK IN, I WANT TO SAY 2014, AND THAT WAS A FOUR YEAR FACE OF EXPANDING PRE-K AS WELL.

PARTNERSHIP ALLOWED US TO CREATE MORE CONTINUITY FOR THAT VERSE FOR THE 12TH GRADE SCHOOL SYSTEM WE'RE ABLE TO WORK WITH.

IT DOES HAVE A CHART HERE OF THE EXPANSION OF PRE-K AND TALKS ABOUT THE CONVERSION OF CLASSROOMS AND HOW MANY CLASSROOMS WE WERE ADDING AND, AND ALL OF THAT.

UM, SO I, I THINK THAT JUST THOSE, THAT INFORMATION AND THOSE NUMBERS TO KIND OF SHOW HOW, UM, THE CHILDREN THAT ARE QUALIFYING AND THE NUMBER OF CHILDREN THAT ARE QUALIFYING HAS PERHAPS BEEN TAKING UP, UM, WOULD BE USEFUL SO THAT WE CAN USE THAT TIME AS WELL AS SUPPORT FOR, UM, THE EXPANSION OF IT, BECAUSE I'M, I'M A HUGE ADVOCATE FOR EARLY CHILDHOOD EDUCATION.

AND ESPECIALLY FOR IDENTIFYING THOSE CHILDREN THAT HAVE SPECIAL NEEDS AS EARLY AS THEY CAN TO GET THEM THE SUPPORT SERVICES THAT THEY NEED.

SO THANK YOU VERY MUCH, INGRID.

THANK YOU VERY MUCH.

UM, SO I HAVE TWO AREAS I'D LIKE TO HEAR A LITTLE BIT MORE ABOUT, I WAS AT, UH, SHANKLIN ELEMENTARY SCHOOL AND THEY HAVE A HEADSTART PROGRAM AND I STILL DON'T FEEL LIKE I TOTALLY UNDERSTAND BECAUSE THAT IS NOT IF YOU, FOR COUNTY PRE-K.

SO CAN YOU TALK A LITTLE BIT ABOUT THE RELATIONSHIP? AND I DON'T KNOW IF THERE IS LIKE BOYS AND GIRLS CLUB OR OTHER, UH, COMMUNITY ORGANIZED, UH, PARTNERSHIPS THAT ADDRESS THE SAME POPULATION, YOU KNOW, AS FAR AS HOW WE'RE WORKING WITH THEM.

AND THEN THE SECOND THING IS WHEN YOU TALK ABOUT VERTICAL ALIGNMENT, BECAUSE I DID HEAR FROM SEVERAL ELEMENTARY SCHOOL PRINCIPALS, THAT ONE OF THE CONCERNS IS, IS THAT YOU TAKE ALL THESE FOURTH GRADERS THAT YOU'VE PILED INTO THE SAME KINDERGARTEN CLASS, AND THEY'VE ALL HAD VERY DIFFERENT PRE-K EXPERIENCES AND IT TAKES A BIG CHUNK OF KINDERGARTEN TO KIND OF TRY AND GET EVERYBODY ON THE SAME PAGE.

SO I THINK THAT WILL BE A BIG PIECE IN TERMS OF ADVOCATING FOR EXPANSION, NOT JUST TO THOSE WHO ARE QUALIFIED, BUT TO ALL FOUR FOUR-YEAR-OLDS IN BEAVER COUNTY.

UM, SO CAN I TALK A LITTLE BIT? UM, SO OUR, OUR PARTNERSHIP WITH HEADSTART, SO HEADSTART IN OUR COUNTY, UM, DOES FOLLOW UNDER THEIR OWN AGENCY AS BUFORD JASPER EOC HEADSTART.

UH, SEVERAL YEARS AGO, ABOUT EIGHT TO 10, 10 YEARS AGO, WE FORMALIZED THAT PARTNERSHIP AND WE MOVED TO MAJORITY OF OUR HEADSTART AND EARLY HEADSTART CHILDREN INTO OUR SCHOOL BUILDINGS.

SO AT DAVIS AND ST HELENA, THERE ARE SIX WEEK OLD BABIES, TWO FIVE-YEAR-OLDS AND IT WAS EARLY LEARNING CENTERS.

AND THEN, UM, IN SHANKLIN, THERE ARE TWO, THREE, FOUR YEAR OLD CLASSROOMS. AND THEN AT BUFORD, NOW THERE ARE TWO, THREE, FOUR YEAR OLD CLASSROOMS. UM, THAT

[01:30:01]

UM, IT'S NICE TO HAVE THE HEADSTART FAMILIES WORKING TOGETHER WITH THE PRE-KINDERGARTEN FAMILIES AND THE KINDERGARTEN.

IT WORKS RELATIVE WORKS VERY WELL TOGETHER.

UM, AND SO AT SOME OF THOSE TOOLS SITES, YOU'LL SEE A HEADSTART PROGRAM.

WE ALSO HAVE OUR BEAVER COUNTY SCHOOL DISTRICT PRE-K PROGRAM TO THEN LOOK IN THOSE BUILDINGS.

SO IF WE'RE SHARING A BUILDING WITH HEADSTART, WE HAVE PRE-K STUDENTS AS WELL IN KINDERGARTEN, SOME CASES, THE VERTICAL ALIGNMENT COMPONENT, I DO WANT TO MENTION, AND THIS IS WHERE SOME OF OUR, OUR PRINCIPALS ARE TALKING ABOUT.

WE USE A CURRICULUM IN PRE-KINDERGARTEN, THAT'S A HANDWRITING, WHAT THAT LETTER FORMATION, WE'RE LEARNING HOW TO FORM THE LETTERS OR LETTER LIKE FORMS. AND IT'S CALLED LEARNING WITHOUT TWO YEARS.

UM, THERE IS VERY SPECIFIC LANGUAGE THAT, OF HOW TO BUILD A LETTER B AND HOW TO BUILD A LETTER A THAT COMES IN HANDY WHEN YOU MOVE ON INTO KINDERGARTEN AND FIRST GRADE.

SO IF THAT TEACHER IS USING THAT COMMON LANGUAGE, UM, YOU FIRST DRAW THE STRAIGHT LINE AND THEN THE CURVE LINES MAKE THAT BE OUR STUDENTS START TO USE TO MEMORIZE THAT AND UNDERSTAND, OKAY, A B HAS A STRAIGHT LINE IN A CURVED LINE.

SO WITH PRE KINDERGARTEN IN OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMS, USING THAT LEARNING WITHOUT TEARS, OUR PRINCIPALS HAVE ASKED THAT WE KNEW THAT ON THAT VERTICAL COMPONENT ON, INTO KINDERGARTEN SO THAT OUR KINDERGARTEN TEACHERS CAN USE THAT SAME LANGUAGE WHEN THOSE CHILDREN ARE MOVED THROUGH KINDERGARTEN OR PRE-KINDERGARTEN ONTO KINDERGARTEN, SO THAT WE'RE NOT CREATING CONFUSION.

SO IT'S SOMETHING SIMPLE AS, AS WHAT'S THAT, THANK YOU, MADAM CHAIR, ABOUT PARENTAL EXPECTATION.

I SEE A PROBLEM AND THAT SOME PARENTS SAY, WELL, MY CHILD IS NOT FIVE AND, AND HE, OR SHE IS READY TO GO INTO KINDERGARTEN.

AND MY CHILD WAS NOW SIX, EITHER.

SHE IS NOT READY TO GO INTO SIXTH GRADE.

UNFORTUNATELY HUMAN BRAINS DO NOT DEVELOP UNIFORMLY.

AND WHAT SOMETIMES HAPPENS IS IN THAT PARENTAL EXPECTATION, THEY PUSH THEIR CHILD BEFORE THEY'RE READY TO ADVANCE AND THAT CHILD, AND IT'S FRUSTRATED THAT CHILD THEN FEELS WELL, I'M NOT VERY SMART.

AND THEN IT JUST GETS WORSE.

SO PART OF THIS ISSUE IS PARENTAL EDUCATION THAT ALL CHILDREN DON'T DEVELOP THE SAME.

AND IF YOUR CHILD IS NOT READY TO GO INTO KINDERGARTEN, THAT'S NOT SAYING THAT THAT CHILD IS STUPID.

THAT CHILD JUST ISN'T WIRED TOGETHER YET.

AND THAT'S VERY, VERY, I SEE THIS HAPPENING A LOT.

AND WHEN I SEE THAT HAPPEN, I SEE AT SOME POINT WHEN I GO INTO THESE ELEMENTARY SCHOOLS AND GO TO KINDERGARTEN AND ALL THE KIDS THINK IS FINE, EVERYTHING IS GREAT.

AND THEN AS YOU GET FARTHER AND FARTHER UP, YOU START TO SEE THE ISOLATED CHILD THAT IS NOW WITHDRAWN AND IS NOW NOT AS EXUBERANT AS HE WAS BEFORE SHE WAS BEFORE.

AND PART OF THAT IS, IS THEY WERE ADVANCED TOO QUICKLY.

SO THAT'S ONE OF THE KEY ISSUES THAT I HAVEN'T SEEN ADDRESSED ABOUT PARENTAL EDUCATION AND PARENTAL EXPECTATIONS.

YOU KIND OF SUMMARIZE SOME OF THAT FOR US AND WHAT THE PUSH IS FROM COLUMBIA, UH, REGARDING PRE-K A LOT OF THAT CONVERSATION, UM, IS, IS TOWARDS SERVE DEBT FUNDED COUNTIES.

UM, I DO, UM, I, YOUR PACKET, I PUT UP THE PROFILE OF ALREADY KINDERGARTEN IN YOUR PACKAGE THAT BRINGS US BACK TO THAT COMMUNITY AWARENESS.

AND WE HAVE TO MAKE SURE THAT FAMILIES UNDERSTAND THAT DEVELOPMENT HAPPENS ON A CONTINUUM.

AND THAT JUST BECAUSE YOU'RE A FOUR YEAR OLD OR FIVE YEAR OLD OR SIX YEAR OLD IS READING DOESN'T MEAN MY FOUR OR FIVE YEAR OLD, SIX YEAR OLD IS READING.

UM, AND, AND THAT'S WHERE THAT DEVELOPMENT HAPPENS.

THAT CONTINUUM PIECE COMES INTO PLAY.

BUT I THINK A BIG PIECE TO WHAT YOU'RE SAYING IS COMMUNITY AWARENESS, UH, AND HELPING OUR TEACHERS UNDERSTAND THAT AS WELL, THAT DEVELOPMENT HAPPENS ON A CONTINUUM AND, UM, WITH THE EXPECTATION.

HI, MR. DEREK, EXCUSE ME, PATRICIA GOODRICH.

THANK YOU, DR.

GLOSS.

THANK YOU, ASHLEY.

UM, I JUST HAVE A COUPLE OF QUESTIONS, SO IT'S CORRECT THAT SOUTH CAROLINA DOES NOT MANDATE KINDERGARTEN, RIGHT? SO WE'LL SAY EXCEPT FOR A LOT OF SAYS YOU DO NOT HAVE TO SEND EACH OTHER BURNS.

UM, SECOND QUESTION IS, UM, THERE WAS A LOT OF CONVERSATION OF COLUMBIA RIGHT NOW ABOUT PRE-K.

CAN

[01:35:01]

AND WHEN I TALK ABOUT STARTUP FUNDED COUNTIES, THAT IS FUNDING THAT COMES DOWN IN TWO WAYS.

UM, WE, WE, UM, AS BEAVER COUNTY ARE NOT A SURROGATE FUNDED COUNTY, UM, SURROGATE IS THE, UH, IT WAS CREATED, I CANNOT REMEMBER THE YEAR, BUT IT WAS THE JUDGE, UH, POOPERS RULING ABOUT HAVING TO LOOK VERSUS THE STATE AND I 95 CORRIDOR SHAME THAT ALL CHILDREN HAD ACCESS TO HIGH QUALITY PRESCHOOL PROGRAMS. UM, OVER THE LAST SEVERAL YEARS THAT SERVED UP PROGRAMMING HAS INCREASED TO SEVERAL OTHER COUNTIES IN SOUTH CAROLINA, BUT STILL IF YOU FOR COUNTY DOES NOT ONE OF THOSE, UM, THAT, SO WHEN YOU SEE A LOT OF THOSE FUNDING, YOU KNOW, PRE-K IS INCREASING.

WE GET MORE FUNDING THAT IS NOT BE FOR COUNTY.

UM, THE FUNDING COMES DOWN IN TWO WAYS, ONE THROUGH SCHOOL DISTRICTS, UM, AND THAT'S A, THAT PROGRAM IS IN A SCHOOL BUILDING.

AND THEN SOME OF THE FUNDING COMES DOWN THROUGH YOUR COUNTY, NOT BEING THE KIND OF FIRST STEPS, THE STATE READINESS, UM, PROGRAM.

AND THAT GOES TO PRIVATE JOB HERE.

SO YOU SAID THE STATE COULD FUND FOUR YEAR OLDS TO GO INTO PRIVATE CENTER, BUT IT'S NOT IT'S FOR FREE.

IT'S A STATE FUNDED, I DON'T KNOW, START MY QUESTIONS.

ONE, YOU SAID SOMETHING ABOUT THREE YEAR OLDS ABOUT LANGUAGE OR SEVEN, 8% OF 70% OF THEIR LANGUAGE DEVELOPMENT HAPPENS BEFORE THREE OR AT FIVE, THREE.

YOU FIND THAT A BIG CHUNK OF THE PROBLEM WHEN YOU'RE TALKING THE BUYERS NUMBER OF 10 EGGS AND DOLLAR CHILDREN, THAT'S IN THOSE SECTIONS THAT RANDOMLY HAD FOUR YEAR OLDS LANGUAGE AS A WHOLE, UM, IS A CONCERN ACROSS OUR NATION.

AND YES, A LOT OF IT GOES BACK TO CORNELL EXPECTATIONS, UM, OR OUR, OUR FAMILIES ARE NOT TALKING TO EACH OTHER.

THEY'RE NOT HAVING FAMILY DINNERS LIKE WE USED TO HAVE.

AND, AND THAT'S, UM, THE WAY OUR SOCIETY HAS, HAS GONE AS A WHOLE.

UM, I UNDERSTAND YOUR QUESTION.

THAT ALONE IS, UH, IS, IS A NEED FOR, FOR SOME EXAMINATION CERN.

MY QUESTION CERTAINLY IS THAT, YOU KNOW, THEIR LANGUAGE IS NOT SAM LANDERS, THAT'S BEING TESTED AND THE NUMBERS SHOW SOME, SOME CONCERN OR SOME NEED FOR SOME KIND OF ADDITIONAL INTERVENTION TO GET THEM UP TO WHAT IS GOING TO BE TESTED AS READINESS AND, AND BEYOND READINESS FOR EXTENSION.

AND YOU MENTIONED THAT HAVE A REAL SITUATION, AND THE FACT THAT WE ARE NOT QUALIFIED BECAUSE OF THAT POPULATION HAVE NOT HIGHLIGHTED THE SAME POPULATION THAT BEING AMITYVILLE ELIGIBLE, BUT I STAYED STATE FUNDING IS THE SAME POPULATION HAS GOT US.

YOU KNOW, , YOU KNOW, OUR NUMBERS ARE LOW.

OUR NUMBERS ARE NOT WHERE IT NEEDS TO BE.

WE'RE AT THAT PERCENTAGE THROUGH TO THE SCHOOL WHO CALLED FIRE.

AND IN MY MIND, I THINK WE NEED TO FOCUS ON A HUNDRED PERCENT STUDENTS BEING PREPARED, BUT WE ALSO NEED TO FOCUS ON, ON THE DIFFERENCES LIKE AROUND A DIVERSE SLATE, THE FENCES AND THE DEVELOPMENT, AND HOW WE ADDRESS THAT FROM THOSE NUMBERS STANDPOINT, IT'S DIFFERENT FROM HOW WE ADDRESS IT FROM HOME OR REAL STAFF.

YOU KNOW, I SAID, WE USE STANDPOINT, WHAT ARE WE EXPECTING FROM THE SHANKLIN HEADSTART REAL VERSUS SOMEONE ELSE, YOU KNOW, AND, YOU KNOW, THAT'S MIGHT NOT BE REAL.

WHAT ARE WE LOOKING AT IN TERMS OF THE NUMBERS? I RECALL, UH, LIKE TWO YEARS AGO THERE, AS A QUESTION I ASKED, I ASKED DANIEL ABOUT GOOGLE STUDENTS.

I ASKED HIM IF HE HAD EVER CHESTED STUDENTS FROM HELL, I THINK IT WAS FOR ENGLISH AS A SECOND LANGUAGE.

AND HE SAID, YES, STRANGELY ENOUGH, HE HAD DONE THAT.

AND THAT, I THINK HE SAID TWO OF THEM WHEN HE, SOMETHING STUDENTS QUALIFIED AS ENGLISH SPEAKERS

[01:40:01]

UH, AND, UH, I THINK WE BE ON THE RIGHT TRACK.

THE TRENDS WILL BE PLANNING TO THE EXTENT, BUT I, I KNOW THAT THAT ONE TO THREE YEAR OLD PIECE, AND I WOULDN'T EXPECT, UNLESS YOU JUST START THINKING OUT OF THE BOX THAT YOU WON'T GET ANY MORE PARENTAL INVOLVEMENT OR FAMILY INVOLVEMENT, BECAUSE, YOU KNOW, THAT GOES BACK TO THE HISTORY OF THE CULTURE AND THE CULTURE OF THE REGION AND THE HISTORY OF THE REGION.

YOU KNOW, WE SEND OUT WITH CHILD, YOU, YOU TO BE EDUCATED THAT THAT'S, THAT'S, THAT'S THE HISTORY AND CULTURE, AND IT'S A LOT DEEPER THAN THAT.

YOU ARE PROBABLY EVER BEEN TAUGHT OR COULD UNDERSTAND UNLESS YOU PROBABLY LIVED IT OR REALLY, REALLY DEEPLY STUDY THE CULTURE OF THIS AREA.

SO THAT'S, THAT'S THE OTHER ELEMENT IN THE ROOM.

YOU'RE LOOKING FOR THE FAMILY TO REALLY BE ENGAGED AND LATE IS WHAT YOU NEED TO DO, BUT HEY, THIS IS WHAT I DO BY THAT GRANDMA .

AND THEN I NOW GET AN AND THAT'S OUR PIECE THAT I KNOW WE CAN'T FIX.

WE DON'T HAVE THE RESOURCES TO FACE THE BEST PIECE THAT YOU HAVE TO BE COMPETENT TO DO ANY KIND OF ADJUSTMENTS.

AND, AND THAT IS STILL HAPPENING WITH A LOT OF OUR FAMILIES, ESPECIALLY OUR YOUNGEST.

I WAS JUST GONNA ADD CAPITAL THAT, UM, YOU KNOW, YOU'RE, YOU WERE REFERENCING, I THINK SPECIFICALLY THE GOLUB, UH, UH, COMMUNITY, BUT I THINK WHEN YOU LOOK ALSO AT THE HISPANIC COMMUNITIES, RIGHT, THOSE, THOSE NUMBERS ARE PRETTY SIMILAR.

UH, YEAH.

UM, SO WHAT I'M SAYING, IT'S A, IT'S A, IT'S A, IT'S A BIG, WE HAVE TO RELEARN THE CULTURES TO EDUCATE PROBABLY OUR DISTRICT NOW, UH, COUNTIES, THE CULTURE IS, IS SIGNIFICANTLY DIFFERENT THAN THE ALL AMERICAN STRUCTURE THAT THE STATE IS NOW FINALLY DRIVING TOWARDS, UH, AMERICAN COMES WITH NO REAL FOCUS ON, ON OUR CULTURE, WHICH IS THE BAD BIT DIFFERENT THAN, YOU KNOW, THE TYPICAL CULTURE, BECAUSE NOTHING CAUSE DIVERSITY PER SE, BUT BECAUSE ISOLATION AND THE TRANSIENT AND THE EDUCATION PEOPLE ARE SENDING THEIR CHILDREN TO SCHOOL.

SO THAT'S, YOU KNOW, IT'S A LOT, IT'S, IT'S A LOT TO PUT ON ANYBODY'S PLATE.

I JUST UNDERSTAND THAT WE'VE GOT A BIG .

SAY THAT I UNDERSTAND THE SPANISH LANGUAGE THAN THE ENGLISH AND THAT SHIFTED SLOWLY.

UM, THAT, THAT, AND I THINK, UM, ARE PART OF THIS PRESENTATION TODAY, AND I KNOW, UH, YOU YOU'VE SEEN THE GRAPHIC AROUND OUR ANOVA, A SYSTEM APPROACH TO EARLY CHILDHOOD EDUCATION.

AND THAT'S WHAT I WANTED FROM, UH, MS. HUTCHINSON.

AND I WANTED HER TO SHARE TODAY, IS THIS A SYSTEM APPROACH AND A SYSTEM STRATEGY TO TACKLE EARLY CHILDHOOD EDUCATION? BECAUSE IF WE'RE GOING TO TURN THE TIDE ON THIS, RIGHT, WE HAVE TO START AS EARLY AS WE CAN START BECAUSE THE NUMBERS ARE DICTATING TO US THAT THERE IS A NEED TO START EARLY AND, AND, UH, AND THE TACKLE.

SO, SO, UH, THIS IS A LONG-TERM COMPONENT OF, OF AN OVERALL, UH, APPROACH.

HOWEVER, WE HAVE TO DO THINGS INTERMITTENT AS WELL, BUT THIS IS A SYSTEM APPROACH WHERE YOU SEE FOR EARLY CHILDHOOD EDUCATION AND WHAT I WANT US TO BUILD, AND WE'RE GOING TO BE BUILDING IS THE NEXT PHASE IN THAT WHEEL, RIGHT.

WHICH IS BEYOND THEN KINDERGARTEN AND THEN BEYOND ELEMENTS.

AND THEN GO ON.

I AGREE WITH YOU.

I SEE WHEN YOU SEE THE CHANGES, NONE OF US, AN EDUCATION, PC CHILDREN TOGETHER SHIFTS, AND THIS DISTRICT, YOU KNOW, THEY GET TO BE JUNIORS OR SENIORS IN HIGH SCHOOL.

THEN THEY FINALLY MAKE THE NIGHT SHIFT INTO THE ENGLISH LANGUAGE.

IT'S TAKEN THAT LONG BEFORE THEY CAN SEPARATE.

DOESN'T REALLY

[01:45:01]

AND WHAT I'M SUGGESTING, I THINK IS SAYING THE SAME THING AS, YOU KNOW, BABY AT A THREE YEAR OLD, WHEN THAT CONFLICT IS MADE, IT CAN BE DEALT WITH A LOT EASIER AND FASTER THAN AS A FOUR YEAR OLD FIVE YEAR OLD MAN, THAT DEVELOPMENT I'VE ALREADY TAKEN PLACE.

YES .

BUT I JUST SEEM, IT REALLY WEIGHTED EARLIER THAT WE COULD CHANGE IT EARLY.

AND, AND, YOU KNOW, AND, AND IT'S TRICKY MR. CAMPBELL, BECAUSE I AGREE WITH YOU A HUNDRED PERCENT AND THAT'S HOW THAT'S HOW SCOTT READ.

BUT, BUT IT IS TRICKY BECAUSE THE OTHER THING YOU'RE YOU'RE ALSO WORKING WITH HERE IS THE ASSETS OF THAT DIVERSITY THAT YOU DON'T WANT LOSS AS THEY DEVELOP THE ENGLISH LANGUAGE AND THE, AND THE PARENTS AND THE CULTURE DOESN'T WANT LOSS.

AND WE SHOULDN'T LOSE.

WE SPOKE EARLIER ABOUT THE ASSETS AND THE DIVERSITY OF OUR COMMUNITY.

AND SO, SO THAT, THAT THE UNDERSTANDING THAT THE, THE, THE ADDITION AND THE VALUE OF LEARNING THE ENGLISH COMPONENT QUICKER, RIGHT.

IN THE DEVELOPMENT OF THE LANGUAGE QUICKER, RIGHT.

IT DOESN'T HAVE TO TAKE AWAY FROM THE, FROM THE, I'M A, I'M A PERFECT EXAMPLE, RIGHT.

I GREW UP IN A COMPLETELY SPANISH SPEAKING HOUSEHOLD, RIGHT.

TO THIS DAY, TO THIS DAY NOW, NOT NOW, MY DAD WAS VICE-PRESIDENT AND FLORIDA INTERNATIONAL UNIVERSITY, FLUENT, BILINGUAL, BOTH LANGUAGES.

BUT TO THIS DAY, IF I'M TALKING TO MY DAD IN ENGLISH, YOU MAY NOT ANSWER HIM.

AND IF HE DOES, HE'S GOING TO ASK ME IN SPANISH.

BECAUSE THAT'S HIS WAY OF ENSURING THAT I DON'T LOSE MY BILINGUALISM.

AND IT'S ALWAYS BEEN RIGHT.

SO THAT BEING SAID THAT TO FAMILIES THAT THEY CAN DO, THAT WE DON'T HAVE TO INTEGRATE WITH.

BUT THE PART THAT WE HAVE JJ, IS THE ABILITY TO SCORE ON THOSE EXAM TO PROVE THE ENGLISH ASPECT IS HAPPENING AND THAT'S OURS.

SO I AGREE WITH YOU.

I PAID KNOW SOME OF IT.

ILLUSTRATES THE CHALLENGE BEFORE US, UH, IN, IN THE ASSESSMENTS THAT OUR STUDENTS FACED BEFORE THEN THROUGHOUT THEIR EDUCATIONAL PROGRAMMING AND THEIR EDUCATIONAL CAREER.

I MEAN, THIS IS THE CHALLENGE BEFORE, AND THE CHALLENGE BEGINS THIRD GRADE, IF NOT IN FOURTH GRADE, NOT IN FIFTH GRADE, BUT YOU CAN SEE HERE, UH, THE CHALLENGE BEGINS BEFORE WE EVEN GO.

I WANTED TO ADD, YOU'RE LOOKING AT THIS, THIS TABLE HERE.

THESE ARE OUR CURRENT FIRST GRADERS.

SO WHEN YOU'RE, WHEN YOU'RE LOOKING AT THESE NUMBERS, THIS IS WHAT YOU MIGHT, OUR FIRST GRADE WHO ARE FIRST GRADERS ARE MATH.

A COUPLE OF QUESTIONS.

WHAT WOULD IT TAKE TO OFFER, UM, PRE-K TO ALL FOUR YEAR OLDS? WELL, ONE OF THE, WE'LL BOTH SAY IT, BUT ONE OF THE THINGS, AND MAYBE FINALLY WANTS TO TAKE PART OF IT TOO, BUT ONE OF THE THINGS I DEFINITELY WANT TO TAKE RIGHT.

SPACE, WE, WE, WE HAVE A LOT MORE FAMILIES FRIGHTENED THAT WE, YOU KNOW, SOUTH OF THE, UH, OF THE BROAD, RIGHT.

WHO WE NEED, WE NEED SPACE.

WE DON'T, WE DON'T BROKEN FOR A REASON.

SO, SO THAT, THAT MAY BE AN IMPORTANT COMPONENT FOR OUR BLOCK AND GROWTH COMMITTEE THAT ALSO THINK ABOUT AS THEY'RE LOOKING AND DOING THEIR WORK, ADDITIONALLY, UH, IN THE NORTHERN PART OF THE COUNTY THAT WE HAVE THE SPACE, RIGHT.

WE HAVE SPACE.

ONE OF THE THINGS WE CAN DO, UH, AND THIS IS, THIS IS PART OF DOING CONVERSATION THAT, THAT, THAT WE'RE GOING TO HAVE, BUT PART OF IT IS THE OPPORTUNITY TO UTILIZE SOME OF THAT SPACE IN THOSE BUILDINGS.

MAYBE FOR ADDITIONAL PRE-K.

THE NUMBER OF KIDS THAT, THAT MAYBE WE CAN SERVE, UH, THAT WE CAN UTILIZE SOME OF THAT SPACE AS WELL.

UH, IF WE CAN'T EXPAND

[01:50:01]

WHEN I THINK IN ADDITION, UM, THAT'S A FINANCIAL COMMITMENT BECAUSE YOU MEANS MORE TEACHERS FOR PRE-K.

UM, AND SO AS PART OF THAT WHOLE, WHOLE BIGGER CONVERSATION, RIGHT.

UM, ASHLEY, I DON'T KNOW IF THERE'S ANYTHING ELSE YOU WANT TO ADD TO IT, BUT THAT'S PART OF WHAT I SEE AS AN OPPORTUNITY WITH SOME OF THAT SPACE.

SO WE HAVE, THERE IS, THERE HAS BEEN A PRE-K FOR ALL PROPOSAL.

UM, AND WE, AND WE'VE LOOKED OVER THAT AND LOOKED AT IT.

UM, IT IS ABSOLUTELY.

I WANT TO DRIVE HOME THAT SPACE PIECE.

UM, WHEN SCHOOL BUILDINGS WERE BUILT 30 YEARS AGO, PRE-K WAS NOT SOMETHING THAT WAS EVEN ON THE TABLE TO DISCUSS.

SO ADDING AN ENTIRE GRADE LEVEL CHOICE, SCHOOL BUILDING INCREASES AS CAPACITY BY THAT.

UH, WE ALSO HAVE TO KEEP IN MIND THOUGH, THE RATIO ISSUE.

SO IT WAS PRE PRE-KINDERGARTEN.

WE HAVE A 20 TO TWO RATIO.

UM, THERE'S A TEACHER AND AN ASSISTANT IN THE AFTERNOON, BUT OUR NUMBERS BY STATE LAW CAN NOT GO OVER TWICE.

UM, WE HAD LOOKED AT A COUPLE OF DIFFERENT NUMBERS, HAVE INCREASED WHEN WE TALK ABOUT PRECINCT THAT ELIGIBILITY REQUIREMENT.

SO RIGHT NOW WE'RE AT THE FRONT BELOW THE 50TH PERCENTILE, AND WE MOVED THAT UP TO 70 OR 85TH PERCENTILE AND BELOW, UM, IT WOULD INCREASE NUMBERS.

IT WOULD NOT INCREASE DRASTICALLY.

UM, AND THAT WOULD BE A SMALL PHASE THAT WE COULD PHASE IN A FLAT, UM, COMMENT TO THAT.

I WOULD THINK THAT ANYTHING WE CAN DO WITHIN WHAT WE HAVE AVAILABLE TO US AT THIS POINT, I WOULD CERTAINLY ENDORSE THAT.

I THINK STUDENTS IN OUR PRE-K PROGRAMS, UM, WE HAVE MORE INFLUENCE OVER THEIR CURRICULUM AND PREPARING THEM FOR OUR KINDERGARTEN.

MY SECOND QUESTION IS READY FOR SCHOOL SOUTH CAROLINA'S PROFILE OF THE READY KIM AND GARDNER, IS THIS WHEN THEY ENTER KINDERGARTEN OR IS THIS WHEN THEY EXIT KINDERGARTEN? UH, REMEMBER CONTINUING, UH, DEVELOPMENT HAPPENS ON A CONTINUUM, SO IT COULD VERY WELL MEAN BOTH.

GUYER SAID, DOWNLOAD THEMSELVES.

I, I, THERE ARE SOME PRETTY HIGH LEVEL EXPECTATIONS ON HERE.

I HAVE A FOUR YEAR OLD GRANDSON WHO I THINK IS PRETTY DARN GONE WITH IT.

I DON'T THINK HE CAN DO LIKE SOME OF THESE THINGS IT USED TO BE.

AND THIS IS A TALKING EDUCATION CANTERBURY USED TO BE THE TIME WHEN WE FOCUSED ON APPROACHING LEARNING AND INQUIRY, PHYSICAL DEVELOPMENT AND SELF-HELP SKILLS, EMOTIONAL AND SOCIAL DEVELOPMENT, IT'S THAT ALL THE ACADEMICS, ACADEMICS HAS BEEN PUSHED DOWN TO THIS.

AND YOU KNOW, I'M NOT SAYING THAT KINDERGARTEN STUDENTS CAN'T DO THIS BECAUSE I'VE SEEN THEM DO IT.

AND THE BEST KINDERGARTEN TEACHERS ARE THE ONES THAT THE KIDS MAKE THEIR PLAY ALL DAY.

AND THEY'RE LEARNING THIS.

I MEAN, I, YOU KNOW, THEY EXIT READING AND THAT KIND OF STUFF, THAT THIS IS A BIG SWITCH FROM WHERE USED TO BE.

AND SOMETIMES THAT QUESTION AS AN EDUCATOR, MYSELF, WHETHER WERE PERHAPS DOING MORE HARM TO OUR STUDENTS BY, BY FORCING SOME OF THESE THINGS, WHEN THEY'RE NOT DEVELOPMENT AND WE'LL BE READY FOR IT.

AND THEN THEY GET TO FIRST GRADE AND THEY'RE ALREADY, LIKE DR.

THEY'RE DISCOURAGED BECAUSE I CAN'T DO THIS IN YEARS PAST.

THEY WOULD'VE BEEN EXPECTED TO DO THIS WHEN THEY GOT TO FIRST GRADE.

MAY I ADD TO THAT GROUP? SURE.

SO, UM, TO HAVE YOUR COMMENT, THERE ARE SEVERAL, UM, SCHOOL DISTRICTS.

IT NOT ONLY IN TALKING ABOUT ACROSS THE NATION THAT ARE GOING BACK TOWARDS A PLAY-BASED KINDERGARTEN MODEL AND I'VE SPARKED HER COUNTY IS ONE OF THEM THAT I TALK WITH FREQUENTLY ABOUT THAT EVERY NOW AND THEN ABOUT HOW THAT'S GOING.

BUT, UM, TO ADD TO THAT POINT, UM, WHEN CHILDREN ENTER KINDERGARTEN AND HAVE NOT PLAYED IN THE LOCK CENTER OR IN THE DRAMATIC PLAY CENTER.

AND I, AND I'M TALKING ABOUT PURPOSEFUL LIFE, BECAUSE PURPOSEFUL PLAY, THEY'RE GOING THERE WITH AN INTENTION.

YOU'RE GOING TO THE DRAMATIC PLACE CENTER TO SET THE TABLE FOR, FOR PEOPLE WHO ARE COMING TO DINNER, YOU'VE GOT TO CREATE THE MENU FROM THE TAKEOUT MENU.

YOU KNOW, UM, WHEN WE SEE CHILDREN IN KINDERGARTEN WHO HAVE NOT HAD THAT EXPERIENCE, AND WE DON'T PROVIDE THAT EXPERIENCE FOR THEM, WE ARE MISSING A FOUNDATIONAL SKILL THAT THAT CHILD WILL NEVER GET BACK.

SO WE ARE CREATING A GAP BY NOT ALWAYS BY, BY LOOKING AT KINDERGARTEN A LITTLE DIFFERENTLY.

AND MAYBE THE PENDLE NOT, YOU JUST SWING BACK A LITTLE BIT FURTHER, UM, TO THAT PLAY-BASED PURPOSEFUL PLAY-BASED.

AND I THINK THAT'S, AND YOU KNOW, ALONG THOSE LINES, RIGHT, I MAY NOT, OBVIOUSLY THAT'S

[01:55:02]

INCREDIBLY INCREDIBLY IMPORTANT.

AND WHAT YOU SEE HERE ARE ESSENTIALLY REALLY A SET OF STANDARDS OR A SET OF EXPECTATIONS FOR AN INDIVIDUAL AT THAT AGE.

AND THEN THE NEXT ONE YOU SEE, IT'S NOT ON HERE, BUT FIRST GRADE ISN'T HOLDING STEADY BUILDING ON THAT AND GETTING MORE CONFLICTS.

AND THEN THE SECOND GRADE ONE AND THE THIRD GRADE ONE AND THE FOURTH, RIGHT.

SO ON AND SO FORTH.

AND SO, SO, YOU KNOW, WE HAVE TO VALUE THAT EXPERIENCE.

WE HAVE TO MAKE SURE THEY GET THAT EXPERIENCE AND DEVELOP THEM AT THE SAME AS THEY'RE, AS THEY'RE MOVING THROUGH THAT EXPERIENCE, BECAUSE THOSE STANDARDS ARE NOT GOING TO GET ANY EASIER ON THEM.

THAT'S STILL THE EXPECTATION SET OUT THERE BY THE STATE STANDARDS AND THEY ONLY GET HIGHER AND HARDER AND PULL AWAY IF THE FOUNDATION IS NOT DEALT ON THOSE THERE'S HOLES IN THE FOUNDATION.

AND THAT'S WHAT WE'RE SEEING IN OUR OLDER GRADES.

I'VE HAD JUST TOTALLY DOES.

I'M NOT CONNECTED ANYMORE.

SO I NEED SOME HELP AND IF SHE'S ALREADY SPOKEN AROUND, YES.

UM, I WANT TO SAY THERE'S SOMEONE OUT THERE SOMEWHERE ASKED THE QUESTION BY THE STATE.

UM, AND FOR ME HAVING TALKED TO QUITE A FEW IN COLUMBIA, AND IT SEEMS THAT THE STATE IS NOT REALLY CONCERNED THE GOVERNOR DEPARTMENT OF EDUCATION, BECAUSE IF A STATE HAD A REALLY EARLY CHILDHOOD EDUCATION PROGRAM THAT WOULD BRING, BUT HELPS CLOSE THE ACHIEVEMENT GAP.

AND, UM, YOU LOOK AT THE STATE OF GEORGIA, OKLAHOMA, THEY HAVE SOME OUTSTANDING, UH, EARLY CHILDHOOD EDUCATION PROGRAM.

LIKE IT SEEMS THAT WE JUST KEEP DRAGGING IT OUT FOR THE STATE.

WE DON'T CARE.

WE WANT TO KEEP CERTAIN FOLKS, UM, AS LIVERS, YOU KNOW, UM, AND I REALLY, MR. GATES, HE HAD A VISION FOR POSITIONING.

YOU STOP.

IN FACT, I THINK WE WERE THE FIRST DISTRICT IN THE STATE OF SOUTH DAKOTA HEALTH, EARLY CHILDHOOD EDUCATION.

AND HE GOT CRITICIZED WHERE THEY BUILT THE AND ALL OF A SUDDEN SAID, HELL YEAH.

SO I THINK WE NEED TO PUSH OUR LEGISLATORS TO FIND THE PHONES, TO MAKE SURE THAT ALL OUR CHILDREN HAVE ACCESS.

AND WHEN YOU TALK ABOUT BEAUTIFUL COUNTY, THIS IS BECAUSE OF HEARING THE HEAD DOGS.

YOU HAVE SOME COMMUNITIES IN THIS COUNTY AT THE POWER THAT WAS ABOUT 35% AND REAL.

WE DON'T LOOK AT THAT.

AND I PRAYED THAT SELFISH, UM, SOMETHING DR.

ROBBERY WAS SAYING ABOUT HIS FATHER.

GOOD REASON WHY WE GOT IS BECAUSE YOU ALWAYS CRITICIZE.

AND THAT'S THE REASON WHY THAT HAPPENED.

AND I THINK THAT, OH, WELL, YOU'RE ON FULL SPECTRUM, BLACK MALES AND FEMALE NEED TO UNDERSTAND THAT THAT'S YOUR CULTURE.

YOU CAN'T RUN AWAY FROM IT.

NO THANKS MR. SMITH.

AND I AGREE WITH EVERYTHING THAT MR. CAMPBELL JUST SAID, UM, ONE OF THOSE THINGS, THEY SEEMED LIKE WE WERE JUST CONNECTED BY THE HIP ON, UM, UH, BUT MORE SO ONE THING THAT CONCERNS ME IS THE, CAN, CAN WE GO TO SLIDE NUMBER FOUR AT THE TOP? THERE'S B H W AND OH, CAN YOU IDENTIFY WHAT THOSE MEANS? YES.

MA'AM YES.

IT'S THE FIRST COLUMN IS BLACK.

SECOND COLUMN IS HISPANIC, WHITE, AND OTHER, RIGHT.

SO GO,

[02:00:01]

GO AHEAD.

SO WHAT IS, WHAT THIS CHART IS SAYING IS THAT THESE ARE THE MODEL NUMBER OF PEOPLE WHO'S BEEN SCREENED.

AND, AND, AND, AND THAT WE, WE WE'VE, WE'VE ONLY HAD A 297 BLACK, UH, BLACK PEOPLE, UM, TO COME IN AND GET, AND GET SCREENED TO GO INTO THIS PROGRAM.

MY TITLE, EXCUSE ME, MY TIME.

MY TIME IS TIME.

IT'S COMPLETELY VOLUNTARY.

SO IN THE 2018, 19 SCHOOL YEAR, THERE WERE A TOTAL OF 297 BLACK CHILDREN THAT ATTENDED A SCREEN THAT CAME FOR A SCREENING.

SO CAN YOU, CAN YOU, UH, CAN YOU SHARE JUST FOR MAKE SURE THAT EVERYBODY IS ON THE SAME, SAME INFORMATIONAL PLAYING FIELD HERE WAS MISSED? SO THERE'S A SCREENING REQUIRED.

SO IS THIS IS A SCREENING, UH, SOMETHING THAT IS OPTED INTO, BY A FAMILY THAT DECIDED I WANT TO GET MY CHILD'S GRADE.

IF YOU WOULD WANT YOUR CHILD'S SCREEN AND KNOW WHERE THEY ARE DEVELOPMENTALLY OR GO TO A FREAKING PROGRAM, BUT ANYBODY WHO CHOOSES TO CAN DO YES, YES.

THIS IS A FREE SERVICE THAT WE OFFER TO EVERY FAMILY IN THE COMMUNITY, REGARDLESS OF SOCIOECONOMIC LEVEL.

UM, ANY, ANY FAMILY THAT CAN COME, WHO WANTS TO SEE WHERE THE CHILD? YES, YES.

MR. SMITH.

I THINK IT WAS A GREAT QUESTION BECAUSE I THINK IT NEEDED, IT NEEDED CLARITY.

SO I APPRECIATE, UM, YOU KNOW, YOU ASKING HIM AND SO IS THAT THIS, THIS SCREEN, THIS SCREENING JUST REPRESENTS BEAVER COUNTY SCHOOL DISTRICT, NO OTHER, NONE OF OUR PARTNERS, ANYTHING ELSE? CORRECT.

TH THESE ARE JUST STUDENTS AND FAMILIES IN THE COMMUNITY WHO HAVE BROUGHT THEIR CHILD IN.

NOW, I WILL SAY THAT WITH HEADSTART PARTNERSHIP, WITH HEADSTART HEADSTART ALSO SCREENS, CHILDREN.

UM, BUT WE SHARE THE INFORMATION TO A, CHILD'S NOT SCREENED TWICE.

SO HEADSTART STUDENTS ARE, ARE, UM, INCLUDED IN THIS.

ABSOLUTELY.

BUT ANY FAMILY WHO VOLUNTARILY COMES INTO THE DISTRICT, SO, OKAY.

SO, SO HEADSTART IN ANY, ANY OTHER PROGRAM WHO MAY OFFER THEIR NUMBERS ARE, ARE INCLUDED IN MDS? YES.

WE PROVIDE SCHOOL DISTRICT IN THE HEADSTART, EARLY HEADSTART AND HEADSTART PROGRAM.

THE ONES THAT USE THE SCREENING THAT WE'RE USING THAT OTHER WAY.

AND HOW OFTEN DO YOU AND WE HEADSTART AND OTHER PARTNERS, HOW OFTEN, HOW OFTEN DO YOU HEADSTART, HOW OFTEN DO YOU GUYS MEET IN ANY STAGE INFORMATION? UM, DEPENDS ON, ON THE TOPIC, BUT WE'D MEET PRETTY REGULARLY THROUGHOUT THE SCHOOL YEAR.

UM, I, I'M TALKING WITH THE HEADSTART DIRECTOR, YOU KNOW, WEEKLY, SOMETIMES DAILY DEPENDS ON IT DEPENDS ON THE TOPIC.

AND TO KNOW CERTAIN THINGS, WHEN THEY DON'T KNOW IT, THEN IT'S UP TO SOME TEACHERS MAY GET CERTAIN GROUPS THAT THEY MAY MOVE ON.

UM, AND ONE OF MY, UM, CONCERNS ARE ALSO IS THAT I I'VE HAD SEVERAL PARENTS THAT WHO CONTACTED THE CENTER, THAT THE KIDS COULDN'T GET IN SOME OF THESE PROGRAMS AND THAT, THAT, THAT, UM, WE'RE DEFINITELY LIKED TO GET THEIR KIDS IN, IN THE, IN THE EARLY, EARLY HER START OR THE EARLY CHILDHOOD PROGRAM.

AND, YOU KNOW, THIS IS SOMETHING THAT WHEN WE TALK ABOUT THE ACHIEVEMENT GAP, THIS IS VERY IT'S.

THIS IS VERY IMPORTANT ONCE AGAIN, WHERE WE HAVE TO PUT OUR MONEY WHERE OUR MOUTH IS, YOU KNOW, SOMETIMES WE SAY THAT WE HAVE OPEN SPACES AND BUILDINGS.

THEN I, I, THIS WOULD BE AN AREA WHERE, WHEN WE'RE, WHEN WE'RE SETTING FOR THE BUDGET, THAT WE WOULD NEED TO POSSIBLY LOOK TO PUT MONEY TOWARDS, BECAUSE IF THIS IS HOW WE'RE GOING TO CLOSE THE ACHIEVEMENT GAP.

SO A HAIRSTYLE IS DARING NEAR TO MY HEART BECAUSE OF THE FACT THAT IT'S A VERY IMPORTANT FOR, FOR KIDS TO GET INVOLVED IN THE SCHOOL EARLY, BECAUSE, YOU KNOW, AND, AND, AND, AND, AND IN MY COMMUNITY, SOME OF US, SOME KIDS GO TO GRANDMOTHER'S HOUSE BECAUSE MOM AND DAD HAVE TO GO TO WORK IN THERE.

YOU KNOW, GRANDMA, GRANDMA, SOMETIMES THE GRANDMOTHER SHE'S TIRED OR SHE'S COOKING, OR SHE'S DOING DIFFERENT THINGS OF GRANDMA'S.

SHE TEACHES YOU A LITTLE BIT, BUT SHE'S NOT GOING TO TEACH YOU WHAT A PRE-KINDERGARTEN OR HEADSTART SCHOOL TEACHER OR, OR A REGULAR TEACHER, OUR KINDERGARTEN TEACHER MAY TEACH YOU.

SO, YOU KNOW, IT'S VERY, IT'S VERY IMPORTANT BECAUSE THIS IS VERY PIVOTAL IN ANY KID COMING TO SCHOOL VERSUS, UH, I DON'T KNOW WHEN WE USED TO DO FLASH FLASH CARDS AT SCHOOL VERSUS SPEAKER SPEAKING ON, ON FOR THAT AWARD VERSUS 10 LETTER WORDS OR, OR SIX AT AWARDS WHERE YOU HAVE A CAPILLARY IS DIFFERENT AND YOU MUCH AHEAD IN OTHER KIDS.

AND SOMETIMES, YOU KNOW, YOU HAVE THE YOUNGER TEACHERS THAT'S, THAT GETS FRUSTRATING WHEN, WHEN THEY EXPECT, EXPECT CERTAIN KIDS AT CERTAIN LEVELS TO COME TO SCHOOL

[02:05:01]

AND NOW ONE KID GET LEFT BEHIND BECAUSE THEY'RE, THEY'RE NOT, THEY'RE NOT THERE, THEY'RE NOT THERE WHERE THE TEACHER EXPECTS THEM TO BE.

AND ALL THIS IS, IT ALL JUST TIES INTO THE ACHIEVEMENT GAP.

AND SO, YOU KNOW, I THINK THAT WE HAVE TO BE COGNIZANT OF THE ROOM, THAT WE HAVE TO MAKE SURE THAT WE ARE GETTING GOOD UTILIZATION OF OUR BUILDINGS AND OF ALL OUR FACILITIES THAT WE DO HAVE THEM AND THAT WE CAN'T, AND THEN THAT WE CAN MAKE USE OF THEM BY HELPING THE EARLY CHILDHOOD AREA WAS CLOSING THE ACHIEVEMENT GAP AND WITH THE SMALLER CLASS SIZES AS WELL.

SO THIS IS JUST, THOSE ARE JUST A COUPLE OF THINGS THAT I'M VERY CONCERNED ABOUT.

UM, BECAUSE LIKE I SAID, I HAVE HAD PARENTS TELL ME THAT THEY COULDN'T GET THEIR KIDS IN IT AND, YOU KNOW, AND ASK THEM, WELL, WHERE'S YOUR KID AT? YOU KNOW, AND THEY SAID, WELL, MY KIDS WERE SO-AND-SO OR MY KIDS.

SO AND SO, AND, YOU KNOW, I'M LIKE, WELL, THAT'S NOT, YOU KNOW, I CAN'T WHY CAN'T RECESS THAT THE BEST PLACE, BECAUSE I DON'T KNOW THAT SITUATION, BUT W W W W W W IT WOULD BE, IT WOULD BE, IT WOULD BE HELPFUL.

WE CAN GET THESE KIDS IN SCHOOL.

NO, MR. SMITH, THANK YOU.

YOU KNOW, UH, I THINK THOSE ARE VALUABLE POINTS THAT YOU'RE MAKING, I THINK, UH, WHICH IS REALLY AT THE HEART OF ONE OF THE REASONS WHY THAT CONVERSATION TODAY.

BUT I THINK IT'S ALSO IMPORTANT, UM, UM, THAT WE ALSO RECOGNIZE THAT WHEN YOU'RE TALKING, UH, ACHIEVEMENT GAP AND YOU'RE TALKING, UH, UH, EARLY CHILDHOOD EDUCATION, THAT WE LOOK AT THIS AS AN INVESTMENT, AND IT IS AN INVESTMENT IN WHICH WE WILL NOT SEE RESULTS FOR THREE, FOUR OR FIVE YEARS OVER TIME, BUT IT IS A RIGHT INVESTMENT IN MY BELIEF, RIGHT? MY PERSONAL BELIEF, IT IS THE RIGHT INVESTMENT, BUT WE, WE SHOULD BE COGNIZANT THAT YOU WON'T SEE RESULTS AROUND, AROUND THAT UNTIL THEY STARTED HITTING THOSE GRADE LEVELS, UH, WHERE THEN YOU'D BEGIN TO HAVE ASSESSMENTS, STATE ASSESSMENTS AND THOSE SORTS OF THINGS.

SO, SO IT IS THE RIGHT INVESTMENT, BUT IT IS A LONG TERM INVESTMENT.

SO WE'RE TALKING TO FINANCIAL LITERACY EARLIER.

UH, THIS IS EDUCATIONAL, UH, UH, INVESTMENTS.

I DO AGREE WITH THAT.

BECAUSE I DO AGREE WITH THAT.

EVERYBODY'S SPOKEN ONCE.

I HAVE NOT.

UM, I'M GOING BACK TO MY QUESTION PREVIOUSLY, YOU KNOW, THIS FENCE HAS TO BE SCREENED ALMOST 1200 STUDENTS, AND WHAT'S ALREADY BEEN BROUGHT OFF THAT THEY'RE ABOUT 1400 AND A GRADE IN THE SCHOOL DISTRICT.

SO YOU'VE ALSO MENTIONED SINCE THEN THAT SOME STUDENTS ARE READING THROUGH, UM, UH, THE OTHER PROGRAM.

SO IT'S THOSE PEOPLE WITH THE HEADSTARTS THEY'RE INCLUDED IN THERE.

THEY ARE LIQUID.

WE DON'T WANT TO SCREEN A CHILD MORE THAN ONCE IN A SCHOOL YEAR.

UM, SPY LAW HEADSTART HAS TO SCREEN THEIR CHILDREN WITHIN THE FIRST 45 DAYS USING THE SAME TOOL THAT WE USE TO QUALIFY A STUDENT.

UM, AND SO WHAT THEY DO IS THEY JUST CAN'T, THEY GIVE ME THE RESULTS AND THEY ARE INCLUDED IN YOUR DATA TODAY.

THAT'S WHAT I KNOW NOW WE'LL HAVE STUDENTS WHO, UM, THEIR FAMILY DECIDES THEY'RE NOT GONNA BRING THEM AND THEIR CHILD IN FOR SCREENING.

AND THEN THEY MAY GO TO A PRIVATE SCHOOL IN OUR COMMUNITY.

HOW MANY MORE STUDENTS IS THAT? THAT'S, THAT'S WHAT I, WHAT I'M DRIVING AT IS HOW MANY PRE-K KIDS ARE IN OUR COUNTY EVERYWHERE.

NOT JUST THE ONES THAT COME THROUGH HEADSTART OR OUR SCREENING.

UM, WHEN I DO THOSE PROJECTIONS, UM, I LOOK AT THAT TIP OF THOSE TYPICALLY ENTERING KINDERGARTEN, WHICH IS ABOUT 1400 ON A GIVEN YEAR.

SO IF I'M SCREENING 200 HOURS, UM, FOUR YEAR OLDS, THERE'S AN APP 200, 250, UM, OUT THERE THAT ARE NOT COMING IN INTERVIEW FOR KIND OF SCHOOL DISTRICT SCREEN.

BUT THEN HOW MANY, SO THERE'S PROGRAMS IN OUR, IN THE COUNTY WHERE THEY DON'T HAVE TO COME TO BE FOR HAVING FULL DISTRICT KINDERGARTEN? CORRECT.

THEY CAN GO, HOW MANY MORE STUDENTS IS THAT? THAT'S WHAT I'M ASKING.

WE DON'T, WE DON'T REALLY KNOW TO BE HONEST WITH YOU BECAUSE I DON'T TRACK AND THE CHILD GOES TO A PRIVATE SCHOOL OR TO A CHARTER SCHOOL, OR I DON'T KNOW, YOU DON'T TRACK THAT.

YOU'RE GOING TO HAVE TO KNOW THAT FIGURE IF WE'RE GOING TO OFFER PRE-K TO THE WHOLE COUNTY.

ABSOLUTELY.

BUT WHEN YOU'RE LOOKING AT A PROJECTION OF A GRADE LEVEL, I CAN USE KINDERGARTEN NUMBERS TO PROJECT FOR A PRE-K UP.

DOES THAT MAKE SENSE? YES.

WELL, WE'RE, WE'VE SPENT QUITE A WHILE ON THIS AND WE HAVE, I BELIEVE EVERYBODY GOT TO ASK QUESTIONS AT LEAST ONCE.

YOU GOTTA GO BEYOND THAT AND I FORGOT TO BE OFFERING PRE-K EVERYONE.

WE'RE GONNA HAVE TO CALL ALL THESE SCHOOLS IN THE AREA AND SAID, YOU KNOW, HOW MANY OF YOU HAVE ENROLLED IN YOUR, IN YOUR PRE-K OR KINDERGARTEN OR WHATEVER, BECAUSE THAT NUMBER IS GOING TO BE FINGERED.

[02:10:01]

SO WE, AS WE CONTINUE ON WITH THIS DISCUSSION, OR WE COULD, UH, TAKE A BREAK RIGHT NOW, OR WHAT'S THE WILL OF THE BOARD I WAS SUPPOSED TO CONTINUE ON TO.

SO WE HAVE SOME MORE WITH THE HANDS.

SO NEXT IN OUR QUEUE IS A MYSTERY.

IF I HAVE TO GO OUT NATIONALLY.

THANKS AGAIN.

IT IS REALLY IMPORTANT DISCUSSION.

UM, I READ IN YOUR LITERATURE HERE THAT SAYS THAT, UH, PARENTS OR WHOMEVER NEEDS TO BRING A CHILD TO A NEIGHBORHOOD ELEMENTARY SCHOOL OR TO A DISTRICT OFFICE.

YOU ALSO MENTIONED YOU HAVE THE DEDICATED TEAM AND YOU, UM, PT, OT, SPEECH, AND PSYCH.

UM, DO THEY EVER GO OUT ON THE BUS AND GO TO THE CHILD INSTEAD OF MAKING THE CHILD COME TO THE DISTRICT OFFICE OR TO THE NEIGHBORHOOD SCHOOL? YES.

SO, UM, WE NOW THE PHYSICAL THERAPIST, OCCUPATIONAL THERAPIST, OUR SCREENING TEAM WOULD GO, YES.

UM, SO YES, WE DO PROVIDE DEVELOPMENTAL SCREENINGS HEARING AND VISION SCREENS ON RIGHT ON THE BUS.

SO, SO THEY DON'T HAVE TO BRING THEM TO A NEIGHBORING SCHOOL, A PARENT OR GRANDPARENT DOESN'T HAVE TO GRANT TO A NEIGHBORING SCHOOL OR THE DISTRICT OFFICE.

I MEAN, THAT CAN BE INTIMIDATING.

SOMETIMES I AM SURPRISED BY THE NUMBERS WHO ACTUALLY, YOU KNOW, WILL, ARE WILLING TO COME IN TO A SCHOOL OR THE DISTRICT OFFICE.

UH, WE ALSO HAVE, UM, SCREENINGS AT THE WELCOME CENTER, UM, TO END ANY BLUFFTON.

DOES THAT MEAN THEY STILL HAVE TO COME ONTO A SCHOOL CAMPUS? UM, MOST OF THEM, A MAJORITY OF THEM, IF NOT ALL, COME TO THE DISTRICT OR TO A SITE ON, BUT WE DO PROVIDE ON THE GLASS.

THAT'S GREAT.

SECOND QUESTION THEN IS USB OFFERS IN EARLY CHILDHOOD EDUCATION MAJOR? CORRECT.

SO, SO GRADUATES FROM USC BEING AN EARLY CHILDHOOD EDUCATION.

WHAT IS OUR INTERACTION WITH USC BEING TO MAKE SURE THAT THEY ARE AWARE OF ALL THE DISCUSSION WE'VE HAD TODAY ARE A CULTURE OF HUBERT COUNTY, THAT HISTORY OF HUGER COUNTY, THAT'S WHERE THEY REALLY KNOW WHAT THEY'RE STEPPING INTO.

IF THEY'RE EMPLOYED BY US.

UM, I DO YOU GO ANNUALLY TO THE EARLY CHILDHOOD CLASSROOM, UM, AND TALK WITH THE UPCOMING STUDENTS.

UH, WE ALSO GOT PROVIDE INTERNSHIPS FOR SOME OF THOSE STUDENTS HERE IN THE COUNTY, SO ORIENT THEIR STAND OR THEIR STUDENT TEACHING.

SO THERE ARE SEVERAL OBSERVATIONS THEY HAVE TO DO WITH, IT COULD BE IN THE CLASSROOM, WORKING WITH CHILDREN OVER THERE, STUDY HORSES STUDY, AND THEN THEY'LL DO THEIR STUDENT TEACHING MORE LIKELY WITH US.

UM, SO WE PROVIDE INTERNSHIPS, UH, SEVERAL US PROFITS FROM THE DISTRICT OFFICE PROVIDE LECTURES, UM, TO THE U S CB EARLY CHILDHOOD STUDENTS TALKING ABOUT EVERYTHING THAT WE'RE TALKING ABOUT TODAY TO ALSO RESOURCES THAT WE PROVIDE AS WELL.

UM, AND JUST SO HOW MANY DO WE USUALLY HIRE OUT OF USC? THAT WOULD BE A, THIS ALL MADE JUSTIN REALLY TRAVELING.

SHE IS, LET ME SAY THIS FIRST.

I WANT YOU TO YOUR PHONE, YOU NEED A BIKE YOU GET REPORTED ON.

SO I WILL SAY ANY GRADUATE FROM U S CB.

WE, SO IF IT'S 15 A YEAR, YOU HAVE YOUR TEAM EARLY CHILDHOOD, USUALLY SOMEWHERE IN BETWEEN HALF OF THAT NUMBER AND THREE, FOUR SET NUMBER, BECAUSE IF YOU RECALL, USV STARTED OUT WITH JUST AN EARLY CHILDHOOD PROGRAM.

SO THAT'S STILL WRITTEN OF THE TEACHERS COME INTO US FROM SO AVERAGE, YOU ARE 15 GOING TO HELP 10 FROM TEACHERS.

UM, I JUST HAVE THREE QUICK THINGS I THINK, UM, ONE IS ON AND THEN SLIDE THREE, WHERE YOU HAVE, UM, BROKEN DOWN BY PERCENT OF QUALIFIED AND THEN SHOULD GO INTO OUR CONVERSATION ABOUT, UM, HOW MANY THERE'S NOT GOING TO BE SERVED, OR IF WE GET EXPAND THIS TO ALL, UM, ALL CHILDREN, UH, I GUESS IT WOULD BE USEFUL FOR US, UH, SPECIFICALLY WHEN WE TALK ABOUT THE LOVE AD HOC LOVE AND COMMITTEE, LOOKING AT THOSE NUMBERS AND THE NEED FOR ADDITIONAL SPACE TO HAVE THAT DATA BROKEN OUT BY NORTH ZAP AND THE ABROAD SO THAT WE CAN, THOSE ONES THAT DID NOT QUALIFY.

HOW MANY DID WE QUALIFY SOUTH? HOW MANY QUALIFIED CLIENTS? I MEAN, I CAN DO IT REAL QUICK.

I DO HAVE THAT.

UM, UM, KOREA, WE CAN, IF I'M MEETING WITH THE AD HOC COMMITTEE STUDENTS, SO I WILL COVER THEM WITH WONDERFUL.

UM, DO WE PROVIDE TRANSPORTATION TO THAT OTHER SITE FOR THAT FAMILY? THAT'S A GOOD QUESTION.

AND THEN MY OTHER QUESTION IS IN REGARD TO TRANSPORTATION, SO YOU STATED THAT, UM, YOU KNOW, WE DON'T HAVE A WAITING LIST IF A KID CAN'T GET INTO THEIR HOMESCHOOL.

[02:15:01]

SO ORIGINALLY, YES, WE DID.

SO, UM, WHEN WE FIRST STARTED THIS CONCEPT OF LOOKING AT BLUFFTON, UM, AS MORE OF A PRE-K CLUSTER THAN A INDIVIDUAL HOMESCHOOL, WE DID PROVIDE TRANSPORTATION.

WHAT WE'VE FOUND IS THAT TWO THINGS, ONE WORLDS WERE ON BUSES FOR TOO LONG.

UM, THEY WERE ON SOMETIMES OVER AN HOUR, WHICH, YOU KNOW, THAT'S NOT A GOOD THING FOR A FOUR-YEAR-OLD ANY STUDENT.

UM, AND THEN THE OTHER ONE WAS, IS THAT PARENTS WERE OKAY WITH PROVIDING THE TRANSPORTATION.

UM, THERE'S A LOT OF OUR PARENTS ARE STILL TAKING THE OPPORTUNITY EVEN FOR NOT.

WONDERFUL.

AND THEN I DID WANT TO, UM, PROVIDE JUST A LITTLE BIT OF ANECDOTAL INFORMATION.

I KNOW, UM, MR. CAMPBELL MENTIONED THAT THERE DIDN'T SEEM TO BE STATE SUPPORT, UM, OR THE EXPANSION OF PK, BUT IT'S MY UNDERSTANDING THAT GOVERNOR MCMASTER IS STILL PUSHING FOR, UH, AROUND $53 MILLION TO EXPAND PK.

AND IT WOULD, IT WOULD BE COUNTY, UM, IT'S TO, FOR ALL, BASICALLY IT WOULD GO BEYOND THAT.

I DON'T REMEMBER THE ACRONYM THAT YOU USED FOR THAT.

IT WOULD EXPAND IT TO ALL DISTRICTS.

SO I DON'T KNOW WHERE THAT LIES IN THE LIPS, LIKE YOUR BIO, THE BOARD HAD TAKEN A COMMANDMENT AND ADDED THAT TO OUR LEGISLATIVE PRIORITIES.

SO I WOULD ENCOURAGE, UH, BOARD MEMBERS AND MEMBERS OF THE COMMUNITY TO CONTINUE TO ADVOCATE FOR THAT.

UM, CAUSE THAT WOULD COME TO US.

THAT'S GOOD INFORMATION TO KNOW, TO ADD TO YOUR TRANSPORTATION.

I WILL SAY I HAVE NOT HAVING FAMILY NOT PARTICIPATE BECAUSE OF TRANSPORTATION.

OUT WHAT'S GOING ON AND NOT FOCUS SO MUCH ON WHAT CORE TILE, WHAT PERCENTAGE YOU'RE AT ONCE YOUR HOME SITUATION IS.

UM, I JUST WANTED TO THROW A COUPLE THINGS OUT ONE AS FAR AS, UH, SOUTH OF THE BROAD END SPACE.

SO I'M ON THE BOARD OF BOYS AND GIRLS CLUB AND WE ACTUALLY WANT TO OFFER A PRE-K PROGRAM.

CAUSE WE HAVE A BIG BUILDING THAT HAS NOTHING GOING ON DURING THE DAY.

IT'S TOO DIFFICULT THAT THE REGULATIONS AND SOME OF THE POLICIES LIABILITY, AND WE EVENTUALLY DECIDED IT WASN'T FEASIBLE.

BUT I KNOW ALSO, UM, A LOT OF CHURCHES IN THE AREA WOULD LOVE TO OFFER A, PRE-K NOT A RELIGIOUS BASED PRE-K, BUT AS LIKE A OUTREACH TO THE COMMUNITY.

AND, UH, AGAIN, IT JUST GETS TOO DIFFICULT.

SO IF THE APARTMENT DISTRICT WAS WILLING TO PARTNER WITH SOME OF THESE ORGANIZATIONS THAT HAD A HEART FOR COMMUNITY SERVICE AND PRE-K, I THINK THERE'D BE A LOT OF OPPORTUNITIES THERE.

SORRY, YOU'RE ON A ROLL THERE.

SO ARE YOU, DO YOU THINK ON THE COMMONWEALTH, IT SAYS, DO YOU THINK FROM EITHER ANY CONVERSATION YOU HAD OR WHAT YOU MIGHT KNOW THAT THEN THAT THEY WILL BE INTERESTING IN PROVIDING THEIR SPACE? WE WOULD PROVIDE THE TEACHER AND THE, AND THE PROGRAM? YEAH, I THINK THAT THERE'S DEFINITELY A POSSIBILITY.

I'M NOT SPEAKING ON BEHALF OF WASN'T REALLY FROM CONVERSATIONS I'VE HAD, WE'LL GO FROM THERE BECAUSE THEY AREN'T HAVING A RELATION.

AND ALSO THE SAME THING WITH CHURCHES.

THEY ALREADY HAVE SOMETIMES A RELATIONSHIP WITH FAMILIES, UM, MIGHT NEED PRE-K AND THEY LOVE TO OFFER IT, BUT THEY JUST LOOKED AT THE FEES AND THERE'S A TREMENDOUS AMOUNT OF YOUR OCRACY INVOLVED IN REQUIREMENTS.

SO I THINK THAT WOULD BE ONE THING TO LOOK AT.

UM, AND YOU KNOW, CHURCHES AND BOYS, GIRLS CLUB ARE BOTH BUILDINGS THAT ARE NOT BEING USED A LOT DURING THE WEEKDAY.

UM, THEN THE SECOND THING IS THIS IS A LARGER CONVERSATION.

SO I DON'T WANT TO GET INTO THE WEEDS ON THIS ONE, BUT I HAVE A LOT OF CONCERNS ABOUT THE SCREENING PROCESS, RIGHT? AND WE TALK ABOUT STANDARDS AND TRYING TO MAINTAIN YOUR CULTURE AND HOW WE, HOW WE CHECK THE BOXES THAT WE CHECK.

UM, AND I WENT TO SCHOOL, UM, AT THE AMERICAN INTERNATIONAL SCHOOL, WHICH WAS IN NIGERIA AND WE HAD A PEOPLE FROM ALL OVER THE WORLD, BRAZIL, ISRAEL, SOUTH AMERICA, SOUTH AFRICA, MAJOR, BUT WE WERE ABLE TO OFFER EDUCATION.

WHAT WE DIDN'T DO WAS A NON-STOP TESTING TO SEE IF THEY WERE MEETING SOME SORT OF ADDITIONAL ARBITRARY STANDARD.

SO, AND IT'S FUNNY BECAUSE WHEN WE WERE THERE A LOT OF BRITISH SCHOOL CHILDREN THERE AND THEY HAVE SUCH A DIFFERENT APPROACH EDUCATION OF THE AMERICANS DO.

SO WHEN THEY HAD SPELLING CLASS, THEY ALL TOOK OUT THEIR RULERS AND THESE SOCIETAL COLORED PENS AND STARTED LIKE DIAGNOSED.

AND THE AMERICAN TEACHERS WERE LIKE, WHAT ARE YOU DOING? WELL, IT'S JUST THE WAY THAT'S HOW THEY'VE BEEN TAUGHT TO LEARN.

BUT IF YOU TAKE, IF PEOPLE ARE TAUGHT TO LEARN DIFFERENTLY AND THEN YOU TRY TO STANDARDIZE THEM, I THINK YOU END UP MISLABELING PEOPLE.

AND I, THE OTHER PERSONAL STORY THAT MY HUSBAND'S CAN BE MAD ABOUT.

MY HUSBAND'S A ROAD SCHOLAR.

HE'S A VERY INTELLIGENT PERSON.

HE WAS SCRAPED INTO THE SLOW READING GROUP, UH, IN SECOND GRADE.

AND CLEARLY THAT IS NOT THE CASE.

SO I THINK WE NEED TO LOOK TO IT WHEN WE SCREEN PEOPLE.

WE TELL THEM, OH, YOU'RE BELOW THE 50TH PERCENTILE.

THAT'S THE FIRST INTERACTION THAT KANT HAS WITH OUR SCHOOL SYSTEM.

AND THAT'S A LABEL.

SO WHETHER OR NOT THE FAMILY ADOPTS THAT LABEL OR THEY ADOPT THAT LABEL, I THINK IT'S SOMEWHAT PROBLEMATIC TO SAY YOU QUALIFY FOR EXTRA HELP WHEN IT'S AWFULLY EARLY IN THE PROCESS TO SAY, SO I THINK THERE'S AN ARGUMENT FOR JUST GIVE IT TO EVERYBODY, MIX EVERYBODY TOGETHER, LET EVERYBODY HAVE A COUPLE OF YEARS TO GET THEIR FEET UNDER THEM AND FIGURE

[02:20:01]

BECAUSE I THINK LIKE MR GAIDER SAID, IT'S DISCOURAGING WHEN YOU'RE PUTTING IN THE SLOW READING GROUP.

AND IF YOU DON'T HAVE THE FAMILY SUPPORT, I HAVE TWO CHILDREN THAT ARE BOTH IN COLLEGE, ON ONE OF THEM WOULDN'T HAVE QUALIFIED FOR A PRE-K.

ONE OF THEM WOULDN'T THEY ENDED UP IN THE SAME PLACE.

RIGHT? SO IF IT GETS REALLY DISCOURAGING TO DO THAT EARLY AND TO IDENTIFY KIDS IS HAVING AN ISSUE RIGHT OFF THE BAT, BECAUSE I THINK THEY ABSORB THAT AND I'D RATHER SEE KIDS HAVE TIME AND OPPORTUNITY TO EXPLORE THEIR STRENGTHS AND SKILLS BEFORE WE SAY, HEY, YOU KNOW, YOU'RE, YOU'RE IN A LOWER CORE TILE HERE.

SO THAT'S MY ONLY OTHER COMMENT.

DID YOU GAMBLE BELL PEOPLE? UH, OKAY.

THAT'S YEAH, THAT'S THE APPROACH I WOULD LIKE TO SEE US TAKE THE APPROACH OF THE WHOLE CHILD ARE COMING FROM DIFFERENT PLACES.

NO, WE WENT TO, TO THE DOG FOSKEY ISLAND THE OTHER DAY, AND WE NOTICED THAT ONE ROOM, SCHOOL HOUSE CONCEPT, AND, YOU KNOW, PRETTY MUCH KIND OF, YOU KNOW, LIKE GROUP CHILDREN, BUT THEY WERE, YOU KNOW, IT WAS INTERESTING BECAUSE MY MIND EXPANDED TOO, BUT WE HAD NO POCKETS OF THOSE DAYS AND BUFORD COUNTY WHERE, YOU KNOW, WITHIN THAT COMMUNITY, THEY GROW IN THAT JOB, BUT ABLE TO CROSS REFERENCE THOSE CHILDREN DO VERY WELL, WHERE THEY COME, THEY OPEN THEIR EYES, YOU KNOW, SO, AND, UH, THAT'S, YOU KNOW, AND MONTESSORI THAT SAME KIND OF CONCEPT, YOU KNOW, THEY'RE NOT ONLY ABLE TO YOU BECAUSE YOU MIGHT BE IN DIFFERENT KIND OF DANGER AND WE'RE GOING TO DEVELOP.

AND AS THAT'S SOMETHING THAT, YOU KNOW, WE FELT REALLY RESTRICTED TO A DEGREE BY A STATE RACE.

WE KNOW THAT, BUT SOMETIMES WE MAY HAVE TO HOLD BACK ON SOME OF THAT.

IT WAS PERCENTAGES.

DIDN'T MEET THAT QUALIFICATION.

THAT'S WHY I AN HAVE ADVOCATE, LIKE WAS, THAT'S FINE ON HOW MANY WE'VE GOT AND LET'S TRY TO EDUCATE THEM ALL.

AND I'LL TELL YOU WHAT, THAT WILL ALSO SEND A DIFFERENT MESSAGE TO GO OUT EARLY.

YOU KNOW, THE STATIONS I ASKED MY PARENTS WHERE THEY SENT IN A JOB TO BE A, I WILL HAVE MR. BENNETT CAME IN AND GAVE ME THE NUMBER OF FIVE-YEAR-OLDS.

IT'D BE FOR COUNTING IN 2019, WE HAD 19 1,919 FIVE.

SO THERE ARE MORE, I JUST HAD AN INTEGRATED LEVEL, BUT THOSE MIGHT BE MOVING UP.

PERSONALLY, I KNOW I LEARN DIFFERENTLY VERSUS SOME PEOPLE WHO MAY, YOU MAY JUST GIVE THEM CERTAIN THINGS AND THEY CAN PICK IT RIGHT UP.

YES, MR. SMITH.

UH, I WAS, I WAS GOING TO SAY TO, UH, ANOTHER MAJOR PART OF THIS TOO, UH, IF I'M CORRECT.

I THINK I HEARD THAT.

I THINK THAT WAS MRS. HUDSON POPLAR, WHO SAID THAT THERE WERE DIFFERENT, UH, THAT THERE WAS I WASN'T FOREST COUNTY, UH, OR SOMEONE WHO WAS TAKING UPON A DIFFERENT, UM, DIFFERENT MEASURE OF TEACHING AS THE PLAY MEASURE, SPARTANBURG, I'M AWARE THAT THEY'VE MOVED TOWARDS A PLAY-BASED MODEL ON A KINDERGARTEN PROGRAM.

CORRECT.

AND OKAY.

AND MY LOGIC OF SAYING THAT IS BECAUSE I KNOW I HAVE VISITED, UH, SOME OF, SOME OF THESE CLASSES AND I'VE ALSO VISITED, UH, THE HEADSTART PROGRAM.

WHEN I, WHEN I WAS BEFORE, BEFORE I WAS ELECTED.

AND EVEN AFTER THAT, I BELIEVE THAT THAT THEY HAVE STAYED, THAT THEY HAVE, UH, THAT, THAT MODEL WAS WELL.

AND, YOU KNOW, I'M ENTERING DIFFERENT MODELS.

I BELIEVE IT'S VERY CRITICAL BECAUSE EVERYONE LEARNS DIFFERENTLY.

AND WHEN WE ALL LEARNED THAT PEOPLE LEARN DIFFERENTLY AND EVERY, EVERYONE HAS DIFFERENT WAYS OF UNDERSTANDING THINGS.

THEN I THINK THAT THAT MAKES THAT MUCH MORE.

AND NOT ONLY IT MAKES THAT MUCH MORE SENSE, BUT IT'S IMPORTANT BECAUSE IF EVERYONE LEARNED DIFFERENTLY THAN THE KIDS TO FIND OUT HOW CERTAIN PEOPLE LEARN SO THAT I RATHER YOU GROUP THEM TOGETHER SO THAT THAT GROUP CAN LEARN.

BUT WHAT, THIS IS WHAT THIS TELLS ME IS THAT IT'S DEEPER THAN JUST HAVING ONE, ONE TO ONE, THE ONE THAT ONE SIZE FITS ALL ON THE MENU.

SO MAYBE WE MAY NEED TO HAVE TWO DIFFERENT, TWO DIFFERENT, TWO DIFFERENT CONCEPTS, BECAUSE FOR TWO DIFFERENT GROUPS OF PEOPLE, BECAUSE OF THE FACT THAT TWO, THAT PEOPLE LEARN DIFFERENTLY, IF THAT MAY MAKE, IF THAT MAKES SENSE.

I MEAN, BECAUSE ME, MYSELF

[02:25:01]

I'M MORE OF A HANDS-ON LEARNER.

SO, YOU KNOW, THAT'S, I JUST THOUGHT THAT THAT WAS THAT, THAT, YOU KNOW, THAT WE DIDN'T REALLY DIG INTO THAT.

BUT, YOU KNOW, UH, WHEN WE, IN TERMS OF HAVING, UH, EVEN HAVING A MENU FOR THIS, I THINK THAT IT CAUSES TO HAVE DIFFERENT TYPES OF LEARNING WHEN IT COMES TO TEACHING OUR YOUTH, OUR YOUNG FOLKS, BECAUSE SOME OF THEM WILL LEARN DIFFERENTLY.

SO THAT'S JUST SOMETHING I WANTED TO PUT OUT THERE AS WELL.

AND THAT TOO MAY COST MORE.

SO THAT'S JUST SOMETHING I WANTED.

I WANTED TO PLAY THERE TO, IN TERMS OF MENU, IN TERMS OF LEARNING AND, UH, IN THOSE DIFFERENT, DIFFERENT BARRIERS OF THINGS.

I THINK WE'RE READY FOR THEIR HANDS UP.

AND IF YOU LOOK AT OUR AGENDA DOWN TOWARDS THE BOTTOM, EXCEPT WE'RE GOING TO TAKE A 45 MINUTE LUNCH BREAK WHEN APPROPRIATE FOR THIS SEEMS LIKE A GOOD TIME, BUT I THINK WE NEED A BREAK OF SOME TYPE.

UM, AND SO LET'S RECONVENE AT 1215 AND THEIR BOX LUNCHES HERE BEHIND ME.

SO, UM, THAT'S BEING SOLD RIGHT NOW FOR YOURSELF.

AGENDA, IF THE BOARD DIFFERENT REQUESTS.

THAT'S BEEN, YOUR PLAN BOOK CAN BE, UH, UPDATED IF THINGS NEED TO BE CHANGED OR THE NEXT

[Board District Culture]

ALL THE CLASSES, THERE'S ALL THE CLASSES AND THE CLASSES GET, UM, KIND OF PEER PRESSURE TO PERFORM.

MADAM CHAIR, ONE OF THE VERY FIRST MEETINGS WE HAD WITH DR.

RODRIGUEZ, WE TALKED ABOUT THE ACHIEVEMENT GAP AND WE ASKED HIM, WHAT IS YOUR STRATEGY OR ELIMINATING ACHIEVEMENT STRATEGY AS THREE COMPONENTS.

FIRST IS CULTURE.

SECOND IS SYSTEMS, AND THEN THIRD IS CLASHING.

SO SINCE YOU SAID THAT I'VE BEEN ON THIS SEARCH FIRM CULTURE HERE IN THE DISTRICT, AND TO START THE SEARCH, I HONESTLY, WHAT IS CULTURE FROM AN EDUCATOR'S POINT OF VIEW? SO I HAVE BEEN GOING TO THE SCHOOL OF DIXTER DANE OF EDUCATION.

ONE OF MY CONSTITUENTS WAS A RETIRED PROFESSOR OF EDUCATION FROM NORTHWESTERN UNIVERSITY.

HE HAS BEEN DROPPING OFF BOOKS IF I HOUSE FOR ME TO REVIEW, AND THIS IS ONE OF THE BEST BOOKS THAT HE'S GIVEN ME.

AND IT'S DISTRICT LEADERSHIP THAT WORKS BY ROBERT R ZONNELL AND TIMOTHY WATERS.

AND THOSE OF YOU THAT ARE EDUCATOR, SOME OF THOSE NAMES I NEVER HEARD OF IT.

BUT ACCORDING TO MR. MARZANO CULTURE, WHAT IS THE DEFINITION OF CULTURE FROM AS FAR AS AN EDUCATED CULTURE? ACCORDING TO MARZANO IS A CULTURE FOSTER SHARED BELIEFS IN A SENSE OF COMMUNITY AND COOPERATION, SPECIFICS, PROMOTIONAL OPERATION PROMOTES A SENSE OF WELLBEING.

AMONGST COHESION DEVELOPS AN UNDERSTANDING OF PURPOSE AND DEVELOPS A SHORT VISION OF WHAT THE FUTURE COULD BE LIKE.

THAT'S WHAT A CULTURE IS ACCORDING TO THAT COMES ON.

SO, OKAY.

BASED ON THAT, I'VE BEEN OUT AND LOOKING AT COLOR IN THE DISTRICT, AND I FOUND SOME, I FOUND SEVEN DIFFERENT SCHOOLS.

I FOUND IT IN COOSAW ELEMENTARY, SHANKLIN ELEMENTARY, ROBERT SMALLS, INTERNATIONAL ACADEMY, BATTERY CREEK, HIGH SCHOOL ST.

HELENA ELEMENTARY AND MC RILEY ELEMENTARY.

THEIR CULTURE IS CALLED LEADER IN ME.

SOME THEATER IS BEAUTIFUL PROGRAM.

IT'S A STUDENT CENTER LEADERSHIP PROGRAM AND IT'S ALL ENCOMPASSING.

I MEAN, IT IS A CULTURE NOW, I'M NOT GONNA SAY THAT EVERY SCHOOL AND DISTRICT, YOU GET THAT CULTURE.

FOR EXAMPLE, AT BROAD RIVER ELEMENTARY, UH, MS. GOOD-BYE LEWIS, THE PRINCIPAL HAD BEEN THERE 13 YEARS.

SHE HAS A CULTURE IT'S CALLED A REVIEW, AND IT'S KIND OF LIKE HARRY POTTER.

WHEN YOU COME IN THROUGH THAT SCHOOL, YOU ARE A STARFISH OR YOU'RE A CLIENT ON, OR YOU'RE UPSIDE DOWN.

SURE.

YOU KNOW, AND IT'S KIND OF LIKE IF YOU'RE FROM GRIFFIN DOOR, YOU'RE, YOU'RE SET INTO ONE OF THE ITEMS ON THE REEF AND EVERYBODY BUDDY, AND

[02:30:01]

AND IF SOMEBODY'S MESSING AROUND ON THE HALLWAY, ONE POINT AWAY FROM THE FLOUNDER OR TO DO SOMETHING GOOD, TWO POINTS FOR THE STARFISH AND THEY KEEP TRACK OF THAT.

SO THAT'S A CULTURE THAT, THAT PRINCIPAL HAS, DON'T GO HAVE CULTURES, BUT I SAID, WELL, WHAT'S THE DISTRICT CULTURE.

IS THERE A DISTRICT CULTURE? YEAH.

AND THE ARMY, WE HAD A CULTURE, WE HAD AN ARMY CULTURE, IT WAS DUTY HONOR COUNTRY.

IT WAS BE ALL THAT YOU CAN BE AND ALL OF THAT.

BUT WE ALSO HAD CULTURES AND DIFFERENT POSTINGS PATIENTS ALL OVER THE WORLD.

IT WAS A DIFFERENT CULTURE IN GERMANY.

WHAT IS INCLUDED OR FORT LEWIS AND FORT HOOD, ALSO A DIFFERENT CULTURE IN THE BRANCH.

IF YOU WERE A FARMER, YOU WOULD HAVE A DIFFERENT CULTURE THAN WHAT FIELD ARE CHOKE, BUT WE HAD AN OVERARCHING ARMY CULTURE SUPPORT AND DEFEND THE CONSTITUTION OF THE UNITED STATES.

SO IT KIND OF TIED SUBCULTURES TOGETHER.

SO I WAS JUST THINKING, WHY ISN'T THERE A DISTRICT COACHABLE, ONE OF THE PROBLEMS IN THIS DISTRICT PROBLEMS AND ADVANTAGES IN THIS DISTRICT IS THE DIVERSITY THAT WE HAVE.

I'M GOING TO USE AN EXAMPLE, A NUMBER OF DISTRICTS PI MY DISTRICT.

I HAVE A SPRING ISLAND BUMP, MULTIMILLION DOLLAR HOMES.

THEY PAY MORE IN REGIME FEES EVERY YEAR.

THE EMOTION PEOPLE MAKE IN MEDIA.

AND I HAVE HEIRS PROPERTY.

I HAVE MOBILE MOBILE HOMES IN THE BURTON AREA, WHICH I DELIVER MOBILE ABUSE TO BECAUSE OF THE HIGH POVERTY.

SO, AND I GOT ALL IN BETWEEN AS WELL.

SO THAT'S AN ISSUE.

AND IF YOU LOOK AT BUFORD HIGH SCHOOL, MY GRANDSON SCRIPTS, YOU'VE GOT MY GRANDSONS THAT COMES FROM A AFFLUENT FAMILY AND THE OTHERS.

THEY'RE, THEY'RE PEOPLE FROM ST.

HELENA ISLAND AND HIGH POVERTY.

AND SO HOW DO YOU BUILD A CULTURE COMPETENCE THAT KIND OF SPREAD AND DEMOGRAPHICS, AND THAT HAS AN ISSUE ON ACHIEVEMENT GAP.

WHEN I WENT AND DONE SOME RESEARCH TO TRY TO FIND OUT HOW HAVE SCHOOLS TAKEN CARE OF THE ACHIEVEMENT GAP, THE 90, 90, 90, YOU PROBABLY HEARD ABOUT THAT 90% MINORITY, UH, 90% IN POVERTY, BUT YET ACHIEVE 90% AND ACHIEVEMENT.

WELL, WHEN YOU LOOK AT THAT, THEY HAVE ONE CULTURE THERE.

THEY'RE ALL GOING TO DINNER CITY, OR THEY'RE ALL RURAL, OR IN SOME CASES THEY'RE SUBURBAN, BUT THEY'RE IN THE SAME SOCIAL ECONOMIC STRATA.

SO HOW DO WE DEAL WITH THAT DIVERSITY, WHICH IS AN ADVANTAGE OF DIVERSITY, RAPES, UH, TOLERANCE.

YOU ARE MORE TOLERANT THAN A DIVERSE SITUATION THAN YOU ARE IN A CULTURAL SITUATION.

SO AGAIN, WHAT'S THE DISTRICTS OF TRUE.

WELL, I DON'T KNOW, BUT I KNOW THAT THE SUPERINTENDENT AND HIS STAFF ARE WORKING ON THAT.

AND THAT'S SOMETHING THAT'S BEEN TALKED ABOUT AND THE PROFESSIONAL DEVELOPMENT THAT ALL THE PRINCIPALS, I MEAN A HUNDRED MILLION, BUT, YOU KNOW, ACCEPTS THE EXAMPLES, THE BOARD, WHAT'S OUR CULTURE.

LOOK AT THE DIVERSITY THAT WE HAVE IN THE SPORT.

AND DO WE KNOW ONE ANOTHER? NO, I'VE BEEN IN A LOT OF BOARDS.

I WAS, UH, I WAS ON A SCHOOL BOARD IN FORT KNOX, KENTUCKY, AND WE WERE JUST A SMALL BOARD, UM, ELEMENTARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL, BUT WE WERE ALL IN THE ARMY.

SO WE ALL HAVE THE SAME CULTURE.

I HAD TO REPORT TO A BOARD AT A COMMUNITY COLLEGE.

YOU DON'T HAVE TO SEE THAT.

AND THEY WERE ALL APPOINTED BY THE GOVERNOR AND THEY WERE ALL THE SAME SOCIOECONOMIC BACKGROUND.

I REPORTED TO A BOARD AND A PRIVATE UNIVERSITY, UNIVERSITY, CITY UNIVERSITY STATUS.

I WAS REPORTING TO A BOARD IN A BOARDING SCHOOL AND A CORPORATE BOARD.

AND ONE THING ABOUT THOSE BOARDS WERE THEY WERE VANILLA, ALL WHITE

[02:35:01]

AND ALL OF THE SAME SOCIAL ECONOMIC BACKGROUND, BUT THIS IS A NEW POLICY.

WE ARE ALL VERY DIFFERENT.

CAUSE YOU KNOW, ALL THESE VANILLA BOARDS, EVERY ONE OF THEM HAD A RETREAT.

EVERY ONE OF THEM DID.

AND AT THAT RETREAT, YOU GOT TO KNOW ONE ANOTHER, YOU GOT TO KNOW THE BACKGROUNDS WITH ONE ANOTHER.

YOU GOT TO KNOW WHAT YOU BROUGHT TO THE BOARD, WHY YOU WERE ON THE BOARD.

AND SO YOU UNDERSTOOD ONE ANOTHER BETTER TO SHOW YOU WERE ABLE TO WORK TOGETHER BETTER.

SO I STARTED LOOKING AROUND FOR, OKAY, WHAT COULD, UM, WHAT COULD THE BOARD CULTURE BE FOR THIS SCHOOL DISTRICT? AND I'VE HAD AGAIN, DR.

HAD ME PARTICIPATE IN A NUMBER OF ZOOM SESSIONS AND I WAS INTRODUCED TO THE CULTURE OF CULTURAL HUMILITY.

I'LL LET YOU KNOW A LITTLE BIT ABOUT CULTURAL HUMILITY.

UH, FIRST I NEED TO TELL YOU WHO'S BEHIND CULTURAL HUMILITY.

UH, THE AUTHOR OF THIS IS JAMES KNIGHT.

HE'S THE VICE PRESIDENT OF EQUITY AND INCLUSION IN ST.

EDWARD HIGH SCHOOL.

IT WAS A CATHOLIC HIGH SCHOOL AND, UH, UM, DATING COACH IN CLEVELAND, OHIO.

AND HE'S A DOCTORAL CANDIDATE WITH EXTENSIVE RESEARCH IN CULTURAL HUMILITY WHO SPECIALIZES IN CULTURAL SENSITIVITY CHAIN TRAINING AS DEVELOPING INNOVATIVE APPROACH TO INCLUSIVE WORK THAT WILL HELP MOVE YOUR ORGANIZATION FORWARD BY COURT EQUIPPING IT, BUT THEIR FRAMEWORK LOCALLY ROOTED IN CULTURAL HUMILITY.

SO WHAT'S CULTURAL HUMILITY.

AND TO BEGIN A WHIP FROM THE PAPER FROM CLEVELAND AT ESSENCE, CULTURAL HUMILITY IS ABOUT THE WILLINGNESS TO SUSPEND WHAT WE KNOW OR WHAT WE ASSUME WE KNOW ABOUT PEOPLE DIFFERENT THAN US.

IT MEANS BEING OPEN TO NEW IDEAS, PERSPECTIVES, AND OTHER CULTURES WHILE STILL BEING TRUE TO YOURSELF.

AND WITH A WILLINGNESS TO BE A LEARNER ABOUT SOMEONE ELSE'S CULTURE EXPERIENCE AND KNOWLEDGE.

THAT'S WHAT MR. UH, JAMES AT NIGHT AS TALKED ABOUT.

AND HE, HE DOES, UM, HE COMES OUT AND HOLDS MEETINGS WITH DIFFERENT GROUPS TO SHOW HIM TO TALK ABOUT THIS.

AND I CAME TO THOUGHT AND PERHAPS IN RETREAT OR THIS BODY AND INVITE, UM, JAMES AND HE'S ALSO BEEN WORKING WITH, UH, ISAIAH WALKER.

I SAY, WALKER HAS BEEN WORKING A COUPLE PRINCIPLES.

I SAY, ISAIAH WALKER ATTENDED HARLEM WISE AFTER SCHOOL PROGRAM TO PHYSICAL EDUCATION AT HARLEM, WITH THE HARLEM YFCA DURING HIGH SCHOOL, HE RECEIVED HIS BACHELOR'S DEGREE, COMPARATIVE ETHNIC STUDIES AT COLUMBIA UNIVERSITY TAUGHT MIDDLE SCHOOL CHILDREN IN HARLEM AND NEWARK.

AND LATER FOCUSED ON TEACHER PUBLISHING AS LEADERSHIP DEVELOPMENT.

AND THEY KEPT A CHARTER SCHOOL, A SCHOOL OF LEADERSHIP PROGRAM, AND IS NOW THE PRINCIPAL OF A PHILADELPHIA PREPARATORY ACADEMY.

UM, BOTH HE AND JAMES WOULD BE WILLING TO COME AND WORK WITH THIS BOARD AND TEACH US ABOUT CULTURAL ABILITY, HUMILITY, AND PERHAPS ADOPTING.

NOW WE TALKED ABOUT HAVING A RETREAT A COUPLE OF YEARS AGO, AND I WILL BE HONEST WITH YOU AND SAY IT WOULD HAVE BEEN A DISASTER.

I DON'T THINK WE COULD HAVE CHECKED AT LEAST TWO MANNERS FROM WALKING OUT IN THE MIDDLE OF IT.

I KNOW IT WOULD HAVE GOTTEN PERSONAL AND YOU KNOW, OH, WELL, YEAH, THIS IS FOYA.

VOYA HAS TO KNOW ABOUT THIS.

AND WE CAN'T BE HONEST.

WELL, TOO BAD DOES NOT HAVE A RETREAT TO GET TO KNOW ONE ANOTHER BECAUSE WE'RE AFRAID OF THE PUBLIC KNOWING OVER SAYING ABOUT ONE ANOTHER IS COWARDICE.

WE NEED TO HAVE A RETREAT.

WE NEED TO HAVE ONE, HOPEFULLY WHEN WE COULD GET OUT OF THESE MASKS AND DO IT IN PERSON, MAYBE IN THE SUMMERTIME TO TALK ABOUT CULTURAL HUMILITY, TO TALK ABOUT A GOAL, A STRATEGIC GOAL, WHEN WE WANT TO RESOLVE THE ACHIEVEMENT GAP.

AND SO I ASKED THE CHAIR, IF I COULD BRING THIS UP AT THIS WORK SESSION TO SEE WHAT KIND OF INTEREST WE COULD GIVE, THANK YOU.

I'LL BE YOUR

[02:40:01]

MIDDLETON.

HE MADE MY HEART SMILE.

YOU DEFINITELY DO HOME INGRID AND I, WELL, WE WENT TO THE NEW BOARD MEMBER ORIENTATION.

WE'VE HEARD RETREAT.

HOW MANY TIMES I THINK WE WERE TAKING A RUN ENTAILS AND HOW MANY TIMES THE BOARD MEMBERS THERE THAT PRESENTED TO US STATED THAT THEY WEREN'T, THEY WENT TO RETREATS OR AT OUR RETREAT, WE TALKED ABOUT THIS AND YOU KNOW, AVERAGE, YOU, WE TALKED ABOUT THIS.

I THINK IT'S VITAL BECAUSE TO KNOW ME, TO GET TO KNOW ME IS TO KNOW WHY I DO THE THINGS I DO.

AND I SAY THE THINGS I SAY, BECAUSE A LOT OF PEOPLE DON'T KNOW WHY I'M HERE, BUT WE'LL SAY THAT, BUT THANK YOU FOR BRINGING THAT UP.

THAT'D BE ROBOT.

UM, TOTALLY AGREE.

I THINK IT WOULD.

UM, I THINK IT'S ONLY DO I AGREE WITH YOUR SENTIMENT ABOUT WHY PERHAPS IT WOULD WORK BETTER NOW.

UM, AND I'D SAY, CAN YOU BRING IN SOME FACILITATORS? UM, I THINK THAT EVERYONE IN THE DISTRICT, OUR TEACHERS, OUR ADMINISTRATORS, OUR STUDENTS WILL FEEL THE BENEFITS.

IF WE CAN GET TO KNOW EACH OTHER BETTER AS A BOARD AND TO WORK TOGETHER AS A BOARD, IT'S NOT A SELFISH THING.

IT'S FOR THE BENEFIT OF ALL TOTALLY GREAT AT JARRETT BANK COMMENT, WHAT I'VE DISCOVERED.

I HAD NO IDEA HOW MANY PEOPLE WATCH OUR BOARD MEETINGS.

I DIDN'T COMMENT REHAB VOLUNTEER SERVICE TAKES CARE OF OUR COMMON AREAS AND OUR SHUTS DIVISION AND THE STREET SWEEPER STOPS EVERY TWO WEEKS AFTER THE BOARD MEETING TO CRITIQUE ME AND HAVE MORE MEETINGS.

IT'S, YOU KNOW, IT'S VERY INTERESTING, BUT I HAVE NO IDEA ON HOW MUCH WE ARE SETTING THE TONE FOR THE SCHOOL DISTRICT FOR THE PUBLIC.

I REALLY DIDN'T APPRECIATE THAT THESE COMMENTS, THANK YOU.

UH, NEXT IS GIRL JELLO.

HOW WAS THIS GOING TO SAY THAT IN THE PARIS, THEY USED TO HAVE RETREATS SEVERAL AND IT REALLY COMFORTABLE.

WE WERE GOING TO SAY THE LAST 40 YEARS, THE VR HAD WORKED PRINCETON .

SO THEY DO UNDERSTAND EACH OTHER, DO THINGS TOO.

PICK THE INTERESTS OF OTHER INDIVIDUALS THAT STRESS THAT BOARD MEMBERS COULD BENEFIT FROM, UM, OUR SLOGAN ONE RETREAT, WHERE WE CAN REALLY LEARN, HOW ARE WE THINKING? WE ALL UNDERSTAND THAT I'M SURE WHEN YOU GO FULL DIRECTIVES AND 10 DEVELOP A LONG TERM PLAN FOR EDUCATING INDIVIDUALS.

AND SO I THINK IT'S ALWAYS A PLUS, YOU GET THAT.

YEAH, ANGELA AND I BROUGHT THIS UP AS NEW BOARD MEMBERS BECAUSE THERE'S SO MUCH DISAGREEMENT AND DISHARMONY IN THE WORLD RIGHT NOW.

AND I THINK THAT IF WE GET TO KNOW EACH OTHER, WE CAN STILL DISAGREE WITHOUT IT BEING, YOU KNOW, A HUGE ORDEAL.

AND IN TERMS OF TRYING TO MOVE THE BOARD TO A BETTER PLACE, JUST ALL IN ALL.

SO THAT'S SOMETHING THAT WE HAVE TALKED ABOUT, THE ISSUE THAT HAS COME UP AND WE'LL HAVE TO ADDRESS THIS VOYA.

AND IF IT WOULD BE, WHAT IF THE RETREAT IS OPEN TO THE PUBLIC, WHAT'S THE DIFFERENCE BETWEEN A RETREAT AND A BOARD? LIKE WE HAVE TO THINK ABOUT HOW THAT WORKS.

THE OTHER POINT I WOULD LIKE TO MAKE, AS FAR AS WE'RE LOOKING AT FACILITATORS, I DON'T, I WAS JUST GLANCING AT MR. NIGHT.

UM, ONE WEARING WHOLE ON THIS BOARD RIGHT NOW, AS DIVERSE AS IT IS, IS WE DO NOT HAVE ANY REPRESENTATION FROM THE HISPANIC COMMUNITY, WHICH IS A FAST GROWING AND A LARGE PERCENTAGE, ESPECIALLY SOUTH OF THE BROAD.

IF WE BRING IN FACILITATORS, I THINK WE WOULD BE REMISS TO NOT INCLUDE SOMEONE THAT COULD AT LEAST REPRESENT THAT GROUP AND THEIR CONCERNS AND

[02:45:01]

NEEDS AS WELL.

SO, UM, AS WE TALK ABOUT HOW THIS MIGHT LOOK, I THINK THAT'S AN IMPORTANT CONSIDERATION, DR.

RODRIGUEZ.

SO ONE OF THE THINGS VERY EARLY ON, UH, MAYBE EVEN , BUT WAS THAT I THOUGHT IT WOULD BE REALLY VALUABLE TO KICK IT OFF AND GET OFF THE GROUND, RUNNING WITH A BOARD AND SUPERINTENDENT INCREASE AS GOVERNMENTS.

CAN.

I JUST SAID, I SAID, AS A GOVERNANCE TEAM, RIGHT.

BUT IN THE PAST I'VE USED THAT BRANCH AND, AND, UM, THERE WERE SOME INDIVIDUAL SNAP THAT IN FAVOR OF THAT PHRASE, BUT I DO THINK IT'S IMPORTANT FOR REASON.

AND, UM, SO AS, AS THAT, UH, RETREAT MAY MATERIALIZE, BUT I LOVE TO BE A PART OF THAT AS PART OF THAT GOVERNANCE TEAM BOUNCE UP WITH THE BOARD.

UM, AND, UM, I CAN ALSO BRING, UM, THANK YOU, DAVID, FOR BRINGING THIS FORWARD AND, AND GIVING THE BACKGROUND.

AND, UM, I ALSO THINK IT WOULD BE EXTREMELY HELPFUL, UM, FOR, FOR US TO HAVE, UH, A RETREAT AND WITH, I MEAN, I JUST ASSUMED IT WOULD BE THE BOARD, THE SUPERINTENDENT, DR.

RODRIGUEZ HAS SAID THAT, UH, THAT WAS ALSO HIS MAIN GAME WHEN I WAS AT THE, UM, ANNUAL CONFERENCE ON HILTON HEAD IN JANUARY FOR THE SOCCER AND SCHOOL BOARD ASSOCIATION, I SPECIFICALLY ASKED ACTUALLY TIFFANY RICHARDSON, WHO IS ONE OF THE ATTORNEYS FOR THE S CSBA, YOU KNOW, ABOUT A RETREAT.

AND ABSOLUTELY IT HAS TO BE IN THE OPEN, EVEN IF WE'RE NOT DISCUSSING, YOU KNOW, BOARD BUSINESS, WE ARE TRYING TO IMPROVE THE BOARD.

IT IS REALLY BOARD WORK.

SO THAT IS WHY IT HAS TO BE IN THE OPEN.

SO, YOU KNOW, YEARS AGO, NO, I DIDN'T HAVE TO BE IN THE OPEN.

IT COULD, YOU KNOW, IT COULD HAVE GONE NOW, I DON'T KNOW, BUT AT SOME, SOME POINT TELL HIM THE AREA HAD TO RETREAT OUT OF THE PUBLIC HABIT.

IT DOES HAVE TO BE IN THE PUBLIC GUY.

AND I BELIEVE ALSO, AND THEREFORE IT WOULD ALSO HAVE TO BE IN BEAVER COUNTY BECAUSE ANY, ANY ONE OF OUR BY STATE STATUTE, OUR MEETINGS HAVE TO BE IN THE COUNTY.

SO THAT'S JUST ANOTHER REQUIREMENT.

UM, SO I THINK WE HAVE TO, UH, I THINK, UH, ALL THE POINTS THAT HAVE BEEN RAISED ARE VERY GOOD AND, AND, UH, YOU KNOW, I SEE US AS, AS DR. RODRIGUEZ SAID, WE'RE A GOVERNANCE TEAM.

WE HAVE, WE, WE ONLY, WE BRING EACH ONE OF US BRING SOMETHING UNIQUE TO THE BOARD AND THAT'S AWESOME.

BUT THE ONLY WAY WE HAVE POWER AND AUTHORITY IS THE BOARD AS A WHOLE, NO ONE INDIVIDUAL HAS AUTHORITY.

SO YOU HAVE TO WORK AS A TEAM OR PARTNERSHIP OR WHATEVER WORD YOU WANT TO USE, OR, OR WE'RE NOT GOING TO ACCOMPLISH ALL THAT WE COULD ACCOMPLISH.

AND I THINK, UH, UM, WE HAVE GREAT POTENTIAL AT THIS POINT FROM THIS BOARD.

I THINK I REALLY THINK THAT, UM, WE CAN DO REALLY, REALLY GOOD THINGS.

UM, SO I THINK THE NEXT STEP WOULD BE, IT SEEMS LIKE THE NEXT STEP WOULD BE FOR, UM, I GUESS TO EXPLORE WHAT OUR OPTIONS ARE IN TERMS OF, UH, UM, THE FACILITATOR.

AND SO WE COULD PUT SOMEBODY IN CHARGE OF THAT.

UH, THAT WOULD BE AN OPTION.

UM, I KNOW AT THE, AND ANGELA SHARED THIS WITH ALL OF US AT THE, I KNOW SEVERAL OF US ATTENDED AT THE ANNUAL CONVENTION.

UM, I CAN'T REMEMBER THE TITLE OF THE TALK, BUT IT WAS, IT WAS ASHLEY SCORINGS.

NO, IT WAS THE OTHER, IT WAS ABOUT, UH, ANY CRUISES LIKE IMPLICIT BIAS.

IF YOU HAVE MEDIA THERE, IF YOU HAVE PUBLIC INVOLVED, IF ARE WE GOING TO FOLLOW ROBERT'S RULES OF ORDER.

IT WAS A DIVERSITY LECTURE.

AND THAT WAS ACTUALLY A STORY OF WHITE AND STORY AND ATTORNEY.

AND SHE GAVE THE TALK ALONG WITH THE BOARD CHAIR OF MARLBORO COUNTY SCHOOL BOARD, WHO WAS A RETIRED POLICE CHIEF.

AND THEN YOU DO IT TOO, BECAUSE SHE EVEN SAID TO ME AT THE CONFERENCE THAT, THAT, UH, THAT, YOU KNOW, THE, THEY WOULD BE WILLING TO COME TO THE, TO THE BOARD.

SO I THINK WE NEED TO INVESTIGATE A FEW OPTIONS AND THEN BRING THOSE FORWARD, UM, AND MAKE A DECISION BY THOUGH OF HOW WE WANT TO GO.

DOES THAT SOUND REASONABLE? SO HOW ABOUT SOMEBODY WANT TO MAKE A MOTION? JUST ONE MORE QUESTION.

SURE.

I'M JUST TRYING TO WRAP MY HEAD STILL AROUND A RETREAT, OPEN TO THE PUBLIC, BECAUSE AT WHAT POINT IS IT NOT A WORK SESSION? RIGHT.

AND IF THE REASON I'M BRINGING IT UP IS BECAUSE I LIKE TO HAVE CONVERSATIONS, NOT MORE BUSINESS, THE CONVERSATION OF CULTURE AND WHATNOT, AND I DON'T WANT TO HIDE IT FROM THE PUBLIC, BUT THERE ARE THINGS, IT DEFINITELY CHANGES THE TENOR OF THE CONVERSATION.

[02:50:01]

SO I THINK THAT'S ONE OF THE FIRST THINGS I'D LIKE TO TALK ABOUT IS WHAT DOES A RETREAT LOOK LIKE IF IT IS INDEED, BECAUSE THE WHOLE POINT OF RETREAT, RIGHT? THE WORD RETREAT, OR CERTAIN LIKE GOING SOMEWHERE TO DO SOME TRUST EXERCISES, YOU KNOW, WHATEVER.

UM, I JUST DON'T KNOW IF IT MEETS THE CRITERIA THAT MR. GRIER'S PROPOSING FOR RETREAT TO GET TO KNOW EACH OTHER BETTER.

IF WE'VE GOT MEDIA LIKE A COUNTY CHANNEL BROADCASTING, IT KIND OF, IT'S JUST SOMETHING, I'M NOT SURE THAT THAT HOLDS THE, YEAH.

I COULD HAVE SOME THOUGHTS ABOUT THAT THAT I'D LIKE TO OFFER.

THERE'S NO REASON WHY WE CAN'T VIDEOTAPE AND AUDIOTAPE AND VIDEOTAPE AND MAKE IT AVAILABLE TO WHOEVER WOULD WANT TO SEE IT, YOU KNOW, AS OPPOSED TO UPRIGHT, AS OPPOSED TO LIVE BROADCAST, AS OPPOSED TO INVITING THE PUBLIC IN SAY, NO, IT'S NOT, IT'S A CLOSED RETREAT, BUT WE'RE BUILDING IT ON THE RECORD.

WE ARE, WE ARE VIDEOTAPING AUDIO TAPING IT, AND YOU CAN ASK, OR WE CAN PUT IT UP ON THE WEBSITE AND YOU CAN, YOU CAN WATCH IT LATER ON.

AND I THINK THAT WILL MEET THE INTENT, MAYBE NOT THE LETTER OF THE LAW, BUT IT WILL LEAD THE INTENT OF FOYER BECAUSE BOY, IT'S REALLY ABOUT NOT KEEPING ANYTHING SECRET.

THIS WON'T BE SECRET.

IT WILL BE, YOU CAN GET IT.

THE OTHER THING YOU CAN DO IS YOU CAN ASK A MEDIA REPRESENTATIVE TO JEN AND THEN EXPLAIN TO HER THAT, YOU KNOW, UH, WE WANT TO BE OPEN AND FRANK WITH ONE ANOTHER, AND WE ASKED YOU TO PROTECT OUR PRIVACY.

AND, UH, YOU KNOW, THAT'S COMPLETELY UP TO THAT INDIVIDUAL, WHETHER SHE THINKS HE OR SHE DOES THAT, BUT THAT'S ANOTHER WAY THAT YOU CAN, YOU CAN GET FROM BROWN OR NOT GET A RENTED, BUT ACCOMMODATE THE FOREHEAD PIECE.

THAT'S MY CONCERN IS, YOU KNOW, WITH THE MEDIA IS THEY'RE THINGS AND I'M NOT, YOU KNOW, YOU DON'T LIKE SHARING SOME OF THAT.

I WOULDN'T WANT ON THE FRONT PAGE BE OUT OF THE PACKET AND NOT FOR ANY REASON OTHER THAN IT'S PERSONAL, YOU KNOW? SO WHEN YOU'RE IN THESE MEETINGS, YOU'RE THINKING VERY CAREFULLY ABOUT WHAT YOU ARE WILLING TO REVEAL, ESPECIALLY BECAUSE SOMETIMES CONFIDENCE THAT ACCUSED ME, BUT IT WAS SOMETIMES COMMENTS CAN BE TAKEN OUT OF CONTEXT, YOU KNOW? SO I WOULD BE MUCH LESS WILLING TO, TO REALLY ENGAGE IN A TRUSTFUL DIALOGUE WITH MY COLLEAGUES.

IF I THOUGHT THAT IT COULD POTENTIALLY BE OPEN TO A REPORTER, THAT'S FINE.

UM, AND MY NAME IS CARLTON PROPERTY, IF I'M WRONG.

BUT THE FOYER REQUIREMENT IS THAT YOU GOT THE, THE PUBLIC HAS TO BE ABLE TO HEAR IT.

IT DOES NOT HAVE TO BE LIVE.

SO, UM, THAT'S GETTING FAIR WHAT YOU'RE SAYING, BUT THEY HAVE TO BE ABLE TO HEAR IT DOES NOT HAVE TO HAVE A VIDEO AS PART OF IT.

AND, UM, I HAD, AS I MENTIONED, I HAD THIS DISCUSSION WITH TIFFANY, RIGHT.

BECAUSE SHE SAID, PEOPLE WALK OFF REALLY AREN'T INTERESTED IN THAT CAFE.

AND SHE THOUGHT WE RIGHT.

BUT YOU KNOW, IT HAS TO BE, IT HAS TO BE, YOU KNOW, WITH, WITH, UH, WITH, UH, AT LEAST AN AUDIO RECORDING BECAUSE THERE'S NOT HAVE TO BE LIVE.

AND, UM, IT HAS TO BE THE COUNTY, NOT BEHIND CLOSED DOORS.

DOES THAT ANSWER SOME OF YOUR QUESTIONS? UM, AND GREG? YEAH.

BUT DIDN'T, WE ALSO TALK ABOUT WHETHER OR NOT, IF WE WEREN'T DOING ANYTHING THAT A BOARD BUSINESS OR PUBLIC ACTIONS THAT THERE ARE, BECAUSE WHEN WE WERE AT THE NEW AND WHEN WE WERE UP IN THE NEW BOARDMAN, OTHER BOARDS WERE GOING ON RETREATS AND I DON'T KNOW WHAT THEY WERE DOING.

WELL, I SPECIFICALLY ABOUT TO TIFFANY, I THINK MAYBE ANGELA WAS THERE.

AND, UM, BECAUSE I SAID, YEAH, WE'RE NOT GOING TO BE CONDUCTING BUSINESS.

WE'RE NOT GOING TO BE VOTING ON, YOU KNOW, WHETHER WE SPEND $50,000 ON SUCH AND SUCH, BUT BECAUSE IT'S STILL BOARDS WORK, IT STILL HAS TO BE, YOU KNOW, WHAT ARE WE DOING? WE'RE TRYING TO BECOME A BETTER WARD.

SO IT DIDN'T REALIZE WORK.

IT'S NOT LIKE WE'RE DOING SOMETHING TOTALLY DIFFERENT.

WELL, IN LOOKING AT THAT, UM, ELECTRONIC THING, WE'RE TALKING ABOUT ONE OF THE ISSUES WITH ELECTRONIC COMMUNICATIONS DURING A BOARD MEETING IS IF I WERE TO SEND A GROUP, TEXT TO A FORUM AND SAY, OH, I'M GOING TO VOTE AGAINST THIS OR SOMETHING.

THAT WOULD BE A VIOLATION OF FOYA.

YOU KNOW, UH, BECAUSE SHE IS EMPLOYED BY THE SOUTH CAROLINA SCHOOL BOARD ASSOCIATION, AS I BELIEVE THEIR GENERAL COUNSEL, I'M NOT EXACTLY SURE.

BUT IF I JUST SENT A GROUP, BUT IF IT SAYS, IF YOU JUST SEND A GROUP TEXT TO LIKE, ALL OF YOU GUYS, I'M LIKE, HEY, HOW'S THAT GOING? DOING? THAT IS NOT A WAY OF VIOLATION.

SO THERE IS A DISTINCTION AND I'M NOT PUSHING TO KEEP THE PUBLIC OUT BY ANY MEANS.

I'M JUST SAYING IT'S A TOTALLY DIFFERENT TO ME, TENOR OF A MEETING BASED ON WHAT WE'RE DOING.

AND I DON'T KNOW IF THERE'S A WAY TO GET LIKE AN F I MEAN, TIFFANY RICHARDSON, THE OFFICIAL OPINION ON THIS, OR IS THERE GREAT? I MEAN, SHE CERTAINLY, UM,

[02:55:01]

HER TITLE.

SHE'S THE ONE THAT, UH, WORKED 24, UM, ON A POLICY DEVELOPMENT.

AND THEY HAVE A, I HAVE A POLICY MANUAL MAP PAGE THAT WE'RE REFERENCING ON BOARD MEMBERS.

ELECTRONIC COMMUNICATIONS IS ONE OF THEIR POP SAMPLE POLICIES.

AND A LOT OF THE SCHOOL DISTRICTS, I WOULD KNOW WHERE TO USE THAT, USE THEIR POLICY.

WE'RE ONE OF THE FEW THAT WE DEVELOPED OUR OWN POLICY MANUAL, BECAUSE I CERTAINLY THINK SHE'S GOT A LOT OF EXPERIENCE.

AND MAYBE WHEN HE COULD, DAVE, I KNOW, YOU KNOW, TIFFANY PROBABLY FAIRLY WELL, DO YOU HAVE ANY COMMENTS ABOUT IT? YOU'RE TALKING TO THE MICROPHONE, PLEASE.

I'LL BE GLAD TO SPEAK WITH MS. RICHARDSON.

I CAN LOOK AT THE LAW TOO.

ALSO.

I CAN TRY TO FIND OUT HOW OTHER DISTRICTS HAVE HANDLED THE RETREATS AND SEE WHAT PROCEDURE THEY FOLLOWED AND GLAD TO DO THAT.

SO YOU DON'T, SO I'M SORRY.

OH, OKAY.

IT'S JUST DRIVEN HERE.

OF POSSIBILITY TO WORK CULTURE, DO BE PUT BACK TO THE BOARD WITH TIME AND DATE, MAYBE HERE.

THANK YOU, MADAM CHAIR.

UM, I UNDERSTAND RESPONDENT RIGHTS POSITION, BUT WE'VE BEEN DOWN THIS ROAD AND ANYTHING YOU SAY, UM, IS FORESEEABLE.

UM, SO I MEAN, THAT'S JUST THE REALITY OF IT.

UM, WE'VE HAD FOUR YEAR REQUESTS FOR TEXT MESSAGES BETWEEN BOARD MEMBERS, ALL THAT'S FORESEEABLE, NO MATTER WHAT YOU SAY, EVEN IF IT'S PERSONAL.

SO, UM, GOING BACK TO WHAT, WHAT COLONEL GUY OR SAID PREVIOUSLY, WE COULDN'T HAVE HAD A PRODUCTIVE RETREAT, UM, FOR JUST THAT REASON, BECAUSE NOBODY COULD BE HONEST AND, AND GET IT OUT ON THE TABLE, BUT WE STILL HAVE THE SAME.

WE DON'T HAVE THE SAME, UM, ACRIMONY ON THE BOARD THAT WE HAD THEN, BUT WE STILL HAVE TO BE AWARE THAT ANYTHING WE SAY IN A MEETING, UH, LIKE A RETREAT, UM, IS FORESEEABLE IT'S PUBLISHABLE.

SO THERE'S JUST NO WAY AROUND THAT.

I GUESS MY QUESTION TO YOU IS JUST NOT TRYING TO MAKE IT A SECRET RETREAT OR ANYTHING, BUT WHAT'S THE DIFFERENCE THEN? WHY DO WE CALL IT RETREAT? WHEN WE JUST HAVE A WORK SESSION WITH A FACILITATOR? WE'RE SO SENSITIVE ABOUT CALLING IT A RETREAT HERE, YOU CALL IT A RETREAT, BUT IT'S GOTTA BE OPEN TO THE PUBLIC.

SO ANYTHING YOU SAY, UM, YOU KNOW, IF YOU DON'T WANT FOLKS TO KNOW THAT YOU DON'T LIKE BROCCOLI, YOU CAN'T SAY THAT YOU DON'T LIKE BROCCOLI.

CAUSE IT'LL BE IN THE PAPER THE NEXT DAY THAT YOUR HAND TIE BROCCOLI, WHICH, WHICH UPSETS THE WHOLE ECONOMY OF THE BROCCOLI GROWING AREA.

SO IT'S JUST A SHAME, BUT THAT IS THE WAY IT IS.

AND NOW COMING OUT OF A CORPORATE BACKGROUND, WE USED TO HAVE THE COME TO JESUS MEETINGS WHERE YOU'D GO IN A ROOM, YOU'D CLOSE THE DOOR AND NOBODY GOT OUT UNTIL YOU RESOLVED THE ISSUES, WHATEVER THEY HAPPEN TO BE, BUT WE CAN'T HAVE THOSE.

SO MOVE ALONG.

I'M THINKING MAYBE IT WOULD BE A GOOD IDEA FOR SOMEBODY TO MAKE THE MOST.

AND SO MAYBE HOW DOES CROP VISITOR GUIDE OR WORK TOGETHER? SO SET UP BOTH, YOU KNOW, FIND OUT ENOUGH INFORMATION FOR HOW WE SHOULD REALLY DO DO IT AND THEN BRING FORTH MAYBE THREE PROPOSALS OF, OF DIFFERENT FACILITATORS OR DIFFERENT, YOU KNOW, AND WITH OBVIOUSLY THE , DID SOMEBODY SAY SOMETHING ABOUT IT, THAT CHAIR, THAT RICHARD GUYER AND MONDAY CARTILAGE EXPLORE THE POSSIBILITIES OF THE BOARD MEETING TO DISCUSS OR CULTURE AND CULTURE AND REPORT BACK TO THE BOARD WAS AT LEAST THREE OPTIONS, TIMES DATES AND COST.

I SAID, DID YOU GET THAT RELEVANT? I MOVED AT RICHARD.

LET'S EXPLORE THE POSSIBILITY

[03:00:01]

I'M NOT SURE WHAT WAS RESONATING WITH THE POSSIBILITY TO SOMETHING ABOUT WORK CULTURE.

THOSE ARE EXPLORED.

I THINK HE'S AGAIN, I'LL TALK A LITTLE BIT UP THERE AND THEN WE'LL SEE.

YEAH, WELL, NO.

UM, THE COLLEGE, THOSE BOYS, THE POSSIBILITY OF HAVING A MEETING, RIGHT REGARDING BOARD CULTURE.

WELL, THE POSSIBILITY OF HAVING A MEETING CONCERNING DO BRING .

NO, SINCE THEY'RE HANDS UP THERE, GIVE ME A SECOND.

I HAVEN'T, I HAVE APPROVAL OF AGENDA ON MY CV.

I HAVEN'T OPENED YET.

I THOUGHT YOU CARRIED UNANIMOUSLY.

I JUST KNOW YOU HAVE, UH, OH, IT LOOKS LIKE, OKAY, THAT'S FINE.

NOW WITH THE BOAT ON THERE, IT LOOKS LIKE IT.

NEXT TOPIC RUNNER AGENDA TODAY IS YOUNG MEN OF

[Young Men of Distinction]

DISTINCTION.

WE HAVE, UH, MS. CAMPBELL COMING FORWARD.

YOU CAN KNOW, WELL, SHE'S GOT SOME MARKERS.

SO I THINK MS. CAMPBELL IS GOING TO LEAD THE DISCUSSION.

SO, UH, THIS IS A, A GREAT INITIATIVE THAT, UH, WHICH IS BEING LAUNCHED HERE.

UH, LET'S TAKE, WE BELIEVE AS A LEADER IN THIS WORK AND THEY REALLY ARE DOING A FANTASTIC JOB ENGAGING, UH, WITH SOME OF OUR STUDENTS THAT ARE YOUNG MEN OF DISTINCTION.

SO, UM, IT'S INTERESTING, UH, WHAT THEY'VE DONE.

AND I THINK THAT, UH, THE COLLEGIALITY, THE MENTORSHIP THAT PROVIDES STUDENTS WITH A VIEW OF POSSIBILITY FOR THAT.

GOOD AFTERNOON, EVERYONE.

I'M NIKIA CAMPBELL.

AND WITH US TODAY, WE CAN JUST SERVE AS WHO WILL BE ASSISTING WITH THIS PRESENTATION.

SO WE'RE HERE TODAY TO TALK TO YOU ABOUT YOUNG MEN OF DISTINCTION.

SOMETIMES YOU MAY HEAR US SAY WHY MOD, SO ALL KNOW WHAT THAT MEANS.

SO THERE'S A HOLE BY DENZEL WASHINGTON.

I THINK THAT REALLY SUMMARIZES WHAT OUR OUTCOMES THAT WE'RE SEEING FOR YOUNG MEN OF DISTINCTION, POSITIVE INFLUENCES, SUPPORTING AND CHEERING OUR STUDENTS ALONG THE WAY AND THE BENEFIT OF TRUE MENTORSHIP.

AND SO WHEN YOU READ THIS POLL, IT REALLY SUMMARIZES WHAT WE WANT OUR WORK TO BE WITH OUR YOUNG MEN IN THE STATION.

AND, UM, WE'RE BEGINNING TO SEE, UM, EVIDENCE OF THAT WORK.

SO OCTOBER 16 WAS THE KICKOFF FOR A YOUNG MAN OF DISTINCTION.

AND DR.

, OUR DEPUTY SUPERINTENDENT WORKED WITH US TO CREATE

[03:05:01]

A VIDEO TO PROMOTE IT.

IT'S A NEW INITIATIVE.

I LIKE TO SHARE THAT WITH YOU AT THIS TIME.

AND THEN WE'LL GET STARTED WITH OUR PRESENTATION FELLOWS WHAT'S GOING ON, BUT IT WAS DO BRADLEY.

UH, I'M THE NEW DEPUTY SUPERINTENDENT AND CHIEF OF SCHOOLS HERE IN BUFORD COUNTY.

UH, AND I WILL TELL YOU THAT I'M RECORDING THIS LESSON TODAY BECAUSE NUMBER ONE, I WANTED TO MAKE INTRODUCTION, BUT ALSO BECAUSE, UM, DR.

CAMPBELL THERE, MISS WENT AND TOLD ME ABOUT A WONDERFUL CORPORATE COPY OF YOUNG MEN OF DISTINCTION.

AND THAT TITLE ALONE IMMEDIATELY DREW MY ATTENTION BECAUSE IF IT WAS AN OPPORTUNITY FOR US TO SPEAK LIFE INTO ENCOURAGE AND TO MOTIVATE INTO INSPIRE YOUNG MEN, I CAN PROMISE YOU THAT THAT WAS GOING TO BE SOMETHING THAT I WOULD MAKE SURE THAT I WAS A PART OF BECAUSE I, AND I WILL TELL MY STORY A LITTLE BIT TO YOU ON FRIDAY WILL BE CONNECT AND JUST A PRODUCT THAT PEOPLE WHO HAVE WRAPPED THEIR ARMS AROUND ME AND SUPPORTED ME AND LOVED ME AND PUSHED ME TO LEVELS THAT I NEVER THOUGHT WERE IMAGINABLE.

SO I HOPE TO BE ABLE TO DO THE SAME FOR YOU AND ALSO TO OFFER MYSELF AS A RESOURCE IN ANY WAY POSSIBLE.

SO WE'RE GOING TO GET A CHANCE TO CONNECT THIS COMING FRIDAY AT TWO O'CLOCK.

I HOPE THAT YOU ARE READY FOR A TIME WHERE YOU CAN BE VULNERABLE.

YOU CAN BE OPEN WHEN YOU CAN BE HONEST AND SHARE YOUR HOPES, DREAMS, AND ASPIRATIONS, AND I'LL BE THERE TO LISTEN AND TO PUSH YOU TO A NEW LEVEL ALONG.

AND SO LOOKING AT MY NAME IS BRANTLEY CALLED DUKE.

DON'T CALL ME DOCTOR, JUST CALL ME AND WE'LL CONNECT A LITTLE BIT MORE ON FRIDAY.

SO I'M LOOKING FORWARD TO IT.

I HOPE THAT YOU ARE AS WELL.

I SEE YOU SOON.

ESPECIALLY DURING THIS PANDEMIC.

SO YOUNG MAN OF THE STATION WAS CREATED TO PROVIDE ADDITIONAL SOCIAL, EMOTIONAL SUPPORT FOR OUR MALE STUDENTS IN GRADES SIX THROUGH 12 WITH A TIER TWO BEHAVIOR POINT.

SO I'LL MAKE SURE I SAY THAT.

SO STUDENTS WHO HAVE ALREADY HAD A BEHAVIOR PLAN, THESE ARE OUR TIER TWO STUDENTS, AND WE IDENTIFIED THE SIXTH THROUGH 12TH GRADE STUDENTS, MALES FOR THIS PROGRAM.

SO I JUST WANTED TO CLARIFY WHO WE, UM, IDENTIFY.

SO IF YOU NEEDED TO FIND PEER TWO FOR US ON THE PUBLIC, BUT YEAH, I WILL.

SO THROUGH OUR MTSS PROCESS, STUDENTS WHO MAY DEMONSTRATE, UM, SOME, UM, ISSUES WITH BEHAVIOR, WE CREATE A PLAN FOR INTERVENTION SO THAT WE CAN SUPPORT THEM SO THAT THEY'RE SUCCESSFUL.

SO THERE ARE THREE TIERS TO THAT PROCESS, TIER ONE, TIER TWO AND TIER THREE.

SO WHEN KIDS MOVE FROM TIER ONE TO TIER TWO, THE INTERVENTION BECOMES MORE, UM, INDIVIDUALIZED FOR THE STUDENTS SO THAT WE CAN CORRECT THOSE BEHAVIORS.

SO WE FELT LIKE THESE ARE THE STUDENTS THAT ARE IN THE MIDDLE OF THIS PROCESS.

THEY CAN EITHER GO LEFT OR THEY CAN GO, RIGHT? SO WE WANT IT TO WRAP ADDITIONAL SUPPORT AROUND THEM SO THAT THEY COULD GO BACK TO OUR TIER ONE SO THAT THEY DON'T NEED ALL THE INTERVENTIONS AND THAT THEY'RE SUCCESSFUL ACADEMICALLY.

AND THAT'S REALLY WHAT OUR OUTCOMES ARE.

SO YOU PROBABLY SAW THIS NUMBER WITHOUT, UM, CONTEXT, 87%.

I'M SURE YOU'RE PROBABLY WAITING FOR WHAT CAUSE IS REPRESENTED.

SO OUT AFTER OUR TIER TWO STUDENTS, MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS, WE HAVE 150 STUDENTS THAT WEREN'T IDENTIFIED IN THIS GROUP OF HUNDRED AND 50 STUDENTS THIS SUMMER 91 OF THOSE STUDENTS WERE OUR MALE STUDENTS OF THE 91, 87% OF THEM REPRESENTED OUR AFRICAN-AMERICAN OR HISPANIC POPULATION.

SO WE WERE LIKE, HEY, THIS IS AN AREA THAT WE COULD REALLY ADDRESS AND PUSH FORWARD INTERVENTIONS THAT ARE POSITIVE SO THAT OUR STUDENTS WILL HAVE SUCCESS.

AND THAT'S WHAT OUR OUTCOMES WOULD BE.

SO WE SET SOME GOALS.

THERE ARE FOUR SPECIFIC GOALS THAT WE WANTED TO ADDRESS.

WE WANTED TO INCREASE ACCESS TO THE NUMBER OF POSITIVE ROLE MODELS THAT OUR STUDENTS HAVE ACCESS TO.

ADDITIONALLY, WE WANTED TO INCREASE STUDENT ENGAGEMENT, ALLOWED OUR STUDENTS AT THE TIME THAT WE STARTED, OR EITHER VIRTUAL OR HYBRID.

SO WE WANTED A WAY THAT WE CAN STILL ENGAGE OUR STUDENTS AND KEEP THEM CONNECTED WITH INSTRUCTION.

SO THAT WAS ANOTHER PART OF OUR GOALS DECREASE, DROP OUT AND ALSO DECREASE OUR SUSPENSION.

AND WELL, THERE'S A BOOK THAT YOU'LL SEE.

I KNOW THERE WAS A BOARD MEMBER THAT MENTIONED THAT WEREN'T SHUTTING PLAY AND OTHER ELEMENTARY SCHOOLS.

AND THIS IS A BOOK THAT WE'RE REALLY EXCITED ABOUT THROUGH OUR LITERACY WORK WITH MELISSA LAURIE,

[03:10:01]

THAT WE HAVE, AND MANY OF OUR ELEMENTARY SCHOOLS.

AND IT REALLY TALKS ABOUT HOW WE VALUE DIVERSITY AND HOW WE BRING ABOUT CULTURE FOR ALL STUDENTS.

BUT THERE IS A QUOTE THAT REALLY RESONATED WITH ME AND ALSO THE TEAM AND THIS QUOTE REALLY SUMMARIZES, SUMMARIZES THE WORK.

SO IT SAYS CHILDREN'S EARLIEST EXPERIENCE SHAPE WHAT THEY IMAGINED THE POSSIBILITIES.

SO EARLY ON, IT'S REALLY IMPORTANT FOR US TO PUT THOSE POSITIVE ROLE MODELS, MENTORS IN FRONT OF STUDENTS, BECAUSE IT REALLY SHAPED FOOD.

THEY CAN BE, THERE'S A LITTLE SAYING THAT YOU MAY HEAR, IF YOU CAN'T SEE IT, IT'S HARD TO BE IT.

SO WE TRY TO PUT POSITIVE ROLE MODELS IN FRONT OF OUR STUDENTS SO THAT THEY KNOW THAT ANYTHING IS POSSIBLE.

SO THE RESEARCH TELLS US THAT IT JUST TAKES ONE.

I REPEAT NOT TO ONE STRONG ADULT RELATIONSHIP THAT CAN CHANGE THE DIRECTION OF CHILDREN ONE.

SO WE FELT THAT IF WE COULD MULTIPLY THAT, NOT JUST ONE HAD 20, 30 POSITIVE, UM, PEOPLE THAT REPRESENT OUR COMMUNITY ALONG WITH IDENTIFYING, UM, ADULTS IN THE BUILDING TO POUR INTO OUR STUDENTS, WE HAVE TO SEE THOSE RESULTS.

SO WE KICKED OFF ON OCTOBER 16 WITH OUR TWO FAVORITE MEN, DR.

RODRIGUEZ AND DR.

BRADLEY.

AND MR. LINTON IS GOING TO SHARE WITH YOU THAT INTRODUCTION TO OUR INITIATIVE, ALONG WITH THE OTHER SERIES THAT WE, UM, PROVIDE FOR OUR STUDENTS.

AND THEN WE'LL TALK A LITTLE BIT ABOUT DATA BECAUSE I DON'T, THAT'S IMPORTANT.

AND THEN WE WILL TALK ABOUT OUR NEXT STEPS AND ANY SUGGESTIONS FROM THE BOARD ON HOW WE CAN MAKE THIS BETTER.

WE'RE NOT SAYING THAT WE'RE THERE AGAIN.

WE FEEL THAT WE'RE MOVING IN THE RIGHT DIRECTION.

ACTUALLY DID A FREESTYLE FOR OUR KIDS.

SO I THOUGHT THE CAMPBELL SHADE, I HAD DR.

RODRIGUEZ AND DR.

BRADLEY JOINED US.

I'M GOING TO PICK THOSE OFF DR.

RODRIGUEZ, NOT JOINING US FOR OUR INITIAL KICKOFF, WITH OUR YOUNG MEN OF DISTINCTION.

AND THIS WAS REALLY AN OPPORTUNITY FOR THESE YOUNG MEN TO BE EXPOSED TO THE TWO PEOPLE THAT HAD OUR DISTRICT, UM, WITH REGARDS TO THIS WORK.

AND I THINK BOBBY CAMPBELL SAID IT PERFECTLY.

IT'S ABOUT HELPING THEM TO UNDERSTAND THAT THESE THINGS THAT THESE INDIVIDUALS HAVE ACHIEVED IN THEIR EYES CAN BE ATTAINABLE FOR THEM AS WELL.

SO YOU'LL GO TO THE NEXT SIDE.

IT'S BECAUSE YOU'RE MARRIED.

SO WE HAVE COVERED A LOT OF DIFFERENT AREAS IN OUR FIRST, OUR VERY FIRST GUEST WHO WERE OUTSIDE OF THE DISTRICT, UM, DR.

MARK MARCO PFARIUS, WHO IS A NEPHROLOGIST.

AND, UM, I'M PROUD TO SAY, MY BROTHER IS A PRINTER DRIVER WHO IS A NEUROBIOLOGIST, BOTH JOINED, JOINED OUR YOUNG MEN OF DISTINCTION.

AND THIS WAS ABOUT EXPOSING YOUNG MEN TO MAN INSTEAD COURIER.

SO EACH TIME THAT WE HAVE A MEETING WITH OUR YOUNG MEN, WE CHANGE THE TOPIC, BUT THIS WAS AN OPPORTUNITY FOR THEM TO TELL THEIR STORY, TO SHARE WITH THEM THE JOURNEY THAT GOT THEM TO THE POSITION THAT THEY ARE IN, THAT WE BOTH HAVE ACHIEVED GREAT THINGS IN THEIR LIVES.

AND THIS WAS REALLY IMPORTANT FOR OUR YOUNG MEN TO BE ABLE TO UNDERSTAND THAT THESE ARE THINGS THAT YOU CAN DO AS WELL.

I'M HEARING FROM DR.

PEREZ AND DR.

GREGORY, YOU KNOW, WHEN I WAS IN HIGH SCHOOL, THIS IS WHAT MY EXPERIENCES EXPERIENCE WAS.

AND SINCE THAT TIME, THESE ARE THE THINGS THAT THE MENTORS THAT I'VE HAD THAT ARE IMPORTANT TO MY LIFE.

YOU CAN GO TO THE NEXT SLIDE.

AND THEN WE HAD A FAMILIAR FACE JOINING US, MR. EARL CAMPBELL, UM, DR.

DIXTER DAMON AND ROLAND KING JOINED US, AND THEY TALKED ABOUT COMMUNITY SERVICE AND GIVING THE YOUNG MAN.

AND I'M GOING TO BE, TO LEARN ABOUT THE VALUE OF COMM I'M SORRY, THE VALUE OF COMMITTING YOURSELVES TO YOUR COMMUNITY.

AND SO I, YOUNG MEN WERE ABLE TO ASK QUESTIONS ABOUT, UM, MR. CAMPBELL AND HIS EXPERIENCE SERVING ON THE BOARD AND WHAT THAT'S BEEN LIKE.

AND, YOU KNOW, HOW DOES THAT RELATE TO ME AS A YOUNG MAN IN MY COMMUNITY, I'M HEARING FROM DR.

, WHO'S HAD ALL OF THIS WEALTH OF EXPERIENCE AND BEING ABLE TO SUPPORT JOINED BY GENERAL MITCH MITCHELL AND ALEX BROWN, BOTH OF WHOM ARE COUNCILMEN BOTH IN THE CITY OF BUFORD AND THE TOWN OF HILTON HEAD.

UM, AND IT'S, IT'S IMPORTANT FOR OUR YOUNG MEN TO UNDERSTAND.

SO WHEN YOU THINK ABOUT YOUR COUNTY, UM, YOU WANT TO UNDERSTAND WHO THESE PEOPLE ARE THAT ARE REPRESENTING US JUST THE SAME AS HAVING MR. CAMPBELL JOIN US FOR THE BOARD MEETING FROM THE BOARD.

IT'S IMPORTANT FOR OUR YOUNG MEN TO UNDERSTAND THAT, YOU KNOW, AT EACH LEVEL, THERE ARE SOMEONE THAT REPRESENTS YOU.

AND SO NOW YOU HAVE A FACE TO GO ALONG WITH SOME OF THESE INITIATIVES THAT ARE BEING PUSHED THROUGH.

UM, AND I WAS REALLY ENCOURAGED WITH THE QUESTIONS THAT OUR YOUNG MEN HAVE ENGAGEMENT THAT THEY HAD WITH THESE INDIVIDUALS, AND WAS REALLY EXCITED FOR THEM TO BE EXPOSED TO JACOB, WHO WAS A FORMER PRINCIPAL AND THE VICE CHAIR FOR FLOCABULARY, WHICH IS A PROGRAM THAT USES, UM, I GUESS, HIP HOP LANGUAGE TO INCREASE THE ABILITY OF OUR STUDENTS TO CONNECT, UM, WAS A REALLY GREAT POWERFUL SESSION.

UM, HE

[03:15:01]

THEY JUMPED IN, THEY KIND OF GAVE THEM, THEY, THEY GAVE THEM WORDS IN THE CHAT AND, YOU KNOW, EVERY WORD THAT HE WOULD ADD IS, UM, HE WOULD CREATE A RIDE AROUND IT.

SO THEY REALLY, REALLY ENJOY THAT.

AND IT'S, IT'S GOOD TO SEE STUDENTS START OUT, YOU KNOW, THEY'RE KIND OF LIKE, WELL, CAN YOU TELL ME, I TRY TO LEARN ABOUT THIS PROGRAM.

AND THEN AS EACH WEEK, AS WE, EVERY TWO WEEKS AS WE GO ALONG, EVERY TIME THAT WE MEET, YOU SEE INCREASED ENGAGEMENT FROM OUR YOUNG MEN, AND THEY'RE MORE VOCAL IN THE CHAT, THEY GOT A LOT MORE QUESTIONS.

SO AS WE CONTINUE THROUGH THIS PROCESS, IT'S REALLY ENCOURAGING TO SEE HOW THEY ATTACHED ON IT.

OUR MOST RECENT PRESENTATIONS WAS MEN AND MEDICINE.

AND THESE ARE TWO GENTLEMEN THAT ARE PHYSICIANS WITHIN BUFORD COUNTY.

SIMMONS AND DR.

TOBER, AND IT WAS INTERESTING TO HEAR THEM TALK TO OUR YOUNG MAN ABOUT, HEY, I MAY HAVE DELIVERED YOU.

AND THEN DR.

SIMMONS CAN COME IN AND SAY, YOU KNOW, I MAY HAVE BEEN YOUR PEDIATRICIAN.

AND SO TALKING ABOUT HOW THAT CYCLE, UM, AND ONE OF OUR YOUNG MEN WHO MR. MACK IS GOING TO SHARE A QUOTE FROM SHARING HOW HE LEARNED THE IMPORTANCE OF JUST BEING, SHOWING RESPECT AND RESPECTING YOUR ELDERS FROM TWO POSITIONS.

SO IT WAS JUST, IT'S REALLY POWERFUL.

AND WE NEVER KNOW, WE ASSUME WHAT WE'RE, WHAT OUR YOUNG MEN ARE GOING TO TAKE AWAY.

WELL, WE NEVER KNOW WHAT THE EXACT MESSAGE THEY'RE GOING TO TAKE AWAY FROM.

IT'S JUST BEEN VERY POWERFUL AND UPLIFTING TO SEE THEM BE SO ENCOURAGED BY THIS MOST RECENT PRESENTATION, WHICH WAS, I GUESS LAST FRIDAY, LAST FRIDAY WAS ROBERT JAMES, WHO IS THE CEO CHAIRMAN AND PRESIDENT OF CARVER STATE BANK.

AND IF YOU'RE NOT FAMILIAR WITH CURRENT STATE BANK, THAT IS A HISTORICAL AFRICAN-AMERICAN ONE BANK IN SAVANNAH, GEORGIA.

AND IT WAS SO IMPRESSIVE TO HEAR A YOUNG MAN TO SEE THEM ENGAGED ABOUT FINANCIAL LITERACY AND OPENING A BANK ACCOUNT AND THE VALUE OF YOUR DOLLAR WITHIN YOUR COMMUNITY AND COMMUNITY BANKING.

SO IT WAS JUST A REALLY POWERFUL SESSION.

UM, WE'RE JUST REALLY EXCITED AND WE CONTINUE TO INCREASE THE CALIBER OF OUR GUESTS.

WE'VE EXPOSED THESE YOUNG MEN AND HELP THEM TO SEE THAT THESE THINGS THAT THESE INDIVIDUALS HAVE DONE YOU CAN DO AS WELL.

THEY WERE ALL HIGH SCHOOL STUDENTS AT ONE POINT ALL HAD A DREAM OF DOING SOMETHING IN THEIR LIVES.

THIS ONE HIT HOME WITH ME THE MOST.

SO I AM PROBABLY, UM, I KNOW DR.

CAMPBELL AND MR. MANN WILL TELL YOU I'M, I'M ALL ABOUT SOCIAL AND EMOTIONAL MEETING, THE SOCIAL EMOTIONAL NEEDS OF OUR KIDS.

SO HAVING JAMES AROUND AND JAMES HESTER, UM, SPEND, AND HOW WE'RE TALKING WITH OUR YOUNG MEN ABOUT THEIR FEELINGS.

I THINK THAT IT'S SOMETHING THAT WE DON'T ALWAYS SEE YOUNG MEN GETTING AN OPPORTUNITY TO TALK ABOUT HOW THEY FEEL.

AND IT WAS SO POWERFUL FOR OUR YOUNG MEN TO SHARE WITH ONE ANOTHER, SOME OF THEIR EXPERIENCES FROM LOSS, TRAUMA, JUST SO MANY THINGS IN THEIR LIVES THAT THEY DIDN'T DO OR ORGANIC AND TALK ABOUT HOW GETTING MENTAL HEALTH SERVICES HAS HELPED ME, OR MAYBE THIS IS SOMETHING I TALKED TO MY MOM ABOUT, YOU KNOW, MAYBE THIS IS SOMETHING THAT I THINK WOULD BE A VALUE TO ME.

WE'RE TRYING TO ERASE THE STIGMA WITH ADULTS.

AND HERE IT IS, WE'VE GOT 13, 12, 13, 14, 15 YEAR OLDS TALKING ABOUT THEIR NEEDS AND THEIR FEELINGS.

IT WAS JUST, UM, IT, IT BROUGHT TEARS TO MY EYES AND IT WAS TRULY, AND I WILL TELL YOU THAT MR. HESTER HAS ACTUALLY SPOKEN TO A COUPLE OF OUR SCHOOLS SINCE THAT TIME ABOUT MENTAL HEALTH.

HE'S BEEN ASKED TO COME INTO A COUPLE OF SCHOOLS TO TALK ABOUT THE VALUE OF MENTAL HEALTH SERVICES.

UM, WE'RE WORKING WITH MR. MORALE AND HOPEFUL HORIZONS TEAM EVERY DAY TO SUPPORT OUR STUDENTS.

UM, THIS IS ANOTHER ONE THAT WAS VERY POWERFUL AND ESPECIALLY AT THIS TIME, SO, UM, HAVING OUR YOUNG MEN TO TALK, TO BE ABLE TO TALK FREELY AND HAVE THAT SPACE WHERE THEY CAN TALK ABOUT INDIVIDUALS WITHIN THE COMMUNITY AND THEIR RELATIONSHIP TO POLICE.

WELL, THIS IS WHAT MY FAMILY SAYS ABOUT POLICE.

UM, THIS IS THE RELATIONSHIP THAT I'VE HAD.

THESE ARE THE EXPERIENCES THAT I'VE HAD, BUT THEN TO ALSO HAVE THOSE OFFICERS TURN AROUND AND SAY, YOU KNOW, IF YOU'RE IN A SITUATION LIKE THIS, HERE ARE SOME OF THE THINGS THAT YOU NEED TO KNOW FROM A LAW ENFORCEMENT PERSPECTIVE.

I THINK THAT WAS VERY EYE OPENING FOR A YOUNG MAN.

AGAIN, THIS WAS ANOTHER SESSION WHERE THEY WERE VERY ENGAGED AT A LOT OF QUESTIONS.

UM, AND SERGEANT ALLEN WERE VERY INSTRUMENTAL IN HELPING TO OPEN THE EYES OF OUR YOUNG MAN.

I THINK IT WAS VERY POWERFUL.

I THINK THIS WAS THE SESSION WHERE WE ACTUALLY HAD A FATHER IN THE BACKGROUND OF ONE OF OUR VIRTUAL STUDENTS, AND HE KIND OF STOOD THERE THE WHOLE TIME.

AND SO, YOU KNOW, I FEEL LIKE OUR REACH IS CONTINUING TO GROW, AND I'M GOING TO BRING UP THE STARBUCKS AND TALK ABOUT HOT SPOTS.

HELLO, GOOD AFTERNOON.

UM, BUT THIS WILL BE, I DON'T KNOW.

MY NAME IS MEREDITH AND I'M THE STUDENT RESOURCE COORDINATOR.

I'M IN INSTRUCTIONAL SERVICES WITH DR.

STRATUS AND DR.

CAMPBELL.

UM, THE BLUMKIN SON IN DECEMBER DID A SPOTLIGHT PIECE ON ONE OF OUR YOUNG MEN OF THE STATION, WHO IS A STUDENT LED ALL MIDDLE SCHOOL.

HE WAS STUDENT OF THE MONTH, AND THIS WAS A STUDENT WHO THE PREVIOUS YEAR HAD HAD MANY OFFICE REFERRALS, WHICH LED TO HIM BEING PLACED AT THE TIER TWO LEVEL IN THE MTSS SYSTEM.

SO FOR HIM TO MOVE FORWARD AND HAVE GROWTH TO BE NAMED STUDENT OF THE MONTH WAS A HUGE ACCOMPLISHMENT.

AND SO, UM, YOU KNOW, THE LUPTON SON CHOSE TO RECOGNIZE

[03:20:01]

THEM.

AND ONE OF THE THINGS THAT COVID HAS KIND OF PROHIBITED IS HAVING FACE-TO-FACE MEETINGS.

UM, YOU KNOW, OUR ZOOM BE HAVING A MINIM DISTINCTION VIA ZOOM.

BUT ONE OF THE THINGS THAT WE TRY TO DO IS WHEN THERE ARE ACCOLADES, WHEN THERE ARE ACHIEVEMENTS IS GET OUT INTO THE SCHOOLS TO TELL THOSE KIDS, CONGRATULATIONS IN PERSON, YOU CAN SEE THIS PICTURE THAT DR.

CAMPBELL AND HIS SWEAT AND HAVE THEIR MASKS ON OBVIOUSLY.

BUT, UM, YOU KNOW, THAT'S SOMETHING THAT WE TRY TO DO WHEN THERE ARE ACCOLADES.

SO THE NEXT SLIDE IS THE DATA SIDE.

AND SO JUST TO GIVE YOU AN IDEA, UM, IT SAYS 2019, 20, 20 SCHOOL YEAR FOR THE OLD BARS.

SO IN FACT, WE'D BE, WE'RE NOT IN BUILDINGS AS OF MARCH 13TH, 2020.

AND SO WHILE IT IS THE 1920 SCHOOL YEAR, IT'S REALLY JUST UP UNTIL MARCH 13.

SO THE ORANGE BARS WERE FULL ON MARCH 11.

SO IT'S ESSENTIALLY THE SAME TIMEFRAME FOR THESE STUDENTS.

SO THESE ARE THE REFERRAL NUMBERS FOR THESE 91 STUDENTS LAST YEAR VERSUS THIS YEAR.

SO TO GO FROM ABOUT A TOTAL OF 830 REFERRALS RIGHT NOW DOWN TO 61, APPROXIMATELY IS HUGE.

AND THAT IS A THING I THINK, YOU KNOW, A TESTAMENT TO NOT ONLY THIS PROGRAM, YOU KNOW, PEOPLE WILL SAY, OH, WELL, THAT'S BECAUSE OF COVID.

WELL, YEAH, IT COULD BE PARTIALLY BECAUSE OF COVID, BUT THESE 91 YOUNG MEN ARE ALSO IN A PROGRAM OR THEY ARE SEEING MENTORS EVERY OTHER WEEK.

AND, YOU KNOW, TO HAVE PEOPLE AND KNOW THAT PEOPLE SUPPORT THEM.

I THINK IT WAS REALLY A TESTAMENT AND THE DATA SHOWS THAT ADDITIONALLY, UM, WE HAVE SEVERAL POINTS OF CELEBRATION.

WE HAVE HAD, UM, YOUNG MEN OF DISTINCTION ON THE AB HONOR ROLL.

YOU ARE WINNING STUDENT OF THE MONTH TO HAVE HAD THE GRADES TO QUALIFY, TO PLAY ATHLETICS, WHO, AS YOU JUST SAW REDUCED DISCIPLINE, UM, WHO ARE IN ADVANCED CLASSES AND YOU HAVE BETTER ATTENDANCE ISSUES THAN THEY PREVIOUSLY HAD.

UM, AND YOU KNOW, WE WORK VERY CLOSELY WITH THE BEHAVIOR MANAGEMENT SPECIALISTS, WHICH FOR SWITCHING, WE'LL TALK TO HER ABOUT IT IN JUST A MOMENT.

UM, BUT THE BEHAVIOR MANAGEMENT SPECIALISTS REACH OUT TO US AND THEY'RE LIKE, THEY LET US KNOW, HEY, SO-AND-SO IS ON THE AP HONOR ROLL.

HEY, SO-AND-SO WAS FAILING ALL OF HIS CLASSES LAST YEAR.

AND HE'S NOW GOT ALL A'S AND B'S, AND THOSE ARE THE, YOU KNOW, POINTS OF CELEBRATION, SMALL VICTORIES THAT WE LOVE TO HEAR.

THEY ARE JUST WONDERFUL.

SO ON THE NEXT SLIDE IS A VIDEO OF ONE OF OUR YOUNG MEN.

UM, THIS STUDENT IS THAT LATE MIDDLE SCHOOL, AND WE DID CHECK WITH HIS PARENTS.

AND SO, UM, MICHAEL FROM ALLEN MIDDLE SCHOOL IS JUST A SUPER CHARISMATIC KID.

ANYTIME WE HAVE THESE SESSIONS, HE IS VERY INQUISITIVE.

HE ALWAYS HAS QUESTIONS FOR THE SPEAKERS AND THEY'RE GOOD QUESTIONS.

UM, SO WE ASKED WHAT, WHICH SESSION, UM, HE, I DON'T KNOW IF THE VIDEO MS. KOSHI AGREES WITH THAT.

YOU'RE GOING TO PLAY.

I DIDN'T GET THAT ONE.

YEAH, IT'S NOT.

SO WHAT HE SAID IS IN THE BLUE THOUGHT BUBBLE, UM, AND I WILL SUMMARIZE, UM, HE REALLY ENJOYED THE SESSIONS, UM, WITH THE DOCTORS, UM, THAT HIS FAVORITE, HIS FAVORITE PRESENTER HAS TO BE THE DOCTORS.

THEY WERE KIND.

AND NOW I REALLY HOPE TO MEET THEM IN PERSON ONE DAY.

UM, I LEARNED THROUGH THEM TO ALWAYS BE NICE AND TO BE A GENTLEMAN, AND THAT YOU SHOULD ALWAYS RESPECT YOUR ELDERS.

SO EVEN THOUGH, YOU KNOW, BEING CALLED ELDERS ISN'T NECESSARILY ALWAYS A COMPLIMENT.

UM, AND NOW DR.

CAMPBELL IS GOING TO, I'M TALKING ABOUT A NEW COMPONENT THAT'S RECENTLY BEEN HAPPENED.

I SAID BEFORE, WE'RE ALWAYS, UM, WILLING TO, TO ACCEPT ANY KIND OF ADJUSTMENT CHANGES, SUGGESTION IDEAS THAT WE CAN MAKE IT BETTER.

BRADLEY HELP US TO ADD A COMPONENT TO THE YOUNG MEN OF DISTINCTION AND IT'S THE PEER SUPPORT.

SO IT'S, WE'VE IDENTIFIED HIGH SCHOOL, YOUNG MEN THAT ARE LEADERS AND OF SERVICE IN EITHER THE SCHOOL OR IN THE COMMUNITY.

AND THERE ARE GOING TO BE PEER MENTORS FOR OUR YOUNG MEN OF THE STATION.

AND SO WE'RE SO EXCITED, EXCITED ABOUT THE OPPORTUNITY TO BRING IN THIS COMPONENT INTO OUR YOUNG MEN OF DISTINCTION.

WE HAVE THE OPPORTUNITY OF A WEEK AND A HALF AGO TO MEET WITH OUR YOUNG MEN OF DISTINCTION AMBASSADORS.

THAT'S WHAT THEY'RE CALLED AND POUR INTO THEM BEFORE THEY START POURING INTO OUR YOUNG MEN OF DISTINCTION.

SO WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT AND, UM, I THINK A FEW OTHER THINGS, AND THEN WE'LL TRY AND WRAP THIS UP.

SO ON OUR INITIAL KICKOFF FOR THE YOUNG MEN OF DISTINCTION AMBASSADOR PROGRAM ON

[03:25:01]

MYSELF, DR.

CAMPBELL, WE STARTED BAGGING, DR.

BRADLEY SPENT ABOUT AN HOUR WITH OUR YOUNG MEN TALKING ABOUT THIS PROGRAM AND HOW WE WANT TO HELP THEM TO GROW AND BE ABLE TO GIVE BACK ALL OF THEM, DEFINITELY IN FAVOR OF THAT AND LOOKING FORWARD TO IT.

UM, BUT I HAVE TO SAY THAT THE SESSION, THE SECOND SESSION THAT WE HELD WITH OUR YOUNG MEN, IT WAS PROBABLY, UM, I DON'T KNOW ANY OTHER WORD.

I FEEL LIKE I KEEP USING THE WORD POWERFUL, BUT THAT'S, I DON'T KNOW ANY OTHER WORD TO DESCRIBE IT ON HAVING SENATOR RON AND KITSON MAYOR STEVEN REED AND MR. MCCARTY SELLERS.

UM, JUST SPEND ABOUT AN HOUR TALKING TO OUR YOUNG MEN, WE WERE ABLE TO BREAK THEM OFF INTO PRIVATE GROUPS.

SO THEY WERE ABLE TO ASK QUESTIONS.

SOMETIMES YOU FEEL A LITTLE BIT INTIMIDATED TO ASK A QUESTION IN FRONT OF A LARGE GROUP, BUT BREAKING THEM OFF INTO SMALLER GROUPS, HELP THEM TO BE ABLE TO ASK QUESTIONS, TO BE INQUISITIVE ABOUT THEIR HISTORY AND TO LEARN MORE ABOUT THESE INDIVIDUALS AND WHAT THEY LEFT WITH WAS A CHARGE FROM THE, UM, INDIVIDUALS THAT SPOKE TO THEM.

AND I WILL TELL YOU THAT YOU CAN TELL YOU IMMEDIATELY SEE THESE YOUNG MEN PROCESSING LIKE, OKAY, THIS IS WHAT I NEED TO DO.

THESE ARE THE THINGS AND THE STEPS THAT I NEED TO TAKE TO BE A GOOD, A GOOD STEWARD OF MY PLACE WITHIN MY COMMUNITY.

AND I, YOU KNOW, I CAN'T SAY ENOUGH ABOUT THE YOUNG MAN THAT ARE A PART OF THIS.

THESE ARE HIGH SCHOOL JUNIORS AND SENIORS, AND THE QUESTIONS THAT THEY ASKED, THE COMMITMENT THAT THEY ALREADY HAD TO THEIR, TO THEIR COMMUNITY ASIDE FROM BEING A PART OF THE YOUNG LITTLE DISTINCTION AMBASSADOR PROGRAM IS JUST, UM, IT'S ENCOURAGING IT.

IT REALLY MAKES ME EXCITED ABOUT WHAT'S TO COME, UM, THEIR IDEAS, THEIR THOUGHTS, THEIR, UM, JUST THEIR LOVE FOR THIS PLACE.

AND NOW WE'VE INSTILLED IN THEM.

WHEN YOU, WHEN YOU GO OUT INTO THE WORLD, COME BACK AND POUR INTO SOMEONE IN THE SAME WAY THAT THESE INDIVIDUALS ARE POURING INTO YOU.

SO WE'RE REALLY EXCITED ABOUT THIS PROGRAM AND LOOKING FORWARD TO CONTINUING THIS WORK ON THE NEXT SIDE WE HAVE LISTED, UM, I'M SORRY, I SPOKE ABOUT THAT ALREADY.

YOU CAN GO TO THE NEXT SLIDE.

WE'VE LISTED OUR MIDDLE SCHOOL AND HIGH SCHOOL BEHAVIOR MANAGEMENT SPECIALISTS.

AND I THINK DR.

CAMPBELL AND MR. MAG, AND ANYONE WHO HAS ATTENDED ONE OF OUR SESSIONS WILL TELL YOU THE COMMITMENT OF OUR BEHAVIOR MANAGEMENT SPECIALISTS FOR THIS PARTICULAR PROGRAM.

UM, THIS IS THE ONLY PROGRAM THAT WE'RE OFFERING DISTRICT WIDE.

THAT SPECIFICALLY TARGETS YOUNG MALES WITHIN OUR MIDDLE AND HIGH SCHOOLS.

AND EVERY TIME THAT WE HAVE A SESSION, I BELIEVE YOU MANAGING THE SPECIALISTS, MAKE SURE THAT OUR STUDENTS ARE ENGAGED AT THEIR PRESENCE.

EVEN IF THAT MEANS, HEY, LET'S FIND A SPACE WHERE WE CAN BE SOCIALLY DISTANT AND WE CAN WATCH IT ON A, ON A BIG SCREEN TOGETHER.

AND THEN WE CAN COMMUNICATE WITH ONE ANOTHER ABOUT THAT AFTERWARDS.

UM, THEY HAD CREATED GOOGLE DRIVES, WHERE THEY SHARE ENCOURAGING WORDS WITH A YOUNG MAN BETWEEN SESSIONS.

THEY SHARE THE ACCOLADES AND THEY STARTED BACK TALKING ABOUT, IT'S JUST REALLY POWERFUL TO SEE OUR BEHAVIOR MANAGEMENT SPECIALIST AND INVESTED IN THESE YOUNG MEN IN A DIFFERENT WAY.

SO USUALLY WHEN THIS PROGRAM STARTED, THEY WERE PART OF THOSE TIER TWO INTERVENTIONS, LIKE THE CAMPBELL TALKING TO ME, BUT NOW THEY GET TO BE ABLE TO UPLIFT AND ENCOURAGE THESE YOUNG MEN AND BE ABLE TO CONTINUE TO INCREASE THEIR, UM, PARTICIPATION IN THIS.

SO IT'S REALLY VERY EXCITING.

NO.

SO WHAT YOU'RE SEEING NOW IS A LIST OF THE SESSIONS THAT WE HAVE PLANNED FOR THE REMAINDER OF THIS SCHOOL YEAR.

UM, WE PLAYING A HALF IN THE YEAR CELEBRATION, UM, FOR OUR YOUNG MEN, THEIR COMMITMENT TO THE WORK AND THE OUTCOMES THAT WE'RE BEGINNING TO SEE.

SO WE'RE EXCITED ABOUT THAT NEXT STEPS IDEAS FOR, UM, TO CONTINUE.

WE WANT TO, YOU CAN KEEP GOING.

UM, GOAL IS TO CONTINUE TO HAVE THE CONVERSATIONS, NOT HAVE THE SUMMER SLIDE.

SO LOOK AT MAYBE A SUMMER CAMP OPTION FOR SOME OF OUR YOUNG MEN THAT THEY CAN PARTICIPATE IN.

WE WANT TO ALSO INCLUDE A LITERACY COMPONENT IN THIS.

UM, WE CAME IN THIS LOOKING AT BEHAVIOR, BUT WHEN WE STARTED CONNECTING SOME OTHER DOTS, WE SAW SOME PELVIC CORRELATIONS.

SO WE'RE LOOKING AT LITERACY COMPONENTS OF IS DURING THE SUMMER AND EMBED THAT THROUGHOUT THE REST OF, FOR THE NEXT SCHOOL YEAR.

AND, UM, TWO OF THE BOOKS THAT WE'VE MENTIONED, UM, ON A COUPLE OF OUR SESSIONS, DO YOUR WORK AND THE PACK.

UM, I THINK THAT THAT'S GOING TO BE A PASSIONATE OPPORTUNITY FOR YOU THEN.

THANK YOU VERY MUCH THOUGH, FOR YOUR VIEW, A VERY NICE PRESENTATION.

TO THESE YOUNG MEN, UM, THAT ARE IN EDUCATION FIELD, BECAUSE I THINK THAT MORE MEN OF COLOR IN ADVOCATES, YOUR DEAL IS IT'S OBVIOUSLY SOMETHING THAT WE NEED AND TO THE ALBUM.

THANKING YOU VERY MUCH FOR THIS WORK, BECAUSE I THINK IT'S, IT'S GOING TO BRING A LOT OF POSITIVE CHANGE AND IMPACT A LOT OF SLIDES.

SO I JUST WANTED TO, UM, THEY FINDLAY, UH, COMMEND YOU FOR THIS, AND THEN ALSO MAKE A COMMENT IN REGARD TO THE UPCOMING, UM, TOPICS THAT YOU HAVE.

I SEE THAT YOU HAVE, UM, MEN AND MILITARY AND THEN AN EDUCATION.

I THINK THOSE ARE FANTASTIC TOPICS.

AND I'M REALLY EXCITED TO SEE THAT YOU'RE GOING TO HAVE REPRESENTED AS SPEAKING

[03:30:01]

UM, BUT THAT IS FANTASTIC.

AND THEN THE, THEN THE MILITARY ASPECT WHERE MILITARY AREA, UM, IT ONLY MAKES SENSE.

AND I ALSO THINK THAT THE MILITARY IS, UM, REALLY A WAY TO HELP A LOT OF INDIVIDUALS, UH, FURTHER THEIR CAREERS.

UM, LAST THING IN REGARD TO THE SUMMER CAMPS.

SO I'D LOVE TO HEAR MORE ABOUT THAT AS IT DEVELOPS, BECAUSE I THINK THAT THAT'S LIKE TO BE, UM, SOMETHING REALLY IMPORTANT AND CONTINUING THIS WORK, IT'S JUST A SCHOOL YEAR THING, MOVING IT THROUGH THE SUMMER AND KEEPING THESE YOUNG MEN ENGAGED.

UM, AND AS POSITIVE WORK IN SOME TITLES, THAT'D BE FANTASTIC.

WE MEET TUESDAY TO TALK MORE ABOUT WHAT THE SUMMER FOR ROOMS AT HOME HONORABLE MR. MEL CAMPBELL.

WELL, THIS IS ALWAYS NECESSARY.

THIS IS ALWAYS NECESSARY.

UM, I'M HAPPY TO SEE THAT THE RULE OF THE BEHAVIOR AND A SPECIALIST INVOLVED WITH, UM, ONE QUESTION, UM, COM COMMENTS.

FACET ROLES.

ARE THEY A MICROSOFT OF THE MOVE OR THE OUTSIDE MEMBERS THAT SUPPORT? SO THERE ARE STUDENTS WITHIN OUR DISTRICT, THEY WERE RECOGNIZED OR RECOMMENDED BY THEIR PRINCIPALS AS LEADERS IN THE SCHOOL.

SO THEY'RE NOT TIER TWO STUDENTS.

THESE ARE STUDENTS THAT HAVE PROBABLY PERFECT BEHAVIOR.

THEY'RE YES.

THEY'RE A ROLE MODEL WAS BROUGHT UP HERE THOUGH.

UH, YEAH.

UH, CHECK THEM IN AS A PART OF THE GROUP OR BY RECOMMENDATION TO CHECK THEM.

AND AS A PART OF THAT GROUP, BECAUSE YOU FIND THAT THEY'RE, THEY'RE THE DIFFERENT TURF CROSS CROSS PATTERNS.

AND IF YOU'RE NOT ONE OF US, WE DON'T QUITE UNDERSTAND.

SO I MEAN, SOME KIND OF STAMP OF APPROVAL FROM THE OUTSIDE, BUT THE PLANNING FOR THESE ALL TOGETHER, OR YEAH.

SO THE OPPORTUNITY IS THERE FOR ALL 91 TO PARTICIPATE.

NOW, WE DON'T, WE TRY NOT TO GET IN A SITUATION WHERE THERE'S AN EXAM TO A DOCTOR, AND THEN YOU CHOOSE THAT AND THEN WE PROVIDE THE RECORDINGS OR THE BMS IS SO THEY CAN USE THAT OPPORTUNITIES TO TEACH OR COACH OR MENTOR.

BUT WHEN YOU HAVE THE 90 WANTS TO SPEAK, THEY ALL BEATING IS EVERYBODY, IS EVERYBODY EVERYBODY'S THERE.

AND NOT LIKE EVERYBODY'S ON THE SAME MEETING, BUT THAT'S, YOU KNOW, AND THE PLANNING FOR THAT IS DONE BY YOU GUYS AND NOT NECESSARILY BY THEM.

SO I'M GLAD YOU ASKED THAT.

SO WE HAD A OPPORTUNITY TO PLAN A FIRST SEMESTER, AND WE DID A REFLECTION PERIOD WHERE WE USE THE INPUT FROM THE STUDENTS.

OUR BMS IS 81 THAT PARTICIPATED TO BUILD OUR PLANS FOR THE SECOND SEMESTER.

SO SOME OF THE SESSIONS THAT YOU'RE SEEING IN THE SECOND, SO THAT'S THEIR INPUT.

AND THAT IS THAT THERE ARE A LOT OF CARING.

I AIN'T EVEN KNOW.

I SAID, I USED TO HAVE LIKE THAT, AND IT IS IMPORTANT THAT, THAT THEY, THAT ABIDE BY IS, IS OURS.

RIGHT? THAT'S A GREAT IDEA.

READ IT DIGITALLY.

THAT'S THE BEST ROAD ROBOT I'M GOING TO SEGUE AND MR. CAMPBELL'S LET'S GROW IT.

UM, SO THERE'S 150 STUDENTS THAT ARE IN TIER TWO 91 MALES, GREAT PLACE TO START, BUT WE STILL HAVE 49 FEMALES.

SO I'M HOPING THAT AT SOME POINT WE WILL HAVE YOUNG WOMEN OF DISTINCTION, UM, BECAUSE OUR FEMALES NEED NEEDING AS WELL.

AND, YOU KNOW, THEY HAVE SOME OTHER ISSUES THAT, THAT ARE SPECIFIC TO FEMALES THAT MAY NEED TO BE ADDRESSED.

[03:35:01]

THAT'S ALSO A PART ABOUT PLANNING.

THEY JUST WANT IT TO TAKE US SAD AND WHAT WE FELT THE SUBGROUP THAT WAS MOST HORRIBLE AT THE TIME.

AND, UM, REALLY SEE HOW THIS CAN WORK BEFORE WE WENT WHOLESALE WITH EVERYONE.

AND SO THAT'S WHY WE'RE ASKING FOR FEEDBACK BECAUSE WE WANT TO GET BETTER.

AND OUR GOAL IS TO GROW THIS BECAUSE WE'VE SEEN SUCCESS AND WE FEEL BAD.

WE CAN MULTIPLY THAT WITH OTHER STUDENTS WITHIN OUR DISTRICT.

HAVE YOU BEEN HERE? YEAH.

UM, THIS FABULOUS, UH, MY COMMENTS WERE ALONG THE LINES OF HIS LINES AND THAT THE MONITORING WASN'T YOUNG WOMEN, THAT DISTINCTION SO FABULOUS.

UH, YOU'LL HAVE A MODEL FROM WHICH TO BUILD.

UM, I'M ALSO GLAD TO HEAR THAT YOU MESHED THE ACADEMIC CONCERN, WHERE THE BEHAVIOR, WE ALL KNOW THAT OFTENTIMES OUR TIER TWO STUDENTS TIER THREE, SO ON, UM, YOU KNOW, THE ORIGIN OF SOME OF THE BEHAVIORS BEGIN WITH, THEY HAVE DIFFICULTY IN ACADEMICS.

CAN YOU SAY A LITTLE BIT MORE ABOUT THAT AND HOW YOU'RE GOING TO PLAN FOR THAT FOR THE SUMMER RATINGS? I I'VE READ THAT, THAT OF YOUR MARTIN, NOBODY EVER WON THE PACK.

AND, UM, I MEAN, YOU KNOW, THERE'S AUDIO TAPES, DEPENDING ON WHAT YOUR MESSAGE IS, THAT MIGHT BE A WAY JUST BY, BUT WE HAVE TO ADDRESS THE ACADEMICS TOO.

SO WHEN YOU SAY A LITTLE MORE ABOUT THAT, SO WE'RE LOOKING AT A TWO WEEK, SUMMER, UM, CHAMP OR THE YOUNG MEN OF THE STATION.

AND I WANTED TO ADD IN THE LITERACY COMPONENT.

SO NOT JUST TALK ABOUT LITERACY, I MEAN, THE LEADERSHIP AND SERVICE AND BEHAVIOR, BUT I FELT LIKE IT WAS REALLY IMPORTANT FOR US TO DO THIS PART FIRST, BECAUSE WHAT IT DID FOR US IS BUILD A RELATIONSHIP WITH A STUDENT.

SO NOW I CAN SAY, HEY, YOU HAVE A RELATIONSHIP WITH YOU.

WHY NOT THIS BOOK? SO I FEEL LIKE THAT PART WAS IMPORTANT FOR US TO BUILD THAT FOUNDATION FIRST.

UM, LIKE I SAID BEFORE, WE'RE MEETING ON TUESDAY WITH OUR DIRECTOR OF LITERACY, MYSELF AND OTHERS TO PLAN OUT WHAT THAT WILL LOOK LIKE.

UM, I WANT TO BUILD LIKE WHAT TALKS, YOU KNOW, LOOK AT THEIR DATA IN TERMS OF THE LITERACY LENS AND FIND OUT IF THERE ARE SPECIFIC THINGS THAT WE CAN DO TO KIND OF BUILD, UM, IN THERE.

BUT I WANT TO EMBED THE LITERACY INTO THE LEADERSHIP AND THE BEHAVIOR AND SERVICE FOR THE SUMMER.

SO I DON'T HAVE THE DETAILS OF THE PLAN WE'LL PLAN ON MEETING ON TUESDAY TO KIND OF FILL THE GAPS.

UM, JUST, I THINK A LOT OF, UM, THE PROGRAM IN SHAWNEE, THE HEARTBROKEN INITIATIVES THAT THEY'VE PUT FORTH HERE, UH, YOU KNOW, ONE ADVANTAGE THE TECHNOLOGY COMPONENT IS THAT WE'RE WORKING WITH STUDENTS FROM ALL DIFFERENT SCHOOLS, RIGHT? AND SO WE'VE BEEN BRINGING THEM ALL TOGETHER.

THIS IS, THIS IS ONE GREAT EXAMPLE OF, OF HOW IT'S HERE TO STAY AND HOW IT'S IT'S EFFECTIVE.

UH, COULD DO SOME GREAT WORK WITH ALL OF OUR KIDS IN DIFFERENT PLACES.

YOU DON'T HAVE TO MOVE ANYBODY ANYWHERE.

WE CAN GET SOME REALLY GREAT WORK DONE SYSTEM ALIGNED.

UM, AND THEN IN ADDITION, JUST WANT TO JUST SAY THAT, YOU KNOW, THE PAST COUPLE OF WEEKS THAT ARE VERY, VERY DIFFICULT WEEK, UH, IN OUR COMMUNITY, PARTICULARLY INVOLVED IN AREA, RIGHT.

AND, UM, ONE OF THE, UH, I SAW MANY OF YOU AT THE, AT THE SERVICE THAT WAS HELD AT THE SCHOOL A COUPLE OF WEEKS AGO, AND THERE WERE MANY COMMUNITY MEMBERS THERE, WHICH A LOT OF REAL REAL TALK, A LOT OF RAW EMOTION, UH, ABOUT THE TRAGEDY.

AND ONE OF THE THINGS, UH, THAT ALSO CAME A BIT RIGHT, WAS THAT I THINK WE ALL SAW A LOT OF UNITY COMING TOGETHER TO SUPPORT A FAMILY OR FAMILIES THAT WERE HURTING AS A RESULT OF IT.

BUT IN ADDITION, WHAT WASN'T LOST ON MANY PEOPLE WAS THE NEED TO BE THERE AS POSITIVE INFLUENCES AND ROLE MODELS FOR OUR YOUNG MEN AND WOMEN IN OUR SCHOOLS.

AND, AND, UH, BE CONCLUDING OF THAT SERVICE.

UM, I HEARD FROM, UH, MEN AND WOMEN WHO WERE THERE, WHO ENDED ME BUSINESS CARDS OR INFORMATION THAT THEY WANT TO CONNECT AND BE A PART OF THE MENTORSHIP PIECE, THIS IS FOR OUR CHILDREN, OUR STUDENTS.

AND SO, UM, THAT'S ONE OF THE THINGS I LEARNED VERY, VERY QUICKLY ABOUT OUR NEED FOR COMMUNITY.

[03:40:01]

UH, I GOT TO KNOW, LADIES ARE FIRST, ALL I'D LIKE TO COMMEND YOU ON THIS, STARTING ON THIS OF THIS, UH, PROCESS AND OF THIS PROJECT.

UM, I THINK IT'S OUTSTANDING WORKING, LOOKING FORWARD TO SEEING MORE OF IT.

HOWEVER, ONE OF MY FIRST CONCERNS ARE, IS THAT WHERE WE ARE, IF YOU GO, IF YOU WOULD GO TO SLIDE SEVEN, I BELIEVE IT WAS DR.

KIMBALL THAT REGISTERED CORRECT.

AND, AND, AND WHAT THAT SLIDES TELLS US THAT THE EARLIEST THAT YOU W THE EARLIEST THAT YOU GRAVITATE TOWARDS KIDS IS THAT YOU GIVE THEM AN IMAGE THAT THEY CAN BE SUCCESSFUL.

THEN THEY, THEY WANT TO BE SUCCESSFUL IN THAT THEY GRAVITATE TO THAT.

THEY GET IT, THEY GRAB A HOLD OF IT AND NEVER LET IT GO.

AND WE'RE SAYING THAT IS THAT MY QUESTION IS WHY NOT STARTING WITH ELEMENTARY SCHOOL STUDENTS, BECAUSE AT THE MIDDLE SCHOOL LEVEL FOR SOMEONE WHO'S BEEN IN THE MENTOR AND BUSINESS FOLD FOR AWHILE, WHAT I'VE LEARNED IS THAT SOMETIMES THE MIDDLE SCHOOL LEVEL IT'S TOO LATE, BECAUSE THEY HAVE ALREADY, THEY HAVE ALREADY FORMULATED IN MOST, STARTED MORE THAN THE PERSON THAT THEY HAVE BEGIN TO BEAT.

HAVE THEY BEEN BEGINNING TO BE? SO THEREFORE, MY QUESTION IS I NOTICED THAT WE ARE, WE DEAL WITH THE MIDDLE SCHOOL.

BMS IS IN THE HIGH SCHOOL.

I THINK THAT WE SHOULD, WE WOULD NEED TO START EARLY ON AT THE ELEMENTARY SCHOOL LEVEL, BECAUSE I THINK THAT WE GET THEM IN THE AREA.

WE GET THEM IN THEIR EARLIER YEARS AND STARTED FORMULATING THEM INTO A PRIVATE IN MEN AND MEN AND WOMEN IS I DID THAT LATER THAT WE COULD HAVE, WE WOULD REALLY HAVE SOME TRACTION GOING ON.

I MEAN, I'M NOT SURE WHAT THE TIMELINE WAS OR HOW THE PROGRAM WAS CRAFTED, BUT THAT IS A CONCERN OF MINE.

I THINK THE EARLIER YOU GIVE THEM THE BETTER IT IS TO SAY THE SAME THING WITH EARLY, EARLY, EARLY, EARLY CHILDHOOD EDUCATION, OR YOU GIVE THEM THEIR MINDS AND YOU START GETTING A TICKET AND INFORMING THEM, HAVING THEM TO BE WANTING TO BE SUCCESSFUL MEN AND WOMEN, THEN THAT, THAT, THAT CREATES THAT CREATES CHANGE IN THE COMMUNITY AND, AND IN THE SCHOOLS.

SO, UH, GO AHEAD.

MR. SMITH TOLD ME, HE AGREED WITH ME IN THE EARLIER BOOK.

DATA DROVE OUR DECISION ON WHAT SUBGROUPS TO WITH WE HAD MORE STUDENTS IN THE MIDDLE OF HIGH SCHOOL AND TIER TWO.

SO AGAIN, THERE, WE WANT TO EXPAND THIS.

WE JUST FELT LIKE LET'S LOOK AT SUBGROUP THAT WE COULD REALLY MAKE DIFFERENCE.

YOU SAID ONE PART IN YOUR COMMENT THAT SOMETIMES IT'S TOO LATE, BUT THE DATA SHOWS THAT IT'S NOT TOO LATE.

WE HAVE DATA THAT SHOWS OUR KIDS ARE, HE HAS MANY REFERRALS.

WE'VE SEEN A DECREASE IN A YEAR.

WE'VE SEEN KIDS ON THE HIGH ROAD.

WE'VE SEEN KIDS BECOME SOONER THAN MUD.

SO WE DON'T WANT TO GIVE UP, GIVE GIVE UP ON ANY OF OUR STUDENTS.

I AGREE THAT EARLY THE, EARLIER THAT WE START, I FEEL THAT WE WILL HAVE BENEFITS.

AND ASHLEY HUTCHINSON REALLY TOUCHED ON THAT TODAY ABOUT HER PLAN FOR EXPANSION IN, UM, IN OUR PRE-K.

SO I AGREE WITH YOU, BUT AGAIN, DATA REALLY DRAW WHAT SUBGROUPS THAT WE WANTED TO WORK WITH FOR THIS YEAR, AND THEN EXPAND ON THAT, LOOKING AT OUR DATA.

WELL, I DO UNDERSTAND THAT DATA DRIVE DRIVE DRIVE DRIVEN THAT DATA IS WHAT DRIVEN THIS DECISION.

BUT I GOT LIKE, I STILL, I STILL SAY THAT I UNDERSTAND THAT, BUT I THINK THAT ELEGANT GETTING TO GETTING THE ELEMENTARY SCHOOL STUDENTS INVOLVED WILL, WILL BRING US, UH, OR WOULD BRING US A, A GREAT REGULATOR, A GREAT RETURN ON IT.

ALSO, ANOTHER QUESTION IS WHAT'S THE, WHAT'S THE COST OF THIS? I'LL LET YOU ASK THAT.

SO THIS COSTS US AS

[03:45:01]

OF OCTOBER 16 TO TODAY, ZERO GOBS.

I'LL SAY THAT AGAIN, EVERYONE THAT POURED INTO OUR YOUNG MEN DID IT FOR FREE AND ASKED TO COME BACK.

WE EVEN HAD BUSINESS PARTNERS THAT SAID, HEY, IF YOU NEED A TEACHER, I WILL DONATE THAT TO THE GROUP.

THIS IS POWERFUL.

THIS IS IMPORTANT.

SO IT COST US JUST TIME, A LITTLE PLANNING, A LITTLE SWEAT TEARS, BUT IT DID NOT COST THE DISTRICT $1 TO PULL THIS INITIATIVE OFF.

SO THE PROGRAM DIDN'T PUT THE PROGRAM WAS NOT, IT'S NOT COSTING US MUCH, BUT THAT THERE IS A COST BECAUSE, UH, EVERYONE WHO WORKS IN THIS PROGRAM IS, IS ON SALARY, BUT, AND INITIATIVE, UH, EXTRA, EXTRA STUFF IN THAT COST.

AND I'M JUST JOKING, BUT, UM, YEAH.

UM, THAT'S, UH, THAT'S, THAT'S GREAT.

UM, SO, SO WITH, SO WITH THAT, THEN I THINK IT WOULD BE, IT WOULD BE EASY FOR US IN THE FUTURE TO ADD ELEMENTARY EDUCATION AND ELEMENTARY STUDENTS.

THAT'LL BE A PART OF OUR PLANNING, UM, THAT WE'LL DO THE SUMMER AFTER YOU COLLECT DATA FOR THE ENTIRE YEAR.

AND WE'LL DEFINITELY MAKE SURE THAT THAT IS A PART OF WHAT WE DISCUSSED.

SO THAT COULD BE A PART OF HOW WE CAN STAY IN THIS INITIATIVE.

AND MY OTHER THING, MRS. UH, THIS IS A LITTLE BITE AND MRS. FRIDGES, UH, ADJUSTED ABOUT THE WOMEN AND YOU ALREADY SAID THAT SO THAT I, I MISSED THEM WHEN I ASKED SOME MORE QUESTIONS.

SO, UM, I GUESS WANT TO BE, UH, VERY COMPLIMENTARY.

THIS IS A GREAT PROGRAM, UM, AND, UH, VERY MUCH NEEDED AS YOU'VE ALREADY SAID.

AND I AGREE WE NEVER WANT TO GIVE UP ON THE COUCH EVER, EVER GIVE UP ON A CHILD, AND THIS IS HOW WE'RE TURNING NEGATIVES INTO POSITIVES.

AND IT'S AWESOME.

I MEAN, THIS IS, THIS IS EXACTLY WHAT WE NEED TO BE DOING, UH, REALIGNING THESE CHILDREN.

SO THEIR, THEIR FUTURE PRODUCTION DIRECTORY IS IN THE RIGHT DIRECTION.

AND IT'S AMAZING WHAT YOU'LL ACCOMPLISH IN ONE YEAR.

I CAN BE VERY SURPRISED AND VERY, VERY PLEASANTLY SURPRISED, BUT WHAT A DIFFERENCE IT'S MADE AND YOU HAVE WONDERFUL MENTORS AS THE ADULTS, AND THEN ALSO BRINGING IN, UH, OLDER OR THE JUNIORS AND SENIOR STUDENTS THAT ARE GREAT EXAMPLES TO BE AMBASSADORS FOR THE PROGRAM.

UM, SO I ASSUME IT, SO, SO HOW LONG HAS THE PROGRAM, THE CHILD IS IN IT FOR A YEAR? IS THAT WHAT YOU'RE KIND OF PLANNING? AND THEN YOU'RE OBVIOUSLY DOING A TWO WEEK SUMMER, RIGHT? SO WE'VE HEARD FROM VNS IS WHERE KIDS WHO ARE IN OUR TIER TWO ARE, THEY'RE NOW THINKING ABOUT MOVING INTO TIER ONE.

SO IT WAS LIKE, WE, THEY, THAT I HAVE 91, YOU KNOW, THAT WE'RE WORKING WITH BECAUSE OF THE IMPROVEMENT.

UM, SO WE'RE EXCITED ABOUT THAT, BUT, UM, I WANT TO BE SURE I ANSWERED YOUR QUESTION.

WHAT WAS THE LAST PART? SO HOW LONG WERE THEY IN THE PROGRAM FROM OCTOBER UNTIL THE END OF THE SCHOOL YEAR? AND THEN WE'RE GOING TO LOOK AT DATA AND DETERMINE IF KIDS NEED TO CONTINUE OR NOT.

AND WE'LL DO THAT WORK THIS SUMMER AND WHAT WOULD BE REALLY NEAT, UH, YOU KNOW, THIS, THESE CHILDREN WERE LIKE WE SAID, YOU KNOW, IN THE TIER TWO LEVEL OF THE BEHAVIOR, UH, PYRAMID OR PLAN AND, AND THEY'VE DONE SO WELL NOW FOR THIS YEAR, WE HAVE TO HAVE SOME SAFETY NET FOR THEM.

SO THEY DON'T DROP INTO BACK INTO WHERE THEY WERE AND MAYBE IT'S BY, YOU KNOW, HAVING ONE OR MORE THAN BECOMING A BACK CENTER.

AND CONTINUE INVOLVED WITH THE PROGRAM.

NO ONE NEVER GAVE UP ON ME.

UM, AND THE OTHER THING, WHICH JUST ALREADY BEEN MENTORED BY SEVERAL OTHER VENDORS, ALL RIGHT.

60% OF THESE TIER TWO STUDENTS HAVE BEEN REACHED, WE GOT THE 40% OTHERS THAT ALSO NEED TO BE REACHED.

I HAVE SOMETHING ELSE.

HELLO? YEAH, NO NOBODY'S HAND GO DOWN AND SO I CAN'T POSSIBLY KNOW THAT YOU HAVE SOMETHING ELSE.

SO GO AHEAD.

I THOUGHT, OKAY.

I SAT WITH SOMEONE.

I SAID, I WOULD LET SOMEONE ELSE ASK SOME QUESTIONS.

THAT'S WHY I LEFT IT OUT BECAUSE I STILL HAD A COUPLE OF THE THINGS I WAS GOING TO SAY.

BUT, UH, NEEDLESS TO SAY, UM, FIRST OFF, LET ME STOP BY, START BY SAYING THAT, UM, LET ME CORRECT IT.

AND WHEN I SAY, WHEN I SAID IT'S TOO LATE, AS IN CERTAIN THINGS YOU CAN KIT WHEN THE KIDS ARE IN THE HIGH END ELEMENTARY SCHOOL, VERSUS THOSE ARE MISTAKES THAT ARE READY TO MAKE THAT YOU WOULD NOT IN TURN, TRY TO CATCH WHEN THEY'RE IN THE MIDDLE SCHOOL OR, OR, OR A DIFFERENT AGE GROUP THAT YOU'RE TARGETING.

SO I NEVER BELIEVED IN GIVING UP ON A KID BECAUSE

[03:50:01]

SO I WOULD NEVER FATHOM SAYING, GIVING UP ON A KID THOUGH, IT'S TOO LATE BECAUSE IT'S NEVER TOO LATE, BUT THERE ARE CERTAIN STAGES WHERE KIDS GO TO LIKE, EVEN WHERE THEY TRY THEIR PARENTS OR THEY DO DIFFERENT, THEY HAVE DIFFERENT BEHAVIORS BECAUSE SOME BEHAVIOR IS LEARNED BEHAVIOR.

THERE WERE THINGS WHERE I WOULD SEE MY COUSINS DO, AND I WOULD POSSIBLY FATHOM DOING IT WITH WHEN I GOT HOME AND MY MOTHER COULD REACH A RAISE HER EYEBROW.

AND I WOULD KNOW THAT THAT'S A HECK, NO, YOU DON'T TRY THAT.

SO, YOU KNOW, BUT, BUT IT'S DIFFERENT STAGES AS A KID THAT YOU GO TO THE, YOU GO THROUGH THINGS WITH IT AS WELL.

SO NOW WE'LL NEVER, NEVER GIVE UP, GIVE UP ON THE KID.

AND THE OTHER THING WAS, I WAS GOING TO SAY WAS THAT, UM, DR.

RODRIGUEZ, UH, UH, POINT BECAUSE I WAS AS WELL TOO, I WAS THROUGH THE FUNERAL SERVICE.

AND ONE THING THAT, UH, A LOT OF IT ALSO, THE OTHER SERVICE WAS ABOUT MENTORING AND DR.

MCCOY, HOW THEY PROGRAM WHEN HE WAS HERE.

I WAS WONDERING WHAT HAPPENED TO THAT PROGRAM AS WELL.

MR. SMITH, UM, UH, I DON'T KNOW WHAT, UH, WHAT HAPPENED TO THAT PROGRAM, BUT I KNOW THAT THAT'S ONE OF THE THINGS THAT WE'RE LOOKING AT AND BUILDING, OR WHAT'S ALSO PART MAYBE PART OF OUR EQUITY AND INCLUSION WORK AS WELL.

SO, SO I'M NOT SURE WHAT HAPPENED TO THAT PROGRAM AND JUST PRIOR TO MY ARRIVAL, BUT I CAN TELL YOU THAT IS SOMETHING WE'RE LOOKING AT THE REST OF MY HATS AT NIGHT, BECAUSE I BELIEVE THAT MRS. UH, I'LL BE THAT, THAT, THAT, UM, MRS. UH, MRS. SWINTON PASSIONATELY, WASN'T, WASN'T INVOLVED IN ABOUT THAT THING.

IT WAS THE, UH, IT WAS THE, UH, THE MEN CLUB OR THE, UH, WHAT'S THE, WHAT WAS THE NAME OF THAT? MRS. SWENSON? DO YOU, DO YOU REMEMBER, WAS IT THE THREE, UH, WHERE WERE THEY AT? THE BOYS, THE BOYS CLUB AND EVERY, AND EVERY SCHOOL AND THE KIDS WERE IN, THE KIDS WAS GOING TO MEET.

SHE SAID, YES, AFTER THIS, AFTER THIS PRESENTATION CAME UP, I SAID THAT I WAS GOING TO BRING THAT UP BECAUSE I DID HAVE A COUPLE PEOPLE WHO HAVE ASKED ME WHAT HAPPENED TO THAT, THAT PROGRAM.

AND JUST LOOKING AT THIS PROGRAM HERE, THERE ARE VERY SIMILAR THINGS THERE.

AND, UH, YOU KNOW, THAT'S JUST SOMETHING THAT I WANTED TO BASICALLY PROPOSE THAT, THAT, OR TO REMIND, OR TO BRING UP TO THE DISTRICT.

AND THAT'S SOMETHING THAT POSSIBLY, WE MAY NEED TO, UH, BRING BACK BECAUSE LIKE, LIKE YOU WERE, LIKE YOU SAID, AS WELL AS I, AS I WITNESSED THAT THERE WERE A LOT OF PEOPLE TALKING ABOUT A MENTORING OF ALL OF OUR KIDS AND WHERE OUR COMMUNITY IS GOING RIGHT DOWN TO DIRECTION.

SO THAT'S JUST SOMETHING THAT'S VERY, VERY IMPORTANT.

YES, SIR.

UM, I HAVE TO START TO SAY THERE IS A MENTORING PROGRAM I'VE NOTICED THAT THAT IS, UM, RUN BY, UH, IT USED TO, UH, I USED TO BE THE CHAIR OF THE SIC I DON'T HAVE IN HIGH SCHOOL AND HE'S PASSED THE REIGNS ON TO SOMEBODY ELSE.

I KNOW IT'S STILL MOVING AND WORKING BECAUSE I HAVE A COUPLE FRIENDS WHO PARTICIPATE IN IT AS MENTOR.

UM, I DON'T KNOW, IT'S A, IT'S A COMMUNITY THAT IS TO ME, MENTORING.

UM, AND THEY GO TO THE SCHOOLS PRIOR TO THE PANDEMIC THINGS, GO TO THE SCHOOLS AND MEET WITH THE STUDENTS.

UM, ONE-ON-ONE IN TEAMS. YEAH, SOME OF THE HISTORY THERE.

I THINK MENTORING GROUP.

YOU HAD LIKE MAYBE THOUSANDS OF MENTORS IN DIFFERENT, UH, YOU KNOW, GIRLFRIEND EXPERTISE AT DIFFERENT EVENTS.

AND THAT WORKED WELL BECAUSE YOU COULD GROW FOR THE DISTRICT FOR ANYONE ANYWHERE FOR ANYTHING.

AND, UH, SOMEHOW IT DISAPPEARED ALL THE TIME BECAUSE, YOU KNOW, INITIATIVES, UM, TO, TO SPEAK TO YOUR POINT ABOUT THE WOMEN, I'M SURE, YOU KNOW, YOU'RE GONNA FIND THAT YOU'RE GOING TO NEED THEM SOON.

YOU'RE DEALING WITH JUNIORS AND SENIORS AND HIGH SCHOOL IS A, GUY'S NOT GONE.

PAID OPPOSING,

[03:55:01]

YOU KNOW, OPINION THERE.

AND IT'S JUST AMAZING WOMEN EXPERIENCE MY MENTORING GROUP VERY MUCH.

WE STARTED ALL BOYS THAT TOOK US ABOUT TWO YEARS BEFORE WE REALIZED THAT THESE GUYS, THAT'S WHY I'M TALKING ABOUT THAT.

WHAT WAS THAT ABOUT? YOU KNOW, THE GUYS WHO ARE TRICKIER TO THE OTHER LEVEL, THAT THERE'LL BE YOUR AMBASSADOR, THEY KNOW THE TURF, THEY KNOW WHAT IT MEANS TO GO FROM TIER TWO, TIER THREE TO TIER ONE, AND THEY CAN REALLY TELL PEOPLE WHO'D NEVER BEEN THERE, CAN'T FEEL MY PAIN.

SO THAT'S, THAT'S THE OTHER PART OF THAT.

THANK YOU SO MUCH.

WE HAVE A FEW MORE QUESTIONS AND WE HAVE TO GO OFF, BUT IT'S JUST, THERE'S NEXT.

MADAM CHAIR.

I THINK, UH, THE PROGRAM WE'LL MIGHT BE REFERRING TO IS CALLED A HUNDRED VOICES, UM, THAT, THAT THE MCCORD HAD, THAT SEEMED VERY SIMILAR.

DAVID.

THAT WAS THE THIRD GRADERS.

I'M PRETTY CERTAIN THAT, THAT, WASN'T WHAT I WAS THINKING OF.

ALSO FIFTH GRADERS.

THESE ARE YOUNG MEN WHO ARE ON ACADEMIC CUTS.

LIKE THEY WERE MISSING THE, IF THEY HAVE CLASSES BY ONE OR TWO POINTS AND WE WANTED TO PUSH THEM ACADEMICALLY.

SO THAT GROUP WASN'T BEHAVIOR, THESE WERE KIDS THAT HAVE A POTENTIAL OF BEING GIFTED IN TAGGING AND ADVANCED IN MIDDLE-SCHOOL.

THANK YOU, MR. CHAIR.

UM, YOU KNOW, ABOUT THE EXTRA MILE CLUB IN, DOWN BY BRANCH.

THERE'S POINTS OF LIGHT THAT YOU HAD MENTIONED, AND WE REALLY NEED A THOUSAND POINTS OF LIGHT, AND WE REALLY NEED TO HAVE PERSISTENT GET SOME MONEY, BECAUSE AS YOU JUST HEARD, THERE'VE BEEN PROGRAMS THAT HAVE STARTED.

YOU GET VERY LOUD ENERGY, PEOPLE GET INVOLVED AND THEN THEY KIND OF FADE OFF.

AND SO THE REAL CHALLENGE IS TO HAVE SUCH A ENCOMPASSING VISION THAT IT WILL SUSTAIN ITSELF.

AND THAT'S WHAT I HOPE TO SEE ALL ENCOMPASSING ACROSS BECAUSE, YOU KNOW, WE HAVE SO MUCH TALENT IN THIS COUNTY THAT WE'RE NOT TAPPING INTO BECAUSE WE DON'T ASK FOR IT.

AND THIS DR.

RODRIGUEZ MENTIONED, WHEN YOU DO ASK FOR IT, THEY RESPOND.

SO WE WE'VE GOT TO HAVE AN OMNIBUS PROGRAM FOR MENTORSHIP AND PUT IT IN THAT WAY.

THAT MENTORSHIP IS IMPORTANT IN DIFFERENT KENNEDY SCHOOL DISTRICT.

AND THIS, THESE ARE OUR MENTORSHIP PROGRAMS. I MEAN, HAVE TO GET, PRESS ON IT.

WE HAVE TO HAVE A PLAN AND IT'S OUT TO THE PUBLIC SO WE CAN MAKE A COMMITMENT THAT WE'RE GOING TO SUSTAIN IT.

WE CAN'T KEEP GOING UP AND DOWN, UP AND DOWN AND REINVENTING THE WHEEL.

NEXT IS INGRID.

I WAS JUST GOING TO FOLLOW UP ON THAT IF THAT'S OKAY.

UM, MR. CARR, UH, YOU'RE A HUNDRED PERCENT CORRECT.

AND I THINK THE REASON THINGS LIKE THAT HAPPEN, UH, BECAUSE WHAT WE'RE TALKING ABOUT IS TRANSFORMATIONAL WORK.

THIS IS TRANSFORMATIONAL WORK FOR KIDS.

THIS IS TRANSFORMATIONAL WORK, TRANSFORMATIONAL WORK FOR SCHOOLS.

IN THE WAY OF BUSINESS OF THE ORGANIZATION.

THERE THERE'S, BUT TRANSFORMATIONAL WORK OFTENTIMES FALLS APART WHEN AN INDIVIDUAL, BECAUSE, BECAUSE THEY'RE LEADING THAT WORK AND THERE'S NO PERSISTENCE AROUND IT, RIGHT? WHEN, WHEN OUR DISTRICT DID AWAY WITH THE DEPARTMENT OF STUDENT SERVICES, FOR EXAMPLE, THERE WERE A LOT OF INITIATIVES BECAUSE THINGS GOT SCATTERED AROUND AND THERE WENT A LOT OF INITIATIVES.

UH, SO THERE'S THAT RIGHT? SO WHAT YOU WANT TO DO IS YOU WANT TO, YOU WANT TO BUILD IT.

YOU WANT TO FIND SOMETHING THAT'S WORKING REALLY WELL, RIGHT? THIS IS OFF TO A GREAT START, BUT THEN YOU WANT, YOU WANT TO, YOU WANT TO PROTECT IT WHEN IT'S WORKING REALLY WELL, RIGHT? BY MAKING SURE THAT IT GETS EMBEDDED

[04:00:01]

RIGHT? AND TO DO THAT A LOT OF TIMES YOU HAVE TO SHEPHERD THAT WORK AFTER THAT.

SOME PEOPLE SHEPHERDING THAT WORK, CARRYING THAT WORK, BUT IT HAS TO BE MORE THAN ONE.

AND IT HAS TO BE CALM AWAY THAT BUSINESS TO BE TRANSFORMATIONAL WORKING SO THAT IT LIVES LONG BEYOND FRANK RODRIGUEZ OR DR.

CAMPBELL SWINTON THE STAR NOW, RIGHT.

IT HAS TO LIVE BEYOND IT TO DO THAT.

IT HAS TO BECOME EMBEDDED IN THE ORGANIZATION.

AND YOU'RE NOT PROTECTED WHEN IT'S A PROGRAM THAT'S WORKING WELL, I'M GOING AFTER YOU.

CAUSE I'M, I'M ALONG THE SAME LINES, BUT THIS IS SOMETHING THAT I THINK IS REALLY IMPORTANT.

I ACTUALLY, THIS WAS ONE OF THE REASONS THAT MOTIVATED ME TO RUN FOR THE SCHOOL BOARD WAS OVER THE COURSE OF MY CHILDREN'S TIME IN THE DISTRICT.

UM, I NOTICED JUST THE COMMUNITY ENGAGEMENT IS DROPPED OFF EVERY YEAR, IT'S DROPPED OFF, IT'S DROPPED OFF.

AND ONE OF THE THINGS THAT WAS STRIKING TO ME WAS WHEN I WAS INVOLVED IN THE THEATER PROGRAM 15 YEARS AGO, THERE WERE, UH, THE BOARD WAS 25 COMMUNITY MEMBERS.

NOW WE'RE DOWN WITH THREE PARENTS BANGING ON THEIR PARENTS TO BE INVOLVED.

SO I'M LOOKING AT THIS.

AND I THINK PART OF IT IS THE PERSISTENCE ISSUE, RIGHT? LIKE YOU GET A VOLUNTEER.

I WAS GOING TO SAY, ONE OF MY NEIGHBORS IS, UM, A PRESIDENT OF A HISTORICALLY BLACK UNIVERSITY THAT WOULD LOVE TO BE A MENTOR.

YOU KNOW, HE'S ONE OF THE LONGEST SERVING PRESIDENT OF COLLEGE PRESIDENTS, BUT WE HAVE TO CREATE AN ENVIRONMENT WHERE THEY FEEL LIKE THEIR TIME IS VALUED.

AND YOU KNOW, IF YOU CAN A PROGRAM, YOU'RE ALL GREAT GUNS.

AND THEN SIX MONTHS LATER, IT JUST KIND OF FIZZLES AWAY.

PEOPLE WILL NOT STEP INTO US.

I THINK WE NEED TO LOOK AT THAT.

IF WE EXPAND THIS PROGRAM, THE OTHER THING IS, AND THIS IS MY PERSONAL OBSERVATION.

I THINK THAT OVER THE LAST 10 YEARS BETWEEN THE LEGAL ISSUES AND SECURITY, WE HAVE MADE THE SCHOOLS SO ACCESSIBLE, RIGHT? WE'VE LOCKED DOWN THEIR DATA.

IT'S ALL ON ELECTRONICS.

WE'VE LOCKED THE DOORS.

WE, YOU KNOW, IF YOU WANT TO VOLUNTEER, YOU HAVE TO WATCH A VIDEO ON, UM, SEXUAL ASSAULTS.

YOU HAVE TO WATCH A VIDEO ON DIFFERENT THINGS.

YOU HAVE TO FILL OUT A BACKGROUND, CHECK, YOU GET A BADGE WE'VE MADE, PUT SO MANY WALLS UP.

AND I THINK THEY'RE ARE IMPORTANT WALLS.

I'M NOT SAYING WE JUST LET EVERYBODY IN.

BUT I THINK SOME OF THE ADMINISTRATION AT THE SCHOOL JUST DECIDED IT WAS EASIER JUST NOT TO HAVE COMMUNITY MEMBERS IN BECAUSE IT WAS TOO, MAYBE TOO VULNERABLE.

THERE'S SO MUCH VULNERABILITY.

SO I THINK AS WE'RE LOOKING AT THIS, THERE'S AN OPPORTUNITY TAKING THE SUCCESS OF THIS PROGRAM AND THE IMPORTANCE OF THIS PROGRAM TO LOOK AT, LET'S COME UP WITH A PROTOTYPE FOR HOW WE CAN CONTINUE TO INVOLVE OUR COMMUNITY.

CAUSE I KNOW FROM PERSONAL EXPERIENCE, WHEN MY KIDS, IF THERE WAS SOMETHING THEY COULDN'T GET IN THE SCHOOLS, FOR WHATEVER REASON, WE COULD FIND LIKE A NATIONALLY RANKED PERSON.

AND MY SON AS A SINGER WOULD PUT US IN TOUCH WITH THIS GUY WHO RAN THE NATIONAL ASSOCIATION FOR SINGING.

AND SO IT IS, IT'S AMAZING.

WHAT'S YOUR VIEW FOR COUNTY AND THE RETIREES THAT ARE HERE AND THEY WANT TO BE INVOLVED, BUT WE'VE GOT TO COME UP WITH A WAY THAT WE CAN, UM, HEAL THAT DIVISION, I THINK.

AND I THINK LOOKING AT THIS EXCELLENT PROGRAM THAT EVERYONE COULD GET BEHIND, WE CAN USE THAT AND SAY, OKAY, WELL GOING FORWARD, HOW DO WE, UM, RECONNECT THE COMMUNITY TO THE SCHOOLS AND NOT JUST FOR, AT RISK KIDS, BUT IF YOU'VE GOT A KID WITH A TALENT OR INTERESTED IN STARTING A BUSINESS HAT, IF YOU HAVE A DATABASE, HOW DO YOU HOOK THAT KID UP WITH SOMEONE WHO'S ALREADY DONE THAT THAT CAN SAY, YOU KNOW WHAT, I STARTED A LANDSCAPING BUSINESS.

IF THAT'S WHAT YOU WANT TO DO, HERE'S WHAT YOU GOT DO.

UM, AND I THINK THAT THAT WOULD PUT YOU FOR COUNTY IN EXCELLENT POSITION GOING FORWARD.

ONE OF THE, UH, ONE OF THE THINGS THAT, UM, I MEAN, WE HAVE THESE FORESTS RIGHT NOW, IS THAT BECAUSE OF COVID, WE'VE, WE'VE REALLY ELIMINATED VOLUNTEERS RIGHT NOW, WHAT WE WANT, WE'RE GOING TO WALK THAT BACK.

YOUR, YOUR, YOUR PTO AND, UH, SIC, THOSE KINDS OF THINGS AT SCHOOL.

AND I DO THINK IF I'M NOT, I MIGHT BE MISTAKEN, BUT I DO THINK IN TERMS OF VOLUNTEERS, UM, OUR NUMBERS HAVE GROWN EVERY YEAR IN TERMS OF VOLUNTEERS THAT WE'VE HAD.

UM, AND, BUT NOT THIS YEAR.

RIGHT? AND, AND, AND THIS, THIS SORT OF, UH, PIECES, IF WE'VE GOT A LOT OF WORK TO DO TO GET IT BACK, UH, TO, TO, AND GROW IT EVEN MORE BECAUSE, YOU KNOW, WHEN YOU WANT A HIATUS LIKE THIS, IT'S HARD TO GET ENERGIZED TO GET BACK.

SO THAT IS, THAT IS A CHALLENGE BEFORE US, WHICH WE DON'T HAVE TO TAKE ON.

BUT IN TERMS OF, YEAH, IN TERMS OF THE, THOSE NUMBERS, THOSE WERE NUMBERS.

I HEARD WHEN I, WHEN I ARRIVED HERE THAT WE'VE BEEN GROWING OUR VOLUNTEER NUMBERS EVERY YEAR.

NOT MAY NOT BE THE SAME THAT YOU'RE TALKING ABOUT, MAYBE.

UM, BUT I CAN TELL YOU THAT THE NUMBERS LIKE THE PTS, THEY'RE DESPERATE FOR PARENTS TO TAKE IT OFF.

I'VE GONE TO A PTO MEETINGS WITH FIVE PEOPLE.

IT'S THE SAME FIVE PEOPLE, TWO DIFFERENT THINGS.

I'M SORRY, WE'RE TALKING TWO DIFFERENT THINGS.

[04:05:01]

THAT'S PROBABLY, I UNDERSTAND.

WELL, AND I'VE WORKED WITH ORGANIZATIONS THAT WERE EXTERNAL TO THE SCHOOLS, LIKE, UH, THE CREW TEAM, WHICH, I MEAN, THAT'S A GREAT PLACE FOR SCHOLARSHIPS FOR WOMEN, TONS OF SCREW SCHOLARSHIP COMING.

WE COULD NOT ADVERTISE IN SCHOOLS BECAUSE THEY DIDN'T WANT, YOU KNOW, THERE'S JUST A LOT OF MISTRUST LIKE, WELL, WHAT DO YOU ADVERTISE? AND HOW MUCH DOES IT COST? YOU KNOW, THAT KIND OF THING.

THERE WASN'T, THERE WAS NOT A STANDARD OR A MODEL THAT COULD BE USED TO BRING THESE GROUPS IN EFFICIENTLY.

RIGHT? SO, OR THE MAIN STREET THEATER, THESE ARE MY PERSONAL STORIES OF GROUPS I'VE WORKED WITH.

AND IT JUST WAS SAD TO ME.

CAUSE I KNEW THAT THERE WERE A LOT OF KIDS THAT IF I COULD, IF WE COULD JUST TALK TO THEM AND SAY, THIS WOULD BE GREAT FOR YOU, BUT THE SCHOOL IS VERY, THIS WAS VERY SUSPICIOUS OF, UM, POTENTIAL, NOT A CRITIQUE, BUT INTERESTED IN GENERAL GROUPS.

YEP.

BEST OPPORTUNITY MR. EARL PIANO.

I WAS JUST GOING TO SAY THAT THE PROGRAM IS TO STICK, WE'LL START WITH THE BAR WAS ORIGINALLY STARTED BY DR.

DAVIS, THE 100 LAWYERS.

SHE HASN'T AND VOTE, BUT IF, YEAH, WE GOT RID OF MS. ROADMAP.

UM, I THINK THE IDEA IS DISTRICT LEVEL.

UM, BUT SMITH TO KIND OF BE THE COORDINATOR OF THESE POP-UP, UM, COMMUNITY GROUPS THAT WANT TO SUPPORT US, THE GENTLEMAN WHO STARTED THE MENTORSHIP PROGRAM AND HE'LL AND HILTON HAVE THAT STILL LIVES.

HIS NAME IS BUCK EDWARDS FINALLY CAME TO ME.

UM, AND, AND HE'S NO LONGER THE PERSON THAT RUNS IT.

THERE'S A WOMAN WHO NOW RUNS IT.

AND I CAN'T THINK OF HER NAME, BUT I THINK THAT, I THINK, BUT I THINK IT WAS COLONEL GUYER WHO SAID, IF WE KNOW IF WE HAVE A POINT PERSON IN THE DISTRICT AND OTHER JOB, AGAIN, THAT, THAT SERVICE, UM, THAT WE TOOK, YOU KNOW, SPAMMED IT A WHILE AGO, UM, YOU NEED SOMEBODY TO KEEP THOSE GROUPS GOING AND TO RECOGNIZE THEIR VALUE.

MR. SMITH.

I, YES, I WAS GOING TO SAY 100 HORSES.

WAS IT WASN'T ONE OF THE PROGRAMS, BUT ALSO, UM, UH, IT WAS THE ONE, UM, CAMPBELL SAID AS WELL WAS THE, UH, THE DUMAS CLUB.

AND I ALSO, I REMEMBER GOING TO THE GENTLEMAN'S CLUB BECAUSE I, I WAS SHOCKED THAT I WAS INVITED OUT OUT TO SHANGLER ELEMENTARY SCHOOL WITH, UM, MR. HARRIS AND HIS, AND HIS IS, I THINK IT'S EVERY OTHER FRIDAY OR SO THAT HE HAS IT'S CALLED BOW TIES FOR BREAKFAST.

AND HE HIMSELF GOES OUT AND HE PURCHASES, BUT ENOUGH BREAKFAST FOR EVERY SINGLE KID THAT, THAT, THAT, THAT, THAT IS ABLE TO COME TO THAT EARN THAT WEEK.

THE KIDS WILL AFFORD TO COME BECAUSE YOU GET TO EAT BREAKFAST OUTSIDE THE SCHOOL THAT MR. HARRIS, HE BUYS WITH HIS PERSONAL MONEY AND HE, AND HE BUYS BREAKFAST FOR THE SPEAKER AND WHOEVER HE'S BUYING FOR, I GUESS THE OFFICE THAT, I MEAN, YOU KNOW, THE KIDS LOOK FORWARD TO IT AND THEY WERE VERY RECEPTIVE.

THEY KNOW THAT, YOU KNOW, THAT WHEN THEY GET THERE, THAT THEY HAVE SOMEBODY NEW THAT THEY'RE LOOKING FORWARD TO, TO HEAR WHAT YOU HAVE TO SAY, BUT BELIEVE THAT'S WHAT IT WAS.

IT WAS A GENTLEMAN'S CLUB.

AND IT WAS MR. HARRIS HAS SOMETHING THAT HE CRAIG SE DO WELL, IT WAS THROUGH HIS GENTLEMAN'S CLUB THAT HE CREATED EVERY FRIDAY AND WHEN IT WAS EVERY OTHER FRIDAY AND ONE'S CALLED BOW TIES AND BREAKFAST.

DR.

RODRIGUEZ, THAT WAS A, IT WAS, IT WAS AWESOME JUST TO GO THERE AND TALK TO THOSE KIDS AND TO SEE THOSE KIDS EXCITED.

AND THEY WERE ENGAGED.

I MEAN, YOU KNOW, IN MY, IN MY, IN MY HOUSE OFFICE TO HIM AS WELL TO SPLIT HIS PERSONAL MONEY, TO BUY BREAKFAST FOR THOSE KIDS AND TO BE ABLE TO BRING SPEAKERS IN THAT SCHOOL, YOU KNOW, THAT, THAT, THAT HE, THAT WAS SOMETHING THAT HE CAME OUT OF OUT OF THE BOX WITH THEM.

IT'S LIKE THAT, UH, IS, IS WHAT IS, WHAT KEEPS THESE KIDS BEHAVING BECAUSE YOU GIVE THEM SOMETHING TO LOOK FORWARD TO.

YOU KNOW, AS, AS A KID, UH, WHEN I WAS AT SCHOOL, WE HAD SIX AND SEVENTH GRADE BALMY SET OUT SEVEN, EIGHTH GRADE BASKETBALL TEAM.

WHEN YOU WERE IN SIXTH GRADE, YOU KNOW, YOU WERE LOOKING FORWARD TO NEXT YEAR, THE A ON THE SEVENTH GRADE TEAM AND, YOU KNOW, ALL OVER THE YEARS, ALL THESE THINGS THAT HAS BEEN GONE THAT I GUESS, I, I HEARD ONE TIME THAT THEY, THEY TOOK THE TEAMS AWAY AND MADE ONE TEAM FOR FUNDING FOR FUNDING COSTS.

BUT ONCE AGAIN, IT CREATED, I WON'T SAY KIDS TO IT.

IT CREATED BEHAVIORAL ISSUES BECAUSE YOU KNEW YOU HAD TO BEHAVE THE PLAN, THE PLAY, THE PLAY ON THE SEVENTH GRADE OR THE EIGHTH GRADE TEAM.

SO, I MEAN, AND, AND, AND IN A NUTSHELL MENTORS AND THINGS FOR KIDS TO LOOK FORWARD TO IN THE TIME OF FINANCES,

[04:10:01]

WE HAVE TO REMEMBER TOO, THAT THOSE THINGS ARE DRIVING FORCES TO HELP BE, TO HELP BETTER EDUCATE OUR KIDS, AND ALSO TO HELP THEM TO HAVE A MORE, A MORE FOCUSED APPROACH WHEN IT COMES TO THE EDUCATION THAT OUR PROCESS, BUT MR. SMITH, I THINK THAT'S A GREAT POINT.

AND I, I DON'T DOUBT THAT IT WAS A WONDERFUL EXPERIENCE.

ONE OF THE THINGS THAT THAT IS IMPORTANT IS THAT, UH, WE FIND A WAY THAT WHEN THERE ARE COSTS ASSOCIATED WITH IT, THOUGH, THAT IT DOESN'T NECESSARILY HAVE TO BE OUT OF SOMEBODY'S POCKET, UNLESS IT'S SOMEBODY WHO WANTS TO DONATE FROM THEIR COMMUNITY OR SOMETHING LIKE THAT.

CAUSE, CAUSE THAT'S, UH, THAT'S, UH, THAT'S ONE WAY THAT THAT INITIATIVES, YOU KNOW, DO START TO FALL APART SOMETIMES IN TERMS OF THE SUSTAINABILITY OF IT.

SO, UM, BUT I DO THINK, UM, I MEAN, YOU CAN SEE THIS IS AN AWESOME INITIATIVE, SO I'M PROUD OF THEIR WORK OR DISTRICT NEEDS AND CAN DRIVE FORWARD AND DRIVE THE FALL OF THE TERRORISM TO DEATH.

THAT'S ONE PROGRAM IS AUTO MANY PROGRAMS THAT COULD, YOU KNOW, SERVICE GROUP VOLUNTEERISM THAT YOU SAID, THOSE SPEAKERS COST YOU A DIME AND, AND PLANNING.

YOU CAN GET A LOT MORE DONE THAN THE COSTS AND EVERYTHING.

THAT'S, THAT'S THE UNTAPPED REVENUE ABOUT A DISTRICT TAX REVENUE FROM A DISTRICT THAT REALLY HAPPENED TO, LIKE I SAID, KATHY MENTIONED BUCK DELAYED VESSEL WAS THE GUY'S NAME.

THE GUY DID A DISTRICT WIDE INITIATIVE GETTING ALL VOLUNTEERS, BUT HE WAS RECRUITING VOLUNTEERS.

LIKE IT WAS A FULL TIME JOB.

WHAT DO YOU DO? WHAT CAN YOU DO? I'LL GIVE YOU A PILL TO DISTRIBUTE VISION.

THAT WAS HIS THING.

AND I, YOU KNOW, PROBLEMATIC IN TERMS OF THE VOLUNTARY IS, I DON'T KNOW, THAT'S THE KIND OF PERSON OR PERSONS WE WOULD BE LOOKING FOR THAT HELP US ALIGN.

AND I THINK I'M SURE FRANK AND AREA ROB, WITH A NAPKIN DESIGN OF TOPIC WHERE VOLUNTEERS CAN FIT IN SOME WAY OR LEGALLY, THAT PART OF THAT IS, IS A THING THAT I'VE, I'VE MENTIONED IT BEFORE.

AND IT ALWAYS SAYS MENU OF GIVING A COMPONENT, RIGHT.

IT DOESN'T HAVE TO BE MONEY.

IT COULD BE YOUR ACCOUNT, RIGHT.

IT COULD BE YOUR TIME.

AND, AND, UH, UH, THAT CERTAINLY NEEDS TO BE IN THAT MINUTE.

WOULD BE INTERESTED IN PURCHASING ANY ENTIRE, THE PICO PROPERTY AT THE PRESENT TIME, THE COUNTY HAS A LEASE AND THE LEGAL DESCRIPTIONS DESCRIBED BY THE EIGHTH BRIDGE.

SO THAT WE TAKE A 10 MINUTE BREAK AND WE GOT TWO MORE TOPICS TO GET US.

SO IT IS ALL RIGHT.

WE'RE DOWN TO OUR LAST TWO AGENDA ITEMS NEXT ON THE AGENDA.

IT'S THE WEEK OF

[Lobeco Update]

LUPICA UPDATE.

AND MR. ALSO, IF YOU CAN PICK QUESTIONS AND THANK YOU FOR THAT INTO NAME, TO GIVE YOU ALL AN UPDATE ON OLIVIA PROPERTY ON FEBRUARY 17, DR.

RODRIGUEZ, UH, DR.

BRADLEY, UM, DR.

STRATUS, THE SUCH INCENTIVE STRIDING WE MET WITH MR. WILLIAMS AND MR. DOUGLAS WITH HEADSTART AND, UM, MR. WILLIAMS INFORMED US THAT HEADSTART WOULD LIKE TO ENTER INTO A LONG-TERM LEASE WITH THE SCHOOL DISTRICT FOR THE LEGAL PROPERTY.

AND THE LEASE TERM WOULD BE FOR 30 YEARS.

AND THIS IS AN ACCORDANCE WITH THE REQUIREMENTS OF THE FEDERAL GOVERNMENT FOR HEADSTART PROJECTS.

UM, I'D MET WITH MR. WILLIAMS AFTER THIS MEETING, THAT HIS DSS OFFICE, HE GAVE ME YOUR REQUIREMENTS FOR ME TO PUT INTO THE LEASE AGREEMENT.

THE LEASE AGREEMENT THAT THEY HAVE RIGHT NOW EXPIRES IN 2025.

AND MR. WILLIAMS EXPLAINED TO US THAT THE LIBIDO PROPERTY, UM, MAY POSSIBLY BE USED FOR PARENTING CLASSES, FOR PROFESSIONAL DEVELOPMENT FOR TEACHERS AND POSSIBLY FOR SOME ROOMS TO SERVE CHILDREN.

AND I DON'T KNOW HOW MANY OF YOU HAVE BEEN ABLE TO SEE THE LIBIDO PROPERTY YET, BUT IT'S RIGHT NEXT TO THE LIBRARY.

WE WERE COMING INTO BUFORD HIGHWAY 20 MINUTES, CREST PARKWAY, UM, MR. SAID, AND I MET WITH COUNTY STAFF ON MARCH THE NINTH THAT WE DISCUSSED THE POSSIBILITY OF WHETHER THE COUNTY

[04:15:01]

SO IT'S NOT JUST FOR THE LIBRARY BUILDING, THEY HAVE A LEASE, YOU HAVE THE ENTIRE PROPERTY, AND THEN HEAD START ALSO HAS A LEASE.

SO WE ARE IN THE PROCESS OF DOING THESE LEASE AGREEMENTS.

UM, WE DISCUSS WITH THE COUNTY, UM, THE POSSIBILITY OF WHETHER THE PROPERTY COULD BE SUBDIVIDED.

AND WE ALSO REQUESTED THAT THE, UM, CAMI'S LEASE BE AMENDED TO RELEASE THE PROPERTY THAT HAD STARTED USING AND HILARY AUSTIN IS THE COUNTY.

AND ONE OF THE COUNTY ADMINISTRATORS, SHE, UM, INFORMED US THAT THE PROPERTY CANNOT BE SUBDIVIDED BECAUSE IT DISTANCE BETWEEN THE TWO BUILDINGS THAT HAD START GOING IN THE LIBRARY, IT'S LESS THAN 50 FEET.

SO IN ORDER TO FILL THE REQUIREMENTS THAT HAVE COME, YOU CAN'T SEPARATE THOSE PARCELS BECAUSE THAT IS A REQUIRED 50 FOOT SETBACK LINE.

THEY COME, THESE PUBLIC FACILITIES COULD BE, IS GOING TO BE DISCUSSING THESE MATTERS, AND THEY WILL INVITE US TO THE MEETING.

SO WE WILL LET YOU KNOW, I MEET WITH THEM AND THE BUILDING THAT IS LEAST TO HEADSTART.

IT HASN'T BEEN MAINTAINED PROPERLY AS PROVIDED IN THE LEASE AGREEMENT THEY HAVE.

SO IT'S IN NEED OF A LOT OF REPAIRS.

SO I'M WORKING WITH MR. KEVIN WHEN WE USE AGREEMENTS AND, AND WE'LL LET YOU ALL HAVE AN UPDATE AFTER THE PUBLIC FACILITIES COMMITTEE NEEDS FROM THE COUNTY AND THEY'LL LET US KNOW WHETHER THEY WANT TO BUY.

SO I HAVE MISSED SUCH IT'S IN HERE, MR. AUDITING, IF YOU HAVE ANY QUESTIONS THAT WE CAN ANSWER FOR YOU ABOUT THE BIG COMPANY, MR. .

SO BASICALLY YOU HAVE RESOLVED IS AUDACIOUS.

OH, NO.

WE'RE SAYING THAT WE'VE MADE PROGRESS HERE.

OH, I KNOW.

I READ IT.

WE'RE MAKING PROGRESS, BUT WE'D HAVE TO WAIT TO HEAR WHAT THE COUNTY WANTS TO DO ABOUT WHETHER THEY CAN BUY THE PROPERTY FROM THE DISTRICT.

NOT INTERESTED IN BUYING THE PROBLEM BOTH.

AT FIRST WE THOUGHT THEY WERE, THEY WANTED TO BUY HIM MR. CAMPBELL, BUT THEY SAID, NO, WE WANT TO DO A LOT OF THEM.

THEY SAID, ACTUALLY 30 UPS ACTUALLY A 30 YEAR LEASE.

AND THAT'S ACCORDING TO THE FEDERAL.

AND I, THAT'S WHY I MET WITH MR. WILLIAMS BECAUSE I WANT THE NEW LEASE AGREEMENT TO COVER ALL THOSE REVISIONS.

AND HE SAID THAT AFTER THAT LEASE ASSIGNMENT, NO, COME TO THE, AS IT'S HEALTH AND HUMAN SERVICES WILL COME AND LOOK AT THE PROPERTY AND THEY'LL DECIDE WHAT SHOULD BE DONE NEXT WITH PROPERTY.

AND I THINK THAT, I THINK THAT HAD STRUCK, LIKE TO RENOVATE THE PROPERTIES IF THEY CAN DO THAT.

I DON'T THINK, I THINK THE RENOVATION COMPONENT OF IT FOR HEAD START IS CONTINGENT UPON HAVING A LONGTERM LEASE SO THEY CAN THEN GET THE GRANT DOLLARS.

SO THEN INVEST BACK INTO IT.

I THINK THAT'S THE, THAT'S MY UNDERSTANDING OF THE SITUATION, BUT, UH, ALSO, UM, TRYING TO GET WHERE WE VISIT AGAIN.

SO NOW IS MY QUESTION.

IF THE COUNTY DECIDES TO BUY THE PROPERTY, THEN WHERE DID THIS KID START SAYING THAT? WELL, IF THE COUNTY DECIDED THAT THEY WOULD LIKE TO BUY THE PROPERTY, THEN WE WOULD HAVE TO HAVE AN APPRAISAL DONE.

AND PART OF THE CONTRACT COULD CHANGE TO SEE, WOULD BE THAT HAD START BE ALLOWED TO CONTINUE.

AND THAT HEAD HEADSTART WOULD HAVE THAT 30 YEAR.

THAT HAS TO BE ONE OF THE REQUIREMENTS.

AND I'VE TOLD THE COUNTY ATTORNEY THAT IS A MANDATE TO GET THE GRANT.

AND WE'VE, WE'VE GOT TO HELP THEM WITH THAT.

WE WANT TO HELP THEM WITH THAT BECAUSE THEY'VE GOT IT, NOT ALL OF IT, THE DIALOGUE, I DON'T HAVE ANYTHING FURTHER ABOUT THAT DEAL, STILL BENDING AT ALL.

BUT KYLIE SAYS, AND MS. HUTCHINSON, AS SHE DISCUSSED THIS MORNING, WE'VE HAD THESE DISCUSSIONS.

IT'S SO IMPORTANT FOR US TO WORK WITH THAT STAR AND TO HELP THEM DESERVE A CHILDHOOD INITIATIVES.

THAT IS THEIR PRIORITY FOR US.

OH, LET'S SEE.

HOW'S THAT FIT INTO OUR LONG-TERM PLAN, OUR CHILDHOOD DEVELOPMENT FOR OVER THERE.

THEY ARE A PARTNER JUST FROM THE CHILDHOOD PROGRAMMING FOR THE SCHOOL DISTRICT.

UH, THE INTEREST OF HEADSTOCK GET THE LEADS FROM KAREN .

MR. OPM, MY QUESTION WAS FROM THE SIDE, THE VALUE PROBLEM, THEN WHAT DID THEY,

[04:20:02]

DO YOU STILL WORK WITH US? THE COUNTY, THE COUNTY WOULD HAVE TO ASSUME AT LEAST WITH THE HEAD START BECAUSE WE WOULD NO LONGER HAVE TITLE TO IT, BUT I DON'T KNOW IF THEY'RE, IF THEY'RE GOING TO WANT TO BUY ANY PROPERTY MR. CAMPBELL, BUT MAYBE THAT WE COULD DO THAT.

THE SCHOOL DISTRICT CONTINUES TO OWN THE PROPERTY.

SO THERE YOU HAVE TO COUNTER THE SIGN, NOT THEN THERE'S HAIR STOPPED GROWING TO HAVE THE FUNDS TO RENOVATE THE BUILDING.

SO, SO IF, IF, IF THE COUNTY DOESN'T BUY THE PROPERTY, HEADSTART NEEDS A LONG-TERM LEASE BEFORE THEY CAN GO GET THE MONEY TO RENOVATE.

SO, SO I THINK THAT'S THE CASH, RIGHT? THEY NEED A LONG-TERM LEASE FROM THEIR PERSPECTIVE.

THEY NEED A LONG-TERM LEASE TO, TO, TO APPLY THE DOLLARS THAT THEY NEED FOR RENOVATING THE PROBLEM.

THAT'S RIGHT.

BECAUSE THEIR LEASE THAT THEY HAVE RIGHT NOW EXPIRES IN 2025, AND THAT LEAVES ALL THE WORK FOR THE GRANT THAT THEY'RE APPLYING FOR.

SO WE HAVE TO HAVE A NEW PIECE, UH, GIVE YOU ANY KIND OF TIMELINE, UM, ON, UM, I APOLOGIZE THAT WE HAVEN'T NOTICED ANY, ANY KIND OF A TIMELINE ON WHEN THEY WOULD HAVE A RESPONSE AROUND THEIR ATTENTION, BECAUSE, BECAUSE IT DOES BECOME A LITTLE BIT TIME SENSITIVE FOR THAT START DEADLINES AROUND BRANDS.

AND MR. UM, KEVIN, HE SAID THAT HE EXPECTED THAT THE COMMITTEE IS CALLED THE PUBLIC FACILITIES COMMITTEE, AND I BELIEVE THAT THEY'RE MEETING IN APRIL.

AND SO WE WILL GO TO THAT MEETING.

BUT IN THE MEANTIME, I'M ALREADY WORKING ON THE LEASE PROVISIONS FOR US, BECAUSE I DON'T KNOW WHETHER THAT'S GOING TO GO UP.

UM, MY CONCERN IS BECAUSE IN THAT AREA, BASICALLY A LOT OF PARENTS WANT THEIR CHILDREN.

WHAT IF THEY DON'T HAVE THE SPACE, UM, FOR THEM TO GO THERE, THEY HAVE TO LEARN ROUTE TO CHOSE.

THAT WILL BE RELEVANT.

AND ANOTHER THING IS THE ZACK.

THEN THOSE PARENTS DOES NOT QUANTIFY THAT SCOTT, BECAUSE HE GOES ON YOUR SALARY, BUT SHE MADE, IF YOU MAKE $1 OVER THERE, THAT'S SOMETHING THAT I'M MORE TO TALK WITH HIM FOR YEARS OF ARCHIVE AND TALKED TO SOME LEGISLATORS IN WASHINGTON TO SEE IF THEY CAN CHANGE THEIR.

BECAUSE LIKE I SAID BEFORE, IT SEEMS TO BE THAT THERE ARE SOME FOLKS IN THIS STATE AND THIS, THIS, THIS, UH, COUNTRY, WHEN I DUMBED DOWN EDUCATION HERE, THEY WANT TO EDUCATE CERTAIN POSTS.

PEOPLE COULD CARE LESS ABOUT OTHER SERVICES AND WE CANNOT MOVE AHEAD.

AND THIS CHARACTER AND THIS STATE, THIS COUNTRY, UNLESS WE MADE SURE THAT EVERY CHILD HAS ACCESS TO QUALITY EDUCATION AND OTHER JOBS SUDDENLY.

UM, AND WE DO PROVIDE SPACE AT DAVIS, BUT WE NEED MORE ROOMS. WELL, THANK YOU.

YOU GOT TWO BONDS.

UM, I'VE BEEN TO THE SITE AND THE AREA IN QUESTION, I MEAN, IT'S ON MAPS.

SO MY QUESTION IS UNDER THE CURRENT PLACE, WHOSE RESPONSIBILITY HAS IT BEEN TO KEEP UP THAT BUILDING? YEAH.

THE LEASE, THE LEASE PROVIDES THAT THE LAST DAY, WHICH IS THE HEADSTART YOU FOR THEY'RE RESPONSIBLE FOR MAINTAINING AND KEEPING THE PROPERTY IN GOOD REPAIR, WHICH OBVIOUSLY HAS NOT BEEN DONE.

THAT'S TRUE.

IN THE SECTION.

SAM WAS TELLING ME EARLIER THAT SHE DOESN'T THINK THE BUILDING'S REALLY BEEN USED MUCH SPEAKING TO THEM WHEN WE FORMALIZED THE PARTNERSHIP ABOUT 10 YEARS AGO.

UM, WE MOVED ALL THE CHILDREN OUT OF THAT BUILDING ALONG WITH HIS STAR INTO THE JANUS.

SO THERE HAVE NOT BEEN CHILDREN IN THAT BUILDING AT LEAST 10 TO 12, 12 YEARS.

UM, BUT I DO NOT KNOW IF THEY USE THE BUILDING FOR OFFICE, BUT NO ONE HAS BEEN IN THERE IN THE LAST SEVERAL YEARS.

THAT WAS PRETTY OBVIOUS.

I'M PRETTY BAD AT REPAIR.

IT SEEMS LIKE IT'S JUST A STORAGE.

THAT'S WHAT IT REALLY LOOKS LIKE.

RIGHT, FOR HEADSTART TO GET ANY KIND OF DOLLARS TO RENOVATE THAT THEY'RE GOING TO NEED A LONG-TERM LEASE.

BUT, UH, BUT AGAIN,

[04:25:01]

SO IN THE LAST, HOWEVER MANY YEARS, YOU KNOW, IT'S NOT THE 30 YEAR LEASE, I GUESS IS PART OF THE ISSUE MR. SMITH.

UM, I'VE HEARD WHAT SEVERAL OF MY COLLEAGUES HAD SAID.

AND ALSO, UM, AND JUST TO SMELL, BASICALLY, YOU WERE SAYING THAT, UH, UM, THAT THE BUILDING LOOKED LIKE IT'S NOT BEEN UTILIZED, HOWEVER, NO.

ONE OF THE QUESTIONS BEFORE US AND I HAD SPOKE WITH THE MR. WILLIAMS, I ASKED AFTER ONE OF THE MEETINGS, I ASKED HIM WHAT, UM, ABOUT ONE OF THE THINGS.

AND HE BASICALLY SAID, ONE OF THE THINGS WAS THAT HE WOULD LIKE A LEASE IN THAT ONE OF THE GRANTS THAT WE'RE APPLYING FOR, MAYBE IT NEEDS TO HAVE AT LEAST A LONG-TERM LEASE SO THAT THEY COULD UPDATE THE BUILDING AND, AND SAYING THAT, YOU KNOW, UM, I'VE SEEN WHERE WE GAVE THE, THE BLUFFTON, TY, I BELIEVE BLUFFING TOWNSHIP AT LEAST FOR THE FALL FOR A DOLLAR A FOOT YEARS AGO.

AND, YOU KNOW, UM, THE DAVE HAD THE RIGHT TO UPDATE THE BUILDING.

I THINK THAT THE MOST, UH, ONE OF THE MOST IMPORTANT THINGS ARE RIGHT NOW TO MOVE THINGS FORWARD BECAUSE THE ONE THING THAT WE'VE BEEN DISCUSSING TODAY IS EARLY CHILDHOOD EDUCATION.

I THINK THAT WE SAID THAT, THAT WE NEED SOMEONE TO PUT IN A MOTION TO GIVE THEM A LONG-TERM LEASE, TO SEE THAT WAS WHAT HE WOULD NEED TO UPDATE THE BUILDING AND TO GET IT, GET US AWAITING SOME CLASSROOMS IN THERE.

THEN I'M WILLING TO MAKE THAT MOTION.

IS THAT WHAT IT'S GOING TO TAKE FOR HIM TO GET THAT LEASE DR.

RODRIGUEZ, ARE YOU LOOKING FOR DIRECTION FROM THE BOARD? AND GIVEN THAT ONE OF THE ISSUES RIGHT NOW IS WE HAVE TWO LEASES FOR THE SAME PIECE OF PROPERTY.

SO WE HAVE OVERTIME SOMEHOW GIVEN RESPECT MR. OUTING.

THAT'S THAT'S I UNDERSTAND THAT, BUT THAT'S NOT MY QUESTION.

MY QUESTION IS MOVING THE SITUATION FORWARD TO GETTING HIM TO UPDATE THE PART OF THE BUILDING THAT HE HAS IS, IS, IS THE, IS THE THING THAT WE NEED TO DO IS TO MAKE A MOTION, TO GIVE HIM A LONG-TERM LEASE OR A LONG-TERM LEASE SO THAT HE CAN GET THE FINANCIAL MONEY THAT HE NEEDS TO GET TO UPDATES ON IT.

MR. SMITH, I THINK THAT AT SOME JUNCTURE, UM, MAYBE THAT'S WHERE WE END UP, BUT AT THE MOMENT, I THINK WHAT MR. AUDITING IS TRYING TO SHARE WITH YOU IS THAT THEY'RE TRYING TO CLEAN UP, UH, THE ISSUE THAT EXISTS WITH MULTIPLE DOCUMENTS, UH, REGARDING THE SAME PROPERTY, UH, MS. RODDICK.

THAT THAT'S, THAT'S NOT WHAT, UM, THAT, THAT, THAT, THAT'S, THAT'S JUST NOT WHAT I WAS, WHAT I WAS UNDERSTANDING MR. SMITH.

UH, THE PROBLEM IS WE CAN'T GIVE THEM A LONG-TERM LEASE CAUSE WE'VE ALREADY GIVEN THE COUNTY ONE.

SO WE'VE GOT TO WORK THIS OUT ON HOW WE DIVIDE IT AND HOW IT'S LEASED.

AND WE'VE LEARNED FROM THE COUNTY ZONING, WE CAN'T SPLIT PROPERTY.

SO ONE PERSON HAS TO BE THE OWNER AND THEN THE COUNTY SHOWED SOME INTEREST IN BEING, OH, THE OWNER AT START NO LONGER HAS AN INTEREST.

SO EITHER WE'RE GOING TO BE THE OWNER OR THE COUNTY'S GOING TO BE THE OWNER.

AND THEN A LONG-TERM LEASE WILL BE GIVEN TO HEADSTART BY FRANKLY WE'RE JUST A LANDO.

I MEAN, THERE WERE A, WE'RE A LANDLORD AND MY SUGGESTION WOULD BE TO GET OUT OF IT BECAUSE WE AREN'T, WE HAVE A PLAN FOR THE PROPERTY COUNTY HAS A LIBRARY AND START AS THEY'RE BUILDING.

SO IF WE CAN, IT WOULD BE IN OUR BEST INTEREST FOR THE COUNTY TO HAVE AN AGREEMENT WITH HEADSTART, BUT THAT DOESN'T WORK OUT THEN.

YES, WE'LL, WE'LL, WE'LL DO A LONG-TERM LEASE WITH THE COUNTY AND A LONG-TERM LEASE WITH HEADSTART.

SO GOING BACK TO MY FOCUS, AS OF RIGHT NOW, I FIGURED OUT WE OWN THE BUILDING.

SO THEREFORE WE'RE SAYING, WE'RE SAYING THAT EARLY CHILDHOOD EDUCATION IS IMPORTANT TO US.

AND THEN THEY HAD STARTED SEEING THEY WANT TO PUT SOME CLASSROOMS IN THERE.

THEN I THINK IT WILL BE IN OUR BEST INTEREST.

THIS IS ONCE AGAIN, THIS IS ABOUT PUTTING OUR MONEY WHERE OUR MOUTH IS TO BE, TO SOME DEGREE IS BY US KEEPING THE BUILDING AND ALLOWING AND GIVING THEM A LONG-TERM LEASE AND ALLOWING THEM TO RENOVATE THE BUILDING AND ADD THE CLASSROOMS THAT HAVE NECESSARILY THAT THEY NEED TO, TO THAT, TO THAT BUILDING.

SO THEREFORE, NOW THAT WE HAVE MORE CLASSROOMS FOR THE ZILLOW NOW, NOT NOW THE HEAD START HAS MORE CLASSROOMS AND THEY'RE NOT ABLE TO KEEP THE, KEEP THE PARTS THAT THEY'RE USING IN THE LIBRARY.

AND THE LIBRARY IS ALSO ABLE TO KEEP THE PART OF THE BUILDING THAT THEY'RE NOT UTILIZING.

SO I THINK THAT WOULD BE A WIN-WIN SITUATION FOR EVERYONE.

SO THE, SO THAT'S WHY I ASKED THE QUESTION THAT I ASKED, BECAUSE I,

[04:30:01]

UM, SO WE'RE, WE, WE DON'T HAVE A COMMITMENT FROM HEADSTART THAT SAID THEY'RE GOING TO BE PUT IN CLASSROOMS IN THAT BUILDING.

THEY'RE GOING TO USE FROM WHAT I UNDERSTAND, THEY'LL USE THAT FOR SOME, UH, TRAINING FOR PARENTS FOR SOME, UH, UH, OFFICE SPACE, UH, AND THINGS LIKE THAT.

UH, BUT THERE IS NO COMMITMENT SAYING THAT THEY'RE GOING TO BOOK CLASSROOMS IN THAT BILL.

WELL, MAYBE.

NOT HELPFUL TO THEM.

THAT DOESN'T MEAN IT'S NOT HELPFUL TO THEM.

THAT DOESN'T MEAN IT'S NOT IMPORTANT.

I'M JUST SIMPLY SAYING A TO B, I JUST WANT TO CLARIFY THAT YOU WERE USING THE TRUNK CLASSROOM FOR ADDITIONAL SPACE.

AND I JUST, I JUST WANT TO CLARIFY FOR YOU ALL WHAT MY UNDERSTANDING IS.

IT SEEMS LIKE THERE'S STILL MISSING PIECES TO THIS PUZZLE.

SO I, I I'LL, I'LL LEAVE IT THERE, BUT LIKE I SAID, UM, I'M DEFINITELY INTERESTED IN IF THEY'RE GOING TO PUT CLASSROOMS OUT THERE TO HAVE MORE ROOM FOR MORE STUDENTS THAT I'M INTERESTED IN US KEEPING IT AND US BUILDING UP, UH, AS, AS BUILDING A PLATFORM FOR EARLY, EARLY SHOWER STUDENTS TO GET, TO GET EDUCATED.

THAT'S, THAT'S MY FINAL SAY ON IT.

SO I WOULD LIKE TO SAY A FEW WORDS, UM, WHEN THIS CAME UP A FEW MONTHS AGO, A FIRST BROUGHT FORWARD TO THE BOARD, UM, I THOUGHT THAT I, IF I WAS GOING TO BE MAKING THE DECISION ON THIS FROM MY CONSTITUENCY, I NEEDED TO GO TOWARDS THE BUILDING.

AND I, I DID IT WITH DR.

RODRIGUEZ AND THE CIRRHOTIC, AND I ALSO WENT THROUGH THE LIBRARY.

SO, I MEAN, I'M OBVIOUSLY PASSED BY THAT PIECE OF PROPERTY, MANY TIMES HEADED NORTH TO CHARLESTON, BUT, YOU KNOW, TO REALLY GO IN AND SEE WHAT IT'S LIKE.

AND, UM, YOU KNOW, THE LIBRARIES IS, IS BEAUTIFULLY MAINTAINED AND, AND THEY, UM, THE, THE HEADSTART BUILDING IS IN CHANNELS.

IT'S IT? I HAVE THE SAME CONCERN AS MS. FAVORITE CHAZ IS IT'S JUST JUNK IS IN THERE AT FILE RECORDS OF, I DON'T KNOW, STUDENTS OR EMPLOYEES AND JUST SCATTERED ALL OVER THE FLOOR.

UM, IT'S, IT'S I SAW THAT THE, UH, FIRE EXTINGUISHERS HAD A DATE OF AUGUST, 2013 ON THEM.

AND WHEN THEY EXPIRED, I MEAN, IT'S, IT'S, UH, IT'S DEFINITELY UNINHABITABLE.

AND IT HAS CLEARLY BEEN ON HABIT OVER A YEARS.

AND I FIND THAT VERY CONCERNING GIVEN THE CURRENT LEASE REQUIRES PROPER RAIN THAT'S.

SO, AND THEN THERE'S THE ISSUE THAT THAT'S ALSO THAT, YOU KNOW, THINGS TO BE, UH, WE HAVE TWO LEASES AROUND THE SAME PIECE OF PROPERTY AND ALL THAT NEEDS TO BE STRAIGHTENED OUT, BUT I, I, UH, THINK IT'S, UH, YOU KNOW, THAT MS CARTLEDGE AND THE REST OF THE STAFF IS WORKING ON TRYING TO FIND OUT WHAT, WHAT OUR, WHAT OUR OPTIONS ARE GOING FORWARD.

INITIATIVES GOING ON, OTHER DESIRES TO IMPROVE HOW MUCH ENGAGEMENT IS JOB, IT'S GOT TO INVOLVE US BEYOND JUST THAT BUILDING AND THAT PARTICULAR SITES, AND HOW CAN WE ENCOMPASS IT ALL? YEAH.

AND ON SAME CONVERSATION AT ONE.

AND I THINK OUR ENGAGEMENT VERSUS OUR INVOLVEMENT.

AND THAT MEANS, UH, ARE WE LOOKING AT HEADSTART AS A PARTNER AND OUR ENDEAVORS, BECAUSE WE'RE LOOKING AT THEM AS A LEASE, SEE, AS FOR A PIECE OF PROPERTY THAT WE OWN.

AND AS A ALYSE, THE GUY'S NOT VERY, YOU KNOW, TANGIBLE AT THIS TIME, BUT AS A PARTNER, CAN WE LOOK BEYOND WHERE WE ARE TO A FUTURE CHILD AND A FUTURE AGREEMENT FOR WHERE WE GO ON THAT? AND THAT'S THAT'S, THAT WAS I INTENT AND PERSPECTIVE.

AND WHEN WE ASKED YOU , YOU MENTIONED THAT FOR HIM, HE BROKE THROUGH, OR THE FIRST TIME THAT THE POLICES WERE ALL IN DISARRAY AND MORE THAN ONE PIECE OF BACK EVER .

SO, YOU KNOW, WHERE DO WE GO FROM HERE? AND I DON'T UNDERSTAND WHAT, UH, WHERE THESE SAID, UH, SCOTTISH SAID THAT POST, WE NEED TO WAIT AND SEE WHAT THE COLLEAGUE ENGAGEMENT STORY BE NOW.

AND WE WAIT ON THE COUNTY, THEN ARE WE GOING FORWARD AND PLAN WITH HEADSTART? UM, AND THIS INITIATIVE, BECAUSE IF THERE ARE TRULY OUR PARTNERS ACROSS THE BOARD, UNDERSTAND FROM STONEWALL THAT THEY HAVE OTHER

[04:35:02]

SO, UH, MR. CAMPBELL, I MEAN, FROM THE DISTRICT'S PERSPECTIVE, WE SEE HEADSTART AS A PARTNER MOVING FORWARD AND IN CONTINUING A PARTNERSHIP IN EARLY CHILDHOOD EDUCATION.

SO I CONSIDER IT A PARTNERSHIP AS WE MOVE FORWARD, MS. HUTCHINSON, UH, BEACH WITH HEADSTART, COMMUNICATE WITH HEADSTART WEEKLY, SOMETIMES DAILY, BUT IT'S A PARTNERSHIP APPROACH.

I MEAN, LET'S FACE IT THEY'RE, THEY'RE ALSO WORKING OR HAVE THE ABILITY TO WORK WITH THREE-YEAR-OLDS RIGHT.

OR WE'RE YOUNGER, RIGHT.

THAT WE DON'T.

SO, SO IT'S IN THE COMMUNITY'S BEST INTEREST THAT WE HAVE A PARTNERSHIP THAT WORKS AND THAT MOVES FORWARD TOGETHER.

I, YOU KNOW, I THINK THE, UM, YOU KNOW, IN TERMS OF THE RESOLUTION HERE IS INITIALLY RIGHT.

UH, EVEN IF IT IS, UH, EVEN IF THE COUNTY WANTS TO PURCHASE THE PROPERTY, RIGHT.

THAT, THAT PART OF THAT CONDITION B UH, UH, THAT LONG-TERM LEASE THAT THEY'RE SEEKING IF THEY WANT TO STAY IN THAT PROPERTY.

WHICH THEIR INDICATION IS THEY DO, FOR WHATEVER REASON THEY WANT TO USE IT.

THAT'S THAT'S UP TO THAT, RIGHT.

THAT'S NOT RIGHT.

BECAUSE YOU JUST SAID EXACTLY, THAT'S THE ISSUE THAT ARE DISCUSSING.

YOU'LL SAY THAT WHATEVER THEY WANT TO USE IT FOR, WHAT A GOOD, TRUE PARTNERS TO THEM WE NEED TO KNOW IS, IS THAT, UH, UH, BEACHING, YOU KNOW, EVOLUTION, WHAT YOU, WHAT YOU'RE GOING TO USE IT FOR DRIZZLE LONGER AND PARTNERSHIP, AND HOW CAN WE HELP YOU GET WHAT YOU NEED? I MEAN, EVERY, EVERY WEEKEND, MAYBE THEY CAN JUST BAD ANIMAL SITE AND GO SOMEWHERE ELSE IN THE COUNTY FOR THE DISTRICT BUILDING OF, THEY TELL US WHAT THEY NEED IT FOR, BUT I DIDN'T WANT TO UTILIZE IT OVER A LONG TERM BECAUSE IT'S NO QUITE A GOOD MONEY, BUT THEY, YOU KNOW, THEY HAVE AN INTEREST IN IT.

I MEAN, THEY'RE, THEY'RE PURSUING AN INTEREST IN, IN, IN THE LEASE, IN THAT PARTICULAR FACILITY.

THEY GOT ME, ALL I'M SAYING IS, YEAH, BUT IS IT SOMETHING THAT'S VIABLE, TRY TO GROW OUR PARTNERSHIP FOR US TO CONTINUE, YOU KNOW, ALONG THIS STYLE THOUGH, I MEAN, AT ALL, DO WE SAY, HEY, THAT'S WAY THAT BUILDING DOWN AND PUT YOU TO MOVE UP THERE TO DO WHAT YOU NEED TO DO, INCLUDING THIS.

I THINK YOU'RE HITTING THE ISSUE ON, UM, AND WELL, IS THAT WE DO WANT A PARTNERSHIP WITH HEAD START, BUT WE ALSO SEE, WE DO NOT HAVE AN INTEREST IN THIS FIELD FOR HMI.

AND SO THIS IS NOT A BUILDING.

WE FEEL LIKE WE WANT TO INVEST IN NOW, IF THEY WANT TO INVEST IN IT, THAT'S THEIR CALL.

AND WE HAVE OTHER OPPORTUNITIES POSSIBLY FOR THEM SOMEWHERE ELSE IN THE DISTRICT.

BUT THIS BUILDING, I WOULD NOT RECOMMEND INVEST IS JUST BEYOND REPAIR.

IT'S GOING TO TAKE A LOT OF MONEY, BUT THAT'S, THEY WANT TO GO DOWN THERE.

SO I THINK THAT'S ALREADY THAT'S CONVERSATION.

THAT WOULD BE THE GENUINE CONVERSATION THAT I THINK WE NEED TO HAVE.

OH IT TO BOTH PARTIES TO GO AND TALK ABOUT WHAT THE NEEDS AND SEE IF WE CAN ACCOMMODATE THEM WITHIN ONE OF OUR BUILDINGS THAT WE HAVE.

SO WHETHER IT'S A DAVIS OR ST.

HELENA ELEMENTARY, WHEREVER THERE NEEDS TO BE MET, I THINK THAT'S WHAT YOU'RE ASKING THAT I WILL BE ENGAGED THAT PROPERTY USE.

SO THIS IS FACTS.

IF THE COUNTY IS NOT BUYING IT NOW ALSO THAT'S THE SIMPLE PROCESS.

THEY JUST THE, TO, TO WASTE GOVERNMENT MONEY.

AND YOU'LL SAY, THAT'D BE A WASTE BECAUSE YOU KNOW WHAT, I'LL FIX IT UP, BUT WHY WOULD IT GO, YOU SEE THAT, THEN WHY WOULD WE WANT TO ENGAGE THAT DIRECTION? WE ALL ON THE SAME PAGE AND THEY ALL WANT THOSE LET'S UTILIZE ALL OF THOSE FUNDS AVAILABLE TO ALL OF US, TO THE MAXIMUM LEVEL.

AND

[04:40:01]

THAT'S JUST TO BE GONE A FEW TIMES.

THE ONLY THING I WOULD ADD MR. CAMPBELL, TO, TO WHAT YOU SAID RIGHT INTO WHAT WAS DRAWING AND SAID, IS THAT IN OUR MEETING, WE DID, WE DID SAY, YOU KNOW, I DON'T KNOW HOW MUCH MONEY YOU'RE GOING AFTER.

I WON'T TAKE OFF A LOT OF MONEY TO PICK THIS THING UP AND DO YOU WANT TO INVEST IT? YOU KNOW? AND, YOU KNOW, HE PARTICULARLY INDICATED THAT HE WANTED A LONG-TERM LEASE THERE, BUT I UNDERSTAND WHEN WE'LL CONTINUE THAT DIALOGUE, TRYING TO GET TO THE PLACE, RIGHT.

FOR US, FOR OUR BENEFIT OR WHERE WE'RE TRYING TO GO WITH THAT OTHER JOB, PLEASE WHERE WE BOTH UNDERSTANDING THE LEADS, BUT FOR WHATEVER THAT KNOW, I DON'T KNOW IF THE BUILDING IS WORTH IT.

I HAVEN'T PERSONALLY SEEN IT.

I HAVEN'T HEARD ANYTHING REALLY POSITIVE ABOUT IT.

SO, UM, MR. SMITH, UM, ONE THING THAT I STARTED OUT BY SAYING, YOU KNOW, UM, THIS LISTENING TO THE CONVERSATION AS WELL, AND SPEAKING, YOU KNOW, UM, THE CONVERSATION THAT JUST TOOK PLACE ABOUT BEING A BUSINESS PARTNER, YOU KNOW, AS BEING A MEMBER OF THE BOARD OF THE BOARD OF TRUSTEES OF SAY A REAL BUFORD COUNTY SCHOOL DISTRICT AND BEING A BOARD MEMBER, YOU KNOW, I THINK I I'M CONGRESS WHILE WE SH I THINK WE, WHEN WE'RE TALKING ABOUT OUR PARTNER, THEY SHOULD BE COGNIZANT OF WHAT WE PUT OUT PUBLICLY, YOU KNOW, BECAUSE YOU KNOW, IT W W IT, IT COULD COME ACROSS TWO WAYS AS THOUGH AS BUPA KIND OF SCHOOLS, YOU GUYS DO WHERE SLUMLORDS, UH, VERSUS, UH, WE'RE JUST LAYING LAWS OR VERSUS BEING PARTNERS.

BECAUSE IF ONE, THEY COULD ONLY DO TWO THE ABILITY AND WHAT WE, WHAT WE ALLOW THEM TO DO.

SO THE ABILITY IS WENT DOWN THAT THAT MUCH, AND IT'S IS THAT BATTLE SHAPE.

AND, AND THEY HAD IT UNDER THEIR, THEIR TWO TUTORS FOR HIGH OF A LONG LIVE, THE IDEA OF LETTING IT GO DOWN.

AND WE'VE SEEN THAT WE'VE DONE NOTHING DOWN.

WE'VE DONE NOTHING IN RETURN.

THEN NONE OF THAT DATA AFFECTS US DIRECTLY TOO, AS WELL.

THAT THEN I'M NOW ASKING US, WELL, HOW WELL DO OUR OFFICERS TEASE THEM AND MANAGEMENT, UH, HOW, HOW SERIOUSLY THEY TAKE THEIR JOBS.

BECAUSE AS A LANDLORD, IF SOMEONE, IF SOMEONE HAS YOUR HOUSE AND YOU GO IN AND YOU SEE YOUR HOUSES BEING TAILED, THEN YOU HAVE TO, AT SOME POINT, YOU HAVE TO ASK YOURSELF A QUESTION.

DO I LAST PERSON STAY IN MY HOUSE? OR DO WE HAVE A MEETING WITH THEM ABOUT WHAT'S GOING ON IN THE KEEPING OF MY HOUSE ABOUT THIS HOUSE, THAT, THAT DAY THAT THEY ARE READING THAT, THAT THEY'RE ATTENDING.

AND SO, YOU KNOW, I, YOU KNOW, I'M, I'M, I'M, I MEAN, I'M SURE AT THIS POINT, I'M SURE EVERYBODY'S, EVERYONE KNOWS NOW, YOU KNOW, I FELT THAT THE WAY WE WERE TALKING ABOUT THE BUILDING HAS BEEN KEEP THAT WE'VE I FELT THAT IT WAS KIND OF A POSSIBLY NO, ALMOST ON THE VERGE OF SAYING THAT THEY'RE HORRIBLE AND, AND, AND SLANDEROUS, BUT YET, YOU KNOW, AS SIMPLE AS SAY, WELL, I'M NOT SAYING THAT I'M NOT, I'M NOT STANDING UP.

NO, BUT THE WAY IT MAY COME ACROSS TO OTHER PEOPLE AS THOUGH THEY'RE HEART THAT I WOULD, IF I WAS LISTENING TO THIS, IF I WENT BACK AND LISTENED TO WHAT I'VE HEARD, I, ME PERSONALLY, I PROBABLY WOULDN'T WANT TO RENT OUT A BUILDING TO HEADSTART BECAUSE OF WHAT I'VE HEARD TODAY.

AND THAT PROBABLY IS NOT HOW THEY ACTUALLY KEEP ALL THEIR BUILDINGS.

I KNEW IT NOT TO BE, BUT SOMETIMES THAT'S WHY WE HAVE THESE HAVE TO BE CONSCIOUS OF WHAT WE SAY AND HOW WE TALK ABOUT PEOPLE WHO ARE PARTNERS, WHO ARE QUOTE, UNQUOTE, POSSIBLY OUR PARTNERS OR OUR TENANTS, YOU KNOW? SO I TAKE IT TO BEING A LEARNING EXPERIENCE TODAY.

AND I'M SURE SOMEONE'S GOING TO SAY THAT THEY DISAGREE AND AS EVERYBODY'S ENTITLED TO THEIR OPINION, BUT FOR ME, THAT'S HOW I SAW IT.

AND I'M SURE THAT MY COLLEAGUES PROBABLY DIDN'T MEAN FOR IT TO COME ACROSS OR THE ATTORNEY FOR IT TO COME ACROSS THAT WAY.

BUT TO ME TODAY, IT DID COME ACROSS THAT WAY A LITTLE BIT.

SO WE JUST HAVE TO BE KIND OF CAREFUL OF WHAT WE SAY IN TERMS OF IF WE'RE CORE AND PEOPLE ARE BUSINESS PARTNERS THAT WE CAN TELL, WE WANT TO CONTINUE TO DO BUSINESS WITH THEM ON THINGS.

THERE'S THINGS THAT WE SAY ABOUT OUR, ABOUT OUR PARTNERS, WHETHER IT'S TRUE OR NOT, BECAUSE THERE'S CERTAIN THINGS I'M SURE THAT ARE NOT GOOD ABOUT, WE'VE GOT A SCHOOL JUST THAT WE DON'T PEOPLE PUTTING UP, PUTTING OUT THERE ABOUT US.

WE NEED TO BE VERY CAREFUL WHAT WE SAY AND HOW IT COMES ACROSS TO EVERYBODY,

[04:45:01]

TO WHOM WE SPEAK ON ANOTHER NOTE POSITIVE ABOUT THIS BUILDING.

I CAN'T THINK OF A MORE PERFECT LOCATION, RIGHT? ALL TRANSPORT PARKWAY AND, UM, ACCESSIBILITY TO PARENTS.

IF THEY'RE GONNA USE IT FOR PARENT EDUCATION AND WHAT GREATER OF LITERACY COMPLIMENT, AND YOU HAVE THAT A LIBRARY RIGHT NEXT DOOR.

SO I THINK THOSE ARE TWO VERY POSITIVES ABOUT THIS, MR. EARL CAMPBELL.

THE REASON THAT THEY'RE INTERESTED IN IS BECAUSE THEY WANT TO DO A LOT ON THAT COMMUNITY.

AND THAT'S THE REASON TO BELIEVE THAT IF THEY CAN GET A LONG TERM LEASE IS ASKING YOU LIVE WITH THE COUNTY, THAT WE CAN GET THE FUNDS TO RENOVATE.

SO, YOU KNOW, THAT'S RIGHT NOW, UM, BECAUSE THERE'S NO PLACE THAT IT GO GIVE THIS OUT, UH, WHAT SPACE IS AVAILABLE.

OTHER THAN THAT LOOK, NO, THEY DON'T WANT TO GO TO SLEEP.

THAT'S NOT GOING TO BENEFIT THE FOLKS IN THAT AREA.

YOU DON'T WANT TO BE WHERE THE FALSE HOPE.

THAT'S THE REASON WHY, AGAIN.

UM, I WOULD CONCUR WITH WHAT YOU JUST SAID.

IT'S A GREAT LOCATION.

AND I THINK IT WAS GREAT PROPERTY PERSONALLY, BUT NO, BUT THE, THE BUILDING IS IN DISREPAIR, MAJOR ISSUE HERE AND THE LIBRARY RIGHT.

NEXT DOORS IS A GREAT ASSET.

I THINK THAT CONCLUDES OUR DISCUSSION.

THE NEXT TOPIC IS A

[Survey Student Flight Update]

THIRD .

THANK YOU TO WENDY.

AND ASHLEY, ME TAKE THEM OFF.

YOU ALL TASK THE ADMINISTRATION WITH A SURVEY, SURVEYING PARENTS OF STUDENTS WHO LEFT THE DISTRICT THIS SCHOOL YEAR.

AND IF YOU'LL REMEMBER, WE'RE DOWN ABOUT 1,170 SOMETHING STUDENTS THIS YEAR.

SO WE OPENED A SURVEY ON JANUARY 27TH AND I CLOSED IT MARCH THE 15TH.

SO IT WAS UP IN ABOUT SIX WEEKS.

AND BASICALLY WE POSE FOUR QUESTIONS.

HOW MANY STUDENTS DO YOU HAVE? WHY DID YOU LEAVE? ARE YOU COMING BACK? ANYTHING ELSE YOU WANT US TO KNOW? UM, WE PRESENTED THESE PRELIMINARY RESULTS TO THE BLUFFTON AD HOC COMMITTEE AT THE END OF FEBRUARY.

UM, SINCE THEN I'LL UPDATE YOU ON WHAT THE FINAL RESULTS LIKE.

SO FIRST YOU'LL SEE THE FIRST QUESTION.

HOW MANY STUDENTS DO YOU HAVE NO LONGER ATTENDING BEAVER COUNTY SCHOOLS? WE HAD, UM, 330 SURVEY RESPONSES TO THIS QUESTION, REFLECTING 104 INDIVIDUAL STUDENTS.

THEN THE SECOND QUESTION WAS, PLEASE INDICATE THE REASON YOUR STUDENTS LEFT.

THAT'D BE FOR COUNTY SCHOOL DISTRICT, AND YOU CAN SELECT MORE THAN ONE ANSWER.

SO ABOUT 29%.

SO THEY NEEDED A FIVE DAY FACE-TO-FACE ABOUT 15%.

SO THEY'RE LIVING LONGER.

IT'D BE FOR COUNTING ABOUT 12 WERE CONCERNED, 12% WERE CONCERNED ABOUT EXPOSURE TO COVID-19 AND 38 ISH PERCENT, UM, KIND OF A COMBINATION OF DIFFERENT ANSWERS NEEDING FACE-TO-FACE CONCERNED ABOUT THE VIRUS, CONCERNED ABOUT THEIR INDIVIDUAL CHILD'S NEEDS.

UM, AND DIDN'T LIKE THE SPRINGBOARD PROGRAM.

SO THAT WAS KIND OF A SYNOPSIS OF WHAT THAT OTHER PERSON TO CHOOSE.

THE THIRD QUESTION WAS, DOES YOUR STUDENT PLAN TO RETURN TO BE FOR COUNTY SCHOOL DISTRICT FOR THE 20 2122 SCHOOL YEAR? UM, 27.6% LAMB COMING BACK.

THAT'S GOOD NEWS.

UM, REMEMBER THAT PREVIOUS QUESTION? 15% OF BURDENED WITH DELAY, SO WE KNOW THEY'RE NOT COMING BACK.

SO WHAT'S LEFT OVER, UM, IS WHAT MAY OR MAY NOT COME BACK.

SO THERE WERE A LOT OF ANSWERS THAT YOU'LL SEE IN QUESTION FOUR.

IS THERE ANYTHING ELSE YOU THINK YOU FOR KIND OF SCHOOL DISTRICT SHOULD KNOW ABOUT YOUR CHOICE? AND THERE WERE A LOT OF INDIVIDUAL, VERY SPECIFIC ANSWERS THAT, YOU KNOW, I'M GOING TO SHARE, BUT THE SENIOR STAFF HAVE BEEN ABLE TO SEE SOME OF THOSE, UM, AND SAW THE WAY THAT WORD CLOWN.

SHE COULD KIND OF SEE WHAT THEIR BIG TOPICS OF CONCERN, AND BASICALLY THEY'RE CONCERNED ABOUT THEIR CHILD.

UM, THEY, THEY HAD GREAT RESPECT FOR THE TEACHERS THAT CAME ACROSS IN A LOT

[04:50:01]

OF THE, UM, RESPONSES.

THEY WERE CONCERNED ABOUT THE LEARNING ENVIRONMENT, UH, THE VIRTUAL AND, UM, THEY, I GUESS THE GENERAL IDEA IS THEY'RE JUST TRYING TO MEET THE NEEDS OF THEIR STUDENTS.

AND MANY SAID THEY HADN'T MADE UP THEIR MIND YET, OR THEY WERE COMING BACK.

AND I, I DON'T KNOW IF WE COULD LET THE SURVEY OPEN LONGER, THEY MIGHT RESPOND.

THEY MAY NOT.

I THINK WE'VE PROBABLY GOTTEN THE BEST RESPONSES.

WE'LL GET A KID AT THIS JOB.

UM, SO SOME OF THE OTHER FACTORS TO KIND OF CONSIDER, AS YOU LOOK AT THIS SURVEY RESPONSE, UM, ONE B FOR CAMMIE IS A TRANSIENT HOPPING.

PEOPLE COME AND GO EVERY YEAR.

SO KIND OF ARE THE QUESTIONS.

WHAT'S OUR TYPICAL LOSS EACH YEAR.

AND WHAT'S OUR TYPICAL GAIN EACH YEAR.

WE'VE NEVER REALLY SURVEYED PARENTS BEFORE WHO'VE LEFT THE DISTRICT.

SO I DON'T KNOW WHAT PREVIOUS INTERESTS MIGHT'VE BEEN.

UM, SO WE CAN ONLY TAKE THESE SURVEY RESULTS IN, IN LIGHT OF THAT.

AND THEN WE DON'T KNOW HOW MANY STUDENTS WHO WERE KINDERGARTEN STUDENTS, WHICH WAS OUR BIGGER PERCENTAGE OF NOT OUR WALLS.

HOW MANY MIGHT COME BACK FROM FIRST GRADE AND JUST CHOSE NOT TO DO KINDERGARTEN.

SO I KIND OF ADDED ONE MORE SLIDE THAT YOU DIDN'T SEE AS A LOVING AD HOC COMMITTEE ASK, UM, DANIEL AND DATA SERVICES, JUST TO GIVE ME SOME NUMBERS OF HOW MANY STUDENTS FOR THE PAST THREE YEARS, AND THIS YEAR WE'RE IN THE SYSTEM FOR ALL, YOU KNOW, PREVIOUS YEAR.

SO THEIR ENROLLMENT EACH YEAR, ISN'T THE TALL KIND OF CAN CALL THEM.

AND THEN THE SHORT COLUMN IS HOW MANY STUDENTS DO NOT RETURN IN THAT PARTICULAR YEAR.

SO YOU SEE, WE ALWAYS HAVE STUDENTS WHO LEAVE AND BACK THIS YEAR, IT WAS JUST A GREATER PERCENTAGE OF THIS.

AND THEN I JUST KIND OF ADDED A NOTE THERE OF HOW MANY WITH A NET GAIN FROM THE PREVIOUS YEAR WAS JUST TO KIND OF GET AN IDEA OF WHAT WAS ALREADY GOING ON AND WHAT THE PATTERN WAS TO RELATE THIS YEAR TO IT.

SO THAT'S SORT OF ALL THE INTERPRETATION OF THE SURVEYS AND SHOULD BE FACULTY INGRID BOAT, RIGHT? THANK YOU.

UM, 330 RESPONDENTS, 500.

WHAT WAS THE TOTAL OF WHAT PERCENTAGE IS THAT? REPRESENTATIVE SURVEYS, UH, RETURNS? HOW MANY PEOPLE DO INITIALLY SURVEY WE SENT OUT, IT WAS ABOUT 2000 EMAIL ADDRESSES REALIZING THAT SOME OF THOSE WERE PROBABLY DUPLICATE AS WE JUST ASKED, YOU KNOW, ALL THE STUDENTS GIVE US THE EMAIL ADDRESSES.

SO PARENTS MIGHT'VE GOTTEN IT MORE THAN ONCE, BUT I DON'T THINK ANY DUPLICATE RESPONSES HAPPENED.

ONE PARENT I WAS TRYING TO LOOK LIKE THERE WAS A NUMBER OF PEOPLE THAT LEFT THE DISTRICT 173 LEFT THE DISTRICT.

THAT'S WHAT OUR DIFFERENCES.

SO WE CAN SAY ROUGHLY SOMEWHERE AROUND HALF OF THE PEOPLE.

THEN THE OTHER QUESTION I HAVE IS IF 12% ARE MOVED ON THE 17%, SORRY, I WAS TRYING TO FIND THE OTHER THINGS.

SO I PUT THAT NUMBER IN FRONT OF ME, 72% ARE BECAUSE THAT'S A SUBSTANTIAL NUMBER THAT ARE COMING BACK.

AND I'M JUST WONDERING IF WE HAVE A WAY TO FIGURE OUT THIS WAS JUST A COVID BLUE, WHY THEY'RE NOT COMING BACK, IF IT WAS JUST FACE TO FACE OR IF IT REPRESENTS, IF THERE'S ANOTHER ISSUE GOING ON UNDERNEATH THOSE NUMBERS.

I DON'T, AGAIN, THAT, I THINK YOU PROBABLY DON'T HAVE A COMMERCIAL INTERPRETATION OF THAT TO SAY THAT WHEN YOU LOOK AT, AT THE TREND RIGHT IN PRODUCTION, RIGHT.

UH, OVER THE YEARS THERE, AND THEN YOU LOOK AT, UM, THE LAST NUMBER, RIGHT.

I PERSONALLY WOULD LEAN TOWARDS SAYING THAT IT IT'S, IT IS A FACTOR OF THE PANDEMIC, UM, GIVEN, GIVEN THIS YEAR.

I MEAN, UH, UH, I WOULD LEAN TOWARD SAYING THAT BECAUSE WE'VE SEEN, UH, JUST A LITTLE BIT OF GROWTH EVERY TIME, RIGHT? YEAH.

THAT'S WHAT CONCERNS ME IS THAT IF THIS WASN'T COVID AND WE SAW THOSE KINDS OF NUMBERS LEAVING IT, COMING BACK, THAT WOULD INDICATE SOMETHING TO MISS.

AND I KNOW THERE'S ONE ELEMENTARY SCHOOL IN PARTICULAR THAT WAS PARTICULARLY HARD HIT.

SO WHAT I'M WORRIED ABOUT IS THAT WE'RE NOT PICKING UP ON A DIFFERENT ISSUE BECAUSE WE'RE SAYING IT'S COVID, BUT I WOULD THINK IF IT WAS ALL COVID RELATED THAT WE'D SEE A BIGGER PERCENTAGE COMING BACK IN THE FALL.

I DON'T KNOW ABOUT THAT.

AND I, AND I, AND, AND, AND HERE'S THE CHALLENGE WITH THAT PIECE, RIGHT? I THINK, FIRST OF ALL, UM, YOU KNOW, WHEN YOU SHIFT, WHEN YOU MAKE A SHIFT, RIGHT, YOU MADE, YOU MADE, YOU MADE THE INITIAL SHIFT.

[04:55:01]

SO IF YOU'RE GOING TO, UH, UH, TO PRIVATE SCHOOL, FOR EXAMPLE, RIGHT.

YOU'VE MADE, YOU'VE MADE THE BUDGETARY ACCOMMODATION TO DO THAT.

ADDITIONALLY, WHEN YOUR CHILD LANDS SOMEWHERE, NOW THEY'RE IN A SPORTS TEAM OR NOW THEY'RE IN BRIAN, DO YOU UNDERSTAND WHAT I'M SAYING? SO, SO SOME OF THOSE THINGS MAKE, TAKE HOLD, RIGHT.

AND THEN YOU'D HAVE PEOPLE THAT WE JUST DON'T KNOW YET.

SO, SO I THINK, I THINK WHAT WE'RE GOING TO SEE IS A PERCENTAGE OVER A PERIOD OF TIME THAT MAY, YOU MAY SEE THAT DIFFERENCE, RIGHT? SO, SO IF YOU GO OVER THERE, I'M MAKING THIS UP, BUT IF YOU GO OVER THERE IN FOURTH GRADE, MIGHT JUST FINISH THERE IN FIFTH GRADE, AND THEN YOU MIGHT HAVE A DIFFERENT THOUGHT ABOUT SIXTH GRADE, RIGHT.

WHEN THE TRANSITION YOU'RE KIND OF DRIVING IT, IT'S GOING TO BE, I THINK, OVER A PERIOD OF TIME, JUST THE THOUGHT, MR. UM, NO DOCTOR NASTY, MAYBE.

MA'AM UM, THIS LAST CHART THAT YOU HAD HAD IN PARALLEL, IT'S REALLY INTERESTING TO ME, CAUSE I'M ALSO LOOKING AT QUESTION THREE WHERE IT HAS THE 27.6%, UM, 90 RESPONDENTS SAYING YES.

UM, WE, WE HAVE AN IDEA OF HOW MANY STUDENTS THAT REPRESENT, BECAUSE I CAN TRY TO ENABLE FOR NOW.

I DON'T KNOW EXACTLY HOW MANY THAT REPRESENTS YOU.

IT'S VERY IMPORTANT THAT WE UNDERSTAND WHAT SOME OF THOSE SURVEYS ARE SAYING TOO, AS WELL, AND NOT TO SOMEBODY MAY SAY NOT TO DIG IN THE WEEDS.

27% OF THE 330 RESPONDENTS, JUST MAYBE 190.

NOW I RECOGNIZE THAT NIGHT, RIGHT? THE SURVEY RESULTS REFLECT BY 104 INDIVIDUAL STUDENTS.

SO I GUESS I COULD DO THAT AND FIGURE OUT HOW MANY STUDENTS, BUT WHAT I'M LOOKING AT ON THIS LAST CHART.

AND THIS IS JUST ME DOING MATH.

SO PLEASE TELL ME IF I AM WRONG.

THAT THAT WAS NOT MS. .

UM, SO LOOKING AT THE AVERAGE LOSS OVER FROM 2017 SCHOOL YEAR TO THE 2019 2020 SCHOOL YEAR, THE AVERAGE LOSS OF NON RETURNING STUDENTS, I, UM, WAS 1,385.

IF YOU HAD HEARD FOR THIS FOR YEARS.

AND THEN I LOOK AT THE NON ARE 20 STUDENTS FOR 20, 20, 20, 21, WE'RE AT AROUND 648, MORE THAN AVERAGE NON RETURNING STUDENTS.

SO THEN IF I'M LOOKING AT THE SURVEY RESPONSES, WHAT I'M TRYING TO GET AT IS, IS CAN WE DECIDE HER A NUMBER FROM THAT AND HOW MANY FARMERS ARE READY RESULTS THAT MAY BE REFLECTED USING THE PERCENTAGE OF 27.6? UM, I DON'T KNOW IF THAT'LL GIVE LESS THAN GUESSTIMATE, IT'S ALL A CRYSTAL BALL IN THE HOME.

I RECOGNIZE THAT.

UM, SO I GUESS I'M TRYING TO APPOINT MY OTHER BOARD MEMBERS TO KIND OF WHERE MY TRAIN OF THOUGHT IS GOING INTO THOSE, THOSE NUMBERS.

AND THEN I KNOW THAT WE ARE, I BELIEVE WE ARE DISCUSSING THE, UM, KINDERGARTEN NUMBERS AND HOW THAT'S NOT NECESSARILY REFLECTED IN THIS JUST SHOW WHAT THAT MIGHT LOOK LIKE AT THE AD HOC LUMPING COMMITTEE, BUT THAT'S ONLY GOING TO BE LOVED AND SUBTRACT.

SO I THINK THAT MAYBE SOMETHING WE COULD LOOK AT DISTRICT Y OF WE KNOW THAT THERE WAS AROUND, I THINK ATMOS OPTIONS INSTEAD OF 1400, AND THEN YOU'RE GIVEN YOURSELF HOW MANY DISTRICT WISE KINDERGARTEN WAS IN DC THIS YEAR.

SO WE CAN LOOK AT THOSE AS WELL.

UM, JUST TRYING TO GET MAD OR HE'S AROUND 70 NUMBERS AND WHAT WE MAY BE ABLE TO ANTICIPATE IN THE FUTURE.

AND I THINK AS WE MOVE THROUGH TO YEAR THREE KINDERGARTEN SCREENING TO TUCKER KINDERGARTEN REGISTRATION FINISHES, YOU'LL HAVE A BETTER IDEA OF WHAT MR. SMITH, WELL, UM, ONE THING THAT, UH, THAT, THAT, THAT KIND OF STICKS OUT TO ME WAS, WAS, WAS I WAS WONDERING, I HEARD IT SAID THAT, THAT THERE WERE SOME OTHER THINGS THAT WERE ON THE SURVEY, I GUESS THAT, I GUESS THAT IT WAS A BUNCH OF LITTLE, LITTLE, A LITTLE DIFFERENT, A LOT OF LITTLE DIFFERENT THINGS.

AND AS I WOULD LIKE TO KNOW WHAT SOME OF THOSE THINGS ARE, BUT ACTUALLY BEFORE I GO THERE, W W WELL, YEAH, BEFORE YOU EAT WELL, BEFORE I GO THERE, I WON'T SAY ALSO, I DO KNOW OF TWO PARENTS FROM THE BLUFFTON AREA THAT HAVE MOVED THEIR, TO THE PRIVATE SCHOOL OF, UH, OF, OF BRIDGES THAT WILL NOT BE GOING BACK TO THE, LET ME SAY THAT WE WILL NOT BE GOING BACK TO, UM, COME INTO BRIEF KIND OF SCHOOL DISTRICTS.

UM, EVEN ONCE THE ONES WHO WANTS TO COVER IT IS PAST, BUT ALSO WITHIN THAT, I THINK THAT AS BOARD MEMBERS, YOU KNOW,

[05:00:01]

SO THAT'S THAT SUPERINTENDENT? WELL, NO, BECAUSE WHAT THOSE SURVEYS TELL US AS A BOARD MEMBERS THAT TELLS US THE CLIMATE OF THIS, OF THE DISTRICT THAT W THAT WE'RE, THAT WE'RE SERVING.

SO SOME OF IT IS SOME OF IT DOES, HAS TO DO WITH THE SUPERINTENDENT AND STAFF, BUT SOME OF IT IS THINGS THAT BOARD MEMBERS SHOULD KNOW, BECAUSE SOME OF THAT TELLS THE CLIMATE OF THE DISTRICT.

AND THAT'S VERY IMPORTANT BECAUSE WE'RE DIFFERENT COLOR, DIFFERENT CLIMATES AND DIFFERENT THINGS GOING ON IN THE DISTRICT THEN THAT WILL EXTRACT A BOARD AND SUPERINTENDENT CONVERSATION.

SO I, SO I, ALABAMA, I WOULD LIKE TO KNOW WHAT SOME OF THOSE STUFF ARE, WHAT'S UP WITH WHAT SOME OF THOSE COMMENTS ARE THAT'S IN THAT, THAT, THAT WAS DISCUSSED WITH THE SUPERINTENDENT AND HIS STAFF, BECAUSE SOME OF THOSE STUFF, SOME OF THOSE CONFERENCES, SOME OF THOSE CONVERSATIONS, AND SOME OF THOSE COMMENTS TO INVOLVE THE BOARD, BECAUSE ONCE AGAIN, WHY ABOUT THE WORD, BECAUSE THAT TELLS US THE CLIMATE OF THIS DISTRICT.

BECAUSE AS I LOOK OVER BEFORE, AS I LOOK OVER AND BUFORD COUNTY THAT'S BEEN INSPECTED, EVEN ON THIS SIDE OF THE BROAD, I SEE A LOT OF PRIVATE SCHOOLS AND DENVER SCHOOLS POPPING UP ALL OVER.

AND THERE'S A REASONING FOR THAT BECAUSE THEY JUST, SOMEONE JUST DON'T SIT THERE AND, AND COME UP WITH THE SCHOOL JUST BECAUSE THEY WANNA OPEN UP A SCHOOL.

THEY WANT TO HAVE A SCHOOL NAMED AFTER THEM.

WELL, THEY WANNA OPEN UP A PRIVATE SCHOOL THAT REASONINGS.

AND SO I SAY THAT, IT'S ALMOST, AGAIN, I SAY, I SAY THAT TO SAY THIS, THAT I THINK JUST SOME OF THOSE STUFF IN THOSE, SOME OF THOSE ANSWERS IN THOSE SURVEYS, I, AS A BOARD MEMBER, I WOULD DEFINITELY LIKE TO KNOW WHAT THEY ARE BECAUSE TEXTS, UH, TELLS US THE CLIMATE AND THE PULSE OF THIS DISTRICT.

THANK YOU, MS. ROBOT.

OH, ACTUALLY, UH, MRS. UH, EXCUSE ME, THE ROBOT ACTUALLY, UH, WITH THE, I GUESS THAT THAT WAS ALSO IN THE FORM OF A QUESTION AS WELL.

SO WHERE WOULD I GO TO, TO GET THE TICKET, THOSE ANSWER, DR.

RODRIGUEZ WANT TO ANSWER THAT? OR MADAM CHAIR, HOW WOULD YOU SEE FIT TO FUJI? WHO WOULD THAT QUESTION GO TO? I'M GOING TO LET DR WITH REASON.

WELL, BECAUSE SOME OF THE RESPONSES HAD NAMES IN IT.

IT'S NOT SOMETHING WE WOULD WANT TO BE PUBLIC.

AND SO I THINK THAT HAS TO GET IT THROUGH AND DOWNGRADING DISCRETION.

NO, YOU KNOW, I, IT, FIRSTLY, DOESN'T MATTER TO ME IF, YOU KNOW, IF YOU SEE IT, I MEAN, UH, IT'S, IT'S NOT A, IT'S NOT A SECRET TO TELL ME THAT FRANK RODRIGUEZ DIDN'T BRING A PANDEMIC HERE AND I DIDN'T BRING A HURRICANE EITHER, BUT RIGHT.

BUT I'M NOT SURE, BUT LET ME FINISH.

LET ME FINISH.

I MEAN, I'VE HEARD IT IN YOUR, IN YOUR REMARKS.

I HEARD A LITTLE INDICATION OF A FEW THINGS YOU WERE TRYING TO SAY, YOU DIDN'T SAY IT, BUT YOU WERE TRYING TO, SO ALL I'M SAYING IS I HAVE NO PROBLEM WITH YOU SEEING IT.

WE'LL PROBABLY HAVE TO, MAYBE WE SHOULD, SHOULD PICK OUT NAMES THAT PEOPLE'S NAMES ARE ON THERE.

UH, BUT, BUT I HAVE NO PROBLEMS WITH YOU.

YOU'VE SEEN IT.

UM, SO I'LL LEAVE IT AT THAT.

AND I CAN GO TO THE SPLIT ANCHOR AND RESPONDED BY SAYING THAT, UM, ONE, JUST TO REMIND EVERYONE WHEN WE ARE ELECTED OFFICIALS AND PARENTS SEND US EMAILS ALL THE TIME WITH THEIR NAMES ON IT.

AND IF YOU SEND, IF YOU'RE A PARENT YOU SENT THERE, YOU SEND OUT A, A SURVEY TO THE DISTRICT, EITHER THE DISTRICT SURVEY, THEN THAT DOES INVOLVE, UH, SCHOOL BOARD MEMBERS, SOME BY SOME POINT IN TIME.

SO I DON'T THINK THEIR PARENTS WOULD HAVE A PROBLEM WITH SCHOOL BOARD MEMBERS SEEING A SHORT SURVEY THAT THEY SENT TO THE DISTRICT.

AND THEN OUT, LIKE YOU CAN BLOCK OUT THE NAMES THAT, UH, THAT, THAT THAT'S NO PROBLEM, BUT I DIDN'T, I DIDN'T EVEN APPLY.

AND JUST TO BE CLEAR, I DIDN'T APPLY ANYTHING.

WHAT I SAID WAS THAT, UH, SOME OF, SOME OF THESE DECISIONS OR SOME OF THESE THINGS COME FROM, AND I'LL SAY IT AGAIN, COMES FROM THE CLIMATE AND THE PULSE OF THE DISTRICT.

AND I SAID THAT, AND I MET THAT.

AND I WANT TO BE CLEAR ABOUT THAT AND SAYING THAT I SAY, I DIDN'T SAY ANYTHING ABOUT THAT.

NO, I UNDERSTAND.

I ALSO ENJOY IT AS WELL.

BUT WHAT I'LL TELL YOU IS THIS, IF YOU WANT IT WITHOUT THE NAMES ON THERE, THEN I WOULD ASK THAT YOU MAKE A MOTION THAT THE WILL OF THE BOARD DETERMINE WHETHER YOU WANT THE NAMES ON THERE OR NOT.

THE NAMES DON'T HAVE TO BE ON THERE.

DR.

RODRIGUEZ.

I DON'T HAVE, I DON'T HAVE TO HAVE THE NAMES ON THERE.

SO IT'S TIME FOR SOMEBODY ELSE TO HAVE THE CASH YOU'VE ASKED MULTIPLE QUESTIONS.

HOLD ON.

SO JUST TO GIVE CLARIFICATION,

[05:05:02]

ME ASK ONE SIMPLE QUESTION.

THERE WAS A, THERE WAS AN ACCIDENT BACK AND FORTH CONVERSATION GOING ON.

AND SO I'M ASKING TO GET THE CLARIFICATION BEFORE WE NO, NO, NO, NO, NO, LISTEN, LISTEN, LISTEN, LISTEN, YOU DON'T HAVE TO JUMP AND PLAY WITH HIM.

HE'S A SUPERINTENDENT, I'M A BOARD MEMBER THAT I'M TRYING TO GET THE CLARIFICATION BEFORE WE MOVED ON.

WE RELEASED INFORMATION ON THAT.

AND IT'S NOT YOUR TURN NOW.

SO PLEASE RESPECT THE THANK YOU MS. ROGAN, PLEASE.

GO AHEAD.

UM, SO LOOKING AT THE DATA COMING BACK AND 15% HAVE MOVED OUT OF THE DISTRICT, SO THAT, UM, ACCOUNTS FOR 42% OF THEM, THE PEOPLE THAT WERE SURVEYED ARE RESPONDING TO THE SURVEY.

SO THAT REALLY IS 58% THAT POSSIBLY ARE NOT COMING BACK.

UM, SO I HAVE, I HAVE TWO QUESTIONS.

WHEN DOES KINDERGARTEN REGISTRATION END? I'M SURE IT'S ONGOING THROUGHOUT THE SUMMER, BUT IT'S USUALLY IN APRIL.