Apr 27, 2021 Board of Education - Academics Committee

[Call to Order]

[00:00:04]

. THIS MEETING OF THE BEAUFORT COUNTY SCHOOL DISTRICT ACADEMIC

COMMITTEE TO ORDER. >> I SEE THAT COUNTY CHANNEL IS BROADCASTING THIS AT THIS POINT THE FIRST THING WE WILL DO IS PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.

THE FLAG OF THE UNITED STATES THAT WHEN AGES AND IT AND JUSTICE FOR ALL PAY WE'D LIKE

TO WELCOME OUR VISITORS AND OUR PARTICIPANTS. >> MR. EARL CAMPBELL MR. MACK, I'M GONNA REALLY BOTCH THAT NAME I HAVE NO. IS THERE A VOWEL IN THAT LAST NAME? JUST ONE. YEAH.

NOW MY PHONICS INSTRUCTOR WOULD TAKE ME OFF OF THIS LIST AND I ALSO SAW MISS FRIEDA.

>> HERE. OK, GO AND I'LL MISS BOATWRIGHT IS ON HIS WAY.

GREAT. I DIDN'T SEE INGRID. GREAT INGRID.

I WAS IN YOUR NEIGHBORHOOD TODAY. HAVE TO.

I'LL HAVE TO CHAT ABOUT THAT. OK. WE NEED A MOTION TO APPROVE THE AGENDA. I WOULD BE REMISS IF I DON'T SAY THAT MISS MIDDLETON, OUR THIRD COMMITTEE MEMBER IS UNABLE TO JOIN. SHE FOUND OUT LATE THIS AFTERNOON THAT SHE HAD A WORK COMMITMENT THAT CAME UP LAST. SO IT WILL BE THE COMMITTEE

[Approval of Agenda]

SO MR. CAMPBELL, WOULD YOU LIKE TO MAKE A MOTION TO APPROVE THE AGENDA? THAT BEING THE CASE? YES, MA'AM. THINK THE MOTION THAT WE APPROVED THE DEN FLOOR. OH. APRIL 20, SELMA'S COMMITTEE MEETING AND OUR SECOND PART. ANY DISCUSSION SEEN? NONE.

>> WE WILL VOTE. I. THAT PASSES UNANIMOUSLY 2 0.

OK. NEXT ITEM ON THE AGENDA. I ASKED ROBIN SHE SAID WE DID

[Approval of March 24, 2021 Committee Minutes]

OK. SO NEXT ITEM ON OUR AGENDA IS THE APPROVAL OF OUR MARCH 24TH COMMITTEE MEETING MINUTES. I HOPE THAT YOU HAD A CHANCE TO LOOK AT THEM IN ADVANCE.

AND MR. CAMPBELL, I'M WONDERING IF YOU WOULD BE WILLING TO MAKE A MOTION TO APPROVE THOSE MINUTES, MAKE A MOTION THAT WE APPROVE THE IS FROM MY WILL WAS 24, 20, 21 COMMITTEE MEETING.

>> RIGHT. >> AND OUR SECOND THAT ANY DISCUSSION LITERAL OK, LET'S VOTE. OK, SO OUR MINUTES HAVE BEEN APPROVED.

SO MOVING ALONG WITH OUR AGENDA IS ADDENDUM TO MIDDLE SCHOOL STUDENTS GRADES AND RETENTION.

[Addendum for Middle School Students Grades and Retention]

LET ME REMIND THE PUBLIC AND THE BOARD WE DON'T APPROVE A RS RS ARE UNDER THE PURVIEW OF THE SUPERINTENDENT. SO THE EXPECTATION FROM THE BOARD IS THAT THE BOARD IS NOTIFIED OF CHANGES THAT ARE MADE TO A RS WE CAN CERTAINLY QUESTION OR ASK FOR FURTHER CLARIFICATION BUT THEY'RE NOT FOR US TO APPROVE. SO AT THIS POINT DR. GRATIS WOULD YOU LIKE TO TAKE OVER? THANK YOU MRS. JOE BIDEN AND I WANT TO SAY THANK YOU TO OUR BOARD MEMBERS FOR ALLOWING FOR THIS TIME. IF I COULD BE ABLE TO TAKE A MOMENT TO INTRODUCE MEMBERSHIP WHO ARE HERE TO PRESENT AND THE RATIONALE OF WHY WE WILL HAVE MR. MACK MR. MACK MEREDITH IS HER FIRST NAME PRESENTING. SHE WORKS AS OUR HEARING OFFICER. SHE IS ALSO WORKING AND KEEPING A CLOSE EYE TO FORCED STUDENT DISCIPLINARY DATA EMPTY SS BEHAVIOR DATA MONITORING OF TRUANCY AS WELL AS KEEPING UPDATES TO OUR STUDENT CODE OF CONDUCT THIS SUMMER SHE WILL BE WORKING WITH SUMMER SCHOOL

[00:05:01]

AFTERNOON AND BOARD MEMBERS. >> SO LIKE DR. STRATUS MENTIONED, WE HAD CONVERSATIONS WITH OUR MIDDLE SCHOOL PRINCIPALS. YOU WANT TO GO AHEAD AND GO TO THE NEXT SLIDE. ROBIN, THANK YOU. AND WE WERE DISCUSSING THE PLANS FOR SUMMER SCHOOL AND WE WERE LOOKING AT OUR ADMINISTRATIVE REGULATIONS AND REALIZED THAT I IS 30 AND I IS 48, POSE A COUPLE OF BARRIERS FOR OUR MIDDLE SCHOOL STUDENTS . THE MAIN PURPOSE OF THIS ADDENDUM IS TO ELIMINATE THOSE BARRIERS FOR OUR STUDENTS. WE COVID 19 PANDEMIC HIGHLIGHT AND SOME CHALLENGES FOR STUDENTS AND THE PANDEMIC WAS NOT ANY FAULT OF THEIRS. AND SO IN ORDER TO OFFER OPPORTUNITIES FOR STUDENTS ACCESS WE WANT TO ELIMINATE AS MANY BARRIERS AS POSSIBLE THAT WE AS A DEPARTMENT CAN AND THAT DEPARTMENT. I MEAN INSTRUCTIONAL SERVICES WE RECEIVED INPUT FROM OUR STAKEHOLDERS. MISS FRITO WAS PART OF THE CONVERSATION WITH PRINCIPALS THAT WE AFTER HEARING, YOU KNOW, FROM TEACHERS AND LOOKING AT THEIR DATA. THEY WANTED TO BE ABLE TO OFFER STUDENTS AN OPPORTUNITY TO HAVE THAT CONTENT OR TO RECOVERY IN ADDITION TO THINGS THAT THEY'RE ALREADY DOING IN THEIR SCHOOLS.

THEY'RE DOING CONTENT RECOVERY . THEY'RE UTILIZING AFTER SCHOOL TUTORING AND SATURDAY SCHOOL OR GROOMING. THEY'RE UTILIZING EMPTY AS PLANS. ALL OF THAT THEY STILL HAVE BARRIERS DUE TO THIS REGULATION. AND IT IS A TIME SENSITIVE ISSUE BECAUSE WE WANT TO BE ABLE TO INFORM PRINCIPALS OF THE SUMMER SCHOOL PLANS BECAUSE SUMMER SCHOOL STARTS APPROXIMATELY IN SIX WEEKS. SO ROBIN, IF YOU COULD GO TO THE NEXT SLIDE.

THANK YOU. SO OUR CURRENT LANGUAGE THAT SPEAKS TO TWO AS HIGH AS 30 WHICH IS SUMMER SCHOOL AND THEN IS 48 PROMOTION AND RETENTION AND EXPLORATION AND CURRENTLY BOTH A LARGE SHARE, A WING, A COMMON LANGUAGE THAT THE MAXIMUM LOAD ALLOWED DURING SUMMER SCHOOL WITH UNITS OF WORK AND THAT APPLIES FOR HIGH SCHOOL IN MIDDLE SCHOOL AS IT CURRENTLY READS. ADDITIONALLY IT READS RIGHT NOW THAT STUDENTS IN GRADES SIX THROUGH MAY RECOVER ONLY TWO FAILED CORE CORE SUBJECTS SUMMER SCHOOL OPPORTUNITIES OFFERED AND THAT STUDENTS WILL BE RETAINED IF THEY FAIL MORE THAN TWO SUBJECTS.

SO THE NEXT SLIDE. YES, MA'AM. SO DUE TO THE CARBON 19 PANDEMIC THE FOLLOWING ADDENDUM OR AMENDMENT IS BEING PROPOSED EFFECTIVE IMMEDIATELY AS A NEED OR TO ELIMINATE THOSE BARRIERS FOR OUR STUDENTS. SO THE PROPOSED ADDENDUM IS THAT THE MAXIMUM LOAD IN SUMMER SCHOOL LOAD ALLOWED IN SUMMER SCHOOLS UNITS WITH THE EXCEPTION OF STUDENTS IN GRADES 6 8 THIS DOES NOT VIOLATE ANYTHING IN THE STATE CHAPTER 43 REGULATION WHICH ONLY SPEAKS TO STUDENTS THE RIGHT TIME AND THEN ADDITIONALLY IN REGULATION AS 48 WE WOULD CHANGE STUDENTS IN GRADES 6 THROUGH 8 MAY RECOVER UP OR FAILED.

CORE CORE SUBJECTS IF A SUMMER SCHOOL OPPORTUNITY IS PRESENTED AND THEN STUDENTS FULFILLED MORE THAN TWO SUBJECTS MAY BE RETAINED TO GIVE SCHOOLS THE FLEXIBILITY AND THE OPPORTUNITY TO GIVE STUDENTS AN OPPORTUNITY TO SHOW THEIR PROFICIENCY IN THE CONTENT.

AND SO THAT IS THE PROPOSED ADDENDUM. AND THERE IS A NEED FOR THIS ADDENDUM THIS FRIDAY IF YOU WOULD LIKE TO SHARE ANYTHING ABOUT THE CONVERSATION THAT WE HAVE. YOU ARE WELCOME TO DO SO AT THIS TIME IMPUTED I CAN SHARE MY NUMBERS OF FAILURES WITH YOU TO KIND OF GIVE YOU A PICTURE OF WHAT WE'RE DEALING WITH AND ALL OF THE MY PARTNERS IN THE MIDDLE SCHOOL HAVE RELATIVELY THE SAME KIND OF NUMBERS AS I

DO RIGHT NOW. >> I HAVE TWO HUNDRED AND ELEVEN STUDENTS WHO ARE FAILING ONE OR MORE SUBJECT AND SO WE HAVE BEGUN WHAT WE ARE CALLING OUR RECOVERY PACKET PROGRAM.

WE WORK WITH STUDENTS RIGHT NOW WHO ARE FAILING JUST ONE TO TRY AND HELP THEM WITH THEIR FIRST

[00:10:03]

BUT I DO HAVE QUITE A FEW WHO ARE FAILING TWO AND THREE AND FOUR CLASSES.

MOST PERTINENT TO THIS AMENDMENT WOULD BE THE FORTY SEVEN CHILDREN I HAVE FAILING THREE AND FOUR COURSE FOUR COURSES FOR THE YEAR SO WE'RE NOT GOING TO GET EVERYBODY OFF THE SUMMER SCHOOL LIST BUT IF WE COULD BRING THAT DOWN SOMEWHAT TO THE NUMBERS THAT WE NORMALLY HAVE IN PREVIOUS YEARS PROBABLY I'VE HAD 40 TO 50 MAYBE TOPS 60 KIDS IN SUMMER SCHOOL. TWO HUNDRED AND ELEVEN LIKE I WOULDN'T BE ABLE TO GET TEACHERS TO DO THAT FOR ME AND I DON'T KNOW THAT WE HAVE THE MONEY TO PAY THAT MONEY EITHER . AND WHAT YOU MENTIONED, MEREDITH, IS VERY TRUE.

THIS THE STATE THAT THE STUDENTS ARE IN RIGHT NOW IS NOT THEIR FAULT.

WE HAD A ROUGH YEAR AND THE BEGINNING OF THAT YEAR STARTED VIRTUALLY AND THEN WENT TO HYBRID AND FACE TO FACE. BUT MANY OF OUR SCHOOLS STUDENTS ARE STILL WORKING VIRTUALLY IN AND I HAVE TO TELL YOU THAT THEY STILL ARE STRUGGLING ON THE VIRTUAL SIDE ONCE WE CAN GET THEM BACK IN SCHOOL. WE DO SEE TREMENDOUS IMPROVEMENT BECAUSE THEY'RE WITH THEIR TEACHERS EVERY DAY AND THEY'RE CAPTIVE AUDIENCE IN A CLASSROOM. WE CAN'T MAKE THEM GET ON AND WE CAN'T MAKE THEM PARTICIPATE THROUGH VIRTUAL LEARNING. SO IN THE BEST INTEREST OF STUDENTS, I TRULY BELIEVE THAT THIS WOULD BE THE RIGHT THING FOR US TO DO IN ORDER TO GET THEM TO A STATUS WHERE THEY EITHER HAVE TO PAY OFF THE FAILURE LOST OR THEY HAVE TO ATTEND SUMMER SCHOOL THEIR LEARNING LOSS. ABSOLUTELY. AND I THINK THE CONCENTRATION SHOULD BE ON REPAIRING THE LEARNING LOSS THROUGH OUR SUMMER SCHOOL PROGRAMS AND THROUGH PROGRAMS THAT WE THEN INITIATE IN THE FALL WHEN STUDENTS COME BACK AND WE FIX IT. YEAH, WE CAN. IT'S JUST GONNA TAKE SOME TIME AND GET THEM CAUGHT UP TO WHERE THEY NEED TO BE. BUT AS EDUCATORS WE KNOW THAT RETENTION IS REALLY NOT A GOOD THING FOR STUDENTS. IT IS, YOU KNOW, A LAST RESORT.

THAT WE GO TO BUT IT NEVER PROVES TO BE FRUITFUL FOR THEM IN THE LONG RUN.

IT'S BETTER TO TRY AND GIVE THEM SOME EXTRA SUPPORT. AND HELP THEM TO MAKE UP THE THINGS THAT THEY'VE LOST OR WHAT THEY DID NOT GET DURING THE YEAR.

THANK YOU, MISS VERENA AND CONCLUDES MY PRESENTATION. IF ANYONE HAS ANY QUESTIONS I

WILL BE HAPPY TO ATTEMPT TO FIELD ALL SCARY SUGGESTIONS. >> THAT THEN USING SOME OF THESE OK AND THEN I WILL DEFER TO MR. EARL CAMPBELL HAS HIS HAND UP.

WILL SUMMER SCHOOL BE IN PERSON OR WILL THERE BE A VIRTUAL OPTION?

>> SUMMER SCHOOL IS FACE TO FACE. MRS. EXCELLENT FROM MY STANDPOINT I THINK THAT'S WHERE IS GOING TO MAKE THE MOST MEANING.

OK, MR. CAMPBELL. YES. THOSE STUDIES THAT HAVE FAILED.

SO HOPEFULLY IN TWO TO THREE CLASSES THEY WILL HAVE TO GO TO SUMMER SCHOOL, RIGHT?

>> YES, SIR. SO FOR MONTHS I'M GOING. >> SO AS THE ADMINISTRATIVE REGULATION IS CURRENTLY WRITTEN, ONLY STUDENTS WHO HAVE FAILED ONE OR TWO COURSES ARE ABLE TO ATTEND SUMMER SCHOOL. SO WE WANTED TO AMEND THE ADMINISTRATIVE REGULATION TO OFFER THE OPPORTUNITY FOR ADDITIONAL STUDENTS STUDENTS BUT FAILED THREE OR FOUR

COURSES TO BE INVITED TO PARTICIPATE IN SUMMER SCHOOL. >> OKAY.

>> YES SIR. YES. DR. STRATOS HAS HER HAND UP.

WELL, I JUST WANT TO BRING NOTED TO THE GRADING MODEL FOR MIDDLE SCHOOL.

IF WE LOOK AT OUR FOUR POINT YOU KNOW THE FOUR POINT SCALE NEEDS FOR THESE THREE C IS TO WRITE D 1 AND F OBVIOUSLY A 0 A MIDDLE SCHOOLER WHO'S DOING FULL VIRTUAL WHO IS OFF TRACK

[00:15:01]

AND THEN LET'S SAY THE R AND D SECOND QUARTER THEY HAVE BASICALLY FAILED THE COURSE FOR THE YEAR BECAUSE OF A TOP PREDOMINANT AMOUNT OF OUR MIDDLE SCHOOL COURSES GO FOR THE WHOLE YEAR AS WELL. SO THAT'S ANOTHER CONSTRUCT THAT I THINK BILL ON TO THE NUMBERS THAT WE'RE LOOKING AT BECAUSE WE WENT FROM VIRTUAL TO HYBRID TO FACE TO FACE.

SO WE WILL WALKING IN ALREADY AND AS WE REMEMBER PRIOR CONVERSATIONS THAT WE HAD HAD A HIGH RATES AT THE MARKING PEERS THAT WE WERE MONITORING AND NOW THAT I BELIEVE, YOU KNOW, WE'VE GONE FACE TO FACE FOR FAILURES HAVE SLID DOWN BUT WE HAVE CHILDREN WHO HAVE ALREADY BASICALLY FAILED A YEAR. RIGHT.

SO I KNOW MRS. FRIEDA IS DRESSING THE MAKEUP OF BUT I'M A KID WHO WAS IN THAT SYNDROME ALREADY WITH THREE COURSES. I ALREADY HAVE LEARNED HELPLESSNESS.

SO I JUST WANT TO SHARE THAT THAT LIGHT ON THE GRADING MODEL TO HOW YOU MIDDLE SCHOOL AND THOSE FULL YEAR COURSES VERSUS THE HIGH SCHOOL COURSE RECOVERY .

KATHY, YOUR UNIT. MARTIN YEAH, I GOT IT. MR. MALIK CAMPBELL, THANK YOU.

LOTS OF STUFF I GUESS. BUT LET'S START WITH THIS REALLY IS THIS ONE THAT WE WON'T BE ABLE TO AFFORD TO HANDLE A NUMBER OF STUDENTS? I THINK THE IDEA BEHIND THESE ADJUSTMENTS AND REGULATION IS THAT OUR NUMBERS ARE GOING TO GO UP AND EXCEED NORMALCY BECAUSE OF THE PANDEMIC AND OTHER REASONS. VIRTUAL SCHOOLING ETC. ETC. BUT OBVIOUSLY THERE'S A NEED FOR A LARGER NUMBER OF STUDENTS IN SUMMER SCHOOL AS WE ARE ANTICIPATING WE WOULDN'T BE HERE WITH THIS ADJUSTMENT TO THE REGULATIONS THAT'S THE NUMBER TO BEING IS. IS THIS A PART OF THE PLAN TO REMEDY SOME OF THE NEGATIVES OF THE VIRTUAL SCHOOL RESULTS? GRADES OF SEVERAL OVER TIME NOT ONLY TO THOSE WHO ARE FAILING BUT STUDENTS WHO DIDN'T ACHIEVE WHAT THEY EXPECTED ARE ONLY FAILING STUDENTS ALLOWED IN SUMMER SCHOOL OR ARE GOING TO BE MORE CLUELESS. IS THIS A PLAN? AND I GUESS THIS IS DR. STRATUS QUESTION OR DR. RODRIGUEZ. IS THERE A PLAN TO DO AN EXTENSIVE SUMMER SCHOOL PROGRAM OR IS THERE A PLAN TO FOCUS ON? THE KIDS WHO ARE IN DIRE STRAITS? MR. KIM, WAIT. IF I MAY.

TEAM MEMBERS THE WAY WE DESIGN SUMMER SCHOOL, WE HAVE DESIGNED IT TO BE AN OPEN OPPORTUNITY.

AND WE HAVE OBTAINED FUNDING TO HAVE KIDS FROM K THROUGH 18 TRANSITIONAL YEARS AS WELL AS OUR HIGH SCHOOL RIGHT TO HAVE COURSE RECOVERY. BUT WE DESIGNED AS WELL TO HAVE CATCH UP FOR LEARNING. ONE OF THE CHALLENGES WE'RE BEING FACED WITH RIGHT NOW AND WE ARE WORKING WITH H.R. IS HIRING PERSONNEL. WE ADD CURRENTLY AND THIS IS AS OF YESTERDAY I CROSS-CHECK THAT WE HAVE 68 TEACHERS HIRED FOR READING RECOVERY.

I DON'T HAVE ALL THE NUMBERS YET FOR THIS PROGRAM BECAUSE WE DIDN'T RECOVER.

WE RECOGNIZE THIS THIRD GRADE. WE JUST THIS AFTERNOON OBTAINED ENOUGH TEACHERS TO FORTIFY OUR SISTER GIFTED AND TALENTED. SO WE HAD PUT A DEADLINE OF APRIL 15TH FOR YOUR APPLICATION TO TEACH. NOW WE'VE TURNED TO ADVERTISING AND LOOKING AT RECRUITING PRIORY RETIRED TEACHERS AND OPENING YOU KNOW, THE OPPORTUNITY FOR THOSE WHO ARE CERTIFIED. SO WE'RE IN APA TRACK. WE DON'T HAVE ENOUGH TEACHERS RESPONDING RIGHT NOW ONLY BECAUSE THEY HAVE THEY'VE HAD A CHALLENGING YEAR AS WELL.

MR. YEAH. SO ARE MR. CAMPBELL. OUR HEART IS IN THE PLACE TO GIVE EVERY CHILD AN OPPORTUNITY. WE WANT TO BE ABLE TO KEEP TO A RATIO. OBVIOUSLY THE THIRD KEEPING 15 TO 1.

WE WANT TO KEEP THAT RATIO ACROSS THE BOARD. WHY DO YOU GET 15 AND I GET TWENTY FIVE HIGH SCHOOLS A LITTLE DIFFERENT BECAUSE THEY'RE ALL GOING TO BE ON AN ELECTRONIC PLATFORM AT THE SCHOOL SITE WITH OFFICE HOURS AS WELL.

[00:20:06]

WITH THE NEW YEAR, YOU KNOW, I'LL ALWAYS GO OUT TO RISE THE MOST NAVY.

YES, SIR. SO WE WILL BE PRIORITIZING OBVIOUSLY OUR REQUIREMENT FOR STATE BY STATE FOR RETENTION AT THIRD GRADE AND THEN THE NEXT FRIDAY WILL BE OUR STUDENTS TO AVOID RETENTION AT THE MIDDLE SCHOOL AS WELL AS AT THE ELEMENTARY.

BUT THERE IF THEY DON'T HAVE THE SAME ISSUE AS OUR MIDDLE SCHOOL PRINCIPALS BROUGHT FORWARD WITH A STRONG VOICE. NOW YOU GO BACK TO YOUR COMMENT THIRD GRADE THE STATE DOES MANDATE THAT THEY RETAIN THEIR SUGGEST RIGHT READ TO SUCCEED AT READ TO SUCCEED ACT HAS BEEN WAIVED. SO THAT ACT DOES HAVE ANY REQUIREMENT WITH REGARD TO STUDENTS IF THEY'RE NOT MEETING THE PRE AND POST NOW PRE AND POST SUMMER IS GOING TO BE ON MAP TESTING STUDENTS COMING IN AT OR ABOVE 170 A SCORE OF ONE HUNDRED AND SEVENTY SEVEN READING WILL HAVE BEEN DETERMINED TO BE SUCCESSFUL SO HELP WAS STILL HELD AND I REGRET THAT IT MAY BE RETAINED NOT NECESSARILY HAVE TO BE READY ANYWAY I MAY HAVE MISSED THAT AS MY LAST READING ON B TO SUCCEED ME AND WE WORK THROUGH THAT LAST WEEK THAT HAD SHIFTED YET OKATIE AND WE ARE REQUIRED TO DO FACE TO FACE BUT I WILL SEE IF SOMETHING ELSE HAS COME OUT SINCE THAT MARQUIS SERVICE. MISS BOATWRIGHT, THANK YOU SO PAT.

MISS FRIEDA, YOU SAID IT'S TWO HUNDRED AND SOME STUDENTS RIGHT NOW THAT ARE AT RISK OF RETENTION. WHAT IS THE PERCENTAGE OF THEM OF TOTAL MIDDLE SCHOOL? DOES THAT REPRESENT FOR ME? THAT'S PROBABLY ABOUT 20 PERCENT AND THAT YOU SAID

THAT'S PRETTY STANDARD ACROSS THE DISTRICT. >> I MEAN OBVIOUSLY NOT EXACTLY BUT OUR NUMBERS, YOU KNOW, ARE OUR ENROLLMENTS ARE GOING TO CHANGE FROM SCHOOL TO SCHOOLS.

>> I HAVE BEAT EIGHTY TWO RIGHT NOW. I BELIEVE SO.

>> BUT THAT'S GOT A SIGNIFICANT PERCENTAGE OF MIDDLE SCHOOL STUDENTS DON'T USUALLY.

>> RIGHT. AND THEN MY OTHER QUESTION IS IS THERE YOU CAN YOU EXPLAIN I THINK YOU ALREADY ANSWERED THAT WE TALKED TO MR. CAMPBELL. THIS IS DR. STRATUS.

CAN YOU JUST CLARIFY WHY WE'RE SPECIFYING SIX TO EIGHT? I KNOW WHY WE'RE NOT DOING HIGH SCHOOL BUT LIKE THIRD, FOURTH AND FIFTH WHY ARE WE LOOKING JUST AT SIX AND EIGHT THESE STATE REQUIREMENT FOR MY ATTENTION IS AT THIRD GRADE. MANY OF THESE ELEMENTARY HAVE WORKED WITH THEIR OWN CHILDREN WITHIN THEIR SCHOOL BUILDING AND THEY'VE HAD A LARGER RESPONSE FOR THE 2.0 PROGRAM FOR PROVIDING ADDITIONAL INSTRUCTION AND I GUESS IDENTIFYING SUCCESSFUL KEY STANDARDS THAT ARE BEING INSTRUCTED DOING DURING OUR AFTER SCHOOL PROGRAM. SO THEY'RE HAVING A LITTLE MORE SUCCESS WITH ATTENDANCE AS WELL. BUT THE ONLY AREA WE HAVE REQUIRED RETENTION AT ELEMENTARY IS AT THE THIRD GRADE. SO GENERALLY THE ELEMENT PRINCIPALS DO WORK WITH EXTENDING SUMMER OPPORTUNITY SCHOOL SHOWING MASTERY EMPTY SS A LITTLE MORE DIVERSITY A DIFFERENTIATION OF INSTRUCTION THAT SAME MODEL IS NOT WRITTEN INTO OUR ART. WE DO HAVE A RETENTION CARTILAGE JOIN THE MEETING I SHOULD SAY A RETENTION ADMINISTRATIVE REGULATION. THANK YOU.

AND I WAS LOOKING AT WHERE WE'RE ABOUT 40 200 MIDDLE SCHOOLERS SO I STARTED PLAYING WITH THE MATH A LITTLE BIT. THIS IS BOAT BY BOAT THAT WE'RE ABOUT 40 TO 30.

THANK YOU, DR. STRATUS. YES, MA'AM. I'M DO WE ANTICIPATE THAT THIS CHANGE TO THE PR WILL BE JUST FOR A YEAR AND WE'LL GO BACK? OR HOW WILL WE EVALUATE WHETHER

THIS CHANGE SHOULD STAY? >> THIS IS MR. MACK. >> WOULD YOU LIKE TO GET UP A

[00:25:06]

MEREDITH, YOU WANT TO? I CAN. >> I'LL START AND THEN I'LL I'LL SHOW. OK. SOUNDS GOOD.

>> SO MISERABLE. MIND THE INTENT OR THE CURRENT AMENDMENT IS JUST FOR THIS SUMMER. HOWEVER WE DO LONG TERM WANT TO REVISE BOTH OF THESE ADMINISTRATIVE REGULATIONS AND SO WE WANT TO CONTINUE HAVING CONVERSATIONS WITH PRINCIPALS TO GET THEIR INPUT BEFORE MAKING MORE PERMANENT REVISIONS.

THIS ADDENDUM IS JUST FOR THIS SUMMER AGAIN BECAUSE LIKE I MENTIONED THE TIME SENSITIVITY

ISSUE DR. CAMPBELL, I AGREE WITH WHAT YOU SAID. >> I THINK IT'S GOING TO TAKE US A LITTLE BIT MORE TIME TO REALLY GO DEEP INTO THIS ADMINISTRATIVE BOTH I GUESS 48 AS WELL AS I AS 30. IT TALKS ABOUT A RETENTION ACCELERATION, OTHER COMPONENT OUTSIDE OF JUST RETENTION THAT'S GOING TO REQUIRE ADDITIONAL TIME TO REALLY DIG DEEP. WHEN WE MET WITH OUR PRINCIPALS A FEW WEEKS AGO JUST THE SHEER THE MIND SHIFT. I THINK THERE SOME YOU KNOW, SHIFT FROM WHEN WE ESTABLISHED THIS PARTICULAR ARE THAT WE NEED TO KIND OF BRING TO LIGHT IN AN UPDATED H.R. FOUR I STARTED I AS 48 ICE IF I MAY SHARE MRS. MOBILE HAVE YOU ALSO ONCE YOU GET GO THROUGH A COMMITTEE ON DAY ONE AND WE NEED TO INCLUDE THE HIGH SCHOOL PRINCIPALS VOICE AS WELL.

>> BECAUSE YOU HAVE PROFICIENCY MARKERS BECAUSE WE NEED TO RECOGNIZE THAT VISITED CHILDREN ALSO WHO'LL BE FEEDING INTO THE HIGH SCHOOL. SO IT'S A COMMITTEE A LITTLE MORE HOLISTIC APPROACH OF WHO'S GOING TO BE ON THAT COMMITTEE. WELL, I'M CERTAINLY GLAD WE'RE DOING TAKING THAT YOU'RE TAKING SOME ACTION. IT'S PRETTY OBVIOUS THAT OUR STUDENTS HAVE BEEN AFFECTED. MANY STUDENTS HAVE BEEN AFFECTED.

GREATLY. >> BYE BYE. THE SCHOOL.

THE DIFFERENCE IN SCHOOL IN THIS YEAR DUE PANDEMIC GOING TO TRY AND DO WHAT WE CAN.

I THINK IT'S IMPORTANT THAT WE DO WHAT WE CAN TO GIVE THEM THE ADDITIONAL SUPPORT THAT THEY NEED. MR. CAMPBELL, IS YOUR HAND STILL UP?

>> YES, SIR. ALL RIGHT. GO AHEAD.

I'M THINKING ABOUT WHAT WAS JUST SAID ABOUT THE GAMBLE. IS THERE A PLAN, A PROCESS IN PLACE TO DO SOMETHING A LOT MORE EXTENSIVE AT LEAST IN THE ELEMENTARY SCHOOLS CONCERNING SUMMER SCHOOL AND GO WELL, USE A BETTER WORD MANNING OR SUMMER SCHOOL? I MEAN WE HAVE QUALITY LEVEL GOING TO GET ENOUGH CERTIFIED TEACHERS TO TO ADVOCATE FOR OUR EXTENDED PROGRAM DURING THE SUMMER. IS THERE A WAY THAT WE CAN CREATE A SUMMER PROGRAM THAT MIGHT UTILIZE THESE OTHER KIND OF TUTORIAL EFFORTS THAT NOT NECESSARILY TIE IN TO THE GRADES PER SAY BUT THEN TRY QUITE A BIT TO THE WHICH MEANT THAT SUPPORT AND DEVELOP BETTER OF STUDENTS SO THAT THEY ARE ABLE TO GO ON TO THE NEXT YEAR.

>> I MEAN I DON'T SEE THAT WE NEED CERTIFIED TEACHERS FOR EVERY SITUATION OF SAMBA SCHOOL AND YOU KNOW, GOSPEL. WE ARE IN A SITUATION NOW WHERE GOING FORWARD WE HAVE TO STAY WITH A LOT MORE CHILDREN IN TERMS OF SUPPORT. MR. CAMPBELL, I CAN I CAN OFFER PROGRAM THAT WE DID AT BLUFFTON MENTAL AND I DID HEAR TWO YEARS AGO FOR EASLEY STUDENTS WHERE IT WASN'T NECESSARY THAT THEY HAD FAILED BUT IT WAS MORE OF A CONTINUUM A CONTINUUM OF LEARNING FOR THEM BECAUSE OF THEIR LANGUAGE ACQUISITION AND CIRCLE THEY WERE INVITED AND YOU KNOW, WE DID HAVE YOU SAW TEACHERS WHO CAME AND TAUGHT THEM FOR THE MONTH BUT IT WAS SPECIFICALLY TO KEEP THE LEARNING THAT THEY HAD ABSORBED DURING THE YEAR INTACT AND NOT HAVE THAT FALLBACK DURING THE SUMMERTIME. SO IT'S AN EXAMPLE OF I THINK WHAT YOU'RE TALKING ABOUT IT IS IT COULD BE AN EXTENSION TO OTHER GROUPS OF STUDENTS AS

[00:30:07]

WELL. >> PIGGYBACK ON WHAT YOU JUST SAID, PAT.

FRIDA, MANY, MANY OF OUR PRINCIPALS TRY TO REMEDIATE IMMEDIATELY AND NOT WAIT UNTIL

THE SUMMER. >> SO THEY'RE DOING THAT RECOVERY WITHIN A MARKING PERIOD. SO YOU SEE A LOT OF KIDS AFTER SCHOOL OR SATURDAY ARE BUILT IN WITHIN THE INSTRUCTIONAL DAY TRYING TO RECOVER BEFORE SUMMER SCHOOL.

BUT WE KNOW THAT THERE IS AN IMPORTANCE OF HAVING SUMMER SCHOOL BECAUSE WE DON'T WANT THAT SUMMER SLIDE SO WE NEED TO HAVE OUR COMPONENT AS WELL. SO I THINK A BLEND OF ALL OF ALL FACTORS WOULD BE BENEFICIAL TO OUR STUDENTS. I AGREE WITH YOU PROPERLY INVESTIGATE THE EVIDENCE AND THE EVIDENCE IS THAT THERE IS SHORT TERM RECOVERY.

IT GENERALLY IS JUST TIME AND SEAT AS OPPOSED TO YOU KNOW, GETTING THE INFORMATION THAT THEY NEED TO SUSTAIN GOING INTO THE NEXT GRADE LEVEL. SO YEAH, I MEAN RECOVERY IS ONE THING BUT IT'S OUR KIDS WHO MAY BE PASSING THEY'RE NOT REALLY ACHIEVING AND WE GOT A SUMMER PROGRAM. IF THEY WANT TO COME WE CAN, YOU KNOW, ASSURE THAT THEY'LL BE ATTENDED TO WITH PROFESSIONAL CARE NOT NECESSARILY CERTIFIED PROFESSIONAL CARE. I'M JUST SAYING IF WE GO OUT YOU KNOW, THINKING ABOUT DOING SOMETHING JUST FOR ONE SUMMER, WE NEED TO START LOOKING AT A MUCH MORE EXTENSIVE SUMMER SCHOOL PROGRAM BECAUSE IS EXTENDS BEYOND OUR ONE PANDEMIC TO THE ACHIEVEMENT GAP AND OTHER GAPS THAT WE'VE HAD SYSTEMICALLY OVER TIME. SO THAT'S I REFERRING TO.

YES. DR. SPREADS TELL ME IF I'M HEARING CORRECTLY IF WE'RE LOOKING AT EXTENDING OPPORTUNITIES IF SAY WE'RE LOOKING ON CLASSIFIED PERSONNEL, WE HAVE TO TAKE IT OUT OF INSTRUCTIONAL MODEL AND LOOK AT MORE OF A SUMMER CAMP OPPORTUNITY. SO OUR PAY RATE WOULD BE DIFFERENT.

WE WOULDN'T BE REQUIRED. STATEMENT STATE RAGWEED HAS TO BE A TEACHER OF RECORD RIGHT IN ORDER. RIGHT. SO WHAT WE'RE TALKING IS THE OPPORTUNITY OF RUNNING PARALLEL PROGRAMS AND INSTEAD OF HAVING A STORE TO BUY TEACHER FOOD ENRICHMENT TO A SUMMER CAMP THAT'S WHAT THAT'S WHAT THEY DO.

I JUST WANT YOU KNOW, HEARING. YES, SIR. LEE YEAH.

MOVING FORWARD. YES. IF WE TIE IT TO SOME OTHER RACE WE'RE NOT TO BE ABLE TO DO THAT. THEY WON'T BE ABLE TO SEATS THAT THEY WON'T BE ABLE TO CONTINUE THAT NEXT YEAR THEY'LL BE AT THIS GROUP OF TWO HUNDRED AND ELEVEN THAT FRED IS TALKING ABOUT BECAUSE LOOK AT DEAN HELLER EVOLVING GROUP THAT'S ALL IN BELOW AND THAT NIGHT MY THEORY AND LET ME GET WITH OUR TEAM TO PITCH THAT BECAUSE IT IS IT IS A DIFFERENT MODEL IN THE SENSE MAYBE PUTTING CLASSIFIED PERSONNEL FOR IN FOR CAMP ACTIVITY BECAUSE WE HAVE DESIGNED THE IDEA OF DIVING BACK INTO SCHOOL HAVING FUN AND SAY WE COULD DO RUN THINGS PARALLEL AND WE MAY NOT BE DRAINING ON THE CERTIFIED PERSONNEL BUT THE NECESSARY AREA. I UNDERSTAND MEL, WE HAVE A PRINCIPAL MEETING ALL DAY TOMORROW. I HAVE TIME ON THURSDAY THAT I CAN SIT WITH ARE TEAM AND PITCH THE IDEA A LITTLE MORE. AND I DID WANT TO SHOW I TRIED TO GIVE HIM A SUMMARY BUT SHE DIDN'T PICK UP. SHE'S ON HOLIDAY BUT I SEE WE HEAR THE DIRECTION YOU'RE GOING AND START THANK YOU. ANY OTHER QUESTIONS OR COMMENTS REGARDING THAT 80 HOURS? IT DOESN'T LOOK LIKE IT. THANK YOU VERY MUCH.

SO DR. STRATOS TEAM THIS WILL BE PRESENTED TO THE BOARD AT THE NEXT REGULAR BOARD MEETING, THE MAY 4 MEETING I. WE CAN NOT DO IT AS PART OF THE ACADEMIC COMMITTEE MEETING AND YOU CAN JUST PRESENT THOSE TWO SLIDES THE SLOT THE POWERPOINT. I THINK THAT WOULD BE SUFFICIENT. THANKS. SOUNDS LIKE A PLAN.

[Discussion of OEs related to Instructional Services]

ALL RIGHT. SO THE NEXT ITEM ON OUR AGENDA OUR AGENDA IS DISCUSSION OF O D RELATED TO INSTRUCTIONAL SERVICES BEFORE WE BEGIN THAT DISCUSSION.

I DIDN'T WANT TO REVISIT THE SCOPE OF WORK THAT WAS APPROVED ON SEPTEMBER 15TH OR THE ACADEMIC COMMITTEE SCOPE THAT WAS APPROVED SCOPE OF WORK THAT FOCUSES ON P E 1 WHICH IS NOW O

[00:35:05]

SO THAT'S THE SCOPE OF THE ACADEMIC COMMITTEE TO REALLY FOCUS ON THESE.

O E AND TO FORCE FEED OF THE SOUNDING BOARD FOR THE EIGHT HOURS THAT ARE APPROPRIATE.

SO I JUST WANTED TO PREFACE THAT BEFORE WE BEGIN OUR DISCUSSION.

SO DR. STRATOS DID YOU AND DID YOU HAVE ANYTHING YOU'D LIKE TO SAY ABOUT THE ALWAYS.

>> WELL, OUR LAST CONVERSATION MRS. ROLLED THAN I HAD ON BOARD MEMBERS.

WE SPOKE ABOUT THE O E'S EVERYTHING BEING DUE AT ONE TIME WHEN I LOVED AND WE VIEWED THE DEPTH OF THE O E'S IT'S SIGNIFICANT AMOUNT TO BE DONE AT ONE TIME.

SO I'M TRYING TO GET A LITTLE MORE GUIDANCE REGARDING DO WE JUST WANT TO HAVE A NARRATIVE? DO YOU WANT TO HAVE A HEARTFELT THANK? THANK YOU MRS. CUSHING VERY.

DO WE WANT TO HAVE A PORTFOLIO OF EVIDENCE THAT COULD BE REVIEWED? BECAUSE GIVEN THAT WHEN WE HAD LOOK AT THE TIMING OF PRESENTING ASIAN THEN I WOULD ASK FOR RECONSIDERATION I WOULD GO BACK TO SENIOR STAFF AS WE DO OUR SUPERINTENDENTS INTERPRETATION AND MAYBE LIKE OH WELL IF I'M CORRECT I THINK IT HAD 17 ONE OF THEM HAS ABOUT 17. I WANT TO SAY 17 SAID YOU KNOW, COME IN.

RIGHT. SO I WANTED TO GET SOME GUIDANCE WITH THAT SO THAT WE CAN WORK EFFECTIVELY. SO DO WE WANT A BOOK OF EVIDENCE? DO YOU WANT A NARRATIVE THAT JUST SAYS REAL QUICK THIS WAS DONE WHEN BECAUSE THAT WILL MAKE A BIG IMPACT. AS TO THE TIMING FOR THE EFFECTIVENESS OF DOING COMPLETING ALL 17 REPORTING, YOU KNOW, AT ONE TIME. RIGHT.

AND I YOU KNOW, I HAVEN'T MY NOTES THAT ARE YOU WERE GOING TO TO SEE ABOUT MOVING 0 8 12 TO THE WORK SESSION. YEAH. AUGUST YES.

BUT NOW. RIGHT. SO NOW THE QUESTION IS IF WE MOVE THIS O E TO AUGUST WITH 17 COMPONENTS THAT'S HALF THE DAY. YEAH WELL IT WOULD HAVE TO BE I THINK IT WOULD HAVE TO BE JUST A SPECIFIC WORK SESSION JUST TO ADDRESS THIS.

O E WHAT WOULD THE FORMAT BE? WHAT WOULD THE REPORTING LOOK LIKE? I THINK THAT'S WHAT YOU'RE ASKING. YES MA'AM.

YES MA'AM. THAT WOULD WE. I'LL GIVE AN EXAMPLE BUT LET'S LOOK AT ITEM ELEVEN. SELECT TEXTBOOKS AND INSTRUCTIONAL MATERIALS THAT ADVANCED THE ACHIEVEMENT OF THE BOARD'S RESULTS POLICIES AND THE AND THAT ACHIEVE CONTINUITY INTEGRATION ARTICULATION OF THE CURRICULUM BY COURSE AND PROGRAM BY STATE REGULATIONS.

THE EAC WE RECOGNIZE THAT OUR TEXTBOOK CYCLE WILL BE COMING UP TO A SOCIAL STUDIES CYCLE.

THIS YEAR IN TWO YEARS IT SHOULD BE A SCIENCE THE STATE REQUIRES REPRESENTATION OF CROSSWALK FROM PUBLISHERS TO DEMONSTRATE WHERE ALL THE STANDARDS ARE.

SO THAT'S AN EASY ONE. THAT'S NARRATIVE WE CAN REPORT. IF WE HAD AN ADOPTION THIS YEAR OR WE DID IT IF WE DID NOT HAVE AN ADOPTION THIS YEAR DIRECT. AND SAME THING HAPPENS NUMBER TWELVE. SOME OF THESE ARE VERY EASY AT NUMBER 13 ADEQUATE ADEQUATELY MONITOR AND CONTROL STUDENT ACCESS TO THE UTILIZATION OF ELECTRONIC DISTRIBUTED INFORMATION. WOULD THAT BE A STUDENT CODE OF CONDUCT THAT THEY SIGN OFF AS THEY TAKE OUR ELECTRONIC DEVICE? SO THAT'S IT.

I'M TRYING TO DEFINE WHAT WOULD SUFFICE OR SHOULD I JUST WAIT TO PROVIDE THAT WITHIN THE SUPERINTENDENT'S INTERPRETATION BUT I STILL STAND AS AN EXPECTATION.

RIGHT. AND I THINK THAT THE SUPERINTENDENTS INTERPRETATION HAS TO COME FIRST. OK. AND HE INTERPRETS IT BECAUSE WHEN I GO BACK TO NUMBER ELEVEN. OK.

I KNOW YOU FOCUSED IN ON THE TEXT BOOKS. HOWEVER, THERE'S INSTRUCTIONAL MATERIALS ASK THE ACHIEVEMENT OF THE BOARD'S RESULTS POLICIES .

SO RIGHT NOW OUR BOARD'S RESULT POLICIES ADDRESS THE READING AND MATH SCORES OF GRADES THREE

[00:40:10]

SO THOSE AND THE ACHIEVEMENT GAP THE DIFFERENT GROUPS. SO TO ME I WOULD EXPECT.

SO WHAT ARE THEIR SPECIFIC INSTRUCTIONAL MATERIALS THAT ARE BEING USED? JUST TO MEET? DON'T LOOK AT THE RESULTS. WHAT ARE WE EXPECTING? AND WE'VE GOT THESE SPECIAL MATERIALS OR THESE MATERIALS THAT WE THINK ARE GOING TO MEET THAT OK. AND IN THAT LANGUAGE IT MAKES IT A LOT EASIER BECAUSE MY BRAIN WHICH THE STATE ADOPTED VERSUS DISTRICT ADOPTED AND THE PURPOSE OF PURPOSE OF USE BECAUSE WE TECHNICALLY IF WE DON'T ADOPT WE SAY THIS IS WHAT YOU GOING TO DO.

SO YES, YES. SO WHEN YOU PUT INTO THAT CONTEXT IT MAKES IT A LOT EASIER BECAUSE YES. WE DO HAVE INSTRUCTIONAL MATERIALS.

CASE IN POINT, YOU KNOW, DRINK DREAM DOG'S HEAD SPROUTS I READY? READING PLUS WHICH IS NOW EXTENDING INTO NINTH AND TENTH GRADE ACHIEVED THREE THOUSAND NOBODY SAW CURRICULUM GO FOR PRE-K. SO YES I COULD SEE THAT I COULD SEE THAT IN A CHART WOULD MAKE IT A LOT EASIER. SO YES.

OK. RIGHT. I THINK THE TEXTBOOK THING IS THAT NARRATIVE THAT YOU JUST SAID YOU KNOW, WE WE FOLLOW THE SKAGGS RULE THAT THE STATE SETS OUT IN THE NARRATIVE. MR. CAMPBELL, DID YOU HAVE YOUR HAND UP AGAIN? WELL, I DIDN'T EVER TAKE IT DOWN BUT STEP ONE OF THIS DISCUSSION I WOULD THINK THAT WE WE WILL ALLOW FRANK AND MARY TO PRESENT THEIR INTERPRETATION HOPEFULLY THOSE INTERPRETATIONS WOULD EXTEND A BIT BEYOND THE BOARD'S INTERPRETS NATION SO THAT WE CAN COME TO SOME AGREEMENT ON WHERE WE WILL WANT TO STOP AND WHERE WE WANT TO EXTEND BECAUSE EXTENDING INTO THOSE OF THE ACADEMICS WOULD BE THE PURVIEW OF THE SUPERINTENDENT, ESPECIALLY WHEN WE ARE TASKING THEM WITH CERTAIN RESULTS. AND IF WE FIX THEM THEN THAT TAKES AWAY SOME OF THE FLEXIBILITY OF GETTING THOSE RESULTS THAT WE HAVE, YOU KNOW, TASKED HIM WITH FOR EXAMPLE IN MATERIAL USE THAT YOU JUST MENTIONED.

YEP. THEY SHOULD COME WITH MORE THAN JUST THOSE TEXTBOOKS.

IT'S THE CULTURE THAT'S THE NUMBER ONE SALARY MATERIAL THAT THEY EXPECT US TO ADOPT AS ACCEPTABLE USE IF IN FACT THEY GO DO SOME THINGS TO COVER THE CROSS CULTURAL STUDENT POPULATION. WE HAVE. SO ALL OF THOSE THINGS I THINK FEELS THEM AN OPPORTUNITY TO EXPLORE AND BRING TO THE BOARD THEIR INTERPRETATION OF WHAT WE WANT AND HOPEFULLY THEIR INTERPRETATION IS SOMETIMES, YOU KNOW, OF MEASURING STICK OF A LOT OF LESIONS THAT MAKE ANY SENSE MAYBE YOU KNOW. YEAH, I'M JUST THINK MISSPOKE.

>> RIGHT. AND THEN I HAVE A THOUGHT I HAD MISSPOKE.

RIGHT. OK. >> I'M HAPPY TO WAIT TO YOUR THOUGHT. BUT I THINK YOU KNOW, THIS IS PART OF THE THE PROCESS OF KIND OF WRESTLING THROUGH THIS NEW FRAMEWORK AND THIS NEW TOOL THAT THE BOARD'S APPROVED AND EVERYONE'S TRYING TO UNDERSTAND THE PARAMETERS AND I'VE DONE I DID AS MUCH RESEARCH AS I COULD IN TERMS OF TRYING TO FIND OTHER BOARDS WHO HAVE SUCCESSFULLY IMPLEMENTED THIS MODEL AND HOW THEY USE THESE THINGS. AND ONE THING I NOTICED SEVERAL DISTRICTS WHAT THEY VIEW THESE O E'S LIKE A HOOK AND YOU CAN HANG A LOT OF DIFFERENT THINGS ON THESE HOOKS. RIGHT. AND AT THE END WHATEVER HOW ARE THAT CALENDAR COMES OUT? YOU SAY OK, WE'VE GOT ALL THIS ALL THESE THINGS HUNG ON THIS HOOK. DOES THAT SATISFY THE ENTIRETY OF THE.

OH, WE STILL LIKE WE'RE TALKING ABOUT DIGITAL. I DON'T THINK WE HAVE TO TRY AND THIS WILL BE A CONVERSATION WITH DR. RODRIGUEZ AND DR. STRATOS.

BUT RATHER THAN TRYING TO LIMIT IT AND SAY WHAT DO YOU WANT TO SEE AND HOW CAN WE PROVIDE IT? I THINK WHEN THEY'VE GOT SOMETHING THAT COMES UP WE'RE LIKE OK, THIS IS A NEW THING WE'RE DOING WITH CYBERSECURITY BECAUSE WE'VE GOT THIS NEW NETWORK AND PRESENTED TO THE BOARD AND YOU SAY IF THIS IS PART OF O E I FORGET WHAT IT IS.

IT'S NOT ON THE SCREEN RIGHT NOW AND IT'S MORE TO TIE WHAT THE DISTRICT IS DOING ON TO AN O E AS OPPOSED TRYING TO TIE IT O E YOU KNOW IT'S LOOKING AT IT THE OTHER WAY THAT DOESN'T MAKE

[00:45:02]

>> WELL, I I HEAR WHAT YOU'RE SAYING AND THIS IS THE PROBLEM THAT WE'VE HAD BEFORE WITH THE P E THERE WASN'T AN AGREEMENT AS TO WHAT SUBSTANTIATING COMPLY WITH THE P E.

SO THE INSTRUCTIONAL SERVICES DEPARTMENT WOULD DO ALL THIS WORK AND BRING US ALL THIS INFORMATION AND WE'D LOOK AT IT AND GO FOR DOES THIS SATISFY? DOES THIS MEET WITH THIS P E WHICH IS NOW AN 0 8 STATE? SO THAT'S ONE OF THE PURPOSES WITH THIS.

IS THAT IT'S AGREED UPON UPFRONT LIKE HOW HOW IT'S GOING TO BE MEASURED.

SO THE QUESTION IS SO AND I GUESS WHAT YOU'RE TALKING ABOUT YOU KNOW, DO WE SAY HOW ARE WE GOING TO MEASURE 0 EACH? WELL, IN ITS ENTIRETY. YEAH.

LIKE WHAT HOW DO YOU HOW ARE WE GOING TO MEASURE 0 E TWELVE POINT ONE ONE IS SELECTING THAT TYPE OF THING. YEAH. WRESTLING POINT I THINK.

YEAH I THINK IT'S A HUGE WRESTLING WAY. AND FROM MY POINT OF VIEW I WONDER AND I DON'T KNOW I'VE JUST SPENT IT YOU KIND OF LOOK MORE LOOKING AT THIS.

YOU KNOW BASICALLY THESE INSTRUCTIONAL OH IT IS ARE KIND OF NEBULOUS, RIGHT.

BECAUSE WE BASIC LIKE WE WANT THAT WE WANT STUDENT ACHIEVEMENT AND HERE'S SOME FOR A LITTLE BIT BUT IT SHOULDN'T ENCOMPASS EVERYTHING. YOU KNOW THAT THE DISTRICT DOES AND IT SHOULDN'T LIMIT IN TERMS OF WHAT THE BOARD REPORTS TO US.

I THINK MAYBE YOU LOOK O E COMPLIANCE AS SHARES YOU'VE MET THE MINIMUM REQUIREMENT BUT THAT DOESN'T MEAN THAT ALL THIS OTHER STUFF DOESN'T STILL APPLY .

OH IS OR DO YOU HAVE TO SAY YOU HAVE TO MEET ALL THAT WE HAVE A MAXIMUM THINGS THAT ARE REQUIRED TO MEET THE OKATIE OR DO WE HAVE LIKE A THRESHOLD TO BE IN COMPLIANCE BUT THIS IS

KIND OF ESOTERIC. >> YES. WHEN THESE WERE PS PRIOR TO THEM BECOMING O E'S EACH ONE OF THESE WOULD BE ITS OWN INDIVIDUAL THING THAT WAS BROUGHT TO THE BOARD AND PRESENTED AND THE BOARD WOULD SAY WHETHER IT WAS COMPLIANT OR NOT. NOW THERE WEREN'T ANY MEASURES OF COMPLIANCE.

>> YOU KNOW THERE WASN'T ANY THING PREDETERMINED HOW THINGS WERE GOING TO BE MEASURED.

IT WAS JUST AN INTERPRETATION. HERE'S P E ONE POINT RE THAT BECAUSE IT WAS ONE THAT LET ME SEE IF I CAN GRAB MY SO LET'S SEE SO P ONE POINT ONE WAS PROVIDE EQUITABLE AND CHALLENGING LEARNING EXPERIENCE THAT ENSURE ALL STUDENTS HAVE SIGNIFICANT OPPORTUNITIES TO

DEVELOP MORNING THINKING AND LIFE SKILLS. >> THAT LEADS TO SUCCESS AT THE NEXT LEVEL PRESENTATION HAVE BEEN MADE ON THAT THEN P ONE POINT BY MONITOR ADJUST CURRICULUM INSTRUCTION AND ASSESSMENT SYSTEMATICALLY IN RESPONSE.

SO I GO YOU KNOW I DON'T KNOW HOW TO DO WERE KIND OF DESIGNING THIS NEW APPROACH TO THE O E'S AS WE GO IS THE BEST THING THAT THAT I CAN SAY. BECAUSE BEFORE FROM MY STANDPOINT AGAIN THIS IS JUST ME. WHEN THINGS WERE PRESENTED THE PIECES WERE PRESENTED TO THE ACADEMIC COMMITTEE. THERE WERE SEVERAL INSTANCES WHERE THE STAFF HAD DONE A LOT OF WORK. THEY GATHERED ALL THIS DATA.

THEY PRESENTED IT TO US AND THE ACADEMIC COMMITTEE KIND LOOKED AT ALL THAT AND SAID HUH? IS THAT WHAT IS THE INFORMATION YOU PRESENTED US? DOES IT MEET LIKE THAT O E WITH THAT P E SAYS AND I DON'T REALLY REMEMBER THIS BUT AT ONE POINT.

WELL REMEMBER WHEN WE GOT ALL THIS INFORMATION AND WE SAID OH THAT'S REALLY P E ONE POINT

[00:50:03]

THAT'S WHY THAT SEEMS TO BE IMPORTANT. THESE THINGS ARE SO HARD TO

MEASURE. >> I THINK THE PROCESS YEAH IT IS THAT AS WELL RIGHT.

THE PROCESS THAT WE'RE ENGAGED IN NOW PRIMARILY IS LET'S COMMUNICATE AND LET'S TELL YOU WHERE WE'RE THINKING IN TERMS OF THIS PARTICULAR WEEK. AND MY MINDSET IS THAT SOMETIMES THE PRESENT NATION HAS TO BE MINIMAL AND NOT VERY EXTENSIVE.

BECAUSE THE CONVERSATION IS MINIMAL AT THIS POINT. AND SOMETIMES THERE HAS TO BE AGGRESSIVE INTERPRETATION BECAUSE THIS IS WHERE THE THIS IS DRIVING THIS COP AT THIS PARTICULAR TIME AND THEY WANT TO MAKE SURE THEY HAVE BOARD APPROVAL SO THEY DON'T GET TO THAT POINT LATER ON THAT WHEN THEY'RE PRESENTING YOU'VE NOT MET BUT WE DID AGREE THAT THIS WAS GOING TO BE THE WAY THE PRESENTATION WAS GOING TO GO. SO AT THIS POINT I DON'T THINK WE OUGHT TO NOT MICROMANAGE BUT ONLY MONITOR WHAT DR. REGAS PRESENTS AS HIS INTERPRETATION AND HIS INTERPRETATION COULD BE DRIVEN BY HIS PHILOSOPHY OR WHERE WE'RE GOING AS A DISTRICT. THAT'S THE WAY I'M VIEWING THIS.

WELL, I GUESS MY QUESTION IS I I AGREE WITH THAT. ARE BE ASKING DR. RODRIGUEZ TO INTERPRET EACH ONE OF THESE INDIVIDUALLY. OR ARE WE ASKING DR. RODRIQUEZ TO INTERPRET IT GLOBALLY THE WHOLE P TWELVE. YEAH.

OH WELL SIR, WE ASK ME. WELL I THINK HE HAS TO INTERPRET INDIVIDUALLY I MEAN AND SOMETIMES JUST A BLOG SAY HEY NUMBER THREE WELL Y THREE ALIGN CURRICULUM WITH SOUTH CAROLINA STANDARDS AND REPRESENT YOU KNOW DAVE SPENCER .

EXACTLY. SO HE WOULD JUST SAY YOU KNOW THIS.

SO ROBO CALL OR WHAT A REAL REAL GOD OR WHATEVER ELSE HE'S USING TO MAKE THAT A LIE RIGHT THERE. YOU KNOW, TABLES THAT ARE IN PLACE TO MAKE THAT LINE MAP RIGHT. YOU KNOW, SOME OF THE OTHER ONES HE CAN'T QUITE RELY OR YOU KNOW, SOMETHING ALREADY IN PLACE ESPECIALLY IF HE WANTS TO EXPAND YOUR WAS IN PLACE AND HE WANTS TO MAKE SURE THE BOARD IS INTERPRETING IT THAT WAY WHEN HE'S WRITTEN DON'T SAY THAT US AIR OF ALL I HAVE TO SAY THANK YOU FOR THAT. IF I HAD ASKED MRS. ROWE VINE FOR US TO HAVE THIS CONVERSATION BECAUSE IT HELPS TO MEDIATE YOUR QUESTION AND CONVERSATION BUT IT MUCH MORE IN PERSPECTIVE, RIGHT. AND I RECOGNIZE THAT WE'LL HAVE QUALITY INFORMATION AS WELL AS QUANTITATIVE BECAUSE WHEN I WAS LOOKING AT THIS MY BRAIN WENT TO WHERE MRS. BOATWRIGHT MADE COMMENTARY THAT WE IT'S HARD TO MEASURE.

ALL RIGHT. RIGHT. BUT WHAT I'M HEARING IS THAT A QUALITATIVE INFORMATION WILL BE PART OF THIS WHICH TAKES A SIGNIFICANT AMOUNT OF PRESSURE OFF THE CAT. MRS. ROBOT AND YOUR COMMENTARY THAT YOU KNOW, THESE ARE A MEASURE OF COMPLIANCE OF A CONTRACT THAT WE AGREED UPON IT MADE A LOT MORE SENSE AND NOT THAT I DIDN'T UNDERSTAND THE CONCEPT. I AM INTO THE DETAILS SO I HAVE TO SAY THANK YOU TO THE CONVERSATION BECAUSE I WAS STUCK AND SAYING HOW AM I GOING TO DO THIS QUANTITATIVELY? AND I STARTED I START ANALYZING TOO MUCH AFTER STRADDLES.

YES, MA'AM. THAT IDENTIFYING WHICH OF THE O E'S THE NUMBERS DO YOU WANT A

QUANTITATIVE QUALITATIVE WILL ALSO BE HELPFUL. >> SO LIKE IF YOU'RE EXPECTING

[00:55:02]

YES. BUT THAT'S BACKWARDS. YES.

BECAUSE IT'S NOT SUPPOSED TO BE WHAT WE EXPECT IT'S SUPPOSED TO BE LIKE.

DR. RODRIGUEZ AND YOU ARE MAD. HOW ARE YOU? SO YOU TELL US WHAT YOU THINK.

>> WHAT DO YOU THINK? RIGHT. RIGHT.

BUT I'VE TRIPLED WITHOUT THE CAMPBELL JUST SAID YEAH. I'LL GET IT WITH THAT LENS NOW VERSUS AGAIN QUANTITATIVELY THAT SOMEBODY WILL BE IMPOSSIBLE TO ADDRESS.

RIGHT. PRICE YES. BUT I WILL NOW BE ABLE TO SEE SHARES CAMPBELL'S BRING YOU KNOW SHARING. NOW WE'RE GOING TO SHARE.

WHICH WE'RE GONNA TO DO DO A RIGHT. YES.

RIGHT. YES. ONE HUNDRED PERCENT.

YES. IT TAKES AGAIN THE PRESSURE OFF THE LID OF THE TEAPOT.

THANK YOU KNOW BECAUSE I WAS GETTING TOO ANALYTICAL AS TO HOW TO DESIGN MEASURES BECAUSE THAT'S WHAT MY BRAIN WAS GOING . YEAH.

AND IT ALSO ALLOWS BECAUSE WHEN YOU READ THROUGH IT SOMETIMES WE ONLY GET TO PRESENT THE P E ONE POINT WHAT. AND THEN THERE ARE OTHER THINGS THAT WE'RE DOING IN OUR DEPARTMENT THAT WE DON'T GET TO SHOWCASE. SO THIS RIGHT HERE GIVES US AN OPPORTUNITY TO REALLY SHOWCASE BEYOND THE P THAT YOU KNOW THAT WE'VE PREPARED HISTORICALLY.

>> THAT THAT'S THAT YOU KNOW SOME OF THESE STATEMENTS ARE VERY BROAD AND YOU SHOULD BE

EVER LIKE THERE'S NOTHING. >> NONE OF THESE STATEMENTS HAVE MENTIONED KATE AT ALL.

HOWEVER, THERE IS AREAS IN EARLIER DECADES SHOULD BE ADDRESSED.

KATE SHOULD BE RIGHT FOR SEVENTH NUMBERS. NO SEVEN IF YOU LOOK AT THEM PER DAD PERSPECTIVE. RIGHT. RIGHT.

SO DOWN TO CAMPUS TO WHAT HAPPENED. IF I'M CORRECT CORRECT ME BOARD MEMBERS WE LOOK YOU LOOKED AT ALL OF THE P E'S BECAUSE WE HAD STOPPED REPORTING ON ALL OF THEM AS A DIVISION AND NOW YOU BROUGHT THEM ALL BACK IN BECAUSE SOMEBODY I MEAN I HAD NOT REPORTED IN I THINK THAT'S. YEAH. AND I THINK THAT WHEN WE LOOKED AT THE WORK PLAN WHEN NOW WHEN YOU AND I AND TRICIA CAME ON BOARD AND WE WERE ON THE ACADEMIC COMMITTEE, I REMEMBER HAVING A DISCUSSION ABOUT WE HAD MAYBE TWELVE COMPONENTS OF OKATIE P E ONE AND ONLY TWO WERE ON THE WORK PLAN. SO OUR QUESTION WAS WELL HOW OFTEN WERE THESE OTHER ONES MONITORED OR REPORTED? AND IN THE P E'S THE PREVIOUS BOARD WHAT THEY DID IS THEY SELECTED WHICH COMPONENT THAT THEY WANTED TO REPORT ON.

SO THE EXAMPLE OF O E WITH 17 ALL 17 WOULD NOT NECESSARILY BE REPORTED OUT ON.

RIGHT. AND THAT'S WHAT THEY DID WITH THE A'S.

SO THERE WAS A NUMBER OF TIMES THAT THE WHOLE P E ITSELF WAS NOT REPORTED OUT ON.

>> RIGHT. BECAUSE IT WAS PRETTY MUCH ON. YEAH I THINK IT WAS A LINE LIKE OUR FOCUS AREAS AND STRATEGIC PLANS THE ONES THAT WE WANT REPORT.

>> ALL RIGHT. CORRECT. AND THAT THAT TIES INTO TO YOUR INTERPRETATION AND OUR JOE KNOW WHAT WE WANT TO HEAR. YEAH.

IF YOU SAY WE WANT TO HEAR OR REALLY WE SEE THAT YOU UNDERSTAND WHERE YOU MAY BE GOING WITH IT AND THERE'S NO MEASURABLE TOOL. NO, NO, NO.

ONE OR DEAL INVOLVED THEN WE PROBABLY WOULDN'T WANT TO REPORT ON IT.

WHY WOULD WE WANT TO REPORT ON SOMETHING THAT DOESN'T HAVE ANY QUANTIFIABLE MEASURING STICK FOR US AT THE TIME? SO THAT'S WHAT MOST OF THOSE ONES THROWN OUT AS OPPOSED TO ONES WHERE WE WE OBVIOUSLY NEED A FEW MORE GUIDANCE COUNSELORS .

THAT'S ONE THAT WE ABSOLUTELY HAVE TO HAVE BECAUSE THE EVIDENCE IS THERE AND BURIED OUT THE NUMBERS. AND WE NEED TO KNOW WHAT YOU NEED AND WHY YOU ARE MEETING THAT THEY'RE MEASURING STICK. SO THAT'S I THINK THAT'S THE REASON WE GO THROUGH THIS.

FIRST WE HAVE TO OUR INTERPRETATION. SO YOU YOU RAISED THE QUESTION OF THE DISCUSSION. WHICH ONES WANTED TO WHAT'S WHAT'S QUALITATIVE? WHICH ONE HAS THAT FOCUS THAT THE BOARD NEEDS TO KNOW ABOUT? RIGHT.

BECAUSE THESE ARE ALL BOARD POLICIES, RIGHT? OH, THESE ARE BOARD POLICIES

[01:00:01]

ABOUT RIGHT. >> YES. SO I FEEL LIKE I'M IN PHILOSOPHY CLASS LIKE I'M TRYING TO STILL ABSTRACT. BUT WHAT I THINK YOU KNOW AND DR. CAMPBELL MENTIONED, YOU KNOW, THAT THERE'S THINGS THAT DOESN'T GET BROUGHT TO THE BOARD BECAUSE IT DOESN'T FIT INTO A PREDETERMINED DEFINITION OF A P E RIGHT.

>> AND WHAT I THINK WOULD BE LOVELY WOULD BE LIKE A GRADE BOOK.

YOU KNOW, YOU SAY YOU HAVE MAYBE DR. CAMPBELL HAS A PROGRAM SHE WANTS TO INFORM THE BOARD OF AND SHE SAYS OK, THIS FALLS UNDER A NEW AND INNOVATIVE PROGRAM.

RIGHT. SO O E TWELVE POINT SEVEN. AND THEN WE TRACK THAT.

AND THEN AT THE CUMULATIVE POINT WHATEVER DR. RODRIGUEZ DOES, YOU KNOW, AS HE DOES THAT WORK PLAN WE CAN TRACK AND SAY ,OK, WE HAVE THESE PRESENTATIONS THROUGHOUT THE YEAR. DOES THAT NEED A PASSING GRADE RATHER THAN TRYING TO DO IT AT ONE TIME OR TWO TO TRY AND DEFINE THE SCOPE? SO FAR IN ADVANCE THAT IT DOESN'T INCLUDE EVERYTHING. AND ONE OF THE THINGS THAT I HAVE READ A FAIR AMOUNT ABOUT WITH THIS MODEL IS YOU WE REALLY SHOULD NOT BE BRINGING ANYTHING ON OUR AGENDA.

>> TECHNICALLY THAT DOESN'T HAVE AN O WE ATTACHED TO IT. BECAUSE THE O E IS SUPPOSED TO KEEP US FROM GETTING OPERATIONAL AND TO SORT OF PROVIDE A COMPASS POINT FOR WHATEVER AGENDA ITEM. SO I WOULD LOVE TO SEE DR. STRATOS, DR. CAMPBELL, WHATEVER PROGRAM THEY FEEL THE BOARD NEEDS TO BE INFORMED ABOUT OR THEY WANT TO GET FEEDBACK OR THEY WANT TO SHOW THAT THEY'RE IN COMPLIANCE THAT THEY BRING THIS IN.

SO THIS IS THE. OH THIS. THIS TIES INTO THIS OH E WE TRACK THAT AND THEN IT'S LIKE, YOU KNOW, GETTING QUALIFYING POINTS, MEL TO MAKE IT TO THE TOURNAMENT BASKETBALL. RIGHT. YOU GET SO MANY WINS.

YOU MAKE THE BRACKET, YOU KNOW. AND SO AT THAT ONE POINT IN THE YEAR WE'RE NOT TRYING TO HAVE THIS MASSIVE, YOU KNOW, QUALITY OF NARRATIVE AND PRESENTATION BUT WE CAN LOOK BACK AT THE POINTS ALL ALONG IF YOU WANT TO TALK ABOUT THE CAR DRIVING TO THE DESTINATION, WE CAN LOOK BACK AT ALL THE WAY POINTS AND SAY HERE'S WHERE WE. WE'VE GOTTEN SO I JUST DON'T WANT TO SEE THESE KIND OF HUGE PRESENTATIONS, YOU KNOW, THAT JUST KIND OF JUMP ALL OVER THE PLACE AND THEN GENERATE A LOT OF QUESTIONS. RIGHT.

>> THAT'S A LITTLE BIT OF THAT . THAT'S JUST THE WAY YOU KNOW THOUGH, YOU KNOW, A MONITORING PROCESS IN WHICH YOU KNOW, THERE'S CONTINUOUS IN TERMS OF OF THIS WITH GOALS IN OUR DISTRICT POLICY PROCESS WHERE WE GO IN AND HOW ARE GOING.

NOW WE CAN STOP IT WHERE IT LOOKS LIKE IT'S NOT GOING. AND YOU CAN ADVISE HOW TO DO BETTER FROM THE DISTRICT STANDPOINT. SUGGESTIONS AFTER A PRESENTATION BEFORE PRESENTATION. BUT YEAH, YOU KNOW IT STARTS FROM MONITORING AT THE END OF THE YEAR AND HAVING OBSERVATIONS THAT ARE NOT LET EARLY DO IN THE YEAR BECAUSE YOU GO DESIGNED IT WHERE YOU'RE SUGGESTING THAT WE HAVE THIS THING TO BACK RESULTS SOMETHING LIKE THAT AT A CERTAIN INTERVAL WHERE IT COULD BE EFFECTIVE FOR YOU FOR THE DISTRICT AND CENTER FOR THE BOARD IN TERMS READING WHERE WE ARE.

YEAH I I AGREE WITH WITH THAT INGRID. YEAH WE DON'T NEED TO BE ALL OVER THE PLACE. WE NEED TO HAVE A PROUD PROCEDURAL PROCESS.

SO THAT'S I THINK WHAT WHAT THIS PRACTICE IS TRYING TO DESIGN, CORRECT? YES. I'M SORRY. ARE YOU TALKING TO ME? BUT I'VE MY EYES BY THE WAY MY BRAIN WORKS WHICH IS PROBABLY TO, YOU KNOW, CONCRETE.

BUT ONE THING I THINK WOULD BE GREAT IS TO TRACK AS WE DO ALL THESE ACADEMIC PRESENTATIONS IF WE TIE THEM TO IT. OH IAN TRACK IT SO THAT WE KNOW THAT THAT WE HAD SEVEN PRESENTATIONS ON 0 7 OR 0 YOU TWELVE POINT SEVEN BECAUSE WE HAD SEVEN DIFFERENT PRESENTATIONS THROUGHOUT THE YEAR WHERE DR. STRATOS BROUGHT ALL THESE NEW PROGRAMS THAT WE WE HEARD ABOUT IT AND THEN WE CAN SIGN OFF BECAUSE NOW WE HAVE THIS LIST REMEMBER THESE PRESENTATIONS THROUGHOUT THE YEAR THESE PROGRAMS IS STILL CAN TIE INTO WHAT DR. RODRIGUEZ ULTIMATELY DECIDES IS THE THE PARAMETERS FOR YOU KNOW, COMPLIANCE THINK BAG YOU LOOK AT O E TWELVE TEN WE ARE REQUIRED BY LAW. YES.

THROUGH THE CALENDAR EVERY YEAR. AND THIS IS YOU KNOW, WE DO THAT EVERY YEAR THERE THERE'S THAT CALENDAR PRESENTATION. AND SO THAT TO ME THAT O E IS PRETTY SPECIFIC AND WHEN IT'S DONE YOU KNOW AGAIN WITH THE GRADE BOOK I GUESS THE IDEA THAT THAT WAS PRESENTED IN JANUARY OR WHATEVER THAT MIGHT BE LIKE A HALF CREDIT CLASS AND

[01:05:04]

WELL. >> SO YEAH. AND WE DO TRACK THE CURRENT P E THE COVER SHEET THAT YOU SEE THAT IS SIGNED OFF ON THAT THERE PROOF THEY'RE PUT IN A NOTEBOOK THAT WE KEEP SAYING THIS THIS IS WHAT WAS APPROVED ON SUCH A SUCH DATE AND SO YOU DO HAVE A SHEET THAT OF WHERE YOU ARE TRACKING GETTING YOU TO USE THAT THAT SAME KIND.

YEAH. AND I THINK THAT THE IF YOU LOOK AT THE TRACKING SHEETS FROM THE OTHER FROM WHAT WAS SUGGESTED IT'S GOT THREE CATEGORIES ON THEIR COMPLIANT NON-COMPLIANT IS WRITTEN ON THERE AND I CAN'T REMEMBER THE THIRD BUT I I KNOW THAT IN OUR TRAINING THERE WAS A COMPLIANCE COVER SHEET THAT WENT WITH WITH EVERY O E SO ANYTHING ELSE TO ADD FOR THIS DISCUSSION? NO I'M I AM I HAVE CLARITY AND THE LIGHT BULB HAS GONE OFF

MORE THAN ONCE. >> GREAT. OK.

I DON'T SEE ANY. INGRID, IS YOUR HAND STILL UP? >> SORRY.

>> PUT IT IN THERE. OK. I WAS TRYING GOOD ABOUT THAT.

HEY, I KNOW BELIEVE ME I'M THE WORST. WITH THAT.

[Generation of Committee Questions Regarding Career and Technical Education]

THIS IS A PERSONAL THING OF MINE. I THINK THAT THE COMMITTEE AND I KNOW THAT THIS WAS ANGELA SO WE CAN JUST START THIS CONVERSATION HERE AND NO NEED TO FINISH IT BECAUSE SHE REALLY NEEDS THE OPPORTUNITY TO BE INVOLVED IN IT.

BUT THAT IF THERE ARE THINGS THAT WE WANT TO KNOW ABOUT THE CAREER AND TECHNICAL EDUCATION, IF THERE ARE SPECIFIC THINGS WE SHOULD ARTICULATE THOSE UPFRONT BEFORE WE ASK THE STAFF TO GO AND DO ALL THAT WORK AND PUT SOMETHING TOGETHER FOR US BECAUSE TOO OFTEN THEY DO ALL THE WORK AND THEN WE SAY OH BUT YOU KNOW WHAT? THAT'S GREAT BUT THIS IS WHAT WE REALLY WANT TO KNOW. YOU KNOW, I CAN REMEMBER BEING PRINCIPAL AND GOING IN FRONT OF THE BOARD IN MY LAST DISTRICT WITH THIS BEAUTIFUL REPORT ON MY STUDENT ACHIEVEMENT AND I SPENT HOURS ON THIS REPORT AND I GIVE THE REPORT AND SAY YEAH, BUT WHAT WE REALLY WANT TO KNOW IS HOW MANY KIDS ACTUALLY I TEND TO DREAM EVERY WEEK.

I'M LIKE WOW, YOU KNOW IF YOU WOULD HAVE TOLD ME THAT UPFRONT THAT'S MUCH EASIER THAN WHAT I JUST PREPARED TO DO TO GIVE TO YOU. SO THAT'S KIND OF MY THINKING BEHIND THAT COMMENTS. MEL THOUGH THERE'S A DOUBLE EDGE SWORD THAT ONE IS THAT IF YOU DEFINE IT ALREADY TO THE PACIFIC THEN YOU DON'T GIVE THEM A CHANCE TO TO GO OR TELL SOME OF THE THINGS THAT YOU MAY NOT. YOU KNOW, BE AWARE OF ALL OF SENSITIVE DUAL OR KNOWLEDGEABLE ABOUT PARTICULARLY WHEN TALKING ABOUT THIS GREAT THING. BUT I KNOW THE EXPECTANCY AND RESPECTABILITY OF THEIR PROFESSIONALISM SHOULD PREVAIL. AND THAT'S WHERE I WOULD I WOULD NOT ASK THE RIGHT QUESTIONS. I WOULD YOU KNOW, IT'S DUMB TO TELL US WHERE WE BECAUSE I MEAN WE'RE QUITE NAIVE IN TERMS OF WHAT THOSE PROGRAMS ARE AND WHAT THEY SHOULD BE ABOUT.

WE START ASKING SPECIFIC QUESTIONS, FOLLOW UP QUESTIONS OR BE AS NAIVE AS OUR KNOWLEDGE

[01:10:03]

>> WELL, LET'S TAKE KATE, FOR EXAMPLE AND I UNDERSTAND YOU AND I SEE THAT SIDE OF THE STORY. SO THERE'S GOT TO BE A COMPROMISE THERE.

I THINK YEAH. SO HERE'S A QUESTION ABOUT KATE .

WHAT'S THE DIFFERENCE BETWEEN CREDENTIALS THAT YOU GET AT T.C. L AND THE CONTENT CREDENTIALS YOU GET AS A COMPLETE HOUR AT OUR HIGH SCHOOL LEVEL WE THOSE WORDS ARE IN OR ARE THROWN OUT THAT WE HAVE THESE COMPLETE HOURS AND THEY'VE EARNED A CREDENTIAL.

OK, SO HOW IS THAT CREDENTIAL DIFFERENT FROM WHAT YOU GET AT TCO? MAYBE IT'S NOT MAYBE IT'S THE SAME. I KNOW I HAVE SOME CONSTITUENTS THAT ARE VERY KEEN ON HAVING ALL OF OUR STUDENTS CONTINUE INTO SECONDARY EDUCATION AND WANTING TO TCO. SO I NEED TO KNOW IF THEY'RE COMPLETE AT THE HIGH SCHOOL AND

HAVE A CREDENTIAL WHY DOES THAT RELATE? >> SO THOSE ARE THE TYPES OF THINGS I WAS THE ABOUT THAT QUESTION. YOU KNOW THAT THAT WOULD BE IN MY MIND EXTENDING THE PRESENTATION. I WOULDN'T EXPECT THEM TO BRING ME THAT AUTOMATICALLY IN A PRESENTATION. WELL KATE PROGRAM THAT WOULD BE AN EXTENSION OF THE TOPICS QUIP O OF THE PRESENTATION OF MY FELLOW I DON'T KNOW THE ANSWER THAT MYSELF BUT I DON'T KNOW IF THAT WOULD DEFINE WHAT WE NEED TO DO AS A BOARD IN TERMS OF OUR I WILL KEEP PROGRAMS. BUT YOU KNOW I UNDERSTAND YOU UNDERSTAND THAT QUESTION BUT A EXAMPLE OF THAT. I MEAN WE COULD GO ALL OVER THE PLACE WITH QUESTIONS BUT THE PRESENTATION SHOULD BE THEIR PROFESSIONALISM AND WHAT THEY HAVE AND WHAT WE HAVE AND WHERE WE THINK WE NEED TO GO, WHAT WE HAVE BECAUSE WE AS BOARD MEMBERS ARE TRYING TO EXTEND THE OPPORTUNITIES POLICIES WE CAN THAT QUESTION YOU CAN DO JUST THAT.

THEN SOMEBODY I'M SURE WILL BE ABLE TO ANSWER IT AND DOES IT CHANGE WHAT WE ARE DOING OR THAT WOULD BE THE MUCH MORE RELEVANT THING. IN TERMS OF THAT QUESTION, DR.

STRATOS AND I THINK YOU'RE BREAKING ON LANGUAGE THAT WHEN WE TALK AND YOU HIT IT NAIL THAT THE PROFESSIONAL THE PRESENTATION I SHOULD BE ABLE TO PICK UP OTHER QUESTIONS THAT

HENCE THAT'S WHY THEY'RE PRETTY EXPERT IN THE FIELD. >> BUT I THINK HAVING AN IDEA OF THE DIRECTION OUR INTENTION AND BAD PRESENTATION MAY BE A LITTLE BROADER IN SCOPE.

WE WANT TO KNOW WHAT YOU'RE DOING BUT WE'D LIKE THIS IS GABE RECEIVING MISSION IN X AND Y? IT WOULD HELP THE PREPARATION AND THE DEPTH OF THAT PREPARATION VS. TRYING TO COVER EVERYTHING. SO AND I'M ONLY SPEAKING FROM MY OWN PERSPECTIVE AND WATCHING MEMBERSHIP IN OUR TEAM THAT DEVELOPMENT WE RIP THINGS APART. QUESTION WISE IN ANTICIPATION BUT IF THERE WAS A THESIS STATEMENT TO THE ESSAY AND YET WE CAN STILL DEFEND OUR PERSPECTIVE OUR PRESENTATION GETTING HIT WITH YOUR YOU'RE LOOKING FOR BETTER STILL PROVIDE INFORMATION TO BRING OUR BOARD MEMBERS ONBOARD TO WHERE WE'RE GOING AND WHAT WE'RE DOING BECAUSE WE DO HAVE AN OBLIGATION TO THAT. SO INGRID, I SEE YOUR HANDS UP. BUT LET ME JUST FOLLOW UP JUST A MINUTE. SO I THINK THAT IF WE LOOK AT OH EACH OF NUMBER SIX IS MAKE THE CAPE PROGRAM WOULD FALL UNDER THIS ENSURE THAT THE INSTRUCTIONAL PROGRAM ADDRESSES THE DIFFERENT LEARNING STYLES AND NEEDS OF STUDENTS OF VARIOUS BACKGROUNDS AND ABILITIES AND ARE AVAILABLE TO STUDENTS THROUGHOUT THE DISTRICT AS FAIRLY AND EQUITABLY AS REASONABLE. RIGHT. SO IF WE SAID LET'S JUST SAY WE WOULD LIKE TO TALK ABOUT 0 6 AS IT PERTAINS TO KATE AND THEN WE YOU KNOW, COULD EVEN SAY AS A COMMITTEE, YOU KNOW THAT THAT IN ADDITION TO YOU KNOW, ARE THERE ANY SPECIFIC QUESTIONS

[01:15:10]

>> BUT IN ADDITION TO THAT, MAYBE WE HAVE SOME SPECIFIC QUESTIONS.

SO THAT'S BLENDING OF THE TWO WHERE IF THERE ARE QUESTIONS AHEAD OF TIME THAT THEY GET SENT ON TO STAFF REALIZING THAT DURING THE PRESENTATION OFTENTIMES QUESTIONS COME UP THAT HADN'T BEEN THOUGHT OF BEFORE. YES.

YES IT ABSOLUTE WITH THAT RECOGNITIONSE I WOULD BE DISAPPOINTED AMONG SORT MY COLLEAGUES IF WE DIDN'T PROVIDE DEPTH OF INFORMATION TO BOARD MEMBERS TO PROVIDE INFORMATION.

YOU HAVE AN OBLIGATION TO THE PUBLIC AND TO OUR BOARD MEMBERS WHO ARE DRUNK DRIVING THE SUCCESS TOGETHER. WE'RE NOT WE'RE NOT IN ISOLATION WRAPPED AROUND.

YES, MA'AM. DR. CAMPBELL. YES.

I WANTED JUST TO ADD TO WHAT YOU JUST SAID ABOUT CAREER AND TECHNOLOGY EDUCATION FOR 0 6.

THE FIRST THING THAT CAME TO MIND WHEN I READ THAT IS IT'S A DIRECT CORRELATION OUR ALIGNMENT TO OUR STRATEGIC PLANS AND WHAT THE GOALS SPECIFICALLY SAYS ABOUT HEY

EDUCATION, HOW DO WE INCREASE THE NUMBER OF DIVERSE LEARNERS. >> YES.

IN THESE KATE COMPLETE COMPLETE COMPLETE. OUR PROGRAMS ARE.

AND SO WHAT I SEE THAT TO ME THAT SHOULD BE A PART OF THE PRESENTATION.

WHERE ARE WE AS IT RELATES TO OUR STRATEGIC PLANNING AND HOW IT'S CONNECTED TO THAT SPECIFIC 0 6? AND IF I MAY TO CONGRESS IF THAT IS IF THERE WAS A QUESTION IN SPECIAL EDUCATION IT COULD ALSO BE THROUGH THAT LENS LINE NUMBER SIX.

MM HMM. >> YES. INGRID? WELL, I WOULD RESPOND A LITTLE BIT BACK BACK BACK A FEW COMMENTS AGO.

I AM SORRY. NO, NO, NO. I JUST.

THIS MAY OR MAY STILL BE RELEVANT BUT I FEEL LIKE WHAT YOU ARE SAYING KATHY I TOTALLY AGREE WITH YOU. I DON'T WANT TO WASTE STAFF'S TIME LIKE WE ARE.

WE RUN A VERY THIN STAFF THAT HAS A LOT OF RESPONSIBILITY. MY HUSBAND I GET THESE FIGHTS ALL THE TIME CAUSE HE'LL BE BUSY AND BE LIKE FIND ME THE BEST COMPUTER.

FINALLY WHAT'S THE BEST COMPUTER OUT THERE AND ALL I DO THIS RESEARCH AND GIVE.

AND HE'S LIKE NO, NO, NO, I DON'T CARE ABOUT THAT. I WANT TO KNOW ABOUT THE YOU KNOW. SO LIKE SO NOW WHEN HE TELLS ME THINGS LIKE THAT, I'M LIKE WHAT ARE YOU LOOKING FOR? I'M NOT I DON'T I DON'T WANT HIM.

IT'S NOT A QUESTION OF ANSWERING SPECIFIC QUESTIONS.

IT'S JUST ABOUT TARGETING, YOU KNOW, THE THE WHAT WE'RE LOOKING FOR.

SO AT THE END THAT WHOEVER IS PREPARING THE PRESENTATION UNDERSTANDS WHAT WE EVENTUALLY WANT TO GET OUT OF THAT PRESENTATION BECAUSE I DO THINK WE HAVE THIS EXAMPLE ONE OF OUR BOARD MEETINGS WHERE I WAS LIKE WAIT, THIS ISN'T WHAT WE'RE LOOKING FOR, YOU KNOW?

>> AND THERE WAS LIKE BACK TO THE DRAWING BOARD. BUT I FEEL LIKE IT'S UNFAIR TO KEEP SENDING PEOPLE BACK TO THE DRAWING BOARD WITHOUT TELLING THEM IN A VERY GENERAL SENSE NOT A SPECIFIC OPERATIONAL SENSE BUT WHAT WE WANT WHAT WE'RE LOOKING FOR.

BECAUSE THAT'S STILL RELEVANT TO WHAT YOU GUYS WERE SAYING. I THINK YEAH, THAT'S KIND OF CONTRADICTORY TO WHAT I THINK. YOU KNOW, ONCE YOU START DOING THAT THEN IN MY MIND WE START WITH DEAN WITHOUT ALLOWING THEM TO DO HAVE SOME TO BE DIRECTING THE STRUCTURE YOU KNOW THE INSTRUCTIONAL PROGRAM AND AND THAT'S THAT'S WHY I YOU KNOW, I'M NOT YOU KNOW, AGAINST ASKING SOME POINTED QUESTIONS ABOUT WHERE WE ARE.

>> I MEAN HE'S GOOD AT BEING SO. DA DA DA DA DA.

YEAH. THOSE THINGS ONE WHICH I WOULD EXPECT TO BE GIVEN ANYWAY IN THE REPORT. BUT WHEN WE START ASKING HIM ABOUT YOU KNOW THE COMPLETE THEIR PROGRAMS IN ONE AREA VERSUS THE OTHERS, THE QUALIFICATIONS SEPARATE ETC. I THINK THAT WE'RE DELVING INTO THINGS THAT THE BOARD DON'T NECESSARILY NEED TO KNOW AND SOMETIMES WE POINT THEM IN THE DIRECTION THAT WE ALL NEED TO BE POINTING TO BECAUSE WE'RE NOT THE EXPERTS IN TERMS OF THAT WHERE WE ONLY KNOW THE DIRT OR THE DO.

AND SUPPORT FOR THEIR INSTRUCTIONAL DIRECTIONS. THAT'S THE ONLY REASON I WOULD I WOULD BE AGAINST HAVING 10 QUESTIONS LINED OUT THAT THEY HAVE THEIR RESPOND TO IF I CAN

[01:20:03]

AGREE. >> YOU AND I HAVE HAD CONVERSATIONS RIGHT.

ABOUT WHAT KIND OF HOW THESE REPORTS WHAT INFORMATION IS CONTAINED TO THEM, HOW CLEAR THEY ARE, ET CETERA, ET CETERA. AND AGAIN USING LIKE AN EDUCATIONAL ANALOGY.

YOU KNOW, I DON'T WANT TO GIVE ABLED A MULTIPLE CHOICE TEST AND SAY, YOU KNOW, FILL THIS OUT AND COME BACK OR A SHORT ANSWER. BUT WHEN YOU ASSIGN AN ESSAY LIKE MY SON'S DOING AN ESSAY ON THE SINKING OF THE BISMARCK RIGHT NOW YOU GOT TO HAVE JUST SOME SORT OF A RUBRIC NOT NECESSARILY YOUR ESSAY WILL ANSWER.

YOU KNOW, WHAT YEAR ET CETERA, ET CETERA. BUT YOU HAVE A RUBRIC THAT IT WILL AT LEAST, YOU KNOW, ADDRESS MULTIPLE BUT WHATEVER IT IS.

I THINK WHAT I'M WHAT I'M SAYING IS JUST IN SENSE OF I'M VERY SENSITIVE ABOUT UTILIZING STAFF'S TIME EFFECTIVELY BECAUSE WE DO ASK THEM TO GO ABOVE AND BEYOND FOR THE SIZE OF OUR DISTRICT. YOU KNOW, WE'VE LOOKED AT THAT EFFICIENCY STUDY.

WE KNOW THAT THE DISTRICT STAFF COULD USE MORE HELP. SO IN TERMS OF BEING EFFICIENT ,I JUST WANT TO WHAT I THINK KATHY IS TALKING ABOUT WHEN SHE PUT ALL THIS TIME AND EFFORT INTO A PRESENTATION AND THEN HAVE THIS IT IS NOT WHAT WE'RE LOOKING FOR.

SO IT'S NOT ASKING QUESTIONS BUT IT'S GIVING SOME GUIDANCE AS TO WHAT SHOULD BE THE RUBRIC OF THE REPORT. YOU KNOW, I AGREE WITH YOU. I MEAN OUR BLEACHER REPORT OR THE GATE PROGRAM. SO IT'S SO VAGUE ABOUT WHAT WE WANT TO GET FROM THE GATE PROGRAM. I CAN AGREE WITH THAT. BUT IT'S SORT OF IN BETWEEN THE TWO. RIGHT. I GUESS IT IS.

I THINK IT'S GOT TO BE A COMBINATION. YEAH.

>> GOT A BIG COMMENDATION AND WHICH THE BOARD DOESN'T OVERSTEP ITS BOUNDARIES.

DON'T GET INTO THE WEEDS OF OF THE INTERPRETING FOR THE 4 4 DISTRICT.

THAT'S WHERE WE HAVE. THAT'S WHY THE PROCESS WE'RE TALKING ABOUT NOW ONCE WE START GETTING INTO THE WEEDS OF WHAT THE INTERPRETATION LOOKS LIKE THEN WE NO LONGER GIVE HIM THE FREEDOM TO INTERPRET. YOU KNOW THEM SELVES. RIGHT.

AND THAT'S THAT'S THAT'S WHERE YOU KNOW ON THE FENCE THEN I AGREE IT HAS TO BE A MESHING OF THE TWO TWO DIRECTIONS. WELL, YOU KNOW, I JUST BROUGHT THAT UP REALLY BECAUSE I'M A LITTLE BIT NO. WHEN WE TALK ABOUT FUTURE TOPICS FOR FOR THE COMMITTEE, EVERYTHING THAT WE TALK ABOUT IN THIS COMMUNITY PER OUR SCOPE SHOULD BE RELATED TO AN ONLY IT SHOULD BE OH A SPECIFIC WE SHOULD IDENTIFY THE O E AND THEN THAT'S YOU KNOW.

WHAT? OH IT APPLIES TO AND IN YEAH. BECAUSE WE ARE AN ACADEMIC COMMITTEE AND I SHOULD BE RELATIVE TO THE INSTRUCTIONS THAT MY INSTRUCTIONS WILL BE COMPLETED TO COMPLETE COMPLETELY OF ALL THE ACTIVITIES WE HAVE A TRACK ABOUT. SO YES I AGREE WITH THAT. THAT'S THAT'S OUR SCOPE AND YOU KNOW, WE SOMETIMES YOU HAVE TO BE RETRACTED WHEN WE NEED TO GO DEEPER TO THAT SCOPE, EVEN EVIL. BEYOND THAT WE SAW FOR EXAMPLE A STUDY OF ELEMENTARY SCHOOLS ONE TO THE SUCCESS OF THE STORES GOT IT UP TO GRADE 8. HOW FAR IS THAT RELATED EASE? WHICH ONE DO WE TRY TO. TWO EXAMPLE OF YOU KNOW, I DON'T THINK IT'S HERE NOW GIVEN DIRECTIONS UP. I DON'T THINK THAT ONE'S HERE. I DON'T WEAR IT.

THERE IS NO SHORTAGE OF WE CAN GO GRAB GO THAT THAT WILL FIT IN THERE SOMEWHERE IN THE SURE SECULAR PROGRAM THAT BEST SUITS IT THERE WILL STILL BE ABLE TO FIT THERE SOMEWHERE IF YOU IT.

THAT'S MY POINT THERE. GOT IT. OK.

YEAH. ALL RIGHT. ANY MORE DISCUSSION REGARDING

THE TOPIC? >> OK. SO THAT GO AHEAD, MARY.

DR. STRAUSS, I HATE TRYING TO GET CONFIRMATION, SAM FOR THE UPCOMING ACADEMIC COMMITTEE.

SO WOULD THERE BE A C.T. PRESENTATION COMING VOTE OR I'M JUST HEY, YOU KNOW WHAT?

>> I DON'T THINK THIS TIME I THINK YOU KNOW, WE'RE NOT ASKED.

I DON'T THINK WE'RE ASKING FOR A PRESENTATION AT THIS TIME. REALLY?

I THINK THAT YOU KNOW, I DON'T KNOW. >> I'M THINKING THAT IF THERE

[01:25:11]

>> SO I DON'T KNOW WHERE WE GO FROM HERE AT THIS POINT. FROM MY LEAD WOULD SAY TO YOU, DR. STRATOS, MY THOUGHT WOULD BE THAT ONE OF THOSE OR THESE WILL ACCOMMODATE THAT PRESENTATION AND YOU HAVE THAT AS PART OF YOUR PLAN ON HOW I'M INTERPRETING THIS.

AND THIS IS WHERE WE WILL DO THAT. >> I TOTALLY AGREE WITH THAT.

>> NOW THAT WAS EXACTLY WHAT I WAS THINKING. AND VISE VERSA.

I THINK THE BOARD CAN COME AND SAY WE WANT A PRESENTATION ON THIS.

I THINK ANGELA WON THE PRESENTATION ON KATE, RIGHT? YEAH.

>> THAT COULD BE TRUE. I'M TALKING. YEAH I'LL TALK TO YOU IN PROCESS FOR SO YOU KNOW HOW IDEALLY I IDEAL COVERAGE. IT WAS MY CAPACITY TO DO WHAT WE WANT. AND THAT'S WHAT WE WILL DO GRADUALLY.

I WANT THIS AND I WANT THAT AS AN AGENDA ITEM. BUT IDEALLY IF IT'S LAID OUT WHERE ARE WE GOING TO SEE IT THEN AND WE'LL KNOW THAT WE'RE GOING TO SEE THAT FACE SOMEWHAT ANYWAY BECAUSE THAT'S HOW THEY INTERPRETED. WE'VE GOT TO GET THAT CASE REVIEW NEXT MONTH AND WE'LL WAIT TILL NEXT MONTH. BUT IF WE DON'T SEE IT ANY AT ALL AND I TRAVEL ROTATIONS THEN YEAH WE CAN REQUEST IT. MY TONGUE IS LET THEM DESIGN THE INSTRUCTIONAL PART. AND THAT TO ME IS A PART OF THE INSTRUCTIONAL PART AS OPPOSED WE PICKING CHOOSING WHERE WE WANT TO SEE JUST WHAT INFORMATION OUR CONSTITUENCIES LET'S ALLOW THEM TO DESIGN IT AND SEE IF THAT DESIGN IS NOT COMPLETE.

THEN WE CAN ASK WHAT QUESTIONS TO GO ROUND THAT DESIGN. BUT IF WE GET IT INTO THE DESIGNING PART OF IT AND WE HANDED DOWN FROM FROM BEING PROACTIVE AND GENERATE THEIR OWN PROGRAM PROCESS I THINK THAT SUMS UP THE LAST HOWEVER LONG DISCUSSION WE'VE HAD REALLY WELL BECAUSE IT SAYS TO THE DR. STRATUS AND HER TEAM YOU HAVE THE AUTONOMY, YOU BRING THIS STUFF TO US. YOU DECIDE WHAT WE NEED. YOU KNOW, AND THEN WE'LL TIE IT TO A POLICY MATTER AND AND TRACK YOU TRACK THAT AND LOOK AT AT THE END OF WHATEVER THE WORK PLAN IS IF WE FEEL LIKE THAT GIVES THE INSTRUCTIONAL SERVICE DEPARTMENTS SO MUCH

AUTONOMY LIKE JUST LIKE YOU SAID. >> THAT'S WHAT YOU WANT THEM TO HAVE THE AUTONOMY TO MAKE THOSE DECISIONS. SO I THINK THAT'S AN EXCELLENT

CONCLUSION, A GOOD GOOD. >> BUT I'M SORRY. YOUR.

>> AS YOU SAY A GOOD LANDING SPOT. YEAH.

>> SO GOING BACK TO COHERENT GOVERNANCE, THE ROLES OF THE COMMITTEES ARE TO DO THE BOARD'S WORK AND NOT BUT NOT THE ADMINISTRATION'S WORK. RIGHT.

SO YEAH. SO IT LETS THEM DO THEIR WORK AND YOU KNOW IS THERE A POINT THAT DOESN'T HAVE TO BE BROUGHT TO THIS COMMITTEE, GO DIRECTLY TO THE FULL BOARD? JUST WITH LESLIE MITIGATION AS WELL AS COMPANIES LIKE GETTING OK.

SO I THEN WHAT I'M HEARING IS, YOU KNOW, I WOULD LEAVE THAT UP TO THE.

I SEE DR. STRATOS AND SAY, YOU KNOW WHAT? I'VE GOT THIS PRESENTATION ON OKATIE TWELVE POINT EIGHT OR SOMETHING THAT I'D LIKE TO PRESENT.

I WANT. I WANT TO LET IT GO THROUGH. I WANT THE ACADEMIC TO SEE IT FIRST. IS THAT WHAT I'M HEARING? YEAH, THAT'S RAMBO EARLY, RIGHT? I WANT TO SEE HOW IT FITS OUR PROGRAM.

I'M ALREADY BY YOU GUYS BECAUSE YOU GUYS QUOTE THE EXPERT I OF THEM SO BOARD BECAUSE WE READ THEM THAT I GIVE THEM A VIDEO OF THE BOARD THAT I WANT TO ARGUE WITH THREE GUYS WHO KNOW NOTHING ABOUT ACADEMICS. YOU KNOW WHAT OTHER BANDS YOU ARGUMENT YOU'LL BE A LITTLE BIT EASIER, DON, WHEN I DO GET IT INTO THE BOARD. THAT'S THE WAY I LOOK AT THAT.

[01:30:03]

OH, SORRY. NO, NO, NO. IT'S MY FACEBOOK FAN BECAUSE I THINK THAT THIS STUFF SHOULD FOR THE MOST PART COME TO YOUR OPERATIONS.

I'VE BEEN THROUGH ACADEMICS TO THE COMMITTEE SO THAT BY THE TIME IT GETS THE BOARD BECAUSE I THINK IT'S DIFFICULT FOR THE FULL BOARD TO SORT HAMMER OUT SOME OF THE SPECIFICS SO THAT BASICALLY THAT WHEN IT GETS TO THE FULL BOARD YOU GUYS HAVE ALREADY GIVEN IT A WORKED THROUGH POLICY AND IS PRETTY MUCH READY TO GO. SO THAT WE DON'T SPEND SO MUCH TIME IN BOARD MEETINGS. SO I THINK EVERY IN MY OPINION AS MUCH AS POSSIBLE SHOULD HIT THE COMMITTEE FIRST. YEAH. JUST TO SORT OF LIKE A ROUGH DRAFT I'M STICKING WITH MY EDUCATIONAL ANALOGIES. AND THEN YOU CAN TURN IN THE FINAL PAPER TO THE BOARD YOU IT GETS BROUGHT TO THE ACADEMIC COMMITTEE BY DR. STRADDLES AND HER TEAM. WE'RE NOT SENDING THINGS OUT FOR THEM TO DO.

THEY ARE RESPONDING TO THIS OKATIE AND BRINGING THE THINGS TO US CORRECT.

YES, I WOULD AGREE WITH THAT. OK, WELL I THINK WE DID. WE LANDED IT.

I KNOW. I KNOW. I'M SORRY.

I YOU KNOW, SOMETIMES YOU JUST HAVE TO TALK THINGS ALL THE WAY THROUGH.

IT IS A BIT OF A 30 MINUTE MEETING. I KNOW I TOTALLY OKAY.

ALL RIGHT. IS THERE A DISCUSSION OF FUTURE TOPICS BASED ON WHERE WE

[Discussion of Future Topics]

I THINK THAT'S GOING TO BE DRIVEN WITH THE OVERALL PLAN GUIDE.

ALL RIGHT. SO ARE WE READY TO ADJOURN INSTEAD?

>> OH, WAIT. OH, QUESTION I MEAN ARE WE GOING TO MEET AGAIN IN MAY? AND THAT WOULD YOUR SCHEDULE DATE WOULD BE THE 26? THAT'S CORRECT.

YES, THAT MADE ME TWENTY SIX WEDNESDAY AT 430. DO YOU WANT FOR THIRTY OR FORTY

FIVE FOR ANGELA IF SHE GIVES OFF A WORK AT 430. >> OKAY FOR FORTY FIVE IF

THAT'S OKAY. >> THANK YOU ROBYN. REMEMBERING THAT.

OKAY. OKAY. ALL RIGHT.

NOW ARE WE READY TO ADJOURN? >> I THINK WE MOVE THAT WE ADJOURN.

THANK YOU EVERYONE. >> THANKS FOR UNITS. HAVE A GOOD NIGHT.

* This transcript was compiled from uncorrected Closed Captioning.