May 04, 2021 Board of Education

[6:00 Public Session]

[00:00:03]

>> OCCASION VISIONS NATAL FOR 2021 HELD BY A HIGH RATING IN A CLIMATE WHERE THE AS ALSO BEING LIKE BEING GUIDED HAVING CHANNEL YOU WANT TO BE PAID IN THE STOCK PUBLIC COMMENTS WE NEED TO SEND AN EMAIL BETWEEN 7 AND 7 30 WITH YOUR NAME, PHONE NUMBER AND TOPIC TO ROBIN NOT PUSHING VERY ACTIVE FOR A DECADE WHILE THAT FC THAT US AND YOU RECEIVE A PHONE CALL DURING PUBLIC COMMENTS OR YOU'LL BE ABLE TO SPEAK AND ADDRESS THE BOARD FOR A MAXIMUM 30 MINUTES ON ISSUES WITHIN THE BOARD'S DOMAIN. THE SECOND COUPLE OF COMMENTS WILL TAKE PLACE PRIOR TO AGE FORTY FIVE CONSECUTIVE BOARD AND THREE WOMEN IN THE 15 MINUTES. IF YOU ARE A PERSON YOU MAY HAVE THE BOARD FOR A MAXIMUM THREE MINUTES ON ISSUES WITHIN THE BOARD'S THERE IN THAT TIME AS WELL.

EACH USER MUST GO PUBLIC COMMENT KARMA AND YOU CAN OBTAIN FROM THE CLERK IN THE EVENT THE BOARD DOES NOT FINISH ADDRESSING ALL ITEMS LISTED ON THE FOR TWENTY TWENTY ONE AGENDA. THE BOARD WILL RECONVENE AT 6:00 P.M. TOMORROW EVENING TO

[Action as Necessary or Appropriate Regarding Matters Discussed in Executive Session]

>> REGARDING MATTERS DISCUSSED IN EXECUTIVE SESSION MR.. >> THANK YOU MADAM CHAIR.

YES. FREE OF SIX ITEMS COMING OUT OF EXECUTIVE SESSION.

FIRST IS I MOVE WE APPROVE THE SUPERINTENDENT'S RECOMMENDATIONS FOR EMPLOYMENT LISTED ON APRIL 1ST TO APRIL 30 20 21 PER PERSONNEL RATIFICATION REPORT.

THE SECOND IS GENERAL CAMILLO IS HAVING A DISCUSSION. ALL RIGHT.

THE MEETING IS OPEN. YES. INTRODUCE THIS REAL BINARY BODY . YES. THE MOTION CARRIES UNANIMOUSLY

WITH DR. RACHEL WAS NASTY ABSENT MR. SCAVENGER. >> SECOND ITEM IS REMOVED AT THE BOARD OF EDUCATION APPROVE AMENDMENT NUMBER ONE WITH MLB CONFERENCE INSTRUCTION FOR AN EARLY STEEL AND LAB CASEWORK PACKAGE AT BATTERY CREEK HIGH SCHOOL IN THE AMOUNT OF NINE HUNDRED AND THIRTY FIVE THOUSAND FIVE HUNDRED AND NINE DOLLARS AND DOWN ANY DISCUSSION PLEASE OPEN RIBAUT YES MR. SMITH MR. EARL CAMPBELL THE MOTION HERE IS UNANIMOUSLY

ZERO. >> MR. A MOVE THAT THE BOARD OF EDUCATION APPROVE AMENDMENT NUMBER THREE WITH JUMPER CARTER CEASE ARCHITECTS WHICH AUTHORIZES AND AMOUNT SIX HUNDRED AND SIXTY EIGHT THOUSAND ELEVEN DOLLARS FOR BLUFFTON HIGH SCHOOL REFERENDUM PROJECTS. THE SECOND WAS BY BROKEN ANY DISCUSSION MR. SMITH YES.

AND MOST IMPORTANTLY THERE IS WITHIN THE MARGIN WE'RE GOING TO MOVE ON ROUGHLY AMONG THE QUESTION IS CALLED YES, THE MOTION UNANIMOUSLY IS DISTRIBUTED.

[00:05:31]

THANK YOU. THE MOTION CARRIES UNANIMOUSLY THIS I MOVE I MOVE THAT THE BOARD OF EDUCATION APPROVED AN AMENDMENT NUMBER TWENTY WITH THEM BECAUSE CONSTRUCTION FOR H FACT WORK BLUFFTON HIGH SCHOOL IN THE AMOUNT OF NINE HUNDRED AND SEVENTY SIX THOUSAND EIGHT HUNDRED THIRTY EIGHT DOLLARS THEN IT IS YOUR LINE GETTING YOUR HANDS UP WE WILL LOOK THE YES REAL BANK. YES THE MOTION CARRIES UNANIMOUS 10 0 MR. SCAVENGER.

OUR LAST MOTION IS I MOVE THE BOARD OF EDUCATION APPROVED AMENDMENTS ELEVEN AND TWELVE WHICH TOTAL FIVE HUNDRED AND FIFTY TWO THOUSAND SEVEN HUNDRED AND SEVENTEEN DOLLARS WITH CONTRACT CONSTRUCTION AMENDMENT ELEVEN IS FOR MECHANICAL WORK ASSOCIATED WITH EACH FACT UPGRADES AND THE AMOUNT OF TWO NINETY NINE SEVEN SEVEN SEVEN MEN TWELVE IS FOR FACADE AND ELECTRICAL WORK ASSOCIATED WITH AGE BACK UPGRADES AND THE AMOUNT OF TWO HUNDRED AND FIFTY TWO THOUSAND NINE HUNDRED AND FORTY. THANK YOU SO WAS THIS BILL ANY DISCUSSION? THE QUESTION IS CALLED IS RIBAUT?

>> YES. EMOTION CARRIES 10 0 IS A GIVEN THAT INCLUDES THE MOTION COMING

OUT OF THIS EXECUTIVE SESSION. >> THANK YOU SIR. WE ARE NOW DOWN TO THE APPROVAL

[Approval of Agenda]

[00:10:01]

WITH SOMEBODY LIKE TO MAKE THAT TRIP. >> MR. MEL CAMPBELL JUNIOR YEAR I HOPE THAT OR THE AND LEAVE WHAT POLICY SEE 2 1 1 1 AM NOT SEVENTEEN GENTLEMEN SPEND A

PAST FIFTEEN TO MY GUIDE AND DISCUSSION. >> MR. SMITH YES.

OUR YOUNG MAN MY WENT TO OUR OPEN SIXTEEN FOR THE REPORT TO OUR TO PUT THAT UNDER ON THE BOARD THERE WAS CONSENT AGENDA. YES I DID AFTERWARDS IF A MEMBER WANTS TO MOVE SOMETHING FROM CONSENT TO BOARD BUSINESS THAT DOESN'T HAVE TO HAVE A SECOND OR SO WE'VE MOVED IT MR.

STONE. >> ALL RIGHT. ANY FURTHER DISCUSSION ABOUT APPROVING THE AGENDA WITH WAIVING THE BOARD POLICY THAT WAS GIVEN BY MR. CAMPBELL? ALL RIGHT. VOTING IS OPEN. IS MR. SMITH PARRY VOTING? THE MOTION CARRIES 9 0 1 TO ONE OF THE STANDARD MR. SMITH. THE AGENDA IS APPROVED AND THE

MEETING IS BEING EXTENDED PAST 950. >> NEXT ON OUR AGENDA IS THE

[Pledge of Allegiance, Moment of Silence, Statement of Media Notification]

MAYBE IT HAS BEEN PROPERLY IDENTIFIED AND HER WARMEST IS ROBERT MATHESON, A FOURTH

[Student Performance]

SO WITH NO FURTHER DUE I PRESENT VINCE MATHESON AND SHARON ELSEWHERE.

[00:15:26]

I'M MUCH MUSIC ALL DAY. I'M GETTING TIRED OF ALL I USED TO PLAY BUT NOT A LOT OF OTHER OLD. FOR MY DAUGHTER OR ACTUALLY DISSOLVES ARE DEFINED BY ONE OR TWO CHILDREN. THEN I'M ON THE PAST WHEN I PLAY.

RIGHT NOW I'M WISHING I THINK OF THE FUTURE. IN THAT TIME.

THANK YOU. MY CONGRATULATIONS. CONGRATULATIONS.

>> BARNES NOBLE. WONDERFUL AND MISS OLD. IF YOU HAVE THE CHANCE AND ADVENTURES WILLING IF YOU CAN SEND ME A COPY OF THAT POEM BECAUSE I WOULD LOVE TO SHARE THAT WITH OUR BOARD MEMBERS AS WELL. AND ABSOLUTELY WE'LL MAKE SURE IT HAPPENS. THANK YOU, MISS. SO APPRECIATE IT.

[Points of Celebration]

NATIONAL WHAT IS THEIR ALIVE ON FACEBOOK? >> SURPRISING A MATH LEFT IN ELEMENTARY SCHOOL WENT LIVE ON FACEBOOK TO ANNOUNCE THIS FOURTH GRADER IS A NATIONAL STUDENT WINNER FOR THE CONTINENTAL MATH LEAGUE. AUSTIN FILLMORE.

BURDEN A PERFECT SCORE IN EVERY MATH CHALLENGE DURING THIS YEAR'S COMPETITION.

HE'S THE ONLY STUDENT IN SOUTH CAROLINA TO ACCOMPLISH THIS. IT IS ALSO JUST ONE OF EIGHT STUDENTS NATIONALLY TO DO SO. I MUST BE YES. FOCUS HARD.

GREAT JOB. THE MATH IS ALL. NO.

THE REALLY HARD CLASS TURNED OUT LIKE EQUATION TO LIKE ONE WORD PROBLEMS. THE CONTINENTAL MATH LEAGUE IS MADE UP OF FIVE MEETS THAT RAN FROM NOVEMBER TO MARCH.

STUDENTS WORK ALONE WITH ONLY A PIECE OF SCRATCH PAPER TO ANSWER SIX CHALLENGING MATH QUESTIONS IN 30 MINUTES. THIS IS SOMETHING THAT IS VERY RARE OCCURRENCE.

IT'S A GREAT ACCOMPLISHMENT FOR HIM AND I'M SO PROUD OF HIM. I'M NOT SURPRISED HE'S A GREAT MATHEMATICIAN. AUSTIN NOT ONLY WORKED HARD AT SCHOOL PREPARING FOR THE MATH CHALLENGES, HE ALSO PRACTICES MATH SKILLS AT HOME LIKE MATH PRODIGY AND MY MOM AND DAD SOMETIMES MAKE ME SHEET FRIENDS. TOGETHER WE ACTUALLY DO A PRACTICE PROBLEM EVERY DAY AS PART OF THEIR MORNING WARM. WE HAVE I HAVE OLD MEADS THEY HAVE PRACTICE BOOKS THAT THEY PUT OUT SO WE PUT UP A PROBLEM. THEY HAVE A CHANCE TO SOLVE IT AND THEN WE DISCUSS DIFFERENT STRATEGIES TO HELP THEM PRACTICE.

SEVERAL OTHER ELEMENTARY SCHOOLS IN THE DISTRICT ALSO TOOK PART IN THE CONTINENTAL MATH LEAGUE INCLUDING RED CEDAR ELEMENTARY SCHOOL WHERE A TEAM OF FOURTH GRADERS WORKED TOGETHER TO WIN THEIR REGION AND BLUFFTON ELEMENTARY SCHOOL RUN LOPES BEFORE COUNTY SCHOOL DISTRICT. AWESOME JOB. AUSTIN, WE'RE SO PROUD OF YOU.

CONGRATULATIONS OSCAR. >> THANK YOU. THANK YOU MISS FA FOR YOUR SUPPORT OF OUR STUDENTS WARD MASTERS CAL AND PERFECT SCORES SEVERAL DISTRICT TEAMS PLAYS IN THIS YEAR'S FIRST WORLD MASTERS CHALLENGE ME A NATIONAL VOCABULARY COMPETITION INVOLVING NEARLY A HUNDRED AND TWENTY FIVE THOUSAND STUDENTS AND RED CEDAR FOURTH GRADERS AND OKATIE ELEMENTARY THIRD GRADERS SCORE A PERFECT POINT BOTH PLACING FIRST IN THE

[00:20:03]

NATION. >> OTHER OUTSTANDING PERFORMANCES INCLUDED AN EIGHTH GRADE TEAM FROM RIVER RIDGE ACADEMY CHANGED FOR ONE AND NINETY EIGHT POINTS AND A FOURTH GRADE TEAM FROM BLUFFTON ELEMENTARY THAT PLACED 10TH IN ITS DIVISION RED STICKER FIFTH GRADERS JEANNOT, KAJ AND CHELSEA SAW US EACH EARNED A PERFECT SCORE OF TWENTY IN THE SECOND OF THE YEAR NATIONAL ONLY THIRTY NINE FIFTH GRADERS ACHIEVE THIS RESULT.

LOSER ELEMENTARY FOURTH GRADER RYAN ALLEN ALSO EARNED A PERFECT SCORE OF 20 ON THE CHALLENGE. ONLY THIRTY SEVEN FOURTH GRADERS ACHIEVED THIS RESULT

NATIONALLY AND AN EXCELLENT USE OF TWO WORD MASTER WORDS. >> SEVERAL SCHOOLS ACROSS THE DISTRICT ARE TAKING PART IN THE WORD MASTER'S CHALLENGE. IT'S A NATIONAL VOCABULARY COMPETITION INVOLVING NEARLY ONE HUNDRED TWENTY FIVE THOUSAND STUDENTS FROM ACROSS THE COUNTRY HERE AT RED CEDAR ELEMENTARY SCHOOL. THE FOURTH GRADE TEAM ACHIEVED THE HIGHEST HONOR EARNING A PERFECT SCORE IN THE FIRST ROUND.

THEY'RE CURRENTLY IN FIRST PLACE IN THE NATION FOR THEIR GRADE LEVEL.

I WAS JUMPING UP AND DOWN. I WAS SO SATED THAT THEY PUT SO MUCH EFFORT AND WORK INTO THIS THAT IT JUST FELT GREAT. AT FIRST I THOUGHT IT WASN'T REAL.

I THOUGHT JUST JOKING AROUND AND THEN I SAW LIKE MY ACTUAL PERFECT SCORE AND I GOT 20 OUT OF 20 AND IT WAS LIKE REALLY, REALLY EXCITING FOR ME OVERALL. LUDDEN STUDENTS AT THE SCHOOL EARNED PERFECT SCORES NATIONALLY ONLY 36 FOURTH GRADERS ACHIEVE THIS RESULT THROUGH WORD. MASTERS STUDENTS LEARN AND USE NEW CONSIDERABLY HARDER THAN GRADE LEVEL. THE STUDENTS ARE NOW BUSY STUDYING FOR THE COMPETITIONS NEXT CHALLENGE IN FEBRUARY. WE HAVE ONE WORD EVERY GOAL THAT WE GAIN AND WE HAVE A CARD AND WE WRITE THE DEFINITION. WE WRITE A SENTENCE USING THAT WORD SADDAM'S ABOUT THAT WORD ACRONYMS AND THAT WORD IN THE FORMS OF THAT WORD ONCE A YEAR. NICE WORDS.

I'LL GO HOME AND STUDY AND MY MOM WILL GIVE THEM TO ME ALSO BEING ON MY OWN.

HERE REQUISITE LIVES AND QUIZZES. OBVIOUSLY WE GET TO RACE AGAINST EACH OTHER TO SEE LIKE YOU CAN GET THEM ALL RIGHT. AND YOU CAN GET THEM THE FASTEST. A FOURTH GRADE TEAM FROM BLUFFTON ELEMENTARY SCHOOL IS ALSO PARTICIPATING IN THE CHALLENGE. THEIR INTENT PLACE IN BROAD RIVER ELEMENTARY SCHOOL HAS A FIFTH GRADE TEAM COMPETING AS WELL.

POWERFUL GOING QUICKLY SETTING RIBAUT THIS WILL GO AWAY SOON. THINK ABOUT THE LIST THE UNIQUE TYPES OF WORD AND WHAT YOU DID TO SHOE IS WHAT TYPES OF WORDS SAID PAIR.

AND HONESTLY IT'S JUST FUN. WE LIKE STUDYING WORK WITH ANALOGIES AND DIFFERENT WORDS.

I WAS LIKE LOOK A MAP AND LOOK FOR KEYWORDS AND DEFINITIONS. THE STUDENTS LIKE HOW THE COMPETITION IS EXPANDING THEIR VOCABULARY. ALL RIGHT.

WELL, HE'S ALWAYS HELPED ME IN MY WRITING AND MY EFFECTIVE COMMUNICATING IN BETTER IN THE FUTURE. THE FINAL ROUND OF THE WORD MASTER'S CHALLENGE WILL TAKE PLACE IN APRIL FOR THE BEAUFORT COUNTY SCHOOL DISTRICT. RAMOS WITH THREE WORD MASTER WORDS IN THAT WILL DISSIPATED IN THE WARRIOR MASTERS CHALLENGE NEXT ON THE POINT

OF CELEBRATION. >> THE STARBUCKS OF APPRECIATION.

I WOULD LIKE TO TAKE A LOOK AT THE LIFE AND ACKNOWLEDGE AND THANK OUR STAFF SPECIFICALLY OUR PRINCIPALS ARE TEACHERS, BUS DRIVERS AND NURSES. THIS PAST SATURDAY MAY 1ST WAS PRINCIPALS DAY. THIS WEEK IS TEACHER APPRECIATION WEEK.

WE ALSO CELEBRATE OUR BUS DRIVERS THIS WEEK AND WEDNESDAY MAIN TOOL IS SCHOOL NURSES DAY.

I WOULD LIKE TO THANK PRINCIPALS, TEACHERS, NURSES AND STAFF FOR THEIR INSTRUMENTAL WORK IN KEEPING SCHOOLS SAFE AND THANK THE TECHNOLOGY TEAM FOR THEIR

SUPPORT IN INSTRUCTIONAL DELIVERY. >> ALL OF YOU HAVE WORKED TIRELESSLY TO INNOVATE AND SUPPORT OUR STUDENTS. I WOULD BE REMISS IF I DIDN'T ALSO MENTION THIS FRIDAY MAY 7 AS SCHOOL COMMUNICATORS DAY ON A THING AFTER BRUDER OUR COMMUNICATIONS DIRECTOR AND HER TEAM WHOSE EXPERTISE AND VALUE HIGHLIGHT THE WORK OF OUR SCHOOL STUDENTS IS THAT CZARINA. IF IF THERE'S ANYONE IN THE WORLD I KNOW THAT CAN WORK ON THE FLY AND MAKE THE BEST OF ANY SITUATION THAT DEFINITELY MY COLLEAGUES IN THE COMMUNICATIONS DEPARTMENT AND SO I WANT TO THANK ALL MY STAFF. WE APPRECIATE THEM SO MUCH. AND THIS IS AN IMPORTANT WEEK TO REALLY RECOGNIZE AND ACKNOWLEDGE LASTLY ENHANCE CELEBRATION.

>> BUILDING IT ON HIGH SCHOOL. SCHOOL IMPROVEMENT COUNCIL AWARD MERIT HILTON HEAD ISLAND

[00:25:04]

EACH SPRING WILL INFORM THEIR SCHOOL COMMUNITIES OF THE SCHOOLS AND YES, ICE IS WORK IN

PROGRESS OR JUST PUBLISHED IMPROVEMENT GOALS. >> I WANT TO RECOGNIZE THEM THIS EVENING AND WE WILL BRING BACK AND A FUTURE BOARD MEETING.

ADDITIONAL PRESENTATION WITH WITH MANY MEMBERS OF THE ESSAY I SEE HERE PRESENT.

AND SO IF YOU JOIN ME IN CONGRATULATING HILTON HIGH SCHOOLS AS I SEE DR. BARNES

THAT CONCLUDES OUR ANSWERS OVER . >> THANK YOU.

[First Public Comments]

I WANT TO EXTEND THOSE AROUND HERE AND TAKE OUT MR. JOHN IN YOUR HONOR ECONOMIC AND HONOR IF YOU ASK THEM AND THEN BAM BAM CAN YOU PLEASE STATE YOUR NAME AND START OVER?

>> WE NEED TO HAVE A TIMER. SO LISTEN, PLEASE READ IT. HEAR ME NOW.

OF AND I'VE GOT THREE KIDS THAT ARE NOT GREAT ON THAT. I WANT I'M SON.

SHE IS A JUNIOR. DILLON HAD HIGH RIGHT NOW. AND MR. JOHN LAST SEMESTER OR HONORS ECONOMICS IN HONOR OF U.S. GOVERNMENT AND I CAN'T TELL YOU HOW MUCH WE ENJOYED HAVING MR. JOHN'S AS A TEACHER. HE WAS UNBELIEVABLY PROFESSIONAL, HIGHLY ENGAGING WITH THE DEAN IN PARTICULAR MAKE THE STORY. IT WAS VIRTUAL.

AS A PARENT I ACTUALLY ENJOYED LISTENING TO MR. JOHN WAYNE GACY.

EACH AND EVERY THEN ALMOST ON A DAILY BASIS HE KEPT THEM I THINK PERSONAL REFERENCES TO THEM AND THEN ENGAGED ON THOSE IN CLASSES. IT WAS UNBELIEVABLY IMPRESSIVE.

DUFFY AND AS A PARENT AND AGAIN. THEY ARE BOTH PROFESSIONAL THROUGHOUT IT ALL. I FIND IT TO BE UNBELIEVABLY RESPECTED BY BOTH PARENTS AND THE STUDENTS BOTH. I KNOW SOMETIMES ALSO HAD IT IN THAT BOX AND WE ALL AGREE WE'RE REALLY APPRECIATIVE OF EVERYTHING MR. JOHNSON IS DOING FOR THE STUDENT AS WELL AS THE LEVEL. AND I HAD A COUPLE OF CONCERNS REGARDING MR. JOHN.

HOWEVER. QUICKLY PROFESSIONALLY AND TALK TO ME ABOUT MY CONCERNS AND I DRANK SOME BOTH BEING IN SHAPE SO WE CAN MOVE FORWARD AS A AND THE TEMPLE IN THE.

INCREDIBLY EFFICIENT AS WELL. I THINK YOU GENUINELY CARE ABOUT HIS STUDENT AND HE WAS UNBELIEVABLE AT THAT. NO ONE HAD AND ABSOLUTELY WITHOUT HESITATION BEING A TEACHER BOTH WORKING ON OUR POLICIES OURS IS 80. THAT'S MY TWO CENTS.

I APPRECIATE YOU LISTENING TO ME AND I LOOK FORWARD TO HAVING YOU AGAIN NEXT YEAR.

THANK YOU. STEPHANIE AND STEPHANIE, THIS IS MY PUBLIC COMMENTS.

YOU HAVE THREE MINUTES. YOU START BY INTRODUCING YOURSELF.

SURE. FACULTY TRY AND FIND SOME. WILLIAM IS A GREAT TIME TO HIGH SCHOOL. MY MY COMMENT WAS ON NO SHIRT. JOHN WHO IS OUR AP GOVERNMENT

[00:30:10]

WHY ARE THERE 84? I'VE BEEN 83. BYE BYE.

WHILE THEY WERE IN HIGH SCHOOL AT DIFFERENT TIMES WE WERE HOPING TO GET AN EXCEPTION SO THAT HE AND HIS WIFE TO THE POOR HELPED HER. HOPEFUL FOR NEXT YEAR.

I JUST HOPE THAT YOU GUYS CAN CONSIDER MAKING AN EXCEPTION TO THE RULE.

ONE MORE PERSON IS CALLING YOU FROM SCOPE OF PUBLIC COMMENT. SAY YOU HAVE THREE MINUTES AND

CAN YOU START BY INTRODUCING YOURSELF? >> IT'S THAT I GO GOING TO DO REALLY GOOD THING HERE. BOARD MEMBERS OSCAR RODRIGUEZ BRADLEY.

SUCCESS. THANKS FOR GIVING ME A CHANCE TO SPEAK.

I APPRECIATED. NOT REALLY WORKING REALLY HARD WIRED UP HERE.

SO MAKE IT BEEN IN CONTACT WITH EVERYONE YOU KNOW. I NOTICED IN THE MARCH 5TH EXECUTIVE ORDER GOVERNOR THAT HE HAD LIFTED A REDIRECTED MANDATE FOR SCHOOLS AND CHURCHES THEM EXEMPT AS A GATHERING PLACE FOR BATTERY. I WOULD ALSO TO LOOK AT THAT MORE WATER AND CONSIDER WHAT THAT MEANS MOVING FORWARD. ANY ORDER ISSUED BY THE GOVERNOR PROCEED. ANYTHING ELSE IN THE NATION AND I JUST WANTED TO SHARE THAT WITH YOU. IT'S AN EFFORT SAVING ME AND PLEASE LET ME KNOW.

I CAN BE ANY ASSISTANCE. THANK TO THE AGENDA ITEM UPDATE FROM OUR LOBBYIST LYNN TONIGHT

[Update from Lobbyist]

. >> OK, GOT ME NOW. YES.

WELCOME, LYNN. THANK YOU. OH.

FINALLY MANAGED CARE AND MEMBERS OF THE OF OF THE BOARD. IT'S NICE TO SEE YOU ALL IN SHANNON BURNING MY PARTNERS HERE WITH ME AND WE HAVE A KIND OF A LONG PRESENTATION SO WE'LL TAKE QUESTIONS AT THE END UNLESS THERE'S SOMETHING ALONG THE WAY THAT REALLY CATCHES YOUR EYE. I THINK ROBIN HAS OUR POWERPOINT THAT SHE'LL PULL UP AWESOME. SO JUST GENERALLY WHAT YOU ALL HAD ASKED FOR LEGISLATIVE UPDATE AND WE WANTED TO UPDATE YOU IN SEVERAL DIFFERENT AREAS WHAT'S HAPPENING WITH THE APPROPRIATIONS BILL EARLY CHILDHOOD SPENDING AND ENACTED LEGISLATION AND THEN HAVE A CONVERSATION AROUND POTENTIAL SCHOOL BOARD RESOLUTIONS THAT YOU GUYS MIGHT WANT TO SUBMIT TO THE SCHOOL BOARD ASSOCIATION . SO THE STARTING WITH THE APPROPRIATIONS BILL IT'S CURRENTLY UNDER DEBATE BY THE GENERAL ASSEMBLY.

THE HOUSE CONCLUDED THEIR DEBATE IN MARCH AND WE JUST FINISHED LAST WEEK ON THE SENATE SIDE. SO NOW THE BILL GOES BACK OVER TO THE HOUSE FOR WHAT WE CALL H. 2, WHICH WILL BE THE ADDITIONAL VERSION BILL ORIGINALLY.

I THINK YOU ALL WILL REMEMBER THAT THE THE HOUSE DID NOT APPROPRIATE ALL OF THE POTENTIAL MONEY THAT WE HAD COMING IN. THEY WERE WAITING ON SOME FURTHER ESTIMATES FROM THE BBA. THE SENATE WENT AHEAD AN APPROPRIATED EVERYTHING THAT WE

[00:35:03]

OBVIOUSLY YOU ALL KNOW FIRSTHAND THAT THE PANDEMIC HAS JUST JUST WREAKED HAVOC ON OUR ABILITY TO TO OFFER THE BASIC FUNDAMENTALS THAT THAT ARE TAUGHT AND THEN BUILD UPON FOR EACH YEAR. THE FOCUS HAS BEEN IN LEGISLATION ON HOW TO DEAL WITH THOSE CHILDREN THAT MAY BE BEHIND AND HOW WE CAN USE STATE DOLLARS AND FEDERAL DOLLARS TO ASSIST IN PROGRAMS WHETHER THAT BE IN THE SUMMER OR SOME REMEDIATION PROGRAMS IN THE BALL. AND YOU ALL KNOW THAT SUPERINTENDENT SPEARMAN HAD PERFORMED ACCELERATE IT AND THAT HAS BEEN THE FOCUS LARGELY OF THEIR EFFORTS DEALING WITH EDUCATION RECOVERY CAMPS AND THE K 3 3 AREA AND THOSE WERE FOCUSED IN ENGLISH ENGLISH LANGUAGE ARTS AND MATH AS WELL AS EMOTIONAL ASSESSMENTS. THERE ARE OTHER PROGRAMS THAT ARE COMING THROUGH FIRST STEPS EDUCATION AT BASRI CANCEL THAT WILL HELP GET THESE YOUNGEST STUDENTS UP TO GRADE LEVEL ON THE NEXT SLIDE. WE TALK A LITTLE BIT ABOUT THE EARLY LEARNING EXTENSION, THE EARLY CHILDHOOD BASRA COUNCIL IS TAKING THE LEAD IN ESTABLISHING THE DATA GOVERNMENTS COMMITTEE. IT WAS ESTABLISHED IN THE EARLY PART OF THE SPRING AND THEIR FOCUS AGAIN IS TO ALIGN PROGRAM DATA ON K THROUGH 12 FOCUSING ON K 3 THREE AND HAVE A PORTABLE PORTAL ACCESSIBLE TO THE STAKEHOLDERS BY FEBRUARY OF 20 24 FOR THE COLLECTION OF THE DATA AND THEY WILL USE THIS DATA TO ASSESS BEST EDUCATION PRACTICES BY AGE GROUP AND MOVING FORWARD AND HOW TO CATCH UP THROUGH TIME LOST THROUGH THE PANDEMIC. ALSO THE EARLY CHILDHOOD EDUCATION PIECE THE ADVISORY COUNCIL IS COMPRISED OF MEMBERS FROM DEAC AS WELL AS MEMBERS OF THE GENERAL ASSEMBLY AND THEY'RE FOCUSING ON THE FIRST FIVE PROGRAM WHICH IS A COMPREHENSIVE STATEWIDE EARLY CHILDHOOD STRATEGIC PLAN. IT IS IN DEVELOPMENT AND IT'S GOING TO FOCUS ON EARLY LEARNING AND HELP THEM WELL-BEING AND FAMILY AND THE COMMUNITY.

SO THAT'S JUST A QUICK SNIPPET. WE'LL GET A LITTLE BIT MORE INTO THAT AS WE TALK ABOUT THE PENDING LEGISLATION AND LEGISLATION THAT'S BEEN ENACTED.

WELL, I TALKED TO YOU A LITTLE BIT ABOUT THE APPROPRIATIONS BILL MENTIONED TO YOU THAT THAT WE HAVE NINE BILLION DOLLARS IN FUNDS TO APPROPRIATE THIS YEAR FOR TWENTY ONE TWENTY TWO ABOUT THREE POINT THREE BILLION OF THAT IS ALLOCATED TO GO TOWARDS PUBLIC EDUCATION IN SOUTH CAROLINA. THAT INCLUDES AN ELEVEN MILLION DOLLAR INCREASE TO THE BASE COSTS WHICH WILL BE ABOUT 20 SIX FIFTY TWO PER PUPIL FUNDING .

IT ALSO INCREASES THAT BY A THOUSAND SALARIES AND THAT'S ON TOP OF THE 2 PERCENT STEP INCREASE THAT'S ALREADY BEEN APPROVED. THERE'S BEEN FIVE POINT FIVE MILLION APPROPRIATED FOR FULL TIME NURSE IN EVERY SCHOOL. THIRTY MILLION FOR BROADBAND AND THERE PROBABLY WILL BE MORE TO COME. 12 MILLION FOR SCHOOL RESOURCE OFFICERS. SEVEN POINT EIGHT MILLION FROM THE VOLKSWAGEN SETTLEMENT FOR ADDITIONAL SCHOOL BUS PURCHASES AND THOSE WILL BE IN THE GREEN SPACE TYPES OF SCHOOL BUSES.

5 MILLION IS IN RECURRING FOR SCHOOL BUS LEASE PURCHASES AND THAT COULD BE WHATEVER THE DISTRICTS CHEESE. AND THEN WE ALSO HAVE A POT OF MONEY IN THE UNCLAIMED LOTTERY FOR SCHOOL BUS PURCHASES. SO THAT'S PROBABLY GOING TO BE ABOUT A MILLION DOLLARS. THESE NUMBERS ARE ALL BASED ON WHAT CAME OUT OF THE SENATE LAST WEEK. AND AS I MENTIONED, THE HOUSE WILL TAKE A SECOND CRACK AT THE BILL IN JUNE. OTHER FUNDING AREAS THAT I THINK YOU ALL WILL FIND

[00:40:03]

A 5 PERCENT INCREASE IN THAT'S QUICKLY WHERE WE ARE. >> LET ME JUST BACK UP AND SAY AGAIN THAT WE ARE TAKING UP THE HOUSE DOES NOT TAKE UP THE SENATE PASSED VERSION OF THE BILL UNTIL WE RETURN THE SECOND WEEK OF JEANNE. SO WE WILL BE HERE PROBABLY THREE WEEKS, GENE, DEALING WITH THE BUDGET ON THE HOUSE FLOOR AND THEN IN CONFERENCE COMMITTEE AND THEN EACH BODY WILL APPROVE THE CONFERENCE REPORT.

WE EXPECT THAT THE BBA MAY RECOGNIZE SOME ADDITIONAL FUNDING AND THERE MAY BE EVEN MORE TO APPROPRIATE AND AGAIN THESE ARE ALL STATE DOLLARS. THIS REALLY TOUCH WHAT WE'VE GOT COMMON IN FEDERAL MONEY LARGELY GOING DIRECTLY TO THE DEPARTMENT THAT WILL FLOW DOWN 90 TO PERCENT AS I UNDERSTAND IT TO THE DISTRICTS SO I CAN ANSWER QUESTIONS ABOUT BUDGET STUFF WHEN WE GET TO THE END IF THAT'S EASIER FOR YOU I'LL TAKE A MINUTE, CATCH MY BREATH AND TALK ABOUT DID YOU HAVE A QUESTION I DIDN'T HEAR NOBODY WAS PAYING ATTENTION.

THANK YOU. OK. SO RECENTLY PASSED LEGISLATION SENATE BILL 38 WHICH IS A BILL BY SENATOR GRIMES THAT REQUIRES THAT PUBLIC HIGH SCHOOLS MUST PROVIDE INSTRUCTION CONCERNING THE CONSTITUTION. THE FEDERALS PAPERS, THE DECLARATION OF INDEPENDENCE. AND IT SEEMS LIKE WE TALK ABOUT THAT EVERY SINGLE YEAR AND FRANKLY THAT WE TALKED ABOUT IT AGAIN AND IT'S PASSED AND IT WAS SIGNED BY THE GOVERNOR ON APRIL 28. SO THAT IS ENACTED AND IT WAS MADE EFFECTIVE UPON THE SIGNATURE GOVERNOR SENATOR HANBURY WHO IS CHAIR OF THE SENATE EDUCATION COMMITTEE PASSED LEGISLATION THAT AMENDED THE CURRENT CODE TO PROVIDE FOR REMOVAL OF SOME CHARTER SCHOOL DISTRICT MEMBERS. AND THAT'S AWAITING THE GOVERNOR SIGNATURE SENATE BILL 7 0 4, WHICH IS THE IN-PERSON CLASSROOM INSTRUCTION. THIS WAS SENATOR MASSEY'S BILL.

YOU HEARD A LOT ABOUT THIS DURING THE MONTH OF MAY THAT REQUIRED US TO RETURN TO FIVE DAY IN CLASSROOM INSTRUCTION FOR TWENTY TWENTY ONE AND TWENTY ONE TWENTY TWO.

IT SUSPENDED THE EARNING LIMITATIONS THAT WERE UNDER THE SOUTH CAROLINA RETIREMENT SYSTEM PROHIBIT AND LIMIT. SO IT SUSPENDED THAT EARNING LIMITATION IT ALSO PROVIDED FOR SENATE BILL 5 16 WHICH WAS GIVING TEACHER PRIORITY FOR VACCINATIONS.

AND THAT ACTUALLY HAPPENED BY EXECUTIVE ORDER OF THE GOVERNOR BEFORE THAT LEGISLATION WENT INTO EFFECT. SO THAT WAS ALL SIGNED BY THE GOVERNOR ON APRIL THE TWENTY THIRD. SO THAT ALSO AGAIN RELATIVELY NEW THINGS THAT HAVE PASSED RECENTLY. REPRESENTATIVE ALLISON WHO IS CHAIR OF THE HOUSE EDUCATION COMMITTEE PASSED LEGISLATION THAT WILL ALLOW SCHOOLS OF CHOICE TO BE EXEMPT FROM CERTAIN STATUTES AND RESUME REGULATIONS AND TO DESIGNATE THOSE AS SCHOOLS INNOVATION THAT WAS SIGNED BY THE GOVERNOR LAST WEEK ALSO THE TWENTY THIRD THIRTY SIX.

SO A BASS SPEAKER LUCAS ON PUBLIC CHARTER SCHOOL PER PUPIL FUNDING ADDRESSING A SHORTFALL AND THE PUBLIC CHARTER SCHOOL DISTRICTS AS A RESULT OF THE GENERAL ASSEMBLY ENACTING AT THIRTY FIVE WHICH WAS OUR FUNDING LAST YEAR AND WE HAD FINANCIAL UNCERTAINTIES THAT WAS SIGNED BY THE GOVERNOR BACK IN MARCH. HOUSE BILL 36 0 9 AGAIN SPEAKER LUCAS WHICH PUT INTO PLAY THE TEACHER STEP INCREASES THAT WE TALKED ABOUT EARLIER AND OUR FULLY FUNDED AND THE SENATE VERSION OF THE BILL AND THAT ALSO ALLOWS UP TO 50 MILLION TO RESTORE SALARY CUTS THAT WERE PUT INTO PLACE AS A RESULT PANDEMIC TEACHERS WITH TWENTY

[00:45:04]

THE AMENDMENTS WERE APPROVED AND THIS IS THE ACCOUNTABILITY MEASURES FOR PUBLIC SCHOOLS AND PUBLIC SCHOOL DISTRICTS AND IT PROVIDES A REVISED ACCOUNTABILITY MEASURES AND REPEALS ARTICLE 15 CHAPTER 18, TITLE 59 RELATING TO INTERVENTION AND ASSISTANCE UNDER THE EDUCATION ACCOUNTABILITY ACT. SO I THINK WE'LL PROBABLY FINISH THAT BILL UP TOMORROW AND IT'LL IT'LL GET TO THE GOVERNOR'S DESK IN THE NEXT FEW DAYS. HOUSE BILL 33 19 BY REPRESENTATIVE KING WOULD PROVIDE REDUCED PRICE MEALS SO IT WOULD PROVIDE THE STUDENTS THAT ARE ELIGIBLE FOR FREE AND REDUCED MEALS. THEY MUST BE OFFERED THE SAME FEDERALLY REIMBURSABLE MEAL IS AN ELIGIBLE STUDENTS. AND I THINK WHAT THEY WERE WORRIED ABOUT IS IT LOOKING DIFFERENT FOR A CHILD TO GET ONE VERSION OF A MEAL AND ANOTHER CHILD TO GET A DIFFERENT VERSION AND THEY DIDN'T LIKE HE. HE PARTICULARLY WAS CONCERNED ABOUT HOW THAT MADE THE CHILDREN FEEL SO THAT BILLS PASSED THE HOUSE THAN IT IS IN THE SENATE EDUCATION COMMITTEE. AND I DOUBT VERY SERIOUSLY THAT THEY WILL GET TO IT BEFORE WE LEAVE FOR DAY MAY 13TH. BUT IT WILL BE ONE OF THE FIRST THINGS PROBABLY UP WHEN WE RETURN IT. JAN HOUSE BILL 34 16 DEALS WITH TEACHER CERTIFICATION AND REQUIRE THOSE WHO HOLD A PROFESSIONAL CERTIFICATION FROM THE DEPARTMENT FOR 20 OR MORE YEARS AND THEY TEACH IN THE STATE FOR 20 MORE YEARS MAY RENEW ANNUALLY BY PARTICIPATING IN THE REQUIRED DISTRICT PROFESSIONAL DEVELOPMENT WITHOUT HAVING TO SATISFY ANY ADDITIONAL REQUIREMENTS. SO ANOTHER EFFORT TO KEEP TEACHERS RETENTION EFFORT ON BEHALF OF REPRESENTATIVE ONE THAT'S PASSED THE HOUSE AND IS ALSO AWAITING A HEARING IN THE SENATE EDUCATION COMMITTEE POSSIBLE 35 HUNDRED OVER THE TOP TALK ABOUT THAT TODAY AND THAT THE TEACHER PREPARATION CARD PRESENT OF ALLISON AND IT WOULD IMPROVE THE MEANS FOR EVALUATING EDUCATOR PREPARATION PROGRAMS PROVIDING FOR THE ANNUAL DEVELOPMENT AND PUBLICATION OF THE SOUTH CAROLINA TEACHER PREPARATION REPORT CARD.

AGAIN, IT PASSED THE HOUSE TODAY AND WAS SENT OVER TO THE SENATE.

AND THE SENATE EDUCATION COMMITTEE AND WILL BE SOMETHING THAT I THINK THEY TAKE UP WHEN WE COME BACK AGAIN. THIRTY FIVE NINETY TWO ALSO PASSED TODAY AND THIS IS THE STUDENT LEARNING AND STUDENT PERFORMANCE ANOTHER EFFORT BY CHAIRMAN ALLISON ON THE HOUSE EDUCATION SIDE. THAT WOULD REMOVE SOCIAL STUDIES FROM THIS SUBJECTS TESTED IN GRADES THREE THROUGH EIGHT AND WOULD REQUIRE THE DEPARTMENT OF EDUCATION TO ADD THEM STANDARD BASED ASSESSMENTS AND WOULD REQUIRE THE DOJ TO PROVIDE COLLEGE READINESS ASSESSMENTS TO 11TH GRADE STUDENTS AND WOULD A CAR WITH 11TH GRADE STUDENTS PARTICIPATING IN ANNUAL WRITTEN ASSESSMENTS. THAT IS AWAITING A HEARING IN THE SENATE. THE LUCAS BILL SPEAKER LUCAS AGAIN ON THE COMPUTER SCIENCE EDUCATION INITIATIVE. WE'VE BEEN TALKING ABOUT THIS FOR PROBABLY A YEAR AND A HALF.

IT WOULD EXPAND COMPUTER SCIENCE EDUCATION PUBLIC SCHOOLS THROUGH THE CREATION AND IMPLEMENTATION STATEWIDE COMPUTER SCIENCE PLAN AND REQUIRES THAT EACH PUBLIC HIGH SCHOOL OFFER AT LEAST ONE COMPUTER SCIENCE COURSE THAT MEETS CRITERIA THAT'S PROMULGATED BY THE DEPARTMENT. IT'S PASSED THE HOUSE AND THE SENATE EDUCATION COMMITTEE IS ON THE FLOOR OF THE SENATE WAITING TO BE DEBATED. WE MAY WILL REACH IT TOMORROW BUT THAT'S A QUICK RUNDOWN OF THE LEGISLATION AND WHERE WE ARE.

THE NEXT THING I HAD PUT UP IS WAS WHETHER OR NOT YOU GUYS WANTED TO SUBMIT ANY SCHOOL BOARD RESOLUTIONS FOR THEIR PACKAGE FOR THE GENERAL ASSEMBLY FOR TWENTY TWENTY TWO.

I KNOW THAT YOU ALL SUCCESSFULLY SUBMITTED SOME RESOLUTIONS LAST YEAR AND WE WERE ABLE TO HELP YOU DRAFT THOSE AND YOU MAY HAVE IDEAS AND YOU MAY HAVE ALREADY BEEN TALKING AROUND THOSE. BUT WHAT? WHATEVER G YOU ALL ARE THINKING WE ARE HAPPY TO HELP AND ASSIST IN ANY WAY THAT WE CAN ON THAT PIECE.

I REVIEWED THE PACKET AND IT'S PRETTY EXTENSIVE. IT MAY BE LIKE I SAID THERE'S SOMETHING PARTICULAR TO THE DISTRICT THAT YOU ALL FEEL LIKE NEEDS TO BE INCLUDED.

[00:50:01]

SO JUST CONCLUSION AGAIN WE WE'VE HAD A GREAT YOUR MONEY WAS WE WON'T FINALIZE THE APPROPRIATIONS BILL UNTIL THE END OF JUNE. WE ADJOURN SONNIE DIE NEXT THURSDAY WHICH MAY 13TH. SO WE HAVE FIVE LEGISLATIVE DAYS LEFT IN THE 70 DAYS A RESOLUTION WE'LL BE ABLE TO TAKE CONFERENCE REPORTS AND ANYTHING TO DO WITH APPROPRIATIONS BILL. WE WILL PROBABLY BE BACK AGAIN IN AUGUST FOR ANY ADDITIONAL FEDERAL FUNDING AND WE'LL BE BACK FOR REDISTRICTING AND THOSE CENSUS DATA NUMBERS ARE NOT AVAILABLE TO THE ELECTION COMMISSION YET SO THEY WON'T BE ABLE TO DRAW DISTRICTS UNTIL THEY GET THAT DATA AND THAT LIKELY BE SOMETIME AROUND THE 1ST OF NOVEMBER.

AND THEN FINALLY I PUT IN AND ROBIN, I STUCK IN YOUR PACKET THE INFORMATION THAT EVERYBODY CAN HAVE THE LINK TO THERE'S BEEN A TON OF FEDERAL MINING AND EVERYBODY'S BEEN QUESTIONING WHERE'S IT GONE? HOW IS IT BEING SPENT? WHAT'S GOING ON WITH THAT? SO WE GAVE YOU ALL THE INFORMATION THAT WE RECEIVED TODAY FROM THE DEPARTMENT OF EDUCATION OR WHAT MONEY HAS BEEN SPENT? HOW MUCH IS LEFT? WHAT THEY'RE LOOKING AT, WHAT PROGRAMS YOU'RE LOOKING AT AND HOW THE MONEY WILL FLOW DOWN TO THE DISTRICT. SO JUST FELT LIKE THAT WAS PROBABLY WAY TOO LENGTHY TO GET INTO AND CERTAINLY SOME OF THAT'S TOTALLY OVER MY HEAD. BUT WE WANTED TO PROVIDE YOU WITH SOME RECENT DEPARTMENT HAD SHARED WITH US ON THE ESA FUNDING AND ALSO ON THE RECOVERY ACT FUNDING THAT WE EXPECT TO COME DOWN AGAIN. WE'LL WE'LL KNOW MORE ABOUT THAT IS TREASURY U.S. TREASURY SHARES WITH US. THEY'RE GUIDED SOMEWHAT THE MONEY CAN BE SPENT ON RIGHT NOW WE DON'T KNOW THE ANSWER TO ALL THOSE QUESTIONS AND AWAITING SOME GUIDANCE FROM THE FEDERAL GOVERNMENT. SO THAT BEING SAID, I LIKE MOVING OUT OF I'M HAPPY TO ANSWER QUESTIONS. YOU KNOW, WE SENT ALL THIS TRACK AND REPORT AND WE'VE PROBABLY GOT WELL OVER A HUNDRED AND FIFTY BILLS THAT WE'RE TRACK THIS YEAR. WE TOUCHED BASE YOU KNOW, WE JUST HIT THE HIGHLIGHTS WHAT'S GOING ON BUT CERTAINLY GO HAVE ANY QUESTIONS ABOUT ANY OF THE PENDING LEGISLATION OR ANYTHING ELSE THAT WE MIGHT PROVIDE. WE'RE HAPPY TO DO IT. THANK YOU FOR THE OPPORTUNITY TO BE WITH YOU NIGHT. THANK YOU. AT LEAST ONE HAND UP AND THOROUGH REPORTING ON MR. CAMPBELL. YES, MY QUESTION IS RETIRED TEACHERS WITH THE FUNDS THAT THEY HAVE FOR WILL THAT THEY HAVE DEPRIVATION.

AS FAR AS HOW MUCH THEY CAN MAKE SILENT UNDER THE STEP INCREASES IS A 2 PERCENT ACROSS THE BOARD STEP INCREASE AND A BASICALLY A THOUSAND DOLLAR BONUS AND THAT IS WHAT IS IN THE SENATE PASSED VERSION OF THE APPROPRIATIONS BILL. WHETHER OR NOT THE HOUSE INCREASES THAT WE WON'T KNOW UNTIL WE COME BACK JEANNE. BUT DEFINITELY THE STEP INCREASE LEGISLATION MANDATED 2 PERCENT PAY INCREASES AND THEN THE SENATE ON TOP OF THAT GAVE A THOUSAND DOLLARS PER TEACHER BONUS. HAS ANYBODY KNOW? NO. I JUST WANTED TO JUST CLARIFY FOR YOU I THINK THE QUESTION

MR. CAMPBELL WAS GETTING AT WAS ABOUT RETIRED. >> SHE RUNS AND THE RETIRED TEACHERS. IF THERE IS A CAP ON WHAT THEY CAN MAKE RIGHT.

HE'S GOT MY UNDERSTANDING IT. I THINK I MAY HAVE GONE TOO QUICKLY THROUGH THAT.

IT'S ONE HUNDRED TWENTY FIVE THOUSAND DOLLARS IS THE EARNINGS LIMITATION CAP THAT THE SENATE PUT IN PROVISO FOR THE FOUR RETIRED TEACHERS COMING BACK AND THERE'S A LOT OF DISCUSSION GOING ON STILL ABOUT THAT. I DON'T THINK THAT MATTERS TOTALLY SETTLED. I'LL TELL YOU THAT WE MET TODAY WITH THE VEBA, THE PUBLIC EMPLOYEE BENEFITS AUTHORITY AND THEY ARE LOOKING AT REVAMPING THE STATE RETIREMENT SYSTEM AND SHIFTING FROM A DEFINED BENEFIT PLAN TO A DEFINED CONTRIBUTION PLAN FOR NEW EMPLOYEES.

AND ONE OF THE THINGS THAT CAME ABOUT AS PART OF THAT CONVERSATION IS THAT, YOU KNOW, WE'VE GOT TO DEAL WITH WITH TEACHERS AND THEY'RE HAVING PORTABILITY AND THE ABILITY TO MIRROR WHAT WHAT'S AVAILABLE TO THEM IN RETIREMENT IN THE PRIVATE SECTOR.

SO I DON'T THINK WE'RE DONE WITH THAT CONVERSATION AT ALL AND I THINK YOU MAY SEE SOME

[00:55:01]

>> I THINK THAT'S SOMETHING RIBAUT CERTAINLY SAYS THAT THEY'RE LIMITED AFTER A CERTAIN NUMBER YEARS THAT THEY CAN'T RECEIVE A RAISE AND I DON'T I DON'T KNOW HOW THAT WILL SHAKE OUT BUT WE'LL CERTAINLY PAY ATTENTION TO IT AND KEEP YOU POSTED AND IF YOU HAVE ANY COMMENTS THAT YOU WANT US TO SHARE WITH THE WAYS AND MEANS COMMITTEE IN THE HOUSE, WE'D BE

DELIGHTED TO DO THAT. >> ALL YOU'RE GOING TO ONE. MR. KIM, CAN I JUST ASK YOU BECAUSE YOU ASKED TO I'M JUST I'LL GET RIGHT BACK TO THE OF THIS BILL.

>> THANK YOU. >> I WAS LOOKING AT H 3 5 8 9 THOSE SCHOOLS OF INNOVATION BECAUSE I'VE BEEN TOLD BY A COUPLE OF PEOPLE THAT THERE'S A LOT OF CONTROVERSY AROUND THIS BILL BECAUSE IT REPRESENTS THE INTRODUCTION OF MORE PRIVATE COMPANIES INTO PUBLIC EDUCATION IN THE FORM OF PRIVATE PUBLIC PARTNERSHIPS WHICH AND THEN SOME PEOPLE SAID IT'S MORE THAT THAT'S NOT WHAT IT IS. DID YOU HEAR ANY OF THE DEBATE? I KNOW IT'S ALREADY SIGNED.

GET A SENSE OF WHAT PEOPLE'S THOUGHTS WERE ON THIS BILL. >> THERE WAS A LOT OF CONTROVERSY AROUND THE BILL AND THERE WERE A LOT OF QUESTIONS PARTICULARLY ASKED ON THE ON THE HOUSE AND SENATE FLOORS. I THINK THAT A LOT OF THE CONCERNS WERE ADDRESSED BECAUSE IT WAS MORE OF AN INNOVATION EFFORT, AN OPPORTUNITY FOR MATH AND SCIENCE. SOME OF THE THINGS THAT ARE HAPPENING IN THOSE SECTORS.

AND IT SEEMED TO BE THAT FOLKS OBVIOUSLY THAT PASSED AND YOU KNOW HOW DIFFICULT THAT IS TO BE ABLE TO MAKE THAT HAPPEN. WE HAVE A LOT OF SUMMARIES OF THE DEBATE FROM ALL OF THAT.

MRS. BOATWRIGHT, IF YOU'D LIKE FOR US TO SHARE THAT WITH YOU, I'D BE HAPPY TO SEND IT TO ROBIN AND SHE CAN SHARE IT WITH YOU AND IT MIGHT COULD SHED SOME ADDITIONAL LIGHT ON THE

CONVERSATION IF THAT WOULD BE HELPFUL. >> I YOU KNOW, ON ITS FACE VALUE YOU DON'T HAVE A PROBLEM WITH THAT. BUT I JUST HEARD AN OBEDIENCE STREET IS A PRIVATE ORGANIZATION THAT REALLY PUSHED THE BILL AND IS VERY INVOLVED.

IN FACT I THINK GOVERNOR AND MASTER SIGNED IT AT A MEETING STREET SCHOOL.

SO I'M JUST KIND OF CURIOUS BECAUSE I WAS TOLD THAT THIS WAS SORT OF A TROJAN HORSE TO START SHIFTING PUBLIC MONEY INTO PRIVATE COMPANIES. SO IF YOU HAVE THAT RIGHT, I'D BE HAPPY TO SHARE THAT INFORMATION. AND CLEARLY THAT WAS WHAT THE SUPPORTERS OF PUBLIC EDUCATION ARE ALWAYS CONCERNED ABOUT A SHIFTING OF THOSE DOLLARS TO THE PRIVATE SECTOR. WHAT HAPPENS WITH THE OUTSIDE CHARTER SCHOOLS AS WELL OUTSIDE OF THE PUBLIC CHARTER SCHOOL DISTRICT? SO YEAH, WE'LL PULL THAT INFORMATION, SEND IT TO YOU GUYS. MR. THANK YOU.

I JUST WANT TO REINFORCE MR. CAMPBELL'S CONCERN. >> I TOTALLY AGREE WITH HIM THAT WE NEED TO PAY AND ADVOCATE FOR OUR TEACHERS THAT HAVE 20 30 PLUS YEARS OF EXPERIENCE TO RECEIVE COMPENSATION AND THEY ARE IN THE PRIME.

>> MOST EXPERIENCED TEACHERS THAT WE HAVE TO NOT COMPENSATE STATE THE STATE NOT RECOGNIZE THAT I THINK IS A TRAVESTY. SO SO I WOULD CERTAINLY LIKE TO HAVE SOMETHING ALONG THOSE LINES CRAFTED FOR OUR LEGISLATIVE AGENDA AND THEN CAN WE JUST GO BACK TO THAT SLIDE RULE YOU TALKED ABOUT SOCIAL STUDIES IS NOT GOING TO BE TESTED.

WOULD YOU WOULD YOU GO BACK TO THOSE MURRAY AND JUST TALK ABOUT THAT A LITTLE BIT AGAIN? YOU BACK AND SORRY THIS YOU KNOW WE'RE NOT TESTING SOMETHING.

>> WHAT IS THE IMPORTANCE OF IT TO US? AND SO I JUST WOULD LIKE TO HEAR A LITTLE MORE ABOUT THE REASON WHY THAT IS NOT GOING TO BE ABOUT THIS TRYING TO FIND THAT YOU KNOW, I'M SORRY I TRIED TO TAKE SOME NOTES HERE I WAS TO SLIDE A FAKE HOSPITAL THIRTY FIVE BY RUNNING TO GET ME UP. I PRINTED THE BILL SO IT SAYS I SHOULD HAVE SENT ROBIN THE ACTUAL BILL. IT LOOKS LIKE THAT THEY'D BE ALIVE. THAT IS ALREADY BEING ADDRESSED AND IN OTHER ASSESSMENTS THEY DID NOT FEEL LIKE THAT THAT WAS NECESSARY. SO THAT'S WHAT I WAS IT BECAUSE

[01:00:08]

>> IT SPECIFICALLY SAYS THAT BEGINNING IN THE TWENTY TWO TWENTY THREE SCHOOL YEAR THE DEPARTMENT WORKING WITH ITS SUCCESS ASSESSMENT VENDOR SHALL IN BED ASSESS ITEMS ON THE SC READY READING AND WRITING ASSESSMENTS THAT ARE DRESSED THE APPROPRIATE GRADE LEVELS

SOCIAL STUDIES STANDARDS. >> I DON'T KNOW IF THAT LANGUAGE HELPS YOU OR NOT.

I CAN SEND YOU A COPY OF THE BILL BUT I THINK THAT'S WHAT THEY FELT LIKE.

MY ROLLING THAT ALL UP TOGETHER IN THE SC READY? THEY DIDN'T NEED A SEPARATE ASSESSMENT FOR SOCIAL STUDIES. THANK YOU. THANK MR. SMITH.

ALL RIGHT. THIS IS THE TWITTER ACCOUNT WHICH EVERYBODY IN REGARD TO GETTING OUT TO JUST PAY MORE. THERE'S AN OPPORTUNITY HERE THAT I THINK THERE IS THAT SPECIALTY SHIRT THE YEARS THAT THERE MAY BE A CAREER OPENING AND I THINK THAT I WOULD DEFINITELY SUPPORT IT. I WAS DROPPING SOMETHING TO POSSIBLY EVEN HAVE THE MONTANA STATE LEGISLATURE SO THAT WE CAN SHOW SUPPORT FOR DISTRICT LEVEL THAT THAT IS SOMETHING THAT IT DOESN'T BACK UP IN FACT AH AH ACHIEVEMENT JEOPARDY AS WELL.

OTHER VARIOUS THINGS AT THE STATE LEVEL. SO THEREFORE WE GET OUR SUPPORT THEN AND NOW IN AS SOON AS POSSIBLE. WELL, AS SOON AS YOU KNOW MR. SMITH YOU'LL HAVE THREE MEMBERS ON THE WAYS MEANS COMMITTEE AND CHAIRMAN AND I WILL LET THEM KNOW THAT THIS IS A CONCERN OF YOURS. AND IF THE BOARD TAKES SOME SCHOOL FORMAL ACTION, WE WILL IMMEDIATELY SHARE IT WITH THEM AND WITH ALL THE MEMBERS OF THE WAYS AND MEANS COMMITTEE AS WELL AS CHAIRMAN ALLISON. BUT WE KNOW YOU'VE GOT SOME PRETTY GOOD FOLKS SITTING AROUND THAT TABLE FOR YOU THAT CAN ADVOCATE THAT POSITION.

IF IF YOU ALL TAKE A POSITION OR NOT MEAN WE WILL SHARE WITH THEM THAT THAT'S A CONCERN.

AND ALSO WHAT WAS THE BIGGEST HOLDUP IN THE EARLY CHILDHOOD? MR. SMITH, YOU CUT OUT ON ME.

I DIDN'T HEAR THAT LAST PART. I HEARD EARLY CHILDHOOD BUT I DIDN'T HEAR THE EARLIER PART

PART OF THE QUESTION. >> OH, RUSSIAN. SO TOLD ON YESTERDAY THAT THERE WERE CERTAIN THINGS THAT THEY WERE SAYING THAT A CHILD FUNDING MIGHT NOT REALLY ACTUALLY GET THE FUNDING THAT WE WERE HOPING FOR. IS THAT CORRECT?

>> NO, I DON'T THINK THAT'S CORRECT AT ALL. AND THERE'S MORE MONEY IN THIS EDUCATION BUDGET THAN I'VE EVER SEEN IN MY CAREER. AND AND THERE'S MORE COMMON IN THE DEPARTMENT IS GOING TO HAVE FULL USE OF ALL THESE FEDERAL DOLLARS THAT ARE FLOWING DOWN AND THEY ARE GOING TO SPREAD IT ACROSS THE BOARD. SO I DON'T THINK THEY'RE LEAVING ANY SECTOR. I DON'T THINK THEY HAVE TO. AND FRANKLY THEY'RE LOOKING AT THE DIVISION OF THE FEDERAL DOLLARS BASICALLY IN THREE PARTS THEY'VE SPENT A LARGE PART OF S OR 1 THERE'S ABOUT 100 MAIN DOLLARS LEFT IN THAT POT.

NOW THEY'VE GOT ANSWER TO COMING AND THEY'RE PUTTING THE PLAN TOGETHER HOW THAT MONEY WILL BE SPENT AND THEN YET ANOTHER THIRD PART COME IN A LITTLE BIT LATER DOWN THE LINE TO I DON'T THINK WE'RE GOING HAVE ANY WORRIES ABOUT FUNDING ANY PART OF K THROUGH 12.

AND CERTAINLY NOT K THROUGH 3 BECAUSE OF THE PANDEMIC AND THE WORRIES THAT THESE CHILDREN HAVE HAD MISSED A LOT OVER THE COURSE THIS PAST YEAR. SO I THINK THERE'S TO BE A LOT OF FOCUS ON THAT EFFORT. CAN ALMOST JUST BACK TO UNDERSTANDING THAT ONE OF THE CHALLENGES JUST TRYING TO GET THAT SORT OF TIME THAT WE ALL WANT TO COUNSEL THAT WHAT WE DON'T GET WE DON'T GET MUCH MONEY FROM THAT. SO WE WILL GET ONE YEAR WHICH IS A LOT OF I BELIEVE. SO IN YOUR YOUR YOUR PROVISO IS IN THE BUDGET THAT GIVES YOU THE ABILITY TO DRAW DOWN EFA DOLLARS MORE EFA DOLLARS THAN THAN YOU HAVE IN THE PAST.

I DID NOT CHECK TO SEE EXACTLY HOW MUCH THAT IS GOING TO BE THIS YEAR BUT I WILL DO THAT AND UPDATE YOU ALL AND LET YOU KNOW KIND OF WHAT EXPECTS COMING FROM THAT PART AS WELL.

ROMAN, PERHAPS YOU SAID THIS AND I AND I LISTED THAT. SO WHAT WOULD WE EXPECT IN

[01:05:01]

STRIKE SALARY INCREASES OF 5 PERCENT WHEN. >> RIGHT.

WHAT WHAT'S YOUR BEST GUESS AND SOME OF THE WORK GETS FINALIZED.

>> MISS RIBAUT. WE HAVE TO HAVE A BUDGET PASSED IN ORDER FOR IT TO BE IN EFFECT JULY 1. THAT'S WHEN OUR NEW FISCAL YEAR STARTS JULY 1, 2021.

OTHERWISE WE'D HAVE TO OPERATE UNDER A CONTINUING RESOLUTION WHICH IS WHAT HAPPENED TO US LAST YEAR. I DON'T HAVE ANY EXPECTATION THAT WE'RE GOING TO BE IN THAT SITUATION THIS YEAR. I THINK WE'LL BE DONE THE WAY THE SCHEDULE LOOKS THAT THE HOUSE AND SENATE LEADERSHIP HAVE SHARED WITH US IS THAT WE'LL BE BACK THE SECOND WEEK, JEAN, TO DEBATE HOUSE BILL 2 AND THAT THAT WILL BE THE OPPORTUNITY FOR THE HOUSE TO TO AMEND AND CHANGE WHATEVER THEY WANT ON THE SENATE PASSED VERSION AGAIN.

THERE MAY BE ADDITIONAL POTS OF MONEY THAT HAVE NOT BEEN RECOGNIZED AND THEY WILL APPROPRIATE THOSE THEN THAT BILL WILL GO OVER TO THE SENATE.

AND THAT'S SUPPOSED TO HAPPEN THE THIRD WEEK OF JUNE AND THEN US COMING TOGETHER WITH A CONFERENCE REPORT IN THAT LAST WEEK OF JUNE. CLEARLY BEFORE WE GET TO THE JULY 1 DEADLINE SET, WE MAYBE FINISHED EARLIER. JUST THAT'S JUST THE TIMELINE THAT THEY RECEIVE. BUT IT HAS TO BE IN PLACE BY JULY 1.

DO MR. CAMPBELL IF YOU WANT TO SAY YOU'RE THERE FASHION OR HOUSE PERHAPS.

THANK YOU, JOE. >> WHEN I WAS GONNA SUGGEST HEARING OUR CONVERSATION.

YES. AND IT SEEMS LIKE ONE LEGISLATIVE PROPOSALS WOULD BE REGARDING THE INCREASING COMPENSATION FOR TEACHERS WITH MORE THAN 20 30 YEARS OF EXPERIENCE. BUT LET'S GO TO OUR NEXT MEETING AND ANY OTHER MEMBERS HAVE ANY OTHER SUGGESTIONS FOR OUR LEGISLATIVE AGENDA OR PROPOSALS TO E-MAIL THE OFFICERS AND THEN WE CAN VOTE ON ON WHATEVER SUBMITTED AND THEN GLENN WOULD ASK FOR YOUR ASSISTANCE AND THAT WOULD GIVE US A COUPLE OF WEEKS BECAUSE OUR NEXT MEETING WOULD BE JUNE 1. AND IF YOU HAVE THE THE CRAFTING OF THE PROPOSALS DONE BY JUNE 1 THAT WOULD GIVE TWO WEEKS WE CAN VOTE ON THE FINAL THE FINAL PROPOSAL.

DOES THAT SEEM REASONABLE TO YOU? BECAUSE HE'S YET TO MEET YOU.

>> YEAH, ABSOLUTELY. AND I'M I'M HEARING PRETTY MUCH FROM ALL OF YOU THAT YOU WANT TO ADDRESS THIS TWENTY THREE YEAR TEACHER ISSUE AND THAT WOULD PROBABLY BE SOMETHING WORTHY OF SUBMISSION OR LEGISLATIVE RESOLUTIONS TO THE SBA AND TO PUT ON YOUR AGENDA FOR 20 ONE TWENTY TWO AND MOVING FORWARD. SO YES, WE'LL BE HAPPY TO HELP YOU CRAFT THAT. NOW JUST GIVE US SOME DIRECTION .

YOU'VE GOT THUMBS UP TO MOVE FORWARD WITH IT. WE'LL GET SOMETHING IN THE

HOPPER AND OVER TO YOU. THAT SOUNDS GREAT. >> APPRECIATE YOUR ALL THE WORK YOU'RE DOING FOR US. AND THANK YOU FOR PRESENTING. CAN I?

OH, IT'S OUR PLEASURE. >> THANK YOU ALL. HAVE A GOOD EVENING.

[Committee Reports]

THANK YOU. TODAY WE HAVE THE PRESENTATION BY DR. STRATTON SAID TO YARDS 10 YEARS SINCE THE BOARD GOT TO I HOPE THAT YOU'VE TAKEN THE OPPORTUNITY TO READ THEM.

>> ONE IS I ASK 30 FOR SUMMER SCHOOL AND THE OTHER IS I ASK FOR A BROCHURE RETENTION AND ACCELERATION OF STUDENTS EVER IMAGINE WE DON'T APPROVE THESE? WE JUST HEAR THE CHANGES THAT ARE BEING MADE. THESE ARE ADMINISTRATIVE REGULATIONS.

THANK YOU. DEMONSTRATOR MADAM CHAIR AND MR. JOE BIDEN.

THANK YOU VERY MUCH. THIS EVENING I HAVE ONE TO TWO MEMBERS IN OUR DIVISION, DR.

CAMPBELL AND VERY DISTURBING. THEY HAVE WORKED WITH PRINCIPALS AND EDUCATORS AT THE MODIFICATION OF THE TWO HOURS THAT YOU BROUGHT FORWARD AT THIS TIME.

>> I'D LIKE TO HAVE MR. CHAIRMAN STEP TWO TO MY SHE'S WORKED DILIGENTLY IN TANDEM WITH MANY EDUCATORS IN PUTTING THIS TOGETHER. I DON'T WANT TO PUT FORWARD THE

[01:10:02]

GOOD EVENING. BOARD MEMBERS AS DR. STRATAS MENTIONED, I AM TRANSITIONING TO OVERSEAS SUMMER SCHOOL AT THE SECONDARY LEVEL THIS YEAR AND AT THE REQUEST OF OUR MIDDLE SCHOOL PRINCIPALS MISS CUSHING WHERE IF YOU GO TO THE NEXT SLIDE, PLEASE WE BOOKED AT THE SUMMER SCHOOL ADMINISTRATIVE REGULATIONS BOTH IRS 30 AND I S FORTY EIGHT AND B WANTED TO FIRST ELIMINATE BARRIERS FOR OUR STUDENTS. THIS YEAR HAS BEEN LIKE ANY OTHER YEAR ACADEMICALLY AND OUR STUDENTS. IT WAS NOT THE FAULT OF OUR STUDENTS THAT WE WERE IN THE MIDDLE OF A AT 19 PANDEMIC SO THE PURPOSE FOR THESE REVISIONS WERE REALLY TO ELIMINATE THE BARRIERS FOR OUR STUDENTS. AFTER GETTING INPUT FROM OUR STAKEHOLDERS, OUR PRINCIPAL WHO MET AND RECEIVED INPUT FROM THE TEACHERS SUGGESTED THAT WE LOOK AT THESE ERRORS AND MAKE A TEMPORARY AMENDMENT SPECIFIC TO THIS SUMMER'S SUMMER SCHOOL.

SUMMER SCHOOL BEGINS YOU KNOW, SHORT IN ABOUT SIX WEEKS AND SO WE WANTED TO MAKE THIS TEMPORARY AMENDMENT SPECIFICALLY FOR SUMMER SCHOOL OF TWENTY TWENTY ONE.

PRIOR TO MEETING THROUGHOUT THE SUMMER WITH A COMMITTEE IS THOSE MENTIONED TO MAKE MORE PERMANENT REVISIONS AND WE HAVE BEEN WORKING WITH MISS CARTLEDGE IN ORDER TO DO THAT.

SO SHE VERY GO TO THE NEXT SLIDE PLEASE. >> SO THE CURRENT LANGUAGE OF THESE TWO ADMINISTRATIVE REGULATIONS AND REGULATION IS 30 THE MAXIMUM SUMMER COURSE LOAD. CURRENTLY ALLOWED IN SUMMER SCHOOL IS TWO UNITS OF WORK AND THEN IN REGULATION AS FORTY EIGHT. THE PROMOTION RETENTION AND ACCELERATION. IT STATES THAT IN THE SECOND SENTENCE STUDENTS IN GRADES 6 THROUGH 8 THEY RECOVER ONLY TWO FAILED OR MORE SUBJECTS OF SUMMER SCHOOL.

SUMMER SCHOOL CAN BE OFFERED TO A FIELD MORE THAN TWO SUBJECTS WILL BE RETAINED AND SO AS I MENTIONED THE MAIN GOAL FOR THIS AMENDMENT IS TO ELIMINATE THE BARRIERS TO GIVE AS MANY UPWARD AS MANY STUDENTS AND OPPORTUNITY KEWPIE SUCCESSFUL AS POSSIBLE.

SO BECAUSE OF THE PANDEMIC WE ARE SUGGESTING THIS AMENDMENT THAT NEEDS TO BE PUT IN PLACE FOR THIS SUMMER SPECIFICALLY. GO AHEAD CHAMBER. THANK YOU.

SO THE FOLLOWING AMENDMENT AND THEN IF YOU CAN GO TO THE LAST SLIDE SO THE MAXIMUM OR SLOWED OUT IN SUMMER SCHOOL THE REVISION FOR ICE 30 WILL BE THE MAXIMUM LOAD ALLOWED IN SUMMER SCHOOL IS TWO UNITS WITH THE EXCEPTION OF STUDENTS IN GRADES 6 THROUGH 8 WITH PRINCIPAL APPROVAL AND THEN THE REVISION IS FORTY EIGHT IS STUDENTS IN GRADES SIX THROUGH EIGHT MAY RECOVER UP TO FOUR CORE COURSES IF A SUMMER SCHOOL OPPORTUNITY IS OFFERED WITH PRINCIPAL APPROVAL. STUDENTS THAT FAILED MORE THAN TWO SUBJECTS MAY BE RETAINED.

SO THIS TEMPORARY AMENDMENT DOES NOT STATE THAT STUDENTS WHO ATTEND SUMMER SCHOOL WILL AUTOMATIC BE QUOTED. IT JUST GIVES THEM AN OPPORTUNITY AND THAT'S REALLY THE GOAL OF OUR DEPARTMENT AS A WHOLE IS TO ELIMINATE BARRIERS FOR STUDENTS AND GIVE THEM AN OPPORTUNITY, SAYS I THINK I TOUCHED ON EVERYTHING, DR. CAMPBELL.

DR. STRUTHERS MR. REED YES. >> YOU HAVE AN ITEM WHERE MEMBERS ELECTED TO BRING ATTENTION TO THE LAST SENTENCE AND THE REVISION AND THE HIGHLIGHTED WORD MAY.

SO SILLS LED LENS SET UP AND I DON'T KNOW YOU USE THE WORD OPPORTUNITY BUT IT'S SILLY.

LET'S SEE OF THE STUDENT DOESN'T HAVE SUMMER SCHOOL THAT THEIR CHILD MAY HAVE THE OPTION OF BEING DETAINED SO IT DOES NOT TAKE THAT AWAY. AND THAT CONCLUDES OUR

PRESENTATION AT THIS TIME UPDATE. >> THANK YOU, MRS. ROOSEVELT.

MRS. ROHYPNOL COMMITTEE MEMBERS ARE THERE ANY QUESTIONS? THANK YOU, DR. STANLEY SMITH.

THANK YOU. MR. OBAMA'S I CONCLUDE YOUR REPORT.

YES. THANK YOU. NEXT IS THE BACKDROP WARPED AND

[01:15:02]

SHE'S ALSO A RELIGIOUS LOOK. SHE THOUGHT HER EXTRA SHE'S WORKING THE MARKET.

TELL US WHAT KIND OF PEOPLE ARE LOOKING FOR HOUSES NEGLECTED. I'M BETTING OLDER FOLKS WITH CHILDREN OR YOUNGER FOLKS WITH A BUNCH OF CHURCH AND THERE'S SOME VERY, VERY GOOD INFORMATION AND I'D LIKE TO ASK IS CRUTCHFIELD TO COME AND SHARE WITH HER AND SHARE WITH US SOME OF THE COMMENTS THAT SHE MADE? THANK YOU.

HE IS IN. YES. BOTH THE MAJOR SOCCER AND HEATHER COLLINS WHO'S THE DIRECTOR OF WORKS MANAGEMENT. SHE GAVE ME PRESENTATION AND I SUGGEST YOU TAKE THE TIME AND LOOK AT IT ON YOUTUBE. IF YOU GET AN OPPORTUNITY.

SO THEY WANTED TO TELL US KIND OF WHAT THEY DOING WITH WHAT'S HAPPENING WITH GROWTH.

IN CASE YOU DON'T KNOW NINETY TO PERCENT OF AVAILABLE LAND IN THE TOWN OF BLUFFTON IS UNDER DEVELOPMENT AGREEMENT SOME TIME. AT THIS POINT THEY GAVE UPDATES ON LOTS OF THE DIFFERENT DEVELOPMENTS BUT OVERALL ABOUT WE'RE ABOUT 50 ONE PERCENT BURNT OUT SO WE STILL HAVE LOTS OF ROOM TO GROW IN IN THAT AREA.

THEY GAVE US SOME DATA ON BUILDING PERMITS IN 2000 TWO THOUSAND NINETY SIX HUNDRED FIFTY ONE RESIDENTIAL BUILDING PERMITS WHAT I'M DEALING WITH FORTY TWENTY SIX HUNDRED AND THIRTY EIGHT. SO EVEN WITH THE PANDEMIC WE DIDN'T STEAL A LARGE LOSS OF BUILDING PERMITS AND A 20 ONE TO DATE THERE'S BEEN TWO THIRTY NINE AND THAT'S PUTTING THEM ON TRACK TO BE OVER A THOUSAND. SO GROWTH IS HAPPENING THERE.

>> THE HIGHEST POINT WAS THIS JOB SHOWED ON THAT GRAPH WAS IN 2017 WHERE THERE WERE EIGHT HUNDRED AND SEVENTY AFAIK THEY TALKED ABOUT WORKING TOGETHER SITTING DOWN WITH THE BLUFFTON GROVES COMMITTEE AND LOOKING AT A MAP AND JUST TALKING ABOUT AVAILABLE TRACTS OF LAND WHERE THEY SEE THINGS ARE GROWING AND I THINK THAT'S A GREAT OPPORTUNITY FOR THE BOARD TO GET A HANDLE WHERE WE NEED TO BE WITH FUTURE LAND PURPOSES AND THE THING WE TALKED ABOUT WAS THE BOARD OF EDUCATION AND DISTRICT STAFF PARTICIPATING ON THE TOWN OF BLUFFTON COMPREHENSIVE PLANNING PROCESS THAT THEY'RE GOING THROUGH RIGHT NOW.

THEY'LL HAVE TO SEVERAL DIFFERENT STEERING COMMITTEES ON DIFFERENT TOPICS.

ONE OF THEM IS TO EDUCATION. ROBERT AND I SAT IN ON THAT ONE AS SEVERAL OTHER FOLKS DID FROM THE POINT IT WAS. BUT THERE WAS LOTS OF OPPORTUNITIES TO PARTICIPATE IN THAT AND WE MADE SOME SUGGESTIONS. LOTS OF OTHER FOLKS WHO MIGHT WANT TO JOIN ON OTHER TOPICS SUCH AS ECONOMIC DEVELOPMENT SOME OF THOSE SO CERTAINLY REACH OUT TO YOU CAN FEEL FREE TO REACH OUT TO ME IF YOU'RE INTERESTED IN PARTICIPATING ON SOME OF THOSE AND I'LL PUT IN CONTACT WITH THE RIGHT WING. I THINK IT WAS A GREAT CONVERSATION AND I THINK WE'VE MET A LOT OF PROGRESS. WORKING TOGETHER TO GO FORWARD TOGETHER WAS ONE OF THE TIMELINES IS VERY KEY. IS THIS COMING FALL OR 45 DAY ENROLLMENT REPORT IS GOING TO GIVE US A VERY GOOD ASSESSMENT OF WHAT THE CHANGES HAVE BEEN POST OPEN. HOPEFULLY AND BECAUSE THE NUMBER OF KINDERGARTENERS ESPECIALLY HAVE DROPPED OFF. IT SEEMS THAT MANY PARENTS HAVE DECIDED THAT WE'LL SKIP IT IN RIBAUT AN DURING THE PANDEMIC AND THEN THEY'RE GOING TO BE COMING BACK TO US.

AND ARE THEY COMING BACK TO KINDERGARTEN OR THEY CAN BACK IN FIRST GRADE? AND SO THAT 45 DAY REPORT THAT ACTUALLY SAYS WHO'S SITTING IN THE SEATS IS GONNA BE VERY, VERY KEY. AND IF YOU LOOK AT THE NUMBERS, IF YOU LOOK AT THE BUILDING PROGRAM AND YOU LOOK AT THE TYPE OF GROWTH THAT SHE WAS MENTIONING, THERE IS A LOT OF THESE BUILDING PERMITS THAT ARE NOT FOR THE HIGHER END BUYERS BUT FOR THE FIRST TIME HOMEBUYERS, SECOND TIME HOMEBUYERS, BUYERS WITH CHILDREN WE COULD REALLY GET AN

[01:20:03]

AND YOU KNOW, WE DON'T HAVE ANY ROOM IN OUR PRESENT REFERENDUM. REALLY COPE WITH THAT.

WE SPENT THE EXPANSION IN RIVER RED RIVER RIDGE AND WITH THE MAIN RIVER.

WE'VE ALREADY SPENT OUR REFERENDUM ON THAT. BUT THERE IS NO MORE REFERENDUM MONEY OR AN ADDITIONAL CAPACITY. BUT WITH HIS CURRENT REFERENDUM. SO A WARNING WE NEED TO LOOK AT IS HOW WE'RE GOING TO COPE WITH AN EXPLOSION. HOW SOON CAN WE COPE WITH AN EXPLOSION? DO WE NEED TO INVEST SOME 8 PERCENT MONEYS AS WE'RE GOING FORWARD? OR DESIGN MAYBE PERHAPS PROPERTY PURCHASES SO THAT WE HAVE ANOTHER REFERENDUM IN TWO TO THREE OR FOUR YEARS. WE CAN DO THE SAME THING WE DID WITH RIVER RIDGE AND MAKE A RIVER AND HAVE PROJECTS SHOVEL READY AND AS SOON AS WE GET APPROVAL FROM VOTERS WE CAN START CONSTRUCTION. BUT WE DON'T HAVE TO HAVE A MASSIVE AMOUNT OF TRADERS OUT THERE MOBILE CLASSROOMS AND IN FACT I DON'T KNOW WHERE REFUNDABLE FOLDABLE CLASSROOM MUCH LESS HOW MUCH WOULD BE HOW MUCH THEY COST. WE LOOKED AT HOW MUCH THEY COST, HOW MUCH AUTOMATED LAND AT LAST. RATHER, YOU KNOW, THEY DON'T THEY DON'T LAST FOREVER. AND SO THERE'S A WHOLE LOT OF VERY IMPORTANT THINGS THAT WE'VE GOT TO LOOK AT TO BE ABLE TO MAKE STRATEGIC PLANNING DECISIONS ON HOW WE'RE GOING TO COPE WITH A POSSIBLE EXPLOSIVE GROWTH IN THE BLUFFTON AREA IN THE NEXT THREE TO FIVE YEARS.

SO IT WAS A VERY GOOD MEETING AND THANKS TO CAROL AND SHE'S BEEN WORKING THIS A LONG TIME.

AND I SAW REALLY GOOD RELATIONSHIPS BETWEEN THE PLANNERS REFERS TO CAROL'S WORK AND SO ON. SO WE'VE GOT GOOD COMMUNICATION .

I THINK WE'VE GOT SOME CREDIBILITY. AND WE'LL GET THE BEST INFORMATION WE CAN ABOUT SOMETHING THAT REALLY TAKES A CRYSTAL BALL.

BE ABSOLUTELY ACCURATE ON WHAT'S GOING TO HAPPEN WHEN AND WHERE IN THE BLUFFTON AREA OUR ATTENDANCE ZONE AREAS ARE ATROCIOUS AND THAT'S ANOTHER ISSUE THAT WE WANT TO SIT DOWN WITH THE BLUFFTON FOLKS AND SAY LOOK AT WHERE OUR BUSES ARE GOING TO SCHOOLS ACROSS ONE ANOTHER AND HOW ARE WE GOING TO COPE WITH THAT? THE TRAFFIC ISSUES AND SO ON.

SO IT WAS A VERY GOOD MEETING. WE'RE GONNA HAVE A MEETING WITH ANOTHER REALTOR AND OUR NEXT AD HOC MEETING SO THAT WE CAN SEE WHAT ANOTHER REALTOR HAS TO SAY ABOUT HER VIEW OF THE MARKET.

THE PRESENT MARKET. THANK YOU VERY MUCH. THAT MANAGER S DEAL IN THE MARKETING. THANK YOU, CAROL. AND THINK NEXT RECORD IS OPERATIONS ATTRITION TONNAGE. THANK YOU, DR. BRYCE. YES.

STATE OPERATIONS COMMITTEE HAS BEEN VERY BUSY AS WELL AND THEY'VE HAD WONDERFUL MEETINGS.

WE MET ON APRIL 21ST AND DURING THAT MEETING H.R. PRESENTED TO US.

WELL, ACTUALLY IT'S JUST OF A DISCUSSION OF THE IDEA OF A COMPENSATION STUDY AND SO H.R.

IS GOING TO COME BACK AGAIN AT MAY 12TH MEETING WITH A MORE IN A BOX KIND OF PRESENTATION ABOUT THE COMPENSATION STUDY AND HOW WE GO ABOUT DOING YOU IN FOR.

>> WE ASKED HER MISS MISS WALTON TO FREEZE TO PLACE INCLUDE IN THAT THE GOALS AND THE SCOPE OF THE STUDY. OK. SO NO COURT ACTION REQUIRED ON THIS AT AT THIS TIME. WE ALSO HAD A PRESENTATION BY JAY BRAD WHO ARE THE CONSULTANTS FOR NEWBURGH COUNTY WORKING ON THE PENNY SALES TAX PROJECTS TO REWORKING, YOU KNOW, DIFFERENCES IF YOU WERE IN HIGH SCHOOL AND LADIES I ISLAND MIDDLE SCHOOL.

AN OPTION WAS PRESENTED BUT IT IS STILL IN THE PRELIMINARY STAGES.

WE HAVE A FIRE DRILL DURING THAT MEETING SO WE DIDN'T GET TO THAT ON THIS ISLAND MIDDLE

SCHOOL INFORMATION WE HAD ESTIMATES. >> GRAB A SHEET WILL COME BACK AT A LATER RANGE, PRESENT THE OPTIONS THAT THEY ARE CONSIDERING FOR LADIES VIOLENT

MIDDLE SCHOOL ENTRANCE CHANGE. >> WE ARE HOPING SHE'LL BE AVAILABLE ON MAY 12TH MEETING.

AGAIN, NO COURT ACTION REQUIRED THAT AT THIS TIME. THEN WE'D HAVE TO LOOK FOR THE

[01:25:03]

REAL MEAT OF A MEETING OF THE 21ST. >> WE STARTED TALKING ABOUT 8 PERCENT OF PROJECT RECOMMENDATIONS MR CORBYN MR AUDEN WAS CRUSHED VITO.

WE STARTED THE PROCESS. WE WERE GIVEN A NEW FOLDER. AND I THINK EVERYBODY ON THE BOARD HAS RECEIVED THIS FOLDER THAT HAS BASICALLY INFORMATION ABOUT THE EXACT PROJECTS PRIORITIZED AND ADDITIONAL INFORMATION REGARDING MET ON THE TWENTY SEVEN AND STARTED TO GO INTO THESE EIGHT PERCENT PROJECTS IN GREATER DEPTH ASKING QUESTIONS AND GETTING

MORE DETAIL ABOUT EACH OF THE RECOMMENDATIONS. >> ADDITIONALLY AT OUR APRIL 27

MEETING. >> THIS CARTLEDGE PRESENTED A 16 FREEDOM OF INFORMATION AT THE COMMITTEE AND SEVERAL OTHER MEMBERS IN ATTENDANCE POSITIVE QUESTIONS AND COMMENTS AND THE COMMITTEE ROOM THAT ALWAYS 16 BOY SHOULD BE BROUGHT TO THE FULL BOARD FOR ACCEPTANCE UNDER THE CONSENT AGENDA. THE VOTE WAS TOO 0 1. MR SMITH WAS ABSENT FROM THE VOTE. HOWEVER, PER MR SMITH'S REQUEST THIS EVENING AT 0 A 16 FLYER WILL BE MOVED TO GORDON BUSINESS ARE MEETING AGAIN TOMORROW.

>> IT IS GOING TO BE FULL OF BRIGHT INFORMATION AND I HOPE THAT ANYONE THAT CAN JOIN US WILL DO SO BECAUSE IT HAS TO DO 8 PERCENT PROJECTS. WE'RE ALSO GOING TO HAVE A CONSTRUCTIVE UPDATE THIS EVENING BY MR CORPORATE WILL DO THAT.

AND ALSO DON'T FORGET TOMORROW EVENING AS OUR CLOCK MEETING I SET OUT A EVERYBODY THE INFORMATION AS TO HOW TO ATTEND THE CLUB MEETING AND I BELIEVE IT WAS ALSO SENT OUT AGAIN.

SO MR CORBYN, ARE YOU ONLINE? I AM. GOOD EVENING.

EVENING. WELCOME. THANK YOU FOR HAVING ME.

>> WHAT'S GOING ROB CORBYN ON THE REFERENDUM PROGRAM MANAGER WITH CBRE THEORY AND I'D LIKE TO THANK EVERYONE FOR THE OPPORTUNITY TO SHARE HIGHLIGHTS FROM THE APRIL 21ST CONSTRUCTION UPDATES SAYING THE REPORT THAT HAS BEEN PULLED UP IS PRETTY EXTENSIVE.

WE DO HAVE INDIVIDUAL UPDATES CONTAINED IN THIS FOR TWENTY THREE DIFFERENT REFERENDUM PROJECTS AS WELL AS THIRTY TO EIGHT PERCENT CAPITAL PROJECTS IF WE COULD GO TO SLIDE THREE.

I'D LIKE TO PAUSE THERE JUST FOR A MINUTE TO HIGHLIGHT EXCELLENT PROGRESS THAT'S CONTINUING WITH ONE OF OUR CURRENT LARGER REFERENDUM PROJECTS THAT'S IN CONSTRUCTION. BEAUFORT ELEMENTARY RECEIVED FUNDING FROM THE REFERENDUM OF JUST OVER TWENTY FOUR POINT THREE MILLION AND ON THE SLIDE THERE IN FRONT OF YOU YOU'LL SEE SOME PROGRESS PHOTOS. MOVING ON TO SLIDE 4 WILL HIGHLIGHT SOME ADDITIONAL ACTIVITIES THAT ARE GOING ON. BUT ALL IN ALL EXCELLENT PROGRESS CONTINUES TO BE MADE BY H.G. REYNOLDS CONSTRUCTION. THEY JUST WRAPPED UP THE PHASE 5 RENOVATIONS IN APRIL.

THAT'S THE FIRST FLOOR HALL A AREA AND WE ARE COMMENCING NOW WITH PHASE SIX WHICH IS THE FIRST FLOOR HALL BE RENOVATIONS AND IF WE COULD SLIDE ON TO ADVANCE TO SLIDE FIVE.

THIS WAS UPDATE FOR ONE OF THE LARGEST PROJECTS CONTAINED IN THE REFERENDUM.

IT'S THE REPLACEMENT FOR ROBERT SMALLS INTERNATIONAL ACADEMY. WE CONTINUE TO MAKE GOOD PROGRESS THERE. IT IS IMPORTANT TO NOTE THAT THE BUDGET REMAINS TIGHT ON THIS PROJECT BUT THE ENTIRE TEAM IS COMMITTED TO WORKING TOGETHER SO THAT WE CAN BRING A GUARANTEED MAXIMUM PRICE PROPOSAL TO THE BOARD THAT'S WITHIN BUDGET WHICH WE ARE TARGETING TO BRING THAT GMP PROPOSAL TO THE BOARD IN JUNE OR JULY.

FOR SLIDES SIX THE SECOND LARGEST PROJECT THAT WE HAVE BATTERY CREEK HIGH SCHOOL TRACK AND WAS VERY SIMILAR TO WHAT I JUST BRIEF. ROBERT SMALLS INTERNATIONAL ACADEMY THE BUDGET FOR BATTERY CREEK HIGH SCHOOL IS RIGHT AROUND 56 MILLION DOLLARS AND THIS ONE'S A LITTLE BIT FURTHER ALONG THAN ROBERT SMALLS INTERNATIONAL ACADEMY AND WE'RE SCHEDULED RIGHT NOW TO BRING IN THE GMP AMENDMENT FOR THIS PROJECT, GO TO THE BOARD ON MAY 18TH IS WHAT WE'RE TARGETING RIGHT NOW. SO MAKE IT A LITTLE BIT OF IMPROVEMENT ON THAT SCHEDULE THROUGHOUT THE REPORT YOU'LL SEE THE TRAFFIC LIGHTS THAT ARE SHOWN ON THIS SLIDE. THE THE GREEN, YELLOW AND RED FOR ALL OF THE REPORT THAT'S IN

[01:30:02]

AGAIN THESE PROJECTS TO BE SUCCESSFUL AND OUR FOCUS IF YOU'RE FAMILIAR WITH THE HILTON HEAD ISLAND SCHOOL FOR CREATIVE ARTS, IT IS ACTUALLY SERVED FROM HILTON HEAD ISLAND ELEMENTARY. THAT'S THE IDEA. AND AT BLUFFTON ELEMENTARY THE SIMILAR IS OCCURRING BUT IT'S FED FROM H.E. MCCRACKEN MIDDLE SCHOOL.

SO JUST WANTED TO MAKE EVERYONE AWARE THAT WE ARE HOLDING THOSE DISCUSSIONS AND BECAUSE THOSE THOSE DISCUSSIONS HAVE COMMENCED, WE FELT IT APPROPRIATE TO PUT ON YELLOW LIGHTS BECAUSE IF IF WE ARE GOING TO POSTPONE A PORTION OF THAT WORK, IT WOULD HAVE A LITTLE BIT OF A SCHEDULE IMPLICATION AND LIKELY A SMALL BUDGET IMPACT AS WELL.

MOVING ALONG TO SLIDE 19 I'LL PAUSE THERE TO TALK BRIEFLY ABOUT OF THE WORK THAT'S GETTING READY TO COMMENCE AT BEAUFORT HIGH SCHOOL. RECENTLY THE BOARD APPROVED THE TECHNOLOGY INFRASTRUCTURE AMENDMENT NUMBER 10 AS WELL AS THE ATHLETIC PHASE TO AMENDMENT NUMBER 11. THOSE AMENDMENTS ARE NEARING COMPLETION OF EXECUTION RIGHT NOW AND WE SHOULD SEE CONSTRUCTION ON THAT CAMPUS COMMENCE VERY NEAR FUTURE.

SO EXCITED TO SEE THAT WORK START. IN BETWEEN THESE SLIDES AND WHERE I'M GOING TO TAKE US NEXT SLIDE 28 YOU'LL SEE UPDATES FOR MANY OF THESE PROJECTS THAT THIS MONTH WE ARE GETTING PACKAGES OUT TO THE VARIOUS CONSTRUCTION MANAGERS SO THAT THEY CAN DO PRICING FOR BID PACKAGES THAT ARE READY TO RECEIVE PROPOSALS ON.

SO A LOT OF ACTIVITY HAPPENING RIGHT NOW AND I'M EXCITED TO SEE THE PROPOSALS WHEN THEY COME BACK IN FOUR. SLIDE 20. A PAUSING THERE FOR A MOMENT.

WE DO HAVE WORK GOING ON THIS 8 PERCENT CAPITAL PROJECT RELATED AT BOTH OF THE WELL BRANCHES THE ELEMENTARY MIDDLE SCHOOL. THE SCOPE INVOLVES HVAD SEE REPLACEMENTS AND UPGRADES AS WELL AS THAT REMEDIATION WORK FOR WELL BRANCH ELEMENTARY. THE PHASE 1 BLUE POD HAS BEEN COMPLETED FOR THE PHASE 2 RED POD THE REMEDIATION AND INSTALLATION OF THE HPC UNITS WERE COMPLETED IN FEBRUARY AND THE CLOSING OF THE EXTERIOR WALLS HAS ALSO BEEN COMPLETED.

WORK FOR THE FACADE THAT'S THE BRICK AND WATERPROOFING IS WELL UNDERWAY AND THAT'S SCHEDULED TO COMPLETE NOW IN JUNE AND FOR THE REMAINING THE LAST PHASE ON AT THE ELEMENTARY THAT'S PHASE 3 YELLOW POD PLUS THE EXTERIOR DRAINAGE EXTERIOR WALL REPLACEMENTS.

THAT WORK HAS BEEN COORDINATED WITH THE SCHOOL ADMINISTRATION TO BEGIN IN JUNE AND THAT WORK WILL BE COMPLETED OVER SUMMER BREAK. FOR THE UPDATE OVER AT WELL BRANCH MIDDLE SCHOOL PHASE 1 E WING HAS BEEN COMPLETED. PHASE 2 A AND B WINGS THE REMEDIATION HAS BEEN FINISHED. THE HP AC REPLACEMENTS AND DRYWALL LIKEWISE HAS BEEN COMPLETED AND THE B WING WILL COMMENCE WHEN THE NEW HP AC UNITS ARRIVE THIS MONTH THAT THAT WORK IS SCHEDULED TO COMPLETE IN JUNE AND THEN SIMILAR TO LIKE WHAT WE COORDINATED OVER AT THE ELEMENTARY. WE'VE COORDINATED ACTIVITIES WITH THE ADMINISTRATION TEAM THERE FOR PHASE THREE WHICH IS THE D AND F WINGS THAT'S SCHEDULED TO BEGIN IN JUNE AND ALSO BE COMPLETED IN JULY. LAST BUT NOT LEAST THAT WILL BRANCH MIDDLE SCHOOL. WE DO HAVE SCOPE TO ADDRESS EXTERIOR DRAINAGE CONCERNS ON THAT CAMPUS. THAT TOO WILL BE COMPLETED OVER SUMMER BREAK.

MOVING FORWARD TO SLIDE 34, ROBIN. JUST HIGHLIGHTING THAT WE ARE

[01:35:01]

WE'VE HAD, YOU KNOW, A LOT OF THE MATERIALS FOR CLOSE DOCUMENTS ALREADY RECEIVED BY THE DESIGNER OF RECORD AND REVIEWED AND APPROVED. OUR PROJECT MANAGERS ARE REVIEWING THAT INFORMATION AND WE'LL BE PREPARING THE FINAL RECONCILIATION CHANGE ORDERS TO ACCOUNT FOR ANY OF THE ALLOWANCES THAT HAVE BEEN USED AND THE REMAINING FUNDS THAT MAY NOT BE NECESSARY AS WELL AS THE RECONCILIATION OF THE 5 PERCENT CONSTRUCTION CONTINGENCY THAT'S WITHIN EACH OF THESE GM BS BUT WHAT WE HAVE BEEN ABLE TO ACCOMPLISH SO FAR SINCE LAUNCHING THE REFERENDUM WE'VE DONE THE COMPLETION OF THE TWO CLASSROOM ADDITIONS THAT MAY RIVER HIGH SCHOOL IN RIVER RIDGE ACADEMY. WE'VE DONE NUMEROUS SAFETY SECURITY VESTIBULE IMPROVEMENTS AS WELL AS SIX PLAYGROUNDS AT NUMEROUS CAMPUSES AND ATHLETIC IMPROVEMENT AT BEAUFORT HIGH SCHOOL WHILE BRANCH EARLY COLLEGE HIGH SCHOOL HILTON HEAD ISLAND HIGH SCHOOL AND ALSO OVER 18 MCCRACKEN MIDDLE SCHOOL .

LAST SLIDE I'D LIKE TO BRING SOME HIGHLIGHT TO WILL BE SLIDE THIRTY SEVEN THAT'S OUR CASH FLOW PROJECTIONS VERSUS THE ACTUAL EXPENDITURES. IF YOU REMEMBER PREVIOUS CONVERSATIONS WE DID LAG BEHIND THE FORECAST FOR A PERIOD OF TIME BUT WE WERE ABLE TO REGAIN THAT MOMENTUM AND CLOSE THAT GAP OF JUST SCROLL DOWN JUST A LITTLE BIT FURTHER ROBIN SO WE CAN SEE THE FIGURES AT THE BOTTOM. THERE YOU GO FOR MARCH WHAT WE WERE SHOWING IS A FORECAST FIGURE THROUGH THE END OF MARCH WHERE SPENDING WOULD TOTAL JUST OVER FIFTY SIX MILLION ARE ACTUAL SPENT TO DATE FOR THAT PERIOD ENDING IN MARCH WAS RIGHT AT FIFTY TWO POINT THREE MILLION. I DID RECEIVE THE LATEST FINANCIAL UPDATES FROM THE DISTRICT FOR THE PERIOD ENDING APRIL AND IF YOU CAN SEE THAT THE FORECAST EXPENDITURE FOR APRIL WAS THREE POINT FIVE MILLION AND THE ACTUAL EXPENDITURES FROM THAT REPORT I JUST RECEIVED INDICATES THAT IS EXACTLY THE AMOUNT THAT WE ACTUALLY SPENT. SO I'M REAL PLEASED WITH THE TRACKING NOW OF THE ACTUAL EXPENDITURES VERSUS THE CASH FLOW MODEL. THIS IS IS A REALLY EXCELLENT YARDSTICK TO GAGE THE OVERALL PROGRESS THAT WE CONTINUE TO MAKE ON THE REFERENDUM WAR WHICH I THINK IS MOVING ALONG VERY WELL. I'LL PAUSE THERE AND SEE IF THERE'S ANY QUESTION THAT ANY OF THE BOARD MEMBERS MAY HAVE YOU.

MR. MORGAN THERE HANDS UP. HAVE A BLESSED EVENING. THANK YOU, MR. MORGAN.

AND CHAIR. >> THAT CONCLUDES THE OPERATION COMMITTEE REPORT LAST ONE OF MY COLLEAGUES, MR. SMITH. MISS BOATWRIGHT, WANT TO ADD ANYTHING? OK. AND THAT CONCLUDES REPORT. THANK YOU.

[Superintendent’s Report]

DR. RODRIGUEZ, THANK YOU. CAN I ASK MR. FALLIN TO COME UP TO YOU AT THE PODIUM HERE A AND I'LL SPEAK FROM HERE IF THAT'S OKAY WITH SAID BEFORE THIS EVENING WE BEGIN IN THE SUPERINTENDENT REPORT ON STUDENT ACHIEVEMENT. WE THE EVER PRESENTATION FOR YOU REGARDING PROGRESS MONITORING AND PERFORMANCE MATTERS AND SO IF WE CAN PULL OUT THE SLIDE PRESENTATION. BUILDING A BALANCED ASSESSMENT SYSTEM.

THANK. SO IN BUILDING A BALANCED ASSESSMENTS SYSTEM THIS IS THIS WORK IS GROUNDED IN RESEARCH WORKED BY MR. RICK STEVENS. WE HAVE AN EXTENSIVE WORK REVIEWING DURING THIS COMPONENT AND I'VE SPOKEN TO THE BOARD ON MANY OCCASIONS IN THE PAST ABOUT OUR NEED FOR PROGRESS MONITORING ASSESSMENT PROGRAM. SO I WANT TO SHARE A LITTLE BIT OF THIS WITH YOU AT THIS TIME. AND OUR CURRENT STATE WHEN WE TALK ABOUT ASSESSMENTS IS ONE OF ASSESSMENT FOR MANAGEMENT OF INSTRUCTION. THESE ARE YOUR REGULAR CLASSROOM ASSESSMENTS THAT ARE TEACHERS GIVE ON A REGULAR BASIS AND THEN GENERALLY SPEAKING WE HAVE ASSESSMENTS OF LEARNING WHICH ARE SUMMATIVE HIGH STAKES TYPICALLY STATE AND FEDERAL WITHIN OUR DISTRICT. WE HAVE SOME SCHOOLS ENGAGE IN PROGRESS MONITORING ASSESSMENTS

[01:40:04]

>> BUT GENERALLY SPEAKING THESE FORMATIVE ASSESSMENTS I HAVEN'T NECESSARILY SEEN IT SYSTEM WIDE AND I'M SUGGESTING THAT THAT IS EXACTLY WHAT WE NEED IN ORDER TO HELP IMPROVE OUTCOMES.

DISTRICT WIDE FOR OUR STUDENTS AND SO FUTURE STATE WOULD BE A BALANCED ASSESSMENT SYSTEM, ONE IN WHICH WE HAVE THOSE CLASSROOM ASSESSMENTS THAT OUR TEACHERS WE HAVE ON A REGULAR BASIS BUT WE INSERT ALSO ASSESSMENTS FOR LEARNING AND THESE ARE SYSTEMS FORM A MORE FORMATIVE ASSESSMENT FOCUSED ON THE MASTERY OF THE STANDARDS THAT OUR STUDENTS ARE REQUIRED TO MASTER AT EACH GRADE LEVEL. THESE FORMATIVE ASSESSMENTS WILL SERVE TO HELP INFORM INSTRUCTION SERVED TO HELP INFORM INSTRUCTION AND ASSESSMENT OF LEARNING OF COURSE WILL ALWAYS HAVE THOSE WHICH ARE SOME OF THAT HIGH STAKES STATE AND FEDERAL.

WE HAD A CONVERSATION TODAY ABOUT AS YOU READY FOR SOCIAL STUDIES AND SOMEONE AND SO FORTH. SO IF WE CAN GO ON TO THE NEXT SLIDE I'VE HIGHLIGHTED A FEW ITEMS HERE BECAUSE THIS IS WHERE I PARTICULARLY WANT TO DRAW ATTENTION TO THE SAFETY.

>> BUT I WOULD TO DO A QUICK SUMMARY HERE YOU HEAR ME SPEAK OFTEN ABOUT THE SIGNIFICANCE OF CULTURE SYSTEMS AND INSTRUCTION. AND THESE ARE IMPORTANT QUESTIONS TO THINK ABOUT AS WE THINK ABOUT CULTURE SYSTEMS AND IT STARTS IN ONE IS OUR CULTURE OF HIGH EXPECTATIONS. IS THERE A CULTURE OF CONTINUOUS IMPROVEMENT AND IS THERE A CULTURE WHERE LEARNING CAN THRIVE? SYSTEMS ARE AN IMPORTANT COMPONENT IN WE'VE DONE WE'VE DONE AND CONTINUE TO DO BECAUSE CULTURE WORK IS ONGOING WORK.

RIGHT. BUT SYSTEMS ARE THINGS THAT WE WANT TO MAKE SURE WE PUT IN PLACE HELPED FACILITATE TEACHING AND LEARNING AND OTHER FUNCTIONS OF SCHOOLS.

BUT CERTAINLY WE'RE ZEROED IN ON TEACHING AND LEARNING HERE. SO IS THERE A SYSTEM FOR PLANNING INSTRUCTION OR IS THERE A SYSTEM FOR MEASURING STUDENT MASTERY OF INSTRUCTION? IN OTHER WORDS, WE TEACH IT. BUT DO WE KNOW IF OUR STUDENTS ARE GETTING READY? AND IS THERE A SYSTEM FOR OBSERVATION AND FEEDBACK WHERE WE PROVIDE OBSERVATION AND FEEDBACK TO STUDENTS OR ADMINISTRATORS PROVIDE OBSERVATION AND FEEDBACK TO OUR TEACHER OPPORTUNE TO IMPROVE OUR ARTIST FUNCTION AND THEN AN INSTRUCTION IS INSTRUCTION.

DAVID RHYTHM AND THIS INSTRUCTIONAL LINE TO THE FULL INTENT AND RIGOR OF THE STANDARD AND THAT IS A VERY POWERFUL QUESTION. ONE VERY IMPORTANT QUESTION BECAUSE WHEN YOU LOOK AT STANDARDS LIKE REQUIRES STUDENTS TO OPERATE COGNITIVELY AT DIFFERENT LEVELS DEPENDING UPON WHAT THAT STANDARD IS REQUIREMENT.

RIGHT. AND IT'S ESSENTIAL THAT WE ALIGN THAT INSTRUCTION SO THAT STUDENTS GET THE OPPORTUNITY FOR PRACTICE AT THOSE DIFFERENT COGNITIVE LEVELS IN WHICH THEY ARE EXPECTED TO PERFORM BECAUSE AT THE END OF THE YEAR THEY'RE GOING TO HAVE TO PERFORM ON A STATE ASSESSMENT. THAT'S GOING TO BE GRADE LEVEL AND IT'S GOING TO BE TIED TO THE FULL INTENT AND RIGOR OF THE STANDARD. IF WE CAN MOVE TO THE NEXT SLIDE, WE'LL BEGIN WITH THE POINT IS THAT ALL STUDENTS CAN LEARN RIGHT? AND THAT'S OUR BELIEF SYSTEM. AND SO IN HERE ARE FOUR CRITICAL QUESTIONS WITHIN THESE QUESTIONS THERE ARE GAPS A GAP WHETHER WE'RE DOING IT EXCEPTIONALLY WELL OR WHETHER OR NOT DOING IT WELL IN TERMS OF THESE QUESTIONS, I VISITED LONDON SEVERAL YEARS AGO AND WENT DOWN TO THE SUBWAY WHICH IS OF CALLS A WAY TO CALL THE UNDERGROUND AND IN THE UNDERGROUND. THIS SITE MIND THE GAP IS EVERYWHERE.

EVERYWHERE YOU LOOK AT THE P.A. SYSTEM COMES ON AS TRAINS APPROACH ON THE GAP.

RIGHT. AND OBVIOUSLY THEY'RE THERE SPEAKING ABOUT THE GAP BETWEEN THE PLATFORM YOU STAND ON. NO FALL WITH THE TRACKS, RIGHT? WELL, WHEN I THINK ABOUT THAT AND I THINK ABOUT THESE QUESTIONS ARE THE STANDARDS AT THE CORE OF OUR PLANNING FOR INSTRUCTION, ARE THEY ARE THEY AT THE CORE WHEN WE SIT DOWN THE PLANNING FOR INSTRUCTION OR TWO ARE OUR INSTRUCTION AND ASSESSMENT MEANING THE FULL OF REGULAR ON THE STANDARD AND OUR STUDENTS EXPOSED TO GRADE LEVEL TEXT HIGH AND TASKS TEXT TALK AND TASKS OUR STUDENTS WOULD BE EXPECTED TO DO READ AND UTILIZE GRADE LEVEL TEXT ON AN ASSESSMENT AT THE END OF THE

DAY. >> SO WITHIN OUR CLASSROOMS WE HAVE TO MAKE SURE THAT THEY'RE EXPOSED TO GRADE LEVEL TECHNIQUES THROUGHOUT THE YEAR BY DO WE PROVIDE AN OPPORTUNITY

[01:45:08]

STUDENTS AT DIFFERENT LEVELS BECAUSE IDEALLY RIGHT. >> WE WANT TO MAKE SURE THAT WE'RE SCAFFOLDING THAT SUPPORT AND THAT INSTRUCTION FOR STUDENTS WHERE THEY'RE NOT ON GRADE LEVEL. RIGHT. IF WE STILL MOVE THE LEARNING ALONG BUT AT THE SAME TIME. RIGHT. ALSO EXPOSED THAT TO GRADE

LEVEL. >> SO WE WANT TO BE ABLE TO SCAFFOLD AND SUPPORT THAT.

YOU'VE DIFFERENTIATED INSTRUCTION. IF WE CAN MOVE ON TO THE NEXT SLIDE, PLEASE. ULTIMATELY WE KNOW IF STUDENTS ARE LEARNING AND HOW DO WE KNOW WHEN THEY'RE NOT MASTERING THE STANDARDS? THAT'S THE SIGNIFICANT FORMATIVE ASSESSMENTS THAT THAT'S THE SIGNIFICANT PROGRESS MARKER AND WE MOVE TO THE NEXT SLIDE. SO THIS IS A CONTINUOUS IMPROVEMENT MODEL THAT I WANT TO MAKE SURE THAT WE'RE IMPLEMENTING WITH FIDELITY WITHIN THE SYSTEM THAT OUR SCHOOLS WILL BEGIN IN THE TOP LEFT OR WE BEGIN FOR PLANNING FOR INSTRUCTION IN OUR APL.

SO STARTING WITH THE STANDARDS AT THE CORE OF THAT PLANNING PROCESS.

I MEAN LET ME GIVE YOU AN EXAMPLE. ON A READING STANDARD TO SEE THE LANGUAGE ARTS SOME OF THE GREATEST AND INQUIRY BASED LITERACY STANDARD I NEED TO ACCESS SYNTHESIZE INTEGRATED INFORMATION TO SHARE LEARNING AND OR TAKE ACTION.

WELL, FOR ONE EMPLOYER A CRITICAL CHANCE TO DEMONSTRATE THAT RELATIONSHIPS AND PATTERNS OF EVIDENCE LEAD THE LOGICAL CONCLUSIONS WHILE ACKNOWLEDGING ALTERNATIVE VIEWS WORKING TO DETERMINE APPROPRIATE DISCIPLINARY TOOLS AND DEVELOP A PLAN TO COMMUNICATE FINDINGS AND OR TAKE INFORMED ACTION REPORTS. WE REFLECT ON FINDINGS AND BOTH APPROPRIATE QUESTIONS FOR OTHER IMPORTANT OR YOU BEGIN. THIS IS THE SIGNIFICANCE AND IMPORTANCE OF PROFESSIONAL LEARNING COMMUNITIES AND DECONSTRUCTING THE STANDARD.

TEACHERS COME TOGETHER AND WORK TOGETHER IN THAT PLANNING PROCESS AND CAN BREAK THAT STANDARD APART SO THAT IT BECOMES CLEAR TO ALL OF THEM RIGHT.

WHAT ARE STUDENTS EXPECTED TO LEARN AND BE ABLE TO DO AS A RESULT OF THIS INSTRUCTIONAL CYCLE ENCOMPASSING THESE STANDARDS AND WHAT IS THE FORM TELLING RIVER OF THOSE STANDARDS? THAT STANDARD BEGINS WITH THE WORD SYNTHESIZING IF YOU'RE FAMILIAR WITH WORDS THAT THE KNOWLEDGE YOU KNOW THAT SYNTHESIZE BUT YOU ALREADY AT A HIGHER COGNITIVE LOVE IF YOU'RE NOT FAMILIAR WITH WHAT YOU WANT TO GO BACK NOW AND TALK ABOUT FACTS ON MOST OF THOSE MAY BE MORE FAMILIAR WITH TAXONOMY. BUT BUT IT'S THE SAME THING BLOOM'S TAXONOMY PUSHES YOUR COGNITIVE LEVEL SYNTHESIZED IS THAT AT THE VERY HIGHER LEVELS OF BLOOM'S TAXONOMY AND SO ALL OF THAT IS RELEVANT DISCUSSION AND INFORMATION FOR PROFESSIONAL LEARNING COMMUNITIES THAT THEY DECONSTRUCT THE STANDARD FORM.

WHAT'S TO BE PART IN WHAT OUR STUDENTS ARE EXPECTED TO BE ABLE TO DO? WE'LL SHIFT OVER TO THE TOP RIGHT WHERE WE'RE PROVIDING QUALITY INSTRUCTION AND DIFFERENTIATED INSTRUCTION, OBSERVATION AND FEEDBACK. MINISTER, THIS IS AN IMPORTANT COMPONENT OF OUR ONLY TLC WORK BUT REALLY QUALITY INSTRUCTION AND GO DOWN TO THE BOTTOM

RIGHT. >> WHEN WE TALK ABOUT PROGRESS MONITORING AND ASSESSMENT AND THIS OUR FORMATIVE ASSESSMENTS WE CONTINUE THROUGH OUR FORMATIVE ASSESSMENT IN THIS PROGRESS MONITORING WE CAN LOOK AT WHETHER STUDENTS ARE MASTERING THE STANDARDS BASED ON THE INSTRUCTION WE JUST DELIVER AND CHECK AND SEE AND TAKE A TEMPERATURE CHECK HERE AND SEE HOW WE'RE DOING. AND IN THAT INSTRUCTIONAL CYCLE WE SHOULD BE ABLE TO SEE IN APL SEE USING DATA FROM THESE ASSESSMENTS WHETHER OR NOT OUR STUDENTS ARE MASTERING THESE STANDARDS AND THE FULL AND TECHNICAL RIGOR OF THOSE STANDARDS THEN IF WE CAN STAY ON THE SLIDE FOR THREE AT THE END OF THE INSTRUCTIONAL CYCLE, I WANT TO MAKE SURE THAT WE BUILD IN A DAY OR TWO. UTILIZE AND MAKE INSTRUCTIONAL DECISIONS BASED ON WHAT THAT

[01:50:05]

DID THEY NOT GET ONE QUESTION? WHAT'S WRONG WITH THE QUESTION? IS IT CATEGORY ISSUE? IS IT THAT ALL OF OUR TEACHERS IN OUR GRADE LEVEL AND ALL THE STUDENTS IN OUR CLASS ON THAT GREAT INTEGRITY LEVEL NOT VERY WELL PROGRESS MONITORING ASSESSMENT ON THAT PARTICULAR QUESTION. OR IF THEY ALL DID WE HAVE AN OPPORTUNITY FOR ENRICHMENT DURING THAT ONE OR TWO DAYS AND REALLY CEMENT HOME THAT LEARNING THROUGH PRACTICE.

WE GO TO THE NEXT LEADERSHIP MATTERS. >> IT'S AN IMPORTANT PART OF THIS COMPONENT AS WELL BECAUSE OBSERVATION AND FEEDBACK IS CRITICAL IN THE CONTINUOUS IMPROVEMENT MODEL. QUALITY OF INSTRUCTION IS ESSENTIAL AND THE PROFESSIONAL DEVELOPMENT THAT WE PROVIDE BASED ON WHAT OUR INFORMATION OR DATA IS TELLING US OR TEACHERS ARE TELLING US THAT THEY NEED TO HELP US BE MORE SUCCESSFUL.

WE GO THE NEXT LINE. THE ASSESSMENT SYSTEM WHY DO WE NEED TO FIND MONITORING

ASSESSMENT? >> BECAUSE THESE ASSESSMENTS INFORM TEACHING, INFORM LEARNING AND WHO IS THE USER? THESE ASSESSMENTS ARE STUDENTS OUR STUDENTS AND OUR TEACHERS.

AND THEY HELP DRIVE ACHIEVEMENT BY PROVIDING DATA THAT IS ASSESSMENT FOR NOT ASSESSMENT OF LEARNING OR AN AUTOPSY REPORT IF YOU WILL. RIGHT.

YOU GO ON TO THE NEXT SLIDE. I WANT TO BRING MR. FALLIN IN RIGHT NOW.

TAKE US THROUGH AND PROVIDE A LITTLE DEMO ON WHAT PERFORMANCE MATTERS PLATFORM SO YOU CAN GET A LOOK AT THIS TIME. WOULD YOU LIKE TO RUN AGAINST THIS? I WILL GO THROUGH TO BRIEF SLIDES AT THIS FRONT AND BEFORE THE PERFORMANCE MATTERS IS WHAT ALL PLATFORM. BUT THEN I'LL ACTUALLY GO OUT AND THEN COMPLETE WHAT THAT IS AT ENRON AND BRING THAT BACK TOGETHER BECAUSE THERE'S TWO SIDES TO EACH YEAR PERFECT.

AND WE START WITH THE FIRST JUST I CAN WALK THROUGH THE FOUR MAIN LESSONS BECAUSE THE PRIOR TIME SO WHEN WE FIRST LOG INTO THE SYSTEM AND I SHOW YOU THIS EVENING.

FIRST OF ALL IT IS A SAMPLE DATABASE. NONE OF THE INFORMATION IN THERE HAS BEEN RECOUNTED TO PROVIDE TO OUR SCHOOL. SO I CAN SHOW YOU REALLY EVERYTHING WITH UNFILTERED VIEW OF THE SYSTEM. YOU'RE GONNA RELY ON THE DASHBOARD. I'M GOING TO QUICKLY GO THROUGH AND SHOW YOU HOW EASY IT IS AS DR. EVERY. WHO IS THE CONSUMER? WHO IS THE USER OF THE DATA? IT'S IT'S THE TEACHERS. SO HOW QUICKLY A TEACHER CAN GET WHERE THEY NEED TO GO AND ANALYZE AND THEN WE'LL GET INTO SOME REPORTS. BUT MAINLY WHAT? SO WHAT DOES PERFORMANCE MATTERS? GIVE GIVE US WHAT DOES THIS SYSTEM GIVE US? SO EDUCATORS HAVE ABILITY TO CREATE ADMINISTER TO SCORE CLASSWORK FOR DISTRICT BENCHMARK ASSESSMENTS. NOW THEY CAN CREATE A SYSTEM TWO SETS OF DYNAMICS. THERE'S A CERTAIN AUTOMATIC AND POWERFUL IDEA THAT TEACHERS HAVE ACCESS THAT THE POWERFUL AUTOMATIC DISTRICT OR THEIR DISTRICT WRITERS WILL HAVE THE ITEM AND NOT PREVENTS ITEM EXHAUSTION OR HAVING CROSS POLLINATION OF THE TWO.

SO IT KEEPS THOSE TWO SEPARATE ADMINISTER THESE CAN BE PUSHED OUT AS THE LAST BLOWS AS S NOT PROVIDES THE LEARNING MANAGEMENT SYSTEMS WE'RE LOOKING AT WE'LL BRING THEM ON BOARD WITH THE SUMMER MOVING INTO NEXT YEAR AS WELL. PERFORMANCE MATTERS IN SCHOOL.

ALTHOUGH IN MY POWER SCHOOL NOW TEACHERS CAN DEPLOY THE ASSESSMENTS THROUGH SCHOOL DIRECT TO THEIR STUDENTS. NOW THE SCORING PART OF IT SOUNDS LIKE IT'S HEAVILY TECHNOLOGY INTENSIVE THAT IS STUDENTS CAN TAKE TO LOCKDOWN BROWSER ASSESSMENT FULLY SECURED CAN HAVE A FULL HAND AND LIGHTS OFF OF THAT. WE ALSO HAVE SEVERAL ALL OF OUR SCANNERS THAT IF THEY DO PRINT DAY A SCANTRON SHEET AND BUBBLE IT IN IF THE TEACHER SCANNED THOSE RESULTS INTO A SHARED DRIVE WITHIN 24 MINUTES TO AN HOUR.

THOSE ARE SORT OF BEING ORGANIZED AS WELL. SO IT'S NOT ALL COMPUTER BUT IT CAN ALSO BE THROUGH A SCANTRON AS WELL. IT ALLOWS EDUCATORS TO DEEPLY ANALYZE ASSESSMENT RESULTS AT THE STUDENT CLASSROOM LEVEL A GRADE OR A COURSE HAPPENING AT SECONDARY ELEMENTARY THE ENTIRE SCHOOL OR THE DISTRICT OVERALL ASSESSMENT PERFORMANCE.

[01:55:01]

THE DASHBOARD. >> I'M ASSIGNED IT AS A SAMPLE DISTRICT ADMINISTRATOR.

WHEN I LOOK AT THIS THIS IS ALL THIS. EVERYONE SAYS THIS IS DISTRICT INSTRUCTION. SO AT THE VERY TOP IF IF NEEDED IF WANTED I COULD GO DIRECTLY TO A SCHOOL IF THERE IS AN INSTANCE WHERE I NEED TO LOOK AT A SPECIFIC STUDENT HOUSES AS

THE DISTRICT ADMINISTRATOR I COULD GO IN AND LOOK. >> I COULD LOOK AT A SCHOOL IF NEEDED IF SOMEBODY CALLED IT THAT I HAVE A QUESTION ABOUT. I CAN GO INTO THE WELL WE ALSO SEE IS WE ACTUALLY ASSIGNED TO DATA. SO WE SEE THE ABSENTEE RATES OF STUDENTS. EACH OF THESE BAR REPRESENTS A COLOR OR GRADE LEVEL.

SO KINDERGARTEN YEAR I THOUGHT LOOKING JUST IN THE SAMPLE DATABASE TO 15, 20, 20, 40 KINDERGARTNERS WERE ABSENT AND THAT REPRESENTED TWELVE PERCENT OF THEIR POPULATION.

WHAT ARE YOU TRYING TO TENANTS IMMEDIATELY? I ALSO SEE THE BREAKDOWN OF OF DEMOGRAPHICS. I SEE THE MALE FEMALE DISTRIBUTION.

I SEE THE ETHNIC DISTRIBUTION. I ALSO SEE THE ATTRIBUTES THAT RELATE TO LIMITED ENGLISH PROFICIENCY E.G. IN THIS CASE IN THIS DATABASE IS ECONOMICALLY DISADVANTAGED AND I ALSO SEE STUDENTS WITH DISABILITIES. NEXT TO THAT I CAN ALSO SEE THE DISCIPLINE GRADE BY GRADE LEVEL BY SOMETHING THAT'S IMMEDIATELY THERE ON THE DASHBOARD AS YOU'RE GETTING TIPS I'VE DO NOTHING GOING DOWN. I'M GETTING INTO THE ANALYSIS OF NOW ASSESSMENTS. SO WHEN PERFORMANCE MATTERS WHEN DR. RODRIGUEZ GAVE THE THREE VERSIONS OF TEST WORDS IT WAS A MANTRA OF INSTRUCTION. WE LOOKED AT TESTING OR LEARNING AND THE TESTING OF LEARNING THE FIRST TWO THE CLASSROOM ASSESSMENTS AND THE BENCHMARK ASSESSMENTS OF FORMATIVE ASSESSMENTS. THOSE ARE WHAT WE FOUND IN TEST ANALYSIS. THESE ARE THE TEACHER CREATED OR DISAGGREGATED ASSESSMENTS STROLLED DOWN A LITTLE FURTHER AS A STUDENT ACHIEVEMENT.

THIS IS NOW GETTING INTO THE STATE OF THE AUTOPSY REPORT. IT DOES HAVE A HIGH ACHIEVING HIGH STAKES ASSESSMENTS AND THIS DATABASE THAT WE'RE GOING TO JOIN TEAMS OF THE REAL WORLD SAMPLE NOT A LOT OF OPPORTUNITY FOR US TO LOOK AT. BUT I DO WANT TO SHOW YOU WHAT A SCHOOL WAS DOING ON THAT SAME DASHBOARD. SO IN THIS EXAMPLE I'M GOING TO USE EASTERN MIDDLE SCHOOL. WE SEE SLIGHT CHANGES ON THAT. I MEAN IT'S LIKE I SAY JUST SIXTH, SEVENTH AND EIGHTH GRADE NOW FOR THE ATTENDANCE RATES. SO THEY ONLY HAVE SIX SEVENTH AND EIGHTH GRADE STUDENTS. I'M GOING TO SEE THAT DATA THERE NOW.

THERE'S AN ADDITION OF A GREEN BAR. THAT'S THE SCHOOL.

SOMETHING LIKE A MALE FEMALE DISTRIBUTION. NOTHING REALLY MEANINGFUL THERE. I SEE THE TO THE SCHOOL REBAR, THE LITTLE BAR IN THE DISTRICT WHERE THERE FURTHER THE DISTRIBUTION MATCHES PRETTY WELL FRANKLY REPRESENT ANOTHER DISTRICT AND YOU START SEEING SOME DIFFERENCES AND I LOOK AT THE LIMITED ENGLISH PROFICIENCY OR MULTILINGUAL STUDENTS. I SEE THE SCHOOL HAS A LOWER POPULATION DISTRICT.

I SEE THEY ARE ALSO LESS ECONOMICALLY DISADVANTAGED AND IT SEEMS THEY HAVE A LOWER STUDENTS WITH DISABILITIES. SO TELL ME HOW YOU SEE JUST PLUGGING AND KNOW NOTHING ABOUT THE SCHOOL OTHER THAN WHAT I'M TELLING YOU I SAY IN THE SAME WAY THIS ALSO THE TEST ANALYSIS THIS IS GETTING MORE HOMES DOWN IN THE DATABASE. I'M LOOKING JUST ASSESSMENTS THAT WE'RE BENCHMARK FOR CLASSROOM ASSESSMENTS GIVEN HOW THE SCHOOL AND THEN AGAINST YOUR ACHIEVEMENT IN THIS CASE HIS ASSESSMENT OF THE ASSESSMENT ONLY SAY MY SCHOOL.

SO IT'S NOT SAYING IT JUST BECOMES A MORE DATA. THIS IS NICE NET NET NET.

AND PART OF WHAT I TOLD YOU I CAN SEE DATA QUICKLY BUT NOW HOW QUICKLY CAN I ACTUALLY GET TO A STUDENT? SO I GO BACK AND REFRESH THE PAGE.

SOMEONE WENT INTO THE SCHOOLS. >> I'M GOING TO TALK EASTERN MIDDLE SCHOOL AND I'M LOOKING

NOW. >> IF I WAS AN ADMINISTRATOR IN THE BUILDING AND I PUT ON I WANT TO SEE MY TEACHERS, THE ORANGE BARS AND THE TOP TEACHER IN WHAT YOU SEE BELOW THAT THAT'S THE DISTRIBUTION OF STUDENTS THAT THEY TEACH SO VERY INTENTLY.

ARMSTRONG I SEE AS YOU A SEVENTY NINE STUDENTS ALL STUDENTS SIX OF WHICH HAVE MARKED STUDENTS WITH DISABILITIES SHE HAS NO STUDENTS THAT ARE CURRENTLY

[02:00:01]

THAT'S EARLY WARNING SYSTEM SYSTEM INDICATORS. THIS DISTRICT HAS A SAMPLE EARLY WARNING INDICATORS IN ARRANGING GAINS AND FROM ATTENDANCE DISCIPLINE GRADES.

SO I'LL SHOW YOU A COUPLE EXAMPLES OF THAT. AS YOU GETTING SOME REPORTS, 70 UNIVERSITIES ARE GIFTED AND TWO ARE IN SOME SORT OF INTERVENTION SO I CAN CLEARLY SEE THAT CLASS. WHAT IS THAT POSSIBLE? THIS EXAMPLE, I'VE GOT SOME ASSESSMENTS LINED UP I WANT TO SHOW A TEACHER JO SUMMERS.

SO JOE SUMMERS, 78 STUDENTS YOU SEE A SCHOOL BUS INTO DISABILITIES.

>> WE SEE SOME ECONOMICALLY DISADVANTAGED EARLY WARNING SYSTEM RECIPIENTS AND JACQUELINE BISSET YOU I MENTIONED. SO NOW I LOOK ON CHILL.

THIS IS WHEN A TEACHER SEES AS THEIR CLASSROOM IS A FULLY POPULATED DATABASE.

YOU WOULD SEE THAT SMILE OKATIE STUDENTS AND I USE THIS TEACHER BECAUSE SHE HAS AN ASSESSMENT SHE HAS A BENCHMARK ASSESSMENT HIM DAVID AND SHOWING ME THE ANALYSIS ON AND THAT'S WHAT'S UNDERNEATH THAT WHEN YOU SEE SHE SAYS JUST FORCED THE STUDENT A MINOR ASK FOR STANDARDS ARE ASSESSED ON ONE ASSESSMENT. NOW THIS DISTRICT IN THE SYSTEM HAS SET PERFORMANCE RATINGS FOR SO FOR EXAMPLE BLUE WOULD BE EXCEEDS GREEN WOULD BE MEANS YELLOW APPROACHES. RED DOES NOT MEAN IT DOESN'T MATTER THE NAME THAT YOU GIVE THEM. THAT'S WHAT IT EQUATES OUT TO. JUST NOT SYMBOLIC.

SO YOU KNOW, JUST LOOKING AT THE MIND HERE, THERE'S TWO STANDARDS THAT SHE'S EXCEEDING ON AND THERE'S TWO STANDARDS THAT SHE NEEDS. SO IF I SCROLL DOWN, I'M ALSO GOING TO LOOK AT MACKENZIE MCKENZIE SAME ASSESSMENT FOR STANDARDS ONE TEST WE SEE EACH OF THOSE STANDARDS FALLS IN ONE OF THESE AREAS. SO THIS QUICK INFORMATION TO THE TEACHER TO SEE ON THE TEST THAT SAYS I'M SITTING AT A DISTRICT LEVEL.

I WANT TO SHOW YOU HOW A SCHOOL CAN GET TO THEIR ASSESSMENTS. SO I'M PRETTY SURE IN MIDDLE SCHOOL AGAIN SCROLL DOWN AND GET A TEST ANALYSIS THIS WE'RE GETTING TO THE FORM IT ISN'T RELATED TO THE CLASSROOM ASSESSMENTS. I KNOW IN THE SAMPLE DATABASE AT THE MATH TERMS THAT IT HAS DATA AS VALUABLE DATA SORRY. AND I'M I'M SITTING AS A SCHOOL ADMINISTRATOR AND LOG INTO MY SCHOOL WAS LIKE ON A MATH MIDTERM SEVEN WHAT I'M LOOKING AT. SO WHAT I SEE IS I SEE THIS TEST AS AN ATTRIBUTE.

THESE ATTRIBUTES HAPPEN TO BE STANDARDS AS DR. RODRIGUEZ READ IS CONSIDERED.

I'LL READ THIS ANOTHER EXAMPLE . THIS IS SEVENTH GRADE ALGEBRA STANDARD. IT'S THE FIRST ONE APPLIED PROPERTIES OF OPERATIONS OF STRATEGIES TO ADD SUBTRACT FACTOR X AND LINEAR EXPRESSIONS WITH RATIONAL COEFFICIENTS THAT WOULD PROBABLY TAKE SOME FOLKS THAT YOU'LL SEE TO FIGURE OUT WHAT THAT MEANS.

BUT THAT'S WHAT STANDARD 1 IS. I SEE THE NUMBER OF ITEMS ON THE ASSESSMENT THAT ADDRESS THAT STANDARD. THERE WERE THREE I CAN NOW SEE THE PERCENTAGE IN THE NUMBER OF STUDENTS AND HOW THEY PERFORM ON THAT STANDARD ON THAT ASSESSMENT.

THE SIZE OF THE COLOR IS THE PERCENT. THE NUMBER IS THE ACTUAL NUMBER . SO IF I LOOK AT THIS QUICKLY AND I ANALYZE THIS, I SEE STANDARD 1 IS AN AREA OF CONCERN WITH A 25 STUDENTS NOT SHOWING MASTERY WHICH FIRST REPRESENTS ROUGHLY 40 PERCENT OF THE POPULATION. SO WHAT DO I DO WITH THAT? I CAN GO TO THE STUDENT ANALYSIS OF MATH MIDTERM 7 AGAIN.

I SEE THAT SAME STARTING CHART. I'M IN A FAMILIAR SPOT. I KNOW I'M IN THE RIGHT PLACE.

IF I SCROLL DOWN I NOW SEE ALL THIS ONE HUNDRED AND THIRTY TWO STUDENTS THAT TOOK THAT ASSESSMENT. THERE'S A LIE. AGAIN, SHE SCORED A 77 POINT EIGHT ON YOUR OVERALL ASSESSMENT. WHAT I'M SAYING TO THE RIGHT THAT IS THE ITEM ANALYSIS THOSE LOVED ONES FROM FORMER TEACHER SITTING IN A FIELD.

SEE RIGHT NOW I'M LOOKING QUESTION THREE THAT I LOOK STRAIGHT DOWN THAT LINE.

I SEE A LOT OF WRITE QUESTION THREE RIGHT OFF THE BAT. RIGHT.

THOSE LETTERS YOU SEE IN THE MIDDLE ARE THE INCORRECT ANSWERS IDENTIFIED BY STUDENT.

SO YOU CAN LOOK AT THAT VERY QUICKLY AND YOU CAN SEE BOTH EVERYBODY GOT TRAPPED BY B OR C OR WHATEVER. RIGHT. AND THEN YOU CAN DISSECT WHAT THAT ISSUE IS. SO SO IS IS THERE AN INSTRUCTIONAL ADVANTAGE FOR OUR TEACHERS TO HAVE THIS INFORMATION AT THEIR FINGERTIPS? THIS IS NOT A MEMBER IS IS A NERD LIKE WHEN IT COMES TO DATA.

SO WE SEE THAT CORRECTLY. KEEP THAT HERE. BUT THE SYSTEM THAT FOR THOSE IF THIS WAS A DNA TEST, THEY MIGHT NOT SAY WELL, I SEE THAT. I SEE THAT THE DISPARITY.

SO AT BRINGS UP FORTY SEVEN POINT SEVEN PERCENT. STUDENTS SHOULD MASTER OUR

[02:05:03]

THIS CHART HERE THIS LITTLE THIS LITTLE ICON MY QUESTION VERY CLICK ON THAT ICON I SEE THAT I AM DISTRIBUTION D THE RIGHT ANSWER A WAS THE NAME EXTRACTED THERE IS SOMETHING WITH QUESTION N NOW IF I ONLY KNEW WHAT THE QUESTION WAS AND I COULD SEE WHAT DAY WAS AND I CAN FIGURE OUT WHERE AND THE LEARNING HAPPENED WHAT HAPPENED? WELL AND THIS IS THAT'S WHEN THE EDUCATOR LOVED TO SEE THE OTHER THREE OR FOUR TIME WORDS PLUS TWO X MINUS SEVEN WHICH EXPRESSION IS EQUIVALENT TO EITHER A THREE X PLUS ONE OF THESE THREE PLUS NOT THREE X PLUS THIRTEEN ORIGINAL 15. IF YOU DO THE DISTRIBUTIVE PROPERTY YOU SHOULD GET THREE X PLUS 13. BUT LET'S SAY IT WAS THE MAIN STRUCTURE YOU KNOW A LOT MOST OF OUR STUDENTS. WHAT HAPPENED? WELL THIS ITEM DOES ACTUALLY TELL YOU ABOUT THE STUDENT IS NOT DISTRIBUTING THE MINUS ONE TO THE INSTEAD. SO THEY LOOKED THE MINUS SIGN IN THE EQUATION AND THEY FORGET THAT THAT ACTUALLY SHOULD BE MULTIPLIED TWO NEGATIVES EQUAL POSITIVE THAT YOU MIGHT HAVE SAID INSTEAD OF SEVEN. MR. CAMPBELL PROBABLY FIGURED THAT OUT BEFORE ANY OF US AS A FORMER MATH TEACHER. BUT THE POINT IS THAT OUR TEACHERS CAN UTILIZE THIS.

THIS IS IMPORTANT INFORMATION I THINK AT PEOPLE'S FINGERTIPS TO HELP INFORM INSTRUCTION OR TO HELP RETEACH FOR STUDENTS. IT HELPS TARGET. SO THAT IS A CRITIC FROM THE DISTRICT LEVEL TO A SCHOOL LEVEL TO TOUCH YOU KNOW THE KIDS ALSO JUST LOOK INTO THE

ITEM NUMBER NOW PRETTY QUICKLY . >> BUT I DO WANT TO SHOW YOU AS I MADE A REPORT EARLIER, THE SYSTEM ALLOWS ANYONE THAT HAS THE ABILITY TO CREATE REPORTS IN THIS INSTANCE WHERE I LOOK AT A BASEBALL CARD. IT'S EXACTLY WHAT WE HAD EVERY OTHER PART OF THE BASEBALL CARD AND YOU FORGET THE LINE INFORMATION ON THE BACK HARDLY TELLS YOU ABOUT THE PLAYERS. SO WHAT WE CAN DO IS WE CAN SCHEDULE E-MAILS WHERE WE CAN SCHEDULE A DISTRIBUTION OF A LINK A LINK ON THE SCREEN SOMEBODY CHECK I'M ABOUT TO TYPE A LINK IN AS THIS WAS E-MAIL TO ME. I'M NOT LOGGED INTO PERFORMANCE MATTERS RIGHT NOW. MY BROWSER KNOWS THAT I WANT TO GO TO PERFORMANCE MATTERS.

BUT SOME THE DISTRICT OFFICE SHARE THIS LINK WITH ME IS THAT IT WAS A REALLY USEFUL BASEBALL FOR SOMEONE CLICKED ON SCHOOL ITSELF. SO OF COURSE THROUGH THE EXAMPLE OF THIS EVENING I USED THE SEVENTH GRADE AND ERM I USED THE THE MIDDLE SCHOOL AND I GAVE STUDENTS. THERE IS A LINE AT THE TOP OF THE LIST AGAIN I'VE ADDED IN YOUR NATURAL BEAUTY SO NO ONE HAS TO GO TO LOOK AND SEE THAT MAYA IS A GIFTED FEMALE ASIAN.

SHE IS NOT A DISABILITY, SHE'S AN ENGLISH SPEAKER AND SHE'S NOT ECONOMICALLY DISADVANTAGED THAT'S ALL THERE. BUT I WANT TO THROW IN AN EXAMPLE OF AN EARLY WARNING I CAN TAKE ANY OF THOSE INDICATORS AND ADD BASEBALL CARDS.

SO IN THIS CASE I JUST GRABBED ONE THAT SAID EARLY WARNING INDICATOR BEHAVIOR THREE YEAR PLUS INCIDENTS THIS SCHOOL YEAR IN THIS CASE IS MAKING POINT. BUT THEN I ADDED THE OVERALL SCORE OF THAT ASSESSMENT AND I ADDED THE FOURTH GRADERS. SO NOW I SEE THE SAME COLOR THE NUMBERS IN BETWEEN EACH OF THE NUMBER CORRECT VERSUS THE TOTAL NUMBER HOMONYMS OR WHAT PERFORMANCE MATTERS ALLOWS ME TO DO WITH THIS REPORT. IT'S OVERWHELMING IN THE STATE BUT THEY HAVE A FANCY WORD FOR A TERM THEY USE A CLASS WATCH. SO I'M LOOKING AT THE OVERALL SCORE AND I WANT YOU TO LOOK AT THE STUDENTS THAT FAIL TO MEET THE EXPECTATION I SIMPLY TURN OFF IF I TURN ON THE YELLOW APPLY THAT'S WATCHING I NOW HAVE JUSTICE STUDENTS THAT DID NOT MEAN I CAN THEN LOOK AT STANDARD 1. WELL MOST OF THOSE STUDENTS HAVE SOME TROUBLE STANDARD ONE AND YOU GO BACK AND DRESS OUT THE STUDENTS SO IT IMMEDIATELY MAKES MY GRADES I THINK THE SAME THING FROM THE STUDENT ITEM ANALYSIS I CAN CREATE GROUPS THERE AS WELL POLICY JUST STUDENTS THAT MAYBE HAVE AN ISSUE ON MY ASSESSMENT AND

ALSO HAPPEN TO HAVE THREE OR MORE INCIDENTS. >> THERE THERE'S A SIX CUBANS SO THAT'S TOP TO BOTTOM OF PERFORMANCE MATTERS VERY, VERY, VERY QUICKLY.

JUST A THUMBNAIL VIEW OF THE TOWER OF FOR THANK YOU, DR. BOGGS.

THAT CONCLUDES THE PORTION ON THE ON STUDENT ACHIEVEMENT HERE TODAY.

BUILDING A BALANCED ASSESSMENT SYSTEM I BEGAN TO THINK MY STUDENTS ON CAMPUS TO GATHER

THANK YOU AND GENERALLY HAVE A QUESTION. >> I HAVE TWO COMMENTS.

ONE, THIS IS A VALUABLE, VALUABLE TOOL RELATIONAL DATABASE STRUCTURE LIKE THIS WILL BE VERY, VERY POWERFUL. HOWEVER IT SURE ABOUT REFRESH RATE AND YOUR DATA I'M

[02:10:05]

IT'S NOT A QUESTION TIME THAT YOU HAVE JUST TO SAY LOOK. BE SURE TO LOOK AT IT FOCUSING ON ITS OWN NAME OR A NUMBER OF YOUR TIME. I HAD A NUMBER YOU DECIDE TO DEPLOY TO THE ENTIRE SYSTEM BUT IT IS BEING TESTED AND FLOYD'S EVENT IS NOW.

THIS IS GOING TO TAKE SOME PROFESSIONALS DEVELOPMENT. YES, SIR.

YES, SIR. THIS IS GOING TO TAKE SOME PROFESSIONAL DEVELOPMENT TO BE ABLE TO ATTACK THE DATA WHEN YOU GET IT. SO THERE IS A SIGNIFICANT AMOUNT OF RESOURCES IS GOING TO HAVE TO BE SPENT TO MAKE SURE OUR TEACHERS AND OUR ADMINISTRATORS CAN MANIPULATE THE DATA AND KNOW HOW TO DO IT. I AM CONCERNED ABOUT THE COLLECTION CHALLENGES THE TEACHER INPUT THE DATA. IF WE HAVE A TEACHERS THAT ARE SPENDING TWO AND THREE HOURS AT THE END OF EVERY LAST DAY PUTTING IN DATA ON INDIVIDUAL STUDENTS, WE'RE GOING TO HAVE A PROBLEM. GET THEM A QUICK WAY, RIGHT? WELL THEN YOU'RE TRAINING TO BE ABLE TO DO IT VERY QUICKLY WITHOUT ADDING TOO MUCH TO

THEIR WORKLOAD. >> SO YOU'RE GOING TO HAVE TO COME TO US WITH THIS COULD TAKE MORE RESOURCES. ESPECIALLY IN PROFESSIONAL DEVELOPMENT AND SO ON.

YOU HAVE TO TELL US WHAT THE RESOURCES YOU'RE GOING TO NEED TO DO THIS.

AND LASTLY, CAUTION DON'T GET ASSESSED BY ANALYSIS, YOU KNOW, TO.

SO THIS IS THIS IS EXCITING AS A TOOL TO ACHIEVE DEAL WITH THE ACHIEVEMENT GAP REALLY UNDERSTAND WHERE IT IS, WHY IT IS AND HOW TO GET TO IT. AND I'M IMPRESSED.

THANK YOU, ISRAEL THAT YOU'VE GOT A PRESENTATION. I'VE MET SOME OF THE SAME KIND OF ISSUES AS AS HERMAN MEYER. I'M SITTING THERE THINKING I LOVE THIS.

I WOULD CONSIDER MYSELF A DEPUTY AND AS A PRINCIPAL I COULD SPEND HOURS ALMOST EVERY DO MINUTES THAT'S THE MOST MEANINGFUL USE OF THIS DATA IS BY MY TEACHER.

SO TO ENSURE THAT THE TEACHERS AND I THINK IN ELEMENTARY SCHOOL HERE AND SO THEY'VE GOT ALL THE DIFFERENT SUBJECTS THEY HAVE I KNOW THIS NUCLEAR PROGRAM BRING I UP MAYBE A 25

MINUTE PLAYING GRADE DAY. >> THAT'S NOT ENOUGH TIME TO MEET AS A PFC TO DO THE WORK AT THE BEGINNING AND READ TO ALSO SPEND THE TIME THAT THEY NEED WITH THE DATA.

I SEE THIS AS REQUIRING SOME OUT-OF-THE-BOX THINKING LIKE HOW WE GET THE TEACHERS TO RELEASE TIME FOR OUR PEOPLE HOURS EVERY OTHER WEEK OR SOMETHING TO REALLY STUDY THE DATA SO THAT THEY CAN USE IT EFFECTIVELY. AND I THINK IF WE PROVIDE WITH THE TRAINING AND THE TIME TO DO IT INSTEAD OF JUST ADDING ONTO THEIR PLATE THAT THEY WILL BE WORKSITE AND SEE THAT THE GREATER VALUE OF IT BECAUSE I THINK IT HAS A LOT OF VALUE TO BE VALUABLE AND HAS TO BE USED. AND SO THAT'S JUST MY MY THOUGHT AND I THINK THAT IT'S GOING TO REQUIRE SOME OUT-OF-THE-BOX THINKING IN TERMS OF HOW DO WE GIVE TEACHERS TO ACTUALLY USE THE CLASS. THANK YOU, MR. RIBAUT CAMPBELL ,BECAUSE THERE CERTAIN STROKES OF WHAT HE AS A TEACHER WOULD LOOK UP TO NOW.

BUT NOW THAT IT'S DEDICATED TO JUST SO MUCH STUFF THAT ADDRESS CAN BE DO CITED FOR THAT JOB 45 SOMEHOW EACH DAY YOU CANNOT GET WORK ON JUST US ALL A LITTLE SIX MONTHS AS DR. DR. OUTLINE IS ABOUT PROCESS. HE SEES BEING HE WAS RESPONSIBLE FOR BRINGING THAT DATA BACK AND IT PLUS MUSCLE DISTRICT OFFICE AND EDUCATION OFFICE LOOKING AT AT HIS

TEACHER AT HIS SHOP. >> THAT'S THE OF THAT THEY LOOK AT THESE THINGS PROCESSING NOW AS YOU KNOW THEM AS SOMEONE WHO IS EXCELLENT. THE IDEA IS INSTILLING THIS GOOD TEACHING, YOU KNOW, GOOD PROCESS OF ANALYZING WHO'S WHO'S GOING TO BE AFTER AND

[02:15:10]

IT'S JUST MENTAL TO WHAT WE CALL TEACHER TO TASK FOR THIS PERIOD TASK.

WELL, I WANT TO BRING MOVIE FOR SOME GOOD MEASURE AS BEST MODEL WE SET ALREADY.

I'M SURE YOU'VE GOT IT FIGURED OF WHAT THE PROCESS YOU BE IF THE TEACHERS ON BOTH IN HOLLYWOOD AS A ON SAYING THEY ARE FUN NOW BUT THEY DON'T DO IT AS YOU HAVE TO PUT OTHER PLACES IN PLACE AND THEY'RE FIGHTING FOR 30 PERCENT OF THE STAFF TOTAL BECAUSE THEY DON'T WANT TO DO IT IN TIME TO DO IT. I UNDERSTAND HOW TO DO IT. SO FIRST OF ALL ON YOUR IN THAT TO BE CLEAR THAT YOU'VE DONE YOUR DUE DILIGENCE THOUGH THAT'S BACKWARDS MR CAMPBELL.

SO BUILDING A BALANCED ASSESSMENT SYSTEM OF THIS COMES TO YOU ALL TEACHERS ARE GOING TO BE FOR AS LONG IT'S GOING TO BE TRAINING AND WE'VE GOT A QUESTION ALONE.

I KNOW DR. SPENCE HAS ALREADY BEEN WORKING ON THE PROFESSIONAL DEVELOPMENT.

SHE AND HER TEAM AROUND THESE BASES AND SUPPORT ROUND ARE AROUND THAT WORK AND LOOKING AT THESE ASSESSMENTS AND AN IMPLEMENTATION OF ASSESSMENTS OF PROGRESS MONITORING ASSESSMENTS THAT ARE TIED TO STATE STANDARDS. WE HAVE A COUPLE OF ITEM BANKS THAT ARE ALREADY TIED TO THE STATE STANDARDS WITH ASSESSMENTS SO IT'S NOT ASKING THEM TO NECESSARILY BILL THOSE ASSESSMENTS ALTHOUGH THEY CAN BUILD ANY ASSESSMENT THEY WANT TO BUILD AND PUT IT IN THE SYSTEM BECAUSE WHEN THE STUDENT TAKES THE ASSESSMENT ON A COMPUTER IT AUTOMATICALLY RECORDS AND DROPS IT RIGHT IN WHEN THEY TAKE A PAPER PENCIL AND THE TEACHER USES A SCANTRON MACHINE AND SCANS IT 20 TO 30 MINUTES LATER IT DROPS IT RIGHT AT THE ITEM ANALYSIS IS DONE FOR THEM. THEY DON'T HAVE TO DO THE ITEM ANALYSIS. THE KEY AND BUT YOU'RE ALLUDING TO OR NOT ALLUDED TO CLEARLY

SAYING IS THAT THE REAL VALUE IN THIS? >> AND I IF YOU COULD GO BACK TO SLIDE 6, THE VALUE IN IN ANY DATA OR ANY INFORMATION IS WHAT YOU DO RIGHT AND NOT SEE

PRIVATE ON THERE. >> BUT IT'S THE IMAGE OF THE CONTINUOUS IMPROVEMENT MODEL AND AND GET THAT CONTINUOUS IMPROVEMENT MODEL AND THAT'S LIKE SIX.

>> OK. THE KEY THERE IS THE DISCUSSION AND THE CONVERSATION ON THE FRONT END AROUND DECONSTRUCTING STANDARDS OVERALL AROUND WHAT IT IS.

BUT THEN ON THE ON THE MINUTE IN HERE WHEN WE'RE WHEN WE'RE CHECKING.

RIGHT. IS THE CONVERSATION IN THE DISCUSSION AROUND WHAT HAPPENED WITH OUR KIDS THAT THEY DO REALLY WELL? RIGHT.

SORRY. DID THEY NOT WHERE DID WE GO WRONG? RIGHT. WHAT PART OF INSTRUCTION CAN WE SHIFT AND ADJUST THE COME BACK FOR A TEACHING MOMENT IN THAT INSTRUCTION SITE SO THAT DIALOG AND THAT CONVERSATION IS REALLY IMPORTANT IN ORDER TO SUPPORT THEM. AND THIS WORD MR. THANK YOU TALKED ABOUT THIS IS VERY, VERY EXCITING. THIS IS FABULOUS.

AMOUNT OF INFORMATION. I CONCUR WITH EVERYTHING THAT HAS BEEN SAID THUS FAR ABOUT THE TEACHER TEACHER PREPARATION FOR ALL THIS AND EVERYTHING THAT I REALLY THINK DR.

RODRIGUEZ THAT SLIDE RIGHT THERE IS NOT. IT'S NOT NEW.

OK, SO I THINK IT'S THE NEXT SLIDE THAT IS THE MOST IMPORTANT ONE THAT TALKS ABOUT LEADERSHIP MATTERS. SO WE'RE TALKING ABOUT OUR OBSTRUCT FACTIONAL LEADERS IN THE SCHOOLS. OK. AND WHO'S GOING TO BE HELD TO TASK? ARE INSTRUCTIONAL LEADERS IN THE SCHOOLS SHOULD BE HELD TO TASK TO MAKE SURE THAT THEY GIVE THEIR TEACHERS ENOUGH TIME TO HAVE A POLICY WHERE

[02:20:05]

YOU CAN ANALYZE THE ASSESSMENT, CAN TALK ABOUT REMEDIATION. IT'S ABSOLUTELY IMPERATIVE THAT LEADERS IN THE BUILDINGS, OUR ASSISTANT PRINCIPALS, OUR LITERACY COACHES, OUR NUMERACY COACHES KNOW THIS INSIDE OUT AND HAVE THE ABILITY TO DECONSTRUCT THOSE STANDARDS.

THEY'RE NOT EASY TO DECONSTRUCT. THERE COMPLEX THAT THEY'RE DIFFICULT. AND SO THIS INFORMATION AT YOUR FINGERTIPS AS A TEACHER IS FABULOUS. THIS INFORMATION AS A DISTRICT IS FABULOUS.

THE ONE GRAPH THAT YOU SHOWED ABOUT DISCIPLINE. CAN YOU BREAK THAT DOWN INTO SUCKER'S YOU CAN EXPORT IT. YES. AND THEN WRITE IT DOWN INTO YOUR SUBGROUPS AND START LOOKING AT DISCIPLINE BY SUBGROUPS.

CRUCIAL INFORMATION IN THEIR OWN WORDS SYSTEM. WELL, THE RESULT IS A VERSION OF THE THREE BLOCKS SEVEN THREE . YOU CAN GET IT DOWN AS WELL.

SO TO ALL OF THIS THEN WHAT ABOUT WHAT'S ALREADY OUT THERE? WHAT ABOUT THE DATA YOU GET BACK FROM MY WRITING? TEACHERS ARE USING OUR GRADE TEACHERS ARE USING FANTASIES ABOUT TEACHERS ABUSING FORMATIVE ASSESSMENTS ALREADY WHERE WHETHER WHAT THEY GO TO, WHERE IS GOING, WHAT'S WRONG WITH ALL THAT? ACCORDING ASSESSMENTS THAT THEY MIGHT BE USING ONE IF THERE IF WE KNOW FOR SURE THAT THERE WAS PI TO THE STANDARD AND ALIGNED WITH THE STANDARD. RIGHT. THAT'S THAT'S AN IMPORTANT PIECE. I READ IT FOR EXAMPLE, WHAT WE KNOW IS I READ IT GIVES TEACHERS A MULTITUDE OF INFORMATION NOT NOT JUST AN ANALYSIS.

RIGHT. THAT'S THE OTHER INFORMATION AT THEIR FINGERTIPS.

RIGHT. ADDITIONAL. IN ADDITION, IT HAS LITTLE BOX THAT KID THAT THE TEACHERS CAN BENEFIT FROM BECAUSE IT HAS RESOURCES THAT ARE PARTICULARLY

TIED TO TO THE SPENDING. >> RIGHT. AND IT'S ALIGNED WITH THE STANDARD. AND THEN IN ADDITION THE OTHER ADVANTAGE OF READY IS THAT IT IS ADAPTIVE TECHNOLOGY. AND SO IT IDENTIFIES WHERE THE STUDENT IS AND IT BEGINS THAT HELPS SCAFFOLD WHAT THEY GET TO TO TO KEEP PUSHING THEM TO GET TOWARDS GRADE LEVEL WHERE THEY NEED TO GO. SO THOSE ARE ALL TOOLS THAT WE HAVE AND WE WANT OUR TEACHERS TO HAVE AT THEIR DISPOSAL SO THEY CAN WRITE. THIS IS A TOOL REALLY TO HELP THEM DETERMINE CLEARLY IF THE INSTRUCTION IN THE INSTRUCTIONAL FINAL HAS MET THE TARGET. RIGHT. IF THE STUDENTS HAVE MASTERED WHAT THEY'RE SUPPOSED TO NOT BE ABLE TO DO AT THE END OF AN INSTRUCTIONAL CYCLE WHEN I

THINK I THINK IT'S GREAT. >> AND I THINK THEN AGAIN LIKE EVERYBODY SAID, IT'S GOING TO TAKE THAT THE LEADERS IN THE DISTRICT, THE LEADERS IN THE SCHOOLS TO MAKE SURE THAT THE TEACHERS ARE ADEQUATELY MORE THAN ADEQUATELY ABLE TO HANDLE ALL THIS INFORMATION AND USE IT BRILLIANTLY. AS FAR AS I KNOW THEY CAN AND WELL SO YOU'RE THIS IS NOW GOING TO BE HOPEFULLY ROLLED OUT BEGINNING IN THE NEW SCHOOL YEAR.

IS THAT CORRECT? WE NEED TRAINING BEFOREHAND ON ALL OF THIS.

WE DON'T WANT TEACHERS TO START THE SCHOOL YEAR AND THEN TRAIN. RIGHT.

WE WANT THEM AS COMFORTABLE AS THEY CAN BECAUSE BECAUSE THIS DOESN'T JUST HELP THEM WITH WITH THE ASSESSMENTS OR LEARNING. RIGHT.

THEIR FORMATIVE ASSESSMENT THEY CAN UTILIZE. THEY CAN PUT THEIR CLASSROOM ASSESSMENT RIGHT INTO THIS TOO. THEY WANT IN AND IT HAS THE POTENTIAL TO ACTUALLY TAKE A LOAD OFF WHERE TO IF WE'RE USING IT EFFICIENTLY AND EFFECTIVELY.

SO WE WANT. WE WANT TO GET THAT TRAINING THERE AHEAD OF TIME.

WHAT SPECIFIC TRAINING AROUND THE PRC SUPPORT FOR THEM IN TERMS OF HIGH QUALITY, YOU KNOW, FIELD SEASON? WE HAVE SOME HIGH QUALITY PRC EXAMPLES THAT ARE ALREADY IN PLAY IN OUR DISTRICT AND IN THOSE CASES WHERE YOU'RE ADDING IS IT THAT THAT SYSTEM IS ALREADY THERE FOR THEM? BUT THIS TOOL WILL HELP THEM WITH THEIR FORMATIVE ASSESSMENTS AND PUT THIS INFORMATION AT THEIR TEACHERS FINGERTIPS ANY KIND OF A ONE.

AND SO I KIND OF HEARD A LOT OF FLAIR. WHERE THE ASSESSMENTS GO ON, THAT'S WHERE WE ARE IN THE MUTATION OR IN A GUARDED TALLAHASSEE READY SC PAST EOC GSA TO GET A SYSTEM SO THEIR PERFORMANCE MATTERS AS WELL. I READY TO GO IN EVERY ASSESSMENT THAT WE WANT TO PUT IN THE SYSTEM. WE BUILD OUT WHAT WE WANT TO BE REWARDED AND IT GOES DOWN THE BASEBALL. YEAH YOU BASICALLY SAY I'M ON STATE LOCAL SENTIMENT. I WANT SPRAY MAN. I WANT MAN.

AND I WOULD LIKE THE PERCENTILE SCORE IN ALL THE DOMAIN AREAS IT WAS IN BASEBALL CARDS.

SO ALL ASSESSMENTS WILL END UP IN PERFORMANCE MATTERS. SINCE MR. THANK YOU AND I FEEL

[02:25:10]

BUT I'M NOT EDUCATED SO I'M GOING TO DEFER TO ALL THE EDUCATORS IN THE ROOM THAT THINK THIS IS IF THIS IS REALLY GOING TO WORK. BUT I WILL SAY WHAT I WOULD LIKE TO SEE AS IT GETS ROLLED OUT IS WE NEED TO BE LOOKING AS IF IMPROVING ACHIEVEMENT DOESN'T HAVE A NOTICEABLE EFFECT. THERE SHOULD BE SOME WAY TO MEASURE THAT RIGHT. IT IS IMPACTING TEACHER RETENTION BECAUSE I DO WORRY THAT LIKE I ONCE SAID THAT THIS IS ADDITIONAL BURDEN ON TEACHER.

SO MY THING IS I'M HOPING THIS WORKS JUST LIKE EVERYONE THINKS IT DOES.

IT IS GOING TO BE A GREAT TOOL AND I'M UNWILLING. I'M VERY OPEN MINDED BUT I DO HAVE A LOT OF CONCERNS ABOUT THERE'S NO ROOM IN THIS PROGRAM OR ANY IT'S NOT FOR THIS PROGRAM WHICH IS THIS WHOLE ASSESSMENT MODEL FOR CAUSAL ANALYTICS.

YOU KNOW WHAT IS CAUSING PEOPLE TO HAVE THESE ISSUES? ARE THERE THINGS GOING ON WITH KIDS? KIDS ARE NOT GOING TO SHOW UP AND BE COMPLETELY MOTIVATED TO DO REALLY, REALLY WELL ON EVERY ASSESSMENT. THERE'S A LOT OF OTHER KIND OF ACTION THAT ARE GOING INTO IT. HOW SO? SO I THINK THAT THERE'S A LOT OF POTENTIAL HERE AND I HOPE IT GOES WELL.

BUT I WOULD LIKE TO SEE, YOU KNOW, IS IT WORKING OR IS IT HAVING ANY NEGATIVE IMPACT? BUT I DO HAVE TWO QUESTIONS. MY DAD , A PRESIDENT WHO OWNS THIS DATA, ANDRE SO THEY CAN'T IDENTIFY IT. PACKAGES SELL IT IN ANY WAY. IT'S OUR DATA.

OK. AND THEN THE SECOND QUESTION IS IT'S A POWER SCHOOL BEST QUALITY WHICH HAS PERFORMANCE MATTERS. SO I KNOW THAT WE'RE ROLLING OUT A NEW ENROLLMENT PROGRAM BECAUSE I HEARD THAT SOMEONE TELLING ME I KNOW THAT WE HAVE OUR UPGRADING OUR IDENTIKIT. YOU KNOW, FOR LIKE ATTENDANCE ARE WE USING THE POWER SCHOOL ECO SYSTEM FOR MORE OF THIS STUFF SO THAT WORKS WELL TOGETHER OR WE STILL SORT OF HAVING ALL THESE PROGRAMS ALL OVER THE PLACE THAT YOU HAVE TO TRY AND FIND A DOMAIN? WELL, THEIR CONVERSATION IS ACTUALLY KIND OF PUTTING DOWN THERE EVERY DISPERSE.

YOU KNOW, ASKED MONTHS AGO IF I EVER HEARD OF COMPANY PERFORMANCE MATTERS AND YOU KNOW, IT'S FUNNY, YOU KNOW, IT'S POWERFUL BECAUSE MINIMUM PERFORMANCE MATTERS.

AND THAT'S SOME OF IT IS ACTUALLY JUST GOT BORED BUT POWERFUL.

SO IT WAS AN INDEPENDENT COMPANY THAT GOT STUFF THAT GOT ABSORBED.

THE SAME WAS THAT IT WAS SCHOOL G NOW MY SHOP. DID WE JUST GO OUTSIDE OF WHERE WE JUST LOST POWER OR INTRUSION THAT WAS COLLECTED UNDER OUR CONTRACT ENDED? HOW WE REBUILD OUR FEET AND THEY DID NOT GET GOOD IDEAS IN OUR CASE.

SO WE'RE GOT THE NEW ENROLLMENT SYSTEM IS NO LONGER HAVING SCHOOL.

SO NEXT YEAR I WILL BE GETTING NOTIFICATIONS FROM PARISH SCHOOL LIKE WITH GRADES AND EVERYTHING. NO, NO, NO. THAT'S THAT'S ESCALATED FOR US.

I HAVE A STUDENT COMMISSION TALKING. YEAH.

AND THE REGISTRATION IS SIMPLY A FORM THAT YOU FILL OUT. IT'S NOT PAPER.

SO THE NEW SYSTEM THAT WE HAVE. WE WENT WITH RIBAUT SOFTWARE. SO IT'S WORKING IT'S EXPANDING ITS OUTCOME. SCRIBBLES AS WE JUST DID SCHOOL CHOICE AND IT WENT PERFECTLY FINE SO FAR. THANKS FOR THE JOB. SO THAT'S AN I'M SORRY.

I'M KIND OF LIKE AN 18 PART QUESTION SO. OK.

BUT WHAT I WORRY ABOUT IS WE START LIKE I KNOW I MEAN POWER SCHOOL HAS IT H.R. SOFTWARE HAS FINANCE SOFTWARE. AND I WONDER I JUST WANT TO WE HAVE ALL THESE LITTLE PROGRAMS DOWN AND DO PROGRAMS AND PROGRAMS THAT ARE COMING IN UNDER BIDS AND MAKING SURE THAT WE ARE NOT FIGHTING TO GET THEM ALL TO WORK TOGETHER, TALK TOGETHER.

OF MY APARTMENT COULD BE A REAL TARGET WAS HAS BEEN MY FAULT AS WELL.

SO WE DON'T WANT THAT TO NUMBER ONE IN OUR ARBY'S BUT A SEAMLESS INTEGRATION OF OUR SCHOOL BUDGET. YOU S ON PURCHASES ARE BECAUSE IT'S JUST SOUTH CAROLINA'S POST BLOGGING SITES. YOU KNOW, I HAVE WITH POWERFUL WORD AUTOMOTIVE.

IF WE WERE SOLELY VESTED WITH EVERYTHING POWER TOOL WE COULD BE STUCK IN A MULTI-YEAR CONTRACT WITH A COMPANY THAT DOESN'T OFFER WORK. SO THERE IS YES THERE'S BOTH PARTS. YEAH AS LONG AS THEY ALL WORK TOGETHER IT'S FINE.

BUT I MEAN IT HASN'T STARTED THAT WAS NOT THE CASE. WE JUST MIDDLETON.

THANK YOU. I FIND IT SO I THINK DR. RODRIGUEZ ANSWERED MY QUESTIONS EARLIER BECAUSE I MADE THIS QUESTION AND I HAVE THE CONCERN OF MANY HERE THAT THIS IS ONE MORE THING THAT TEACHES THEM THAT IN A LOT OF INFORMATION INTO YOU KNOW, WE HAVE SEVERAL DIFFERENT SYSTEMS THAT YOU KNOW, ENTER INFORMATION THAT CAN BE OVERWHELMING.

>> AND JUST BY SWITCHING SAY ONE FIVE MINUTES, I MEAN OUR SCHOOL LEADERS ARE GOING TO SCHEDULE SOME TIME FOR THE PRC TO GET THE TRAINING AND TO ENTER ALL OF THIS DATA.

AND MY BIGGEST QUESTION WAS WELL, I'M CHILDREN GOING TO TAKE THESE TEST ELECTRONIC BECAUSE IF A TEACHER HAS TO SIT IN THERE AND PUT IN AND YOU ANSWER THAT QUESTION.

[02:30:02]

OR IF THEY DO IF THEY DECIDE TO DO PAPER PENCIL WITH A SCANTRON THEY JUST SCAN IT AND 20 OR 30

MINUTES LATER IN IN THE. >> SO LET ME CLARIFY THIS TOO SO THEY CAN PUT IN THEIR OWN

EXAMS. >> SO BASED ON THE STANDARDS IF THE TEACHER CREATES HER OWN EXAM SHE CAN PUT THAT INTO THE SYSTEM AS WELL. HOW SEAMLESS THAT HOW EASY IS IT TO ENTER AN EXAM INTO THE SYSTEM AND REALLY GET INTO THE INTO THE SYSTEMS? SO ONE OF THE FIRST THINGS I SAW IN THE SYSTEM IN OUR FIRST QUARTER WAS THE CREATION OF AN ASSESSMENT. EVEN THOUGH I WAS NOT GOING TO DO WHAT I WANT TO SEE IT, IT'S AS EASY AS BASICALLY YOU GO TO THE ASSESSMENT PART. SO WHEN CREATING ASSESSMENT WHAT SUBJECT WOULD YOU LIKE WHAT STANDARD YOU WANT TO ADDRESS OR EVEN DO MY TOPIC? LOUISIANA PURCHASE TYPE IN LOUISIANA PURCHASE ALL STANDARDS IS OUTLINE A SUBSET SUBSIDIES LOUISIANA PURCHASE. ARE YOUR DISPOSAL YOU CLICK ON THE STANDARD SEVENTH GRADE EIGHTH GRADE WAIVER WANTED IS IT ITEMS THAT POP UP? YOU CAN TELL THE SYSTEM LIKE DR. SAID EARLIER YOU CAN MAKE THE ASSESSMENT FOR ME. I WOULD LIKE A DISTRIBUTION OF D OKAY 30 PERCENT EACH LEVEL WITH YOU AND WE'LL MAKE IT FOR YOU OR YOU CAN GO THROUGH IT.

YOU CAN GET THE ITEMS ONE I WANT TO SAY I WOULD LIKE THIS ITEM LIKE THIS ITEM I LIKE TO THESE TWO ITEMS FROM DUKE TO NOW D WANTS TO SHOW SINCE YOU HAVE A SIX ASSESSMENT YOU CAN SAY THAT ASSESSMENT AND YOU DEPLOY ASSESSMENT TEAMS SO MUCH.

MR SNELL, THANK YOU FOR TAKING TIME OFF TO PRESENT TO PRESENT WITH OUR PROGRAM.

OH WELL A LOT TO LOOK AT SOMEONE SOMEWHAT SOMEWHAT. WE ARE ALL RIGHT TO HAVE THIS BACK WHERE WE GO FROM IN A POWERPOINT PRESENTATION. IT HAS THE FIRST PART OF THIS THE PART THAT MR. FALLIN REPORT THAT HE PRESENTED HERE. OH, YOU TALKED ABOUT THE LIVE DEMONSTRATION. HAVE A LARGE DEMONSTRATION MAKE KID WAIT.

YOU KNOW THIS GETS OUT. WANT TO GO BACK IN TO PROCESS SOME OF WHAT WAS SAID TODAY? NO, I'M NOT SURE THE VALUE AND WE'RE OUT OF A REACTED IN A WAY BUT AN EXTREME SCREENSHOT IT AND BRING THAT YOU KNOW THIS SO THAT I CAN GET THE CENTER PROCESS AND ALSO STARTED SEEING THEM A CLEAR OF ME, YOU KNOW FOR SOME WHERE SOMEBODY WAS COMING AFTER ME JUST TRYING TO SEE IT AND I THINK SHE'D BETTER PLOP PLOP COMMENTATING OR PRETTY SHARP TO SHOW EXACTLY WHAT WE'RE SEEING CAVEAT ABOUT I THINK BEING EVALUATED IT'S JUST SOMETHING AND A TEACHER

WHO'S A DOLL. >> YEAH. OK.

YEAH. OK. I THINK I'M STANDING IN THE LINDA OF SOME OF THE MORE I WILL REAL REVEAL A LOT WITH WHAT THE COMEDY SHOW TODAY ABOUT THE TIMING OF IT BECAUSE YOU KNOW ONE THING WHEN IT COMES TO TEACHER ATTENTION I WANT YOU TO TELL ME DID YOU SEE THAT? LISTEN TO THIS.

YOU HAVE TOO MUCH PAPERWORK. WE ARE AS TEACHERS WE HAVE TO WORK IT.

WE'RE TEACHING AND A DIFFERENT THINGS. YOU KNOW THAT THAT'S SOMETHING BIG. SO HAVING YOU KNOW WHAT WE'RE TRYING TO KEEP TEACH US SO THAT'S SOMETHING THAT WE HAVE TO ASK OF BECOME AS I UNDERSTAND THAT WE'RE TALKING ABOUT LEADERSHIP AND HOW WE SHOULD RECTIFY THE TIME. BUT YOU KNOW, WE WOULD WANT TO BE FIRMLY IN ADELAIDE. ONE THING IN OTHER TO DO THINGS FOR THE THEREFORE FOR TEACHERS TO HAVE TO BE ABLE TO DO TO GET THIS DONE ON I TRY TO BE SENSITIVE THAT I WOULDN'T PUT MYSELF IN THAT SHOE. WHAT WHAT HOW ABOUT FEELING AT THIS TIME THIS IS A GREAT PROGRAM. DOES HE HAVE SOME GOOD ATTRIBUTES? BUT HIS IS ALSO ACTUALLY AS TIME CONSUMING IN HIS SENIOR CARE AND EVERYTHING ELSE QUESTIONING HIM ABOUT THE BOUND TO EXPRESS THAT I'M ON A PROGRAM THAT WE HAVE IT'S A LOT OF PLAY, A LOT OF TIME GOING INTO PIT WORK AS WELL THERE THAT WE HAVE THAT SOME TYPE OF BIG WORDS THAT WE COULD DIG OUT IN TERMS OF THE ACHIEVEMENT GAP WE'RE GOING.

BUT I THINK THAT'S MY COACHING WILL DO COME TO WHICH IS SOME OF THIS PAPERWORK THAT WE WRITE SONGS SIMULTANEOUSLY AND ON THE HUNDREDTH OF THE COST ISSUE AND TO BE CLEAR WE HAVEN'T THOUGHT ABOUT PAPERWORK AT ALL. THIS IS ELECTRONICALLY IT'S ON IT'S ON A COMPUTER SCREEN COMPLETE. IT'S NOT THERE FOR IN TERMS OF YOU HAVE THIS ON A COMPUTER AND DO SOME SO THEY DON'T HAVE TO ENTER ANYTHING IN HERE IF THEY WANT TO BUILD AN EXAM HERE, THEY HAVE TO ENTER THE EXAM AND THE EXAM QUESTIONS. BUT IN TERMS OF ENTERING HOW STUDENTS DID THE YOU KNOW WHICH QUESTIONS THEY MISS AND THAT DOESN'T IT DOESN'T FORM.

[02:35:07]

WELL, I HOPE THAT THIS TO ME THEY'RE STILL PREPARING A LOT OF TIME TO TIME.

SO I DIDN'T SAY THAT THEY HAD TO DO THAT. I SAID IF THEY CHOSE TO ADMINISTER THE TEST AS A PAPER AND PENCIL AND USE THE SCANTRON SHEET THAT THEY WOULD THEN TAKE THE SCANTRON SHEET AND HAVE THE SCAN AND WHEN THEY SCAN IT IT DROPS THE SCORES IN THERE.

OR IT WILL JUST KEEP MOVING FORWARD. IT SOUNDS LIKE THIS IS A BIT MUCH WHEN IT COMES TO HAVING ANOTHER PROGRAM UPWARDS TO POLICY DISCUSSIONS OF THIS PROGRAM. PERFORMANCE MATTERS. I HAVE TO GO BACK AND SEE THAT.

DO YOU REMEMBER WE'LL GET THAT FOR YOU. OK.

BACK IN ABOUT AN HOUR ACTUALLY. MY LAST CONCERN WOULD BE I THINK THAT I JUST WANT WE'RE ALL PREPARED TO DO WE HAVE. AND HOW MUCH HOW MUCH ARE THESE PROGRAMS CONCENTRATED IN ANY PROGRAMS LIKE PRETTY MUCH KIND OF I GUESS OVER EACH EACH BECAUSE BECAUSE LESS.

THAT'S ACTUALLY SOMETHING THAT WE DID POSSIBLY, YOU KNOW, GIVE YOU A GOOD IDEA.

SO I THINK I THINK A COUPLE THOUSAND THREE HUNDRED. THANK YOU.

I DON'T HOPING THAT WHAT WE NEED TO DO IS, YOU KNOW, IF YOU DON'T DO IT TO GET OUT OF GET A GOOD IDEA TO GET IT STARTED, TEACHERS AT CERTAIN SCHOOL LIKE SEVEN DIFFERENT PROGRAMS, CERTAIN PRINCIPALS AND POSSIBLY GETTING OUT IN FRONT OF THESE PROGRAMS AND I THINK THAT IF WE CAN GET A GOOD IDEA OF WHAT ALL WE HAVE IN THE DISTRICT, I THINK THAT WOULD HELP US TO TO HELP US IN TERMS OF THE ACHIEVEMENT GAP AND ALSO IN TERMS OF SOME OF SOME OF THE SPENDING THAT'S ALL THE OTHER I THINK. THIS IS A DOCUMENTATION.

YEAH. THANK YOU. I THINK I WOULD SAY I DON'T KNOW THAT WE HAVE A PROGRAM THAT DOES THIS RIGHT NOW. RIGHT.

LIKE THIS. THAT'S THE FIRST THING AND I THINK THE OTHER PIECE IS AS WE LOOK AT THE SYSTEMS IN PLACE RIGHT. GESTALT MOVES DUE TO ACHIEVEMENT FIELD C'S ARE PART OF THAT IN LEARNING TO DO THAT TWO PROGRESS MONITORING DATA IS

PART OF LIVING STUDENT ACHIEVEMENT. >> HAVING A SYSTEM THAT WE BRING TOGETHER A FIELD SEES AND PROGRESS MONITORING ASSESSMENTS IS AN IMPORTANT COMPONENT IN HELPING THROUGH THE ACHIEVEMENT. I MEAN WE COULD NOT DO IT.

WE COULDN'T KEEP DOING WHAT WE'RE DOING AND SEE IF WE'RE GONNA GET A DIFFERENT RESULT OR WE COULD TAKE A STEP FORWARD AND TRY A NEW INITIATIVE TO TRY TO BRING THIS HOME WITH A BETTER STUDENT ACHIEVEMENT RESULTS. I THINK THAT'S THAT'S HOW I'M AND AS I APPROACH. THANK YOU. THANK YOU.

AND YOU AND DR. RODRIGUEZ NIGHT AND SOME OF MY COMMENTS TONIGHT.

AND OKATIE GENERALLY HAS BEEN QUIET TONIGHT. BUT I KNOW ONE OF THE THINGS HE WOULD SAY IS WE NEED TO FOCUS ON RESULTS. WHAT'S THE BOARD'S BOARD'S JOB IS FOCUSING ON THE RESULTS AND NOT GETTING BOGGED DOWN WITH THE TOOL THE TOOL IS DR.

RODRIGUEZ'S PURVIEW. AND IF HE TO MAKE THIS PRESENTATION SOUND GREAT.

I'M NOT AN EDUCATOR BUT IT SEEMS LIKE A GREAT WAY TO HELP MOVE STUDENT ACHIEVEMENT AND THAT'S WHAT WE ULTIMATELY NEED TO KNOW FROM THIS IS HOW ARE WE GOING TO IMPROVE THE OVERALL ACADEMIC PERFORMANCE OF OUR STUDENTS? IS THIS GOING TO BE THE THE TOOL THAT IT IS GOING TO ACHIEVE THE RESULT WE WANT? AND I ALSO WOULD HAVE TO SAME QUESTION AS MR. SMITH THE COST THAT WAS NOT ADDRESSED IN THE PRESENTATION.

SO WOULD EVERYBODY HAVE A CHANCE TO SPEAK EXCEPT FOR MR. STERLING YOURSELF? I'M GOING TO CALL YOU DAVID. WOULD YOU LIKE TO SPEAK OR NO, THANK YOU.

THANK MADAM CHAIR. NO, I I KNOW WE ALL HAVE RECEIVED A LOT OF QUESTIONS ABOUT HIM BUT WE REALLY DO NEED TO FOCUS ON RESULTS. THIS FEEDS THE RESOLVE AND ITS FUNDING. THIS BELONGS TO DR. RODRIGUEZ. THE WAY HE'S GOING TO DO IT WE SHOULD SAY OK. THANKS FOR LETTING US KNOW. WE'LL SEE YOU WHEN THE RESULTS

COME IN. >> OKAY. THANK YOU.

I THINK IT'S EVERYONE'S GOT A CHANCE TO SPEAK AND WE'VE SPENT QUITE A BIT OF TIME ON THIS.

IF ADDITIONAL QUESTIONS NEED TO BE ADDRESSED TO DANIEL OR DR. RODRIGUEZ AGAINST THE DOCUMENTARY AGAINST WE BECAUSE I SEE SOMETHING NO ONE IS MAKING IT AN ADDITIONAL TIME.

WE DO HAVE A SPECIFIC TIME. WE'RE HAVING OUR SECOND EXECUTIVE SESSION AND THAT'S AT

[02:40:05]

NO, I WAS JUST GOING TO SAY THAT WE HAVE FROM THE DIFFICULTY SCHOOL DISTRICT.

KAREN MCKENZIE'S WHO IS FOLLOWING THIS PRESENTATION. SO THAT'S WHY I WAS GOING TO SUGGEST WE MOVE ON UNLESS THERE'S A CLOSE VOTE TO GIVE BLOOD NORMAL LIFE, OK? NEXT WILL BE ABLE COULD YOU MAKE A MOTION TO CONTINUE ON THIS TOPIC?

>> EVERYONE'S HAD A CHANCE TO SPEAK. WHY? I WANT TO SAY WE'RE GOING TO TEACH PEOPLE NOT TO SPEAK THAT WE WANTED TO SPEAK OR NOT.

PEOPLE JUST LOSE AS I'VE ALREADY SAID, BEING ABLE IF YOU WOULD LIKE TO SPEAK EDUCATION, IF YOU'D LIKE TO SEE OUR MOTION THAT WE CONTINUE THIS CONVERSATION.

YOU DON'T HAVE A SECOND AND NO SECOND IN THE RUN TO THE NEXT AGENDA ITEM WHICH IS THE REFEREE GETS UP HERE INTRODUCED AND KAREN MACKENZIE. YES.

THANK YOU, KAREN MACKENZIE FROM OUR BEAUFORT COUNTY SCHOOL DISTRICT.

PAC IS GOING TO SHARE SOME INFORMATION. I KNOW THEY COME TO THE BOARD IN THE PAST AND SO SHE'S COMING FORWARD AT THIS TIME. SO KAREN ,WHAT'S IMPORTANT ABOUT WHAT'S IN THERE BECOMES BECOME YOUR MONEY AND WHAT IS YOUR QUESTION? I WAS ACTUALLY IN THE FUTURE MOVING FORWARD.

WILL THIS BE THE PRACTICE THAT YOU WILL TAKE? ONCE WE ONCE WE HAVE TOPICS I DON'T KNOW, SIR. OK. DON'T SEE MR. MACKENZIE.

ALL RIGHT. SO I'M GOING TO SUGGEST THEN THAT WE HAVE AS I MENTIONED

THAT IS EXECUTIVE SESSION AT 9 O'CLOCK. >> IT IS NOW 843.

SO IT DOESN'T SEEM POSSIBLE THAT WE COULD FINISH THE REST OF THE AGENDA ITEMS. OK, NOW SHE'S BACK. SHE'S ON YES. CAN.

YOU'RE ON AND YOU HEAR US. YOU'RE ON LEAVE. WE CAME HERE IN.

THANK YOU, RODRIGUEZ. I'M SORRY ABOUT THAT. THANK YOU BOTH FOR ALLOWING ME THIS OPPORTUNITY TO STAND BEFORE COUNTY SCHOOL DISTRICT. THIS COUNCIL.

YES. ON WE CAN HEAR DR. RODRIGUEZ I AM HERE FOR WE CAN HEAR YOU.

>> GO AHEAD. CAN YOU HEAR US? YES, I CAN HEAR YOU.

I CAN HEAR YOU NOW. CAN YOU HEAR ME? YES.

>> NO, I'M NOT ON THE. GO. GO AHEAD.

WE CAN HEAR YOU X RAY. I'D JUST LIKE TO SHARE WITH YOU FIRST THE MEMBERS OF THAT COUNCIL WHO WERE NOT WITH ME TONIGHT. BERNADETTE HAMPTON IS A MATH TEACHER AT BATTERY CREEK HIGH SCHOOL. SELENA DUPREE WHO WAS A THIRD GRADE TEACHER AT BROAD RIVER THREE ARACELI JOHNSON. SHE'S FIFTH GRADE AND SHE'S AT B FOR IT ELEMENTARY AND I'M SORRY I'M GETTING SOME FEEDBACK .

[02:45:02]

>> I DON'T KNOW WHY I KEEP HEARING SOMETHING I SAID EARLIER.

I DON'T KNOW. MUST BE A RECORD ISSUE. KEISHA GLOVER IS PAID YOUR MANAGEMENT SPECIAL MAY REP OR HIGH SCHOOL IN YOUR VIEW? SO KAREN, THE MAYBE YOU HAVE YOU UP YOUR WORK, YOUR CELL PHONE THERE ANOTHER MICROPHONE YOU'RE GOING TO NEED TO MEET.

>> DID YOU HAVE ANY OTHER MICROPHONE NEAR NEAR WHERE YOU'RE SPEAKING? YOU'RE GONNA NEED TO MUTED MAYBE THAT. DOES THAT GET ME HERE? YEAH. BUT WE DON'T HAVE THAT LEVEL SPOKEN ABOUT.

OK, I'M SO SORRY. I DON'T KNOW WHAT'S GOING ON. IT'S A COULD BE THE PROBLEMS TONIGHT. I DID WANT TO I DON'T KNOW IF YOU COULD HEAR WHAT I SAID ABOUT OUR TEAM BUT I WAS WITH KEISHA GLOVER WHO IS BEHAVIOR MANAGEMENT SPECIALIST AT MAE RIVER HIGH SCHOOL. MICHELE GORDON OF COURSE WHO IS DISTRICT TEACHER OF THE YEAR IS ALSO ON OUR COUNCIL. SHE'S A MATH TEACHER, BLUFFTON HIGH SCHOOL.

AND DR. MEGAN, TWO WAYS TO AS OUR NEW DISTRICT TEACHER OF THE YEAR AND FIRST GRADE AT OKATIE . SO THAT IS THE GROUP WE'RE PRETTY COMPREHENSIVE.

REPRESENT ALL SIDES OF THE RIVER AND ALL LEVELS OF EDUCATION AND SCHOOL LEVEL PROFESSIONALS. SO WHAT OUR JOB IS IS WE REALLY FOLLOW UP ON THE TEACHER FORUM INITIATIVES AND THIS YEAR ONE OF THE TEACHER FORM INITIATIVES CENTERED AROUND TEACHER RETENTION. SO WE HAVE FOCUS OUR ENERGY ON ENSURING CONSISTENT PROFESSIONAL GROWTH OPPORTUNITIES FOR ALL TEACHERS, PROFESSIONAL GROWTH HELPS TO BUILD THAT EFFICACY AND CONSENSUS AND PROFESSIONAL SATISFACTION.

TEACHERS AND BE FOR THE SCHOOL DISTRICT REALLY NEED THAT EQUITABLE ACCESS TO ENGAGING AND RELEVANT PROFESSIONAL GROWTH OPPORTUNITIES. WE STARTED WHAT WE DO WHEN WE GET THOSE INITIATIVES FROM THE TEACHER FORUM AS WE SIT DOWN AND WE START DIGGING INTO RESEARCH. SO THAT'S WHAT WE DID. WE STARTED LOOKING NATIONALLY AND AT THE STATE LEVEL WHAT'S HAPPENING WITH PROFESSIONAL DEVELOPMENT AND WHAT'S HAPPENING WITH TEACHER RETENTION. WE ARE FORTUNATE IN BEAUFORT COUNTY I WILL SAY THAT BEFORE I START BECAUSE WE HAVE ALICE WALTON AND HER TEAM WHO WORKED REALLY HARD TO KEEP TEACHERS HERE IN BEAUFORT COUNTY ACROSS THE COUNTRY.

HOWEVER, WE SEE THAT ABOUT 25 PERCENT OF TEACHERS WHO LEAVE THEIR PROFESSION LEAVE BECAUSE OF TESTING AND ACCOUNTABILITY. WE SEE 50 PERCENT OF TEACHERS WHO LATELY ARE TYPICALLY DISSATISFIED WITH THE WORKING CONDITIONS ARE THEY FEEL LIKE THERE'S A LACK OF ABILITY TO GROW AS A PROFESSIONAL. SO WHEN WE REALLY STARTED LOOKING AT THAT WE SAID WHAT CAN WE DO HERE IN BEAUFORT COUNTY TO SUPPORT YOU FOR COUNTY TEACHER FORUM AND SUPPORT TEACHERS AND THEIR QUEST FOR PROFESSIONAL GROWTH? AND WE CAME OUT WITH TWO POSSIBLE SOLUTIONS. ONE IS KIND OF LIKE A TEMPORARY FIX.

AND WHAT WE THOUGHT WAS WE DO HAVE A TEACHER FORUM NEWSLETTER.

SO IF ALL OF THE DIFFERENT PROFESSIONAL LEARNING OPPORTUNITIES BE COMPILED AND SENT TO OUR TEACHER OF THE YEAR THAT COULD GO OUT THROUGH OUR TEACHER OF THE YEAR AT EACH SCHOOL SO THAT IT WOULD BE AVAILABLE TO ALL TEACHERS. AGAIN, THAT'S JUST LIKE A QUICK FIX IN THE LONG RUN. WHAT WE WOULD REALLY LIKE TO SEE IS A ONE STOP SHOP FOR TEACHERS. IS THERE A PLACE WHERE WE COULD HAVE A TEACHER CORNER IF YOU WILL, A PLACE WHERE TEACHERS COULD GO AND SAY HEY I WANT TO LEARN MORE AND GROW AS A MATH TEACHER AND THEY CAN FIND THE MATH OPPORTUNITIES? I WANT TO GROW AND MY ABILITY TO REACH THOSE GIFTED AND TALENTED LEARNERS HOW DO I GET THOSE STATE MANDATED, GIFTED AND TALENTED ENDORSEMENT CLASSES SO LIKE THEY HAVE SOMETHING LIKE MAYBE A TAB ON THE DISTRICT WEB PAGE THAT'S JUST FOR TEACHERS THAT WE COULD GO TO AND HAVE THOSE THINGS.

I'M GOING TO BE HONEST. TYPICALLY WHEN I COME IN FRONT OF THE BOARD WITH THESE THINGS FROM THE PACK I AM BEGGING FOR HELP FROM OUR BOARD MEMBERS. AND I'M APPRECIATIVE OF THE FACT THAT IT HAS ALWAYS BEEN GIVEN GRACIOUSLY. WE'RE IN A DIFFERENT PLACE NOW BECAUSE NOW WE HAVE DISTRICT LEADERSHIP WHO JOIN US. AND THIS YEAR WE REACHED OUT DR. RODRIGUES, DR. BRADLEY, DR. STRATOS, ALICE WALTON, REGGIE D.

I COULD GO ON HAVE ALL JOINED US AT SOME POINT AND TRYING TO FIND SOLUTIONS SO WE HAVE BEEN ABLE TO AS YOU'VE HEARD ALREADY TONIGHT COME UP WITH SOME WAYS TO IMPROVE THOSE PROFESSIONAL LEARNING OPPORTUNITIES FOR NEXT YEAR FOR TEACHERS AND WE'RE HOPEFUL THAT THIS WILL CONTINUE

[02:50:01]

THIS ONE IS A LITTLE BIT TOUGHER BECAUSE AS WE DID OUR RESEARCH WE COULDN'T FIND A SOLUTION. SO MAYBE YOU CAN HELP US WITH THAT AGAIN.

THE PAC HAS FOCUSED INITIATIVE TO WANT GIFTED AND TALENTED PROGRAM AND OUR PRIMARY FOCUS THERE IS GOING TO BE POPULATION DIVERSITY NOT ONLY OF THE STUDENTS IDENTIFIED BUT OF THE INSTRUCTIONAL COMPONENTS OF THOSE PROGRAMS FOR OUR LEARNERS.

WE HAVE A WE TO NOT 20 19 WE HAD TWENTY TWO THOUSAND FOUR HUNDRED FIVE STUDENTS.

AND WHEN WE LOOKED AT THAT TRACKS OF THAT WE WERE LOOKING AT THIRTY NINE PERCENT OF THOSE WERE WHITE. TWENTY SEVEN WERE BLACK. TWENTY WERE HISPANIC AND 77 SEVEN PERCENT FELL INTO THAT OTHER CATEGORY. THAT'S GREAT.

WE'RE WE'RE REALLY DIVERSE AND WE HAVE GOOD POPULATIONS THERE. THE AIM IS IS WHEN WE STARTED LOOKING AT WHO ARE GIFTED AND TALENTED LEARNERS THERE BECAME A REAL CONCERN FOR US.

SIXTY EIGHT POINT THIRTY TWO PERCENT OF GIFTS AND TALENTS AND LEARNERS IN COUNTY ARE WHITE SEVEN POINT NINE FIVE PERCENT ARE BLACK. AND IT ONLY GIVES US THREE CATEGORIES. THE REST ARE GOING TO FALL INTO OTHER.

WE HAVE A PROBLEM WITH THAT. AND SO WE STARTED LOOKING AT PROGRAMS AROUND THE STATE AND PROGRAMS AROUND THE COUNTRY THAT ADDRESS DIVERSITY AMONG GIFTED AND TALENTED LEARNERS.

AND WHAT WE FOUND IS EVERYONE IS STRUGGLING WITH THIS ACROSS THE COUNTRY 50 PERCENT OF THE POPULATION ENROLLED IN PUBLIC SCHOOLS IS WHITE. YET 60 PERCENT OF GIFTED TALENTED LEARNERS ARE WHITE. SO WE'RE SEEING THAT DISPARITY ALL ACROSS THE BOARD.

AND WE REACHED OUT CARMEN DILLARD AND DAUGHTER STRATEGIES.

DR. RODRIGUEZ, DR. BERNARD OF ALL JOINED US ON THESE DISCUSSIONS AS WELL TO LOOK AT WAYS THAT WE CAN TRY TO COME UP WITH SOLUTIONS FOR OUR STUDENTS.

WE KNOW THEY'RE OUT THERE. WE JUST HAVE TO GET THEM IDENTIFIED.

SO THE PROBLEM IS THE TEST THE TEST IS VERY VERBAL BASED. IT IS NOT IS CULTURALLY UNBIASED AS WE WOULD LIKE TO SAY. AND JUST TODAY I SAT IN ON A GIFTED AND TALENTED LEAD MEETING AND MS. DILLER TOLD US THAT WE ARE MOVING FORWARD WITH THE NASHVILLE AREA TEST SO WE WILL BE STARTING WITH THAT WHICH IS A CULTURALLY UNBIASED TEST WE SHOULD SEE A SWIFT CHANGE AND SOME OF OUR STUDENTS GETTING IDENTIFIED FROM OUR SUBGROUP POPULATIONS. ANOTHER THING ABOUT GIFTED AND TALENTED THAT REALLY HAS THIS EXCITED IS THE GIFTED AND TALENTED SUBGROUP WILL NOW HAVE ITS OWN LITTLE LAYER. AND OUR DISTRICT CURRICULUM SO WE'LL HAVE THAT DIFFERENTIATED LAYER FOR EMAILS FOR OUR MULTI-LAYER LEARNERS AND THEN WE'LL HAVE THAT LAYER THERE FOR OUR GIFTED AND TALENTED LEARNERS. SO THAT'S A REALLY EXCITING PIECE FOR TEACHERS TO SEE THE CONCENTRATION PUT BY OUR DISTRICT LEADERSHIP ON THAT.

THERE IS ONE ISSUE THAT WE WOULD LIKE TO SEE ADDRESSED AND THAT IS GIFTED AND TALENTED ENDORSEMENT CLASSES ARE REQUIRED FOR TEACHERS WHO WANT TO TEACH THESE STUDENTS.

AND WE'D LIKE TO SEE MORE OPPORTUNITY FOR TEACHERS WITH THOSE.

SO THAT'S KIND OF WHAT THE PARK HAS BEEN DOING IS UP TO THIS POINT.

AND WE ARE EXCITED THAT FOR QUITE SOME TIME WE'VE WANTED TO SAY THIS BUT WE ARE WORKING WITH OUR DISTRICT NOW TO ADVOCATE FOR TEACHERS AND STUDENTS AND I'LL TAKE ANY QUESTIONS ABOUT MY THANK YOU FOR YOUR PRESENTATION TONIGHT. NANCY, ANY QUESTIONS? I'M SORRY. I JUST LIKE THANK YOU. GO AHEAD.

WE HAVE ONE SORRY. THIS IS MICHAEL. OK.

HI, KAREN. >> THIS IS TRICIA BEVERAGE. I JUST WANT TO I.

NOT SO MUCH A QUESTION IS JUST YOU. THANK YOU SO MUCH FOR YOUR CONTINUED ADVOCACY FOR YOUR PROFESSION, FOR YOUR STUDENTS AND FOR THIS DISTRICT.

THESE ARE VERY IMPORTANT THINGS THAT YOU ARE BROUGHT FORWARD TO YOUR PROPOSALS TONIGHT ABOUT HAVING ALL PROFESSIONAL DEVELOPMENT IN ONE PLACE INSTEAD OF AN E-MAIL HERE OR AN

[02:55:01]

KAREN, THANK YOU SO MUCH. >> WE HAVE A GREAT TEAM AND BE RECOUNTING MR. BEFORE GENERAL DAVID WITH US SAID ALL OF THAT CONTRIBUTED TO A LOT OF WORK IN THERE.

ALL RIGHT. WELL, WE'LL SEE YOU ASK ACTUALLY, JOE, THE POINT THAT TEACHERS IN DIFFERENT ARENAS SIGNED THAT WE OFTEN CHANGING PERSONAL RIGHT.

I REALLY DO LIKE THANK YOU. WE'RE JUST PUSHING IT. THANK YOU.

I APPRECIATE THAT. ALL RIGHT. SO ARIZONA SPECIFICALLY STATES THAT WE WILL RECONVENE TOMORROW AT 6:00 TO FINISH THE REMAINING AGENDA ITEMS WILL START TOMORROW NIGHT AT 8:00 9:00 CAME RIGHT EXACTLY AT 6:00 P.M. AND WE NEED A NIGHT OUT FOR THE

[9:00pm Executive Session Continued]