* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting. [00:00:09] THIS MEETING OF THE ACADEMIC COMMITTEE TO ORDER, UM, AT THIS TIME, PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE. I CAN SAY TO AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. ALL RIGHT, THANK YOU. OKAY. UM, DO I HAVE A MOTION TO APPROVE THE AGENDA? I MOVE THAT WE APPROVED THE AGENDA FOR THIS MEETING JULY 28TH, 2021. THANK YOU. AND I WILL SECOND IT SINCE THERE ARE JUST TWO OF US HERE. SO ALL THOSE ON THE COMMITTEE IN FAVOR OF THE AGENDA, PLEASE SIGNIFY BY SAYING AYE. AYE. THAT'S TWO ZERO. UH, DO WE HAVE ANY PUBLIC COMMENT, MOLLY? NO, MAN. OKAY. NO PUBLIC COMMENTS. UM, THEN WE MOVE INTO THE APPROVAL OF THE JUNE 23RD, 2021 COMMITTEE MEETING MINUTES. UM, OH, WE APPROVED THE COMMITTEE MEETING MINUTES FROM JUNE 23RD, 2020. EXCELLENT. AND I WILL SECOND THAT ANY DISCUSSION HEARING? NONE. UM, ALL IN FAVOR, SAY AYE. AYE. OKAY. THAT'S TWO ZERO. OKAY. NOW WE GET DOWN TO THE PRESENTATION TODAY. UM, BEFORE WE GET STARTED, I, UM, MR. MALIK CAMPBELL, YOU WERE NOT ONLINE YET WHEN, UM, KAREN MCKENZIE WAS INTRODUCED. UM, KAREN IS IN HER NEW CAPACITY AS DIRECTOR OF TEACHING AND LEARNING WITH A FOCUS ON THE SECONDARY PROGRAMMING. SO WE WANT TO WELCOME KAREN TO THE MEETING TODAY. YAY. ALL RIGHT, KAREN, WELCOME A BOARD THAT YOU LOVE A VITAL ENERGY AND JUST HIGHLY PROGRAM WE HAVE GOING. THANK YOU VERY MUCH. THANK YOU. THANK YOU. I APPRECIATE THAT. I ENJOY WHAT I DO. OKAY. SO ALSO ATTENDING OUR MEETING TODAY, UM, FOR OUR VIEWERS IN, IN CASE THEY CAN'T SEE THE SCREEN, IT IS BEING BROADCAST BY THE COUNTY CHANNEL. UH, WE HAVE MS. INGRID BOAT, RIGHT MR. EARL CAMPBELL AND BY TELEPHONE, MS. WENDY CARTLIDGE IN ADDITION TO DR. MARY STRATUS. SO DR. STRATOSE WOULD YOU LIKE I DID. AND TRISHA FRIEDRICH, THANKS FOR, THANKS FOR CATCHING THAT, MEL, I GUESS. CAUSE I, WE HAD BEEN CHATTING EARLIER. YEAH, THANKS MEL. OKAY. SO NOW WE ARE MOVING ON WITH OUR MEETING AND I WILL TURN IT OVER TO, UM, DR. STRATUS. SO MS. MCCARTER, IF YOU COULD PULL UP THE POWERPOINT ON DOCUMENT FIRST, THE ONE, I BELIEVE IT ONLY HAS FOUR SLIDES. THANK YOU, MS. MCCARTY. I APPRECIATE IT. UM, I THINK IT'S THE OTHER ONE. YEAH, THANK YOU. SO YUP. APPRECIATE IT RIGHT THERE. AND THIS IS JUST A QUICK BOARD MEMBERS TO BE REMEMBER A PRIOR PRESENTATION BY ASHLEY HUTCHINSON. UM, REGARDING THE FRAMEWORK LOOKING FOR EARLY CHILDHOOD, WE'RE TRYING TO USE A SIMILAR TEMPLATE. I WANT US TO RECOGNIZE THAT GOING FORWARD IN THE NEXT THREE TO FIVE YEARS, WE AT ISC, ASHLEY HAS BEEN WORKING VERY CLOSELY MYSELF WITH UNITED WAY AT LOOKING AT THE DEVELOPMENT OF A COLLECTIVE IMPACT MODEL TO INCREASE FAMILY AWARENESS FOR EARLY CHILDHOOD EDUCATION. AND SO I JUST ADDED THIS IN, SO WE COULD SEE THAT WE'RE TRYING TO KEEP A SIMILAR MODEL GOING ACROSS THE BOARD OF WHAT WE'RE WORKING WITH OUR SCHOOLS. SO WHAT WE DO WITH OUR EARLY CHILDHOOD, THE SAME AREAS OF PARTNERSHIP COMMUNICATION, STANDARD BASED INSTRUCTION ARE GOING TO BE ACROSS THE BOARD. IT'S JUST NOT AN ISOLATED MODEL. IF WE CAN GO TO THE NEXT SLIDE AS MY PARDOT. AND I RECOGNIZE THAT AT THIS SLIDE, IT DOES APPEAR TO HAVE MORE TEXTS BECAUSE I'M THE POWERPOINT. THESE WOULD SLIDE IN. I'D LIKE US TO NOTE [00:05:01] THAT IN THE NEXT THREE TO FIVE YEARS, WE LOOKING FORWARD FOR US AS A SCHOOL SYSTEM. WHAT ARE THE AREAS THAT TO LOOK AT THAT WE WOULD FOCUS AT ONE WOULD BE FINE AND PERFORMING ARTS, LITERACY, MATH, SCIENCE, AND TECHNOLOGY, DEVELOPING STUDENTS WHO WANT TO BE PART OF A GLOBAL SOCIETY GROWING AND UNDERSTANDING, UNDERSTANDING OUR PART IN HISTORY AND THE IMPACT OF OTHERS, HISTORY ON US AND ALSO THE CONCEPT OF DEVELOPING OR OUR STUDENTS AS WELL AS OUR EDUCATORS IN MIND AND BODY. THERE'S A QUICK LITTLE NARRATIVES SUPPORTING EACH ONE OF THESE POINTS. AND MS. , IF YOU CAN GO TO THE NEXT SLIDE, THANK YOU. SO HERE IT ACTUALLY BUILDS ON A LITTLE MORE OF THE LANGUAGES IN THE SAME FOOTPRINT THAT YOU'RE FAMILIAR WITH FROM ASHLEY AND HUTCHINSON AND LOOKING AT INSTRUCTION TO FIND OUT THAT WE WANT TO PROVIDE DIFFERENTIATED PROFESSIONAL DEVELOPMENT DEVELOPMENT TO PROVIDE, TO SUPPORT OUR LEARNERS INCREASING STRONG COMMUNITY PARTNERSHIPS. AND WOULD YOU ALSO NOTICE WITHIN A NARRATIVE I'VE IDENTIFIED THE STRATEGIC PLAN AREAS THAT ARE SUPPORTED BY THIS? SO ESSAY WOULD BE STUDENT ACHIEVEMENT, TA Q WOULD BE TEACHER QUALITY, ATTAINMENT AND QUALITY. S C IS SCHOOL. CLIMATE GT IS GIFTED AND TALENTED AND WHAT YOU MAY SEE COMING UP THIS YEAR, BEING ADDED TO ONE OF OUR STRATEGIC, UM, ONE OF OUR GOALS IN OUR STRATEGIC PLAN IS ACTUALLY PUTTING IN A GOAL FOR PARENTING. SO I'M JUST LAYING IDEAS AHEAD OF TIME. SO WHAT YOU MAY BE SEEING COMES SPRING, UM, AT A BOARD MEETING, IF WE LOOK AT STRONG COMMUNITY PARTNERSHIPS, WE'VE JUST HAD A RECENT MEETING WITH THE WOMEN'S LEAGUE OF VOTERS. WE'VE MADE A COMMITMENT THAT THIS IS NOT A ONE-SHOT TYPE OF MEETING. WE'RE LOOKING AT HAVING A STRONGER PARTNERSHIP. THERE'LL BE SPEAKING TO OUR PRINCIPALS ON SEPTEMBER 8TH AND TRYING TO SET UP THEM. AND I'M USING THEM AS AN EXAMPLE THAT WE'RE, WE WILL BE MEETING WITH YOU THREE TIMES A YEAR. WHAT ARE WE DOING? ARE WE DOING WHAT WE SAID WE WOULD DO IN A WAY OF MEETING THE GOALS THAT WE SAID WE WOULD DO? AND THAT'S A MODEL THAT WE WILL BE DOING WITH OUR COMMUNITY PARTNERS, FOCUS ON STANDARD-BASED CURRICULUM AND INSTRUCTION. YOU'LL HEAR MORE OF THAT, ABOUT THAT, HOW THAT WAS RESEARCH AND THE IDEA OF WHERE WE'RE GOING WITH ASSETS AS THEY'RE FUNDING, DATA DRIVEN PRACTICES, YOU ARE FAMILIAR ALREADY WITH, UM, PERFORMANCE MATTERS. A LARGE AMOUNT OF WORK IS GOING OUT TO A TRAIN. THE TRAINER MODEL THAT TRAINING WILL BE EXECUTED ON AUGUST 3RD. PRINCIPALS WILL BE TRAINED ON AUGUST 4TH. WE ARE ALSO SEEKING TO TRAIN OUR ASSISTANT PRINCIPALS AS WELL. AND AGAIN, FAMILY PARTNERSHIPS, OUR WORK CANNOT HAPPEN WITHOUT THE WORK OF FIGURING OUT A WAY, NOT, NOT, NOT US, YOU COMING TO US, BUT US OPENING THE DOORS AND GOING TO YOU WE'VE EVEN HAD CONVERSATION OF A PARENT PARENTING BUS, BUT NOT JUST EARLY CHILDHOOD, BUT UTILIZING THAT BUS REALLY TO PROMOTE WHAT WE DO IN SCHOOLS. SO THIS WAS JUST A QUICK VIEW OF THINKING OF WHERE WE'RE GOING FOR THREE TO FIVE YEARS. AND MS. MANKATO, WE CAN GO TO, UM, THE WORD DOCUMENT AT THIS TIME. DO WE HAVE ANY QUESTIONS ON THAT? THE POWERPOINT SLIDES OR INPUT, PLEASE, IF YOU HAVE QUESTIONS, JUST, UM, SPEAK OUT. ARE THERE ANY QUESTIONS AT THIS TIME? NONE MEL. I'M SORRY. D DID YOU HAVE A QUESTION? NO, I DON'T HAVE IT. OKAY. CONTINUE. YES. MA'AM SAID A DOCUMENT YOU HAVE IN FRONT OF YOU WAS BASICALLY RESEARCH WORK COMPLETED TO SUPPORT, TO SUPPORT, UM, REQUESTS THAT YOU'LL SEE LATER ON IN THIS DOCUMENT. UM, TWO PER SE TO GO INTO OUR SR THREE APPLICATION. AND I KNOW MS. CROSBY DID A PRESENTATION AT OUR LAST BOARD MEETING AND SHE HAS ANOTHER UPDATE COMING FORWARD. SO WHAT YOU DON'T HAVE ON IN FRONT OF YOU ARE THERE NOTES THAT I HAVE IN FRONT OF ME OF WHERE WE ARE FOR WHEN THE RESEARCH WAS COMPLETED ON THIS. SO WHEN WE'RE TALKING ABOUT SYSTEMS CHANGE, UM, THE FIRST ITEM IS THAT IDEA OF EXTENDING LEARNING OPPORTUNITIES FOR SCHOOLS FOR, FROM 6.5 HOURS TO A 7.5 HOUR DAY, OR EXTENDING OUR LEARNING INTO WHAT WE USE, WE CALL ALSO OUR 2.0 MODEL. THE NEXT ITEM THAT YOU SEE IN FRONT OF YOU IS THE NEED FOR ADDITIONAL INSTRUCTIONAL COACHES AT TARGETED [00:10:01] SCHOOLS. THIS HAS BEEN PUT INTO OUR GENERAL FUND REQUESTS, AS WELL AS IN OUR SRO FUNDING. AND I BE LIKE, I COULD FOLLOW IT THIS TO YOU AS A DOCUMENTARY, THE BOARD OFFICE, SO THAT YOU CAN HAVE ACCESS TO ALL OF THE HYPERLINKS THAT ARE TIED INTO THESE DOCUMENTS. SO YOU COULD ALSO SEE THE SUPPORT RESEARCH FOR WHAT THESE RECOMMENDATIONS, IF WE GO TO THE NEXT PAGE, MS. BEDFELLOW WHAT THIS TALKS ABOUT ARE THE SIX STEPS FOR COACHING. IT KIND OF GIVES YOU AN A WHY AND IDEA AND THE FRAMEWORK WORK THAT WE ARE WORKING ALREADY WITH OUR COACHES. WE STARTED MODULE TRAINING THIS SPRING. WE ARE CONTINUING THAT TRAINING THAT UPCOMING, THIS ACADEMIC SCHOOL YEAR. IT ALSO PROVIDES YOU SOME READING FORECASTING DATA OF STUDENTS IN MATH AND IN READING OF THE IMPACT OF HAVING CODE, WHERE THEY WERE AS A RESULT OF N W E A, THAT IS THE NEXT PAGE. THANK YOU, SHOWING THE LEARNING LOSS. AND THAT'S THE NATIONAL DATA THAT IS NOT SPECIFIC TO BUPA COUNTY SCHOOL DISTRICT, BUT IT'S KIND OF GIVES A WHY, RIGHT? IF WE HAVE TO ADDRESS AND WE ARE ADDRESSING LOSS OF LEARNING OR LEARNING LOSS THAT LANGUAGE HAS UTILIZED. UM, WE NEED TO BUILD THE CAPACITY OF OUR EDUCATORS TO NOT ONLY MAKE UP LAST YEAR, BUT I THINK THE LANGUAGE WHO I WANT US TO START THINKING GOING FORWARD IS ACCELERATING, LEARNING FOR OUR CHILDREN. UM, HOW ARE WE BUILDING THAT PRIOR STANDARD TO THE CURRENT GRADE LEVEL STANDARD AND PULLING THAT TOGETHER TO ACCELERATE OUR CHILDREN'S LEARNING. IF WE CAN GO TO PAGE FOUR, ITEM THREE. THANK YOU. THANK YOU. I DID THREE ON THIS PAGE. BASICALLY. I'D LIKE TO SHARE THAT WE'RE LOOKING AT HAVING AN, ADDING TO FOUR PILOT SCHOOLS, WORKING WITH ASHLEY DEVELOPMENTALLY APPROPRIATE PLAY INCLUDED INTO OUR PRE-K AND KINDERGARTEN. WE ALSO RECOGNIZE DURING THE CLOSURE OF 19 MONTHS CHILDREN NOT BEING IN SCHOOL. YES, WE, WE HAVE TO LEARN LANGUAGE. WE HAVE TO LEARN OFF AND ENDED UP AWARENESS AND INCREASE THOSE SKILLS. BUT WE ALSO HAVE TO BE ABLE TO HAVE CHILDREN WHO ARE HAVING THE OPPORTUNITY TO UNDERSTAND INTERACTION, TEAMWORK, AND WORKING WITH ONE ANOTHER. UM, SO WE WERE TRYING TO GET, GIVE OUR KIDS AN OPPORTUNITY, NOT ONLY TO BE READING, WRITING, ARITHMETIC, BUT ACTUALLY THE CONDITION BACK INTO THE SCHOOL SETTING. I WANT US TO RECOGNIZE THAT THAT IDEA OR PRACTICE IS ACTUALLY BEING DISCUSSED TO BE PART OF AFTER SCHOOL AS WELL, TO JUST GIVE OUR CHILD'S CHILDREN A LITTLE EXHALE BEFORE WE CONTINUE OUR LEARNING DAY. I DIDN'T TOO ON THIS PAGE, ROMAN NUMERAL CURRICULUM INSTRUCTIONAL MODEL. THIS IS SOMETHING YOU'RE VERY FAMILIAR WITH. IT IS THE RESEARCH TIED TO PLCS. I DO WANT TO MAKE THE CORRECTION ON THIS PAGE. IF YOU LOOK AT RIGHT ABOVE ROW ROMAN NUMERAL TWO, I LEFT OUT THE STATISTIC OF THE POVERTY RATING. IT IS 13.8 FOR 2019. THAT WOULD HAVE BEEN THE CLOSE AND I'M POINTING TO THE SCREEN IS THAT HE COULD SEE ME, BUT IT WOULD BE THE STATEMENT RIGHT AFTER WHAT A POVERTY RATING UP. IT WOULD BE 13.8% SOUTH CAROLINA. AND THAT WOULD HAVE BEEN FOR 2019. IF WE CAN GO TO PAGE FIVE, MARY, CAN YOU TELL ME WHAT EXACTLY IS, DOES THAT MEAN THAT 13.8? SO THAT WAS AN ANALYSIS CONDUCT CONDUCTED FROM I'LL HAVE TO, I WANT TO SAY STATISTICS THAT COME AS ALSO TIED TO THE EDUCATIONAL PERFORMANCE CITATION THAT I ADDED MOST EDUCATED STATES FOR THE AMOUNT OF FAMILIES WHO ARE RECEIVING GOVERNMENT ASSISTANCE. AND IT FLUCTUATED FROM 2016, ACTUALLY FROM 2016 TO 2019. AND IT WENT DOWN ACTUALLY TO 2011, FROM 13.8 ON MY CITATION HERE TO 14.8, 15.6, AND IT PLUGS BACK DOWN INTO THE 13. SO IT SEEMS TO RANGE OF THE POVERTY. AND THAT'S WHAT SOUTH CAROLINA IDENTIFYING FAMILIES WITH, UM, GOVERNMENT ASSISTANCE NOT FREE AND REDUCED LUNCH, UM, WAS JUST ABOUT 15% WAS AN AVERAGE FOR THE SOUTH CAROLINA. OKAY, THANK YOU. YES, MA'AM ON PAGE FIVE, WE STARTED A CONVERSATION LOOKING AT HAVING A CLOSER LOOK AT OUR MATH STANDARDS. IF YOU LOOK [00:15:01] AT ITEM TWO, WE STARTED THAT THIS SUMMER WITH CURRICULUM WRITING PLANS, WE ADDRESSING RUBICON, A CLOSER ALIGNMENT TO OUR PERFORMANCE AND FROM OUR DIAGNOSTIC DATA BECAUSE OUR OTHER DAD IS STILL EMBARGOED, BUT ALSO PROVIDING SOME FLEXIBILITY TO OUR SCHOOLS WITHIN RUBICON. SO WHEN OUR, WHEN THE STANDARDIZED TESTING IS RELEASED, THEY COULD ACTUALLY DO SOME UNIQUE, UNIQUE READJUSTMENT WITHIN THEIR OWN PACING OF THEIR SCHOOLS. ANOTHER, I DON'T WANT US TO RECOGNIZE ON ITEM THREE, OUR REQUIREMENT WE'RE GOING FORWARD IS ARE FOR WRITING PLANS. WE WILL HAVE THREE FORMATIVE ASSESSMENTS THIS YEAR IN THE AREA OF WRITING, AND THERE'LL BE AN EXPECTATION OF OUR SCHOOLS TO PROVIDE A WRITING PLAN AT THE END OF SEPTEMBER. CAN I ASK A QUESTION ABOUT THAT? YES. MA'AM. ARE YOU GOING TO, UH, HAVE, UH, PEOPLE TRAINED TO SCORE THOSE WRITING, UM, THOSE WRITING SAMPLES, WRITING PROMPTS, YEAH. THAT, THAT DON'T NECESSARILY KNOW THE STUDENT THAT YOU KNOW, THAT THE PAPERS ARE DIVIDED UP THEN. SO, SO YESTERDAY DURING OUR DIVISION MEETING AT LAM, UM, WE CAME TO CONVERSATION TO SAY FOR US, OBVIOUSLY WE WILL BE TRAINING OUR NUMERACY LITERACY COACHES FROM OUR LITERACY COACHES FOR THEM TO ROLL OUT, TO WORK WITH THE EDUCATORS IN THE BUILDING. OUR GOAL IS THAT WE WILL BE ABLE TO HAVE TWO SCORES WHEN IT COMES TO HAVING OUR WRITING PROMPTS. AND WE STARTED ON THAT DISCUSSION WITH MELISSA IN THE ROOM, BUT WE CAN'T GO WITH SCORING AS YOU JUST PUT FORWARD. THIS IS ROADMAP WITHOUT THAT TRAINING OF WHAT THE RUBRIC LOOKS LIKE. SO YES, THAT IS BEING EMBEDDED IN THAT PROCESS OF STARTING. GREAT. THANK YOU. YES. AND JUST TO SHARE THE GOAL IS THE FIRST WRITING PROMPT TO BE A FULL SCORE. AND THEN WITHIN YOUR WRITING PLAN, YOU SHOULD BE ABLE TO CHUNK OUT WHAT YOU'RE PLANNING TO HAPPEN INSTRUCTIONALLY WITHIN THE SCHOOL. AND THEN OBVIOUSLY THE NEXT TWO I'M WRITING PROMPTS WOULD BE MARKERS TO SEE WHERE YOU'RE AT. ARE WE GETTING, ARE WE IMPROVING OR NOT? AND IT'S ASSISTANT THAT WE HAVEN'T HAD HERE AT BUFORD. IT IS ONE THAT WE ARE LOOKING TO PUT IN PLACE AS ACADEMIC SCHOOL YEAR. AGAIN, IF YOU REMEMBER THE PRIOR VISUAL ON THE POWERPOINT ITEM FOUR IS FORMATIVE ASSESSMENTS. THERE'S A RECOMMENDATION FOR NWA, A PARENT ACCESS. SO PARENTS CAN REALLY HAVE A CLOSER LOOK THAT, UM, SOME OF THE TIME THAT THIS WENT INTO PRINT AND I DID THE RESEARCH, MY UNDERSTANDING IS, UH, NWA MAY ALLOW THIS TO BE FOR FREE. IF NOT, IS IT IS, IT WAS AT A COST OF $1 PER STUDENT WITHIN THE DISTRICT WE HAVE IN THE BOTTOM OF PAGE FIVE, GROWING AND CONTINUING TO DEVELOP AND ON SOCIAL, EMOTIONAL NEEDS, YOU KNOW, WE'VE USED PANORAMA IN THE PAST. WE WILL CONTINUE WITH PANORAMA THIS ACADEMIC SCHOOL YEAR ALSO BRING IT IN SCHOOL, MENTAL HEALTH COUNSELORS. WE ARE WORKING WITH HOPE AND I FORGOT THE NAME. I DO APOLOGIZE OF THE OTHER COUNSELING GROUP. THEY'RE ACTUALLY OUT OF HILTON HEAD. UM, SO THEY HAVE COUNSELING THAT ACCESSIBILITY FOR STUDENTS, BECAUSE AGAIN, THERE'S GOING TO BE A TRANSITION FOR CHILDREN AS THEY COME BACK INTO THE BUILDINGS. ITEM SEVEN ON PAGE SIX TALKS ABOUT ITEMS OF US PUTTING INTEREST IN WITH REGARD TO GIFTED AND TALENTED WORKING OUT MEANS TO HAVE GREATER ACCESSIBILITY. ONE OF THE ITEMS WE SPOKE AS A TEAM YESTERDAY IS LOOKING AT DIMENSION, BE UTILIZING IREADY. SO THAT TYPE OF DATA WILL BE UPLOADED INTO PERFORMANCE MATTERS BECAUSE IT CAN BE A SECOND IDENTIFIER. IF THE STATE APPROVED IREADY AS A DIAGNOSTIC TOOL AT THAT, THEY ALSO IDENTIFIED THEM AS ONE OF THE MEASURES FOR EL QUALIFIERS FOR GT HMM. IN ITEM SEVEN. I JUST WANTED TO BRING FORWARD THAT THIS PAST YEAR WE'VE LOOKED AT PUTTING IN PILOT AND THEY'RE GOING TO START THIS YEAR. IT'S ACTUALLY TWO ACCELERATED MODELS AT THE ELEMENTARY. I'VE SHARED THAT WITH YOU BEFORE THAT IS PART OF THE SR REQUEST, UM, LOOKING AT LEFT AND OUT AND MOSSY OAKS. AND THEN WE'RE SEEKING TO ADD TWO MORE SCHOOLS IN THIS ACCELERATED MODEL OF IDENTIFYING OUR CHILDREN EARLIER, PROVIDING ADDITIONAL EX UM, ACADEMIC SUPPORT, AS WELL AS PROFESSIONAL DEVELOPMENT FOR THE SCHOOL, AND BEING ABLE TO BE ABLE TO STRETCH YOUR KIDS. AND I MEAN THAT FIGURATIVE LANGUAGE, UM, IN ORDER TO HELP THEM MEET, UM, GET THE QUALIFICATION. THAT'S ONE OF THE STRATEGIES THAT WE'RE LOOKING [00:20:01] AT. IT'S ALSO ALIGNED WITH OUR STRATEGIC PLAN, UM, ITEM EIGHT. AND ONE OF THE THINGS THAT I'M AS MCKINSEY HAS BROUGHT TO THE TABLE AS A REQUEST, WHICH WASN'T IN THIS PRINT IS AN EXTENSION OF DB D B Q DOCKET, DOCUMENT-BASED QUESTIONING AT THE SECONDARY LEVEL. SO WE WILL BE SEEKING TO ADD THAT TO THE SOCIAL STUDIES COURSES SO WE CAN HAVE GREATER ACCESSIBILITY. THEN AGAIN, EMPHASIS ONTO THAT WRITING INITIATIVE. IF WE LOOKED AT IT LEVEL ITEM NINE, IT GOES INTO OUR READ TO SUCCEED, UH, AS WELL AS OUR SISTER CAMP, WE WANT TO KEEP THESE GOING THROUGH THE ACADEMIC SCHOOL YEARS, YEARS, BUT MY GOAL WOULD BE THAT WE'RE RUNNING TWO CYSA CAMPS, NOT JUST ONE SET. I DON'T HAVE STUDENTS. WE DON'T HAVE STUDENTS WHO ARE COMMUTING EITHER FROM NORTH AND ABROAD TO SOUTH ABROAD FOR A CAMP OR VICE VERSA. I'D LIKE TO SEE THESE OPPORTUNITIES BROADENED. SO THAT WAS ONE OF THE REQUEST IN ESTHER AS WELL. IF YOU GO TO PAGE SEVEN, YOU'LL SEE THAT WE ALREADY STARTED ACTING ON THESE INITIATIVES. THAT DIVE IN FOR FUN FOR SUMMER WAS A MODEL THAT WAS UTILIZED FOR OUR STUDENTS TO SHARE A LOT OF HANDS-ON SCIENCE. DURING THE SUMMERTIME, OUR SUMMER SCHOOL, WE INCREASED OUR OPPORTUNITY FOR COURSE, CREDIT RECOURSE AND CREDIT RECOVERY. ALSO WITH AN ADJUSTMENT THAT WAS CONDUCTED TO THE ADMINISTRATIVE REGULATION, UM, 43 FOR GRADING THAT ALLOWED THE AMENDMENT THAT WE PUT IN PLACE FOR THE MIDDLE SCHOOL FOR THIS YEAR. UM, SO YOU CAN TO ALLOW OUR MIDDLE SCHOOL IS SUBJECT TO THE GRADING MODEL THAT IS USED, UM, A LITTLE MORE ACCESSIBILITY. IF THEY HAD FAILED TO, UM, COURSES, CORE COURSES, WE WERE ALLOWING THEM IF THEY FAILED MORE THAN TWO CORE COURSES TO ATTEND SUMMER SCHOOL, AND THEN THAT REMEDIATION WAS COMPLETED APPROPRIATELY. HE STAYED AS THAT OF THE OPPORTUNITY FOR PROMOTION. I HAVE A REFERENCE HERE TO AN ORGANIZATIONAL CHART. UM, MS. MCKINSEY IS, UM, EVIDENCE OF ONE OF THE NEW AD-ONS TOO ON BOTTOM OF PAGE SEVEN, ADDRESSES A VIRTUAL PROGRAM. AND THAT WE DID DID WE, DID WE SEE THE STATE LABOR? I BE WANT TO WORK WITH LOW COUNTRY VIRTUAL. AT THIS TIME WE PURCHASED A HUNDRED SEATS. WE HAVE 87 SEATS FILLED FOR GRADES SIX, SEVEN, AND EIGHT. WE ARE STILL PROCESSING A HANDFUL, MORE, UH, APPLICATIONS AND INFORMALLY. WE HAVE RECEIVED SOME KIDS, STUDENTS, OR FAMILIES ACTUALLY, WHO WERE ATTENDING, UM, VIRTUAL HOMESCHOOL OUTSIDE OF THE DISTRICT. WE HAVE BEEN ABLE TO, UH, THAT I KNOW OF, OR THREE FAMILIES HAVE COME BACK IN AT THE MIDDLE SCHOOL TO BE A PER COUNTY. SO THAT'S LIKE THE RESEARCH COMPONENT AND SOME OF THE WHY OF WHAT YOU'LL SEE ON THE UPCOMING PAGE 10. AND I WANT US TO RECOGNIZE THAT THIS IS STILL IN DRAFT MODE WHEN PRESENTED TO THE BOARDS OF SCENT SECOND COLUMN, I WILL UN UNDO THE TRUNCATION THAT HAPPENED AND PREDATOR DESCRIPTIONS. THE FIRST COLUMN ON THIS PRESENTATION ACTUALLY IS A PRIORITY BECAUSE THIS WASN'T A TEMPLATE. IT WAS VERY DIFFICULT TO RESORT. IT I'LL HAVE IT RE TYPED IN EXCEL. SO IT'LL BE BY PRIORITY, PUT A BOARD PRESENTATION. BUT IF YOU WANT TO TAKE A MOMENT TO REVIEW AND ADD ANY QUESTIONS ON, ON THE IDEAS, UM, THAT'S A BUNCH OF STUFF ON THERE THAT I'VE GOT QUESTIONS ABOUT, BUT THE FIRST CATEGORY MAPPING WITH THE LAST CATEGORY, SOMETIMES I'M CONCERNED WITH WHY. OKAY. SO IF WE LOOK AT ITEM NUMBER ONE, IS THAT RIGHT? WHY IS IT NUMBER ONE? WHY IS IT NUMBER 20 MR. CAMPBELL? WHY IS IT THERE? THAT'S CAREER TECHNICAL EDUCATIONAL WELDING SIMULATOR. YES, SIR. WHY IS THAT ADDRESSING LEARNING LOSS? ACTUALLY, IT'S, IT'S A HANDS-ON OPPORTUNITY FOR STUDENTS THAT THEY HAVE NOT HAD AND THE SIMULATOR WE'RE ALSO GIVING A LITTLE MORE EXPERIENCE THE STUDENTS, BECAUSE WE HAVE HAD A DROP IN THE AMOUNT OF OPPORTUNITIES STUDENTS HAVE THEY ACTUALLY HAD IN THE CLASSROOM. SO WHAT WERE YOUR CHOICES, DR. STRATOSE? I THINK THIS IS A STATE FORM, CORRECT. OKAY. FEDERAL FORM [00:25:01] FOR THE MONEY. SO, CAUSE I SEE WHERE IT SAYS CHOOSE FROM THE DROPDOWN. SO WHAT WERE THE OTHER CHOICES? I SEE BURNING. YEAH, LEARNING LOSS FACILITIES, SOCIAL, EMOTIONAL PROFESSIONAL DEVELOPMENT. SO ALL OF THESE THINGS, ANYTHING THAT YOU REQUESTED HAD TO FIT IN ONE OF THOSE CATEGORIES FOR FED ME FOR USE AS THE SR MONEY WITH THEM, YOU PUT THEM IN A CATEGORY THAT YOU THOUGHT WOULD BE APPLICABLE RIGHT NOW IT'S UP TO THE FANS TO DECIDE WHETHER THESE THINGS ARE ADDRESSING IT OR NOT. RIGHT. OH, OKAY. THAT'S WHY, THAT'S WHY, YOU KNOW, I WAS CONCERNED ABOUT IT. YES, SIR. SO W WE HAVE A LIMITED SELECTION ON THIS TEMPLATE. YEAH. OKAY. SO MS. ALMOST ANYTHING THAT IS INVOLVED WITH STUDENT LEARNING, YOU PLACED ON A LEARNING LOSS. YES. I WOULD SAY YES, BECAUSE I WOULD HAVE WANTED TO PUT IN STUDENT ACHIEVEMENT IF THAT WAS A CHOICE CHOICE, BUT IT DIDN'T EXIST. OKAY. THANK YOU. BUT A POINT OF CLARIFICATION MA'AM AND CAN I ASK, UM, ON THE CHART THERE IS PRIORITY NUMBER EIGHT IN PRIORITY. NUMBER 10, CAN YOU DIFFERENTIATE THOSE FOR ME? THEY SAY THE SAME THING WHEN I READ THE RATIONALE, ONE SEEMS TO BE INSTRUCTIONALLY BASED AND ONE SEEMS TO BE A BEHAVIORAL OR EMOTIONAL SUPPORT BASED. IS THAT THE DIFFERENCE BETWEEN THOSE TWO WALKTHROUGHS? THE ANSWER TO THAT IS YES. AND I'LL LET MS MCKINSEY EVEN SPEAK UP, SPEAK ON THE, ON THE FIRST SPEC. WHEN WE LOOK AT ITEM NUMBER 10, THAT WAS THE SAME DATA COLLECTION, PLASH WALKTHROUGH MODEL, THROUGH LEARNING SCIENCE LSI. WE WERE LOOKING INTO DEVELOPING, YOU KNOW, HOW WE BUILT DEVELOPING THAT CLASSROOM COHESIVENESS SO I COULD HAVE TRUST AND GOING FORWARD AND LEARNING. BUT WE ALSO RECOGNIZE FROM THE POINT OF THIS GOING INTO PRINT, THAT WAS TOO MANY INITIATIVES TO START THE ACADEMIC SCHOOL YEAR. SO ITEM NUMBER 10 IS BEING PUT ON HOLD OR ITEM NUMBER EIGHT IS AN UPCOMING INITIATIVE OF KAREN. DO YOU WANT TO ELABORATE ON THE RIGOR WALKTHROUGH? YES. I'VE MET WITH THEM SEVERAL TIMES. I REALLY, THE, THE POSITIVE POINT ABOUT THE RIGOR WALKTHROUGH FOR US IS IT ALLOWS US TO SPEAK A COMMON LANGUAGE AND IT FOCUSES OUR OBSERVATIONS ON STUDENT ACHIEVEMENT. WHAT ARE THE STUDENTS DOING WITH, AND KIND OF TAKES THAT PRESSURE, UM, OFF OF TEACHERS HAVING SO MANY WALK-THROUGHS, UH, CAUSE THEY WILL QUICKLY LEARN THE WALKTHROUGHS ARE CENTERED ON STUDENT ACHIEVEMENT. UM, ALSO THEY DO A GREAT JOB OF ALLOWING US TO GET THAT DATA BACK FROM OUR WALKTHROUGHS AND DO A REALLY STRATEGIC REVIEW OF WHAT ARE WE SEEING? HOW CAN WE IMPROVE? WHAT, WHAT AREAS ARE OUR WEAKNESSES, WHAT AREAS OUR STRENGTHS. SO ALL OF THAT IS GOING TO BE REALLY INSTRUMENTAL IN HELPING US IMPROVE THOSE CLASSROOM PRACTICES. AND THE GOAL IS, IS THAT AS MS MCKINSEY PUT VOTE, THAT IS A COMMONALITY OF PRACTICE. SO WHEN WE LOOK AT OUR PARTNER IN THE SCHOOLS THAT WE ARE LOOKING TO MOVE FORWARD, UM, THAT WHEN OUR EXECUTIVE DIRECTORS AND OUR SALES, WHEN WE GO INTO SCHOOLS, WE HAVE A COMMONALITY I'M NOT USING THIS SCHOOL'S MODEL. IT'S A COMMONALITY WITHIN THE SCHOOL AS WELL AS THOSE WORKING WITH THE SCHOOLS. SO YEAH, I, I'M VERY CONCERNED ABOUT THOSE THAT ITEM NOW THAT YOU'VE DECIDED TO DROP 10 AND FOCUS ON EIGHT AND MY MIND IS AN EDUCATOR AND AN OLD FOBT. I WOULD THINK THAT YOU WOULD FOCUS MORE ON 10 DASH EIGHT AS A INITIAL WALKTHROUGH TO PERHAPS ASSESS THE CLIMATE OF THE CLASSROOM BEFORE YOUR EXPECTATIONS. BECAUSE I MEAN, I DON'T KNOW WHAT YOU'D EXPECT TO SEE IF THE CLIMATE'S NOT THERE AND THE CONTENT'S PROBABLY NOT GOING TO BE THERE. I MEAN, SO I, I DON'T, I DON'T SEE, THAT'S PUTTING 10 ON THE BACK BURNER IN TERMS OF, OF THAT WALK THROUGH. I DON'T SEE WHY THEY CAN'T BOTH BE DONE THE SAME TIME IN TERMS OF THE EVALUATION, BUT I REALLY WOULD EXPECT THAT ANY COACH OF COACHES [00:30:01] THAT ARE INVOLVED IN WALKING THROUGH AND MONITORING THE RELATIONSHIP BETWEEN THE STUDENTS AND THE TEACHERS WOULD BE FOCUSED TYPICALLY ON THE CULTURE AND THE CLIMATE OF THE CLASSROOM. MRS. RABBI, MAY I SHARE? ABSOLUTELY. IF WE NOTE ON EARLIER IN THE DOCUMENT AND PAGE FIVE, WHEN I MADE MENTION A PANORAMA, OUR, OUR GOAL IS THAT OUR TEACHERS FIRST START USING THE LESSON PLANS THAT ARE TIED WITH PANORAMA FIRST BUILDING MORE OF THAT RELATIONSHIP INTO THE CLASSROOM. ONCE WE DO THE PANORAMA SURVEY, HAVE SOME LESSON PLANS WITH OURSELVES THAT BUILT BUILDING, YOU KNOW, TEAM ACTIVITIES AND CLIMATE WITHIN THE CLASSROOM, AND THEN ADD TO THE NEXT LEVEL OF NOW SAYING, HEY, LET'S GIVE A LITTLE MORE PROFESSIONAL DEVELOPMENT TO OUR SCHOOLS AND THEN BRING IN THAT NEXT WALK THROUGH TOOL. SINCE WE HAD ALREADY STARTED A COMMITMENT WITH PANORAMA, WE'LL GOING TO GO INTO YEAR TWO. WE WERE LOOKING AT THAT FIRST RESOURCE TO EXTEND AND THEN BRING IN OTHER TOOLS TO BUILD ON IT. THAT ANSWERS, THAT ANSWERS MY QUESTION, BUT IT DOESN'T JUSTIFY WHY YOU WOULDN'T DO A 10, THE FACT THAT THEY PROBABLY SUPPORT WHY YOU SHOULDN'T DO TO THEM TO MAKE SURE PANORAMA IS EFFECTIVE. I DON'T, YOU KNOW, THAT'S WHERE I'M THINKING MAYBE, MAYBE I'M TO BE CORRECTED. ARE THERE ANY QUESTIONS ON THE INSTRUMENT THAT'S BEING USED FOR THE, UH, PROFESSIONAL FOR THE WALKTHROUGH, FOR INSTRUCTION, ANY SPECIFIC? I DON'T KNOW IF YOU'RE USING A SPECIFIC INSTRUMENT THAT HAS THINGS THAT YOU'RE MARKING ON, OR IF YOU'RE TRAINING THE TEACHERS TO LOOK FOR SPECIFIC THINGS, LEVEL OF ENGAGEMENT, UM, UH, LEVEL OF ENGAGEMENT, ALIGNMENT OF THE STRATEGY WITH REGARD TO THE DELIVERY, TO THE STANDARD, THE ACTIVITY THAT'S BEING UTILIZED, THE ALIGNMENT IN THAT CONTENT AS WELL. SO WE'RE NOT DISMISSING THE, UM, CLIMATE COMPONENT OF THE CLASSROOM. WE WANT TO BE ABLE TO EXTEND SOME OF THE TOOLS THAT WE HAVE ALREADY AND THEN BUILD ADDITIONAL TOOLS LAYER ON TOP OF THAT. IT MAY BE A BIT MUCH FOR TEACHERS WITH THE OPENING OF SCHOOL. YEAH. THE GOAL IS TO ROLL OUT EFFECTIVELY AT LAYERS. SO I UNDERSTAND THE RELATIONSHIP BETWEEN STUDENT AND LEARNER, UM, TEACHER AND LEARNER, I MEAN, BUT WE WOULD TRY NOT TO OVERLOAD SO WE COULD EFFECTIVELY ROLL OUT INITIATIVES. OKAY. ANY OTHER QUESTIONS AT THIS TIME? I HAVE A QUESTION ABOUT, RIGHT. YEP. UM, OKAY. SO YOU, UH, WE MENTIONED, TALKED ABOUT PRE-K, BUT IT'S NOT ON THIS LIST. IS THAT, HOW HAS THAT WORK IN TERMS OF FUNDING? BECAUSE I DIDN'T, I IS THAT EXTENDED LEARNING. SO THE PRE-K UNDER ASK HER TO, BECAUSE THIS ACTUALLY THIS LIST HERE IS DRIVING TO ESTHER GREAT APPLICATION AS A, I HAD TO PUT A REQUEST IN MRS. BOATWRIGHT FOR FUNDING, FOR ADDITIONALS CLASH AND SUPPLIES, INCLUDING HANDS-ON MATERIAL, AS WELL AS INSTRUCT, UM, READING MATERIAL, THE ANSWER. YES. MA'AM YES. THAT CAME OUT OF THE MEETING ON APRIL 28TH WITH PRINCIPALS, IT WAS DRIVEN VERY HARD BY, UM, DR. LEVANN KEPT THAT IN MY POCKET THEN HAD CONVERSATION WITH THEM CHINA. SO THAT'S WHERE THAT MONDAY I'M LOOKING TO PUT THE MONEY FROM THAT INTO CREATE, YOU KNOW, THAT DEVELOPMENTAL APPROPRIATE PRACTICE. WE'VE TALKED A LOT ABOUT PRE-K AND HOW IMPORTANT IT IS. AND I HAVEN'T SEEN ANYTHING WHERE WE'RE ACTUALLY REQUESTING FUNDING. SO IT'S GOOD TO KNOW THAT IT'S ACTUALLY IN THE SR TWO. UM, SO I GUESS ALONG THOSE SAME LINES, AFTER LISTENING TO ASHLEY HUTCHINSON'S PRESENTATION, WHERE ARE THE FOUR PILOT SCHOOLS THAT ARE GOING TO GET THE, UH, INITIAL PRE-K? WE HAVEN'T LANDED ALL THAT YET BECAUSE WE, WE JUST STARTED THAT CONVERSATION. WE, WE SEE THEM VERY DIRECTLY THIS WEEK. I'VE DECEIVED. WE SEE IF THE GREEN LIGHT THAT WAS ON MONDAY. OKAY. ALL RIGHT. UM, THIS IS MORE A QUESTION OF, YOU KNOW, I KNOW THAT, UM, IN MY DISTRICT AND OTHER AREAS, IT'S, IT'S A QUESTION OF SPACE. WE ARE QUICKLY RUNNING OUT OF CLASSROOM SPACE AND ALSO THE, UM, SCHOOL LEADER, RIGHT. WILL THEY BE FOLLOWING ON THIS? SO WE WANT TO PILOT TO HAVE THAT SCHOOL LEADER AS WELL, WHO WILL PICK UP THE INITIATIVE. SO IT'S NOT SOMETHING THAT JUST STAYS ON THE SITE AND WORKING AT THAT. FAIR ENOUGH. UH, AND THEN THIS IS KIND OF A FOLLOW ON CATH [00:35:01] IF YOU DON'T MIND. CAUSE IT'S ALL KIND OF IN THE EXTENDED LEARNING, I'M REALLY EXCITED TO SEE ALL THIS MONEY GOING TO EXTENDED LEARNING AND TO PRE-K BECAUSE I THINK WE REALLY HAVE TO EXPAND, YOU KNOW, THE TIMELINE, UM, AS FAR AS IT SAYS, YOU KNOW, THE AFTERSCHOOL AND WHATNOT, AND THEN THERE'S ANOTHER SEPARATE ITEM, UH, WHICH IS FOR TARGETED SCHOOLS AGAIN, YOU KNOW, SO I DON'T KNOW EXACTLY HOW ALL THAT WORKS OUT BECAUSE IF ONE COMES BEFORE THE OTHER, IF THEY'RE TWO SEPARATE PROGRAMS, BUT HAVE WE THOUGHT ABOUT, YOU KNOW, ENGAGING MORE IN SOME PARTNERSHIPS WITH ORGANIZATIONS THAT ARE ALREADY WORKING IN THE AFTERSCHOOL SPACE AS OPPOSED TO HIRING A WHOLE NEW SYSTEM? WELL, WE HA WE ACTUALLY DID, UM, DO THAT DURING THE SUMMER WITH THE BOYS AND GIRLS CLUB AT TWO OF OUR SCHOOLS, THEY DID. SO ARE YOU TALKING COMMUNITY GROUPS OR OTHER EDUCATIONAL ENTITIES? YEAH. COMMUNITY GROUPS, OTHER, I MEAN, YOU KNOW, I MEAN, I CAN NAME THE ONES HERE LOCALLY THAT I KNOW ABOUT ON HILTON HEAD ISLAND, REC CENTER, BOYS AND GIRLS CLUB THERE'S EVEN CHURCHES THAT PROVIDE AFTER-SCHOOL CARE. UM, YOU KNOW, AGAIN, TRYING TO MAXIMIZE SPACE AND MAXIMIZE EFFICIENCY. CAUSE I, I READ SOMEWHERE IN THAT REPORT THAT, YOU KNOW, SOME OF THE LIMITATIONS ARE HIRING STAFF. WE HAVE THE MONEY, CAN'T FIND PEOPLE TO DO IT. AND IF THERE ARE PEOPLE ALREADY DOING IT, CAN WE, YOU KNOW, LOOK INTO, CAN THAT BE PART OF ALL OF THIS, UM, PROPOSAL OR IS THAT FOR ANOTHER TIME? I THINK IT WOULD BE FOR ANOTHER TIME. AND LET ME SHARE A WHY MRS. BOATWRIGHT, IF WE'RE LOOKING AT RIGHT NOW AND WHAT WE CAN WORK WITH AND HAVE SOME TYPE OF RELATIONSHIP AT BUILDING THE CAPACITY FOR US OF OUR EDUCATORS, WHAT ELSE? SEE THAT IT STOPPED. ARE YOU FROZEN? I'M PRETTY SURE DOWN. OH, OKAY. FOR A WHILE, DR. STRATOSE. OOH. DID THEY COME BACK? YEAH. YOU'RE BACK NOW. YOU WERE MID MID ANSWER. SO WHAT I HAD SHARED WAS IF WE LOOK AT UTILIZING OR BUILDING THE CAPACITY OF OUR EDUCATORS FIRST AND TAKING THE RESPONSIBILITY OF OUR EDUCATORS, THOSE WITHIN BCSD TO ADDRESS STUDENT ACADEMIC ACHIEVEMENT, THEN LOOK AT THE NEXT LAYER. WE WANT TO GO OUT TO THE COMMUNITY AND BUILD THAT RELATIONSHIP BECAUSE RIGHT NOW WHO'S GOING TO BE HELD ACCOUNTABLE. BUT AS STUDENT LEARNING THE THIRD PARTY OR BCSD BCM. YES, MR. CAMPBELL. AND SO, YES, IT'S A WONDERFUL MODEL TO LOOK AT GROWING, BUT RIGHT NOW OUR FOCUS HAS TO BE MORE OF A DOMESTIC POLICY THAN AN INTERNATIONAL POLICY ON ACADEMIC ACHIEVEMENT. THAT'S FINE. AND I'M GOOD WITH THAT AS LONG AS IT'S NOT STRICTLY A REGIONAL POLICY. AND I RECOGNIZE, I RECOGNIZE THAT AT THE ROOT. YES MA'AM AND I THINK, LET ME JUST ADD SOMETHING HERE. I THINK THAT, UH, MS. HUTCHINSON HAS MAKES REGULAR VISITS TO, UH, UM, OTHER SITES THAT OFFER PRE-K AND THEY HAVE, UM, IF, IF, YOU KNOW, I THINK SHE'S DONE SOME TRAINING SESSIONS FOR THEM AND HAS A GOOD DIALOGUE WITH, EXCUSE ME, WITH THE PRESCHOOLS. UM, SO THAT'S SOMETHING THAT CERTAINLY COULD BE CONTINUED AND EXPANDED ON A BIT, IF WE'RE BRINGING IN THIS NEW, UM, YOU KNOW, I'M, I'M EXCITED, WE'RE BRINGING IN THE NEW PLAY ASPECT OF, UM, YOU KNOW, LEARNING THROUGH PLAY AND, YOU KNOW, HOPEFULLY SOME OF THE OTHER EDUCATORS AND OTHER PRESCHOOL PROGRAMS COULD BENEFIT FROM SOME OF OUR TRAININGS AS WELL COULD ATTEND MAYBE, YOU KNOW, I DON'T KNOW IF IT'S POSSIBLE TO INVITE YOU. UM, I AM VERY OPEN TO OTHERS COMING IN AS WELL. YEAH. OKAY. MRS. ROB, WE'VE WORKED VERY HARD ACTUALLY THIS YEAR WITH RIVERVIEW CHARTER, REBUILDING AND RESOURCES FOR BOTH. SO WE ARE EVEN WITH OUR, YOU KNOW, OUR DISTRICT CHARTER TOO. WE ARE VERY OPEN INVITING NOW. UM, NOT THAT WE HADN'T BEEN, BUT I THINK WE JUST OPENING THE DOOR A LITTLE BIT MORE. OKAY. I SAW MS. FREDERICK HAD A HAND UP AND THEN MR. MILLER CAMPBELL. THANK YOU. THANK YOU. UM, MY QUESTION IS ACTUALLY FOR MS. MCKENZIE. SO MS. MCKENZIE, CAN YOU, CAN YOU SHARE WITH US ALL, HOW DO YOU SEE THAT THIS, UM, THE, THE INSTRUCTIONAL COACHES IT'S GOING TO LOOK DIFFERENT [00:40:01] THAN IT LOOKED, HOW WE DID IT AT THE DISTRICT BEFORE? WHAT, WHAT, WHAT DIFFERENCES DO YOU SEE THAT WILL MAKE THIS MAYBE A MORE EFFECTIVE WAY OF, UM, USING COACHES FOR INCREASING STUDENT ACHIEVEMENT AND TEACHER CAPACITY? I'M REALLY EXCITED ABOUT THE NEW MODEL THAT WE'RE LOOKING AT FOR INSTRUCTIONAL COACHES. ONE OF ONE OF THE ISSUE WITH COACHING IS YOU DON'T HAVE A CLASSROOM. SO YOU GET PULLED TO A LOT OF DIFFERENT ASPECTS WITHIN A BUILDING BECAUSE OF NEED AND FOCUSING THIS AND REALLY OUTLINING WHAT ARE THE ROLES AND RESPONSIBILITIES OF THAT COACH. AND WHAT'S THE ACCOUNTABILITY FOR THAT COACH TO SERVE IN THAT COACHING ROLE IS CRITICAL FOR THEM TO BE ABLE TO DO THE JOB AT HAND. THE WORK THAT WE'VE DONE WITH ROSE BACK IS FOR PLCS IS GOING TO BE INSTRUMENTAL AND CHANGING WHAT WE DO IN CLASSROOMS AND HOW COACHES FACILITATE THAT. ONE OF THE THINGS THAT THE COACHES HAVE REALLY WORKED HARD ON, UM, UNDER MELISSA MARIE, TRIED TO GET THIS DONE IS WHAT SHOULD A PLC LOOK LIKE? AND WE'RE TRYING TO DEVELOP THAT COMMON LANGUAGE ACROSS THE DISTRICT. SO LET'S SAY YOU WERE TO GO INTO A PLC AT WHALE BRANCH. YOU SHOULD HEAR THAT SAME KIND OF DISCUSSION THAT THEY'RE HAVING AS YOU WOULD HAVE. IF YOU WENT INTO A SCHOOL, SAY IN BLUFFTON AT BLUFFTON ELEMENTARY, THOSE CODES ARE FACILITATING THAT SAME LANGUAGE AMONG TEACHERS, AND THAT IS CENTERED ON STUDENT ACHIEVEMENT AND STUDENTS, STUDENTS, STUDENT, THEIR LEARNING, AND THAT'S NEW FOR US. UM, WHAT WE'D DONE PREVIOUSLY WITH COACHES IS WE SAID, HEY, THIS IS YOUR ROLE IS TO SUPPORT TEACHERS, BUT NOW WE'RE GIVING THEM THOSE TOOLS AND THAT TRAINING TO REALLY ENCOURAGE THE SUPPORTING OF TEACHERS IN FACILITATING STUDENTS IN THEIR LEARNING. SO I THINK IT'S GONNA BE TRANSFORMATIVE FOR OUR SCHOOLS, AND I'M REALLY EXCITED TO GET INTO SOME OF THOSE PLCS AND SEE THAT FACILITATION OF TEACHERS DIGGING INTO THAT DATA AND LETTING THAT DATA INFORM THOSE EVIDENCE-BASED STRATEGIES AND THAT INSTRUCTION. AND THEN COMING BACK TO THE TABLE AND SAYING, OH, HOW DID WE DO LET'S LOOK AT IT AGAIN AND MAKING THOSE ADJUSTMENTS, THAT'S REALLY HARD FOR SOME TEACHERS. UM, AS YOU KNOW, I WAS AN OLDER TEACHER, SO I TAUGHT FOR MANY YEARS AND YOU DIG INTO, YOU KNOW, YOUR CRAFT AND I KNOW WHAT I'M DOING, AND IT'S, IT'S HARD TO BREAK AWAY AND PEEL AWAY THOSE LAYERS OF, OF, UM, I KNOW WHAT I'M DOING AND I DON'T WANT TO CHANGE, BUT I THINK THIS MODEL IS GOING TO BRING SOME SEVERE CHANGE TO OUR DISTRICT. I'M REALLY EXCITED ABOUT IT. AND WE KNOW RESEARCH TELLS US PLCS ARE IMPORTANT. RIGHT, RIGHT. I, I AGREE. THE RESEARCH DOES SAY THAT. AND I THINK THAT THE ACCOUNTABILITY PORTION FOR INSTRUCTIONAL COACHES IS KEY. I DON'T KNOW IF YOU REMEMBER, BUT A MERE TWO YEARS AGO, INSTRUCTIONAL COACHES WAS THE $1 MILLION CHOPPING BLOCK THAT WAS GOING TO HAPPEN FOR THE, FOR THE BUDGET. UM, I REMEMBER IT VERY WELL. YES. AND SO THE ACCOUNTABILITY, YOU KNOW, THE, THE DATA TO SHOW THAT, HEY, THIS IS THE, THE EFFECT. THEY'LL LET YOU KNOW, WHAT IS THE EFFECT OF INSTRUCTIONAL COACHES? WHAT, WHAT DATA IS SUPPORTING THAT? AND WHAT'S THE ACCOUNTABILITY OF THE INSTRUCTIONAL COACHES. AND WE COULD NOT ANSWER THAT TWO YEARS AGO. AND YOU KNOW, THAT QUESTION YOU'RE RIGHT, MS. GOODRICH TO ANSWER. AND WE DID HAVE TROUBLE ANSWERING THAT QUESTION. AND I TRIED ON MY OWN AS A RESULT OF THAT BECAUSE I ENJOYED MY JOB AND WANTED TO KEEP IT. SO I TRIED VERY HARD TO TONE IN WHAT IS THE IMPACT WE'RE MAKING. AND, AND I CAN BE A BULLDOG CAUSE Y'ALL KNOW ABOUT THINGS LIKE THAT. AND I COULD NEVER PUT MY FINGER ON IT. I KNEW WE WERE HAVING AN IMPACT, BUT WHERE WAS IT? AND SPECIFICALLY, WHAT WAS THAT IMPACT? SO THAT IS WHY THIS SYSTEM IS SO EXCITING BECAUSE WE WILL SEE THAT IMPACT NOW. AND WE WILL BE ABLE TO HAVE THAT ACCOUNTABILITY PIECE IN PLACE. I, I, I'M HAPPY TO HEAR THAT CAUSE I THINK THAT'S CRUCIAL AND DR. STRATOS FOR YOU TO HEAR THAT, UM, THAT THAT'S GOING TO BE ONE OF THE, FOR SURE IS HOW, HOW IS THE, HOW ARE THE COACHES MAKING A DIFFERENCE AND HOW CAN YOU PROVE IT? SO THANK YOU. UM, MR. MEL CAMPBELL, WELL, I DON'T KNOW HOW TO START, BUT I, YOU KNOW, I'M LOOKING AT THIS AS MORE OF THE SAME. IT'S STILL WITHIN THE BOX AND I'M NOT SURE WE GOING TO MAKE ANY, ANY NECESSARY CHANGES. IF WE REMAIN IN THE [00:45:01] BOX. I, I CONCUR WITH MY SPORT RIGHTS, UH, SUGGESTION THAT WE OUGHT TO BE CONSIDERING A LOT MORE OUTREACH WITH, WITH THE AUXILIARY INSTITUTIONS THAT ARE SUPPORTING THE SCHOOL CHILDREN AROUND THE DISTRICT. AND WE ARE, WE HAD A TONE IN A LITTLE BIT MORE ON, ON WHO THEY ARE, WHAT THEY DO AND WHAT THE, WHAT THE SERVICE IS. I GIVE YOU AN EXAMPLE OF WHAT I'M TALKING ABOUT THE SUMMER SCHOOL AT HILTON HEAD THAT THIS SUMMER, YOU KNOW, I DON'T KNOW THE NUMBERS SHOW, DR. STRATUS KNOWS THE NUMBERS, BUT THERE WERE AN IMPRESSIVE TO ME, THE NUMBER OF STUDENTS ATTENDING SUMMER SCHOOL AT HILTON HEAD WAS NOT IMPRESSIVE, NOT REFLECTIVE OF THE LEARNING LOSS AND THE NEED AND A DOLLAR, A DOLLAR. I THINK WE LOST A LOT OF MONEY OR WASTED A LOT OF MONEY IN A GENERAL, ONE OF THE MILL STAY IN THE BOX INITIATIVE. WE SENT THE BUSES AROUND. WE SENT THE APPLICATION OUT. WE EXPECTED THE CHILDREN TO SHOW UP FOR SUMMER SCHOOL. AND OF COURSE THEY DID. AND I WAS TALKING TO ONE OF THE CHURCHES AND THEIR SUMMER SCHOOL WHERE THEY CALL SUMMER CAMP PROGRAM. AND THEY'RE SAYING HOW THEY SERVICE 40 TO 50 CHILDREN. I SAID, GEE, THAT WOULD BE A GREAT OPPORTUNITY TO HAVE A PARTNERSHIP WITH THE QUOTE EXPERTS OF EDUCATING WHAT THEY DO VERSUS, YOU KNOW, TRENCHES. THEY SOMETIMES DON'T HAVE PEOPLE, PARTICULARLY THE BLACK CHURCHES WHO ARE EXPERT AT EDUCATING, YOU KNOW, BUT THEY'RE TRYING TO DURING THIS, TO GET THOSE CHILDREN, BUT THEY DO HAVE THE FOCUS GROUP, BUT HOW DO WE GET THAT FOCUS GROUP WITH EDUCATORS? THAT TO BE, IF THAT WOULDN'T BE SOMETHING THAT WE OUGHT TO BE CONCERNED ABOUT, IF IN FACT WE GONNA MOVE THE NEEDLE ANY, AND I, YOU KNOW, I, I AGREE THAT THE INSTRUCTIONAL COACHES, IF NOTHING ELSE, THEY'RE GOING TO GROW THE TEACHERS, BUT I'M, UH, I'M, UM, I'M AFRAID AT THE RISK OF FRUSTRATING. THE DETAILS IS A BETTER, BETTER. I AM THE LESS, I'M ABLE TO APPLY IT TO THE CHILDREN WHO REALLY NEED IT BECAUSE I DON'T GET THOSE CHILDREN TO COME TO A TERM. AND THAT RELATIONSHIP IS, IS IT REALLY MORE AND MORE SO THAT'S MY CONCERN. I MEAN, I, I, I CAN'T KNOCK SOUND EDUCATIONAL PRINCIPLES, BUT I DO UNDERSTAND THAT IT'S A DIFFERENT SET, A DIFFERENT SYSTEM OF HOW WE ATTRACT STUDENTS TO STAY IN THE FLOW, BUT WITH TIME CHANGING QUITE A BIT, AND I LOVE WORLD CHANGING. WE HAVE TO DO SOME DIFFERENT, SOME THINGS DIFFERENTLY TO EDUCATE, UM, MR. , UH, YES, I HAVE TWO QUESTIONS. DO WE HAVE, DO WE KNOW THE NUMBER OF STUDENTS THAT DID NOT ATTEND A SUMMER SCHOOL AND IF THEY DIDN'T, WOULD THEY HAVE, THEY WOULD HAVE TO REPEAT THE GRADE AGAIN THIS YEAR, RIGHT? THANK YOU. UH, MR. WILLIAMS SMITH. UM, I SHARE A LOT OF WHAT MR. CAMPBELL JUST SAID ALONG IS ALONG WITH, UH, WHAT, WHAT MRS. ANCHOR SAID AS WELL. UH, AND, AND MORE OR MORE SHOWED THAT ALSO I'VE HAD TEACHERS, AND I'VE ALSO HAD, UH, PARENTS WHO HAVE FELT THAT THE, SOME OF THE COACHES THAT THERE, THERE WILL BE, THERE COULD BE MORE EFFECTIVE IN THE CLASSES BECAUSE YOU PULL WHAT, WHERE, WHAT IT SEEMS LIKE TO COME ACROSS IS THAT WE'RE PULLING OUT THE, THAT, THAT THE DISTRICT IS PULLING OUT THE STRONGEST TEACHERS AND GIVING THEM TO YOU SOME OF THEIR METHODS TO HELP HELP, AND WHEN WHATEVER COACH THAT, THAT THEY ARE. AND THESE COULD BE TEACHERS THAT WE CAN HAVE IN CLASSES, STRENGTHEN IN STUDENTS, IT'D BE, IT'D BE IN EFFECT EFFECTIVELY IN, IN, IN DIRECTLY TO A, UH, A NUMBER OF KIDS THAT THEY'RE SERVING CONTINUOUSLY. SO, YOU KNOW, THERE, THERE ARE DEFINITELY HAVE BEEN SOME, UH, SOME, SOME QUESTIONS AND SOME ARE AFFECTIVENESS AND, UH, WHAT COACHES ARE DOING AND SOME CONCERNS, UH, THAT I, I AM AWARE OF. AND I I'VE HAD HEARD, UM, UH, [00:50:01] WE, WHEN, EVEN WHEN IT COMES TO THE OFFICER, THE, THE COMPONENT OF COACHES, AND I THINK THE MORE OUTREACH WE GET TOWARDS COMMITTEE THAT, THAT CAN ALSO HELP US GET MORE ACTIVELY ENGAGED COMMUNITY MEMBERS INVOLVE WHAT WE'RE DOING AS A DISTRICT, AS A WHOLE. THANK YOU. ANY OTHER COMMENTS? OKAY. LET'S SEE. MR. CAN YOU PUT YOUR HAND DOWN PLEASE? SO I KNOW THAT YOU'RE NOT, YOU DON'T HAVE ANOTHER ONE RIGHT NOW. GIVE ME A SECOND. I WILL DO JUST THAT. SURE. OKAY. DR. STRATOSE. SO WITH, UM, MR. CAMPBELL'S QUESTION, I, MY, OUR NUMBERS FOR OUR ELEMENTARY, UM, MR. EARL CAMPBELL, WE HAVE 597 STUDENTS PARTICIPATING IN ELEMENTARY. MY NUMBERS FOR SECONDARY WILL BE COMING IN. I SHOULD BE HAVING MY REPORT FROM THAT, HOPEFULLY ON MONDAY, THE FINAL REPORT, BECAUSE THAT WAS A ROLLING AS KIDS COMPLETED, THEY WENT OFF ROSTERS, UH, AT THE SECOND LEVEL, SECONDARY LEVEL COURSE CREDIT RECOVERY. SO THAT REPORT I SHOULD HAVE BY MONDAY, I HAVE ASKED ALSO TO GET A LOOK AT THE AMOUNT OF STUDENTS WHO THEY WOULD HAVE BEEN AN IMPACT THAT THEY MAY HAVE BEEN RETAINED. SO ACTUALLY AT THE THIRD GRADE, WE WERE DOWN ON INTERNET TODAY. SO THAT'S WHY I DON'T HAVE THOSE NUMBERS TO THAT LEVEL. I JUST WANTED TO SHARE THAT MR. CAMPBELL, MS. BOATWRIGHT. THANKS. RIGHT. OKAY, GOOD. UM, ONE OTHER QUESTION I HAVE, SO THIS IS, UH, IT WAS PRESENTED AS THE INSTRUCTIONAL SERVICES DEVELOPMENT. WILL WE SEE OTHER, THIS ISN'T COMPREHENSIVE OF ALL THE SR OR FUNDING, RIGHT? THIS IS JUST WHAT'S COMING OUT OF ISD. ARE WE ALSO GOING TO SEE ADDITIONAL FUNDING REQUESTS FROM OPERATIONS, FROM TECHNOLOGY, OTHER DEPARTMENTS THAT I THINK WE WOULD HAVE TO DIRECT TO MISSIONS CROSBY? OKAY. PURPOSE FOR MYSELF, IT WAS FOR ISU GIVEN KIND OF A NARROW, NOT NARROW, BUT AN ISD FOCUS. I KNOW SHE IS PREPARING A LITTLE MORE DETAILED ACCOUNT, BUT THIS WAS SPECIFICALLY FOR ISD RECOMMENDATION RECOMMENDATION AND TO MEL CAMPBELL'S POINT. UM, AND WHEN I WAS, YOU KNOW, I FEEL A LITTLE SENSE OF URGENCY BECAUSE THIS IS DUE LIKE AUGUST 24TH. AND I'M LIKE, MAN, WE GOT THIS CHUNK OF MONEY THAT THE SCHOOLS NEVER THOUGHT THEY WOULD GET AND WE COULD DO. AND I, I MEAN, I, YOU KNOW, ALL THIS STUFF SOUNDS GOOD TO ME AND I DON'T UNDERSTAND THE I'M NOT A FORMER EDUCATOR. UM, MY PARENTS BOTH WERE. UM, SO I KIND OF UNDERSTAND A LITTLE BIT ABOUT, YOU KNOW, ALL THE PROFESSIONAL DEVELOPMENT. THAT ALL SOUNDS GREAT, BUT I DO THINK THERE'S SOME OPPORTUNITIES HERE THAT, YOU KNOW, IF WE KIND OF, BACK-BURNER SOME STUFF MAYBE, YOU KNOW, IN TERMS OF GETTING WE'VE, WE'VE GOT THE PARENTS SURVEYS. UM, BUT I DO THINK THAT GETTING THE, THIS, AN OPPORTUNITY TO GET THE COMMUNITY INVOLVED SO THAT THEY FEEL REALLY GOOD AND EXCITED ABOUT HOW WE SPENT, UH, THE MONEY AS WELL, WHICH IT'S A LITTLE HARDER, NOT HARDER TO PRESENT, BUT IF YOU'RE LIKE, WELL, WE'VE GOT THIS LONG-TERM PLAN FOR PROFESSIONAL DEVELOPMENT. IT DOESN'T, IT'S NOT, AS, IT'S NOT AS SEXY AS A PARTNERSHIP, THAT'S GOING TO BRING IN MORE KIDS AND DO DIFFERENT THINGS. SO I HAVE THIS LIKE WITH TECHNOLOGY AND WITH SOME OF OUR FACILITIES, THE SENSE OF LIKE, WE'VE GOT TO UP WITH SOME, SOME GREAT IDEAS, WHICH THERE ARE SOME ON HERE. I'M JUST, UM, I GUESS WHAT I'M FOLLOWING UP ON IS MY MENTION OF SCHOOL PARTNERSHIPS AND DIFFERENT THINGS. I UNDERSTAND THE BCSD ULTIMATELY HAS RESPONSIBILITY, BUT ARE WE LOOKING HARD AT THAT RIGHT NOW, WHEN WE'VE GOT THIS POT OF MONEY, IT'S KIND OF WHERE I WAS GOING WITH THAT. THAT'S WHERE I LANDED KATHY ON THAT. GOT IT. SO IF WE ALSO RECOGNIZE THAT WE TRY TO, WHEN THE GRANT IS GOING TO GO FORWARD TO THE BEDS, WE RECOGNIZE THAT WE CAN PROVIDE THE WINDOW BROAD ENOUGH. SO IF WE LOOK TO HAVE THAT AS A GROWTH PATTERN AND AFTER A YEAR, YEAR, ONE, OR YEAR TWO, OR EVEN STARTING SECOND SEMESTER, THEN WHEN YOU LOOK AT UTILIZING THE DOLLARS FOR EXTENDED EXTENDED SCHOOL DAY, NOWHERE, DOES IT SAY THAT IT CANNOT BE USED THAT WAY? AND NO, IT DOES LEND THE FLEXIBILITY OF CONTRACT SERVICES. THAT'S ONE OF THE BEAUTIES, WHEN YOU DO CREATE A BUDGET AND YOU DO GO FORWARD AND KEEP GROWING, IT'S A, IT'S A, IT'S A LIVING DOCUMENT. IT'S NOT JUST SOMETHING THAT'S STAMPED AND DONE. ANYTHING. ANYTHING ELSE ON THIS PAGE? 10, UH, MS. BOATWRIGHT IS YOUR HAND UP AGAIN? OR IT JUST HASN'T GONE DOWN YET. OKAY. SORRY. THAT'S ALL RIGHT. WHAT KINDS OF WRONG BUTTONS AND THINGS? [00:55:01] YEAH. GREAT. OKAY. SO DR. STRATOSE, DO YOU WANT TO PROCEED MS. MERCADO PAGE 12? THIS IS BASICALLY AN EXTENSION TO THE SECOND SLIDE IN THE POWERPOINT AT LOOKING AT SOME OF THE IDEAS OF EXTENDING AND ACTUALLY REPLICATING, UM, OPPORTUNITIES FOR THE MED TECH SEVEN MSA MAGNET SCHOOLS ASSISTANCE PROGRAM GRANT. AND WE STARTED THE VERY FIRST QUADRANT ON THE ARTS, LOOKING AT UTILIZING OUR FUNDS TO DEEPEN OUR, OUR ART SPACE SCHOOLS, LOOKING AT BUILDING CAPACITY OF OTHER SCHOOLS ON OUR ARTS INTEGRATION. ULTIMATELY, A GOAL WOULD BE WITHIN THE HILTON HEAD CLUSTER IS REALLY INCREASED IN ARTS INTEGRATED MODEL THERE AS WELL. HAVING HAD SOME CONVERSATION WITH, WITH SCHOOL LEADERSHIP, IT BE ACROSS TO THE SCIENCE AND TECHNOLOGY. AGAIN, THIS IS AN EXTENSION FROM THE PRIOR POWERPOINT, JESSE IDEA OF INCREASING OPPORTUNITIES FOR SCHOOLS. I'D LIKE US TO LOOK AT BULLET NUMBER THREE IN THAT COLLABORATION WITH THE DEPARTMENT OF DEFENSE SCHOOLS AND AS WELL AS, EXCUSE ME, AS WELL AS THE VETERANS AFFAIRS, UM, ON HOW WE CAN DO SOME OUT OF THE BOX FUNDING TO HELP TEACHER QUALITY HERE IN BUFORD IS, UM, I'VE ALREADY ATTENDED THREE MEETINGS. I HAVE A FOLLOW-UP MEETING THIS COMING WEEK ON THE FOURTH TO BRING AN EXECUTIVE SUMMARY SUMMARY REVIEW AN AREA OF INTEREST. WHAT I'M TRYING TO POINT AT IS IF WE BUILD CAPACITY OUTSIDE, BUT OTHER FUNDING TO HELP BUILD CONTENT AREAS. WELL FOR EDUCATORS, I READ YOU, I RECOGNIZE THAT NOT ALL OF OUR EDUCATORS HAVE GONE THROUGH A TRADITIONAL MODEL AS I DID WHEN MY UNDERGRADUATE DEGREE AS AN EDUCATOR, I MIGHT, UM, I DID CONTENT AREA CONTENT AREA, AS WELL AS EDUCATION, NOT AT ALL OUR EDUCATORS TODAY, TAKE THAT PATHWAY. SO THE GOAL IS IN THIS GRANT PARTNERSHIP WITH DOD IS BUILDING, BUILDING BETTER QUALITY OF OUR EDUCATORS. AGAIN, THE BUILDING MIND AND BODY IS EXTENDING LEARNING FROM THE MIND AND BODY. WHAT, WHAT WOULD HOLD US FROM LOOKING AT DEVELOPING PA AND SOME, ONE OF OUR CLUSTERS, A SPORTS MEDICINE MODEL FOR A CAREER TECHNICAL EDUCATION PROGRAMS, AND AGAIN, THE GLOBAL SOCIETY COMPONENT, KNOWING OURSELVES, KNOWING OUR COMMUNITY AND THE OUTSIDE COMMUNITY OF HOW WE GREW UP. HEY 14. YES, MA'AM FOR STRATOS. CAN I JUST SAY SOME OF THOSE THINGS THAT YOU JUST MENTIONED? I THINK IF WE TOOK THAT, THE IDEA OF THE EXTENDED SCHOOL DAY, AND INSTEAD OF MAKING THE EXTENDED SCHOOL DAY MORE OF THE SAME TO PIGGYBACK ON WHAT MEL SAID, WE ADD, UM, YOU KNOW, LIKE A, UH, EXPLORATION, MAKE IT MORE INTERACTIVE, SPACE EXPLORATION. THAT'S A BAD ONE, BUT, UM, WHALES, UM, YOU KNOW, THERE'S A, I JUST MET A GENTLEMAN TODAY WHO IS A RESEARCHER AND HAS HE HAS GREAT PRESENTATIONS ON, UM, WHALES AND, YOU KNOW, SOME COMMUNITY PEOPLE COULD COME IN WORK WITH TEACHERS KIND OF AROUND THEME-BASED PROGRAMS THAT THE KIDS WOULD BE EXCITED TO STAY AFTER SCHOOL FOR AN EXTENDED TIME. AND WHILE THEY'RE THERE, THEY'RE WORKING ON READING AND WRITING AND MATH, BUT IT'S MORE, UM, AN EXPLORATIVE, MORE OF A HOOK TO GET THEM EXCITED ABOUT LEARNING. I, YOU KNOW, I THINK OFTENTIMES WHEN WE THINK OF EXTENDING THE SCHOOL DAY, IT'S THAT DRUDGERY IT'S THAT MORE OF THE SAME AND ANYTHING, YOU KNOW, W THAT COULD MAKE IT MORE EXCITING, LIKE A THREE WEEK THEME BASED ON YOU, THE MOON OR SOMETHING, AND THE ACTIVITIES INCORPORATED INTO THAT. I, I JUST TO PIGGYBACK ON WHAT YOU WERE SAYING WITH THESE OTHER IDEAS AND MY MIND, IF WE, UM, ARE ABLE TO EXTEND THE SCHOOL DAY TO INCREASE PARTICIPATION IN THAT WE HAVE TO HAVE A FOLKS, WE HAVE TO HAVE, UM, THINGS THAT ARE EXCITING THAT THE KIDS ARE LIKE, YEAH, I WANT TO STUDY THAT. THAT SOUNDS REAL EXCITING. MOST DEFINITELY. IT IS AN AREA OF CONVERSATION WE HAVE HAD BECAUSE MORE OF THE SAME MEDICINE ONLY GIVES YOU THE SAME RESULTS. YEAH. OKAY. MR. CAMPBELL [01:00:01] AND MY SISTER WAS THERE AHEAD OF ME, BUT OKAY. I DIDN'T SEE HIS, I CAN SEE YOU. I CAN'T SEE MR. SMITH. OKAY. UH, MR. SMITH, I WAS GOING TO SAY A LOT. I BROUGHT YOU ALONG THE LINES OF, UH, BASICALLY I PROGRAM, LIKE START THAT'S LIKE STARBASE THAT, THAT, THAT, THAT HAVE MEANING. AND THEY HAVE A, HAVE A, UH, IT HAD THE, UH, BASICALLY A LEARNING COMPONENT AND, UH, IT'S, IT'S VERY STRATEGIC. I DEFINITELY DO AGREE WITH THAT BECAUSE KIDS I'M SURE THAT SOMETIMES THEY'RE LIKE TEACHERS, THEY THEY'RE READY TO GO. SO SOMETHING THAT ENERGIZING THAT MAKES THEM THAT MAKES THEM HAPPY WOULD BE GREAT. UH, A GREAT OUTLET TO HELP THEM FURTHER EDUCATE THEM. THANK YOU. OKAY. MR. MAL CAMPBELL. YEAH. I JUST WANT TO EMPHASIZE, AGAIN, MY CONCERN WITH US, NOT, NOT BUILDING A DISTRICT-WIDE CULTURE, AS OPPOSED TO INFRASTRUCTURE, WHERE WE END UP REDEVELOPING AND REFOCUSING ON, ON THE, ON THE STAFF. AND THEY BECOME BETTER TEACHERS FOR OTHER PLACES. UH, MAN, MAINLY BECAUSE THE CULTURE HAIR WOULD NOT SUPPORT, YOU KNOW, THEM AS TEACHERS. AND SO WE, WE HAVE TO WORK, I THINK VERY HARD ON, ON CHANGING THE IDEA OF WHERE WE'RE GOING FROM A CULTURAL STANDPOINT. AND TO ME, THINGS LIKE, LIKE YOU GUYS WERE JUST DISCUSSING IN TERMS OF AFTERSCHOOL PROGRAMS, ET CETERA, CHANGES THE CULTURE OF OUR PROCESS ENOUGH WHERE TEACHERS BECOME EDUCATED BY THE PROCESS, AS OPPOSED TO, BY OTHER TEACHERS WHO HAVE GONE THROUGH NUMEROUS PROCESSES, THEY'RE ON SITE AND UNDERSTANDING WHAT WE'RE DOING AND WHERE WE'RE GOING AT THE SAME TIME IT'S HAPPENING. SO I, YOU KNOW, I DON'T WANT TO PUT THE CART BEFORE THE HORSE, BUT I DO WANT THE CAR TO BE COMING ALONG AS THE HORSE IS MOVING. OKAY. ANY OTHER COMMENTS? OKAY. DR. STRADDLES PAGE 14. AGAIN, THESE ARE HYPERLINKS, UM, THAT PROVIDES SUPPORT FOR THE RESEARCH. IT'S JUST A RESOURCE. IT IS A RESOURCE PAGE. I KNOW IN THE, UM, FORMAT THAT YOU HAVE, YOU'RE NOT ABLE TO GO INTO THE DOCUMENTS. I RECOGNIZE THAT INTO THOSE LINKS, IF WE TURN THE PAGE TO PAGE 15, THIS IS A SUMMARY OF WHAT WAS TURNED SUBMITTED TO THE STATE ON INCREMENTAL GOALS FOR THE UPCOMING ACADEMIC SCHOOL YEAR, WE WILL RESTRICT RESTRICTED TO UTILIZE DATA FROM THE STATE'S INITIATIVE OF RALLY, WHICH IS A DATA DATA CONSORTIUM THAT THEY HAVE PUT TOGETHER. OUR PLAN WAS SUBMITTED ON MAY 28TH. IT WAS A RESULT OF MEETINGS WITH OUR PRINCIPALS. AND I ADDED INTO THAT. I HAVE ADDED IT INTO THE DOCUMENT BECAUSE IT WAS BUILT OFF OF RESEARCH THAT WAS CONDUCTED. SO IF YOU CAN GO AHEAD, MS. MS. MS. BABA, AND YOU COULD IDENTIFY THE ELC THAT THE GOALS CORRELATE TO. WHAT WE ALSO HAVE IN OUR STRATEGIC PLAN FOR A SCHOOL IS ADDRESSING MULTILINGUAL STUDENTS. THE SECOND GOAL ON PAGE 17, ADDRESSES OUR STUDENTS WITH DISABILITIES. IF YOU RECOGNIZE AFTER THE GOALS ACTUALLY GIVES A LITTLE DETAILED NARRATIVE OF HOW THESE STRATEGIES ADDRESS EACH OF THE TIERS WITHIN THE STUDENTS, GROUPINGS, PAGE 18, ADDRESS ADDRESSES GIFTED AND TALENTED STUDENTS. MANY OF THESE INITIATIVES WE'VE ALREADY HAD DISCUSSION ON, [01:05:02] AND AGAIN, YOU'LL SEE IT. THE DOCUMENT PROVIDES YOU ACCESS TO SUPPORT INFORMATION GE GIFTED AND TALENTED CONTINUES FROM PAGE 19. AND PAGE 20, IF YOU GO TO PAGE 21, PRE-KINDERGARTEN THERE WERE SOME ADDITIONAL LANGUAGE THAT WAS JUST CLEANED UP IN HERE, UM, FROM, FOR THE BOARD PRESENTATION. SO A FEW, THE GRAMMATICAL ERRORS HAVE BEEN ADDRESSED IN THIS DRAFT. AND AGAIN, I LIKE, YOU KNOW, RECOGNIZE IT. THIS IS A GRAPH AND THAT'S WHY WE'RE HAVING CONVERSATIONS IS TO GET FEEDBACK. AND THAT WAS THUNDER AND LIGHTNING OUT THERE. YEAH. I APOLOGIZE FOR THE DISTRACTION, UM, PAGE 22 KINDERGARTEN. SO IF YOU CAN SEE, WE HAVE 10 GOALS IN THE STATE ACADEMIC PLAN, THE FIRST FIVE ACTUALLY ADDRESS FROM KINDERGARTEN. PRE-K OUR STUDENTS WITH DISABILITIES AS WELL AS MULTILINGUAL LEARNERS, GOAL SIX ON PAGE 23. CAN I ASK YOU A QUESTION ABOUT THAT ONE? WHAT DOES IT MEAN? WE'LL MEASURE BASELINE DATA POINT AT OR ABOVE THE 50TH PERCENTILE. SO, BECAUSE THIS IS A JUNE, UM, OH, THIS IS WHEN THEY'RE ENTERING INTO FIRST GRADE. OKAY. SO WE'RE GOING TO HAVE THAT BASELINE DATA IN JUNE OF 2022. THIS IS HOW THIS WAS WRITTEN AND THEN USE THAT AS A LANDING PAD GOING PHONE WITH THIS COHORT OF STUDENTS. OKAY. SO OUR GOAL THEN, SO OUR KIDS THAT ARE IN PRE-K THIS YEAR, NEXT YEAR, FIRST GRADE SIX, THIS YEAR WILL BE FIRST GRADER. SO WE'RE THE GOAL IS TO HAVE A 50%, UH, 65% OF THOSE WILL BE AT OR ABOVE THE 50TH PERCENTILE IN READING AND MATH. OKAY. IT CONTINUES THAT THE GOAL SIX CONTINUES ONTO PAGE 24. IT WAS PRETTY EXTENSIVE TO BE DIRECT. YEAH, IT, IT WAS, IT WAS, UM, BECAUSE THE IDEA WITH THIS PLAN WAS REALLY A GREAT AMOUNT OF FOCUS ON THE STUDENTS WHO HAVE NOT HAD CONTACT. I'M PUTTING AN EMPHASIS INTO THE YOUNGER YEARS. GOLD SEVEN IS A COLLECTIVE GAP GOAL FOR GRADES TWO THROUGH FIVE ON PAGE 24. THAT'S A SUPPORT IMPLEMENT INFORMATION. OKAY. GO EIGHT ADDRESSES OUR MIDDLE GRADES. OKAY. HMM. BULL NINE TAKES ON HIGH SCHOOL FROM AN OVERALL PERSPECTIVE OF KIDS RECEIVING OR YOUNG ADULTS RECEIVED THE NECESSARY CREDITS FOR GRADUATION AND BEING AT GRADE LEVEL CLASSIFICATION. THAT GOAL CAME SPECIFICALLY FROM THE SIX HIGH SCHOOL PRINCIPALS. SO THAT TRANSLATES INTO IF I'VE BEEN IN HIGH SCHOOL TWO YEARS, I'M GOING TO, AT THE END OF TWO YEARS, I WILL HAVE SUCCESSFULLY COMPLETED ENOUGH CREDITS TO QUALIFY AS A JUNIOR FOR THE NEXT YEAR. YES, YES. AND THE FI FINAL GOAL REALLY ADDRESSES IT WAS, UM, CREATED TO HELP ADDRESS LITERACY IN FINE AND PERFORMING ARTS GRAMMATICAL ERA HAS BEEN ADDRESSED [01:10:04] TRYING TO INCLUDE THE PERSPECTIVE THAT OUR FINE AND PERFORMING ARTS ARE NOT AN ADD-ON. THEY ACTUALLY ARE A CONTENT. THAT'S ALSO LANGUAGE THAT IS BEING UTILIZED, UTILIZED, AND STEERED TOWARDS FOR OUR WORLD LANGUAGE AS WELL. BUT I WAS LIMITED TO 10 SLOTS ON GOALS RIGHT NOW WITH THE STATE AND HOW, HOW WOULD THIS BE MEASURED? THAT'S WHY I ACTUALLY HAVE THAT LANGUAGE I HAVE. SO WHAT WE STARTED LOOKING AT IT, WE, I THREW THIS QUESTION ACTUALLY TO A FEW ART TEACHERS AS WELL, STUDENT CON, WHAT CAME BEST WERE TWO THINGS, STUDENT CONTINUUM TO HIGHER LEVEL OF ARTWORK. SO WE START, YOU KNOW, AT BASIC DRAWING, BUT HOW MANY KIDS ARE REALLY CONTINUING IN THE ARTS IN AS A SENIOR, RIGHT? SO LOOKING AT THAT CONTINUUM OF STUDENTS, ALSO LOOKING AT THE SIZE, FOR EXAMPLE, OF, OF A MARCHING BAND, RIGHT? BUILDING THAT CAPACITY, WE HAVE A SCHOOL, ONE SCHOOL, WHAT AN ENORMOUS, UM, MARCHING BAND, ANOTHER ONE WITH 21 STUDENTS LET'S SAY THE GROWTH WITHIN THE POPULATION, STUDENT INVOLVEMENT, THOSE WHAT AREAS THAT THE ART TEACHERS FELT THAT THEY ENDED UP PERFORMING OUR TEACHERS FELT THAT THAT COULD BE REFLECTIVE AS WELL AS THE STUDENTS INVOLVED IN PROGRAMS AFTER SCHOOL, GETTING THAT AD AND LOOKING AND SEEING THE GROWTH OF STUDENT INVOLVEMENT IN PROGRAMS ON A CAMPUS. OKAY. YEAH. SO CAN I POP IN JUST TO LOOK REAL QUICK QUESTION, DO WE HAVE THESE AFTER-SCHOOL PROGRAMS, ARE THOSE RUN BY THE DISTRICT YOU'RE TALKING ABOUT? ARE THEY SOMETHING THAT OKAY. YES. MA'AM LOOKING AT MARCHING BAND DRAMA, THEATER, CHORUS. YES. TO SEE HOW THEY'RE GROWING OVER A PERIOD OF TIME. WELL, FROM THE ONES I KNOW ABOUT THE GROWTH SHOULD BE DRAMATIC SINCE I DON'T KNOW OF MANY. SO THERE'S A LOT OF OPPORTUNITY THERE, THERE, IS THERE A PLAN TO DO TO HIRE A DIRECTOR OR COORDINATE OR DO WE HAVE ONE? WHAT, I MEAN, THAT'S BEEN ON THE BURNER FOR TWO OR THREE YEARS AND SEEING THE MAY BE AN EASIER DIRECTION. IF WE HAD SOMEONE WHO'S MONITORING ALL THESE THINGS AND SPECIALIZING AND GROWING OF THE OX, I'M ONE WHO WAS FAMILIAR WITH DR. ENOUGH. SO MR. CAMPBELL, THE ANSWER TO THAT IS ABSOLUTELY. YES. WE KNOW WE HAD A POINT OF IT BEING ADVERTISED. JUST BREAK THE QUESTION THAT I PUT THE IES TO. I ASKED A LOT, RIGHT? YES, SIR. YES, SIR. UM, WE ARE SEEKING TO HIRE THE POSITION WOULD HAVE BEEN ACTUALLY PUT OUT AN ADVERTISEMENT. WHEN I CHECKED PRIOR TO OUR MEETING TODAY, IT HADN'T BEEN POSTED TO THE PUBLIC YET. UM, ONLY BECAUSE MY, AND THIS, YOU KNOW, PEOPLE DIDN'T REALIZE THAT THE INCIDENT CAME BACK ON AT, UH, UH, AT ABOUT, UM, 3 45. SO EVERYTHING HAS BEEN SET UP. IT HAS BEEN APPROVED. WE HAVE A GENERAL FUND POSITION, AS WELL AS TO OUR MAGNET SCHOOLS PROGRAM. THERE'LL BE ANOTHER ARTS PERSON WHO WILL BE FOCUSED IN THAT DOMAIN FOR THE MED TECH AND ARTS INTEGRATED SEVEN SCHOOLS. OKAY. THAT'S THAT REASSURING? IT, IT, I AGREE WITH YOU, YOU KNOW, ONE OF THE THING IS A PROXY FOR, UM, SUCCESS IN ARTS WOULD BE INCREASE IN ATTENDANCE. I DON'T KNOW. CAUSE THAT'S ONE OF THE BIG UPSIDES TO OUR PROGRAMS IS THEY INCREASE STUDENT ATTENDANCE AND DECREASE DISCIPLINE. YES. YEAH. SO WE TAGGED THE STUDENTS OVER A PERIOD OF TIME. WE COULD USE THAT AS A MEASURE. YES MA'AM YES. MA'AM. I'M ACTUALLY, AND I DON'T KNOW MS. MCKINSEY CEYLON. CAUSE I SAW SHE FROZE UP EARLIER, BUT SHE HAS ALREADY STARTED REACHING OUT TO COMMUNITY GROUPS, UM, IN THE ART CIRCLE, UM, TO INCREASE OUR PARTNERSHIPS. SO HEY TWO BIRDS, ONE STONE. WELL, YEAH, WE, WE ALREADY HAD SET UP, UM, A FEW POSSIBLE CONNECTIONS FOR NEXT YEAR. I'M WORKING ON EXPANDING SOME OF THE ONES THAT WE HAD EXISTING, SO PUTTING THEM IN MORE SCHOOLS. UM, SO WE'RE EXCITED ABOUT THAT. ONE MORE THAT I MADE THE CONTACT THIS MORNING, SO WE'LL GET THEM AS WELL AS THE ONE THAT WE'RE LOOKING TO HAVE A SCHOOL. UM, THE EXHIBITION, I BELIEVE YOU MET WITH THEM. YEAH. SO YEAH, WE'RE TRYING TO REPLICATE WHAT I HAD DONE AT, UM, AT THE NORTON MUSEUM IN WEST PALM BEACH OF STUDENT EXPOSITION, MAKING THAT AN EXHIBITION NIGHT. SO, UM, I [01:15:01] APOLOGIZE. UH, KAREN, HAVE YOU REMEMBERED THE GROUP WHO YOU MET WITH FROM ME? UM, THAT WAS, UH, THE ART CENTER OF COASTAL CAROLINA MET WITH THEM. YEAH. ONE OF OUR EXHIBITION, LIKE FIVE YEARS AGO, THEY DID A STUDENT ART EXHIBITION AND SHE, AND THEY'RE LOOKING AT IT. THEY'RE LOOKING AT ANOTHER ONE AND I ALSO HAVE HAD TO REQUEST, UM, FROM DIFFERENT ORGANIZATIONS, ONE I'M IN THE HILTON HEAD AREA, ONE IN BUFORD ASKING IF WE WOULD BE WILLING TO ALLOW THEM TO DISPLAY SOME OF OUR STUDENT ART AND THINGS THAT THEY HAVE GOING ON. SO THAT'S ALSO SOMETHING I'M WORKING OUT. SORRY, THAT'S GETTING OFF TOPIC. I WAS JUST SAYING IF YOU GET THE STUDENTS THAT OPPORTUNITY TO THIS, UM, MR. SMITH. WELL, THANK YOU. THOUGHT YOU FORGOT ABOUT ME. UM, MY QUESTION GOES ALONG THE LINES OF WHEN IT COMES TO THE ACT, THE AFTER SCHOOL PROGRAMS OR, UM, A LOT OF THE AFTER SCHOOL TUTORING, HOW ARE WE GETTING TOWARDS THE ARTS? UM, SPEAKING OF WHEN, IN TERMS OF AS STUDENT ATHLETES AND KIDS, UH, WITH, UH, MAYBE BE THE BELOW THE 2.0, OR HAVE A TWO POINT, OH, HOW, HOW ARE WE TYING THAT IN ANY WITH THE, UM, WITH, WITH THE, WITH THE ARTS AND THE AND BASICALLY STUDY HALLS, MR. SMITH, ACTUALLY THE FUNDING REQUESTS FOR AFTER-SCHOOL ACTIVITIES IS NOT JUST FOCUSED AT THE ELEMENTARY. IT ACTUALLY IS IN THE AREA WHERE YOU'RE DRIVING YOUR COMMUNICATION TO, TO BE INCLUSIVE OF OUR STUDENTS AFTER SCHOOL 40 YARDS FUNDING. IF WE PUT A GOAL TO HELP DEVELOP, UM, THE GOAL IS SEPARATE FROM THE THEATER GROUP, BUT ARE WE ACTUALLY DOING BECAUSE MOST HIGH SCHOOLS, YOU KNOW, HAVE A THEATER, CHORUS, MARCHING BAND, UM, TEACHERS RECEIVE A STIPEND FOR THAT. ULTIMATELY, I LIKE TO SEE THAT WE HAVE MORE PROGRAMS AND THAT WE'RE ABLE TO SUPPORT THOSE PROGRAMS AND PROVIDE STIPENDS TO OUR EDUCATORS. SO THAT'S ONE OF THE UNIQUE THING. ITEMS WOULD ABROAD BUDGET, HOW IT IS WRITTEN SO THAT IF WE HAVE CERTAIN REQUESTS COMING FROM SCHOOLS, WE HAVE SUPPORT THROUGH ESSER AND THROUGH APPROVED GOALS THAT HAVE GONE TO THE STATE THAT WE CAN ACTUALLY PAY, UM, SOME SUPPORT FOR PROGRAMS THAT ARE AFTERSCHOOL. UM, THE STUDY HALL MODEL THAT I THINK THAT'S SOMETHING THAT WAS DISCUSSED, UM, WITH THE SHIFT ON THE 1.0 GPA THAT IT, THAT MODEL IS COMING FROM THE ATHLETIC DIRECTORS AT THE SCHOOLS AND AS A MONITORING PROCESS PUT IN PLACE. BUT I DO WANT TO SHARE THAT ONE OF THE ITEMS WE ARE ALSO DOING THAT WE HAVEN'T DONE IN THE PAST IS ACTUALLY BUILDING BACK ONTO THAT LANGUAGE OF STIPENDS. UM, OUR MODEL UN OUR YOUTH IN GOV GOVERNMENT, UM, OUR ACADEMIC PROGRAMS, TRYING TO GIVE STIPENDS TO THESE TEACHERS WHO ACTUALLY PUT A LOT OF HOURS IN AND HADN'T BEEN RECOGNIZED IN THE PAST. SO, UM, I'M TRYING TO BROADEN THAT SCOPE TO, UM, A LITTLE MORE INCENTIVE FOR THE EDUCATORS AS WELL, AND FOR GREATER OUTCOMES WITH OUR, FOR OUR STUDENTS, RIGHT. ALSO, UH, LET, LET ME ACCESS, UH, ALSO AS WELL, ANOTHER WAY, UM, AT THE DISTRICT LEVEL, HOW ARE WE, HOW ARE WE MONITORING THE ATHLETICS STUDY HALLS? I, WE HAVEN'T HAD, I BELIEVE THAT CAME OUT FROM CONVERSATION AT A PRIOR BOARD MEETING THAT WAS PRESENTED. UM, I DON'T RECALL IF IT WAS THE LAST OR THE SECOND FROM THE LAST BOARD MEETING THAT THAT'S GOING TO BE PUT IN PLACE BY OUR ATHLETIC DIRECTORS. SO I DON'T HAVE THAT INFORMATION BEYOND THAT. THAT WAS TIED TO THE PROPOSAL FOR THE REQUIREMENT WOULD SHIFTING THE AMENDMENT TO THE GPA. I DON'T HAVE ANYTHING BEYOND THAT AT THIS TIME, SIR. IT WASN'T PART OF THIS BECAUSE THAT ATHLETIC COMPONENT WAS SEPARATE FROM OKAY. OKAY. OKAY. W W WHEN I JUST DODGED, I JUST WISH I WAS JUST TYING IT IN WITH, AFTER SCHOOL PROGRAMS, BECAUSE I KIND OF LOOK AT THAT AS ONE OF THE AFTER SCHOOL PROGRAMS, YOU KNOW, RUBBER IS A PART OF THE ARCH IS STILL KIND OF AN AFTERSCHOOL PROGRAM. THANK YOU. YES, SIR. OKAY. DR. STRATOSE. AND SO WE'RE, WE'RE ALMOST DOWN TO THE END OF TIME HERE. SO, SO I SEE PAGE 30 IS JUST A REFERENCE OF SOME OF THE DATA THAT WAS UTILIZED. AND I KNOW YOU'RE FAMILIAR WITH THE DATA. UM, IT IS COLLEGE COLLEGE OR CAREER READINESS. UM, IT WAS PROJECTED THAT OF AMEND DEBBIE EA THAT HAS ALREADY BEEN SHARED WITH THE BOARD. JESS WAS AN EXAMPLE OF A DATA POINT THAT WAS UTILIZED. EXCUSE ME, I APOLOGIZE. AND HAVE YOU SEE PAGE 31, THAT WAS AN [01:20:01] INITIAL DISCUSSION OF HAVING, YOU KNOW, AS WE WERE WORKING THROUGH THIS, THIS WAS A SPREADSHEET DESIGN AT, IF YOU LOOK AT THE FIRST COLUMN IS DISTRICT INITIATIVES. THEN WE STARTED LOOKING AT WHAT ARE WE PROVIDING? I KNOW WE ACTUALLY WAS DESIGNED TO IDENTIFY TIER ONE, TWO AND THREE. AND YOU'VE SEEN THAT IN THE PRESENTATION WAS WHEN IT WAS JUST A SIMPLER GRAPHIC. THIS JUST GIVES A LITTLE MORE INFORMATION TO SOME OF THE PROGRAMS. WHAT YOU SEE IN YELLOW WERE PROPOSED IDEAS. FOR EXAMPLE, WE ALREADY, THE BOARD WAS GRACIOUS AT SUPPORTING THE SCHOLASTIC INITIATIVE. THERE HAS BEEN DISCUSSION FOR CLASS SIZE REDUCTION. THAT'S IN OUR ESSER, EXTENDED LEARNING DAYS, INSTRUCTIONAL COACHES. AND THAT WAS AT THE ELEMENTARY. WE LOOK AT THIS MIDDLE AREA. I WAS AT THE MIDDLE SCHOOL AGAIN, THE YELLOW AREAS. I'M LOOKING AT THE SAME, SAME SCENARIOS OF SUPPORT AND PROVIDING THE SAME SUPPORT TO HIGH SCHOOLS AS WELL, WHO ARE IN THE TIER THREE. AND I KIND OF DID WALK THROUGH THIS AT A PRIOR BOARD PRESENTATION, BUT THIS WAS WHAT IT LOOKED LIKE IN EXCEL. AND IT WAS, IT WAS JUST PART OF OUR PACKAGE AT THAT. I TURNED INTO TYNA CROSBY BECAUSE TYNA HAS BEEN WORKING CROSS CHECKING INITIATIVES BACK AND FORTH TO ASSURE THAT THEY'RE THERE IN THE GRANT. AND WHAT I COULD DO WILL DO IS PROVIDE THEM FEEDBACK TO TANYA FROM OUR MEETING TODAY, UH, REGARDING SOME INPUT ON A LOT BROADER PERSPECTIVE. ALSO ADDRESSING THE QUESTION FROM MRS FREDRICIA AND HOW TO PROVE THE EFFECTIVENESS OF COACHES MAKING A DIFFERENCE AND HOW WE COULD PROVE THAT. GREAT. OKAY. ANY OTHER QUESTIONS? I THINK THAT WE'VE LOST MR. MEL CAMPBELL. UM, HE, HE SEEMS TO BE GONE. UM, SO AT THIS POINT, I, DR. STRATUS, I THANK YOU FOR THE PRESENTATION. AND AS WE SPOKE EARLIER, THIS WAS GOING TO BE PART OF THE, UM, PRESENTATION UNDER THE SUPERINTENDENTS REPORT. SO WE'LL BE SHOWN AGAIN ON, UM, TUESDAY, AUGUST 3RD, I BELIEVE THIS OUR NEXT MEETING. SO I WILL, UM, SINCE MS. MIDDLETON WAS NOT WITH US TODAY, AND SINCE MR. CAMPBELL, MEL CAMPBELL HAS DROPPED OFF, I WILL NOT SET THE NEXT MEETING OF THE ACADEMIC COMMITTEE, UM, BECAUSE I NEED TO CHECK WITH THEM WITH THEIR CALENDARS. UM, AND DOES, UH, I KNOW WE ALSO IS MS. CARTLIDGE STILL ON. UM, ARE THERE ANY ARS MS. CARTILAGE? WE HAVE THE ONE THAT WAS, OR THE SS SOMETHING THAT'S STILL HANGING OUT. YES. THAT NEEDS TO BE BROUGHT BACK TO THE BOARD. UM, SO ANYBODY HAVE ANYTHING THEY'D LIKE TO SAY BEFORE WE CALL IT A NIGHT? UM, MS. MS. I'M SORRY. WE'LL PROBABLY WITH THE FALL, WE DID MAKE THE CHANGES TO SS THREE. AND, UM, ONE OF THE OTHER ITEMS, UH, THAT NEEDS TO BE UPDATED IS IN THE STUDENT CODE OF CONDUCT. DR. STRATUS IS AWARE OF THIS. THERE HAVE BEEN TWO NEW DEFINITIONS ADDED. UH, ONE IS FOR SEXTING AND ONE, IT'S BEEN AN UPDATED DEFINITION. ALSO, WE HAVE A NEW DEFINITION FOR PARAPHERNALIA, AND THERE ARE SOME OTHER EDITS FOR THE STUDENT CODE OF CONDUCT, SO WE'LL NEED TO PRESENT THOSE. OKAY. SO THE SS THREE, I THINK JUST GOES BACK TO THE FULL BOARD CAUSE IT'S BEEN HERE ALREADY. UM, AND THEN THE STUDENT CODE OF CONDUCT CAN COME HERE FIRST. AND AS I SAID EARLIER, SINCE, UM, THE REST OF THE COMMITTEE'S NOT HERE, I'LL REFRAIN FROM SETTING THE NEXT MEETING. UM, WE USUALLY MEET, I THINK, THE LAST WEDNESDAY OF THE MONTH. UM, AND THIS TIME IT'S AUGUST 25TH AND I WILL ACTUALLY I'M UNAVAILABLE THAT DAY. SO I WILL HAVE TO CHECK WITH MY, UM, UH, MAYBE MEMBERS TO SEE IF WE CAN DO IT A DIFFERENT TIME. AND MS. MS. ROBIN AND DR. STRATA SITE, NOW THAT, UM, KAREN MCKENZIE'S WITH THE DISTRICT, AND SHE DID MENTION ABOUT WORKING WITH, UH, PHYSICAL EDUCATION AND ABOUT SOCIAL STUDIES. I'D LIKE TO LOOK AT THOSE ADMINISTRATIVE REGULATIONS WITH HER AND MAKE SOME REVISIONS TO THOSE. THANK YOU. ALL RIGHT. SO AT THIS TIME, UM, [01:25:02] I WILL LOOK ONE MORE TIME. I DON'T SEE ANY HANDS. SO AT THIS TIME WE WILL ADJOURN AND, UM, MOLLY, I WILL GET WITH, UM, ROBIN TO LOOK FOR A CALENDAR DATE AND MY OTHER COMMITTEE MEMBERS. THANK YOU, EVERYONE FOR PARTICIPATING TODAY. APPRECIATE IT. * This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.