[00:00:01]
CLOSED CAPTIONING PROVIDED BY BEAVER COUNTY COUNTY BOARD OF EDUCATION
[5:00 p.m. Call to Order]
BUSINESS MEETING OF SEPTEMBER 7TH, 2021.THE MEETING IS BEING CONDUCTED BY A HYBRID VIDEO CONFERENCING AND THE MEETING IS ALSO BEING LIVE STREAM BY THE COUNTY CHANNEL CAPACITY IN THE BUFORD COUNTY SCHOOL DISTRICT MEDIA CENTER IS LIMITED TO 60 INDIVIDUALS IN ORDER TO COMPLY WITH SOCIAL DISTANCING REQUIREMENTS.
INDIVIDUALS MUST SIT AT LEAST THREE FEET APART.
SEATING WILL BE ON A FIRST-COME BASIS.
PARTICIPATION WILL BE ACCEPTED BETWEEN FIVE AND FIVE 30 THIS EVENING BY SENDING AN EMAIL WITH YOUR NAME, PHONE NUMBER AND TOPIC TO ROBIN DOT CUSHINGBERRY@BUFORTDOTK12.SC.US.
ROBYN IS SPELLED WITH A Y NOT AN I, YOU RECEIVE A PHONE CALL DURING PUBLIC COMMENTS WHERE YOU'LL BE ABLE TO SPEAK AND ADDRESS THE BOARD FOR A MAXIMUM OF THREE MINUTES ON ISSUES WITHIN THE BOARD'S DOMAIN.
THE FORUM WILL BE LIMITED TO 30 MINUTES.
IF YOU ARE IN PERSON, YOU MAY ADDRESS THE BOARD FOR MAXIMUM THREE MINUTES ON ISSUES WITHIN THE BOARD'S DOMAIN.
EACH SPEAKER MUST FILL OUT A PUBLIC COMMENT CARD.
PLEASE SEE THE BOARD CLERK FOR A CARD REQUEST FOR THE SECOND PUBLIC COMMENTS WILL BE ACCEPTED THIS EVENING BETWEEN SEVEN AND SEVEN 30 IN THE SAME MANNER AS ABOVE THE SECOND PUBLIC COMMENTS WILL TAKE PLACE PRIOR TO GERMAN, NO LATER THAN 9:00 PM.
THE SECOND FORUM WILL BE LIMITED TO 15 MINUTES IN THE EVENT.
THE BOARD IS NOT FINISHED ADDRESSING ALL ITEMS LISTED ON THE SEPTEMBER 7TH, 2021 AGENDA.
THE BOARD WILL RECONVENE AT 6:00 PM TOMORROW, SEPTEMBER 8TH, TO FINISH THE AGENDA ITEMS. WE NOW
[Executive Session (Part 1 of 2)]
NEED A MOTION TO GO INTO AN EXECUTIVE SESSION AND YOU'LL HAVE TO RAISE YOUR ELECTRONIC HAND SO I CAN SEE IT.I MOVED AT ME MOVE TO EXECUTIVE SESSION FOR THE FOLLOWING ITEMS, UH, RECEIVED THE LEGAL ADVICE RELATED TO EXAMINING PLAN COVERED BY THE ATTORNEY CLIENT PRIVILEGE, PURSUANT TO SOUTH CAROLINA CODE SECTION 37 82 ALSO
SUUNTO SOUTH CAROLINA CODE SECTION 34 70 AND ALSO FOR SLASH HOME SCHOOL PURSUANT TO SOUTH CAROLINA, 30 DASH 20 C IS FIDRYCH.
SO COULD YOU AND MR. CAMPBELL PUT YOUR HANDS DOWN AND IS THERE ANY DISCUSSION TO EXECUTIVE SESSION MR. MEL CAMPBELL? OKAY.
CAN YOU RAISE HIS HAND PLEASE? I'M NOT THERE.
SO I'M RAISING MY HAND RIGHT NOW.
RODRIGUEZ ANSWER THAT DISTRICT STAFF.
THE ONLY ONE I'M AWARE OF IS ATTORNEY ANDREA WHITE.
[00:05:01]
ALL RIGHT.NO FURTHER HANDS-OFF VOTING IS NOW OPEN GWADAR YES.
THE MOTION TO GO INTO EXECUTIVE SESSION SESSION IS UNANIMOUS.
I'M A NATURAL SUN EDUCATOR HERE IN THE LOW COUNTRY.
YOU KNOW, BUFORD COUNTY IS AN AMAZING PLACE TO LIVE.
NOT ONLY IS IT BEAUTIFUL HERE, BUT WE HAVE AN AMAZING DIVERSITY OF LIVING THINGS IN THIS SERIES.
WE'RE NOT GOING TO TRAVEL TO OTHER PARTS OF THE WORLD LIKE AFRICA, ASIA TO SEE NEAT THINGS.
WE'RE GOING TO LOOK AT HABITATS RIGHT HERE IN BUFORD COUNTY.
AND WE'RE GOING TO LOOK AT SOME OF THE ANIMALS AND PLANTS THAT MAKE THIS AREA SO SPECIAL.
JOIN ME FOR COASTAL KINGDOM ON THE COUNTY CHANNEL, ALL DOMESTIC ANIMALS AND BEEF COUNTY OVER THREE MONTHS OF AGE MUST BE LICENSED.
THIS REQUIRES A RABIES VACCINATION AND A FEE OF $5 FOR ONE YEAR OR $15 FOR THREE YEARS.
FAILURE TO LICENSE YOUR PET IS AGAINST THE LAW.
AVOID FINES AND PENALTIES, A MESSAGE FROM BUFORD COUNTY ANIMAL SHELTER AND CONTROL.
THE SHELTER IS ALWAYS HAPPY TO ACCEPT DONATIONS OF OLD BLANKETS, TOWELS, OR PET TOYS, AND WELCOME TO THE
[6:00 Public Session]
BUFORD COUNTY BOARD OF EDUCATION BUSINESS MEETING OF SEPTEMBER 7TH, 2021.THE BOARD HAS JUST COME OUT OF EXECUTIVE SESSION AND WE ARE NOW BACK IN PUBLIC SESSION.
WE HOWEVER DID NOT FINISH ALL THE BUSINESS UNDER EXECUTIVE SESSION.
SO WE WILL HAVE A CONTINUATION OF THE EXECUTIVE SESSION PRIOR TO ADJOURNMENT ON THE AGENDA.
SO WHEN THE PERSON, A BOARD MEMBER MAKES THE MOTION TO APPROVE THE AGENDA, PLEASE, UH, HAVE THAT AS THE, UH, AS THE, UH, REVISION WE WILL ALSO HAVE, IF THERE IS ANY ACTION IS NECESSARY OR APPROPRIATE REGARDING MATTERS, DISCUSSED IN EXECUTIVE SESSION, THOSE WILL BE AFTER THE CONTINUED, UH, SESSION.
THOSE WILL NOT TAKE PLACE NOW.
SO MR. STRINGER, WE NEED A MOTION FOR APPROVAL OF THE AGENDA.
WE APPROVE THE AGENDA WITH THE MODIFICATION, OR WE HAVE A SECOND CONSECUTIVE SESSION TO CONTINUE UNFINISHED ITEMS. AND THEN WE ALSO MOVE, UM, ACTION AS NECESSARY, APPROPRIATE REGARDING MATTERS, DISCUSSED IN EXECUTIVE SESSION UNTIL AFTER THAT CONTINUATION.
THANK YOU, MR. MELVIN CAMPBELL.
ANY DISCUSSION MR. MEL CAMPBELL? NO.
YOU CAN LOWER YOUR ELECTRONIC HAND THERE BEING NO HANDS UP.
NEXT THE AGENDA IS APPROVED UNANIMOUSLY WITH THE MODIFICATION, UH, OF THE CONTINUATION OF THE SECOND EXECUTIVE SESSION PRIOR TO A GERMAN.
SO, UH, PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC, WHICH IS ONE NATION UNDER GOD, INDIVISIBLE, PLEASE BE SEATED.
WE WILL HAVE A MOMENT OF SILENCE.
[00:10:14]
THE MEDIA HAS BEEN PROPERLY NOTIFIED.UM, ROBIN, COULD YOU, UH, LET'S SEE, SCROLL TO A LITTLE HIGHER ON THE AGENDA.
[First Public Comments]
PUBLIC COMMENTS.WE DON'T HAVE POINTS OF CELEBRATION.
I CAN SEE THAT PART OF THE AGENDA ON THE SCREEN.
UM, UM, MY MOTHER IS 80 YEARS OLD AND I HELP HIM BUY THAT
AND MY CONCERN IS THAT SHE CAME HOME.
MY NIECE CAME HOME WITH COVID.
SO HERE WE HAVE MY ELDERLY MOTHER AND HOUSE SHE'S SHE'S GABBY'S GRANDMOTHER.
AND SHE SHOWED NO SIGNS OTHER THAN HER TASTE BUDS THAT'S FOR MAYBE A COUPLE HOURS OR WHAT HAPPENED.
THEY ASKED MY MOM TO BE TESTED.
AND, UM, MY MOM, MYSELF, MY BROTHER, ALL OF US WERE TESTED.
SO MY BROTHER GOT IT FROM HIS DAUGHTER AND THEY GOT THE REST OF US, DID NOT, UH, CONTACT THE VIRUS.
I HAVE A HIGH SCHOOLER SHE'S IN THE 12TH GRADE, OUT OF, IN BLUFFTON.
AND LAST YEAR WE DID BIRCHER VIRTUAL LEARNING AND IN SCHOOL.
I UNDERSTAND HOW THE ELEMENTS, I UNDERSTAND ALL OF THAT.
BUT WE, AS A TAXPAYER, I SHOULD HAVE SOME TYPE OF SAY IN THIS MATTER, BECAUSE I'M PAYING TAXES, UM, UM, IN THE COMMUNITY, I'M FROM THIS AREA.
SO WE SHOULD HAVE A CHOICE BECAUSE GOD FORBID, IF MY MOM LOSE HER LIFE TO THIS, MY MOM IS HEALTHY.
THEY GOT THE FIRST TEST CAME BACK NEGATIVE.
AND THEN THEY SAID, WELL, SINCE THAT CAME BACK NEGATIVE, SHE'S GOING TO HAVE TO HAVE THE REGULAR, THE PRL.
I BELIEVE IT IS THE TEST WHEN THEY WILL BE MORE THOROUGHLY, SHE HAD COVID-19.
SO I THINK YOU AS EDUCATORS AND WARREN, AS MEGAN, HE SAYS IT IS FOR OUR CHILDREN AND PRETTY MUCH THE PARENTS AS WELL.
I THINK WE NEED TO RECONSIDER SOME THINGS BECAUSE MY MOM HAS TOLD THE INNOCENT, MY NIECE HAS MEDICINE.
I JUST FEEL THAT THERE SHOULD BE RATHER, WE ALLOW OUR CHILDREN TO GO TO SCHOOL AND NOT, I MASKED, WE HAVE TO THINK ABOUT MY PARENTS.
WE HAVE TO THINK ABOUT ALL THE ELDERLYS THAT ARE TAKING HERE OF THESE GRANDCHILDREN.
I MEAN, WE HAVE TO DO SOMETHING.
AND LIKE I SAID, WE'RE THE ONE THAT'S HERE PAYING ALL THE TAXES TO GET WHAT WE SUPPOSED TO BE DOING FOR OUR COMMUNITY.
SO SOMEONE NEEDS TO DO WHAT'S RIGHT FOR US.
I HAVEN'T WORRIED ABOUT MY MOM WHEN MY NIECE GOES BACK TO SCHOOL.
CAUSE THERE'S NO CHOICE EITHER.
[Chairman’s Report]
ON THE AGENDA IS THE REPORT.THE ANNUAL SOUTH CAROLINA SCHOOL BOARD ASSOCIATION SCHOOL LAW CONFERENCE WAS HELD THE LAST WEEKEND IN AUGUST, THE CONFERENCE
[00:15:01]
FEATURED NATIONAL AND STATE LEGAL EXPERTS AND POLICYMAKERS WHO PROVIDED UP-TO-DATE ANALYSIS AND REVIEW OF FEDERAL AND STATE GUIDANCE AND CASE LAW IMPACT IMPACTING PUBLIC SCHOOL BOARDS, DISTRICTS, AND STUDENTS TODAY FOR BUFORD COUNTY SCHOOL BOARD MEMBERS AND THE DISTRICTS GENERAL COUNSEL ATTENDED THE CONFERENCE FOR ME, A HIGHLIGHT OF THE MEETING WAS THE PRESENTATION BY THE NATIONAL SCHOOL BOARDS ASSOCIATION, CHIEF LEGAL OFFICER FRANCISCO NEGRON, JR.HE GAVE A GREAT SURVEY OF CASES AND FEDERAL REGULATIONS AFFECTING PUBLIC SCHOOLS ACROSS THE U S THROUGH THE NSPS, UH, LEGAL TEAM.
[Committee Reports]
WE HAVE THE COMMITTEE REPORTS, UH, ACADEMIC COMMITTEE REPORTING CHAIR, KATHY ROBOT, VERY BRIEF FOR HORROR TONIGHT AT OUR LAST ACADEMIC KV, WE HAD A PRESENTATION OF THE READING PLUS PROGRAM.THAT'S GOING TO BE SHARED WITH THE ENTIRE BOARD AND THE COMMUNITY TONIGHT UNDER THE SUPERINTENDENTS REPORT.
OUR NEXT MEETING IS IN THAT AT THE END OF SEPTEMBER.
AND WE ARE THEN LAUNCHING INTO THAT LITTLE BEES.
I MAKE SURE THAT ALL THE BOARD MEMBERS KNOW WHICH ALWAYS WE WILL BE DISCUSSING AT THAT COMMITTEE MEETING.
UM, THEY ARE THE ONES THAT ARE IDENTIFIED ON THE ANNUAL WORK PLAN THAT WE JUST APPROVED AT OUR WORK SESSION.
THE ONES THAT NEEDED TO BE LOOKED AT IN SEPTEMBER.
I ALSO HAVE A VERY BRIEF REPORT THIS EVENING.
UM, THE MAIN HIGHLIGHT FROM THAT MEETING WAS THE UPDATE ON COMMERCIAL, UH, TAX DATA PRESENTED TO US BY THE BEAVER COUNTY TREASURER AND MARIA WALLS.
UM, THERE'S THOSE DOCUMENTS AND THOSE CHARTS ARE ATTACHED AND BOARD DOCS FOR EVERYONE TO SEE.
UM, ONE OF THE THINGS THAT YOU WILL NOTE IS THE VALUE OF THE COMMERCIAL PROPERTIES AND THE, UM, THE INCREASE ON THE SCALE, UM, AS TIME HAS CONTINUED AND AS BLUFFTON HAS CONTINUED TO GROW, UM, WE ARE ALSO GOING TO BE MEETING ON SEPTEMBER 23RD TO DISCUSS THE LAND CONSULTANTS, MEET WITH THEM, UM, TO HEAR AN UPDATE ON THAT FROM MR. ROBERT ODDING AS WELL.
UM, I'M NOT SURE IF OUR OTHER COMMITTEE MEMBERS HAVE ANY COMMENTS IN REGARD TO THAT COMMERCIAL DATA, BUT, UM, IT'S PRETTY STRAIGHTFORWARD AND IT'S IN BOARD DOCS FOR EVERYONE TO SEE.
SO, UH, THAT CONCLUDES MY REPORT UNLESS ANY OTHER COMMITTEE MEMBERS HAVE ANYTHING ADDITIONAL TO ADD MR.
MARTINEZ HAVE THE FOLKS THAT YOU DEAL WITH IN THE COMMUNITY THERE, UM, DISCUSSED WHAT THEIR RESPONSE WAS TO THE IMPACT FEES.
CAUSE I READ IN THE PAPER THAT THERE WAS A RESPONSE.
ARE YOU, WHO ARE YOU REFERRING TO A RESPONSE FROM HIM FROM BLUFFTON, THE TOWN OF BLUFFTON? WELL, YES, THERE'S BEEN SOME RESPONSE FROM VARIOUS LOCAL GROUPS.
UM, YOU KNOW, BUILDERS, ASSOCIATION, REALTORS, ASSOCIATIONS, I THINK THEY'VE PUBLICLY PUT OUT WHAT THEIR RESPONSES WERE, UM, PREDOMINANTLY IN THAT REGARD TO THE IMPACT FEE.
UM, IN REGARD TO CONSTITUENTS, UM, WE HAVE NOT SPOKEN WITH CONSTITUENTS AT THE COMMITTEE LEVEL, UM, REGARDING THEIR FEELINGS ON THE IMPACT.
THE, AND WE HAVE NOT MET WITH THE TOWN OF BLUFFTON OR, UM, ANY OF THE OFFICIALS THERE, BUT I THINK SOME OTHER, UM, INTEREST GROUPS AND WHATNOT HAVE PUT OUT THERE, THEIR COMMENTS IN REGARD TO THAT.
I WAS, MAYBE I READ THE ARTICLE WRONG, BUT I, I, WHEN I READ THE ARTICLE, IT SEEMED LIKE THE TOWN OF BLUFFTON ACTUALLY MADE A RESPONSE TO THE COUNTY.
UH, AND THEN I DIDN'T HEAR ANYTHING MORE ABOUT IT.
SO I WAS, I THOUGHT MAYBE THE TOWN HAD GIVEN YOU ALL A HEADS UP ON WHAT, WHAT THEY WERE PROPOSING.
NO, BUT THAT'S, UM, THANK YOU FOR THAT QUESTION.
AND I CERTAINLY WILL, UH, TRY TO GET SOMETHING ON AN AGENDA IN THE FUTURE TO HOPEFULLY HAVE A CONVERSATION WITH THOSE COUNTY OFFICIALS.
UM, AND IF THEY WANT TO ADD ANYTHING, UM, FOR US, UM, THANK YOU, DOCTOR WAS NASTY.
[Superintendent’s Report]
TO THE SUPERINTENDENT'S REPORT.[00:20:05]
FIRST OF ALL, WHY MEMBERS HAD A CHAIR? I WANT TO TAKE THE OPPORTUNITIES EATING THIS YEAR INFORMATION THAT WAS PRESENTED AT OUR ACADEMIC TO EIGHT CONDUCTED LAST WEEK.AT THIS TIME, WE'LL HAVE OUR DIRECTOR OF LITERACY.
MS. MELISSA MURRAY COME FORWARD.
SHE'S GOING TO PRESENT OUR MEETING.
PLUS TEAM IS A CONDENSED PRESENTATION ABOUT WHAT'S PROVIDED ACADEMIC HUMIDITY TO ADDITIONS.
ONE IS HE ADDRESSING OF THAT? IT WAS WORTH OVER THE IMPRESSIONS.
AS WE HAD TOLD OUR ACADEMIC COMMITTEE, THE CORRECTIONS WILL BE BROUGHT ABOUT WITH THIS EVENING.
THE OPPORTUNITY FOR A QUICK DEMO, BE YOU EXPERIENCE WHAT OUR STUDENTS EXPERIENCE WITHIN READING WAS ITSELF.
ROBERT, AT THIS TIME, MS. MURRAY, MRS. MARY, THANK YOU ALL SO MUCH FOR ANYTHING I'M REALLY PLEASED TO BE HERE AND INTRODUCE YOU TO YOU.
THE TEAM THAT WE HAVE WITH US, UM, VIA ZOOM PROPERTY CLASS.
SO THEY SEND US A VARIETY OF PEOPLE TO BE ABLE TO HELP SUPPORT THE IMPLEMENTATION AND ANY QUESTIONS THAT WE MAY HAVE.
SO FIRST YOU HAVE, UM, ON THE SCREEN, JOHN GREEN ERA, HE'S PART OF THEIR DATA AND RESEARCH TEAM.
UM, AND AS THOSE DATA POINTS, HE WENT BACK THROUGH IT AND MAKE THOSE CORRECTIONS FOR US.
SHE IS THE PD PERSON FOR OUR PILOT, WHICH YOU'VE HEARD A LITTLE BIT ABOUT AT THE ACADEMIC COMMITTEE AND YOU'LL HEAR A LITTLE BIT MORE.
AND THEN WE HAVE JENNY EISMAN.
SHE IS GOING TO TAKE US THROUGH A MAJORITY OF THE PRESENTATION TODAY AND SHE WAS THE LEAD ON THIS.
UM, SO I'M GOING TO LET THE FOLKS AT READING PLUS TAKEN AWAY.
THEY'RE GOING TO SHARE THEIR SCREEN AND TAKE YOU THROUGH A PRESENTATION AND INTO A DEMO.
UM, JENNY AND HOLLY, WHICH ONE WHO WANTS TO START THE SHARING? UM, UM, JOHN, IF YOU DON'T MIND, UM, IF YOU CAN STOP SHARING, THEN I'LL SHOW, UH, I'LL GIVE THE DEMO.
SO I WILL, UH, DO THAT JUST A SECOND HERE.
AND THE SLIDE I WANTED TO SHOW, ALL OF YOU IS THE ONE THAT BOTH, UM, DR.
STRATOSE AND, UM, AND MS. MURPHY JUST MENTIONED TO YOU, AND I'M GOING TO, CAN EVERYBODY SEE MY SCREEN RIGHT NOW? IS THIS, IS THIS WORKING PROPERLY? YES.
I'M GOING TO JUST, UM, JUST GO INTO THE PRESENT MODE THEN AT THIS POINT.
AND, UM, SO IT'S JUST A LITTLE, IT'S A LITTLE LARGER FOR EVERYONE.
AND IT CAME TO MY ATTENTION THAT AT THE LAST, UM, UH, PRESENTATION, UM, SOMEBODY OR A NUMBER OF PEOPLE ON THE BOARD NOTICED THAT A COUPLE OF THE LINES OF DATA DID NOT ADD UP TO 100%, UM, BECAUSE THAT DATA WAS EXTRACTED AND PUT INTO THE ORIGINAL SLIDE A WHILE AGO.
WE'RE NOT SURE EXACTLY WHERE, WHERE THAT GOT TRANSPOSED INCORRECTLY.
AND SINCE THIS WAS DONE, THE BACK AFTER THE STUDENTS TOOK A MID-YEAR BENCHMARK, WHAT CALL BENCHMARK TWO AND READING PLUS LAST YEAR, UM, THE SCHOOL YEAR, LAST YEAR CLOSED OUT THE SCHOOL HAS RESET ALL THEIR DATA FOR THE CURRENT YEAR.
SO WE'VE REALLY BASICALLY WHAT WE DID FOR YOU WAS RERUN THE DATA FROM THE DATA DIRECTLY IN OUR DATABASE TO GIVE YOU THE MOST UP TO DATE, UM, DATA THAT WE HAVE, THIS INCLUDES A FEW, BOTH CORRECTS THE ERROR THAT WAS IN THE PREVIOUS PRESENTATION SLIDE.
AND IT ALSO ADDS IN A FEW MORE KIDS WHO HAD TAKEN THE SECOND BENCHMARK AFTER THE DATA WAS AFTER THE SLIDE WAS ORIGINALLY PUT TOGETHER.
SO THE MAIN TWO LINES TO LOOK AT ARE THE FIRST TWO, WHICH WERE THE ONES THAT ORIGINALLY DID NOT ADD UP TO A HUNDRED PERCENT.
UM, THAT WAS FOR BUFORD MIDDLE MIDDLE SCHOOL.
THE OTHER TWO FOR HILTON HEAD AND BLUFFTON ARE BASICALLY THE SAME THAT THEY WERE, THEY WERE ONLY TWEAKED SLIGHTLY TO INCLUDE A FEW MORE STUDENTS THAT HAD TAKEN INSIGHT BENCHMARK ONE INSIGHT, BENCHMARK TWO, AND HAD DONE 40 LESSONS IN BETWEEN.
SEE IF THERE ARE ANY QUICK QUESTIONS BEFORE I PASS IT ONTO MY YES.
SO JOHN, WE ARE GOING TO ASK, UH,
[00:25:01]
ADMINISTRATOR ADMINISTRATIVE ASSISTANT TO THE BOARD TO PUT THIS ON SPEAKER VIEW.SO IT'S GOING TO TAKE A MOMENT BECAUSE RIGHT NOW, UM, THE PHOTOS ARE LOVING SOME OF THE INFORMATION.
COULD YOU CLARIFY, COULD YOU CLARIFY THE NUMBER OF STUDENTS AT EACH OF THESE SCHOOLS? I KNOW, I THOUGHT WE HAD THAT AT THE ACADEMIC MEETING.
I DON'T THINK THERE WERE AS MANY PARTICIPANTS AT HOME SCHOOL AS THERE WERE AT THE OTHER.
AND I JUST THINK THAT'S IMPORTANT.
WE'RE LOOKING AT PERCENTAGES TO KNOW WHO MEANS STUDENTS, WE'RE TALKING ABOUT.
UM, DID, UM, JUST TO, JUST TO CLARIFY THE NUMBERS, I WILL SEND THEM TO YOU.
I DON'T HAVE THEM, YOU KNOW, TO SWITCH TO RIGHT IN FRONT OF ME HERE.
I, IF I REMEMBER CORRECTLY AND AGAIN, THIS ISN'T ALL SU THIS IS NOT, DOES NOT REPRESENT ALL STUDENTS WHO USE READING PLUS OR TOOK THE TWO BENCHMARKS.
IT REPRESENTS STUDENTS WHO TOOK THE TWO BENCHMARKS AND DID AT LEAST 40 LESSONS IN BETWEEN, WHICH IS THE RECOMMENDED AMOUNT BEFORE GIVING THE SECOND BENCHMARK.
IF I REMEMBER CORRECTLY, I BELIEVE BUFORT HAD 80 SOMETHING.
STUDENTS, I BELIEVE HILTON HEAD HAD SOMETHING IN THE TEENS AND I BELIEVE BLUFFTON HAD 40 SOMETHING STUDENTS OR MIGHT HAVE HILTON HEAD AND BLUFFTON, UM, UM, CONFUSED.
BUT WHILE MY COLLEAGUES ARE PRESENTING, IF IT'S OKAY WITH EVERYONE, I CAN GO LOOK THOSE NUMBERS UP AND WE CAN SWING BACK AT THE END OF THE PRESENTATION AND I CAN GIVE THOSE TO YOU.
I WILL DO THAT WHILE MY COLLEAGUES ARE PRESENTING.
SO, UM, JENNY AND HOLLY, I'LL, I'LL, I'LL TURN OFF MY SHARING AND I'LL SWING IT BACK TO YOU.
ALL RIGHT, LET'S GIVE IT A WHIRL HERE.
SO HOPEFULLY EVERYONE IS SEEING MY SCREEN THUMBS UP.
I'LL TAKE THAT AS AN AFFIRMATIVE, UH, SO GOOD EVENING, EVERYONE.
IT IS CERTAINLY MY GREAT PLEASURE TO SPEND AT LEAST A FEW MINUTES WITH YOU TO GIVE YOU ALL A SENSE OF WHAT STUDENTS ARE EXPERIENCING WITH READING PLUS IN YOUR DISTRICT.
UH, SO JUST TO SHARE WITH YOU BRIEFLY, WHAT I LOOK FORWARD TO SHARING WITH YOU THIS EVENING, I AM GOING TO START OFF TALKING A LITTLE BIT ABOUT THE FIRST THING STUDENTS DO WHEN THEY COME TO READING PLUS, WHICH IS TAKE OUR INSIGHT ASSESSMENT.
SO JOHN WAS JUST REFERRING TO THAT.
ALL STUDENTS TAKE THAT AT THE BEGINNING OF THE SCHOOL YEAR.
IT GIVES US SOME WONDERFULLY RICH DATA ABOUT WHO EVERY INDIVIDUAL STUDENT IS AS A READER.
AND THAT OF COURSE ALLOWS US TO CREATE THE PERSONALIZED INSTRUCTIONAL PATH THAT IS APPROPRIATE FOR EVERY SINGLE CHILD.
SO WE'RE GOING TO START OFF TALKING ABOUT THAT INSIGHT ASSESSMENT, AND THEN WE'RE GOING TO GO IN LIVE TO THE PROGRAM.
I'VE LOGGED IN AS A DEMO STUDENT IN, UM, OUR DEMO SITE, SO THAT I CAN TALK TO YOU A LITTLE BIT ABOUT SOME OF THE THINGS THAT STUDENTS GET TO EXPERIENCE AS THEY'RE ACTUALLY WORKING WITHIN THE PROGRAM.
SO I DIDN'T HAVE 30 TO 40 MINUTES TO TAKE US ALL THROUGH, UM, THE EXPERIENCE OF THE INSIGHT ASSESSMENT.
SO I'VE PULLED UP ONE OF THE RESOURCES THAT WE MAKE AVAILABLE FOR EDUCATORS ON OUR EDUCATOR RESOURCE SITE.
AND THIS JUST GIVES A REALLY NICE OVERVIEW OF THE INSIGHT ASSESSMENT.
AND I'LL TALK TO YOU ABOUT WHAT WE'RE MEASURING WHEN STUDENTS COMPLETE INSIGHT.
AND I WILL MENTION, AS YOU KIND OF GATHERED FROM HEARING FROM JOHN, THIS CAN BE READMINISTERED MID-YEAR AND AT THE END OF YEAR, AS A WAY TO TRACK GROWTH OVER TIME, IN ADDITION TO THE ONGOING PROGRESS MONITORING THAT, UH, TEACHERS AND ADMINISTRATORS ARE ABLE TO DO WITHIN THE PROGRAM THROUGHOUT THE YEAR.
SO STUDENTS COME TO INSIGHT AND THE FIRST THING THEY DO IS COMPLETE A MOTIVATION INVENTORY.
SO HERE THE STUDENT IS LETTING US KNOW HOW THEY FEEL ABOUT READING.
AND WE'RE LOOKING AT THREE DIFFERENT THINGS HERE.
WHAT IS THE STUDENT'S LEVEL OF SELF-IMPROVEMENT BELIEF? DOES THE CHILD BELIEVE THAT HE OR SHE CAN IMPROVE AS A READER? HOW CONFIDENT IS THE STUDENT AS A READER? AND HOW INTERESTED IN READING IS, IS THE STUDENT, BECAUSE WE KNOW THAT MOTIVATION FOR READING ABSOLUTELY IMPACTS ACHIEVEMENT OUTCOMES.
SO WE GATHER, GATHER THOSE MEASURES EVERY TIME, THEN WE'RE LOOKING AT VOCABULARY KNOWLEDGE, WHAT IS THE STUDENT'S VOCABULARY LEVEL RELATIVE TO HIS OR HER GRADE LEVEL.
AND THEN THE STUDENT COMPLETES A COMPREHENSION PASSAGES SECTION, AND THIS ALLOWS US TO MEASURE EVERY STUDENT'S COMPREHENSION LEVEL.
[00:30:01]
TO MEASURE COMPREHENSION BASED SILENT READING RATE, WHICH IS THE FLUENCY MEASURE.WHAT IS THE RATE? WHAT IS THE PACE AT WHICH THE STUDENT CAN PROCESS INFORMATION IN TEXT? SO THEN WE LOOK AT VOCABULARY FLUENCY COMPREHENSION, AND THAT GIVES US A WONDERFUL, POWERFUL, OVERALL MEASURE OF EVERY STUDENT'S READING PROFICIENCY.
AND THAT IS CONNECTED TO THE DATA THAT JOHN JUST SHARED FOR YOU.
SO AFTER THIS 30 TO 40 MINUTE INSIGHT ASSESSMENT, NOW, THE SYSTEM IS ABLE TO, AGAIN, CRAFT THAT PERSONALIZED INSTRUCTIONAL PATH FOR EVERY STUDENT.
SO NOW WE ARE LOGGED IN AS ONE OF OUR EXAMPLES STUDENTS.
SO I'M LOGGED IN HERE AS ELTON ELTON IS A FIFTH GRADER, AND YOU CAN SEE WHENEVER ELTON COMES TO READING, PLUS WE ARE GOING TO GIVE HIM SOME QUICK STATS CONNECTED TO THE PROGRESS THAT HE'S MAKING TOWARD ACHIEVING VARIOUS FLUENCY GOALS, COMPREHENSION GOALS.
HE CAN INTERACT WITH HIS DATA.
UM, HE CAN SEE HOW, WHAT HE IS CHOOSING TO READ IN THE PROGRAM IS HELPING HIM BUILD KNOWLEDGE ACROSS SEVEN DIFFERENT KNOWLEDGE DOMAINS.
SO WE KNOW THAT THAT STUDENT ABILITY TO SEE PROGRESS HELPS TO CULTIVATE INTRINSIC MOTIVATION FOR READING, WHICH IS ALWAYS, OF COURSE THE GOAL.
SO WHEN ELTON IS READY TO GET TO GET TO WORK AFTER HE'S INTERACTED WITH HIS DATA A BIT, HE GOES TO THE LESSONS PAGE, AND THIS IS ESSENTIALLY THE PORTAL INTO VARIOUS INSTRUCTIONAL COMPONENTS.
SO ELTON CAN SEE THAT HE'S WORKING IN THE READING COMPONENT.
THAT'S REALLY THE HEART OF READING PLUS, AND JOHN TALKED ABOUT STUDENTS COMPLETING 40 READING LESSONS BEFORE THEY TAKE THAT MID-YEAR BENCHMARK TO MEASURE GROWTH VOCABULARY COMPONENT, AND THEN A VISUAL SKILLS COMPONENT.
AND THIS IS WHERE STUDENTS ARE BUILDING WHAT WE CALL SOME OF THE UNSEEN AND UNHEARD SKILLS THAT ARE REALLY IMPORTANT FOR EFFICIENT AND FLUENT READING.
AGAIN, CONNECTED TO THAT ABILITY TO EFFICIENTLY PROCESS INFORMATION COMING INTO THE BRAIN IN THE FORM OF TEXT.
SO, UH, WANTED TO GIVE YOU ALL A TASTE AGAIN, USUALLY WE RESERVE LIKE 30 MINUTES FOR THIS DEMO, SO WE'RE GONNA KIND OF BRING IT ALL DOWN TO JUST A FEW MINUTES, BUT I WANT TO SHOW YOU WHAT ELTON SEES WHEN HE'S READY TO COMPLETE A READING LESSON.
SO ELTON COMES TO, IT'S KINDA LIKE THE ELTON LIBRARY.
HE'S WALKED IN LOADS OF SELECTIONS FICTION AND NON-FICTION SELECTIONS AT HIS JUST RIGHT LEVEL BASED ON HIS INSTRUCTIONAL GOALS.
AND IT'S A LITTLE BIT LIKE NETFLIX SCROLLING THROUGH.
THERE IS SO MUCH FOR ELTON TO CHOOSE FROM.
AND IF YOU KNOW, LIKE ME, WHEN I'M NOT ON NETFLIX, YOU KNOW, IT'S NICE TO HAVE THOSE FILTERS TO KIND OF HONE IN ON WHAT'S INTERESTING.
SO ELTON CAN USE THE VARIOUS INTEREST FILTERS AGAIN, TO FIND THE KINDS OF SELECTIONS THAT ARE APPEALING TO HIM, THAT STUDENT AGENCY, THAT CHOICE AND CONTROL VERY IMPORTANT WHEN IT COMES TO BUILDING THAT INTRINSIC MOTIVATION FOR READING.
UM, I WILL MENTION BECAUSE THIS PROGRAM IS USED WIDELY ACROSS THE DISTRICT, THAT WE DO HAVE A SPECIAL CONTENT LIBRARY FOR OUR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS WHO ARE READING AT LOWER READABILITY LEVELS.
WE MAY HAVE A SIXTH GRADER WHO IS READING AT THE SECOND GRADE LEVEL, AND THAT SIXTH GRADER DOES NOT WANT TO READ CONTENT THAT WE MAKE AVAILABLE TO THIRD GRADERS, FOR EXAMPLE, OR EVEN FOURTH GRADERS.
SO WE MATCH MATURITY AND READABILITY LEVELS.
SO WE MAKE SURE THAT STUDENTS AGAIN ARE FINDING SELECTIONS THAT THEY WILL FIND INTERESTING AND THAT TEACH THEM ABOUT THEMSELVES.
WE WANT TO FOCUS ON BUILDING KNOWLEDGE AS STUDENTS ARE IMPROVING AS READERS IN READING PLUS, ALL RIGHT, SO HERE YOU CAN SEE I'M IN THE HEROES AND TRAILBLAZERS CATEGORY SO I CAN CHOOSE WHATEVER SELECTION IS APPEALING TO ME.
UM, I'VE BEEN THINKING ABOUT THE OLYMPICS LATELY.
I DON'T KNOW WHY EXACTLY, BUT LET'S WELL, I GUESS I KNOW WHY, CAUSE IT JUST HAPPENED.
UM, SO LET'S READ A LITTLE BIT ABOUT THE FASTEST MAN, CAUSE I WANT TO SHOW YOU SOME OF THE THINGS THAT ARE QUITE SPECIAL ABOUT READING PLUS.
SO AS ELTON, I CHOOSE THIS SELECTION, I SEE A RICH PHOTOGRAPHIC IMAGE THAT HELPS GIVE ME, HELPS ME START BUILDING A PICTURE OF WHAT I'M ABOUT TO READ.
SO WE'RE GOING TO HOPEFULLY TRIGGER ANY BACKGROUND KNOWLEDGE ELTON HAS ABOUT ATHLETES RUNNING, UM, MAYBE EVEN HUSSAIN BOLT, AND ONCE I'M READY AS THE STUDENT I CLICK GO ON, I'VE COMMITTED AND I'M READY TO START READING.
SO AGAIN, ANOTHER PHOTOGRAPHIC IMAGE.
I CAN KEEP BUILDING MY PICTURE AS I GET READY TO READ.
AND I'M GONNA READ ABOUT, YOU KNOW, IT LOOKS LIKE WE'RE GOING TO GO BACK IN TIME A LITTLE BIT AND HEAR MORE ABOUT, UM, THE SANE BOLT'S CHILDHOOD.
SO I CLICK GO ON AND NOW YOU'RE SEEING ONE OF THE REALLY POWERFUL SCAFFOLDS THAT EXISTS WITHIN READING PLUS.
SO THIS IS ACTUALLY OUR PATENTED GUIDED WINDOW.
THIS ULTIMATELY IS THE CULMINATION OF OVER EIGHT DECADES OF RESEARCH IN THE FIELD OF DEEPLY UNDERSTANDING, SILENT READING AND ALL OF THE SKILLS AND CAPACITIES
[00:35:01]
THAT ARE REQUIRED FOR STUDENTS TO BE ABLE TO USE READING FOR INDEPENDENT, ULTIMATELY GRADE LEVEL LEARNING IF THEY'RE NOT YET AT GRADE LEVEL.SO THIS GUIDED WINDOW, ALL OF THE CHOICES HERE ARE VERY INTENTIONAL.
IT IS A SIZE THAT REPRESENTS AN APPROPRIATE VISUAL PERCEPTUAL SPAN.
IT HELPS STUDENTS DEVELOP AND ESTABLISH EFFICIENT AND FLUENT, SILENT READING BEHAVIORS.
UM, SO YOU CAN SEE WHERE EVEN STRUCTURING THAT RETURN SWEEP, HELPING GLIDE THE EYES FROM THE END OF ONE LINE TO THE BEGINNING OF THE NEXT, WE ARE PREVENTING STUDENTS FROM ENGAGING IN AN EXCESSIVE NUMBER OF I STOPS FIXATIONS OR SOME STUDENTS, UM, THEIR EYES ACTUALLY GO BACKWARDS IN THE TEXTS, KIND OF LOOK BACK AT WORDS THEY MAY HAVE READ PREVIOUSLY.
SO WE'RE REALLY, AGAIN, REINFORCING AND HELPING STUDENTS DEVELOP THOSE KINDS OF SILENT READING BEHAVIORS THAT WILL ALLOW THEM TO EFFICIENTLY AND EFFECTIVELY PROCESS INFORMATION COMING INTO THE BRAIN IN THE FORM OF TEXT.
NOW, UM, ELTON I'VE SELECTED, IT'S A RATHER SLOW READING RATE.
MANY OF YOU ARE PROBABLY LIKE, ARE YOU KIDDING? THIS IS SUPER SLOW.
CURRENTLY HIS WINDOW IS MOVING AT THE RATE OF A HUNDRED WORDS PER MINUTE, VERY WELL BELOW WHAT WE WOULD WANT TO SEE FOR A FIFTH GRADER.
BUT THIS IS ELTON'S CURRENT SILENT READING RATE.
AND THAT IS A HALLMARK OF READING.
PLUS WE MEET STUDENTS WHERE THEY ARE.
SO BASED ON THAT INITIAL INSIGHT ASSESSMENT AND A RECALIBRATION PROCESS AS THE STUDENT GETS STARTED IN READING, PLUS THAT WINDOW STARTS OFF MOVING AT THE RATE THAT IS JUST RIGHT FOR THAT STUDENT.
AND IT GETS INCREMENTALLY ALMOST, ALMOST IMPERCEPTIBLY FASTER AND FASTER BIT BY BIT AS THE STUDENT CONSISTENTLY DEMONSTRATES STRONG COMPREHENSION OF THE TEXTS THEY'RE READING IN READING PLUS FLUENCY AND COMPREHENSION ALWAYS GO HAND IN HAND.
WE NEVER DISENTANGLED THE TWO.
AND YOU CAN SEE HERE, UM, AS STUDENTS MOVE THROUGH THE TEXT, ESPECIALLY STUDENTS LIKE ELTON WHO ARE WORKING ON THOSE LOWER LEVELS IN READING.
PLUS, UH, HERE WE GET TO SEE INTERSPERSED COMPREHENSION QUESTIONS, BUT FOR EVERY SELECTION, A STUDENT READS, THEY WILL ANSWER 10 COMPREHENSION QUESTIONS AND WE OFFER UP A VARIETY OF PROMPTS THAT ULTIMATELY HELP STUDENTS READ TEXT CLOSELY WITH A CRITICAL LENS.
WE BUILDING ALL OF THE, UH, COMPREHENSION SKILLS THAT ARE REALLY ESSENTIAL FOR, UM, FOR MEANINGFUL, DEEPER READING OF TEXT.
SO, UH, AND THEN I'LL, I'LL JUST GIVE YOU A LITTLE BIT OF A TASTE HERE.
SO, UH, ELTON, IF HE LIKED ME WAS NOT ABSOLUTELY FOCUSED PAYING ATTENTION AND IS AWARE THAT HE CAN NOT ANSWER THIS QUESTION CORRECTLY, WITHOUT SOME SUPPORT, ELTON CAN CLICK THREE READ BUTTON.
SO THIS IS A SCAFFOLD WE MAKE AVAILABLE TO ELTON.
HE'S GOT TWO REREADS AVAILABLE FOR EVERY SELECTION.
WE BRING HIM BACK TO THE PORTION OF TEXTS THAT CONTAINS THE ANSWER TO THE COMPREHENSION QUESTION.
SO, UM, I WOULD ASK FOR A LITTLE INTERACTIVITY HERE, BUT I'M NOT SURE Y'ALL HAVE ACCESS TO THE CHAT.
SO, UH, I'LL JUST, UM, TAKE A, TAKE A STAB HERE.
I NEED TO, UH, TRY AND ANSWER CORRECTLY AGAIN.
WHY DO THEY CALL THEM THIS? OKAY.
I THINK IT'S ACTUALLY BE READING A LITTLE CLOSE MORE CLOSELY NOW AND I GET IMMEDIATE FEEDBACK.
I RECEIVE PARTIAL CREDIT FOR THAT.
I MOVE ON TO THE NEXT PROMPT PROMPTS, MAYBE MULTIPLE CHOICE, MULTIPLE, CORRECT.
THEY MAY BE CITE THE EVIDENCE WHERE STUDENTS HAVE TO HIGHLIGHT, UM, UH, SENTENCES FROM AN EXCERPT FROM THE TEXT.
THEY MAY BE COMPARED TO PASSAGES.
THEY MAY BE LOOK AT THIS IMAGE AND OR CHART AND TELL HOW IT RELATES TO THE TEXT.
IT COULD BE A DRAG AND DROP ORDERING QUESTIONS.
SO WE WANT STUDENTS TO INTERACT WITH A VARIETY OF QUESTION TYPES OVER TIME.
SO LET'S SEE HERE, IMMEDIATE POSITIVE FEEDBACK.
I GOT THAT QUESTION ANSWERED CORRECTLY, AND THEN WE MOVE TO THE NEXT SEGMENT.
SO I'LL READ ANOTHER SEGMENT, ANSWER QUESTIONS ABOUT THAT SEGMENT AND MOVE THROUGH THE WHOLE SELECTION THAT WAY.
BUT ONCE STUDENTS START READING, UM, EVEN AT A SLIGHTLY MORE CHALLENGING LEVEL THAN ELTON AT THE MOMENT, THEY READ A WHOLE SELECTION THROUGH AND ANSWER ALL 10 COMPREHENSION QUESTIONS AT THE END.
WE'RE JUST SORT OF SENSITIVE TO PROVIDING THAT, THAT SCAFFOLD SO THAT WE'RE ABLE TO LESSEN THE MEMORY DEMANDS FOR ELTON AS HE'S MOVING THROUGH, UM, HIS READING SELECTION.
SO I THINK THAT'S ALL WE HAVE TIME FOR.
I COULD EASILY TAKE UP YOUR ENTIRE BOARD MEETING TALKING ABOUT READING PLUS, BUT I APPRECIATE YOU HAVE LOTS OF OTHER BUSINESS TO TAKE CARE OF.
SO IN THE ABSENCE OF OTHER SPECIFIC QUESTIONS OR QUESTIONS CONNECTED TO WHAT YOU JUST SAW, I WILL PASS TO MY WONDERFUL COLLEAGUE, HOLLY.
SO I'LL STOP MY SHARE HOLLY, SO THAT YOU CAN SHARE.
[00:40:03]
CAN YOU LET'S SEE, LET ME JUST, LET ME STOP MY SHARE FOR A MINUTE.MY, MY OTHER SCREEN IS JUST TRYING TO GET MY, SORRY ABOUT THAT.
CAN'T GET MY CHROME TO COME UP FOR ME.
I WILL BE MANAGING YOUR PILOT THIS YEAR, AND I'M REALLY EXCITED TO SHARE THE TRAINING WITH YOUR TEACHERS INTO LET'S GET GOING HERE TO SHARE HOW READING PLUS WORKS WITH YOUR TEACHERS AND YOUR STUDENTS.
UM, THIS PILOT'S GOING TO INCLUDE COMPLIMENTARY LICENSES FOR ALL OF YOUR FOURTH GRADE AND FIFTH GRADES AND DISTRICT STUDENTS FOR YOUR EXTENDED INTERVENTION SERVICES WITH YOUR INTERVENTIONISTS DURING THE SCHOOL DAY, AND THEN FOR YOUR AFTERSCHOOL PROGRAMS FOR THE REST OF THE YEAR FOR, FOR ALL OF THIS YEAR.
SO WE'RE GOING TO BE, UM, TRAINING YOUR TEACHERS IN THESE SCHOOLS.
THESE WERE THE SCHOOLS THAT SIGNED ON FOR THE PILOT WHEN WE PUBLISHED OUR PRESENTATION FOR YOU.
UM, BUT MORE SCHOOLS HAVE SIGNED ON SINCE THEN AND THEY HAVE JOINED THE PILOT.
WE'RE GOING TO PROVIDE YOUR SCHOOL WITH ALL OF THE LICENSES FOR ALL YOUR ELEMENTARY SCHOOLS.
SO IF THE REMAINING SCHOOLS WANT TO JOIN THE PILOT, IT'S NOT A PROBLEM AT ALL.
WE CAN, WE CAN HAVE THEM START RIGHT AWAY.
SO AS YOU SEE THIS LIST, JUST KNOW THAT WE HAVE OTHER SCHOOLS THAT HAVE JOINED NOW THROUGH OUR INITIAL MEETINGS WITH YOUR DISTRICT LEADERS, WE'VE ESTABLISHED THESE GOALS FOR THE PILOT, THROUGH THE UTILIZATION OF, UM, READING PLUS WITH FIDELITY, OUR GOALS FOR THE STUDENTS ARE TO INCREASE THEIR READING, PROFICIENCY INCREASE THEIR COMPREHENSION, THEIR VOCABULARY, AND THEIR FLUENCY.
SO THOSE ARE WHAT WE'RE GOING TO WORK ON.
AND AS YOU SAW WITH JENNY PRESENTED, THEY WILL BE USING THE READING PLUS TWO IN ORDER TO DO THAT.
AND THIS IS HOW WE'RE GOING TO RUN YOUR PILOT.
IT'S A FULLY CUSTOMIZED SERVICE AND SUPPORT.
SO WE'RE GOING TO START STRONG.
WE'RE GOING TO BUILD A MOMENTUM AND THEN WE'RE GOING TO CELEBRATE SUCCESS ALL THE WAY THROUGH.
SO WE'RE GOING TO START WITH LIVE VIRTUAL TRAINING OF THE LIVE VIRTUAL PLANNING AND KICKOFF MEETING, WHICH WE'VE ALREADY DONE WITH YOUR DISTRICT LEADERS.
WE'VE TALKED ABOUT THE SCOPE OF THE PILOT AND THE TRAINING NEEDS THAT WE HAVE FOR THE WHOLE YEAR.
THEN NEXT WE'RE GOING TO BE DOING THE LIVE INITIAL TRAINING FOR YOUR STAFF.
IT'S STARTING NEXT WEEK ON SEPTEMBER 14TH THROUGH THE 16TH.
AND THOSE ARE FOR THE INTERVENTIONISTS AND FOR YOUR AFTERSCHOOL TEACHERS, NEXT UP, WE'RE GOING TO HAVE THE LIVE VIRTUAL LAUNCH REVIEW MEETING.
SO ASK YOUR STUDENTS TAKE THAT INSIGHT THAT JENNY WAS TALKING ABOUT.
THE ADMINISTRATORS WILL HAVE SOME TRAININGS SO THAT THEY CAN, UH, FIND WHERE THEY CAN FIND ALL THE WONDERFUL RICH DATA.
BECAUSE ONCE THEY TAKE THAT ASSESSMENT, THEY'RE GOING TO HAVE COMPLETE PROFILES OF THEIR STUDENTS' READING ABILITIES AND THE DATA REPORTS TO TRACK THEIR PROGRESS.
NEXT UP, WE'RE GOING TO HAVE THE LIVE VIRTUAL ENGAGE WITH TRAINING DATA TRAINING.
THAT'S GOING TO SHARE WITH YOUR TEACHERS AND YOUR INTERVENTIONISTS, HOW TO USE THOSE RICH DATA SUPPLIED THROUGH THE MANAGEMENT DASHBOARD, UH, TO INFORM INSTRUCTION.
SO THAT'S A REALLY IMPORTANT TRAINING SO THAT YOUR TEACHERS KNOW HOW TO USE THE DATA THAT THEY'RE GOING TO GET THROUGH.
ALL OF THEIR STUDENTS WORK IN READING.
PLUS THE NEXT PART IS THAT, UM, I'M GOING TO BE MONITORING YOUR STUDENTS DATA AND PROVIDING FEEDBACK TO YOUR BUILDING IN YOUR DISTRICT LEADERS WITH PERSONALIZED FOLLOW-UP.
SO THEY'LL KNOW AT ALL TIMES HOW YOUR STUDENTS ARE DOING, AND IF WE NEED TO MAKE SOME ADJUSTMENTS AND THEN WE'LL HAVE THE MID PILOT REVIEW MEETING.
AND THAT IS WHERE I'M GOING TO SHARE A MORE FORMAL, UH, DATA, UM, REVIEW AND ALSO HAVE SOME RECOMMENDATIONS FOR YOUR PRINCIPALS AND YOUR, IN YOUR, IN YOUR DISTRICT LEADERS THROUGH, WELL, I WILL BE COACHING YOUR
[00:45:01]
INTERVENTIONISTS AND AFTERSCHOOL PROGRAM TEACHERS SO THAT THEY WILL CONTINUE TO KNOW HOW TO USE THAT DATA AND TO INFORM THEIR INSTRUCTION, BUT ALSO TO USE IT FOR, UM, FIRST SKILL WORK AS WELL.SO THEY WILL HAVE ACCESS TO RESOURCES THAT ARE OFFLINE AS WELL AS ONLINE.
AND THEN FINALLY AT THE END, WE'RE GOING TO HAVE A FINAL, UM, MORE FORMALIZED REVIEW REPORT SO THAT YOU CAN SEE HOW YOUR STUDENTS HAVE DONE THROUGHOUT THE, THE WHOLE PILOT THROUGH THE YEAR.
AND WE'RE GOING TO SHOWCASE THE READING GROWTH, UM, DURING THAT PI PILOT REVIEW MEETING.
AND THEN FINALLY THIS IS DURING OUR PARTNERSHIP, WE'RE GOING TO PROVIDE THE BUFORD COUNTY SCHOOLS WITH JUST WHAT I WAS TALKING ABOUT THROUGH OUR TIMELINE THERE, WE'RE GOING TO GIVE INTO IMPLEMENTATION PLANNING, A CUSTOMIZED LIVE TRAINING FOR EDUCATORS AND ADMINISTRATORS, ONE-TO-ONE DATA, COACHING SESSIONS, PROACTIVE DATA MONITORING, DEDICATED SUPPORT READING, PLUS SPONSORED MOTIVATION CONTEST TO KEEP YOUR STUDENTS AND YOUR TEACHERS INVOLVED SO THAT THEY'RE USING IT WITH FIDELITY.
SO THEY CAN MAKE THE READING GROWTH THAT YOU REALLY WANT THEM TO MAKE.
AND THEN WE'LL HAVE THOSE DATA REVIEW MEETINGS.
AND WE LOOK FORWARD TO YOUR PARTNERSHIP THIS YEAR.
WE'RE VERY EXCITED TO BRING READING PLUS WITH OUR COMPLIMENTING COMPLIMENTARY LICENSES FOR YOUR FOURTH AND FIFTH GRADE STUDENTS WHO NEED THE INTERVENTION AND FOR THOSE AFTERSCHOOL PROGRAMS. I THINK HE'S DONE THAT TO TEAM EVERY BUS.
IS THERE ANY QUESTIONS FOR US? OKAY.
THANK YOU VERY MUCH FOR THAT PRESENTATION.
IT LOOKS LIKE AN EXCITING PROGRAM.
MR. WRIGHT, WOULD YOU JUST KIND OF OUTLINED THE, MADE THE HOMEOWNER REVIEWS? HOW DOES THIS FIT INTO OUR, OUR LITTLE RECEIPT PLAN? LIKE, SO THIS IS, THIS, THIS WORD BECAME 12.
BUT WHAT I HEARD EARLIER THAT SOME OF THE READING OR MY SKILL LEVEL IS HIGH INTEREST, LOW READABILITY.
UM, SO IT IS AVAILABLE FOR ALL MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS.
THIS IS WHAT WE HAVE SELECTED AS STRATEGIC INTERVENTION FOR SUPPORT, BUT WHEN THEY GO IN, THOSE TEXTS ARE DESIGNED FOR READERS, AT LEAST OUR FIRST GRADE LEVEL, AND THEN ALL THE WAY THROUGH AP COLLEGE LEVEL.
SO IT WILL MEET THE DIFFERENT NEEDS OF STUDENTS BASED ON THEIR INTEREST LEVEL AND VARIABILITY.
AND THEN IF YOU ARE, LET'S SAY A MIDDLE SCHOOL STUDENT THAT IS READING SIGNIFICANTLY BELOW GRADE LEVEL, THAT TEXT IS BEEN CREATED IN.
AND SO IT DOESN'T SEEM AS SUCH FOR OTHERS, MEANING IF THEY DON'T JUST REUSE THE ELEMENTARY VERSION OF THAT LEVEL, THEY TAKE INTO ACCOUNT THAT IT IS AN EIGHTH GRADER, THAT'S READING AT A FIFTH GRADE LEVEL.
UM, SO THAT'S HOW IT FITS IN AS FAR AS MIDDLE SCHOOL.
UM, AS, AS FAR AS THE PILOT WITH FOURTH AND FIFTH GRADE, DID YOU WANT ME TO TOUCH ON, SO THAT'S WHERE I ANSWERED YOUR QUESTION.
I GUESS I'M JUST LOOKING AT CUES AS TO WHEN THE TEACHERS ARE GOING TO USE THIS VERSUS IT'S STRICTLY FOR PULLOUT INTERVENTION SCHOOL.
SO FOR ELEMENTARY SCHOOL, THIS IS FOR, WELL, AN INTERVENTION, EVEN IN MIDDLE SCHOOL, THERE IS NOT A DESIGNATED BLOCK OF TIME FOR ADDITIONAL READING SUPPORT.
SO THIS FITS INSIDE OF THAT BLOCK OF TIME FOR STUDENTS.
UM, BUT AS YOU KNOW, ESPECIALLY IN ELEMENTARY SCHOOL, WE HAVE A ROBUST PLAN FOR THEM, INCLUDING IREADY AS A SUPPORT.
AND SO INSIDE OF THAT TIER ONE CLASSROOM CALL IT.
SO THE HOMEROOM THAT EVERYONE RECEIVES FRI READY STAYS.
THIS IS FOR ADDITIONAL SUPPORTS FOR CERTAIN STUDENTS IN UTILIZING OUR INTERVENTIONISTS AND READING SUPPORTS PEOPLE.
AND YOU CAN ALSO SEE THAT THIS IS A SPECIALIZED PROGRAM.
SO WHEN YOU PROBABLY THINK THROUGH SOME OF THE BITS AND PIECES OF THE READING PLAN THAT YOU'VE HEARD FROM ME NOW, WE HEAR THAT THERE IS SOMETHING VERY STRATEGIC FOR STUDENTS THAT NEED EXTRA SUPPORT AND BIONIC SEEMING AWARENESS.
WE STILL HAVE LOI FOR THOSE SUPPORTS FOR THE STUDENTS THAT NEED A LITTLE BIT MORE HAND-HOLDING THROUGH COMPREHENSION AND GETTING THEIR FLUENCY UP.
AND THEN THIS ONE REALLY DIGS INTO THAT FLUENCY RATES VOCABULARY.
UM, AND THEN WHAT'S EXCITING IS THAT YOU SEE AN INCREASING COMPREHENSION BECAUSE AS YOU REMEMBER, UM, THAT FLUENCY INFLUENCES COMPREHENSIONS FOR US TOO.
MS. MELVIN, MR. MELVIN CAMPBELL.
[00:50:02]
UH, BASICALLY WHERE WE GOING WITH THE PROGRAMS AND HOW WE CAN, UH, SHOOL BETTER TEACHERS TO MANAGEMENT IS FOLLOWING THROUGH WITH IT.YOU KNOW, I SAID, THERE'S A PULLOUT INTERVENTION.
THIS WAS, IT WAS NOT A MAT MONITOR.
WE ARE UTILIZING THESE PROGRAMS NOW AFTER THE SCHOOL WAS SATURDAY.
AND HOW WAS THAT FATHER? WHAT ARE WE TRYING TO GET THE PILOT EVENTUALLY INCREASED PROCESS BELOW THE BOTTOM? THE PILOT, JUST JAZZ.
WELL NOW, AND WITH YOUR FIRST QUESTION, UM, SO HOW ARE WE GOING TO MONITOR THIS? SO AS YOU KNOW, READING CLASS, WE STEPPED INTO A PILOT, SO WE DID MONITOR IT.
SO THINGS JUST HAD TO LOOK A LITTLE DIFFERENTLY JUST BECAUSE OF HOW WE WERE MONITORING, ADJUSTING THINGS THIS YEAR.
HOWEVER, WE PLAN FOR IT LAST YEAR.
SO MIDDLE SCHOOL PRINCIPALS REALIZE THAT THERE NEEDED TO BE TIME EMBEDDED INTO THEIR DAY BECAUSE THIS HAS TO BE OUTSIDE OF THE READING BLOCK.
THERE WAS WORK DONE PROACTIVELY BEFORE THIS YEAR TO START, UM, ANALYZING THE STUDENTS THAT NEED THIS INTERVENTION AND TO GET THIS EXTRA SUPPORT.
SO THERE'S JUST THIS TIME FOR US NOW, UM, THAT I THINK WILL HELP WITH MONITORING AND HOW WITH FIDELITY, BECAUSE IT GIVES THE STUDENTS A LITTLE BIT OF EXTRA TIME AND THE TEACHERS HAVE SUPPORT.
UM, THIS TEAM DOES A REALLY NICE JOB OF NOT ONLY DOING THOSE LARGE MEETINGS THAT YOU'VE HEARD ABOUT.
SO HERE'S THE TRAINING, HERE'S HOW TO USE IT.
THEY ARE RESPONSIVE ONE-ON-ONE.
SO NOT ONLY DO THEY COMMUNICATE WITH DR.
STRATUS AND I THINK COMMUNICATE WITH THE LITERACY COACHES AT SCHOOLS, THE, UM, INTERVENTION.
SO THE TEACHERS THAT ARE USING IT, UM, AND THEY PROACTIVELY HELP US MONITOR DATA, LOOK FOR USAGE.
SO, YOU KNOW, THERE, THERE IS, UM, WE APPROACHED IT AND WE IMPLEMENTED IT AND WE SHOWED IT TO SCHOOLS IN A WAY THAT THE FAULT, THE QUALITATIVE DATA FROM THEM, WHEREAS IT WAS HIGH INTEREST FOR KIDS.
THEY THOUGHT IT ENGAGED THEM, THEY GOT RESULTS.
AND SO THAT MAKES US IN A REALLY GOOD PLACE.
SO FOR EXAMPLE, MIDDLE SCHOOL, AND THAT'S WHERE THE PILOT WAS.
UM, THE MIDDLE SCHOOL COACHES LAST YEAR ACTUALLY ASKED TO ALL GET TOGETHER AND TO ALIGN KIND OF THAT, HOW SHE WAS SAYING AND CONTESTS OR AN INITIATIVE OR SOME WAY THAT THEY WOULD COMMUNICATE AND WORK TOGETHER.
UM, BECAUSE SOME OF THE SCHOOLS DID A LITTLE BIT MORE AND THEN THEY REALIZED IT, THEY KIND OF LIKED THE WAY THAT IT WAS FLOWING.
SO SOME OF IT IS HAPPENING AND THEN THIS REALLY FUN, ORGANIC WAY THAT READING SHOULD BE AS EASY AS HIGH INTEREST.
BUT THEN WE ALSO, HAVEN'T BEEN IN TIME.
UM, AND THE SUPPORTS TO REVIEW THE DATA, EITHER DATA REPORTS ARE REALLY EASY TO SEE AND MONITORS OVER TIME, THE DIFFERENT COMPREHENSION LEVELS.
SO I THINK THAT ALSO IS GONNA HELP US FIDELITY, UM, AS FAR AS THE FIFTH AND THE SISTER, YOUR OTHER QUESTION, BUT THEN SIXTH GRADE OR FOURTH AND FIFTH GRADE PILOT.
UM, THE IDEA HERE IS IT'S JUST NOT LOST ON US, THAT WE ARE GOING TO HAVE A LOT OF OUR YOUNGEST LEARNERS COME TO SCHOOL, NEEDING SOME EXTRA SUPPORTS, YOU KNOW? AND SO WHEN WE THINK ABOUT UTILIZING OUR INTERVENTIONISTS EQUAL, WE REALLY NEED THAT TO BE ABLE TO HAVE THE SPACE TO WORK WITH THAT FIVE OR SIX YEAR OLD, THAT MAY DIDN'T GO TO PRE-K BECAUSE OF COVID YOU DON'T REALLY PAY ATTENTION TO THOSE DATA POINTS.
SO AS AN INTERVENTION TEAM WITH LITERACY COACHES AND INTERVENTIONISTS, WE HAVE KIND OF A GRID TO ANALYZE THE DATA OF THE STUDENTS COMING IN TO REALLY MAKE SURE THAT WE'RE VERY SPECIFIC AND HOW WE SUPPORT THEM.
UM, AND SO WHAT THIS WILL HELP DO IS MAKE SURE THAT WE HAVE MORE TIME AND SPACE TO FOCUS IN, ON CATCHING THOSE EARLY LEARNERS UP, AND THEN STILL SUPPORT OUR FOURTH AND FIFTH GRADERS THAT HAVE THIS FLUENCY GAP.
SO YOU'RE SAYING THAT'S SOMETHING ELSE.
WELL, EARLY LEARNERS, NO, THIS IS NOT GOING TO GET EARLY LEARNERS.
MR. CAMERON HAS HAD THE, ONE OF THE PLUS HAS, WAS
YOUR MEETING IS A LOGICAL PRACTICE.
SO THOSE OF YOU WHO REMEMBER JAMES JAMES TOWN REST, WHERE YOU WILL BE CATCH HOW MUCH TIME SOMEONE'S READING A PASSAGE AND DIVIDE THAT ABOUT THE TIME ABOUT ENOUGH WORDS, ET CETERA, ET CETERA, THIS IS A WAY, MUCH MORE SOPHISTICATED MODEL.
BUT TO ADD TO THAT, THEN WE DEVELOPING THE SYNTAX AS WEEDING, HELPING
[00:55:01]
THEM BECOME A BETTER WEEDER.SO WE NEED SOME DIVERSITY IN TOOLS BECAUSE OUR YOUNGER KIDS MAY BE USING WALMART OR USING OTHER TOOLS.
WE HAVE YOU PRESENTED ANOTHER TOOL THAT REALLY IS A BINARY TOOL, TIER ONE IN THE ELEMENTARY, BUT THIS ARE KIDS WHO ALREADY HAVE READING SKILLS AND COMPREHENSION AND FLUENCY IS GOING TO BE USED FOR INTERVENTION.
AND THEN NOT TO JUST GET MORE OF THE SAME
SO OPTIONS, MS. ROBIN, IS IT ALSO AN OPTION FOR THE STUDENTS TO WORK, UM, IN THIS PROGRAM INDEPENDENTLY AT HOME, UM, WATCHING IT AND HAVING SOME EXPERIENCE WITH THE CLOTHES, YOU KNOW, WHERE IT'S DOING THE READING, THAT'S PRETTY MOTIVATING FOR MIDDLE SCHOOL KIDS AND WITH THE TYPES OF TOPICS THAT THEY HAVE TO CHOOSE FROM.
I MIGHT IMAGINE THAT SOMEBODY IS REALLY DO A LOT OF THIS AT HOME BECAUSE IT'S, UM, PRETTY ENGAGING.
SO YOU CAN TELL WE'RE BOTH ANXIETY IS ACTUALLY A RESPONSE SPONSOR IS IMMEDIATE FEEDBACK, OR MAY NOT READ IN ORDER TO CHANGE BEHAVIOR, IMMEDIATE FEEDBACK, 17 SECONDS.
THIS PROGRAM PROVIDES THAT OPPORTUNITY FOR LEARNERS.
WHEN WE DO THE PILOT IN THE MIDDLE SCHOOL, UM, I VISIT WOULD GO VISIT AND VISIT CLASSROOMS AND TALK TO KIDS ABOUT IT.
UM, AND THAT WAS ALWAYS THE BEST PART.
AND, YOU KNOW, IT WAS REALLY SURPRISING THE NUMBER OF STUDENTS THAT WOULD ADMIT TO ME, THEY WEREN'T HAPPY ABOUT IT.
THEY LIKED IT, YOU KNOW, YOU KNOW HOW THE SCHOOLS DO IT, BUT HE SAID, OH, NO, THAT WAS A REALLY GOOD ONE.
UM, SO I DO THINK IT IS MOTIVATING FOR THEM.
UM, AND TO YOUR POINT, HAVING THAT IMMEDIATE SUCCESS, YOU KNOW, AND DRAWS THEIR EYE AND KEEPS THEM ON TRACK, THEY GET TO READ THINGS THAT INTEREST THEM.
IT'S BEEN FILTERED DOWN FOR THEM A LITTLE BIT, AND THEN THEY GET TO BUILD HER DOWN FURTHER.
AND THEN THE TEACHER HAS TO SEE THAT, YOU KNOW, AND SO IF YOU THINK DATA WISE FOR MIDDLE SCHOOL TEACHERS, THAT WAS REALLY A NICE OPTION FOR THAT BECAUSE THEY COULD SEE THE TYPES OF TEXT, STUDENTS WERE SELECTING HOW THEY WERE DOING IT.
AND THOSE 10 QUESTIONS THAT THEY MENTIONED, THEY'RE ALWAYS AROUND THE SAME, SO THEY CAN TRACK OVER TIME.
HOW ARE THEY ANSWERING MAIN IDEA QUESTIONS? HOW ARE THEY ANSWERING IT WHEN IT'S INFORMATIONAL VERSUS LITERARY? HOW ARE THEY ANSWERING IT WHEN THAT WINDOW THAT WAS SET UP? UM, HOW MUCH TIME DO THEY TAKE? SO THE FORM, THE REPORTS ARE REALLY DOING IT FOR THE TEACHERS AS WELL.
SO THE MIDDLE SCHOOL TEACHERS SEEM TO LIKE THAT ASPECT JUST BECAUSE THEY HAD SO MUCH REAL-TIME DATA.
SO IN THE PRESENTATION ITSELF, MRS. SMITH, AT THE POINT OF, UM, PRINT ON PAGE THREE, SLIDE SIX.
SO APPROXIMATELY TWO PRINCIPALS, WE SHARE THE INFORMATION WITH THE ELEMENTARY PRINCIPALS.
IT'S ACTUALLY BEEN VOLUNTEER RESULTS.
AND WE HAVE ADDITIONAL SCHOOLS FROM THE POINT OF THIS THING WHO HAVE JOINED ON TO BE PARTICIPATING IN THIS PROGRAM AS WELL.
HE CALLS IT A DISTRICT IS TIED TO THE PROFESSIONAL DEVELOPMENT THAT WILL COME OUT OF OUR DIVISION.
IT ALSO TIES TO WASN'T VERY PROFESSIONAL DEVELOPMENT FUNDS THROUGH ON ESTHER WILL ALLOW US TO BUILD IN THE PAST FEW OF OUR HENRY JAMES, OUR TEACHERS, AS WELL AS THE ADMINISTRATORS AT THE DISTRICT LEVEL, AND THEN OUR ADMINISTRATORS AT THE SCHOOL SITE.
AND ALSO WE'VE ALL GIVE YOU
TIER TWO MODEL, ADDITIONAL INSTRUCTIONAL SUPPORT.
AND SPEAKING SPECIFICALLY IS TIER ONE, ALL STUDENTS, THE OPPORTUNITY TO TIER TIER TOOLS THAT CAN BE UTILIZED IN TIER TWO AND TIER
[01:00:01]
THREE, TIER TWO OR THREE STUDENT CONCERNS, COLONEL DYER, BECKY MANAGER.I'M ESPECIALLY INTRIGUED BY THE ADDITIVE ASPECT.
AND THAT TO ME SEEMS TO REALLY FOCUS ON OUR YOUNG MALE LEADERS.
IT'S MY BELIEF THAT THE COMPETITIVE PIECE IS REALLY SOMETHING THAT YOU GET INJURED AND THAT IT SCRATCHES MY ISH ON THE GENDER ACHIEVEMENT GAP THAT I SEE IN OUR DECK.
SO I'M REALLY QUITE EXCITED ABOUT THIS, AND I REALLY WANT TO SEE DATA FOR GENDER TO SEE WHAT KIND OF IMPACT THAT COMPETITIVE PIECE HAS.
THERE I'M NO FURTHER HANDS UP.
UM, MR.
AND, UM, WE FOUND SUCCESS WITH IT AS PART OF WHAT WE WERE DOING, RIGHT.
IT WAS A STRATEGIC USE OF THAT SOFTWARE.
AND THAT SUMMER AFTER IMPLEMENTATION, I HAD DISTRICT STAFF ADVISE OUT WHAT WE DID IS, UM, TO HAVE THE IMPACT THAT PART DID.
UM, THE NEXT PART OF THE SUPERINTENDENTS REPORT IS UPDATE.
AND SO, UH, I'LL BEGIN THAT IN JUST A SECOND AND MAY HAVE THERE'S YOUR STAFF.
SO, UH, AS WE'RE ENTERING INTO OUR FOURTH WEEK OF SCHOOL, I WANT TO SHARE SOME INFORMATION WITH YOU REGARDING, UH, THE CHALLENGES THAT WE'RE FACING AS WE CONTINUE TO NAVIGATE THROUGH THE FIRST, UH, AS OF THIS MORNING DATA, LAST WEEK WE ENDED WITH LAST WEEK, WE HAD 220 POSITIVE, UH, STUDENT CASES AND 16 FATHERED STAFF ACROSS THE SYSTEM.
THESE NUMBERS WERE LACK OF MEETING WEDNESDAY OR LAST WEEK AS IS OFTEN THE CASE.
WHEN YOU SEE RESULTS THAT ARE FROM POSITIVE TESTS FROM LATE LAST WEEK, ADDITIONALLY ARE QUARANTINE NUMBERS PRIOR TO 2,839 STUDENTS AND 49 STAFF.
THIS 14 ARE CHALLENGING FOR OUR STUDENTS AND OUR TEACHERS IN DELIVERING INSTRUCTION.
AS SUCH WHILE WE UNDERSTAND THE LEGISLATIVE INTENT WITH REGARDS TO DOUBLE DOWN OR SIMULTANEOUS INSTRUCTION DOES CLEAR, BUT OPERATING WITH THE LARGE ORANGE-Y NUMBERS AND HAVING TEACHERS PRIVATE REPORT INSTRUCTION AND POSTED TO GOOGLE CLASSROOM IS NOT SUSTAINABLE, OR PERHAPS NOT EVEN THE MOST EFFECTIVE.
UM, I'VE HEARD FROM MANY TEACHERS REQUESTING TO SHIFT TO VALERIE OR SIMULTANEOUS INSTRUCTION SO THAT THEY CAN ENSURE THAT THEIR STUDENTS, THAT MUST FORM DEAN ARE KEEPING UP WITH THE LESSONS AND INSTRUCTION.
LAST WEEK, I ENGAGED THE STATE DEPARTMENT OF EDUCATION TO INFORM THEM OF MY INTENT TO MOVE TOWARDS THE WHOLE VALLEY IN CASES OF WARRANTY STUDENTS, AND THAT THEY SAID THEY WOULD BE PROVIDING ME WITH THE NECESSARY INFORMATION THAT WHEN THE SEND THEM ON A MONTHLY BASIS IN ORDER TO MAKE THAT HAPPEN.
THE QUESTION THAT I HAVE RECEIVED IS IN RESPECT OF QUARANTINES, AND THEN YOU, YOU HAD GUIDANCE.
DO YOU HAVE, ONCE AGAIN, RECENTLY ON LATER EXPORTING RECOMMENDATIONS,
[01:05:01]
THE STATE THAT STUDENTS THAT ARE WITHIN THE THREE TO SIX FEET DISTANCE FROM YOU'RE NOT UNIFORM AS LONG AS BOTH POSITIVE INDIVIDUAL AND A CLOSE CONTACT OR WEARING THAT.ONE OTHER QUESTION I RECEIVED OFF THEN IS IN REGARDS TO WHEN WE WOULD SHIFT THE SCHOOL TO TEMPORARY VIRTUAL INSTRUCTION DUE TO THE NUMBER OF OTHER CASE, THE ANSWER IS THAT THERE ISN'T A SIMPLE ART NUMBER THAT WOULD CAUSE US TO SHARE THE TEMPORARY VIRTUAL INSTRUCTION.
WHEN ARRIVING IN THIS DECISION, WE WILL TAKE INTO ACCOUNT NOT ONLY ACTIVE POSITIVE CASES WITHIN A SCHOOL, BUT ALSO HOW MANY EMPLOYEES ARE OUT OF HER BUILDING EITHER RESPONDED OR CASES.
WHEREAS IN OTHER WORDS, DO WE HAVE THE STAFF TO BE ABLE TO OPERATE INDIVIDUALLY IN QUESTION AND BEFORE WE WILL DO SO IN CONSULTATION, I WAS ASKING ABOUT MENTAL HEALTH AND THE PARTNERSHIPS THAT WE HAVE IN PLACE PCSB IS PARTNER WITH COASTAL EMPIRE COMMUNITY, MENTAL HEALTH AND PERFORMANCE SYSTEMS TO PROVIDE MENTAL HEALTH SERVICES.
THESE LOCAL PROVIDERS HAVE SUPPORTED MENTAL HEALTH NEEDS THROUGHOUT THE DISTRICT.
AND OUR GOAL OF ESTABLISHING SCHOOL-BASED MENTAL HEALTH SERVICES IN SCHOOLS ACROSS THE COUNTY.
MENTAL HEALTH IS A STATE MENTAL HEALTH AGENCY OFFICES, AND THE HILTON INTERVIEW FOR BOTH FORM AND SYSTEMS AND THE VETERAN LOCAL MENTAL HEALTH PROVIDER, OFFICES WATHEN AND A SATELLITE OFFICE, THE DISTRICT OFFICE ADMINISTRATORS, SOCIAL WORKERS, SCHOOL COUNSELORS RECEIVE REGULAR UPDATES ABOUT SERVICES AVAILABLE FOR PROVIDERS AND PROVIDING THIS INFORMATION TO PARENTS AND STUDENTS.
EACH OF THESE AGENCIES ARE POWELL FOR ACCESS TO THE WHY OF INSURANCE AND PROVIDE SERVICES IN SPANISH FOR THOSE FAMILIES NEEDING THOSE SERVICES.
ANOTHER COMMONLY ASKED QUESTION IS ABOUT VENTILATION.
AND AT THIS JUNCTURE, I WANT TO ASK MR. AUDITING REGARDING, UH, VENTILATION IN OUR SCHOOLS, UM, THIS YEAR, UH, WE'RE ATTACHING VENTILATION VERY SIMILAR TO WAYS THAT WE DID LAST YEAR.
SO WHAT THAT MEANS IS THAT WE ARE, UM, PUMPING AS MUCH FRESH AIR AS POSSIBLE INTO ALL OF OUR BUILDINGS.
UM, THIS IS THROUGH MECHANICAL MEASURES, SO THAT AIR IS BROUGHT IN.
IT IS DEMYSTIFIED IN THE SCHOOL BEFORE IT'S BROUGHT INTO THAT INTO THE BUILDING.
WE ARE ALSO ALLOWING, UM, WHERE A WILL A TEACHER.
NOW WE DO NOT RECOMMEND THAT, UM, BECAUSE OF THE HUMIDITY AND ALSO THE UNFILTERED AIR BEING BROUGHT IN.
AND IF SOMEONE WANTS TO, WE DO ALLOW THEM TO GO IN YOUR WINDOW.
UM, THE NEGATIVES OF THIS OF COURSE IS LOW ENERGY USE.
AND ACTUALLY WE WERE JUST FINISHING UP OUR ENERGY REPORT THAT WAS SPINNING STATE THIS WEEK, AND WE ARE SEEING AN INCREASE IN ENERGY.
UM, THE OTHER NEGATIVE REALLY IS JUST THE STRUGGLE, UH, IN THE REALLY HOT DAYS, KEEP BUILDINGS COOL.
UM, WHEN WE START PUMPING IN THAT MUCH FRESH AIR, WE DO HAVE BUILDINGS THAT STRUGGLED TO KEEP UP.
SO THAT IS SOMETHING WE DO TRY TO KEEP AN EYE ON.
UM, ONE OF THE THINGS WE'RE DOING TO COMBAT THAT IS WE ARE STARTING OUR SYSTEMS TWO HOURS EARLIER THAN NORMAL.
UM, JUST SO THAT WHEN YOU BRING THE, UH, TEMPERATURES AND THE ROOMS DOWN AS MUCH AS POSSIBLE, AND ALSO PUMP IN AS MUCH AIR AND DO AS MANY AIR CHANGES AS POSSIBLE FOR THE STUDENTS OR TEACHERS EVEN SHOW UP.
UM, AND THEN THE LAST ITEM IS THAT IN ANY OF OUR NEW UNITS, AND WE'VE BEEN DOING THIS FOR THE LAST SEVEN YEARS, ANY NEW UNIT HAS BIPOLAR IONIZATION AS PART OF THAT UNIT.
AND WHAT BIPOLAR IONIZATION DOES IS IT CHARGES THE AIR.
THERE'S A LOT OF OCCUPANTS IONS OUT OF THE AIR, WHICH CAUSES PARTICLES TO STICK TOGETHER.
AND WHEN THEY STICK TOGETHER, THEY EITHER FALL ON THE GROUND OR THEY CAUGHT IN FILTERS AS THE AIR IS BEING CHANGED.
AND NOW, UM, WE'LL CONTINUE TO DO THAT.
AND WITH SR FUNDING, WE ACTUALLY, AS PART OF OUR DESERT PROGRAM, UH, WE PUT IN THERE TO PURCHASE AND INSTALL BIPOLAR ORGANIZATION IN EVERY UNIT IN THE DISTRICT.
UM, SO AS THAT FUNDING BECOMES AVAILABLE, WE'RE STARTING TO WORK ON THAT PROGRAM.
WE ACTUALLY MET LAST WEEK WITH, UM, THE ONLY MANUFACTURER THAT WE'RE AWARE OF A UL RATED BIPOLAR IONIZATION UNIT, AND THAT'S WHAT WE WERE EXPECTING.
UM, AND THAT UL RATING JUST THAT'S IMPORTANT
[01:10:01]
BECAUSE THAT CERTIFIES THAT THEIR UNITS HAVE BEEN TESTED AND THEN THEY WERE NAMED IN IONS.THEY DON'T COMMIT ANY BYPRODUCTS SPECIFICALLY WHAT A LOT OF PEOPLE ARE LOOKING FOR IS OZONE.
SO THAT'S VERY IMPORTANT FOR US TO, UM, UH, GO WITH UNITS WITH THAT CERTIFICATION.
UM, THROUGH OUR RESEARCH, WE'VE ALSO FOUND THAT, UH, MANY DISTRICTS IN THE COUNTRY ARE TAKING THE SAME APPROACH.
UM, WE WE'VE HEARD, UH, CHICAGO'S SCHOOLS ARE DOING THIS CHARLOTTE GREENVILLE MIAMI DAY, JUST, UH, PUT IN A BIG WORD TO, UH, DO THE SAME ROUTE.
UM, THAT'S GREAT BECAUSE THAT GIVES US, UH, SOME BACKING THAT WE'RE DOING WHAT ALL THE BIG DISTRICTS ARE DOING.
BUT THE BAD THING WITH THAT OF COURSE, IS THAT WE'RE COMPETING FOR THE PURCHASES UNITS AND SAME TIME, ALL THOSE LARGER DISTRICTS ARE DOING THAT AS WELL.
SO THAT, THAT CONCLUDES WHAT I HAD TO SAY ABOUT LA.
DO YOU HAVE ANY QUESTIONS? WE'LL BE GLAD TO TAKE THEM.
SO WE HAVE EARL CAMPBELL'S HAND UP.
I DON'T HAVE QUESTION COMMENTS.
UM, WE HAVEN'T HAD A LOT OF CONVERSATIONS ABOUT MASS.
THEY DON'T WANT THE STUDENTS, UM, THAT IS, SEEMS TO CAUSE A PROBLEM IN THE PAST SINCE SCHOOL CLASSROOMS. AND I DIDN'T SEE ONE STUDENTS COMPLAIN ABOUT WHEN, UM, THE 17,000 CHILDREN IN THE STATE OF SOUND COLD, BUT WHO DO YOU, ANYONE, RIGHT? YEAH.
IN FACT, TRUE THE GOVERNOR NEXT TIME, BECAUSE WHEN YOU HAVE A CHILD THREE YEARS OLD, FOUR YEARS OLD, SEVEN YEARS OLD.
AND IF YOU DON'T WANT TO WEAR A MASK, THAT'S UP TO YOU, BUT YOU SHOULD NOT, YOU DON'T HAVE TO RIGHT.
TO INFECT ALL THE CHILDREN IN THIS DISTRICT.
I KNOW THERE'VE BEEN SOME, SOME, SOME THREATS MADE, BUT YOU KNOW, THAT'S JUST RIDICULOUS.
SO I, I WOULD HOPE THAT THE SCHOOL MAKE A DECISION.
WHAT ARE WE GOING TO ADDRESS THIS CHILDREN BECAUSE OF WHAT INGRID BUILT.
I HAVE A COUPLE OF QUESTIONS ABOUT PRESENTATION WITH REGARDS TO MENTAL HEALTH SERVICES.
IF A PARENT OR A STUDENT IS SEEKING MENTAL HEALTH, WHO DID THEY CONTACT? SO OUR SCHOOLS HAVE PEOPLE THAT ARE REGULARLY
ANYTHING ELSE YOU WOULD ADVISE ON? I THINK ON OTHER ADULT ASSISTANCE AVAILABLE? CAN YOU HEAR ME? YES.
SO I WAS JUST SAYING THAT THE SCHOOL SOCIAL WORKERS ARE ALSO AVAILABLE IN A GENERALLY THE POINT OF CONTACT AND CAN ASSIST WITH YES.
UM, BUT PARENTS AND, AND COMMUNITY ABLE TO HEAR ME.
NO, YOU KEEP GOING IN AND OUT.
I'M GOING TO TRY THIS ONE MORE TIME.
CAN YOU HEAR ME NOW? YEAH, I APOLOGIZE.
I LIVE OUT IN SEABROOK, SO MY INTERNET CAN BE SPOTTY.
UM, BUT I WAS JUST SAYING THAT SCHOOL SOCIAL WORKERS CAN ALSO ASSIST AND PARENTS CAN CONTACT THOSE AGENCIES DIRECTLY IF THEY'RE ALSO INTERESTED IN, IN RECEIVING SERVICES.
UM, AS A FOLLOW-UP ONCE THE PARENT OR A STUDENT
[01:15:01]
HAS REACHED OUT TO SAY A SCHOOL COUNSELOR OR THE SCHOOL NURSE, WHAT'S THE PROCESS, DOES THE SCHOOL THEN THE STUDENT TO, UH, UH, ONE OF THESE PARTNERS, IS THERE, IS THIS COVERED AS PART OF OUR RESPONSE, AS FAR AS DOES IT GO TO INSURANCE? IS THERE ANY MORE YOU COULD TELL PARENTS ABOUT WHAT HAPPENS AFTER THE OUTREACH HAS OCCURRED? OKAY.SO WHAT WE DO IS GENERALLY HELP TO FACILITATE THE REFERRAL TO THE AGENCY.
AND THEN FROM THERE, IF THE, IF THE CHILD HAS INSURANCE, THEY USUALLY GO THROUGH THEIR INSURANCE.
BUT IF YOU KEEP DROPPING, THEY'RE ALL TO HAVE AN INSURANCE PROVIDER.
SOME OF THEM WILL LIKE A BAD LIST.
ALL RIGHT, I'M GOING TO TRY THIS ONE MORE TIME.
SO OUR, UM, OUR SCHOOLS THAT HAVE, DO HELP TO FACILITATE REFERRALS TO OUR PARTNER AGENCIES.
UM, BUT WE GENERALLY, UM, WE'LL WORK WITH THEM TO SECURE THE REFERRAL TO THE AGENCY.
AND THEN FROM THERE, IF THE CHILD HAS INSURANCE, THEY USUALLY BILLED THROUGH INSURANCE OR THEY OFFER A DISCOUNTED CASH RATE, UM, SOME AS LOW AS $0 DEPENDING ON THE FAMILY SITUATION.
UM, AND WE JUST TRY TO HELP TO FACILITATE THAT IN AND MEET THE PARENTS AND STUDENTS WHERE THEY ARE.
SOME OF OUR SCHOOLS ARE, UM, RECEIVING SCHOOL-BASED MENTAL HEALTH SERVICES THIS YEAR.
SO OUR GOAL IS TO CONTINUE TO EXPAND THE NUMBER OF SCHOOLS THAT ARE HAVING A FULL-TIME COUNSELOR ON, ON CAMPUS.
AND THEN, UM, CONTINUE TO WORK WITH OUR PARTNERS TO HELP SUPPORT THOSE STUDENTS WHO DO NOT HAVE, UM, SCHOOL-BASED SERVICES AVAILABLE ON CAMPUS.
DID THAT ANSWER YOUR QUESTION? I FEEL BAD THAT I HAVE ANOTHER FOLLOW-UP.
WHY DON'T YOU WAIT, INGRID, CAN YOU WAIT, INGRID? YEAH, BECAUSE YOU ALREADY ASKED A COUPLE.
ALL RIGHT, MR. MILL, WE'LL COME BACK.
ONE IS WHAT, WHAT, WHAT IS THE PROTOCOL FOR A CHILD WHO IS FROM SUSPECTING OF COVID IN A CLASSROOM AND SYMPTOMS OF COVID YOU HAVEN'T BEEN TESTED NOBODY, NO GROUP.
JUST THE TEACHER KNOWS WHAT HAPPENS.
THAT'S ONE OF THE QUESTIONS THAT I HAD, YOU KNOW, FROM THE STITCHING, IS THERE POSSIBLE THAT WE GIVE, PROVIDE SOME DIRECTIONAL, WELL, ASK YOU TO GO WITH YOUR JOB TO TESTING IS THE FACT THAT THEY PUT OUT A FALSE CONTRACT? WELL, OTHERWISE, OKAY.
UM, SO I'LL START WITH THE SECOND ONE.
UH, OUR, OUR STAFF CAN PROVIDE SCIENCE INFORMATION THAT, UM, UH, UH, THE OTHER QUESTION, UH, ESSENTIALLY I DON'T WANT A STUDENT ISN'T FEELING WELL OR IS SHOWING A SYMPTOMATIC, UH, UH, AT SCHOOL.
SO THEY, THEY, UM, COME TO THE NURSE'S OFFICE AND THE NURSES OFFICE.
UM, THEY HAVE, UM, MULTIPLE ROOMS, A ROOM THAT IS FOR CHILDREN THAT ARE SYMPTOMATIC CHILDREN, UM, THAT ARE NOT, UM, OR, UH, CHILDREN THAT HAVE YOUR TRADITIONAL RATHER THAN VISIT TO A NOURISH RYAN SCRAPES.
SO THE STUDENT THAT'S SYMPTOMATIC, UM, UH, AT THAT JUNCTURE, UM, THE NURSE WILL WORK WITH THEM, CONNECT WITH THE PARENTS, INFORM THEM, UM, THE SITUATION AND IF THEY ARE, UH, A CLOSE CONTACT OF ANOTHER STUDENT, UM, THAT'S WHEN THE NURSES BEGAN, UH, TO DO, UM, TO DO ANY, ANY KIND OF INFORMATION OR BACKGROUND THAT THEY CAN SEND THE STUDENT WOULD THEN GO HOME.
AND THEN THAT STUDENT WOULD BE, YOU KNOW, OBVIOUSLY THEY PARENTS, WOULD THEY GET THE CHILD TESTED IF THE CHILD TESTS POSITIVE, THEN THE SCHOOL WOULD BEGIN OR SHOULD WE BEGIN, UH, EXCLUDING ANY, UH, THOSE
[01:20:01]
CONTACT THAT, UH, THE DEFINITION, RIGHT? UM, UM, OR THE RECOMMENDATION FROM DTI.UM, SO FOR EXAMPLE, UH, A VACCINATED STUDENT WOULD NOT BE A CLOSE CONTACT UNLESS THEY ARE, UM, SHOWING SIMPLE QUESTION IN THE BACK, RIGHT? THOSE TYPES OF THINGS WE'LL GO TO THE UP.
SO THE NURSES, UH, DO FOLLOW UP WITH, UH, WHETHER THE STUDENTS, UH, YOU KNOW, ARE YOU ASKING THE FOLLOW-UP UP WITH THE STUDENT AS THAT THIS WAS DONE? THERE'S TWO WAYS THAT THAT HAPPENS, RIGHT? THERE'S ONE, UH, THE PARENT, OR THERE'S SOME, SEVERAL WAYS, ONE, THE PARENT REFORMS, UH, THE RESULTS OF THEIR TESTS TO SOMEONE AT THE SCHOOL AND BOTTLE UP WITH A PARENT AND THE RESULTS OF THE TEST, EITHER THE NURSE OR SOMEBODY IN ADMINISTRATION THAT WOULD BE DOING THAT, OR THIRD WAY, UM, THAT WE LEARN ABOUT COVID POSITIVE CASES.
IS THAT THE RESULTS OF THOSE TESTS, DO YOU HAVE COMMUNITY ENGAGED THE RESULTS OF THOSE BEST THAT OUR SCHOOL NURSES? SO THERE'S SORT OF MULTIPLE WAY THAT THAT HAPPENS, THAT I GET ALL YOUR QUESTIONS.
IN TERMS OF THE BUILDINGS, UM, WHAT'S THE PROCESS OF CLEANING THE, AND MR. RONNIE, WHEN YOU TAKE THAT? YES.
UM, IT IS STORED AS OUR CLEANING PROCESS OF THE BUILDINGS.
IT'S VERY SIMILAR TO, AS WE DID LAST YEAR, WE HAD RETAINED THE ADDITIONAL EMPLOYEES IN THE ELEMENTARY SCHOOLS TO ENSURE THAT WE HAVE, UM, PEOPLE TABLES TO, UH, HIT ALL THE TOUCH POINTS.
WE ARE ALSO CONTINUING TO PROVIDE ALL THE CLASSROOMS, SANITATION, SPRAY, AND TOWELS.
SO IT'S DEEDED, UM, CLASSROOMS CAN KEEP CLEAN, THEIR CLASSROOMS IS NEEDED.
UM, ON TOP OF THAT, WE ARE CONTINUING TO USE OUR HALO VISITING MACHINES, UH, THROUGHOUT THE BUILDINGS, DURING THE B UH, TO DISINFECT AND SANITIZE AREAS.
YOU KNOW, SO FOR THE MOST PART, OUR EVERYTHING THAT WE DEVELOPED LAST YEAR, UM, WITHIN THE SESSION, I'M ACTUALLY, WE SHUT DOWN ON WEDNESDAYS TO EVERY FULL DAY OF TRAINING ON THE BUILDINGS, ON OUR BUSES IN TERMS OF EVENT THAT'S IS THAT HAS BEEN CONCERNED RENTING.
UM, HOW WOULD THAT, HOW ARE YOU, HOW ARE YOU GOING BACK TO THE DRAWING BOARD AND USING THAT ONE DAY THAT WE DON'T HAVE ALL THE CLEANING? I MEAN, AGAIN, YEAH.
HOW WOULD WE DO AN HOUR? IT DOESN'T, SO THEY'RE CLEANING EVERY EVENING, BUT MIND YOU, THAT THERE IS A REQUIREMENT FROM LEGISLATURE TO OFFER FIVE DAYS A WEEK FACE TO FACE, TO HAVE FACE TO FACE, WHICH MEANS YOU NO LONGER HAVE THAT ONE DAY OFF.
I ONLY WORK IF THEY'RE NOT ALREADY ASSIGNED THAT IT'S BEEN BROUGHT TO MY ATTENTION EVER SINCE WAS THAT EVEN LORD THAT FULL WE'RE STILL ARE DUTY BOUND BY AS A, AS A BOARD TO ALSO TO ENSURE THAT THE BILLS ARE TOO, SO THAT WE CAN MAKE SURE THAT THAT'S AT A SECTOR.
THIS IS OUR INSECURITY
WE STILL HAVE TWISTS THOSE TASKS WOULD BE POSSIBILITIES TO MAKE SURE THAT ASPIRIN WAS ON THE SAFE AND CLEAN ENVIRONMENT.
AND THAT WE'RE STILL TAKING A CITIZEN OF VIRGINIA THE FIRST TIME.
AND THAT HAS CLEANING TAKES PLACE IN THE AFTER HOURS, UM, WHEN STUDENTS LEAVE FACILITY, UH,
[01:25:01]
UH, THROUGH THE EVENING.RODRIGUEZ, UM, FOR, YOU KNOW, PIVOTING THROUGHOUT THIS ENTIRE THING AS, UM, YOU KNOW, COVID HAS DISRUPTED EVERYBODY'S LIFE.
SO, UM, I JUST WANTED TO ASK YOU IN REGARD TO THE DUAL MODALITY AND JUST FOR CLARIFICATION PURPOSES, THAT DUAL MODALITY MEANS THAT TEACHERS WILL BE, UM, TEACHING IN THE CLASSROOM, THOSE THAT ARE ON QUARANTINE WILL BE ABLE TO, UM, RECEIVE THE INSTRUCTION AT HOME, UH, IN REAL TIME.
THAT'S EXACTLY WHAT WE'RE TALKING ABOUT.
WE'RE FINDING AND HEARING AND LISTENING TO OUR TEACHERS THAT, UH, THE METHODOLOGY, UH, WITH THE, WITH THE REPORTING OF THE LESSONS, UM, AND, AND POSTING LESS THAN, UH, THAT, THAT, UM, I GUESS IS THE PREFERRED METHOD THAT THEY WERE WANTING.
UH, IT WAS NOT WORKING, UH, WITH FOREIGN NAMES, UH, OF THIS AMOUNT AND OUR TEACHERS, TO BE HONEST WITH YOU, WHEN THEY'RE SAYING TO ME IS LOOK RIGHT, WE WANT TO DO EVERYTHING WE CAN TO MAKE SURE THAT THEY'RE SUCCESSFUL AND VIVIDNESS.
AND WE FEEL THAT, UM, THAT WE WANT TO BE ABLE TO TEACH THEM A LOT OF INSTRUCTION AT THE SAME TIME, BECAUSE OF THE OPPORTUNITY NECESSARILY TO ASK QUESTIONS OR CLARIFY THINGS.
UH, UM, YOU KNOW, SO THAT'S WHY I'M FOR, FROM TEACHER RESOURCES.
SO IT IS EXACTLY WHAT YOU'RE DESCRIBING.
AND I'VE HEARD THAT FROM PARENTS AS WELL, THEY'RE CONCERNED THAT THEIR CHILDREN ARE GONNA FALL BEHIND AND THAT THE, THE OTHER FORM OF INSTRUCTION WHERE THEY WERE GETTING IT FROM VIDEOS OR WHATNOT THAT THEIR CHILD MAYBE WAS PERHAPS HAVING TO TEACH IT THEMSELVES, OR THE PARENTS TEACH IT TO THEIR CHILD, UM, WAS PROBLEMATIC FOR SOME.
UM, MY MAIN QUESTION IS IN REGARD TO ABSENCES WHEN IT COMES TO THAT DUAL MODALITY, UM, I KNOW PRESENTLY WHEN CHILDREN ARE IN QUARANTINE SO LONG AS THEY TURN IN THEIR WORK FOR THAT SCHOOL DAY, THEY'RE COUNTED AS PRESENT.
UM, I WANTED TO ASK HOW THAT WOULD APPLY IN THIS DUAL MODALITY FORMAT.
IF THE CHILD OR FAMILY WAS UNABLE TO HAVE THEIR CHILD PARTICIPATE IN THAT REAL-TIME LESSON, BUT DID IN FACT COMPLETE WORK
THANK YOU TO THAT QUESTION, CIRCLING.
SO CLARIFICATION TO OUR STUDENTS AND FAMILIES, GIVEN THE OPPORTUNITY TO COMPLETE YOUR ASSIGNMENTS.
IT'S AN EXCUSE THAT DOES NOT FEEL AGAINST THE STUDENT WILL BE ABLE TO MONITOR STUDENT WORK AND TIME THROUGH ZOOM OR SEESAW AT TIMESTAMP THAT META INFORMATION ON THE TASK UPLOADED NON-COMPETE TIME.
AND IT MUST RECOGNIZE BE MINE.
TWO THINGS HAVE TO BE RATHER IN REFERENCE TO SCHOOL SITE.
SO THEY HAVE TO RECOGNIZE THAT STILL BEING EXCUSED ABSENCE, THE DISH OUT IS JUST NOT DOING WEARABLE.
SO THEY WILL BE ABLE TO COMPLETE THE WORK, EVEN IF THEY MISS THE ZOOM CLASS.
UM, IF THEY AS UP SO LONG AS THEY STILL COMPLETE THE WORK THAT DAY THEY'RE COUNTED AS PRESENT.
WE'RE BACK TO INGRID BOATWRIGHT.
MADAM CHAIR, BACK TO THE MENTAL HEALTH ISSUE.
SO THAT WAS ONE OF OUR CATEGORIES OF SR FUNDING, RIGHT? AND PRETTY HIGH UP THE LIST ON THE PARENTS SURVEY.
UM, AS YOU GUYS KNOW, I HAVE TEENAGE AND COLLEGE AGE CHILDREN, AND THAT AGE GROUP HAS BEEN DECIMATED WITH THIS SUBSTANCE ABUSE, DEPRESSION, SUICIDAL IDEATION.
WE'RE DEALING WITH A LOT OF ANXIETY IN THE YOUNGER KIDS.
THEY'RE WORRIED ABOUT GETTING SICK.
SO THAT IS A THEME, NOT ONLY AMONG PEOPLE I TALKED TO, BUT SOCIAL MEDIA.
SO I WAS REALLY GLAD TO HEAR THAT WE HAVE PARTNERSHIP, UM, WITH TWO ORGANIZATIONS.
MY CONCERN THOUGH, IS THAT I DON'T THINK JUST FACILITATING A REFERRAL IS REALLY MEETING THE NEEDS OR THE EXPECTATIONS OF ART, BUT BECAUSE WHEN YOU GET INTO THE ROLE OF INSURANCE, AND THIS IS SOMETHING I KNOW A LOT ABOUT THIS, APPARENTLY BE CONCERNED ABOUT $150 THERAPY BILL, BECAUSE IT'S NOT COVERED BY THE INSURANCE, OR IT GOES TO THE DEDUCTIBLE, OR THERE'S A $70 COPAY
[01:30:01]
WHELMING.I WOULD LIKE TO SEE, UM, IF SOMEONE, AND I KNOW IT'S A SMALL NUMBER OF SCHOOLS, CORRECT ME IF I'M WRONG, BUT HAVE ON-SITE SCHOOLS SERVICES.
SO THE VAST MAJORITY OF OUR SCHOOLS ARE LOOKING AT BEING REFERRED OUT.
AND I WOULD LIKE TO SEE A MORE, UM, ROBUST REFERRAL PROCESS WHERE THE SCHOOL MAINTAIN SOME LEVEL OF MAKING SURE THAT THE REFERRAL IS MADE, THAT THE PARENTS UNDERSTAND HOW TO DO, ESPECIALLY WHEN THERE'S A LANGUAGE BARRIER, UM, THAT THERE'S A, YOU KNOW, SOME SORT OF CONFIDENTIALITY.
AND THEN AT SOME POINT, I DON'T KNOW IF THIS IS POSSIBLE, BUT I WOULD LIKE TO SEE HOW MUCH IT'S GOING TO COST A PARENT TO SEND THEIR KIDS TO ONE OF THESE PLACES, BECAUSE I THINK THAT WOULD INHIBIT A LOT OF PEOPLE CAUSE THEY'RE HAPPY CAN GET VERY EXPENSIVE, VERY FAST.
SO DO YOU WANT TO, I GUESS THAT WAS KIND OF A QUESTION THOUGHTS.
I ACTUALLY DIALED IN FROM MY CELL PHONE.
SO I'M HOPING THAT YOU ALL CAN HEAR ME.
I APPRECIATE THE QUESTION THAT YOU'VE ASKED, AND THESE ARE CONVERSATIONS THAT WE HAVE BEEN HAVING WITH OUR PARTNERS.
UM, I KNOW THAT WHEN WE SHARE THE LIST OF SCHOOLS THAT ARE RECEIVING SCHOOL-BASED SERVICES, IT DOES LOOK LIKE ABOUT A THIRD OF OUR SCHOOLS.
UM, UNFORTUNATELY OUR MENTAL HEALTH PARTNERS ARE STRETCHED VERY THIN AS WELL, SO THEY DON'T HAVE FULL STAFF THAT THEY CAN JUST DELEGATE TO BE ABLE TO COME IN, TO TALK ABOUT OR TO PROVIDE MENTAL HEALTH SERVICES.
SO THAT'S THE REASON WHY WE'RE STARTING WITH JUST THOSE NUMBERS OF SCHOOLS.
AND THOSE WERE THE NUMBERS BASED ON THE DATA THAT SHOWED US THAT HAD A HIGHER NEED FOR MENTAL HEALTH SERVICES.
NOW THAT DOES NOT TAKE AWAY OR NEGATE THE MEET THE NEEDS THAT ARE WITHIN OUR OTHER BUILDINGS.
THAT'S JUST WHERE WE PRIORITIZE, UM, STARTING OUR STARTING POINT.
AND SO AS THESE NEW, THESE PROVIDERS PANEL NEW, UM, THERAPISTS, WE'RE CONTINUING TO WORK WITH THEM TO BE ABLE TO SUPPORT MORE OF OUR SCHOOLS AS WE MOVE THROUGH THE SCHOOL YEAR.
AND WE HAVE RUN INTO SITUATIONS WHERE WE'VE HAD, UM, THEY HAVE TAKEN ON THE EXPENSE OF PROVIDING THOSE SERVICES.
UM, BUT WE ALWAYS WANT TO GIVE THE OPTION TO THE PARENT FIRST.
SO WE DON'T HAVE A DISTRICT WANT TO MANDATE MENTAL HEALTH SERVICES.
UM, THAT IS SOMETHING THAT WE ALWAYS WANT TO BE ABLE TO SUPPORT AND HELP TO FACILITATE FOR FAMILIES, BUT IT'S NOT SOMETHING THAT WE WANT TO GET INTO THE POSITION OF REQUIRING FOR FAMILY.
SO WE DEFINITELY WORK WITH OUR SCHOOL TEAMS TO BE ABLE TO PROVIDE THAT ADDITIONAL SUPPORT FOR STUDENTS, UM, AND TRY TO MAKE THE PROCESS AS SIMPLE AS POSSIBLE.
AND WE TRY TO REMOVE ANY BARRIERS TO SERVICES, UM, THAT EXISTS INCLUDING, UM, THE ACCESS TO FUNDS OR ACCESS, UM, OR LACK OF INSURANCE AS A BARRIER.
SO OUR GOAL IS TO, OF COURSE, REMOVE THOSE BARRIERS, ENSURE THAT, UM, STUDENTS AND STAFF ARE RECEIVING THE SUPPORT THAT THEY NEED.
UM, AND THAT IS SOMETHING THAT WE'RE WORKING TOWARDS GROWING IN OUR DISTRICT.
UM, WE'VE BEEN FORTUNATE, I THINK IN BEAVER COUNTY TO HAVE PARTNERS THAT ARE WILLING TO, UM, TO DO THE EXTRA WORK OF, OF WORKING WITH US.
AND SOMETIMES THEY'RE SHOWING UP, UM, FOR CRISIS SUPPORT.
UM, THEY'RE JUST DOING A LOT OF DIFFERENT THINGS THAT ARE SURPRISED THAT ARE SUPPORTING THE MENTAL HEALTH NEEDS OF NOT JUST ALL OF OUR, UM, OUR STUDENTS, OUR STAFF, AND WORKING WITH THE COMMUNITY AS WELL, TO HELP US INCREASE THE AMOUNT OF SUPPORT THAT WE'RE PROVIDING, UM, TO MEET THE MENTAL HEALTH NEEDS OF OUR STUDENTS.
THANK YOU AS MUCH AS I JUST THINK THAT THERE'S A, UM, THAT RATHER THAN JUST FACILITATING THAT WE COULD SOMEHOW CONTRACT WITH THESE PROVIDERS WHERE PARENTS WOULD KNOW THAT THERE'S A SET FEE, UM, OR THAT THE SCHOOL DISTRICT, IF IT GOES, SAY $20 A VISIT YOU BILL, THE INSURANCE, THE PARENT PAYS WHERE THE $20 IS THERE SOME WAY THAT WE CAN ENGAGE IN MORE SIGNIFICANT, UM, CONTRACT LEVEL NEGOTIATIONS WITH THESE PROVIDERS SO THAT THE PARENTS UNDERSTAND EXACTLY HOW MUCH THEY'LL BE PAYING THE PROCESS IS STANDARDIZED.
IT'S NOT SORT OF, UM, CASE BY CASE, UH, PROCESS OR ANYTHING LIKE THAT.
UM, I KNOW, UM, CURRENTLY WE DO, UM, BUDGET AND THE EXTRA FUNDS FOR MENTAL HEALTH SERVICES FOR STAFF AND STUDENTS.
AND WE'RE ALREADY PARTNERING WITH COMPANIES FOR BOTH STAFF AND STUDENTS AS WELL.
SO, UM, I THINK IT'S WORTHY OF A CONTINUED CONVERSATION BETWEEN MY AND STAFF ON, ARE WE MAXIMIZING THE BUDGET AND RESOURCES THAT WE HAVE OUT CHARGING PARENTS.
SO, UM, SO THAT, THAT'S WHEN THEY, I'M THINKING ABOUT AS WE CONTINUE TO HAVE THIS DISCUSSION.
UM, BUT IF I CAN'T SAY RIGHT OFF THE HAND, IT EXCEEDS A CERTAIN DOLLAR AMOUNT AND AID OR FIRE THAT THIS MAYBE, UM, IN THIS CIRCUMSTANCE, UH, MOST COVID RELATED EXPENSES ARE CONSIDERED TO BE FOR EMERGENCY PROCUREMENT BECAUSE IT IS A PANDEMIC.
[01:35:01]
UM, IT IS, UH, UM, SO WE WERE ABLE TO USE THAT, UTILIZE THAT SERVICE.ON THE SPOT, WE ARE HAVING A SERIES OF MEETINGS WITH SENIOR STAFF OVER THE NEXT FEW WEEKS INDIVIDUALLY, AND TO MAKE SURE THAT EACH ONE, EACH CONTACT PERSON UTILIZES, UM, THE BUDGETS THAT THEY HAD.
I KNOW THESE AWARE OF WHAT THEY HAVE AND BE SURE WHERE IT'S ALL DOCUMENTED RESOURCES.
NEXT IS MR. WILLIAM SMITH, UM, DR.
WARES DESKY, UM, I'VE HAD SOME PARENTS CALL AND ASK ABOUT IT IN TERMS OF THE QUARANTINE.
IS THERE A, IS THERE A WAY THAT WE AREN'T GIVING UP DEVICES BECAUSE SOME PARENTS WERE SAYING THAT THEIR KIDS WERE ABLE TO GET THEM LICENSES THAT THEY ALL SAID THEY WERE TOLD THAT THERE WAS ONE GUY SAID, HE SAID THAT SHE WAS TOLD THAT SOMETHING WAS WRONG WITH HER CHILD AND RICE FROM A YEAR AGO.
AND SHE HAD TO PAY THREE OR FOUR HOUR TO GET AN ADVICE, OR TYLER'S QUARANTINES, HOW ARE WE TAKING
SO, UM, IS THERE ANYTHING ELSE YOU'D LIKE TO ADD TO THAT? I ACTUALLY, UM, SO WE HAVE THE OPTION OF PROMISSORY NOTE TO COMPENSATE OR ANY UNPAID FEES FROM, UH, THE CURRENT PREVIOUS SCHOOL YEAR.
UH, SO WE'VE ASKED OUT TO DELIVER THE DEVICE TO THE STUDENT WITH A PROMISE THAT THEY WILL PAY.
AND IF THEY HAVE, DO NOT HAVE THE ABILITY TO PAY AND LOOK LIKE TO FILE A WAIVER FORM, THEN WE HAVE THAT AVAILABLE IN THAT OPTION AS WELL.
SO THAT WAY YOUR REPORT COMES TO THE DISTRICT OFFICE.
AND THEN THERE'S A SERIES OF CRITERIA EIGHT.
WE LOOK AT TO BE ABLE TO HONOR A WAIVER OF FEES.
SO, UM, BUT THERE IS, SHOULD BE OUR DIRECTIVE FOR SCHOOLS WAS TO NOT PULL THE DEVICE.
UM, IF THERE WERE DAMAGES WORK COMPUTER AND IT WAS KNOWN AS TO BE, UH, DEEMED TO BE NEGLIGENCE IN SOME WAY, UH, LACK OF CARE OF THE DEVICE.
THERE IS SOME OWNERSHIP ON THE PART OF THE STUDENT TO, UM, TO HELP TO OFFSET SOME OF THE COSTS OF KNEE REPLACEMENT FOR CARE OF THE DEVICE.
UM, BUT I ARE ALWAYS OPTIONS FOR SOME SORT OF EITHER A PAYMENT PLAN OR A LATER PROCESS FOR THE STUDENTS, MR. SMITH.
UM, IF IN YOUR CONVERSATIONS WITH CONSTITUENTS, YOU ARE AWARE AND TAKE YOUR, UH, OCCASION THAT, THAT, THAT MIGHT BE AN ISSUE.
JUST LET ME KNOW, SO WE CAN REACH OUT AND MAKE SURE THAT, WELL, ACTUALLY, I WAS GOING TO ASK YOU THE EXACT TOTAL RETURN, YOUR TENANT PER MAN
ALSO, IN TERMS OF TEACHING, WHAT IS THE STATUS? ARE WE USING ZOOM OR NOT LOSING ZONE? AND ALSO OUR TEACHER HAS BEEN REQUIRED TO REPORT THEIR RESIDENCE VERSUS OUR QUARANTINE.
SO THAT WAS, THAT'S WHAT I WAS DISCUSSING IN THE REPORT.
SO THE INITIAL MODALITY WAS FOR PLANNING SCENARIO, WAS THAT LESSONS RECORDED AND THEN POSTED IN A CLASSROOM OR SENDING STUDENTS THE FALL WHEN I'M IN THE PROCESS OF CHANGING IS JUST THAT BECAUSE WITH THE NUMBER OF FOREIGN AIMS, WITH THE INFORMATION, THAT FEEDBACK I RECEIVED FROM OUR TEACHERS, UM, WHAT I'M HEARING FROM THEM IS THAT THEY WANT TO DO THE NORMAL BALANCE SO THAT THEY INVOLVE THEIR STUDENTS, UH, KIBO.
I HEARD FROM A FEW PARENTS ABOUT THAT, BUT I'VE HEARD FROM SEVERAL, SEVERAL TEACHERS ABOUT THAT BAR.
UM, AND, AND SO I ENGAGE THE STATE AROUND THAT LAST WEEK TO SAY TO THEM, THIS, THIS, THIS IS NOT WORKING AND IN THE BEST WAY POSSIBLE
[01:40:02]
THE BEST INSTRUCTION BEGAN TO OUR STUDENTS ARE WARRANTED, RIGHT? AND SO WE NEED TO BE ABLE TO SHIFT TO, UH, TO THAT, UH, DUAL, VALERIE, OR SIMULTANEOUS INSTRUCTION WHEN THE TEACHER IS TEACHING A CLASS IN FRONT OF THEM, IT'S ON ZOOM.AND AT THE SAME TIME TEACHES, THE KIDS CAN FOLLOW ALONG WITH INSTRUCTIONS THAT ARE, UH, THAT ARE
UH, AND SO THE INTENT WAS TO NOT HAVE A DOUBLE DOWN, BUT THE INTENT WAS TO NOT HAVE NO MORE ROUTES.
UM, THEY, THEY HAVE A PROCESS IN PLACE WHERE TEACHERS WOULD ACTUALLY TEACH NO MORE, RIGHT.
WE WILL HAVE TO REPORT ON WHICH TEACHERS ARE GG, NORMALITY, WHAT COURSES ARE BEING TAUGHT.
AND THEN THAT INFORMATION HAS TO BE SHARED WITH THE STATE, THE STATE DEPARTMENT OF EDUCATION, I BELIEVE HAS TO SHARE THAT WITH THE STATE AND, AND MAY HAVE TO BE SHARED, BUT IT'S NOT WORKING FOR US.
AND THERE IS ROOM IN THERE TO SHARE YOURS.
WE'RE JUST GOING TO HAVE THE BEST GIVEN THE CIRCUMSTANCE THIS YEAR THAT YOU SAID I'M TURNING TO THE, THEN TO THE STATE, RIGHT? SO NOW WE'RE GOING BACK TO THIS THING AND
AND I SAID, WHAT DO YOU NEED FROM ME? WE'RE GOING TO MOVE FORWARD IN THIS DIRECTION.
AND SO NOW THEY'RE GONNA SEND ME, UH, UH, WHATEVER IT IS THEY WANT FROM US.
UH
I MEAN, WELL, MY REPORTS AND THIS, YOU KNOW, MINIMUM NUMBERS, BUT TEACHERS ARE SCARED TO DEATH BECAUSE STUDENTS ARE ON MASS.
I WOULD SAY MR.
AND I'LL BE HAPPY TO DO THAT AND BRING THAT BACK.
THE OTHER THING I WOULD JUST SAY IS, I THINK THAT DEPENDS UPON, UH, ALSO WHERE YOU ARE, IS THERE ARE SOME SCHOOLS WHERE YOU HAVE A LOT OF TEACHERS MASS AND YOU HAVE SOME VISIT SCHOOLS, SO I'M SURE YOU'VE SEEN IT.
THAT IS NOT THE SAME AT EVERY SCHOOL, BUT I THINK THAT THAT'S ONE POSSIBILITY OF ALL OF US TO MAKE SURE THAT THE TEACHERS FEEL SAFE AND THAT EDUCATION IS GOING ON AT EACH OF THESE INSTITUTIONS, THAT IF THERE'S SOMETHING GLARING AT ONE SCHOOL, THEN WE MIGHT WANT TO DO SOME THINGS DIFFERENTLY.
OPEN TO DOING TWO DIFFERENT THINGS AT DIFFERENT SCHOOLS.
YOU CAN'T DO THAT UNLESS, YOU KNOW, YOU GOT SOME VACS.
THAT'S WHY I'M ASKING FOR THE FACTS WHAT'S REALLY GOING ON IN THESE DIFFERENT SCHOOLS.
AND THEN CAN THEY CARRY ON OUR NUMBERS INDICATING THAT AS TIME PASSES? YEAH, THAT'S, THAT'S, THAT'S WHAT I WOULD LIKE TO KNOW.
UM, I'D LIKE TO SPEAK SINCE I HAVEN'T SPOKEN.
[01:45:01]
UM, UH, SO ONE OF THE KEY THINGS, UH, W WITH MEL'S QUESTION IS WHAT YOU'VE ALREADY SAID, DR.RODRIGUEZ, THAT YOU'D REALLY HAVE TO DO SOME BACKGROUND RESEARCH ON THAT, BUT CERTAINLY A YEAR AGO, UM, YOU KNOW, VACCINES WEREN'T EVEN AVAILABLE.
THOSE DIDN'T BECOME AVAILABLE UNTIL, UH, UH, LATE DECEMBER, EARLY JANUARY.
AND WE KNOW SO MUCH MORE ABOUT THE VIRUS NOW, UH, THAN WE DID, UM, A YEAR AGO.
SO I THINK IT'S, IT'S GOING TO BE A HARD THING TO RESEARCH, UH, EFFECTIVELY FOR, AND I'M JUST GIVING YOU SOME REASONS WHY I THINK IT'S GOING TO BE HARD TO RESEARCH EFFECTIVELY.
UM, BUT, UH, AND THAT'S ALL I WANTED TO SAY.
SO NEXT STEP, I DON'T KNOW WHY YOU ASK A QUESTION IN MY QUESTION.
MY QUESTION IS, YOU KNOW, WHAT OUR NUMBERS COMPARED TO LAST TIME BEFORE THE VACCINE, THAT THE VACCINES THAT WE GOT NUMBERS, WE GOT NUMBERS OF HOW MANY TEACHERS ARE OUT ON THEIR CHILDREN, ET CETERA, ET CETERA.
HOW DOES THAT COMPARE WITH LAST YEAR? THAT'S ALL I WANT MR. CAMPBELL, WE'LL LET, UH, DR.
RODRIGUEZ, I THINK I HEARD YOU SAY IN THE REPORT THAT WE HAD TEACHERS THAT WERE WILLING TO TAKE ON THE ADDITIONAL BURDEN OF TOOLBOX, BECAUSE THEY WERE WORRIED ABOUT THEIR STUDENTS.
AND IF I'M CORRECT, I WANT TO MAKE SURE THAT THAT'S EMPHASIZED.
UM, BECAUSE EVERYBODY LISTENING IN THE AUDIENCE THAT GIVES YOU A LITTLE CLUE, UM, ON THE KIND OF WE HAVE WORKING IN THIS DISTRICT THAT I HEARD THAT.
AND THAT IS, THAT IS EXACTLY RIGHT.
THAT WE HAVE REALLY TREMENDOUS EDUCATORS HERE THAT ARE WILLING TO NO PREPARATION, NO PREPARATION, UH, IS, UM, I'VE GOT TO BE MORE IN WALL, BUT THAT'S WHAT I'M HEARING FROM MANY OF THEM THAT THEY WANT TO DO IN ORDER TO MAKE SURE THE STUDENTS GET THROUGH.
I'D JUST LIKE TO SAY THAT I HOPE THAT ALL OF OUR TEACHERS AND STAFF ARE VACCINATING, UM, THIS, YOU KNOW, IT'S YEAR AND A HALF OF VACCINES HERE, AND YOU'RE WORKING IN OUR SCHOOLS.
THERE ARE SCHOOL DISTRICTS AND COMPANIES ACROSS THE COUNTRY THAT ARE REQUIRING THEIR EMPLOYEES TO BE VACCINATED.
UM, I'M NOT SUGGESTING THAT WE DO THAT, BUT I AM SAY OUR STAFF NEEDS TO GET VACCINATED.
MR. EARL CAMPBELL, IS THERE ANY REASON WHY TEACHERS ARE TEACHING IN CLASSROOMS AND DOING WEB MAPS? THEY HAVE THE OPTION, TEACH IT.
THEY DON'T HAVE THE SHOP HERE.
AND THEY ASKED THEM TO GO INTO THE STUDENTS.
THEN I THINK THAT'S SOMETHING WE NEED TO LOOK AT.
THE LEGISLATORS IS NOT IN THE CLASS.
AND I CAN TELL YOU THIS, IF THIS KEEPS GOING ON, WAIT, IS WE GONNA GET SOME LOSSES? IT SHOULDN'T COME DOWN SICK BECAUSE THOSE TEACHERS, YOU DON'T KNOW WHO HAD THE SHOT.
YOU DON'T KNOW WHETHER THEY AFFECTED OR NOT.
THANK YOU, MADAM CHAIR, UM, TO THE ISSUE OF DUAL MODALITY TEACHING, I BELIEVE YOU NEED A MOTION.
BECAUSE WHAT I THINK TO THAT STATUTE SAYS WE SHOULD COMPENSATE TEACHERS BECAUSE IT'S MORE WORK AND TEACHERS TO MR. SHERWOOD JUST WOULDN'T HAVE BEEN WILLING TO DO IT FOR FREE, BUT WE HAVE THE MONEY AND I AM MORE THAN HAPPY TO MOVE THAT THE BUFORD COUNTY BOARD OF EDUCATION AUTHORIZE THE SUPERINTENDENT AT $1,000 OF COMPENSATION TO CLASSROOM TEACHERS FOR THE PURPOSE OF JUUL MODALITY INSTRUCTION.
FIRST SEMESTER OF THE 20 21, 20 22 SCHOOL YEAR FROM FEDERAL ANSWER FUNDS IN AN AMOUNT NOT TO EXCEED 2,002 MILLION,
[01:50:09]
I'M GOING TO BRING IT TO YOU.SO NEXT, WELL, I THINK THAT HASN'T SPOKEN AS MR. MIDDLETON.
SO DO YOU WANT TO SECOND THAT? OKAY.
SO NEXT SPEAKING IS, UM, SO DO YOU WANT TO SAY ANYTHING FURTHER MS. BOWE RIGHT ABOUT IT? NO.
I THINK THE MOTION SPEAKS FOR ITSELF.
UM, I'M ALWAYS, I'M ALWAYS INCLINED TO SUPPORT TEACHERS CAN COME TO THAT IN TERMS OF WHAT ARE WE PUTTING LAST TIME LAST YEAR? SO, FIRST OF ALL, THIS LAST YEAR, THAT WAS A CONSULTATION WITH FINANCIAL, UH, CHIEF FINANCIAL OFFICER.
AND IN ADDITION, IT'S, THIS IS NOT HAZARD PAY.
THIS IS A BONUS BECAUSE OF BEING ASKED TO DO EXTRA WORK.
SO I JUST WANT TO BE CLEAR ABOUT THAT LAST TIME.
I DON'T THINK THIS IS HAZARD PAY.
I THINK THIS IS A BONUS FOR HAVING TO DO EXTRA WORK AND HAZARD PAY.
THIS IS A COMPENSATION, UH, FOR GOLDEN VALLEY AS REQUIRED FOR THIS YEAR.
I'M SURE PEOPLE ARE GOING TO ASK THAT QUESTION.
I CAN ALSO IMAGINE TERMS ARE ALSO CHEATING THAT YOU AMOUNTS THAT WAS IN CONSULTATION WITH THE CHIEF FINANCIAL OFFICER AS TO WHAT WE HAD AVAILABLE, AND ONCE YOU'VE REASONABLE AND IN LINE WITH OTHER SCHOOL DISTRICTS AND OTHER THINGS THAT WE'VE DONE.
AND THERE ARE QUITE A FEW OTHER DISTRICTS AS TEACHERS.
MY QUESTION IS NOT REALLY TEACH YOU TO GO ON PERSONAL BUSINESS OR ANYWHERE ELSE, LIKE WHAT DOES THIS ENTAIL? CORRECT.
CAUSE THIS IS JUST TO COVER THE DUAL MODALITY, EXTRA TEACHING RESPONSIBILITIES.
SO MY QUESTION IS IF THEY DO ONE DAY BEFORE THIS MOTION OF SCHOOL, THOUGH, FROM, FROM, FROM BEING ABLE TO DO THAT, YOU ACTUALLY HAVE TEACHERS WHO ARE COACHES.
I DON'T TALK TO THEIR COACH AND I'M NOT TEACHING THEM IN SCHOOL INFORMANTS.
I THINK THAT GOES TO, UM, PERSON OF WORDS, ALL THAT DR.
IT'S JUST, THAT'S A GOOD QUESTION.
UM, THE PROVISO, UH, THE REQUIREMENT BY THE STATE DEPARTMENT DOES REQUIRE THAT IF, IF SCHOOL DISTRICTS, UM, REQUIRE OR ALLOW DUAL MODALITY INSTRUCTION, THAT WE DO COMPENSATE TEACHERS.
SO ONE THAT IS REQUIREMENT FROM THE STATE DEPARTMENT.
THE SECOND IS, UM, THIS MOTION SPECIFICALLY SAYS CLASSROOM TEACHERS.
IT WOULD BE SOME TANIA'S INSTRUCTION GOING ON, UH, WITH LIVE OF STUDENTS AND WITH MARSHALL STUDENTS AT THE SAME TIME.
SO IT WOULD REQUIRE A CLASSROOM OF DECA STUDENTS TO BE ABLE TO PROVIDE INSTRUCTION TO BOTH VIRTUAL AND IN PERSON.
SO THOSE WOULD BE, UH, GENERALLY YOUR CLASSROOM TEACHERS.
UM, SO THIS, THE ESTIMATE WAS FOR ALL CERTIFIED TEACHERS.
AND THEN IT GIVES US FLEXIBILITY TO IDENTIFY WHICH GROUPS OF CERTIFIED STAFF MEMBERS THAT WOULD BE APPLICABLE TO THIS, UM, PAYMENT.
AND ALSO
WHY NOT? THEY DIDN'T GET OUR REQUIREMENTS
[01:55:01]
TO BE RECORDED.WELL, THEY CAN BE, I MEAN, THE WHOLE PURPOSE BEHIND THIS IS TO HELP STUDENTS AND OUR TEACHERS TO HELP STUDENTS.
AND I'M CONFIDENT THAT IF THEY REQUIRES, UH, REPORTING THE LESSON SO THAT THE STUDENT CAN ACCESS IT AT A LATER POINT IN TIME, UH, THEY'LL DO THAT.
I MEAN, THEY'RE THE ONES REACHING OUT TO ME TO TELL ME KNOW, WE NEED TO MOVE TO SOMETHING LIKE THIS BECAUSE YOU GUYS WERE GOING TO GET OUT THERE.
THEY'RE HIDING IS NOT BEING AS EFFECTIVE AS IT COULD.
MADAM CHAIR, UM, KIND OF TO BUILD ON WHAT MR. SMITH WAS SAYING WITH REGARDS TO THE RECORDING.
IT WAS MY UNDERSTANDING THAT PRESENTLY STUDENTS SHOULD BE GETTING SOME TYPE OF RECORDING OR INSTRUCTION WHILE THEY'RE IN QUARANTINE.
SO I, I WOULD THINK A NATURAL PROGRESSION FROM THAT WOULD BE TO JUST ADD MODALITY AND THE RECORDING WOULD BE THERE AS IT ALREADY IS SUPPOSED TO BE.
UM, BUT MY QUESTION IS IN REGARD TO, UM, WHAT OTHER DISTRICTS, I KNOW YOU SAID THERE ARE SOME DISTRICTS I JUST WANTED TO, UM, ASK WHAT OTHER DISTRICTS IN SOUTH CAROLINA ARE DOING, UM, THESE RANGES OF PAY.
UM, AND THEN ALSO I'M LOOKING AT WHETHER OR NOT, YOU KNOW, THIS IS FIRST SEMESTER, UM, DOES THIS AMOUNT THAT WE HAVE THIS NOT TO EXCEED, TAKE INTO CONSIDERATION THE POSSIBILITY OF HAVING TO TAKE THIS INTO NEXT SEMESTER.
WE DON'T KNOW WHAT'S GOING TO FACE US NEXT SEMESTER.
SO I JUST WANT IT TO MAKE SURE THAT WE'RE NOT OVEREXTENDING OURSELVES WITH THOSE S OR FUNDS.
SO I DON'T BELIEVE WE'RE OVEREXTENDING OURSELVES WITH THE ESSURE FUNDS.
IF WE NEEDED TO MOVE INTO SECOND SEMESTER WITH THIS, UH, I WOULD GO BACK TO THE WAR, UM, FOR THAT WE RESPECT THE SECOND SEMESTER, UM, RIGHT OFF THE TOP OF MY HEAD.
I DON'T HAVE A LIST RIGHT OFF THE TOP OF MY HEAD.
UH, I BELIEVE, UH, WORK WITH COUNTY OR GESTURE TO TWO EXAMPLES OF DISTRICTS THAT ARE OFFERING A THOUSAND DOLLARS PER SEMESTER.
AND THEN MY LAST QUESTION IS IN REGARDS TO TECHNICAL CAPABILITY, DO ALL TEACHERS HAVE THE TECHNICAL CAPABILITY TO OFFER THE DUAL MODALITY? IS THIS ESSENTIALLY A CAPABILITY FOR ALL TEACHERS IN THEIR CLASSROOMS AT THIS POINT IN TIME? UM, IT'S REALLY
IS THERE ANYTHING ELSE THAT WOULD BE REQUIRED? UM, THAT IS THE MAIN THINGS THEY WOULD NEED.
UM, THEY WERE JUST REFRESHED THEIR LAPTOPS AT THE BEGINNING OF LAST SCHOOL YEAR.
UM, IT IS CAPABLE OF THE RECORDING.
NOW I WILL SAY SOME SCHOOLS HAVE WENT BEYOND AND GOT EXTRA CAMERAS FOR DIFFERENT GRADE LEVELS.
STRATOSE WAS KIND ENOUGH TO BUY EXTRA CAMERAS FOR, UM, SCHOOLS THROUGHOUT THE DISTRICT.
SO THERE IS EXTRA TECHNOLOGY AVAILABLE IN OUR SCHOOLS TO HELP FACILITATE THIS.
I JUST WANT TO MAKE SURE IT WAS AVAILABLE TO ALL.
UM,
THEY WERE JUST UPSET WHERE I WAS GOING TO BE POSTED, BUT THERE WAS NOTHING FOR THEIR CHILD TO GO AND UNDERSTAND.
AND I WASN'T EVEN AWARE OF THAT.
THIS WASN'T, THAT ONE WAS BECAUSE THE TEACHER WASN'T MAKING TEST TODAY AND THEN THAT'S WHAT, THAT'S WHAT WE, WHAT WE'RE CONCERNED.
SO
SO, YOU KNOW, IT WAS KIND OF A SHOCK TO HEAR THAT.
SO THEY DIDN'T KNOW WHAT THE LEVEL OF EXPECTATIONS IS.
[02:00:17]
SORRY.UM, THE MOTION CARRIES UNANIMOUSLY.
R DO YOU HAVE, IS THAT CONCLUDE YOUR REPORT OR DO YOU HAVE ADDITIONAL ITEMS? WELL, THAT CONCLUDES MY REPORT.
COULD YOU PUT UP YOUR HAND, MR. SMITH? THANK YOU, MR. SMITH.
ALSO, I WAS WANTING TO GET
HER BIRTH PARENTS HAVE ASKED HER ABOUT THAT QUESTION TO REPORT ON THAT.
AS FAR AS PE GOES OUT OF THE SCHOOL YEAR, WHAT WE CALL THIS, WE DID LAST YEAR, THE STARTER KIT GAVE ALL THE SCHOOLS AND AMOUNTS NURSES, UM, SANITATION SPRAY, ALL OF THAT, UM, UH, MASKS AND SANITATION SPRAY AND ALL THAT.
AND WE WILL CONTINUE TO SUPPLY AND THEY JUST NEED TO, UM, PUT IT IN A WORK ORDER AND WE'LL BE GLAD TO BRING THAT TO THEM.
UM, WE DID, UH, RUN A LITTLE LOW LAST WEEK IN CHAPEL CHILD PAST.
WE HAVE SINCE BEEN RESUPPLIED AND WE'RE, WE ARE ABLE TO SPLASH IF ANYBODY HAS ANY NEED FOR MASS NOW, WILL WE ARE SUPPLYING OR THE DISPOSABLE MASKS ALL LEAVE BOXES AT THIS TIME THEN, BECAUSE THAT'S MOST WELL WE'VE FOUND IS KIDS BRING THEIR OWN MASSIVE FORGET OR WHATEVER.
AND SO WE EITHER DISPOSABLE OR THAT, OH, WELL, UH, I DIDN'T HAVE A
I KNOW THAT, UH, CAN YOU TOO, THAT WE'RE GOING IN THAT LAST YEAR BOSS AROUND, UH, ISSUES FOR FEET, WHETHER WE HAD WAS PUTTING US, BUT THAT WAR WE HAD OUR DASHBOARD, THE DASHBOARD WAS PLAYING CATCH UP OUR DASHBOARD.
UH,
I NOT BRINGING A DASHBOARD BACK BECAUSE, UM, PUBLIC HEALTH DATA REPORTING IS SERIOUS BUSINESS.
AND I DON'T THINK SCHOOLS ARE HAPPY AT TRAINING FOR THE PERSONNEL TO DO IT.
SO I DON'T, I DON'T THINK WE SHOULD BE IN PUBLIC HEALTH CARE DATA REPORTING.
IT USUALLY REFLECTS THE NUMBERS AND STUDENTS.
AND I FIND THAT TO BE VERY HELPFUL.
DOCTOR, I WOULD JUST ADD THAT THE BOARD ALSO GETS AN UPDATE FROM US EVERY WEEK ABOUT, UH, ABOUT, UH, COVID NUMBERS, UH, AS DOES THE NEWSPAPER, BY THE WAY, UH, WHEN THEY REQUEST YEAH.
A LOT OF PEOPLE ARE YOUR HAND, SIR.
SO PLEASE RAISE YOUR HANDS, SIR.
AND ROBIN, CAN YOU GO BACK TO THE AGENDA ON THE SHARED SCREEN, MR. SMITH? HOW WAS THIS QUESTION WAS ASKED?
[02:05:10]
ALL RIGHT.WE HAVE NO, UM, ITEMS LISTED UNDER BOARD BUSINESS.
[Consent Agenda]
A MOTION FOR APPROVAL OF CONSENT AGENDA.PLEASE RAISE YOUR HAND IF YOU'D LIKE TO GIVE THAT MOTION.
UM, THE MOTION, UH, THE CONSENT AGENDA ITEMS ARE APPROVED 10 0 1, THE ONE ABSTENTION MR. SMITH.
UM, NEXT UP IS A FUTURE AGENDA TOPIC.
SO PLEASE RAISE YOUR ELECTRONIC HAND IF YOU'D LIKE TO, UM, STAY THE FUTURE AGENDA TOPIC.
BARRY, CAN YOU PLEASE PUT THE AGENDA BACK UP? I THINK NEXT
[Announcements]
STEP AFTER THAT IS, UM, ANNOUNCEMENTS.CAN YOU SCROLL A LITTLE BIT? OKAY.
[Second Public Comments]
SOME PUBLIC COMMENTS.WE HAVE, I BELIEVE TWO IN A COUPLE IN PERSON AND, UH, AND, UH, WHILE WE HAVE THEM GO FIRST AND THEN DO THE PHONE ONE ROBIN MAIL.
UM, SO I, UM, WAS HERE ON AUGUST 23RD AND AT THE END OF THE MEETING UNITES, UM, DID NOT KNOW ABOUT THE MASKS I ASKED WHEN I WAS HERE ON AUGUST, 2030.
YOU GUYS GOING TO BREAK THE LAW AND I SEE WE'RE STILL TALKING ABOUT THE NASTY ISSUE.
SO, UM, AS A PARENT, UM, I WANT TO KNOW IF THERE'S GOING TO BE A VOTE ABOUT THE MASKS I'M SITTING HERE AND THE AUDIENCE JUST OPTICS MATTER.
AND I WATCHED, UM, NOW FOR A COUPLE OF HOURS, MR.
I NOW KNOW THAT, UM, YES, ROBIN DOESN'T STAND FOR THE PLEDGE OF ALLEGIANCE.
UM, MS. ROBY THINKS THAT WE'RE GOING TO VACCINATE THE STAFF, AND IT WAS A VIEW WITH THAT.
NOW I WANT TO KNOW, ARE YOU GOING TO VACCINATE MY KIDS NEXT? AND ARE YOU GONNA MAKE THAT DECISION? UM, MR. EARL CAMPBELL SAID, YOU DON'T HAVE THE RIGHT TO NOT WEAR A MASK.
WELL, YOU DON'T HAVE THE RIGHT TO TELL ME I NEED TO WEAR A MASK.
SO THOSE ARE JUST SOME OBSERVATIONS THAT I HAVE, AND WE'RE GOING TO CONTINUE WATCHING
[02:10:01]
COMMENTS.IT'S FORMATIVE FOR ME, YOUR ACCURACY.
RODRIGUEZ, EVERYTHING THAT YOU'RE DOING, JUST IN GENERAL COMMENTS, IN TERMS OF DECENCY HERE, THIS AS ADULTS, AS LEADERS IN COMMUNITY, IT'S REALLY IMPORTANT FOR SOME OF THE STATE TO STEP BACK.
WE'VE BEEN IN THIS PANDEMIC NOW FOR WHAT? 18 MONTHS OR SO.
I KNOW THAT MY TWO, MY SCHOOLERS ARE VERY EAGER TO CONTINUE WITH THEIR EDUCATION.
MY SON WILL BE GRADUATING THIS YEAR.
MY DAUGHTER IS A JUNIOR HIGH AND THE YOUNG LADY OVER HERE DID MENTION SEVEN MENTAL HEALTH ISSUES.
I THINK EVERYONE'S SUFFERING FROM FEAR, ANXIETY, WHAT SNACKS WE'VE GOT, THE DELTA VIRUS, FOOD LION, OR WHATEVER'S COMING UP FIGHT.
MY FEELING IS WE'RE NOT GOING TO SEE AN END TO THIS.
ANYTIME SOON, THOSE OF US THAT DO HAVE A HEALTHCARE BACKGROUND.
AND I THINK WE ALL RECOGNIZE THAT TRYING TO MANDATE VACCINES GO VACCINES ARE NOT GALATIANS IN THE MIDDLE.
IN THE MIDST OF THE PANDEMIC, NEVER WORKS.
WE'RE ALREADY SEEING EFFICACY START TO GO LESS THAN 50%, 40%.
NATURAL IMMUNITY IS STILL THE BEST OUT THERE, DESIGN THIS VIRUS OR ANY OTHER BUYERS, NOT A VIROLOGIST, BUT I DO HAVE A HEALTHCARE BACKGROUND.
AND I LOVE THIS GENTLEMAN OVER HERE.
WHEN HE WAS TALKING ABOUT, HE DOESN'T LIKE TO BRING SOLUTIONS TO PROBLEMS. HE AIR CONDITIONING, VENTILATION, OTHER TYPES OF AIR PURIFICATION SYSTEMS. THESE MASKS THAT YOU'RE WEARING, SOME OF YOU, YOU CAN TOUCH THEM MULTIPLE TIMES WHEN YOU SEE BACTERIA, THINGS THAT SAY IN YOUR MASK, THOSE OF YOU THAT WERE AT MOUNT SINAI, IT'S 90 DEGREES IS HOT, HUMID, SOUTH CAROLINA'S LOW COUNTRY, SWEAT THAT MOISTURE GATHERS AND COLLECTS.
IT MAKES THAT MASK AS YOU'RE WEARING, UNLESS YOU'RE PROPERLY FITTED WITH AN N 95, NOT VERY EFFECTIVE, BY THE WAY, AS I'M CLOSING HERE, I JUST WANT TO ENCOURAGE EACH AND EVERY ONE OF YOU LET'S STOP THE FEAR-MONGERING THE SOUTH HYSTERIA.
THAT'S NEVER TO NOT THROW MUD AT ANOTHER ANIMAL.
AND THE ONLY SOILS ARE ONLY HANDS.
I ENCOURAGE US TO HAVE SOME DECENCY AND RESPECT AS WE WORK THROUGH THESE DIFFICULT ISSUES.
AND I REMEMBER LEAVING VIOLENCE AND SMOKE IN THE 23RD MEETING.
THE FIRST TIME TO ADDRESS MR. CAMPBELL, IT WAS QUESTIONING THE NUMBER OF STEPS THAT POSED BY THE COVID VIRUS, CHILDREN COMING OFF WITH THE APP, CAROLINE GOVERNMENT WEB PAGE.
THERE ARE 8.8 SCHOOL AGE CHILDREN IN THE STATE AT THIS POINT, 20% OF THEM HAVE BEEN IN SCHOOL ARE NOW IN ALTERNATIVE SCHOOL TEACHING WHETHER IT'S HOMESCHOOLING PRIVATE SCHOOL IN CHARGE OF SCHOOLING.
THAT IS A HUGE RISE FROM TWO YEARS AGO.
IF YOU DO THE SCHOOL MANDATE, YOU'RE ONLY WILLING TO LOSE, NOT JUST SCHOOL FUNDING FOR
YOU'RE ALSO GOING TO ADDITIONAL CHURN BEING REMOVED FROM THE SCHOOL.
AND THIS POINT IS 380,000 KIDS OUT OUTSIDE OF SCHOOL.
HOW MUCH HIGHER IS THAT? HOW MUCH FUNDING ARE YOU GOING TO LOSE? AND DON'T LOOK TO THE ABILITY.
[02:15:01]
JUST RECENTLY GOT A TAX INCREASE AND CAN WE CAPITALIZE ON THIS ADDITIONAL DEBT? WE WILL NOT GIVE YOU A PENNY AT THIS POINT, IF YOU PLAY THAT SPACE, BUT OUR MANDATES IN PLACEWE WILL MAKE SURE THAT YOU NEVER HOLD TOP OF ALL THIS AGAIN.
AND I PROMISE, I KNOW NOT A SINGLE PERSON THAT I AM PRESENT YOU WILL WE GET, WE DON'T WANT YOU.
THAT CONCLUDES PUBLIC COMMENTS.
[Executive Session (Part 2 of 2)]
WE NEED TO GO BACK INTO, UM, OR CONTINUE, EXCUSE ME.EXECUTIVE SESSION, BEAVER COUNTY STRONGLY ENCOURAGES LOCAL, SMALL AND MINORITY OWNED BUSINESSES TO SUBMIT A NEW VENDOR APPLICATION TO ITS PURCHASING DEPARTMENT.
THE APPLICATION AND A VENDOR GUIDE ARE AVAILABLE ONLINE, ALONG WITH INFORMATION ABOUT CURRENT BUSINESS OPPORTUNITIES, VISIT WWW DOT BC, GOV.NET, AND LOOK UNDER THE, HOW DO I TAP
THE BUFORD COUNTY BOARD OF EDUCATION BUSINESS MEETING OF SEPTEMBER 7TH, 2021.
THE BOARD WAS JUST AN EXECUTIVE SESSION AND IS NOW COME BACK OUT INTO PUBLIC SESSION.
[Action as Necessary or Appropriate Regarding Matters Discussed in Executive Session]
HAVE ANY ACTIONISTS NECESSARY OR APPROPRIATE REGARDING THE MATTERS DISCUSSED IN EXECUTIVE SESSION? MR. STRINGER.WE APPROVE THE SUPERINTENDENT'S RECOMMENDATIONS FROM EMPLOYMENT LISTED ON THE AUGUST 1ST TO AUGUST 31ST, 2021 PERSONNEL RATIFICATION REPORT.
SO MR.
THE MOTION CARRIES UNANIMOUSLY.
I MOVE, WE APPROVE THE SUPERINTENDENT'S RECOMMENDATION FOR THE MONTHLY ADULT EDUCATION HOMESCHOOL REPORT FOR AUGUST, 2021.
WE NEED SOMEBODY TO SECOND THAT.
SO THE MOTION MADE BY MS. DISTRIBUTOR SECOND BY MS. GOODRICH, UM, MS. THIS BOAT, RIGHT? OKAY.
[02:20:04]
UM, THE MOTION CARRIES UNANIMOUSLY.DO WE HAVE ANY FURTHER ACTION AS NECESSARY OR APPROPRIATE COMING OUT OF EXECUTIVE SESSION? YES.
MADAM CHAIR, I MOVE THAT THE BOARD OF TRUSTEES PUBLICLY EXPRESS ITS DISAPPROVAL OF TRUSTEE WILL SMITH FOR HIS ACTIONS AND VIOLATING BOARD GOVERNANCE POLICIES RELATING TO BOARD MEMBER CONDUCT.
SPECIFICALLY, SHE SEES SEVEN NUMBER TWO, GC SEVEN, NUMBER THREE, A GC SEVEN, NUMBER FIVE AND B AS WELL AS FOR HIS ACTIONS IN VIOLATING ADMINISTRATIVE RULE 13, WHICH HAS DRESSES VISITORS TO THE DISTRICT SCHOOLS.
UM, I JUST WANTED TO SEEK CLARIFICATION ON WHAT MR. SMITH WAS ASKING FOR THAT, THAT HE IS ASKING FOR US TO TABLE THIS ACTION UNTIL HE HAS HAD TIME TO CONFER WITH HIS ATTORNEY.
SO MY UNDERSTANDING IS, IS THAT MR. SMITH IS ASKING FOR US TO TABLE THIS OR TO POSTPONE THIS UNTIL OUR NEXT MEETING.
SO, UM, I'D BE HAPPY TO MAKE THAT MOTION TO POSTPONE ACTION ON THIS MATTER, UM, UNTIL OUR MEETING.
SO YOU MADE A MOTION DOCTOR WAS NASTY.
MA'AM JUST TO POSTPONE UNTIL THE NEXT MEETING.
ALL RIGHT, MS. BOATWRIGHT, I'LL SECOND THAT ARE YOU GUYS.
I'LL BE VOTING NO ON, ON POSTPONING IT TILL THE NEXT MEETING.
IT WAS EXPLAINED TO US THAT MR. SMITH'S ATTORNEY AND HE HAVE HAD MORE THAN 30 DAYS TO RESPOND TO THIS.
[02:25:19]
THE MOTION FAILS.FIVE, SIX, THIS PREVAILING SIDE OR THE NOSE? EARL CAMPBELL.
CHRISTINA GWADAR DAVID STRINGER, KATHY ROBOT AND TRISHA FIDRYCH AND RICHARD DYER.
SO NOW WE GO BACK TO THE ORIGINAL MOTION THERE BEING NO HANDS UP MO VOTING IS OPEN.
THE MOTION IS APPROVED EIGHT ONE AND THAT, EXCUSE ME, EIGHT.
THE, UM, CAN YOU SCROLL SO I CAN SEE IT.
SO THE ONE NO IS SMITH AND THE TWO ABSTENTIONS ARE, UH, CAMPBELL AND MIDDLETON.
MELVIN CAMPBELL AND MIDDLETON.
COULD YOU PLEASE DISPLAY THE AGENDA AGAIN? GERMAN THAT'S AT THE END OF IT.
SO ALL THOSE IN FAVOR OF A GERMAN.