[00:00:07]
UM, THE ACADEMIC COMMITTEE, IT IS A VIRTUAL MEETING TODAY.
AND, UM, AT THIS POINT I WOULD LIKE EVERYONE TO STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
GOOD AFTERNOON, EVERYONE JOINING US TODAY ARE DR.
NIKIA CAMPBELL, UH, MR. MELVIN CAMPBELL COMMITTEE MEMBER, AND ANGELA MIDDLETON.
AND I DON'T KNOW, WHO'S ON THE IPHONE.
UM, DO YOU KNOW WHO THAT IS? MOLLY? BELIEVE WILLIAM USUALLY COMES ON ON THE IPHONE.
UH, WILLIAM, IF THAT'S YOU ON THE IPHONE, COULD YOU IDENTIFY YOURSELF? YES.
WELCOME EVERYONE AT THIS POINT.
UM, I WOULD LIKE SOMEONE TO MAKE A MOTION, A COMMITTEE MEMBER TO MAKE A MOTION TO APPROVE THE AGENDA.
WE APPROVE THE AGENDA FOR TODAY.
MOTION MADE BY ANGELA MIDDLETON AND SECRETARY BY MELVIN CAMPBELL.
ALL IN FAVOR OF APPROVING THE AGENDA SIGNIFY BY SAYING AYE.
ARE THERE ANY PUBLIC COMMENTS? ROBBERY, NO PUBLIC COMMENTS.
THE AGENDA IS THE APPROVAL OF THE AUGUST 31ST, 2021 COMMITTEE MEETING MINUTES.
DO I HAVE A MOTION TO APPROVE THOSE MINUTES? MADAM CHAIR, I MOVE.
WE APPROVE THE MINUTES FROM THE AUGUST 31ST, 2021 COMMITTEE MEETING.
UM, ANY DISCUSSION HEARING? NONE I'LL CALL FOR THE VOTE ALL IN FAVOR OF APPROVING THE MINUTES SIGNIFY BY SAYING AYE.
NOW WE ARE ON TO THE, UH, TOPIC, THE PRESENTATION OF, UM, THE FIRST THING ON OUR AGENDA IS PRESENTATION OF O E UM, FOR THE AGENDA.
THEY APPROVED THE AGENDA WAS, UM, ANGELA, ARE WE ALL CAUGHT UP? YES.
STRATOSE, IF YOU WILL TAKE IT AWAY FIRST, I'D LIKE TO THANK YOU VERY MUCH FOR GIVING THIS INFORMATION TO US.
WE HAD LOTS OF TIME TO LOOK IT OVER BECAUSE THERE'S LOTS OF INFORMATION HERE.
AND I DON'T KNOW IF THAT'S, UM, FAVORABLE, BUT BECAUSE I FIND THIS SO EASY TO BE RATHER LARGE.
I'M GOING TO GO THROUGH SINCE YOU'VE HAD TIME, I'LL GO THROUGH PAGES AND I'LL CALL UP THE PAGES TO MRS. CUSHION BERRY, AND THEN WE CAN GO THROUGH A SERIES.
BEFORE WE, WE KNOW WE GO ON ANY FURTHER.
I'D LIKE TO SHARE THAT WE HAVE NOT GOING TO KIA CAMPBELL SHARING US THIS AFTERNOON AS WELL.
SHE'LL BE PART OF THE O E 14 PRESENTATION.
SO TODAY WE'LL BE PRESENTING FROM O E 12.
IF WE GO TO PAGE TWO, MRS. CUSHION BERRY, WHERE YOU'RE AT AT THE VERY TOP, THE POLICY SHALL MAINTAIN A PROGRAM OF INSTRUCTION THAT OFFERS CHALLENGING AND REVELENT REVELENT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS DEFINED IN THE BOARD RESULT.
POLICIES PROVIDED A SUPERINTENDENT INTERPRETATION ON PAGE THREE, SIDED OUR ADMINISTRATIVE REGULATIONS WITHIN THE INSTRUCTIONAL SERVICES DIVISION.
AND THERE'S ACTUALLY ONE WITHIN STUDENT SERVICES DIVISION THAT ARE IN SUPPORT TO THE POLICY
[00:05:01]
COMPONENT HERE IN, UM, UH, THE SOHI.IF WE GO TO PAGE FOUR, THIS IS A SUB-PART OF E 12.
AT THE VERY TOP, IT DEFINES IT.
THE SUPERINTENDENT SHALL ALIGN CURRICULUM, BUT SOUTH CAROLINA STANDARDS, I PRESENT THE INTERPRETATION FROM THE SUPERINTENDENT IS JUST A ONE SENTENCE COMPONENT.
AND I GO AHEAD WITH STARTING THE EVIDENCE ON THIS PAGE AND THE FOLLOWING EVIDENCE WILL GO FORWARD THE FIRST SIDE OF, OF EVIDENCE.
AND YOU'LL SEE, ON PAGE FOUR, WE START WITH RUBICON ON THIS.
IT GIVES YOU EXAMPLE DIRECTLY FROM OUR SCHOOL DISTRICT WEBSITE OF WHAT THE PUBLIC IS ABLE TO SEE IS WHAT AS WELL AS EDUCATORS.
IF WE GO TO PAGE FIVE, THE WEBSITE INFORMATION IS ALSO CONTINUES AND AN UPDATE, SOME UPDATED INFORMATION IS PROVIDED ON THE BOTTOM OF PAGE FIVE.
IF WE GO TO PAGE SIX, I WANTED TO MAKE NOTE THAT RUBICON IS ACCESSIBLE TO THE PUBLIC.
SO THIS IS ACTUALLY A WALKTHROUGH.
IT HAS THE HYPERLINK PROVIDED AN ITEM TWO, AND THEN I DEFINE THE STEPS OF ACCESSING RUBICONS TO THE PUB PUBLIC.
SO THAT STARTS ON PAGE SIX AND CONTINUES THROUGH PAGE EIGHT.
IF WE PAUSE AT PAGE EIGHT, A SECOND, YOU COULD SEE THAT YOU HAVE THE CAPABILITY OF IDENTIFYING WHICH SCHOOL YOU WANT TO LOOK AT GRADES SUBJECT CONTENT AREA, AND THIS IS ALL PUBLIC ACCESS TO, UM, THAT CAN BE VIEWED.
AND I ACTUALLY WALKED THROUGH IT IN DETAIL MORE THAN ONCE, BUT IT'S AN EASIER WAY TO SWAY THAN ACTUALLY GOING THROUGH CLASS LINK.
SO AS WE GO ON TO PAGE NINE, I WANTED TO SHARE ALL THE COURSES AND I BELIEVE IT WAS 158 COURSES THAT WE HAVE DEFINED WITHIN RUBICON THAT THE TEACHERS HAVE ACCESS TO.
AND THAT GOES UP THROUGH PAGE 26, MRS. CUSHION, BERRY STRATUS.
WHAT IS THE E M STAND FOR UNDER MAP TYPE? YOU KNOW, I, AT FIRST THOUGHT IT WAS ELEMENTARY AND MIDDLE SCHOOL, AND IT'S NOT, I COULD FOLLOW UP WITH COLLEEN BECAUSE I GOT ENAMORED INTO THE HYPERLINKS ON THE COURSES, BUT I COULD FOLLOW UP DR.
CAMPBELL, ARE YOU FAMILIAR WITH THE M NO, I'M NOT, BUT I COULD FOLLOW UP ON THAT MRS. ROBOT AND I DO APOLOGIZE.
AND I JUST, UM, YOU KNOW, WAS I FOUND THIS FASCINATING TO GO IN AND SEE DR.
I, I, IT JUST DAWNED ON DAWNED ON ME, IS THAT A CENTRAL MAPS? YEAH.
AND THAT'S THE EXAMPLE YOU HAVE IN FRONT OF YOU.
I JUST HAVE TO THINK FOR A SECOND.
I COULDN'T FIGURE IT OUT WHEN I WAS GOING THROUGH IT.
SO NOW IT CONNECTS BECAUSE THESE ARE THE ESSENTIAL MAPS THAT WE'RE GOING TO SEE NOW.
SO WHAT I'M PROVIDED HERE ON PAGE 26 IS AN EXAMPLE OF WHAT YOU GET TO SEE AS AN EDUCATOR.
AND I'M GOING TO TURN TO MY EXAMPLE OF THIS.
I COULD JUST HAVE A BETTER REFERENCE THE FIRST COLUMN AREA OR HYPERLINKS.
THIS IS THE THIRD GRADE ELA COURSE.
WE RECOGNIZE THAT THESE ARE DIFFERENT UNITS OF STUDY IN HERE, AND YOU MAY NOT BE ABLE DETERMINE IT AS WELL HERE AS AN LAKE LATER ON THE NEXT PAGE, WE DEFINED IT.
THEY ARE PRIORITY STANDARDS OR NOT.
AND YOU'LL SEE THAT ON PAGE 27 DO RECOGNIZE THAT ON THIS CALENDAR MAP, WE DO KNOW THAT SOME UNITS OF STUDY MAY BLEED INTO THE NEXT MARKING PERIOD, BUT EDUCATORS KNOW HOW TO HANDLE THAT WITH CLOSING THE GRADES, AS WELL AS THE PRINCIPALS AT EACH SITE.
ONE OF THE UPDATES THAT WE'VE SPOKEN ABOUT AT LENGTH AT BOARD MEETINGS IS A UTILIZATION OF PRIORITY STANDARDS TO ADDRESS.
AND THAT IS THIS WHAT THAT IS, WHAT THIS EXAMPLE PROVIDES YOU.
IF WE GO TO PAGE 30, I WANTED TO BE ABLE TO SHARE THAT SOME OF THE WORK THAT ALSO HAS GONE THROUGH THIS SUMMER ON THE ENGLISH ONE, AS WELL AS ENGLISH TWO THIS YEAR.
AND WE RECOGNIZE THIS YEAR, ENGLISH TWO IS AN AREA OF ACCOUNTABILITY.
THE UPDATES WAS SECOND SEMESTER AS WE GO CONTINUE TO THE VETTING PROCESS WILL HAPPEN AND BE POPULATED PRIOR
[00:10:01]
TO WINTER BREAK FOR EDUCATORS AND ON PAGE 32 FOR ADDITIONAL EVIDENCE.AND THESE ARE JUST THREE AREAS OF EXAMPLES BECAUSE WE HAVE THE STATE STANDARDS THAT ARE SHARED TO ALL OUR CONTENT AREA TEACHERS.
BUT THESE ARE EXAMPLES OF THE MATHEMATICS, ELA AND THE GIFTED AND TALENTED IN THE MATHEMATICS AND ELA.
THESE ARE THE PRIORITY STANDARDS FOR THIS ACADEMIC SCHOOL YEAR SO I WILL PAUSE HERE WITHIN THIS SEGMENT OF THE L E BECAUSE THIS PART WAS PROVIDING EVIDENCE OF ALIGNMENT WITH THE SOUTH CAROLINA STANDARDS.
UM, I ASKED PEOPLE TO USE YOUR ELECTRONIC HANDS, PLEASE, IF YOU HAVE A QUESTION, UH, MR. CAMPBELL.
IS THERE ANY EVIDENCE THAT WE, UH, UH, AND COHERENT QUALIFICATION OF THIS THROUGHOUT THE DISTRICT? I MEAN, IS EVERYBODY ON THE SAME PAGE? YOU KNOW, IF I STOPPED THAT THING UP TO THREE WEEKS WHEN THE BAR GOES, SO EVERY SCHOOL WHO'S TEACHING ENGLISH YEARLY, THEY ALL, AND I MIGHT HAVE SEEN THAT KIND OF STUDENT TRANSFER FROM ELTON AND I AM IN AN ENGLISH CLASS AT BATTERY CREEK.
AND THEY'RE AT THE SAME POINT.
SO THE ONE POINT I WANT TO BRING PHOTOS MORE THAN ANYTHING BEYOND THE LESSONS IS THE FACT THAT THE ALIGNMENT IS DESIGNED BY STANDARD SPACE INSTRUCTION.
SO IF A STUDENT, THOSE FROM HILTON HEAD HIGH AND LET'S USE ALGEBRA ONE, FOR EXAMPLE, THE STANDARDS WILL CONTINUE, BUT I MAY SHIFT FROM HILTON HEAD TO BUFORD HIGH AND MAYBE OFF, AND THAT'S PART OF THE UNIQUENESS OF THE ENVIRONMENT.
AND EVEN WITHIN THE SCHOOLS, UM, MR. CAMPBELL, I KNOW YOU RECOGNIZE WITHIN ONE WHOLE WAY ABOUT ALGEBRA TEACHERS.
WE MAY NOT ALL BE AT THE SAME PLACE AT THE SAME TIME, BUT THE EXPECTATION IS THAT WE ARE A CLOSE TO WHERE WE, THE, I JUST WANT TO MAKE SURE, YOU KNOW, THEY'RE ALL ON THAT PLAN.
I KNOW, YOU KNOW, I'M GUILTY ALL THE TIME.
I WAS SPENDING MORE TIME BECAUSE I HAVE A DIFFERENT LEVEL OF STUDENTS, BUT ARE THEY ON THE SAME TIME SCHEDULE I WAS SUPPOSED TO BE THROUGH WITH CHAPTER ONE AND TESTING.
AND I MIGHT SAY, I'M A DAY LATE, YOU KNOW, GETTING THERE THAT IS THAT THE NORM, THAT'S THE NORM AT ONE SCHOOL.
I KNOW WHEN I WAS THERE LEFT THE NORM DRUG, THE CLUSTER, WE ALL ABOUT THE SAME PACE.
SOME TEACHERS STARTING IN THE MIDDLE OF THE BOOK BECAUSE THEY THINK THAT'S MORE IMPORTANT.
NOW THAT WOULD BE A SCHOOL SITE PRACTICE ONLY IN ANY PLACE.
WHAT ACTUALLY PUT PROBABLY MORE IN AN HONORS CLASS OF KIDS WHO WERE COMING IN, UM, THAT THE TEACHER FEELS THE KIDS MAY ALREADY HAVE.
THE FUNDAMENTAL COMPONENTS WAS BOARD OF OPERATIONS.
UM, THAT STARTS IN THE ELIGIBLE ONE TEXTBOOK.
BUT THE EXPECTATION IS THAT WE ARE AS CLOSE AS POSSIBLE, NOT ONLY SUBJECT TO MOVEMENT, RIGHT? BUT WE ALSO RECOGNIZE, NOW WE HAVE SOME SYSTEMS IN PLACE WITH THE EDS.
AND ONCE WE GET THROUGH THE TRAINING PROCESSES THAT WE'RE GOING THROUGH A PERFORMANCE MATTERS AND BUILDING THAT CAPACITY, WE'RE GOING TO BE ABLE TO MONITOR IT A LITTLE CLOSER.
THAT'S WHAT I'M THAT WHAT I WAS GETTING AT, WHO'S DOING THE MONITORING AND THE SUPERINTENDENT IS ASSURING THAT THIS IS HAPPENING.
I DO, WE HAVE THINGS IN PLACE TO MONITOR THAT THIS IS REALLY HAPPENING.
THEY ALL AND STEP AND WITH, YOU KNOW, THE COORDINATED SO WE CAN ASSURE TRANSFERS I'LL FAIL.
AND NOT ONLY THAT, THAT STUDENTS WILL GET THE COVERAGE FROM ONE SCHOOL TO ANOTHER, BUT OKAY.
THAT ANSWERS MY, I APPRECIATE THE CA THE QUESTION WAS TO MR. CAMPBELL, BECAUSE IT IS, IT'S IMPORTANT THAT WE COULD ASSURE IT TO OUR STUDENTS, YOU KNOW, AND HOW ELSE CAN WE, WE ARE, WE ARE PART OF OUR WORK WITH THE EDS AND PERFORMANCE MATTER IS GOING TO ROLL THAT OUT SO WE CAN SEE IT FROM A DISTRICT LEVEL AND THEN HAVE THOSE QUESTIONS BE DIRECTED SPECIFICALLY TO THE SCHOOLS THAT WE MAY NOT BE SEEING WHAT'S NEEDED.
I, I WOULD JUST LIKE TO SAY, I REALLY APPRECIATE HAVING YOU, UH, GIVE US THE INFORMATION TO ACCESS RUBICON AND
[00:15:01]
THAT THIS IS AVAILABLE TO THE PUBLIC, BECAUSE TO ME, AS AN EDUCATOR, I GO ON THERE AND I COULD, UM, BY FOLLOWING THIS PROCESS, I COULD SEE WHAT CONTENT IS BEING TAUGHT AND WHAT, UM, SO I, I REALLY APPRECIATE THAT.UH, YOU KNOW, YOU'VE TALKED ABOUT IT BEFORE AND BECAUSE I HAVE NEVER WORKED IN THE SCHOOLS HERE, I, I JUST LISTENED, BUT NOW I CAN ACTUALLY GO IN AND LOOK.
AND, UM, I THINK THAT'S A GOOD, UH, STEP TOWARDS TRANSPARENCY FOR OUR PARENTS, THAT THEY CAN IN OUR COMMUNITY, THEY CAN GO IN AND THEY CAN ACTUALLY SEE THE CURRICULUM AND VERIFY, YOU KNOW, THAT WHAT WE'RE TELLING THEM IS ALIGNED WITH THE STATE REALLY IS.
SO I THANK YOU FOR THAT, MRS. ROBY.
AND I, IF I MAY ADD THAT COMING FROM A, WHAT IS DETERMINED, A LARGER, YOU KNOW, ONE OF THE URBAN FIVES IN, IN SOUTH FLORIDA, UM, PARENTS DIDN'T HAVE THE ACCESS THAT YOU HAVE HERE.
SO IT IS SUPER KUDOS TO US AS A SCHOOL SYSTEM THAT, THAT IS OPEN FOR ACCESS.
AND I, I THOUGHT IT WAS IMPORTANT TO SHARE, AND MAYBE WE NEED TO TEACH PARENTS THAT THEY HAVE ACCESS, DO SOME PARENT EDUCATING, UH, SO THAT, THAT THEY, UH, THEY KNOW.
MA'AM ANYBODY ELSE WITH THE QUESTION? I DON'T SEE ANY OTHER HANDS.
ANGELA, DID YOU HAVE ANYTHING? NO, I DON'T.
SO IF I CAN GO TO O E 12.9, STARTING ON PAGE 35, THIS OEE COMPONENT SPEAKS TO THAT THE SUPERINTENDENT PROTECTS THE INSTRUCTIONAL TIME PROVIDED FOR STUDENTS DURING THE ACADEMIC DAY BY PROHIBITING INTERRUPTIONS, DUE TO UNNECESSARY INTRUSION, UNNECESSARY TEACHER, TAMP TIME, A CLASSROOM, OR THE SCHEDULING OF ACTIVITIES THAT CAN BE SCHEDULED DURING OTHER TIMES.
I WANT TO PREDICATE THAT IN THIS SECTION AS GOING THROUGH THIS ALI, MAYBE I WAS BEING TOO PRAGMATIC.
UM, BUT RECOGNIZING THAT COVID ITSELF IS AN INTERRUPTION.
I WANT TO PREDICATE THAT HERE.
I THINK THAT'S JUST A RECOGNITION, YOU KNOW, IF, UH, UM, WILL BE CHILDREN HAVE TO GO ON ON QUARANTINE.
I COULDN'T DOCUMENT THOSE COMPONENTS.
SO WHAT I DID WANT TO SHOW EVIDENCE OF COMPLIANCE IS FIRST OF ALL, OUR ELEMENTARY SCHOOL BELL SCHEDULE, AND THIS IS AN EXAMPLE, AFTER GOING THROUGH A SERIES AND HAVING CONVERSATIONS WITH, UM, A GROUP OF ELEMENTARY PRINCIPALS, I WANTED TO BE ABLE TO SHARE THE INSTRUCTIONAL TIMES, SCHOOLS TEND TO DO THEIR ANNOUNCEMENTS IN THE MORNING ANNOUNCEMENTS AT THE END OF THE DAY, IF YOUR INTERRUPTIONS CONSISTENCY, DO WE SPONSOR, I HAVE RECEIVED AN F SCENE IS A RESULT OF THERE'S AN EMERGENCY ON CAMPUS.
IF THERE'S SOME TYPE OF MEDICAL LOCKDOWN OR CODE YELLOW, THOSE ARE THE TYPE OF INTERRUPTIONS THAT YOU MAY HEAR WITHIN THE BUILDING, BUT THE, THERE IS A COVENANT TO PROTECT THE INSTRUCTIONAL TIME AT OUR SCHOOLS.
IF WE CAN GO TO THE NEXT PAGE, I WANT, I WANTED TO SHARE, THIS IS AGAIN FROM AN ELEMENTARY SCHOOL SHOWING WHAT IS DEFINED AS A RELATED ARTS, DOES IT BE WHO ARE IN THE SECONDARY MINDSET, UM, FROM SCHOOLS, THIS IS METAL TIN, AND MR. CAMPBELL, WE WOULD CALL THESE ELECTIVES, RIGHT? BUT THE RELATED ARTS, I WANTED TO SEE THE SCHEDULES THAT ARE PROVIDED, AND IT'D BE GOOD.
THE NEXT PAGE ON PAGE 37, 8 SHARES IN ELEMENTARY INTERVENTION SCHEDULE AS WELL.
THESE ARE SUB COMPONENTS THIS RIGHT HERE THAT YOU MAY NOT SEE WITHIN POWER SCHOOL, BECAUSE THIS IS WHERE THAT INTERVENTIONIST IS ABLE TO IDENTIFY WHICH CLASSROOM WHICH GROUPS THEY'RE WORKING WITH.
AND I WANTED TO BE ABLE TO SHARE THAT INFORMATION AS WELL.
IF WE GO TO PAGE 39, THIS IS A START OF A BELL SCHEDULE FOR MIDDLE SCHOOL.
ACTUALLY IT IS ROBERT SMALLS, INTERNATIONAL ACADEMY.
I AM GOING TO SHOW OFF UNHEALED DETAIL.
THIS SCHEDULING WAS DONE BY THE PRINCIPAL.
IT WAS MODIFIED IN THE TRANSITION.
UM, AS THAT PRINCIPAL CAME INTO PLACE, HE TOOK SOME TIME TO REDEFINE SOME OF THE MASTER SCHEDULE AND NOTE THAT DURING ADVISORY, THEY ALSO CONDUCTED ADDITIONAL NOT ONLY THE LEADER IN ME, BUT ACTUALLY INTERVENTION WORK FOR THEIR STUDENTS.
THAT IS AN ADD ON FOR EITHER EITHER ELA OR MATH.
IF WE GO TO THE NEXT PAGE, PLEASE THAT'D BE PAGE 40.
THIS IS A HIGH SCHOOL BELL SCHEDULE.
AND AGAIN, THE INTEGRATION OF AN ADVISORY COMPONENT AND A CONSISTENCY AMONGST EACH ONE AT HIS GRADE LEVEL BANDS OR THE DIVISIONS, IF YOU WANT TO SPEAK TO IT, EITHER ELEMENTARY, MIDDLE AND
[00:20:01]
HIGH IS THAT THERE'S A COVENANT AMOUNT AND LIMITED AMOUNT OF INTERRUPTIONS DURING THE DAY INTO THE CLASSROOMS COMMONALITIES THAT WE HAVE MORNING AND AFTERNOON ANNOUNCEMENTS.AND WHEN NECESSARY APPROVAL FOR CALL INTO THE SCHOOL GOES THROUGH THE LEAD ADMINISTRATOR ON CAMPUS.
ANY QUESTIONS REGARDING THIS COMPONENT OF THE O E 12.9? LET ME, LET ME CHECK HERE.
UH, MR. CAMPBELL, DID YOU HAVE ANY QUESTIONS? I JUST WANT TO MAKE SURE THAT ALL SCHOOLS GOT SOMEWHAT SIMILAR SCHEDULES IN TERMS OF UNINTERRUPTED BLOCKS, ESPECIALLY THE HIGH SCHOOLS THAT IS THAT ACCURATE.
I THINK THIS ONE IS BATTERY CREEK, RIGHT? YES, YES, SIR.
AND IF I COULD SHARE, UM, PRIOR TO PUTTING THIS TOGETHER AND I'M GETTING READY ACTUALLY FOR THE ACADEMIC SCHOOL YEAR, AND THEN FOR THIS PRESENTATION, I READ ALL THE MASTER SCHEDULES.
SO I COULD SAY TO YOU, SIR, THAT THEY ARE, THERE IS A CONSISTENCY.
UM, I, I DO SEE A DIFFERENCE IN DESIGN, MAYBE FROM ELEMENTARY TO SECONDARY AND DR.
CAMPBELL WILL SHAKE HER FINGER AT ME IN A MOMENT ST.
STRATA STOP BEING SO SECONDARY AND SO DETAILED ORIENTED.
UM, BUT THERE'S QUITE SIGNIFICANT AMOUNT OF, YEAH, SHE SEE THE SWELL THAT SHE'S GIVING ME, LIKE, BUT IT, IT WAS ANY QUESTIONS THAT I HAD.
AND THAT'S WHY I CAN SHARE WITH YOU.
I, I WAS ON THE PHONE SIGNIFICANTLY WITH OUR SCHOOL SITES, SIR.
WELL, UH, IF I CAN JUST ADD IT'S, YOU KNOW, HAVING SOMEBODY MONITOR YOUR SCHEDULE IS THE FIRST STEP AND MAKING SURE THAT PEOPLE ARE, UM, HAVING FIDELITY TO THAT UNINTERRUPTED TIME.
I NOTICED ON THE ELEMENTARY SCHEDULE, THERE WAS NAP TIME DO OUR KINDERGARTEN AND PRE-K KIDS TODAY.
PRE-K WHAT'D YOU SAY IT'S A REQUIREMENT.
SO THAT WAS A SHOCK TO ME AS WELL, BUT IT'S A REQUIREMENT IN PRE-K.
I, YOU KNOW, BACK IN THE DAY WE USED TO HAVE KINDERGARTNERS TAKE THEM OUT, BUT THAT, THAT WENT AWAY.
SO, BUT IT'S A PRE-K WELL THAT THEY NEED TO RE THEY NEED TO REST AND GO OUT AND PLAY.
THEY NEED TO DO THOSE TYPES OF THINGS.
AND THEN, AND IT'S A CONSISTENT THAT THEY REST IN PLAY AND THEN LEARN AGAIN, AND THEN IT'S LIKE GO HOME.
UM, ANGELA, DID YOU HAVE ANYTHING IT'S HARD FOR ME TO SEE THE HAND, SO I I'LL JUST GO, LET'S SEE.
SO WE'RE GOING TO TURN THE PAGE TO PAGE 41.
THIS COMPONENT OF OEE 12 IS, IS 12 POINT 13, AND HE, SHE HAS IT, THE SUPERINTENDENT ADEQUATELY MONITORS AND CONTROLS STUDENT ACCESS AND UTILIZATION TO OF ELECTRONIC DISTRIBUTED LI DISTRIBUTED INFORMATION.
IF WE GO TO THE FIRST COMPONENT, NUMBER ONE, THANK YOU, MRS. CUSHING BARRY.
HERE, WE HAVE A NARRATIVE OF PRIMARY SYSTEMS THAT WE HAVE THAT I DON'T WANT TO USE THE WORD GOVERN, BUT THEY ARE MONITORING AND, UM, SYSTEMS THAT WE USE HERE IN THE SIS IN THIS SCHOOL DISTRICT.
FOR EXAMPLE, WE RECOGNIZE THAT CLASS LINK IS A SINGLE SIGN-ON AND IT'S USED FOR A REASON.
IT IS A SAFETY NET TO PROTECT OUR STUDENTS FROM HAVING OUT ACCESS TO OUTSIDE WEBSITES.
AND I HAVE TO SHARE IT IS SIGNIFICANTLY IMPORTANT.
DESTINY PROVIDES US AN OPPORTUNITY, YOU KNOW, FOR AN INVENTORY SYSTEM, GAGGLE IS A MONITORING SYSTEM THAT WE COULD, UM, THE, ACTUALLY THE CARRIER OF THAT SOFTWARE IDENTIFY, UM, NOTIFIES THE SCHOOL DISTRICT POINT OF CONTACTS ON CERTAIN LANGUAGES THAT MAY BE UTILIZED WITHIN EMAILS OR KIDS TALKING BACK AND FORTH, OR A CALENDAR, THE KIDS USING.
UM, IT'S A MONITORING SYSTEM THAT WE HAVE WITHIN THE SYSTEM WITHIN THE DISTRICT.
DYNO IS A DEVICE THAT WE GO FURTHER DOWN ON THE SAME PAGE, A DEVICE THAT A TEACHER IS ABLE TO UTILIZE WITHIN THE CLASSROOM.
AND THE LAST COMPONENT ON THIS PAGE FOR MONITORING PURPOSES, WE GO TO PAGE 42 TALKS TO THE COMPLIANCE AND SECURITY THAT IS TIED AND IS
[00:25:01]
IT IS AN IBOSS CONTENT FILTER.AND I'LL LET YOU READ THE NARRATIVE YOURSELF, BUT THIS WAS STRONG CONVERSATION WITH COLLEEN AND THE MEMBERS OF THE TEAM WOULD MARK AND ROB IN THE BACK.
AND IT, UM, STRONGLY FELT IT WAS NECESSARY TO SHARE THIS COMPONENT WITH YOU AS WELL.
STRATOS HAVE THEY TALKED ABOUT HOW EFFECTIVE, ESPECIALLY, WHAT IS IT CIP THAT LAST, UM, THAT LAST APPLICATION, HOW EFFECTIVE HAS THAT BEEN IN KEEPING CHILDREN OFF OF WEBSITES? AND SO IF WE'RE MONITORING FIRST THROUGH DYNO THAT I COULD WATCH WHERE MARY'S GOING AND ASSURE THAT MARY'S GOING THROUGH A CLASS LINK, WE'RE ABLE TO HAVE, I'M GOING TO USE THE WORD GOVERNANCE POLITELY A BETTER TOOL OF GOVERNANCE TO SEE WHERE MARY IS GOING.
IF I AM NOT GOING THROUGH A CLASS LINK, THIS HELPS WITH NOTIFICATION, BUT I GO BACK TO DYNO AS A TOOL THAT A TEACHER COULD HAVE USED IN THE CLASSROOM AS WELL.
SO THERE ARE LAYERS, THERE ARE LAYERS THERE TO PROTECT.
YES, MA'AM AND UM, I FELT IT WAS VERY IMPORTANT TO SHARE THIS COMPONENT AS WELL.
YES MA'AM AND I KNOW THIS IS YOUR DOMAIN, AND IF I MAKE, HEY, KIDS ARE SMART, THEY WERE BARREL SMART.
WE CAN CONTROL, RIGHT? WHAT WE HAVE IN FRONT.
THIS IS WHAT WE CANNOT CONTROL AND THE AIRDROPPING AND ITEMS LIKE THAT.
THAT'S A WHOLE OTHER CONVERSATION THAT MAYBE ANOTHER TIME WE FIGURE OUT SOMETHING ELSE AT A HIGHER LEVEL.
THE NEXT ITEM ON THIS IS ON PAGE 43 IS ONCE YOU SHARE WITH YOU TO DISTRIBUTION OF, UM, UM, ELECTRONIC DEVICES FOR THE PRIOR ACADEMIC SCHOOL YEAR FOR OUR SCHOOLS.
AND I WANTED TO SHARE THAT TO SHOW THAT THIS IS THROUGH DESTINY AS WELL.
UM, THEY SHOWED UP, WE DO KEEP AN INVENTORY AND IT IS AN EXAMPLE, UM, DR.
STRATUS, WHY DO SOME SCHOOLS HAVE, UH, I PADS AND SOME DON'T HAVE ANY? I WAS, UM, I KNOW THE ELEMENTARY SCHOOLS HAVE MORE, BUT SOME OF THE HIGHEST I THOUGHT I SAW TH THERE IS A FEW, LIKE A BATTERY CREEK HAS 12.
THEY MAY HAVE BEEN INDEPENDENTLY PURCHASED OR PART OF A PROJECT MANAGER STEROID.
AND I WILL SHARE WITH YOU THAT I KNOW THAT OUR TEAM IN IT ARE MUCH MORE I'M WINDOW OPERATORS.
UM, BECAUSE OF, AT ONE TIME IT WAS A GREATER INDUSTRY STANDARDS FOR INTERIOR DESIGN AND SOME OF THE ARTISTIC SIDE OF THE HOUSE, BUT THE WORD WINDOWS PLATFORM HAS NOW BECOME RATHER COMPETITIVE.
SO THESE ARE ITEMS THAT THEY HAVE ON, I DON'T, I'M NOT TOO SURE.
I CAN SAY WITH CONFIDENCE THAT THEY'RE BEING UTILIZED ON A REGULAR BASIS AND DR.
I WAS ALSO WANT TO ADD THE SPECIAL EDUCATION CLASSES SOMETIMES PURCHASED IPADS FOR THEIR DEVELOPMENT, LIKE AT THE UPPER GRADES, LIKE MIDDLE AND HIGH, BECAUSE IT HAD TOUCHED PER PURPOSE VERSUS THE KEYBOARDING FOR OUR SELF-CONTAINED.
MR. I WAS GOING TO ASK THE SAME KIND OF QUESTION.
I MEAN, I SEE WHERE ONE SCHOOL, A HILTON HEAD, HOW I HAVE 13, I RAN 24 LAPTOPS AND ONE IPAD, MAN.
THAT'S SOME KIND OF SPECIAL REQUEST OR THAT IS THAT THE NORM THAT SOMETIME THEY HAVE TO HAVE, I HEARD THE SAYS SPECIAL NEEDS.
THAT MAY BE A SPECIAL NEED REQUEST, OR THESE ARE STUDENTS OR A STUDENT USED EQUIPMENT, RIGHT? YES, SIR.
IT IS THE STUDENT INFORMATION INVENTORY I COULD INQUIRE AS TO THE USE OF WHO THAT IS, UM, SHARED WITH A FEW TIMES.
AND I WOULD MORE THAN LIKELY LAND THAT IT'S A SPECIAL REQUEST FOR THE NEEDS OF STUDENTS WHO MAY NOT HAVE THE FINE MOTOR SKILLS.
IT'S INDIVIDUALIZE WHEN YOU GET TO MIDDLE AND HIGH SCHOOL, BECAUSE IT'S ACTUALLY A, UH, A CONSTANT, UM, WHEN WE LOOK AT, I BELIEVE THREE OF THE HIGH SCHOOLS HAVE A SIMILAR, UM, TOTAL HAVE A SIMILAR LINEUP.
ANOTHER QUESTION IS WHAT WE'LL DO WITH THE REASON WE JUST DIDN'T HAVE ENOUGH, UH, TEACH, UH, SCHOOLS REQUESTED A SPLIT.
IT COULD BE A PREFERENCE FOR THE SCHOOL AND GRADE LEVEL COMPONENTS.
[00:30:02]
YEAH, GRADE LEVEL COMPONENTS, WE DON'T START KEYBOARDING PRACTICES UNTIL THE SECOND GRADE KINDERGARTEN, FIRST GRADE K AND FIRST, AND WITH THE QUESTIONING THAT CONCLUDES THIS COMPONENT OF THE THREE SUB-PARTS OF O E INSTRUCTIONAL PROGRAMS. OKAY.UM, I FOUND, UH, YOU KNOW, THIS INFORMATION, UM, HELPFUL ON ALL ACCOUNTS AND, UH, YOU KNOW, IT'S NICE TO KNOW THAT DESTINY'S OUT THERE KEEPING TRACK OF EVERYTHING THAT IS ASSIGNED TO A STUDENT.
SO, UM, AND IT, TO ME, I THINK THAT THIS, WHAT YOU'VE PRESENTED TO US SHOWS COMPLIANCE WITH EACH OF THESE SUBGROUPS OF, UM, THE O E ANYBODY ELSE HAVE ANY COMMENTS? UH, LET'S SEE NOW IS YOUR HAND STILL UP? YOU TOOK IT DOWN.
I THINK WE'RE DONE WITH, UH, OH E 12, THE COMPONENTS THAT WE WERE SUPPOSED TO BE PRESENTED WITH TODAY AND MOVE ON TO E 14.
I APPRECIATE THAT MRS. ROBOT AND IT, UM, BOARD MEMBERS, OH, 14 IS GOING TO BE PRESENTED IN A TEAM MODEL, UM, THAT THE CAMPBELL WILL BE PICKING UP PART PORTIONS OF THIS.
AND I WILL PASS IT FOR TIME AND WE'LL GO BACK AND FORTH.
SO WE DO GO TO PAGE TWO, WE SEE AT THE VERY TOP, THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A LEARNING ENVIRONMENT THAT IS SAFE, RESPECTFUL, AND CONDUCIVE TO EFFECTIVE LEARNING.
AND THAT'S WHERE THAT SAFE IS, NEEDS TO BE, UM, CORRECTED.
SHOULD IT BE NO, I KNOW ROBIN SAID SHE, I THINK MAYBE SHE REPOSTS TO THE WRONG ONE.
DO YOU SEE, KEEP THINKING? THAT'S THE ONE THAT MARY SAID THE LAST ONE.
SO JUST BEFORE WE BRING IT TO THE FULL BOARD, IF WE CAN JUST ASK THAT SAYS SAFE, AND I KNOW THAT MARY HAD CORRECTED THAT WHEN I, UM, YES.
AND THANK YOU, MRS. KUSH CUSHION.
BARRY, I'LL SEND YOU AN UPDATED DATED ONE.
IT MAY MAKE IT EASIER WHEN I'LL PUT I'LL CHANGE THE DATE ON THE TITLE.
SO WE SEE THE SUPERINTENDENT TENDED INTERPRETATION.
I PROVIDED, UM, SOME LANGUAGE WITH REGARD TO CLIMATE ALSO WITH REGARD TO CULTURE, THE NEXT PART SHARES SOME REGULATIONS, ADMINISTRATIVE REGS AT A STUDENT SERVICES.
EACH ONE OF THESE, IF YOU HAD LOOKED AT THEY WERE HYPERLINKS THAT COULD TAKE YOU TO, THEY HAVE A COMPONENT OF, IT MAY NOT BE THE WHOLE, UM, AR THAT IS DEFINITIVE INTO THIS, UM, POLICY COMPONENT, BUT THERE WAS SUB PARTS IN THERE THAT I FELT ARE DIRECTLY PART OF A SAFE ENVIRONMENT.
MAYBE WE LOOK AT PAGE THREE, WE HAVE THE, IT SHOWS YOU THE UPDATE.
I WANTED TO GIVE YOU AN EXAMPLE OF HOW WE HAVE UPDATED SOME ADMINISTRATIVE REGULATIONS.
SO I TOOK A SNIPPET OF THAT AND WE GO TO PAGE FOUR.
WE NOW START SPECIFICALLY ON THIS OPERATIONAL EXPECTATION, 14.1, WHICH STATES THAT THE SUPERINTENDENT SHALL MAINTAIN A CLIENT, A CLIMATE THAT IS CHARACTERIZED BY SUPPORT AND ENCOURAGE COURAGE MEANT OF HIGH STUDENT ACHIEVEMENT.
I'D LIKE TO TAKE US DOWN TO ROMAN NUMERAL ONE THAT IS A HYPERLINK DIRECTLY FOR THE LANGUAGE OF COURSES.
SO THIS O E IS PRESENTED IN TWO LENSES.
I THOUGHT IT'S IMPORTANT THAT WE LOOK AT EXPECTATIONS NOT ONLY IN A, IN A CLIMATE FOR BEHAVIOR, BUT ALSO A CLIMATE OF EXPECTATIONS OF, UM, ACADEMICS.
SO SHARING FOR FIRST, A STUDENT COURSE OPPORTUNITIES THAT EXIST WITHIN BUFORD COUNTY SCHOOL DISTRICT THAT IT RUNS FROM PAGE FOUR CONTINUES ONTO PAGE FIVE, SIX, AND SEVEN.
THE CRITERIA FOR HONORS IS IDENTIFIED IN PAGE FIVE.
PAGE SIX GIVES INFORMATION REGARDING THE INTERNATIONAL BACCALAUREATE PROGRAM THAT WE KNOW EXISTS AT HILTON HEAD HIGH SCHOOL.
[00:35:03]
AND THEN IT HAS THE ADAGE ON PAGE SEVEN OF THE CAMBRIDGE PROGRAM THAT HAS STARTED AT BATTERY CREEK DOING THE, THIS ACADEMIC SCHOOL YEAR OF THE 1920.IT IS CONTINUING IN THIS ACADEMIC SCHOOL YEAR.
I MEAN, 2021, I'M STAYING CORRECTED AND CONTINUING TO THROUGH THIS ACADEMIC SCHOOL, WE HAVE THE 2122.
AND DURING THIS CURRENT YEAR, WE HAVE ADDED ROBERT SMALLS INTERNATIONAL AS WELL AS MAY, MAY RIVER HIGH SCHOOL PAGE EIGHT SHARES INFORMATION WITH REGARDS TO STUDENTS DO IN A PANDEMIC WHO HAVE BEEN SCHEDULED INTO ADVANCE COURSES.
IT IS A STUDENT DATA FOR MIDDLE AND HIGH SCHOOL.
I DON'T KNOW MAYBE IT'S ME, BUT I DON'T SEE.
WELL, THIS HELPS ME TO UNDERSTAND THAT THAT BACTERIA IS BEING MET.
I WANT TO LOOK AT THE CRITERIA AGAIN TO MAKE SURE.
AS I HAD SHARED WITH YOU, THE COMPANY'S COMPONENTS.
AND SO HE, WHERE I'M PRESENTING IN TWO LENSES, ACADEMICS AND BEHAVIOR, WHAT DO YOU WANT ME TO GO BACK TO GO BACK A COUPLE OF PAGES, PAGE FOUR STATES THE, UM, THE OWYHEE THAT'S THE SPECIFIC ONE THAT'S BEING ADDRESSED HERE.
I THINK MAINTAIN A CLIENT THAT IS CHARACTERIZED BY SUPPORT AND ENCOURAGEMENT FOR HIGH STUDENT ACHIEVEMENT.
AND THEN THE SUPERINTENDENT INTERPRETS IT THAT, UH, SCHOOLS PROVIDE STUDENTS WITH OPTIMUM LEARNING ENVIRONMENTS THAT ADDRESS ACADEMIC AND SOCIAL, EMOTIONAL DEVELOPMENT.
WELL, UH, NOT VALLEY TIP THING.
UH, I'M NOT AGREEING WITH THIS INTERPRETATION, I GUESS, BECAUSE IT SAYS, SCROLL DOWN, WRITE DOWN THE RELEVANT CLIMATE THAT IS CHARACTERIZED BY SUPPORT AND ENCOURAGEMENT.
I MEAN, JUST HAVING THE ELEMENTS OF ACADEMICS, THEN IT'S NOT NECESSARILY, YOU KNOW, DEVELOP, UH, COURAGE, UH, YOU KNOW, A CHARACTER POSITION OF SUPPORT AND ENCOURAGEMENT.
I DON'T SEE HOW THAT'S BUILT INTO WHAT HE'S INTERPRETING.
UH, THAT'S JUST ME TALKING NOW.
I DON'T KNOW FOR ANYBODY ELSE SEE SOMETHING THAT I CAN'T SEE.
SO THE LENS UTILIZE ON THE ACADEMIC COMPONENT WAS THE OPPORTUNITY OF HAVING COURSES AND PROGRAMS FOR STUDENTS.
SO I AM OPEN TO BROADENING WHAT IS BELIEVED TO BE PART OF THE INTERPRETATION.
WE ALSO RECOGNIZE THAT IT IS FIRST TIME THAT WE'RE WALKING THROUGH IT AS OPERATIONAL EXPECTATION, UM, T HERE, THE EXPECTATIONS FROM OUR BOARD MEMBERS.
SO IT'S CRITICAL TO HEAR AS WELL.
UH, YEAH, I UNDERSTAND WHERE YOU ARE WITH IT.
I JUST WANT TO SEE THINGS BUILT IN THAT IS REPRESENTATIVE OF SUPPORT AND ENCOURAGEMENT FOR HIGH HIGH STUDENT ACHIEVEMENT.
WHERE THEN IS, IS THAT BEING DONE? SO STUDENTS CAN FEEL LIKE THEY ARE SUPPORTED AND HIGH ACHIEVEMENT IS A PART OF WHAT THE GOAL IS.
I KNOW HAVING THE LAYOUT THERE IS FINE, BUT THE SUPPORT FOR THIS IS WHAT I'M LOOKING AT IS NOT SADLY BEING BUILT INTO THIS.
THAT'S THAT'S, THAT'S MY CONCERN.
AND I, I THINK DIDN'T, I SEE SOMEWHERE IN THIS PRESENTATION, LIKE INCLUSION OF THE YOUNG MEN OF DISTINCTION, THAT'S GOING TO BE THE NEXT COMPONENT.
AND ENCOURAGEMENT, I WOULD THINK.
DO YOU, WHAT DO YOU THINK MEL DOES THAT? I MEAN, I THINK YOU'RE, I, I AGREE WITH YOU.
I THINK, YOU KNOW, HAVING THESE THINGS OUT THERE IS GREAT THAT WE KNOW THAT THEY'RE THERE.
AND I ALSO LIKE THAT WE KNOW WE CAN LOOK AT THIS DATA AND WE CAN TELL WHO'S PARTICIPATING IN THESE PROGRAMS. UM, WHAT MALES, FEMALES,
[00:40:01]
UH, ELL IS AFRICAN-AMERICAN SO WE CAN TELL.AND THEN THE QUESTION IS, ONCE WE KNOW WHO'S PARTICIPATING IN THESE HIGHER LEVEL, HOW ARE, WHAT ARE WE DOING TO ENCOURAGE MORE, TO DO IT OR SPECIFIC GROUPS.
SO, UM, YES, THAT'S PART OF IT CHARACTER, BUT I, I WANT TO MAKE SURE THAT IT'S THERE PERIOD, SO THAT CHILDREN WILL FEEL COMFORTABLE IN GOING IN THAT DIRECTION.
I, I, YOU KNOW, I THINK THAT IF WE HAD IT, THE ENCOURAGEMENT PART HAD IT, THE ENCOURAGEMENT PART WOULD BE AN AUTOMATIC.
YOU DON'T HAVE TO GO AFTER THE AFRICAN-AMERICAN CHILD OR AFTER THE LATINO CHILD TO, TO GET THAT PERSON INTO THE PROGRAM.
IF YOU HAD THIS, THIS LEVEL FROM THE BEGINNING, OR IS THAT A REAL TRUST OF OUR EFFORTS, THEN THESE THINGS WOULD BE, YOU KNOW, A WELCOMING, I, THE NEW THAT'S WHAT I, THAT'S WHAT I'M SAYING.
I MEAN, I THOUGHT THIS WAS INTENDED TO SAY THAT WE ALL GOING TO PRESENT THAT WELCOMING AVENUE FOR STUDENTS AND THAT'S, THAT'S WHY I'M GETTING AT IT.
I COULD DO A DOC STRATEGIES THAT YOU CAN, YOU KNOW, YOU CAN EXPAND IT OR ADD THINGS IN IT THAT WOULD, SO SOME OF THE AREAS THAT IT WOULD, COULD HAVE BEEN, AND I KNOW, AGAIN, I'M NOT WITH COVID LAST YEAR, THERE WASN'T A LOT IN THE MIX.
UM, WE DID HAVE OUR JUNIOR AND SENIOR SCHOLARS.
WE DID HAVE OUR, AND THEY WERE CONDUCTED VIRTUALLY.
WE DID CONDUCT THEM COLLEGE RECRUITMENT VIRTUALLY.
SO THOSE COULD BE THINGS THAT I COULD ADD INTO THE MIX AS EVIDENCE, UM, AS THE FIND OF ENCOURAGING, I THINK THE JUNIOR AND SENIOR SCHOLARS COULD BE A COMPONENT.
UM, THE MIX FOR, UM, INTERPRETATION AS WELL.
WHEN WE LOOK AT THE PANORAMA DATA, I THOUGHT THAT WAS AN IMPORTANT COMPONENT TO SHOW THAT WE ARE ENCOURAGING KIDS BY VOICE AND HAVING YOUR VOICE BE RECOGNIZED.
AND IT'S SOMETHING THAT'S CONTINUING AGAIN THIS YEAR.
UM, THAT'S AN ITEM THAT STARTS ON PAGE 10.
AND THESE ARE THE RESPONSES FROM GRADES THREE THROUGH FIVE, AS WELL AS SIX THROUGH 12.
AND, YOU KNOW, KATHY'S POINT, UH, I'D SAY, YOU KNOW WHAT WHAT'S BEING DONE.
I SAY, I SAID THE IB PROGRAM, I KNOW, I DON'T KNOW THAT MUCH ABOUT WHAT'S BEING DONE, BUT I KNOW THE ARE THE MIDDLE SCHOOL IBS COMPONENT IS A PART OF WHAT THAT, WHAT WE'RE SUPPOSE WHAT WE'RE DOING.
AND ARE WE ENCOURAGING THERE? ARE WE ENCOURAGING CHILDREN TO GO INTO THE JUNIOR IB PROGRAM? WHATEVER THEY CALL THAT, I FORGOT WHAT THEY CALL IT MIDDLE YEARS PROGRAM.
WE MAKE IT, UH, THAT'S WHAT I WOULD PUT IT IF I WAS SO SUPER DIALED, BUT ENCOURAGING MORE STUDENTS TO DO THAT.
AND, YOU KNOW, ALSO LOOKING AT, TO HAVE ALL STUDENTS ENTER INTO THE IB PROGRAM ABOUT TRYING TO EXPAND THAT PROGRAM SO OTHER PEOPLE CAN GET INTO IT.
THAT'S THE KIND OF THING I'M TALKING ABOUT, ENCOURAGING HIM LEAVING, UH, OUR, OUR OPEN DOOR MAT.
SO CHILDREN CAN FEEL LIKE I CAN GET IN THAT AND I CAN DO THAT.
SO ONE OF THE THINGS WE GAVE YOU LAST YEAR, BUT IT'S STILL ON HOLD RIGHT NOW IS SS THREE ASSIGNMENT WITH THEM CHOICE PROGRAMS, WHAT TO EXPANDING OPPORTUNITY FOR.
AND I WILL SAY WE'RE HILTON HEAD HIGH SCHOOL TO ALLOW STUDENTS TO ENROLL INTO THE IB PROGRAM.
ALTHOUGH THAT SCHOOL ISN'T IDENTIFIED AT A CAP, UM, WE LOOKED AT IT PROGRAMMATICALLY AND WORKING WITH THE COMMUNITY AND THE SCHOOL TO PROVIDE ADDITIONAL SEATS FOR STUDENTS WHO ARE LEVEL FOUR AND FIVE FOR THE IB MYP.
BUT THEY HAVE TO MAKE A DECLARATION BY THIS SEMESTER OF THEIR SEATS SOPHOMORE YEAR TO CONTINUE INTO THE IB DIPLOMA PROGRAM, OR THEY LOSE THEIR SEAT WITHIN THE SCHOOL.
IS THAT, THAT IS AN EFFECT OR IS THAT GOING TO GO INTO EFFECT? IT'S AN EFFECT.
I HAVE PARENTS FROM OTHER HIGH SCHOOLS REQUESTING THAT PROGRAM THROUGH SCHOOL CHOICE.
SO NINTH AND 10TH GRADE IS NOW CAN ENTER HILTON HEAD THROUGH THE IB PROGRAM B PROGRAM.
IT WILL EXPAND OUR BUILDING CAPACITY SOMEWHAT.
[00:45:02]
BUT YOU HAVE A LIMITED YES, SIR.10 STUDENTS, BECAUSE WE RECOGNIZE THAT WITHIN A FOUR-YEAR COHORT, THAT'S 40 STUDENTS.
IT IS A 10 STUDENT CAP, BUT THERE WAS, AND THAT'S, THAT'S, THAT'S, YOU KNOW, THAT'S WHAT I WAS GOING AT, BUT I DON'T KNOW YOU WERE GOING TO DO THIS AND HELL FOR THOSE OF YOU GOT THAT PLAN TO TELL ME, OR I JUMPING THE GUN.
AND NOW YOU WILL TELL ME THESE THINGS.
IT'S KIND OF THE PLAN TO TELL YOU A FEW THINGS, BUT THAT'S OKAY.
BUT THOSE ARE, I COULD ADD THE EVIDENCE AND THIS TYPE OF CONVERSATION.
CAUSE THESE MIGHT THINGS, THINGS THAT WE'RE TALKING ABOUT MIGHT BE OTHER BULLET POINTS THAT COULD BE INCLUDED.
UM, WILLIAM HAS HIS HAND UP WILLIAM, UM, HE LEFT, OH, HE LEFT HIS HANDS GONE.
UM, UM, I DON'T SEE HIM ON THERE ANYMORE.
UM, CAN I ASK A QUESTION ON PAGE EIGHT WHERE IT SAYS TOTAL ADVANCED COURSES BY TYPE IN SCHOOL? UM, WALK ME THROUGH WHAT IS D E I COULDN'T FIGURE THAT OUT FOR THE LIFE OF ME.
WHAT CTE? OH, WHY COULDN'T I FIGURE THAT OUT? AND ANOTHER AREA THAT WE ACTUALLY ADDED NEW TO US IS THAT WE STARTED DUAL ENROLLMENT IN THE SUMMER AND ALSO DUAL ENROLLMENT FOR CAREER TECHNICAL EDUCATION COURSES.
WE HAD NOT HAD THAT AS A SYSTEM OF PROBABLY ONE OF THE FIRST, UM, SCHOOL DISTRICTS IN A STATE, UH, WHICH ALLOWED D E FOR CTE CAREER TECHNICAL EDUCATION.
I GOT, I WAS JUST A MENTAL BLOCK AND WHAT I'M DOING, MR. CAMPBELL, I'M KEEPING A RUNNING TAB OF TALKING POINTS AND ALL THAT I WAS BULLETS CAN BE UPDATED INTO THIS COMPONENT OF THE EASTER STRATAS.
DO YOU OFFER, I DIDN'T KNOW IF DR.
STRATUS ALSO WANTED TO ADD, UM, THE APPROACH THAT WE TOOK FOR OUR GIFTED AND TALENTED STUDENTS IN THIRD GRADES THROUGH AND HOW WE IDENTIFIED THEM TO YEAH.
THAT WOULD BE, THAT WOULD BE EXACTLY THAT KIND OF, YOU KNOW, APPROPRIATION I'M TALKING ABOUT.
CAUSE I KNOW WE'RE TALKING MORE ABOUT HIGH, BUT I ALSO WANTED TO LOOK AT THE ELEMENTARY LEVEL TOO AND IDENTIFYING STUDENTS FOR YEAH.
CATHERINE BROUGHT US TO THIS CHART AND THIS CHART I HAD SOME CONCERNS ABOUT, BUT I'M GOING TO SAVE THAT FOR ANOTHER, ANOTHER INITIATIVE.
I HAVE THE THOUGHT PROCESS FOR ME.
SOME OF THOSE NUMBERS ARE RATHER CONCERNING.
I RECOGNIZE EACH TIME THAT WE HAVE CONVERSATION AT ADVANCED COURSEWORK, THAT THERE IS A CONCERN THAT I COULD SHARE THAT WE DID HAVE A GREATER AMOUNT OF STUDENTS IN DUAL ENROLLMENT THIS YEAR THAT WE TOOK AWAY THE ACCUPLACER AND WE MAY NOT HAVE THE END RESULT THAT WE WANTED.
SO WE ARE GOING TO GO BACK TO UTILIZING THE ACCUPLACER BECAUSE WE DON'T WANT TO HURT STUDENTS WITH THEIR GPA'S.
SO I, AND I ALSO WANTED TO BUILD ON WHERE DR.
WE TOOK A YEAR LAST YEAR, A PRE-PLANNING FOR THIS ACADEMIC SCHOOL YEAR OF PROGRESS FOR ACCELERATED GT, AS WELL AS OUR CISCO PROGRAM OR SUMMER CAMP, UM, PROVIDING EXTENDED LEARNING FOR OUR STUDENTS OR THOSE WHO HAD NOT BEEN REACHED THE SECOND.
UM, I WANT TO SAY DIMENSION FOUR INTO T GO AHEAD AND STOP THE CAMERA.
THE DIMENSION, THE SECOND DIMENSION WE MAY HAVE IDENTIFIED, WE MAY HAVE HAD STUDENTS WHO WERE IDENTIFIED FOR ONE DIMENSION, BUT NOT TWO TO BE STATE IDENTIFY FOR GT.
SO UTILIZING THE RESOURCES TO GET THEM EXPOSED TO CURRICULUM SO THAT THEY CAN BE IDENTIFIED WITH THE SECOND DIMENSION SO THAT WE COULD QUALIFY THEM FOR STATE IDENTIFICATION FOR GIFTED AND TALENTED.
SO THERE WERE 33 STUDENTS WHO MET THAT CRITERIA AT THE END OF THE SISTER, BUT I WAS GOING TO USE THAT REASON, THAT DATA POINTS FOR THIS YEAR, BECAUSE WE STARTED THAT IN JULY, ALTHOUGH WE DID ALL THE PLANNING LAST YEAR.
I MEAN, I THINK IT'S, IT'S, UH, A POINT THAT YOU PROBABLY
[00:50:01]
SHOULD TELL US WHAT, HOW THESE THINGS ARE GOING AND PLACE, YOU KNOW, SO THAT WE HAVE SOME IDEA INSTEAD OF NO DEVELOPING OUR OWN MINDSET OF WHERE YOU ARE.YOU TELL US SOME THINGS ABOUT WHERE YOU ARE AND WHERE YOU'RE GOING.
THAT MIGHT DETER SOME OF MY QUESTIONS.
SO WITH THAT INITIATIVE, THAT, THAT THE CAMERA WAS SO POLITE TO BRING FORWARD.
UM, WE HAVE THREE SCHOOLS THAT, UM, INITIATE ACTION FOR NOW THIS YEAR, AN ACCELERATED MODEL WITHIN THEIR SCHOOLS.
ONE IS MASI OAKS, UM, BENEFITED WITH BUFORD ELLIS, THAT IT WAS THE SAME PRINCIPAL WHO STARTED AT MOSS YOLKS CROSS.
IT IS CROSSING THAT MODEL OR WOULD IT BE A PRADEL EXCUSE ME, UM, PRITCHETT BILL.
IT STARTED OTA ACTUALLY, BUT BLUFFTON ELEMENTARY WAS THE TRUE STARTED IN THE BLUFFTON AREA.
SO WHAT I DID WANT TO SHARE ON THE CLIMATE IS ON PAGE 21, WHAT OUR STRATEGIC PLAN THAT WE RECOGNIZE WITHIN THE STRATEGIC PLAN, WE HAVE A SCHOOL CLIMATE GOAL AND SCHOOL CLIMATE IS DEFINED BY THE STATE LEVEL AS A PARTICIPATION PARTICIPATION OF THE STATE, UM, THE REPORT CARD OR THE SURVEY I WANT TO SAY ACTUALLY THAT'S COMPONENT.
UH, THAT REPORT CARD SURVEY WAS NOT UTILIZED IN THE START OF THE PANDEMIC SURVEY COMPONENT.
I WILL HAVE UPDATED DATA ON THAT SHORTLY.
IT HAD, HADN'T BEEN ALL THE WAY COMPOSITED.
I DIDN'T PULL IT FOR THIS REPORT, BUT THAT IS PART OF OUR HIGH EXPECTATION AS WELL AS UNDER CLIMATE.
I'M LOOKING FOR GROWING OUR ACADEMIC PROGRAMS IS PART OF OUR STRATEGIC PLAN AND WHAT I WANTED TO SHARE WITH THE LOCAL BOARD ON.
AND THIS IS ACTUALLY AN EXAMPLE OF A PIECE THAT CAME FORWARD FROM EDUCATOR AND A PRINCIPAL AT BUFORD HIGH SCHOOL.
IF YOU GO FORWARD FOR THIS LBA, WHICH IS A PRE AP LANGUAGE COURSE, THE DETAILS TAKE IT.
IF YOU LOOK AT STARTING ON PAGE 26 FOR SERVING THE STUDENTS FOR THEIR INTERESTS.
SO PART OF CLIMATE IS WHAT I WAS TRYING TO DEFINE IS, IS THE INCLUSION OF STUDENTS VOICE AS STUDENTS OWN, AS YOU COULD SEE FROM THE PRIOR PANORAMA DATA AND WHAT ONE SCHOOL DID IN PARTICULAR, RIGHT? ADDING A PRE-CHORUS TO HELP YOU FOR THE STUDENTS THAT WE KNOW YOUR HONOR IS WHAT WE WANT TO GET TO GIVE YOU A LITTLE MORE WORKOUT TO GET YOU INTO THAT AP COURSE IN ANOTHER YEAR, THIS IS ONE OF THE LOCAL BOARD APPROVED COURSES WE PUT IN PLACE LAST YEAR, THE APPROVAL PROCESS, AND IT STARTED THIS YEAR, BUT THIS WAS A SURVEY, BUT USED BY THE EDUCATOR IS ONE OF THE BEST PACKAGES I'VE SEEN FOR AN LBA, UM, PRESENTED BY AN EDUCATOR FOR OUR SCHOOL SYSTEM.
SO THIS IS WHAT THIS COMPONENT IS.
IT GOES THROUGH PAGE 31 THE SCHOOL CONDUCTED A NEEDS ASSESSMENT, ASK STUDENTS QUESTIONS REGARDING YOUR GRADES AS STUDENTS QUESTIONS REGARDING IF YOU WERE GIVEN SUPPORT, IF YOU WERE IN AN HONORS, WOULD YOU TAKE THIS COURSE? I MEAN, THE TEACHER DID A DETAILED JOB SO DR.
STRATUS IS THIS COURSE BEING TAUGHT FOR THE FIRST TIME.
YES, MA'AM THIS WAS AN APPLICATION LAST YEAR.
ONCE WE APPROVED THE PROCESS IN DETAILED TWICE, AND I WILL SHARE IT'S ONE OF THE BEST THAT I'VE SEEN.
AND I, I KNOW YOU HAD FORMALIZED THE PLAN, THE PROCESS OF TYING FOR THE, I REMEMBER LAST YEAR, WE HAD QUITE SOME ISSUES WITH SOME, UH, I DON'T KNOW IF THE OTHER BOARD MEMBERS REMEMBER, BUT REMEMBER WE HAD ALL KINDS OF LOCALLY APPROVED COURSES THAT WEREN'T BEING TAUGHT ANYMORE.
AND THERE DIDN'T SEEM TO BE ANY KIND OF STANDARD.
THERE WAS NO STANDARD REALLY IN PLACE.
I HAVE TO SHARE THAT VERY HENDERSON PICKED UP THAT PROCESS ABOUT FOUR YEARS AGO.
UM, WE WERE IN A SITUATION THAT OUT OF ALL THE LBAS LISTED ON, WHEN WE HAVE TO SHOW YOU AND REPORT ANNUALLY, THE ACTIVE AND AN INACTIVE LBAS, UM, THEY WERE ONLY 11 COURSES THAT A SYLLABUS WAS ATTACHED TO DECISION WAS MADE TO MAKE EVERYTHING ELSE INACTIVE.
IF YOU DON'T HAVE A SYLLABUS IT'S INACTIVE.
SO TO MAKE IT ACTIVE, YOU HAVE TO UPDATE IT BY PRESENTING AND GOING THROUGH A PROCESS OF REVIEW.
AND IT IS A, IT IS A FORMAL PROCESS.
AND FORTUNATELY, I'M GOING TO SAY WHAT PRIVATE IS, EDUCATED ENGLISH TEACHER AT BUFORD HIGH.
SO WE DID HAVE ANOTHER TEACHER HAD MADE RIVER HIGH SCHOOL BRING FORWARD, UM, AN LBA,
[00:55:01]
BUT ACTUALLY HE DIDN'T NEED OUR APPROVAL.SO HE ACTUALLY DEVELOPED, UH, UM, THE SYLLABUS STANDARD.
AND THAT WAS WHEN A, UH, A PRE AP UTILIZING FILM, INTEGRATION AND ESSAYS TO HELP KIDS WITH USAP HISTORY.
I TRIED CALLING YOU EARLIER, BUT YOU HAD GONE.
I'M THERE WITH CREATING THESE NEW CODE TO CREATING THAT NEW COURSE THAT YOU JUST DISCUSSED.
AND SOME OTHER COURSES, MY QUESTION WOULD BE, HOW ARE WE MAKING SURE THAT, THAT ALL THESE COURSES ARE IN ALIGNING WITH EACH OTHER SIMULTANEOUSLY AND THAT THEY'RE NOT, THEY'RE NOT DIFFERENT, DIFFERENT, UH, THEY AREN'T, UH, BASICALLY HOW WE MEASURE THE COURSES.
AND THEN SHE SAID THAT THEY ALL STAYED ON THE SAME PAGE.
SO ACTUALLY WHEN WE GO THROUGH THE PROCESS OF BEDDING AN APPLICATION, WE GO THROUGH FIRST, THE STATE ACTIVITY CODE DIRECTORY, WE GO THROUGH THE LISTING AND DO AND DO A REVIEW.
THEN WE GO THROUGH POWERSCHOOL TO SEE WHAT THE COURSE NUMBERS ARE OUT THERE.
AND THEN WE IDENTIFIED AS COURSE, AS IN, SO NOW WHAT IS THE SYLLABUS? WHAT IS, ARE THE STANDARDS? WHAT ARE THE RESOURCES AND RE SIGNIFICANTLY? WHAT IS THE ASSESSMENTS THAT YOU'RE GOING TO UTILIZE EMBEDDED INTO THESE COURSES? SO THAT'S EVIDENCE INTO TEACHERS OR PRINCIPAL, WHOEVER SITS AT THE TABLE HAS TO BRING FORWARD TODAY.
SO SOMETHING THAT'S ALREADY EXISTS, WE THEN NEED TO BE REQUESTING SOMETHING.
WE PULL THE PRIOR SYLLABUS THAT YOU HAVE TO FOLLOW.
IF YOU'RE CREATING SOMETHING NEW, THEN YOU SIT THROUGH THAT VETTING PROCESS WITH US.
SO, BUT IN OTHER WORDS, MY QUESTION IS, BUT HOW, HOW ARE WE MAKING SURE THAT, THAT THEY'RE, THEY'RE BEING TAUGHT THE SAME WAY THROUGHOUT THE DISTRICT, EVEN IF THEY'RE IN DIFFERENT SCHOOLS, HOW ARE WE MAKING SURE THAT THEY'RE ALL ON THE SAME PAGE AS BEING T IT'S THE SAME THING IS BEING TAUGHT.
AND THAT, THAT BENDS TO THE QUESTION THAT MR. CAMPBELL STARTED EARLIER.
AND, AND I COULD SHARE WITH YOU THAT MYSELF AS AN EDUCATOR, AND I'M GOING TO USE ENGLISH LANGUAGE ARTS.
IF I WAS TEACHING, LET'S SAY THAT PRE AP LANGUAGE COURSE, I WOULD TEACH CHARACTERIZATION MAYBE A LITTLE DIFFERENT THAN, THAN MRS. ROBOT.
WHEN I TAUGHT CHARACTERIZATION IN THE CLASSROOM, I ACTUALLY HAD MY STUDENTS DRAW THE CHARACTER.
I USE PAPER, I'M ACTUALLY, YOU KNOW, THE BUTCHER WRAP.
AND THEN YOU HAD TO DO THE ELEMENTS OF THE CHARACTER WITHIN THAT SILHOUETTE THAT WAS CREATED, AND THEN SHOW THE EVIDENCE IN WHAT YOU HAD READ.
NOW, THE STANDARD IS SUPPORT CHARACTER SUPPORT THE DEVELOPMENT OF CHARACTER, HOW I GET THERE, MAYBE IT A LITTLE DIFFERENT BETWEEN MYSELF AND MRS. ROBOT.
THAT'S ALWAYS, ALWAYS WHERE THE MAGIC OF AN EDUCATOR COMES INTO PLAY, SIR.
I THINK I CAN KIND OF HELP ANSWER THAT QUESTION.
I THINK, I THINK THE STANDARDS IS WHAT THE, THE ELEMENT OF PROOF IS THAT THEY WILL COVER THE STANDARDS.
THAT'S WHAT PEOPLE LOOK FOR WHEN THEY'RE, WHEN THEY'RE JUDGING HOW THEY GOT THERE.
AND IT WOULD BE THE SAME RESULT, BUT IT WASN'T COVERED IN TERMS OF THE CONTENT OF THE STANDARD.
UH, WELL, THAT'S, THAT'S HOW THAT STUFF, THAT'S THE ONLY THING WE CAN ASSURE.
WE CAN SHOW THAT THEY'RE ALL GOING TO TEACH THE SAME WAY TO COUNT THE 10, BUT AS LONG AS STUDENTS LEARN HOW TO COUNT TO 10 AND THEY THAT'S WHAT PEOPLE ARE LOOKING FOR AS THE JUDGMENT OF IT.
AND THAT'S, THAT'S, THAT'S THE WAY IT HAPPENS INCREMENTALLY, NO MATTER WHAT THE SUBJECT MATTER IS, YOU KNOW, I MEAN, LIKE DR.
STRATA SAYS IT'S A DIFFERENT CHARACTER PERSONALITIES AND DIFFERENT MAKEUP OF THE STUDENT POPULATION LENDS TO DIFFERENT KINDS OF PRESENTATION.
BUT THE BOTTOM LINE IS THAT THEY GET THE, THE MAJOR IDEA THAT WAS SUPPOSED TO BE PUSHED.
AND THAT THAT'S, THAT'S WHAT DR.
STRATUS IS GOING THROUGH NOW TO ASSURE US THAT THEY GOT PREVENTION IN PLACE THAT THEY CAN LOOK AND SAY, YES, THESE THINGS WERE COVERED.
AND IT WAS COVERED AT A PARALLEL TIME AND EACH SCHOOL, SAME KIND OF TIME PERIOD.
SO, YEAH, I, YOU KNOW, I'M, I'M COMFORTABLE WITH WHAT RUBICON DOES AND I'M NOW BEGINNING TO BE MORE COMFORTABLE
[01:00:01]
WITH OUR MONITORING SYSTEM OF PEOPLE MONITORING TO MAKE SURE THAT TEACHERS ARE STAYING ON TASK AND GET INTO THE RESULTS.I THINK THAT'S, THAT'S WHAT YOU'RE GETTING AT.
THAT'S WHAT YOU'RE LOOKING AT.
BUT, YOU KNOW, THERE'S NO GUARANTEE THAT YOU GO TO HILTON HEAD EYES, SAME DAY AND BUFORD EYES, SAME DAY.
AND THEY'RE ON THE SAME PAGE WITH THE SAME PRESENTATION MIGHT BE ONE DAY OR TWO DAYS APART, BUT THE PRESENTATION IS PROBABLY LINKED TO THE TEACHER'S STYLE AND HOW THE TEACHERS ARE PRESENTED THEMSELVES TO THAT STUDENT.
AND I THINK, UH, NOW THAT, UM, OBJECTIVES, YOU KNOW, STUDENT LEARNING OBJECTIVES ARE ALSO BEING HIGHLIGHTED THIS YEAR.
STRATOS? DID I SEE THAT IN AT LEAST AT WHAT, ONE OF THE ELEMENTARY SCHOOLS, AND I GOT A NOTE ABOUT THE TEACHERS WERE THE PRINCIPAL DOING WALKTHROUGHS AND WHAT SHE WAS GOING TO BE LOOKING FOR, UM, THAT HAS BECOME A GREATER EMPHASIS THIS YEAR.
SO IN THE WALK-THROUGHS YOU'RE LOOKING FOR TALK TASK AND TEXTS.
I USED TO TALK AT THE COMPLEXITY OF WHAT'S REQUIRED WITHIN THAT STANDARD, THE TASK ARE WE ALIGNED TO, AGAIN, THE COMPLEXITY AND THE TASK? ARE WE DOING SOMETHING THAT IS AT GRADE LEVEL? AND ONCE AGAIN, AS MR. CAMPBELL SHARED ALIGNED TO THAT STANDARD.
SO, YEAH, YOU'VE SEEN MORE OF THAT WITHIN OUR SCHOOLS DOES AN ACADEMIC YEAR, AS WELL AS WHAT OUR EDS WHO ARE PART OF THE MONITORING PROCESS.
SO THE EVIDENCE COMPONENT HERE ON PAGE 33 WHAT'S IS JUST SHARED THAT WE ALSO HAVE EXPECTATIONS WITHIN OUR CLIMATE PRO FOUR FOR ALL GROUPS.
SO WE TOOK A NEWSLETTER FROM HILTON HEAD HIGH, UM, HILTON HEAD ISLAND, HIGH SCHOOL TO SHARE.
AND THEN ON PAGE 35, I WANTED TO SHOW THE PROGRESSION OF GRADUATION OF OUR STUDENTS SINCE 2010, AGAIN, UTILIZING GRADUATION AS THE PINNACLE POINT OF PUBLIC EDUCATION.
AND THERE'S PART OF ME THAT SAYS, WHAT GOES YET BEYOND.
AND ACTUALLY THE STATE OF SOUTH CAROLINA DOES UTILIZE THAT AS WELL AS THE SERVE PART OF THE REPORT CARD SURVEY, WHERE OUR STUDENTS AFTER GRADUATION.
AND IF WE TURN THE PAGE NOW THAT THAT CLOSES THE ONE COMPONENT OF 14.2 I'M 14.1 I'VE MADE NOTE ON UPDATES TO ADD WOULD BE THE CHOICE AR THAT SHOWS OUR EXPANSION OF THE INTERNATIONAL BACCALAUREATE ACCESS FOR OUR STUDENTS.
UM, JUNIOR AND SENIOR, UM, SCHOLARS, ACTUALLY OUR CHOICE PROGRAM.
I HAD HAD IT IN THERE, AND I S I WAS GOING TO SAY IT, UH, FOR ANOTHER COMPONENT OF THE, OR 12, BUT THE CHOICE PROGRAM, WHICH GIVES A SIGNIFICANT AMOUNT OF DIVERSITY AND ACCESS FOR OUR STUDENTS.
AND I WOULD ADD THE COMP COMPONENT PART OF OUR GIFTED AND TALENTED THAT WE'VE EXPANDED TO OUR SISTER AND OUR CAMPS THIS YEAR WITH THAT, WE WERE AT POINT OF 14.2, WHERE THE SUPERINTENDENT SHALL SUPPORT STAFF EFFORTS.
DOES IT PERTAIN TO EXPANDING THE ID? THAT'S THE ONLY THING THAT WE'RE REALLY TALKING ABOUT HERE? I THINK MR. SMITH, WELL, WELL, YEAH, MY QUESTION WILL BE, HOW WILL, HOW WOULD WE GO ABOUT EXPANDING THAT? OR HOW WOULD WE GO ABOUT EXPANDING THAT THEN WE, WE SPOKE ABOUT THAT.
DO YOU, CAN YOU BRIEFLY DESCRIBE, UH, DR.
CAMPBELL? WHAT, WHAT YOU SAID EARLIER, MR. SMITH MUST'VE BEEN OFFLINE.
THE PORTION ABOUT OUR GIFTED AND TALENTED STUDENTS, UM, THE IB PROGRAM EXPANDED.
SO, UM, WHAT WE IMPLEMENTED THIS YEAR IS THAT, UM, EVEN HIGHS, HILTON, HEAD HIGH SCHOOL, BEING AT CAPACITY PROGRAM, PROGRAMMATIC, THEY'RE NOT, AND WE ARE OPENING, UM, OP OPPORTUNITIES FOR STUDENTS TO, UM, COMMIT TO THE IB
[01:05:01]
PROGRAM, UM, IN NINTH GRADE, UM, AT HILTON HEAD OUT IN HIGH SCHOOL.AND SO MR. CAMPBELL ASKS, IS THIS SOMETHING THAT WE'RE GOING TO IMPLEMENT, BUT I MADE SURE THAT IT WAS ON RECORD, THAT WE'VE IMPLEMENTED THIS.
AND WE DO HAVE FAMILIES THAT ARE OPTING TO CHOOSE HILTON HEAD ISLAND FOR THEIR IB PROGRAM, SO THAT WE CAN EXPAND AND HAVE MORE DIVERSE LEARNERS IN THAT PROGRAM.
UH, MR. SMITH, DID YOU, YOU LOOK AT THAT? UH, YES, MA'AM I DID GET THAT, BUT, UH, MY, MY QUESTION WOULD BE HOMILY, GET OUT, HOW ARE WE GOING TO BEGIN TO RECRUIT MORE ADVERSELY LEARNING, LEARNING, LEARNING STUDENTS, AND THEN THOSE PROGRAMS? WELL, UM, I THINK THAT WAS AN ADDITION TO AN AR AND I DON'T KNOW IF THEY TALK, IT'S NOT A VIRTUAL PROGRAM.
SO IF THEY TALKED ABOUT RECRUITING MORE INTO IT, I DON'T KNOW THAT IT'S APP PROPOSE TO THIS OEE AT THIS TIME, THOUGH.
WE'RE TRYING TO DISCUSS THESE OES.
I'D HATE TO TAKE US OFF TASK THAT FAR, UM, TO, UH, TO CONTINUE THAT, THAT DISCUSSION.
I JUST SAW THAT THAT WOULD MEET YOUR MAIN, AND THAT WAS PART OF IT.
THAT WAS PART OF WHAT SHE'S BOUGHT UP, UM, AND, AND SEND IT.
THAT'S WHAT THE OLDEST IS A PART OF CREATING YOKOI IS ALSO A PART OF THE RETREATING.
YOU'RE BREAKING UP MR. SMITH, BUT, UM, THE O E STATES WE, THAT WE'RE DEALING WITH RIGHT NOW STATES, UM, THE SUPERINTENDENT SHALL MAINTAIN THE CLIMATE THAT IS CHARACTERIZED BY SUPPORT AND ENCOURAGEMENT FOR HIGH, HIGH STUDENT ACHIEVEMENT.
HOW SHOULD IT BE? HOW, HOW SHOULD HE, UM, UH, HOW SHOULD HE MAINTAIN CLIMATE BACK TO WHERE'S THE TEETH FETCH? THAT'S KIND OF, THAT'S A ME, THAT'S KIND OF A BROAD STATEMENT.
I THINK YOU HAVE TO TAKE THAT UP WITH THE POLICY COMMITTEE.
THAT'S WHAT THE POLICY COMMITTEE APPROVED THAT'S BOARD POLICY NOW POLICY IS JUST INTERPRETING THE POLICY, SO LET'S MOVE FORWARD.
AND IF YOU, YOU KNOW, MR. CAMPBELL, DID YOU HAVE SOMETHING YOU WANTED TO SAY NOW, MR. CAMPBELL? NO.
I JUST WANT TO SAY, YOU KNOW, THAT'S BOARD POLICY AND YALE, WE MIGHT'VE WRITTEN THAT A LITTLE BROAD, BUT THAT'S SO THAT HE COULD HAVE ROOM TO FLEX UNDERNEATH THAT.
BUT, UM, YEAH, WE CAN ADDRESS THAT NOW THE POLICY IS ALREADY BEEN APPROVED BY ALL OF US, SO, RIGHT.
AND I WAS SAYING, I DO, AND I DO AGREE WITH THAT, BUT, BUT DO YOU, BUT DO YOU KIND OF UNDERSTAND WHAT WOULD BE, I BOTH UNDERSTAND WHAT, WHAT I'M SAYING A LITTLE BIT DOES THAT COUNTER, THAT DOES THAT QUESTION DOES COME DOWN AND SAYS, NOW, OBVIOUSLY YOU UNDERSTAND NOW THAT THIS IS POSSIBLY NOT A QUESTION OF THIS COMMUNITY, BUT THAT'S JUST A CORE QUESTION THAT I'M JUST REALIZING THAT IT'S NOT FOR THIS COMMITTEE.
IT'S A RELEVANT QUESTION FOR, FOR WHEN WE TALK ABOUT THE CHOICE PROGRAMS AND WHOLE AND TOTAL.
BUT THAT'S NOT THE, WE'RE NOT THAT'S RIGHT.
THAT'S NOT ON, ARE NOT REALLY ALIGNED WITH THIS.
SO MOVING ON TO 14.2, I ENDED UP 14.2.
IT SHARES AT THE SUPERINTENDENT SHALL SUPPORT STAFF EFFORTS TO ADDRESS UNRULY STUDENT BEHAVIORS, TO WORK IN PARTNERSHIP WITH PARENTS AND DSS, AND TO EXPEDITE THE RETURN, A STUDENT TO AN APPROPRIATE LEARNING ENVIRONMENT.
IF WE LOOK ON PAGE 36, THE FIRST THING I WAS SHARED WITH IS SOME PROFESSIONAL DEVELOPMENT FROM LAST YEAR THAT WAS UTILIZED
[01:10:01]
FOR OUR BEHAVIOR BEHAVIOR MANAGEMENT SPECIALISTS OR BMS, AS WELL AS SOCIAL WORKERS TO ADD AS WELL THAT THIS YEAR DURING THE SUMMER, BUT AS SOCIAL WORKERS, WE ACTUALLY HAD THEM COME IN, WOULD PAY FOR, UM, TRAINING DURING THE SUMMER, WHICH WAS A FIRST TIME OPPORTUNITY.SO WE ARE OPENING THE DOOR LARGER FOR PD DURING THE SUMMER TO TRY TO GET OUR TEAK TEACHERS AND OUR SUPPORT STAFF GEARED UP FOR THE ACADEMIC SCHOOL YEAR, IF WE GO TO THE NEXT PAGE SO THE NEXT PAGE, UM, IS A, THE POWERPOINT PRESENTATION THAT WAS PRESENTED, UM, TO THE BOARD FOR THE MARCH BOARD WORK SESSION.
AND IT IS THE YOUNG MEN OF DISTINCTION.
AND WE FEEL LIKE THIS IS A LEVEL OF EVIDENCE IN THAT THE STUDENTS THAT WERE IDENTIFIED FOR THE GROUP WERE STUDENTS THAT HAD A BEHAVIOR BEHAVIOR, UM, PLAN, A TIER TWO PLAN.
UM, AND WE IDENTIFIED OUR MALES BECAUSE WE HAD MAJORITY OF THE STUDENTS THAT WERE IN THAT TIER WERE MALE STUDENTS.
SO WHAT THAT MEANS SAID, UM, WE CREATED THIS GROUP, WE CALL THE GROUP, THE YOUNG MEN OF DISTINCTION.
AND EVEN THOUGH WE WERE IN A VIRTUAL PLATFORM, WE FELT LIKE IT WAS IMPORTANT FOR US TO CONNECT AND COMMUNICATE AND BUILD RELATIONSHIPS, UM, WITH THESE PARTICULAR STUDENTS.
AND IN THIS SLIDE, YOU'LL SEE THE, THE PERCENTAGE 81.
WE PULLED THE NUMBER OF STUDENTS, MALE STUDENTS THAT HAD OUR TIER TWO PLAN, BUT 81% OF THOSE STUDENTS WERE YOUNG MEN OF COLOR AND OUR MIDDLE AND HIGH SCHOOL.
UM, I'M NOT GOING TO REHASH THE ENTIRE POWERPOINT PLAN, POWERPOINT PRESENTATION, BUT OUR GOALS WERE TO INCREASE STUDENT ENGAGEMENT.
WE WANTED TO GIVE OUR STUDENTS AN OPPORTUNITY TO HAVE ACCESS TO POSITIVE ROLE MODELS IN OUR COMMUNITIES AND SCHOOLS.
AND OF COURSE WE WANTED TO DECREASE DROPOUT AND DECREASE SUSPENSIONS, UM, AT THE END OF THE YEAR, IF YOU SCROLL DOWN MS. AND THESE ARE SOME OF, UM, OUR MENTORS AND PRESENTERS THAT POURED INTO OUR YOUNG MEN THROUGHOUT THE YEAR.
AND, UM, YOU CAN YEAH, KEEP GOING.
AND, UM, THE ONE PART THAT I WANT TO EMPHASIZE IS SLIDE 22, WHERE WE WERE ABLE TO COMPARE, UM, THE DATA OF THE GROUPS, THE GROUP OF YOUNG MEN THAT WE HAD.
SO THE PREVIOUS YEAR BEFORE, THE NUMBER OF REFERRALS THAT, THAT GROUP OF STUDENTS ACCUMULATED, WHICH FOR THE FIRST, UH, BAR GRAPH, IT TALKS ABOUT OUR MIDDLE SCHOOL STUDENTS.
UM, THE FIRST AND SECOND AND THE THIRD AND FOUR TALKS ABOUT OUR HIGH SCHOOL STUDENTS.
AND IF YOU LOOK AT THE COMPARISON FROM 2020, I'M SORRY 20 19 20 TO 2021, UM, SIGNIFICANT DECREASES.
UM, AND WE LOOKED AT THE SAME STUDENTS FROM THE PREVIOUS YEAR TO LAST YEAR.
UM, AND WE REALLY ATTRIBUTE THE DECREASE AND REFERRALS, THE WRAPAROUND SERVICE, UM, THAT WE PROVIDED VIRTUALLY WITH THE STUDENTS, AS WELL AS EMPOWERING OUR BIA MESSES AND THEIR SUPPORT SYSTEMS AT SCHOOL AFTER SCHOOL TO SUPPORT OUR STUDENTS AT THE VERY END OF THE YEAR, BECAUSE WHEN WE PRESENTED THIS IN MARCH OF 2021, WE DID NOT HAVE AN OPPORTUNITY TO TALK ABOUT THE END RESULTS OF THE Y MLD.
AND SO WE HAD A CULMINATING ACTIVITY WHERE ALL OF OUR YOUNG MEN CAME TOGETHER.
THEY MET AT ACE, THEY WERE ABLE TO SEE, UM, PATHWAYS AND, UM, JUST KIND OF UNPACK SOME STEREOTYPES ABOUT CAREER PATHWAYS FOR THEM, WHICH WAS REALLY INFORMATIVE.
UM, WE ACTUALLY HAD A PLANNING SESSION WITH OUR YOUNG MEN WHERE THEY HELPED TO, UM, KIND OF GIVE US IDEAS ABOUT WHAT WE NEEDED TO DO MOVING FORWARD.
SO I WANTED TO KIND OF ADD THAT PART BECAUSE WE EMPHASIZE, UM, HOW IMPORTANT IT IS FOR THE STUDENTS TO HAVE A VOICE.
AND THESE ARE STUDENTS THAT AREN'T PERFECT STUDENTS, AND WE ALLOWED THEM TO KIND OF POUR INTO OUR PLANNING.
SO I JUST WANTED TO KIND OF ADD THAT PORTION OF IT.
WE ALSO ADDED A LITERACY COMPONENT AS WELL, BECAUSE WHEN WE LOOKED
[01:15:01]
AT OUR DATA, OF COURSE, THE STUDENTS WERE IDENTIFIED THROUGH THE BEHAVIOR LENS.BUT WHEN WE DID OUR, UH, CORRELATION DATA, MANY OF THOSE STUDENTS KIND OF FELL SHORT IN, UM, READING.
SO WE HAD A BOOK STUDY OVER THE SUMMER, UM, WITH SOME OF OUR YOUNG MEN.
SO I JUST WANTED TO KIND OF ADD THAT PORTION TO IT.
SO I, I JUST THINK THAT THIS IS A LEVEL OF EVIDENCE THAT KIND OF SUPPORT STUDENT VOICE.
IT ALSO GIVES US EVIDENCE OF STUDENTS THAT MAY NOT BE ON THE STRAIGHT AND NARROW, BUT WE'RE GIVING THEM, UM, A SUPPORT SYSTEM.
UM, AND WE'VE SEEN SOME POSITIVE OUTCOMES AT THE END.
SO DOUG, THE CAMPBELL, JUST TO BUILD AT THAT BEFORE YOU GO INTO RIGHT CHOICES, THAT THE SYSTEM IS IN PLACE HELPS WITH YOUR TRANSIT, THESE YOUNG MEN'S TRANSITION BACK TO THE COMPREHENSIVE.
SO THERE WERE A NUMBER OF OUR STUDENTS THAT WERE IDENTIFIED IN TIER TWO AND IT'LL, IT'LL MAKE SENSE IN THE NEXT PART OF THE TREND, UM, THE PRESENTATION, BUT SOME OF OUR STUDENTS WHO TRANSITIONED FROM RIGHT CHOICES, THIS WAS A SAFETY NET FOR THEM WHEN THEY TRANSITIONED BACK TO THEIR HOMESCHOOL.
SO WE'D ALREADY HAD THIS SYSTEM IN PLACE FOR OUR YOUNG MEN OF DISTINCTION.
SO WE HAD BMS IS THAT ACTUALLY REACHED OUT SAYING, HEY, THESE KIDS ARE TRANSITIONING BACK.
COULD THIS BE ANOTHER INTERVENTION OR SUPPORT SYSTEM FOR THEM? AND OF COURSE WE AGREED.
SO WE ADDED SOME ADDITIONAL STUDENTS TO, UM, THIS, THIS SYSTEM OF SUPPORT AND DID THE LEADERSHIP SUMMER CAMP HAPPEN.
SO THE LEADERSHIP SUMMER CAMP DID NOT HAPPEN, BUT THE BOOK STUDY DID HAPPEN AND, AND I'M THIS ROBOT I'M GOING TO BE UP FRONT AND PERSONAL.
AND, UM, IT WAS REALLY DIFFICULT TO GET PEOPLE TO COMMIT TO, UM, SUMMER CAMPS.
SO, YOU KNOW, WE CONTINUE TO CONNECT WITH OUR YOUNG MEN OVER THE SUMMER, BUT IT WASN'T, I WANTED IT.
SO, UM, MR. CAMPBELL, WE SELECTED THE STUDENTS THROUGH, UM, OUR, UM, MTSS PROCESS.
SO THESE STUDENTS WERE IDENTIFIED THROUGH THE TIERED SYSTEM OF SUPPORT.
THEY WERE A PART OF THE TIER TWO SYSTEM.
SO, UM, YOU KNOW, THEY, THEY WEREN'T SEVERE, BUT JUST KIND OF LIKE IN THE MIDDLE, THESE ARE KIDS THAT HAD A LITTLE F EVIDENCE THAT IF WE DID NOT PUT SUPPORTS IN SYSTEM, THAT THEY COULD BE, YOU KNOW, CHRONIC DISRUPTIVE.
SO WE LOOKED AT A TIERED SYSTEM AND PULL THE STUDENTS THAT WERE IN THAT SYSTEM.
AND THROUGH THAT DATA, UM, ANALIZATION WE WERE ABLE TO SEE THAT THE MAJORITY OF THE STUDENTS THAT WERE IN THE TIERED SYSTEM WERE OUR BOYS AND THEN THE MAJORITY OF THE TIERED SYSTEM STUDENTS THAT WERE IN THE TIERED SYSTEM WHERE MIDDLE OR SECONDARY LEVEL STUDENTS.
SO THAT'S HOW WE DEVELOP THE GROUP BASED ON THAT.
THEY WERE ALREADY RECEIVING A LEVEL OF SUPPORT THROUGH THE, THROUGH THE MTSS SYSTEM.
NOW THAT THEY'VE, UM, GRADUATED SO TO SPEAK, DO WE HAVE NEW GROUP THAT WILL TAKE THEIR PLACE OR ARE THEY, WILL THESE STUDENTS BE USED AS LEADERS PERHAPS? SO WE, SO WE, FOR THIS YEAR, WE'RE IN TRANSITION, OUR GOAL IS TO CONTINUE THE WORK.
UM, WE'VE REACHED OUT TO A COUPLE OF STUDENTS THAT WERE IN THE GROUP, BUT KIND OF MAKING THIS STUDENT SERVICE TRANSITION HAPPEN.
UM, THIS IS WHERE WE ARE WITH THAT.
SO TO ANSWER YOUR QUESTION, WE DO HAVE KIDS THAT DID GRADUATE, THAT COULD BE MENTORS FOR OTHER STUDENTS.
AND, UM, THAT WAS A PART OF OUR DISCUSSION, UH, WHEN WE MET AT ACE, UM, BEFORE THE END OF THE YEAR.
AND MR. SMITH, YOUR HAND IS UP OKAY.
OH, THAT WAS THE CONCLUSION OF, UM, THE YOUNG MEN OF DISTINCTION.
WHAT I WANT TO TRANSITION INTO IS THE RIGHT CHOICES, TRANSITION PROCESS.
SO OUR RIGHT CHOICES PROGRAM IS AN ALTERNATIVE PROGRAM FOR BEAVER
[01:20:01]
COUNTY SCHOOL DISTRICT.AND SO WITH THAT MEANS SAID, I JUST WANT TO KIND OF QUICKLY GO THROUGH THE, THROUGH THAT PROCESS.
I PROBABLY HOW WANT TO KNOW, UH, WHEN YOU SAY, WHAT WAS THE, WHO WAS ME AND SHE, IN THE TERMS OF PICKING AND CHOOSING THE STUDENTS.
YOU SAID, WHO, WHO WAS WE WHEN WE CHOSE THE STUDENTS? WHEN WE SAY WE LIKE, AS IT WASN'T WE A COMMITTEE OF PEOPLE WHO ARE, WHO ARE THOSE PEOPLE, SO, AND IT HAVE ALL THESE FORMULATE.
SO AT, AT THE TIME WE HAD A COURT, UM, WE DO HAVE A POSITION, BUT, UM, NEAR THE STIR MAC WHO SERVED AS OUR HEARING OFFICER, AS WELL AS OUR COORDINATOR OF STUDENT SUPPORT, UM, THAT WAS KIND OF LIKE IN HER PURVIEW.
AND SO WHEN I SAY WE, WE SAT DOWN TO COME UP WITH SOME PREVENTIVE MEASURES TO KEEP STUDENTS IN BUILDINGS AND NOT SUSPENDED OR ANY, YOU KNOW, PROGRESSING THROUGH THE TIERED SYSTEM.
SO THE, WE WOULD BE, THE IDEA CAME FROM THE TWO AND WE PRESENTED THAT INFORMATION.
AND, UM, WE'RE KIND OF LIKE WHERE WE ARE NOW.
AND SO, SO ALL THOSE STUDENTS WHO ARE BASICALLY IN THE PROGRAM WHO CAME TO DO HER AFTER HEARING IS CORRECT? YEAH.
SO MEREDITH STERN MACK WAS ALSO CHARGED WITH MTSS BEHAVIOR.
SO PART OF THE THINGS SHE DID WAS ACTUALLY MONITOR, UM, EDUCATORS HANDBOOK AND, UM, WORK WITH, YOU KNOW, GIVING US REPORTS, IDENTIFY AND LOOKING AT TRENDS.
SO IT WAS SIGNIFICANT THAT SHE WAS ABLE TO IDENTIFY LOOKING AT TRENDS ALSO THEN HAVING MET STUDENTS AS A HEARING OFFICER, AND THEN BRINGING THAT INFORMATION OVER TO DR.
CAMPBELL, WHO SHE REPORTED TO.
BUT
UM, THESE STUDENTS WERE ALREADY IDENTIFIED IN THE MULTI-TIERED SYSTEM.
SO, SO THEY DIDN'T COME FROM THE HEARINGS.
THESE WERE KIDS WHO ALREADY HAD BEHAVIOR PLANS AT SCHOOLS.
SO WE WANTED TO MAKE SURE THAT THEY DIDN'T CONTINUE TO GO THROUGH THE PROCESS.
LIKE WE DIDN'T WANT TO SEE MULTIPLE REFERRALS, OUR SUSPENSION.
SO WHAT CAN WE DO TO PROVIDE AN INTERVENTION FOR THEM? THESE ARE THE SAME STUDENTS THAT CAME THROUGH THE HEARING PROCESS.
SOME OF THEM MAY HAVE ATTENDED A HEARING, BUT WE DIDN'T LOOK AT THAT AS A COHORT OF KIDS.
I'M TRYING TO UNDERSTAND THE PROCESS OF HIGH-ALERT GATHERING OF STUDENTS.
THAT'S WHY I ACTUALLY ASKED THE QUESTION SO THAT I COULD, I WOULDN'T ASSUME BECAUSE I HEARD YOU SAID THAT IT'S A DIFFERENT FORM OF QUESTIONING SO THAT I COULD UNDERSTAND EXACTLY THE PROCESS.
IF YOU LOOK, CAUSE THE POWERPOINT SLIDE ON SLIDE THREE, IT TELLS US HOW WE IDENTIFY THE STUDENTS.
YOUNG MEN OF DISTINCTION WAS CREATED TO PROVIDE ADDITIONAL SOCIAL, EMOTIONAL SUPPORT FOR YOUNG MEN'S AND GRADES SIX THROUGH 12 WITH A TIERED TO BEHAVIOR PLAN.
SO THAT THAT'S WHERE WE GOT OUR STUDENTS.
THAT THE CAM I, BUT I DON'T HAVE THAT IN FRONT OF ME, BUT THANKS TO YES, SIR.
IF WE CAN SCROLL TO THE END OF IT, I WILL.
SO WE'RE ON THE PART ABOUT THE RIGHT CHOICES, UM, PROCESS.
SO I JUST WANT TO KIND OF REITERATE THAT, YOU KNOW, STUDENTS ARE, UH, REFERRED FOR ALTERNATIVE EDUCATION THROUGH THEIR SCHOOLS.
THERE'S A DECISION THAT'S MADE BY THE HEARING OFFICER AND THEN STUDENTS ARE, ARE, YOU KNOW, UH, STUDENTS BEEN, UH, ENROLL IN RIGHT CHOICES.
SO WITH THAT BEING SAID, WHEN STUDENTS ACTUALLY ENROLLED IN THE RIGHT CHOICE CHOICES PROGRAM, STUDENTS ARE INVOLVED IN A ORIENTATION AND THE ORIENTATION INVOLVES BOTH THE STUDENT AND THE PARENT, AS WELL AS
[01:25:01]
THE ADMINISTRATORS OF RIGHT CHOICES.SO I KIND OF WANT TO TALK ABOUT THAT JUST QUICKLY.
AND SO AT THE TIME OF THE ORIENTATION IS WHERE THEY ESTABLISHED THEIR RULES.
THEY SET THE POSITIVE TONE FOR THE STUDENT, UM, IDENTIFY ANY ADDITIONAL RESOURCES THAT CAN SUPPORT THE STUDENT AT THE TIME THAT THEY'RE THERE AT RIGHT CHOICES.
THIS IS WHERE THEY COMMUNICATE THE RULES, THE POLICIES FOR THE PROGRAM AND EXIT PLAN.
SO I WAS, I ALSO, I WANT TO REITERATE THAT RIGHT CHOICES IS NOT A HOLDING PLACE FOR KIDS, BUT HOW DO WE GET THEM IN MODIFY FIVE, THE BEHAVIOR, AND THEN GET THEM BACK TO THEIR HOMESCHOOL.
SO THE GOAL IS TO GET THEM BACK TO THEIR HOMESCHOOL.
SO IN THAT PROCESS TWO WEEKS, UH, WE'RE TALKING ABOUT A STUDENT, SO THEY'RE AT RIGHT CHOICES.
THEY ARE ALMOST AT THE END OF THE TIME THAT IS ASSIGNED TO THEM AND THE DIRECTOR OR ASSISTANT DIRECTOR THEN NOTIFIES THE, LETTING THE KNOW THAT THIS PARTICULAR CHILD IS, UM, MOVING TOWARD, UM, THE ENDING OF, UH, THEIR, THEIR, THEIR ASSIGNMENT.
SO AT THAT TIME, THERE IS A TRANSITION MEETING THAT IS SCHEDULED.
SO THIS TRANSITION MEETING, AND I DO WANT TO PREFACE LAST YEAR, WE HAD SOME LIMITATIONS BECAUSE OF, BECAUSE OF COVID.
SO A LOT OF THIS, UM, THE WAY THAT THIS WAS SCHEDULED OR ORGANIZED WAS THEN DONE VIRTUALLY, BUT I DID PARTICIPATE, UM, BEFORE IN A TRANSITION MEETING.
AND THIS TRANSITION MEETING INVOLVES THE PARENT, THE STUDENT, THE ADMINISTRATORS IN THE PROGRAM, AS WELL AS THE HOMESCHOOL ADMINISTRATOR GUIDANCE COUNSELOR, OR ANY OTHER SUPPORT FOR THE KID.
AND THEY'RE MEETING IN THIS ENVIRONMENT TO REALLY TALK ABOUT THE TRANSITION BACK INTO THE SCHOOL.
SO THE WORK THAT WAS DONE LAST YEAR IS THE RESTORATIVE QUESTIONS.
SO, UM, THERE HAS BEEN SOME TRAINING THAT THE RIGHT CHOICE IS STAFF, RESTORATIVE PRACTICE, RESTORATIVE CIRCLES.
AND SO A PART OF THE TRANSITION IS THAT STUDENTS ARE ASK QUESTIONS.
PARENTS ARE ASKED QUESTIONS, AND, UM, THE ADMINISTRATORS FOR THE HOMESCHOOL ARE ASKED QUESTIONS AND THESE QUESTIONS, THE RESPONSES ARE, UH, ORGANIZED.
AND, UM, THERE IS LIKE A SUPPORT PLAN OR SUCCESS PLAN SUCCESS PLAN FOR THE STUDENTS WHEN THEY TRANSITION BACK.
SOME OF THOSE QUESTIONS, THE RESTORATIVE QUESTIONS THAT, UM, ARE ASKED, WHAT HAPPENED? HOW DID YOU GET HERE? WHAT WERE YOU THINKING AT THE TIME? SO ALL THIS IS BEING RECORDED, PARENTS QUESTIONS.
WHAT DO YOU THINK WHEN YOU REALIZE WHAT HAPPENED? SO WE'RE JUST REALLY TRYING TO UNFOLD WHAT THE PARENTS ARE THINKING THE STUDENT, AS WELL AS THE ADMINISTRATOR OF THE SCHOOL THAT THE STUDENT IS RETURNING.
BUT THE PART THAT I LOVE ABOUT THE TRANSITION IS THAT THERE IS A PLAN IN PLACE SO THAT THE KID IS SUCCESSFUL.
SO LAST YEAR THERE WERE A TOTAL OF 50 STUDENTS.
THERE WERE 69 INCIDENTS WITH 50 STUDENTS THAT MATRICULATED THROUGH THE RIGHT CHOICES PROGRAM AND OF THE 50 STUDENTS, FOUR OF THOSE STUDENTS CAME BACK WITHIN THAT YEAR, WHICH IS LESS THAN 10%.
WE'VE SEEN SIGNIFICANT DECREASES FROM PREVIOUS YEARS.
AND I REALLY THINK IT'S THE PROFESSIONAL DEVELOPMENT AROUND RESTORATIVE PRACTICES.
UM, IT'S ALSO COMING UP WITH A PLAN AND ACTION FOR STUDENTS.
SO IF THEY'RE SUCCESSFUL IN THEIR HOMESCHOOL, ALSO A PART OF THE TRANSITION IS THAT THE ADMINISTRATOR FROM RIGHT CHOICES FOLLOWS UP WITHIN TWO WEEKS OF THE STUDENT AS BEING TRANS TRANSITIONED BACK TO THEIR HOMESCHOOL, LIKE A CHECK-IN.
AND SO THESE RESOURCES AND STRATEGIES ARE EXCHANGED BETWEEN THE RIGHT CHOICES PROGRAM REPRESENTATIVES, AS WELL AS THE HOMESCHOOL.
AND WE'RE ALL TICKS SITTING TOGETHER SO THAT THESE STUDENTS ARE SUCCESSFUL WHEN THEY RETURN BACK TO CAMPBELL.
MAY YOU SHARE HOW THAT HAS BEEN CONTINUED WITH THE SHIFT WITH A NEW DIRECTOR? YEAH, SURE.
SO, YES, LIKE I SHARE WITH DR.
STRADDLES AND YOU, UM, BOARD MEMBERS PARTICIPATED IN PREVIOUS, UM, TRANSITION MEETINGS, AND I'VE ALSO PARTICIPATED IN A TRANSITION MEETING THIS YEAR AND IT WAS VIRTUAL.
UM, SAME SCENARIO, THE RESTORATIVE QUESTIONS WERE ASKED.
[01:30:02]
UM, THERE WAS A SUPPORT SYSTEM FROM THE HOMESCHOOL, SO EVERYONE'S IN PLACE THERE TO SUPPORT THE STUDENTS SO THAT HE OR SHE DOESN'T RETURN BACK INTO, UM, OUR ALTERNATIVE PROGRAM.UM, I FEEL LIKE IT'S A, A WIN-WIN SITUATION.
I FEEL THAT WHEN THE STUDENT RETURNS BACK TO THE HOMESCHOOL, NOT ONLY HAVING THE SUPPORT AT THE HOMESCHOOL, BUT IT WAS ARTICULATED IN THIS TRANSITION MEETING FROM THE ALTERNATIVE, UM, THE DIRECTOR OF THE ALTERNATIVE PROGRAM THAT YOU HAVE A SUPPORT SYSTEM HERE, YOU CAN CALL US WE'LL, WE'RE HERE TO SUPPORT.
SO I JUST FEEL LIKE THAT'S A REASON WHY WE'RE SEEING A DECREASE IN THE NUMBER OF KIDS THAT ARE GOING BACK INTO THE PROGRAM.
UM, SO I, DURING THIS PRESENT THIS PRESENTATION, I THINK, UM, THERE WERE KIND OF THREE COMPONENTS TO 14 TO, AND IT WAS TO ADDRESS, ADDRESS THE UNRULY BEHAVIOR OF STUDENTS.
I THINK THAT'S BEEN, UH, FAIRLY COVERED HERE, UM, AND TO EXPEDITE THE STUDENTS BACK TO APPROPRIATE LEARNING, I THINK, RIGHT.
CHOICES IN WHAT YOU JUST DESCRIBED AND, AND WORKING WITH THE, THE T THE YOUNG MEN OF DISTINCTION.
I THINK THAT DID THAT THE THIRD COMPONENT WAS, UM, WORK WITH PARTNERSHIP WITH PARENTS AND DSS.
CHOICES CERTAINLY HAS THE PARTNERSHIP WITH PARENTS, WOULD THERE BE OTHER, UM, YES, YES.
SO A PART OF, AND I'M GOING TO USE RIGHT CHOICES, BUT ALSO CONNECT ADDITIONAL AGENCIES THAT SUPPORT STUDENTS THERE.
SO WE HAVE HOPE PERFORMANCE SYSTEMS, WHICH IS OUR MENTAL HEALTH COMPONENT.
UH, WE ACTUALLY HAVE, UM, UH, LAST YEAR, THE DIRECTOR WAS PART OF YEAH, THE DIRECTOR, RIGHT? AND SO THE MENTAL HEALTH COMPONENT WAS EMBEDDED IN THE MASTER SCHEDULE.
SO KIDS COULD CIRCLE THROUGH, UM, THEY DID GROUP, YOU KNOW, WORK, THAT SORT OF THING, BUT SHE WAS HOUSED IN THE DISTRICT FOR ONE PURPOSE IS TO SUPPORT OUR ALTERNATIVE PROGRAM.
SO I DO KNOW THAT THAT IS ONE WHICH IS HOPE PERFORMANCE SYSTEM.
ANOTHER IS OUR BUFORD COUNTY DRUG AND ALCOHOL.
SO MANY OF OUR STUDENTS WHO ARE ASSIGNED THE RIGHT CHOICES FOR DRUG USAGE, AS WELL AS DRUG POSSESSION.
AND SO WITH THAT BEING SAID, THERE IS A PARTNERSHIP WITH YOU FOR DRUG AND ALCOHOL, WHERE THERE ARE SESSIONS AND, UM, COUNSELING SERVICES FOR OUR STUDENTS.
AND THAT ALSO INVOLVES PARENTS AS WELL.
SO I WANT TO PUT THAT PART OUT.
THE OTHER IS AN, I, I MAY NOT SPEAK INTELLIGENTLY ABOUT IT, DR.
STRADDLES, BUT OUR COZY SYSTEM WITH MS. SWINTON.
SO THIS IS A WRAPAROUND SERVICE FOR OUR STUDENTS THAT, UM, MAY FALL BETWEEN THE CRACKS.
AND SO RATHER THAN HAVING OUR STUDENTS GO TO EACH OF THESE AGENCIES, THE COZY PROCESS HAS ALL THE AGENCIES THERE FOR THE PARENT.
SO WE DO UTILIZE THAT IN ADDITION, WE ALSO PARTNER WITH RIGHT DIRECTIONS, WHICH IS A BEHAVIOR MODIFICATION, UM, AGENCY.
UM, I KNOW COVID, WE'VE SEEN LESS OF THEIR REPRESENTATIVES WITH OUR STUDENTS, BUT SOMETIMES YOU WILL SEE A RIGHT DIRECTIONS PERSON, UM, CONNECTED WITH OUR STUDENTS, UM, IN CLASSROOMS AND THAT SORT OF THING.
SO THOSE WOULD BE SOME OF THE AGENCIES THAT INVOLVED OUR PARENTS, AS WELL AS OUTSIDE OF RIGHT CHOICES.
MAY I JUST ADD PROJECT ENGAGED THROUGH THE STATE, SPEAK TO THAT FOR A MOMENT DOWN TO CAMPBELL? WELL, SAY THAT AGAIN, NOT A STRADDLES, UM, PROJECT ENGAGED WITH THE STATE AS AN INHIBITOR FOR STUDENTS FOR TRUANCY.
SO PROJECT ENGAGE IS A STATE INITIATIVE AND, UM, IT'S AN OPPORTUNITY FOR US, ESPECIALLY DOING OUR VIRTUAL COMPONENT OF COVID TRYING TO KEEP OUR STUDENTS ENGAGED AND NOT BECOME TRUANT.
AND SO WE WERE ABLE TO GET RESOURCES, UM, TO SUPPORT, TO ENGAGE OUR FAMILIES AND KEEPING OUR KIDS INVOLVED IN INSTRUCTION.
[01:35:01]
UM, I DO KNOW THAT MS. WINTON WORKED WITH OUR PRINCIPALS AND IDENTIFYING STUDENTS THAT MAY FALL, UM, IN THAT PARTICULAR CATEGORY OR PROFILE AND HOW WE CAN SUPPORT, SUPPORT THEM SO THAT WE DON'T HAVE KIDS THAT ARE TRUANT INHIBITOR FROM DSS.I WAS GOING TO ADD THAT PART TOO, BECAUSE DSS REALLY, UM, WORK WITH US TO, TO IDENTIFY, NOT IDENTIFY, BUT WORK WITH THE KIDS THAT WERE IDENTIFIED AS TRUANT AND REALLY PUTTING THAT, THAT LEVEL OF SUPPORT FOR US.
SO, YOU KNOW, THERE WERE FAMILIES THAT HAVE VISIT VISITS FROM DSS IN REFERENCE TO A LACK OF ENGAGEMENT, NOT PARTICIPATING IN, IN SCHOOL.
I WOULD, UM, JUST MR. MEL CAMPBELL HAS A HAND UP, BUT BEFORE I CALL ON HIM, I JUST LIKE TO SAY, I THINK MAYBE THOSE THINGS THAT YOU JUST, UH, REITERATED FOR ME WOULD BE GREAT BULLET POINTS THAT ARE SHOWING COMPLIANCE WITH THIS.
YOU KNOW, WE'RE, WE'RE COMPLIANT BECAUSE WE'RE DOING THESE, THESE ADDITIONAL THINGS WITH PARENTS AND STUDENTS, JUST MY, MY THOUGHT, UM, MEL, THIS MIGHT BE OUT OF TOPIC OF BEYOND THE TOPIC, BUT IS THERE ANY MANAGEMENT SYSTEM FOR THOSE STUDENTS THAT HIT THESE PROGRAMS? I MEAN, RIGHT CHOICES, YOU SAID YOU HAD 50 LAST YEAR AND, OR RETURNED.
SO THAT LEFT 46 BACK IN THE SCHOOLS AND DIDN'T FINISH THE SCHOOL YEAR.
AND WHAT, WHAT GRADE LEVEL WHERE THEY, THEY ARE THEY GOING TO BE LOOKED UPON AS THEY TRAVEL THROUGH THE SYSTEM NEXT TWO YEARS, REALLY SOMEBODY MONITORING WHAT'S HAPPENING TO THOSE 50 CHILDREN, ARE THEY BEING SERVICED ENOUGH TO SUCCEED AND GET OUT OF THAT ONE INCIDENT THAT ONE BIT OF HOT WATER ARE THEY BEING MANAGED TO CONTINUE TO, TO BE SUCCESSFUL? SO MANY OF THE KIDS WHO, UM, TRANSITIONED BACK TO THEIR HOMESCHOOL, THERE IS A BEHAVIOR CONTRACT WITH THEM.
AND THE EXPECTATIONS IN THE BUILDING AND THE SUPPORT COMES A LOT OF TIMES FROM THE BEHAVIOR MANAGEMENT SPECIALIST.
SO THE BMS. AND SO THEY WORK TOWARD THOSE EXPECTATIONS AND GOALS WITH THE STUDENT.
SO ANY KID THAT COMES BACK FROM RIGHT CHOICES, THE WRAPAROUND SERVICES, MORE THAN LIKELY STARTS WITH THE BMS, NOT SAYING THAT THEY DON'T HAVE ANY OTHER SUPPORT SERVICES, BUT THAT BMS IS VERY INTIMATE, THAT PARTICULAR STUDENT.
SO THE QUESTION STILL IS THE SAME IN MY MIND.
UH, LET'S SAY NINTH GRADE, YOU HAVE A NIGHTMARE CLASS OF 400 STUDENTS ENTERING THE HIGH SCHOOL.
AND, UH, 30 OF THEM ARE CHRONIC OFFENDERS.
THEY THEY'RE IN RIGHT CHOICES.
THEY COME BACK OUT NEXT YEAR, THEY'RE BACK IN RIGHT CHOICES.
IS THERE ANY WAY TO DETERMINE RATHER THAT NINTH GRADE CLASS, UH, THE STUDENTS THAT HAD RELATIONSHIP WITH THE BMS, HOW MANY OF THOSE STUDENTS GRADUATE IN A COMPARATIVELY SPEAKING TO THE, THAT 86% OF THAT CLASS THAT GRADUATED OUT OF THAT 14% THAT DIDN'T GRADUATE? HOW MANY OF THEM ARE STUDENTS WHO GOT SERVICES, BUT NEVER, WE WERE NEVER SUCCESSFUL AT THE END.
THAT'S AND THAT'S PROBABLY ANOTHER QUESTION FOR THIS AND NOT A QUESTION, BUT I JUST, YOU KNOW, I HEARD ALL THE LITTLE COMPONENTS WE GOT, BUT IS THERE SOMETHING THAT'S FOLLOWING THOSE STUDENTS THROUGH ALL THAT TO SAY, HEY, HE LANDED, HE LANDED SUCCESSFULLY AFTER 12TH GRADE, OR WE DID THIS, WE DID THAT.
WE DID THIS, WE DID THAT, BUT THERE WAS NO FINAL RESULTS.
SO I, YOU KNOW, I'M LOOKING AT DRAW OF A FOLLOWING TRACK AND I DON'T KNOW OFFICIALLY WHETHER HE COULD DO IT OR NOT, BUT I, I, YOU KNOW, I THINK WE CAN CROSS REFERENCE WHO DIDN'T GRADUATE, BUT HOW MANY TIMES THEY HIT GRADE JOYCE'S.
SO MR. CAMPBELL, JUST TO BUILD ON THAT FOR YOURSELF AND DR.
CAMPBELL, I MAY NOT HAVE SEEN THAT AS A COMPONENT FOR THIS M O E BUT WHAT YOU'RE LOOKING AT IN QUESTION
[01:40:01]
IS PUTTING IN A SYSTEM FOR THOSE WHO MAY NOT BE GRADUATES, RIGHT.THE DROPOUTS, AND THEN GOING BACK TO LOOK AT THOSE THAT DROP OUT TO SEE THEIR, WHEN DID THEY DROP OUT THAT'S NUMBER ONE, NUMBER TWO, BECAUSE I COULD HAVE BEEN A NO SHOW STUDENTS SOMEPLACE.
NUMBER TWO, SEE IF THEY HAD HAD A HISTORY OF PRIOR DISCIPLINE, HAD THEY BEEN AT RIGHT CHOICES, RIGHT? OR WHAT RECORDS MAY WE HAVE TO SAY, UM, WERE ANY WRAPAROUND SERVICES PROVIDED THOSE, THOSE ARE THE FOUR POINTS I'M HEARING YOU BRING FORWARD AT QUESTIONING.
I MAY NOT HAVE SEEN THAT AS, AS A LENS FOR THIS, UM, BECAUSE THAT, UM, BUT I DO HEAR WHAT YOU'RE, YOU'RE, YOU'RE DRIVING TOWARDS.
YEAH, IT IS SOMETHING WE COULD PROBABLY LOOK AT STARTING AT THE GRADUATING CLASS, IT JUST PASSED.
WE COULD INFORMALLY TAKE A LOOK THAT WAY JUST FOR REPORTING MEASURE, YOU KNOW? YEAH.
UNDERSTANDING WHAT WE'RE DOING IS A LOT, A LOT RIGHT NOW FOR, IS IT GIVING US THE RESULTS AND DON'T REALLY WANT TO WASTE RESOURCES.
DO WE WANT THOSE RESOURCES TO BE SUCCESSFUL OVERALL? YEAH.
THE REDIRECTION HAS TO BE SUSTAINED.
IN OTHER WORDS, WHAT I'M SAYING, WE REDIRECT IN THE NINTH GRADE, WE PROBABLY HAVE TO ASSURE THAT IT'S BEING SUSTAINED AND THAT MIGHT MEAN SOME MORE, SOME MORE SUPPORT.
IT MIGHT NOT, BUT WE NEED TO LOOK AT THE NUMBERS TO SEE WHETHER OR NOT, YOU KNOW, WE NEED TO DO MORE.
AND IT MAY NOT BE THE SAME STUDENTS.
I THINK THAT'S A GOOD PLACE FOR US AS IN THE MTSS.
I BEST JUST WHAT I WAS GOING TO SAY.
LIKE LOOKING AT THE GRADUATES, ANY OF THEM FALLING IN.
IT'S A GREAT WAY OF GOING BACK WITH, SO YES, THANK YOU.
AND I, I DON'T KNOW WHERE WE WOULD FIT IT IN.
I WAS JUST LOOKING, TRYING TO LOOK UNDER THE OES, YOU KNOW, MAYBE THERE'S SOMETHING THAT DEALS WITH GRADUATION AND SEE THAT COMPONENT MRS. ROBOT NOW.
THAT'D BE SOMETHING WE CAN, MAY NOT BE SOMETHING THAT WE HAVE IN PLACE AS SOMETHING WE WANT TO JUDGE IT.
AND IT'S JUST SOMETHING THAT WE WANT TO BE DOING TO MAKE SURE IT'S COMING THROUGH SOME KIND OF FRUITION.
UH, I THINK, YOU KNOW, WE ALL WANT OUR CHILDREN TO SUCCEED WITHOUT SOMEBODY SAYING WE CHECKED THE LIST.
SO THAT'S, THAT'S WHAT I'M DRIVING AT.
WE GOT THE NUMBERS SCAMMELL IF I ASKED FOR IT, BUT LET'S SAY NOBODY HAVE TO ASK WHY YOU GOT THE NUMBERS.
YOU FEEL GOOD ABOUT WHAT WE DID OVER THE LAST FIVE YEARS WITH THOSE CHILDREN? YEAH.
WELL I THINK, YEAH, I THINK I'M RIGHT.
CHOICES PROBABLY HAS CHANGED TOO, BECAUSE IT WASN'T, THERE WAS SOMETHING ELSE BEFORE MEL, BUT NOW IT WAS, IT WAS, SO IT WAS SOME OTHER NAME ALSO, BUT ALL OF THOSE WERE, YOU KNOW, 200 LIVE, UH, PROGRAMS AND IT'S, IT'S COME A LONG WAYS IN TERMS OF SUPPORT, LIKE WRAP AROUND ALL THAT STUFF FOR THE CHILDREN LIKE DADDY, YOU KNOW, FOR THE MOST PART, IT WAS JUST DUMP IN AND THE SCHOOLS DIDN'T WANT TO SEE THEM BACK.
AND ALL OF A SUDDEN THEY BACK NO CONNECTIVITY TO THE TEACHERS AS THEY'RE IN RIGHT.
CHOICES, HOMEWORK ASSIGNMENTS, FOLLOW THROUGH OR NOTHING LIKE THAT.
BUT THAT'S, THAT'S CHANGED QUITE A BIT OVER THE LAST WELL, THE LAST 20 YEARS.
CAMPBELL, DOES THAT COMPLETE YOUR PRESENTATION ON OH EIGHT 14? YES.
AND I'VE MADE NOTE OF THE RECOMMENDATIONS FOR 14.1 AS WELL AS O E P 14.2.
UM, SO OUR NEXT ON THE AGENDA IS DISCUSSION OF FUTURE TOPICS.
SO ACCORDING TO OUR ANNUAL WORK PLAN IN OCTOBER, WE HAVE THE FOLLOWING, OH, EAS, OH, E 12 POINT 17 GUIDANCE SERVICES, UM, DISCIPLINED.
[01:45:01]
TO 13, FIVE, AND THE 13 IS DUE.AND THAT SAYS TO THE OCTOBER BOARD VET THIRTEENS DUE TO THE BOARD, IT SAYS IN THAT, UH, IN THE WORK PLAN, UM, IN OCTOBER, AND THEN LET'S SEE, WAIT, I HAVE, I WENT THROUGH HERE, UM, ALSO IN OCTOBER UNDER THE LEARNING ENVIRONMENT.
OH, IN 14 WE HAD THREE AND FOUR AND THEN THE ONES WHERE THE SUPERINTENDENT SHALL NOT.
SO LET ME, I NEED TO CATCH UP TO MRS. ROBOT.
I HAVE FOR OCTOBER, FOR ACADEMIC COMMITTEE, I HAVE 12 POINT 17 GUIDANCE SERVICES.
UM, AND IT WOULD BE FOR THE PAST YEAR, ALTHOUGH I MADE A NOTE, UM, IF THEY NEEDED TO BE DISCUSSION FOR AN UPCOMING SCHOOL YEAR, THEN UNDER ONE 13, I HAVE 13 TWO, IF I'M CORRECT.
THE ONE THAT WASN'T PART OF THE OCTOBER PRESENTATION AGAIN, TO ME IT'S UM, ACADEMIC COMMITTEE IS 13.1.
AND THEN, OH, E 14, IS THIS SUPERINTENDENT SHALL NOT, ARE A 180, CORRECT? UH, LET'S SEE.
I HAD, UM, ONLY 14, THREE ENSURE THAT ALL CONFIDENTIAL IS PROPERLY USED AND PROTECTED AND THEN FOUR PROVIDE EQUAL EDUCATIONAL OPPORTUNITIES.
UM, IT SEEMS LIKE WE JUST TALKED ABOUT THAT A LITTLE BIT.
AND THEN, UM, ESE AND FOUR O E 14.3.
A TRAINING THAT WE DO THROUGH SAFE SCHOOLS.
I GUESS THAT'S, THAT'S WHAT IT IS.
MA'AM AND THEN THE SUPERINTENDENT SHALL NOT.
UM, SO THAT'S, WHAT'S ON OUR AGENDA FOR THE NEXT TIME.
AND I WOULD LIKE TO, I'M SORRY.
MAY I ASK YOU A QUESTION? MAY WANT TO UTILIZE THE AR FOR SOMEBODY, FOR EVIDENCE? I FEEL WE CAN.
UM, MR. CAMPBELL, DO YOU, YEAH, I THINK THAT'S YEAH.
THERE'S A STRONG RELATIONSHIP.
THAT IS VERY CLEAN SAYING WHAT WE WILL DO AS A SYSTEM.
AND I LIKED THAT YOU'VE PROVIDED LINKS TO THEM.
SO THEN ANYONE TO ME, THAT'S COMPLIANCE RIGHT THERE.
THAT'S THE, UM, AND THEN, SO I HAVE A REQUEST BECAUSE, AND ROBIN YOU'LL HAVE TO CHECK THE, UH, CALENDAR FOR ME.
I WILL BE ON A PLANE ON WEDNESDAY, OCTOBER 27TH.
SO I'M WONDERING IF WE COULD MEET ON TUESDAY, OCTOBER 26TH INSTEAD OF TUESDAY, THE 26TH AT FOUR O'CLOCK.
WE HAVE NORTH OF THE BROAD AD HOC COMMITTEE MEETING.
NOT UNLESS YOU WANT TO DO IT MONDAY, THE 25TH, YOU DON'T HAVE AN AGENDA SETTING MEETING THEN.
UM, IF I MAY SHARE THE WEEK PRIOR TO THAT, I MAY BE IN TRANSITION OR RELOCATING.
SO I, I WOULD NEED PART OF THAT FIRST WEEK, THE FOLLOWING WEEK TO ASSURE THINGS ARE DONE PROPERLY.
I NOT HAVE INTERNET AT HOME AND THINGS LIKE THAT.
THAT'S WHY I DON'T WANT TO GET PERSONAL.
SO WHAT ABOUT MONDAY THE 25TH? UM, THAT'S NOT GOOD FOR YOU, MARY.
WHAT WEEK IS GOOD FOR YOU? WHAT TIME IS WHAT DATE THROW OUT A DATE? AND I APOLOGIZE, BRING MY PERSONAL AGENDA TO THE TABLE, BUT THE WEEK OF THE 18TH I'LL BE TRANSITIONING FROM ONE RESIDENCE TO ANOTHER.
SO IT'LL BE VERY HARD FOR ME TO DO, DO THAT AND DO THAT.
[01:50:01]
NET THE LAST WEEK IN OCTOBER.SO COULD IT BE MAYBE THE 28TH? SO THAT GIVES ME AT LEAST THE 25TH.
AND IF YOU ALLOW ME TO 26 FOR CONFIRMATION OF DOCUMENTATION, SO WE CAN MEET ON THE 28TH, THE 25TH AT FIVE O'CLOCK AT THE 28TH, AT FIVE O'CLOCK AS THE AD HOC LIFTING GROUP, IF YOU'RE GOING TO MEET EARLIER.
BUT I DON'T KNOW IF ANGELA IS AVAILABLE, I WON'T BE ABLE TO.
UM, AND YOU WANT TO MOVE INTO THE FIRST WEEK OF NOVEMBER? YEAH.
THEN WE'RE JUST MAYBE IF WE DO THAT, WE MIGHT HAVE TO HAVE A SPECIAL CALLED MEETING IN NOVEMBER SO WE CAN TAKE CARE OF OUR NOVEMBER THINGS AS WELL.
I, I AM, UH, LET ME SEE WHAT TIME I GET ON THE 27TH.
WELL, YOU KNOW, WHAT, IF WE DID IT AT LIKE FOUR 30 ON THE 27TH? I, I THINK I, I COULD DO IT.
I'M ON A PLANE IN THE MORNING.
I'M GOING, DO YOU WANT TO DO FIVE O'CLOCK IS FINE.
UM, ANGELA, WHAT'S THE EARLIEST.
YOU CAN DO FOUR O'CLOCK, FOUR O'CLOCK.
WHAT ABOUT FOUR 30 ON THE 27TH? I'M A PLANE.
I'M PROBABLY GOING TO BOSTON FOR SOME MEDICAL ISSUES FOR MY HUSBAND, BUT I SHOULD BE, UM, OKAY.
BY, BY THAT TIME, I THINK HIS APPOINTMENTS EARLY IN THE MORNING, SO, OKAY.
AND IT WILL BE VIRTUAL AGAIN BECAUSE I DO APOLOGIZE, BUT WE HAD TO TAKE THIS APPOINTMENT WHEN WE COULD GET IT, SO, OKAY.
SO WE HAVE SPECIAL CALLED MEETING TOMORROW.
IT BEGINS AT FIVE IT'S, FIVE TO SIX ONLY.
I SENT YOU ALL OUT AN AGENDA AND AN EMAIL.
SO IT'S FROM FIVE TO SIX TOMORROW.
I THINK WE HAD A GREAT MEETING TODAY.
I APPRECIATE ARI HAS A QUESTION.
I DO APOLOGIZE ON THE CLOSING OF OIE 14.1 AND 0.2 WITH THE MODIFICATION SAID WE HAD SHARED THE BULLETS.
WOULD THAT THEN BE GOING TO THE BOARD AS WELL? I THINK I AM GOOD WITH THAT.
NO, I PUT BOTH OF THEM UNDER CONSENT AGENDA THEN FOR ON FOR TUESDAY'S MEETING ONLY 12 AND YES.
PUT THEM UNDER CONSENT AGENDA.
AND AS USUAL SOMEBODY CAN PULL THEM OFF IF THEY WANT, BUT THAT'S WHAT WE, THAT'S WHAT WE DECIDED.
THIS IS A JOB IN VETTING THEM.
BURIAL WILL HAVE THE UPDATED DOCUMENTS TO YOU TOMORROW.
AND ON I'LL EAT 12, MARY, YOU DON'T HAVE, I MEAN, OH, EAT 14.
THE ONE THAT YOU SENT, I HAVE THAT ONE ALREADY.
FOR WHATEVER REASON IT WOULD MAKE THE CORRECTION WHEN I KEPT SAVING IT.
AND I'M WITH I'M 14, BUT EITHER WAY I DO TWO S'S.
I NEED TO ADD IN TWO CONSTANTS ARE MISSING AND I'D LIKE TO HAVE THOSE BULLETS ON 14 UPDATED.