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UH, ROBIN, ARE YOU OKAY IF WE CALL THIS MEETING TO ORDER? UH, ROBIN'S NOT BACK ON, I DON'T THINK MALIA.
MOLLY, ARE YOU ON? ROBIN'S ON HER.
YEAH, SHE SAY, WELL, CAN YOU HEAR ME? OKAY.
WE HAVE A BIG, UH, WE HAVE A, UM, AGENDA TODAY.
SO I'D LIKE TO GET STARTED, UM, AND CALL THIS MEETING OF THE ACADEMIC COMMITTEE, THIS VIRTUAL MEETING TO ORDER, PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
BEFORE WE APPROVE THE AGENDA, I JUST WANT TO, UM, UH, BRING YOUR ATTENTION TO THE WAY THE AGENDA IS, UH, SHOWING IN BOARD DOCS.
UM, AT LEAST WHAT I HAVE ON MY SCREEN IS I HAVE, UM, E YES, PRESENTATION OF 12 POINT 17 AND THEN TEXTBOOK ADOPTION.
THOSE ARE TWO DIFFERENT THINGS.
TEXTBOOK ADOPTION SHOULD BE UNDERNEATH THERE.
SINCE IT WAS LISTED ON THE AGENDA, I FEEL COMFORTABLE WITH GOING FORWARD WITH IT BECAUSE IT WAS, UH, LISTED.
THERE WAS JUST IN THE WRONG PLACE.
EVERYBODY OKAY WITH THAT? YES.
THEN I NEED, UH, A MOTION TO APPROVE THE AGENDA.
ALL IN FAVOR OF THE AGENDA, PLEASE SIGNIFY BY SAYING AYE.
UM, MS. CHRISTENBERRY, DO WE HAVE ANY PUBLIC COMMENTS TODAY? OKAY.
NO, MA'AM NO PUBLIC COMMENTS THEN.
IT'S A LITTLE ECHOING, BUT, UM, I'LL BE SEPTEMBER 29TH MEETING MINUTES.
WHAT'S NEED TO COME OFF THE AGENDA.
SO WE WILL ADD THOSE TO THE NEXT AGENDA.
YES, PETE, WHAT NEEDS TO BE ADDED TO THE NEXT AGENDA? THE SEPTEMBER 29TH, UH, COMMITTEE MEETING MINUTES BECAUSE THEY HAVE MINUTES WEREN'T LISTED.
SO THE FIRST THING ON OUR AGENDA THEN IS PRESENTATION OF
STRATOSE SO GOOD AFTERNOON, ACADEMIC COMMITTEE MEMBERS AND MADAM CHAIRMAN, MRS. ROBOT.
UM, I'D LIKE THAT OPPORTUNITY PRIOR TO GOING FORWARD, JUST TO BRING TO YOUR ATTENTION MEMBERS WITHIN OUR INSTRUCTIONAL SERVICES DIVISION, WHO ARE JOINING US TODAY.
BUT AT FIRST PART PRESENTATION, IT WILL BE CARING GILBERT, OUR DIRECTOR OF CAREER TECHNICAL EDUCATION, AS WELL AS JERRY HENDERSON, WHO IS NOW WORKING WITHIN OUR STUDENT SERVICES, STILL UNDER THE TITLE SHIP OF DIRECTOR OF SCHOOL COUNSELING, BUT SHE WILL BE SHARING IN THIS PRESENTATION AS WELL.
I WANT TO HIGHLIGHT THAT JERRY IS CONDUCTING DOUBLE DUTY THIS EVENING BECAUSE SHE'S HOSTING A FINANCIAL AID EVENT.
OH, I BELIEVE IT'S AT BLUFFTON HIGH SCHOOL, IF I'M CORRECT.
JERRY, ALSO, AS WE GO FURTHER IN OUR AGENDA THIS EVENING, WE'LL HAVE ROBERT NICHOLAS FLOWERS PRESENTING KAREN GILBERT PRESENTING AND KAREN MCKINSEY PRESENTING IN OUR TEXTBOOK ADOPTION.
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SPECIFIC INFORMATION TIED TO THAT.THIS IS A SPECIAL FUNDING THROUGH THE STATE.
SO WITH THAT, IF WE CAN PLEASE GO TO THE NEXT PAGE OF THE O E PAGE TWO, MRS. CUSHION BERRY, THE WRONG VERSION OF THE O E LOADED IN MS. CUSHION BARRY.
YES, IT WAS, THIS IS NOT THE CORRECT ONE.
CAN YOU GIVE ME ONE SECOND AND I'LL LOAD IT BACK.
YOU KNOW, SINCE I SAW ABOUT THE CORRECT ONE, I GUESS I DIDN'T CHECK FOR DOCS.
THAT'S MY FAULT, MS. MOLLY, I'M GOING TO GO BACK AND JUST RECONFIRM AS WELL, BECAUSE I KNOW THERE WAS A RESEND, BUT FOR SOME REASON, MY COMPUTER NOW IS NOT OPENING FILES, WHICH IS VERY STRANGE.
I KNOW WHEN IT RAINS, IT POURS.
I AM STILL WAITING TO LOAD THE ONE THAT THIS IS ROBOT AND I AM GOING TO SEND OUT WHAT I SHARED EMAIL.
MA'AM YOU, I THINK YOU HAD THE CORRECT OR MOLLY HAD THE CORRECT ONE IN AN EMAIL.
THIS EMAIL, IT SAYS DOCK 16.7 MEGABYTES.
UM, I HAVE IT OPEN ON MY PHONE.
STRATO SENT THAT TO, UH, IN ROBIN, YOU, UH, SENT IT OUT ON OCTOBER 30TH TO THE ACADEMIC COMMITTEE, BUT IT DIDN'T GET LOADED IN BOARD DOCS.
DO I NEED TO FORWARD IT TO SOMEONE SO THEY CAN LOAD IT IN? I'M GOING TO SEND IT TO KATE.
I'M JUST WAITING FOR IT TO UPLOAD.
LET'S SEE IF THIS IS THE CORRECT ONE, SHARE MY SCREEN.
AND THERE IS AN ABBREVIATED DOES NOT HAVE A LONG, UM, SUPERINTENDENT INTERPRETATION.
IT'S WRITTEN MORE IN BULLET FORMAT.
I SAID, MRS. ROWE BRINE MAY BE POSSIBLE AS WE SEE WHAT I CAN SEND.
AND THAT WAS GOING TO ASK IF WE COULD DO AN AGENDA MODIFICATION AND GO WITH THE TEXTBOOKS FIRST.
WELL PERSONNEL WERE ONLINE, BUT, UM, YEAH, I, I THINK THAT'S WHAT I, I DIDN'T KNOW WHO HAD TO LEAVE FIRST.
UM, TECHNICALLY JARED MRS. HENDERSON DOES, UM, SHE HAS THE LARGEST LOW DOES EVENING.
AND WHICH ONE IS SHE SPEAKING ON? 12 POINT 17.
MA'AM SO THAT'S WHAT I WAS THINKING.
YES, MA'AM UM, I DON'T THINK THAT I HAVE THAT VERSION.
SO IF ANYONE HAS IT, IF YOU COULD FORWARD IT TO ME, I'LL, I'LL UPLOAD IT.
AND, UM, AUSTRALIA'S WOULD YOU LIKE FOR ME TO AFFORD THAT TO MOLLY? OR DO YOU HAVE IT? I'M TRYING TO PULL UP KAREN, MY EXPLORER.
MA'AM I CAN FORWARD IT REAL QUICK TO, OKAY.
WHY DON'T YOU DO BACK THEN? BECAUSE I WAS JUST GOING BACK TO LOOK FOR MINE AGAIN.
I HAD IT ON MY PHONE, BUT I HAD TO GO FIND IT.
SO IF YOU HAVE IT, THAT'S GREAT.
KAREN, UM, MRS. GILBERT, HAVE YOU, THERE'S A CONFIRMATION PLEASE.
THAT ON THE SUPERINTENDENTS INTERPRETATION, IT'S IN BULLET FORMAT AND JERRY HENDERSON IS HAVING A HARD TIME.
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YES MA'AM.I HAVE YOUR EMAIL DATED 11 TO 2021 AT THREE OR SEVEN.
I WILL, IF YOU CAN, CAN YOU SLIDE OVER HERE QUICKLY WITH YOUR LAPTOP, MRS. GILBERT, I'M LOADING UP MY OTHER COMPUTER THAT HAS, UM, LET ME, UM, LET ME GET THIS TO MOLLY AND I'LL COP COPY OF, I BELIEVE THIS IS THE CORRECT ONE.
I JUST SAID THAT TO MOLLY AGAIN, BECAUSE I'M WAITING AT A SECOND ONE TO LOAD.
DID YOU GET IT MOLLY? I HAVE NOT WAITING ON IT RIGHT NOW.
JUST LOADED MY OTHER COMPUTER.
IT'S APPROXIMATELY 35 PAGES, HOPEFULLY.
UM, YOU KNOW, WE, WE, WE TALKED ABOUT THE DOCUMENT THAT WAS EMAILED.
I SEE A LOT OF LINKS, BUT, WELL, THE LINKS ARE, YOU MAY HAVE TO REFRESH YOUR BOARD DOCS TO SEE A NEW ONE.
WHO'S GOING TO PUT IT ON THE SCREEN.
MOLLY, CAN YOU PUT IT ON THE SCREEN HERE? AND THIS WAS THE ONE THAT WAS SENT TO ME THAT I JUST RELOADED.
I'M GOING TO BE, I CANNOT PULL, I PULLED ALL MY FILES OUT OF THIS COMPUTER INTO ANOTHER COMPUTER AND I CANNOT PULL UP MY EXPLORER.
I'M GOING TO TRY ONE WHERE IN MY EMAIL.
WELL, IF SOMEONE CAN JUST GET IT ON THE SCREEN.
SO I BELIEVE THE BIGGEST CHANGE IS THE SUPERINTENDENT'S INTERPRETATION.
THAT IS THE ONE THAT IS NUMBER ONE.
SO WE COULD GO BACK TO THAT PAGE.
YES MA'AM UM, BECAUSE IT WAS BULLETED INSTEAD OF A NARRATIVE, RIGHT? YEAH.
I, WHAT I'M PULLING UP AND BOARD DOCS IS STILL THE WRONG THING.
THAT WAS THE PAGE DOWN WITH BULLETS ON IT.
UH, I DON'T HAVE THE PAGE WITH THE BULLETS ON IT.
WHY DON'T WE, UM, MOLLY, IF YOU CAN KEEP WORKING ON THAT, DO YOU, DO YOU THINK YOU HAVE THE ONE WITH THE SECOND PAGE SHOULD BE BULLETS? MY COMMITTEE MEMBERS, IF YOU FIND AN EMAIL FROM DR.
STRATOSE AND IT WAS ON, UH, IN ROBBINS SENT IT TO US ON OCTOBER 30TH, THERE WERE THREE ATTACHMENTS.
AND THE FIRST ONE IS THE CORRECT ONE.
I NEVER GOT THAT OCTOBER 30TH ONE.
WELL, I THINK IT'S THE SAME THING
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THAT MS. GILBERT SENT YOU.SOMETHING BECAUSE IT WAS SENT, UM, I'M
BUT I WOULD LIKE TO JUST GET STARTED BECAUSE WE ARE ALREADY 20 MINUTES BEHIND AND WE HAVE SUCH A HUGE AGENDA AND REALLY WHAT'S DIFFERENT ON THIS ONE IS THE SUPERINTENDENTS INTERPRETATION INSTEAD OF A, UM, A NARRATIVE.
AND I CAN, YOU KNOW WHAT? I COULD JUST PULL THOSE OUT FROM THE EMAIL.
WOULD YOU LIKE ME TO DO THAT? BECAUSE MY COMMITTEE MEMBERS HAVE THE EMAIL, OH MY, I DON'T HAVE THAT EMAIL.
YOU'RE TALKING ABOUT WHAT I GOT THE POLICY AND THE SUPERINTENDENT INTERPRETATION AND BULLET AND BULLET FORM.
THAT'S THE ONE I'M TALKING ABOUT.
SO THE BULLET FORM SAYS, UH, 12 POINT 17 ENSURE THAT EACH STUDENT HAS ACCESS TO GUIDANCE SERVICES.
IT JUST REITERATE WHAT 12, 17.
THEN IT SAYS SUPERINTENDENT INTERPRETATION AND IT LISTS THESE BULLETS AND THE MINUTES STRAIGHT OF REGULATIONS IN SUPPORTIVE BOARD POLICY ACCESS TO ACADEMIC AND CAREER PLANNING, POST-SECONDARY OPPORTUNITIES, CAREER GUIDANCE, DEVELOPMENT, AND EXPLORATION, INDIVIDUAL GRADUATION PLAN, ACADEMIC COUNSELING, UM, COUNSELING RESOURCES, CRISIS APPRAISAL PLAN, USE OF COUNSELING SYSTEM DEVELOPMENT WITHIN EACH SCHOOL SETTING AND STUDENTS HAVE ACCESS TO SCHOOL COUNSELORS.
AND THEN WE GO INTO EVIDENCE OF COMPLIANCE.
SHE WANT TO TAKE IT FROM THERE BECAUSE THE EVIDENCE OF COMPLIANCE IS WHAT IS LOADED IN BOARD DOCS.
AND I BOARD MEMBERS, I DO APOLOGIZE ON THE TECHNOLOGICAL DIFFICULTIES, UM, GOING FORWARD ON TO PAGE THREE OF THE OPERATIONAL EXPECTATION EVIDENCE OF COMPLIANCE.
IT STAYS FOLLOWING AS THE EVIDENCE OF COMPLIANCE DEF DEMONSTRATED IN OWYHEE 12 POINT 17 AS A SCRIBE BY THE BULLETS.
WE START OFF WITH SUPPORT DOCUMENTS OF OUR ADMINISTRATIVE REGULATIONS IN RESPECT TO GUIDANCE, SCHOOL, COUNSELING, CAREER DEVELOPMENT POST-SECONDARY BUT WE WENT A LITTLE FURTHER.
IF YOU NOTE ON THE START OF THE ADMINISTRATIVE REGULATIONS, WE HAVE ONE, FOR EXAMPLE, WITH REGARD TO COMMUNITY RELATIONS THAT IDENTIFIES THE GOALS AND PRIORITIES AND OBJECTIVES OF US HERE AT BUFORD COUNTY SCHOOL DISTRICT, THEY ARE ADMINISTRATIVE REGULATIONS WITHIN STUDENT SERVICES THAT LIE WITHIN GIVING SUPPORT FOR OUR STUDENTS, AS WELL AS WITHIN INSTRUCTIONAL SERVICES.
WHO'S EVER CONTROLLING THE SCREEN.
CAN YOU SCROLL UP A BIT NOW? THAT'S WE'RE ON THE CORRECT DOCUMENT.
SO I JUST WANTED TO MAKE NOTE THAT WE HAVE A VARIETY OF ADMINISTRATIVE REGULATIONS IN SUPPORT OF THIS OPERATIONAL EXPECTATION B.
AND DUE TO THAT, WE HAVE A DIVERSE GROUP OF PEOPLE WHO WILL BE PRESENTING THIS AFTERNOON.
I'D LIKE TO TURN THE FLOOR OVER TO KAREN GILBERT, OUR DIRECTOR, EXCUSE ME, OF CAREER TECHNICAL EDUCATION.
SHOULD WE PICK IT UP FOR US ON ROMAN NUMERAL TWO, PAGE FOUR ON THE NEXT SET OF MONITORING INDICATORS, STARTING WITH OUR COURSE.
OUR DISTRICT COURSE CATALOG MRS. GILBERT.
OH, GOOD EVENING, MS. ROBIN AND SCHOOL BOARD MEMBERS.
THANK YOU SO MUCH FOR THE OPPORTUNITY TO SHARE HOW WE ARE SUPPORTING, UH, O E 12.7 AND I'M APPRECIATED DR.
SHE, SHE, UH, HAD MS. HENDERSON AND I TOGETHER.
UH, CERTAINLY OUR CAREER TICKET PATHWAYS WOULD NOT BE SUCCESSFUL WITHOUT THE DEDICATION AND HARD WORK FOR HER COUNSELORS AND THE SYSTEM SHE'S PUT IN PLACE.
SO BOTH OF US, I WILL SHARE JUST SOME ARTIFACTS AND EXEMPLARS OF HOW WE FEEL LIKE WE ARE MEETING THIS EXPECTATION.
SO, UM, WE CAN DIVIDE EVERYTHING UP INTO THREE CATEGORIES.
WE LOOK AT, ARE WE PROVIDING AN OVERALL GUIDANCE FRAMEWORK, UH, THAT HAS OPTIONS FOR KIDS PATHWAYS, UM, SCHEDULING,
[00:20:02]
UM, AND EXPECTATIONS.AND THEN, THEN THE SECOND ONE IS WHAT ARE WE USING TO COMMUNICATE OUT TO THE PUBLIC, TO GET INFORMATION TO THE STUDENTS AND PARENTS, WHETHER IT'S VIA COURSES OR DIGITAL TOOLS AND, UM, MARKETING MATERIALS AND SO ON.
AND THEN THE THIRD AREA IS WHAT ARE WE DOING AS FAR AS EVENTS AND TIMELINES THAT, UH, AGAIN, UH, IT HELPED TO, UM, HAVE CAREER AWARENESS AND CAREER EXPIRATION VIA K-12.
SO ONE OF THE FIRST THINGS IS WE, A FEW YEARS AGO, WE WANTED TO MAKE SURE THAT THERE WAS A CONSISTENT FORMAT FOR PARENTS TO STUDENTS TO ACCESS FOR WHAT IS OFFERED AT THE HIGH SCHOOL LEVEL.
SO THIS IS A SCREENSHOT OF OUR ONLINE HIGH COURSE CATALOG.
IT HAS DIVIDED UP INTO DIFFERENT SECTIONS.
SO A STUDENT OR PARENT CAN LOOK BY CONTENT AREA AS TO THE COURSE DESCRIPTIONS.
THERE IS INFORMATION ABOUT GRADUATION REQUIREMENTS.
IF YOU GO TO THE NEXT SLIDE, UH, MOLLY, THANK YOU.
THERE'S, UH, INFORMATION ON POST-SECONDARY AND, AND W AND VARIOUS STEPS.
OUR SCHOOL LEVELS ALSO HAVE, UM, SCHOOL LEVEL, UH, FLYERS AND PAMPHLETS AND INFORMATION THAT THEY USE SPECIFIC TO THEIR COURSE OFFERINGS, BUT WE FELT LIKE THIS WAS IMPORTANT TO HAVE A CONSISTENT MESSAGE.
AND THEN IF YOU KEEP SCROLLING, PLEASE, IN ADDITION TO THAT FRAMEWORK, WE'RE TALKING ABOUT EVERYTHING IS GUIDED BY, AT WHAT'S CALLED THE E A ACT.
UH, IT WAS, IT'S BEEN AROUND FOR QUITE A WHILE, BUT IN ESSENCE, IT JUST SAYS, UH, EVERY SCHOOL DISTRICT CAREER CENTER MUST HAVE A SYSTEM THAT ALLOWS FOR A STUDENT TO EFFECTIVELY START AN INDIVIDUAL GRADUATION PLAN PROGRESS.
AND MRS. HENDERSON WILL SPEAK MORE TO THAT AS TO HOW IT'S HAPPENING, HAPPENING ON THE COUNSELING SIDE.
HE'LL CONTINUE TO SCROLL UP TO THE NEXT.
SO, UM, I'LL HIT ON TO SOME OF THE EXAMPLES THAT YOU SEE LISTED ON NUMBER THREE FOR THOSE BULLETS.
SO WE'LL GO TO THE NEXT ONE, PLEASE.
SO PART OF CURRICULUM RESOURCES OR DIGITAL RESOURCE, WE'RE EXCITED THAT WE ARE IMPLEMENTING A NEW PROGRAM CALLED VIRTUAL JOB SHADOW, AND THIS WILL BE TARGETED TO THE MIDDLE GRADES.
IT WILL BE CHAMPIONED THROUGH CAREER AND TECHNICAL EDUCATION, MIDDLE SCHOOL COURSES, BUT IT IS OPEN TO ALL EIGHT, ALL MIDDLE SCHOOLS, ALL EIGHT, UM, ALL GRADE LEVELS.
SO THIS IS GOING TO BE, UH, PARTICULARLY, UH, INTENTIONAL BECAUSE IT HAS CLOSE TO A THOUSAND VIDEOS THAT ARE THREE TO FIVE MINUTES A DAY IN THE LIFE OF IT HAS LESSONS ATTACHED TO IT.
SO A STUDENT CAN TAKE A QUICK INTEREST INVENTORY.
IT POPULATES BY THE 16 CAREER CLUSTERS, WHICH IS ALSO PART OF OUR FRAMEWORK FOR PROVIDING CAREER EXPLORATION OR A TEACHER SAY IF THEY'RE TEACHING DESIGN AND MODELING AND THEY WANT TO FOCUS ON JUST STEM VIDEOS AND LESSONS THAT GO ALONG WITH THAT, THEY WILL HAVE THAT OPPORTUNITY.
IF YOU'LL GO TO THE NEXT SLIDE, PLEASE, IN ADDITION TO THE JOB EXPLORATION VIDEOS, THERE ARE WHAT THEY CALL FLEX LESSONS THAT ALSO COVER VIDEOS ON LIFE SKILLS, FINANCIAL LITERACY OF THINGS THAT WE'RE EXCITED ABOUT.
THAT'S GOING TO HELP OUR MIDDLE-SCHOOLERS TO PREPARE AND MOVE INTO THE HIGH SCHOOL FOR THAT EMPLOYABILITY SOFT SKILLS CREDENTIALING THAT WE'RE FOCUSING ON.
SO THE GOAL IS WITH THIS PROGRAM THAT THEY WILL START WITH THEIR SIXTH, SEVENTH, AND EIGHTH GRADE.
AND THEN THEY'LL BEGIN THAT IEP PROCESS IN THE EIGHTH GRADE TO HAVE SOME MORE CONSISTENT INFORMATION, UM, UH, TO DRAW FROM, UM, MS. MELTON.
I REMEMBER YOU WERE A WONDERFUL TEACHER.
YOU BROUGHT IN A LOT OF OUTSIDE COMMUNITY RESOURCES, AND, BUT A LOT OF TIMES TEACHERS HAVE TO PULL FROM EVERYTHING.
THIS IS GOING TO HAVE A, MORE OF A STREAMLINE APPROACH FOR RESOURCES.
AND THEN THE OTHER AREA THAT I'M, WE'RE COLLABORATING WITH DR.
WHITE AND HER TEAM IS ON THE SPED COORDINATION.
IF YOU GO ONTO THE NEXT SLIDE, THERE IS EVEN IN THIS PROGRAM, A, UH, TRANSITION PLAN FOR STUDENTS WITH IEP, UH, THEY I'VE ALREADY BROUGHT THEM IN FOR TRAINING, UM, FOR ORIENTATION.
AND THEY WERE VERY PLEASED THAT THEY FEEL LIKE THIS IS GONNA HELP AS WELL.
AGAIN, GOING BACK TO SUPPORTING THAT O E OF WHAT ARE WE DOING TO HAVE A CONSISTENT MESSAGE FOR CAREER AWARENESS? UH, NEXT SLIDE PLEASE.
SO IN ADDITION TO CURRICULUM RESOURCES AND A FRAMEWORK THAT WE FOLLOW IS CONSISTENT MESSAGING, UH, WE WANT TO MAKE SURE THAT WE TRY TO FACILITATE AS MANY EVENTS AND GET, GET BUSINESSES AND INFORMATION OUT TO OUR STUDENTS.
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A COUPLE OF EXAMPLES THAT HAPPENED TO FALL UNDER THE CAREER TICKET UMBRELLA.IF YOU'RE GOING TO BE OUT AND ABOUT, UH, THIS WEEKEND, YOU MIGHT WANT TO DROP BY THE CONCOURS D'ELEGANCE SUNDAY AND HILTON HEAD.
EACH YEAR, WE PARTNER WITH THIS ORGANIZATION DRIVING YOUNG AMERICA AND THE MICHELIN CORPORATION, AND THEY OFFER A COMPETITION WITH ALL OF OUR HIGH SCHOOLS.
AND IT'S NOT JUST CTE STUDENTS.
IT CAN BE ART, MATH, SCIENCE, UM, THE STUDENTS, UH, CREATIVE, OR, UH, FOLLOW A THEME.
THEN THEY DESIGN A MODERN VEHICLE THAT WOULD MEET THE NEEDS OF A PARTICULAR CUSTOMER.
SO WE HAVE, UM, THIS YEAR WE HAVE, WE HAD 33 TEAMS THAT, UH, SUBMITTED A, A, UM, DESIGN AND WE HAVE FIVE TEAM FINALISTS OF THOSE.
THERE ARE NINE STUDENTS, AND SO SUNDAY THEY WILL PITCH THEIR PRESENTATIONS AND THE WINNER WILL BE ANNOUNCED AT NOON, AND THEY WILL RECEIVE A THOUSAND DOLLARS SCHOLARSHIP EACH AS WELL AS THE SCHOOL WILL RECEIVE $500.
AND BASICALLY WHAT THIS IS DOING IS GIVING A CAREER AWARENESS TO THE MOBILITY INDUSTRY AND TO PROMOTE STEM FIELDS WITHIN THAT AREA.
UM, MRS. GILBERT, AND WE COULD JUST BUILD ON A QUICK NOTE THAT WE ACTUALLY HAVE AN ART TEACHER WHO IS, HAS A TEAM AS A FINALIST THEME THIS YEAR IS ACTUALLY JUST FOR THOSE WITHIN MY GENERATION MUSCLE CARS, BUT THE IDEA OF MUSCLE CARS UTILIZING ENERGY EFFICIENCY AND A PRIOR WINNER ACTUALLY DESIGNED, UM, MOBILITY, BASICALLY SEGWAY TAKING ACROSS THE WATER TO GET THE HILTON HEAD IS THE QUICKEST WAY FROM NORTH AND ABROAD TO SOUTH IN PHENOMENAL STUDENT MINDEDNESS AND CREATING THIS.
AND I APOLOGIZE, MRS. GILBERT, NO, THAT'S GOOD.
THEY HAD TO INTERVIEW SOMEONE 65 OR OLDER ABOUT A TRIP THEY TOOK YEARS AGO AND MODERNIZE AND INNOVATE THAT CAR IF THEY TOOK THE SAME TRIP THIS, UH, NOW, UM, SO IF YOU HAVEN'T STOPPED, IF YOU HAVE A CHANCE, WE'LL, WE'LL GET YOU A, WE'LL DEFINITELY LET YOU KNOW THE WINNERS.
HE IS A GRADUATE LAST YEAR FROM MAY RIVER HIGH SCHOOL.
AND ANOTHER WAY THAT WE ARE MEETING THE NEEDS OR GIVING ACCESS FOR CAREER EXPLORATIONS TO WORK BASED LEARNING, UH, THIS YOUNG MAN, HE DID A SUCCESSFUL INTERNSHIP WITH THE BUFORD JASPER WATER AND SEWER AUTHORITY, AS WELL AS SOME OTHER STUDENTS.
AND HE W BECAUSE OF HIS, UH, SUCCESSFUL WORK EXPERIENCE, THEY OFFERED HIM THE JOB AND HE ACCEPTED AND THERE.
SO, UM, UM, THEY SAID HE'S DOING SUCH A GOOD JOB THAT THEY'RE WANTING HIM TO PURSUE HIS POST-SECONDARY EDUCATION WHILE HE'S WORKING WITH THEM.
SO WORK-BASED LEARNING IS JUST ANOTHER EXAMPLE OF HOW WE'RE TRYING TO MEET THIS ONE 12.7.
I WAS GLAD TO BE ABLE TO HIGHLIGHT THIS ONE.
YOU KNOW, THERE'S SOME GREAT THINGS THAT HAVE COME OUT OF COVID.
ONE OF THEM IS HOW DO WE GET CAREER AWARENESS OUT TO STUDENTS IN MORE OF AN INNOVATIVE WAY? SO WE PARTNERED WITH THE SOUTH CALENDAR COMMERCE DEPARTMENT AND A COMPANY CALLED TALLOW.
UH, THE SOUTH COUNTY COMMERCE DEPARTMENT PAID FOR THE HOSTING FEE, AND WE ACTUALLY HELD OUR FIRST REGIONAL VIRTUAL CAREER PANELS.
UH, LAST SPRING, WE WILL DO IT AGAIN.
THIS UPCOMING SPRING, WE HAD OVER 950 STUDENTS AND TEACHERS TO PARTICIPATE.
WE FOCUSED ON FIVE MAJOR AREAS OF WHICH EMPLOYERS FROM THE REGION WERE ABLE TO LOG IN.
UH, THEY HAD A GOOD CONVERSATION AND DIALOGUE WITH THE STUDENTS.
IT WAS A MUCH MORE RELAXED ATMOSPHERE RATHER THAN THEM COMING TO THE GYMNASIUM AND KIDS MILLING ABOUT WHICH CAN BE, CAN BE A GOOD THING TO WITHIN PERSON.
BUT WE RECEIVED A LOT OF POSITIVE COMMENTS.
FOR EXAMPLE, FOR THE HEALTH CARE, WE HAD THE THREE TOP HR MANAGERS FOR THE THREE TOP HOSPITALS THAT WOULD HAVE BEEN TOUGH TO HAVE GOTTEN THEM OTHERWISE, HAD IT NOT BEEN IN A VIRTUAL SETTING, UH, THE HEALTH, THE, UH, IT, WE HAD LOCKHEED MARTIN HARGRAVE, A COUPLE OF SMALLER IT BUSINESSES.
MY FAVORITE, I THINK, WAS THE SOUTH CAROLINA PORTS AUTHORITY.
I DID NOT REALIZE HOW MANY JOBS WERE AVAILABLE.
SO THIS IS A GREAT FORMAT THAT WE'LL CONTINUE TO USE ON DOWN THE ROAD.
UM, AND AGAIN, A WAY THAT WE FEEL LIKE WE'RE, WE'RE BEING INNOVATIVE AFTER COVID TO, TO TRY TO GET THE WORD OUT OF CAREERS.
AND THEN AT THE BOTTOM, THIS WILL BE A NICE SEGUE INTO WHAT MRS. HENDERSON IS DOING WITH HER COUNSELORS.
UM, THAT EIGHTH GRADE YEAR, THE CAREER DEVELOPMENT FACILITATORS ARE WORKING WITH ALL EIGHTH GRADERS, AND THEY'RE USING A RESOURCE DIGITAL TOOL CALLED SCOPUS.
THAT'S PROVIDED BY THE STATE, AND THEY START THAT FORMAL CAREER INTEREST INVENTORY.
AND THIS IS JUST ONE EXAMPLE FROM HILTON HEAD ISLAND, MIDDLE SCHOOL OF SOME OF THE OVERALL RESORT, UH, RESULTS.
[00:30:01]
UH, RECEIVES THEIR OWN INDIVIDUAL REPORT.AND THEN THAT SETS THE STAGE FOR SOMETHING TO HAVE TO DIALOGUE WITH THE PARENTS AND THE STUDENTS AS THEY BEGIN TO MAKE, UH, HOPEFULLY MORE INTENTIONAL SELECTIONS FOR WHAT COURSES THEY WANT TO TAKE IN HIGH SCHOOL.
THAT'S GOING TO FIT INTO ONE OF THOSE 16 CAREER CLUSTERS.
SO AT THIS TIME IS HENDERSON ALTERNATIVE YOUTH AND FOOD FOR THE NEXT SLIDE.
THANK YOU, MRS. GILBERT, AS MS. MRS SAID, WE HAVE HAD THE PROFESSION, THE PROFESSIONAL PLEASURE TO WORK TOGETHER FOR THE LAST SEVEN YEARS AND TRULY OUR JOB DESCRIPTION.
COOL OVER IN SO MANY AREAS THAT REQUIRE US TO WORK TOGETHER.
AND WE'RE VERY FORTUNATE THAT WE HAD A GREAT OPPORTUNITIES TO EXPOSE OUR SCHOOL COUNSELORS AND CAREER DEVELOPMENT, FACILITATORS NCPE TEACHERS TO, UH, TOOLS THAT WOULD ENHANCE THE STUDENT'S GROWTH.
AGAIN, I'LL START AT THIS POINT.
UH, UH, MRS. GILBERT SHARED A MOMENT AGO ABOUT WORK-BASED LEARNING, UH, ONE OF HER STUDENTS OVER THE BUFORD JASPER WATER, SEWER AUTHORITY.
WE HAVE, UH, A STATE GUIDELINES FOR THAT, WHICH IS THE WORK-BASED LEARNING IMPLEMENTATION GUIDE, WHICH HURT OUR CDF, WORKED CLOSELY WITH THE CTE TEACHERS TO ENSURE THAT THOSE STUDENTS THAT ARE PLACED IN A WORK ENVIRONMENT.
AND HERE ARE TWO STATE GUIDELINES.
CAN YOU ALL HEAR ME? YES, MA'AM.
IS EVERYBODY SEEING WHAT I'M SEEING STILL THE WORK-BASED LEARNING GUIDELINE? YES.
I SEE THE WORK-BASED LEARNING IMPLEMENTATION GUIDE FROM THE STATE IS WHAT'S ON THAT GREEN THAT'S WHAT'S ON THE SCREEN.
AND MY SCREEN THAT'S BEING SHARED IS THE TIMELINE YOU FOR COUNTY SCHOOL DISTRICT IGP TIMELINES.
NOW, NOW I CAN SEE IT NOW IN ORDER THAT WE CAN ENSURE STUDENTS RECEIVE THEIR IGP IN A TIMELY FASHION, BECAUSE WE HAVE A STUDENTS THAT ARE FROM GRADE EIGHT THROUGH 12, THAT ARE REQUIRED AND MANDATED BY THE EDUCATION ECONOMIC DEVELOPMENT ACT TO HAVE A INDIVIDUAL PLAN MEETING ANNUALLY WITH THE STUDENT, PARENT OR DESIGNEE ALONG WITH A LICENSED SCHOOL COUNSELOR.
UH, WHAT YOU'LL NOTICE ON THE SCREEN IS OUR ANNUAL TIMELINE.
YOU'LL NOTICE IMMEDIATELY STARTING IN AUGUST HIGH SCHOOL, ALL TRANSCRIPTS HAVE TO BE AUDITED.
SCHOOL COUNSELORS ARE REQUIRED TO AUDIT TRANSCRIPTS AT LEAST THREE TIMES A YEAR AT THE END OF THE SCHOOL YEAR AT THE END OF SUMMER SCHOOL.
AND ALSO AT THE END OF FIRST SEMESTER AS NOTED.
UH, AND AS I SAID, SCHOOL, COUNSELOR MUST MAKE ENSURE THAT SCHOOLS, ALL STUDENTS ARE PLACED IN THE CORRECT COURSES IN ORDER TO MEET SOUTH CAROLINA GRADUATION REQUIREMENTS, HIGH SCHOOL AND MIDDLE SCHOOLS, THEY SUPPORT THE STUDENTS THROUGH ADVISEE IMPLEMENTATION.
IN ADDITION, YOU'LL NOTICE FROM AUGUST 20TH, 21 TO OCTOBER 21.
THAT'S WHEN THE HIGH SCHOOL COUNSELORS FOCUS ON THE SENIORS, SENIORS ARE PRIORITY BECAUSE THIS IS THEIR LAST YEAR IN SCHOOL.
UP UNTIL THIS POINT, THERE'LL BE AN EXPOSED THEY'RE DEVELOPING THEIR IEP PLAN, BUT AT, DURING THAT SENIOR YEAR IS TIME TO IMPLEMENT.
THAT'S WHY IT'S HIGHLIGHTED SENIOR CLASS OF 2022.
IT IS TIME TO IMPLEMENT THEIR PLAN OF ACTION.
SCHOOL COUNSELORS ARE WORKING WITH THEM CLOSELY ON NOVEMBER 8TH AND NINTH.
WE HAD OUR ANNUAL COLLEGE APPLICATION DAY WHERE ALL SCHOOL COUNSELORS WORK WITH THE SENIORS.
WE HAD COLLEGE REPRESENTATIVES THROUGHOUT THE STATE, COME AND WORK WITH THE STUDENTS WITHIN THEIR BUILDING TO DO THAT, UH, APPLICATION FOR VARIOUS COLLEGES.
WE WORKED ALONG WITH THE COMMISSION ON HIGHER EDUCATION AND DURING COLLEGE APPLICATION DAY AND A MONTH AFTER THAT, THE FEE WAIVERS STUDENTS, COUNSELORS ARE GIVEN FEE WAIVER.
SO THEY DON'T HAVE EVEN PAY FOR THE APPLICATION TO APPLY TO VARIOUS COLLEGES DURING THAT PROCESS.
AND ALSO ON THE TIMELINE, YOU'LL NOTICE SEPTEMBER MIDDLE SCHOOL COUNSELORS STARTED DURING THE CAREER WORKING WITH CAREER DEVELOPMENT FACILITATORS AS KAREN GILBERT STATED EARLIER, IT IS NOTED AND REQUIRED THAT WE ASSESS THE STUDENTS TO IDENTIFY THEIR CAREER INTERESTS.
WE PROCEED ON TO SEPTEMBER TO FEBRUARY.
THAT'S WHEN MIDDLE SCHOOL COUNSELORS ARE AGAIN, ARE STILL WORKING WITH THOSE STUDENTS TO ENSURE THAT IGPS ARE COMPLETED BY FEBRUARY 1ST HIGH SCHOOLS HAVE TO HAVE ALL IGPS COMPLETED BY MARCH 1ST.
THAT AGAIN INCLUDE NINTH, 10TH, 11TH, AND 12TH GRADE AGAIN IN DESCENDING ORDER, 12TH GRADE, 11TH, GRADE 10TH AND NINTH ARE LAST AND ALL IGPS MUST BE FINALIZED IN MARCH BECAUSE
[00:35:01]
AT THAT TIME HIGH SCHOOL PRINCIPALS AND THEIR APS ARE WORKING ON THE MASTER SCHEDULE IN COLLABORATION WITH THE SCHOOL COUNSELORS MAY OF EACH YEAR, THE STATE DEPARTMENT OF EDUCATION LOCK ALL IGPS, YOU'LL NOTICE THE LAST BLOCK MAY OF EVERY YEAR THEY LOCK IT AND THEY SHARE THIS DATA WITH THE STATE CHAMBER OF COMMERCE AND STATE LEGISLATORS TO IDENTIFY WHERE OUR STUDENT INTERESTS LIES.BECAUSE AGAIN, A PART OF THAT IGP IS TO IDENTIFY YOUR POST-SECONDARY PLANS.
AND ONE OF THE 16 CLUSTER THAT THEY, THAT THE STUDENT, UH, ATTEND ON PURSUING IN THEIR POST-SECONDARY ENDEAVORS.
NEXT SLIDE, WE GET AN ANNUAL REPORT FROM THE STATE DEPARTMENT OF EDUCATION.
IF YOU LOOK ON THE SLIDE, YOU'LL NOTICE EVERY SCHOOL IN OUR DISTRICT AND YOU'LL KNOW, AND THE STATE GOAL IS FOR EVERY SCHOOL TO HAVE 95% COMPLETION FACE-TO-FACE OR HIGHER, UM, WITH THAT STUDENT AND OR PARENT OR DESIGNEE BUFORD COUNTY OVERALL RATING FOR SCHOOL YEAR ON SCHOOL, YEAR 2021.
IF YOU NOTICED THAT THE BOTTOM WAS 98% COMPLETION RATE, 98% COMPLETION RATE, YOU'LL NOTICE EACH SCHOOL, EACH MIDDLE SCHOOL, K EIGHT SCHOOL, EACH HIGH SCHOOL, YOU'LL NOTICE THEIR COMPLETION RATE ON THIS SCREEN.
NEXT SLIDE AS SCHOOL COUNSELORS, WE PROVIDE SUPPORT IN SEVERAL AREAS, ACADEMIC, SOCIAL, AND EMOTIONAL AND CAREER.
AND ONE OF OUR JOBS AS A SCHOOL COUNSELOR, AND WE'VE BEEN REALLY BUSY DOING THE, SINCE COVID, UM, UH, THE CORONA VIRUS CAME INTO OUR LIVES MARCH OF 2020.
IT IS IMPORTANT THAT WE HAVE PARTNERSHIPS WITH COMMUNITY RESOURCES ON THE SCREEN.
YOU WILL SEE THOSE BUSINESSES, THOSE ORGANIZATIONS, THAT PARTNER WITH US TO PROVIDE MENTAL HEALTH SERVICES TO OUR STUDENTS, COASTAL CAROLINA, WE HAVE A PARTNERSHIP WITH HOPE PERFORMANCE, N A M A I BUFORD COUNTY, ALCOHOL AND DRUGS, SO ON AND SO FORTH.
AND THESE IN THESE ORGANIZATION, AGAIN, HAVE AN MOA WITH OUR SCHOOL DISTRICT AND WE USE THEM ON A REGULAR BASIS.
AND I WILL TELL YOU ON A DAILY BASIS, ONE THING THAT WE'VE NOTICED, AND WE ALSO HAVE HAD TRAINING ON THIS WITH DR.
SHARON GIVENS, HOW COVID HAS IMPACTED EDUCATION.
WE HAVE THIS TRAINING LAST YEAR, AND AGAIN, THIS YEAR, BECAUSE IT'S SO IMPORTANT THAT THEY SEE AND RECOGNIZE THE IMPACT THAT COVID HAS HAD ON OUR STUDENTS' MENTAL HEALTH AND THE TRAUMA THAT STUDENTS HAVE EXPERIENCED.
AND ONE THING WE CREATED, AND WE DON'T HAVE A COPY OF THAT ON THE SCREEN, UH, IS OUR VIRTUAL CALMING ROOM.
THAT IS THE MOST VISITED SITE ON THE WEB, OUR DISTRICT WEBSITE.
IT IS A SITE THAT WHERE WE HAVE STRATEGIES AND INTERVENTIONS THAT TEACHERS AND SCHOOL COUNSELORS, AND EVEN PARENTS CAN USE TO SUPPORT THEIR STUDENTS AND PROVIDING ASSISTANCE WHEN THEY'RE DEALING WITH, UH, WHEN THEY NEED, FOR AN EXAMPLE, JUST A MOMENT TO DEESCALATE TEACHERS USE IT.
WE HAVE VIDEOS IN REGARDS TO YOGA, HOW TO TAKE A MENTAL BREAK, BREATHING CYCLES, HOW TO DEESCALATE ANY SITUATION, NEXT SLIDE PLEASE.
AND ONE THING THAT WE'VE EXPERIENCED IN OUR DISTRICT SINCE I'VE BEEN HERE, UH, AND WE TRACK THIS ALSO IS CRISIS IN OUR SCHOOL DISTRICT.
WHAT IS A CRISIS? A CRISIS IS A DEATH OF A STUDENT OR A PARENT IN OUR DISTRICT OR EMPLOYEE.
AND IT WAS IMPORTANT YEARS AGO THAT WE DEVELOP A CRISIS MANUAL.
I REMEMBER WHEN I CAME UP TO THE DISTRICT MANY YEARS AGO, THE CRISIS MANUAL MAYBE WAS FIVE PAGES.
IF YOU NOTICE ON THERE, WE TURN TO THE NEXT PAGE.
WELL, I TOOK, IT WAS JUST A COVER PAGE, THE CRISIS AND NOT HAVE HEARD.
UM, W UNFORTUNATELY, WHEN WE HAD THE DEATH OF A STUDENT OR STAFF MEMBER, WE ACTIVATE THE BUFORD COUNTY SCHOOL DISTRICT CRISIS TEAM THAT CONSISTS OF STUDENT SERVICES, ISD MEMBERS.
WE NOTIFY THE SUPERINTENDENT FIRST AND FOREMOST AND HUMAN RESOURCE.
AND WE GO INTO ACTION, WHETHER THAT'S WEEKDAY OR WEEKEND, WE GO INTO SUPPORTING THAT, THAT ADMINISTRATIVE TEAM AT THE SCHOOL, BUT NOT ONLY THEM, BUT WE PROVIDE SUPPORT FOR THE FAMILY.
WE PROVIDE BRIEF COUNSELING THROUGH OUR PARTNERSHIP WITH FRIENDS OF CAROLINE HOSPICE.
UH, STEVE SCOTT HAS BEEN A CONSTANT AND A SOLID PARTNER WITH THE DISTRICT THAT, UH, THE LAST 15 YEARS THAT I'VE BEEN WITHIN THE, WITHIN THIS ROW OF LAST EIGHT YEARS WITHIN THIS ROLE.
AND WE USE THEM TO PROVIDE NOT ONLY GRIEF COUNSELING FOR OUR STUDENTS AND STAFF, BUT ALSO WORK WITH THEM WITH THE FAMILY.
AND SO, WHICH IS VERY IMPORTANT IN REGARDS TO CRISIS MANAGEMENT INSIDE OUR CRISIS MANUAL, WE HAVE RISK ASSESSMENT FOR THREAT ASSESSMENTS ALSO, OR EVEN SUICIDE ASSESSMENT.
[00:40:01]
WHEN A STUDENT STATE THAT I WANT TO COMMIT SUICIDE, WE HAVE A RUBRIC THAT CAN IDENTIFY THE LEVEL OF THE RISK, WHETHER IS LEVEL ONE, TWO OR THREE, AND ALSO IN REGARDS TO THREAT ASSESSMENT AND THAT ACADEMIC TEAM REVIEW THE THREAT ASSESSMENT RESULTS AND MAKE A DETERMINATION ON WHAT SERVICES WE NEED TO PURSUE, UH, IN COLLABORATION WITH OUR LOCAL BUSINESS PARTNERS.NEXT SLIDE ON THIS SLIDE, YOU WILL SEE THE STUDENT TO COUNSELORS RATIO FOR THE THIRD, FOR THE 33 SCHOOLS WE HAVE IN THE DISTRICT.
AND AS WE KNOW, UH, SCHOOL COUNSELORS ARE AT ALL OF OUR ELEMENTARY, MIDDLE AND HIGH SCHOOL.
AND ONE THING I WOULD LIKE TO MENTION AND TO THANK THE BOARD MEMBERS IN SUPPORTING US IN INCREASING OUR SCHOOL COUNSELORS THIS YEAR, WE HAD FOUR SCHOOLS TO GET AN INCREASE IN SCHOOL COUNSELING, FTE, HILTON, HEAD, HIGH SCHOOL, BLUFFTON, MIDDLE SCHOOL, ROBERT SMALLS, AND RIVER RIDGE.
THOSE SCHOOLS EXCEEDED THE STUDENT TO COUNSELOR RATIO AND THEREFORE THEY WERE ELIGIBLE TO RECEIVE ANOTHER SCHOOL COUNSELOR.
AND IT HAS MADE A BIG DIFFERENCE IN IMPACT ON THE SERVICE PROVIDED BY THE SCHOOL COUNSELORS TO THE STUDENTS.
NEXT SLIDE WAS INCLUDED IN THE PACKET FROM HERE ARE THE COMPREHENSIVE SCHOOL COUNSELING DOCUMENTS, THE AMERICAN SCHOOL COUNSELORS ASSOCIATION MANDATE.
WE HAVE CERTAIN DOCUMENTS TO SHOW EVIDENCE THAT WE'RE DOING OUR AND PROVIDING A COMPREHENSIVE SCHOOL COUNSELING PROGRAM.
NOT ONLY IS THAT REQUIRED BY THE NATIONAL STANDARDS, BUT OUR SOUTH CAROLINA STANDARDS AND GUIDELINES REQUIRED UNDER THE SOUTH CAROLINA COMPREHENSIVE SCHOOL COUNSELING AND GUIDANCE MODEL.
IN ADDITION, OUR SCHOOL, OUR DISTRICT STUDENT SERVICES DASH 49 POLICIES MIMIC BOTH OF THOSE ARE FORMATS AND POLICIES.
AND AS EVIDENCE I'VE INCLUDED COPIES OF THE SCHOOL COUNSELING DOCUMENTS FOR BUFORD HIGH SCHOOL, AND YOU'LL NOTICE THAT IT ALL ENLISTED THE GOALS, THEIR CORE VALUES AND THEIR BELIEFS, THESE DOCUMENTS ARE SUBMITTED ANNUALLY.
THE DOCUMENTS THAT ARE YOU LOOKING AT NOW ARE FROM LAST SCHOOL YEAR, I'M IN THE PROCESS NOW OF COLLECTING THE GOALS FROM THE SCHOOL COUNSELORS AND THEIR ASCA ASCA DOCUMENTS FOR THIS CURRENT SCHOOL YEAR, THEIR GOALS ALIGNED TO THE SCHOOL RENEWAL PLAN GOALS BECAUSE THEIR OBJECTIVE IS TO ENSURE AND SUPPORT THE ADMINISTRATIVE TEAM IN ACCOMPLISHING THE GOAL FOR THEIR SCHOOL ON THE BACKSIDE.
YOU'LL NOTICE CLOSING THE ACHIEVEMENT GAP, WHERE THE COUNSELORS IDENTIFIED THEIR GOAL AND, AND WHAT A SMART GOAL THAT THEY WANT TO IDENTIFY, DECREASE A BEHAVIOR INCREASE, GRADUATION RATE, INCREASE, DECREASE FAILURE OF NINTH GRADE STUDENTS.
SO ON AND SO FORTH NEXT SLIDE.
AND IT HAS THE SCHOOL DATA SUMMARY.
SO ALL SCHOOLS WITHIN OUR DISTRICT SUBMIT THIS, THESE DOCUMENTS TO ME EVERY YEAR, AND I MAINTAIN THEM ON FILE.
SO IF I'M REQUIRED TO SHOW EVIDENCE, I CAN SHOW EVIDENCE THAT THEY USED DOCUMENTS ARE BEING COMPLETED.
IN ADDITION, I REVIEW THESE DOCUMENTS TO ENSURE THAT THEY'RE MAKING PROGRESS AND PROVIDE FEEDBACK.
CAN I JUST ASK HER A QUESTION? SO THE PLANS, YOU KNOW, LOOK VERY COMPREHENSIVE, UM, THE OUTCOME DATA RESULTS UNDER FINAL DATA ON THIS ONE.
I SEE BASELINE.DATA IS THE FINAL DATA THAT THERE WAS, UH, GOOD POINT BECAUSE THIS ONE WAS DONE RIGHT WHEN COVID HITS.
SO LAST YEAR THE DATA WAS SKEWED BECAUSE THE STUDENTS WAS NOT IN THE SCHOOL.
THEY WERE VIRTUALLY IN A VIRTUAL LEARNING ENVIRONMENT.
SO THE DATA FOR THAT, FOR THIS, WHEN THEY SUBMITTED THIS LAST YEAR, I TOLD THEM TO LEAVE THAT BLANK BECAUSE WHEN THEY WERE IN THE COVID LEARNING IN THAT VIRTUAL LEARNING ENVIRONMENT, IF YOUR GOALS REQUIRE DISCIPLINE OR ATTENDANCE, THEY WERE IN A VIRTUAL LEARNING ENVIRONMENT.
THEY WERE NOT IN THE BUILDING.
SO THEREFORE YOU WOULD NOT HAVE THE COMPREHENSIVE DATA YOU WOULD HAVE NORMALLY WHERE THE STUDENTS ARE DOING FACE-TO-FACE LEARNING, OR LIKE, AGAIN, LAST YEAR WHEN WE WERE TALKING ABOUT DISCIPLINE, WE HAD FIVE KIDS AND RIGHT CHOICES IN COMPARISON TO ANOTHER YEAR WHEN THEY'RE MORE STUDENTS THAT REQUIRED DISCIPLINE FOR VIOLATION OF INFRACTIONS.
SO THAT'S WHY THAT'S, UH, THAT'S WHY YOU SEE NO DATA THERE.
AGAIN, YOUR, LET ME SEE WHERE WE ARE NOW.
THIS SAYS SCHOOL DATA REPORT, MRS. HENDERSON.
I JUST WANT TO MAKE NOTE OF WHEN I DID ON PAGE 19.
IT SHOULD HAVE IDENTIFIED 0.5 IN TWO AREAS ON THE CDS FOR A TOTAL OF FIVE, NOT SIX.
SO MAY RIVER IS A 0.5 WE'RE IN PROCESS.
[00:45:03]
AND THAT IS CORRECT BECAUSE WE SHARE, UH, WE SHARE A CDF BETWEEN MAY RIVER AND HILTON HEAD HIGH SCHOOL.WE KNOW THAT BOTH OF THOSE SCHOOLS HAVE A LARGE POPULATION.
SO CURRENTLY WE'RE SHARING CDF BETWEEN MAY RIVER AND HILTON HEAD AND ALSO, WELL BRANCH AND BATTERY CREEK HIGH SCHOOL.
WE HAVE A FULL-TIME CDF AT BLUFFTON AND BUFORD HIGH SCHOOL.
AND IF WE CAN GO TO WHERE WE HAVE, UM, AGAIN, THAT'S THE SCHOOL DATA SUMMARY REPORT THAT TALKS ABOUT THE GOALS.
AGAIN, YOU'LL NOTICE HERE WHERE THE GOAL IS TO RE A NINTH GRADE COHORT GRADE RETENTION RATE.
AND THAT IS COMMON FOR THE HIGH SCHOOL COUNSELORS TO SEE THE GOAL TO INCREASE PROMOTION RATE FOR THOSE NINTH GRADERS.
AND THEY'RE WORKING CLOSELY WITH THE ADMINISTRATIVE TEAM AND ALSO TEACHERS.
SO WE DON'T HAVE SO MANY STUDENTS IN SUMMER SCHOOL.
WE DO, WE RECOMMEND UNIT RECOVERY INSTEAD OF CREDIT RECOVERY.
SO WE CAN DIMINISH, DECREASE THE NUMBER OF STUDENTS THAT ARE BEING RETAINED.
ALSO NEXT SLIDE, IT IS REQUIRED BY ASCA STANDARDS THAT THE SCHOOL COUNSELORS HAVE, THEY INVITE ADVICE AND ADVISORY COUNCIL, AND THAT COMPOSITION FOR BUFORD HIGH, YOU NOTICE THAT, AND NORMALLY THAT COMPOSITION INCLUDED ADMINISTRATOR PARENTS, ET CETERA.
YOU'LL NOTICE THOSE MEMBERS WITH THEIR TITLE AFTERWARDS, WHETHER IT'S A TEACHER, COUNSELOR, ADMINISTRATIVE PARENT, ET CETERA.
AGAIN, YOU NOTICE THE DOCUMENTS AS FAR AS THE GOALS ON THE NEXT SLIDE.
AND ONE THING THAT ON HERE IS TALKING ABOUT PROFESSIONAL DEVELOPMENT.
WHEN THE SCHOOL YEAR BEGAN EVERY YEAR, I ALREADY HAVE THE PROFESSIONAL DEVELOPMENT SCHEDULE FOR THE ENTIRE YEAR.
SO THOSE COUNSELORS KNOW EVERY MONTH THAT WE WILL MEET MULTIPLE TIMES ON MULTIPLE SUBJECTS AND TO DEFEND, DEFINE WHAT THEY NEED PROFESSIONAL DEVELOPMENT ON.
I CONDUCT A SURVEY AND THAT DRIVES MY PROFESSIONAL DEVELOPMENT PLAN, BECAUSE I NEED TO KNOW THOSE AREAS THAT THEY'RE WEAK, OR THEY NEED ASSIST ADDITIONAL INFORMATION, SO THEY COULD BE ABLE TO BETTER SUPPORT THEIR STAKEHOLDERS.
AND AGAIN, THERE'S A YEAR LONG CALENDAR.
THAT'S PUBLISHED THAT DURING OUR FIRST ORIENTATION DURING ALL THIS OF EACH YEAR, NEXT SLIDE BY ASCA STANDARDS.
THE SCHOOL ADMINISTRATOR HAS TO SIT DOWN WITH THE COUNSELORS AND DO A CONFERENCE EVERY YEAR, EVEN IF THERE'S FIVE SCHOOL COUNSELORS IN THE BUILDING, THAT ADMINISTRATOR HAS TO SIT DOWN WITH EACH ONE OF THOSE COUNSELORS AND GO AND CONDUCT A CONFERENCE AND IDENTIFY THOSE GOALS TO ENSURE THEY ALIGNED WITH THE SCHOOL GOALS.
AND THEN, AND THAT DOCUMENT HAS TO BE SIGNED BY THE PRINCIPAL AND THE SCHOOL COUNSELOR.
SO DO WE MONITOR THOSE TO MAKE SURE THEY'RE DONE? OH, YES.
AND AS A MATTER OF FACT, ALL OF THESE DOCUMENTS ARE DUE TO ME ON NOVEMBER 30TH FROM ALL SCHOOLS.
AND I GIVE THEM A DEADLINE AND I MAINTAIN COPIES ON FILE IN MY OFFICE.
AND MRS. ROBIN AND BOARD MEMBERS, WHAT YOU HAVE REPRESENTED HERE IS AN EXAMPLE OF A HIGH SCHOOL, MIDDLE SCHOOL.
AND THEN YOU'LL SEE AN EXAMPLE OF AN ELEMENTARY SCHOOL OF THEIR DOCUMENTS.
AND THE COMMITTEE, AND I WANT TO, THIS ONE SHOULD HAVE THE CONFIRMATION SIGNATURES.
IF YOU COULD GO UP SOME MORE, NO, NO.
THE SIGNATURE IS RIGHT THERE, RIGHT? YEP.
AND YOU WILL SEE THE LATEST ALLAN COUNSELOR, THE PRINCIPAL AND THE DATE IT WAS SIGNED.
AND AGAIN, WE HAVE DOCUMENTS ON FILE FOR THE LAST SIX YEARS, UH, THAT THE COUNSELORS ARE DOING IT.
AND ACTUALLY THE GOOD THING ABOUT IT, WE STARTED THIS BEFORE THE STATE MANDATED IT.
BEAVER COUNTY WAS ONE OF THE FIRST DISTRICT THAT REQUIRED IT ALONG WITH ASCA STANDARDS.
THE STATE STARTED MANDATING ALL THE SCHOOLS MAINTAIN DOCUMENTATION OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAM TWO YEARS AGO.
SO WE WERE AHEAD OF THE GAME ABOUT FOUR YEARS.
AND AGAIN, THE REMAINING DOCUMENTS.
NEXT SLIDE ARE EVIDENCE OF AN ELEMENTARY SCHOOL COUNSELOR KUSA ELEMENT, UH, ALL THE T LML.
AGAIN, CONTINUED EVIDENCE OF A COMPREHENSIVE PROGRAM PHILOSOPHY.
[00:50:07]
WHICH SHOWS THE COUNCIL AGAIN, BEING INVOLVED WITH THE ACADEMIC PROCESS OF STUDENTS, AGAIN, STUDENT TO COUNSELOR RATIO.UH, DO ANY OF MY COMMITTEE MEMBERS HAVE ANY QUESTIONS? I THINK YOU HAVE TO RUN TO ANOTHER MEETING, RIGHT? YES.
WE HAD IT AT BUFORD LAST NIGHT AND WE HAVE REPRESENTATIVE FROM THE STATE DEPARTMENT, THE COMMISSION ON HIGHER EDUCATION, SOUTH CAROLINA, TUITION, SCHOLARSHIPS, AND GRANTS THERE, AND ALSO LOCAL REPRESENTATIVES FROM THE LOW COUNTRY FOUNDATION ON THE VARIOUS SCHOLARSHIPS WE HAVE AND ALSO MILITARY REPRESENTATIVE FROM THE SCHOLARSHIP FOR MILITARY FAMILIES.
SO WE GOT ALL STUDENTS AND FAMILIES COVERED AND THEY WILL BE PRESENTED AGAIN HERE TO BUFORD BLUFFTON SIDE, ALL HIGH SCHOOL, SOUTH OF THE BROAD TONIGHT, ALL NORTH HIGH SCHOOL WERE LAST NIGHT.
I THINK THIS PRESENTATION WAS GREAT.
I'M HAPPY TO SEE THAT THINGS ARE PLANS ARE BEING WRITTEN, BUT MORE IMPORTANTLY, THAT THEY'RE BEING MONITORED, THAT THERE'S SOME TYPE OF FOLLOW THROUGH AND COMMUNICATION TO MAKE SURE THAT THINGS ARE HAPPENING.
UM, MR. CAMPBELL OR MS. MIDDLETON, ANY QUESTIONS BEFORE SHE SCOOTS? NO, I THINK THE PLAN SATISFIED SUPERINTENDENTS INTERPRETATION.
I AM CONCERNED WITH THE IMPLEMENTATION OF THE PLAN FOR INDIVIDUAL STUDENTS, BUT THAT'S FOR ANOTHER DAY.
AND I WOULD WELCOME THE BOARD MEMBERS WHENEVER Y'ALL HAVE A FREE TIME TO COME SPEND A DAY WITH US A DAY IN THE LIFE OF A COUNSELOR AND WE CAN SEE EXACTLY WHAT THEY DO, BUT ANYTIME YOU WOULD LIKE TO DO THAT, I WOULD DEFINITELY LIKE TO INVITE YOU ALL OVER TO SPEND SOME TIME WITH US.
OH, I KNOW, I KNOW YOU WORK HARD.
I JUST, YOU KNOW, WITH ALL THESE THINGS IN PLACE STUDENTS, THE BOTTOM LINE IS STUDENTS STILL HAVE TO BE SERVED.
I HAVE TO BECOME AN EFFECTIVE TOOL FOR THE STUDENT FOR THE FOUR YEARS OF GRADUATION.
THAT IGB JUST CAN'T BE A DOCUMENT THAT'S SUPPOSED TO BE LIVING, BUT IT'S REALLY THAT THAT'S, THAT'S MY CONCERN.
AND THAT'S WHY I THINK THE MONITORING THAT THE MEETINGS ARE ACTUALLY HAPPENING.
UM, BUT YOU GOT THIS END IS COVERED AND DISCOVERED VERY, VERY, UH, PROFESSIONALLY NOT, YOU KNOW, I CAN'T SAY ANYTHING.
AND, UH, I DO WANT TO SHARE BOARD MEMBERS, UM, THE EXTRA WORK THAT'S BEEN PUT IN, IN THE COLLABORATION BETWEEN BOTH THESE PROVIDERS, PROFESSIONALS IS PARAMOUNT AS WELL AS THE ADAGE NOW OF LOOKING AT THAT JOB SHADOWING COMPONENT, DEEPER DIVING INTO CAREER DEVELOPMENT.
WE'RE DEDICATED PROVIDING THAT FOR OUR STUDENTS.
YOU KNOW, THAT, I THINK KAREN GILBERT IS THE BEST KATE DIRECTOR IN THE WHOLE WIDE WORLD.
I WOULD LIKE TO SAY, UM, I THOUGHT THAT I, I KNOW, UM, MS. HENDERSON, I, I FEEL LIKE AS A BOARD MEMBER, I'VE SEEN WHAT YOU PRESENTED BEFORE ABOUT THE IGPS.
I, I, I'M GLAD TO SEE THE DATA THERE ABOUT HOW WE'VE COMPLETED THEM.
UM, RIVERVIEW, CHARTER SCHOOLS SEEM TO BE BEHIND A BED.
AND, UH, UM, SO WHAT I THOUGHT WAS REAL EXCITING THAT I THOUGHT MAYBE WE SHOULD GET ON THE AGENDA TO SHARE WITH THE WHOLE BOARD IS THE VIRTUAL, THE INFORMATION THAT MS. GILBERT SHARED ABOUT THE VIRTUAL, THE NEW PROGRAM, THE VIRTUAL JOB SHADOWING AND, UM, THE SPED COORDINATION.
I THINK THAT'S KIND OF IN THE WORK-BASED LEARNING, I THINK IS KIND OF, UH, SOMETHING THAT WE HAVEN'T SEEN BEFORE, CORRECT ME IF I'M WRONG, BUT I THINK THAT'S NEW.
AND MAYBE, MAYBE TOWARD, UM, GIVE US A MONTH OR A MONTH OR TWO TO GET ACTUAL STUDENTS ON AND UTILIZING, UTILIZING IT, MAYBE IN THE SPRING, WE'D BE ABLE TO HAVE SOME GOOD DATA TO SHOW, UM, FOR THE, UM, THE UTILIZATION OF IT ALONG WITH DR.
SO WE'LL MAKE A NOTE TO GET YOU ON A BOARD AGENDA.
[00:55:01]
WE'LL WORK ON THAT, SO, OKAY.ANY, ARE WE FINISHED WITH, UM, 12, 17? OR IS THERE MORE, I THINK WE'RE DONE, CORRECT? YES.
MA'AM, WE'VE CLOSED OUT 17 WITH THE PROVIDED EVIDENCE.
SANDRA SAYING YOU'RE DOING A WONDERFUL JOB.
SO AT THIS POINT FROM MY, UM, COMMITTEE MEMBERS, UM, WE NEED TO HAVE A MOTION TO PUT THIS ON THE CONSENT AGENDA, THE ACCEPTED.
I MOVED, THAT'D BE PUT BOY 12 1 17 ON THE CONSENT AGENDA AS BEING APPROVED AS ACCEPTED TEMPTATION.
LET'S UH, EVERYONE, ANY DISCUSSION? I AGREE.
CAN YOU HEAR ME QUESTION MOTION TO PUT 1217 ON CONSENT AGENDA, CORRECT? CORRECT.
ANY OTHER, UH, COMMENTS ALL IN FAVOR, SAY AYE.
THAT'S LIGHT MOVING RIGHT ALONG.
ONCE AGAIN, BOARD MEMBERS IS THAT, UM, MRS. CUSHION, BARRY AND MOLLY.
THANK YOU VERY MUCH FOR THE TECH GLITCH.
IF WE CAN PULL UP THE POWERPOINT PRESENTATION FOR TEXTBOOKS SPECIAL ADOPTION.
AS THE POWERPOINT IS BEING LOADED, WHAT I WOULD LIKE TO SHARE TO OUR BOARD MEMBERS AND OUR AUDIENCE, THIS UNSPECIAL ADOPTION IS A RESULT OF THE STATE HAVING ADDITIONAL FUNDING.
SO IT IS SOMETHING THAT CAME IN ON AND I'LL BE VERY DIRECT GRABBING ON EARLY SEPTEMBER.
UM, YOU HAVE X AMOUNTS OF TIME TO MAKE THIS HAPPEN.
UH, WE HAVE EXTRA MONEY THAT LEFTOVER FROM THE CARES ACT TO HELP WITH TEXTBOOKS IN AREAS THAT HAVE NOT BEEN ADOPTED CAREER TECHNICAL EDUCATION, UM, WORLD LANGUAGE, UH, HEALTH AND PHYSICAL EDUCATION, OR THREE, AS WELL AS, UM, THE FINE ARTS, UH, TEAM.
AND MRS. GILBERT IS GOING TO LEAD THIS DISCUSSION.
BUT A TEAM UP FROM ISD OR INSTRUCTIONAL DIVISION SERVICES DIVISION HAS WORKED CLOSELY WITH THE SCHOOLS FOR THEIR INPUT.
I DO WANT TO MAKE NOTE AS WELL TO STACY CLEVELAND, WHO IS OUR INTERNAL COORDINATOR, PROTECTS FOLKS, AND HELPS, KEEPS UP, KEEPS US ALIGNED WITH THE STATE GUIDELINES HAS HAD AN INTEGRAL PART AT THIS PROCESS, AS WELL AS THE WRONG THING ON THE SCREEN.
IF YOU, IF YOU GO TO BOARD DOCS RIGHT NOW, UM, ALIA, WE SEND IT TO YOU.
IT'S IT'S ROBIN IT'S IN BOARD DOCS.
I HAVE FOUR DOCS OPEN RIGHT NOW AND IT'S IN THERE.
SO AS THE PRESENTATION IS BEING RELOADED, ONCE AGAIN, I'D LIKE TO BRING FORWARD HEARING GILBERT, WHICH, UM, THERE'S SEVERAL LEXI.
DO YOU WANT THE POINT? GOT IT.
THE OTHER, THE DOCUMENTS ARE SUPPORT DOCUMENTATION TO GIVE EVIDENCE OF COMPLIANCE TO STATE GUIDELINES.
IT'S NOT LETTING ME PULL UP THE, I, IT'S NOT LETTING ME PULL IT IN MOLLY.
CAN YOU GRAB IT? I KEEP GETTING AN ERROR, YOUR USE YOUR BROWSER BACK BUTTON TO RETRIEVE.
SO I KEEP GETTING AN ERROR MESSAGE.
STRATAGEM, I'LL BE GLAD TO CONTINUE ON FOR, FOR TIME WHILE IT'S COMING UP.
SO AGAIN, BOARD MEMBERS, THANK YOU SO MUCH FOR OPPORTUNITY FOR MYSELF, UH, MR. FLOWERS
[01:00:01]
AND MS. MCKINSEY TO GIVE YOU A THAT'S IT PERFECT.AND IF YOU COULD JUST GO TO THE NEXT SLIDE AND THIS WILL BE, THIS WILL BE JUST VERY SHORT AND BASICALLY IT'S GOING TO BE FOR YOUR CONSIDERATION.
UM, SO OBVIOUSLY FOR EFFECTIVE INSTRUCTION OCCUR, WE WANT TO MAKE SURE THAT OUR RESOURCES THAT ARE OUT THERE, THAT THEY ALIGN TO OUR STANDARDS BASED INSTRUCTION.
UH, I, WE WANT THIS TO DRIVE OUR TEXTBOOK SELECTION.
STRATUS MENTIONED, THERE'S TWO SUPPLEMENTAL, UH, FORMS OUT THERE JUST FOR YOUR REFERENCE.
THERE'S A ARE DISTRICTS
IF, IF WE HAVE QUESTIONS ON THAT, WE DID WANT TO MAKE NOTE THAT, UM, IT'S NOT JUST YOUR GOOD OLD, UH, PRINTED TEXTBOOKS, UH, ANYMORE.
IT'S, IT'S ALSO WHEN TEACHERS LOOK AT THESE MATERIALS, IT'S MORE OF A MODERNIZED TEXTBOOK SELECTION BECAUSE IT CAN CON CAN INCLUDE EBOOKS.
A LOT OF OUR CAREER TICKET TEACHERS REFER THAT TO THE PRINTED COPY.
IT CAN BE THE SUPPLEMENTAL INSTRUCTION MATERIALS THAT GO WITH IT, UH, OR IT CAN BE A BUNDLE THAT THEY PREFER TO SELECT WITH A PRINTED COPY, AS WELL AS A, UM, AS WELL AS A, UM, DIGITAL RESOURCE.
AND THEN YOU MAY NOTE, AS YOU LOOK AT THE LIST THAT WE HAVE FOR YOU TONIGHT FOR CONSIDERATION, UH, BECAUSE AS DR.
AND THIS, THE NEXT SLIDE JUST GOES OVER.
STRATUS MENTIONED AS A, AS A THREE-STEP PROCESS, UM, MS. STACY CLEVELAND, WHEN SHE SHE'S THE LIAISON TO THE STATE, AND WHEN SHE GETS THE INFORMATION, SHE SENDS IT OUT TO EVERYONE, ALONG WITH A TIMELINE.
AND THEN, UH, MY, MY COLLEAGUES, WE, UM, ALSO SEND OUT REMINDERS TO OUR TEACHERS, UH, IF THEY HAVE QUESTIONS OR LIKE I SEND OUT LINKS, HELP THE TEACHERS TO FIND IT QUICKLY IN TIMES PAST, PRIOR TO COVID, UH, THE, THE STATE WOULD SEND CARAVANS.
UM, WE'VE NOT HAD OPPORTUNITY TO DO THAT THIS YEAR, BUT, UH, SO THEY ARE ABLE TO ACCESS SAMPLES VIA THE INTERNET.
THEN IF THEY HAVE MORE THAN ONE TEACHER FOR THAT PARTICULAR COURSE, IT'S UP FOR ADOPTION.
THEY COME TO SCHOOLS, CONSENSUS, THEY SEND A STANDARD ISD FORM TO US.
AND THEN THE NEXT STEPS ARE THAT WE COMPILE THAT, HENCE THE LIST THAT YOU HAVE, UH, THAT WE ARE PRESENTING TO YOU TONIGHT FOR ADOPTION, IF, UH, GO TO THE NEXT SLIDE, PLEASE.
STRATEGY MENTIONED, WE'RE CALLING THIS SPECIAL ADOPTION.
I GIVE MR. FLOWERS CREDIT FOR THAT, BECAUSE THAT WAS GOOD TO SEPARATE IT OUT BECAUSE WITH THE ADDED FUNDING AT THE STATE LEVEL, UH, YOU'LL SEE, WE ACTUALLY HAVE 26 TITLES FOR CAREER AND TECH ED BECAUSE IN THE PAST IT WOULD BE, UH, SELECTED OR ADOPTED AT THE STATE LEVEL, BUT NOT FUNDED.
SO I'M EXCITED THAT THEY HAVE THE ADDITIONAL FUNDING NOW FOR, FOR THAT MANY TITLES AS WELL.
SO AT THIS TIME, UH, WE'LL WE WON'T HIT EVERY ONE OF THEM.
WE'LL JUST HIT SOME OF THE HIGHLIGHTS.
SO, UH, I BELIEVE IT'S THE NEXT SLIDE.
SO FOR THE ELEMENTARY SIDE OF IT, WE WILL BE UPDATING AND ADOPTING OUR CHINESE IMMERSION PROGRAMS AND OUR SPANISH, AND THEN ALSO OUR HEALTH.
SO THE CHINESE AND SPANISH, THEY ARE THE SAME MATERIALS, JUST THE NEW ADOPTION PIECES OF THEM, AND THEN HELP WILL BE ADDED THEN.
UM, AND THEN ON THE ELEMENTARY SIDE OF IT, THEY'RE ALSO ADDING MUSIC, BUT WE ARE LUMPING THOSE IN WITH THE FINE ARTS THAT WILL BE ON THE NEXT SLIDE FROM THIS MCKINSEY.
YES, WE ARE EXCITED ABOUT FINE ARTS.
I THINK THIS IS ONE OF THE JOYS OF MY FINE ARTS TEACHERS THIS YEAR.
UM, THE MAIN DIFFERENCE HERE BETWEEN THESE TWO IS THE FIRST ONE IS A VISUAL ARTS AND IT'S ART AREAS K THROUGH 12.
THE SECOND ONE IS ALSO VISUAL AND PERFORMANCE, BUT THIS IS OUR MUSIC COMPONENT.
SO WE HAVE A LOT OF VERY EXCITED ACADEMIC ARTS TEACHERS ABOUT HAVING THESE MATERIALS.
I KNOW THAT MS. GILBERT MENTIONED EARLIER THAT THEY'RE OFTEN ADOPTED, THEY'RE RARELY FUNDED.
SO TO HAVE BOTH IS, IS A TRUE SPECIAL OCCASION.
THIS ONE HAS A GOOD BIT MORE ON IT.
[01:05:01]
SECONDARY, BUT NOT ALL OF THEM.SO LET'S JUST GO THROUGH THEM REAL QUICK.
THIS IS CAL STANDARD CALCULUS, NOT CALCULUS, AP CHINESE LEVELS, ONE THROUGH FOUR, AND THAT SIX THROUGH 12 DISCRETE MATHEMATICS WAS FUNDED.
WE WERE REALLY ABOUT THAT ONE.
THIS WAS AN INTEGRAL COMPONENT FOR CLASSES LIKE COMPUTER PROGRAMMING.
UM, SO THIS WAS A, A REALLY GOOD ONE TO GET FUNDED THIS YEAR UNDER THIS SPECIAL ADOPTION, HELP SIX THROUGH EIGHT AND HEALTH NINE THROUGH 12, BUT THIS IS OUR PERSONAL AND WELLNESS.
SO THIS IS THAT FITNESS CLASS AND NUTRITION.
I'M REALLY EXCITED TO SEE THAT ONE FUNDED THIS YEAR AS WELL.
THIS DOES NOT INCLUDE THE AP COMPONENT OR THE IB COMPONENT.
UM, THIS IS THE STANDARD WORLD HISTORY.
AND AS YOU KNOW, OUR, OUR STUDENTS HAVE TO HAVE THREE HISTORY CREDITS FOR GRADUATION.
OF COURSE, THEY HAVE ONE FULL U S HISTORY, AND THEN THEY SPLIT ECONOMICS AND GOVERNMENT, BUT WE'RE SEEING MORE AND MORE, UM, HIGHER INSTITUTIONS OF LEARNING COLLEGES EXPECTING TO SEE WORLD HISTORY.
SO WE'RE REALLY EXCITED TO SEE THIS ONE FUNDED AS WELL.
AND THEN THE LAST SLIDE, PLEASE.
SO THESE ARE ALL THE TITLES THAT, UH, AGAIN, WE'RE FUNDED, UH, THAT HAVEN'T BEEN IN THE PAST.
SO AGAIN, AS MS. MCKINNEY SAID, THE TEACHERS WERE EXCITED TO BE ABLE TO, UH, HAVE, UH, ADDITIONAL RESOURCES.
UH, SO FOR EXAMPLE, A BUSINESS RELATED, UH, THE FINANCE RELATED HEALTH, UM, I KNOW OUR SPORTS MEDICINE TEACHER, IT'S BEEN A WHILE SINCE IT'S BEEN FUNDED AT THE STATE FOR THOSE.
SO THEY WERE GLAD TO HAVE IN PARTICULAR OF THE ROLE OF ATHLETIC TRAINERS, SPORTS MEDICINE FOR THAT LEVEL THREE COURSE, UM, UH, FOR THE INTRO TO CULINARY OUR TWO CHEFS, THEY WERE GLAD TO SEE, UM, THEY SELECTED A COMPANY THAT'S ON YOUR LIST CALLED SOVOS FOR THE INTRO AND THE CULINARY ONE TO GIVE KIDS A GOOD UNDERSTANDING, UH, GET THEM PREPPED OR PREPARED FOR THE SURF SAFE EXAM.
AND THEN CONTRARY TO THE TEXTBOOK THEY SELECTED FOR THAT GOES INTO A LITTLE MORE OF HOW DO YOU MANAGE A RESTAURANT AND WHAT ALL IS INVOLVED WITH THE BUSINESS SIDE.
SO AGAIN, JUST SOME MORE OPTIONS THIS YEAR, I'VE ALWAYS TRIED TO SUPPLEMENT WITH DIGITAL RESOURCES, BUT THIS WILL GIVE THEM THE EBOOKS AS WELL AS THE PRINTED COPIES THAT THEY WOULD WANT ALSO ON THE LIST.
IT'S NOT BEEN THERE IN THE PAST, OUR MIDDLE SCHOOL EXPLORATORY.
SO, UH, FINANCIAL LITERACY IS UP FOR ADOPTION.
SO YOU'LL SEE THE TITLE ON THE LIST THERE.
UM, THEY S THAT WAS SELECTED FOR, UM, BY NATIONAL GEOGRAPHIC, SENGAGE CALLED PERSONAL FINANCIAL LITERACY, AND THEN OUR INTRO TO CAREER CLUSTERS, UM, AGAIN THAT HAD NOT BEEN FUNDED IN THE PAST.
AND SO THEY SELECTED EXPLORING CAREERS FOR THE 21ST CENTURY.
SO NOT ONLY WILL THEY BE ABLE TO HAVE A TEXTBOOK EBOOK, THEN IF YOU ADD THE, THE SUPPLEMENT OF THE VIRTUAL JOB SHADOW PROGRAM, WE FEEL REALLY GOOD ABOUT MOVING INTO THIS SCHOOL YEAR FOUR, UM, UH, TO SUPPORT THE STANDARDS FOR THAT.
SO, ON THE NEXT SLIDE, WE JUST HAVE A LIST.
UH, THERE ARE TWO THAT MS. CLEVELAND, UH, COMPILED FOR YOU, ONE SAYS CAREER AND TECHNICAL EDUCATION, SPECIAL ADOPTION FOR STATE BOOKS.
AND THE OTHER ONE SAYS FOR THE, UM, UH, ACADEMIC SIDE.
SO WE PUT THAT FOR YOUR CONSIDERATION, ANY QUESTIONS? OKAY.
UM, ALL, ALL OF THESE BOOKS HAVE BEEN VETTED BY THE STATE AND ARE ON THE STATE APPROVED LIST, CORRECT? YES, MA'AM CORRECT.
AND, UM, THE TEACHERS HAVE HAD AN OPPORTUNITY TO SEE THESE BOOKS AND SAY YAY OR NAY THAT WE LIKED THEM, CORRECT.
AND IT COSTS US NOTHING, CORRECT? CORRECT.
ANGELA OR MEL, HAVE YOU ANY QUESTIONS? YEAH.
UM, PULLING OUT THAT, UH, TEACHERS HELPED SELECT THESE BOOKS TOO, AND I, YOU KNOW, THEY, THEY KIND OF VET SOMETIME THERE ARE CHOICES.
THEY KIND OF, THEY'RE KIND OF VETTED DOWN TO, TO THE SELECTION GROUP AND HAVE INPUT TO AT THE SCHOOL LEVEL AND STATE LEVEL SOMETIME THEY, MORE THAN ONE CHOICES.
SO, YEAH, I THINK, I DON'T KNOW WHAT WE DO AT THE DISTRICT LEVEL IN TERMS OF WHAT WE FINALLY, WE FINALLY DECIDE, BUT I THINK EACH OF THOSE SCHOOLS HAVE SOME INPUT ON WHAT THEY WANT, YOU KNOW, AND IT MIGHT NOT BE THE SAME HEALTH BOOK FROM ONE SCHOOL TO THE NEXT, BUT I
[01:10:01]
THINK I'M SURE THAT STRATEGY THAT, AND THAT'S NOT A DISTRICT FILE MAPLE FILE DECISION, IS THAT CORRECT? SO ACTUALLY I WANTED US, IF WE COULD PULL UP, IT IS ONE OF THE DOCUMENTS THAT GIVES THE LIST OF THE BOOKS THAT WE HAVE LANDED ON.UM, IT, WE HAVE ACTUALLY LANDED ON, UM, IT MAY BE THAT, OR THE SEC THAT THAT MAY BE THE AR GO TO THE COVER SHEET REQUEST.
IS THIS THE NEXT ONE? IT'S NOT THAT ONE.
SO IT SHOWS THAT WHERE THE TEACHERS IN SCHOOLS LANDED, THEY ACTUALLY LANDED ON SAME BOOKS WITH CONSISTENCY.
AND I HAVE TO SHARE WITH REGARD TO HEALTH.
UM, ONE OF THE BOOKS WE HAD LOOKED AT EARLIER, UM, AT THE MIDDLE SCHOOL IS THE EXACT BOOK THAT LANDED BECAUSE WE WERE GOING TO GO AHEAD AND TRY TO FIND THE FUNDING.
IT WAS GOING TO COST $86,000, UM, JUST TO BE ABLE TO HANDLE FOUR TO SCHOOLS, NOT EIGHT, UH, AND THE STATE ACTUALLY PUT IT ON THE ADOPTION LIST AND WERE ABLE TO GET THOSE BOOKS NOW FOR FREE.
SO, UM, WE WOULD TRY TO WORK WITH OUR PHYSICAL EDUCATION TEACHERS BECAUSE WE HAVE NOT HAD MATERIALS AND THEY DID LAND ON THE SAME BOOK THAT A GROUP HAD LOOKED AT FROM ROBERT SMALLS, UM, EARLIER.
SO, AND ACTUALLY THE ELEMENTARY JC FOSTER LOOKED AT THE BOOKS AS WELL, AND THEY LANDED ON THE SAME PLACE AS THE STATE PUT OUT A SELECTION LISTS.
WE WERE VERY LUCKY THAT THE SAME TEAM LOOKED AT IT TWICE, AND WE'RE NOW ABLE TO GET WHAT WE WANTED FOR FREE AND PUT A MATH MINDED PERSON.
MR. CAMPBELL DID GO DOWN A LITTLE FURTHER.
UM, IT ACTUALLY, THE CALC IS, IF I'M CORRECT, IS, IS, UM, AB AND BC.
SO, UM, TH THERE'S A BIG DIVERSITY OF MATERIALS.
YEAH, MY, UH, QUESTION, I DON'T KNOW, IT'S A QUESTION THAT'S APPROPRIATE FOR THIS SETTING, BUT SOME OF THESE BOOKS ARE THE SAME BOOKS WE'VE BEEN USING FOR THE LAST 10 YEARS, FIVE YEARS.
AND HOW CURRENT IS IT FROM A NATIONAL STANDPOINT AND WHAT SCHOOLS ARE DOING NATIONALLY.
AND I KNOW YOU DON'T HAVE THAT INFLUENCE YOU, DEWEY, DEWEY, DEWEY, CROSS REFERENCE TO ANY WAY TO SEE WHAT THE SCHOOLS IN TEXAS ARE ADOPTING VERSUS WHAT THE SCHOOLS THEMSELVES GOLAN ARE ADOPTING.
WAS THAT THE STATE PURVIEW? YEAH.
IT'S ACTUALLY THE STATE PURVIEW AS TO WHAT WE ARE ALLOWED TO LOOK AT AND RECEIVE AN ADOPTION SERIES.
HOW DO WE LOCALLY INFLUENCE THE STATE THAT ACTUALLY, I, I KNOW CARING IS PROBABLY ON THE EDGE OF THE SEE, CAUSE SHE'D WANTS TO, SHE THROUGH THE TEACHER FORUM, UM, TO, TO HELP DRIVE TO STATE ANOTHER DIRECTIONS.
UM, AND YEAH, I DRIVE FAST STAYING IN THE SAME DIRECTION, BUT FASTER UM, I KNOW KAREN MCKINSEY COULD SPEAK TO IT AS WELL AS KAREN GILBERT ON THE LIMP INFLUENCE THEY'VE HAD AT THE STATE.
UM, I'M NOT GOING TO SAY THAT WE DO THINGS SLOW.
I WOULD SAY THAT THAT'S, I'M NOT LIKELY TO BE FIRED.
I MEAN, HOW DO WE GENERATE ACCELERATION? I MEAN, FROM A LOCAL BOARD STANDPOINT OR FROM A LOCAL DISTRICT STANDPOINT, DO WE HAVE SUGGESTIONS, RECOMMENDATIONS OR ANY INPUT AT ALL? WHAT I CAN SHARE AND THEN I'LL LET EITHER MS. MCKINSEY OR, UM, GILBERT SHARE, BUT I SHARE, BUT I WANTED TO SHARE THE TEXTBOOKS ARE NOT THE PRIMARY TOOL OF INSTRUCTION, RIGHT? THEY'RE PART OF THE RECIPE OF TEACHING.
SO I KNOW THERE'S A TENDENCY FOR AN EDUCATOR TO WANT TO BE TEXTS DEPENDENT ON THEIR BOOK, BUT MANY EDUCATORS ARE DIVERSE IN THE TOOLS THEY UTILIZE FOR TEACHING AND LEARNING.
UM, MS. MCKENZIE, MS. GILBERT, COULD YOU SHARE A LITTLE BIT ON LANGUAGE THAT YOU MAY HAVE HAD WITH THE STATE? BECAUSE I HAVE NOT, AND I, I DON'T WANT TO SPEAK FOR MY PRIOR DISTRICT BECAUSE THIS IS SPECIFIC FOR, UM, SOUTH CAROLINA.
UM, REAL QUICKLY ASKED, JUST RECENTLY SERVED ON THE STATE COMMITTEE FOR THE WORLD HISTORY
[01:15:01]
ADOPTION, AND THE WAY THAT REALLY WORKS, MR. CAMPBELL IS THEY SEND THOSE MATERIALS OUT TO, WELL, FIRST OF ALL, WE HAVE TO SAY THAT WE'RE WILLING TO SERVE ON THIS COMMITTEE.AND IT'S A, IT'S A NICE INVESTMENT OF TIME.
ONCE WE ARE APPROVED TO SERVE ON THAT COMMITTEE, WE RECEIVED MATERIALS FROM, I LITERALLY HAD 19 DIFFERENT SELECTIONS FOR AROUND THE WORLD HISTORY FOR SIX GRADE, WHICH WILL BE COME OUT NEXT YEAR.
WE MEET FOR A FULL ENTIRE DAY WITH ALL OF US FROM ACROSS THE STATE AND GO THROUGH EACH BOOK, EACH SERIES, EVERY RESOURCE, AND THEN WE'RE SENT OUT ON OUR OWN.
AND THEY USUALLY GIVE US THREE TO FOUR MONTHS AS INDIVIDUALS TO RESEARCH THOSE BOOKS, TO LOOK THROUGH THINGS AND FORMULATE OUR OPINION.
THEN WE COME BACK TOGETHER AND WE HASH IT OUT.
AND WHAT HAPPENS AT THE STATE LEVEL IS THEY, THEY TYPICALLY TAKE THE TOP TWO, UM, ARE THAT'S WHAT THEY HAVE DONE WITH THE, EVERY COMMITTEE I'VE SERVED ON IS THEY'VE TAKEN THE TOP TWO AND SAID, OKAY, THIS ONE WE'RE ADOPTING AND FUNDING THIS ONE WE'RE ADOPTING AND NOT FUNDING.
I MEAN, IT COULD BE THE SAME COMPANY.
EVERY TIME YOU COULD HAVE A GREAT COMPANY AND TEACHERS COULD FALL IN LOVE WITH THAT RESOURCE.
AND A NEW COMPANY COULD COME IN AND SAY, YOU KNOW, A NEW SET OF PEOPLE COME IN AND BET A DIFFERENT ONE.
SO YEAH, IT IS A SYSTEM THAT COULD USE SOME ATTENTION.
AND, UM, I WILL BE HAPPY TO SHARE SOME NAMES WITH YOU AT THE STATE DEPARTMENT, IF YOU WOULD LIKE TO HELP US MAKE THAT CHANGE.
I DON'T KNOW IF THEY'RE READY FOR ME, BUT I JUST WANT, I JUST WANT TO KNOW THAT THINGS ARE IN PLACE FOR CONSTANTLY VETTING THE TEXTBOOKS AND THAT'S CHANGING BECAUSE OF THOSE DUCKS STRATEGY.
THEN POINT OUT THAT, YOU KNOW, INSTRUCTION SHOULD BE DIVERSE AND A LOT MORE OPEN THAN THAT TEXTBOOK AND FINDS US TO MOST TEACHERS, UH, LIVING BY THE STANDARD LAW AND THAT TEXTBOOKS IS ALIGNED WITH STANDARDS AND HIS DIRECTS AND, AND, YOU KNOW, MOST TEACHERS, YOU KNOW, ARE MEN ADVENTUROUS ENOUGH TO DEVIATE AND STILL KNOW THAT THEY'RE HITTING THE STANDARDS.
I MEAN, THAT'S, THAT'S, THAT'S, YOU KNOW, THOSE ARE GOOD TEACHERS WHO DO THAT, BUT MOST TEACHERS KNOW THAT THEY'RE IN A SAFE ZONE THIS DAY WITH THE TEXTBOOK BECAUSE THE TEXTBOOKS ARE ALL ALIGNED AND, AND UNFORTUNATELY THAT'S WHERE WE ARE.
AND THAT'S WHY I'M ASKING SOMETHING A REAL, I PROBABLY SHOULD BE ASKING YOU, THEY WILL ASK TEACHERS TO SUBMIT THAT SUPPLEMENTARY MATERIAL THAT THEY'RE USING.
THAT'S SUPPOSED TO ACTUALLY HAVE A STATE TO CHANGE THE ADOPTION PROCESS.
BUT YEAH, I JUST WANTED TO KNOW WHAT A BOOK IN TEXAS LOOKED LIKE VERSUS WHAT A BOOKER AND ON HILTON HEAD LOOKS LIKE IN TERMS OF, YOU KNOW, SOCIAL STUDIES, FOR EXAMPLE, UM, MR. CAMPBELL, IF I, IF I MAY NOTE, UH, A SIMILAR PROCESS ON THE CAREER AND TICKET SIDE, AS THE DIRECTOR, I'LL GET NOTIFICATION FROM THE STATE REPS THAT, HEY, THIS PARTICULAR ONE IS GOING TO BE UP FOR REVISION AS FAR AS THE CORE STANDARDS.
AND THEN THEY INVITE TEACHERS TO PARTICIPATE IN THE PAST HAS BEEN, THEY GO UP TO COLUMBIA FOR A TWO DAY SESSION, BUT THE LAST FEW TIMES IT'S BEEN VIRTUAL AND THEY HAVE INPUT ON NOT ONLY REVISING THE STANDARDS, BUT THEN WHAT WOULD BE THOSE RE RESOURCES, UH, TO INCLUDE, TO INCLUDE TEXTBOOKS OR EBOOKS.
AND THEN, THEN THAT GOES THROUGH THE STAGE PROCESS.
SO, UH, VERY SIMILAR ON THE ACADEMIC SIDE THAT AT LEAST THE CTE TEACHERS CAN HAVE SOMEWHAT OF AN INPUT IF THEY CHOOSE TO PARTICIPATE.
UM, SO, UH, I COULD ADD SOMETHING HERE, BUT I WANT TO MOVE THE MEETING ALONG.
SO WHAT YOU NEED FROM US, UM, DO WE, ROBIN DO, SINCE IT SAYS THAT, DO WE NEED TO BRING TO THE BOARD A MOTION TO APPROVE THE STATE, THE TEXTBOOK ADOPTION? YES.
AND IF MS, MS. ROBIN, IF I MAY, PLEASE, IF WE CAN NOTE THAT AS SPECIAL ADOPTION AS DR.
STRATIS MENTIONED, BECAUSE UNFORTUNATELY YOU MAY COME UP AFTER THE FIRST OF THE YEAR WITH A WHOLE NEW SET FOR THE 2223 SCHOOL YEAR.
SO IF WE CAN NOTE THAT, AND THEN AS SOON AS IT IS APPROVED, THEN OUR SCHOOLS CAN GO AHEAD AND PUT IN A PRE-ORDER AND GO AHEAD AND GET THAT PROCESS GOING.
SO THEY MIGHT EVEN BE ABLE TO HAVE SOME OF THIS MATERIAL THIS SCHOOL YEAR, WHICH WOULD BE AWESOME.
SO ROBIN, DO WE NEED A MOTION THAT THE ACADEMIC COMMITTEE RECOMMEND TO THE FULL BOARD? OR DO WE JUST BRING THE MOTION AS PART OF MY REPORT TO THE FULL BOARD?
[01:20:01]
I WOULD SUGGEST TO BE A MOTION TO RECOMMEND TO THE FULL BOARD SO THAT IT CAN BE, UM, OKAY.UM, ANGELA, IT WOULDN'T GO AGENDA.
NO, THIS WOULD NOT GO ON INCENTIVES.
CAN I ASK THIS QUESTION SO WE CAN VOTE ON THIS DURING YOUR COMMITTEE REPORT? THIS WILL BE THE MOTION THAT YOU WERE IN THE COMMITTEE.
YES, BUT I THINK WHAT, SO, YOU KNOW, USUALLY SOMETIMES THEY'LL SAY, UH, HOW MANY MEMBERS OF THAT COMMITTEE WERE IN FAVOR OF THIS MOTION.
AND GIVE ME THE MOTION SO I CAN PUT THE ACTUAL EMOTION ON THE AGENDA BECAUSE THAT'S WHAT I WILL DO THAT.
AND IT'S GOING TO SAY I'LL WORK WITH DR.
STRATUS TO GET THE CORRECT WORDS.
SO WE HAVE MAKE SURE WE INCLUDE SPECIAL ADOPTION.
MY QUESTION IS, I THINK SOMEONE MENTIONED ABOUT RURAL HISTORY IS THAT THE STATE DEPARTMENT, UH, COMMITTEE WOULD APPROVE THAT OR HOPES APPROVED FOR YES.
STRAUSS, BUT YES, IT'S COMING FROM THE STATE DEPARTMENT AND DO BOARD MEMBERS GET A CHANCE TO LOOK AT THAT.
ACTUALLY THE RECOMMENDATIONS HAVE COME UP THROUGH THE EDUCATORS, THE EIGHT, THE PROCESS WE HAVE IN PLACE, MR. CAMPBELL, NO, HAS NOT OPENED IT UP FOR BOARD MEMBERS REVIEW OF THE MATERIAL ONLY FOR THEIR APPROVAL OF THE LISTING RECOMMENDATION FROM THE SCHOOLS.
I UNDERSTAND WHAT YOUR QUESTION IS OR RECOGNIZE.
YES, MR. SMITH, MY QUESTIONS WERE ALONG THE LINE OF, WITH THESE, WITH THESE BOOKS THAT, UH, THAT WE'RE GETTING, UM, WE, WE, WE, WE DON'T HAVE, WE DON'T HAVE ANYTHING THAT WE HAVE ANYTHING IN THE DISTRICT THAT EQUALS ANY OF, ANY OF THESE BOOKS THAT WERE ALREADY IN DEWEY.
SO MR. SMITH, THESE ARE ADOPTED MATERIALS THAT WE HAVE NOT HAD IT IN A SIX SIGNIFICANT PERIOD OF TIME.
UM, UH, AND I'LL GIVE YOU A CASE IN POINT ENGLISH LANGUAGE ARTS HAS NOT HAD A STATE ADOPTION SINCE 2011.
WE'RE HOPING THAT WE CAN HAVE MELISSA MURRAY FROM MY SEAT HERE AT THE DISTRICT.
I HAVE THE OPPORTUNITY OF RECOMMENDING, UM, D DIRECTORS OR COORDINATORS TO THESE ADOPTION COMMITTEES.
UM, I'M HOPING THAT WHEN THAT LISTING COMES DOWN, I COULD RECOMMEND MS. MARIE, I HAVE RECOMMENDED A COORDINATOR, UM, NIKKI TURNBACK FOR THE MATH.
UM, SO NO, WE HAVE NOT HAD, I'VE BEEN HERE IN THE DISTRICT TWO YEARS, BOTH MCKINSEY COULD PR AND GILBERT COULD SPEAK TO MORE OF THE LANGUAGE.
WE'VE ONLY HAD ONE ADOPTION WHEN I ARRIVED HERE AND THAT WAS FOR ELEMENTARY MATHS OR, AND THAT'S WITHIN TWO YEARS.
AND IT ALSO, ALL THESE, ALL THESE BOOKS WILL BE BASICALLY USED THE SAME AT, AT, AT, AT, AT, IN EVERY SCHOOL AT EVERY LEVEL.
UH, WHEN YOU SAY TO SAVE AND I, AND IT WAS SOMETHING THAT I WANTED TO ADD TO THAT, IT'S A GREAT POINT FROM YOURSELF.
AND IT BUILDS ON WHAT MR. CAMPBELL HAD ASKED, YOU KNOW, SOUTH CAROLINA RECOGNIZES THAT TEACHERS ARE DIVERSE.
AND MS. GILBERT BROUGHT THAT UP A LITTLE BIT, THAT SOME TEACHERS ARE LOOKING MORE FOR AN ELECTRONIC PLATFORM FOR DELIVERY OF THEIR RESOURCES.
AND THEY'VE DEVELOPED, WHAT'S CALLED THE SE LORE.
UM, UM, IT'S AN ELECTRONIC REPOSITORY OF MATERIALS, RESOURCES ALIGNED WITH OUR STATE STANDARDS.
WE HAVE STARTED ROLLING OUT PROFESSIONAL DEVELOPMENT TO OUR EDUCATORS.
WE KNOW THAT THAT IS LIKE A MIND SHIFT OVER THE YEARS IN ORDER TO GET MORE OF OUR EDUCATORS TO BE DIVERSE IN WHAT THEY'RE PULLING.
I HAVE TO MAKE RECOGNITION THAT SE LORE, WHICH IS OPEN PLATFORM FOR, UM, YOURSELF TO LOOK AT AS WELL AT THE STATE SITE IS PHENOMENAL.
THEY RECOGNIZE THAT WE NEED MORE DIVERSITY AND RESOURCE TOOLS.
SO WHEN YOU SAY BEING USED TO SAYING, I MAY TEACH SOME THE SAME STANDARD, A LITTLE DIFFERENT THAN YOU, BUT I WILL HAVE THE SAME ACCESS AS YOU GOT YOU.
MY LAST QUESTION, AS WE MAKE SURE THAT WE'RE JUST NOT ADDING, WE'RE NOT OVERLOADING THE MENU, THAT THIS IS, THIS IS DIFFERENT.
WE NEED, NEED, NEED MOVING FORWARD.
I WOULD S I, I THINK I WILL LET OUR, MY TEAM MEMBERS SPEAK TO THAT BECAUSE THEY WERE A LITTLE PASSIONATE ABOUT THE EXCITEMENT OF ANA.
[01:25:01]
THRILL, THEN THEY'RE TRULY LOOKING FORWARD TO THESE.UM, SO LET'S MOVE ON AND WE WILL GO TO THE NEXT ITEM ON THE AGENDA.
SO MRS. ROBIN, I WAS GOING TO, I HAVE PREPARED TO HAVE DR.
CAMPBELL ASSESS ON THE PRESENTATION OF THESE NEXT TWO.
UM, I THOUGHT WE WOULD DRIVE LONGER INTO THE EVENING, SO SHE IS NOT WITH US TO SEE EVENING.
SO I WILL START TO ONLY PROCESS.
I DO APOLOGIZE ON WHOM I WAS GOING TO HAVE PRESENT IS NOT AVAILABLE AT THIS TIME.
WELL, WHY DON'T YOU GIVE IT A GO AND THEN WE'LL, UH, UH, LET'S SEE, GO AHEAD.
I'M, I'M FAMILIAR WITH THE DOCUMENTATION.
SO IF WE COULD, THANK YOU ROBIN.
AND WE GET, YOU'LL SEE, IT'S A SIMILAR FORMAT.
O E 13 HAS PREDOMINANTLY ABOUT DISCIPLINE DISCIPLINE.
UM, THE SUPERINTENDENT SHALL ESTABLISH CONSISTENTLY ENFORCED DISCIPLINE POLICIES WHO MAINTAIN A SAFE AND EFFECTIVE ENVIRONMENT FOR ALL STUDENTS.
THIS O E GOES INTO TWO PARTS OF WHAT THE SUPERINTENDENT SHALL AND SHALL NOT DO.
AND WE PROCEED INTO THE NEXT PAGE, PLEASE.
WE RECOGNIZE THAT THEY ARE ADMINISTRATIVE REGULATIONS ONCE AGAIN, IN SUPPORT FROM A DIVERSE GROUP OF OUR, THE VISIONS HERE AT THE DISTRICT LEVEL, FROM HUMAN RESOURCES OF OUR EXPECTATION FROM TITLE NINE ON TREATMENT OF STUDENTS, ETHICS FOR EMPLOYEES, STAFF, CONDUCT, STAFF, ETHICS, DRUG, AND ALCOHOL USAGE, TOBACCO FREE SCHOOLS.
WE RECOGNIZE WITHIN INSTRUCTIONAL SERVICES, LEARNING GOALS, CHARACTER EDUCATION PROGRAMS FOR AT RISK STUDENTS, WHICH IS ACTUALLY, IT WAS ONE IS SPECIFIC REQUESTS IN AN O E AND THEN WE LAND WITHIN THE ADMINISTRATIVE REGULATIONS IN STUDENT SERVICES.
CAN YOU GO TO PAGE FOUR? AND WE RECOGNIZE WE ALSO HAVE IT RE UH, ADMINISTRATIVE REGULATIONS THAT SUPPORT THE PART OF THESE, THIS O E THAT SAYS WHAT THE SUPERINTENDENT SHALL NOT PERMIT O E 13, DISCIPLINE THE MONITORING INDICATORS INVOLVING TEACHERS IN THE PROCESS.
WE BROUGHT FORWARD THESE STUDENT CODE OF CONDUCT.
IF YOU SCROLL DOWN, THIS IS THE CUSHION BERRY WE'VE SHARED THE TIMELINE.
THIS IS MRS. MCKENZIE IS STILL ONLINE.
SHE WAS SIGNIFICANT AS WELL AS ONE.
WHEN YOU CURRENTLY TEACH AT STARTING THIS WORK PROCESS IN 2019, THEY WORK DILIGENTLY DILIGENTLY FOR A YEAR, BROUGHT IN A TEAM OF EDUCATORS.
UM, AS I CAME IN, I CAME TO THE DISTRICT.
I WAS ABLE TO WORK WITH THEM AND WHAT OTHERS AT RE CREATING OUR, UM, STUDENT CODE OF CONDUCT.
IF YOU SEE THE ITEM B IDENTIFIES IN OUR DISTRICT WEBSITE ACCESS, AND OBVIOUSLY ON A REGULAR PRESENTATION, THESE ARE ALL HYPERLINKS.
AS WE LOOK AT OT, OH, E 13.2, ENSURE THAT TEACHERS, STUDENTS, AND PARENTS ARE INFORMED OF THE DISCIPLINARY EXPECTATION OR ADMINISTRATIVE REGULATIONS ARE LIVE WITHIN OUR DISTRICT WEBSITES.
THIS IS AN EXAMPLE OF STUDENT A R 39 FOR SUSPENSION, EXPULSION, OR ALTERNATIVE PROGRAMS, ASSIGNMENTS, AND OF STUDENTS.
I ALSO WANT TO SHARE WITH OUR BOARD MEMBERS THAT MANY OF OUR SCHOOLS HAVE STUDENT.
UM, I WANT TO CALL IT CALENDARS WHERE IT LISTS ALL THE REQUIREMENTS OF THE SCHOOL, THE SCHOOL'S EXPECTATIONS, AND GIVES, YOU KNOW, PART OF THE SCHOOL REGULATIONS OF STUDENTS, WHAT THEY SHALL AND SHALL NOT DO.
AND SCHOOLS USE THAT AS A TOOL AS WELL, TO COMMUNICATE TO PARENTS, IF YOU CAN PROCEED, MRS. CUSHION BERRY, AGAIN, THIS SHOWS YOU AND HYPERLINKS TIED FOR PARENT ACCESSIBILITY, EXCUSE ME.
OH, E 13.3, IDENTIFIES AT ALL POLICIES AND PROCEDURES REGARDING STUDENT DISCIPLINE ARE ENFORCED CONSISTENTLY USING REASONABLE GESTURE JUDGMENT.
THIS LANDS ALSO ON THE UTILIZATION
[01:30:01]
OF PROFESSIONAL DEVELOPMENT AT BUILDING THE CAPACITY OF OUR ADMINISTRATORS.THIS GIVES YOU AN EXAMPLE OF A PD THAT WAS CONDUCTED ACTUALLY RECENTLY THIS YEAR THAT HAD A LARGE SEGMENT OF DISCIPLINE, BUT WE ALSO START THE ACADEMIC SCHOOL YEAR.
WHAT I CALL PRESCHOOL IN AUGUST, WE ITERATING AND DURING THE YEAR, AS WE HAVE UPDATES OR CHANGES, THAT INFORMATION IS SHARED OUT TO THE PRINCIPALS FIRST AND THEN TO THE ASSISTANT PRINCIPALS AS WELL IN THE LOOP, WE KEEP OUR SCHOOL COUNSELOR.
JERRY HENDERSON IS VERY MUCH INVOLVED IN THE COMMUNICATION PROCESS.
THIS IS ANOTHER EXAMPLE OF A PROFESSIONAL DEVELOPMENT THAT WAS PROVIDED THROUGH INSTRUCTIONAL SERVICES, OPENING UP THE SCHOOL YEAR.
IT GIVES YOU A HIGHLIGHT OF SOME OF THE SESSIONS.
THOSE, THOSE ARE IDENTIFIED IN YELLOW.
AGAIN, STUDENT SUPPORT SERVICES AND PROFESSIONAL DEVELOPMENT AS WAS, EXCUSE ME, WE PROVIDED EARLIER THIS YEAR AND WE TRY TO TARGET OUR GROUP GROUPS.
SOME OF THIS WAS FACE-TO-FACE.
SOME WAS VIRTUAL, THE SEGMENT 0.4 OF THIS OPERATIONAL EXPECTATION IS INFORMED THE BOARD.
WE HAD THAT RECENTLY, UM, WHAT AN AR AT HILTON HEAD, BUT THIS IS AN UPDATE OF THE STUDENT CODE OF CONDUCT.
UM, WHEN WE MODIFICATIONS WERE MADE, THANK YOU, MRS. CUSHION BERRY 13.5, MAKE SURE THAT ALL PERSONNEL FOLLOW THE POLICY GUIDELINES, INCLUDING NOTIFYING PARENTS IN A REASONABLE TIME HAVE ANY DISCIPLINARY HEARINGS.
THIS IS SUPPORTED BY THE INSTRUCTIONAL SERVICES EAR GIVES IT, PROVIDES INFORMATION ON AT-RISK STUDENTS.
IF YOU GO TO ALPHA B, THANK YOU.
THIS IS A, THAT IS ALSO AVAILABLE FOR OUR PARENTS FOR RIGHT CHOICES.
AND I BELIEVE ALPA C SHOULD HAVE AN EX PARENT NOTIFICATION LETTER.
WE ADAPTED INFORMATION SO WE CAN NOT PUT ANY IDENTIFIERS, BUT THIS IS ON THE IMMEDIATE LETTER THAT IS, UM, GENERATED WITH REGARD TO A SUSPENSION.
AND I WANT TO ADD IN A PROCESS THAT WE DO AT THE DISTRICT LEVEL AS WE GO THROUGH THE ACADEMIC SCHOOL YET, WHEN WE HAD HAD, UM, STUDENT SERVICES WITHIN OUR DIVISION, WE MONTHLY MONITORED DISCIPLINE.
I LIKE TO SHARE THAT BECAUSE FROM MY SEAT MONITORING IT, WE WOULD HAVE CONVERSATIONS WITH SCHOOL SITES.
WHITE WILL BE FOLLOWING THAT, THAT MA MANNER AS WELL.
AND WITHIN PERFORMANCE MATTERS AND POWER SCHOOL, BOTH OF THOSE SOFTWARE PROGRAMS HAVE A FEATURE THAT WHEN YOU FIRST SIGN IN, YOU CAN MONITOR EVERYTHING FROM SCHOOL SITE, RUN REPORTS AND PERFORMANCE MATTERS.
NOW DOWN TO THE CLASSROOM ON DISCIPLINE.
UM, 13.6 ENSURES THE ENFORCEMENT OF DISCIPLINE POLICY WILL BE CONSISTENT ACROSS THE DISTRICT IN SCHOOLS THAT LANDS.
AGAIN, IT LOOK MONITORING DISTRICT DATA, AS WELL AS A PROFESSIONAL DEVELOPMENT.
ONE OF THE ITEMS WE DID IN PD THIS YEAR, THAT WAS UNIQUE.
WE DID CASE STUDIES WITH THE ASSISTANT PRINCIPALS TO FIND OUT WHERE DO YOU LAND AT THE DISCIPLINARY CONSEQUENCE ON SIMILAR CASE STUDY? SO, YOU KNOW, JUST SIMPLE THINGS OF JOHNNY HAVE EITHER GETTING A FIGHT, MARY BEING TARDY FOR CLASS, HOW YOU HANDLING THAT.
SO WE HAD THEM DO CASE STUDIES HAVE THAT TALK AND THEN SEE WHERE YOU LAND LANDED APPROPRIATELY WITHIN THE DISCIPLINE MATRIX THAT HAS BEEN IMPROVED BY THE STATE.
UM, SO I HAD MRS. CUSHION, BARRY ALFA B AGAIN, PROVIDE YOU PROFESSIONAL DEVELOPMENT THAT WE HAVE CONDUCTED.
THIS IS AN EXAMPLE OF THE, YOU'LL SEE, FOLLOWING OUR PAY EACH GRADE BAND, UM, EXAMPLES OF THE DISCIPLINARY MATRIX, BECAUSE THIS IS REVIEWED, UM, PDS OF THE LARGE AMOUNT OF IT HAPPENS AGAIN, AS I SHARED WITH YOU AT THE BEGINNING OF THE YEAR WITH THE ADMINISTRATORS AND THE, THESE ARE EXAMPLE OF THE VOCABULARY I TRIED TO PROVIDE YOU LEVEL ONE, TWO, AND THREE FOR ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
AND THIS WAS A POINT WHERE THAT DR.
CAMPBELL WOULD HAVE EXPANDED A LITTLE MORE.
SO WHEN YOU'RE LOOKING AT DATA AS WELL, IT'S NOT ONLY LOOKING AT THE DATA, BUT WHAT ARE WE DOING WITH IT? AND HOW ARE WE REALLY GETTING A BETTER ANALYSIS OF WHAT
[01:35:01]
IS THE ROOT CAUSE OF THE PROBLEMS THAT WE'RE SEEING THIS RESULT OF THAT IS, IS BEING EXASPERATED WITH DISCIPLINE.SO ONE OF THE THINGS THAT WE'VE DEVELOPING OUR APS TO DO MORE IS REALLY ANALYZING THE WHY, LOOKING AT THE TRENDS.
AM I SEEING CERTAIN BEHAVIORS HAPPENING AT, AT THREE 10 MORE THAN I'M SEEING THEM AT 12 O'CLOCK? AM I SEEING HIM AT AT 9 0 7 AND AS SUCH, WHEN YOU'RE LOOKING AT THAT, BUT WHAT REALLY IS HAPPENING WITH THE CHILDREN AT THOSE TIME SPANS A ROOT CAUSE.
ANALYSIS IS WHAT WE'RE TRYING TO GET OUR AP.
SO LOOK AT INFORMATION IN THAT MANNER.
IF YOU CAN GO AHEAD, MRS. CUSHION BERRY, OH, 13.7 IS THE IMPLEMENTATION OF STRATEGIES TO IMPROVE DISCIPLINE AND REDUCE INCIDENTS.
UM, THIS IS YOU'RE GOING TO SEE AS A COLLABORATION WITH COMMUNITY.
UM, THIS IS ORACLE OF KOSA AND YOU HEARD PART OF THIS AND THE PRESENTATION FOR MRS. HENDERSON.
THIS WAS AN AGENDA FROM A MEETING, PLEASE PROCEED.
AND YOU HEARD MRS. HENDERSON REFERRED TO THE VIRTUAL CALMING ROOM? UM, YES.
IT IS A TOOL THAT SHE IS ACTUALLY A FOREARM ARE ADULTS, BUT IT'S ALSO TOOL USE FOR THE STUDENTS.
AND SHE SHARED WITH YOU THAT IT, IT IS OUR GREATEST, IT GETS THE MOST HITS ON OUR WEBPAGE.
SO I DID WANT TO SHARE THIS WITH YOU AS WELL.
SHE SHARED WITH YOU THAT YOGA AND THESE ARE SOME OF THE SITES TIED TO OUR VIRTUAL CALMING ROOM.
IF YOU DID, IF YOU DID A SEARCH ON OUR WEBPAGE AS WELL, THEN WE HAVE OUR WORK WITH MTSS MULTI-TIERED SYSTEM OF SUPPORT.
WE HAVE HAD OUR KEY PERSON WHO MANAGES MTSS, UM, HAS JUST RETURNED TO US, TO THE DISTRICT.
UM, WE HAVE HAD PEOPLE FILLING IN AND I SEE MR. CAMPBELL HAS HIS HAND UP.
I CAN'T SEE ANY CLOSE TO THE END.
I DO WANT TO SHARE ON THE NTSS REPORT, I DO SEE A TREND THAT IN THE PAST WAS, UM, ONE SCHOOL IN PARTICULAR, UH, WAS, HAD NO MTSS, WELL, THEY'VE HAD ONE, BUT I DO WANT TO ACTUALLY THERE TOO.
I DO WANT TO RECOGNIZE THAT WE HAVE IN MONITORING, WE HAD HAD FIVE SCHOOLS IN THE PAST THAT HAD, WERE NOT, UM, COMPLETING AND CLOSING OUT THEIR REPORTS IN A TIMELY MANNER.
AND NOW W WE ARE GOING TO HAVE TO WORK WELL, OUR NEXT DIVISION HAVE TO WORK WITH, TO SPECIFICALLY YOU PROCEED MS. MRS. CUSHION BERRY.
THESE ARE OUR BEHAVIOR MANAGEMENT SPECIALISTS LAST YEAR.
AND THIS YEAR IS THE FIRST INSTILLMENT THAT WE'VE REALLY PUT IN ENERGY AT, UM, PROFESSIONAL DEVELOPMENT.
UM, WE CONDUCTED A THREE-DAY TRAINING LAST YEAR ON RESTORATIVE JUSTICE.
THIS YEAR, WE OPENED A TWO DAY INSTITUTE AND WORKING WITH OTHER, UM, INTERVENTIONISTS, WHO I HAD HAD A CONSULTANT COME IN FROM NORTH PHILLY AND A SOCIAL WORKER FROM NORTH PHILADELPHIA TO WORK WITH OUR SOCIAL WORKERS, AS WELL AS OUR BMS THIS SUMMER, THEY HAD ACTUALLY WAS A THREE-DAY INSTITUTE, UM, INSTITUTE, UM, BEFORE OUR PRINCIPALS WENT INTO THEIR INSTITUTE, PROCEED, PLEASE.
THIS IS AN EXAMPLE OF SOME SCHOOL SITE INTERVENTIONS THAT ARE UTILIZED BY OUR BEHAVIOR MANAGEMENT SPECIALISTS AND INTERVENTION AGAIN, AND YOU FAMILIAR WITH R Y M O D OR YOUNG MEN OF DISTINCTION, AND THEN OUR NEXT SEGMENT, AND WE'LL SHOW YOU THE PART OF THE OEI GET A FINAL WITH THE SUPERINTENDENT SHALL NOT ALLOW SU STUDENT BEHAVIORS THAT DISRUPT LEARNING TO INCLUDE THOSE LISTED IN THE SAFE SCHOOLS.
YOU KNOW, ONE OF THE THINGS THAT DISTRICT INITIATIVE IS RECENTLY WE DID WAS A UNITY DAY OF US BEING TOGETHER AS ONE, UM, FOCUSING THAT IT IS A LEARNING ENVIRONMENT.
IF I CAN BRING BACK THAT TRUSTED BELIEF THAT OUR SCHOOLS ARE SACRED.
UM, I ALSO BELIEVE WE'LL HAVE A STRONGER RESULTS IN ACADEMICS.
NEXT SLIDE, SAFE SCHOOLS ACT THAT IS AVAILABLE THROUGH BUFORD COUNTY SCHOOL DISTRICT WEBSITE.
IT ALSO PART OF AN ADMINISTRATIVE REGULATIONS THAT EMPLOYEES ARE TO FOLLOW.
[01:40:01]
OF THE OER, AGAIN, ARE IDENTIFY AS WHAT THE SUPERINTENDENT SHALL NOT PERMIT.UM, OH E 13.8 0.82 IDENTIFIES THE USE OF DRUGS AND ALCOHOL IS BY STUDENTS IN, WE HAVE ADMINISTRATIVE REGULATION THAT IS VERY SPECIFIC TO THIS.
UM, OH, EAT 13.83, THE PRESENCE OF FIREARMS AND OTHER DANGEROUS WEAPONS.
WE HAVE DISCIPLINE AS WELL AS ADMINISTRATIVE REGS REGARDING THIS, ANY FORM OF INTIMIDATION AND BULLYING AND VIOLENCE IS IDENTIFIED AS A, SHALL NOT AGAIN, UH, UTILIZE A UNITY DAY IS AT POINT OF EVIDENCE.
YOU SAID TOBACCO PRODUCTS BY STUDENTS AND ADULT THAT FALLS WITHIN ADMINISTRATIVE REGULATIONS OUT OF HUMAN RESOURCES, AS WELL AS OUR DISCIPLINE, UM, STUDENT CODE OF CONDUCT.
AND THEN I WAS SHARING WITH YOU, OUR SAFE SCHOOLS, HYPERLINKS OF WHAT WE ARE REQUIRED BY DISTRICT EMPLOYEES, FOR TRAINING IN ORDER TO PROVIDE A SAFE ENVIRONMENT AND HEALTHY ENVIRONMENT FOR OUR STUDENTS AND OUR EDUCATORS.
AND THIS LAST PAGE WILL CONCLUDE THEIR PRESENTATION ON O E OPERATION EXPECTATION 13.
UM, MR. CAMPBELL, MY QUESTION, I THINK YOU DID TOUCH BASES WITH SOME OF IT AT THE END THERE A I THINK 13, 7 0 8.
AND I THINK WHAT THE CATEGORY 13 AND SEVEN SYSTEM ARE STRATEGIES, I BELIEVE, RIGHT? INTERVENTION STRATEGIES TO DISCIPLINE AND REDUCE INCIDENTS.
AND, AND SOME OF THE THINGS YOU MENTIONED OR TEMPLATED STUFF, I MEAN, BRINGING AGENCIES, ET CETERA, ET CETERA, ET CETERA.
BUT, BUT YOU DIDN'T PUT ANYTHING IN THERE THAT IN MY MIND WAS SCHOOL-BASED CLASSROOM STRATEGIES AS THAT INTENTIONAL, BECAUSE YOU WANT IT TO, I MEAN, I CAUGHT YOUR WORD IS WE WERE AT A PROFESSIONAL CAPACITY.
SOME, YOU KNOW, I DON'T KNOW SOME OF THE STRATEGIES THERE, UH, IT'S LIKE BANDIED THROUGH A BIGGER PROBLEM IN MY AREA, SO I DON'T USE A BETTER WORD, BUT I MEAN, ALL DUE RESPECT, I KNOW TEACHERS I'VE TAUGHT FOR 40 YEARS, SO I KNOW TEACHERS NEED THAT DOWNTIME AND NEED THAT ROOM, WHATEVER YOU CALL THAT ROOM, BUT CALM THE CALMING ROOM.
YOU HAVE TO CALL ME ROOM, CALL ME, OR THEY ASKED ME TO SOME OF THE ROOT OF THE PROBLEM.
AND I, YOU KNOW, I WOULD SAY IN THE STRATEGIES, I THINK, YOU KNOW, SOMETIMES THE SCRATCHES HAVE TO INCLUDE THE TEACHERS AND THE TECHNIQUES AND THE, THE CULTURE THAT THEY'RE DEALING WITH ON A DAILY BASIS.
AND I DON'T SEE THAT YOU HAVE ANYTHING THAT REALLY COVERS THAT MAIN, THE BEHAVIOR MANAGEMENT, DEALING WITH A CHILD, BUT ON SITE STRATEGIES, THAT'S GOING TO HELP THAT TEACHER MAKE IT THROUGH THE DAY.
I HAVEN'T SEEN ANYTHING THAT PARTICULAR, I MEAN, THE INTERPRETATION IN THAT DIRECTION, AND MAYBE I'M LOOKING AT IT TO FIND, I JUST WANT TO, I JUST WANT TO POINT OUT THAT'S WHAT I I'M LOOKING AT.
WHEN I SEE STRATEGIES, I SEE THE AGENCIES AND ALL THAT.
THAT'S GREAT, BUT THOSE NOT AS BAD AS IS THAT GOING TO FIX THAT PROBLEM.
JUST THAT MIGHT FACE INDIVIDUAL ENTITIES, BUT OVERALL I WAS, THE TEACHER DON'T FEEL ANY BETTER BECAUSE YOU TELL ME, ONE KID IS GOING TO, THEY'LL GET OUTSIDE, HELP.
I NEED TO KNOW WHAT I'M DOING, WHAT I'M DOING, RIGHT.
GIVE ME SOME HANDS-ON STRATEGIES.
I DON'T KNOW, YOU KNOW, PD MIGHT, YOU KNOW WHAT I'M SAYING? THAT THERE WOULD BE THESE IN THAT SECTION
[01:45:01]
THOUGH, RIGHT? I SHARED THE PD FOR THE ADMINISTRATION AND CONSISTENCY OF PRACTICE.SO I THINK THE MO THE INTERPRETATION FROM YOUR, FROM YOURSELF AND IDENTIFIED WITH THE SUPERINTENDENTS INTERPRETATION MAY NOT RIGHT.
THAT'S WHAT, THAT'S WHAT I WANTED TO KNOW.
HOW FAR OFF BASE AM I? I MEAN, I SEEN YOU, UH, YOU KNOW, WELL, CAN I INTERJECT SOMETHING HERE? YEAH, GO AHEAD.
WHEN, WHEN I READ THIS, I WOULD SAY THERE ARE LOTS OF, UM, INTERVENTION STRATEGIES TO IMPROVE DISCIPLINE, UH, THAT WE ARE TAKING FOR GRANTED AND ARE LISTED HERE.
UM, I WOULD GUESS THAT MOST OF OUR ELEMENTARY SCHOOLS HAVE MORNING MEETINGS.
DO THEY NOT, TH THERE ARE MORNING MEETINGS AT THE SCHOOL SITE, THIS POSITIVE BEHAVIOR INTERVENTIONS THAT ARE UTILIZE, UM, VERSUS A NEGATIVE BEHAVIOR, RIGHT.
I THINK THAT, UM, THE EFFECTIVENESS OF, OF I'M TALKING FROM ELEMENTARY PERSPECTIVE NOW HERE, BECAUSE THAT'S WHERE MY ROLE WAS FOR MY LAST YEARS.
ONCE WE STARTED DOING MORNING MEETINGS WITH OUR STUDENTS, UM, DISCIPLINE REALLY DID IMPROVE BECAUSE STUDENTS HAD THAT OUTLET.
UM, WE HAVE THE LEADER IN ME PROGRAMS AT SEVERAL OF OUR SCHOOLS.
THOSE, THOSE ARE INTERVENTIONS TO, FROM MY STANDPOINT, THOSE ARE INTERVENTION STRATEGIES AS WELL.
UM, THOSE ARE THE KINDS OF THINGS THAT I THINKING OF IN TERMS OF, YOU KNOW, YEAH, I NEED, I NEEDED TOOLS IN MY BOX AS A TEACHER, THE PRINCIPAL LEADS THE TOOL IN THAT BOX.
NOT SOMEBODY ELSE GOT THE TOOLS.
AND I GOT THE EXPORT, MY STUDENT TO THAT PERSON TO COLLECT WHAT MIGHT BE EXTREME BAYVIEW, BUT I GOT THIS TOOL EVERY DAY TO IMPROVE DISCIPLINE AND REDUCE INCIDENTS.
AND I, YOU KNOW, MAYBE WE ARE INTERPRETING IT TOO, NARROWLY KATHY, AS A CLASSROOM.
RODRIGUEZ HAS THREE SEPARATE IT FROM A BROADER PERSPECTIVE.
THE OTHER THING I THINK OF IS, UM, DON'T ALL OF OUR TEACHERS TAKE UP, THE IT'S NOT CALLED POSITIVE DISCIPLINE IT'S OH, I USED TO BE A TRAINER IN IT.
WHERE ARE YOU? YEAH, OUR POSITIVE BEHAVIOR INTERVENTION.
THOSE ARE ITEMS THAT ARE HAPPY HAPPENED AT THE SCHOOL LEVEL AT PRE-TRAINING AT THE SCHOOL LEVEL.
I BELIEVE THE INTERPRETATION WAS TAKEN AT A, AT A LARGER THREE THAT A VIEW OF WHAT IS DONE FROM THE DISTRICT TO SUPPORT OUR SCHOOLS AND THE REGULATIONS WE PUT IN PLACE TO SUPPORT OUR SCHOOLS FOR SAFE ENVIRONMENT AND CONSISTENCY OF DISCIPLINE OF PRACTICE.
UM, I UNDERSTAND YOUR POSITION.
I UNDERSTAND HIS POSITION ON THAT, BUT I MEAN, YOU BETTER HAVE ME SOMETHING ABOUT THE ADMINISTRATION, THE ADMINISTRATION RESPONSIBILITY FOR THAT.
BECAUSE I STILL, WHEN I LOOK AT THIS, I STILL WANT TO KNOW WHAT'S GOING ON AT THE GROUND LEVEL FROM THIS.
NO, HE'S GOT ALL THESE THINGS IN PLACE, BUT THE GROUND LEVEL IS AT THE GROUND LEVEL IS NOT BEING AFFECTED SIGNIFICANTLY.
LIKE THIS IS INTENDED FOR IT TO BE AFFECTED.
THEN THESE THINGS IN PLACE DON'T MATTER, YOU KNOW, WE CAN HAVE ALL THE AGENCIES IN THE WORLD AND WE DON'T USE THEM.
HOW OFTEN ARE WE USING THEM TO CHANGE? IT'S A BLEND AND REDUCE INCIDENTS.
NO, WAIT, WE GOT THEM, BUT IT'S THAT THE CENTRAL LEAD, I THINK THE QUESTION IS TO CAMP AT LOOKING AT THE INTERVENTIONS FROM WHAT'S PROVIDED THROUGH DISTRICT SUPPORT AND THEN ADDING THE ADAGE OF SCHOOLS AS WELL, THEN LENS CHANGE OF THE LANGUAGE TO THE O E THIS COMPONENT OF THE OT AS WELL.
MAYBE THEN IF THAT'S WHAT THE PURVIEW OF THE BOARD IS FOR THAT TO BE MORE POINTED IN THAT AREA, BECAUSE I, THE INTERPRETATION
[01:50:02]
IS IT'S BROADER.SO I UNDERSTAND WHERE YOU'RE COMING FROM THERE.
UM, BUT THEN IT IS A DIFFERENT INTERPRETATION.
UM, AND I THINK MAYBE A LITTLE MORE CLARITY THAN AT THE LANGUAGE, IF THAT IS THE INTENT.
WELL, I DON'T KNOW, MAYBE ATTEMPT THIS WAY.
WE, THAT'S WHAT WE BRING TO THE BOARD FOR INTERPRETATION BECAUSE, UH, MAYBE THE ANTENNA IS THAT BROAD AND IT IS THAT BROAD, THEN, YOU KNOW, HOW DO WE WRITE SOMETHING FINER? ALL WE GOT THIS, THAT THE OTHER PART OF THIS ZOE, I MEAN, YOU DIDN'T MENTION, YOU DID MENTION THE DISCIPLINE OF GOLD.
YOU KNOW, THEY STAY IN SUPPORTED DISCIPLINE CODE, BUT I'M LOOKING AT THE WHOLE DEAL.
IS IT STILL IS HOW IS THE CLASSROOM, HOW IS THE SCHOOL AFFECTED BY THESE THINGS? AND, AND, YOU KNOW, AND I, I'M STILL LOOKING LIKE, DOES IT GET DOWN TO THE GROUND FLOOR AND, YOU KNOW, WITH ALL THIS, OR WHAT IS WRITTEN, DOES IT GET DOWN TO THE GROUND FLOOR? IS THERE A PATHWAY FOR THAT TO HAPPEN? AND MAYBE WE DO NEED TO REWRITE IT THEN, UM, UM, ANY OTHER COMMENTS OUT THERE? I WOULD WANT S I DO, YOU KNOW, THE MTSS GETS IT DOWN TO THE GROUND FLOOR.
BUT I ALSO THINK THAT IT'S AN OPPORTUNITY FOR THE, UH, YOU KNOW, TO HIGHLIGHT SOME OF THESE OTHER PROGRAMS THAT WE HAVE IN PLACE THAT ADDRESS THE, UM, THE BEHAVIOR TO IMPROVE DISCIPLINE WITHIN OUR SCHOOLS.
THAT, THAT ARE ACTUALLY, YOU KNOW, LIKE MEL SAID HAPPENING IN THE CLASSROOM.
CAUSE I THINK WE HAVE LOTS OF THINGS THERE AND, AND, YOU KNOW, YEAH.
AND JUST KIND OF LIKE HAVING A QUICK LOOK AT WHAT DO YOU THINK THAT, YOU KNOW, CAUSE WE COULD, YOU KNOW, DO A, I, YOU PROBABLY KNOW YOUR ELEMENTARY, PEOPLE KNOW HOW MANY OF THEIR SCHOOLS ARE DOING MORNING MEETINGS AND I BET.
BUT SO I WOULD ASK THEM FOR A BROADER LANGUAGE.
UM, AND I KNOW THIS IS ONLY ONE SEGMENT OF, OF A SERIES OF, UH, UM, ALWAYS IN THIS PACKET.
IF WE'D LIKE A DEEPER DIVE DEEPER INTO THE SCHOOL SITE, MAY I SUGGEST THAT THE OTHER OES THAT MEET THE INTERPRETATION, WE TAKE A LOOK AT THAT AND WE PULL THE, UM, 13.7 OUT.
BECAUSE I THINK THE OTHERS ARE ALL C AND THAT'S JUST WHAT I WAS GOING TO SAY.
THE OTHERS ARE ALL AT A DIFFERENT LEVEL, RIGHT? 13.1, YOU KNOW, APPROPRIATELY INVOLVED WITH TEACHERS, ADMINISTRATORS IN DEVELOPING THE DISCIPLINE FROM THAT WAS DONE.
ENSURE THAT TEACHERS, STUDENTS, AND PARENTS ARE INFORMED, YOU HAVE ALL THAT DATA.
HOW DO WE INFORM EVERYONE OF IT? RIGHT.
ENSURE THAT ALL POLICIES GUARDING ARE ENFORCED CONSISTENTLY USING REASONABLE JUDGMENT.
I HEARD THAT YOU'RE MONITORING STUDENT DATA THAT YOU'VE DONE TRAINING IN.
IT'S ALL SOMETHING ABOUT THE STUDENTS.
IT'S GOTTA BE ON THE GROUND FLOOR.
I MEAN, NOT, THAT'S WHAT I'M THINKING.
I'M THINKING THE SAME THING ABOUT 13 AND SEVEN.
SO LET'S JUST PULL THAT ONE OUT AND SAY, UM, SO WE'VE DONE 13.2 TO 13.6 AND THEN THE ONE THROUGH FIVE.
I MEAN THE ONES ON THE BOTTOM, WHICH ARE THIS.
UM, ANGELA, DID YOU HAVE ANY COMMENTS? I KNOW.
UM, ANYBODY ELSE HAVE A HAND UP? OKAY.
MAY I ASK REGARDING 13.7? SO WHAT I CAN LOOK TO DEFINE OR ADDITIONALLY KNOW BEYOND LEADER IN MAY, AND I KNOW THE SCHOOLS DO, UM, MANY OF THE SCHOOLS DON'T DO MORNING HUDDLES, UM, AND YOU'VE GOT, YOU GOT A COUPLE OF THINGS IN THERE THAT YOU NEED TO KEEP IT DOWN, MAN OF DISTINCTION.
THAT'S SOMETHING THAT I NEED TO BE WRITTEN A BOLDER, JUST WHAT THAT IS, BUT THAT CAN BE SOME TYPE OF MENTORING PROGRAM THAT'S THAT'S MADE TO IMPROVE DISCIPLINE, REDUCE INCIDENTS, THINGS LIKE THAT IS WHAT I'M LOOKING TO SEE THERE.
[01:55:01]
YEAH.WELL, I'LL LOOK AT, BEYOND THE HUDDLE THAT WE NOW IN LATER IN MAY, THAT THOSE ARE SOME OF THE BASICS, BUT ADDITIONAL UNIQUE, UM, INTERVENTIONS THAT ARE BEING DONE AT SCHOOLS, I CAN HAVE THOSE CHARACTERISTICS LISTED AS WELL.
I THINK THAT MORE, I AGREE WITH MEL THAT, THAT IMPLEMENTING INTERVENTION STRATEGIES AS INTERVENTION STRATEGIES ARE THE GROUNDED ONES.
THAT'S WHAT, THAT WOULD BE WHAT YOU'RE LOOKING FOR.
SO DO WE HAVE A MOTION TO PLACE? OH, E 13.2 TO 13.6 ON THE CONSENT AGENDA AND WE SUPPORT THE INITIATIVE.
THOSE WERE THE ONES THAT WERE PRESENTED TODAY, RIGHT? YES.
SO IT'S COMING TO THE CLOSE OF OUR MEETING.
UH, I DID NOTICE THE JOB MASON MASON ASKED FOR SOME CHANGES TO BE DONE.
I'M SURE THEY'RE GOING TO BE DONE, BUT, UM, I THINK THAT THIS WOULD POSSIBLY BE A, UH, A GOOD UPDATE FOR THE FULL BOARD TO UNDERSTAND THIS O E VERSUS JUST PUTTING IT ON THE, ON THE CONSENT AGENDA.
I EVER, I, I, I DO, UH, HAVE CONCERN AND I DID, I WAS TRYING TO, UH, MAKE, MAKE THAT, MAKE THAT KNOWN BEFORE Y'ALL PUT IT ON THE CONSENT AGENDA, BUT THANK YOU.
WELL THANK YOU FOR YOUR INPUT.
UM, BUT THE PART THAT WE HAVE QUESTIONS ON THAT THIS COMMITTEE HAD QUESTIONS ON IS NOT ON THE CONSENT AGENDA IT'S COMING BACK.
SO, UM, EVERYTHING ELSE WE, UH, WE FELT WAS APPROPRIATE.
SO, UM, ONLY 13.2 THROUGH 13.6 WILL BE ON THE CONSENT AGENDA.
13.7 IS GOING TO BE REVIVED, BE UPDATED.
STRATIS IS GOING TO UPDATE THAT, IS THAT THAT'S CORRECT? CORRECT.
AND WE'LL BRING THAT BACK TO OUR NEXT MEETING.
SO, UM, I, ON THE OTHER THING THAT WE DID NOT GET TO ON OUR AGENDA, I KNEW WE HAD A VERY, UM, AGGRESSIVE AGENDA, ASSERTIVE AGENDA FOR TODAY ARE, UM, 14.3 AND 14.4.
SO I AM WONDERING IF WE CAN HAVE ANOTHER MEETING IN NOVEMBER.
AND I WAS LOOKING AT, I THINK IT WAS NOVEMBER 17TH AT FOUR 30.
THIS MEETING IS REALLY THE OCTOBER MEETING NOW.
SO NOVEMBER 17TH IS GOOD FOR ME.
BUT THERE'S THAT WEDNESDAY, WEDNESDAY.
WE WILL HAVE, UH, 13.7, UH, 14.3 AND 14.4, WHICH ARE ALREADY LOADED IN BOARD DOCS.
AND ACCORDING TO MY NOTES, UM, IN NOVEMBER, WE HAD THREE PARTS, UH, AT 12.2, UM, WHICH IS POINT TO, UH, BASED INSTRUCTION ON ACADEMIC STANDARDS THAT MEET OR EXCEED STATE AND ARE NATIONALLY RECOGNIZED MODELS.
UM, 12.4 EFFECTIVELY MEASURE EACH STUDENT'S PROGRESS TOWARD ACHIEVING OR EXCEEDING THE STANDARDS AND 12.8 ENSURE THAT ALL INSTRUCTIONAL PROGRAMS, INCLUDING BOTH CONTENT AND PRACTICE ARE REGULARLY EVALUATED AND MODIFIED AS NECESSARY AFTER STRATA.
UM, WHICH ONE OF THOSE CAN YOU, I FEEL LIKE WE'VE KIND OF DONE THE, BUT 14.2, WHEN WE TALKED ABOUT 14.3, I THOUGHT WE TALKED ABOUT HOW WE WENT ABOVE THE STATE STANDARDS.
UM, SOME OF THE, OH, EAS GET TO BE REPETITIVE.
I, AND I NEED THEM WITH THE GREATEST RESPECT.
WELL, LET, LET ME PULL MY GOVERNMENT
[02:00:01]
BOOK.I, I, WE'VE DONE 12, 3 12, 9, 12, 13.
YOU'RE SAYING, WHERE SHOULD IT BE DOING 14.3 AND 14.4, BECAUSE WE'VE ALREADY DONE 14.2.
WE DID 12.3 AND I DON'T HAVE THAT ONE SITTING RIGHT IN FRONT OF ME.
BECAUSE 14 SHOULD BE COMPLETED.
UM, SO IT'S 12 AND YOU GO TO 12, 12.
I HAVE IDENTIFIED IS 12.4 12, UM, EFFECTIVELY MEASURE EACH STUDENT'S PROGRESS TOWARDS ACHIEVING OR EXCEEDING THE STANDARDS.
WELL 0.8 ENSURE THAT ALL INSTRUCTIONAL PROGRAMS, INCLUDING, UM, BOTH CONTENT AND PRACTICE ARE REGULARLY, REGULARLY EVALUATED.
SO DO I BASE INSTRUCTION ON ACADEMIC STANDARDS THAT MEET OR EXCEED STATE AND, OR NATIONALLY RECOGNIZED, THEY ARE LIKE, DIDN'T YOU ALREADY PRESENT ON LIKE THE IB THAT CAMBRIDGE, THAT KIND OF STUFF.
WASN'T THAT IN ONE OF THE IDEAS IN OUR INSTRUCTIONAL PROGRAM OF 12.1 HAS THOSE COMPONENTS IN IT? THE ANSWER TO THAT WAS, YES.
SO WHY DON'T, I MEAN, CAN YOU JUST TAKE THAT 12.2 AND JUST BUTTON PUT THOSE THINGS IN IT? LET ME 12.1.
SO YOU DON'T HAVE TO REDO THAT WORK.
I FEEL LIKE WE'VE GOTTEN THAT.
AND I'M TRYING TO SEE WHICH ONE IS I PUT THAT IN ADEQUATE OR MONITOR CONTROL STUDENT ACCESS TO LOOK.
I'M GOING THROUGH OUR WHOLE LIST.
WE DID 12.9, 12 POINT 13, WHICH WAS THE ALIGNMENT OF CURRICULUM IS THAT I PRESENTED OUR PROVISION FOR IB.
SO I WOULD JUST TAKE, I WOULD JUST TAKE THAT STUFF OUT.
IT KIND OF PUT IT IN THERE BECAUSE AREN'T THOSE, THE THINGS THAT EXCEED THE STATE OR OUR NATIONALLY RECOGNIZED MODELS, RIGHT.
OR EVEN JUST BULLET POINTS IN TERMS OF WHAT NATIONALLY I'M TRYING TO MAKE IT.
SO YOU DON'T HAVE TO RECREATE SOMETHING.
CAUSE NOW WENT TO ME IS IT'S KIND OF A CHECK.
IT'S KIND OF LIKE, THIS IS WHAT WE OFFER CHECKLIST.
SO WE ACCELERATED PROGRAMS INCLUDING.
WHAT DO YOU THINK, MEL? HOW DO YOU READ IT? I MEAN, LIKE SHE SAID, IT'S A LOT OF STUFF.
THAT'S REPETITIVE PITTSBURGH HIGH SCHOOL, SOME STUDENTS IN PITTSBURGH.
STRATUS, ARE YOU OKAY WITH THAT? I AM.
AND IF WE RECOGNIZE THAT, UM, WHEN YOU LOOK AT 12 POINT 11 AND 12, WE ACTUALLY KIND OF DID THAT TONIGHT THROUGH THE TEXTBOOK ADOPTION.
THOSE ARE, THOSE WERE FOR DECEMBER.
WE NEED TO MEET STATE, UM, DEADLINES THAT WERE PROVIDED.
SO I JUST WANT TO MAKE NOTE OF THAT.
UH, SO THAT, THAT WAS, YOU KNOW, BUT YEAH.
UM, I WILL PUSH OUT A QUESTIONNAIRE FOR 13.7 TO INCREASE, UM, INFORMATION TO SHARE ON THE INTERVENTIONS FROM THE SCHOOL LEVEL.
AND THEN 14 REINFORCE ARE ALREADY DIE, HAVE THREE AND FOUR.
AND I HAVE THE 1, 2, 3 IS THE SHELL KNOTS.
SO THAT THAT'LL JUST BE EVIDENCED IN PRACTICE.
AND THAT'S DONE THAT DOESN'T MEAN YOU'RE DONE WITH THE EXCEPTIONAL CHANGES.
THANKS FOR HANGING IN HERE GUYS.
[02:05:01]
I'M SORRY.WE HAD THE TECHNICAL GLITCHES AT THE BEGINNING.
IT'S A CARRY OVER FROM LAST NIGHT'S BOARD MEETING FOUR 30.