[00:00:10]
OH, THIS, UH, MEETING OF THE, UM, EPIDEMIC COMMITTEE TO ORDER, UH, IT IS A REMOTE REMOTE CONFERENCING MEETING AND THE MEETING IS BEING LIVE STREAM BY THE COUNTY CHANNEL.
AT THIS TIME, I'D LIKE TO STAND FOR THE PLEDGE OF ALLEGIANCE, PLEASE.
I PLEDGE ALLEGIANCE GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
PRIOR TO THE APPROVAL OF THE AGENDA, I HAVE A COUPLE, UM, CORRECTION TO THE AGENDA, A COUPLE OF DELETIONS AND A CHANGE OF ORDER.
UM, I NEED TO DELETE THE, UM, NOVEMBER 3RD MINUTES BECAUSE THEY WERE NOT COMPLETED.
AND I'D LIKE TO DELETE 12.40 12.4.
UM, BECAUSE THAT IS, UM, PRETTY STATISTIC LADEN AND DR.
STRATOS IS WORKING ON GETTING THOSE STATISTICS AND I'D LIKE TO MOVE 12.8 TO THE BEGINNING OF THE AGENDA.
SO THOSE ARE MAKING THREE CHANGES.
SO IF YOU, IF SOMEONE, UM, MOVES TO APPROVE THE AGENDA, IT'S WITH THOSE THREE CHANGES.
ONE IS DELETING THE NOVEMBER 3RD MINUTES.
TWO IS DELETING PRESENTATION OF OH 12.4.
AND THE THIRD THING IS MOVING THE PRESENTATION OF 12.8, UM, TO BE THE FIRST ITEM ON OUR AGENDA.
SO DO I HAVE A MOTION TO APPROVE THE AGENDA AS MODIFIED? OKAY.
THANK YOU, MR. CAMPBELL, IF I HAVE A SECOND, I SECOND.
AND NOW, UH, ANY DISCUSSION? OKAY.
ALL IN FAVOR, SIGNIFY BY SAYING AYE.
PUBLIC COMMENTS, ROBIN, ARE THERE ANY PUBLIC COMMENTS? NO MA'AM OKAY.
SO THEN THE NEXT THING ON OUR AGENDA IS APPROVAL OF THE SEPTEMBER 29TH MINUTES.
UM, DO I HAVE A, UH, MOTION ADDRESSING THOSE MADAM CHAIR? I MOVE THAT WE APPROVE THE SEPTEMBER 29TH, UM, AGENDA MINUTES, MEETING MINUTES, MEETING MINUTES.
AT THIS POINT, PLEASE SIGNIFY BY SAYING, AYE, IF YOU APPROVE THOSE, UM, MEETING MINUTES I THREE ZERO.
SO THAT MOVES US RIGHT INTO OUR, UM, UH, FIRST ITEM AGENDA AND W RE RECALL I DID MAKE A, UM, I DID CHANGE THE ORDER.
SO WE ARE GOING TO START WITH 12.8 AND THAT O E IS UNDER THE INSTRUCTIONAL.
UM, AND IT READS ENSURE THAT ALL INSTRUCTIONAL PROGRAMS, INCLUDING BOTH CONTENT AND PRACTICES ARE REGULARLY EVALUATED AND MODIFIED TO ENSURE THEIR CONTINUING EFFECTIVENESS.
I THINK YOU HAVE A TEAM HERE WITH YOU TODAY.
IF YOU WANT TO TAKE, TAKE THAT ONE AND RUN WITH IT.
I APPRECIATE IT, MRS.
AND THIS OPPORTUNITY OF SHARING INFORMATION FROM MYSELF AND OUR TEAM.
I'D LIKE YOU TO RECOGNIZE ALSO THAT WE HAVE MEMBERSHIP ON IPHONE WHO, SO IF THERE'S ANY SPECIFIC QUESTIONS WITHIN THIS OPERATIONAL EXPECTATIONS FOR MELISSA MURRAY OR FOR ASHLEY HUTCHINSON, THEY ARE DRIVING BACK IN FROM A MEETING THEY ATTENDED AT COLUMBIA TODAY.
SO WITH THAT, I THANK YOU AGAIN FOR THE OPTUS OPPORTUNITY AND ALLOWING ME TO HAVE THE TEAM UP EARLY.
IF WE LOOK AT THE, SO HE, OBVIOUSLY THE FIRST PAGE IS OUR SIGNATURE PAGE.
I THANK YOU, MRS. PUSH-IN BARRY
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PAGE TWO STARTS WITH INFORMATION REGARDING THE SUPERINTENDENTS INTERPRETATION.IT HAS A STATEMENT OF COMPLIANCE INDICATORS OF COMPLAINTS OR IDENTIFIED THEY'RE ON BULLETED FORMAT.
AS WE GO TO PAGE THREE, WE KNOW THAT WE HAVEN'T BEEN AS STRAIGHT OF REGULATIONS.
THEY DID START ON THE PRIOR PAGE.
THESE EIGHT ARE IN SUPPORT OF THIS OPERATIONAL EXPECTATION OF 12.8 PROGRAM EVALUATIONS.
AND THERE ARE A DIVERSE GROUP OF REGULATIONS THAT MEET THIS REQUIREMENT FROM HUMAN RESOURCES AND INSTRUCTIONAL SERVICES.
HUMAN RESOURCE PERSPECTIVE IS THAT AS AN EDUCATOR, WE WILL SUPPORT INSTRUCTIONAL INITIATIVES AND FROM ISS AND THE INSTRUCTIONAL SERVICE ARE THOSE THAT CONSTRUCT AND PROVIDE AVENUES FOR INSTRUCTION.
ALSO ON PAGE GREEK THREE, WE NOTICE ON THE BOTTOM, I WANT US TO NOTE THAT OUR INSTRUCTIONAL PRACTICES ARE TIED VERY CLOSELY TO BEFORE COUNTY SCHOOL DISTRICT BOARD OF EDUCATION, CORE BELIEFS WITH THAT, WHERE WE ALIGN OUR DISTRICT'S STRATEGIC PLAN.
AND YOU'LL SEE, YOU'LL HEAR A LITTLE MORE IN THE PROCESS OF THE RE MONITORING OF BOTH THE STRATEGIC PLAN AND SCHOOL RENEWAL PLAN WITHIN THIS OPERATIONAL EXPECTATION PAID FOR PROVIDES EVIDENCE, SUPPORTING OUR PROCESS OF THE STRATEGIC PLAN, REVIEWING OF IT, AS WELL AS OUR SCHOOL RENEWAL PLANS.
YOU CAN TELL WE'VE ALREADY STARTED THIS PROCESS.
WE WILL NOW HAVE IN DECEMBER 8TH, ACTUALLY A WORKSHOP WITH PRINCIPALS REGARDING OUR STRATEGIC PLAN MID-YEAR REVIEW, WHICH IS ONE PART OF A THREE PART SERIES FOR US WITH PRINCIPALS.
THEN WE GO WORK WITH EDUCATORS AND THEN WE WORK WITH PUBLIC.
THOSE DATES WILL BE FORTHCOMING IF WE GO TO PAGE FOUR, CONTINUES WITH PROVIDING INFORMATION ON THE PROCESS THAT WE USE, BUT A STRATEGIC PLAN, AS WELL AS OUR SRP PS AT THE SCHOOL SITE.
AND WE CONTINUED THROUGH PAGE FOUR THROUGH EIGHT.
THANK YOU, MRS. CUSHION, BARRY.
HAVE WE PAUSE RIGHT THERE? WE HAVE EVIDENCE OF OUR PRIMARY GOALS.
THESE GOALS HAVE BEEN SHARED WITH ALL THE SCHOOL SITES AND PERSONNEL WITHIN THE DISTRICT, WITHIN OUR DIVISION.
WE UTILIZE THESE GOALS AS A POINT OF REFERENCE, AND THESE WILL BE THE GOALS THAT ONCE AGAIN WILL BE, WE VIEWED AT THE MID-YEAR REVIEW THIS YEAR, AND WE CONTINUE THIS HERE SHOWS YOU THE SCHOOL WITH NEWELL PLAN, THE PROCESS WITHIN GEMS. IT ACTUALLY PROVIDES A RECORD OF INDICATING THE COMMUNICATIONS FROM THE STATE OR UP THROUGH THE SUPERINTENDENTS APPROVAL.
THIS IS A COMMUNICATION IN SHOWING SUPPORTIVE, HOW WE REVIEW AND THE FEEDBACK FROM THE STATE ON SCHOOL RENEWAL PLANS.
I'D LIKE RUSSELL ALSO PAUSE AND RECOGNIZE THAT BEFORE OUR SCHOOL WE KNEW ALL PLANS ARE SENT TO THE STATE IN JEN'S.
THEY ARE DETAILED AND REVIEWED BY PERSONNEL WITHIN INSTRUCTIONAL SERVICES DIVISION.
IN THE PAST THAT WAS CONDUCTED BY CARMEN DILLARD.
LAST YEAR, SHE DID A PREDOMINANT AMOUNT OF THAT PRIOR TO CARMEN DOING IT ALONE.
IT WAS JERRY HENDERSON AND CARMEN.
AND NOW AS WE TURN TO PAGE NEW PERSONNEL WITHIN ISD, THOSE RESPONSIBILITIES HAVE LANDED AMONGST CLARA, KAREN MCKINSEY, PER SECONDARY, AND NICHOLAS FLOWERS FOR ELEMENTARY, IF YOU COULD PROCEED, PLEASE, THANK YOU.
AT THIS POINT, I'M FROM PAGE NINE TO 19.
I THINK IT'S VERY IMPORTANT THAT WE NOTE THAT AS WE'RE LOOKING AT PROGRAMS, ONE OF THE OVERARCHING LIGHT IS TO IDENTIFY A PROGRAM.
EVALUATION IS REALLY, IF YOU LOOK AT OUR REPORT CARD SYSTEM, THE UPCOMING PAGES SHOW INFORMATION THAT WAS SHARED AT A HILTON HEAD, UM, BOARD OF EDUCATION MEETING RECENTLY CONDUCTED, UM, DANIEL PHELAN.
I'M GOING TO ASK YOU IF YOU WANT TO GO THROUGH THESE NEXT WEEK.
STRATUS MENTIONED, YOU KNOW, WHEN WE'RE LOOKING AT A PROGRAM AUDIT OR PROGRAM REVIEW, UH, WE DO HAVE TO START AT THE HIGH LEVEL.
SO, UH, ONE THING THAT WE, UH, HAVE A BENEFIT OF IN SOUTH CAROLINA, IT WAS, WE HAVE A RELATIVELY COMPREHENSIVE REPORT CARD SYSTEM.
SO, UH, THIS PRESENTATION WAS GIVEN BACK AT HILTON HEAD, UH, AT A BOARD MEETING.
SO I'M NOT GOING TO GO THROUGH ALL 10 SLIDES IN DETAIL, BUT
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THE BENEFIT OF THE REPORT CARD, AT LEAST EVEN WITH A YEAR OF, OF COVID.UM, WE HAVE GRADES FROM GRADES THREE, WE HAVE ELA MATH, SCIENCE, SOCIAL STUDIES, UH, COVERED THROUGH GRADE EIGHT.
UH, WE HAVE, UH, AND OF COURSE EXAMS. SO WE LOOK AT ENGLISH ONE, UM, ALGEBRA, ONE, US HISTORY, BIOLOGY, UH, THAT WILL TRANSITION OVER TO ENGLISH TWO FOR THE ACCOUNTABILITY MEASURE.
UH, WE LOOK AT A LARGE POPULATION OF BUFORD COUNTY WITH THE ENGLISH LANGUAGE LEARNERS, SO PROGRESS TOWARDS PROFICIENCY, AND THEN THE CULMINATING MEASURE STILL EXISTS ANNUALLY.
SO, SO NOT TO GO IN DEPTH THROUGH THE NEXT 10, CAUSE I KNOW WE HAVE A VERY HEAVY PE OR ROE.
UM, BUT JUST TO SEE THAT, YOU KNOW, W WE DID LOOK AT GRADUATION RATE, UH, HOW WE COMPARE TO THE STATE, HOW ARE WE DOING, UH, THE CANARY IN THE COAL MINE? UM, WE LOOK AT ALL THE ASSESSMENT DATA, UH, AS IT GOES THROUGH GRADES THREE THROUGH EIGHT, AND WE LOOKED AT THAT BROKEN DOWN BY CLUSTER.
SO WE COULD SEE ANY TYPES OF TRENDS OR PATTERNS HAPPENING.
UH, OF COURSE WE DON'T HAVE A LONGITUDINAL BECAUSE WE LOST 2020, UH, WITH, UH, TESTING WITH COVID.
BUT, UH, IT, IT, IT WAS A, IT WAS A LITMUS TEST TO SEE HOW THE DISTRICT DID, UH, HEALTH WISE, UM, DURING THE PANDEMIC, DURING THE ACADEMIC YEAR.
UM, AND THAT WAS JUST A RECAP VERY QUICKLY OF WHAT WAS ALREADY PRESENTED, UM, AT A BOARD MEETING, UH, BUT THE LEVEL OF DETAIL AND THE LEVEL OF WORK WE DO, UM, ANNUALLY, UH, WHEN IT DOES LOOK AT YOU FOR COUNTY AS A SYSTEM, AS A WHOLE, BEFORE WE EVEN START LOOKING AT THOSE INDIVIDUAL PROGRAMS OR THOSE INDIVIDUAL, UM, COMPONENTS BEING DONE AT THE SCHOOLS AND ROBIN THAT TAKES US THROUGH, I THINK SLIDE 20 IS ALL OF THAT, THAT, THAT RECAP OF THAT, THAT PRESENTATION GOING TO TECHNICALLY BE PAGE 20.
AND AS ROBIN SLIDES THROUGH, DON'T FORGET THAT THE 2020 REPORT 2021 REPORT CARD WAS THE FIRST TIME BEAVER COUNTY WAS ABOVE THE STATE BECAUSE REMEMBER, UM, AND ALL THE MEASURED METRICS THAT WERE RELEASED PER THE REPORT CARD.
SO, UH, HEALTH WISE, UM, WE DID FAIRLY WELL, UM, DURING THAT ACADEMIC YEAR.
SO ON PAGE 20 STARTS PROGRAM REVIEWS, WHAT INSTRUCTIONAL PROGRAMS WE PROCEED TO THE NEXT PAGE, WE'RE STARTING WITH LITERACY DEVELOPMENT AS AN ACADEMIC PRIORITY.
AND WE COULD PAUSE THIS IS PRE-KINDERGARTEN.
I JUST WANT TO DO A CONFIRMATION.
IS ASHLEY HUTCHINSON, ARE YOU ON THE LINE? HI, ASHLEY.
ARE YOU PULLING THIS UP ON YOUR PHONE? ARE YOU, ARE YOU ABLE TO ZOOM AS WELL? I CAN LOOK AT WHAT WE'RE LOOKING AT.
SO IS IT POSSIBLE ACTUALLY, IF I COULD ASK, IF YOU CAN GIVE A FEW QUICK POINTERS TO OUR BOARD MEMBERS.
UM, IF YOU JUST LOOK AT PRE-KINDERGARTEN, UM, WE'RE LOOKING AT THE READINESS ASSESSMENT, SO THIS IS OUR TEACHING STRATEGIES, GOLD ASSESSMENT SYSTEM FOR PRE-KINDERGARTEN, IT'S ALSO THE STATE REQUIRED READINESS ASSESSMENT ASSESSMENT SYSTEM.
SO WE HAVE THE CHOICE OF THREE.
UM, THIS IS ONE OF THE THREE THAT WE HAVE USED IN, UM, COLLABORATION WITH THE STATE, AS WELL AS OUR LOCAL HEADSTART TO ENSURE WE ARE TRACKING CHILDREN FIRST THROUGH KINDERGARTEN OR THROUGH PRE KINDERGARTEN.
UM, THE STATE DOES REQUIRE THAT WE LOOK AT THIS, UM, AT THE FIRST 45 DAYS AND THE LAST 45 DAYS, BUT BUFORD COUNTY ALSO DOES A WINTER CHECKPOINT.
SO WE DO IT THREE TIMES A YEAR AS A TRIMESTER ON A TRIMESTER BASIS.
UM, CAN YOU SCROLL UP JUST A LITTLE, YOU, UM, KEEP GOING UP JUST A LITTLE BIT MORE THE SECOND PAGE.
SO IF YOU LOOK AT THE SECOND PAGE, THIS IS OUR DATA, UM, FROM THE FALL CHECKPOINT.
SO FROM AUGUST UNTIL ABOUT THE 45TH DAY WAS AROUND AUGUST 15TH.
UM, YOU CAN LOOK AT, SEE AND SEE WHERE OUR CHILDREN ARE MEETING EXPECTATIONS, EXCEEDING EXPECTATIONS, OR ARE RIGHT NOW AT THE LOW EXPECTATIONS.
UM, AS YOU SEE, IT'S AN ONGOING PROGRESS MONITORING TOOL.
SO YOU'LL SEE CHILDREN FOR BREASTS THROUGHOUT THE SCHOOL YEAR, UM, WITH THE THREE CHECKPOINTS.
SO ASHLEY, WE COULD ALSO MAKE NOTES, UM, AT THIS POINT AS WELL, THAT WE RECOGNIZE THAT THE STUDENTS INVOLVED IN OUR PRE-K A CUTOFF AT WHAT PERCENTILE, UH, RIGHT NOW THE DISTRICT HAS SET THE CUTOFF.
UM, SO CHILDREN ARE QUALIFYING FOR PRE-KINDERGARTEN THAT FALL BELOW THE 50TH PERCENTILE DEVELOPMENTALLY AND, OR HAVE ENOUGH RISK FACTORS THAT CONTRIBUTE TO THEIR OVERALL GROWTH AND DEVELOPMENT.
SO THERE'S TWO ACTUAL WAYS, BUT 50TH PERCENTILE BELOW THE 50TH PERCENTILE.
[00:15:04]
ASHLEY, THANK YOU VERY MUCH.I KNOW YOU'RE IN THE CAR WITH MELISSA WHO MAY NOT BE ABLE TO LOOK AT A SCREEN, SO, UM, IF SHE COULD LISTEN AND, UM, EVERY NOW AND THEN GIVE ME A HM OR A, HUH? I WOULD APPRECIATE IT.
THE NEXT ITEM FOR LITERACY DEVELOPMENT, I'D LIKE TO SHARE AS A SCHOLASTIC LITERACY PROGRAM EVALUATION.
THIS IS A SUMMARY SHEET THAT WAS PREPARED BY MELISSA MURRAY.
BUT WHAT I THINK IS KEY, IF WE GO TO THE NEXT PAGE IS MRS. PUSH-IN BARRY.
I WOULD LIKE US TO RECOGNIZE THAT SCHOLASTIC LITERACY WAS UNDERWENT A SIGNIFICANT AUDIT, A CURRICULUM AUDIT THAT WAS THE STATE HAD US WALKED THROUGH.
THIS IS THE CURRICULAR TOOL, THE RUBRIC FOR EVALUATING READING AND LANGUAGE ARTS THAT WAS UTILIZED BY A TEAM HERE IN BUFORD.
IF WE GO TO THE NEXT PAGE, PLEASE, 26, THIS JUST GIVES A QUICK NOTE FROM THE RESEARCH GROUP AND SITES.
CAN WE GO TO PAGE 27? THIS IS WHERE THE PROCESS RESULTS FOR THE ILLITERATE LITERACY AUDIT WAS CONDUCTED.
WE HAD REPRESENTATIVES, IT'D BE PAUSE HERE A SECOND ON THE FIRST COLUMN I'M POINTING AS IF YOU COULD SEE ME IN A CLASSROOM.
UM, IDENTIFIES THE SCHOOLS WHO THANK YOU, MRS. CHRISTIAN, VARIOUS SCHOOLS, WHO I GET, UM, PARTICIPATED WITHIN THE AUDIT.
HE GIVES YOU THE SCORE IS, OR THEIR APPROVAL WITHIN THE RESPECT BARRIERS THAT YOU SEE ON THE BURST CRITERIA, PRINT CONCEPTS, WHEN IT PHONOLOGICAL AWARENESS, PHONEMIC AWARENESS, CAN WE SCROLL UP TO THE NEXT FLUENCY AND PHONICS? HAVE YOU GO TO THE LAST TABLE? THANK YOU.
THIS GIVES THE OVERALL SCORES.
AND THEN THE FORTHCOMING PAGES REALLY ARE PROVIDED BECAUSE THEY ARE AT THE CORE OF THE SCHOLASTIC LITERACY.
AND THESE ARE INSTRUCTIONAL PRACTICES THAT ARE AS TEACHERS AND INSTRUCTIONAL COACHES ARE TRAINED AT, BUT THIS IS WITHIN SCHOLASTIC LITERACY ITSELF.
SO I WANTED, I WANTED US TO RECOGNIZE THAT WE ARE IN ALIGNMENT WITH INSTRUCTIONAL DELIVERY PRACTICES.
AND THAT WAS PART OF, PART OF THE REVIEW THAT GOES THROUGH PAGE 31, MELISSA MURRAY, IF YOU'RE ARE YOU ONLINE? WE WERE ABLE TO WALK BACK.
I JUST WANTED TO CHECK IF THERE'S ANYTHING THAT MS. MAHER MRS. MURRAY WOULD LIKE TO ADD REGARDING THE AUDIT FOR SCHOLASTIC LITERACY.
UM, SO I APOLOGIZE BECAUSE I DID MISS, WE DROPPED THE CALL.
SO WE CHECKED BACK IN, UM, SO YOU MIGHT'VE ALREADY SAID THIS.
UM, HOWEVER, WE DID THE INITIAL AUDIT USING THE REL RESOURCE THROUGH THE STATE DEPARTMENT OF ED.
UM, AND WE HAVE HAD, YOU COULD SEE FROM THE SHEETS THAT WE USE A VARIETY OF OUR SCHOOLS THAT WOULD BE IMPLEMENTING IN THE FUTURE.
UM, SO IT RECEIVED A RATING, UM, FROM A COLLABORATIVE RATING.
AND THEN WE ALSO USE THE FEEDBACK TO HELP DRIVE IMPLEMENTATION.
WELL, LET'S SAY GREATLY APPRECIATED WHAT YOU NOT BEING HERE.
THANK YOU AS, AND I KNOW YOU'RE DRIVING, SO I'M GOING TO, UNLESS YOU GAVE THE STEERING WHEEL TO ASHLEY, AND I DON'T WANT TO THINK THAT, BUT, UM, PAGES 30 TO 33 AND 34 OR EXECUTIVE SUMMARIES ON IREADY READING PLUS, AND WE CAN PAUSE AT PAGE 34 ADDRESS TO GIVE NOTE THAT AS SCHOOLS HAVE BEEN DEVELOPED INSTRUCTIONAL MODELS AND MELISSA, IF YOU DON'T KNOW, RECOGNIZE THIS AS THE MODEL PROVIDED BY TRACY SANDS, THAT WAS REVIEWED BY YOURSELF AND MYSELF.
I WANTED OUR BOARD MEMBERS TO RECOGNIZE THAT AS SCHOOLS ARE DEVELOPING, UM, APPROACHES THAT THEY WANT TO BE UTILIZED AT THEIR SCHOOLS.
WE ARE PART OF THAT PROCESS AS WELL.
IT IS REVIEWED AND, AND GIVING THEM A YAY OR NAY OR AREAS OF IMPROVEMENT AS WELL.
THIS WAS PROVIDED TO US THROUGH BUFORD MIDDLE SCHOOL, UM, UPON PRINCIPAL GRAN AND THEIR INSTRUCTIONAL COACH, TRACY SANSE, I'D LIKE TO GIVE KUDOS TO THEM WITH THAT MRS. CUSHION BARRY, WE
[00:20:01]
CAN GO TO PAGE 35 WHERE WE START ACCELERATED COURSES, AND I WILL BE ASKING DANIEL, UM, TO COME BACK AT THESE ARE HIS DATA TABLES AND HIS EXECUTIVE SUMMARY.AGAIN, I WILL TAKE A LITTLE BIT MORE TIME TO DISCUSS THIS, UM, JUST BECAUSE THIS INFORMATION, SOME OF THIS INFORMATION HAS NOT YET BEEN PRESENTED TO THE BOARD.
UM, BUT THE, THE TWO PROGRAMS OF, UH, OF ANALYSIS IN THIS EXECUTIVE SUMMARY, OUR ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE.
SO WHAT WE SEE IS COMING OUT OF THE 2021 TESTING, UM, BEAVER COUNTY AS OUR ADVANCED PLACEMENT, UH, WE DID SEE A, AN INCREASE IN THE NUMBER OF STUDENTS TAKING ADVANCED PLACEMENT EXAMS. UH, SO, UH, UP, UH, ROUGHLY 41 STUDENTS BETWEEN 20 AND 2021, UM, WHILE A 61% PASSAGE RATE, UH, FROM THE PRIOR YEAR, UM, WE DID SEE AN INCREASE IN CAPSTONE DIPLOMAS AS WELL, UH, FROM 23 TO 35 STUDENTS EARNING THAT CAPSTONE DIPLOMA, UH, AND, UH, 20 21 22 SCHOOL YEAR, UH, B FOR COUNTY'S OFFERING 29 AP COURSES, UH, SPLIT BETWEEN SEMESTER ONE, SEMESTER TWO.
UH, AND THEN YOU SEE THERE, UH, JUST QUICKLY, UH, THE DISTRIBUTION OF OUR CURRENT ENROLLMENT.
SO THAT'S ONE THING WE ALWAYS DO DURING THE SCHOOL YEAR PRIOR TO ANY TYPE OF EXAM, UH, THE DATA BEING RELEASED, UH, OVER THE SUMMER AND OVER THE NEXT FALL, AS WE JUST LOOK AND SEE THE ENROLLMENT.
SO, UM, 956 STUDENTS IN 2021 TOOK THE EXAM.
I RIGHT NOW, UH, CURRENTLY ENROLLED, UH, OR TO BE ENROLLED IN SEMESTER TWO, UH, THERE'S 957 STUDENTS.
SO WE'RE LOOKING AT HOLDING AROUND THE SAME NUMBER OF STUDENTS AND ADVANCED PLACEMENT FOR THE 22, UH, SCHOOL YEAR FOR THE SPRING TESTING.
WHEN WE LOOK AT IB, OF COURSE, THAT'S JUST HILTON HEAD HIGH SCHOOL, UH, NUMBER.
SO IF YOU SEE THE NUMBERS ARE LOWER, IT'S JUST ONE SCHOOL.
UM, WE DID SEE A SLIGHT DECREASE IN THE NUMBER OF STUDENTS TESTING BETWEEN 20 AND 21, UM, FOR THE EXAMS, UM, DOWN TO 135 STUDENTS, UH, FROM 176, THE YEAR PRIOR.
UH, BUT WE DID INCREASE THE PERCENTAGE OF THE PASSAGE RATE FROM 72 TO 89% PASSAGE OF THOSE EXAMS. AND THEN WE ALSO SAW AN INCREASE IN THE DIPLOMAS AWARDED.
SO 25 STUDENTS EARNED THE IB DIPLOMA AT THE END OF THEIR ENROLLMENT, UH, VERSUS 22 AND THE 2020 SCHOOL YEAR.
UH, RIGHT NOW, UH, BEAVER COUNTY OFFERS 26, UH, IB COURSES, UH, BETWEEN THE TWO SEMESTERS.
UH, AND THERE ARE 129 TOTAL STUDENTS ENROLLED, UH, THE FOLLOWING DATA TABLES, UM, GO THROUGH IN DEPTH, UH, BY SCHOOL, UH, ENROLLMENTS.
UH, SO YOU SEE, UH, THE BREAKDOWN OF, OF, OF DEMOGRAPHIC INFORMATION, WHETHER OR NOT THE STUDENTS ARE MULTILINGUAL, UM, OR STUDENTS WITH DISABILITIES.
UM, YOU SEE THAT FOR ALL AP AND THAT'S PERCENTAGE AND THE ENCOUNTER OF STUDENTS TAKING AT LEAST ONE AP OR IB COURSE.
SO THERE ARE MULTIPLE STUDENTS TAKING MULTIPLE COURSES.
UH, WE ALSO GO THROUGH THE, UM, THE RESULTS, UH, ROBIN, IF YOU KEEP SLIDING ON DOWN A LITTLE BIT.
UM, SO THE FIRST ONE IS, DOES THE ADVANCED PLACEMENT, UH, THOSE ARE THE, UM, THE, THE ONE, THE HEADER ALL THE WAY TO THE LEFT IS OFF, BUT THOSE ARE THE ACTUAL, UM, ADVANCED, UM, AWARDS FOR ADVANCED PLACEMENT.
SO, UH, WHETHER OR NOT THEY GET TWO OR THREE TESTS, UM, THE, THE HEADERS ON THE LEFT ARE OFF, BUT, UM, WE SEE AN INCREASE AND WE SEE, UH, UH, IN NUMBER AND WE DO ALSO SEE AN INCREASE IN THE PERCENTAGE OF THOSE ADVANCED, UM, HONORS, CONTINUING THROUGH, UH, WE HAVE DATA TABLES GOING ALL THE WAY BACK TO 2006.
UH, SO IT'S A LEVEL OF, OF LONGITUDINAL DATA THAT WE KEEP AND ANALYZE.
UM, THE NUMBER OF STUDENTS, AP EXAMS. UH, WE SEE THE NUMBER OF TESTS TAKEN, UM, STUDENTS SCORING THREE OR HIGHER ON THE EXAM.
AS WE CONTINUED THROUGH, WE GET TO LOOK AT THE PERCENT OF STUDENTS SCORING AS WELL AS THE ADVANCED PLACEMENT TESTS WITH THREE PLUS.
AND THEN THE FINAL IS THE PERCENT OF ADVANCED PLACEMENT TESTS, UH, WAS A THREE OR HIGHER.
YOU'RE FINE, ROBIN, YOU CAN KEEP GOING.
UM, SO WE SEE THE SAME TYPE OF LONGITUDINAL WHEN WE'RE LOOKING AT, UM, THE IB NUMBER OF TESTS TAKEN, UH, OVER THE YEARS, THAT OF COURSE HAS CHANGED A LITTLE.
UH, WE WENT FROM HAVING ONE SCHOOL TO TWO SCHOOLS AND THEN BACK TO ONE SCHOOL, UH, BUT WE SEE GROWTH IN THESE IB TESTS TAKEN.
UM, AND WE SEE THAT, UH, UH, FLATTING OUT HERE THE LAST TWO, THREE YEARS, UH, OF THE NUMBER OF STUDENTS CONTINUING ON, WE LOOK AT THE, UH, DIPLOMAS ATTEMPTED VERSUS DIPLOMAS AWARDED.
SO SOME OF THE DATA'S MISSING, UH, SORRY.
I WAS ACTUALLY STILL IN HIGH SCHOOL IN 1998, SO I DON'T HAVE THAT DATA.
UM, BUT I TRY TO KEEP IT AS LONG AS I CAN FROM THE DATA THAT'S READILY AVAILABLE TO ME.
UH, SO WE SEE THE NUMBER OF KIDS GOING FOR THE DIPLOMA.
UH, SO ROBERT, IF YOU SCROLL DOWN JUST A LITTLE BIT, UH, IN 2021, UH, I BELIEVE IS 28 STUDENTS.
[00:25:01]
28 STUDENTS, UH, WERE IN THE DIPLOMA TRACK, UM, AND THEN 25 STUDENTS EARN THE DIPLOMA.AND THEN WE CONTINUE ON WITH DATA THAT WE HAVE READILY AVAILABLE.
THE WORLDWIDE DATA HAS BECOME A LITTLE, UH, MORE SCARCE TO FIND, UH, BUT WE DO GET TO STAY IN THE HILTON HEAD SCHOOL DATA, UH, SO WE CAN SEE A GREAT IMPROVEMENT, UM, REBOUNDING FROM 2020, UH, FOR THAT PERSON, THAT PASSAGE, UH, YOU KNOW, WE WERE IN THE LOW EIGHTIES, UH, IN 20 19, 20 20, WE DID SEE A LITTLE BIT OF A DECLINE, UH, BUT WE SEE THE IMPROVEMENT AGAIN, BACK IN 2021 THAT DOES IT FOR THE ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE PROGRAM OVERVIEW THE REVIEW.
SO WITH THAT, I'D LIKE TO, UM, INTRODUCE KAREN GILBERT, OUR DIRECTOR FOR CAREER TECHNICAL EDUCATION, GOOD EVENING, MADAM CHAIR AND SCHOOL BOARD MEMBERS.
STRATUS FOR INCLUDING CAREER AND TECHNICAL EDUCATION AS PART OF THIS OVERALL, HOW ARE WE EVALUATING PROGRAMS AND THE PROCESS FOR THEIR EFFECTIVENESS? SO YOU HAVE IN THE EXECUTIVE SUMMARY, THE SAME LENS THAT WE LOOK AT AS FAR AS USAGE IMPACT PROGRESS AND ONGOING ALL OF THESE, UM, THIS IS THE PROCESS THAT WE USE FOR OUR CAREER AND TICKET PROGRAMS. IF YOU NEED ANY ARTIFACTS, WE CAN BACK THAT UP WITH WHAT'S IN, IN HERE AND BEYOND.
SO IN THE FIRST PART WITH CAREER AND TECH ED, WE'RE VERY MUCH DRIVEN BY FEDERAL AND STATE, UH, REQUIREMENTS.
SO, UH, YOU HAVE ACTUALLY THE DEFINITION OF WHAT IS A CTE PROGRAM UNDER OUR HAS CALLED PERKINS FIVE AUTHORIZATION OR LEGISLATION.
AND, UM, AND THEN WHAT DO THEY LOOK AT AND WHAT DO WE HAVE TO DO, UH, FOR EACH, UH, QUARTERLY AND ANNUAL REPORTING TO THE STATE? SO THE FIRST THING THAT WE DO THAT WE REPORT TO THE STATE ANNUALLY IS OBVIOUSLY USAGE, AND THAT IS THROUGH CTE ENROLLMENTS BY COURSE BY SCHOOL AND BY TEACHER, BECAUSE THEY ALSO LOOK AT, UH, LICENSURE FOR THOSE PARTICULAR CAREER AND TICKET CONTENT AREAS, THAT DATA, WE HAVE A PROCESS IN PLACE THAT WE HAVE FINE TUNED OVER THE YEARS TO MAKE SURE THAT IT IS ACCURATE.
AND WE WORK WELL WITH THE, UH, MR. FALLON'S, UH, TEAM, UH, AND AT THE, IN MAY AND JUNE OF EACH YEAR, THE STATE EXTRACTS THAT DATA.
AND THEN THAT IS HOW IT'S DESEGREGATED AND REPORTED ON TO THE FEDS AND THEN SENT BACK TO US FOR VERIFICATION.
SO THAT'S JUST ONE AREA OF UTILIZATION WHILE WE'RE DOING IT ONGOING THROUGH MASTER SCHEDULING, UH, ENROLLMENTS, UH, BY PROGRAM AREA AND PATHWAY.
UH, IT'S ALSO BEING REPORTED TO THE STATE PER THEIR REQUIREMENTS.
OTHER AREAS, AS FAR AS ACCOUNTABILITY ARE CONCERNED FOR USAGE WOULD BE HOW ARE OUR STUDENTS DOING, WHO START WITH THE COHORT AND DO THEY GRADUATE ON TIME? THAT'S TRACKED SEPARATELY THROUGH THE FEDERAL INDICATORS AS WELL.
UM, ALSO WE HAVE TO TRACK SIX MONTHS LATER, THOSE STUDENTS WHO COMPLETED A PROGRAM SLASH PATHWAY, WERE THEY IN SCHOOL, UH, IN SOME TYPE OF POST-SECONDARY, UM, OR WERE THEY IN, UH, WORKING IN GAINFUL EMPLOYMENT IN A RELATED AREA OR, AND, OR WERE THE, IN THE MILITARY? SO WE HAVE TO UTILIZE THAT DATA AS WELL TO SEE IF WE'RE HAVING EFFECTIVE PROGRAMS. UH, NEXT SLIDE, PLEASE.
ANOTHER AREA THAT WE LOOK AT, UM, IS AS FAR AS IMPACT IS HUGE, UH, IN, UH, 2000, 19 AND 20, AS PART OF THE FEDERAL REQUIREMENTS, EVERY SCHOOL DISTRICT AND CAREER CENTER, UH, WAS JOINED WITH A STATE DESIGNATED REGION WHERE WITH JASPER HAMPTON AND COLLINGTON TO CONDUCT A, WHAT'S CALLED A COMPREHENSIVE LOCAL NEEDS ASSESSMENT.
AND I HAVE THE, THE DATA FOR THAT, THAT WE CAN PROVIDE, BUT IT'S AN EXCELLENT TOOL THAT AGAIN, IT GETS DOWN INTO WHAT ARE WE DOING IN OFFERING THAT'S MEETING SIX KEY AREAS, EVALUATION OF LABOR MARKET DATA, UH, STUDENT PERFORMANCE, UM, DESCRIPTION OF THE CTE PROGRAMS, AS FAR AS SIZE AND SCOPE, UM, EVALUATION OF THE PROGRAMS WHERE WE USE A COLLEGE AND CAREER READINESS.
WE HAVE TO REPORT ON HOW ARE WE DOING WITH OUR RECRUITMENT RETENTION AND TRAINING FOR OUR CTE LICENSED TEACHERS, AND THEN NUMBER SIX, HOW ARE WE MAKING SURE THAT WE'RE PROVIDING, UH, EQUITABLE OUTREACH FOR ALL STUDENTS IN SPECIAL POPULATIONS AREAS? AND THEN, UH, ALL OF THAT IS THROUGH THE LENS OF HOW ARE WE PROGRESSING TO MEET THE COLLEGE AND CAREER READINESS INDICATORS.
I'M GLAD A FEW YEARS AGO THAT THE STATE DECIDED TO INCLUDE CAREER READINESS
[00:30:01]
AS PART OF THAT SOUTH CAROLINA REPORT CARD.SO, UH, WE HAVE SET EACH YEAR TO MEET THE BENCHMARK GOAL OF A 5% INCREASE IN CAREER AND TICKET COMPLETERS WITH AN INDUSTRY CREDENTIAL.
UM, WORK-BASED LEARNING AS WELL AS, UH, CAREER READINESS.
UH, THE ASFAB STUDENTS SUCCESSFULLY MEET IN THE CUTOFF SCORE FOR THAT.
AND THEN FOR THE WIN ASSESSMENTS, IF THEY RECEIVE A SILVER OR HIGHER, AND THEN FINALLY ANOTHER GREAT EVALUATION TOOL THAT WE, UH, RELY ON AS FAR AS ONGOING WOULD BE EACH YEAR I CONDUCT WHAT'S CALLED A QUALITY REVIEW MEASURE.
AGAIN, IT'S AS A REQUIREMENT OF THE STATE AND IN THE PAST HAS BEEN PRINTED, BUT OVER THE PAST FEW YEARS, WE'VE GONE TO MORE OF AN INFORMAL SURVEY FORMAT, BUT BASICALLY IT'S ASKING IN THE SPRING OF EACH YEAR, AS WE BEGAN TO BUILD THE BUDGET FOR NEXT YEAR, UH, SEVERAL QUESTIONS THAT RELATE TO HOW'S YOUR PROGRAM GOING, WHAT ARE YOU GOING TO BE YOUR NEEDS FOR THE UPCOMING SCHOOL YEAR? UM, SEVERAL QUESTIONS RELATED TO THAT.
AND THEN ALSO I GREATLY RELY ON OUR ADVISORY BUSINESS COMMUNITY PARTNERSHIPS.
WE MEET TWICE A YEAR, BUT OFTEN INFORMALLY PER PROGRAM AREAS SUCH AS THE HEALTH CARE, UM, AND SO ON.
AND THEY, UH, ARE GIVEN UPDATES AS TO HOW OUR PROGRAMS ARE GOING BY, BY PATHWAY AND BY SCHOOL.
AND THEN WE SOLICIT THEIR FEEDBACK AS TO WHAT WE FEEL THEY FEEL LIKE ARE PERTINENT AREAS THAT WE NEED TO CONTINUE FOCUS ON.
SO ALL OF THESE AREAS ARE THE KEY FEDERAL AND STATE, AS WELL AS OUR LOCAL INDICATORS THAT WE MONITOR REGULARLY, UH, AS WE, UM, EVALUATE CAREER AND TICKET PROGRAMS. MRS. GILBERT, THANK YOU SO MUCH.
AT THIS POINT, I'D LIKE US TO GO TO THE NEXT SECTION, WHICH IS SOFTWARE REVIEW.
WE CAN GO TO THE NEXT PAGE VERSUS PUSHING BARRE.
SO IF WE LOOK AT SOFTWARE REVIEW, THANK YOU.
STAGE ONE IS WE LOOK AT IT AT AN ONGOING MONITORING OF USAGE, AND YOU'RE GOING TO SEE THAT COMING UP WITHIN THIS SECTION OF THIS REPORT, STAGE TWO IS WE WE'VE CONDUCTED A SURVEY OF PRACTITIONERS, STAGE THREE INSTRUCTIONAL SERVICE OVERVIEW OF REPORTS AND MULTIPLE DATA POINTS.
AND THEN STAGE FOUR IS A BUDGET REVIEW IN COLLABORATION WITH THE BC WITH DIFFERENT BCSD DIVISIONS.
AND THEN OBVIOUSLY STAGE FIVE WOULD BE ADOPTION WITH THAT.
WE HAVE OUR EDUCATIONAL TECHNOLOGY DIRECTOR, COLLEEN BETHAN, BARSKY WITH US, COLLEEN.
SO WHAT YOU'LL SEE ON THESE NEXT COUPLE OF SLIDES IS SOME EXAMPLES OF THE UTILIZATION REPORTS THAT WE GET.
UM, SINCE WE'RE KIND OF HITTING IN A DIFFERENT PART OF THE YEAR, WE DON'T HAVE A FULL PICTURE YET ON THE FULL SEMESTER, BUT WE TYPICALLY WILL GRAB THAT, UM, IN THE JANUARY TIME MARK, BUT EACH SOFTWARE PLATFORM GIVES US SOME DIFFERENT INFORMATION.
SO WE LOOK AT UTILIZATION MINUTES ON TASKS, THOSE SORTS OF FACTORS, BUT THEN IF THEY HAVE ANY IMPACT REPORTS, WE ASKED FOR THOSE AS WELL, SO WE CAN REVIEW THEM AS A TEAM.
UM, SO THIS FIRST EXAMPLE IS ONE THAT WE GET FROM DBQ.
UM, AS YOU SCROLL DOWN, YOU'LL SEE SOME OF THE OTHER SOFTWARE PROGRAMS THAT WE HAVE, INCLUDING, AND THEN, UH, THAT'S ALSO STILL DVQ.
SO AS YOU CAN SEE, THEY, SOME OF US GIVE US DIFFERENT INFORMATION, DEPENDING ON WHAT THAT PIECE OF PLATFORM, WHAT THAT PLATFORM OFFERS.
UM, THIS IS ONE FROM GREEN BOX.
THIS IS JUST A SNAPSHOT OF THE REPORT, CAUSE THIS IS A RATHER LONG USAGE REPORT.
IT DOES IT BY INDIVIDUAL STUDENTS FOR US.
SO WE CAN REALLY SEE, UM, INDIVIDUALLY HOW STUDENTS ARE GROWING, NOT JUST TIME ON TASK, BUT ALSO IN THEIR PROGRESS THROUGH THE PROGRAM.
UM, YOU CAN KEEP GOING THROUGH THERE AND COLLEEN JUSTICE SITE TO SHARE WITH THE BOARD MEMBERS, THE NAMES OF THE STUDENTS WHO REMOVED THAT WAS HIS ONE SLIGHT SNIPPET PAGE, JUST BECAUSE TO RECOGNIZE.
AND THEN, UM, IMAGINE LEARNING, THIS IS ANOTHER EXAMPLE OF THE REPORT WE GET FROM, THIS IS A MUCH NEWER ONE, SO WE'RE JUST KIND OF LEARNING HOW THEIR REPORTS WILL COME TO US AND WHAT PIECES THAT WE'LL BE ABLE TO PULL FROM THAT.
AND WE'RE JUST STARTING TO SEE USAGE SINCE TRAINING CAME A LITTLE LATER, UM, BUT YOU CAN SEE THAT WE CAN SEE, YOU KNOW, UM, THAT NOT ONLY THE TIME ON TASK, BUT HOW MANY TIMES THEY'VE ACCESSED IT AND THEN GROWTH THROUGHOUT THAT AS WELL, GRAFT OUT FOR US.
UM, IF YOU KEEP GOING THROUGH THAT STEAM, IMAGINE READING, AND THEN I'LL TAG THAT AS ALSO IMAGINE MATH COMING UP AS WELL.
UM, SO THEY ARE ABLE TO DIFFERENTIATE THEIR PRODUCT LINE FOR US AS WELL THROUGH THAT PROGRAM.
AND THIS IS FOR OUR MULTI-LINGUAL STUDENTS
[00:35:01]
BECAUSE TO SHARE WITH THAT AS WELL.SO IT IS A NEW CURRICULUM THAT WE STARTED EMBEDDING THIS YEAR, NO WRITING CAUSE ONE OF OUR ELA PROGRAMS. SO THIS IS SHOWING US, THIS IS, UM, FROM LAST YEAR'S DATA REPORT.
SO YOU CAN SEE FROM HOW WE WERE ABLE TO UTILIZE IT LAST YEAR BEFORE WE WENT FULL IMPLEMENTATION.
SO YOU CAN SEE THE DATA THAT THEY CAN GIVE TO US AND HOW IT PROGRESSES THROUGH THE YEAR AS THERE AS WELL, KEEP GOING.
AND THEN THIS IS STAGE TWO FOR THE INSTRUCTIONAL SURVEY THAT WE DID THE SOFTWARE SURVEY THAT WE GIVE TO OUR PRACTITIONERS.
SO, UM, WE WANT TEACHER FEEDBACK.
WE WANT TO KNOW HOW THEY FEEL ABOUT IT AND, UM, HOW THEY'RE SEEING IT UTILIZED IN THE CLASSROOM AND WITH THEIR STUDENTS.
SO WE SEND THIS OUT TO GET THEIR FEEDBACK ON WHAT THEY HAVE AND LET THEIR VOICE BE HEARD.
SO IF YOU SCROLL THIS THROUGH HERE, THIS WAS JUST A SUMMARY OF OUR SURVEY FROM LAST YEAR, UM, WHICH HAS DONE PRIOR TO BUDGET TIME.
SO WE CAN HAVE THOSE CONVERSATIONS AHEAD OF TIME.
UM, SO WE CAN GET INFORMATION ON INDIVIDUAL PROGRAMS. WE ASK FOR EACH ONE THAT WE HAVE, UM, OUT THERE AVAILABLE AND ACCESSIBLE FOR TEACHERS AND STUDENTS AND ASKING FOR THEIR INPUT, UM, AS WELL.
SO YOU CAN KEEP SCROLLING THROUGH THAT.
ONE OF THE BIGGEST PIECES THAT WE TAKE FROM HERE, UM, OR THINGS THAT THEY WANT US TO CONSIDER.
SO WE WANT THEM TO LET US KNOW IF THERE'S SOMETHING WE'RE MISSING, SOMETHING THAT THEY'RE EITHER THEY'VE FOUND ON THEIR OWN OR THEIR SCHOOL HAS REALLY SEEN GREAT PROGRESS FROM.
SO WE ASKED FOR THAT FEEDBACK AS WELL.
AND IN THIS PARTICULAR SURVEY, IF YOU SPREAD ON A LITTLE BIT MORE, THERE WERE TWO THAT REALLY STOOD OUT TO US DURING THIS YEAR.
AND, UM, SO WE WERE ABLE TO TAKE ADVANTAGE OF SOME OF THE EXTRA FUNDING THAT WE WERE ABLE TO HAVE SO THAT WE COULD HELP OUTFIT TEACHERS WITH THE PRODUCTS THAT THEY NEEDED AND FELT WOULD BE VERY VALUABLE FOR THEIR STUDENTS.
UM, AND AS YOU SCROLL DOWN EVEN FURTHER, WE HAVE EXPLICITLY THEIR REASONINGS AS TO WHY.
UM, SO WE'RE NOT JUST TAKING THE INPUT AS I WANT IT, BUT WE REALLY WANT TO KNOW WHAT IMPACT IT WOULD HAVE FOR THEIR CLASSROOM, FOR THEIR TEACHERS OR FOR THEIR STUDENTS.
UM, SO YOU CAN SEE THEIR VERBAL FEEDBACK THERE AS WELL.
AND THEN AS YOU KEEP SCROLLING THROUGH THERE, UM, THIS WAS THEIR FINEMAN.
SHANAFELT YOU SPEAK ON THAT ONE? I ACTUALLY, I ADDED THIS ALSO SEE ONE OF THE STEPS WE TOOK AS WE WENT FROM NAVIANCE TO SCORE SCORES.
UM, WE ACTUALLY HAD A GROUP OF SCHOOL COUNSELORS DO AN, UH, REVIEW, UM, THAT DID CREATE A SIGNIFICANT SHIFT IN OUR BUDGET AND ALLOWED US TO PURCHASE OTHER ITEMS. UM, THE PRODUCT THAT WE'RE UTILIZING AND REPLACE OF NAVIANCE IS FREE TO THE SCHOOL DISTRICT.
SO I WANTED TO SHARE THAT COMPONENT TO SEE THAT, YES, WE HAD INPUT THIS, WENT THROUGH, UM, SCHOOL COUNSELORS, ATLANTA.
NOW ANSWER WAS A RATHER LARGE CONTRACT, UM, THROUGH K THROUGH 12, WITH A SIGNIFICANT AMOUNT OF UTILIZATION.
THIS SPIDER WENT THROUGH THE SAME PROCESS THAT, UM, COLLEEN SHARED WITH YOU VERY LOW USAGE IN THE LOWER GRADES.
AND WE FOUND THAT SCHOOLS, THE STATE PRODUCT, WE WILL BE ABLE TO PROVIDE SAME SERVICE FOR OUR STUDENTS.
IMPORTANT THING TO MENTION IN THAT STAGE THREE IS THAT'S REALLY, WHEN WE SIT DOWN TO LOOK AT ALL THE USAGE REPORTS, THE FEEDBACK FROM THE TEACHERS, AND THEN LOOK AT THE GOALS AND NEEDS THAT WE SEE FROM THE ISD MEETINGS.
SO WE'RE ABLE TO SIT THERE AND REALLY MAKE SOME INFORMED DECISIONS, UH, BEFORE WE MOVE INTO THE NEXT PHASE, WHICH IS STAGE FOUR, AND YOU CAN SCROLL DOWN THERE AND THAT'S TO LOOK AT OUR BUDGET AND SEE WHAT WE DO HAVE, UM, ALREADY USING THOSE REPORTS, WHAT CAN GO, WHAT IS DOING TO DUPLICATE EFFORTS, POTENTIALLY WHERE WE NEED TO FIT SOMETHING IN.
AND THEN WE LOOK AT AN ORGANIZE IT OUT.
UM, THIS IS SORT OF HOW WE KEEP TRACK OF WHAT WE DO HAVE, UM, ACCESSIBLE FOR OUR TEACHERS, SO WE CAN HAVE A GLIMPSE AND WHAT'S OUT THERE ALREADY.
UM, BUT IT HELPS US TO MAKE THOSE DECISIONS WHEN WORKING WITH FINANCE AND THE OTHER DEPARTMENTS, UM, IN BUFORD COUNTY TO MAKE SURE THAT WE CROSS ALL OF OUR T'S AND DOT OUR I'S.
UM, AND THEN THAT JESSE SHARED COLLEEN, THAT ONE OF THE THINGS ON THIS SPREADSHEET THAT YOUR DEPARTMENT DOES IS KEY ONGOING NOTES FOR FEEDBACK.
I DIDN'T WANT LEND THAT, BUT LOW IS ALLOWS THAT OPPORTUNITY TO GO BACK AND REFERENCE.
SO I JUST WANTED TO MAKE NOTE OF, AND THEN ONCE WE HAVE SORT OF THAT ALL LAID OUT AND WE MOVE INTO THE ADOPTION PHASE, THEN WE HAVE, UM, A DOCUMENT FOR OUR STAFF.
SO THEY KNOW WHAT IS AVAILABLE TO THEM, HOW THEY CAN ACCESS IT, WHAT ITS INTENT IS FOR, UM, AND THE PIECES AND PARTS THAT THEY HAVE SO THAT THEY KNOW WHAT THEY CAN PULL FROM FOR THEIR INSTRUCTION.
THAT IS AN INTERNAL DOCUMENT, JUST BECAUSE
[00:40:01]
IT HAS SOME THINGS WE CAN'T MAKE PUBLIC WITH SOME USERNAMES AND PASSWORDS.SO JUSTIN, BUT I LEFT THE COVER OF THAT, UM, DOCUMENTED FOR EVIDENCE AND THAT AT THIS POINT, THIS CONCLUDES THE INDICATORS TO OPERATIONAL EXPECTATIONS, 12.8.
UM, LET ME, UM, SEE PEOPLE HAVE QUESTIONS.
I HAVE ONE QUESTION WHILE WE'RE ON THE, THE SOFTWARE.
SO EVERYTHING THAT YOU SHOWED US IN THE FIRST STEP, LET ME GO BACK TO THAT.
UM, YOU KNOW, THERE WERE SOME SCHOOLS THAT HAD VERY LOW USAGE.
IS THIS, IS THAT DATA PRIOR TO THE ADOPT TO IT, TO THE MATERIALS BEING ADOPTED? OR, UM, CAN YOU EXPOUND ON THAT FOR ME? I GUESS MY QUESTION IS, UM, ONCE WE ADOPT SOMETHING, IS THERE AN EXPECTATION THAT IT'S GOING TO BE USED? YES.
SO IS, ARE YOU REFERENCING THIS MRS.
UM, UTILIZATION REPORT, DBQ STAGE ONE, LIKE, UM, THIS IS QUESTION MARY, KEEP GOING BACK.
OH, 1% OF THE STUDENTS, BUT 13% AND 11% ACTIVITY.
THAT DOESN'T SOUND LIKE A LOT TO ME.
SO THE DVQ ONE IS JUST FROM THIS CURRENT YEAR.
SO IT IS JOE I'M IN A ROOM AND I JUST HIT THE LIGHTS.
IT IS UP THROUGH THIS ACADEMIC SCHOOL YEAR, SO IT'S NOT A FULL YEAR SCOPE.
SO WHEN YOU'RE LOOKING AT THE AUGUST 20, 21, AS WE START THE ACADEMIC SCHOOL YEAR, THE TEACHERS WERE ON, BUT THEY HADN'T STARTED UTILIZING WOULD THE STUDENTS YET, AM I CORRECT? THAT, THAT LANGUAGE COLEEN? YES.
SO THIS WAS JUST AT THE BEGINNING.
THIS WAS ONE THAT WE HAVE JUST STARTED IMPLEMENTATION ON.
SO THIS IS AN EXAMPLE OF THE REPORTS THAT WE CAN GET FROM IT.
UM, BUT IT'S NOT SHOWING THE FULL LENGTH OF TIME YET.
IT'S ONLY SHOWING THE PER MONTH.
SO THEY WERE IN THESE MONTHS, THEY WERE GETTING TRAINING, UM, AND STARTING TO IMPLEMENT INTO THEIR CLASSROOMS. SO THAT'S WHY WE SEE THE LOWER USAGE TO START.
TYPICALLY, WE LOOK FOR THESE, YOU KNOW, AFTER THE FIRST SEMESTER SO THAT WE KNOW WE HAVE A GOOD AMOUNT OF TIME.
UM, AND WE WILL RE ASK FOR THAT INFORMATION IF WE CAN'T PULL IT OURSELVES IN THE SYSTEM SO THAT WE CAN HAVE A BETTER VIEW BEFORE MAKING ANY DECISIONS.
AND WHAT DOES DBQ, WHAT IS THAT DOCUMENT BASED QUESTIONS? SO IT'S A, UM, IT'S A SOCIAL STIGMA AND I THINK KAREN MCKENZIE'S ON HERE AS WELL AS REALLY SHE'S PUSHING CHEERLEADER FOR THAT ONE.
THANK YOU, MS. ROBOT FOR THAT QUESTION, DBQ IS SOMETHING THAT WE'VE ACTUALLY, UM, REALLY STARTED THIS YEAR.
WE'VE USED THIS FOR RADICALLY IN THE PAST, AND IT IS A HISTORICAL ANALYSIS PIECE THAT, SO THE STUDENTS ARE GIVEN A QUESTION AND THEY'RE PROVIDED PRIMARY AND SECOND DERRY DOCUMENTS TO REVIEW.
AND THEN THAT LEADS TO A WRITING PROMPTS AROUND THAT QUESTION, WHICH IS ONE OF THE REASONS WHY WE REALLY WANTED TO, UM, HONE IN ON THAT RESOURCE THIS YEAR.
THERE'S A LOT OF EVIDENCE AROUND, UM, THE RESEARCH TO DO WITH THE DBQ.
WE TRAIN TEACHERS IN AUGUST AND SEPTEMBER.
SO THAT'S WHY IT WAS A LITTLE SPORADIC AT THE BEGINNING.
SO IF I COULD JUST POINT THAT AS WELL, THAT THE TEACHER UTILIZATION IS RATHER HIGH.
I, IF I'M CORRECT THAT YOU COULD, WITH THE SOFTWARE, THE TEACHERS ARE ABLE TO PULL, UM, EVIDENCE-BASED DOCUMENTS AND THEY MAY NOT HAVE CHANGED THEIR OWN SYSTEM YET APPROPRIATE FOR THE STUDENTS TO READ ELECTRONICALLY, BUT IT DOES APPEAR THAT THE TEACHER USAGE IS HIGH.
SO THEY'RE PULLING FROM IT INSTRUCTIONALLY KAREN, UM, YES, DR.
STRATUS AND ANOTHER GREAT THING ABOUT DB IS WE CAN PULL JUST ONE DOCUMENT IF THAT DOCUMENT ALIGNS WITH OUR STATE STANDARDS AND JUST USE THAT DOCUMENT FOR STUDENTS AS WELL.
UM, WE ALSO HAVE THE CAPABILITY TO PRINT THESE.
SO A LOT OF OUR STUDENTS, UH, TEACHERS ARE WORKING ON THINGS LIKE ANNOTATION, WHICH IT'S EASIER TO DO THAT IF IT'S THE WRITTEN DOCUMENT.
SO A LOT OF TEACHERS WILL JUST PULL IT UP AND PRINT IT FOR THEIR STUDENTS INSTEAD OF HAVING THEM DO THAT ONLINE.
UM, AND ONE OTHER QUESTION, AT WHAT POINT DO WE,
[00:45:01]
UH, DRAW CONCLUSIONS ABOUT THE IMPACT OF ALL OF THESE PROGRAMS THAT YOU'VE TALKED ABOUT ON STUDENT ACHIEVEMENT? WHEN DO WE, WHEN DO WE MAKE THAT TIE IN? SO IF I CAN GO BACK TO, WITH A COMMENTARY MADE BY DANIEL, UM, WHEN REPORTING ON PROGRAM EVALUATIONS, WE'RE STARTING FROM THE LARGE PICTURE DOWN.SO IT'S VERY HARD TO SAY THAT ONE PROGRAM IN PARTICULAR IS HAVING, UH, IS MAKING THAT DIFFERENCE TO BE VERY DIRECT, RIGHT? BECAUSE AS YOU COULD SEE, WE HAVE A DIVERSE AMOUNT OF TOOLS.
AND WHAT I COULD SHARE WITH THAT IS, SO SCHOLASTIC LITERACY IS A PRIMARY TOOL UTILIZE WITHIN 13 OF OUR SCHOOLS.
WE ALSO HAVE A LITERACY BLOCK THAT IS DEPENDENT ON IREADY.
AND THEN WE ADD THE LAYER IN THE ELEMENTARY MRS. ROBOT, THAT WE'RE ALSO UTILIZING FROM GRADES THREE THROUGH FIVE READING, PLUS AS AN AFTERSCHOOL INTERVENTION.
IT'S HARD TO SAY, WHICH IS GOING TO BE THE MOST RIGHT NOW THAT WHAT'S HAPPENING THE MOST IMPACT AT LEARNING.
BUT I HAVE TO SAY THE COMBINATION OF PROVIDING RESOURCES THAT ARE STANDARDS BASE, PROVIDING SUPPORT FOR THE EDUCATORS, NOT ONLY FROM THE DISTRICT, BUT BY THESE VENDORS, WE WE'VE ACTUALLY HAVE PERSONNEL WITHIN THE SCHOOLS, FROM THE COMPANIES WORKING WITH OUR TEACHERS, THAT THOSE ARE ELEMENTS THAT LEND FOR SUCCESS.
SO, UH, MEL OR ANGELA, DO YOU HAVE ANY QUESTIONS MR. CAMPBELL? YOUR HAND IS UP YEAH.
SOME OF THE SAME COMMENTS AND QUESTIONS.
HOW DO WE REALLY EVALUATE WHAT WE'RE DOING? HOW DO WE KNOW WHERE YOU'RE GETTING THE BANG FOR THE BUCK AND THE ADVANCED PLACEMENT COURSES, FOR EXAMPLE, THE INTERNATIONAL BACCALAUREATE PROGRAM, OR EVEN THE CONTENT AREA IN YOUR DBQ? HOW PELL WE KNOW, I MEAN, 13% OF STUDENTS ACTIVE, 59% OF THE TEACHERS ARE ACTIVE TO ME.
THAT'S A CERTAIN DISCONNECT AND YOU EXPLAIN IT BY SAYING THE TIME OF THE YEAR.
IT'S NOT REALLY, YOU KNOW, BUT HOW DO WE KNOW WE LEAVE THE STAY WITH THIS? AND, UH, YOU KNOW, ALL, WE NEED TO PUT OTHER THINGS.
I MEAN, LAYERS AND LAYERS SHOULD HAVE ENOUGH COVERAGE WHERE WE DON'T HAVE THE, THE, THE, THE HOLES, BUT, YOU KNOW, I'M STILL ALL WE BEING AS EFFICIENT AS WE CAN AND EVALUATING SO THAT WE CAN MOVE FORWARD WITH THE ONES THAT WORK EFFECTIVELY, YOU KNOW, CROSS REFERENCING, WHICH ONES WORK FOR WHICH STUDENTS.
I'M NOT SURE WE, AT THAT POINT YET.
AND I KNOW WE CAME BY LOW THE PANDEMIC AND ALL THIS, BUT I DIDN'T HEAR ANYTHING IN PLACE FOR WHAT WE GOT TO DO TO EVALUATE THE IB PROGRAM.
OTHER THAN LOOKED AT THOSE PERCENTAGES, HOW MUCH MONEY WE'RE SPENDING IN THAT, IS IT WORTH IT? THAT'S WHAT I WANT TO KNOW.
ARE WE SERVICING ENOUGH STUDENTS FOR THAT TO BE A DOLLAR ALLOTTED THERE AS OPPOSED TO DOLLARS? A LOT OF, FOR EXAMPLE, I DON'T, I DON'T EXPECT YOU TO HAVE THOSE ANSWERS FOR ME, BUT I EXPECT THAT TO BE THE, THAT INTERACTION, THIS, THIS, UH, OH, HE IS SENDING US, I THINK THAT'S WHAT IT SHOULD BE SENDING US TO CORRECT ME IF I'M WRONG.
I WILL PASS, UM, COMMENT TO SHARE THAT LOOKING AT, LET'S SAY A DBQ, WHICH IS A NEW, NEWLY ONBOARDED SOFTWARE.
THAT'S WHY WE ACTUALLY HAVE THE PROCESS IN PLACE THAT WE DO REVIEW UTILIZATION.
WE DO GET TEACHER IN PACK AND WE'RE FINDING THAT UTILIZATION IS NOT HAPPENING.
HAS IN THE PAST NAVI ONS, ROSETTA STONE, ACTUALLY, THERE WERE THREE SOFTWARES THAT, UM, UNDER THE CURRENT ADMINISTRATION, WE HAVE SHIFTED FROM USING SUBJECT TO, UM, LOOKING AT THE COSTS, RIGHT, OR THE ROI RETURN ON INVESTMENT, THAT IT WAS VERY MUCH INDICATIVE THAT WE WERE NOT GETTING RETURN ON INVESTMENT.
VERY DIRECT, EVEN ON THE RECONSTITUTION OF OUR IREADY CONTRACT, THAT ORIGINALLY WAS THROUGH SPECIAL EDUCATION.
ONLY WE RECONSTITUTED THAT CONTRACT IN ORDER TO GET A MUCH BETTER PRICE POINT BECAUSE LOOKING AT UTILIZATION,
[00:50:01]
BUT THEN LOOKING AT THE COST FACTOR TIED TO THAT.SO I COULD SHARE THAT RIGHT AMONGST THE FOUR SOFTWARES THAT THIS ADMINISTRATION HAS, WE'VE USED SIGNIFICANTLY.
UM, AND I THINK THAT'S MORE OF A FISCAL REVIEW AS WELL.
NOT ONLY THE CONTENT AND PRACTICE AT LOOKING AT THIS, OH, HE IDENTIFIES CONTENT AND PRACTICE.
AND I THINK, I BELIEVE THAT'S THE LENS THAT WE UTILIZED HERE VERSUS A FISCAL ANALYSIS WE DO CONDUCT.
AND IN THE TIME PERIOD THAT I'VE BEEN HERE, I READDRESSED FOUR SIGNIFICANT ITEMS FOR THE DISTRICT SO THAT WE CAN UTILIZE FUNDING AND A BETTER WAY TO LOOK AT A SPECIFIC PROGRAM.
MR. CAMPBELL, AS I BE TO SAY, IF IT IS, OR IF IT'S NOT, I THINK WE NEED TO LOOK AT THAT BROADER TO SAY, ARE WE PROVIDING ACCELERATED MODELS FOR ALL OPPORTUNITY WITHIN THE DISTRICT? AND I HAVE TO SAY THAT WE ARE, UM, CAMBRIDGE IS NEW.
UH, WE ARE PROVIDING THAT WITHIN TWO HIGH SCHOOLS, AP CAPSTONE IS PROVIDED DUAL ENROLLMENT IS HIGHLY PROVIDED.
SO WE PROVIDE A DIVERSE GROUP OF PROGRAMS FOR STUDENTS, FOR OPPORTUNITIES, FOR LEARNING.
SO, UH, THIS MAY NOT BE THE PLATFORM TO LOOK AT IT FISCALLY, BUT FROM MY SEAT TO SHARE THAT WHAT WE PROVIDE, I HAVE TO SAY AS A DISTRICT, WE PROVIDE A GREAT ARRAY OF OPPORTUNITIES FOR STUDENTS TO MEET STATE AND NATIONAL STANDARDS AND EVEN GLOBAL.
UM, IT WOULD BE VERY HARD WITHIN MY CORE TO SAY THAT IB IS NOT AN EFFECTIVE PROGRAM FOR THE STUDENTS.
AND WE REALLY LOOK AT WHAT THESE STUDENTS ARE PROBABLY ATTENDING COLLEGES AND WHAT POST-SECONDARY OPPORTUNITIES LIVE FOR THEM.
BUT I DO UNDERSTAND YOUR QUESTION.
I STILL WRAPPED THEM IN EFFICIENCY HAS TO DO MORE WITH WHAT'S AVAILABLE IN RELATIVE TO PERSONS WHO ARE USING IT IS AS THAT IS BENEFITING FROM IT.
I WANT TO KNOW RATHER, UH, WHETHER WITH ALL THE PROGRAMS WE HAVE, YOU KNOW, ARE THEY EFFECTIVE ENOUGH TO CONTINUE THEM OVER TIME? AND WILL IT REALLY, WE'D STILL GOAL IF, IF THESE THINGS ARE AVAILABLE FOR ALL LEVELS OF STUDENTS WILL LEAD STUDENTS TO EVENTUALLY REACH THE GOALS OR DO WE NEED TO LOOK AT SOMETHING ELSE? THAT'S THAT'S I MEAN, THAT'S MY CONCERN.
THIS IS PROBABLY A PLACE FOR THE ANSWER OR NOT.
I RECOGNIZE YOUR QUESTION, SIR.
AND IF I, FROM MY STANDPOINT, FROM MY VIEWPOINT ON THE SMELL, BY JUST REREADING THE, THE OLD E UM, IT'S, IT'S ONE OF MONITORING THE PROGRAMS TO MAKE SURE THAT, UH, THE PRO PROGRAMS THAT ARE BEING REGULARLY EVALUATED.
OH MAN, I MAN, I I'M STILL ASKING THE SAME QUESTION.
UH, KATHY, WHAT DOES MONITORING AND EVALUATE MEANS IN THIS CASE? I MEAN, EVALUATED, HOW DO WE EVALUATE SOMETHING? I MEAN, THAT'S, THAT'S THE QUESTION.
BECAUSE I THINK IF YOU LOOK AT THE NUMBER OF KIDS IN THE IB PROGRAM WHO ARE GRADUATING WITH, WELL, I B I B IS JUST THE ONE THAT I KNOW I'M FAMILIAR WITH.
I DON'T WANT TO PLAN OUT THAT IB IS ONE WAY OR THE OTHER, I JUST WANT TO KNOW, DOES THE VALUATION CROSS REFERENCE THE DOLLAR AMOUNTS BEING SPENT RELATIVE TO THE DISTRICT'S BUDGET AND THAT RESULTS IN LIMITED AMOUNT OF DOLLARS? I'M SURE WE CAN FIND SOMETHING THAT FITS EVERYBODY EVERY TIME WITH ENOUGH LIMITED, YOU KNOW, TEACHER, STUDENT RATIO.
I MEAN, WE COULD DO IT IF WE HAD ENOUGH DOLLARS, THE BIGGEST PROBLEM IS ALWAYS HOW EFFECTIVE IS A PROGRAM TO DO THE DOLLARS WE WERE SPENDING.
SO I, YOU KNOW, THAT'S ALL, THAT'S ALL I'M SAYING.
I'M JUST THINKING WE HAVE TO LOOK FOR AN OB AND FINANCE.
WELL, THEY CAN'T ANSWER THAT EITHER, UNLESS THEY CAN CROSS REFERENCE THAT INSTRUCTION.
THAT'S WHERE I'M GOING WITH THAT.
I MEAN, WHEN WE, WHEN WE, AND I'M EXTENDING IT TO, WHEN WE TALK BUDGET, WE HAVE TO TALK BUDGET FROM A PROGRAMMATIC STANDPOINT SO THAT WE KNOW THAT THE PROGRAMS WE HAVE IN PLACE ON THE BEST WAY TO UTILIZE THE FUNDS.
WE HAD A LOT IN THAT DIRECTION.
I MEAN, THAT'S ALL I'M SAYING IS THERE HAS TO BE SOME, SOME CROSS REFERENCES AND I COULD SEE DR.
STRATA SAYING, MY THING IS THIS, AND I'M LOOKING AT WHAT WE'RE DOING, BUT I ALSO KNOW THAT I WOULD THINK IT'S BIGGER THAN THAT
[00:55:01]
IN TERMS OF WHAT WE HAVE TO DO, BUT THE DOLLARS ALONG WITH WHAT ABOUT THE STRATASYS, THAT'S THE STRATASYS, WHICH IT WISHES FOR, FOR OPTIMUM PROGRAMS. WE WANT, WE WANT, WE WANT OPTIMUM EFFICIENCY TO, SO I, I HAVE A QUESTION.SO IS THERE AN O E WHAT? OH, HE COVERS THAT MR. CAMPBELL IS SAYING THERE IS NONE.
WELL, I'M LOOKING UNDER THE FINANCE ONE NOW.
I THINK, UM, YOU KNOW, NOT EVEN IN THE ARS HAS ONE AR THAT MAY BE CLOSE TO INSTRUCTIONAL ALIGNMENT BECAUSE I ACTUALLY IN WALKING ON THIS PATH, THAT IS ONE OF THE THINGS MRS. MIDDLETON THAT I LOOKED AT, YOU KNOW, WHAT ELSE IS THERE? THEY KNOW WHAT TYPE OF PROGRAM EVALUATION ARE WE LOOKING AT? RIGHT.
IF I STICK TO THE LANGUAGE OF 12.8, IT IS CONTENT AND PRACTICES.
BUT MY CURIOSITY, WHEN FURTHER, OBVIOUSLY I FOUND ONE AR THAT MAY HAVE SOME ALIGNMENT TO INSTRUCTION AND FISCAL PURPOSE, AND I WAS NOT ABLE TO FIND AN O E TO THAT LEVEL.
AND THAT COULD BE SOMETHING THAT'S BROUGHT UP TO THE POLICY COMMITTEE.
UM, YOU KNOW, IF TO, UH, TO DO THAT CROSSWALK, YOU KNOW, THAT THERE'D BE SOME OLD E THAT, THAT, UM, WHEN THE BUDGET PRESENTED, THERE'S A, UH, YOU KNOW, WHEN THE BUDGET'S PRESENTED, WE USUALLY THERE'S A LINE ITEM FOR, UH, SOFTWARE AND WE SEE THE INSTRUCTIONAL SOFTWARE AMOUNTS.
UM, THAT'S HOW WE CAME TO QUESTION.
UM, WHAT WAS THE FOREIGN LANGUAGE ONE DR.
STRATUS THAT WE GOT THAT WASN'T BEING USED? SO THE STONE, WELL, HOW DID WE COME TO THAT? THAT'S, THAT'S THE QUESTION? HOW DO WE COME TO THAT CONCLUSION? SOUNDS LIKE IT SOUNDS LIKE THERE NEEDS TO BE AN O E THAT, LIKE YOU SAID, THERE'S A CROSSWALK BETWEEN THIS AND THERE NEEDS TO BE A FINANCE.
THAT'S WHAT I WAS JUST SAYING.
SO WE CAN BRING THAT I LIVE SESSION HAS THIS DISCUSSION HAS COME UP MORE THAN ONE TIME, BUT THIS IS NOT THE ONE TO ADDRESS THE FINANCE PIECE.
I BROUGHT IT UP, BUT I HATE THE DISRESPECT, I MAN, AND DISAGREE, BUT I THINK THEY ALL HAVE TO BE ADDRESSED THAT WAY, IF WE ARE GOING TO EXPECT THIS EVALUATION TO BE WORTH ANYTHING.
AND, BUT THEN I HAVE TO SHARE THAT AT A FAIRNESS OF OPERATION OF THE TEAM, YOU'RE ASKING FOR AN EVALUATION MODEL BEYOND THE SCOPE AND LEVEL WITHIN THE TEAM AS WELL.
UM, IT WOULD BE THE WORK OF ACTUALLY, IF SOMEONE WHO'S A PROGRAM EVALUATOR WHO ALSO HAS, UM, A SIGNIFICANT ACCOUNTING PERSPECTIVE AND AS AN EDUCATOR, I DON'T MEAN DISRESPECT TO OUR BOARD OR TO MY TEAM.
I'M NOT ASKING FOR ALL THAT THOUGH.
I JUST WANT TO KNOW WHAT WAS THE PLAN FOR THIS, THE WORD, HOW MANY STUDENTS WAS IT PLANNED TO SERVICE? IS IT EFFECTIVELY SERVICING THOSE STUDENTS? THAT'S BASICALLY WHAT I WANT TO KNOW.
AND I DON'T KNOW IF YOU NEED A, YOU KNOW, A PROGRAM EVALUATOR TO DO THAT BECAUSE YOU PUT THIS PROGRAM, MAN, YOU BELIEVE THAT IT WAS GOING TO DO WHAT YOU WANTED IT TO DO.
SO I WANT TO KNOW WHEN ARE WE GOING TO BE ABLE TO COME TO THAT DETERMINATION ALONE AND HOW, AND WE CAN'T EXPECT A PROGRAM EVALUATOR TO COME BACK FIVE YEARS FROM NOW AND EVALUATE WHAT WE'VE DONE.
I EXPECT YOU TO BE ABLE TO LOOK AT THIS AND SAY, THIS IS WORKING AND IT'S WORKING WELL BECAUSE I'VE GOT SOME RESULTS TO SHOW THAT IT'S WORKING.
SO I JUST NEED A POINT OF CLARIFICATION, MR. CAMPBELL.
AND I SEE MR. SMITH HAS HIS HAND UP.
IT HAS BEEN PATIENT, BUT ARE WE LOOKING THEN FOR THE PROFICIENCY RATING WITHIN SOFTWARE ITSELF? AND I DON'T KNOW, PROFICIENCY READING OR SOFTWARE, BUT IN TERMS OF SERVICING OUR CHILDREN.
SO WITHIN, LET'S SAY IREADY ITSELF, IT, UM, BREAKS OUR STUDENTS UP IN TIERS, TIER ONE, TIER TWO, TIER THREE, WITH FIDELITY OF PRACTICE.
THE GOAL WOULD BE, UM, IT, IT MAY NOT BE IN THIS SPECIFIC REPORT MRS. CUSHION BARRY, BUT WITHIN FIDELITY OF PRACTICE, THE GOAL IS TO DECREASE THE AMOUNT OF STUDENTS IN TIER THREE, ULTIMATELY INCREASE THE AMOUNTS OF STUDENTS IN TIER ONE MEETING PROFICIENT,
[01:00:01]
RIGHT? AND THEN IN TIER TWO, RIGHT, WE WANT TO SEE THAT WE DID IT BY COLOR GREEN, YELLOW, AND RED.WE COULD SEE THAT OVER FIDELITY OF PRACTICE, YOU KNOW, AT LEAST 90 MINUTE, 90 MINUTES A WEEK AT A MINIMUM, RIGHT.
THAT, UM, WE SEE AT LEAST A YELLOW GROWING THE GREEN GROWING AND THE RED D DECREASING.
SO THAT, THAT IS AN ELEMENT THAT WE COULD UTILIZE.
AND THAT I HAD MADE A COMMITMENT TO THE BOARD WHEN WE ONBOARDED IREADY THAT WE WILL REVIEW THEM AGAIN ANNUALLY.
AND WE UTILIZING THEIR THREE POINT DIAGNOSTICS, WHICH ARE ADMINISTERED IN FALL WINTER, AND THEN IN LATER SPRING, SO THAT WE COULD SHARE THAT INFORMATION OF A FULL YEAR OF IMPLEMENTATION AS WE GO THROUGH THIS.
OH, HE, AGAIN, SO YES, THAT DOES EXIST.
100%, EVEN WITH READING PLUS WITH REGARD TO FLUENCY AND COMPREHENSION PRACTICES, AND WOULD YOUR DREAM BOX WOULD COMPUTATIONAL SKILLS? WE HAVE THAT CAPABILITY TO PROVIDE THAT TYPE OF DATA OVER A PERIOD OF TIME, BUT LAST YEAR, YOU KNOW, NO EXCUSE TO BE MADE, BUT NO, A FEW OF THESE WERE PILOTS ONLY LAST YEAR ON, AND WE COULD PROVIDE YOU DEEPER WITHIN THE YEAR 100%.
WE DO HAVE THAT ABILITY, BUT WHEN I WAS LOOKING AT IT BY COST PER STUDENT OR ROI, IT TAKES ME INTO A DIFFERENT TYPE OF EVALUATION MODEL.
STRATUS, I THINK HERE, IF YOU LOOK AT THE SCHOLASTIC LITERACY YES.
YOU HAD THE, YOU HAD IN A SENSE AND EFFECTIVENESS RATE.
UM, THAT'S GOING TO BE EARLIER.
I WANT TO SAY IN THAT PRESENTATION, MRS. CHRISTIAN BERRY, I WANT TO JUST GET YOU TO PAY HOW, IN MY MIND, HOW WE LOOK AT THE EFFECTIVENESS OF THESE PROGRAMS, ARE THEY DOING THE WORK, UM, WITH STUDENT ACHIEVEMENT? I THINK I JUST POINTED THAT OUT BECAUSE THAT'S JUST WHAT YOU WERE REFERENCING, I THINK.
AND IT'S PAGE 24, IT'S THERE CONTINUING THAT FORWARD.
YEAH, I THOUGHT, I THOUGHT Y'ALL HAD FORGOTTEN ABOUT ME.
UM, YES, I TOO, UH, DEFINITELY DO AGREE WITH A LOT OF MR. CAMPBELL KIND OF SAID SOME OF THE STUFF, SO THAT'S WHY I JUST STARTED GOING.
HE SAID SOME OF THE STUFF THAT I SAY.
UM, I DO THINK HOWEVER THAT SOME OF IT SHOULD BE, UH, MEASURABLE WITH, UH, WITH, IN, IN SOME FORM OF HOW, HOW WE ARE, HOW WE TIE WITH TONIC TO SPENDING MONEY IN AS WELL AS TO, IN TERMS OF GROWTH, HOW CAN WE HAVE, HOW DO WE KNOW THAT THESE PROGRAMS ARE WORKING? I MEAN, YOU KNOW, IT'S GREAT TO HAVE A, UH, UH, A WIDE, A LARGE MENU, BUT HOW DO WE KNOW THAT THE MENU IS EFFECTIVE AND THAT EVERYTHING ON THE MENU IS ACTUALLY WORKING? YOU KNOW? UM, SO I, I DO HAVE SOME, SOME CONCERNS, UH, AND TO, IN TERM IN TERMS OF THAT.
BUT, UM, MY, MY QUESTION, LIKE I SAID, AS LONG AS ALONG THE LINES OF SOME OF MR CAMPBELL'S COMMENTS IN TERMS OF MEASUREMENT, BUT I, THAT I WAS GOING TO, I APOLOGIZE, MRS. SMITH, I REALLY DO, UM, ON PAGE 24, ROB AND I DO APOLOGIZE MR. SMITH, THAT IS JUST BASICALLY ONE OF MY MAIN CONCERNS.
BUT OTHER THAN THAT, UM, I'M JUST, I'M KIND OF WONDERING THAT THAT'S ALL, I WAS JUST WONDERING, HOW WILL WE BE ABLE TO, IN TERMS OF SPENDING MONEY AND ALSO HOW WE'LL BE ABLE TO MEASURE SUCCESS AND TO WHAT DEGREE WE'LL BE ABLE TO TRACK IT, IF BE FROM YEAR TO YEAR IN 2010, I MEAN, 2021, WE DID THIS 2022.
WE WERE HERE, YOU KNOW, IN TERMS OF ALSO IN TERMS OF MOVING THE ACHIEVEMENT GAP AS WELL.
ANY OTHER QUESTIONS ABOUT THIS OB? OKAY.
THAT LAST PART, UH, WHO WAS IT QUESTION? WELL, WE'LL BE, HOW WILL WE BE ABLE TO TRACK IT FROM YEAR TO YEAR? WHAT WILL THEY, AND WILL THERE BE ANY WAY FOR US TO TRACK IT FROM YEAR TO YEAR? UH, MR. SMITH? THE ANSWER TO THAT IS YES.
THE DATA THAT WE, WE COLLECT FOR NEW UTILIZATION
[01:05:02]
AND THE PROFICIENCY GROWTH OF STUDENTS, THEY ARE STORED HISTORICALLY, AS WE CROSS FROM ONE YEAR OF UTILIZATION TO THE NEXT, WE DON'T LET THAT DATA DISAPPEAR.SO WE DO HAVE THAT OF DOING COMPARISON FROM YEAR TO YEAR.
THE ANSWER TO THAT, SIR, IS YES, SOMEBODY IS OUT AS WE BROUGHT FOOD THERE, WE DON'T HAVE HISTORICAL DATA ON BECAUSE THEY'RE NEW IMPLEMENTATIONS WITHIN BUFORD COUNTY AT TRYING TO GET US AD WORKING, MEETING THE ACADEMIC AND LITERACY AND NUMERACY NEEDS OF OUR STUDENTS.
W W WE DO HAVE THAT CAPABILITY, SIR.
SO THE QUESTION, UH, 12.8 IS WHAT WE JUST COMPLETED.
UM, WHAT IS THE, UH, UM, HOW DO YOU WANT TO MOVE FORWARD WITH, IN TERMS OF, UH, TAKING IT TO THE BOARD? WELL, ANGELA, I THINK IT SHOULD BE TAKEN.
I MEAN, THERE THERE'S SOME OTHER WORK THAT NEEDS TO BE DONE.
I THINK THEY COVERED THIS O E PERFECTLY, UM, THE FINANCIAL PIECE, THE CROSSWALK WITH THE FINANCIAL PIECE.
THAT IS, THAT'S ANOTHER ISSUE.
THAT'S ANOTHER ONE THAT NEEDS TO BE DEVELOPED, BUT I THINK WE TAKE IT TO THE BOARD.
ARE YOU PUTTING IT ON CONSENT AGENDA, AGENDA.
THAT'S WHAT WE'VE BEEN DOING, I SUPPOSE.
SO I JUST THINK, YOU KNOW, I SUPPOSE, SO I JUST DON'T WANT US TO BECOME STAGNANT WITH THE OES, THE ARS AND AH, FORGET IT, I THINK.
SO THE MOTION IS TO, UH, PUT 12.8 ON CONSENT AGENDA, ALL IN FAVOR, INDICATE BY SAYING AYE.
OH, AND THEN I DO THINK, YOU KNOW, A UP IS TO BRING TO THE, UH, UM, POLICY COMMITTEE TO REC MAKE A RECOMMENDATION TO THE POLICY COMMITTEE TO DO THAT CROSSWALK.
TO ADD THAT COMPONENT IN THERE.
I THINK THAT'S, UH, I AGREE WITH THAT.
SO NEXT ON THE AGENDA IS 12.2.
IS IT POSSIBLE? BECAUSE I, UM, MRS. MARIE AND MS. HUTCHINSON ARE DRIVING IN, I DON'T BELIEVE THERE'LL BE ANYTHING TIED TO THIS ONE WITH THEM.
I WOULD PREFER, I GUESS, THE GUIDING ME, LIKE I'D RATHER HAVE THEM TURN OFF AND FOCUS ON THE ROAD.
UM, I DO WITH, WOULD LIKE TO HAVE, UM, I BELIEVE MR. FLOWERS IS ON BOARD.
UM, DANIEL AND MS. MCKINSEY, COLLEEN, I DON'T THINK I HAVE ANYTHING ON SOFTWARE HERE AND SAME THING, MRS. GILBERT, IF YOU WANT TO STAY ON, I APPRECIATE IT.
BUT IF YOU HAVE OTHER ITEMS YOU WANT TO ATTEND TO.
AND IF I CAN JUST, UH, REMIND MY COMMITTEE MEMBERS 12.2 IS A TO BASE INSTRUCTION ON ACADEMIC STANDARDS THAT MEET OR EXCEED STATE AND OR NATIONALLY RECOGNIZED MODELS STANDARDS.
AND WHEN WE DID 12.3, WHICH IS, UM, MAKE SURE MAKING SURE THAT EVERYTHING'S ALIGNED THE SOUTH CAROLINA STATE STANDARDS, UH, YOU KNOW, TO ME, WE KIND OF BLED OVER INTO THIS ONE.
I DON'T KNOW IF YOU ALL REMEMBER THAT, BUT SO GO AHEAD, DR.
AND MRS. GILBERT, I WANT TO SHARE, I AM HIGHLIGHTING ON CTE AND HERE AS WELL.
THIS IS ROBIN AND BOARD MEMBERS, AND THANK YOU FOR NOTING THAT THERE WAS A SIMILARITY BETWEEN, UM, ONE 12.2 AND THAT OF 12.3.
UM, WE KNOW THAT THIS HAS BEEN, UM, BASED INSTRUCTION ON ACADEMIC STANDARDS TO MEET STATE MEET OR EXCEED STATE NATIONAL RECOGNITION.
W ON PAGE TWO, WE HAVE THE SUPERINTENDENTS INTERPRETATION, PAGE THREE, WE IDENTIFIED COMPLIANCE STATEMENT AND WE START, WHAT ARE INDICATORS AGAIN? WE HAVE THE PAT OF SHARING THE INSTRUCTIONAL.
[01:10:02]
I APOLOGIZE, THE ADMINISTRATIVE REGULATIONS.I AGAIN, WOULD LIKE TO CITE THAT, UM, THE ALIGNMENT WOULD BE FOR COUNTY SCHOOL, DISTRICT BOARD OF EDUCATION, CORE BELIEFS, THE DISTRICT STRATEGIC PLAN AND SCHOOL ANNUAL PLAN.
SO ONE ITEM I LEFT THAT IN EARLIER, THE AREA OF CONNECTIVITY ON THAT GRAPH OUR STUDENTS, JUST TO KEEP NOTE OF THAT.
SO PAGE FOUR AND FIVE HAS HIS FEATURE-RICH PLAN DISTRICT DATA.
AGAIN, WE SHOULD START FROM THE BIG LOOKING DOWN PAGE SIX, YOU'LL BE FAMILIAR.
YOU'VE SEEN THIS, THIS, THIS STARTS WITH A RUBICON PAGE.
THAT'S A SUMMARY OF OUR DATA THAT YOU'VE SEEN AT THE PRIOR 12.8.
THIS IS SHARING THE ACCESS TO RUBICON THAT YOU ARE FAMILIAR WITH.
GIVES A DESCRIPTIVE RIGHT OUT OF OUR BOARD.
UM, OUR DISTRICT WEBSITE PAGE SEVEN THROUGH 16, SHOULD HAVE LISTING OF THE COURSES THAT ARE AVAILABLE.
THAT IS A PARENT, THE PARENT WEBSITE.
YOU SEE THAT THEY'RE IN, WHAT DOES THE M STAND FOR? DR.
STRATA? YOU HAD ASKED IT AT THE LAST MEETING AND, UM, DR.
CAMPBELL HAD SHARED THAT COLLEEN, I USED, YEAH.
MA'AM E M E M STANDS FOR ESSENTIAL MAP, THE DISTRICT LEVEL PART OF OUR WRITING SO THAT IT IS WITHIN THE MAPPING THAT WAS DONE THROUGH OUR CURRICULUM WRITING TEAMS. CAUSE MY BRAIN KEEPS YOU BURNING TO ELEMENTARY, MIDDLE.
SO WE CONTINUE THAT THE COURSES THEY'RE IDENTIFIED UP THROUGH PAGE 16, IF YOU CAN COME, CONTINUE TO PAID 17, MRS. BERRY, THANK YOU.
THE NEXT PAGE WAS SHOW THE ENGLISH STANDARDS, ELA ENGLISH, LANGUAGE ARTS.
NEXT PAGE STARTS WITH GIFTED AND TALENTED.
SO THESE ARE PRO STANDARDS THAT WE UTILIZE AND PROGRAM WITHIN THE SCHOOL DISTRICT.
THIS RIGHT HERE SHARES, SHARES THE TRAINING THAT WE HAVE.
WE HAD A CONSULTANT COME AND DO IN A YEAR LAST YEAR, WORKING WITH OUR TEACHERS AND PRINCIPALS, UM, IN THE AREA OF GIFTED AND TALENTED.
THE SECOND ITEM ON THAT IS ACTUALLY OUR GT HANDBOOK THAT MR. FLOWERS IS REWORKING AND NOW CAREER CHOICE PROGRAMS, WHICH IS AT THE HEART OF MRS. GILBERT.
THIS WAS OUR CATALOG FROM LAST YEAR.
IF WE GO TO THE NEXT PAGE, THIS IS A QUICK SUMMARY OF ELEMENTARY.
NEXT PAGE WE'LL HAVE MIDDLE SCHOOL.
AND JUST FOR A QUICK NOTE, BOARD MEMBERS, THIS COMING YEAR, OUR CAREER TECH, UM, TWO OF OUR PROGRAMS ARE GOING TO BE REDEFINED OR TWO SCHOOLS REALLY ARE LOOKING TO ADD TWO PROGRAMS. ONE IS BUFORD MIDDLE.
THE OTHER ONE IS JOSEPH SHANKLIN WHERE WE'RE VIEWING THEIR REQUESTS RIGHT NOW.
UM, JOSEPH SHANKLIN IS HAVING THEIR SIC, UM, REVIEW THE PROPOSAL.
THIS COMING THURSDAY AND BUPA MIDDLE IS COMPLETING THE SAME, UM, AND CHOICE APPLICATION FOR SCHOOLS TO COMPLETE INFORMATION THAT WAS, HAS BEEN DEVELOPED THROUGH THIS, UM, DIVISION.
AND BOTH THOSE SCHOOLS HAVE COMPLETED THOSE APPLICATIONS, BUT WE HAVE NOT GONE FORWARD UNTIL WE HAVE NOTES AND FEEDBACK FROM THEIR SIC.
IF YOU CAN CONTINUE MRS. CUSHION, BERRY CAREER, TECHNICAL EDUCATION, I STRONGLY BELIEVE THAT IS SOMETHING TO HIGHLIGHT.
AS YOU CAN SEE, IF IN THOSE PRIOR PAGES, WE HAVE A DIVERSE AMOUNT OF PROGRAMS, UM, FOR A SCHOOL SYSTEM OF 20 TO 23,000 STUDENTS.
WHAT WE OFFER AN OPPORTUNITIES IS THIS STELLAR MODEL HERE IN PUBLIC EDUCATION.
AND I JUST WANT TO PUSH THOSE KUDOS OUT TO MRS. GILBERT.
WHO'S STILL ONLINE WITH US AND I LOVED
[01:15:01]
YOUR GRAPHICS.KAREN, THAT'S A GREAT, GREAT, NICE JOB.
UM, W AS WE START WITH ACADEMIC PROGRAMS THAT WE PROVIDE OUR STUDENTS, THEY ARE DIVERSE HERE.
WE HAVE AP CAPSTONE AND IT GIVES YOU A LITTLE INFLAMMATION OF SOME OF THE REQUIRED COURSES IN ORDER TO EARN A CAPSTONE CAPSTONE DIPLOMA.
IF YOU COULD SLIDE DOWN MS. SUSPICION BERRY, THIS IS DATA FROM EARLIER SHARED FROM THE, UM, DANIEL FALLON.
UM, THAT HYPERLINK IS ACTUALLY AP CENTRAL.ORG REALLY PROVIDE SOME GREAT INFORMATION, UM, IN ADVANCED PLACEMENT.
ANOTHER PROBLEM THAT WE HAVE ADDED HERE IN BUFORD COUNTY IS CAMBRIDGE ACE.
THIS PROGRAM IS BEING OFFERED AT BATTERY CREEK MAY RIVER AND ROBERT SMALLS INTERNATIONAL HAS STARTED A SMALL INITIATIVE WITH PRE ACE PROGRAM STARTING AT SIXTH GRADE IN A COHORT MODEL FOR STUDENTS AS THEY GO FROM SIX TO SEVENTH AND EIGHTH GRADES AT IT WEEK AND HAVE A DIRECT FEED OR PADDED INTO BATTERY CREEK.
WE ARE LOOKING FOR A MIDDLE SCHOOL, SOUTH ABROAD.
UM, THIS HERE IDENTIFIES COURSES OF ENROLLMENT.
UM, THIS IS INFORMATION AT A PERFORMANCE MATTERS.
THESE ARE THE ENROLLMENT OF STUDENTS THIS YEAR.
THIS HERE SHOWS THE INTERNATIONAL BACCALAUREATE PROGRAM THAT WE SERVE AS HERE IN BUFORD COUNTY.
WE HAVE PYP MYP AND IB DIPLOMA.
THE FEEDER PATTERN IS IN HILTON HEAD.
THERE IS A STRONG AMOUNT OF DEVELOPMENT HAPPENING.
I HAVE TO SHARE WITH HILTON HEAD MIDDLE.
UM, THE NEW ADMINISTRATION THERE IS WORKING VERY HARD AT RECONSTITUTING.
I MEET BY MONTHLY WITH THE IB COORDINATOR THERE IN ORDER TO HELP GIVE GUIDANCE AND PRACTICE.
AND WE HAVE ACTUALLY WORKED OUT A PLAN OF ACTION FOR THIS SCHOOL.
THIS HEAT MAP HERE GIVES YOU SOME INFORMATION REGARDING WHERE IN DIFFERENT AREAS, NASH, INTERNATIONALLY, THAT THE INTERNATIONAL BACCALAUREATE PROGRAM IS OFFERED.
THIS INFORMATION HAS BEEN SHARED WITH YOU AGAIN, IF YOU GO TO IB.ORG, THERE'S EXCESSIVE AMOUNTS OF INFORMATION SUPPORTING AND SHOWING HOW ACTUALLY FROM IB TO ADVANCED PLACEMENT IN CAMBRIDGE, THE OPPORTUNITY TO PROVIDING OUR STUDENTS WOULD COURSEWORK BEYOND THE TRADITIONAL MODEL AT ANNIE AND BUILDING ON THAT ACTUALLY OUR CAREER TECHNICAL TECHNICAL EDUCATION.
AND THIS IS A CONTINUE OF THE COURSES.
UM, MR. PHELAN HAS SHARED THIS INFORMATION, DIPLOMAS, DUAL ENROLLMENT INFORMATION FOR THIS CURRENT ACADEMIC YEAR.
I WOULD LIKE TO SHARE THAT FOR THE SPRING, WE ARE PUTTING BACK INTO PLACE, UM, TESTING REQUIREMENT OF THE ACCUPLACER.
WE HAD LET THAT SLIDE FOR THE PAST, YOU KNOW, EARLIER THROUGH, COVID ONLY SUBJECT TO GIVING OUR CHILDREN OPPORTUNITY OUR YOUNG ADULTS OPPORTUNITY, BUT WE DON'T WANT TO SEE OUR STUDENTS WITH D'S AND C'S.
SO WE ARE PUTTING BACK THE BAR OR THE GATEWAY LEVEL THAT WE HAD HAD PRIOR TO COVID ON THIS PAGE.
IT SHOWS A LITTLE BIT OF SHIFTING OF OUR CORE PRACTICES BY YET PROVIDING STUDENTS WITH EXTENSIVE OPPORTUNITIES.
UH, ONE OF THE ITEMS THAT CAME FORWARD FROM OUR BOARD IS REDEFINING THE PROFILE OF A B FOR GRADUATE WORK HAS BEEN DONE EXTENSIVELY ON THIS.
AND ONE OF THE AREAS OF BUILDING OR ACKNOWLEDGING TO LEARN IS ACTUALLY IT WILL BE PRESENTED DURING THE WEEK, THE WEEK OF FEBRUARY, FEBRUARY 8TH, 18TH, 19TH, AND 20TH AND 2022.
THE NEXT OPPORTUNITY WE GO FURTHER DOWN AS A BRAND THAT THE SCHOOL BOARD HAS ACKNOWLEDGED AND SUPPORTED IS A DAVIA GRANT.
AND WE THINK IN MATHEMATICS THROUGH INTEGRATION OF COMPUTER SCIENCE, I THINK IT'S IMPORTANT TO BRING THAT PHONE BECAUSE IT DOES PUT A COMPETITIVE EDGE AT BUILDING THAT CAPACITY OF OUR EDUCATORS IN THE AREA OF MATH, AS WELL AS COMPUTER SCIENCES WITHIN OUR ELEMENTARY AND IN OUR MIDDLE SCHOOLS, YOU GO AHEAD, THIS JUST GIVES US THE NEXT TWO.
SLIDES JUST GIVES A QUICK REMINDER OF THIS GRANT.
AND I THINK IT'S IMPORTANT TO RECOGNIZE THAT THE DODEA GRANT IS SIGNIFICANT, SIGNIFICANT, HAVE YOU COULD JUST PAUSE A MINUTE THERE.
UM, MRS AND PERRY, YOU KNOW, AS A MILITARY COMMUNITY, IT'S IMPORTANT THAT WE ALSO BUILD IN A TRACK AND MAINTAIN, UM, A QUALITY EDUCATION FOR OUR MILITARY FAMILIES.
UM, THE PARAGRAPH PRIOR TO THIS PAGE WAS JUST A REMINDER OF SUPPORT FOR THE MAGNET SCHOOLS OF AMERICA GRANT THAT
[01:20:01]
WE HAVE TARGETING SEVEN SCHOOLS WITHIN OUR SYSTEM, WHAT EMPHASIS CYBER TECHNOLOGY, AS WELL AS MEDICAL AND THEN OUR DISTRICT INITIATIVE IN STEM.I THINK IT'S IMPORTANT THAT WE RECOGNIZE THAT ONE OF THE AREAS THAT WE ARE BUILDING AS A SCHOOL SYSTEM IS OUR STEM SORT OF SENSE STEM CERTIFICATION.
I WAS GOING TO SAY ACCREDITATION.
AND IF YOU GET THE OPPORTUNITY TO HAVE A LOOK AT INSTRUCTIONAL AREAS, I WOULD HIGHLY RECOMMEND LOOK AT THE GRAND CHALLENGES IN ENGINEERING, BECAUSE WE'RE GOING TO START THE DEVELOPMENT OF SOME INSTRUCTIONAL LESSONS THAT WE COULD STAY WITH OR SHARE WITH OUR SCHOOLS IN, IN ONE OF THE 10 DOMAINS THAT WAS IDENTIFIED IN THAT LINK.
AND THEN THE ONE OF THE ITEMS RIGHT HERE, I THINK WE ALSO HAVE TO RECOGNIZE AS OUR STUDENTS PERFORM AND DEMONSTRATE HYPER PERFORMANCE, THAT IS A GRADUATE THAT SENIOR SCHOLARS BANQUET IS ONE OF THE CULMINATING CULMINATING ACTIVITIES FOR OUR TOP STUDENTS IN THEIR CLASS.
THESE ARE THE REQUIREMENTS AND THIS PRESENTATION GIVES A BRIEF OVERVIEW OF SOME OF THE PROGRAMS WE OFFER, BUT THE EVIDENCE THAT WE HAVE THAT GOES BEYOND THAT, OF JUST THE LOCAL CLASSROOM THAT WE OFFER GLOBAL AND INTERNATIONAL OPPORTUNITIES FOR OUR STUDENTS, UH, MS. BELL RANG, UM, I, YOU KNOW, THINKING ABOUT THIS AND I'M NOT GOING TO SAY ANYTHING ABOUT THE IB PROGRAM, BECAUSE I THINK EVERYONE KNOWS HOW I FEEL ABOUT THE IB PROGRAM.
UM, EXCEPT THAT I THINK IT'S A TREMENDOUS OPPORTUNITY TO ENCOURAGE MORE KIDS TO GO INTO IT.
UM, BUT LOOKING AT LIKE SCHOOL CHOICE, ONE THING THAT I THINK IS PROBLEMATIC IS JUST, WE DON'T HAVE THAT MUCH SCHOOL CHOICE, AT LEAST SOUTH OF THE ABROAD BECAUSE OF CAPACITY ISSUES.
AND I DO THINK THAT, YOU KNOW, LOOKING AT, UM, WHERE THINGS ARE HEADING, I THINK IN EDUCATION AND IN COLLEGES, IT'S GETTING MORE SPECIALIZED IN HIGH SCHOOL.
SO IF A KID WANTS TO FOCUS ON THE ARTS, YOU KNOW, CHARLESTON HAS MAGNET SCHOOLS.
IF A CHILD WANTS TO FOCUS ON CULINARY SKILLS, THERE SHOULD BE A, UH, A SCHOOL THAT HAS A REALLY STRONG CULINARY PROGRAM THAT THEY COULD TRANSFER INTO.
IF, UH, IF A CHILD IS COLLEGE BOUND, UM, THEY SHOULD BE ABLE TO TAKE IB OR AP CAPSTONE CAUSE THAT'S GOING TO PREPARE THEM FOR A FOUR YEAR COLLEGE.
AND SO ONE OF MY CONCERNS IS WE HAVE THESE PROGRAMS AND WE'RE TALKING ABOUT UTILIZATION AND WE'RE TALKING ABOUT HOW MUCH MONEY WE SPEND AND HOW MANY KIDS ARE USING IT.
WE'RE REALLY RESTRICTING IT BECAUSE WE DON'T HAVE SCHOOL CHOICE SOUTH ABROAD.
UM, AND IT'S SOMETHING THAT I'VE DEALT WITH PERSONALLY.
AND I KNOW A LOT OF PEOPLE IN BLUFFTON THAT MIGHT BE INTERESTED IN DOING IB.
I KNOW OF A LOT OF KIDS AT HILTON HAD, THEY MIGHT LOOK TO GO OUT FOR FINE ARTS, BUT THEY CAN'T, UH, BECAUSE OF THE LACK OF SCHOOL CHOICE.
SO IS THERE ANY WAY AS WE LOOK AT THESE PROGRAMS THAT WE CAN FIGURE OUT SOME MORE FLEXIBILITY WITH A SCHOOL CHOICE THAT AGAIN, FALLS OUTSIDE OF THE MARY WORLD, IT FALLS INTO ACTUALLY OUR SCHOOL CAPACITY NUMBERS, UM, TO LOOK AT THE ENROLLMENT CAPABILITY.
UM, AND I THINK THAT'S PART OF THE QUESTION THAT WE'RE LOOKING AT.
I KNOW THIS PAST YEAR, THIS IS ABOUT RIGHT.
WE WERE ABLE TO LEND SOME FLEX FLEXIBILITY BY PROGRAM, RIGHT? THAT, THAT WAS THE LANGUAGE YOU USE TO ENABLE ADDITIONAL ENROLLMENT TO HILTON HEAD HIGH SCHOOL.
UM, AND WE WORK CLOSELY WITH THE PRINCIPAL THERE, BUT ONE, ONE OF THE ITEMS THAT WE HAVE TO KEEP IN MIND, IT'S A CAPACITY WITHIN OUR SCHOOLS.
UM, YEAH, SO THERE'S A, YOU KNOW, I, I THINK IT WOULD DO WELL TO HAVE A CONVERSATION.
MAYBE IF I COULD RECOMMEND THE WORKSHOP, HAVING CONVERSATION, NOT ONLY WHAT ISD AND I WOULD READ FROM MRS. GILBERT TO BE PART, BUT ALSO, YOU KNOW, FINANCE AS WELL.
THEY'RE LOOKING AT HOW CAN WE CREATE MORE OPPORTUNITIES? OPERATIONS WOULD HAVE TO BE AT THE TABLE AS WELL, GOING FORWARD.
SO THE WEEK EITHER IN LORDE OR A SCHOOLS TO PROVIDE MORE CAREER TECH EDUCATION AND IS THERE A NEED, AND THAT'S AN, YOU KNOW, TO HAVE MORE, UM, THE INCREASE OF INTERNATIONAL BACCALAUREATE, IF YOU, YOU KNOW, LOOKING OUTSIDE OF JUST TO HELP HILTON HEAD CORRIDOR.
WELL, AND I KNOW IT'S NOT A MARY WORLD, A SPECIFIC SITUATION, BUT I DO THINK, YOU KNOW, IF INSTRUCTIONAL SERVICES IS DESIGNING THESE GREAT PROGRAMS AND THEN WE'RE EVALUATING THE UTILIZATION OF THOSE PROGRAMS, AND THERE ARE KIDS, AND I'M NOT TALKING ABOUT IB, LIKE I KNOW THERE ARE A LOT OF KIDS WHO WOULD LOVE TO DO MORE TECHNOLOGY, BUT OUR TWO TECHNOLOGY GRANTS ARE WHALE BRANCH AND BUFORD HIGH, WHICH, YOU KNOW, IS A LONG DRIVE FOR MY CONSTITUENTS.
AND IT'S A LONG DRIVE FOR LYFT AND CONSTITUENTS AS WELL.
WE'VE GOT THESE GREAT PROGRAMS. AND IF THERE'S A KID WHO KNOWS THAT THEY WANT TO BE, UH, IN A BAND, THEY KNOW THAT THEY WANT TO BE, YOU
[01:25:01]
KNOW, IN THE IB PROGRAM WHERE THEY WANT TO DO TECHNOLOGY, WE CAN'T REPLICATE THIS.I DON'T THINK IN EVERY SINGLE SCHOOL WITH THE SAME FIDELITY.
SO TO ME AS YOU'RE DESIGNING THESE PROGRAMS, I THINK IT'S JUST JET FUEL FOR THEIR UTILIZATION, IF THE KIDS THAT WANT TO DO THAT, HAVE THOSE OPTIONS.
SO I THINK YOU DEFINITELY HAVE TO BE PART OF THE CONVERSATION.
I RECOGNIZE THAT I APPRECIATE THAT, MAN.
AND IT WOULD BE A TEAM TO BE PART OF IT BECAUSE I THINK IT'S, THEY HAVE ANOTHER LENS OF INSIGHT AS WELL.
UM, ESPECIALLY ON MRS. GILBERT'S, YOU KNOW, TEAM MR. KIM.
I KIND OF KIND OF THINKING LIKE, LIKE AS BOLD RIGHT.
IN TERMS OF, BUT I DON'T KNOW.
I THINK MAYBE WE HAVE TOO MANY CHOICES, SO, BUT I THINK WE CAN UTILIZE THOSE IGPS AT AN EARLIER TIME TO HELP US HAVE DIRECT US AND THE NEEDS OF THE FUTURE I'M IN SEVENTH AND EIGHTH GRADERS ARE DOING IGPS IF I'M AT LEAST PRELIMINARY, IS, AM I NOT WRITING THIS? YEAH.
THE EIGHTH GRADERS, YOU, IF YOU HAVE IDPS THAT ARE COMPLETED, UM, YES, WE, WE OUGHT TO LOOK AT, AT THEIR CHOICES AND TRY TO CROSS REFERENCE THEM AS MUCH AS WE CAN AND DECIDE WHAT PROGRAMS WE MAY NEED TO EXPAND AND GET OUT OF THE BOX WITH.
AND THEN WHAT PROGRAMS THAT MAY NOT BE, YOU KNOW, MAYBE WE CAN ENCOURAGE MORE PARTICIPATION IN SOME OF THE OTHER PROGRAMS, BUT I MEAN, ALL THAT.
SO THAT'S, THAT'S, THAT'S AN EFFORT THAT I THINK WE OUGHT TO UNDERTAKE WHAT TO HAVE TO CHOOSE FROM, HOW ARE THEY CHOOSING WHAT THEY'RE CHOOSING AND, AND THEN MAKE SURE THAT WE KIND OF GIVING THEM WHAT THEY, WHAT THEY SELECT WITHIN OUR RESOURCES.
AND WE DON'T HAVE, YOU KNOW, THAT'S THE OTHER ELEMENT AND YES, UH, THAT'S THE STRATASYS, RIGHT? WE NEEDED TO HAVE A SESSION ON THAT AND, AND DISCUSSION ON THAT AND WHERE ARE WE GOING? WELL, WE WANT TO BUILD NEW SCHOOLS WITH A NEW REFERENDUM AND WE DON'T HAVE A PLAN ON WHAT'S GOING TO BE NEEDED.
WE HAD A, AND I DO LIKE ACES A LOT, BUT YOU KNOW, THERE'S A PARTNERSHIP THERE, BUT AT SOME POINT MAYBE IT DISCUSSING, DO WE REALLY NEED TO HAVE THEM A CAREER TECHNICAL EDUCATION CENTER ITSELF, THE BROADER REALLY LENS, UM, MORE OPPORTUNITIES THAT IS BUFORD COUNTIES.
SO, UM, MR. CAMPBELL, I AM GOING TO, UM, AND IT'D BE PRIOR GADDA TO LOOK AT, BUT I'LL, I WILL SPEAK TO MRS. HENDERSON, CAUSE I KNOW WE CAN BREAK DOWN ITP BY, UM, GRADE LEVEL.
I'M GOING TO FIND OUT, WE COULD BREAK IT DOWN BY INTEREST LEVEL.
IT WOULD BE SOMETHING GOOD TO LOOK AT.
SO I JUST, I MADE NOTE OF THAT TO SEE, WELL, WHERE ARE WE GOING WITH THE KIDS? I THINK THE OTHER PART OF IT, ALL THEY THINKING FUTURISTIC, UH, AS, AS WE ARE, AS EDUCATORS OR VICE VERSA, WE ARE, WE USED TO GO, YOU KNOW, TALKING ABOUT HOME ECONOMICS AND AGRICULTURE, WELL, THEY THINKING, YOU KNOW, SPLIT SHADOWS AND OTHER THINGS.
SO PART OF THE DRIVING FORCE THAT WE NEED TO CONTINUALLY LOOK AT THAT DATA, TALK ABOUT FIDELITY WITH FIDELITY, PUT THINGS DOWN.
AND WHEN I READ THE ANSWERS, I THINK IT WOULD MAKE THE JOB A LOT EASIER TO GET THEM GOING WHERE THEY AT, WHERE THE INTEREST OFF.
UM, AT THIS POINT I THINK, UH, THE, IF I CAN FOCUS US BACK ON THE STATEMENT OF 12.2, UM, IT WAS BASED INSTRUCTION ON ACADEMIC STANDARDS THAT MEET OR EXCEED STATE AND, OR NATIONALLY RECOGNIZED STANDARDS MODELS.
TO ME, I THINK THAT THIS HAS THE STOCK, THIS INFORMATION PRESENTED SHOWS THAT WE NEED IT NOW, IS IT, YOU KNOW, THE QUESTION IS, UH, IS IT AVAILABLE TO EVERYONE? YOU KNOW, I THINK THAT'S KIND OF HOW THE, THE CAPSTONE CAME TO ONE PLACE AND THE CAMBRIDGE CAME TO ANOTHER TO KIND OF SPREAD THOSE THINGS.
AND I THINK THAT'S A BIGGER PICTURE, BUT FIRST THE WAY I FEEL 12 TOO, BUT IT'S BEEN PRESENTED THAT, UH, WE DO OFFER SOME NATIONALLY, YOU KNOW, SOME PROGRAMS THAT ARE ALIGNED WITH NATIONAL STANDARDS.
[01:30:02]
SAYS.WE PRESENTED THIS TO THE BOARD OPERATION IS THE ONE 12.2 TO THE BOARD.
UM, TO BE PUT ON CONSENT AGENDA OR NOT.
TO PLACE THAT ON CONSENT AGENDA.
SO WE HAVE ONE MORE ITEM THAT I'D REALLY LIKE TO GET THROUGH.
I RECOGNIZE IT'S SIX O'CLOCK I'M HOLDING, BUT WE MOVE ON.
CAN WE MAKE SURE THAT THIS, UM, WHAT, UH, MR. CAMPBELL WAS JUST DISCUSSING THAT THAT IS A PART OF A BOARD WORK SESSION? YES.
I, I THINK THAT WHEN WE COME UP, WHEN WE COME TO FUTURE TOPICS, UM, YOU KNOW, WE HAVE TO, SOMEBODY HAS TO BRING THAT UP.
SO, UM, YOU KNOW, CRAFT A WAY TO SAY IT.
UM, MEL KELLY, THAT OPTIMISTIC CAMPBELL.
WELL, WE'LL, WE'LL WE'LL WE CAN TALK ABOUT THAT AGAIN.
SO 2.7, UM, 13.7 IS THE DISCIPLINE.
THIS IS ONE THAT WAS BROUGHT BACK FROM BEFORE.
UM, UH, BECAUSE WE WERE LOOKING FOR HOW IT WAS GOING TO BE MEASURED, NOT JUST SOME DATA BEHIND IT, I BELIEVE NOT JUST, UH, WHAT WAS OFFERED IF I REMEMBER CORRECTLY.
STRATOSE YOU'RE MUTED, THIS IS CUSHION.
THANK YOU FOR LETTING ME KNOW.
UM, AT OUR LAST PRESENTATION, THERE WAS COMMENTARY GUARDING ON 13.7 ON HOW THIS IS GETTING DOWN TO THE DIRECT SCHOOLS AND INDIVIDUAL CLASSROOM.
SO WITH THAT PROCEEDED TO GO AHEAD AND HAVE A SURVEY SCENT AND SHARE IT TO ALL OF OUR SCHOOLS SO WE CAN CONTINUE WITHIN THE PRESENTATION TO ITEM E SCHOOL SITE INTERVENTION RIGHT HERE.
SO THIS IS WHERE IT STARTED TO SHARE.
THIS IS ROBERT SMALLS INTERNATIONAL ACADEMY.
THIS IS PART OF THEIR SCHOOL-WIDE BEHAVIOR INTERVENTION PROGRAM, AND IT WAS SHARING INFORMATION AND DATA OF THE RESULTS, THEIR OFFICE REFERRALS, SHARING INFORMATION FROM 2019.
AND THEY WERE ONE OF THE SCHOOLS THAT IS PUT INTO PLACE.
IF YOU CAN CONTINUE, UM, A STRONGER, POSITIVE, UM, SCHOOL INTERVENTION PROGRAM, IF YOU CAN GO TO THE NEXT PAGE.
UM, SO THIS STARTS THE INFORMATION FROM A SURVEY THAT WENT OUT TO EACH OF OUR SCHOOLS CONTINUE.
THIS IS THE AMOUNT OF TOTAL RESPONSES.
THERE WERE 31 RESPONSES, AND YOU COULD SEE AT THE VERY TOP, IF YOU GO TO THE NEXT SLIDE THREE, IT GIVES THE QUESTION.
AND THAT WAS A VERY SIMPLE QUESTION.
DOES YOUR SCHOOL HAVE A UNIQUE DISCIPLINE MODEL THAT IS EMBEDDED IN YOUR SCHOOL'S DAILY OPERATION? THAT WAS THE QUESTION I INTERPRETED FOR MR. CAMPBELL, TRYING TO GET GO DEEPER AND GETTING INFORMATION FROM OUR SCHOOL SITES VERSUS THE CURSORY INTERVENTIONS PROVIDED BY THE DISTRICT.
AND IF YOU SEE AT GAY ARE COLOR CODED, BLUE IS ELEMENTARY.
RED IS MIDDLE YELLOW IS HIGH SCHOOL.
SO WE SEE ON SLIDE SEVEN, IT STARTS TO FIGHTING.
[01:35:01]
SOME OF THE PROGRAMS AT SCHOOLS HAD, UM, IDENTIFIED AND I THOUGHT IT WAS IMPORTANT TO SHARE WHAT PBI S IS, WHERE IT COMES FROM BECAUSE MANY OF THE SCHOOLS HAVE A POSITIVE INTERVENTION PROGRAM THAT THEY UTILIZE.AND IT IS ACTUALLY BASED ON POSITIVE REINFORCEMENT AT OF THE INDIVIDUALS OF DISABILITY DISABILITY ACT OF 1997.
AND IT IS NOT A PUNITIVE MODEL, BUT A POSITIVE MODEL OR NO DIFFERENT THAN THOSE OF US HAVE BEEN IN THE CLASSROOM, RIGHT? SPECIFIC ACADEMIC PRAISE.
MARY, YOU DID A GREAT JOB AT CONSTRUCTING THAT PARAGRAPH TODAY.
CAN WE ALSO LOOK AT THIS IN THE FUTURE, RIGHT? STATE STUDENT'S NAME, STATE, WHAT THE ACTION WAS AND STATE AN ALTERNATIVE.
IF WE CAN GO TO THE NEXT SLIDE, PLEASE SLIDE EIGHT.
HE SHARES AT PVI S THE GOAL IS CREATING A BETTER, MORE POSITIVE ENVIRONMENT.
AND AGAIN, I SHARED THAT IT WAS IMPORTANT TO TAKE A PAUSE BECAUSE I FOUND A LARGE AMOUNT OF OUR SCHOOLS UTILIZE PB PBYS IN THEIR SCHOOLS.
AND I KNOW IT IS A DISTRICT INITIATIVE, BUT SCHOOLS HAVE ACTUALLY MADE IT A LITTLE MORE SIGNATURED FOR THEMSELVES.
ANOTHER AREA THAT YOU'LL SEE IS RESTORATIVE JUSTICE.
THIS GIVES YOU A BRIEF DEFINITION.
AND WHAT THIS IS ABOUT IS REALLY WORKING ON THE OPPORTUNITY THAT ONCE AGAIN, MARY, WAS IT THE BEST OPPORTUNITY YOU TOOK TO TAKE THAT LOCKER, RIGHT? UM, BUT TAKING THE TIME TO HELP THE STUDENTS RESOLVE THE CONFLICT ON NOT JUST US BEING REACTIONARY AND GIVING A CONSEQUENCE, IF WE CAN GO TO SLIDE 10, I THINK THIS IS KEY BECAUSE AGAIN, THE RESTORATIVE JUSTICE PRACTICE, AS WELL AS PPIS, BASICALLY BUILD UPON HAVING A POSITIVE SCHOOL ENVIRONMENT.
WHAT IS UNIQUE IN THIS LANGUAGE IS, UH, AND THIS DEFINITION IS A LANGUAGE OF SELF-CONTROL SLIDE 11 STARTS NOW TO SHARE WITH YOU SOME OF THE PROGRAMS THAT THESE SCHOOLS HAVE CHOSEN AT THE ELEMENTARY PB, BIS RESPECT, UM, RESPONSIVE CLASSROOMS, PHOEBUS K ONE, AND, AND A HOUSE SYSTEM TO GO THROUGH THAT BASICALLY AS RESPECT AS BEING ABLE TO RESPECT ONESELF.
AND THERE'LL BE A LITTLE MORE DEFINITIVE COMING UP RESPONSIVE CLASSROOM, WHERE THE EDUCATOR ACTUALLY IS BEING RESPONSIVE TO THE NEEDS AND THE STUDENTS.
I COULD SAY THREE, ONE, MANY OF THE INSTRUCTIONAL, UM, REVIEWS THAT I'VE BEEN CONDUCTING.
YOU COULD SEE THAT THIS PREDOMINANTLY IN ELEMENTARY, THAT THE TEACHER STOPS PAUSE TAKES A MOMENT, HAS THAT CONVERSATION WITH MARY REDIRECTS.
MARY HELPS ME RECOGNIZE, HEY, WE'RE GOING TO GET THROUGH THIS TOGETHER.
UM, LET'S GET THIS DONE, AND THEN WE COULD DO THIS NEXT.
IF WE GO TO SLIDE 12, THIS IS A LITTLE MORE DESCRIPTION FROM THE SCHOOLS THEMSELVES.
YOU SEE THE BREAKDOWN OF RESPECT OF THE RESPONSIBILITY, EMPATHY.
SELF-DISCIPLINE SOME SCHOOLS DO MORNING MEETINGS, SLIDE 13 CONTINUES WITH ELEMENTARY.
WE GO TO SLIDE 14 MIDDLE SCHOOL, AGAIN, A QUICK NARRATIVE OF WHAT THESE INITIATIVES THAT THE SCHOOLS ARE DOING.
15 IDENTIFIES A K EIGHT AND SLIDE 16 IS HIGH SCHOOL.
THE THIRD BULLET, A NO CONTACT AGREEMENT BASICALLY IS WHAT I USED TO SHARE WITH, YOU KNOW, A CEASE AND DESIST PRACTICE AMONGST HERE.
IT'S MUCH MORE, IT'S MUCH NICER LANGUAGE.
THEY USE A NO CONTACT, BUT I WANT TO HIGHLIGHT SLIDE 17.
AND THIS IS GOING TO BE A FIRST FOR A FEW MORE SCHOOLS.
LADIES AND ALLEN MIDDLE SCHOOL HAD A SLIGHT PILOT THAT
[01:40:01]
WE HAVE GONE AHEAD TO SUPPORT THEM WHERE IT'S A POINT SYSTEM.THIS IS PUSHING BARRY AND IT'S ALIVE BEHAVIOR MANAGEMENT POINT SYSTEM.
THEY HAD A SLIGHT, OR THEY HAD A SMALL PILOT.
I SAT WITH THE PRINCIPAL, UM, OPPORTUNITY TO GIVE SUPPORT FOR THE PROGRAM.
SO THERE'LL BE ONE OF OUR FIRST SCHOOLS WON'T DO IN FULL IMPLEMENTATION.
IT HAS A TEACHER QUICK START IN THE CLASSROOM.
IT SHOWS A PARENT GUIDE ACCESSIBILITY ON SLIDE 19 SLIDE 20 ALLOWS STUDENTS TO HAVE AN ACCOUNT.
SO I WANTED YOU TO JUST RECOGNIZE IT GOES TEACHER, STUDENT.
AND AGAIN, THEY'RE JUST ACQUIRING THIS.
SO WE'RE GOING TO BE GOING AHEAD AND SUPPORTING THEM.
AND WE GO TO THE NEXT SIDE OF HOW FOR F YOU'RE FAMILIAR WITH YOUNG MEN OF DISTINCTION, THAT WAS A MODEL UTILIZED FOR IDENTIFYING STUDENTS.
WE HAVE NOT, THIS IS, WAS IMPLEMENTED LAST YEAR.
WE HAVE NOT ROLLED INTO THAT YET.
THIS YEAR ON STUDENT SERVICES IS NOW WITHIN A DIFFERENT, UM, DEPARTMENT.
UM, SO GOING FORWARD, STUDENT SERVICES IS IDENTIFIED THROUGH DR.
SO WE WILL BE IN SUPPORTIVE ANY ADDITIONAL INITIATIVES THAT SHE'D LIKE TO BRING FORWARD TO THE TABLE.
SO THIS BRINGS FORWARD THE ADDITION OF THE CLASSROOM, UM, SCOPE AND SCHOOL SCOPE TO OPERATIONAL EXPECTATION, 13.7.
I THINK YOU ANSWERED A LOT OF MY QUESTIONS THAT I HAD, YOU KNOW, I WANTED TO KNOW WHAT, WHAT THEY'RE DOING OR THE SCHOOLS SAID, AND THERE WAS SOME OF THE ANSWERS AND THIS, THE CAMPBELL, IF I COULD SAY I APPRECIATE THAT QUESTION BECAUSE IT REALLY GIVES THEM VALIDATION BACK TO THE SCHOOL'S ASKING THEM, AND I'M GOING A LITTLE DEEPER AND, YOU KNOW, HAVING SOME PHONE CALLS WITH NUMEROUS PRINCIPALS.
SO, UM, UM, I DO APPRECIATE IT.
I JUST LIKE TO SAY I'D BE INTERESTED IN, UH, SEEING SOME RESULTS OF THE LIVE SCHOOL PROGRAM.
I'M SURE THERE'S A BASELINE OF BEHAVIORS THAT ARE BEING ADDRESSED OR A SPECIFIC TARGET BEHAVIOR AND SEE WHAT KIND OF IMPACT THAT PROGRAM HAS ON THAT.
UM, UM, I DO HAVE SOME OF THAT INFORMATION TO SHARE AT THE POINT OF I'M HAVING CONVERSATION, THE AMOUNT OF REFERRALS THAT THEY WERE PROCESSING, UM, AND THAT COULD BE LOOKED AT AGAIN, YOU KNOW, LIKE IT'S SPRING TIME.
THAT COULD BE A SUGGESTION THAT WE COULD BRING FORWARD.
I JUST THINK THAT THAT'S THE KIND OF THING.
WHEN WE LOOK AT OUR PROGRAMS EFFECTIVE, WHAT'S WORKING EFFECTIVELY AND WE COULD GATHER SOME THERE.
UM, MS. MIDDLETON, DO YOU HAVE ANY QUESTIONS ABOUT THAT ONE? I DO NOT.
UH, DO I HAVE A MOTION TO MOVE THIS ONE FORWARD TO THE CONSENT AGENDA, MOVING A DAY TO PRISON? ADDITIONALLY, UH, 13.72 CONSENT AGENDA.
UH, WE HAVE TWO ITEMS LEFT ON TODAY'S AGENDA.
UM, THEY ARE 14, THREE AND 14 FOUR.
UM, I WILL DEFER TO THE TEAM AS TO WHETHER YOU WANT TO, UH, UH, MOVE THEM TO OUR NEXT MEETING.
14 THREE IS ENSURE THAT CONFIDENTIAL STUDENT INFO IS PROPERLY USED AND PROTECTED.
THAT'S ALL THE PURPOSE STUFF THAT WAS UPLOADED BEFORE AND 14.4 EQUAL EDUCATIONAL OPPORTUNITIES.
SO WHAT HE SAY, FOLKS, I DON'T HAVE A, I DON'T HAVE A KILL, WHATEVER YOU GUYS DECIDE EITHER WAY POSTPONE UNTIL THE NEXT TIME OR, WELL, DR.
STATUS, DO YOU THINK, UH, 14, THE FERPA ONE'S PRETTY STRAIGHTFORWARD.
MA'AM YOU WANT TO JUST RUN THROUGH THAT ONE? AND I, UM,
[01:45:01]
HOPE, YOU KNOW, I THINK THAT, UH, PROBABLY THE COMMITTEE MEMBERS HAVE, DID HAVE TIME TO LOOK THROUGH THAT ONE.SO WHY DON'T WE, WHY DON'T WE TACKLE 14 POINT READ THE FIRST ONE AND THEN WE'LL CALL IT A DAY.
YES MA'AM THANK YOU, MRS. CHRISTENBERRY.
SO AS MRS. ROBIN HAD SHARED BOARD MEMBERS, UM, THE FIRPA THE CONFIDENTIALITY COMPONENT COMPONENT TODAY, THIS OPERATION EXPECTATION IS RATHER MUCH STRAIGHTFORWARD.
UM, PREDOMINANT AMOUNT OF IT FALLS WITHIN ADMINISTRATIVE REGULATIONS, AS WELL AS OUR LICENSING ON EITHER AS AN ADMINISTRATOR EDUCATOR OR AS A CLASSIFIED PERSON, IT WOULD BE UNDER OUR POLICY AND PRACTICES SO THAT IT GOES THROUGH PAGE THREE, PAGE FOUR PROVIDES INFORMATION AND RESOURCES THAT ARE DIRECTLY FROM OUR LINKS, UM, FROM THE DISTRICT UPDATING POLICY, IT SHOWS THE DISTRICT'S HISTORY OF UPDATING INFORMATION.
AND WE LOOK ONTO PAGE BY FAMILY EDUCATION RIGHTS, PRIVACY ACT.
THIS IS ACTUALLY WITHIN OUR SCHOOLS.
WE ARE REQUIRED TO HAVE THIS POSTED.
IF WE LOOK TO PAGE SIX, OUR TRAINING ALSO PROVIDES HE ACCEPT EXEMPTION GUIDELINES.
AND I APOLOGIZE FOR THE SIZE OF THE, IS NOT YOUR EYES.
AGAIN, I'M SHARING WITH YOU REQUIRED TRAINING.
YOU SEE THAT IS OUR SAFE SCHOOLS TRAINING, AND I WOULD STOP THE PRESENTATION AT THAT POINT BECAUSE THE NEXT TWO ITEMS BASED ON THE NON-DISCRIMINATION TORI PRACTICE, THOSE TWO PIECES OF EVIDENCE FALL INTO THE NEXT, UM, OH, E SO, UM, THIS IS THE QUEEN PART OF COMPONENT FOR FIRPA AND BASICALLY IT IS MOSTLY TIED TO DISTRICT POLICY ADMINISTRATIVE REGULATIONS AND OUR LICENSING.
DOES ANYBODY HAVE A, A MOTION REGARDING FOUR 14.3, ENSURE THAT ALL CONFIDENTIAL STUDENT INFORMATION IS PROPERLY USED IN PROTECTED? YEAH.
WE PRESENT 14.3 TO THE BOARD AS EVIDENCE PROVIDED, UH, ANY DISCUSSION.
ALL IN FAVOR, SIGNIFY BY SAYING AYE.
THANK YOU ALL VERY MUCH FOR YOUR INDULGENCE TODAY.
AND STICKING WITH US AS USUAL, WE ALWAYS HAVE GOOD CONVERSATIONS.
I FEEL WE BROUGHT UP A COUPLE POINTS THAT WE THINK NEED TO BE BROUGHT FORWARD TO POLICY.
ONE POINT TO POLICY COMMITTEE AND ANOTHER AS A SUGGESTION FOR A WORK SESSION.
SO WE'LL, UM, YOU KNOW, FOLLOW THROUGH ON THAT.
SO ARE ACCORDING TO MY NOTES, NOW WE WILL HAVE ON OUR NEXT AGENDA, WE'LL HAVE TO HAVE 14.4, UM, 12.4.
AND THEN WE HAD TWO THAT WERE DOING DECEMBER 12, 11 AND 12, 12, UM, ONE'S 12, 11 TEXTBOOKS, ADOPTION OF TEXTBOOKS AND INSTRUCTION MATERIAL.
I FEEL LIKE WE'VE GONE OVER THAT ONE BEFORE, SO MT.
THERE WAS A SPECIAL, THAT WAS SPECIAL.
THAT WAS A SPECIAL ONE, BUT THIS IS JUST THE PROCEDURE FOR IT.
UM, SO I THINK THAT BECAUSE WE ALREADY DID THAT SPECIAL ONE, WE TALKED A LITTLE BIT ABOUT THE PROCEDURE, RIGHT? SO THAT ONE SHOULD GO FAIRLY QUICKLY.
YOU KNOW, I CAN NEVER, I'M NOT VERY GOOD AT GUESTS.
KNOW HOW FAST YOU GOING TO GO? SO WE DO NEED A MEETING IN DECEMBER.
[01:50:01]
TECHNICALLY YOU'RE TECHNICALLY YOUR MEETING WOULD HAVE BEEN THE 23RD.SO I WAS GOING TO SUGGEST THAT YOU MOVE IT TO THE 21ST OR THE 22ND.
THE 22ND IS A LAST WORK DAY FOR, UM, THE DISTRICT OFFICE.
SO YOU CAN LEAD THE 21ST OR THE 22ND.
THE 21ST, YOU DON'T WANT TO THAT'S TUESDAY, THE 21ST TUESDAY, THE 21ST.
DOES THAT WORK? MAL DOES THAT WORK FOR YOU? ANGELA? THAT WORKS FOR ME.
STRATASYS, WELL, I'M GOING TO SEE ANGELA.
YOU CAN MEET 4 30, 4 30 THAT'S ONLY, OR I GET OFF FROM WORK.
SO FOUR 30 ON THE 21ST FACTOR STRATOS TO SAY AT WORK FOR YOU? YES MA'AM.
ARE YOU PROBABLY GOING TO BE HAVING A PARTY AND YOU'RE GOING TO HAVE TO MISS IT.
THE LAST BULLSHIT IS JUST TO IT DOESN'T GO ON CONSENT BECAUSE THE WHOLE, OH, HE HAS NOT COMPLETED YET.
THIS IS JUST, WHAT DO YOU MEAN MIND CONSENT AS WE GO.
SO MRS. CUSHING BARRY, I'M GOING TO CORRECT THAT COVER PAGE, JUST TO REFLECT THAT ONE ITEM I MADE NOTE OF THAT TO YOU.
SO THE MOTION IS TO, TO PUT, UM, O E 14.3 AND MOVE IT TO THE CONSENT AGENDA.
UM, IS THERE A WAY WE COULD MEET ON THE MONDAY, THE 20TH INSTEAD OF TUESDAY, THE 21ST, UH, MONDAY THE 20TH AGENDA SETTINGS AT FOUR AND THE AD HOC BLUFFTON GROUP IS MEETING AT FIVE 30.
AND ANGELA WAS SHAKING HER HEAD, SO, OKAY.
SO THE 21ST AT FOUR 30 IS THEIR LAST MEETING FOR THE YEAR CHRISTMAS.
IF I COULD JUST SHARE A POINT OF CLARIFICATION WITH O E UM, 12, 11, 12, 12.
THEY ARE TIED TO ON THE TEXTBOOK PRESENTATION THAT WE HAD DONE WITH THAT SPECIAL ADOPTION THAT WOULD BE PROVIDING THE LEGAL AS WELL AS A DISTRICT PROCEDURAL.
THAT'S WHAT THEY, WHEN I READ THEM, THAT'S WHAT IT SOUNDS LIKE.
UH, 12 POINT 12 DOES SAY THE PROCEDURE FOR REVIEWING MATERIALS BY A PARENT, UM, REQUEST.
DID WE TALK ABOUT THAT BEFORE? WELL, NO, WE DIDN'T, BUT THAT WILL BE, THAT IS ACTUALLY WITHIN OUR REQUIREMENT IN AN ADMINISTRATIVE REGULATION.
AND 12 POINT 11 IS JUST SELECT TEXTBOOKS AND INSTRUCTIONAL MATERIALS, UM, MOVEMENT OF THE RESULTS BY BLAH, BLAH.
AND THEN WITH 14.4, I WILL SEPARATE THE LAST TWO PIECES OF EVIDENCE THAT IS TIED TO THE SEXUAL DISCRIMINATION.
AND I'LL JUST, I'LL JUST LAST TWO PIECES OF EVIDENCE FROM 14.3.
I'LL JUST PUT THAT ASIDE TO BE 14.4 NEXT MEETING.
MA'AM 12.4 SAYS DEFINITELY MEASURE.
THAT IS THE REPORT CARD PROCESSING AS WELL AS PROGRESS REPORTS AND GRADING PRACTICES AND STATE LAW.
SO, UM, I WILL MAKE SURE THOSE GUIDELINES ARE IN AND, AND PULL UP INFORMATION FROM FACULTY HANDBOOK.
SO WE HAVE IT FROM THE SCHOOL SITES.
WELL, I'M WONDERING IF THIS ONE SHOULD BE LATER, LIKE AFTER WE HAVE WINTER MAP, IF WE WANT TO LOOK AT PROGRESS AND STUFF, CAUSE IT SAYS EFFECTIVELY MEASURE EACH STUDENT'S PROGRESS TOWARD ACHIEVING OR EXCEEDING THE STANDARDS.
TO ME, THAT'S GOING TO BE ONE WHERE WE'D WANT TO BE LOOKING AT STUDENT DATA.
SO, AND WE WON'T BE COMPLETED WITH MAP DATA BECAUSE WE EXTENDED THE WINDOW FOR, UM, HIGH SCHOOLS BECAUSE WE ARE REQUIRING ENGLISH ONE IN ENGLISH TWO TO MAP, AND WE DIDN'T WANT TO INTERRUPT WITH ELC TESTING.
AND WE WANTED TO MAP THE NEXT CYCLE OF KIDS, STUDENTS BECAUSE OF THE FOUR BY FOUR, YOU KNOW, THERE'LL BE A NEW WAVE OF STUDENTS AT BEGINNING OF SECOND SEMESTER.
SO THEY WILL NOT BE DONE WITH MAP TESTING AT THE HIGH
[01:55:01]
SCHOOL LEVEL.UM, I WANT TO GIVE THEM AT LEAST THE SECOND WEEK OF JANUARY.
WELL, WHY DON'T WE MOVE THAT ONE TO FEBRUARY 12.4 NOW.
AND ANGELA, WHAT DO YOU GUYS THINK WHEN YOU READ THAT ONE? WHAT DO YOU THINK? UH, I DON'T HAVE A RECOLLECTION OF IT NOW, FROM WHAT YOU'RE EXPLAINING, I SUPPOSE.
I DON'T KNOW IF WE ACTUALLY NEED DATA THE WAY, SO I'M SAYING IT DEPENDS ON HOW, HOW ARE WE GOING TO MEASURE STUDENT PROGRESS TOWARDS YEAH.
IT SAYS EFFECTIVELY MEASURE EACH STUDENT'S TOWARD ACHIEVING OR EXCEEDING THE STANDARDS.
SO IF YOU'RE JUST GOING TO TALK ABOUT THE PROCESS, THEN I GUESS WE DON'T NEED THE DATA.
WELL HE COULD HAVE OLD DATA, MAN.
I, MAN, IT'S ALWAYS GOING TO DO THE HOW.
THAT'D BE MORE PRACTICAL STEPS THAT WE GOING TO UTILIZE.
THAT'S A POLICY FOR DOING IT, REGARDLESS OF WHAT THE, THE NUMBERS SHOW THAT AT MY OWN OFF WHAT? YEAH.
THAT'S, YOU KNOW, THE FIRST TIME THIS IS ONE OF THOSE THINGS THAT I THINK WE'RE LEARNING A LOT BY READING THESE OES AND TRYING TO FIGURE OUT OKAY.
YEAH, EXACTLY WHAT THE ANTENNA IS.
I THINK, I THINK THIS JUST GENERAL PROCESS PROCESS.
IF IT'S PROCESSED, THEN WE COULD STILL KEEP IT ON WHAT YOU DESCRIBED THEM.
UH, ANY OTHER COMMENTS BEFORE WE ADJOURN? NO.