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DEAN OF THE ACADEMIC COMMITTEE TO ORDER, UM, THE TIMIDITY IS BEING BROADCAST, UM, VIA THE COUNTY CHANNEL.
IT IS A ZOOM MEETING AT THIS TIME.
I INVITE EVERYONE TO STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
UM, SO AT THIS TIME I NEED A MOTION TO APPROVE THE AGENDA.
WE APPROVE THE AGENDA FOR TODAY.
UM, ANGELA AND MERYL, ANY DISCUSSION? UM, I WOULD JUST LIKE TO SAY WE HAVE TWO PRINCIPALS JOINING US TODAY, UH, TO TALK ABOUT THE CHOICE PROGRAMS PROPOSED CHANGES.
SO I WOULD LIKE TO MOVE THEM TO THE FRONT OF THE LINE SO THEY CAN GET ON WITH BUSINESS.
DOES ANYONE HAVE ANY OBJECTION TO THAT? NO.
SO EVERYONE IN FAVOR OF THE AGENDA WITH THAT CHANGE SIGNIFY BY SAYING AYE.
UM, I WOULD LIKE TO THANK EVERYONE TODAY AND REALLY APPRECIATE YOUR WILLINGNESS, UM, MY TEAM MEMBERS AND DR.
STRATOS TO CHANGE THE DATE OF OUR MEETING.
I KNOW THAT IT'S CONFUSING WHEN WE DO IT, BUT I THANK YOU ALL VERY MUCH.
SO, UM, ON OUR AGENDA TODAY, WE HAVE FOUR OH EAS, UM, THAT WE'RE GOING TO CONTINUE BETTING.
LIKE WE HAVE BEEN IN THE PAST AND THEN MOVE ON TO DOING IT A LITTLE DIFFERENTLY IN THE FUTURE.
AND WE HAVE TWO PRESENTATIONS, UM, FROM TWO PRINCIPALS REGARDING TWEAKING THEIR CHOICE PROGRAMS. SO, UH, DR.
STRATA, I'LL TURN IT OVER TO YOU.
THANK YOU, MRS. ROBOT AND BOARD MEMBERS AND OUR MEMBERSHIP FROM OUR ISD TEAM AND PRINCIPALS.
I DO WANT TO TALK ABOUT, I FORGOT.
DO WE HAVE ANY PUBLIC COMMENTS, MOLLY? NO, MA'AM I DIDN'T, WE HAVEN'T HAD ANY FOR SO LONG.
I DO WANT TO TAKE THIS OPPORTUNITY TO INTRODUCE ELIZABETH RIBERA.
SHE'S OUR PRINCIPAL AT JOSEPH FRANKLIN ELEMENTARY SCHOOL.
AND THEN WE'LL HAVE MS. GRAHAM, A BUILDER GRAHAM OR PRINCIPAL FROM BUFORD MIDDLE SCHOOL.
BOTH ARE BRINGING FORWARD A POTENTIAL CHANGE.
AND WE'D LIKE TO INFORM THE BOARD.
UH, THEY ARE, HAVE GONE THROUGH THE PROCESS WITH THEIR FACULTY, THEIR SCHOOL IMPROVEMENT COUNCIL, AND OUR NEXT LEVEL IS TO BRING THE INFORMATION TO ACADEMIC COMMITTEE.
SO WITH THAT, I'D LIKE TO START WITH MS. RIVERA.
UM, MS. MOLLY, WOULD YOU LIKE ME TO BRING UP THE PRESENTATION OR YOU ARE, WOULD YOU LIKE TO MANAGE HIS PART OF THE MEETING? OKAY.
JUST GIVE ME A MOMENT, BOSS LADY, AND I WILL DO SHARE SCREEN.
YOU KEEP DRIVING THE DISTRICT FORWARD.
I KNOW TOMORROW IS A BIG BOARD MEETING AS WELL.
UM, IF EVERYONE SEES A POWERPOINT PRESENTATION IN FRONT OF YOU, IF I CAN GET A CUE OF A YES.
UH, YOU HAVE BUFORD MIDDLE OFFICE AT THE ONE WE'RE GOING TO DO FIRST.
AND WE ARE, DO WE HAVE JOSEPH SHANKLIN ELEMENTARY SCHOOL HOME OF MS. ELIZABETH RIBERA AND STILL SHOW IN VIEW FOR MIDDLE IT IS WHEN WE STOPPED SHARE.
MA'AM YOU HAVE JOSEPH SHANKLIN NOW? NO, NO.
IT MAY TAKE ME A FEW, BUT I'LL GET ME THERE.
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IT'S A PLEASURE TO BRING YOU FORWARD TO OUR ACADEMIC COMMITTEE.IT'S CHAIRED WITH MRS. ROWE BINE AND I'M THE FLOOR IS YOURS, MAN.
AND YOU JUST TELL ME TO GO, OH, MAGIC.
I APPRECIATE EVERYONE TAKING TIME THIS AFTERNOON TO HEAR ABOUT AN EXCITING NEW SCHOOL CHOICE THAT WE WOULD LIKE TO OFFER IT JOSEPH SHANKLIN ELEMENTARY SCHOOL.
SO IF YOU'RE NOT FAMILIAR WITH JOSEPH SHANKLIN ELEMENTARY SCHOOL, JUST TO GIVE YOU A LITTLE HISTORY, UM, OUR SCHOOL WAS ESTABLISHED IN 1994.
IT WAS NAMED IN HONOR OF JOSEPH S SHANKLIN, WHO WAS THE PRINCIPAL OF THE HISTORIC BUFORD COUNTY TRAINING SCHOOL.
ALSO KNOWN LOCALLY AS THE SHANKLIN SCHOOL.
SO THE SCHOOL THAT HE HAD IN BUFORD, IT WAS MODELED AFTER THE TUSKEGEE INSTITUTE AND IT PROVIDED A VARIETY OF EDUCATIONAL OPPORTUNITIES FOR BLACK STUDENTS TO DEVELOP THEIR TALENTS WITHIN BUFORD.
SO TODAY WE ARE LOCATED ON A DIFFERENT SITE.
WE ARE NEAR THE AIR LAUREL BAY.
UM, WE HAVE OVER 400 STUDENTS, WHICH IS QUITE AN INCREASE FROM WHEN I FIRST STARTED HERE AS ASSISTANT PRINCIPAL NINE YEARS AGO, ALL OF OUR STUDENTS RECEIVE FREE BREAKFAST AND LUNCH THROUGH THE COMMUNITY ELIGIBILITY PROGRAM.
AND WE ARE ALSO WORKING JUST AS JOSEPH SHANKLIN DID IN THE PAST TO DEVELOP THE TALENTS OF OUR STUDENTS.
SO JUST A LITTLE DEMOGRAPHIC INFORMATION ABOUT OUR SCHOOL.
YOU CAN SEE THAT WE HAVE A QUICKLY GROWING HISPANIC POPULATION, UM, WHILE THE MAJORITY OF OUR STUDENTS ARE AFRICAN-AMERICAN AND AREA THAT WE ARE LACKING, UM, AT JOSEPH SHANKLIN ELEMENTARY IS THE IDENTIFICATION OF OUR GIFTED AND TALENTED STUDENTS RIGHT NOW IN THIRD, FOURTH AND FIFTH GRADE, WE ONLY HAVE TWO STUDENTS THAT ARE IDENTIFIED GIFTED AND TALENTED.
SO KEEP THAT IN YOUR MIND BECAUSE IT'S GOING TO GO ALONG WITH THE PRESENTATION TODAY.
WE ALSO HAVE AN INCREASE IN OUR MULTILINGUAL LEARNERS AND WE ARE NOW HAVING TO EARLY CHILDHOOD SPECIAL ED CLASSES.
UH, WE HAVE ONE RESOURCE TEACHER AND ONE SPEECH LANGUAGE PATHOLOGIST AT SHANKLIN.
SO A FEW MINUTES AGO WHEN I SHARED THE SCHOOL STORY WITH YOU, IF YOU RECALL, IT SAID THAT JOSEPH SHANKLIN WORKED TO DEVELOP THE TALENTS OF THE STUDENTS THAT YOU SERVE.
AND AT JOSEPH SHANKLIN ELEMENTARY SCHOOL, THAT HAS BEEN SOMETHING THAT HAS REALLY COME TO THE MIND OF MYSELF, COMMUNITY MEMBERS, UM, ALL OF OUR STAKEHOLDERS, STUDENTS, PARENTS, MEMBERS OF THE SIC, HOW ARE WE DEVELOPING THE STUDENT TALENTS AT JOSEPH SHANKLIN ELEMENTARY SCHOOL? WE HAVE A NEW PROGRAM THAT WE WOULD LIKE TO WORK ON, WHICH IS THE, I THINK YOU MIGHT'VE SKIPPED A SLIDE.
STRATUS THINKING ABOUT, UM, I DON'T HAVE ANYTHING IN BETWEEN.
I, MY PRESENTATION, EVEN WHEN I, WHEN I PUT IT INTO PRINT, WE'LL GO WITH THIS.
SO WE WOULD LIKE TO START A PROGRAM AT JOSEPH SHANKLIN ELEMENTARY SCHOOL, WHICH IS CALLED THE TALENT EMPOWERMENT PROGRAM.
SO WITHIN THIS PROGRAM, WE WOULD PROMOTE DEEPER STINKING, DEEPER THINKING STRATEGIES, AND WE WOULD USE MATERIALS TO PROMOTE THOSE STRATEGIES INTEGRATED THROUGH ALL OF OUR GRADE LEVELS.
BEGINNING IN KINDERGARTEN, WE WOULD USE INQUIRY BASED STUDENT DIRECTED LEARNING THROUGH A DEDICATED WEEKLY TIME TO PURSUE A PASSION PROJECT.
WE WOULD HAVE COMMUNITY INVOLVEMENT TO SUPPORT STUDENTS IN THE VARIOUS DISCIPLINES AND SERVE AS PROJECT SPONSORS.
WE WOULD HAVE TALENT, EMPOWERMENT, PROGRESS NARRATIVES THAT WOULD BE INCLUDED WITH THE INTERIM AND REPORT CARDS TO LET PARENTS AND STUDENTS KNOW HOW THEY'RE DOING WITH THEIR PASSION PROJECT.
IT WOULD HAVE A PLACE FOR A STUDENT REFLECTION AND ALSO SPONSOR FEEDBACK.
AND WE WOULD HAVE A SHOWCASE EACH SEMESTER WHERE ALL THE PASSION PROJECTS WOULD BE ON DISPLAY.
THESE PASSION COULD RANGE A VARIETY OF THINGS, YOUR CORE ACADEMICS THAT YOU NORMALLY THINK OF LIKE YOUR LITERACY, MATH, SCIENCE, SOCIAL STUDIES, BUT ALSO STUDENTS THAT ARE INTERESTED IN THE PERFORMING ARTS OR ATHLETICS, GARDENING, DIFFERENT THINGS THAT THEY WANT TO LEARN MORE ABOUT.
AND THAT THEY'RE PASSIONATE ABOUT.
WE WOULD BE PAIRING THEM WITH STAFF MEMBERS AND SPONSORS WHO ARE PASSIONATE ABOUT THOSE SAME THINGS.
MA'AM SO RESEARCH THAT SUPPORTS THIS PROGRAM, LIKE I TALKED ABOUT EARLIER, JOSEPH SHANKLIN ELEMENTARY SCHOOL ONLY HAS TWO STUDENTS THAT ARE IDENTIFIED GIFTED AND TALENTED RIGHT NOW.
NOTICE I SAID, IDENTIFY THAT IS NOT ALL THE GIFTED AND TALENTED STUDENTS THAT WE HAVE IN OUR SCHOOL.
MY STUDENTS, THE STUDENTS OF JOSEPH SHANKLIN ELEMENTARY ARE CAPABLE OF GREAT THINGS RIGHT NOW, THEY ARE UNDERREPRESENTED.
AND THAT INCLUDES STUDENTS FROM CULTURALLY AND LINGUISTICALLY DIVERSE BACKGROUNDS, MULTILINGUAL LEARNERS, STUDENTS FROM A RANGE OF SOCIOECONOMIC BACKGROUNDS AND TWICE EXCEPTIONAL STUDENTS.
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ONE OF THE THINGS THAT WE HAVE TO LOOK AT IS NOT THAT TRADITIONAL GIFTEDNESS THAT SHOWS UP WHEN STUDENTS TAKE THE COGA IN SECOND GRADE, IT CAN LOOK VERY DIFFERENT AND UNDERREPRESENTED STUDENT POPULATIONS, AND THAT DEVELOPMENT OF POTENTIAL WITHIN THOSE STUDENTS IS AN ONGOING PROCESS.AND THAT'S WHAT WE WANT TO START WITH HERE ALL THE WAY DOWN AT THE KINDERGARTEN, WITH THOSE STRATEGIES TO REACH THEIR FULL POTENTIAL, OUR LEARNERS NEED TO LEARN, TO EMBRACE A STRONG SENSE OF SELF, DEVELOP, A LOVE OF LIFELONG LEARNING AND FIND A PURPOSE THAT TIES TO THEIR STRENGTHS AND PASSIONS.
AND ONE OF MY FAVORITE RECENT BOOKS THAT I'VE BEEN READING, UM, IS THE RESOURCE THAT I HAVE LISTED HERE SEEING AND SERVING UNDERSERVED, GIFTED STUDENTS, 50 STRATEGIES FOR EQUITY AND EXCELLENCE.
THAT IS WHERE SOME OF THIS RESEARCH CAME FROM AND SOME OF THE THINGS THAT WE WOULD IMPLEMENT WITHIN OUR PROGRAM.
SO I THINK THIS IS THE SLIDE THAT WAS SUPPOSED TO BE BACK EARLIER.
IT KIND OF THREW ME OFF A LITTLE BIT.
SO THIS TELLS YOU A LITTLE ABOUT THE ACTUAL SCHOOL CHOICE WITH THE TALENT EMPOWERMENT.
LIKE I SAID, IT WOULD PROVIDE OPPORTUNITIES FOR ALL CHILDREN TO DEVELOP AND DEMONSTRATE THOSE ADVANCED LEARNING BEHAVIORS.
WE WOULD ALSO BE WORKING ON SOFT SKILLS, THOSE EMPLOYEE ABILITY SKILLS THAT STUDENTS NEED WITHIN THE WORKFORCE TODAY.
AND WE WOULD USE THIS PROGRAM AS A MECHANISM TO BUILD CLIMATE AND CULTURE AMONGST OUR STAFF AND STUDENTS.
AND WE WOULD ALSO BE REVAMPING OUR PBI S SYSTEM, WHICH IS OUR POSITIVE BEHAVIOR INTERVENTION SYSTEM TO DRIVE POSITIVE OPPORTUNITIES AND CHOICE FOR OUR STUDENTS OVER ON THE RIGHT SIDE.
YOU CAN SEE SOME OF THOSE MULTIPLE DISCIPLINES THAT WE WOULD BE EXPLORING.
SO HOW DOES THIS ALIGN TO THE BEAVER COUNTY SCHOOL DISTRICT BOARD, STRATEGIC GOALS AND INITIATIVES? SO THIS WOULD FIT RIGHT IN WITH ACADEMIC ACHIEVEMENT.
WE WOULD BE LOOKING AND MONITORING OUR MAP AND SD READY.
WE WOULD SEE ACHIEVEMENT WHILE IN INCREASED WHILE CLOSING THE ACHIEVEMENT GAPS THAT JOSEPH SHANKLIN ELEMENTARY SCHOOL, OUR TEACHERS WOULD BE RECEIVING TRAINING AND ENDORSEMENT FOR GIFTED AND TALENTED.
OUR STUDENT ENGAGEMENT WE'LL SEE AN INCREASE AND WE WILL SEE AN INCREASE IN THE IDENTIFIED, GIFTED AND TALENTED STUDENTS.
WE WILL GET THERE BY HAVING INSTRUCTION THAT WILL PROMOTE ACADEMIC DEVELOPMENT ACROSS MULTIPLE DISCIPLINES.
AND STUDENTS WILL CONTINUE TO HAVE OPPORTUNITIES FOR LEADERSHIP, WHICH HAS BEEN OUR SCHOOL CHOICE IN THE PAST, AS WELL AS COLLABORATION AND CAREER EXPLORATION.
SO I'VE ALREADY MAPPED OUT A PLAN ON HOW TO GET US THERE FOR NEXT YEAR.
I WANT TO HIT THE GROUND RUNNING IN JANUARY, CROSSING MY FINGERS, EVERYTHING GETS ALL APPROVED AND WE'RE GOOD TO GO.
I ALREADY HAVE SOME RESOURCES THAT ALIGN WITH SOME OTHER THINGS THAT WE'RE WORKING ON THIS YEAR THAT WE COULD USE TO HELP US FOR THE REST OF THE YEAR IN PREPARATION FOR NEXT YEAR AND WHAT WE WOULD WORK ON DURING THE SUMMER AUGUST AND THE ONBOARDING OF NEW STAFF.
SO NEW STAFF MEMBERS WOULD HAVE A SCHOOL-BASED MENTOR.
THEY WOULD ATTEND PLANNING AND PROFESSIONAL DEVELOPMENT SESSIONS WITH THE COACHES, ADMIN AND GIFTED AND TALENTED TEACHERS CATCH UP ON THE PROGRAMMATIC INSTRUCTIONAL EXPECTATIONS.
YOU CAN SEE WITHIN THOSE DIFFERENT PARTS OF THE PROFESSIONAL DEVELOPMENT, WE WOULD BE FOCUSING ON A LOT OF DIFFERENT STRATEGIES THAT WILL BENEFIT ALL STUDENTS IN THE CLASSROOM, MULTIPLE INTELLIGENCES, CULTURALLY RESPONSIVE CLASSROOM, HAVING HIGH EXPECTATIONS, ENGAGEMENT, DIFFERENTIATION THAT DEEPER THINKING, CRITICAL THINKING THAT GOES ALONG WITH QUESTIONING AND LOOKING AT THINGS FROM MULTIPLE PERSPECTIVES.
SO FUNDING, THE GREAT THING IS THIS IS NOT GOING TO COST A WHOLE LOT, A WHOLE LOT EXTRA, SO WE WOULD NOT NEED ANY ADDITIONAL CURRICULUM.
WE HAVE SCHOLASTIC LITERACY, WE HAVE READY MATH.
THOSE ARE WONDERFUL, UM, RESOURCES THAT ALREADY WITHIN THEM PROVIDE DIFFERENTIATION FOR THE CONTENT PROCESS, PRODUCT, ENVIRONMENT, AND ASSESSMENT.
WE JUST NEED TO FOCUS ON THOSE THINGS AND HOW TO IMPLEMENT THEM WITHIN THE CLASSROOM.
WE WOULD BE ABLE TO DO SUPPLIES AND PROFESSIONAL DEVELOPMENT, UM, WITH THE MONEY THAT WE HAVE IN THE GENERAL FUND.
AND THEN ALSO, UM, WITH MONEY IN THE TITLE ONE BUDGET.
AND THE ONLY THING THAT WE WOULD BE ASKING FROM THE DISTRICT IS TO INCREASE MY GTT FOR, FROM A 0.5, TO ADD ALSO AN INTERVENTIONISTS 0.5 WITH THAT, SO THAT I WOULD HAVE A FULL-TIME PERSON FOR THAT POSITION.
UM, WHEN APPROVED, WE WOULD IMMEDIATELY START IN MARKETING.
AND I LIKE, UM, THIS THAT I'VE FOUND EDGY BRANDING, WHICH I THINK IS WHAT WE REALLY NEED TO DO WITH JOSEPH SAINT GLEN ELEMENTARY SCHOOL.
SO WE WOULD WANT TO FOCUS IN ON GETTING OUR STORY OUT THERE ABOUT HOW THIS SCHOOL CHOICE IS AWESOME, HOW IT IS GOING TO AFFECT ACHIEVEMENT.
IT IS GOING TO ENRICH THE LIVES OF OUR STUDENTS, AND IT IS GOING TO CREATE A WONDERFUL CULTURE HERE AT JESTER SHANKLIN ELEMENTARY SCHOOL.
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OUT LIKE AN ACTION PLAN.STRATAS REFERENCED THAT WE'VE DONE UP TO THIS POINT IS THAT IT WAS ACTUALLY, IT WAS NOT MY IDEA TO START EXPLORING THIS TOPIC.
THE IDEA WAS BROUGHT TO ME BY STAFF AND PARENTS.
UM, ONCE THAT IDEA WAS BROUGHT TO ME, WE HAD ADMINISTRATION AND COACHES MEET WITH, UH, THE DIRECTOR OF TEACHING AND LEARNING ELEMENTARY FROM THE ISD DIVISION AT THE DISTRICT OFFICE.
UM, WE DID A LOT OF RESEARCH EXPLORING WHAT THIS COULD LOOK AT, LIKE WHAT TYPE OF BUDGETARY NEEDS, WHAT TYPE OF PROFESSIONAL DEVELOPMENT NEEDS WE WANTED TO MAKE SURE OUR STAKEHOLDERS WERE INVOLVED.
WE'VE SHARED THIS AT THE SCHOOL LEVEL.
WE HAD A UNANIMOUS VOTE AT THE, UM, SIC MEETING.
WE HAD A UNANIMOUS VOTE AT OUR GUIDING COALITION, WHICH IS OUR SCHOOL LEADERSHIP TEAM MEETING, AND THEN FOLLOWING, UM, THE NEXT APPROVAL PROCESS AND WE WOULD GET APPROVAL TO MOVE FORWARD.
WE WOULD JUST START INFORMING ADVERTISING, REBRANDING AND PLANNING SO THAT WE CAN KICK THIS OFF WITH A SUCCESSFUL START NEXT YEAR.
IT JOSEPH SHANKLIN ELEMENTARY SCHOOL, I WOULD LOVE TO ANSWER ANY QUESTIONS THAT YOU HAVE ABOUT THE IDEA.
AND THEN MEL, AND, UM, ANGELA, DO YOU HAVE ANY QUESTIONS? SO, UH, YOU'RE CURRENTLY YOUR SCHOOL CHOICE IS CURRENTLY LEADER IN ME.
SO THE STRATEGIES THAT YOU'VE USED WITH THE LEADER IN ME WRITING INDIVIDUAL GOALS, THAT TYPE OF THING, WELL, THEY JUST GO BY THE WAYSIDE WHILE THEY STOP.
SO THE ACADEMIC GOALS IS SOMETHING THAT WE WOULD CONTINUE AS A SCHOOL, WHETHER WE'RE A LEADER IN ME, SCHOOL OR NOT, THE FOCUS OF THOSE GOALS MIGHT CHANGE A BIT TO WHERE RIGHT NOW WITH THE LEADER IN ME, UM, IT'S FOCUSED IN, ON LIKE ONE SPECIFIC THING THAT YOU DO EVERY MONTH.
WE HAVE THOSE WILDLY IMPORTANT GOALS, BUT I'M A, I'M A REAL BIG GOAL PERSON.
SO WE ALSO HAVE LIKE GOALS FOR A LOT OF OTHER THINGS HERE AT JOSEPH SHANKLIN ELEMENTARY SCHOOL, THE STUDENTS HAVE THEIR MAP BOWLS, THE STUDENTS HAVE THEIR READING GOALS.
THEY HAVE THEIR GOALS FOR IREADY.
SO GOAL SETTING IS SOMETHING THAT WAS STILL VERY MUCH BE A PART OF THIS.
IT WOULD ALSO BE INCORPORATED WITHIN THAT PASSION PROJECT BECAUSE WHEN A STUDENT IS COMPLETING A PASSION PROJECT, THAT'S A GOAL.
THEY ARE SETTING THAT GOAL FOR, BY THE END OF THIS SEMESTER.
THIS IS WHAT I WANT TO ACCOMPLISH WITH THAT PASSION PROJECT.
GOT A LOT OF THINGS ON MY MIND ON ABOUT THIS, BUT FIRST QUESTION IS OTHER THAN THE 0.5 INTERVENTIONISTS, WHAT'S STOPPING YOU FROM DOING IT WITHOUT US, WITHOUT ANY APPROVAL, WITHOUT ANY CONVERSATION.
WHY, WHY ISN'T THERE A PART OF THE PROGRAM ALREADY WITH DR.
MISERY, IF I COULD JUST BUILD IT.
I THINK ONE OF THE THINGS WE'RE LOOKING TO DO ALSO MR. CAMPBELL HAS GROWN THE OPPORTUNITY OF APPLICATION TO APPLY THEN TO JOSEPH CAMPBELL.
SO AS THEY WORK AT RECONSTITUTING, THE SCHOOL FROM THE INSIDE, THEY WANT TO BE ABLE TO APPLY, HAVE THE OPPORTUNITY TO HAVE CHOICE APPLICATIONS, BECAUSE I DO NOT BELIEVE THAT THEY ARE AT THE 90TH OR HIGHER PERCENTAGE OF CAPACITY.
THAT WOULD BE WHAT WE NEED TO KNOW DANDER.
LET'S SAY IT'S WORTH ANY KIND OF DISCUSSION.
HOW MANY MORE STUDENTS CAN YOU, CAN YOU BRING IN ON OF THIS CHOICE, CHOICE PROGRAMMING AND ON, UH, UH, YOU KNOW, I, YOU KNOW, ALL DUE RESPECT, I THINK THOSE THINGS THAT YOU HAVE STATED A VERY IMPORTANT THINGS THAT EVERY CHILD AND EVERY SCHOOL SHOULD BE FOR BEING PROMOTED TOWARDS THE HISTORY OF THE SCHOOL AND THE NAME AND HOW THEY GOT THAT NAME AND ALL THAT STUFF SHOULD BE BUILT IN.
AND I DON'T WANT TO SEEM LIKE I'M CRASHING THE PARTY, BUT OTHER THAN EXTENDING THAT OPPORTUNITY TO OTHERS.
AND I'M HOPING THAT WE CAN GET THE OTHER SCHOOLS TO DO THE SAME THING THAT YOU'RE DOING WITHOUT COMING TO YOUR SCHOOL TO LEARN.
I, YOU KNOW, I, YOU KNOW, I ALSO BOUGHT WHATEVER ELSE YOU NEED IN THIS CAUSE BECAUSE IT'S JUST A GENUINE, BASIC CONCEPT OF HOW TO EDUCATE PEOPLE.
THANK YOU, MR. RIVERA, THANK YOU FOR THE PRESENTATION.
I THINK THIS IS GOING TO BE A WONDERFUL PROGRAM.
YOU BASICALLY ANSWERED MY QUESTION, UM, EARLIER ABOUT THE LEADER
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IN ME PROGRAM, IF YOU ARE GOING TO BRING ANYTHING FROM THAT PROGRAM OVER INTO YOUR NEW PROGRAM, BUT I THINK IT'S A WONDERFUL IDEA AND I SUPPORT EXECUTING IT, HELPING YOU EXECUTE.AND DEFINITELY THE THINGS THAT WE HAVE LEARNED THROUGH THE PROCESS OF THE LEADER IN ME, UM, JUST LIKE WERE ASKED EARLIER BY MS. ROBOT ARE NOT GOING TO BE, BUT BY THE WAYSIDE, BECAUSE YOU'LL SEE THAT ONE OF THOSE AREAS THAT STUDENTS MAY WANT TO EXPLORE IS LEADERSHIP.
I THINK THAT WHAT'S GOING TO MAKE THIS A LITTLE DIFFERENT FROM WHAT WE'VE NORMALLY DONE IS JUST HAVING THE SET ASIDE TIME EACH WEEK, WORK ON THESE PASSION PROJECTS AND KNOWING THAT WHEN YOU COME TO JOSEPH SHANKLIN ELEMENTARY SCHOOL, THAT THIS IS WHAT WE DO HERE, WE ARE ABOUT TAKING YOU AND DEVELOPING YOUR SPECIAL TALENT THAT IS WITHIN YOU.
UM, THE LEADER IN ME IS ALREADY AT WHALE BRANCH.
IT'S ALREADY AT ROBERT SMALLS.
THOSE ARE THE AREAS THAT STUDENTS MAY TRADITIONALLY WANT TO LOOK AT COMING TO SHANKLIN FOR A CHOICE.
UM, AND WHEN THE LEADER IN ME IS BEING OFFERED SO MANY PLACES, I JUST FEEL LIKE THIS WILL REALLY SET JOSEPH SHANKLIN APART SPIRIT.
UM, HI, MS. RIVERA, HOW ARE YA? LISTEN, I JUST WANT TO ASK YOU HOW LONG HAS LEADER IN ME, BEN AT JOSEPH SHANKLIN, DO YOU KNOW? YES.
SO LEADER IN ME STARTED IN 2014.
UM, WE BECAME A LIGHTHOUSE SCHOOL IN 2018 AND THEN RECERTIFIED LAST YEAR.
SO, UM, WHERE YOU GETTING THE RESULTS, THE ACADEMIC RESULTS YOU HAD HOPED TO THAT LEADER IN MAY WOULD HELP, UM, GENERALIZE OUT INTO ACADEMIC RESULTS.
AND DO YOU FEEL THAT THIS NEW, UH, FOCUS IS NEW CHOICE WILL GET YOU THE ACADEMIC RESULTS YOU'RE LOOKING FOR? SO ONE OF THE MOST IMPORTANT THINGS WHEN YOU BEGIN IMPLEMENTING LEADER IN ME IS THAT YOU, YOU HAVE TO HAVE THE STAFF BUY-IN.
AND WHEN YOU'RE ACTUALLY THINKING ABOUT IMPLEMENTING LEADER IN ME AT YOUR SCHOOL, UM, SOMEONE FROM STEPHEN COVEY ACTUALLY COMES IN LIKE OBSERVE YOUR STAFF WHILE YOU ARE HAVING A PRESENTATION ABOUT LEADER IN ME OVER THE YEARS, WE'VE HAD EXTENSIVE STAFF TURNOVER HERE AT JOSEPH SHANKLIN ELEMENTARY.
AND THERE ARE NOT THAT MANY OF THE ORIGINAL LEADER IN ME, PEOPLE HERE, UM, IN THE LAST FOUR YEARS.
SO FOR TWO OF THOSE, I'VE BEEN PRINCIPAL, BUT THEN THE TWO YEARS THAT WERE BEFORE THAT OUR RESULTS FROM OUR END OF THE YEAR LEADER IN THE MEASURABLE RESULTS ASSESSMENT HAVE BEEN STAGNANT.
SO WE ARE NOT SEEING GROWTH WITH THE ACADEMICS.
WE'RE NOT SEEING GROWTH WITH THE CULTURE.
AND LAST YEAR ON OUR SURVEY, UM, THEY WEREN'T NEGATIVE REMARKS, BUT THEY WERE REMARKS FROM STAFF MEMBERS QUESTIONING IF THIS WAS REALLY THE RIGHT CHOICE FOR THE STUDENTS, THAT JOSEPH FRANKLIN ELEMENTARY SCHOOL, BECAUSE OF HOW TRANSIENT OUR STUDENTS ARE WITH MOVING IN AND OUT.
UM, AND THE EXTENSIVE ONBOARDING PROCESS THAT COMES ALONG FOR STAFF AND STUDENTS NEW TO A NEW SCHOOL.
THAT, THAT'S WHAT I FIGURED IS THAT, UM, SOME THANK YOU FOR ANSWERING THAT.
I, I, I KNOW THAT YOUR STAFF AND YOUR STUDENTS YOU'VE HAD TURNOVER AND THAT YOUR STUDENTS ARE TRANSIENT.
SO, UM, I WOULD IMAGINE THAT THAT TAKES ITS TOLL BECAUSE LATER ON ME IS A LONGEVITY TYPE PROGRAM.
STRATUS, WE WANTED TO BRING THIS FORWARD TO ACADEMIC COMMITTEE BECAUSE WE DO HAVE A POSITION THAT WE MUST INFORM THE BOARD.
THE OTHER PART IS A QUESTION TO MS. RIVERA ON THE BUDGETARY SIDE, LIZ, IF OPPORTUNITY PERMITTED THAT YOUR POSITION REQUESTS WOULD GO THROUGH TITLE IN ORDER THEN TO UTILIZE ISD AND WE ALLOCATE FUNDING THROUGH US FOR YOU FOR SUPPLIES.
AND SO I KNOW YOU HAVE THE PD COMPONENT.
WOULD THAT BE SOMETHING YOU WOULD CONSIDER? YES, MA'AM DEFINITELY.
SO RIGHT NOW WE ARE PAYING ABOUT $20,000 A YEAR TO BE A LEADER IN ME SCHOOL.
SO THAT WOULD FREE UP QUITE A SUBSTANTIAL AMOUNT OF MONEY THAT COULD THEN BE UTILIZED, UM, OR OTHER THINGS, WHATEVER WE NEEDED TO, TO GET THIS, TO WORK, IF WE NEEDED THE OTHER 0.5 INTERVENTIONISTS, UM, YOU KNOW, THAT'S JUST MY WISHLIST ASPECT.
UM, PLEASE GO AHEAD, MR. EARL CAMPBELL.
UM, AS FAR AS I KNOW, SHANKER HAS PROGRAM
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AND WE ARE BRANCH ALSO, BUT WHAT MORE CAN YOU DO FOR YOUR BRANCH ELEMENTARY? I'M SORRY, WHAT ARE YOU? I FIGURED YOU WERE LANDING WITH MYSELF, MR. CAMPBELL.I'VE, WASN'T PREPARED TO GIVE A PROPOSAL RIGHT NOW FOR WHALE BRANCH, L I, AND I, I MEAN THAT WITH THE GREATEST RESPECT, UM, WE, WE KNOW THAT WE'VE CONDUCTED INSTRUCTIONAL REVIEWS THERE ON CAMPUS.
WE ARE PART OF THE INSTRUCTIONAL REVIEW ACTION PLAN TO ADDRESS.
THEY ARE ALSO PART OF THE GRANT.
THE, UM, ONE THAT WE WERE ABLE TO MAGNET SCHOOLS ASSISTANCE TO WHOLE FEEDER PATTERN IN WHALE BRANCH IS TIED TO THE INSET GRANT WHERE WE ARE NOW PUTTING FORWARD THE ARTS INTEGRATION SOFTWARE Z SPACE LABS, WHICH IS A THREE DIMENSIONAL OPPORTUNITY.
UM, WE'RE LOOKING FOR OUR WHALE BRANCH SCHOOLS TO BE PART OF THE TECH KNOLOGY AND IN ARTS INTEGRATION COMPONENT.
SO THAT, THAT IS, HAS ALREADY STARTED THE TRAINING AS WELL AS THE ACQUISITION OF SUPPLIES SO THAT WE COULD START THAT ROLLOUT AS WELL AS THE MARKETING.
WE'RE NOW IN THE DRAFT FORM OF MARKETING TO UPDATE OUR CHOICE PROGRAM BOOKLET, SINCE WE START THE CHOICE WITHOUT, UM, TO FAMILY.
SO WE'RE JUST STARTING THAT PROCESS NOW, BUT WE'RE LINING PIECES UP AND I COULD ASK MRS. ROWE BY NET ON ANOTHER AGENDA.
I CAN HAVE AN M SET PRESENTATION FOR US BECAUSE I THINK IT WOULD BE VERY IMPORTANT IF YOU COULD HEAR WHERE WE ARE NOW.
STRATUS I'M OF THE BELIEF THAT THIS, THIS, UM, THAT WE JUST RECEIVED SHOULD BE PUT ON THE JANUARY 4TH AGENDA FOR THE ENTIRE BOARD TO HEAR, BECAUSE IT IS A CHANGE IN, UM, UH, CHOICE.
AND I THINK THAT MAKES THE MOST SENSE TO ME, MEL.
AND, UM, ANGELA, WHAT DO YOU THINK? I AGREE THAT IT SHOULD COME TO THE FULL BOARD FOR PRESENTATION AND YOU AGREE.
I'M SORRY, IS THAT WHAT YOU SAID? YEAH.
AND MEL, I DON'T KNOW WHETHER THAT'S A PURVIEW OR NOT.
WHERE DO YOU, WHAT DO YOU MEAN? I DON'T THINK WE HAVE A SAY IN WHETHER THEY DO IT OR NOT DO IT.
I THINK THAT'S UP TO FRANK, BUT IF THIS IS FOR INFORMATION, THAT DOCTOR YEAH.
THAT'S WHERE THE 0.1, FIVE INSTRUCTOR.
UM, UH, I, I'M THINKING A LITTLE BIT MORE ABOUT THE DISCUSSION WE'RE HAVING HERE, AND I'M THINKING THAT WE NEED TO START LOOKING AT OUR PROGRAMS HOLISTICALLY, AS OPPOSED TO SPECIFICALLY, YOU KNOW, LILA AND ME AND P D A I S A R A, I DON'T KNOW WHAT THIS ONE'S GOING TO BE CALLED, BUT OVERALL, I MEAN, PROGRAMS COME AND GO.
BUT WHAT WE DO AS EDUCATORS SHOULD BE PRETTY STAPLED.
AND, AND, AND, AND I THINK I DON'T WANT TO BASH ANYTHING THAT WE'VE DONE, BUT $20,000 HERE AND THERE TO BUY THE NAME, IT'S NOT MAKE THE PROGRAM ANY BETTER THAN WHAT WE DO ON THE SITE EVERY DAY.
STRATUS TO, TO LEAD THAT EFFORT, TO, TO CHANGE THE WHOLE THOUGHT PROCESS IN TERMS OF THESE LITTLE POCKETS OF PROGRAMS WE HAVE UNDER THE DISGUISE, THAT THERE ARE CHOICES WHERE PEOPLE TO GO DIFFERENT PLACES, BECAUSE THAT'S NOT HAPPENING EITHER.
WE DON'T HAVE A, A TRANSFER OF 300 STUDENTS ACROSS THESE PROGRAMS UNDER THE SO-CALLED CHOICE.
SO I THINK WE NEED TO STABILIZE WHAT WE DO, AND THAT'S A DISCUSSION FOR ANOTHER TIME IN A LONGER DISCUSSION, BUT, YOU KNOW, I'M NOT BUYING INTO ALL THIS STUFF A HUNDRED PERCENT.
WELL, I, I THINK THAT THE REASON THAT THIS HAS COME FORWARD IS BECAUSE WE CURRENTLY HAVE A CHOICE PROGRAM.
AND I THINK WHAT YOU'RE ALLUDING TO IS AS
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THAT'S THE BIGGER APPLE, WE NEED TO LOOK AT THAT CHOICE PROGRAM AND SEE IF IT REALLY IS CHOICE OFFERING PEOPLE CHOICE AND HOW MANY PEOPLE ARE CHOICING INTO DIFFERENT PROGRAMS. BUT FROM WHAT I'M UNDERSTANDING IS THAT WE HAVE A CHOICE PROGRAM.I KNOW THAT CATHERINE YOU'RE RIGHT.
LET'S NOT KEEP BRINGING THESE LITTLE SPOKES AND THEIR RESULT OFTEN TO SAY, WE ADD ANY MORE CHOICES WHEN WE DON'T HAVE A LEGITIMATE CHOICE IN THE FIRST PLACE.
THAT'S EXACTLY WHAT I'M SAYING.
WELL, I THINK, YOU KNOW, WHAT WHAT'S HAPPENING HERE IS SHANKLIN IS TRYING TO DELETE THE ONE CHOICE THAT THEY WERE BECAUSE OF THE CHOICE, MY MIND, THE LEADER THEORY, AND THEN EDUCATE THAT'S MY MINDSET ON IT.
JUST THE LEAP, THE CHOICE PROGRAM PERIOD, IS NOT GETTING THIS DONE BECAUSE IS NOT GETTING THIS DONE.
WHAT ARE WE DOING ON SITE FROM DAY TO DAY BASIS TO CHANGE THOSE NUMBERS? I DON'T THINK A NEW NAME CAN CHANGE IT, BOTH SO THAT WHAT WE DO DIFFERENTLY, SHE'S GOT A GOOD PROGRAM LAID OUT ON WHAT SHE'S GOING TO DO.
I DON'T THINK WE NEED, AT LEAST NOT DOING ANYTHING TO EMPOWERED BY ALL THIS MONEY OR OTHERWISE SHE NEEDS A 0.5 INSTRUCTOR TO GET DONE WHAT SHE WANTS TO GET DONE, THAT IT WILL GO AT IT.
IF IT'S SOUND PRACTICE OVERALL, THAT'S MY I'LL GET MAD ABOUT IT.
AND I KNOW I'M WAY OUT OF LINE, BUT I DON'T CARE.
I THINK WHAT WE, THE BIG PICTURE, THE BIG DISCUSSION WE HAVE TO HAVE AT SOME POINT IS THE CHOICE PROGRAM AND HOW MANY PEOPLE ARE REALLY CHOOSING.
BUT BECAUSE THIS IS A CHOICE PROGRAM, I, I THINK FROM MY VIEWPOINT, I GUESS THAT'S WHY WE'RE LOOKING AT THIS.
AND, UM, MS. RIVERA, DO YOU, DO YOU THINK THAT, UM, BRANDING AND ADVERTISING AS A CHOICE AS THIS NEW CHOICE, DO YOU ANTICIPATE IS THAT YOUR GOAL TO ANTICIPATE BRINGING MORE KIDS IN? SO MY GOAL IS KIND OF, TWO-FOLD ONE IS TO ADVERTISE AND BRING MORE STUDENTS AT JOSEPH SHANKLIN ELEMENTARY SCHOOL.
UM, BUT THE OTHER GOAL IS TO ALSO, UM, TO, AS, AS SOMEONE JUST SAID TO OF DELETE THE LEADER IN ME, KEEP THE PARTS THAT WE WANT TO USE, UM, THAT ARE JUST GOOD INSTRUCTIONAL PRACTICES, UM, REGARDING LEADERSHIP FOR STUDENTS, UM, AND BE ABLE TO FOCUS ON SOMETHING THAT'S A LITTLE BIT MORE ACADEMICALLY FOCUSED, WHICH IS WHERE THIS WOULD BE GOING WITH, UM, DEVELOPING THOSE ACADEMIC TALENTS OF OUR STUDENTS.
SO, UM, THANK YOU VERY MUCH FOR YOUR PRESENTATION.
I THINK IT'S WELL THOUGHT OUT AND I THINK THAT MS. MIDDLETON AND, UH, MR. CAMPBELL AGREED THAT IT IS, UH, SOMETHING TO MOVE FORWARD WITH.
I THANK YOU VERY MUCH FOR YOUR TIME THIS AFTERNOON IN YOUR FEEDBACK.
SO I THINK YOU HAVE ANOTHER ONE, AND AGAIN, IT'S IN THIS CHOICE PRO BECAUSE IT'S CURRENTLY A CHOICE AND BASED ON OUR CURRENT CHOICE PROGRAM, IT'S GOING TO CHANGE.
AM I CORRECT? THE ANSWER TO THAT IS YES, WE'RE FOLLOWING.
WHAT IS THE FUND? IS THERE A OURS THAT DOES THAT? WE DO HAVE TO INFORM THE BOARD OF ANY CHANGES TO CHOICE.
SO 100%, AND I WANT TO THANK MS. MRS. RIVIERA FOR JOINING US AND PUTTING TOGETHER FOR PRESENTATION.
AND NOW WE'RE GOING TO CROSS OVER TO THE HEART OF DOWNTOWN BUFORD TO BUFORD MIDDLE SCHOOL.
AND I WILL PULL UP THE NEXT PRESENTATION BECAUSE GIVE ME A MOMENT.
WELL, I'M SORRY WHILE SHE'S PULLING THAT UP.
I WANT TO THANK EVERYBODY FOR THIS OPPORTUNITY.
AGAIN, I'M LVL TO GRAHAM ON THE PRINCIPAL OF A MIDDLE SCHOOL.
AND AGAIN, I WANT TO JUST THANK YOU FOR TAKING THE TIME TO LISTEN TO OUR PRESENTATION.
SO GIVE ME, I MAY HAVE TOO MANY WINDOWS OPEN, SO IT'S NOT POPULATING.
I'M JUST CLOSING OUT A FEW THINGS.
SO WHILE YOU'RE DOING THAT, I CAN GIVE THEM JUST A LITTLE BACKSTORY.
SO ARE OUR NUMBERS AND DEMOGRAPHICS.
SO CURRENTLY WE HAVE ABOUT 418 STUDENTS
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AT BUFORD MIDDLE SCHOOL AND ALL THOSE 418 STUDENTS.51% OF THOSE STUDENTS ARE BLACK.
10% ARE HISPANIC AND 32% ARE WHITE STUDENTS.
WE HAVE 4% MULTI-LINGUAL STUDENTS AT OUR SCHOOL AND WE HAVE 19% SPECIAL EDUCATION.
STUDENTS ARE CURRENTLY POPULATING, NOT POPULATING.
UM, DO YOU HAVE A MRS. GRAHAM THAT YOU GO PULL YOURS UP? I WILL TRY ONE MORE TIME.
YOUNG LADIES, EVERYBODY SEE BUFORD MIDDLE.
SO WE HAD, UM, OUR COMMITTEE MEMBERS NAMES THERE, MR. TIM DONALDSON HAS OUR EIGHTH GRADE SOCIAL STUDIES TEACHER, AMY.
VERSUS ONE OF OUR SIXTH GRADE ELA TEACHERS.
YOU'LL WANT TO GO SEE AS ONE OF OUR ASSISTANT PRINCIPALS.
MR. ROGER JACQUELINE IS ONE OF OUR NUMEROUS HE'S OUR NUMERACY COACH AND ALSO MATH INTERVENTIONIST.
AND RICHIE IS OUR GT AND INTERVENTIONISTS AND ALSO AN ELA TEACHER FOR SIXTH GRADE.
TRACY SANDS IS OUR INSTRUCTIONAL COACH AND AMANDA TRAMPY IS OUR BAND AND ORCHESTRA DIRECTOR WHO WERE PART OF THIS COMMITTEE AS WE TRY TO COME UP WITH A PROPOSAL OPTION FOR OUR SCHOOL.
SO IF YOU LOOK AT OUR CURRENT OPTION, DR.
SHERIFFS, I'M SORRY, A SCHOOL CULTURE.
SO OUR, UM, OUR GOAL, OUR MISSION, UM, VISION, SORRY, THE VISION.
WE HAVE ANNOUNCEMENTS GOING ON IN THE BACK BECAUSE OF YOUR DISMISSAL.
SO THE VISION ON BUFORD MIDDLE SCHOOL IS THAT STUDENTS ARE PASSIONATE AND DIVERSE LEARNERS WHO ARE PREPARED FOR SUCCESS IN AN EVER CHANGING GLOBAL SOCIETY.
OUR MISSION, THE MISSION OF BUFORD MIDDLE SCHOOL IS TO GUIDE, PREPARE, AND ENGAGE LEADERS TO SUCCEED ACADEMICALLY, ARTISTICALLY AND TECHNOLOGICALLY FOR THE FUTURE THAT THEY CREATE.
SO IF YOU LOOK AT OUR CURRENT, UM, OUR CURRENT OPTION, SO CLASSICAL STUDIES HAVE HERE AT BUFORD MIDDLE SCHOOL AND CLASSICAL STUDIES IS PRETTY MUCH JUST THAT IT'S THE STUDY OF THE CLASSICS.
YOU LOOK AT PHILOSOPHY, YOU LOOK AT A SOCRATIC SEMINAR IS MORE ABOUT CULTURE AND BEAUTY.
SO WE ALSO HAD, UM, ARTS INTEGRATED BECAUSE WE ARE ARTS AND BASIC CURRICULUM SCHOOL.
AND WE HAVE BEEN, UH, WE ARE REALLY BIG IN THE ARTS.
SO, UM, WITH COVID WE FOUND THAT WE WERE NO LONGER SEPARATED BY CLASSICAL STUDIES, OUR ARTS INTEGRATION, WE ACTUALLY WERE EITHER TEAM HYBRID OR TEAM FACE-TO-FACE.
SO WITH THAT SAID, WE HAD TO ACTUALLY BLEND THE TWO PROGRAMS. AND SO WE BECAME MORE OF AN INTEGRATED CLASSICAL STUDIES SCHOOL.
SO ONE OF THE THINGS THAT WE ALSO NOTICED IS THAT WE HAVE A SMALL POCKET OF GT GIFTED AND TALENTED KIDS HERE AS WELL, WHICH WE WEREN'T REALLY CAPITALIZING ON THOSE KIDS.
WE WERE ALSO NOTICING THAT FOR OUR SCHOOL, WE ASKED, WE WERE BIG ON THE ARTS.
HOWEVER, OUR SCHOOL WAS MISSING THE STEM PIECE.
WE WERE, I THINK, THE LAST MIDDLE SCHOOL IN THE DISTRICT AT THE TABLE FOR ANYTHING THAT WAS STEM RELATED.
SO WE FOUND THAT WE NEEDED TO DO THAT WITHOUT TAKING AWAY FROM THE ARTS.
HOW CAN WE BRING IN THAT STEM COMPONENT AS WELL AS THE ARTS AND BLEND THOSE INTO, UM, A PROGRAM FOR US.
SO WE ACTUALLY THOUGHT THAT MAYBE WE SHOULD FOCUS ON STREAM BECAUSE WE ARE BIG ON LITERACY AS WELL.
SO HOW CAN WE BRING ALL THOSE TOGETHER? SCIENCE, TECHNOLOGY, READING, ENGINEERING, ARTS, AND MATH.
AND SO WE SAID, LOOK, LET'S TRY TO FOCUS ON STREAM.
UM, OF COURSE AT THE CENTER OF EVERYTHING THAT WE DO IS THE PROFILE OF A SOUTH CAROLINA GRADUATE AND ALSO THE PERSONALIZED LEARNING FRAMEWORK.
SO IF YOU LOOK AT THE PERSONALIZED LEARNING FRAMEWORK, IT BASICALLY TALKS ABOUT EQUITY WITHIN CULTURE AND PEDAGOGY, STUDENT OWNERSHIP, EQUITABLE LEARNING EXPERIENCES, FLEXIBLE LEARNING ENVIRONMENTS, AND CO-DESIGN LEARNING PROFILES AS WELL AS LEARNING PATHWAYS.
OF COURSE, WE KNOW THE CENTER OF THIS.
IF YOU CAN GO BACK TO, IF YOU GO BACK, GO BACK.
SO AT THE CENTER OF THAT, AGAIN, LIKE I SAID, IS THE, UM, A PROFILE OF A SOUTH CAROLINA GRADUATE, UM, MAKING SURE THAT WE HAVE STUDENT OWNERSHIP AND WHAT THEY ARE LEARNING AGAIN, THE LEARNING PATHWAYS AS WELL AS THE LEARNER PROFILES.
I THINK I MADE, UH, HEADED OUT OF ORDER FOR YOU.
SO WHAT WE ARE PROPOSING IS AN ADVANCED PATHWAYS ACADEMY.
SO WHAT WE WERE NOTICING, UM, WE HAD OUR OPTION AS POSSIBLE STUDIES.
HOWEVER, ONCE STUDENTS LEFT OUR SCHOOL AS EIGHTH GRADERS AND WENT TO SEE IF THEY WERE GOING TO BATTERY CREEK, OR IF THEY WERE GOING TO BUFORD HIGH SCHOOL, OR IF THEY'RE GOING TO WELL BRANCH EARLY COLLEGE, HIGH SCHOOL, THERE WAS NOT ANOTHER SCHOOL FOR A, UH, FOR THEM TO CONTINUE CLASSICAL STUDIES.
SO WE THOUGHT THAT WE WOULD ACTUALLY PUT ALL
[00:40:01]
THE THINGS THAT WE'RE DOING HERE UNDER 1 0 1 UNDER ONE UMBRELLA, WHICH IS THE ADVANCED PATHWAYS ACADEMY.SO WE ARE PRESUMING YOUR PANTS PATHWAYS ACADEMY AS AN OPTION FOR OUR STUDENTS.
AND THE GOALS OF THAT PROGRAM ARE TO ACCELERATE LEARNING OPPORTUNITIES FOR EACH STUDENT TO FOSTER STUDENT OWNERSHIP, THROUGH PERSONALIZED, LONGER LEARNING, AGAIN, PROVIDE SPECIALIZED OPPORTUNITIES FOR ADVANCED AND GIFTED STUDENTS.
ALSO MAKE SURE THAT WE INCORPORATE RELATIVE STREAM CURRICULUM, UM, FOR KOREAN TECHNOLOGY AND ALSO INCREASE THE NUMBERS OF ADVANCED SECTIONS THAT WE OFFER.
ALSO, WE HAVE TO SCHEDULE ELECTIVE IF YOU CAN GO BACK, GO BACK.
SO IF WE CAN SCALE, UM, ELECTIVE CLASSES FOR ADVANCED LEARNING STRATEGIES, AS WELL AS EMPLOY AND DEVELOP HIGH SCHOOL CERTIFIED AND GT ENDORSED STUDENT TEACHERS, UM, ALL FOR HIGH SCHOOL CREDIT COURSES AND EVERY CONTENT AREA, AND ALSO BILL HIGH SCHOOL CREDIT ELECTIVES COURSES INTO OUR SCHEDULE, AS WELL AS PARTNER WITH OUR BUFORD COUNTY SCHOOL DISTRICT HIGH SCHOOLS TO BRIDGE THE GAP BETWEEN MIDDLE AND HIGH SCHOOL.
SO IN ORDER TO DO THIS, WE HAVE TO SOLICIT RECRUIT, DEVELOP, AND RETAIN DIVERSE STUDENTS AND IN OUR ADVANCED CLASSROOMS, AS WELL AS OUR HIGH SCHOOL CREDIT CLASSROOMS. OKAY.
I DO HAVE RADIOS AND PHONES GOING OFF IN THE BACKGROUND.
SO SOME OF THAT STRATEGY THAT WE WILL EMPLOY, SO ADVANCED LEARNING STRATEGIES.
SO LOOKING AT LEARNING TECHNIQUES, AS FAR AS A METACOGNITIVE LEARNING SKILLS, NO TAKEN WITH THE CORNELL NOTES, TEST TAKING AND STUDY SKILLS, RIGOROUS CONTENT.
SO IN ORDER TO GET OUR KIDS READY FOR THE ADVANCED PATHWAYS AND IT READY FOR HIS ADVANCED CLASSROOMS, WE HAVE TO OFFER RIGOROUS CONTENT ACT, SAT, VOCABULARY, PROBLEM SOLVING, AND DECISION-MAKING, RESEARCH-BASED WRITING EXECUTIVE FUNCTIONING, FUNCTIONING SKILLS, SUCH AS ORGANIZATION AND TIME MANAGEMENT, GOAL SETTING AND PROGRESS, MONITORING, MONITORING, UM, SOCIAL AND EMOTIONAL SKILLS, COLLABORATION AND INDEPENDENCE, INTERPERSONAL, UM, RELATIONSHIPS.
SO WITHIN THE ADVANCED PATHWAYS, YOU HAVE, UM, HIGHLY QUALIFIED CORE ACADEMICS ALONGSIDE, UM, OUR, UH, ELECTIVE CLASSES, OUR ACADEMIC ARTS CLASSES.
I DO APOLOGIZE EVERY TIME I TALK, THEY START MAKING.
SO, UH, ALONGSIDE THESE HIGH QUALITY CORE ACADEMICS, YOU'LL ALSO FIND STIMULATING AND CHALLENGING ELECTIVES.
WE HAVE DANCE, WE HAVE BAND, WE HAVE ORCHESTRA, WE HAVE THEATER.
UM, WE HAVE CAREER AND ED TECHNOLOGY THROUGH PROJECT PROJECT LEAD THE WAY YOU HAVE STEM WITH THE MED TECH SEVEN GRANT.
THAT'S GOING TO BE COMING TO US FOR OUR UPCOMING SCHOOL YEAR.
WE'RE ALSO GOING TO OFFER WELLNESS HERE AT OUR SCHOOL.
SO JUST TO LOOK AT SOME OF THE CTE AND STEM OFFERINGS FOR KOREAN TECHNOLOGY THROUGH PROJECT LEAD THE WAY WE CURRENTLY HAVE FUNDAMENTALS OF TECHNOLOGY DESIGN AND MODELING FOR THE UPCOMING SCHOOL YEAR, WE'LL HAVE AUTOMATION AND ROBOTICS.
AND WITH THE ADDITION OF THE MED TECH SEVEN GRANT, WE, UM, WE ARE, WE, WE RIGHT NOW HAVE MEDICAL DETECTIVES, WE'LL ADD ADVANCED PE AND WELLNESS.
WE'LL ADD HEALTH AND FIRST AID AND CPR CERTIFICATION, AS WELL AS INTRO TO SCIENCES.
NOW THERE WILL BE A FOCUS START SERVICE LEARNING OPPORTUNITIES FOR KIDS.
SO WE WANT TO MAKE SURE THAT THE STUDENTS CAN HAVE EXPERIMENTAL LEARNING OPPORTUNITIES SO THEY CAN APPLY WHAT THEY'VE LEARNED ACADEMICALLY TO, UM, SOME OF THE, UM, CRITICAL THINKING SKILLS AND ACADEMIC KNOWLEDGE TO PROBLEMS THAT MAY BE A NEED IN OUR SCHOOLS THAT YOU HAVE TO HAVE A CAREER FOCUS.
YOU HAVE AN ENVIRONMENT FOCUS AS A WELLNESS FOCUS.
FOR INSTANCE, THE CAMPUS FOCUS COULD BE, HOW DO WE BEAUTIFUL OUR CAMPUS? UH, WHAT ARE SOME THINGS THAT WE CAN DO? COMMUNITY FOCUS COULD BE SOME TYPE OF NEED IN THE COMMUNITY THAT THEY CAN HELP WITH ENVIRONMENTAL COULD BE COMPOSTING.
IT COULD BE US HAVING A GARDEN.
IT COULD BE A PHRASE CLUB AND ALSO A COMPONENT ON WELLNESS FOR OUR, UM, ADVANCED PATHWAYS.
SO THERE'S A CULMINATING LEARNING EXPERIENCES, ALL STUDENTS.
SO PERSONALIZED LEARNING PLANS FOR STUDENTS, STUDENT LED CONFERENCE PROJECTS, COMMUNITY SERVICE HOURS IN SIXTH GRADE.
UM, OUR STUDENTS FOCUS ON JOB SHADOWING AND CAREER REFLECTION.
IN SEVENTH GRADE, THERE WILL BE AN ACTION RESEARCH PROJECT.
AND THE EIGHTH GRADE THERE WILL BE A CAREER CAPSTONE PROJECT, UM, TO TRY TO GET THEM READY FOR NINTH, FOR NINTH GRADE IN HIGH SCHOOL.
SO THEY HAVE THAT CULMINATING PROJECT.
UM, NOW ONE OF THE THINGS THAT WE, UM, WE DECIDED WE ACTUALLY HAVE THE
[00:45:01]
TEACHERS HERE TO DO WHAT WE NEED TO DO FOR THE ADVANCED PATHWAYS ACADEMY, BECAUSE RIGHT NOW, IF WE LOOK AT OUR SEVENTH AND EIGHTH GRADE TEACHERS, 50% OF THOSE TEACHERS ARE CURRENTLY, UM, HIGH SCHOOL CERTIFIED.AND IF YOU LOOK AT OUR LEFT WITH TEACHERS, WE HAVE, UM, PE AND HEALTH TEACHER AND A THEATER TEACHER THAT IS CERTIFIED FOR HIGH SCHOOL CREDIT COURSES AS WELL FOR OUR, UM, GIFTED AND TALENTED TEACHERS.
RIGHT NOW WE HAVE 29% OF OUR TEACHERS WHO ARE CERTIFIED IN GIFTED AND TALENTED RIGHT NOW AT THIS TIME.
SO AT THIS POINT, UM, I WANT TO JUST, UH, SAY THAT I THINK THE ADVANCED PATHWAYS ACADEMY WOULD BE THE RIGHT, UM, OPTION FOR OUR SCHOOL.
IT'S NOT SO MUCH THAT WE ARE CHANGING THE OPTION PER SE.
WE PRETTY MUCH ARE RE ARE, ARE CHANGING THE NAME.
WE ARE GOING TO KEEP THE CLASSICAL STUDIES PIECE AND WE'RE GOING TO KEEP THE STRENGTH PIECE IN, BUT WE JUST WANT TO MAKE SURE THAT WHEN OUR KIDS LEAVE HERE, THEY HAVE OTHER OPTIONS OF ELVIS PATHWAYS AS THEY LEAVE BUFORD MIDDLE SCHOOL.
AGAIN, WE SAID THAT THE CLASSICAL STUDIES PATHWAY OF COURSE, WAS SOMETHING THAT ONCE YOU LEFT, UM, BUFORD MIDDLE SCHOOL, IT, YOU DIDN'T REALLY HAVE ANOTHER PATHWAY IF YOU WERE GOING TO A DIFFERENT HIGH SCHOOL OR IF YOU WERE CHANGING SCHOOLS.
SO MY PLACING EVERYTHING UNDER ONE UMBRELLA AND CALLING IT, AND IT GETS MARKETED AT MARKETING IT AS ADVANCED PATHWAYS ACADEMY, BEFORE THAT THIS WILL BE THE BEST OPTION AND MOVE FOR OUR SCHOOL AND OUR STUDENTS, NOT SO MUCH THAT WE, WE ALSO WANT TO MAKE SURE WE ATTRACT STUDENTS FOR OUR SCHOOL, BUT HOW CAN WE ACTUALLY TAKE THE TIME TO ACTUALLY GROW AND PROMOTE THE STUDENTS THAT WE HAVE WITHIN OUR BUILDING? SO AGAIN, PAT ADVANCED PATHWAYS ACADEMY, I DO APOLOGIZE THAT IT SEEMS SORT OF RUSHED.
THERE ARE SO MANY THINGS GOING ON IN THE BACKGROUND HERE.
SO I DO APOLOGIZE, BUT AGAIN, THANK YOU FOR LISTENING TO OUR PRESENTATION AND I AM OPEN TO ANY QUESTIONS OR CLARIFICATIONS, AND I CAN GO BACK TO SOMETHING THAT I MAY HAVE FALLEN THROUGH THROUGH THE PRESENTATION.
THANK YOU FOR YOUR PRESENTATION.
WHAT TYPE OF PARENTAL, UH, INPUT HAVE YOU HAD IN, IN THIS? HOW HAVE YOU INVOLVED PARENTS IN THIS? YES MA'AM.
SO WHEN WE HAD OUR SIC MEETINGS AND OUR PARENT ACTUAL COUNT PARENT ACTION COUNCIL MEETING, THEY ACTUALLY TOOK THIS INFORMATION TO THEM.
WE SHOWED THEM THE PRESENTATION, GOT INPUT AND FEEDBACK FROM THEM ABOUT SOME OF THE THINGS THAT THEY WANTED TO SEE WITH OUR SCHOOL AND OUR PROGRAMS. SO WE WERE ABLE TO GET INPUT FROM THEM THROUGH THOSE MEETINGS AND THROUGH THOSE DISCUSSIONS.
MA'AM MS. MIDDLETON, MR. CAMPBELL, ANY QUESTIONS? I ALMOST DON'T WANT TO TALK ANYMORE.
COME ON MR. CAMPBELL, SAME KIND OF QUESTIONS, I GUESS, BUT I MEAN, BRADLEY, YOU'RE DOING WHAT YOU'RE DOING AND YOU'RE MAKING SOME ADDITIONS THAT ARE REPRESENTATIVE OF SOUND BASIC, UH, EDUCATION.
UH, MY QUESTION WOULD BE HOW IS THE ARTICULATION BETWEEN YOUR SCHOOL AND THE HIGH SCHOOLS THAT THESE CHILDREN ARE GOING TO, UH, WELL, I'M GOING TO PASS DOWN AND THE FUTURE AND YOU KNOW, WHAT, WHAT ARE YOU SEEING THAT THEY'RE NOT MISS NOT GETTING OR GETTING, OR, I MEAN, THERE'LL BE A NEED THAT THERE HAS TO BE A NEED.
SO, SO WHAT IT TAKES IS PURPOSEFUL PLANNING ON OUR PART BETWEEN THE MIDDLE SCHOOLS AND THE HIGH SCHOOL.
UM, ALSO EVEN GOING FURTHER WITH, UM, PLANNING IN, UM, MEETINGS BETWEEN SAY DIFFERENT MIDDLE SCHOOL AND OUR FEEDER SCHOOLS FROM ELEMENTARY SCHOOLS.
SO HOW CAN OUR SCHOOL, NOPE, REACH, REACH BACK TO THE ELEMENTARY SCHOOL AND, AND MEET WITH THOSE TEACHERS AND HAVE OUR TEACHERS PLAN WITH THE INCOMING, UM, FIFTH GRADERS OR SIX REGISTRAR SCHOOL, AS WELL AS HOW CAN OUR EIGHTH GRADE TEACHERS BE IN PLAN WITH THE NINTH GRADE NINTH GRADE TEACHERS AT THE HIGH SCHOOL AND AT THE HIGH SCHOOL AND SEE WHAT THE NEEDS ARE FOR THOSE KIDS.
SO IT'S ABOUT PURPOSEFUL PLANNING AND MAKING SURE THAT WE HAVE THAT ALIGNMENT WITH BETWEEN SCHOOLS.
IT, UM, IT MEANS I COULD HAVE MEETINGS WITH MY EIGHTH GRADE TEACHER AT THE HIGH SCHOOL, THE HIGH SCHOOL, I'M SORRY, THE HIGH SCHOOL TEACHERS TO MAKE SURE THAT, HEY, WHAT ARE SOME GAPS THAT YOU'RE SEEING AS OUR EIGHTH GRADERS ARE COMING AS NINTH GRADERS OR TALKING TO YOU ABOUT ELEMENTARY SCHOOL AND SAYING, HEY, OUR SIXTH GRADE TEACHERS ARE NOTICING THAT SOME OF THE KIDS THAT ARE COMING IN FOR FIFTH GRADE, WE'RE NOTICING THAT THEY MAY BE FALLING
[00:50:01]
SHORT IN THIS AREA.WHAT CAN WE DO TOGETHER TO BRIDGE THOSE GAPS, TO MAKE SURE THAT WE ARE, UM, PREPARING OUR STUDENTS WHEN THEY COME OVER AS SIXTH GRADERS AND ALSO WHAT CAN WE DO HERE AT THE MIDDLE SCHOOL TO PREPARE OUR STUDENTS AS THEY GO OVER AS YEAH.
AND HE CAN BE AS SIMPLE AS HOW MANY, WHAT PERCENTAGE OF YOUR STUDENTS ARE SWITCHING THEIR, THEIR IGPS THE TIME YOU LEAVE THE EIGHTH GRADE TO THE TIME THEY GET AN ATTEMPT TO 11TH GRADE.
I MEAN, IF THEY'RE NOT BEING SERVICED AND THEY HAVE TO SWITCH THOSE IGPS, THEN WE KNOW SOMETHING IS GOING WRONG IN TERMS OF WHAT WE HAVE TO OFFER AND WHAT THEIR PLANS HAVE BEEN.
SO THAT'S A PART OF, YOU KNOW, WHAT I WOULD SUGGEST AS ADDED EXPLORATION TO GET WHAT YOU, WHAT YOU WANT TO ACCOMPLISH.
BUT, YOU KNOW, I APPLAUD THE EFFORT TO TRY TO GET THEM PREPARED FOR, FOR THEIR LIFELONG PEREZ.
MS. LIDDELL, UH, MS. GOODRICH.
HI, MS. GRAHAM, HOW ARE YOU? GOOD.
I THINK THE NAME IS A GREAT MARKETING NAME AS WELL.
I THINK FOR PARENTS, THEY ADVANCED PATHWAYS.
STRATOS, THIS MIGHT BE MORE FOR YOU, YOU KNOW, THE PENDULUM SWINGS AND EDUCATION.
AND, UM, IN YEARS PAST THERE WAS, UM, THE MIDDLE SCHOOLS WERE TOLD NOT TO OFFER CERTAIN HIGH SCHOOL LEVEL CLASSES.
SO ONE YEAR WE'RE ALLOWED TO OFFER, YOU KNOW, SPANISH ONE THE NEXT YEAR.
YOU'RE NOT, THE NEXT FIVE YEARS ARE ALLOWED TO OFFER ENGLISH ONE OR, OR SCIENCE THE NEXT YEAR.
YOU'RE NOT, WHERE DOES THIS PLAN THAT MS. GRAHAMS AND HER SCHOOL HAVE, THAT'S BEEN A FIT INTO THAT, UH, THAT CONCERN TO THE PENDULUM? ANGELA.
SO ACTUALLY THE CONVERSATION WITH MS. GRANT STARTED JUST ACTUALLY PRE COVID.
UM, SHE CAME TO MY OFFICE AND I COULD, I COULD POINT TO THE CHAIR WHERE SHE WAS SEATED.
ACTUALLY, WE WERE HAVING CONVERSATION AT LOOKING AT CHOICE NUMBERS, LOOKING AT THE AMOUNT OF ENROLLMENT, WHERE ARE WE GOING? WHAT COULD WE DO TO REMARK IT, REBRAND AND GROW? UM, SHE TOOK THAT CONVERSATION RATHER THE, BECAUSE AS YOU CAN SEE, SHE'S WORKED ON IT SIGNIFICANTLY AND HAS CONDUCTED PRESENTATIONS TO SENIOR LEADERSHIP, EXECUTIVE DIRECTORS.
AND AS SHE SHARED IN THE PRESENTATION WITH MYSELF AND PRYOR, A VERY IMPORTANT POINT THAT MR. CAMPBELL BROUGHT IT UP, IS THAT ARTICULATION A KEY PART OF THIS SUCCESS IS THE ARTICULATION.
AND THEN BEING ABLE TO SET UP THAT TIME AND PLACE AT MY SCHOOL MEETING THE MIDDLE SCHOOL MEETS WITH YOUR SCHOOL, THE HIGH SCHOOL, AND THAT WE CROSS CHECK SYLLABUS, RIGHT? TO SEE THAT ARE WE ON THE SAME PATHWAY? THAT'S A CONVERSATION WE ACTUALLY HAD HAD YOU PUT MIDDLE THAT IN ORDER TO DO THIS WOULD BE EFFECTIVE AND SET AT MY HIGH SCHOOL TEACHERS.
AREN'T SAYING THEY'RE GETTING CREDITS, BUT THEY'RE NOT TEACHING THE SPRITE.
YOU'RE FAMILIAR WITH THE LANGUAGE.
SO THAT THAT CROSS PLANNING HAPPENS IN ORDER TO GET EVEN THERE.
ONE OF THE CONVERSATIONS THEY'LL HAVE LATER WITH ACADEMIC COMMITTEE IS ACTUALLY TAKEN A LOOK AT OUR ACADEMIC CALENDAR AND EMBEDDING MORE PD IN ORDER TO HAVE ROUND TABLES THAT ALLOW YOU AND I TO HAVE THAT CONVERSATION AS YOU, THE HIGH SCHOOL ENGLISH TEACHER AND MYSELF, THE MIDDLE SCHOOL ENGLISH, ONE TEACHER, SO THAT WE CAN GO FORWARD AND WE CROSS PLAN DURING THE ACADEMIC SCHOOL YEAR.
SO WE'RE TRYING TO SUPPORT WHAT A FEW OTHER SYSTEMS, DEPENDING ON WHAT FALLS IN PLACE.
AND WE CAN'T DO IT ONE WAY THROUGH CALENDAR.
WE DO IT ANOTHER WAY THROUGH STIPENDS AND PD AT PRESCHOOL, AND THEN ON OUR PD DAYS THAT WE HAVE TO START AT THE SEMESTER.
SO FROM MY SEAT, I SUPPORT WITH THE CONSISTENCY THAT WE ARE COLLABORATING SO THAT I KNOW THAT THE STUDENTS ARE ON THE SAME PATHWAY GOING UP.
WE ALSO RECOGNIZE THAT TRADITIONALLY CHILDREN IN THE MIDDLE SCHOOL WHO ARE PAYING FOR HIGH SCHOOL CREDIT CREDIT, OR AT WHAT THE TOP 7%.
SO CONVERSATION HAS BEEN, HOW DO WE EVEN BROADEN THAT OPPORTUNITY, SIMILAR TO WHAT MS. RIVERA IS DOING AND PULL SOME KIDS UP WITH MAYBE A LITTLE MORE SUPPORT.
I TOO COULD BE IN A HIGH SCHOOL CREDIT CLASS AT THE MIDDLE SCHOOL.
SO W W WE'RE HAVING DEEP CONVERSATION WITH THIS REFRIGERATOR TO BE EFFECTIVE AT IT.
ANY OTHER QUESTIONS? NO QUESTION.
THANK YOU, MS. GRAHAM, FOR YOUR PRESENTATION.
I THINK THIS IS A WONDERFUL IDEA.
AND THE COLLABORATION FROM THE ELEMENTARY TO THE MIDDLE SCHOOL AND FROM THE MIDDLE SCHOOL TO THE HIGH SCHOOL WAS VERY IMPORTANT AND YOU'RE DOING A GREAT JOB.
AND AS A FORMER STEM TEACHER, I LIKE IT WHEN STEM COURSES ARE ADDED TO THE SCHOOL.
MA'AM B FOR MIDDLE SCHOOL IS, IS JUST
[00:55:01]
THAT A COMMUNITY SCHOOL.AND WE NEED TO BE SEEN THAT WAY.
SO WHAT CAN WE DO? WHAT CAN WE OFFER TO THE COMMUNITY AND HOW CAN WE HAVE THOSE COLLABORATIVE, COLLABORATIVE COLLABORATION AND PARTNERSHIPS WITH OUR COMMUNITY PARTNERS AND OUR SCHOOLS TO MAKE SURE THAT WE ARE DOING WHAT'S BEST FOR OUR STUDENTS.
SO I DO THANK YOU FOR YOUR TIME.
WE ARE GOING TO CONTINUE TO WORK ON THIS.
AND, UM, I JUST APPRECIATE YOU ALL LISTENING.
I APOLOGIZE FOR RUSHING, BUT LIKE I SAID, IT WAS SOMETHING ON, IN THE BACKGROUND.
AND WE WILL ANTICIPATE THAT YOU WILL MAKE THIS PRESENTATION TO THE FULL BOARD, UH, JANUARY 4TH, WITHOUT DISTRACTIONS.
STRATO, SHE WANT TO HEAD TO THE PES THAT ARE ON OUR AGENDA.
MA'AM LET ME CLOSE DOWN ITEMS AND GIVE ME ONE MOMENT.
SO WE HAVE FOUR PES TO COVER AND WE HAVE AN HOUR LEFT IN OUR MEETING TIME.
DO YOU HAVE O E 12.4 IN FRONT OF YOU AT THIS TIME? YES.
AT THIS POINT, UM, COMMITTEE MEMBERS, I'D LIKE TO HAVE THE OPPORTUNITY TO BRING PRO IT DANIEL BALLEN.
HE HAS WORKED AT THE DEVELOPMENT OF OH 12.4.
HE'LL SHARE THE SYSTEMS THAT WE HAVE IN PLACE.
LET ME SEE IF I TRIED ANOTHER WAY.
NOW I'LL BE PLACED IN THE AREA OF APOLOGIZING, CAUSE I'M GOING TO BE MANIPULATING AND MOVING ITEMS AT THE SAME TIME FOR A MOMENT.
SO 12.4 IS ABOUT THE LEARNING ENVIRONMENT AND A CORRECTION WILL BE ON THE TREATMENT OF STUDENTS TO SUPERINTENDENT SHALL MAINTAIN A PROGRAM OF INSTRUCTION THAT OFFERS A CHALLENGING AND A REVELENT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS SUPPLIED BY BOARD RESULTS.
POLICY 12.4 DEFINES EFFECTIVELY MEASURES EACH STUDENT'S PROGRESS TOWARDS ACHIEVING OR EXCEEDING STANDARDS.
IF WE LOOK AT THE IDENTIFIED INDICATORS FOR COMPLIANCE ARE THREE BULLETS, THE SUPERINTENDENT SHALL OVERSEE IMPLEMENTATION OF FEDERAL AND STATE STUDENT DATA AND ACCOUNTABILITY REQUIREMENTS SHALL MAINTAIN A DATA RETRIEVAL SYSTEM WOULD ACCESSIBILITY TO DISTRICT W WITH ACCESSIBILITY TO FOUR DISTRICTS AT SCHOOL LEADERSHIP AND EDUCATORS.
AND THE THIRD BULLET IS ENSURE THAT DATA IS REPORTED TO THE BOARD OF EDUCATION.
FOLLOWING, WE WILL START WITH EVIDENCE THE FIRST ITEM, MR. DANIEL, I'LL TURN IT OVER TO YOU, SIR, WITH REGARDING THE FEDERAL ACCOUNTABILITY ROUTE, UM, REPORT RULING FOR REPORTING ON THE 1965.
SO AS, AS IT RELATES, UH, UH, OH, E 12.4, UM, WE'RE GONNA REALLY WORK FROM THE MACRO DOWN TO THE MICRO LEVEL, UM, STARTING WITH THE FEDERAL GOVERNMENT, UH, AND THE EVERY, UH, ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, UH, THE MOST RECENT REAUTHORIZATION, OH, WITH EVERY STUDENT SUCCEEDS ACT OR ESSA, UH, CAME OUT OF THE, UH, 2015, UM, UH, LEGISLATION.
SO, AND I'M NOT GOING TO READ EVERYTHING.
AND YOU SAID, WE HAVE, I THINK FOUR WITH, WITH AN HOUR TO GO, SO ABOUT 15 MINUTES AND I WILL BE DONE AND YOU GUYS KNOW I'LL COVER EVERYTHING AND, AND ALSO BE AS THOROUGH AS POSSIBLE.
SO WHAT ESA DOES OF US, IT REQUIRES ALL STATES, UM, TO, UH, HAVE RIGOROUS STANDARDS, BUT ALSO HAVE ASSESSMENTS THAT ARE ALIGNED TO THOSE STANDARDS.
SO, SO THAT'S, WHAT'S CAPTURED HERE.
UM, AND THE ASSESSMENTS COMPONENT OF, OF ESSA, UH, GOES INTO THE DETAILS OF WHAT THE FEDERAL GOVERNMENT EXPECTS OF STATES.
SO IT'S GRADES THREE THROUGH EIGHT.
UH, ALL STUDENTS TAKE ELA AND MATH.
THEY HAVE TO TAKE AT LEAST THE SCIENCE IN MIDDLE SCHOOL SCIENCE AND HIGH SCHOOL.
UH, AND THEN THEY HAVE TO TAKE AN ELA AND MATH AS WELL IN HIGH SCHOOL.
SO THREE THROUGH EIGHT ELA AND MATH, UH, ONE SCIENCE AND MIDDLE AND HIGH, AND THEN ONE ELA AND MATH IN HIGH SCHOOL.
SO NOT ONLY IS THERE AN ASSESSMENT, BUT IT ALSO REQUIRES THAT, YOU KNOW, THEY, THE ASSESSMENT MATCHES THE RIGOR
[01:00:01]
OF THE NEW STATE STANDARDS.SO THEN ROLLING DOWN, WHAT DOES THAT MEAN THEN FOR THE STATE OF SOUTH CAROLINA? WELL, OF COURSE WE HAVE AN ESSA PLAN, BUT WE ALSO HAVE A STATE CODE 59, 18, 3 10, UH, COMING OUT OF 2007, UH, WHICH, UM, HELPS DISTRICTS IN THE STATE MONITOR OUR PROGRESS TOWARDS THAT.
BUT IT WAS THE CREATION OF THE FORM OF ASSESSMENT ADOPTION LIST AND FORMATIVE ASSESSMENT USE ACROSS THE STATE AND WHOLE, UM, AS THAT ALIGNS TO THE SOUTH CAROLINA COLLEGE AND CAREER READINESS STANDARDS, UM, THAT ARE, THAT ARE NEW, BUT THIS, THIS BILL AND THIS, THIS LIST HAVE BEEN AROUND SINCE 2007.
SO WHAT DOES THAT REQUIRE? UH, IT REQUIRES THAT ALL STUDENTS THREE TIMES A YEAR, UH, AND KINDERGARTEN, OR REALLY STARTING FIRST GRADE THROUGH NINTH GRADE, TAKE AN ELA AND MATH, FORMATIVE ASSESSMENT.
THOSE ARE ALIGNED TO SOUTH CAROLINA STANDARDS, THEREFORE GOING BACK TO, HOW CAN WE MEASURE OVER TIME? AND WE CAN GUARANTEE AND TRACK, UM, STUDENTS' MASTERY OR PROGRESS, PROGRESS TOWARDS MASTERY.
AND THEN AT THE LOCAL LEVEL, UH, WE GET INTO WHAT ACTUALLY HAPPENS WITH THE CLASSROOM.
SO, UH, WITH GRADING AND ASSESSMENT SYSTEMS, I'VE INCLUDED THE ENTIRE AR UH, JUST, IT SEEMS A LITTLE BIT OF AN OVERKILL, BUT IT DOES GET DOWN TO A FINAL GRADE CALCULATIONS.
UH, AND IN BEAVER COUNTY, UH, OUR GRADE BOOKS ARE SET AND LOCKED, UH, TO INCLUDE TWO CATEGORIES FOR GRADING.
NOW THERE ARE MULTIPLE ACTIVITIES THAT CAN BE IN EACH OF THESE, BUT, UM, FORM ASSESSMENTS, UH, COUNT FOR 40% OF THE STUDENT'S GRADE, UH, AND THEN 60% FALL UNDER THE SUMMIT.
SO EVEN DOWN TO THE CLASSROOM LEVEL, TEACHERS ARE FORMATIVELY ASSESSING THE STANDARDS BEFORE THEY COME TO THE SUMMIT AND THAT'S REFLECTED AS WELL AS IN STUDENT GRADE.
SO WE'VE TAKEN FEDERAL LAW, UH, WITH ESSA, WITH, UM, THE ELEMENTARY AND SECONDARY EDUCATION ACT, UH, DOWN TO THE STATE REQUIREMENTS ALL THE WAY THEN DOWN TO THE CLASSROOM.
SO, SO THAT'S WHERE WE HAVE THE REINFORCEMENT OF, OF ALL OF THOSE COMPONENTS.
STRATUS MENTIONED WITH ACCOUNTABILITY, WE HAVE THE REPORT CARD, WE HAVE ALL THOSE AS WELL, BUT WE REALLY WANTED TO FOCUS ON THE TEACHING AND THE TEACHING AND LEARNING PART.
SO GO ALL THE WAY THROUGH ALL THE ENTIRE ISS.
AND I DAUGHTER, JESS IS GOING TO PROBABLY STRUGGLE TO KEEP UP WITH ME, BUT I GOT MY OWN COPY OPEN.
SO, UH, I AM DOWN TO PAGE 12 NOW, AND, AND, AND WE'VE BEEN TALKING ABOUT THIS FOR MONTHS.
SO, UH, THE GOOD NEWS IS WE ACTUALLY HAVE SOME DATA WE CAN SHOW YOU, UH, COMING OUT OF PERFORMANCE MATTERS.
STRATUS IS THERE, I THINK IT'S ANOTHER PAGE AND A HALF OR SO, UH, THERE ARE SOME EXAMPLES OF WHAT WE HAVE FROM PERFORMANCE MATTERS.
UM, AND JUST TO SHOW YOU HOW, UH, ALL EDUCATORS, ALL ADMINISTRATORS, UH, AND B FOR COUNTY HAVE ACCESS TO THIS AND WHAT TYPE OF INFORMATION THEY CAN SEE IN NO WAY, DOES THIS GO TO THE FULL DEPTH OF WHAT WE HAVE IN PERFORMANCE MATTERS, BUT I DO WANT TO SHOW YOU AND THIS EXAMPLE, THANK YOU, DR.
SO IN THIS EXAMPLE, WE ARE LOOKING AT A SIXTH GRADE MATH UNIT FOR DISTRICT COMMON ASSESSMENT.
SO THIS IS AN ASSESSMENT THAT ALL SIXTH GRADE CLASSROOMS CAN PARTICIPATE IN.
IT HAPPENS TO ALIGN WITH OUR UNIT FOUR, AND WE SEE THE ATTRIBUTE OR THE ATTRIBUTE THERE IS A STANDARD.
SO, YOU KNOW, THERE'S CONTENT, UH, FOR ENOUGH, BEAT UP FOR A, IF THIS WAS A LIVE PRESENTATION, I'D BE ABLE TO HOVER OVER THAT.
AND IT WOULD TELL ME THE EXACT STANDARD THAT THE STUDENT TARGET.
SO WE SEE, UM, SIX STANDARDS THERE.
UH, WE SEE THE NUMBER OF ITEMS AND WE SEE THE DISTRIBUTION OF STUDENTS.
SO THERE'S ACTUALLY RED, YELLOW, GREEN, AND BLUE, UM, KIND OF BROKEN DOWN THERE INTO THE CORE TILES OF LEARNING.
AND THIS EXAMPLE, UM, THE BLUE.YOU CAN SEE THERE'S THE ONLY ONE THAT'S ACTUALLY FILLED IN.
SO WHAT, THIS IS ACTUALLY MEASURING THAT PERCENTAGE THERE, YOU SEE IN COLUMN FOUR, UH, THE 72.1, THE 28.2, UH, THAT, THAT, THAT PERCENT REPRESENTS, UM, THE PERCENTAGE OF THE STUDENTS IN THE HIGHEST CORE TILE AT THAT EXAMPLE.
SO IF I WANT TO SEE ANYBODY WHO WAS ABOVE THE 50TH PERCENTILE OR ABOVE 50%, I COULD JUST HIGHLIGHT THAT GREEN ONE AS WELL.
AND THE, AND THE NUMBERS WOULD CHANGE AND SHOW ME THAT.
AND THEN WE SEE THE AVERAGE FOR THAT.
IT'S GOING TO BE THE SAME, JUST CAUSE I ONLY HAVE ONE ACTUAL, UM, COLOR CODED AT THAT EXACT SAMPLE.
SO AS WE DIG IN, WE CAN NOW LOOK AT WHAT'S THIS NEXT, UH, SHOWS US OUR AS THE DIFFERENT LEVELS OF DOK.
SO WE HAVE ALL THE WAY FROM BOK ONE TO DOK, THREE I'LL HAVE FROM RECALL GOING ALL THE WAY UP TO STRATEGIC THINKING YOU SEE IN THIS ASSESSMENT ARE 10 ITEMS. UH, SO THERE'S ONE QUESTION AT THE RECALL LEVEL, THERE WERE EIGHT QUESTIONS AS A SKILL OR CONCEPTUAL KNOWLEDGE.
AND THEN ONE QUESTION GETTING TO THAT DOK, THAT HIGHEST LEVEL OF, OF, OF KNOWLEDGE, UH, OF STRATEGIC THINKING.
SO AGAIN, WHEN WE'RE LOOKING AT THIS, THIS IS SOMETHING THAT ALL USERS OF PERFORMANCE
[01:05:01]
MATTERS, CAN SEE ON THEIR ASSESSMENT CONTINUING THROUGH, I THINK PAGE 13, UM, WE SEE THAT SAME, SAME ASSESSMENT, UH, SIXTH GRADE MATH UNIT, FOUR COMMON DISTRICT ASSESSMENT.UH, WE CAN SEE, UH, THE DIFFICULTY OF THE ITEMS. SO WE SEE SIX IS JUST A SNIPPET THERE.
SO WE SAY WE SEE SIX ITEMS THERE, AND WE'RE STARTING TO SEE IF YOU SEE IN THE AVERAGE DIFFICULTY, YOU CAN SEE THE RED, YELLOW, GREEN, BLUE, SO YOU CAN SEE THE CORE TILE INFORMATION, THEIR NUMBERS OF STUDENTS.
THEN WE'RE STARTING TO DIG INTO THAT ITEM ANALYSIS.
SO FOUR ITEMS, SAME ASSESSMENT, SORRY, SAME ASSESSMENT, TAXONOMY LEVEL, UNDERSTANDING, APPLYING OR ANALYZING.
WE SEE A 4, 3, 1 DISTRIBUTION, AND YOU CAN SEE HOW THE STUDENTS PERFORMED ON THAT AS WELL.
SO NOT ONLY ARE WE DOING WHAT'S REQUIRED OR WHAT'S ASKED, AND THIS O E OF LOOKING AT AN ASSESSMENT, LOOKING AT STUDENTS, UH, ASSESSMENT TIER, UM, TIED TO STANDARD, BUT WE'RE ALSO GOING OUT WITH THAT NEXT LEVEL DEEPER.
AND WE'RE ACTUALLY LOOKING AT THE LEVEL OF KNOWLEDGE NEEDED FOR MASTERY.
UNDER STRESS IS HURTING ME ALONG.
SO I THINK WE'RE IN, WE'RE DOWN TO THE TEST ANALYSIS COMPONENT.
SO IN THIS EXAMPLE, OKAY, ARE YOU ON OTHER SHADOWS THERE? I GOT IT.
SO WE'RE ACTUALLY LOOKING AT THE DIFFERENT TYPES OF, OF ITEMS. SO WE HAVE 10 ITEMS STILL.
WE HAVE EIGHT THAT WERE MULTIPLE CHOICE.
WE HAVE ONE EXTENDED TEXT AND WE HAVE ONE THAT WAS MAPPING.
SO NOT ONLY ARE WE ALLOWED TO, DO WE HAVE THE CAPABILITY TO PICK DIFFERENT LEVELS OF KNOWLEDGE OR DIFFERENT, UM, DOKS, UH, FOR THE ACTUAL STANDARD, IT ALSO GIVES US A VARIETY OF ASSESSMENT ITEMS. UM, YOU WOULD SEE THE ONE THERE UNDER THE EXTENDED TEXT, THAT'S ACTUALLY, UH, A HAND SCORED ITEM.
SO THAT'S WHY WE DON'T SEE A SCORE ON A DISTRIBUTION.
UM, THAT ITEM ACTUALLY REQUIRES A HUMAN TO GO INTO THAT ASSESSMENT AND ACTUALLY SCORE WHETHER OR NOT IT WAS A YES OR NO.
SO THE STUDENTS ARE ACTUALLY NOT JUST PICKING OR NOT JUST MATCHING.
THEY'RE ACTUALLY ANSWERING THE QUESTION, THREW A CURVE BALL IN HERE AT THE BOTTOM, JUST TO SHOW THAT THIS ISN'T JUST A GRADE SIX OR GRADE FOUR, THIS IS ACTUALLY A HIGH SCHOOL ALGEBRA ONE UNIT ONE, UH, DISTRICT COMMON ASSESSMENT.
SO THIS IS IN OUR HIGH SCHOOL CREDIT COURSES AS WELL.
UH, WE CAN SEE THOSE, THOSE STANDARDS.
UH, WE SEE THE NUMBER OF ITEMS. AGAIN, WE SEE THE DISTRIBUTION, UH, AS WELL FOR THAT ASSESSMENT AS WELL.
AGAIN, THIS VIEW LINKING TO THE SOUTH CAROLINA STANDARDS.
UH, SAME ASSESSMENT, UM, SORRY.
THAT'S, YOU KNOW, ONE VERSE, YOU KNOW, TOO, THIS IS THE ASSESSMENT.
THE, THE CHART RIGHT ABOVE THAT WHEN YOU'RE LOOKING AT THE END OF COURSE, EXAM RIGHT THERE.
SO THE ONE RIGHT ABOVE IT IS JUST SHOWING OUT HIGH SCHOOL ALGEBRA ONE, UNIT TWO.
SO IT WOULD SHOW YOU THIS SECOND ASSESSMENT.
SO THEN UNIT THREE MIGHT BE COMING ALONG, YOU KNOW, FOUR.
SO, SO WE HAVE THE ABILITY TO LOOK AT MULTIPLES, BUT THEN THE TIE IN BACK TO THE ACCOUNTABILITY, TYING BACK TO THE STATE, BECAUSE THAT'S ULTIMATELY A PART OF THAT WAS DISTRICT REPORTING TO THE SCHOOL BOARD ON INFORMATION AS WELL.
UM, PERFORMANCE MATTERS ALSO HAS ALL OF OUR STATE ASSESSMENT DATA LOADED IN AS WE RECEIVE IT.
SO WHAT WE'RE SEEING HERE IS, AND THIS EXAMPLE IS THE 20, 21 SPRING, AND OF COURSE, EXAMS FOR ALGEBRA ONE.
AND WE'RE SEEING THIS A LEVEL 1, 2, 3, 4 DISTRIBUTION, UH, OF HOW THE STUDENTS DID, BUT WITH THIS, AND WITH THIS DRILLING CAPABILITY IS YOU CAN START CROSS REFERENCING THE ASSESSMENT.
SO IT'S NOT ONLY LOCAL ASSESSMENTS, IT'S NOT JUST FORMATIVE ASSESSMENTS.
THAT'S ALSO THE SUMMATIVE ASSESSMENTS AS WELL.
UM, AND THEN WE HAVE AS 2020, SO WE HAVE THE YEAR PRIOR.
SO THIS IS 2020 WOULD HAVE BEEN JUST FALL OF 2020 SINCE WE DID NOT HAVE ANY, UM, SPRING 20, 20 EOC BECAUSE OF OUR COVID OUT.
BUT THEN WE ALSO HAVE BIOLOGY.
SO YOU'LL SEE IT'S FOR ALL SUBJECT AREAS, UM, 20, 21 BIOLOGY, AND WE HAVE 2020 BIOLOGY AS WELL.
SO WE CAN SEE GROWTH OVER TIME, UH, THROUGHOUT THE CALENDAR, UH, AND THROUGHOUT ALL THE ASSESSMENTS THAT WE'VE UPLOADED THROUGH PERFORMANCE MATTERS.
SO THE REST ARE GETTING TO THAT SAME.
I DO WANT TO SAVE TIME BECAUSE I DIDN'T WANT TO SHOW YOU KIND OF A TOOL, UM, FOR NWA AS WELL.
MA'AM JUST A LITTLE BIT LOWER.
SO ON PAGE 18, WE START WITH NORTHWEST EVALUATION ASSOCIATION.
WHY DO WE PICK MATH? WHY DID I PICK MAP TO THROW HERE? WE'VE BEEN DOING THIS SINCE 2000 SPRING 2000 OR FALL 2004, I THINK IS WHEN WE WENT WHOLESALE EVERY STUDENT, BUT THE BA IS ON THE STATE FORM OF ADOPTION.
SO WE WENT BACK TO, YOU KNOW, THE, YOU KNOW, THE BILL THAT WAS IN THE PAGE THREE OR FOUR THERE, YOU KNOW, ARTICLE 59, UH, CREATES THIS
[01:10:01]
LIST OF FORMATIVE ASSESSMENTS.WE USE NWA, UH, NDA GIVES US A VERY, VERY USABLE INFORMATION.
NOT ONLY AT OUR LEVEL OF THE DISTRICT OFFICER HAS AN ADMINISTRATION, BUT IT ALSO HAS TOOLS FOR TEACHERS TO TAKE A RISK SCORE OR AN ASSESSMENT, UH, AND GO STRAIGHT TO WHAT THE STUDENTS NEED TO KNOW OR WHAT STUDENTS DO NOW.
SO IN THIS CASE, I'M JUST GOING TO, UH, BASICALLY OVERVIEW ONE QUICK REPORT.
AND IT'S ACTUALLY THE LEARNING CONTINUUM.
UM, FOR, FOR SOME ON THIS CALL, WE, THEY CART IS WHEN WE FIRST BROUGHT IT IN.
IT'S THE SAME THING AS THEY CART, UH, BACK IN THE DAY, BUT IT'S GONE TO THE LEARNING CONTINUUM.
SO WHAT I'VE DONE IS, IS REALLY JUST WORKED THROUGH SOME, SOME SNIPPETS OF WHAT DESCARTES IS OR WHAT THE LEARNING CONTINUUM OFFERS US.
SO THIS FIRST VIEW IS A CLASS VIEW.
SO IF A TEACHER LOGS IN, UM, AND, AND, AND LOOKS, AS WE SEE HERE IN THIS EXAMPLE, UM, I'M IN THE CLASS VIEW, I'M INSIDE THE LEARNING CONTINUUM.
UM, INSIDE OF MATH, I CAN SEE THE REAL IN CONCEPT, UH, REAL AND COMPLEX NUMBER SYSTEMS. SO I HAVE THAT, I SEE MY STUDENTS BROKEN DOWN BY RIT RANGE.
SO REMEMBER THOSE 10 POINT RATE RANGES.
SO THESE ARE ALREADY KIND OF GROUPING MY STUDENTS, BUT THEN AS I CLICKED THROUGH ON PAGE 19, SORRY, I'M ON PAGE 19 NOW TO CLOSE OUT, I HAVE TO PULL IT BACK UP.
WE HAVE IT IN BOARD DOCS, BUT YEP.
SO IF Y'ALL ARE FOLLOWING ALONG ON, ON PAGE 19, UM, ALL, ALL BASICALLY THE HAS DONE IS CLICKED ON THAT RIT RANGE.
YOU SEE THE CIRCLE STILLS 2 21 TO TWO 30 RE RANGE, BUT WHAT YOU SEE RIGHT THERE BESIDE IT, AS IT STARTS GETTING THEIR RELATIONSHIPS, PERIMETER CIRCUMFERENCE, THOSE ARE LEARNING TARGETS.
THOSE LEARNING TARGETS ARE ALSO ALIGNED TO SOUTH CAROLINA STANDARDS.
SO THROUGH A MAP ADMINISTRATION, WE'RE IN THE MIDDLE OF A WINDOW RIGHT NOW, UH, STUDENTS ARE, ARE, ARE BEING ADMINISTERED.
TEACHERS ARE GETTING THIS DATA BY THE NEXT MORNING, THESE DETAILED REPORTS, THEY GO IN, THEY LOOK AT THEIR CLASS PROFILE.
THEY CAN ALREADY START SEEING SOME OF THEIR GROUP STUDENTS BY NOT JUST SUBJECT AREA, NOT JUST MATH AND READING, BUT THEN WITHIN THE ACTUAL DOMAIN AREA OR THE CONTENT, THEY CAN ACTUALLY THEN DRIVE INTO THE RIT RANGE.
THE RIT RANGE WILL MORE NARROW IN THE SKILLS AND CONCEPTS.
THE STUDENTS ARE READY FOR THAT ZONE OF PROXIMAL DEVELOPMENT.
AND THEN THAT NEXT STEP IS LOOKING AT IT IN A DIFFERENT VIEW.
SO AT THE BOTTOM OF PAGE 19, THEY'RE NO LONGER LOOKING AT IT BY TOPIC TO FLIPPED OVER AND THEY'RE LOOKING AT IT BY STANDARD.
NOW, THIS IS AN EXAMPLE FROM NWA.
SO IT'S, YOU KNOW, THIS IS NOT SOUTH CAROLINA STANDARDS.
THESE ARE NATIONAL STANDARDS, BUT WE SEE THREE DOT AND BT.ONE USES PLACE VALUE, UNDERSTANDING OF ROUND WHOLE NUMBERS TO THE NEAREST 10 OR 100.
IF WE GO BACK UP A LITTLE BIT MORE, IT'S NOW SHOWING ME THE AREA THAT STUDENT OR THE ZONE THE STUDENT IS CURRENTLY PROFICIENT WITH.
AND I CAN SCAFFOLD THAT INSTRUCTION TO MEET THE, THE RIGOR OR MEET THE EXPECTATION OR THE COMPLEXITY OF THE STATE STANDARD THAT THE STUDENT WILL SEE IN SPRING OF 2022, UM, FOR THE STATE ASSESSMENT.
SO HOPEFULLY THAT WAS A QUICK RIDE FROM THE FEDERAL GOVERNMENT OR THE CLASSROOM ON, UH, DATA TYING TO STANDARDS, TO ASSESSMENTS, UH, AND THEN THE REPORTING OUT AND WHAT FUNCTIONALITY WE HAVE AS FAR AS IT RELATES TO, UH, SYSTEMS IN PLACE TO HELP ALL MEMBERS OF THE COMMUNITY, UM, TIE THE ASSESSMENT DATA OR DATA TO STANDARDS, AND THEN BEING ABLE TO TRACK STUDENTS, UH, OVER TIME ON THE PROFICIENCY OR THE PROGRESS TOWARDS THOSE STANDARDS.
WELL, I THINK WE CERTAINLY, UH, THIS, UM, PORTION OF THE, OH, HE SAYS EFFECTIVELY MONITOR STUDENT PROGRESS.
WE HAVE, UH, LOTS OF TOOLS TO DO THAT AS PRESENTED.
THE KEY HERE IS, YOU KNOW, MAKING SURE THAT THE TEACHERS KNOW HOW TO USE THEM AND THE INSTRUCTIONAL FOLKS KNOW HOW TO USE THEM AND ARE USING THEM TO, TO MONITOR.
I KNOW YOU MONITOR, UM, AND THE PRINCIPALS MONITOR AT A, AT A HIGHER LEVEL, BUT, UM, THE INDIVIDUAL MONITORING THAT AFFECTS THE EDUCATION IN THE CLASSROOM IS REALLY THE KEY.
AND, UM, IN ADDITION TO, UH, YOU KNOW, MAP, I THINK THE PERFORMANCE MATTERS LOOKS LIKE IT OFFERS SOME REALLY GOOD INFORMATION AS WELL.
UM, ANY QUESTIONS FROM BOARD MEMBERS REGARDING 12.4 ADAPTIVE I JUST HAVE A COMMENT, MRS. WHIRLWIND, WE'VE BEEN RATHER STRATEGIC AT ROLLING OUT PERFORMANCE MATTERS TO THE POINT.
NOW THAT I HAVE SCHOOLS ASKING FOR ACCESS TO THE QUESTION BANK, THEY WANT TO START DEVELOPING EVEN MORE.
THEY WANT TO BE ABLE TO DO PRE AND POST ON THE ASSESSMENTS THAT EAT THE COMMON FORMATIVE ASSESSMENTS SO THEY CAN HAVE ACCESS BACK AFTER RETEACHING.
SO THERE'S A WAVE OF CONCEALED.
[01:15:01]
IS STARTING, AND I ACTUALLY, A LITTLE QUICKER THAN WE HAD ANTICIPATED AT PREDOMINANTLY.I HAVE TO SAY OUR MIDDLE SCHOOL'S VERY HUNGRY, VERY HUNGRY, WHICH WE'RE CHANGING ON SOME OF THE WORK WE'RE GOING TO DO AS WELL AS PUTTING IN PLACE AWAY.
THEY HAVE, UM, TESTS MAINTENANCE, RIGHT? SO AS YOU RETEACH, AS STUDENTS STILL HAVE NOT HIT A STANDARD, LET'S SAY IF THE COMMON ASSESSMENT OF UNIT TWO, WE WANT TO ASSURE THAT WE HAVE THAT STANDARD, RIGHT.
AND UNIT THREE, AS THAT TEACHERS WE TEACHING IN THAT PLC IS WORKING IN THAT MODEL.
SO WE'RE THE SERGEANT, OUR SYSTEM A LITTLE MORE, BUT AGAIN, THE FEEDBACK HAS BEEN QUICKER THAN WE'VE BEEN CONSERVATIVE EQUITY LEASE.
SO WE'RE REVISITING OUR OWN PLAN AS WELL.
SO TO ME, THAT MEANS THE TEACHERS ARE EAGER TO MONITOR THEIR STUDENT LEARNING AND, AND MAKE ADJUSTMENTS.
SO, UH, TEAM MEMBERS, WOULD ANYONE LIKE TO MAKE A MOTION TO PUT 12.4 EFFECTIVELY MONITOR STUDENT PROGRESS ON THE CONSENT AGENDA? I SECOND.
UM, MICHELLE CAMPBELL AND ANGELA MIDDLETON.
YES, WE ARE GOING TO HAVE TO GIVE ME A MOMENT AGAIN, AS I CROSS BACK AND FORTH.
UM, I DO WANT HIM TO DO SAFELY STACY CLEVELAND, WHO IS WITH US.
SHE IS OUR DISTRICT, UM, PERSONNEL WHO HANDLES THE ORDERING ONBOARDING COMMUNICATION REGARDING OUR TEXTBOOKS.
UM, STACY, ARE YOU ABLE TO COME FORWARD A MOMENT? YES, MA'AM.
THANK YOU FOR, THANK YOU FOR JOINING.
SO ONE MOMENT WHILE SHE DOES AT 12, 12, 11 IS REGARDING SELECTING TEXTBOOKS AND 1212 IS REGULARLY EVALUATING THE MATERIALS AND TEXTBOOKS.
MOLLY, ARE YOU GOING TO THINK, ARE YOU GOING TO DRIVE THE BUS? THANK YOU.
SO BOARD MEMBERS, THANK YOU AGAIN, AND STACY, I APPRECIATE YOU STAYING ON BOARD WITH US THIS AFTERNOON.
UH, THANK YOU FOR INVITING ME.
IF WE CAN GO TO PAGE TWO AND BOARD MEMBERS, IF YOU REMEMBER, WE HAD A PRESENTATION REGARDING THE PROCESS UTILIZE FOR ONBOARDING TEXTBOOKS, UM, AND THE PROCESS THAT WE USE FOR EITHER A SPECIAL ADOPTION OF TEXTS THAT HAD ALREADY GONE THROUGH PROCESS, AND WE HAD DONE A CONDUCTED A BOARD PRESENTATION.
AND THEN PRIOR TO THAT, YOU WERE NOTIFICATION WAS PROVIDED REGARDING THE NEW ADOPTION AT THE STATE IS COMING FORWARD.
AND THAT PROCESS, I DO WANT TO KEEP THE TWO ITEMS SEPARATE.
WE HAD A SPECIAL ADOPTION WHERE WE WERE REQUIRED TO HAVE BOARD APPROVAL OF UPDATED ADDITIONS OF TEXTBOOK AND INSTRUCTIONAL MATERIALS THAT HAD ALREADY HAD GONE THROUGH AN ADOPTION PROCESS AND PUBLIC NOTIFICATION.
THE STATE HAD HAD ADDITIONAL ESCROW FUNDS AND YOUR APPROVAL ABOUT ALLOWED US TO UPDATE A SIGNIFICANT AMOUNT OF CTE BOOKS THAT VERY DIRECT SOME 10 YEARS AGO, FOR SOME REASON THEY WEREN'T ADOPTED.
SO THANK YOU FOR GOING FORWARD AND THANK YOU FOR BRINGING THAT OPPORTUNITY TO OUR EDUCATORS ON PAGE TWO.
IT, THIS HAS A BRIEF UPDATE ON THE O E ITSELF.
IF YOU SEE MID PAGE, IT GIVES A SUPERINTENDENTS INTERPRETATION.
INDICATORS OF COMPLIANCE DEFINES A SYSTEM FOR REVIEW AND INPUT OF NEWLY ADOPTED INSTRUCTIONAL MATERIALS THAT INSURANCE CONTINUITY INTEGRATION AND ARTICULATION OF THE CURRICULUM AND MAKE SECOND ITEMS MAINTAIN A SYSTEM FOR INPUT BY DISTRICT AND EDUCATORS IN THE SELECTION REVIEW OF INSTRUCTIONAL MATERIALS.
AS WE GO FORWARD, YOU SEE, AS DANIEL DEFIANT AND WE'VE DONE IN OTHER OES, WE'RE STARTING FROM THE MACRO TO THE MICRO HERE.
WE'RE STARTING WITH THE STATE REQUIREMENT AND STATE LAW.
YOU SEE THAT ON THE BOTTOM OF PAGE TWO, THE LANGUAGE ITSELF BLENDS INTO PAGE THREE.
SO WE RECOGNIZE IN THE STATE OF SOUTH CAROLINA AND MANY STATES ACROSS THE NATION, THAT THE ADOPTION PROCESS IS NOT JUST SOMETHING THROUGH TO DEPARTMENT OF EDUCATION.
IT IS SOMETHING THAT GOES THROUGH APPROVALS THE LEGISLATION THAT WE CAN GO TO PAGE FOUR, ABC AT THIS
[01:20:01]
TOP OF THE PAGE, IT PROVIDES INFORMATION REGARDING THE STATE REGULATION AND FREE.AND THEN IN THE DEPARTMENT OF EDUCATION, OUR TEXTBOOKS INFORMATION IS ACTS ACTUALLY ACCESS INTO PLACES THROUGH INSTRUCTION, AS WELL AS THROUGH FINANCE.
SO YOU'LL SEE THAT IT CAN ALPHA D ON THE HYPERLINK.
AND THEN IF YOU SEE THE PAY FOR THE DEPARTMENT OF EDUCATION, THIS PROVIDES YOU ALL INFORMATION FROM THE STATE LEVEL ON THE TEXTBOOK ADOPTION PROCESS.
WE'VE HAD A WORKSHOP THAT WAS CONDUCTED ON THIS AND FOUR ON PRIOR BOARD MEMBERS.
AND THEN WE, WE BREACHED ON THIS AT OUR PRIOR PRESENTATION.
IF WE GO TO PAGE FIVE, IT IDENTIFIES THE ADMINISTRATIVE REGULATIONS.
AND THEN WHAT I WANTED TO BRING FORWARD IN ROMAN NUMERAL THREE, THAT AT THE SOFTWARE LEVEL, THAT WE HAVE A SURVEY THAT WE'VE ALREADY SHARED WITH YOU TO SURVEY OF OUR PRACTITIONERS, WHERE WE WOULD GET THE VOICE OF OUR EDUCATORS IN THE PROCESS OF ONBOARDING AND THE RECOMMENDATION OF EXISTING SOFTWARE, OR BRINGING FORWARD NEW SERVICE, NEW SOFTWARE, THE VISUAL ON THE BOTTOM TAKES YOU TO THAT PROCESS THAT WE HAD HAD AN APPLIER.
OH, E BUT I JUST WANTED TO HIGHLIGHT AGAIN, THAT WE DO SURVEY OUR EDUCATORS FOR THEIR INPUT.
IF WE GO TO PAGE SIX, THAT AGAIN WAS JUST A FEEDBACK OF, OKAY, THOSE WHO RESPONDED TO A SURVEY THAT HAD GONE OUT AT THE CLOSE OF THE PRIOR ACADEMIC SCHOOL YEAR, WE'LL DO THE SAME PRACTICE THIS YEAR ON THE TOP OF PAGE SEVEN.
AND IN THE MID POINT, YOU HAVE TO RESPONSE POINTS AGAIN, PROVIDING YOU EXAMPLES OF THE QUESTIONS UTILIZE IS ALSO REFLECTED ON PAGE EIGHT, PROVIDED YOU THE EDUCATOR'S FEEDBACK ON PAGES NINE, 10, AND 11 RESPECTIVELY, UM, DESERT OR COMMENTS WITH REGARD TO THE POTENTIAL PURCHASING OF NEW SOFTWARE FROM FLOCABULARY EXPLORE LEARNING GIZMOS AND IXL ON PAGE 12.
THIS WAS A PRESENTATION THAT WE SHARED REGARDING THE TEXTBOOK ADOPTION PROCESS.
THANK YOU, MISS MOLLY, PAGE 13, REITERATED THE ADMINISTRATION REGULATIONS WE HAVE.
AND IF WE GO TO PAGE 14, IT'S SHUT STARTS IDENTIFYING COMMUNICATION WITH THE COMMUNITY.
I THINK HERE WHERE WE'VE FLEXING UP COMMUNICATION THAT WE DID PUT OUT REGARDING THE NEW STATE ADOPTION PROCESS.
IT WAS PUSHED OUT ELECTRONICALLY AND ON SOCIAL MEDIA, IT PROVIDES THE LISTING FROM PAGE 14 TO PAGE 15 OF MATERIALS THAT ARE, ARE UNDER CONSIDERABLE CONSIDERATION FOR NEW, NEW ADOPTION.
AT THE STATE LEVEL, IF WE GO TO PAGE 16, WE ALSO PROVIDED THE DISTRICT LEVEL INFORMATION ON INSTRUCTIONAL MATERIALS.
WE PUSH IT OUT ON THE NEW ADOPTION THERE AS WELL.
AND THAT WAS ACTUALLY I, THE NEWS RELEASED, UM, LINK ON BCSC WEBPAGE AND I, THE LAST PAGE AD IS A CONTINUATION OF WHAT MATERIALS ARE UP FOR ADOPTION AT THE STATE LEVEL, UM, BEING REVIEWED AT THE CARE OF THEY CALL IT THE BOOK CARAVAN AS WELL, BUT THEY FIRST GO THROUGH A OPPORTUNITY FOR COMMUNITY INPUT PARENT AND PUT IN EDUCATORS, AND WE'LL HAVE EDUCATORS GOING UP IN FEBRUARY TO ANOTHER BOOK CARAVAN FOR THE NEW SCIENCE STANDARDS THAT ARE BEING PUT INTO PLACE.
THOSE STANDARDS WILL NOT OFFICIALLY TAKE HOLD TO OUR SCHOOLS UNTIL 20 23, 20 24, BUT THEY ARE NOW STARTING THAT REVIEW PROCESS AT THE STATE AS THEY CLOSED THE WIND UP OF PUBLIC INPUT.
AND THAT, THAT CONCLUDES HIS LAST PAGE CONCLUDES THE PRESENTATION
[01:25:01]
ON TEXTBOOKS.STRATUS, I HAVE ONE QUESTION AND MAYBE THIS IS ANSWERED IN AN, UM, AR 12, 12 SAYS REGULARLY EVALUATE MATERIALS AND TEXTBOOKS, AND MAINTAIN A PROCEDURE FOR REVIEWING SUCH MATERIALS UPON FORMAL REQUEST BY A PARENT OR STAKEHOLDER.
SO IF A PARENT WANTS TO REVIEW SOME MATERIALS THAT WE'RE CURRENTLY USING, OUR TEXTBOOK IS THERE, WHERE IS THAT ADDRESSED? ACTUALLY IN TWO PLACES, MRS. ROBOT ONE IS THROUGH MY OFFICE.
AND THEN WE WORK DIRECTLY WITH THE SCHOOL SITE TO HAVE THAT TYPE OF COMMUNICATION FIRST GO THROUGH OUR OFFICE.
AND AT THE DISTRICT LEVEL, WE IDENTIFY IF IT IS A DISTRICT PURCHASED ITEM VERSUS A SCHOOL PURCHASE ITEM, BECAUSE WE DO HAVE SOME SOFTWARES THAT WE HAVE REVIEWED THAT WERE PURCHASED INDEPENDENTLY THROUGH THE SCHOOL SITES THAT WE'VE HAD TO WORK WITH SCHOOLS REGARDING SOME TYPE OF REVIEW AND AN APPROPRIATE ALIGNMENT WITH GRADE.
SO WE STARTED THIS DISTRICT LEVEL AND THEN WE GO TO THE SCHOOL AND WE DO HAVE THAT REVIEW PROCESS HAPPENING WITH THE PARENTS IN CONJUNCTION.
WE'VE ACTUALLY HAVE GONE THROUGH THAT PROCESS.
SO IS THAT REVIEW PROCESS WRITTEN DOWN SOMEWHERE OR, OR THE PROCESS THAT I JUST SHARED WITH YOU? THE ARI DOESN'T SHARE WHAT I JUST OKAY.
IT'S A PROCESS THAT WE'VE PUT IN PLACE SINCE I'VE ARRIVED HERE IN ORDER THAT WE CAN HAVE, WHEN A PARENT DOES CALL, WE DO TAKE THE TIME TO REVIEW.
WE LOOK AT THE POINT OF PURCHASE AS I WANT TO KNOW WHERE, WHERE IS DESIRED AND COMING FROM FIRST.
AND THEN WE GO THROUGH THE PROCESS OF REVIEW REVIEWING AS WELL AS THE OPPORTUNITY OF IF A PARENT FEELS THAT IT IS A SUBJECT MATTER, THAT THEY DON'T FEEL IS APPROPRIATE FOR THEIR CHILD, WE HAVE PUT INTO PLACE.
AND THIS IS PART OF THE GRADING PRACTICE, THAT A FAULT IN AN ASSIGNMENT FOR THE PAINT FOR THE CHILD, I GUESS I'M JUST ASKING IF THERE'S A STANDARD PROCEDURE THAT WE KNOW WHERE TO START OR WHATEVER.
GO AHEAD, MR. CAM, MR. CAMPBELL.
OH, WELL, I, I WOULDN'T KNOW SPECIFICALLY WHAT CATHY'S QUESTION IS REFERRING TO THE ANNUAL ADOPTION OF, OF TEXT MATERIAL, WHEREAS STATE DRIVEN REGULATIONS, OR YOU'RE TALKING ABOUT SUPPLEMENTAL MATERIALS THAT THE DISTRICT HAVE, UH, THE JURISDICTION OVER.
I MEAN, WHICH ONE ARE YOU TALKING ABOUT? ALL OF IT.
WELL, MY QUESTION RE YOU KNOW, 12, 12 SAYS REGULARLY EVALUATE MATERIALS.
SO I KNOW, YOU KNOW, WHEN WE'RE, WHEN WE'RE GETTING NEW MATERIALS, I KNOW HOW WE'RE EVALUATING THEM WHEN WE'RE GETTING, UM, UH, I SEE HOW WE ARE, UH, ASKING FOR INFORMATION FROM STAKEHOLDERS REGARDING OUR, UM, SOFTWARE PURCHASES THAT WE ARE USING.
AND I DON'T REALLY SEE ANYTHING ABOUT A PROCEDURE, UH, A STANDARD PROCEDURE THAT WE WOULD, YOU KNOW, AS A PRINCIPAL, IF A PARENT CALLS ME AND SAYS, I WANT TO REVIEW THIS TEXTBOOK, OR I WANT TO REVIEW THIS PIECE OF, UM, UM, SOFTWARE.
DO I JUST SAY, OKAY, HERE YOU GO.
AND JUST HAND IT OVER, OR IS THERE A PROCEDURE? THAT'S JUST WHAT I'M ASKING, IS THERE A PROCEDURE FOR, BUT I THOUGHT THE PROCESS LAID OUT IN WHICH THEY HAVE THE RIGHT TO, IF YOU WOULD, WITH THEIR OWN, UH, METHOD OR REVIEWING, BUT IT'S, IT'S AN OPTION THAT'S AVAILABLE TO THEM.
AND THEY STATE THE STATE ADOPTIONS.
I DON'T KNOW WHAT WE HAVE LOCALLY.
IF I WERE ON SUPPLEMENTS AND SOMEBODY INTRODUCED SOMETHING LIKE CLASSROOM THAT WE APPROVED, SOMEBODY SAID, I WANT TO LOOK AT, I DON'T KNOW WHAT WE HAVE, BUT THE STATE, YOU KNOW, BUILD THAT IN AS A, AS A, AS A, AS A STANDARD THAT PARENTS CAN LOOK AT IT ANYTIME THEY FEEL LIKE LOOKING AT IT.
SO MR. CAMPBELL, I AM HAD TO INTERPRETED 12 POINT 12 AT THE SAME MANNER, UM, BECAUSE NEITHER OF THE AR AS I WAS PULLING THEM BOTH UP, UH, UH, OUT OF THE ALLEY JUST AM NEITHER ADDRESS THAT PROCESS THAT WE'VE PUT INTO PLACE ON REVIEW AND HAVING THAT CONVERSATION WITH FAMILY.
BUT I WAS, I LOOKED AT IT AT THE STATE LEVEL AND GETTING PARENTAL INPUT FROM THAT PERSPECTIVE.
SO I'M OPEN TO SUGGESTIONS AND RECOMMENDATIONS FROM ANY OF THE COMMITTEE MEMBERS, IF WE'D LIKE TO, UM, REFINE OUR ADMINISTRATIVE REGULATION.
BUT I LOOKED AT IT FROM THE STATE LEVEL VERSUS THE SCHOOL LEVEL AND DISTRICT LEVEL ED LANGUAGE.
[01:30:01]
KNOW, I STAYED WITH IT.YOU KNOW, I STAY WITH WHAT THE STATES IS SUGGESTING BECAUSE I MEAN, USUALLY IF YOU'VE DONE AN ACCIDENT OR IF YOU YOU'VE GOT SOMETHING THAT YOU POINTED OUT AS A PARENT, ANYWAY, YOU'RE LOOKING AT IT AND DEFINITELY WITH, WITH, WITH YOUR OWN SUPPORT ON WHETHER IT SHOULD OR SHOULDN'T BE INTRODUCED TO YOUR CHILD.
SO, UH, WE'VE HEARD THE PRESENTATION ON 12, 11 AND 12, 12.
DO I HAVE A MOTION TO PLACE THIS ON CONSENT AGENDA? I MOVIE PLACE THE 12, 11 AND 1212 ON THE CONSENT AGENDA.
ANY DISCUSSION? ALL IN FAVOR, AYE.
I GREATLY APPRECIATE, APPRECIATE YOU STAYING ON BOARD THIS AFTERNOON, PAYING TO BE AVAILABLE.
THANK YOU, MS. MOLLY, ARE YOU GOING TO BE ABLE TO ASSIST WITH 14.4? THANK YOU.
I HAVE TO THANK YOU BECAUSE I KNOW IT'S A LOT OF INFORMATION TO DIGEST BY THESE LAST, THIS LAST OH, E IS A QUICK SURFACE.
WE HAD SEPARATED IT OUT OF OUR PRIOR MEETING.
IF WE CAN GO TO PAGE TWO AGAIN, IF WE RECOGNIZE I'M STARTING WITH THE SUPERINTENDENTS INTERPRETATION RIGHT BENEATH, OR THE INDICATORS FOR COMPLIANCE, THE SOE FOCUSES THAT THE SHALL ESTABLISH AND MAINTAIN A ENVIRONMENT, A LEARNING ENVIRONMENT THAT IS SAFE, RESPECTFUL, AND CONDUCIVE TO EFFECTIVE LEARNING WITHIN THIS SPECIFIC COMPONENT OF THE OEM FOCUSES UPON OPPORTUNITY TO GIVE OUR STUDENTS AN EQUAL OPPORTUNITY EMPLOYEE EMPLOYMENT, AS WELL AS ACCESS TITLE NINE.
SO WE SEE ON THE BOTTOM OF PAGE TWO, ROMAN NUMERAL, ONCE WE STARTED WITH THE STATE OF SOUTH CAROLINA, FROM THAT MACRO PERSPECTIVE, WE GO TO ADMINISTRATIVE REGULATIONS THAT ARE AVAILABLE IN HUMAN RESOURCES, REGARDING HARASSMENT, SEXUAL HARASSMENT, STAFF CONDUCT, RIGHT.
OF HOW WE SHOULD WORK AND BE WITH STUDENTS IN ONE ANOTHER AND THEN EMPLOYEE HEALTH.
AND I CAN LEAVE THAT IN THERE BECAUSE I THINK THAT'S AN IMPORTANT COMPONENT THAT OUR HEALTH, WHAT OUR OWN STUDENTS BY TAKING CARE OF OURSELVES DOES LEND US THAT OPPORTUNITY TO CONTINUE WORK AND EDUCATE.
AS WE LOOK AT STUDENT SERVICES, IT HAS EQUAL EDUCATIONAL OPPORTUNITIES AND NOT DISCRIMINATORY PRACTICE, SEXUAL HARASSMENT OF STUDENTS, AND THEN PROCEDURES TO ADDRESS REPORTING OF SEXUAL HARASSMENT.
AND YOU COULD SEE THE CONTINUATION THROUGH, UM, STUDENT SERVICES, THE ADMINISTRATIVE REGULATIONS.
AND WE GO TO, AND I DO APOLOGIZE ON THE PAGE FOUR.
IT SHOWS YOU AT THE DISTRICT LEVEL, THE TITLE NINE SEXUAL HARASSMENT.
WE ALSO HAVE A, WE HAVE A SEXUAL HARASSMENT COURT COORDINATOR, TITLE NINE THAT IS ON MRS. SWINTON.
IF YOU LOOK AT THE TOP OF PAGE FIVE, IT SHOWS THE TRAINING THAT WE GO THROUGH AS A SYSTEM AS WELL.
THAT'S AVAILABLE FOR POINT OF REFERENCE FROM OUR HYPERLINKS AT THE DISTRICT SITE.
AND THEN IF WE FOCUS ON THE LAST ITEM ON ALPHA C GENERAL ETHICS IN THE WORKPLACE OR REQUIREMENT FOR SAFE SCHOOLS, AND IF WE GO TO PAGE SIX, THE SEXUAL HARASSMENT OF STAFF TO STAFF AND THE TITLE NINE AND SEXUAL HARASSMENT COURSES THAT WE WERE REQUIRED ACTUALLY FROM FEDERAL AND STATE LAW TO COMPLY WITH, AND AS WELL AS OUR ADMINISTRATIVE REGS IN HUMAN RESOURCES.
SO THOSE ARE POINTS OF EVIDENCE TO SHOW THAT WE, AS A SYSTEM SCHOOL SYSTEM HAVE ITEMS IN PLACE TO BE COMPLIANT WITH TITLE NINE.
I HAVE TO STRATOS WHO MONITORS THAT TO MAKE SURE THE STAFF TAKES ALL THAT THOSE TRAININGS THAT THERE WAS SUPPOSED TO THAT IS JENNIFER STAYTON THROUGH RISK MANAGEMENT.
IT IS A RESPONSIBILITY OF LEADS OF EACH DEPARTMENT AND DIVISION.
ONCE WE RECEIVE REPORTS TO ASSURE THAT OUR PERSONNEL ARE COMPLIANT AND TAKING CARE OF THOSE REPORTS.
SO THOSE REPORTS ARE RAN AND DEADLINES OR ADMIT, THEN IT WAS, LET'S SAY ONTO MYSELF TO DO REMINDERS AND, AND
[01:35:01]
JENNIFER GIVES US UPTAKE UPDATES UNTIL EVERYBODY IS COMPLIANT.YEAH, IT GOES THROUGH RISK MANAGEMENT.
WHAT HAPPENS IF SOMEONE REFUSES TO DO THE TRAINING, YOU KNOW, TEMPTED AS I MAY BE TO ASK THAT I DON'T KNOW, I, IT WOULD LEND THROUGH MY DIVISION TO BE VERY DIRECTED, TO NOT MEETING HUMAN RESOURCES REQUIREMENTS AND THEN OUR POLICY FOR THE DISTRICT, THAT IT WOULD BE A SITUATION OF COACHING AND MODELING, AND THEN GIVEN THAT OPPORTUNITY THEN TO BE DIRECT AND WE HAVE TO TAKE OTHER PROGRESSIVE DISCIPLINE WITH PERSONNEL.
NOW I'LL GET MRS. MIDDLETON JESSIE HERE.
NOW THERE ARE MITIGATING CIRCUMSTANCES WHERE SOMETHING MAY HAVE HAPPENED, THAT YOU WERE HARASSED AND IT BRINGS IT RESURFACES OTHER ITEMS. I DON'T WANT TO SAY THAT WE WOULDN'T PUT SUPPORT AS WE'RE COACHING AND MODELING THOSE COMPONENTS, NOT THE COMPONENT FORWARD.
SO IT'S NOT, WE DON'T JUMP TO THAT PROCESS OF DISCIPLINE FIRST.
HEY, ANY QUESTIONS OR COMMENTS REGARDING 14.4.
SO DO WE HAVE A MOTION TO PLACE THAT ON CONSENT AGENDA? MR. SMITH HAS HIS HAND UP? YES.
UM, MY, MY QUESTION WAS GOING TO BE ALSO, UH, DO WE, DO WE ASK VOLUNTEERS TO DO THOSE REQUIREMENTS AS WELL, OR JUST, UH, STAFF MEMBERS? SO MR. SMITH, ACTUALLY, IT'S A REQUIREMENT FOR EMPLOYEES, THE LANGUAGE OF THE LAW AND THE ADMINISTRATIVE REGULATION DOESN'T REQUIRE VOLUNTEERS, BUT IT IS TIED TO THE VOLUNTEER TRAINING AND SCREENING OF VOLUNTEERS TO WORK.
THEY MUST BE COMPLIANT WITH ALL POLICIES AND PROCEDURES THAT ARE TIED TO BEAVER COUNTY SCHOOL DISTRICT ON OUR MEMORANDUMS OF AGREEMENT, ACTUALLY UTILIZE THAT LANGUAGE BECAUSE WE WORK MORE AND MORE WITH OTHER COMMUNITY GROUPS.
THAT LANGUAGE IS UTILIZED IN OUR MOS AND MOU.
UM, MR. CAMPBELL, DID YOU MAKE THE MOTION TO PLACE THIS ON CONSENT AGENDA? YEAH, I MOVED THE PLACE 4.4, THE SEVEN AGENDA FOR, UH, THE NEXT BOARD MEETING.
ALL IN FAVOR OF PLACING 14.4, UH, CONSENT AGENDA SIGNIFY BY SAYING AYE.
IT IS 4 41 AND WE HAVE COMPLETED OUR FOLKS.
SO, UH, THAT'S ON OUR AGENDA WOULD BE DISCUSSION OF FUTURE TOPICS.
DOES ANYBODY HAVE ANYTHING, UH, DR.
STRATOSE I BELIEVE WE NEED TO TAKE A LOOK AT A PROPOSED CALENDARS FOR THE COMING ACADEMIC SCHOOL YEAR.
I THINK IT'S VERY IMPORTANT THAT WE CAN GET THAT INTO JANUARY IF POSSIBLE FOR REVIEW AND INPUT.
AND IT WOULD STILL HAVE TO GO OUT TO OTHER GROUPS, BUT WE COULD START THAT CONVERSATION.
UM, WE ARE WE, I MEAN, WE ALL GOING TO ABOUT DIFFERENT, DIFFERENT METHOD.
SO INSTEAD OF TAKING EACH INDIVIDUAL COMPONENT, LIKE WE'VE BEEN DOING LIKE 12.4 12, UM, YOU KNOW, THEY WILL BE TAKEN LIKE AS A WHOLE.
SO I THINK THAT THE EASIEST WAY TO DESCRIBE IT IS TO, UM, THE SUPERINTENDENTS INTERPRETATION DOESN'T HAVE TO BE SO GRANULAR.
SO FOR 12 POINT, UH, WHAT WAS IT INSTRUCTION? UM, IT WOULD BE KIND OF LIKE BULLET POINTS OF THE THINGS THAT WE'VE ALREADY DISCUSSED UNDER EACH OF THE, THE, UM, SPECIFIC ONES.
SO, UH, SO I THINK THAT MOVING FORWARD, WHAT WE WOULD DO IS TAKE THE, UM, LET'S LET ME JUST GRAB MY, UH, 10 YEARS.
SO IN A FEBRUARY 12, LET'S SEE.
[01:40:03]
UM, SO IN FEBRUARY 12.1 WAS LISTED ENSURE THAT INSTRUCTIONAL PROGRAMS ARE BASED ON A COMPREHENSIVE AND OBJECTIVE REVIEW OF BEST PRACTICE RESEARCH INSTEAD OF WRITING A INDIVIDUAL INTERPRETATION FOR THAT.UM, AND FOR THE REST THAT WE HAVEN'T COME TO THE CONCLUSION WAS THAT WE WOULD WRITE ONE, UM, SUPERINTENDENT INTERPRETATION FOR YEAH, YEAH.
WHICH WE DISCUSSED THREE OF THOSE TWELVES TODAY.
AND WE, SO WE, SO I THINK THAT FOR THESE INDIVIDUAL ONES, WHEN YOU BRING IT FORWARD FOR COMPLIANCE, YOU STILL HAVE TO KIND OF FIGURE OUT HOW YOU'RE GOING TO MEASURE THEM.
UH, YOU KNOW, I, AIN'T GOING TO CROSS REFERENCE THE INDIVIDUAL ONES AND COMPLIANCE AND YOUR COMPLIANCE.
SO IN TERMS OF, UM, LET'S TALK THIS THROUGH, CAUSE I'M JUST TALKING OFF THE TOP OF MY HEAD, SO IT DIDN'T DIDN'T WHAT CAN I, COULD I INTERJECT DIDN'T WE, UM, MENTIONED THAT AN EXECUTIVE SUMMARY WOULD BE CREATED AND IN THAT EXECUTIVE SUMMARY, IT WOULD HAVE EVERYTHING THAT WE NEED.
RODRIGUEZ IS SUPPOSED TO TELL DR.
SHADOWS, YOU AND THE REST OF THE TEAMS, HOW THAT SHOULD LOOK, BECAUSE WE, WE SPENT SOME TIME TALKING ABOUT IT.
I THINK HE UNDERSTOOD, YOU KNOW, WHAT, WHAT IS NEEDED.
SO IT WILL BE AN EXECUTIVE SUMMARY, RIGHT? ENCAPSULATE ALL OF THE OTHER, ALL OF THOSE SMALLER THINGS THAT GO WITH IT.
SO INSTEAD OF TAKING EACH ONE, LIKE WE HAVE IN SUCH A TIME-CONSUMING MANNER AND WRITING INDIVIDUAL SUPERINTENDENT INTERPRETATIONS, THERE'D BE A GLOBAL OVERARCHING SUPERINTENDENT INTERPRETATION OF THE MAIN THING FOR THE INSTRUCTIONAL PROGRAM.
THE MAIN STATEMENT, THE SUPERINTENDENT SHALL MAINTAIN A PROGRAM OF INSTRUCTION THAT OFFERS CHALLENGING AND RELEVANT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS DEFINED IN THE BOARDS, RESULTS POLICIES, AND THESE SHELLS AND SHELL KNOTS.
AND WE'VE BEEN TAKING INDIVIDUALLY ARE JUST KIND OF ROLLED INTO THAT ONE INTERPRETATION AND THE EXECUTIVE SUMMARY WOULD YEAH.
ALL OF THEM KIND OF STATE WHAT HE DOES THROUGH, YOU KNOW, THROUGH THE DISTRICT, IN TERMS OF ALL OF THE INSTRUCTIONAL COMPONENTS, EVERYTHING FROM INSTRUCTION TO, TO, TO STRATEGIES THROUGH, TO WHAT WE TALKED ABOUT THE DAY, UH, MONITORING THE RESULTS, ALL OF IT IT'LL BE A PART OF THAT SUMMER.
SO WE REALLY DON'T HAVE TO TAKE THE INDIVIDUAL ONES AT THIS POINT.
SO WHAT WE'VE DONE, THE INDIVIDUAL ONES THAT WE'VE DONE, YOU'VE ALREADY GOT SUMMARY OF COMPLIANCE FOR THOSE AND THE ONES THAT WE HAVEN'T DONE.
I THINK, YOU KNOW, WHEN WE, UM, LOOKING AT IT AT THE END OF THE YEAR, I THINK IT WAS FOR THE INSTRUCTIONAL, ONE OF THE ONE REVIEW, THEN THOSE COULD BE PUT IN THERE.
I MEAN, NO SENSE WE DOING THE ONES WE'VE ALREADY DONE.
I THINK WE NEED TO, WE HAVE TO, IT BEHOOVES US TO BE COGNIZANT OF, UH, WHAT'S IN THERE.
I HAVE TWO QUESTIONS AS A BOARD.
YOU'LL BE VISITING THE WORK PLAN.
DON'T WE USUALLY DO THAT, MEL, AT THE BEGINNING OF THE YEAR, WE'LL ADOPT A NEW WORK PLAN.
BECAUSE YOU'RE GOING TO HAVE TO, TO ALIGN WITH THE NEW PRACTICE.
SO THEN GOING FORWARD, BECAUSE OUT OF THE 17 YEAR, A FIVE SUBSECTIONS LEFT, FOR EXAMPLE, UM, O E 12 HAS 17 COMPONENTS, RIGHT? THERE ARE FIVE SECTIONS THAT HAVE NOT BEEN ADDRESSED DURING THIS ACADEMIC CALENDAR.
SO WHEN WE DEFINE WHERE YOU WANT THE REST OF 12, IT WOULD PUT, HAVE THOSE FIVE SUBSECTIONS IN AN EXECUTIVE SUMMARY WITH THE PRO BY PROVIDING THE SYSTEM STEMS THAT ENSURE THAT THESE ITEMS TAKE PLACE AND WHEREVER NECESSARY WOULD HAVE AT WHATEVER MEASURES ARE TIED TO IT.
[01:45:01]
THAT'S MY, THAT SOUNDS ONE CHECK.UM, MR. SMITH, DO YOU HAVE ANOTHER, ANOTHER QUESTION? OKAY, GOOD.
NOW THERE'S ONLY FIVE SUB COMPONENTS OUT OF THE 30, I THINK THERE'S 37 THAT WE HAVE IN ISD.
THERE ARE FIVE THAT HAVEN'T BEEN ADDRESSED.
SO WHEN WE DO, WE DEFINE THE WORK PLAN, YOU JUST HAVE TO SAY, WHEN DO YOU WANT THOSE FIVE REPORTED? AND THEN NEXT YEAR WOULD BE THE WHOLE OF 12, RIGHT? YES.
SO FOR OUR NEXT AGENDA, THE, UH, THE ONLY THING THAT'S ON IT AT THIS TIME IS THE REVIEW OF THE PRELIMINARY, LET'S CALL IT THE PRELIMINARY REVIEW OF THE SCHOOL CALENDAR.
AND THEN I THINK AS PAST PRACTICE, IT'S COME TO THE ACADEMIC COMMITTEE JUST TO KIND OF TALK THROUGH, HAVE A LITTLE BIT OF DISCUSSION BEFORE IT GOES ONTO THE FULL BOARD, RIGHT? UH, YES.
I'M ACTUALLY GOING TO HAVE IT AND WE COULD DISCUSS, I WAS GOING TO HAVE PRELIMINARY CONVERSATION WITH THE ATTRIBUTE.
UM, WE LOOKED, I HAVE LIKE THREE DRAFTS DESIGNED.
UM, I'D LIKE TO GET YOUR INPUT BEFORE I GO TO TEACHER FORUM AND I'D LIKE THEM TO BE ABLE TO GO TO THE DISTRICT SIC SO THAT WE CAN HAVE THAT CONVERSATION TO GET PARENT INPUT AS WELL.
AND THEN WE WILL GO TO THE FULL BOARD FOR THEM AFTER GOING THROUGH A LITTLE MORE PROCESS.
BUT I WANTED TO GET YOUR INPUT ON THE THREE, IF THAT'S SOMETHING FOR YOU, FOR YOU TO WANT TO LOOK LIKE TO CONSIDER.
ANYTHING ELSE FOR THAT JANUARY MEETING? YEP.
UPDATE ON THE BUFORD COUNTY PROFILE, GREG, ON THE PROFILE OF THE BUFORD COUNTY GRADUATE.
STRATIS, IF ANYTHING ELSE COMES UP THAT YOU THINK, UH, IS TIME SENSITIVE, YOU CAN LET US KNOW.
SO I'M LOOKING AT MY CALENDAR.
WE HAD BEEN MEETING, UM, WAS IT THE THIRD WEDNESDAY OF THE MONTH OR THE LAST WEDNESDAY.
SO THAT WOULD MOVE DEAD FOR THE BOARD MEETING, JUST IN CASE WE HAD A, A SECOND DAY MEETING, THE LAST ONE.
SO JANUARY 26 AT FOUR 30, DOES THAT WORK FOR EVERYONE? IT MAY NOT WORK FOR ME, BUT I GET BACK TO YOU.
LET'S JUST PUT IT ON AND WE'LL SEE.
IF IT DOESN'T, IF IT DOESN'T DO ABOUT ALTERNATIVE DATES, UM, THE DATE THAT TUESDAY BEFORE, IF WE DON'T ALREADY HAVE SOMETHING AND I DON'T THINK WE HAVE SOMETHING ON THE CALENDAR FOR THAT, WE'RE ABOUT TO APPROVE.
SO THAT TUESDAY, LIKE TUESDAY, THE 25TH, CORRECT.
AS LONG AS THAT WOULD WORK WITH UH MOLLY'S I MEAN, MOLLY AND ANGELA, I MEAN MOLLY AND ROBIN, IF THERE'S NO OTHER COMMITTEE MEETING THAT GENERALLY MEETS ON THAT TUESDAY.
I MEAN, LET'S, LET'S JUST PUT IT ON THE CALENDAR FOR OUR REGULAR TIME, WHICH IS WEDNESDAY THE 26TH AND OKAY.
THANK YOU EVERYONE FOR YOUR PATIENCE THIS EVENING, WE FINISHED A LITTLE BIT UNDER TWO HOURS.
HAVE A GOOD NIGHT AND SEE YOU TOMORROW.