[00:01:02]
SO I WOULD LIKE TO CALL THIS MEETING OF THE BUFORD COUNTY SCHOOL DISTRICT ACADEMIC COMMITTEE TO ORDER.
AND OUR FIRST ORDER OF BUSINESS IS TO PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE UNITED STATES OF AMERICA.
NEXT ORDER OF BUSINESS IS TO APPROVE THE AGENDA.
IS THERE A SECOND? IS THAT MEL CAMPBELL? YES.
OH, IS THERE ANY DISCUSSION? NOPE.
ALL IN FAVOR OF APPROVING THE AGENDA, SAY AYE, FOUR, ZERO.
UM, ROBIN, ARE THERE ANY PUBLIC COMMENTS? UH MA'AM OKAY.
NEXT THING ON OUR AGENDA IS APPROVAL OF THE FEBRUARY 23RD COMMITTEE MEETING MINUTES.
WE APPROVE THAT FEBRUARY 23RD, 2022 MEETING THE COMMITTEE MEETING MINUTES.
MR. CAMPBELL, I DIDN'T HEAR YOU.
SO NOW TO THE BUSINESS OF THE DAY, AND, UM, DR.
STRATOS IS BOEING TO HAVE HER TEAM READ US THROUGH THIS THREE TO FIVE YEAR DRAFT, UM, ROSE PLAN.
I HOPE YOU ALL HAD A CHANCE TO LOOK IT OVER.
UM, THERE'S SOME, UH, A LOT, A COUPLE OF DIFFERENT TOPICS CONSIDERED IT, UH, CONCERNED IN ITSELF THAT THE STRATOS IT AFTERNOON, MRS. ROWE, VINE AND BOARD MEMBERS, COMMITTEE MEMBERS.
I DO APPRECIATE THIS OPPORTUNITY JOINING ME THIS EVENING.
I HAVE ASHLEY HUTCHINSON, NICHOLAS FLOWERS, AND KAREN AND GILBERT WILL BE PART OF THE PRESENTATION, THE THREE TO FIVE YEAR LENS THAT WE'LL BE SHARING WITH YOU.
WE'LL START WITH A BRIEF REVIEW OF INITIATIVES THAT WE SHARED WITH YOU LAST APRIL.
AND THEN WE'LL GO INTO A BRIEF CONVERSATION ON THE IMPACT OF COVID ON LEARNING AND AN APPROACH THAT WE'RE TAKING HERE IN THE INSTRUCTIONAL SERVICES DEPARTMENT.
AND THEN WE WILL WALK THROUGH FIRST WHAT ASHLEY HUTCHINSON ADDRESSING A PURPOSEFUL PLAYBASE KINDERGARTEN INTEGRATION MODEL.
SECOND, WE WILL HAVE KAREN GILBERT PRESENT REGARDING CAREER TECHNICAL EDUCATION AND PAGES AS TO WHERE WE'RE LOOKING AT GOING AND GROWING WITH OUR SCHOOL SYSTEM.
AND THEN WE WILL LAND ON A LIGHT DISCUSSION AT WORK THAT NICHOLAS, WHY ALWAYS IS INITIATING WITHIN OUR EARLY GRADES WOULD GIFTED AND TALENTED STUDENTS AND APART PART DISCUSSION AND TWO PROGRAM MODELS AND POTENTIAL FOR CONTINUING THE GROWTH OF OUR ACCELERATED LEARNERS.
SO WHAT THAT THEN MRS. CUSHING, BARRY, I APPRECIATE IT.
YOU CAN GO TO THE FOLLOWING SLIDE.
[00:05:01]
THREE, IT IS JUST A QUICK REMINDER THAT WE LOOKED AT THE ACADEMIC SCHOOL YEAR THAT WE SET FORWARD WORKING WITH OUR EDUCATORS AND OUR TEACHERS, RIGHT THROUGH STANDARD SPACE INSTRUCTION.WE'RE BUILDING THE CAPACITY THIS YEAR OF OUR INSTRUCTIONAL COACHES THROUGH CHILDREN, STUDENTS CENTERED COACHING MODEL.
WE HAVE SPENT SOME TIME THIS YEAR, SIGNIFICANTLY AT DEVELOPING A PROFESSIONAL LEARNING COMMUNITY MODEL AND HAVING MEETINGS.
BUT WITHIN THAT MODEL, DEVELOPING A GUIDE BOOK FOR BUFORD COUNTY FOR OUR IN SCHOOL LEADERS, INSTRUCTIONAL COACHES AND TEACHERS TO UTILIZE DOING PLCS THAT WORK WILL BE RELEASED IN THE MONTH OF MAY.
OUR FINAL EDITING WILL BE COMPLETED AT THE END OF APRIL.
WE WILL HAVE PD ASSOCIATED WITH THAT IN JUNE AND RECOGNIZE THAT WE STARTED A PROCESS OF FORMATIVE ASSESSMENTS.
AND WHAT I USED TO TELL BY THE GRAPHIC, YOU KNOW, THAT WE'RE WRAPPING AROUND THE, WITH OUR EXECUTIVE DIRECTORS, WRECKERS, THAT WE ARE NOT WORKING IN ISOLATION.
IF WE CAN GO TO SLIDE FOUR THERE'S TOO MANY OF YOU WILL BE A REVIEW WORK THAT WE BROUGHT FORWARD.
IT STARTS ON SOME IREADY AND SCHOLASTIC RIGHT LANDING TO NO RED INK ON THE LAND AND THE END OF THE GRAPHIC.
BUT WHAT'S IMPORTANT TO RECOGNIZE THAT THESE INSTRUCTIONAL TOOLS THAT WE'RE INTEGRATING AND PROGRAMS RIGHT, ARE ALL TIED TO WHAT WE'RE LOOKING ON.
THE PRIOR SLIDE OF LOOK, WORKING WITH A CONTINUOUS IMPROVEMENT MODEL, BEING TIED TO OUR STUDENTS, MEETING THE MARK AND BEING WRAPPED AROUND THE WORK THAT WE'VE STARTED THIS YEAR WITH THE PROFILE OF A BUFORD GRADUATE, THAT WE CAN GO TO SLIDE FIVE A YEAR AGO.
I WOULD SHARE THAT WE HAD JUST STARTED DOING THIS, THIS TEMPLATE AND WE'VE ADDED TO IT.
WE'VE ADDED IN A SIGNIFICANT AREAS.
IF YOU LOOK AT, FROM THE ITEM OF Z SPACE, WE ARE IN KOREA, THAT IS A ARTIFICIAL INTELLIGENCE SOFTWARE.
THAT'S INTUITIVE INTO PRO COMPUTERS THAT WE'VE PURCHASED FOR OUR
AND WE ARE NOW INCLUDING THREE ADDITIONAL SCHOOLS, UM, BLUFFED AND L LOVED IN MIDDLE AND RED CEDAR.
ACTUALLY WE, AND THAT WAS JUST WORKING ON FINALIZING THAT CONTRACT PRIOR TO OUR MEETING STARTED, WE'VE GONE THROUGH THE PROCESS OF HAVING ADDITIONAL SCHOOLS, STARTING STEM CREDITATION, THAT STEM PROCESS ACTUALLY, WE'VE HAD THREE SCHOOLS THIS YEAR ALONE GET RECERTIFIED IN STEM, AS WELL AS IN OUR ABC SCHOOLS, WE STARTED THE PROCESS OF RE CREDIT RECERTIFICATION FOR ABC SCHOOLS AND ALL OUR ABC C SCHOOLS WHO ARE ARTS BASED CURRICULUM HAVE RECEIVED THEIR RE ACCREDITATION THIS YEAR.
AND TWO NEW THINGS THAT HAVE HAPPENED.
THIS YEAR'S PROJECT LAUNCH WAS, WHICH IS A PROJECT LEAD THE WAY PRE-ENGINEERING MODEL THAT ACTUALLY OUR INSTRUCTIONAL SERVICES DEPARTMENT IS SUPPORTING AT TWO ELEMENTARY SCHOOLS WITHIN OUR MSRP GRANT.
AND WE LOOKED TO THE RIGHT SIDE IS THE INCLUSION.
NOW WE HAVE, WE WILL START THE ACADEMIC SCHOOL.
YOU WOULD EACH OF OUR HIGH SCHOOLS HAVING INSTRUCTIONAL COACHES, IF WE CAN GO TO NEXT SLIDE.
SO HERE IT'S WHERE OUR MIND SHIFT HAS STARTED SHIFTING.
I THINK YOUR AS BOARD MEMBERS, US AS EDUCATORS AND OUR, AND OUR PARENTS AND STUDENTS, YOU KNOW, WE WE'VE FLAGGED THAT DURING THE PANDEMIC.
THERE, THERE WERE SIGNIFICANT SHORT TERM INVESTMENTS THAT WE'RE ABLE TO ENABLE STUDENTS, RIGHT? THEIR EDUCATION.
WELL, IT WAS INTERRUPTED, RIGHT? AND WE DID SHORT-TERM INTERRUPTIONS.
WE OPENED SCHOOLS SUBJECT TO THE PANDEMIC.
WE ADDED ADDITIONAL INSTRUCTIONAL MATERIALS.
WE TUTORING GAYS, BUT AGAIN, THEY WERE SHORT TERM NOW WITH USING THE LENS THAT DURING THE POST PANDEMIC REBUILDING STAGE, WE SHOULD CONSIDER LONGER-TERM REFORMS TO REBUILD THE EDUCATION SYSTEM SO THAT IDENTIFIED CHALLENGES ARE CORRECTED.
AND THAT SYSTEM DELIVERS AN EXCELLENT, EQUITABLE EDUCATION TO ALL STUDENTS.
THEY GO TO THE NEXT SLIDE, THANK YOU.
IN THE REBUILDING STAGE OR PHASE, IT IS ESSENTIAL TO ESTABLISH OUR EDUCATION SYSTEM, AN EDUCATION SYSTEM THAT EMBRACES THE WHOLE CHILD APPROACH.
AND THAT IS PART OF THE WORK THAT'S HAPPENED WITH WRAPAROUND SERVICES, WHERE OUR HUMAN RESOURCES DEPARTMENT, WITH THE ADDITIONAL OF COUNSELING GROUPS, COMING INTO OUR SCHOOLS, LOOKING AT A SYSTEM THAT ADDRESSES THE IMPACT OF THE DISPARITIES OF LEARNING THAT RESULTED THROUGH THE PANDEMIC ON STUDENTS' CAPACITY TO LEARN AND ON TEACHERS HAVE BUILT ABILITY TO DO THEIR JOBS, OFFER, OFFER FLEX FLEXIBLE SET OF WRAPAROUND SUPPORT TO MITIGATE THE IMPACT OF THE PANDEMIC.
AND WE SHOULD BE INCLUDING VALUES IN EDUCATION AND EDUCATE.
[00:10:01]
WE SHOULD VALUE EDUCATION AND EDUCATORS AND CREATE A BUYABLE CONTINGENCY PLAN FOR FUTURE CRISIS.SO IN OTHER WORDS, ARE WE ALSO TAKING WHAT WE'VE LEARNED FROM THE PANDEMIC TO PUT INTO PLACE? AND SOME OF YOU HAVE BROUGHT THIS UP ACTION BOARD MINI MEETINGS TO PUT INTO PLACE WHAT WE WOULD DO IN THE EVENT OF SOMETHING ELSE THAT COMES THROUGH IT AND INTERRUPTS THE LEARNING OF OUR CHILDREN.
SO WITH THE RIGHT APPROACH, WE SEEK TO ENSURE THAT OUR PUBLIC EDUCATION SYSTEM PLAYS A CRITICAL ROLE AT PREPARING STUDENTS AND EDUCATORS FOR THE NEXT CHALLENGES, BIG OR SMALL THAT WE MAY CONFRONT IN THE FUTURE.
SO WE'RE LOOKING AT BUILDING CAPACITY OF EDUCATORS.
WE'RE EACH FAMILIAR WITH THE TRIANGLE TO THE LEFT, BUT THE GOAL IS AS WE GO FORWARD, NOT ONLY DOING REMEDIATION, BUT HELPING TO ACCELERATE OUR STUDENTS SO THAT WE ABLE TO HAVE THE LOW, YOU KNOW, DATA AND INFORMATION, KNOWLEDGE, AND UNDERSTANDING WHAT ARE WE BUILDING OUR STUDENTS IN OUR TEACHERS' CAPACITY TO TRANSFER KNOWLEDGE RIGHT, AND DEVELOP EXPERTISE OF PRACTICE.
SO HERE I HAVE A FEW GOALS THAT WE ARE WORKING AT WITHIN INSTRUCTIONAL SERVICES DIVISION.
THE VISION ONE IS BUILDING ON THE LEFT SIDE IS BUILDING HUMAN CAPITAL AMONGST EDUCATORS BY STRATEGICALLY BUILDING THE PROFESSIONAL CAPACITY OF TEACHERS AND THE INSTRUCTIONAL CAPACITY OF SCHOOLS TO RESPOND TO OUR STUDENTS' NEEDS.
WE HAVE GONE THROUGH THE PAST TWO DAYS TRAINING FOR OUR SCHOOLS FROM ELEMENTARY THROUGH HIGH SCHOOL AND A SYSTEMATIC APPROACH AT LOOKING AT DEVELOPING LESSON PLAN DEVELOPMENT ON THE LEAD COMPANY IS LEARNING SCIENCE INTERNATIONAL AT LSI.
IT IS BASED ON WORK AND RESEARCH MARZANO, BUT WE RECOGNIZE WE DON'T UTILIZE THEM, OUR DESIGN OR EVALUATION TOOL HERE, BUT THERE'S RESEARCH WORK THAT COMES OUT OF LSI THAT WE'VE HAD A TWO DAY WORKSHOP FOR EDUCATORS HERE IN THE SYSTEM.
THAT'S ALSO BUILT, BUILDS UPON THE PLC GUIDEBOOK THAT WE WILL BE RELEASING AT THE END OF THIS ACADEMIC SCHOOL YEAR.
WE RECOGNIZE THAT CAPACITY BUILDING IS A PROCESS THAT OVER TIME MAKES IT POSSIBLE FOR THE SKILLS OF TEACHERS TO BE IN ALIGNMENT WITH THE NEEDS OF STUDENTS SEEK TO CORRECT A MISMATCH OF SKILLS AND RESOURCES FACING OUR SCHOOLS AND STUDENT LEARNING.
THIS IS A GOAL THAT WE HAVE WITHIN ISD IN ORDER TO HAVE EFFECTIVE CAPACITY WITHIN OUR SCHOOL SITES.
AND LASTLY, HAVING A COMMITMENT TO CAPACITY BUILDING AND A CLEAR UNDERTAKEN OF A HOW TO CARRY IT OUT IN PARTICULAR SCHOOLS WITH THAT, WE RECOGNIZE THAT ALL SCHOOLS ARE NOT THE SAME.
SO WE HAVE TO BE DIVERSE AND PROVIDE DIFFERENTIATION AT OUR APPROACH TO MEET THE NEEDS OF BOTH LEARNERS, THE STUDENT AND THE ADULT ABC ON THE RIGHT SIDE.
IT GIVES SOME INFORMATION REGARDING SOME OF THE AREAS OF OUR FOCUS.
AND I'LL PAUSE JUST, YOU KNOW, A FEW MINUTES FOR YOUR REVIEW.
I BE GLAD TO THE NEXT SIDE, MRS. PUSH-IN BARRY.
I HAVE THE HONOR AND THE OPPORTUNITY TO BRING FORWARD, UM, ASHLEY HUTCHINSON, WHO IS A BIG PART OF THE SHIFT THAT WE'RE SEEKING TO DO WITH OUR LEARNERS, AS WELL AS OUR EDUCATORS.
THIS IS MS. HUTCHISON, ASHLEY.
UM, I AM HERE TODAY TO TALK A LITTLE BIT ABOUT WHERE OUR CHILDREN ARE DEVELOPMENTALLY.
AND AS A DISTRICT, WE'RE RESPONSIBLE FOR MEETING EACH CHILD WHERE THEY ARE DEVELOPMENTALLY AND BY PROVIDING A DEVELOPMENTALLY APPROPRIATE CHILD CENTER LEARNING ENVIRONMENT, WE'RE GOING TO BE ABLE TO SUPPORT THE HEALTHY DEVELOPMENT OF ALL LEARNERS.
AND SO RESEARCH HAS SHOWN OVER TIME THAT, UM, THE WAY CHILDREN LEARN IS SIMPLY DIFFERENT WHEN THEY'RE YOUNGER THAN WHEN THEY'RE OLDER.
SO ON THIS SLIDE, THE SECOND SLIDE HERE, YOU HAVE SEEN THIS BEFORE.
UM, THIS IS A INTEGRATED, COMPREHENSIVE APPROACH TO HOW WE LOOK AT EARLY CHILDHOOD AND OUR DISTRICT.
SO WE HAVE EARLY IDENTIFICATION.
WE HAVE OUR STRONG COMMUNITY PARTNERSHIPS, ALWAYS FOCUSED WITH STANDARD-BASED CURRICULUM AND INSTRUCTION.
WE MAKE DATA-DRIVEN DECISIONS, DIVERSITY AND INCLUSION AND INCLUSION IS ALWAYS A FOCUS.
AND AGAIN, KEEPING OUR FAMILIES CONNECTED TO OUR SCHOOLS, INTO THEIR LEARNERS AND OUR STUDENTS IS, IS ONE A TOP PRIORITY AS WELL.
SO IN THE AREA OF EARLY CHILDHOOD, ALL WE WANT, WE ALWAYS WANT TO CONTINUOUSLY FOCUS ON THAT HIGH QUALITY INSTRUCTION, DEVELOPMENTALLY APPROPRIATE PRACTICE IN PLAY-BASED LEARNING.
AND I'M GOING TO TALK A LOT THIS AFTERNOON ABOUT THAT PURPOSEFUL PLAY-BASED APPROACH AND HOW WE NEED TO MOVE IT INTO OUR KINDERGARTEN CLASSROOMS, UM, AND, AND HOW THE BRAIN WORKS AS WE DO THAT.
[00:15:01]
MAY HAVE HEARD ME SAY THIS BEFORE, BUT I THINK IT'S ALWAYS IMPORTANT TO KEEP IN MIND THAT 90% OF A CHILD'S BRAIN DEVELOPMENT HAPPENS BEFORE THE AGE OF FIVE.AND YOU, I STAND STOOD AT THE PODIUM BEFORE AND SAID THAT THAT'S HAPPENS BEFORE THEY EVEN HIT OUR DOOR THAT'S BEFORE THEY EVEN ARE EVEN REQUIRED TO BE IN SCHOOL IN SOUTH CAROLINA.
AND THEN THE STATE OF SOUTH CAROLINA KINDERGARTEN IS STILL NOT MANDATORY.
UM, WE HAVE SEEN OVER THE LAST COUPLE OF YEARS, A MIXTURE OF CHILDREN CHOOSING TO DELAY THE START OF KINDERGARTEN.
SO INSTEAD OF STARTING AT FIVE YEARS OLD, THEY'RE STARTING AT SIX YEARS OLD.
THEIR FAMILIES ARE TRYING TO GIVE THEIR CHILDREN THAT EXTRA YEAR FOR THAT EXTRA SOCIAL, EMOTIONAL BOOST.
UM, ESPECIALLY IF THEIR CHILD HAS A LATE BIRTHDAY.
UM, SO AS WE'RE LOOKING AT 90% OF A CHILD'S BRAIN DEVELOPMENT HAPPENS BEFORE THE AGE OF FIVE, ALL OF THAT BRAIN DEVELOPMENT HAPPENS THROUGH A PROCESS OF PLAY.
SO THEY'RE LEARNING ALL SORTS OF DIFFERENT THINGS THROUGH MANIPULATING OBJECTS, HOLDING OBJECTS FOR THE FIRST TIME, MOVING THEM AROUND, UM, AND GOING THROUGH IF THEY'RE IN A CHILDCARE CENTER FROM CENTER TO CENTER, WHETHER IT'S DRAMATIC, PLAY BLOCKS, THE MATH CENTER AND BEING ABLE TO HOLD THOSE TANGIBLE ITEMS, MANIPULATE THEM AND BUILD ON THE FOUNDATION OF THEIR PAST EXPERIENCES.
SO AS A DISTRICT, WE NEED TO BE ABLE TO, AS CHILDREN ENTER OUR DOORS ON DAY ONE, KINDERGARTEN BEING THAT FIRST DAY, UM, WE NEED TO HELP CHILDREN BE ABLE TO DEVELOP THAT FOSTER AND FOSTER THE LOVE OF LEARNING.
SO AS WE LOOK ON, AS WE LOOK AT TAKING A DEVELOPMENTALLY APPROPRIATE PLAY-BASED APPROACH TO KINDERGARTEN, KEEPING IN MIND THAT ALWAYS FOCUSED ON OUR STANDARD STANDARD BASED INSTRUCTION.
SO OUR STANDARDS ARE STILL AT THE FOREFRONT.
WE'RE NOT SENDING OUR CHILDREN INTO, FOR A FREE PLAY TYPE LEARNING ENVIRONMENT.
WE'RE SENDING THEM INTO A GUIDED LEARNING ENVIRONMENT.
SO THE TEACHER OFTEN IS STILL DIRECTING, BUT ALLOWING FOR CHILD LED ACTIVITIES.
SO IN THIS APPROACH, YOU KNOW, PURPOSEFULLY AND INTENTIONALLY PLANNED LESSONS ARE A KEY FOCUS.
SO OUR TEACHERS HAVE TO BE ABLE TO UNDERSTAND THAT OUR CHILDREN ARE GOING TO BE MOVING FREELY THROUGHOUT THE CLASSROOM TO DIFFERENT CENTERS.
BUT EVERY TIME THEY GO TO ONE OF THOSE CENTERS, THERE'S A PURPOSE AND A PLAN.
AND IT'S AN INTENTIONAL OF WHY THE TEACHER HAS SENT THEM TO THAT LEARNING CENTER.
IT PROVIDES OUR STUDENTS, UM, ACTIVE HANDS-ON LEARNING EXPERIENCES FOR ALL DIVERSE LEARNING STYLES INTEGRATES ACROSS MULTIPLE DEVELOPMENTAL DOMAINS AND SUBJECT AREAS ALLOWS ADEQUATE TIME FOR CENTER CHILD ACTIVITIES.
AND THEN ALSO PURPOSEFUL PLAY ALLOWS FOR DIFFERENTIATION AND FOR THE TEACHER TO MEET THE CHILD WHERE THEY ARE DEVELOPMENTALLY.
THIS IS A KEY PIECE RIGHT NOW AND WHERE WE ARE AS A NATION AND AS A COUNTRY AND AS A, AS A COUNTY TO BE REALLY BECAUSE WE HAVE HAD, WE ARE GOING TO HAVE CHILDREN ENTERING OUR DOORS THAT HAVE NEVER BEEN IN A SCHOOL PROGRAM BEFORE THIS GROUP.
THIS POPULATION IS STILL THE POPULATION THAT UNDER FIVE YEARS OLD, WE STILL CAN'T VACCINATE.
SO OUR PARENTS ARE CHOOSING TO KEEP THEIR CHILDREN HOME VERSUS IN A CHILDCARE CENTER OR A PRESCHOOL, AND KEEP IN MIND MORE THAN HALF OF THE CHILDREN COMING IN, STILL HAVE TO US STILL HAVE HAD NO PRICE PER PRIOR PRESCHOOL EXPERIENCE.
SO VERY KEY WHEN WE MOVE THAT CHILD INTO A KINDERGARTEN PROGRAM, THAT WE STILL ARE ABLE TO GIVE THOSE CHILDREN, THE LEARNING THROUGH PLAY CONCEPT.
SO THEY'RE ABLE TO MASTER FOUNDATIONS AND, UM, BUILD UPON THAT.
ROBIN, YOU CAN GO AHEAD TO THE NEXT SLIDE.
SO WHEN WE TALK ABOUT WHAT ARE CHILDREN LEARNING THROUGH PLAY? SO WE TALK ABOUT COGNITIVE SKILLS.
WE TALK ABOUT FOUNDATIONAL UNDERSTANDING PLAY IS THE NATURAL WAY CHILDREN LEARN.
AND I KNOW WHEN WE SAY PLAY, WE THINK OF, WE'RE JUST SENDING OUR CHILDREN INTO A CLASSROOM OF, WITH OTHER CHILDREN AND THEY'RE GOING TO PLAY ALL DAY.
BUT IF YOU TAKE A LOOK AT THE PICTURE, UM, THEY, THEY USE CHILDREN.
THIS GROUP OF CHILDREN RIGHT HERE ARE ACTUALLY BUILDING LETTERS WITH PLATO.
SO THEY'RE ABLE TO FEEL THE PLAY, THE, THE LETTER, THE TEXTURE OF IT.
UM, IT'S A SENSORY TYPE ACTIVITY, BUT THEY'RE ALSO BUILDING PHONIC SKILLS LETTER RECOGNITION.
AND THEY'RE ABLE TO PHYSICALLY MANIPULATE THAT LETTER, WHICH BUILDS A SOLID FOUNDATION OF LETTER RECOGNITION AND EVEN FEMALE PHONEMIC AWARENESS.
[00:20:01]
RECOGNITION.SO AS WE KEEP IN MIND, CREATING RESILIENT, CONFIDENT LEARNERS ALLOW US FOR THIS TO HAPPEN DURING THIS, THIS TIME OF MOVING THROUGHOUT THE CLASSROOM AND LEARNING THROUGH CENTERS.
UM, AS YOU KNOW, THROUGHOUT THIS TIME, AS WE'RE COMING IN OFF OF THE PANDEMIC HERE, SOCIAL, EMOTIONAL DEVELOPMENT IS GOING TO BE SOMETHING THAT WE HAVE TO KEEP A FOCUS ON.
UM, PLAY LEARNING THROUGH PLAY CONCEPT NATURALLY ALLOWS THAT TO HAPPEN IN AS, AS WE GO THROUGH THIS, WHEN WE'RE LOOKING AT THIS APPROACH.
SO CHILDREN DEVELOP EARLY READING VOCABULARY, WRITING, SPEAKING, AND LISTENING SKILLS BY SEEING THEMSELVES AS READERS AND WRITERS.
SO WHEN WE STAND CHILDREN TO DRAMATIC PLACE CENTER, YOU MAY, AS A TEACHER AND YOUR KINDERGARTEN CLASSROOM, HAVE YOUR DRAMATIC PLACE CENTER SET UP LIKE A RESTAURANT AND THEY'RE SETTING THE DINNER TABLE FOR FOUR PEOPLE TO COME TO YOUR RESTAURANT.
THEY'RE CREATING MENUS AND THEY'RE WRITING OUT MENUS OF WHAT THEY'RE GOING TO SERVE FOR DINNER.
THEY ARE ADDING PRICE TAGS, UM, TO THEIR MENU ITEMS. SO IF YOU'RE GOING TO ORDER CHICKEN FOR DINNER, UM, YOU MIGHT HAVE TO PAY $5 FOR THE CHICKEN FOR DINNER, BUT AGAIN, THEY'RE MANIPULATING THAT THE MONEY AND THE CASH REGISTER, THEY'RE SETTING UP THOSE TABLES.
THEY'RE WRITING OUT MENUS, THEY'RE SEEING ENVIRONMENTAL PRINT.
SO YOU'RE SEEING THE, YOU KNOW, THE CHEERIOS BOX AND THE, UM, THE CRACKER JACKS BOX, ALL OF THOSE THINGS THAT THEY CAN EASILY RECOGNIZE SO THAT THEY BELIEVE IN THEMSELVES AS READERS AND WRITERS.
SO WE KNOW THAT BETWEEN, WELL AS RESEARCH SHOWS, UM, BETWEEN 1998 AND 2010, THE PERCENTAGE OF DRAMATIC PLAY AND OTHER PLAY-BASED CENTERS HAVE DROPPED FROM 90% TO ABOUT 58% IN KINDERGARTEN CLASSROOMS. SO OVER HALF OF OUR KINDERGARTEN CLASSROOMS ACROSS THE NATION HAVE SEEN A DRAMATIC DECREASE IN THE NUMBER OF PLAY-BASED LEARNING CENTERS IN CLASSROOMS. SO WE, AS A DISTRICT NEED TO GET BACK TO PROVIDING THOSE PLAY-BASED LEARNING OPPORTUNITIES FOR OUR CHILDREN.
SO DURING THE CHILD LED ACTIVITIES, CHILDREN LEARNED TO INTERACT WITH OTHERS.
THEY TALK, THEY COLLABORATE AND THEY PROBLEM SOLVE.
THEY'RE BUILDING THEIR LANGUAGE SKILLS AND THEIR, OF COURSE THEIR SOCIAL, EMOTIONAL SKILLS CHILDREN STRUGGLE.
OH, I'M GOING TO GO BACK UP ONE MORE TIME.
CHILDREN'S CAN STRUGGLE EASILY WITH THAT MATHEMATICAL CONCEPT.
UM, BECAUSE THEY'RE ABSTRACT, THOSE CONCEPTS BECOME EASY CONCEPTS, BECOME EASIER TO UNDERSTAND WHEN YOU'RE USING THEM THROUGH A PLAY CONCEPT.
SO IF YOU HAVE TO THINK ABOUT THE CHILD, WHO'S NEVER HAD A PRESCHOOL OR A SCHOOL EXPERIENCE PRIOR TO KINDERGARTEN, IF YOU'VE NEVER PLAYED IN THE BLOCK CENTER AND FELT THE, THE WOODEN BLOCKS AND MANIPULATED THEM AND SAW THAT SOME WERE TRIANGLES AND SOME WERE RECTANGLES AND HOW THEY FIT TOGETHER AND HOW THEY DON'T FIT TOGETHER.
IT'S VERY DIFFICULT TO UNDERSTAND THAT MATH CONCEPT IN AN ABSTRACT WAY, IF I'VE NEVER EXPERIENCED IT WITH A HANDS-ON LEARNING EXPERIENCE, ROBIN, I THINK WE'RE GOOD.
SO AS A SCHOOL DISTRICT, UM, THIS IS SOMETHING THAT I CREATED THAT WE NEED TO KEEP.
THIS WAS HOW WE WOULD FUNNEL THIS APPROACH THROUGH OUR, UM, OUR KINDERGARTEN CLASSROOMS. SO WE WOULD HAVE A KEY FOCUS ON STANDARD-BASED INSTRUCTION.
THAT WOULD STILL BE A FOCUS AREA.
UM, AS IN THE FOREFRONT, WE ALSO HAVE A CURRICULUM AND OUR PROGRESS MONITORING WOULD PLAY A VITAL ROLE IN IT.
THE CLASSROOM LEARNING ENVIRONMENT, WE HAVE TO PREPARE OUR KINDERGARTEN CLASSROOMS TOO, FOR A PLAY-BASED LEARNING APPROACH.
SO WHAT THAT MEANS IS THAT OUR, THAT THE CLASSROOM HAS THE OPPORTUNITY FOR CHILDREN TO MOVE FREELY THROUGHOUT THOSE CENTERS AND THAT THE TEACHERS HAVE THE RESOURCES THEY NEED TO USE FOR INSTANCE, MANIPULATIVES TO USE THOSE THROUGHOUT THE DAY.
SO WE CAN BUILD THOSE PLAY EXPERIENCES.
UM, A KEY FOCUS WOULD ALSO BE INTENTIONAL PLANNING.
OUR TEACHERS HAVE TO PLAN IN ORDER FOR THIS ORGANIZED CHAOS.
AS WE SAY, IN THE EARLY CHILDHOOD WORLD TO FUNCTION PROPERLY, ALL FUNNEL THROUGH PURPOSEFUL PLAY EXPERIENCES, YOU THEN CREATE THE MATHEMATICAL THINKER.
YOU WOULD DEFINITELY STRENGTHEN SOCIAL, EMOTIONAL, UM, SKILLS, LITERACY, AND LANGUAGE, COGNITIVE DEVELOPMENT, AND AS WELL AS THEIR PHYSICAL DEVELOPMENT, AS A DIRECT RESULT FOR THIS, WE CREATE A CHILD THAT IS NOW SUCCESSFUL IN KINDERGARTEN AND BEYOND.
SO I PUT A FEW SLIDES, A FEW, UM, RESEARCH
[00:25:01]
POINTS ON HERE.THIS FIRST ARTICLE ACTUALLY JUST CAME OUT ON FRIDAY.
SO IF YOU HAVE A FEW MINUTES TO READ IT, IT'S AN EXCELLENT ARTICLE WHERE THE S REPORTS NOW FIND THAT, UM, CHILDREN LEARN MORE FROM GUIDED PLAY THAN THEY DO FROM DIRECT INSTRUCTION.
AND I LISTED TWO OTHER, UH, REFERENCE POINTS WHERE YOU CAN JUST HAVE A FEW, IF YOU HAVE A FEW MINUTES, YOU CAN EDUCATE YOURSELF ON THIS CONCEPT AND WHAT IT WOULD LOOK LIKE IN SOME OF OUR CLASSROOMS. GOOD AFTERNOON, BOARD MEMBERS.
SO IS IT POSSIBLE MRS. CUSHY BARRY AND KAREN, IF WE COULD JUST PAUSE A MOMENT IF THERE ARE ANY QUESTIONS FOR ASHLEY AT THIS TIME.
UM, I, I, UM, I GUESS BASED ON MY EXPERIENCE, I, I THINK THAT PURPOSEFUL PLAY TO ME IS THE SAME AS A WELL-STRUCTURED, UH, LEARNING CENTER FOR, FOR A YOUNG STREET FOR THE CHILDREN.
UM, I'M, YOU KNOW, I THINK THAT THE TRAP THAT WE DON'T WANT TO, UM, FALL INTO IS WHERE THE, WHAT OUR KINDERGARTENS USED TO LOOK LIKE YEARS AGO, WHERE THE KIDS JUST PLAYED ALL DAY AND THERE WASN'T ANY STRUCTURE TO THE PLAY.
SO, UM, I THINK THIS IS, THIS IS GREAT.
YOU'VE GOT THE, UM, YOU KNOW, THE INTENTIONAL PLANNING PIECE, I THINK, IS GOING TO BE REALLY IMPORTANT HERE, SO THAT THE CENTERS, THE LEARNING CENTERS, WHICH WE'RE NOW CALLING PURPOSEFUL PLAY EXPERIENCES ARE, UM, REALLY, YOU KNOW, UM, PLANNED WELL SO THAT THEY AREN'T, UM, YOU KNOW, THEY, THEY, AREN'T JUST, UH, THE, UH, CHILDREN PLAY OFF PLAYING AND THE TEACHER SITTING AT A DESK UNENGAGED.
SO CAN, CAN I RESPOND TO THAT? SURE.
SO I WANT TO, I WANT TO MAKE SURE YES.
AND CLARIFY YOU ARE ABSOLUTELY RIGHT.
THIS IS AN EXPERIENCE WHERE CHILDREN ARE GOING TO BE, THERE IS A REASON WHY THEY WERE SENT TO THE CENTER.
THEY'RE, YOU KNOW, THEY'RE, IT'S NOT THAT GONE ARE THE DAYS OF THE PUMPKINS AND THE APPLES, AND, YOU KNOW, THAT KIND OF CONCEPT OF WHAT WE THOUGHT KINDERGARTEN USED TO BE YEARS AGO.
AND I, AND I CERTAINLY UNDERSTAND WHERE YOU'RE COMING FROM THIS APPROACH THAT I'M, I'M WANTING US TO FOCUS ON IS EXACTLY WHAT YOU JUST SAID.
STANDARDS-BASED BUT PURPOSEFUL PLAY.
SO WE'VE TAKEN THE STANDARD, WE HAVE, UH, UNPACKED IT AND FIGURED OUT WHAT WE WANT THE CHILDREN TO KNOW AND LEARN FROM THAT STANDARD AND INTEGRATED IT INTO LEARNING CENTERS AND MANIPULATIVES AND ALL SORTS OF EXPERIENCES THAT CHILDREN DO THROUGH PLAY.
SO, YES, YOU, YOU ARE CORRECT.
IF I COULD JUST BUILD THAT, THAT WE RECOGNIZE IN THE EARLIEST SLIDE, SLIDE THREE, THAT OUR WORK TOGETHER NOW IS TIED WITH WORKING WITH OUR EXECUTIVE DIRECTORS AS WELL.
THAT STANDARD-BASED INSTRUCTION IS ONE OF THE KEY COMPONENTS TO INSTRUCTIONAL PRACTICE FOR US.
THE CONTINUOUS IMPROVEMENT MODEL IS NOT SOMETHING THAT WOULD IS GOING TO BE PUSHED ASIDE BECAUSE THAT IS ALSO TIED INTO KINDERGARTEN AS WELL, BECAUSE HE'S A FOUNDATIONAL CRITICAL YEARS.
AND THAT WE ALSO RECOGNIZE IS AS I HAD LATER ON ON THAT, AND I WANT TO SAY IT WAS SLIDE NINE, THAT, UM, THE CAPACITY BUILDING OF THE EDUCATORS, INCLUDING THE ADMINISTRATORS OF EXPECTATION AND PRACTICE IS CRITICAL.
UM, THE RESEARCH SHOWS MRS. ROBOT THAT ALTHOUGH AN ACADEMIC MODEL TO KINDERGARTEN AND PRE-K DOES GIVE IMMEDIATE, IT DOES GIVE IMMEDIATE GROWTH ON A CONTINUAL BASIS.
LOOKING AT CHILDREN, WHO'VE GONE ON AN ACADEMIC MODEL VERSUS PURPOSEFUL PLAY BASE.
THERE IS A DECREASE IN TIME AND PERFORMANCE OF STUDENTS AND ACTUALLY OUTCOME OF ATTENDANCE AND CREATIVITY.
UM, SOMEBODIES ARTICLES IN THE ARTICLE FROM HARVARD WILL BRING THAT UP AS WELL ON RESILIENCE.
SO I JUST WANTED TO SHARE WITH, SHARE THAT AS
[00:30:01]
WELL.AND I DO APOLOGIZE FOR CUTTING IN.
I, YOU KNOW, I, FROM MY EXPERIENCE, I THINK SOME OF MY, UH, I THINK BACK TO MY STELLAR KINDERGARTEN TEACHERS, THE KIDS THOUGHT THEY WERE PLAYING ALL DAY.
THEY WERE ENGAGED IN REAL, UH, ACTIVITIES, BUT THEY JUST THOUGHT YOU ASKED HIM WHAT THEY DID.
THEY WOULD SAY, OH, I'M PLAYING.
OR IF YOU VISITED THEM IN A CENTER, UH, MEL CAMPBELL.
NOT TOO CONCERNED, BUT THIS PROGRAM PRIMARILY, HOW ARE WE GOING TO ASSURE THAT THE KINDERGARTEN CHOSEN ARE PREPARED TO PLAY PROPERLY? AND, UH, IS THERE ANYTHING IN PHASE TWO, GET THEM AT THAT, AT THAT SPEED PRE-KINDERGARTEN PROGRAM, ET CETERA, OR JUST LITERATURE, JUST LANGUAGE BEING PASSED OUT TO THESE, UH, PARENTS OF KINDERGARTEN CHILDREN OR PRE-KINDERGARTEN CHILDREN SO THAT THEY ARE PREPARED FOR OR WHAT THE CHILD WILL REACH WHEN THEY GET INTO THE KINDERGARTEN CLASSES.
THE OTHER CONCERN IS I THINK, AS THEY SAID THAT THIS TYPE OF EDUCATION FORMAT IS DWINDLED QUITE A BIT OVER THE LAST YEARS.
AND WE TRIED TO GET BACK TO IT.
IS THERE RESEARCH THAT MAPS, PARTICULARLY OUR COMMUNITY, OUR, OUR COUNTY AND PLACES THAT HAVE UTILIZED THIS PROCESS AND HOW THAT HAS OCCURRED OVER TIME, WHEREAS THIS, UH, YOU KNOW, WHAT WE'VE WORKED ON, IT MIGHT BE EXPECTING.
THOSE ARE, THOSE ARE MY CONCERNS.
UH, AND GRANDMOTHER'S THE SAME THING I'VE ALWAYS SAID, YOU KNOW, YOU DON'T GET THE SAME KIND OF CHILDREN YOU'RE GOING TO GET WHO CAN'T PLAY IT PROPERLY EITHER AND KINDERGARTEN, AND LET'S DIG DOWN DEEPER.
IT'S GOING TO BE THE SAME RESULTS NOW, HOW ARE WE GOING TO ASSURE THAT THEY ARE GOING TO BE ABLE TO PLAY THROUGH? SO YOU ARE ABSOLUTELY RIGHT.
WE AS A DISTRICT STILL RECEIVE CHILDREN, UM, THAT QUITE AREN'T READY FOR KINDERGARTEN.
SO, YOU KNOW, KEEPING IN MIND WHAT HAPPENS IN THE OFFICE OF EARLY CHILDHOOD FROM BIRTH TO FIVE.
SO WE START OUT WITH THE TRAVELING PRESCHOOL BUS, UM, YOU KNOW, WE'RE OUT IN THE COMMUNITY, CAPTURING FAMILIES AND EDUCATING THEM ON THE PROFILE OF THE READY KINDERGARTNER, WHICH IS, UH, OUT, HAS BEEN PUT OUT BY THE STATE.
SO ALL OF OUR FAMILIES ARE BEING CONNECTED, YOU KNOW, MO WE'RE TRYING TO REACH EVERYONE.
YOU KNOW, WE'RE GOING INTO THE MOBILE HOME PARKS, WE'RE GOING INTO THE SUBSIDIZED HOUSING COMPLEXES, UM, CHURCHES, NEIGHBORHOODS THAT WHERE WE CAN REACH CHILDREN AND THEIR PARENTS TO EDUCATE THEM.
SO AFTER THE TRAVELING PRESCHOOL BUS, IF YOU NEED A HOME VISITATION PROGRAM, YOU KNOW, WE STILL HAVE THE PARENT EDUCATORS IN THE DISTRICT WHO ARE ALSO HELPING OUR TEEN PARENTS AND OUR GRANDPARENTS RAISING GRANDCHILDREN AND OUR FOSTER CARE, UM, WITH PARENTING SKILLS.
AND OF COURSE, BUILDING ON THOSE SCHOOL READINESS SKILLS, UM, FUNNELING THEM IN TO CHILD FIND FOR THEIR SCREENING.
SO EVERYONE, YOU KNOW, WE'RE GETTING, TRYING TO CAPTURE EVERYBODY FOR A DEVELOPMENTAL SCREENING SO WE CAN PUT THOSE INTERVENTIONS IN PLACE BEFORE THEY GET TO KINDERGARTEN.
UM, AND THEN ALSO, YOU KNOW, OUR PRE-KINDERGARTEN PROGRAM IS STILL SERVING.
WE HAVE A CAPACITY TO SERVE AROUND 983 CHILDREN PER YEAR.
THE CHILDREN THAT WE'RE SERVING IN OUR PRE-KINDERGARTEN PROGRAMS ARE STILL DEVELOPMENTALLY FALLING BELOW THE 50TH PERCENTILE AND, OR RECEIVING A SCORE OF 40 OR HIGHER ON THE RISK FACTOR SCORE TO BE ELIGIBLE FOR A PRE-KINDERGARTEN PROGRAM.
NOW, WE ALWAYS, LIKE I SAID EARLIER IN THE PRESENTATION, THE PANDEMIC HAS CREATED GROUPS OF CHILDREN WHO, UM, HAVE NOT HAD THESE EXPERIENCES BECAUSE MOMS AND DADS ARE KEEPING THEM HOME.
SO THROUGH THIS PURPOSEFUL PLAY EXPERIENCE, TEACHERS ARE ABLE TO DIFFERENTIATE, LEARNING A LOT EASIER BY GROUPING CHILDREN TOGETHER.
SO IF YOU HAVE A GROUP OF CHILDREN WHO ARE NOT QUITE READY TO PLAY IN THE BLOCK CENTER, WE THAT'S A TEACHABLE MOMENT FOR US.
SO I CAN TELL YOU RIGHT OFF THE BAT, WHO HAS HAD BLOCKS IN THEIR HOME AND WHO HAVE NOT HAD BLOCKS IN THEIR HOME.
AND AS A TEACHER, I NEED TO FOCUS ON THE CHILDREN WHO HAVE NEVER BUILT WITH BLOCKS BECAUSE THAT'S A KEY MATH CONCEPT THAT THEY'RE GOING TO HAVE TO LEARN, HAVE TO KNOW.
AND SO WHILE THE OTHER CHILDREN ARE PLAYING IN THE WRITING CENTER, BUILDING MENUS FOR THEIR RESTAURANT, I MIGHT BE AS A TEACHER IN THE MATH BLOCK AREA, TEACHING THEM HOW TO PROPERLY USE THE MATERIALS THAT HAVE BEEN GIVEN TO THEM.
UM, YOU, THERE ARE SOME TIMES WHERE WE ARE GOING TO HAVE TO TEACH CHILDREN
[00:35:01]
HOW TO PLAY.YOU YOU'RE ABSOLUTELY HAVE A POINT.
MY CONCERN, I FEELS THAT AGAIN, WE HAD STARTED AT A LATE DATE EDUCATING WE'RE TEACHING THEM HOW TO PLAY IT OUT IN KINDERGARTEN WHEN THEY SHOULDN'T GO WELL, UNDERSTAND THE RULES.
WHAT CAN WE DO? YOU MENTIONED NANA, WE STUDENTS, WHAT'S THE, WHAT'S THE, WHAT'S THE REAL NUMBER WHAT'S POSSIBLE.
HOW ARE WE RESTRICTED TO THOSE NUMBERS? AND I DON'T EXPECT YOU TO ANSWER THESE QUESTIONS NOW ARE JUST PASSING IT OUT THERE.
AND WHAT KIND OF DATABASE DO WE HAVE ON PARENTS PRE SCHOOLS? NOW I WOULD TALK TO NEMO.
I MEAN, THAT MOBILE, UH, BOOK READ OR BOOK FIND A CHILD FIND PROCESS TO ME IS A HIT AND MISS.
I MEAN, WE REALLY KNOW HOW MANY WE HAVE OUT THERE, WHO THEY ARE AND WHETHER OR NOT THEY CONTACTED.
THAT'S SOME CONCERN THAT I'VE HAD.
AND I'VE, I DIDN'T SEE THIS ANSWERING THOSE CONCERNS.
THANK YOU, MADAM CHAIR, ASHLEY, A GREAT, GREAT BRIEFING.
I LIKE IT, BUT I THERE'S SOMETHING THAT BOTHERS ME.
UM, DO WE HAVE A TEACHER TOOL BOX TO GIVE OUR TEACHERS THAT HAVE THE ACTIVITIES, THE PLAY ACTIVITIES KIND OF LAID OUT THE EQUIPMENT THAT THEY NEED TO DO THAT? DO THEY HAVE VIDEOS THAT THEY CAN WATCH DEMONSTRATIONS ON HOW IT'S DONE? I WAS AT, UH, ROBERT SMALLS WHEN THEY SHOWED ME THE BEDTIME AND A BOX THAT THEY'RE GIVING TO ALL THE KINDERGARTEN KIDS AND WANT TO GIVE IT TO ALL THE PARENTS AND KINDERGARTEN KIDS.
AND BASICALLY THAT'S A LITTLE TOOLBOX FOR PARENTS.
IT'S GOT A TOY, IT'S GOT GAMES, IT'S GOT SONGS.
IT'S GOT, IT'S GOT THINGS THAT PARENTS CAN CAN USE TO TEACH THOSE CHILDREN AT THE HOME.
YOU ARE TEACHERS HAVE THIS KIND OF STUFF AND TRAINING TO BE ABLE TO DO THIS.
WE CAN SAY, WE'RE GOING TO HAVE, WE'RE GOING TO HAVE PUR PURPOSEFUL PLAY AND FIGURE IT OUT THAT THAT'S NOT GOING TO WORK.
YOU GOTTA, YOU'VE GOT TO REALIZE THAT SOCIAL EMOTIONAL LEARNING IS STRUCTURED.
IT HAS TO BE STRUCTURED AND YOU HAVE TO HAVE A STARTING POINT.
YOU HAVE TO HAVE EVALUATIONS ALONG THE LINE, AND THE TEACHERS HAVE TO HAVE THE TOOL BOX TO KNOW, AND TO EVALUATE AND TO ADJUST BECAUSE AS YOU KNOW, EVERYBODY'S BRAIN, DOESN'T, ISN'T AT 90% OR ITS DIFFERENT PARTS ARE STARTED AT 90%.
AND SO YOU'VE GOT TO HAVE A PRETTY GOOD TOOLBOX TO BE ABLE TO ADAPT TO DIFFERENT KIDS.
AND SO WHAT DO, WHAT HAVE YOU GIVING, WHAT ARE YOU GOING TO GIVE OUR KINDERGARTEN TEACHERS TO ACCOMPLISH THIS? SO WE ARE CURRENTLY LOOKING AT, UM, A COUPLE OF DIFFERENT CURRICULUMS. W SO WHAT I'M DOING AFTER THIS PRESENTATION NEXT WEEK, OUR COMMITTEE, UM, WE WILL CALL, WE WILL HAVE A PURPOSEFUL PLAY KINDERGARTEN, UM, COMMITTEE STANDING COMMITTEE AT THE DISTRICT, UM, THAT WE'LL GO CREATE THE IMPLEMENTATION PLAN OF WHAT THIS WILL LOOK LIKE OVER THE NEXT SEVERAL YEARS.
UM, THAT'LL INCLUDE LOTS OF PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS, UM, BECAUSE THIS IS A PHILOSOPHY, MIND SHIFT CHANGE THAT WE ARE GOING TO FOCUS ON AS A DISTRICT.
SO WE ARE GOING TO HAVE TO, LIKE YOU SAID, PREPARE OUR KINDERGARTEN CLASSROOMS FOR A PLAY-BASED LEARNING APPROACH.
AND THAT, WHAT THAT MEANS IS WE ARE GOING TO HAVE TO PUT THE RESOURCES IN PLACE AND THE MANIPULATIVES AND THE FURNITURE, ALL OF THOSE THINGS, THE FURNITURE IN A PRE-K AND A KINDERGARTEN CLASSROOM PLAYS A VITAL ROLE IN, IN HOW THE CHILDREN MOVE THROUGHOUT THE CLASSROOM.
AND SO WE'RE PREPARED AS A DISTRICT TO TAKE THAT, TO TAKE THAT ON THE CURRICULUM AND THE PROGRESS MONITORING PART ARE THE CURRICULUM THAT WE WERE GOING TO LOOK AT.
A COUPLE OF THAT THE COMMITTEE WILL LOOK AT A COUPLE OF DIFFERENT CURRICULUMS, UM, AND TO DETERMINE WHICH ONE WOULD BE A BEST FIT FOR OUR DISTRICT.
UM, THE CURRICULUM WILL ALLOW FOR THAT PLAY-BASED LEARNING APPROACH TO OCCUR
[00:40:01]
AND ASSIST AND GUIDE THE TEACHER ON HOW TO IMPLEMENT IN OUR CLASSROOM.THE PROGRESS MONITORING TOOL ALONG WITH THE CURRICULUM WILL REQUIRE IT TO BE DIFFERENTIATED FOR MULTIPLE DIFFERENT LEARNING ABILITIES AND STYLES IN THE CLASSROOM.
SO IF WE HAVE OUR EARLY, EARLY CHILDHOOD SPECIAL EDUCATION STUDENTS PUSHING INTO A PLAY-BASED KINDERGARTEN PROGRAM, WE'LL NEED TO DIFFERENTIATE, USE A DIFFERENTIATED MODEL IN ORDER TO ACCOMMODATE FOR THEIR ABILITIES, SAME WITH ANY OTHER CHILD IN THE, IN THE KINDERGARTEN CLASSROOM.
AND SO THERE ARE CURRICULUMS OUT THERE AND PROGRESS MONITORING TOOLS OUT THERE THAT WILL ASSIST WITH THIS PURPOSEFUL PLAY-BASED APPROACH THAT WE WOULD NEED TO IMPLEMENT IN OUR DISTRICT.
UM, COLONEL GEIER G HAVE A FOLLOW UP QUESTION.
UM, ASHLEY, I JUST HAVE ONE MORE COMMENT.
UM, AS A, YOU KNOW, PERSON WHO'S WORKED IN ELEMENTARY SCHOOLS FOR A VERY LONG TIME, I'VE GOT TO BELIEVE THAT WE HAVE SOME, UM, TEACHERS THAT HAVE BEEN USING PLAY-BASED LEARNING AND THEY SIMPLY, UM, YOU KNOW, LET'S TAKE THE LETTER FORMATION.
ONE TEACHERS HAVE BEEN DOING STUFF LIKE THAT WITH CLAY OR WITH GLITTER, WITH SOAP, YOU KNOW, WITH A SHAVING CREAM FOR YEARS, RIGHT? YES.
SO THOSE ARE THE TYPES OF THINGS THAT I WOULD THINK THAT JUST BY, UM, YOU KNOW, GETTING TOGETHER, THOSE WILL BE SOME THINGS THAT COULD BE IDENTIFIED AS WHAT WE'RE TALKING ABOUT AS PLAY-BASED LEARNING, YOU KNOW, WHAT, WHAT IS TRYING TO TEACH.
AND THEN, UM, I, YOU KNOW, AS A START TO BUILD THAT TOOLBOX, CORRECT, CORRECT.
WE, UM, THAT YOU ARE ABSOLUTELY RIGHT.
THERE ARE TEACHERS IN OUR DISTRICT AND ACROSS THE NATION THAT BUILD THIS NATURALLY INTO THEIR SCHEDULES EVERY DAY AND INTO THEIR CLASSROOM.
WHAT WE HAVE SEEN BECAUSE OF RESEARCH HAS SHOWN, AND WHAT WE'VE SEEN IS, IS THAT, UH, WE HAVE DECREASED THE NUMBER OF THOSE OPPORTUNITIES OVER THE LAST SEVERAL YEARS.
WHAT WE WANT TO DO AS A DISTRICT IS MOVE IN THE DIRECTION OF THAT.
THIS APPROACH IS WHERE WE ARE AND, AND WHAT WE, WHAT WE LOOK FOR IN CLASSROOMS, WHAT WE WANT TO IT.
WE WANT TO TRAIN OUR ADMINISTRATORS WHAT TO LOOK FOR WHEN THEY'RE SEEING, WHEN THEY GO IN THE BUILDING.
SO THAT'LL BE PART OF THE PLAN IS NOT ONLY PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS, BUT PROFESSIONAL DEVELOPMENT FOR OUR COACHES AND OUR ADMINISTRATORS, SO THAT EVERYONE IN OUR DISTRICT HAS THE SAME MINDSET OF THAT.
WE ARE GOING TO TEACH KINDERGARTEN AT A DEVELOPMENTALLY APPROPRIATE LEVEL, THROUGH LEARNING THROUGH PLAY.
AND THEN MEL, SO ONE OF THE THINGS THAT'S GOING TO COME UP AND I'M SURE YOU WILL BE, UM, YOU, YOU, YOU ALREADY HAVE THIS, OH, THE CHILDREN THAT ARRIVE TO KINDERGARTEN THAT HAVE EXCEPTIONAL SKILLS AND THEIR PARENTS, UM, RIGHTFULLY SO, UM, DEMAND ARE A LITTLE BIT MORE, HAVE HIGHER EXPECTATIONS FOR A, MORE, FOR A MEATIER CURRICULUM.
HAVE YOU, UM, YOU TALKED ABOUT DIFFERENTIATED, IS THAT IN HERE? YES.
SO OUR CHILDREN THAT ARE ALREADY ON GRADE LEVEL OR ABOVE GRADE LEVEL COMING INTO A KINDERGARTEN CLASSROOM, THAT'S WHERE THAT ABILITY GROUPING COMES IN.
SMALL GROUP INSTRUCTION HAPPENS WHERE THE TEACHER AND THE INSTRUCTIONAL PARAPROFESSIONAL.
AND THIS IS A KEY PIECE THAT I HADN'T MENTIONED YET, BUT THAT INSTRUCTIONAL PARAPROFESSIONAL PLAYS A VITAL ROLE IN THIS AS WELL.
SO SIMULTANEOUSLY SMALL GROUPS ARE HAPPENING WITH THE INSTRUCTIONAL ASSISTANT AND THE TEACHER, UM, CHILDREN ARE IN THEIR LEARNING CENTERS BEING WITH CHILD LED ACTIVITIES, UM, CURRICULUMS THAT, UH, TAKE THIS PURPOSEFUL PLAY-BASED APPROACH ARE DIFFERENTIATED WITHIN THEMSELVES.
SO THE TEACHER HAS THAT QUICK GLANCE TO SAY, OKAY, I HAVE THE, THIS SMALL GROUP COMING TO ME AND THEY'RE AT THIS LEVEL AT THIS SKILL LEVEL.
AND THEN, YOU KNOW, MY NEXT SMALL GROUP IS AT THIS LEVEL AND I NEED TO ADJUST THIS FOR THEIR NEEDS AND ABILITIES.
SO YES, W W OUR GOAL IS TO GET ACROSS, UM, TO HAVE A CURRICULUM THAT ALLOWS FOR THAT HIGH LEARNER, UM, AND TO CONTINUE THAT HIGH LEARNER IN GROWTH.
YEAH, I KNOW I MENTIONED SOMETHING ABOUT THE PRESCHOOLERS.
NOW I'M CONCERNED WITH THE INTEGRATION
[00:45:01]
INTO THE FIRST GRADE FROM THIS, THEY, THEY LEARNING ADVANTAGE YOU GO ON AND GO BACK TO A TRADITIONAL STRUCTURE IN THE FIRST GRADE.WHAT'S THE, WHAT'S THE JEWELRY SAY ABOUT THAT? WHAT'S THE, WHAT'S, WHAT'S THE RESEARCH IN TERMS OF PLAYBASE TO TRADITIONAL, OR ARE WE SHIFTING THE FIRST GRADE ALSO INCREMENTALLY SO THAT THEY CAN ACCEPT THESE PLAY STUDENTS IN THE FIRST GRADE, BECAUSE THAT IS A CONCERN AND WHAT I'M HEARING, YOU KNOW, I'M VERY, YOU KNOW, CONCERNED ABOUT THIS, THIS PROGRAM.
SOME OF THE RESEARCH, OH, I'M SORRY.
I DIDN'T MEAN TO INTERRUPT YOU.
SOME OF THE RESEARCH THAT I INCLUDED IN, UM, THE BOT THE LAST SLIDE THERE, INCORPORATE HOW SCHOOL DISTRICTS ARE TAKING A DIFFERENT APPROACH IN FIRST GRADE, UP TO THE AGE OF EIGHT.
SO NATIONWIDE, EARLY CHILDHOOD NOW INCORPORATES CHILDREN BIRTH THROUGH EIGHT YEARS OLD.
SO THIS PURPOSEFUL PLAY EXPERIENCE IN, IN KINDERGARTEN, OFTEN TRANSITIONS TOWARDS AROUND THIS TIME IN THE SCHOOL YEAR AND TO, TO PREP OUR CHILDREN FOR FIRST, SECOND AND BEYOND A DIFFERENT MODEL.
BUT THERE ARE SCHOOL DISTRICTS THAT ARE LIKE, YOU JUST MENTIONED CHANGING THE FOCUS OF FIRST GRADE AND BEYOND TO INCORPORATE MORE HANDS-ON CHILD LED, PURPOSEFUL PLAY ACTIVITIES.
UM, AND, AND WE WILL, YOU KNOW, DR.
STRATUS AND ISD TEAM WILL LOOK AT THAT AS WE, YOU KNOW, PROGRESS THROUGH THIS PROCESS.
UM, AND I'M ASSUMING, YOU KNOW, I WOULD TALK WITH DR.
STRATIS ABOUT MAKING ADJUSTMENTS IF WE NEED, IF WE NEED TO.
OKAY, MRS. ROBOT, IF I MAY JUST BUILD A QUICK COMMENT.
SO WE RECOGNIZE THAT EARLY ON SLIDE EIGHT, RIGHT.
GET OUR GOAL IS TO SHIFT THE MINDSET OF NOT JUST READING DATA, NOT JUST UNDERSTANDING INFORMATIONAL, RIGHT.
BUT BEING ABLE TO GROW LARGER IN THE CONCEPT OF KNOWLEDGE, BUILDING, UNDERSTANDING, RIGHT.
TRANSFERENCE OF KNOWLEDGE, OKAY.
THIS IS SOMETHING THAT'S GOING TO HAPPEN IN A PHASE OF BUILDING THAT CAPACITY SHIP OF OUR EDUCATORS.
BECAUSE ONE THING THAT HAS HAPPENED OVER THROUGH THE PANDEMIC IS THAT STUDENTS WHO HAVE RECOGNIZED THAT I CAN PULL A LOT OF INFORMATION.
I DON'T CARE WHAT PREDOMINANT, WHAT GRADE KIDS KNOW HOW TO JUST PULL THE ENTRY-LEVEL INFORMATION SORT OF GOAL IS TO GET OUR EDUCATORS AS WELL, TO GET DEEPER AT PRACTICE AND FOR OUR STUDENTS TO BECOME BETTER EXPERTS WITHIN CONTENT STANDARDS WOULD NOT BE PUT TO THE SIDE.
WE RECOGNIZE GRADING STILL EXISTS.
BUT TO THE CORE OF THIS, WE'RE SAYING THAT THE STANDARDS WILL STILL BE ADDRESSED.
THERE'LL BE A CONTINUUM OF STANDARDS.
WE'LL HAVE ALL EXPERIENCES OF OUR CHILDREN, BUT WE'RE INTEGRATING ALTERNATE MODELS.
SO IT'S ALMOST A TOTAL PHYSICAL RESPONSE.
IF YOU'RE FAMILIAR WITH THE WORK OF SYLVIA, ASHTON WARNER TPR THERE AS YOU'RE ACQUIRING KNOWLEDGE OR SKILLSET, THE TOUCHING THE KINESTHETIC, THE TACTILE COMPONENT OF LEARNING ACTUALLY PUSHES GREATER LANGUAGE DEVELOPMENT.
SO I JUST WANTED TO SHARE THAT THOSE FEW COMMENTARY COMMENTS.
UH, ASHLEY, WHEN YOU TALKED ABOUT DIFFERENTIATING LEARNING WITHIN THE CLASSROOM AND A WARNING CAME TO MIND, THERE WILL BE SOME PEOPLE THAT WILL SAY, WELL, LET'S TAKE ALL THE KIDS THAT AT PRESCHOOL AND PUT THEM IN A SAME CLASS.
AND THOSE THAT DIDN'T HAVE PRESCHOOL IN A DIFFERENT CLASS.
YOU KNOW, UH, WHEN I GO TO STUDENT ADVISORY COMMITTEES, AND ONE OF THE QUESTIONS DR.
RODRIGUEZ ASKS ARE SENIORS AND JUNIORS AND SOPHOMORES.
HOW MANY OF YOU ARE IN AN ADVANCED PLACEMENT COURSES? AND MOST OF THEM PUT THEIR HANDS UP.
HOW MANY OF YOU HAVE BEEN IN ADVANCED PLACEMENT COURSES SINCE YOU WERE IN GRADE SCHOOL? MOST OF THEM PUT THEIR HANDS UP.
I MEAN, IT'S GOOD THAT THEY HAVE ADVANCED PLACEMENT, BUT IT'S NOT GOOD THAT THEY'RE IN THE SAME COHORTS THROUGHOUT SCHOOL AND IT'S, AND WHEN YOU ASK THEM, WELL, THAT'S THE WAY IT'S BEEN EVER SINCE GRADE SCHOOL, THAT'S NOT WHAT WE WANT.
WE CAN'T HAVE THAT KIND OF STRATIFICATION.
[00:50:01]
WE, WE, WE NEED TO HAVE A BALANCED, DIVERSE CLASSROOM IN KINDERGARTEN AND, AND THROUGH GRADE SCHOOL, I BELIEVE.AND YOU CAN USE THOSE, THOSE ONES, THOSE CHILDREN THAT ARE A LITTLE ADVANCED TO HELP THOSE THAT ARE NOT INSTEAD OF SEPARATING THEM AND SAY, WELL, YOU'RE THE SMART ONES AND YOU'RE IN THE NOT SO SMART.
PLEASE, PLEASE, PLEASE, PLEASE MAKE SURE THAT THAT DOESN'T HAPPEN.
SO THE RE UM, THIS PURPOSEFUL PLAY EXPERIENCE, SO CURRENTLY IN OUR KINDERGARTEN CLASSES, WE ALLOW MIXED ABILITY LEVEL.
SO WE, YOU KNOW, CUT A LOT OF OUR SCHOOLS DO, UM, READINESS SCREENERS WITH THEIR CHILDREN.
SO WE KNOW WHERE THEY ARE COMING IN, BUT IN THIS PLAY-BASED LEARNING ENVIRONMENT, WHEN YOU'RE MIXING ABILITY LEVELS, UH, THROUGHOUT THE CLASSROOM.
SO IF YOU HAVE A HIGH LEARNER OR AN ADVANCED LEARNER IN THE BLOCK CENTER WITH A CHILD WHO HAS NEVER BEEN IN THE BLOCK CENTER BEFORE THE CHILD WHO IS THE, IS TEACHING THE OTHER CHILD, HOW TO MANIPULATE THOSE BLOCKS, HOW TO BUILD A TOWER, HOW THEY FIT THE LEGOS TOGETHER, UM, HOW TO WRITE A MENU AND DRAMATIC PLAY.
SO THEY'RE LEARN THIS ALLOWS FOR LEARNERS TO LEARN FROM EACH OTHER, UM, AND, AND THROUGH EACH OTHER.
SO I ACTUALLY AGREE WITH YOUR COMMENT WHOLEHEARTEDLY AND WITH THIS APPROACH ALLOWS FOR MORE OF OUR STUDENTS TO BE LEARNING WITH, WITH TOGETHER, WITH EACH OTHER AND LESS, UM, DIVIDING THEM INTO, LIKE YOU JUST TALKED ABOUT DIFFERENT DIFFERENT GROUPS.
UM, JUST WANT TO ECHO WHAT COLONEL VIRUS SAID.
UM, I'M FAIRLY FAMILIAR WITH THE DISASTROUS EFFECTS OF THE LABELING THEORY.
UM, BUT IT SOUNDS LIKE YOU'RE AWARE OF THAT AND, AND YOU'RE DEALING WITH IT.
UM, BACK WHEN I WAS IN SCHOOL THAT WAS VERY POPULAR, YOU'D GET LABELED EARLY.
AND AS THE SAYING GOES, I LIVED UP TO MY TEACHER'S EXPECTATIONS, YOU KNOW, SO I THINK WE'RE AWARE OF THAT, BUT IT SOUNDS LIKE YOU'RE, YOU'RE, YOU'RE FULLY AWARE.
MY QUESTION IS ROUGHLY WHAT IS THE TIMELINE FROM WHERE WE ARE TODAY TO, UM, A SIGNIFICANT IMPLEMENTATION? BECAUSE I REALIZED WE'RE TURNING A BIG SHIP HERE, AND I KNOW IT'S GOING TO TAKE TIME, BUT I'M JUST TRYING TO GET IN MY MIND, UM, YOU KNOW, A ROUGH TIMELINE, ARE WE TALKING FOUR OR FIVE YEARS BEFORE, BEFORE WE HAVE IMPLEMENTATION? AND WHEN THAT, THE FIRST THING THAT CAME TO MY MIND, BUT I HAVE NO IDEA WHAT I'M TALKING ABOUT.
UM, SO I'M LOOKING FOR, I'M LOOKING TO YOU TO GIVE ME A ROUGH TIMELINE.
UM, WE ARE LOOKING AT, UM, TAKING THIS IN, UH, IN SMALL CHUNKS.
UM, AS I SAID BEFORE, THIS IS A PRETTY BIG MIND SHIFT CHANGE FOR SOME OF OUR ADMINISTRATORS, SOME OF OUR TEACHERS, AND YOU, YOU WANT TO BRING THAT IN, IN A SLOW PROCESS.
SO WE'RE LOOKING AT DOING A PILOT AT SOME OF OUR SCHOOLS, UM, WITH THE IDEA A ONE TO THREE-YEAR IMPLEMENTATION.
AND BY YEAR THREE, WE ARE, ARE ROCKING AND ROLLING AND IT'S COOKING AND MARINATING, AND WE'RE SEEING SOME, UH, SOME RESULTS FROM THIS AS I'VE STOOD AND PREFER BEFORE Y'ALL, UM, BEFORE EARLY CHILDHOOD, WHEN YOU INVEST IN EARLY CHILDHOOD, YOU DON'T OFTEN SEE THE RESULTS SUPER FAST.
YOU KNOW, WE WAIT TILL OUR THIRD GRADE TEST SCORES, UM, COME INTO PLAY, BUT WE WILL HAVE A PROCESS AND A TRANSITION OVER TIME.
AND AS THE PILOT GROWS, UM, IT WOULD BE A FULL IMPLEMENTATION THROUGHOUT THE DISTRICT, UM, WITHIN THE THREE TO EIGHT, THREE TO SEVEN YEARS.
UM, I DO WANT TO ADD SOMETHING THAT I HAVEN'T MENTIONED.
I WANT TO MAKE SURE THAT WE UNDERSTAND THAT THIS FULLY ALIGNS WITH ALSO OUR, YOU KNOW, OUR BIRTH TO FIVE PLAN IN EARLY CHILDHOOD WOULD BE FOR COUNTY SCHOOL DISTRICT, BUT IT ALSO ALIGNS WITH OUR HEADSTART AND EARLY HEADSTART PARTNERSHIP AS WELL.
SO, UM, YOU KNOW, WE'VE, I'VE TALKED WITH OUR PARTNERS ABOUT THIS THEY'RE ON BOARD, UM, WITH, WITH LIKE MR. CAMPBELL SAID EARLIER, PREPARING OUR CHILDREN FOR THIS CONCEPT, UM, AND HEADSTART IS, IS GOING TO BE ABLE TO HELP US WITH THIS AS WELL.
SO MS. GILBERT, THANK YOU, ASHLEY.
SO GOOD AFTERNOON, BOARD MEMBERS.
STRATOS FOR INCLUDING CAREER AND TECH ED THROUGH THIS THREE TO FIVE-YEAR
[00:55:01]
LENS, IS THIS ACTUALLY GOING TO BE A CONTINUED CONVERSATION FROM THE GOOD FEEDBACK THAT YOU PROVIDED ON HOW ARE WE GOING TO ADDRESS ADVANCED TECHNOLOGIES? AND WHAT DOES THAT LOOK LIKE IN A CTE, UH, PLANNING PROGRAM, PROGRAMMATIC AREAS, AND, UH, ALSO, UH, CONTINUED COLLABORATION WITH OUR OTHER DEPARTMENTS, SUCH AS IT FACILITIES.AND THEN OF COURSE, AND INCLUDING OUR SCHOOLS AND COMMUNITY, UH, AS TO MAKING SURE THAT WE'RE IN PAR ON PAR WITH THE PRINCIPLES OF MISSION AND VISION, AND THEN, UH, YOU WILL BE RECEIVING WITHIN THE NEXT COUPLE OF MONTHS, WE HAVE OUR COMPREHENSIVE LOCAL NEEDS ASSESSMENT.
SO THAT'S ANOTHER DRIVER OF THESE GOALS.
THIS WAS STARTED TWO YEARS AGO IS REQUIREMENT BY THE FEDERAL, UH, PERKINS GRANT.
AND THAT WE COLLABORATE WITH OUR BY REGION TO LOOK AT, UH, AREAS, UH, FOR LOCAL LABOR MARKET NEEDS.
HOW ARE WE OFFERING PROGRAMS THAT ARE IN SIZE SCOPE AND QUALITY, UH, UH, TO ADDRESS THAT HOW ARE WE USING, UH, RECRUITMENT AND RETENTION OF TEACHERS? THERE'LL BE A HUGE FOCUS THIS NEXT TWO YEAR CYCLE ON POST-SECONDARY OPTIONS, AS WELL AS HOW ARE WE SERVING ALL STUDENTS FROM THE COLLEGE BOUND TO EVEN STUDENTS WITH SPECIAL NEEDS? SO THAT'S CALLED THE COMPREHENSIVE LOCAL NEEDS.
UM, UH, I WORK, I'M WORKING WITH MY OTHER CT COLLEAGUES, UH, BUFORD JASPER HAMPTON, AND COLLINGTON AS WELL AS DR.
LOVECCHIO IS ON THE TEAM AS WELL.
SO WE'LL BE EXCITED TO SHARE THE RESULTS OF THAT.
SO FROM, FROM THOSE DRIVERS, WE'RE LOOKING AT FIVE MAJOR GOALS THAT WE FEEL LIKE ARE MEASURABLE.
WE'VE ALREADY, UH, HAVE A BASELINE ESTABLISHED.
SO WE WANT TO MAKE SURE THAT WE'RE, WE'RE GOING TO HAVE THINGS IN PLACE.
THAT'S GOING TO INTRODUCE STUDENTS TO THOSE EMERGING TECHNOLOGIES THAT WE HAD DISCUSSED IN AN EARLIER PRESENTATION, SUCH AS AI, UM, CYBERSECURITY.
WE WANT TO MAKE SURE THAT WE HEAR IN THE LOW COUNTRY, THAT WE'RE ALIGNING WHAT WE OFFER AND HOW STUDENTS ARE GRADUATING.
THAT'S GONNA MEET CRITICAL INDUSTRY NEEDS SUCH AS HEALTHCARE, AND IT HOSPITALITY TOURISM FOR THIS AREA THAT THAT'S A GIVEN THAT WE'LL CONTINUE TO SUPPORT.
WE ALSO WANT TO LOOK AT HOW DO WE INCORPORATE COMMON EMPLOYABILITY SKILLS ACROSS ALL OF OUR CONTENT AREAS.
THAT'S THROUGH WORK-BASED LEARNING APPRENTICESHIPS, UM, UH, FORMAL AND INFORMAL INTERNSHIPS, AS WELL AS IN THE CLASSROOM.
HOW ARE WE GOING TO INCREASE THE NUMBER OF STUDENTS WHO COMPLETE A PATHWAY? WHY IS THAT IMPORTANT? BECAUSE IT HAS A, IT SAYS THAT OUR STUDENTS, WHEN THEY LEAVE US, THEY HAVE A PLAN IN PLACE AND THAT THEY HAVE SOMETHING THAT THEY MARKET THEMSELVES SUCH AS AN INDUSTRY CREDENTIAL TO MOVE FORWARD.
AND THEN LASTLY, WE WANT TO MAKE SURE THAT DO WE HAVE TRANSITIONS IN PLACE? THAT'S GOING TO HELP OUR STUDENTS TO MOVE BEYOND HIGH SCHOOL FOR MORE ADVANCED TRAINING, WHETHER IT'S THE MILITARY OR IT'S A ONE OR TWO YEAR DEGREE AS WELL AS A FOUR YEAR.
SO WE THINK THESE ARE FIVE EXCELLENT GOALS, IT'S MEASURABLE, AND WE HAVE BASELINE DATA.
AND, UM, SO IN MOVING FORWARD, NEXT SLIDE, PLEASE, WE'RE GOING TO APPROACH THIS, UH, GEOGRAPHICALLY.
SO, UM, WE DECIDED THAT WE WOULD LOOK AT IT IN TERMS OF FIVE GEOGRAPHICAL CLUSTERS.
UH, WE FELT LIKE THIS WOULD BE HELPFUL TO BE MORE INTENTIONAL WITH OUR PLANNING AND RESOURCES, AS WELL AS TO HAVE A MORE STRATEGIC, UM, GOAL SETTING.
SO WE'RE LOOKING AT A BATTERY CREEK BUFORD CLUSTER.
AND WHAT DOES THAT MEAN FOR THOSE FEEDER SCHOOLS AND THE HIGH SCHOOLS? ALSO LOOKING AT THE WELL BRANCH CLUSTER WITH THEIR ALREADY SUCCESSFUL EARLY COLLEGE MODEL, LOOKING AT OUR BLUFFED AND MAY RIVER CLUSTER, AND THEN OUR HILTON HEAD ISLAND CLUSTER AND DR.
AND I CONTINUE TO COLLABORATE ON A REGULAR BASIS AS TO THE EXCELLENT OPTIONS THAT THEY OFFER IT, BE FOR JASPER CAREER CENTER, AND TO MAKE SURE THAT WE ARE IN ALIGNMENT TOGETHER, UH, AS WE PROMOTE THESE OPTIONS FOR OUR STUDENTS.
SO THE FIRST THING THAT WE WANTED TO DO IS TO ESTABLISH, UH, SOME COMMON EXPECTATIONS AT ALL, MIDDLE AND HIGH SCHOOLS.
SO FOR ALL HIGH SCHOOLS, WE HOPE THAT OVER THE NEXT THREE TO FIVE YEARS, YOU SEE CAREER PATHWAYS THAT OFFER SOME TYPE OF BUSINESS MANAGEMENT.
IT CAN LOOK A LITTLE DIFFERENTLY FROM SCHOOL TO SCHOOL, BUT IF THEY'RE OFFERING SOME, A PRINT, UM, UH, ENTREPRENEURSHIP, SOME ACCOUNTING, SOME PERSONAL FINANCE, BUSINESS FINANCE, UM, SOME MARKETING, UH, HOSPITALITY AND TOURISM MARKETING, SOMETHING THAT'S GOING TO HELP THOSE STUDENTS IN THE FRONT OF THE HOUSE, BACK IN THE HOUSE, BACK OFFICE APPLICATIONS.
THERE'S STILL MANY VIABLE CAREERS AND JOBS FOR THAT.
[01:00:01]
NEED TO OFFER SOMETHING WITHIN THOSE AREAS.THE OTHER THING IS OBVIOUSLY COMPUTER SCIENCE.
WE WANT THAT TO BE, AS WE HAD MENTIONED IN A PRIOR MEETING TO HAVE A K-12 FOCUS, UH, AND I LIKED WHAT ASHLEY SAID ABOUT, UH, BEING ABLE TO, UH, INCREASE KIDS' CRITICAL THINKING SKILLS EARLY ON, CAUSE THAT'S GOING TO BUILD THAT, THAT COMPUTER SCIENCE COMPUTATIONAL THINKING.
SO WE WANT IN ALL HIGH SCHOOLS TO HAVE SOME TYPE OF IT, COMPUTER SCIENCE FOCUS, AND I TOOK YOUR GOOD FEEDBACK.
WE WANT TO MAKE SURE THAT IT'S DIFFERENT LEVELS FOR WHATEVER THAT STUDENT'S GOING TO MOVE INTO.
AS FAR AS A CAREER HEALTH SCIENCES IS HUGE.
WE'LL TALK ABOUT WHEN WE GO TO HILTON HEAD SLIDE THAT WE WANT TO BRING THAT INTO THE, UM, THE HILTON HEAD ISLAND CLUSTER.
AND THEN OF COURSE, WE WANT TO MAKE SURE THAT ALL OF OUR SCHOOLS HAVE WORK-BASED LEARNING OPPORTUNITIES, AS WELL AS A VERY STRONG CTE DUAL ENROLLMENT COMPONENT.
SO LET'S BREAK IT DOWN BY THE DIFFERENT CLUSTERS.
SO FOR OUR MIDDLE GRADES AND HOW I SET THIS UP A FORMAT FORMATTED, WHAT IS OUR CURRENT STATUS BASED ON WHAT WE OFFER OR THE FOCUS AREAS, OUR CURRENT ENROLLMENTS AND OUR CURRENT CERTIFIED TEACHERS.
AND THEN WHERE DO WE LOOK AT FOR FUTURE NEEDS? SO RIGHT NOW WE'RE LOOKING AT THREE MAJOR AREAS FOR MIDDLE SCHOOLS.
WE WANT TO, AND THIS IS GREAT.
SIX THROUGH EIGHT AT ALL, EIGHT MIDDLE SCHOOLS ARE RECOGNIZING THAT WE HAVE TWO K EIGHT, BUT A CAREER TICKET WOULD BE FOCUSING IN ON THE SIX, SIX THROUGH EIGHT GRADE LEVELS.
WE WANT CAREER EXPLORATION COURSES.
THERE IS A STATE APPROVED COURSE, WHICH IS AWESOME, UM, OR INTEGRATION OF VERY SPECIFIC ACTIVITIES THAT MEET CERTAIN STANDARDS SO THAT STUDENTS COME AWAY FROM THEIR EIGHTH GRADE READY TO, TO DO THAT IGP PLAN AND PROCESS.
UM, WE IMPLEMENTED THE SHEER VIRTUAL JOB SHADOWING HAD EXCELLENT, UM, FEEDBACK FROM THAT.
IF YOU HAVEN'T SEEN THE VIDEO, WE'LL BE GLAD TO SHARE THAT WITH YOU, WHERE IT HIGHLIGHTS SEVERAL OF OUR STUDENTS AND TEACHERS.
THE OTHER AREA THAT WE DON'T OFFER AT ALL MIDDLE SCHOOLS THAT WE'D LIKE TO PUSH OVER THE NEXT FEW YEARS AS A DIGITAL LITERACY AND A FINANCIAL LITERACY FOCUS, THE DIGITAL LITERACY TO ADDRESS THOSE, THOSE K-12 COMPUTER SCIENCE STANDARDS, AS WELL AS A FINANCIAL LITERACY AS TO HELPING KIDS EARLY ON, WE HEAR SO MANY PARENTS, AS WELL AS EMPLOYERS TALK ABOUT IF THEY JUST KNOW HOW TO, UH, UNDERSTAND WHAT CREDIT IS AND MANAGE A BUDGET.
AND I DON'T THINK MIDDLE GRADES IS TOO YOUNG TO BEGIN THAT, BUT I'LL APPRECIATE YOUR FEEDBACK.
SO, AND THEN OBVIOUSLY STEM RELATED, ANYTHING SCIENCE, TECHNOLOGY, ENGINEERING MATHEMATICS WE USE FOR OUR PLATFORM PROJECT LEAD THE WAY GATEWAY.
STRATUS THERE ISD IS SUPPORTING PROJECT LEAD THE WAY LAUNCH TO EXPAND IN OTHER SCHOOLS BEYOND RIVER RIDGE.
I THINK THAT'LL BE AN EXCELLENT SEGUE INTO WHAT THEY CAN TAKE AT THE MIDDLE GRADES.
ARE WE THERE YET, AS FAR AS CONSISTENCY WITH ALL OF OUR MIDDLE SCHOOLS? NO, BUT THAT'S ONE OF THE AREAS WE WANT TO WORK ON.
SO WE HAVE CURRENTLY 3,247 ENROLLMENTS, AND WE HAVE 12 TEACHERS SPREAD OUT ACROSS EIGHT, UM, MIDDLE SCHOOLS THAT ARE CTE CERTIFIED THAT INSTRUCT ONE OR MORE OF THOSE COURSES.
SO FOR FUTURE NEEDS REALLY DON'T WANT TO CHANGE UP THOSE FOCUS AREAS.
WE JUST WANT TO ELEVATE THEM BY INCREASE IN MORE OFFERINGS AT, UM, MOST OF OUR MIDDLE SCHOOLS.
UH, THERE'S A COUPLE, THEY OFFER HAVE A WIDER ARRAY OF OFFERINGS, BUT WE COULD DO BETTER AT SOME OF OUR OTHER SCHOOLS.
BUT IN ORDER TO DO THAT, WE NEED TO LOOK AT HOW DO WE SHARE STAFF AND EITHER BETWEEN THE HIGH SCHOOL AND THE MIDDLE SCHOOL, OR PERHAPS INCREASING THE STAFFING SO THAT MORE OF OUR MIDDLE SCHOOL CTE TEACHERS ARE COMPUTER SCIENCE CERTIFIED AND OR PROJECT LEAD THE WAY CERTIFIED.
AND THEN AS WE HAD TALKED ABOUT EARLIER, WHAT DO THOSE LEARNING SPACES LOOK LIKE? SO THAT WE CAN, EXCUSE ME, I AM COMING OFF OF A MAJOR COLD KAREN, TAKE YOUR TIME.
YEAH, SHE, UM, WAS OUT FOR A FEW DAYS SUBJECT TO A SIGNIFICANT SINUS INFECTION.
AND, UM, I, SO ANYWAY, WE WOULD LOOK AT, WE WOULD LOOK AT REDESIGNING THOSE SPACES
[01:05:01]
NEXT, SADLY.SO FOUR HOUR BATTERY CREEK BUFORD CLUSTER RECURRENT.
KAREN, MAY I MAKE A SUGGESTION? YES.
I COULD CROSS OVER TO MR. FLOWERS.
ARE YOU OKAY? I DON'T THINK THAT WILL HELP.
WE HAVE, UM, AS YOU CAN SEE ON THE LEFT, WE HAVE THE, THE TOTAL NUMBER OF CAREER CLUSTERS, OUR SPECIALTY AREAS FOR, UM, BATTERY CREEK AND BUFORD.
WE'RE PROUD OF OUR, OUR HEALTHCARE WELDING, OUR AVIATION AND CULINARY.
YOU CAN SEE THE TOTAL ENROLLMENTS THAT WE HAVE AS WELL AS, EXCUSE ME, THE NUMBER OF TEACHERS FOR, UM, FUTURE NEEDS.
KAREN, DO YOU WANT YET DAVID'S HANDS UP.
I'M GOING TO CATCH MY BREATH HERE IN A SECOND.
SO FOR, WE HAVE A TOTAL NUMBER OF 26 TEACHERS FOR THAT CLUSTER.
WHAT WE ARE LOOKING AT IN THE FUTURE IS JUST INCREASE IN SLIGHTLY UP TO 19.
WE'RE EXCITED TO LOOK AT ADDING GLOBAL LOGISTICS AT BATTERY CREEK HIGH SCHOOL.
THE PRINCIPAL IS VERY MUCH ON BOARD WITH THAT.
WE FEEL LIKE THERE'S DEFINITELY A NEED THAT'S.
UM, WITHIN OUR REGION, THAT'S COMING UP WITH THE JASPER REPORT, AS WELL AS CHARLESTON.
WE ALSO WANT THE CAPABILITY TO BRING IN A TWO TEACHER PROGRAM FOR CULINARY AT BATTERY CREEK, UM, WITH THE COMMUNITY SUPPORT FROM THE FIRST REFERENDUM, UH, THEY'VE HAD SOME EXTENSIVE RENOVATION MODERNIZATION OVER AT BATTERY CREEK.
SO THAT'S HELPING AT BUFORD HIGH SCHOOL WITH THE
WE ARE EXCITED TO INCREASE HEALTHCARE OPPORTUNITIES.
SO WE'RE LOOKING AT EVEN, UM, ADDING AN LPN PROGRAM ON DOWN THE ROAD TO HELP MEET THESE CRITICAL HEALTHCARE NEEDS, AS WELL AS WE HAVE HAD, UM, A REQUEST REALLY NOW FOR TWO YEARS, THEY ARE VERY INTERESTED IN PARTNERING WITH A LOCAL FIREFIGHTER, UM, ORGANIZATIONS AND WOULD LIKE TO ADD A FIREFIGHTER PROGRAM AT BUFORD HIGH SCHOOL, SIMILAR TO WHAT WE HAVE AT BLUFFTON HIGH SCHOOL.
SO WE THINK THESE ARE VERY DOABLE PROGRAMS. UM, I PUT WHAT WOULD BE SOME FACILITIES NEEDS THAT, UM, COULD BE FEASIBLE.
AND AGAIN, THIS IS IN COLLABORATION WITH OUR FACILITIES TEAM.
SO YOU HAVE THOSE LISTED THERE.
AND THEN, UM, EITHER WE LOOK AT INCREASING CTE STAFFING OR AGAIN, SHIFTING, UM, DO WE NEED AS MANY BUSINESS TEACHERS, UH, IF WE DO SOME SHIFTING DOWN TO THE MIDDLE GRADES AND SO ON, UM, NEXT SLIDE, PLEASE, FOR, FOR, UH, IF YOU'LL GO BACK TO WELL BRANCH, THANK YOU.
SO FOR WELL BRANCH, WE CURRENTLY HAVE EIGHT CAREER PATHWAYS OF THOSE, OUR SPECIALTY AREAS OVER THERE ARE INFORMATION TECH AND HEALTHCARE.
WE HAVE A STRONG NURSE AID PROGRAM AND, UM, A STRONG SPORTS MEDICINE PROGRAM.
THERE'S CURRENTLY 539 ENROLLMENTS, AND WE HAVE SEVEN CERTIFIED TEACHERS WHILE WE WOULD LIKE TO DO AS WE MOVE FORWARD IS TO INCREASE THAT, UM, WITH THE EXTRA PATHWAY, IT'LL ACTUALLY BE TWO.
IF WE COMBINE ONE, WE HAVE A PENDANT RETIREMENT IN OUR PUBLIC SAFETY LAW ENFORCEMENT.
AND SO WITH AN IT FOCUS, WE ARE LOOKING AT TRANSITIONING PUBLIC SAFETY, LAW ENFORCEMENT TO POTENTIAL PUBLIC SAFETY, COMPUTER FORENSICS.
UM, IF ANY OF YOU HAD AN OPPORTUNITY TO PARTICIPATE IN THE CYBER SUMMIT, IT WAS VERY INTERESTING TO HEAR FROM NOTRE DAME AND HOW THEY WERE, UM, UM, ALIGNING THEIR LIBERAL ARTS PROGRAM WITH THEIR COMPUTER FORENSICS PROGRAM THERE.
AND IT WAS, UH, AN EXCELLENT WAY, UM, AND A GOOD POOL POOL OF STUDENTS TO PULL FROM FOR THAT, UH, CAREER PATH.
UH, THE PRINCIPAL THERE IS EXCITED.
SHE WOULD LIKE TO ADD AN ONLINE PHARMACY
[01:10:01]
TECH.SO THERE'S OUR STUDENTS GO THROUGH HEALTHCARE AND THEY TAKE EITHER THE NURSE AID OR THEY TAKE A SPORTS MEDICINE PATH, OR THEY CAN TRY FOR THE ONLINE PHARMACY TECH, UM, WHEN THEY BECOME A SENIOR.
AND THEN LASTLY, WE WANTED TO HAVE SOME ADDITIONAL HANDS-ON ACTIVITIES, BUT THAT WOULD ALIGN WITH THE EARLY COLLEGE MODEL.
SO WE'RE LOOKING AT A SPORTS NUTRITION PATHWAY THAT WOULD COMPLIMENT THE SPORTS MEDICINE.
IT ALSO COMPLIMENTED FOODS AND DIETARY TITIAN PATHWAY AND NEEDS OF FOR EXAMPLE, THE HOSPITAL, OR ARE IN A LONG-TERM CARE FACILITY.
AND YOU SEE, UM, SOME PROJECTED NEEDS AS FAR AS A SPACE, AS WELL AS FOR TEACHERS.
NEXT SLIDE, PLEASE, FOR OUR LEFT AND MAY RIVER CLUSTER.
AGAIN, WE'RE VERY PROUD OF WHERE WE'RE AT WITH OUR 16 CAREER CLUSTERS THERE.
NOW WE HAVE THE WELDING AUTOMOTIVE AT, UM, UH, MAY RIVER THAT ALSO IS IN COLLABORATION WITH ACE.
UH, ALL, BOTH SCHOOLS HAVE ENGINEERING HEALTHCARE AND A PUBLIC SAFETY, PUBLIC SAFETY FOCUSED FIREFIGHTERS AT BLUFFTON LAW ENFORCEMENT IS THAT MAY RIVER.
YOU SEE THE TOTAL ENROLLMENT STAIR ALMOST 4,000 AND WE HAVE 30 TEACHERS RIGHT NOW BETWEEN THE TWO SCHOOLS THAT ARE CERTIFIED IN ONE OR MORE AREAS.
WHAT WE'RE LOOKING AT IS JUST INCREASE IN SLIGHTLY.
I KNOW MR. BORNE SHOWER, HIS TEAM AND RAFFLE TYPE.
THEY HAVE BEEN WORKING VERY HARD TO ADD A JRTC PATHWAY.
I HAVE A, UH, EXCITING ANNOUNCEMENT TO SHARE WITH YOU IN JUST A MINUTE WHEN WE GET TO THE GERO T SLIDE.
SO YOU'LL, HOPEFULLY YOU'LL HEAR MORE, UM, UH, DEVELOPMENT ABOUT THAT.
WE WOULD JUST LIKE IT BUFORD HIGH.
WE WOULD LIKE TO EXPAND THE LPN PROGRAM AT MAY RIVER BECAUSE OF THE FACILITY SPACE.
IS THERE A BLUFFTON HIGH ALREADY HAS A VERY STRONG SPORTS MEDICINE PROGRAM? UM, A VERY STRONG INTERNSHIPS WITH THE SPORTS MED THERE FOR BLUFFTON.
WE'RE LOOKING AT EITHER AN INTERNAL IT CYBER ACADEMY APPROACH OR PERHAPS ON DOWN THE ROAD IF OF HAVE A BUILDING, UH, COULD ACCOMMODATE THAT.
AND THEN FOR THE FIREFIGHTER, THE, THE, UM, TEACHER IS VERY INTERESTED IN ADDING DRONE TECH.
UH, THAT IS A HUGE AREA THAT, UM, HE CAN HELP CERTIFY THE STUDENTS.
AND IT'S ALSO A PART OF THE SOUTH CAROLINA FIRE ACADEMY, UH, STANDARDS.
IT WOULD ALSO HELP WITH THE CIVIL ENGINEERING PROGRAM AS WELL, UH, AS FAR AS FACILITIES NEEDS.
UH, OBVIOUSLY IF WE LOOK AT ON DOWN THE ROAD, UM, WE WANT TO EXPAND OR ADD ON WITH MAY RIVER TO HAVE A JRTC AND JUST ADD SOME OF THOSE ADVANCED WELDING AND AUTO WITHIN THOSE ADVANCED TECHNOLOGIES.
WE WANT TO MODERNIZE THE FOODS LAB AT BLUFFTON.
BLUFFTON HAS A STRONG FOODS AND NUTRITION PROGRAM.
THEY JUST HAVE AN OLD HOME-EC KITCHEN.
SO WE, WE IT'S ALREADY ON THE FACILITIES MASTER PLAN.
AND SO THEY'RE VERY MUCH AWARE OF THAT AND ARE WORKING TOWARD THAT.
AND THEN OBVIOUSLY LOOKING AT DEVELOPING THE SPACE FOR THE IP IN THE LONG RUN, WHETHER WE SHIFT TEACHERS OR NOT, WE WOULD LOOK AT NEEDING AN ADDITIONAL FIVE TEACHERS OR SHIFTING WITH THOSE EXISTING 30 AND THEN LAST BUT NOT LEAST THE NEXT ONE SIDE, PLEASE, FOR OUR HILTON HEAD CLUSTER, WE CURRENTLY HAVE SEVEN PATHWAYS.
OBVIOUSLY THE MAIN FOCUS THERE NOW THAT DO AN EXCELLENT JOB IS WITH CULINARY AND HOSPITALITY.
THEY HAVE, UH, CLOSE TO 1400 CTE ENROLLMENTS AND THEY HAVE NINE CERTIFIED TEACHERS.
SO WE WOULD REALLY LIKE TO FOCUS ON HILTON, HEAD IN MOVING FORWARD.
AND WE KNOW THAT THEY'RE LANDLOCKED RIGHT NOW, BUT I THINK THERE'S SOME THINGS WE CAN DO IN THE SHORT TERM, AS WELL AS THE LONG-TERM.
UM, IF WE INCREASED TO 10 PATHWAYS AGAIN, WE WANT TO LOOK AT AN IT CYBER FOCUS THERE.
WE WANT TO ADD ON DOWN THE ROAD AND AVIATION, UH, DRONE TECH PROGRAM WITH THE, UH, WE'VE.
WE HAVE SPOKE IN THE PAST WITH REPRESENTATIVES FROM THE AIRPORT, AND THERE'S A LOT OF OPPORTUNITY FOR PARTNERSHIP THERE, AS WELL AS USING THAT FOCUS TO TEACH STEM AND OFFERING SOME GREAT HANDS-ON APPLICATIONS, SIMILAR TO WHAT WE'RE DOING AT BATTERY CREEK.
AND THEN OF COURSE, WE'VE, WE'VE GOT TO ADD A HEALTHCARE PATHWAY.
THERE ARE SO MANY OPPORTUNITIES THAT WE CAN PARTNER JUST THERE ON THE ISLAND TO HELP THAT OUR STUDENTS CAN TAKE ADVANTAGE OF.
AND THEN YOU SEE WHAT WOULD THAT LOOK LIKE AS FAR AS FACILITIES AND ADDITIONAL, UH, TEACHERS,
[01:15:02]
NEXT SLIDE PLEASE.STRATA SET UP THESE PRESENTATIONS, UH, MINUS MY, UH, COUGHING FIT.
UM, IT W IT'S ALL ABOUT SUPPORTING STUDENT TRANSITIONS AND HOW ARE WE DOING THAT STRATEGICALLY? AND I APPLAUD THIS BOARD, UM, YOU KNOW, WE WE'VE, I THINK WE'VE COME A LONG WAY, UM, IN, IN ASKING THE RIGHT QUESTIONS ON HOW ARE WE GETTING STUDENTS FROM POINT A TO POINT B CAREER AND TECH ED? YOU KNOW, WE COULD SAY, WE'RE GOOD.
LET'S JUST DO WELL WITH WHAT WE HAVE.
I KNOW THAT, UM, BUSINESS AND INDUSTRY OFTEN CHANGE AT THE SPEED OF LIGHT.
SO IF WE WANT TO STAY VIABLE IN THESE, THESE MAJOR INDUSTRIES AND TO HELP STUDENTS TO BE ABLE TO MOVE INTO SOMETHING, THAT'S GOING TO BE ABLE TO SUPPORT THEMSELVES IN THE FAMILY, THEN, YOU KNOW, STAY ON TOP OF THIS, I THINK WILL BENEFIT OUR DISTRICT.
SO GIVE OR TAKE THE EXISTING 86 TEACHERS THAT WE HAVE.
UH, WE WOULD BE LOOKING AT 14 OVER THE NEXT THREE TO FIVE-YEAR PERIOD FIVE AT THE MIDDLE SCHOOL, OR SHIFTING, AS I SAID, IN SOME RESPECTS, I WOULD ALSO ADOPT STRESS.
IF WE'RE GOING TO HAVE A MAJOR PRIORITY ON HEALTH CARE, AND IT IT'LL HELP TO LOOK AT HAVING SOME ADDITIONAL, UM, SUPPORT TO WORK WITH CURRICULUM, INSTRUCTION, PROFESSIONAL DEVELOPMENT, UH, THOSE BUSINESS AND INDUSTRY PARTNERSHIPS.
AND THEN, UH, WE'VE TALKED ABOUT THIS BEFORE, WHAT INCENTIVES ARE THERE IN THE CAREER TECH ED WORLD TO HELP RECRUIT AND RETAIN TEACHERS IN THOSE SPECIALTY AREAS, PARTICULARLY IT HEALTHCARE.
AND I'M GOING TO ADD CULINARY AND TRADES IN WITH THAT.
IT'S TOUGH TO GET, UM, EVEN OF MY CONDUCT, LEVAQUIN, I HAVE DISCUSSED THIS, UH, AUTOMOTIVE TEACHER, UM, WELDING, YOU KNOW, THEY CAN MAKE SO MUCH MORE OUT OF AN INDUSTRY.
SO HOW CAN WE, OR LOOK OUTSIDE THE BOX TO HELP THEM MOVE IN? UH, NEXT SLIDE PLEASE.
SO, UM, I TOOK, UM, THAT EXCELLENT FEEDBACK FROM THE PRIOR BOARD WHEN WE WERE GOING THROUGH THE FIRST BOND REFERENDUM PROCESS, I LEARNED A LOT AND, UH, TOTALLY AGREED THAT, UM, VALUE OF PARTNERSHIPS IS SO IMPORTANT RELATIONSHIP, RELATIONSHIP, RELATIONSHIP.
AND SO I'M PROUD OF OUR COMMUNITY.
I THINK WE HAVE SUCH A STRONG SUPPORT OF OPTIONS FOR STUDENTS TO INCLUDE, UM, MAYBE NOT ALWAYS GO INTO THAT FOR A UNIVERSITY PATH.
AND SO I'M PROUD TO SAY THAT WHEN WE START GETTING INTO THE NEXT STEPS AND DOING THE SURVEYS AND WORKING WITH THE SCHOOLS, WHICH THAT'S PART OF THIS COMPREHENSIVE LOCAL NEEDS ASSESSMENT PROCESS, THAT WE ALREADY HAVE A GROWING LIST OF, UM, BUSINESS AND INDUSTRY PARTNERS, COMMUNITY FAITH BASED, UH, MILITARY, UH, AND OF COURSE OUR POST-SECONDARY THAT ARE WANTING TO WORK WITH US TO MAKE IT VIABLE, MAKE IT FEASIBLE FOR KIDS AND IN SUSTAINABLE.
AND THEN I HAVE, UH, SOME GOOD NEWS, THE NEXT SLIDE ON JRTC EFFECTIVE NEXT SCHOOL YEAR, THE STATE OFFICE OF CAREER AND TECHNICAL EDUCATION HAS CREATED A NEW PATHWAY IT'S CALLED NATIONAL SECURITY, AND NOW DE ROTC WILL ROLL UNDER AS AN OPTION FOR CAREER AND TICKET, UH, FOR STUDENTS TO BE, UM, COMPLETERS.
UM, THERE'S A LOT OF PERKS TO THIS.
WE'LL BE ABLE TO INCLUDE THEM WITHIN OUR PERKINS FUNDING.
WE'VE ALREADY MET WITH OUR DEV TEACHING INSTRUCTORS AND PRINCIPALS.
IT WILL NOT CHANGE, UM, THEIR PARAMETERS.
THEY STILL HAVE TO FOLLOW UNDER THE DEPARTMENT OF DEFENSE, UM, HOW THEY'RE STRUCTURED AND SO ON, BUT IT'S JUST GOING TO, UM, BRING THEM APART OF, UH, A GROUP THAT'S ALREADY SUPPORTED AND IT'S GOING TO ALLOW OUR STUDENTS WHEN THEY GRADUATE, TO BE ABLE TO ADD, GET ANOTHER CREDENTIAL OF SAYING THAT, HEY, I'M A COMPLETER IN THE NATIONAL SECURITY PATHWAY.
SO, AND ALSO WE ARE LOOKING AT, UM, WHICH WILL TIE INTO WHAT MR. FLOWERS ARE GOING TO BE TALKING ABOUT NEXT, HOW DO WE MEET THE NEEDS OF THOSE HIGH FLYERS? WE'RE GOING TO BE OFFERING HONORS WEIGHTED COURSES THROUGH JR ROTC, AS WELL AS THE CTE ADVANCED LEVELS, THERE'LL BE AN OPTION.
AND THERE'S A PROCESS INVOLVED BY THE STATE.
AND SO AT SOME TIME IS THIS ROBOT AND THESE APPLICATIONS WILL, WILL COME TO YOU AT ANOTHER
[01:20:01]
TIME, PERHAPS THIS SUMMER.AND WE'LL TAKE THEM AS A CASE BY CASE BASIS, BUT WE'RE EXCITED, UH, TO BUILD THAT CAPACITY WITH, UM, DIFFERENT LEVELS TO MEET DIFFERENT STUDENTS' NEEDS.
AND THEN LASTLY, ON THE LAST SLIDE FOR THE, YOU KNOW, IT'S ALL ABOUT WHAT ARE OUR OUTCOMES.
UM, YOU KNOW, WE, WE START OUT WITH THE GOALS.
SO ARE WE MOVING STUDENTS IN THESE AREAS? ARE WE HELPING OUR STUDENTS? IF THEY'RE WANTING TO GO TO COLLEGE, ARE THEY, ARE THEY MEETING THOSE CUTOFF SCORES? ARE THEY, ARE THEY PREPARED TO DO WELL IN COLLEGE, IF THEY'RE GOING ON INTO THE MILITARY OR STRAIGHT TO WORK OR ONTO, UH, UH, TECH SCHOOL, UM, ARE THEY PREPARED? AND SO WE FEEL LIKE, UM, BY HAVING THESE, THESE PROGRAMS IN PLACE, WE CONTINUE TO COLLABORATE WITH, WE FEEL LIKE IT'S GONNA SET US ON A GOOD PATH OVER THIS NEXT FIVE-YEAR PERIOD.
WE HAVE A LOT, A LOT OF WORK TO DO, BUT I'LL STOP THERE.
AND AGAIN, MY APOLOGIES, BUT THANK YOU FOR BEARING WITH ME.
LET'S SEE, UH, COLONEL GUYERS HAND IS UP.
UM, BLESS YOUR HEART, YOU KNOW, STICKING WITH IT.
UH, I ADMIRE YOUR PERSISTENCE AND PERSEVERANCE.
I GOT A COUPLE ISSUES, QUESTIONS I WANT TO TALK TO YOU ABOUT, OKAY.
IT'S BEEN A WHILE SINCE WE'VE GOTTEN CURRENT ENROLLMENT BY SCHOOL AND SPECIALTY, UH, WE DON'T HAVE THE DATA ON THIS, UH, SECOND SEMESTER, AND THAT WOULD BE VERY INTERESTING TO HAVE.
PLUS WHEN YOU'VE SHOWN ALL THE FUTURE PROGRAMS, HOW ABOUT COME UP WITH THE NUMBERS? WHAT DO YOU THINK THE NUMBERS WOULD BE IN EACH OF THOSE FUTURE PROGRAMS? AND THEN TELL US HOW YOU CAME UP WITH THE NUMBERS.
YOU KNOW, WHAT, WHERE DID THE, WHERE DID THOSE NUMBERS COME FROM? UH, BECAUSE OBVIOUSLY WE HAVE TO KNOW WHAT WE'RE GONNA, WE GOTTA DO SOME DESIGN WORK AT THE, UH, AT, UH, MAY RIVER HIGH SCHOOL FOR THE NEXT REFERENDUM TO BUILD WHAT YOU NEED.
AND WE NEED TO KNOW PRETTY DARN SOON WHAT WE'RE GOING TO BUILD.
SO, UH, SECONDLY, WE NEED TO REALLY LOOK TO THE FUTURE AND I'M GOING TO TELL YOU A LITTLE STORY IN A YEAR, 2000, I WAS AT A COMMUNITY COLLEGE AND A CHARGE OF FACILITIES AND SO ON.
AND THE INSTRUCTOR CAME IN AND TOLD ME HE NEEDED A NEW PHOTO LAB WITH CHEMICALS, DARK ROOMS AND ALL THAT OTHER STUFF.
I SAID, NO, YOU DON'T, DIGITAL CAMERAS ARE GOING TO TAKE THE PLACE.
OH NO, THEY'LL NEVER BE ABLE TO DO IT.
UM, THE AUTO INDUSTRY IS GOING TO CHANGE SIGNIFICANTLY.
IF YOU HAVEN'T HEARD CALIFORNIA SAYS 2030, THEY'RE NOT GONNA ALLOW ANY, BUT ELECTRICAL VEHICLES SOLD AN ELECTRICAL VEHICLE.
CAR SHOP IS NOT GOING TO LOOK LIKE WHAT WE'RE BUILDING NOW WITH PITS AND OIL CHANGE AND, AND IGNITION SYSTEMS AND FUEL TANKS AND ALL THIS OTHER STUFF IT'S ENTIRELY DIFFERENT.
AND THE DEMANDS ARE GOING TO BE ENTIRELY DIFFERENT.
LET'S NOT PUT, SO I'M SAYING, LET'S LOOK AT AHEAD MORE THAN JUST TWO OR THREE YEARS FOR TECHNOLOGY AND WHERE IT'S GOING, AND LET'S NOT BUILD A DINOSAUR.
LIKE IF I WOULD HAVE PUT THAT PHOTO LAB IN THERE, IT WOULD HAVE BEEN A DINOSAUR, BUT IT WAS JUST LOOK AT THAT, YOU KNOW, THINK ABOUT WHAT WOULD DO.
AND I THINK YOU'RE ON THE, I THINK YOU'RE ON THE RIGHT TRACK.
I THINK YOU'VE GOT THE COMPUTER SCIENCE, THE, THE, ALL THE OTHER GOOD STUFF IN THERE, BUT LOOK AT EXPENSIVE, UM, SYSTEMS, UM, AND MAKE SURE THAT WE AREN'T, UH, AREN'T BUILDING SOMETHING THAT'S GOING TO BE OUTDATED IN A FEW YEARS.
STRATUS AND THE BOARD, UH, THE CURRENT ENROLLMENT FOR THE BICYCLE AND BUS, UH, CONTENT AREA, AS FAR AS THE PROJECTED NUMBERS.
THAT IS ACTUALLY A GREAT QUESTION.
THAT'LL COME FROM THIS LOCAL NEEDS ASSESSMENT.
THAT IS PART OF THE BREAKDOWN FOR THAT.
SO WE CAN CERTAINLY GET THAT IN.
I LOVE YOUR ANALOGY OF THE PHOTO LAB THAT THAT'S, YOU'RE SPOT ON.
UH, WE HAVE AN ADVISORY MEMBER WHO IS IN THE AUTOMOTIVE INDUSTRY, AND I LOVE TO HEAR HIM TALK ABOUT WHERE THIS IS GOING IN.
THE DESIGN HAS TO BE VERY FORWARD-THINKING ON THAT.
SO WE'LL DEFINITELY KEEP THAT IN MIND.
[01:25:01]
NOW, CAMPBELL.WHEN YOU MISS THE ROADMAP, WHAT, WHAT, WHAT DO YOU MEAN? YES, SIR.
I PULL OUT OF POWER SCHOOL SO THAT THOSE NUMBERS CAME IN DECEMBER.
SO IT WAS RIGHT BEFORE A SECOND SEMESTER, UM, OCCURRED AND I PULL IT DIRECTLY OUT OF POWER SCHOOL.
I LIKE TO USE PIVOT TABLES AND IT'S JUST THE, THE COURSE ENROLLMENT NUMBER, UM, PER EACH OF THE TEACHERS PER EACH OF THE CTE COURSES.
SO YOU MIGHT HAVE, AND THAT WAS FOR THE FULL YEAR.
SO THE NUMBERS THAT YOU SAW FOR HILTON HEAD, UM, THAT WAS FALL AND SEMESTER, IT MAY HAVE FLUCTUATED A LITTLE BIT.
HAD I PULLED THE NUMBERS, UM, INTO JANUARY BECAUSE THEY TWEAK IT A LITTLE BIT FOR SECOND SEMESTER, BUT IT'S ACTUAL COURSE ENROLLMENTS.
THERE MIGHT BE A LITTLE DUPLICATION.
UM, FOR EXAMPLE, IF I'M A STUDENT IN INTRO TO HOSPITALITY IN THE FALL, I MIGHT TAKE CULINARY ONE IN THE SPRING OF THE SAME YEAR.
SO YOU COULD TAKE THAT IF YOU NEEDED, UM, UH, BY INDIVIDUAL STUDENT COUNT, WE COULD, WE COULD GET THAT FOR YOU.
I DO SAY THAT WE'RE SERVING THE STUDENTS, UH, IF THEY'RE TAKING TWO COURSES EACH YEAR, BUT I CAN GET YOU INDIVIDUAL NUMBERS ON THAT, IS THAT ENROLLMENT OR PARTICULARLY, UH, FROM THE MIDDLE SCHOOL AND A ROAD MAP, AND THAT THE KIDS WHO ARE THE STUDENTS WHO ARE TYPICALLY GOING TO THOSE CLASSES MORE THAN ONE TIME PER WEEK, IS THAT CORRECT? OR NO? UH, NO, SIR.
UM, UH, HELPED TO CHANGE THAT WHEN I CAME ON BOARD, UM, IT IS, THEY, THEY TAKE A COURSE CODE THERE.
THEY'RE ASSIGNED TO IT FOR THE SEMESTER.
AND NOW THE, THE SCHEDULING MASTER SCHEDULING VARIES A LITTLE BIT FROM, FROM THE EIGHT MIDDLE SCHOOLS.
BUT, UH, WHEN WE PULLED IN POWER SCHOOL, IT'S, THE STUDENTS ARE IN THAT CLASS FOR SEMESTER SUPPOSED TO BE FIVE DAYS A WEEK TO MEET THE MINIMUM OF HOURS OF INSTRUCTION.
BUT IT'S, IT'S DIFFERENT FROM WHAT IT USED TO BE SEVERAL YEARS AGO.
WELL, YEAH, I JUST TYPICALLY, I WANT TO KNOW HOW MANY TIMES THOSE TEACHERS, UH, THOSE STUDENTS THAT ARE IN FRONT OF THOSE TEACHERS, YOU GOT, YOU KNOW, I ROLLED IT BACK IN SOME WAY.
UH, ROBIN, CAN YOU ROLL IT BACK TO A HILTON HEAD? YOU GOT NINE TEACHERS CALL IT CERTIFIED.
SO TEACHERS PROBABLY, YOU KNOW, TEACHING SOME TEACHERS TEACHING THE COACHES THAT THEY'RE NOT CERTIFIED YET, BUT, UH, TYPICALLY YOU GOT 1,395 AND THE RULE METS DOES THAT, YOU KNOW, KIND OF TAKE TWO, FIVE TIMES 30 AND 95 PER, UH, PER TEACHER.
WE WOULD LIKE TO SEE AN INCREASE IN STAFFING FOR CTE PROGRAMS AT HILTON HEAD.
THOSE COURSES TEND TO BE, UM, HIGH CULINARY, JUST DUE TO THE SAFETY FACTOR.
WE TRY TO KEEP IT DOWN TO 20 TO 25 TOPS BECAUSE IT'S A SMALL AREA OF FOOTPRINT, BUT, UH, YOU'RE YOU'RE RIGHT, SIR.
THE HOSPITALITY AND TOURISM, THE MARKETING CLASSES.
THOSE ARE, UM, THEY'RE ALWAYS AT CAPACITY.
BUT THAT'S, THAT'S 1,395 ENROLLMENTS.
UM, THAT THOSE NINE TEACHERS ARE TOUCHING.
I GOT SOME OTHER QUESTIONS, BUT I DON'T SAVE THEM NEXT TIME.
UM, KAREN, DO WE HAVE A, YOU DIDN'T TOUCH ON THIS AND IT MIGHT NOT BE UNDER YOUR PURVIEW, ALTHOUGH I THINK YOU GUYS, A CAREER DEVELOPMENT FACILITATOR AT EACH OF OUR HIGH SCHOOLS, YOU'VE NOT SHARED, BUT EACH ONE, I THINK THIS BOARD, I THINK THE BOARD NOT STRESS IN OUR HR SO MUCH FOR, UM, UH, CONTINUE TO ADVOCATE FOR THAT.
UH, THE PRINCIPALS RECEIVED THE GOOD NEWS AND, UH, THEY, AS MATTER OF FACT, THEY'RE POSTED NOW FOR MAY RIVER AND FOR WELL BRANCH TOO.
SO THANK YOU MS. ROBIN AND THE BOARD FOR CONTINUING TO SUPPORT THAT MS. CROSBY AS WELL.
HEY, UM, MALWARE, YOU, DID YOU WANT ANOTHER QUESTION NOW? OR ARE YOU GOING TO SAVE IT FOR A FUTURE TIME THAT TIME I CAN ADD SOME OTHER QUESTION.
IS THERE SOME CONSIDERATION FOR
[01:30:01]
STUDENTS WHO MAY WANT TO TAKE A COURSE, A CTE COURSE THAT'S OFFERED PERHAPS AT HILTON HEAD AND THAT PERSON MIGHT VERY WELL BE AT BATTERY CREEK.UM, IS THERE ANY, ANYTHING PLANNED IN THE FUTURE WHERE WE CAN GET, NOT ONLY THE KIDS WHO HAVE THE DESIRE TO TAKE COURSES THAT ARE NOT OFFERED AT THEIR SCHOOLS, BUT ALSO HAVE THE ABILITY, YOU KNOW, AND, UH, UH, MY MIND I'M THINKING EXAM ENTRY FOR, FOR THESE COURSES WERE BASICALLY MIDDLE SCHOOL ORIENTED, BUT WE WANT TO MAKE SURE THEY HAVE THE LIGHT AND APTITUDE FOR, FOR HEALTH SCIENCE.
ARE YOU, ARE YOU REFERRING MR. CAMEL TO A, ALMOST A CTE CHOICE TYPE OF PROGRAM? WHERE WOULD THE STUDENT, UM, SAY IF THEY WANTED TO TAKE WELDING, IT MAY RIVER, BUT THEY STILL WANT TO STAY WITH THEIR FEET OR HIGH SCHOOL.
WAS THAT, IS THAT WHAT YOU'RE THINKING ABOUT? THEY WILL HAVE TO MOVE THE WAY THEY WERE ABLE TO TAKE IT.
I MEAN, TOO MANY TASKS EXCEPT THE DESSERT OR WHATEVER, WHATEVER THE DESIGN WOULD BE TO ACCOMMODATE THAT STUDENTS NEED AND DESIRES.
SO RIGHT NOW, UH, AS PART OF OUR CHOICE PROGRAM AND DR.
STRATEGY, YOU CAN, UH, CERTAINLY CHIME IN, UH, WE HAVE A LOT OF THESE CTE PATHWAYS ALREADY PART OF THE CHOICE APPLICATION.
OBVIOUSLY IT WOULD FALL UNDER CAPACITY OF THE SCHOOL OVERALL.
UM, BUT THAT IS DEFINITELY SOMETHING THAT WE CAN LOOK AT.
WELL, YEAH, I AM SAYING WELL, SO BECAUSE THERE GO MAY VERY WELL HAVE CHILDREN WHO ARE TAKING THE CHOICES THAT ARE THERE BECAUSE THAT'S WHAT BEING OFFERED AND THEY MAY VERY WELL WANT TO BE AT BATTERY CREEK THINKING SOMETHING ELSE.
AND IS THERE ANY LONG-TERM PLAN FOR THAT TYPE OF UNIVERSAL EDUCATION AND THE DISTRICT, OR IS IT STILL GOING TO BE, I MEAN, I SEE A LOT OF, YOU KNOW, INDIVIDUAL STUFF THERE.
THAT'S TRYING TO COVER ALL THE NEEDS OF THE STUDENTS IN THE PARTICULAR SCHOOLS, BUT, YOU KNOW, I DON'T KNOW WHETHER LOCALIZING IT LIKE AVIATION.
I MEAN, WHY NOT AVIATION FOR THE WHOLE COUNTY? AND WE HAVE 20 CHILDREN OR CHILDREN IN THE COUNTY WHO MIGHT BE INTERESTED AS OPPOSED TO 10 AT HILTON HEAD.
I LEARNED ABOUT THAT, BUT WHERE WE'RE GOING, YES, SIR.
I LIKE WHERE YOU'RE DRIVING THAT.
SO IF YOU GO BACK TO LOOKING AT IT, CLUSTERS AND IN MY WORLD IS NOT JUST ABOUT STUDENT INTEREST.
IT TRULY IS WHERE LABOR MARKET DEMAND, UM, UH, NEEDS OUR CRITICAL NEEDS ARE.
SO IF YOU GO BACK TO MS. CUSHION BARRY TO THE FIRST SLIDE, PLEASE, WHERE WE TALKED ABOUT THE EXPECTATIONS, UH, KEEP GOING BACK ONE MORE THERE.
SO WE, WE HOPE THAT OVER THE NEXT, UH, UH, FIVE-YEAR PLAN THAT ALL SCHOOLS HAVE A HEALTHCARE FOCUS, SO THEY DON'T HAVE TO GO OFF SOMEWHERE.
WE WANT ALL SCHOOLS TO OFFER, UH, SOLID BUSINESS COURSES, UH, AS, AS WELL AS IT AND COMPUTER SCIENCE.
IF THOSE ARE OUR THREE MAIN AREAS THAT WE FEEL LIKE ANY STUDENT, REGARDLESS OF THEIR PATH, UM, WOULD BENEFIT FROM AS FAR AS WELDING, UM, OR THE SPECIALTY PROGRAMS, UH, COLONEL GARNER HAD MENTIONED AS WELL OF BEING MINDFUL OF THAT CAN CHANGE DRAMATICALLY OVER A TIME PERIOD.
AND THE, THE, THE, THE LABOR MARKET NEEDS WE CAN OFFER.
LIKE YOU SAID, EVERYTHING TO EVERYONE, GIVEN THE EXISTING FOOTPRINT, THAT'S WHERE MY OPINION ACE AND THE VALUE OF AC COMES IN TO BE ABLE TO WORK WITHIN OUR, OUR, OUR ALL SIX HIGH SCHOOLS FOR THAT.
AND WHAT'S GOING TO BE THEIR FUTURE AND WHAT THAT LOOKS LIKE.
AND AGAIN, THAT'LL BE WITH DR.
LOVECCHIO AT THE TABLE FOR THAT, BUT I APPRECIATE WHAT YOU'RE SAYING IS WE JUST NEED TO BE MINDFUL OF EQUITY AND ACCESS.
AND IN THAT, IF THERE'S A STUDENT REALLY, REALLY WANTS SOMETHING THAT LIVES IN A DIFFERENT ZONE, HOW CAN WE MAKE THAT HAPPEN? SO I WILL, I'LL PUT THAT ON THE LIST.
THANK YOU, MR. CAMPBELL, BE GETTING THE BEST OUT OF THE OTHER STUDENT RESOURCE
[01:35:01]
THAT WE HAVE.AND IF WE CAN MATCH THAT, THAT AVIATION STUDENT WITH THE PROGRAM THAT HE DESERVES HAVE BECAUSE OF HIS APTITUDE, I THINK WE SHOULD MAKE ALL EFFORTS TO DO THAT.
AND A LOT OF THESE COURSES, I KNOW STUDENTS THAT THEY SAW THAT WHOLE BOARD THEY'LL BE PICKING THINGS THAT ARE NOT IN THEIR SCHOOLS, RIGHT.
AT THE CURRENT RATE, WE CAN ACCOMMODATE THAT.
BUT I THINK WE, WE WE'VE, WE'VE MISSED LEADING WITH, WE DON'T LOOK AT FINDING A WAY TO ACCOMMODATE THAT, WHETHER IT'S TO FREE OF SPACES AT THESE SCHOOLS THAT ARE OFFERING THEM OR FINDING, UH, A CENTRAL PLACE LIKE ACE OR SOMETHING LIKE GATES THAT OFFERS THESE COURSES, THAT THERE'S AN APPEAL TO THAT DIET YOU'VE ACCOUNTED CLUSTER, AS OPPOSED TO JUST ONE CLUSTER.
I SEE YOU RAISING YOUR HAND, I GUESS, A QUICK COMMENT REGARDING THE DUAL ENROLLMENT CTE COURSE OPPORTUNITIES AND THAT AS AN AREA OF GROWTH AS WELL.
SO NOT ONLY ACE, BUT SEEKING TO INCREASE OUR PARTNERSHIP WITH TCL, UM, LOOKING AT GREATER OPPORTUNITY OF OPENING APPLICATIONS, AS WELL AS ELIGIBILITY.
WE'RE HAVING THOSE CONVERSATIONS AS WELL.
UM, KAREN, DO YOU WANT TO SPEAK A LITTLE BIT TO SOME OF THE CONVERSATION WITH THAT WE'VE HAD AT THE TABLE WITH TCL AND WITH THE PRINCIPALS? OH, YES.
UM, SO DEFINITELY GOING TO BE, YOU'RE GOING TO SEE AN INCREASE MARKETING PUSH.
UM, TCL HAS HIRED ON MANY NEW GREAT FOLKS, UM, UH, WITH THE HEALTHCARE DOCTOR STRATEGY.
AND I ARE IN PARTNERSHIP WITH, UH, ONE OF OUR MAJOR HEALTHCARE PROVIDERS.
THAT'S GOING TO BE PUSHING OUT AN ANNOUNCEMENT SOON, AND THEY WANT TO DUPLICATE THE MODEL AS WELL.
THAT'S GOING TO INVOLVE A PIPELINE OF CNA TO LPN, TO NURSE, TO THEN CMA.
UH, IT'S, IT'S EXCITING THAT IT'S GOING TO LEAD OUT AND IT'S INVOLVED IN ALL OF US AT THE TABLE WITH TCL, AS WELL AS U CB, SAME THING WITH THE CYBER.
UM, AGAIN, I, I JUST, I WAS BLOWN AWAY WITH THE CYBER SUMMIT AND HOW THEY'RE ALREADY CONNECTING WITH HOW CAN WE, UH, PARLAY A NETWORK OR AN ENGINEERING OR A CYBER PLUS A ONE YEAR CERTIFICATE TO HELP THAT PERSON PUSH INTO A DECENT PAYING JOB AND THEN CONTINUE ON, UH, WITH A COMPUTER SCIENCE DEGREE, IF THEY WANT TO THROUGH CB, WHICH IS REALLY RAMPING UP THEIR ABILITY, UH, THEIR COURSE OFFERINGS AS WELL.
SO AS DOT AUSTRALIA SAID, THAT'S, THAT'S GOING TO, YOU'RE GOING TO SEE A HUGE FOCUS ON THAT.
NOT ONLY JUST HERE IN BEAVER COUNTY, BUT WITHIN MY OTHER COLLEAGUES TO REGIONALLY.
ALL RIGHT, WE ARE, UM, I'M A LITTLE BIT OF A TIME THING HERE.
I DO WANT TO CONCLUDE BY SEVEN, NO LATER THAN SEVEN O'CLOCK TO HONOR MY COMMITTEE MEMBERS.
AND I APPRECIATE ALL THE HARD WORK THAT YOUR GROUP HAS DONE DR.
STRATOS AND, UM, THE CONVERSATION REVOLVING AROUND THE QUESTIONS, BUT AT THIS POINT, I THINK WE'RE READY TO SEGUE INTO THE OTHER.
SO AT THIS TIME IT SAYS CUSHION VERY, IF WE CAN GO TO SLIDE 31, I'D LIKE TO BRING FORWARD.
UM, YOU MAY KNOW MS. ROBERT FLOWERS, BUT NICHOLAS FLOWERS, OUR DIRECTOR FOR ELEMENTARY TEACHING AND LEARNING.
SO THE SAME THING, I GET THE OPPORTUNITY TO TALK ABOUT GIFTED AND TALENTED FOR THE DISTRICT.
AND SO ONE OF THE THINGS FOR OUR GIFTED AND TALENTED PROGRAM IS THAT WE REALLY WANT TO THINK ABOUT, UM, HOW IT BUILDS INTO THE ACADEMICS AND INTO OUR, UM, ARTS FIELDS.
AND WE REALLY WANT TO FOCUS ON THE STUDENT TALENTS.
SO YES, WE, WE HAVE THAT GIFTED AND TALENTED PIECE, BUT REALLY HAVING A BIG EMPHASIS ON A TALENT DEVELOPMENT PIECE.
SO WE ARE DEVELOPING OUR STUDENT'S GIFTS AND THEIR TALENTS.
UM, WE UNDERSTAND THAT, UM, ALL STUDENTS CAN SUCCEED AT HIGH LEVELS.
SO WHEN WE SET THE BAR HIGH, WE JUST HAVE TO GIVE THEM THE SUPPORTS THAT THEY NEED TO ACHIEVE THERE.
WE REALLY WANT TO HONE IN ON WHERE OUR STUDENTS CURRENTLY ARE AND BUILD THOSE TALENTS AND GIFTS THERE, UM, AND UNDERSTAND THAT THERE IS A SENSE OF URGENCY AND DEVELOPING THESE PIECES, UM, FOR WHAT THE STUDENTS NEED TO BE ABLE TO BE SUCCESSFUL INTO LIFE.
UM, AND AS WE DO THIS JOURNEY REALLY
[01:40:01]
BREAK DOWN ANY KIND OF STIGMAS OR WHATNOT THAT GO ALONG WITH THAT NEXT SLIDE, PLEASE.SO AS WE THINK ABOUT THIS, ONE OF THE BIG PIECES IS THAT AS WE DEVELOP OUR STUDENTS' TALENTS AND EVERYTHING, WE UNDERSTAND THAT STUDENTS COME FROM ALL BACKGROUNDS.
WE NEED TO MAKE SURE THAT WE HAVE A PROGRAM THAT IS FULLY ACCESSIBLE, HAS THE EQUITY PIECE IN THERE, AND THAT IT IDENTIFIES AND REMOVES ALL BARRIERS.
SO OUR STUDENTS CAN BE SUCCESSFUL.
UM, WHEN WE THINK ABOUT EDUCATION, THE, THE ORIGINAL PREMISE OF EDUCATION WAS REALLY BASED OFF OF THAT MEDICAL MODEL, WHERE WE IDENTIFY STUDENTS, WE LABEL THE STUDENTS AND WE DEVELOP A PLAN OF ACTION.
BUT AS WE THINK ABOUT REALLY THE THREE TO FIVE-YEAR LENS THAT THAT WE'RE PUTTING FORWARD, WE REALLY WANT TO MOVE TO MORE OF WHAT WE WOULD CALL THE HUMAN CAPABILITY THEORY.
SO WE WANT TO REALLY HONE IN ON THE CAPABILITIES OF OUR STUDENTS AND USE THEIR STRENGTHS TO OVERCOME ANY POTENTIAL DEFICITS THAT MAY EXIST THERE, UM, TO USE WHAT THE STUDENT IS CAPABLE OF DOING TO OVERCOME, UM, ANY KIND OF A WEAKNESS OR WHATNOT TO REALLY DEVELOP THEM, THOSE TALENTS THAT THE STUDENT HAS AS WE DO THIS, WE REALLY NEED TO IDENTIFY THE GIFTS EARLY.
SO, UH, AS MS HUTCHISON PUT FORWARD, KIND OF THAT PLAY-BASED MODEL THE GREAT THING THERE IS THAT WE START BREAKING DOWN BARRIERS AT THE EARLIEST OF AGES IN ORDER THEN TO NOT BE LABELING THEM AND ALL OF THAT, TO REALLY HONE IN ON WHAT ARE THE GIFTS AND TALENTS THAT WE'RE SEEING EARLY ON TO DEVELOP THOSE TO THE ENTIRE K-12 PERSPECTIVE.
SO WHEN THE INITIATIVE STARTED REALLY AT THE BEGINNING OF THE YEAR, WE WERE KIND OF LOOKING AT THAT ACCELERATION PIECE, BUT REALLY WE NEED TO THINK ABOUT, YES, WE'RE ACCELERATING WITHIN SPECIFIC UNITS AND MAKING SURE WE'RE HITTING THE CONCEPTS, BUT REALLY KIND OF ACCELERATING TO GO DEEPER, BECAUSE WE WANT TO MAKE SURE FROM THE EARLIEST OF AGE, TO WHEN THEY'RE IN HIGH SCHOOL, GRADUATING, THAT THEY HAVE EVERY OPPORTUNITY TO BE SUCCESSFUL AND HITTING THEIR AP COURSES, IB COURSES, EVERY ADVANCED COURSE THAT WE CAN GET THEM INTO.
IN ADDITION TO BEING ABLE TO HONE IN ON THE POTENTIAL GIFTS AND TOWNS THAT THEY HAVE FOR OUR CTE COURSES AND LEVERAGING THOSE SKILLS TOO.
SO WE'RE TRULY DEVELOPING THE PROFILE OF A, A BUFORD GRADUATE THAT, UM, THEY MAY NOT BE LABELED PER SE, GIFTED AND TALENTED, BUT WE ARE TRULY PUTTING FORTH, UM, A PROGRAM FOR STUDENTS THAT HIGHLIGHTS THEIR GIFTS AND TALENTS.
SO REALLY WHERE, WHERE WE ARE RIGHT NOW IS THAT, UM, THROUGH THE COURSE OF THIS YEAR, AND AS WE MOVE INTO THE NEXT SCHOOL YEAR, YOU KNOW, WE'RE REALLY HONING IN TO MAKE SURE THAT AS WE SET FORTH THIS, UM, THE TALENT DEVELOPMENT APPROACH THAT WE HAVE, THE MATERIALS AND RESOURCES WE NEED FOR EVERY SCHOOL.
SO THERE'S NO ISSUE FOR ACCESS AND EQUITY TO BE ABLE TO, UM, RECEIVE THE MATERIALS, USE THE MATERIALS.
UM, WE WANT TO ALSO, WE'RE LOOKING AT A PLAN OF ACTION TO, UM, OVERCOME THE CURRENT BARRIERS THAT WE HAVE IN PLACE.
SO BY LOOKING TO DO MORE OF A UNIVERSAL IDENTIFICATION SYSTEM, THAT GIVES THE OPPORTUNITY FOR US TO IDENTIFY STUDENTS, UM, BEYOND JUST SECOND GRADE.
SO THE SOUTH CAROLINA, WE START IN SECOND GRADE OR IDENTIFY, AND THEN IT KINDA, WE REALLY KIND OF, AS WE GO THROUGH, IF WE HAVE THAT ASPECT, WE MAY DO, BUT BY DOING MORE OF A UNIVERSAL IDENTIFICATION, WE CAN HIT THEM AT OTHER GRADE LEVELS IN A SYSTEMATIC APPROACH TO OVERCOME ANY POTENTIAL BARRIERS THAT MAY EXIST, UM, FROM OUR VARIOUS STUDENT POPULATIONS.
UM, ONE OF THE THINGS TOO, IS THAT WE HAVE A VERY DIVERSE GROUP OF SCHOOLS.
SO THE DISTRICT WANTS TO MAKE SURE THAT WE ARE SUPPORTING OUR SCHOOLS IMPLEMENTATION, WHERE THEY ARE.
SO THE PROGRAMS AND SERVICES MAY LOOK DIFFERENT BASED ON THE SCHOOL, BUT WE WANT TO MAKE SURE THAT THEY'RE EQUITABLE FOR ALL STUDENTS FROM, YOU KNOW, EARLY SUPPORT THAT WE'RE PUTTING IN AT THE PRIMARY LEVELS.
BUT THEN AS WE MOVE THROUGH THAT, EVEN IF THEY'RE NOT IDENTIFIED, WE ARE STILL PROVIDING OPPORTUNITIES FOR STUDENTS TO BE SUPPORTED THAT WAY.
UM, AND THEN EVEN INCREASING OUR OPPORTUNITIES FOR STUDENTS WHO ARE ARTISTICALLY GIFTED AND TALENTED, UM, OR THIS STUDENTS HAD THAT POTENTIAL TO BE THERE.
UM, WE REALLY WANT TO MAKE SURE THAT WE'RE NAILING THAT DOWN.
THE OTHER PIECES THAT WE WANT TO MAKE SURE THAT STUDENTS HAVE ACCESS TO ANY COURSE THAT THEY ARE REALLY WANTING TO ENTER.
SO IF THEY'RE WANTING TO ENTER AN ADVANCED COURSE, THAT THEY'RE SET UP FOR SUCCESS IN THAT COURSE, THAT WE ARE SETTING THE GROUNDWORK FOR THEM TO BE ABLE TO MEET WITH THEIR SCHOOL COUNSELORS, LOOK
[01:45:01]
AT POTENTIAL SCHEDULES, AND THEN THEY'RE ABLE TO ENTER THOSE BY HAVING, UM, THE VARIOUS PIECES OF THE PUZZLE AND EXPERIENCES THAT THEY NEEDED EARLY ON TO SET THAT FOUNDATION, UM, AS, AS WE MOVE FORWARD WITH, UH, YOU'RE, YOU'RE GOOD AS WE MOVE FORWARD.I MEAN, THINK ABOUT, YOU KNOW, WHAT ARE WE HEARING FROM, FROM STUDENTS AND, YOU KNOW, WHAT'S THIS, UM, ROADMAP REALLY GOING INTO, WE KNOW THAT, UM, YOU KNOW, WE HAVE VARIOUS COHORTS AND, AND, UM, APPROACHES OUT THERE, BUT BY HONING IN THIS WORK RIGHT NOW, AND AS WE GO THROUGH THIS THREE TO FIVE-YEAR LENS, IT'S REALLY ALLOWING US TO MAKE SURE THAT, UM, ALL STUDENTS HAVE A BALANCED AND DIVERSE CLASSROOM AND APPROACH.
WE ARE LISTENING TO THE STUDENTS TO MAKE SURE THAT STUDENTS AREN'T BORED, YOU KNOW, WE'RE NOT LABELING THEM OR TARGETING THEM INTO A SPECIFIC CLASSROOM OR A SPECIFIC PROGRAM.
SO WE'RE ABLE TO ADJUST TO REALLY MEET THEIR NEEDS AND THEIR, THEIR UNIQUE TALENTS AND GIFTS THAT THEY HAVE.
UM, ONE OF THE OTHER APPROACHES IS THAT, YOU KNOW, WE ARE CURRENTLY WORKING WITH USC CB, THAT WE ARE REALLY WORKING TO EXPAND TEACHERS OPPORTUNITIES TO BECOME, UM, TO RECEIVE THEIR ENDORSEMENT FOR GIFTED AND TALENTED EDUCATION.
BUT WE ALSO KNOW THAT SIMPLY RECEIVING THE ENDORSEMENT IS NOT ENOUGH.
SO WE WANT TO MAKE SURE THAT WHO THIS THREE TO FIVE-YEAR LENS, THAT WE'RE DEVELOPING A PLAN THOUGH, TO SUPPORT OUR STUDENTS AND THE IMPLEMENTATION OF INSTRUCTIONAL PRACTICES, CURRICULUM, MATERIALS, ASSESSMENT PRACTICES THAT REALLY ALLOW THEM TO TAILOR THEIR INSTRUCTION, TO MAKE SURE THAT WE ARE DEVELOPING THE BRIGHTEST STUDENTS AND THE NEXT LAYER OF, OF STUDENTS THAT COMING FROM HERE.
UM, AND SO THAT PD PLAN, YOU KNOW, ONE OF THE PIECES OF THAT AS IN REFRESH OUR MATERIALS, WE WANT TO MAKE SURE THAT PROFESSIONAL DEVELOPMENT IS ALIGNED THEN TO WHAT WE'RE REFRESHING.
SO WHERE WE'RE PUTTING OUR FINANCIAL RESOURCES THAT WE WANT TO MAKE SURE THAT THERE IS SUPPORT BEING PUT IN PLACE FOR THE IMPLEMENTATION OF THOSE MATERIALS.
SO, UM, THAT KIND OF CONCLUDES THAT GIFTED AND TALENTED SNAPSHOT.
UM, AND THEN AS WE GO, I'M ALWAYS HAPPY TO COME BACK WITH, UM, A BROADER SCRIPT TO, OKAY, MR.
STRATOSE, I JUST WANT TO SAY, I CONTINUE TO BE IMPRESSED BY YOUR TEAM.
UM, YOU KNOW, AFTER THIS MEETING, I'M GOING TO HAVE, UM, I'LL GO INTO THE OTHER ROOM AND I'M GOING TO TRY TO DIGEST ALL THE EXCITEMENT, UM, FROM, FROM WHERE WE'RE HEADED.
UH, IT'S BEEN YEARS SINCE I'VE BEEN THIS EXCITED ABOUT WHERE WE'RE GOING AND THIS SHORE THAT WE'RE GOING TO GET THERE, UH, CAUSE YOUR TEAM, YOUR TEAM HAS GOT IT.
UM, I WANT TO ECHO WHAT DAVID SAID.
UM, YOU REALLY GOT A TEAM AND YOU'VE REALLY GOT SOME REALLY GOOD PROGRAMS, BUT I I'D LIKE TO MAKE THE COMMENT ON THE GIFTED AND TALENTED PIECE.
I'VE GOT TWO GRANDSONS HAVE GONE THROUGH BUPA COUNTY SCHOOL DISTRICT.
UM, BOTH TOOK ADVANTAGE OF GIFTED AND TALENTED.
AND THE OLDEST ONE IS, UH, GOT OVER THREE POINT AVERAGE AT CLEMSON, UH, IN HIS FIRST SEMESTER.
SO YOU PREPARED HIM WELL, THE PROBLEM IS THE OTHER ONE, THE OTHER GRANDSON, THE OTHER GRANDSON IS ACTUALLY BRIGHTER THAN I THINK THEN THAN THE ONE, HIS OLDER BROTHER ACADEMICALLY, HE EXCELLED SOCIAL AND EMOTIONALLY, HE DID NOT.
AND THAT'S ONE OF THE PROBLEMS THAT I SEE WITH GIFTED AND TALENTED PROGRAMS IS WE SEND KIDS ADVANCED THEM RAPIDLY ACADEMICALLY, BUT SOCIALLY AND EMOTIONALLY, IT'S ACTUALLY WORSE FOR THEM IN SOME WAYS, BECAUSE ONE, THEY S THEY THINK OF THEMSELVES AS SUPERIOR AND TWO, THEY REALLY DON'T REALIZE HOW EFFICIENT THEY ARE IN SOCIAL ACTIVITIES WITHIN THEIR PEER GROUP.
THEY TEND, THEY TEND TO TRY TO RUN WITH AN OLDER GROUP.
AND SO THAT'S ONE OF MY CONCERNS NOW THAT MY SON'S,
[01:50:01]
UH, PARENTS DID A GOOD JOB IN, IN GROUNDING THE YOUNG MAN, BUT STILL HAVE IT STILL HAS A CHALLENGE.AND SO THAT'S, THAT'S WHAT I ASKED YOU TO MAKE SURE THAT WE DON'T JUST CONSIDERS THE GIFTED AND TALENTED AS UNIVERSALLY GIFTED AND TALENTED BECAUSE MOST OF THE HOT YES, AND, AND WHAT'S IMPORTANT.
UM, AS WE, YOU KNOW, WE STARTED OUT THE YEAR, YOU KNOW, KIND OF THE ACCELERATED GT, BUT WHAT WE'RE REALLY FINDING IS WE WANT TO SHIFT OUR FOCUS AWAY FROM ACCELERATED TO REALLY FOCUS ON THAT TALENT DEVELOPMENT ASPECT, BECAUSE WE HAVE THESE STUDENTS THAT WERE, YOU KNOW, WE START OUT ACCELERATING AND THEN AS WE DO POST COVID THAT WE WANT TO REALLY NOT HAVE OUR EMPHASIS BEYOND ACCELERATION, BUT TRULY DEVELOPING THE UNIQUE TALENTS THAT ARE THERE.
UM, AND ANOTHER ASPECT, AS, UM, AS WE THINK ABOUT A UNIVERSAL IDENTIFICATION, WE'RE USUALLY VERY FIXATED ON ACHIEVEMENT SCORES OF STUDENTS.
YOU KNOW, WE WANT THE ACHIEVEMENT, BUT BY DOING A MORE UNIVERSAL APPROACH, THEN WE'RE GOING TO BE, HAVE MULTIPLE TIMES THAN IN THEIR CAREER THAT WE'RE GOING TO DO AN APTITUDE ASSESSMENT, WHICH IS THEIR ABILITY TO PERFORM HIGH.
AND WHEN YOU REALLY HONE IN ON THE APTITUDE, A PIECE OF IT, YOU GET SOME VERY UNIQUE DATA THAT CAN REALLY GO WITH, UM, TAILORING THE UNIQUE INSTRUCTION THAT YOU'RE GOING TO RECEIVE.
AND THEN THE NICE THING IS IF POTENTIALLY YOUR ACHIEVEMENTS ON THERE, BUT THE APTITUDE SCORES ARE HIGH, THEN WE CAN DO A PERFORMANCE TASK ASSESSMENT DEPEND ON THE GRADE LEVEL.
SO WE'RE REALLY LOOKING MORE HOLISTICALLY.
AND MY HOPE IS, AS WE SHIFT IN THIS THREE TO FIVE YEARS, WE CAN OVERCOME EXACTLY WHAT YOU IDENTIFIED AS A TRUE NEED, UH, THAT NEEDS TO BE OVERCOMED AND BARRIER.
THE OTHER CHALLENGE YOU HAVE IS THE ARTISTICALLY GIFTED AND TALENTED.
THEY TEND TO GET PUT BY THE WAYSIDE AND, YOU KNOW, THE DRAMA, KIDS, ARTISTS, GRAPHIC ARTISTS, THE DANCE, AND SO ON THE MUSICIANS, AND WE'VE GOT TO NURTURE THOSE CHILDREN.
THEY HAVE TO KNOW THAT, UM, UH, THEY ARE, THEY ARE GOING TO BE SUCCESSFUL.
THEY'RE GOING TO, THEY'RE GOING TO HAVE A GOOD LIFE.
AND MANY OF THEM REALLY STRUGGLE WITH THEIR PEERS.
AND SO, UH, YOU KNOW, ACADEMICALLY, BECAUSE THEY'RE, THEY'RE, THEY'RE JUST NOT INTERESTED.
AND SO IT TAKES VERY GIFTED, UM, PEOPLE WITH OUR, YOU KNOW, OUR, IN THE ARTS TO MAKE SURE THAT THOSE KIDS USE THE ARTS TO LEARN THE OTHER PARTS OF EDUCATION, YOU KNOW, HOW DOES MUSIC AND MATH RELATE? HOW DOES PERFORMING ARTS AND THE WRITTEN WORD RELATE? SO THAT'S A CHALLENGE THAT I'VE SEEN NOT BEING HANDLED VERY WELL IN MANY SCHOOLS.
AND WE'VE GOT TO MAKE SURE THAT WE DON'T LOSE THOSE KIDS AND YES, YOU'RE SPOT ON.
AND I'VE HAD STRATEGIC CONVERSATIONS WITH MS. MCKENZIE.
WHO'S THE DIRECTOR THAT'S REALLY LEADING OUR ARTS, UM, WITH OUR FINE ARTS COORDINATOR.
AND SO WE ARE HAVING THOSE CONVERSATIONS ABOUT HOW DO WE MEET THE NEEDS OF OUR ARTISTICALLY GIFTED, BOTH IDENTIFICATION, BUT ALSO SERVICING THEM BECAUSE THE SERVICING OF THEM IS VERY LIMITED RIGHT NOW.
SO MR. CAMPBELL, YEAH, I AGREE WITH GAYA.
I'M CONCERNED PROBABLY WITH THE OTHER KID WHO IS A BEHAVIORAL PROBLEM AND SOMEWHAT GIFTED AND TOWN IT'S OVERLOOKED, BUT GENERALLY SPEAKING, OUR SYSTEM OF EDUCATING HIM, PROBABLY LOST AS MANY OF OUR BRIGHT MIND IS LIVE BEING EXCEL BECAUSE THEY WERE TUNED OUT EARLY OR COULDN'T FIND THE CHALLENGES MENTALLY AND, AND TURN IT TO THE BILL, THIS PEOPLE, UM, I APPLAUD YOUR INITIATIVE.
THEN I'M CONCERNED WITH, UH, HOW RESTRICTED YOU'RE GOING TO BE WITH, WITH, UH, OR IS IT GOING TO BE AN UNRESTRICTED PROCESS IN WHICH YOU'RE NOT LABELING THEM AS GIFTED AND TALENTED PER SE, BECAUSE I'M PRESENT, I WAS SICK THAT YOU GOT TO BE WITH THE STATE STATE QUALIFIERS.
SO NICK, BEFORE YOU RESPOND, IF I COULD JUST SHARE MR. CAMPBELL, YOU'RE SPEAKING ABOUT A CHILD, VERY SIMILAR TO MYSELF.
IF YOU DID NOT INTELLECTUALLY ENGAGE ME AS A STUDENT, I WAS A CHILD AND I'LL LEAVE THAT COMMENTARY TO WHAT IT IS.
SO HAVING ONE PROBLEMATIC CHILDREN, AND WE DON'T HAVE THE RESOURCES TO GRAB THEM ALL AND
[01:55:01]
READ THEM ALL.SO THAT'S, YOU KNOW, THAT'S MY CONCERN THAT YOU, THAT YOU MIGHT GET THEM AND THEY MAY NOT TEST VERY WELL.
YOU KNOW WHAT I THINK OF THAT, THAT MOVIE CURRENT WILL SMITH WILL IN BLACK, WHEN HE, WHEN HE WAS TAKING THAT TEST OUT, YOU KNOW, INNOVATIVE, IT WASN'T, HE WASN'T IN A CLASSROOM.
HE WOULD'VE PROBABLY BEEN KICKED OUT, BUT, UH, THAT'S MY CONCERN.
HOW DO WE, HOW DO WE, YOU KNOW, COORDINATE WHAT WE WANT TO DO VERSUS WHAT THE STATE HAS, YOU KNOW, BASICALLY IT KIND OF DIRECTED, OR, YOU KNOW, MR. FLOWERS OR BRING FORWARD INFORMATION REGARDING THE INCREASE POTENTIALLY.
WELL, I WANT TO SAY USE OF AN UGLY AREA NON-VERBAL EXAM THAT IS, TAKES IT TO ANOTHER LEVEL.
AND WHEN HE'S, HE HAD COMMENTARY WITH GUARD TO APTITUDE VERSUS QUOTE, AN IQ, LET'S SAY, RIGHT, THE REALITY OF BUILDING THE CAPACITY, BUT WE SPOKE ABOUT THREE CULTURAL SHIFTS HERE TODAY, WHICH ARE SIGNIFICANT, RIGHT? ONE, THE SHIFT OF WHAT WE RECOGNIZE AS A TRADITIONAL KINDERGARTEN MODEL THAT BUILDS UPON THE EXISTING.
PRE-K A SECOND IS REVISITING WHERE WE'RE GOING, IT'S STILL LOOKING TO GROW AND IMPROVE UPON OUR GT, RIGHT? SO WE CAN CREATE, HAVE STUDENTS, CROSS GRADUATION WOULD HAVE AN OPPORTUNITY TO BE FINANCIALLY INDEPENDENT.
THE THIRD CULTURAL SHIFT IS ACTUALLY WHERE, WHAT MR. FLOWERS IS SPEAKING TO.
SO, AND I'LL LET HIM PICK UP ON THAT REGARDING THE ASSESSMENTS AND HOW DO I IDENTIFY THE PROBLEMATIC CHILD, RIGHT.
AND KEEP ME ENTERTAINED SO THAT I'M NOT MAKING THOSE NINE ONE, ONE PHONE CALLS FROM THE BLOBBY.
SO OUR STATE SETS THE SPECIFIC CRITERIA FOR WHAT MAKES A STUDENT GIFTED.
SO AS WE'VE LOOKED AT REFRESHING OUR MATERIALS, AND AS WE LOOKED AT HOW WE'RE SERVICING THEM, WE HAVE NEVER ASKED A SCHOOL, TELL US HOW MANY HERE'S, HOW MANY GIFTED STUDENTS YOU'VE HAVE IDENTIFIED.
HERE'S WHAT WE'RE PURCHASING FOR YOU.
BUT WE ARE SPECIFICALLY SAYING, WHAT IS IT THAT YOU NEED TO SUPPORT YOUR STUDENTS, OR TO GET THEM TO ACHIEVE THROUGH A SUPPORTED WAY AT THAT HIGH LEVEL.
SO WE'RE NOT FOCUSED ON THE IDENTIFICATION OR LABEL, IT'S YOU TELL ME WHAT YOU NEED.
SO IF YOU'RE WANTING TO INCREASE READING, THEN, UH, YOU KNOW, JUNIOR GREAT BOOKS AS AN APPROACH, TELL ME HOW MANY DO YOU NEED AN ISD CAN GET IT PURCHASED FOR YOU.
SO IF YOU WANT TO INCORPORATE IT THROUGH MULTIPLE CLASSES, LET'S GET THIS DONE.
UM, THAT WAY WE'RE NOT LETTING THE LABEL SOLELY DRIVE, WHAT'S SUPPORTING OUR STUDENTS, BUT IT DOESN'T MATTER IF YOU HAVE THE BEHAVIORAL THING, OR IF YOU HAVE AUTISM, IF YOU HAVE A SPEECH IMPAIRMENT, YOU KNOW, ANY KIND OF BARRIER WE CAN OVERCOME IT.
UM, AND THE NICE THING IS ONE OF THE NEW ASSESSMENTS THAT'S COMING OUT, WHICH IS THE NAG THERE THAT DR.
IT REMOVES ALL THOSE BARRIERS.
UM, SO IT'S KIND OF IN THAT FINAL, UM, NORMED REFERENCE ASPECT FOR THE STATE.
BUT, UM, MY, MY FOCUS IS NOT LETTING THE LABEL DRIVE WHAT WE DO, BUT OKAY.
LET'S SERVICE AS MANY STUDENTS AND SUPPORT THEM AS MANY.
AND THEN THAT, THAT, THAT FOCUSES.
OF COURSE, IT'S GOING TO BE DRIVEN DOWN TO THE, TO THE SCHOOL SITE, THE SCHOOL.
UM, I WANT TO THANK YOU FOR YOUR PRESENTATION.
I THINK THAT, UM, A LOT OF, UH, WHAT WE DO WITH OUR GIFTED AND TALENTED, UM, CAN BE DONE BY, THROUGH ENGAGING IN EXTRACURRICULARS AS WELL.
UM, YOU MENTIONED JUNIOR GREAT BOOKS.
UM, I, YOU KNOW, THIS WEEKEND, A COUPLE OF US WERE AT THE ACADEMIC WORLD QUEST COMPETITION.
CERTAINLY THINGS LIKE THAT, THAT ARE FOR THE ACADEMICALLY INCLINED OR KIDS THAT ARE INTERESTED IN, IN, YOU KNOW, CURRENT AFFAIRS OR DELVING IN GETTING THEM INVOLVED IN SOME EXTRACURRICULAR ACTIVITIES LIKE THAT.
UM, OFFERING THEM THE OPPORTUNITY, YOU KNOW, TAPPING THEM ON THE SHOULDER AND SAY, HEY, YOU MIGHT LIKE THIS.
THIS IS ONE WAY TO, TO, I THINK, EXPAND THE PROGRAM.
SO IT IS ALMOST SEVEN O'CLOCK.
AND, UM, I THANK EVERYONE FOR ALL OF YOUR HARD WORK.
I HAVE SOMETHING, UH, THAT FOR OUR NEXT MEETING, UM, THAT CURL DYER HAD ASKED FOR BEFORE.
SO I'M WONDERING IF WE CAN MAKE THAT THE TOPIC FOR OUR NEXT MEETING.
AND IT IS, UH, AN UPDATE ON THE USE OF OUR LIBRARIES IN MEDIA CENTERS.
[02:00:01]
UM, HOW THEY'RE BEING USED.DOES THAT WORK FOR YOU? YES, IT DOES.
I KNOW IT WAS AN EARLIER COMMENT FROM A PRIOR MEETING AS WELL AS
SO YES, MA'AM I PICKED UP AT THAT.
SO OUR NEXT MEETING SHOULD BE, UH, APRIL 27TH.
IT'S THE LAST WEDNESDAY, APRIL 27TH.
IT MIGHT NOT BE A GOOD DAY BECAUSE, UM, UM, THAT IS THE DAY AT COLUMBIA.
UH, UH, THE LEGISLATIVE FOLKS PROBABLY MIGHT WANT TO MOVE YOUR MEETING.
HOW ABOUT A WEDNESDAY, MAY FOUR.
WHERE DO YOU THINK DICK SAYS FINE.
SO LET'S TENTATIVELY SCHEDULE IT.
WE'LL SCHEDULE, WE'LL SCHEDULE IT FOR FIVE O'CLOCK ON MAY FOUR.
STRATUS, I WANT TO ECHO THE COMMENTS OF, UH, MR. STRINGER AND COLONEL DIRE.
UM, AND THANK YOU FOR THE WORK THAT YOUR TEAM IS DOING.
UM, YOU KNOW, OUR QUESTIONS ARE MEANT TO BE, UH, EXPAND THE AND CLARIFICATION AND NOT, UM, YOU KNOW, SOMETIMES I THINK SOME OF MY QUESTIONS MAY BE A LITTLE SOUND NEGATIVE.
SO WHAT GREATEST RESPECT BOARD MEMBERS.
AND THANK YOU TO OUR TEAM HERE IN ISD.
UM, WE RECOGNIZE THE GROWTH AND EVEN WITH MR. CAMPBELL QUESTION ON THE CROSS, I WROTE POLLINATING ON UNIVERSAL PRACTICE.
SO YES, HE DOES OPEN THE MIND TO KEEP THINKING.