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I'D LIKE TO CALL THE NAVY OF THE ACADEMIC COMMUNITY TO ORDER.
UM, THIS IS A HYBRID MEETING TAKING PLACE IN CONFERENCE ROOM P UM, REQUEST FOR PUBLIC COMMENTS.
PARTICIPATION WILL BE ACCEPTED BETWEEN THREE AND THREE 30 BY SENDING AN EMAIL WITH YOUR NAME THAT HAS ALREADY PASSED.
SO MAKES THEM A SENSE FOR ME TO READ THIS, UM, COMMITTEE MEMBERS PRESENT IN PERSON ARE MYSELF, CATHY ROWE BY MR. MELVIN CAMPBELL CURL, UH, DICK DYER.
AND I'M NOT SURE IF ANGELA MIDDLETON MIDDLETON IS ALSO PRESENT IN THE ROOM IS, UM, DR.
STRATOS AND WE HAVE A PARENT WHO IS HERE, WHO IS GOING TO, UM, TALK DURING THAT SPEAK WITH US DURING THE FIRST PART, THE, UM, MR. DAVID CLARK.
SO AT THIS POINT, I INVITE ANYONE TO STAND.
I PLEDGE ALLEGIANCE TO THE NATION, THIS SCHOOL COMMUNITY MEMBERS.
I NEED A MOTION TO APPROVE THE AGENDA.
ANY DISCUSSION ABOUT ANY, ALL THOSE IN FAVOR AGENDA, PLEASE SAY, AYE.
WHAT THE COMMENTS? UM, I THINK I WILL.
I'M MR. HAWKINS HERE IN PERSON.
UM, I DO WANT TO JUST SET THE STAGE A LITTLE BIT ON OUR AGENDA, OUR, UM, ADMINISTRATIVE REGULATIONS,
WE HAD DISPOSED OF THOSE AT THE ACADEMIC COMMITTEE.
WE HAD HEARD THEM THEY'D BEEN PRESENTED TO THE FULL BOARD, MR. COOK, UM, CONTACTED ME AND ASKED IF THEY COULD PUT THAT BACK ON THE AGENDA OF A REGULAR BOARD MEETING.
I WASN'T ABLE TO ACCOMMODATE THAT, BUT I INVITED HIM TO THIS MEETING SO THAT HE COULD SHARE SOME OF HIS THOUGHTS WITH US.
THIS, THIS PORTION OF THE MEETING IS LIMITED TO 15 MINUTES, UM, BECAUSE WE REALLY NEED TO MOVE ON WITH OUR, UH, WEEK 12.
UM, SO WE WILL GO TO PUBLIC BEFORE WE DO PUBLIC COMMENTS.
WELL, LET'S DO PUBLIC COMMENTS, THEN I HAVE TO DO THE APPROVAL AND THE OTHER MINUTES.
UM, I DON'T HAVE ANY PUBLIC COMMENTS.
I'M HAPPY TO ENGAGE WITH YOU 30 DAY.
SO AT THIS POINT WE HAVE, UM, EMOTE, WE NEED A MOTION TO APPROVE, UM, THE COMMITTEE MEETING MINUTES FROM JUNE 22ND, THE MEDICS FROM JUNE 20 SECONDS, COMMITTED TO ALL THOSE, ANY COMMENTS? OKAY.
ALL THOSE IN FAVOR, PLEASE SIGNIFY BY SAYING AYE.
SO NOW, UM, SCHOOL LIBRARY, MATERIAL SELECTION IN AN ADOPTION, 38.1.
UM, I KNOW THAT, UM, THAT THERE WERE SOME QUESTIONS.
UM, YOU KNOW, WE, WE WENT OVER THIS IN DETAIL AND I BELIEVE, UM, FEEDBACK THAT I GOT FROM MR. COOK.
UM, THIS WAS, HE WAS CONCERNED ABOUT THE MAKEUP OF THE COMMITTEE THAT WERE, WOULD BE EVALUATED, CHALLENGE MATERIAL.
IS THAT RIGHT? YEAH, I THINK THAT'S THE BIGGEST CONCERN THAT WE, FROM WHAT I REVIEWED EVERYTHING ELSE ON HERE, UM, IT JUST MADE THEM TO FOLLOW STANDARD.
WELL, WHERE THAT, UM, MAKE UP THE COMMITTEE SEEMS A LITTLE BIT, UM, IT'S NOT AS, UH, AS OBJECTIVE AS I WOULD THINK IT WOULD BE, BUT I UNDERSTAND THERE'S GOTTA BE A PROCESS.
UM, I, I THOUGHT THAT THERE MIGHT BE MORE INVOLVEMENT MAYBE WITH PEOPLE FROM THE SIC FORGET SCHOOL, UM, MORE THAN ONE REPRESENTATIVE FROM THE SIC, A FAMILIAR REPRESENTATIVE FROM PTL.
UM, WELL, LIKE ALVIA FROM PTO BEING INVOLVED IN IT.
UM, BUT THE WAY I SAW IT, IT JUST
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SEEMS LIKE IT'S MORE OF THE, HOW WOULD YOU SAY THE BEST WAY TO PUT IT IS IT'S MORE LIKE A PROSECUTOR PUTTING IS, UH, PUTTING A STAFF IN THE JURY BOX WHEN IT COMES TO, UM, UH, REVIEW AND MAKING A DECISION.AND IT'S NOT AS, UH, IT DOESN'T REALLY FOLLOW A PROCESS AS MUCH AS I THINK THAT WOULD BE.
UM, CONSIDERING WHAT WHAT'S ON THE LINE, AS FAR AS REVIEWING REVIEWING BOOKS.
AND I WANT YOU TO KEEP IN MIND THAT I, BY NO MEANS DO I CONSIDER THIS SOMETHING WHERE WE NEEDED TO BE WRITTEN BOOKS FROM OUR LIBRARY? I DON'T BELIEVE WE NEED TO.
I BELIEVE THERE WAS PROBABLY A BETTER SOLUTION.
THAT'S MUCH MORE REASONABLE AND EASIER FOR, FOR DISTRICT STAFF TO HANDLE.
UM, I THINK THERE ARE SOME WE DO HAVE IN THE LIBRARIES THAT GIVEN WHAT I'VE SEEN IN THEIR TEXT AND CONTENT THAT MAY NOT BE, MAY NOT BE BEST SUITED FOR KIDS, UH, THAT THEY'RE TARGETING BASED ON LANGUAGE OR SOME OF THE BEHAVIORS IN THE BOOKS, INCLUDING, UM, LANGUAGE THAT IF A STUDENT WAS TO USE THAT LANGUAGE WOULD PUT THEM IN A DISCIPLINARY ACTION.
UM, SO BEING AN EDUCATIONAL INSTITUTION, I WOULD EXPECT THAT THEY'RE NOT GOING TO HAVE A KID BE REVIEWING MATERIALS THAT WILL PUT THEM IN HARM'S WAY, AS OPPOSED TO MAYBE SAYING, OKAY, THE BOOK HAS A GOOD LESSON IN IT.
THIS MIGHT BE SOMETHING THAT A COUNSELOR CAN, CAN GET TO A STUDENT IF THEY NEED IT, BECAUSE I AGREE WITH THE STATEMENT, NOT SURE WHO MADE IT, NOT EVERY KID CAN GET TO A PUBLIC LABORATORY.
AND AS FAR AS THE LIBRARY AND SCHOOL AVERAGE, THE, WITH EVERY SEAT, SO HAVING THE BOOKS AVAILABLE, BUT MAYBE A CONTROL SETTING MAY WORK OUT A LITTLE BIT BETTER FOR THE STUDENTS.
MY DAUGHTER'S 13 WITH SOME NINE IN THERE, THERE WERE SOME BOOKS IN THERE, STUDENTS THAT YOU NEED TO BE IN A CONTROLLED SETTING, MAYBE NOT NECESSARILY A CLASSROOM LIBRARY, BUT, UH, IF THERE'S A SEPARATE OFFICE OR SOMETHING THAT A COUNSELOR MIGHT BE DONE OR FOR A SCHOOL COUNSELOR, SOCIAL WORKER TO HAVE, THERE'S A LESSON IN NOVELS, ALL THE LITERATURE AND I'M LOOKING AT, UM, AND, YOU KNOW, SUPPORT CREATIVE WRITING.
AND THAT'S, THAT'S A VERY BIG PART OF WHAT YOU TRY TO TEACH THE STUDENTS AS WELL.
THE LESSON YOU WANT IS TO BE TEACHING THE KIDS.
UM, I, YOU KNOW, I, I, SO WHAT WE HAVE NOW IS ANY HEARING CAN OPT OUT AND I DON'T WANT MY CHILD TO HAVE ACCESS TO THE SPORT.
SO HOW DO YOU, UM, WHAT HAVE YOU BEEN THAT'S DIFFERENT THAN WHAT YOU'RE ASKING FOR? UM, WELL, I MEAN, OBVIOUSLY IF I'M GOING TO HAVE SOMETHING, A BOOKING FOR RECONSIDERATION, IT'S GOING TO GO IN FRONT OF REVIEW.
UM, I THINK THAT THE PROCESS THAT WE'VE HAD IN SELECTING BOOKS FIRST FOR OUR SCHOOL LIBRARIES IN THE RECENT PAST, I'M NOT CLEAR OF WHAT THE PROCESS IS.
I KNOW THAT WE'VE GOT SOMETHING HERE, BUT WHEN I LOOKED IT UP UNDER STATUTE FOR THE STATE STANDARDS, THE STATUTE SAYS THAT LIBRARY BOOKS CAME FROM STATE BOARD OF EDUCATION AND, UM, THEN THE SCHOOLS COULD SELECT WHAT THEY WANTED.
UM, SO I'M NOT SURE IF THE PROCESS HAS CHANGED OR IS IT EVOLVING AS FAR AS HOW BOOKS ARE SELECTED AND REVIEWED AS FAR AS AN OPT-OUT? UM, I DON'T, I DON'T KNOW THAT YOU NECESSARILY NEED TO HAVE AN OPT OUT.
I THINK IT'S A GOOD ALTERNATIVE FOR SOME PARENTS THAT ARE LIKE, YOU KNOW, I DON'T HAVE ACCESS TO IT BECAUSE I KNOW THAT THEY CAN SEARCH THROUGH THEIR, UM, SCHOOL DEVICE.
I THINK SOME SORA OR ONE OF THE APPLICATIONS, THEY CAN LOOK UP BOOKS, IT CAN GET EIGHT BOOKS THROUGH THAT APPLICATION.
AND I'M PRETTY SURE THAT IF THEY'RE ABLE TO LOOK IT UP, THAT CAN ALSO BE BLOCKED, BUT THAT'S A QUITE A BIG UNDERTAKING.
SO THE IDEA BEING, OKAY, MAYBE WE NEED TO REMOVE THIS FROM THE PROCESS WHERE IT HAS TO BE GIVEN, UM, COUNSELOR APPROVAL OR, OR PARENT APPROVAL TO GO IN, TO SEE A BOOK.
IF IT'S BEING RECOMMENDED FROM A COUNSELOR, UM, YOU KNOW, OPT OUT.
I UNDERSTAND THE IDEA WITH THE OPT OUT.
WELL, I DON'T KNOW ABOUT SOMEONE ELSE CAN JUMP IN HERE, BUT I, I THINK QUIRKS THAT ARE IN THE LIBRARY USUALLY ARE FREE FOR ALL.
I MEAN, I DON'T THINK THEY'RE THE COUNSELOR SAYING I'M RECOMMENDING THIS.
IT COULD BE THAT THEY'RE MAKING RECOMMENDATIONS, BUT THE KIDS ARE KIND OF CHOOSING WHAT THEY WANT.
I'M LIKE MY BIGGEST CONCERN REALLY IS, UM, MY BIGGEST CONCERN IS THAT THERE IS THERE'S CONTENT AND BEHAVIOR IN THE BOATS
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THAT IS, THAT WILL, THAT MAY OR MAY NOT HAVE INFLUENCE OVER A STUDENT'S BEHAVIOR IN SCHOOL, OUT OF SCHOOL.UM, STUFF THAT UNDERAGE DRINKING, UM, UH, PREMARITAL SEX, UM, UM, DEFYING AUTHORITY, ANTI-POLICE RHETORIC, UM, YOU KNOW, TRUMP, YOU SAID IT DOESN'T MEAN THERE'S A LOT OF THINGS IN THE BOOKS THAT, YOU KNOW, I KNOW THAT YOU HAVE TO TAKE A HOLISTIC APPROACH TO THE BOOK, BUT AT WHAT POINT ARE WE GOING TO SAY, WE CAN REALLY HELP THOSE LITTLE THINGS IT'S MESSAGING THE BOOKS MORE IMPORTANT WHERE I THINK THAT THE CONTENT OF WHAT'S IN THE BOOK IS JUST AS IMPORTANT AS IT MASSIVE ONE BY THE DISTRICT'S, UH, COMMITTEE TO DO VIEW.
YOU SAID FOR THE JURY BOX WITH YOUR PEOPLE TO SAY, BUT THE DISTRICT IS THE CARETAKERS OF OUR CHILDREN, AND THAT'S EXPECTED THAT THEY'D BE THE KIND OF BOOKS THAT'S GOING TO BE IN THE LIBRARY WITH THE KIDS ARE GOING TO RECEIVE IT.
IF YOU BRING UP A BOOK THAT, THAT SAME PEOPLE.
AND THEN AGAIN, YOU ARE GOING TO BE HEARD BY ALL THOSE PEOPLE WHO ARE THE EXPERTS FROM TOP TO BOTTOM.
YOU KNOW,
AND YOU HAVE A BUNCH OF BARRE OPINIONS AND COMMITTEES, OR WE GO TO WHICH SOME FOR REAL, THEN WE WANT TO MAKE SURE IS A BETTER WORD, I GUESS, WHICH IS SOME BOOKS.
I THINK THAT WE HAVE TO ADVANCE THAT LIKE EVERYTHING ELSE, BUT, YOU KNOW, PEOPLE HAVE A CHANCE TO GRIEVE WHAT'S THAT PULL THAT NEEDLE A LITTLE BIT MORE TO THE RIGHT OR LEFT WHICHEVER WAY, BECAUSE I DON'T THINK THIS WILL GET ARGUED.
THAT'S THAT'S THE, UH, THE BOOK FOR LIKE A MEDIA STANDPOINT, WE DO NEED THAT CONCEPT OF EVERYBODY WHO WERE THE EXPERTS FROM THE DISTRICT ON DOWN TO THAT CLASSROOM TEACHER.
WHO'S ON THAT COMMITTEE, UH, YOU SAID PTSO VERSA, PARENT, I GUESS, IS ALSO SUBJECTIVE, BUT YOU KNOW, THE SCHOOL IMPROVEMENT COUNCIL, VARYING DEGREES OF EYES, EXPECTING IT, UNDERSTAND THE COMPONENTS OF WHERE WE ARE.
AND TO A CERTAIN CERTAIN DEGREE, I THINK THAT THE WAY I SEE IT IS THAT DISTRICT STAFF HAS ALREADY PUT THE BOOK THERE.
NOT MAYBE, MAYBE, WELL, ACCORDING TO THE WAY I'M BEING TOLD FROM STATE, THEY'RE SAYING THAT THE DISTRICT HAS THE RESPONSIBILITY TO PICK WHATSAPP SO THAT IT'S ALREADY HAD THE CHANCE TO BE REVIEWED AND SOMEBODY THOUGHT, AND MAYBE THEY DON'T HAVE KIDS, BUT SOMEBODY THOUGHT, OKAY, THIS BOOK THAT HAS, UH, HAS A GOOD MESSAGE, EVEN THOUGH THERE'S ANTI-POLICE OR THERE'S EXPLICIT LANGUAGE REGARDING SEX.
UM, YEAH, BUT THAT'S ALL I'M SAYING IS THAT COULD BE THE PERSON AT THE DISTRICT.
SO NEXT TO BE THERE, THEY HAVE NOT SEEN THAT BOOK, BUT YOU'RE TALKING THERE NEEDS TO BE, IS THAT WHAT IT GOING TO LOOK AT IT FROM THE STANDPOINT OF THE DISTRICT'S EDUCATIONAL PLAN AND HER OWN INDIVIDUAL OPINION OR RELIGIOUS OPINION ABOUT IT? THAT'S WHAT YOU WANT.
YOU WANT PEOPLE, PEOPLE WHO ARE LOOKING AT IT FROM ALL DIRECTIONS, I DON'T WANT PEOPLE THAT ARE BIASED.
SO A DISTRICT EMPLOYEE WILL BE BIASED IT'S OPINION BECAUSE THEY'RE PAID BY THE DISTRICT.
THAT'S JUST THE WAY I SEE IN SCHOOL DISTRICTS, WE'RE KIDS BUYING INTO THE SYSTEM OF EDUCATORS BJ.
AND WHEN YOU BRING THAT SITUATION UP, WHAT IS THIS POINT? AND I COULD UNDERSTAND HIS POINT.
[00:15:01]
COME OUT OF, YOU KNOW, I THINK THAT'S ME PERSONALLY, NOT ALWAYS GOING ALONG WITH THE PROGRAM OF THE SYSTEM, BUT I THINK THAT'S A MUCH FAIRER APPROACH.THEN WHEN YOU START BAGGY CERTAIN PEOPLE TO ATTACK THIS BOOK AND BAGGING, OR IF YOU ATTACK THIS, YOU'RE NOW GENERALLY GOING WITH ALL WITH OUR PLAN OF EDUCATED, THAT KIND OF POPULATION.
AND THAT THAT'S GOT LESS CHANCE WHERE THE DRASTIC MOVEMENTS THAT IF YOU HAVE PEOPLE WITH THE AR DEALS PROCESS, AND THAT'S WHAT COLONEL GUYER, AND THEN HE STAYED HER 15 MINUTES IS OUT.
BUT I THINK, UM, YOU KNOW, URGE YOUR CONCERNS ABOUT PROCESS FOR A BUYER.
DID YOU HAVE ANYTHING YOU WANTED TO ADD ABOUT THE PROCESS? YEAH.
UH, LANGUAGE IS TOUGH THING TO DO, AND WE HAD TO DEAL WITH HUCK HUCKLEBERRY, FINN, THE CLASSIC, YOU, YOU DEAL WITH IT IN THE CLASSROOM.
SO THE WAY SAMUEL CLEMENS TALKED AT THE TIME, IT'S NOT, IT'S NOT ACCEPTED THERE'S CATCHER IN ANOTHER CLASS, AND IT HAS BEHAVIOR THAT WE DON'T NECESSARILY WANT STUDENTS TO DO.
BUT YOU KNOW, ONCE YOU'VE BANNED SOME, ONCE YOU SAY, YOU'RE NOT GOING TO, YOU'RE NOT GOING TO HAVE THIS.
YOU'RE NOT GOING TO READ THIS HERE.
THAT MAKES IT ME AS A, AS A C STUDENT, VERY SEDUCTIVE.
AND I CAN RECALL THAT LADY CHATTERLEY'S LOVER WAS A BAND WHEN I WAS IN HIGH SCHOOL AND I HAD TO BREAK ANY DOOR.
I COULD FIND TO FIND THAT AND READ THAT TRASHY BOOK.
AND IT, IT WAS A BIG DISAPPOINTMENT, PARENTAL INTEREST IS THE KEY.
IF PARENTS ARE CONCERNED ABOUT WHAT THEIR STUDENTS ARE, READING, THEIR CHILDREN ARE READING, THEY SHOULD BE ASKING AND KEEPING TRACK OF WHAT THEY'RE READING AND PARENTS CAN SAY NO.
AND NOBODY IN THE SCHOOL DISTRICT IS GOING TO SAY, OH, I'M SORRY.
YOU HAVE TO READ THAT BOOK FOR DISTRICT COURT.
I, I AM CONFIDENT THAT OUR ASSIGNED READING IN OUR ENGLISH CLASSES, IN OUR BIOLOGY CLASSES, EVERYTHING ARE VETTED THROUGH THE STATE.
AND THE DISTRICT FAST IS VETTED THROUGH THE STATE.
WE'RE NOT GOING TO HAVE OTHER THINGS HERE.
THIS IS SOUTH CAROLINA, THIS IS NOT CALIFORNIA OR MASSACHUSETTS.
IT WE'LL NEVER BE ABLE TO STOP FREE READING.
WE'LL NEVER BE ABLE TO SAY, DON'T READ THIS BOOK BECAUSE THEY CAN GET THIS.
IT'S MUCH EASIER NOW TO GET THIS BOOK.
AND, AND WE, WE CAN BLOCK ON OUR IPADS AND COMPUTERS, LAPTOPS THAT WE GIVE TO OUR STUDENTS.
WE COULD BLOCK INAPPROPRIATE THINGS, BUT WE'RE NOT ACTORS.
AND WE HAVE, WE HAVE PROCEDURES IN PLACE, BUT THAT'S NOT GOING TO STOP THEM GOING ONLINE.
OTHER PLACES IN FINDING, UM, IT'S VERY, VERY DIFFICULT.
SO, AND THEN I, UM, APOLOGIZE.
WE HAVE TO STOP HERE REAL QUICK THING.
IF THAT'S IT, I'M NOT INTERESTED IN GOING AT ANY INSTRUCTIONAL BOOKS OR ANYTHING THAT'S ALREADY BEEN REVIEWED BY THE STATE.
I KNOW WE HAVE A CHANCE TO REVIEW AND I'LL POSE AND THAT PROCESS.
AND WHAT I'D LIKE TO DO REALLY IS AFTER THIS PROCESS HAS BEEN GONE THROUGH ONE TIME, THEN I THINK IT'S, THE DISTRICT IS SIT DOWN AND SAY, HEY, LET'S EVALUATE HEALTH PROCESS.
WE WENT FIVE MINUTES OVER AND I GET FREQUENT PLACE.
ONE IS THE STATES ASSOCIATION WISDOM.
ONCE YOU USE NATIONAL STANDARDS AS WELL, THE AR IS A COMPLETE DETAIL ON
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SECOND PAGE OF 38.1 IS A DETAILED ACCOUNT OF MEMBERSHIP.WHAT WE'VE DONE AS A SYSTEM IS TO PROVIDE VOICE, TO BE SO WITH THAT KIND OF A TEAM OF INSTRUCTIONAL LEADERS WITH US TODAY, JOINING US ELECTRONICALLY, I APPRECIATE THE OPPORTUNITY.
AND WE BUSY WITH PAM POWER COMMITTEE MANAGE 38.
UM, WE HAVE OPERATIONAL EXPECTATIONS, INSTRUCTIONAL PROGRAMS. YOU HAVE A COPY OF THAT IN FRONT OF YOU.
THIS FACT, THIS EVENING, I'D LIKE TO INTRODUCE WHO HAVE JOINING US.
I HAVE KAREN GILBERT, KENZIE, NICHOLAS FLOWERS, LISSA, MARY, AND LATASHA MIDDLETON SHOULD BE JOINING US.
I HAVE ANOTHER MIDDLE 10 ON BOYS AS TODAY.
UM, I RECOGNIZE THAT WE HAVE TAKEN AN APPROACH WITH THIS E GENERATE INVOLVED.
WE SET UP A LARGE STACK OF EVIDENCE.
WE'RE KEEPING TO ONE WITH SUMMARY APPROACH.
AS YOU GO THROUGH YOUR PACKET.
CAN YOU SEE THE PAGE TWO IS THE CERTIFICATION PAGE.
ONCE WE GO THROUGH THE SESSION, PAGE THREE WILL TAKE YOU TO AN OVERALL SUPERINTENDENTS INTERPRETATION.
THAT IS A 12.0, AND IT'D BE GOT DOWN ON PAGE THREE TO 12.1.
I'LL START WITH SOME BRIEF READING.
AND THEN I HAVE THE TEAM HERE TO HELP US WITH EVIDENCE AS WELL.
SO 12.1 STAYS TO ENSURE THAT INSTRUCTIONAL PROGRAMS ARE BASED ON COMPREHENSIVE AND OBJECTIVE REVIEW OF BEST PRACTICE RESEARCH, THE SUPERINTENDENTS, UM, INTERPRETATIONS IMMEDIATELY UNDER THAT.
AND I'M GOING TO GO DIRECTLY TO START POINTING TO THE INDICATORS OF COMPLIANCE ON THE BOTTOM OF PAGE THREE.
AND AS I GO THROUGH THIS MEMBERSHIP FROM ISD, AS WELL AS STUDENT SERVICES, THIS IS MIDDLETON.
IF THERE'S ANYTHING YOU'D LIKE TO SHARE IT, RIGHT? WE HAVE ANNUAL COMPLETE AND COMPREHENSIVE ALIGNMENT OF CONTENT REVIEW.
THAT STARTS ANNUALLY, THAT WE DID WITH OUR CURRICULUM WRITING IN ORDER TO WRITE FOR THE NEXT YEAR, WE, THAT WE ACTUALLY BACKWARDS MAP TO CLEAN UP, TO TAKE THE INPUT INPUT FROM THE SCHOOLS.
AND THEN WE GO BO WHERE OUR WRITING TEAMS, WE HAVE ALIGNMENT TO STANDARDS, WHICH IS A REQUIREMENT.
IT'S ALSO STATE LAW ALIGNMENT WITH ASSESSMENTS, AND YOU'LL SEE SOME MORE OF THAT INFLAMMATION CUTTING.
BUT WITH THIS YEAR, AS WE GO INTO OUR SECOND PHASE OF PERFORMANCE MATTERS, WE CONDUCT REVIEW OF CURRICULUM AND PROGRAMS ALONG WITH RECOMMENDATIONS FOR PROGRAM MODIFICATION OR TERMINATION BASED ON STUDENT ACHIEVEMENT AND COST EFFECTIVENESS, COMPREHENSIVE TEXTBOOK REVIEW AND REPLACEMENTS.
WE DO ADOPTIONS DISTRICT WIDE SCHOOL SITE INSTRUCTIONAL REVIEWS.
WE INTEGRATE THE USE OF SOUTH CAROLINA EVIDENCE-BASED PRACTICES, ACTUALLY PHENOMENAL RESOURCE, UM, EBI RECOMMENDATIONS BASED ON THE CONTINUOUS IMPROVEMENT MODEL.
THAT IS A TRAINING APP ALSO PROVIDED TO OUR COACHES PROCEDURES AND EXPECTATIONS FOR THE DISTRICT CURRICULUM THAT IS HERE TO RESEARCH BASE LEARNING PRACTICES.
IS IT ALL CONTENT AREAS IN ALL GRADES TO HEAR THAT? AND MELISSA MARIE, IF YOU'RE ONLINE, IF YOU COULD SPEAK A LITTLE TO THE CURRICULUM AUDIT ACTUALLY CONDUCTED AS WE WERE WORKING WITH THE STATE FACILITY.
UH, SO THE STATE DEPARTMENT OF EDUCATION HAS LITERACY SUPPORT SPECIALIST WORK WITHIN OUR DISTRICTS.
UM, SO NEW CURRICULUM THAT WE HAVE RECENTLY ROLLED OUT PRIOR TO US SELECTING IT, WE WORKED WITH A COMMITTEE THAT WAS INCLUSIVE OF, UM, TWO STATE REPRESENTATIVES AND, UM, EDUCATORS ARE CROSSED OUR DISTRICT AND WE UTILIZE THE RUBRIC TOOL THAT THE STATE PROVIDED TO US, UM, WHICH COMES FROM A PARTNER THAT THEY WORK WITH TO ANALYZE ALL ADOPTIONS.
UM, AND SO WHAT THIS ALLOWED US TO DO IS ONE, HAVE A NICE, UM, COLLABORATIVE RELATIONSHIP BETWEEN WHAT THE STATE EXPECTS OF OUR INSTRUCTIONAL RESOURCES PLUS, UM, A KIND OF FOOT IN THE DOOR HEADS UP TO OUR STATE'S LITERACY COACHES THAT SUPPORT OUR SCHOOLS ABOUT WHAT OUR NEW ROLLOUTS AND IMPLEMENTATIONS WILL BE.
UM, AND THEN THE RUBRIC ITSELF PROVIDED A VERY COMPREHENSIVE VIEW OF THE DIFFERENT COMPONENTS OF LITERACY.
UM, AND SO WE WERE ABLE TO REALLY ANALYZE, UM, THE OVERALL STRENGTHS AND PLAN AHEAD FOR PD THAT WAS NEEDED AND, UH, SUPPORT THAT WAS NEEDED, UM, BASED ON THIS VERY COMPREHENSIVE WAY TO REVIEW.
SO IN TOTAL, AND WE ACTUALLY SPENT ABOUT
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THREE WEEKS, WE WENT SECTION BY SECTION, EACH PERSON SUBMITTED THEIR, UM, THEIR RESULTS WE COMPILED, AND THEN WE MET TO DISCUSS, UM, AND THEN ADDED EVIDENCE TO WHY'D IT SCORED WHERE IT SCORED, WHICH WAS THE OVERALL AVERAGE.SO TO CONTINUE ON SOME OF OUR POINTS OF EVIDENCE AS WELL.
AND ALYSSA, THANK YOU SO MUCH.
UM, OUR PARTNERSHIP THAT WE'VE STARTED WITH THE UNIVERSITY OF VIRGINIA DARDEN PARTNERSHIP FOR LEADERSHIP IN EDUCATION, WHICH IS BUILDING CAPACITY, ACTUALLY, I'VE NEVER SHIPPED WITHIN MY TEAM AND TARGETED, UM, SCHOOLS, AS WELL AS OUR EXECUTIVE DIRECTORS WHO ARE ATTENDING THESE TRAININGS.
I WILL GO TO THE LAST BULLET ON THAT AREA OF PAGE THREE, WHERE MELISSA JUST SPOKE ABOUT THE UTILIZATION OF THE SOUTH CAROLINA INSTRUCTIONAL BOARDED.
AND IF WE LOOK RIGHT ABOVE THAT, THE PROFESSIONAL DEVELOPMENT, I DO WANT TO MAKE NOTE THAT AS WE GO THROUGH PROFESSIONAL DEVELOPMENT AND IDENTIFYING WHAT IS NEED NEEDED FOR OUR SCHOOLS, THAT NEED IS IDENTIFIED AS A RESULT OF DATA THAT IS REFLECTED FROM EITHER OUR MAP TESTING,
AND WE TRIED TO BUILD OUR PD AS A RESULT OF THE NEED OF STUDENT PERFORMANCE AND WHAT IS GIVEN BACK TO BY OUR INSTRUCTIONAL COACHES, TEACHERS, AND ADMINISTRATORS, ANY QUESTIONS ON 12.1? I DO HAVE OTHER LANGUAGE HERE THAT IS IN SUPPORT OF THE CONTINUOUS IMPROVEMENT MODEL AND HOW WE'VE ALSO INCORPORATED EDI WITHIN OUR DIVISION.
I WOULD JUST KNOW THAT, YOU KNOW, THE ADJUSTER THAT WELL QUITE WISE, REVIEW OF BEST PRACTICES TO SEARCH, AND YOU'VE ADDED A WHOLE BUNCH OF THINGS IN HERE THAT SHOW YEAH, WAY BEYOND THE SOUTH CAROLINA INSTRUCTIONAL AUDIT IS LIKE A SUCCINCT ANSWER TO THAT IN TERMS OF, OF WHAT YOU'VE DONE.
I MEAN, I, I DON'T KNOW HOW MY OTHER TEAM MEMBERS FEEL, BUT, UM, DEREK, YEAH, I THINK IT'S THE AUDIT IS THE WAY TO DO IT.
AND THE STANDARDS ARE SET BY THE STATE AND WE HELD THE STANDARDS AND WE WORKED TO ACHIEVE, THANK YOU.
WELL, ANGELA, OKAY, DAVID, UH, THROW YOUR HAND UP.
IF YOU HAVE SOMETHING YOU WANT TO SAY, OH, THAT WAS BY ACCIDENT BY ACCIDENT, BUT I, YEAH, AS YOUR VISUAL, YOU ALL HAVE FAR EXCEEDED EXPECTATIONS ON THIS.
I ALWAYS ENJOY LISTENING TO TELLING US WHAT YOU'RE DOING, BECAUSE ALL THAT'S GOING ON THAT WE DON'T SEE EVERY DAY, BUT IT'S GOING TO HAVE A HECK OF AN IMPACT.
WE THERE MIGHTY TEAM, MRS. IS, AND I HAVE TO SHARE.
WE'RE VERY LUCKY WHEN INTEGRATED WORK WITH OTHER DEPARTMENTS, UM, ONLY 12.2 BASED INSTRUCTION ON ACADEMIC STANDARDS THAT MEETS OR EXCEEDS STATE AND OR NATIONALLY RECOGNIZED MODEL STANDARDS.
IF WE GO TO PAGE FOUR PRIOR INDICATORS OF COMPLIANCE, AND WITH THAT, I'M GOING TO ASK, UH, MRS. GILBERT TO JOIN WITH US IN THIS AS WELL AS LATASHA TO TALK A LITTLE BIT.
CAUSE LATASHA, YOU HAVE BATTERY CREEK IS A GREAT WORK WITH CAMBRIDGE AND ACE YOU'LL WANT TO LEADING HIGH SCHOOLS IN OUR DISTRICT WHO PICKED UP THE BALL WHEN I INTRODUCED IT TO THE COX.
CAN YOU JUST GIVE US A BRIEF INFORMATION? I KNOW WE'VE MOVED FROM THAT, THAT YOU WERE DRIVING FOR SMITH.
UM, WE, WE CHOSE TO ACCEPT THAT, UM, THE CAMBRIDGE PROGRAM, BECAUSE IT, IT ENCOMPASSED ALL STUDENTS, NOT JUST A PARTICULAR GROUP OF STUDENTS, THE WAY THAT THE TEST ARE DESIGNED IS DESIGNED FOR STUDENTS TO THINK OUTSIDE OF THE BOX AND BECAUSE IT'S A NATIONAL INTERNATIONAL, UM, PROGRAM, THE WAY THEY TEST THE STUDENTS IS NOT BASED ON WHAT YOU KNOW, BUT IT'S BASED ON HOW YOU COME TO THE CONCLUSION OF WHEN YOU COME TO.
SO UNLIKE SOME OF THE OTHER, UM, COLLEGE TYPE COURSES, CAMBRIDGE IS TRYING TO CAPTURE THE WHOLE STUDENT, NOT JUST A STUDENT WHO IS ABLE TO DETERMINE THINGS THAT REALLY DON'T MEASURE ANYTHING.
OUR STUDENTS ARE BASICALLY, IT COULD BE A STUDENT WHO'S A COLLEGE PREP STUDENT OR A STUDENT WHO MAY STRUGGLE IN CLASS, BUT THEY TEACH THEM IN A WAY THAT GETS THEM TO, TO
[00:30:01]
CAPTURE WHAT THAT, WHAT THEY NEED TO UNDERSTAND.WE HAD 191 STUDENTS TO GO INTO THE PROGRAM.
WE TESTED ABOUT 220 STUDENTS LAST YEAR BECAUSE SOME OF THEM WERE IN MORE THAN ONE CLASS.
SO THE CAMBRIDGE PROGRAM WAS VERY SUCCESSFUL AT BATTERY CREEK AND WE'VE ADDED LIKE SEVEN MORE CLASSES THIS YEAR.
UM, WOULD THAT, MRS. GILBERT, IF YOU COULD BRING FORWARD, JUST TO HIGHLIGHT SOME OF THE EXAMPLES OF GOING BEYOND WHAT OUR CAREER TECHNICAL EDUCATION AND OUR ALIGNMENT OF OUR PROGRAM TO THE STATE REQUIRED PATHWAYS.
UH, SO 12.2 IS ADDRESSING, HOW ARE WE ALIGNED INTO NATIONALLY STATE RECOGNIZED MODELS AS DR.
STRATIS MENTIONED, WE'VE COME A LONG WAY IN THE BUILDING OF OPTIONS UNDER CAREER AND TECHNICAL EDUCATION, STARTING WITH THE, UM, IMPLEMENTATION AT THE STATE LEVEL OF HOW THEY NOW RECOGNIZE, NOT ONLY IF YOU'RE COLLEGE READY, BUT ALSO HOW ARE YOU CAREER READY? SO WE USE THE INDICATORS TO DRIVE OUR COURSE OFFERINGS, OUR INSTRUCTION, AND WE ALSO BASED THOSE, UM, PATHWAYS OFF THE NATIONAL MODEL FOR THE 16 CAREER CLUSTERS.
AND OVER THE PAST FIVE YEARS, WE HAVE SIGNIFICANTLY INCREASED OUR, OUR OFFERINGS FOR EACH OF OUR SCHOOLS AND WITH OUR CAREER CENTER.
AND IF YOU LOOK DOWN AT THE EXAMPLE LEVELING, IT'S LIKE A 12 BULLET OPPORTUNITIES FOR EXCEPTIONAL LEARNING.
I WANT TO SHARE THAT WHEN WE UTILIZE THE LANGUAGE IN THIS DOCUMENT, EXCEPTIONAL LEARNING IS INCLUSIVE OF GIFTED AND TALENTED STUDENTS WITH AN IEP, AS WELL AS STUDENTS WITH NYLAG.
SO WE'RE USING THAT AS A COLLECTIVE PARENTS, OR WHEN YOU SEE ME LEAVING ANYONE OUT LIKE THEY'VE GOT FRIENDS, UM, IF YOU GO TO THE BULLET TWO DOWN FROM THAT, IT HIGHLIGHTS THE PROFESSIONAL DEVELOPMENT WORK AND SUPPORTIVE OF A SENSE OF ACADEMIC PROGRAMS, ESPECIALLY IN THE ARTS INTEGRATION.
IF I COULD HAVE MRS. MCKINSEY, YOU COULD SHARE THEM LIGHTLY ON THE KENNEDY WORK THAT YOU'VE INSTITUTED THIS YEAR, THAT IS NOT BEYOND OUR LOCAL WORLD.
AND THEY OBVIOUSLY, IF YOU'VE ACTUALLY BEEN, BRING IT IN, THANK YOU.
THIS YEAR WE WORKED WITH OUR KENNEDY CENTER PARTNER AND OUR KENNEDY CENTER PARTNERS ALONG ADAMS, UM, FROM HILTON HEAD ART CENTER PROVIDED A 4,000 HOURS OF IN SCHOOL, UM, BOTH WITH STUDENTS AND WITH TEACHERS.
UH, WE JUST SECURED A GRANT THROUGH KENNEDY CENTER TO CONTINUE THAT WORK ON EVEN A LARGER SCALE THIS YEAR WITH PROFESSIONAL DEVELOPMENT WITH OUR TEACHERS, FOR FOCUSING ON INTEGRATING OUR INTO ALL CURRICULUM AREAS BASED ON STANDARDS BASED INSTRUCTION.
SO WE'RE REALLY EXCITED FOR WHAT WE HAVE IN THE ONE THIS YEAR TO EXTEND WHAT WE STARTED LAST YEAR.
AND THAT BUILDS IN SOME OF THE GRAPHS THAT YOU'RE FAMILIAR WITH.
SO ALTHOUGH IT MAY PROCEED, I THINK WE, I, YOU KNOW, WE HAVE A GOOD EVIDENCE OF INSTRUCTION THAT MEET AND EXCEED YOUR NATIONAL.
12.3 ALIGN CURRICULUM WITH SOUTH CAROLINA STANDARDS, SAME PATTERN OF A PHONE YOU BEEN READ WITH REGARDS TO THE SUPERINTENDENT INTERPRETATION HERE WE HAVE INDICATED.
SO COMPLIANCE IS OUR, OUR COURSE SYLLABUS, SYLLABUS, STANDARD-BASED PACING, INSTRUCTIONAL GUIDELINES.
WE DID GIVE YOU A PRESENTATION ON GROUP AND THE UPDATE AND RECOGNIZING EVERYONE RUBICON IS, WILL BE, AND IS STILL AVAILABLE TO PUBLIC EYE PARENTS AND TO STATE ACCOUNTABILITY, KEY PERFORMANCE INDICATORS THAT ARE WITHIN OUR STANDARDS.
WE WORKED AS MUCH AS POSSIBLE TO BE MORE AND MORE ALIGNED, UM, WANTING TO UPCOMING MEETINGS ACTUALLY COMING TO OUR PRINCIPALS IS WITH REGARD TO THE ONE MINUTE UPDATES AND SORT OF PROVIDE THOSE FROM THE STATE AS WELL.
SO THOSE ARE JUST SOME QUICK INDICATORS.
UM, SO ONE OF THE THINGS, WELL, I'M NOT SURE THIS IS TRUE.
DID, DID THE STATE, UM, MANDATE, UH, FINANCE, PERSONAL FINANCE CLASS FOR GRADUATES? YEAH.
SO THE LANGUAGE IS ACTUALLY PAM, WE'VE DONE A LITTLE LEG WORK ABOUT A COHORT MODEL.
SO THE ANSWER TO THAT IS YES, AS AN ADDITIONAL 0.5 CREDIT REQUIRED ON THE FINANCE AND IT'S A NATIONAL TREND, NATURAL.
THIS IS ALIBI, UM, ALL THE KIDS AND WOULD LIKE TO THOSE NEEDS.
I PERSONALLY, THERE'S NO DOUBT ALIGNED YOURSELF, CAROLINA STANDARDS.
I HAVE TO SAY YES, NO, I'M GOING TO QUESTION I'LL COMMENT.
UH, BOTH AT ONE TIME, DO WE LOOK AT OUR STANDARDS A DIFFERENT LEVEL? IT'S WONDERFUL THAT YOU ACTUALLY BROUGHT THAT UP
[00:35:01]
BECAUSE WE WERE IN COLUMBIA LAST WEEK AND ON THE DRIVE BACK FROM COLUMBIA IS ACTUALLY, AND MR. FLOWERS, I KNOW YOU'RE ONLINE AND ON, BECAUSE THIS IS BRIDGING ON THE CONVERSATION THAT WE STARTED AT, HOW YES, WE TURNED TO LOOK AT WHAT I'M GOING TO SAY ARE THE ESSENTIAL STANDARDS, BUT THAT CONVERSATION THAT WE HAD HAD ON OUR DRIVER DRIVE OF HOW WE ARE LOOKING WATER AT OUR STANDARDS.COULD YOU BRIDGE ON THAT A LITTLE BIT, SIR? YEAH.
SO YEAH, THE CONVERSATION REALLY THINKING ABOUT, UM, THE STATE, THE IDENTIFY PRIORITY STANDARDS.
BUT WE REALLY NEED TO THINK ABOUT WHAT ARE THOSE ESSENTIAL STANDARDS FOR OUR DISTRICTS.
SO WE NEED TO FACTOR IN THE STATE PRIORITY STANDARDS, BUT REALLY REFLECT ON OUR DATA AND WHAT THE INSTRUCTIONAL PRACTICES ARE SHOWING AND HONE IN ON WHAT ARE OUR DISTRICTS NOW, ESSENTIAL STANDARDS, UM, THAT SUPPORT WHAT OUR DATA IS SHOWING US TO PREPARE STUDENTS TO BE COLLEGE AND CAREER READY ALONG WITH ALIGNMENT TO THE STAKES.
SO KIND OF LOOKING AT WHAT WOULD TAKE US TO ACHIEVE HIGH MARKS ON THE STATE ASSESSMENT WHILE ALSO PREPARING OUR STUDENTS TO BE PREPARED AS THEY MOVE TO THE GRADE LEVELS.
SO BUILDING THAT CONCEPTUAL UNDERSTANDING ALONG WITH, UM, THEIR UNDERSTANDING AND APPLICATION ASPECT.
SO IF I'M LENDING IN THE DIRECT DIRECTOR, MR. CAMPBELL AT LOCALIZED NEED PERFORMATIVE ASSESSMENTS IS, IS A PRACTICE TO CONTINUE TO IMPROVE AND MODEL THAT WE'RE SEEKING TO EMBED DEEPER.
SO IT'S NOT ONLY ARE WE DOING TO PRIORITY STANDARDS, BUT I MAY HAVE TO PUT A GREATER EMPHASIS IN BOTH THIS PURPOSE OR WRITING STANDARDS WITHIN MY SCHOOL.
BUT YEAH, I WAS, I WAS MORE THINKING AND SHE, UH, OPEN UP A THOUGHT PROCESS IN MY MIND THAT YOU SAID THE WAY THAT CAMBRIDGE APPROACH TO EDUCATION IS, AND MY MIND IS THAT'S, THAT'S A FUNDAMENTAL THING IN EDUCATION AND APPROACHING IT WHERE KIDS BRING TO DEAL WITH THE PACKAGE.
AND MANY TIMES WE PIGEONHOLED WITH DESCENDANTS OR GO TO STATUS THE NECESSARY BASICS, AND WE HAVE TO REACH THOSE STANDARDS.
EVERY STATE'S GOT STANDARDS OF DIFFERENCE THERE.
SO AT WHAT POINT IN TIME DO WE MOVE IN A DIRECTION WHERE A STANDARDIZED KID IS A STANDARDIZED, STANDARDIZED STUDENT IS READY FOR AMERICA, NOT JUST READY FOR SOUTH CAROLINA.
THAT'S THAT'S, THAT'S WHAT, THAT'S WHAT I WAS GETTING AT.
SO I, I THINK PART OF THAT BUILDS ON THE CONVERSATION THAT THIS IS NO TEMP WORD-FOR-WORD AND WE RECOGNIZE THAT WE HAVE PRIORITY STANDARDS AND WE HAVE UNIQUE STANDARDS AND NEEDS AT A SCHOOL, BUT IT'S REALLY LIKE LATASHA BOARD VOTE IS HOW THAT STUDENT IS UTILIZING THAT INFORMATION, THAT LOCATION.
AND IT ACTUALLY BUILDS ON THE IAS 38 ON LIBRARY MATERIAL.
OUR GOAL IS TO HAVE INDEPENDENT CREATIVE THINKERS, BUT WHAT ARE YOU DOING WITH THIS? YES, SIR.
THAT, THAT, THAT IS, WE JUST DON'T WANT TO HEAR THE 50TH PERCENTILE.
HEY, THAT BRINGS ALL MY BILLS.
I, UH, I REALLY BELIEVE THAT APPLICATION AND USE OF TOOLS, GIVE THEM THE TOOLS, SHOW THE APPLICATION AND HOW THEY'RE COMFORTABLE WITH THE APPLICATION OF THE TOOLS THAT WE TEACH RIGHT.
SO WITH THAT, I'LL LOOK ABOUT A 12 POINT OR EFFECTIVE.
THE FACT THAT WE MEASURED EACH FOOD PROGRESS TOWARDS ACHIEVING OR EXCEEDING THE STANDARDS.
AGAIN, THE INTERPRETATION, WE LOOKED DOWN TO THE INDICATORS OF COMPLIANCE.
BCSC PROVIDES A DISTRICT TESTING CALENDAR, EXCUSE ME, IN ORDER FOR US TO MEASURE STUDENTS' PERFORMANCE SUMMATIVE THAT HAPPENS AT THE QUARTER MARKET SEMESTER, MARK, BUT WE ALSO HAVE OUR FORMATIVE ASSESSMENTS THAT ARE DRIVING INSTRUCTION, DISTRICT MONITORING OF SCHOOL SITE TESTING IMPLEMENTATION.
WE ENSURE COMPLIANCE WITH ADVISER 1.96, WHICH IS THE TESTING PROVIDER OF OUR REQUIREMENT BY SABLE.
AND I GIVE YOU PAY GATE PROVIDED EXAMPLES, INTEGRATION OF PROFESSIONAL LEARNING COMMUNITIES THAT PROVIDE COLLABORATE COLLABORATIVE TIME FOR DATA AND ANALYSIS.
MAYBE GO TO THE TOP OF PAGE SIX, PROFESSIONAL DEVELOPMENT BOOKS STUDIES.
UM, ONE THAT HAS BEEN UTILIZED EXTENSIVELY, WHAT OUR PRINCIPALS AND ASSISTANT PRINCIPALS.
AND WE ACTUALLY HAD A MEETING WITH RICK STIGGINS AND PERFECT ASSESSMENT.
WE HAVE IN POOR PARTS, SOME SCHOOLS OFF OFFLINE ELEMENTARY
[00:40:01]
AND PRODUCT ACTUALLY GO BEYOND THAT GRAY AND RIGHT DETAIL PERFORMANCE OF STUDENTS, ESPECIALLY OUR ELEMENTARY PRINCIPAL SALE IS INFORMALLY TO A STANDARD BASE REPORT CARD AND EIGHT PAINSTAKINGLY WRITE EVERYTHING IN DETAIL, UM, SCHOOL SITE, EVIDENCE OF PRACTICE ON ESC, CONTINUOUS IMPROVEMENT.THOSE ARE POINTS ALONG ANY QUESTIONS.
AS WE LOOK AT 12.5, ENSURE THAT THE INSTRUCTIONAL PROGRAM INCLUDES OPPORTUNITY OPPORTUNITIES FOR STUDENTS TO DEVELOP TALENT AND INTEREST IN MORE SPECIALIZED AREAS.
WE LOOKED DOWN TO THE BULLETS AND YOU CAN UNDERSTAND WHY I HAVE MEMBERS ON THE TEAM HERE.
HAVE ANY OF YOU WANT TO SHARE IT FROM INSTRUCTIONAL INITIATIVES THAT WE'VE HAVE A PENN SET GRANT, THE VIA GRANT RANKED THE NUMBER OF CAREER TECHNICAL EDUCATION PROGRAMS WE PROVIDED.
UM, MRS. GILBERT HAD SAID, YOU KNOW, SHARE WITH YOU INFORMATION ON THE GROWTH OF OUR PROGRAMS. PERCENTAGE OF STUDENTS PARTICIPATE IN CAREER PATHWAYS, RESULTS OF SECONDARY COLLEGE AND CAREER READINESS INDICATORS.
STUDENTS' INDIVIDUAL GRADUATION PLANS, THE C C ISLAND SCHOOL FOR THE ARTS, UM, AND ACADEMIES, I'M SORRY, ACADEMICS, UNIVERSAL APTITUDE SCREEN.
AND THIS IS ACTUALLY KIND OF THIS WEEK, THIS YEAR, WE TOOK THIS PAST YEAR PLANNING AND MR. WILDS, IF YOU WANT TO SPEAK ON THE ADDITION OF THAT SCREEN, IT CONSISTS OF THE R EARTH YEAR.
I WANTED THIS TO COME TO BOARD BEFORE WE WENT TO TEACHERS, BUT YOU TOOK THE YEAR FOR PLANNING ON DEVELOPMENT.
SO ONE OF THE THINGS THAT WE, UM, AS WE WORKED THROUGH LAST YEAR, WE NEED TO UNIVERSALLY IDENTIFY OUR STUDENTS FOR, UM, IDENTIFICATION OF GIFTED AND TALENTED, REALLY REMOVING BARRIERS THAT MAY SHOW UP FROM, UM, NO MATTER WHERE THEY LIVE AND WHATEVER BACKGROUND THEY HAVE.
AND SO REALLY THE ONLY WAY TO DO THAT AS WE HAVE TO UNIVERSALLY IDENTIFY.
SO, UM, WHAT WE'RE GOING TO BE DOING IS TO, UM, PUT IN THE CODE TO IDENTIFY FOR APTITUDES.
SO EVERY YEAR AS STUDENTS TAKE THE MAP ASSESSMENT AND I READY, UM, THEY'RE ALREADY DOING STUDENT ACHIEVEMENT ASSESSMENTS, WHICH IS ONE OF THE DIMENSIONS THAT WE CAN IDENTIFY IN THE SECOND DIMENSION THOUGH, IS AN APTITUDE.
UM, AND SO WE ONLY UNIVERSALLY ADMINISTER AN APTITUDE ASSESSMENT TO ALL STUDENTS AND GRADE TWO.
SO BY INCREASING IT, THEN THIS WILL ALLOW US IN GRADES FOUR AND SIX, UM, TO UNIVERSALLY DO AN APTITUDE ASSESSMENT, UM, JUST TO SEE IF THEY HAVE THE ABILITY TO PERFORM HIGH.
AND THEN IF A STUDENT SCORES HIGH ENOUGH AND THEY'RE, BUT NOT STUDENT ACHIEVEMENT THAT WILL ALLOW US THEN TO ADMINISTER THE STATE'S PERFORMANCE TASK ASSESSMENT.
SO, UM, WE COULD POTENTIALLY THAT INCREASE OUR IDENTIFICATION FOR GIFTED AND TALENTED STUDENTS AND FIND STUDENTS WHO HAVE THE POTENTIAL.
WE'RE JUST NOT SEEING YET TO REALLY HONE IN ON THEM.
UM, AND BY ADMINISTERING IT REALLY IN FOURTH GRADE, WE'RE KIND OF GETTING THROUGH THAT MIDDLE OF THE, UM, ELEMENTARY YEAR.
AND THEN IN SIXTH GRADE, IT CAN, WE CAN KIND OF LOOK AT IT TO USE AS WE START PLANNING, UM, WHERE THEY'RE GOING TO BE GOING FOR HIGH SCHOOL COURSES AND ALL OF THAT.
UM, AND THE DATA'S GOOD FOR A COUPLE OF YEARS.
SO IF I ADMINISTER IT IN FOURTH GRADE AND THEN THEY SCORE HIGH ENOUGH AND FIFTH GRADE ON SOMETHING, THEN I CAN USE THAT DATA AGAIN.
SO, UM, PUTTING IN A FEW EXTRA UNIVERSAL CATCHES TO TRY TO FIND MORE STUDENTS, UM, THAT THAT COULD BE IDENTIFIED.
THANK YOU, MR. FLOWERS, THE STRATUS, MAY I ASK THAT PLEASE? UH, AGAIN, IN SUPPORT OF SOME OF THE EVIDENCES THAT WE ENCOUNTERED LAST YEAR FOR CAREER AND TECHNICAL EDUCATION, UM, AS WE STARTED ON A BASELINE OF INDUSTRY CERTIFICATIONS THAT WE WANTED STUDENTS TO BEGIN TO ATTEMPT, UH, WE WANT TO LOOK AT WHAT ARE THEIR SPECIALTY AREAS.
AND I WAS GLAD TO SEE A RESURGENCE OF ACCOUNTING.
SO, UH, WE IMPLEMENTED, UH, AT, UH, FOUR PILOTED LAST YEAR, QUICKBOOKS AS A CERTIFICATION AT ONE OF OUR HIGH SCHOOLS.
WE HAD SEVERAL STUDENTS THAT DID EARN THEIR CREDENTIAL.
WE WILL NOW BE EXPANDING THAT TO THE OTHER HIGH SCHOOLS.
SO AS WE LOOK AT SOME OF THE BASE OPPORTUNITIES WITHIN OUR WELDING CULINARY HEALTH CARE, UH, WE'RE LOOKING AT HOW DO WE THEN WORK ON STACKABLE CREDENTIALS.
THAT'S GOING TO, AGAIN, ADDRESS 12.5 OF INCREASING MORE, UH, OPPORTUNITIES FOR TALENTS WITH WITHIN THOSE AREAS AND W AND ONE OTHER WAY THAT WE ARE INCREASING THE PERCENTAGE OF STUDENTS PARTICIPATING IN CAREER PATHWAYS.
WE IMPLEMENTED SUCCESSFULLY THE VIRTUAL JOB
[00:45:01]
SHADOWING IN OUR MIDDLE GRADES, UM, HIGH UTILIZATION, UH WELL-RECEIVED AND, UH, TEACHERS, UH, ASPHALT FOR AGAIN, FOR THIS UPCOMING SCHOOL YEAR.I HAVE A NICHE ON THIS, AND THE ISSUE IS BLOCK SCHEDULING.
BLOCK SCHEDULING REDUCES THE NUMBER OF OPPORTUNITIES FOR OUR CHILDREN TO LEARN ABOUT OTHER THINGS.
AND I'M THINKING BACK TO MY EDUCATION AND MY SON'S EDUCATION, WE HAD SPEECH SPEECH WAS A THING YOU HAD TO GIVE TO SPEAK OF, SPEAK IN FRONT OF MUSIC OR PUBLIC SPEAKING, UH, MUSIC.
I TOOK, I HAD TO TAKE A COURSE AND I HAD TO TAKE EITHER CORAL AND I CAN'T SING.
SO I HAD TO LEARN, I LEARNED ABOUT, UH, CLASSICAL MUSIC AND THEN DEVELOP THE LIFELONG LOVE CLASSICAL GRAFTING AND TAKE DRAFTING.
I DON'T CUT MY FINGERS OFF ART.
MY GRANDSONS CAN'T EVEN SPELL SONGS.
I MEAN, THEY HAVE NO IDEA ABOUT THE KIND OF HOME ACT HOME HANDS-ON THINGS.
WE BECOME A, A, A SOCIETY OF SPECIALISTS AND WE HAVE NO GENERALISTS AROUND ECONOMICS.
I TOLD YOU ROBOTICS AS A CLUB COULD BE A CLASS, BUT BLOCK SCHEDULING, YOU HAVE 90 MINUTES, 90 MINUTES, 90 MINUTES.
UH, THERE'S NOT A LOT OF OPPORTUNITY TO GIVE STUDENTS.
SOME OF THEM DON'T WANT TO DO.
I DIDN'T WANT TO TAKE PART, BUT I HAD TO.
AND I WASN'T VERY GOOD AT IT, BUT I DID GIVE ME SOME APPRECIATION.
AND SO THIS IS WHAT I, THIS IS WHAT I LOOK AT ALL OF THIS.
AND I SAY, HUH, WHAT KIND OF KIDS ARE WE PUTTING OUT THERE? DO YOU UNDERSTAND THESE CHILDREN THERE A LOT MORE I'LL SHARE THAT ELECTIVES AND NEEDED.
THEN YOU GO, OH YEAH, ABSOLUTELY.
MAN,
IT'S NOT EXACTLY ACCURATE BECAUSE A, JUST A TYPICAL EXAMPLE, IF YOU WERE ON A REGULAR SCHEDULE, NOT BLOCK SCHEDULING, MOST, MOST SCHOOLS WILL HAVE SEVEN COURSES.
ME SEVEN, SEVEN COURSES FOR THE YEAR AND GO EVERY DAY, ALL YEAR LONG, SEVEN SUBJECT BLOCKS GET EIGHT.
AND THERE'S EYES, YOU KNOW, THERE'S ONLY 24.
AND THAT'S NOT A WHOLE SMORGASBORD OF STUFF THAT YOU CAN BE THERE.
YOU'D BE SURPRISED WHAT'S OUT THERE.
THAT GOES TO THE JUST SELECTED.
THEY CAN SELECT THE SERIES AND STUFF TOO.
THEY'RE LIKE, SO, YOU KNOW, SOME OF THE STUFF YOU'RE SAYING IS TRUE.
YOU DON'T MAKE IT TAKE OFF STUDENTS, SELECT DOC.
AND THEY SELECT GOT FOUR YEARS.
YOU WOULDN'T HAVE, MAYBE YOU DID SEE, RIGHT.
THEY GOT THAT ON BLOCK SCHEDULE.
ISN'T THE ISSUE IN TERMS OF SELECTION.
I TELL YOU THAT MUCH, MY EXPERIENCE, THIS SCHOOL SYSTEM, MASTERS SCHOOL SYSTEM, IT'S NOT THE ISSUE.
AND I GOT TWO GRANDSONS, BUFORD HIGH, AND THEY GET THEIR BLOCKS AND THEY'RE IN THERE.
THEY'RE ALL SET UP MY GRANDSONS.
BOTH OF THEM, ONE'S GOING TO SENIOR YEAR.
HE SAYS, I'M NOT GOING TO BE DOING MUCH THE SECOND SEMESTER BECAUSE I GOT AN ALREADY, ALREADY BLOCKED OUT.
BUT THE SAME WITH MY OTHER ONE, HE WENT TO, HE WENT TO SCHOOL FOR ABOUT TWO HOURS A DAY.
[00:50:08]
YEAH, YOU YOU'RE GETTING READY TO GO INTO THE WORKFORCE.YOU DON'T, YOU, YOU WORK, YOU GOT EIGHT TO FIVE AND WE'RE NOT AT SCHOOL NINE TO THREE, EITHER TWO OPPORTUNITIES.
AND I BET FOR YOU, THIS JERRY DIG THE EARLY GRADUATIONS.
IT'S LIKE A YEAR AGO, DECEMBER 24, YOU KNOW, I GOT MY JOURNEY FOR WHY WOULD I BE TO COME BACK THE NEXT SEMESTER? I AIN'T GO GET A JOB, BUT YOU COULD TAKE THESE COURSES AND YOU HAD HAVE NO CHANCE.
THAT'S A PART OF US MONITORING, EDUCATING EDUCATION FIRST.
AND PART OF IT IS YOU GOT TO TAKE THE RISK OF TAKING THIS COURSE AND NOT GETTING AN A WELL, I MEAN, YOU KNOW THAT, SO I, YOU KNOW, THERE THEY'D BE BECOME RISK ADVERSE FOR SURE.
SO GOES TO MAKE SURE THAT THERE IS DAVID.
I DON'T THINK IT'S, FUNDABILITY, WOULDN'T BE HALF.
IT'S HOW WE GET THEM TO DO WHAT WE WANT, YOU KNOW? AND THAT THAT'S, THAT MIGHT BE SOMETHING YOU DO HAVE TO LOOK AT.
HOW DID THEY GET THAT CHILD AND SAY, HEY, I KNOW THE TWO, BUT I'M GOING TO TAKE FOUR BECAUSE I WANT TO LEARN THIS.
THEN IN 12TH GRADE, YOU CAN CHANGE THAT MINDSET.
AND THE JUNIOR YEAR HE GO DO GOING TO BE DONE AND HE'S GONE SOUTH LISA, HANG UP THE SECOND HALF OF THE DAY, THEY'LL GET A JOB, BUT THAT'S, THAT'S THAT'S WRONG, BUT I DON'T THINK THE LOSS OR GET IT FOR THE BLOCK SCHEDULE, SOLVE THAT.
THAT'S THE ABILITY TO, BECAUSE IF YOU GO TO REGULAR, YOU THAT'S WHAT IT, BEFORE YOU, THEY JUST GOT TO TAKE NOTES.
CAUSE YOU GOTTA HAVE THAT ENGLISH FOR NOW.
THE SEVENTH PERIOD OF LAST CREATED, IT BECAME EXPERTS AT TEACHING ROBOTICS AND OTHER THINGS THAT WOULD GO AWAY.
SO YEAH, I THINK WE'RE ON THE RIGHT TRACK NOW ABOUT THE DIFFERENT KIND OF EARLY MINDS WHERE THEY'RE PURSUING THAT LIFELONG PURSUIT OF EDUCATION.
THAT'S THE OTHER THING, BECAUSE THEY DON'T WANT THE EDUCATION.
WE USED TO SAY THOUGH, FERRARI IS ATTAINABLE TO BUILD ON THIS FOR THIS UPCOMING HERE AND MRS. GILBERTSON AND HAND MRS. MIDDLETON OR TASHA, WE'VE WORKED WITH SENSITIVE.
SO THAT AS A BOARD OF SCOPE, WE'VE BEEN ABLE TO WORK WITH TCL AND ADDRESSING THE GPA DIFFERENTLY AS WELL AS ACCESSIBILITY TO CAREER TECHNICAL EDUCATION COURSES FOR DUAL ENROLLMENT.
SO WE ARE PROVIDING THAT OPTION SET AS THE GOAL IS THROUGH SCHOOL COUNSELING TO PUSH OUR STUDENTS.
NOW WHAT WE, THIS GATEWAY IS NOW OPEN.
LET US PAY FOR THIS FOR YOU AS WELL.
SO THE 12.6 IN SHORT INSTRUCTIONAL PROGRAM ADDRESSES IF YOU'RE LEARNING STYLES AND NEEDS OF STUDENTS, OF VARIOUS BACKGROUNDS AND ABILITIES AND ARE AVAILABLE TO STUDENTS THROUGHOUT THE DISTRICT AS FAIRLY AND EQUITABLE, AS IT AS IS REASONABLE, MAYBE YOU GO TO PAGE SEVEN, YOU WILL SEE INDICATORS OF COMPLIANCE.
WE START WITH THE BROAD SCOPE OF CONTENT AREA CURRICULUM SUPPORTED THROUGH PROJECT-BASED LEARNING AND SOUND SCHOOLS.
WE ARE EXTENSIVELY BUILDING THE PRODUCT PROJECT BASED LEARNING ABILITY OF OUR EDUCATORS FROM SUMMER TRAININGS, COMPUTER SIMULATION, LEARNING, COMPUTER CODING, AND MEDICAL FIELDS OF STUDY EMPHASIS, ADDITIONAL SCHOOL IMPROVEMENT BETWEEN THE DATA AND COMPUTATIONAL SCIENCE INTEGRATION AT WELL, AS WELL AS DISTRICT QUANTITY TO SUPPORT FOR ONLY INTERESTED IN STEP.
SO WHAT I WANT TO MAKE POINT HERE IS THAT YES, WE HAVE THAT MONEY COMING IN TO SCHOOLS WHERE WE ACTUALLY EXTENDED
[00:55:01]
THESE OPPORTUNITIES TO OTHER SCHOOLS OUTSIDE OF THE GRANT.AND THAT IS TRAINING IS HAPPENING NOW, NOW THAT WE ACTUALLY DID PUT IN PLACE LAST YEAR, WHERE PROJECT LAUNCH, AS WELL AS Z SPACE COMPUTERS THAT ARE GOING TO BE AVAILABLE ARE AVAILABLE RIGHT NOW AT OUR OTHER SCHOOLS OUTSIDE OF THESE TWO GRANTS, A CLASSROOM OBSERVATION DATA THAT WE UTILIZE TO LOOK, UM, TO SEE WHAT ARE THE INTERESTS OF OUR STUDENTS AND OUR TEACHERS DEVELOPMENT OF A DISTRICT WIDE PROFESSIONAL LEARNING COMMUNITY GUIDEBOOK TO HELP US PRACTICES.
YOU CAN SEE THE FOUR QUESTIONS FROM THE FLOOR THAT IS THE ESSENCE OF THE BOOK, EXTENDED COMMUNITY LEARNING PROGRAM PARTNERSHIPS WITH OUR STUDENTS WHO ARE NOT ABLE TO, I MAY NOT MEET THE CRITERIA, BUT IT'S AFTER SCHOOL, EXTRA TUTORING, BUT I STILL NEED TUTORING AND HOMEWORK ASSISTANCE.
IT EXISTS A SENSE OF PROGRAMMING, UM, WITH OUR CHURCHES, THIS COMING YEAR, I'M LOOKING FOR 10 PROGRAMS NORTH AND SOUTH ABROAD.
UM, HOPEFULLY THERE'LL BE TWO IN HILTON HEAD, PROBABLY THREE IN BLUFFTON, AND THEN THE REMAINING ON WILL BE OFFERED ABROAD SITES.
SO THAT'S IN OTHER WORDS, TRYING TO SHOW THAT WE'RE EXTENDING THAT OPPORTUNITY AGAIN, AND THEN YOU CAN SEE THE NUMBER OF TEACHERS PARTICIPATING IN PROFESSIONAL DEVELOPMENT.
WE GAVE YOU SOME EXAMPLES AND LOOKING AT THE STUDENT'S WORK, ARE WE HELPING OUR STUDENTS GROW? BUT THAT'S AN ESSENCE OF PLC WORK, RIGHT? THAT'S THE EVIDENCE.
UM, DO WE, ANYTHING FROM THE TEAM TO SHARE, ADDRESSING THE DIFFERENT LEARNING NEEDS I'LL PUSH FORWARD AS WELL AS WITH THE AMOUNTS OF STUDENTS? WOULD I PIECE THAT I LIKED AND YOU HAVE GT STUDENTS AS WELL.
AND I THINK YOU COULD JUST ADD THAT, YOU KNOW, WE DO WORK WITH, UM, DR.
WHITE SHOPIFY STUDENT SERVICES.
SO THERE IS COLLABORATION THERE, ESPECIALLY AS WE MOVE FORWARD TO COLLABORATE AMONG THE SPECIAL EDUCATION CURRICULUM SPECIALISTS THAT THEY HAVE TO COACH ALONG WITH OUR INSTRUCTIONAL COACHES.
SO WE DO HAVE THAT CROSS COLLABORATION TO SUPPORT ALL STUDENTS ALONG WITH MULTILINGUAL LEARNERS AND ALL OF THE DIFFERENT AREAS.
IS THERE A 5 0 4? SO I'M TRYING TO SHOW YOU LOOK AT THE GUARANTEE OF WRITING OF YOUR COMPLIANT WITH FEDERAL.
SO AS YOU'VE READ THE IEP ON THE OFFICE OF CIVIL RIGHTS OF BIBLE AND THE NECESSARY LANGUAGE, FEDERAL SEVEN LANGUAGE FOR LANGUAGE, UM, YEAH, I'M CONCERNED ABOUT THIS DIFFERENT DIRECTION OF JUST MONITORING THOSE A LITTLE BIT LESS, ESPECIALLY WITH NEEDS CHILDREN, FOR EXAMPLE, HOW MANY OF THEM ARE REALLY INTEGRATING THE MAJOR PROGRAMS? WE HAVE ANY KIND OF ANY, ANY COWS NUMBERS OR MONITORING TO SAY WE ARE DOING BETTER NOW THAN WE DID THREE YEARS OR FOUR YEARS AGO WITH CHILDREN.
I DID NOT BRING THAT INFORMATION.
I CAN MAKE NOTE, UM, TO HAVE THAT TYPE THAT FORWARD.
I WOULD WANT IT TO BE WHERE WE'RE GOING.
I WANT IT TO BE A CONCERN WITH WHERE WE'RE GOING, HOW ARE WE GOING? AND IT'S A GREAT THING TO HAVE ALL THESE THINGS, BUT IF IT'S NOT A PLACE OF GETTING WHAT WE WANT DONE, THEN THERE'S ANOTHER ISSUE.
SO THAT'S, THAT'S WHAT I, THAT'S WHAT I WANT TO KNOW.
ALL WE INTEGRATED BECAUSE WE SEE WE HAVE THE INTEGRATION.
SO WHAT I THINK SHARED THE SMALL WIDE GRANTS, THEY'RE STILL WIDE.
SO THAT AIR NOW, WHEN IT COMES TO SPECIFIC PROGRAMS TO SEE ENROLLMENT, UM, I'LL HAVE THE DATA LOOK AT FOR THAT LENS AS WELL, INCLUDING ACE.
PROCEEDED HOME SEVEN MONTHS NOW, ENCOURAGE NEW AND INNOVATIVE PROGRAMS, CAREFULLY MONITORING AND EVALUATING THE EFFECTIVENESS OF SUCH PROGRAMS. THAT'S ON PAGE EIGHT, THE INDICATORS THAT COMPLIANCE IDENTIFIED YOU FOR KENT SCHOOL DISTRICT SUPPORTS THROUGH A PROGRAM APPROVAL PROCESS THAT WE HAVE ANNUALLY.
WE DO AN EVALUATION OF DOING INNOVATIVE PROGRAMS ANNUALLY TO DETERMINE EFFECTIVENESS, UM, FOUR AREA CONTENT CURRICULUM SUPPORTED THROUGH PROJECT BASED, LEARNING AS AN
[01:00:01]
EXAMPLE, WHETHER IT BE ON-SET SCHOOLS, THEA MONITORING, AND INSTRUCTIONAL PROGRAM, AND SOFTWARE USAGE IN RELATION TO UTILIZATION AND INTEGRATION.THAT IS SOMETHING THAT I CONDUCT QUARTERLY.
UM, I SHARE THOSE REPORTS WITH YOU IN THE PAST ONGOING SCHOOL SITE, VISITATIONS AND REPORTS OF PROGRAM WITH YOU IN ORDER TO PROVIDE IMMEDIATE FEEDBACK OF USE OF BEST PRACTICES AT FIDELITY.
AND I COULD GIVE A CASE IN POINT JUST NOW ONE MORE TOWNSHIP LEVEL TO THE SHEER NUMBERS OF STUDENTS INVOLVED IN CAMBRIDGE, JUST FROM A PILOT YEAR, DID ISSUE ACTUALLY TWO SCHOOLS BECAUSE MAY MEMBERS SECONDS FULL ON DESIGN.
LIKE WE, BATTERY CREEK HAS EIGHT CLASSES.
I THINK MAY RIVER IS TRYING TO BE A CONTENDER TO BATTERY CREEK.
THEY STARTED WITH TWO, AND I BELIEVE AT THE STANDARDS TO GO TO SIX OR SEVEN THIS YEAR.
SO THEY'RE GROWING PROGRAMS BASED ON REQUESTS FROM OUR STUDENTS.
YES, THEY GET JUST BY NUMBERS BY STUDENTS.
BUT THE BEAUTY OF THE COMPARISON IS THAT THE BATTERY CREEK LESS STUDENTS HAS SUCH A GREATER DEMAND.
ANY QUESTIONS ON THAT ONE? SO 12.8, ENSURE THAT ALL INSTRUCTIONAL PROGRAMS, INCLUDING BOTH CONTENT, CONTENT AND PRACTICE FOR REGULARLY, REGULARLY EVALUATED AND MODIFIED AS NECESSARY TO ENSURE THEIR CONTINUED EFFECTIVENESS, YOU GO TO PAGE NINE, IT IDENTIFIES THE INTERPRETATION OF OUR SUPERINTENDENT, RIGHT AFTER THAT PARAGRAPH OR THE INDICATORS OF COMPLIANCE HERE, WE WERE LOOKING AT DROPOUT RATES, HIGH SCHOOL GRADUATION RATES, WHICH WE HAD OUR HIGHEST GRADUATION RATES LAST YEAR, OPEN ENROLLMENT REGISTRATION, THE CENSUS OF STUDENTS WHO SCORE MEETS AND EXCEEDS AS MEASURED BY SC READY, UM, AND PASS PERCENTAGE OF STUDENTS WHO SCORE AT, OR ABOVE A GRADE C OR THE END OF COURSE EXAM.
AS WE ALL KNOW, AS AN EOC PERCENTAGE OF STUDENTS FEEDING COLLEGE AND OR CAREER READINESS INDICATORS, UH, PARENTS, STUDENTS SURVEYS, FULL SITE, EVIDENCE OF PRACTICE AND GROUP OF PLANS.
THESE ARE ALL ITEMS THAT WE MONITOR ON A REGULAR BASIS WITHIN OUR DIVISION.
AND WE HAVE PROVIDED REPORTING MECHANISMS TO MR. SMITH, UM, HOW, HOW WE WANT, HOW ARE WE MONITORING THE STUDENT COLLEGE AND COLLEGE READINESS PIECE ON HOW WE ARE DOING THAT? UM, MRS. GILBERT OR MRS. NETWORK, MRS. MIDDLETON, EITHER ONE OF YOU WOULD LIKE TO SHARE IN THE QUESTION AT THE TABLES, HOW ARE WE MONITORING OUR COLLEGE AND OR CAREER READINESS INDICATORS? UM, I'LL BE GLAD TO GO FIRST.
SO, UH, GREAT QUESTION, MR. SMITH.
WE HAVE PROCESSES AND SYSTEMS IN PLACE ALL THE WAY FROM THE SCHEDULING, INTENTIONAL SCHEDULING OF STUDENTS BASED ON THEIR INTERESTS NEEDS, UH, TOWARD GRADUATION REQUIREMENTS AND THE TOOLS THAT WE USE FOR THAT.
AND THEN WE USE SUCH A THINGS CALLED ENRICH, UH, THAT HELPS TO TRACK HOW OUR STUDENTS ARE ON PAR TO GRADUATE OR TO MEET THOSE COLLEGE AND CAREER READINESS INDICATORS.
AND THEN ON THE CAREER AND TICKETS SIDE, I HAVE MULTIPLE ANNUAL FEDERAL AND STATE REPORTING THAT ALLOWS US TO DO A DEEP DIVE INTO THE DATA OF HOW MANY STUDENTS IN, IN WHAT CONTENT AREAS OR PATHWAYS THAT THEY ARE GRADUATING IN.
UM, MS. MIDDLETON, DO YOU WANT TO ADD AS TO ON THE COUNSELING SIDE? UM, IT'S THE SAME.
WE, WE, WE, WE WASH OUR STUDENTS FROM NINTH GRADE TO 12TH AND WE MAKE SURE THAT THEY'RE IN A PATHWAY OR ON A COLLEGE READINESS PATH SO THAT WE ENSURE THAT THEY'RE EITHER COLLEGE AND ALREADY OUR GOAL IS TO MAKE, TRY TO MAKE THEM ALL BE BOTH COLLEGE AND CAREER READY.
OUR CDF WORKS WITH THE COUNSELORS TO ENSURE THAT THE STUDENTS WHO ARE IN THOSE CTE COURSES ARE TAKING THE CORRECT COURSES IN THE CORRECT SEQUENCE.
AND IT'S ALIGNED TO BE IN PLACE TO TAKE THAT INDUSTRY CREDENTIALS SO THAT THEY CAN BE CONSIDERED CONSIDERED CAREER READY.
SO WE WORK TOGETHER TO ENSURE THAT OUR STUDENTS ARE ON TRACK AND WE WATCH THEIR TRANSCRIPTS AND WE WATCHED THEIR MATRICULATION FROM NINTH GRADE THROUGH 12TH GRADE.
AND IT'S ALSO STATE ACCOUNTABILITY.
YEAH, THAT WAS BEFORE FIVE O'CLOCK, UM, HIT
[01:05:01]
TO ME THAT'S SOME OF THE TECHNICAL PIECE OF IT.AND IN TERMS OF, OF, OF WHAT WE'RE TALKING ABOUT, BUT IN TERMS OF CHANGEABLE, WHAT MY QUESTION IS FROM IS WHAT LEVEL LIKE AT THE SCHOOL LEVEL OR THE DISTRICT LEVEL, HOW, HOW CAN NOT JUST SAYING THAT, THAT, THAT, THAT OFF OF CHEST AS SOON AS, AS SOON AS IT'S HAPPENED TAKING, BUT HOW, HOW CAN, HOW CAN WE ASSURE THAT THIS IS THAT, THAT, THAT, UH, THAT THE STUDENTS ARE, ARE READY FOR, FOR THE COLLEGE.
AND THEN HOW DO WE DO THAT? WHAT TOOLS DO WE ASK? SO YOU ALSO HAVE A STATE REQUIREMENT REQUIREMENT TO COLLEGE EMPLOYER ASSESSMENT STUDENT HAS A CHOICE OF SITTING FOR AN ACT OR SAT ASSESSMENT THAT IT'S ALSO TOO ON THE PRINCIPALS THAT THEY HAVE A LITTLE BIT THOUGH, SADIE POINTS AS WELL.
THAT HELPS US NOW FOR THE COLUMN DRAG READY.
AND THEN DECIDED, BECAUSE I WAS A STUDENT, I STILL CAN TEST THE WELL, BUT STILL DIRECTLY WOULD NOT HAVE PRESENTED.
I MEAN, THERE'S NO WAY YOU CAN TELL WHEN A PERSON GRADUATES FROM HIGH SCHOOL WITH ALL THE INFORMATION, IF YOU GO TO COLLEGE, THEY AIN'T NO GUARANTEES.
YOU HAVE TO APPLY WHAT YOU HAVE.
THESE, THESE INDICATORS WE HAVE SAID, OKAY, WE'VE GOT UP THERE, THEY'VE GOT THE STOMACH, GET AN AIR.
THEY'RE READY BECAUSE THEY GOT TWO THINGS THAT THEY GOT, THOSE, THEY GOT THAT BOB WAS LICENSE, WHATEVER.
HE MIGHT ALL OF A SUDDEN HAVE A DISLIKE FOR ELECTRICITY TO THAT AND SAY, OKAY,
THAT'S WHY THEY GOT, HAVE THOSE, THOSE DOCUMENTS TO THE SECONDARY CAREER READY.
WE DON'T JUST STEP THEM TO THEIR CAREER.
THIS, THIS, OH, HE DEALS WITH, UM, YOU KNOW, WHAT ARE WE, HOW ARE WE, WHAT EVIDENCE DO WE HAVE THAT WE ARE EVALUATING AND MONITORING? WE LOOK BACK, THESE ARE THINGS THAT WE LOOK AT, AND THESE ARE THE, AND THE STATE TELLS US THAT THE COLLEGE AND CAREER READINESS, WE KNOW WHAT THE STATE'S LOOKING FORWARD TO IDENTIFY KIDS AS COLLEGE AND CAREER READY.
AND SO THOSE ARE THE THINGS THAT WE'RE TURNING TO SUPER, UM, FROM, THIS IS SOMETHING THAT JOAN GARRY, FORMER SCHOOL BOARD MEMBER, UH, HE SAID, EVERY TIME SHE SEES ME ABOUT, UH, HOW DO YOU REALLY KNOW? AND I GIVE HER THE SAME ANSWERS THAT, THAT YOU HAVE JUST GIVEN, AND THAT DOESN'T SEEM TO MEET.
SHE SAID, WELL, AREN'T YOU TALKING TO THEM? WELL, I TRIED TO EXPLAIN THAT, YOU KNOW, WE COULD CALL THEM MAMA AND SAY, HOW ARE YOU? HOW'S YOUR SON DOING IN COLLEGE? OH, HE'S DOING GREAT.
AND MAYBE HE'S NOT, BUT YOU KNOW, MOM IS NOT GOING TO NOT GOING TO SAY THAT, YOU KNOW, SO IT'S TRYING TO CONTACT THE INDIVIDUAL, THE SCHOOL CALLED AND WANTS YOU TO CALL HIM BACK AND TELL THEM HOW YOU'RE DOING.
SO ONCE YOU GET, UNFORTUNATELY, IT'S KIND OF LIKE ONE OF THESE SURVEYS WHERE IT'S NOT A RANDOM, MANDATORY SURVEY, YOU READ THEY'RE COMPLETELY SATISFIED OR YOU'RE COMPLETELY UNSATISFIED.
YOU NEVER HEAR ABOUT THE MIDDLE.
AND SO IT'S REALLY, REALLY DIFFICULT TO GET THAT KIND OF DATA.
HE SAID ABOUT AN
AND THAT'S A, THAT'S A THOUSAND YEAR OLD QUESTION.
IF WE CAN DO MONETARY, I'M SURE THEY CAN LOOK AT THE STUDENTS THAT WE SAID THAT COLLEGE JOBS 2020 AND SEE HOW MANY OF THEM REALLY GRADUATED.
[01:10:01]
GUIDELINE REQUIREMENT FOR INSTITUTIONS THAT RECEIVE THE FEDERAL FUNDING.SO THEIR COMPUTER AND THE RATE OF COMPETING WITH ACTION PLAN THAT ARE REQUIRED TO, BUT AT THE POST-SECONDARY YES.
OF COURSE, IT'S ALWAYS AN INDICATOR OF SUCCESSFUL EDUCATION.
AND SOMETIMES THOSE KIDS GO GATES
UNDER 12, NINE TO 12, NINE SHARES THAT YOU PROTECT INSTRUCTIONAL TIME PROVIDED WITH STUDENTS DURING THE ACADEMIC DAY BY PROHIBITING INTERRUPTIONS, SUSIE DO UNNECESSARY INTRUSIONS, UNNECESSARY TEACHER TIME OUT OF CLASSROOMS WHERE THE SCHEDULING OF ACTIVITIES THAT CAN BE SCHEDULED, OR ANOTHER TIME IF YOU LOOK DOWN TO THE INDICATORS, UM, OBVIOUSLY WE WERE IN COMPLIANT BY THE STATE FORUM PARK CALENDER.
NEXT SIDE IS BCSC SUPPORTS APPROPRIATE USE OF ASSEMBLY PROGRAMS. WE ACTUALLY HAVE THAT LANGUAGE OF ADMINISTRATIVE REGULATION BCSC NEEDS, STATE LAWS AND REGULATIONS THAT REQUIRED LENGTH OF INSTRUCTIONAL DAY.
UM, THE LENGTH OF THE SCHOOL DAY FOR ELEMENTARY AND MIDDLE SCHOOLS.
AND THE THIRD BULLET ON THAT PAGE SCHOOL SHALL GIVE PRIORITY TO TEACHING AND LEARNING FAST AND SHOULD INTERRUPT CLASSES ONLY FOR EMERGENCIES THAT IS LIFE TO TRY TO ILLUSTRATE NO CHAIR.
YES, THIS IS, THIS IS SOMETHING THAT REALLY GOT ME THIS YEAR.
UH, MY GRANDCHILDREN SAID, I TOOK MY TESTS 10 SCHOOL DAYS BEFORE THE END OF THE TERM.
HE SAID, WHAT, WHY SHOULD I SIT THERE AND WATCH MOVIES? I THOUGHT, WELL, YOU KNOW, IT'S HIGH SCHOOL, YOU KNOW, MAYBE, BUT THEN I WAS AT ROBERT SMALLS AND BREAD TURNS TELLS ME, I FOUND A WATCH AND MOVIES LAST TWO LAST TWO WEEKS OF SCHOOL, BECAUSE THE TESTING WAS DONE.
THAT KIND OF BOTHERS ME THAT WE TEST.
AND THEN WE SAY, OKAY, USED TO BE, WE TESTED A LOT THE LAST COUPLE OF DAYS OF THE SCHOOL AND YOU GOT THE REPORT CARD AND THE GRADES AND EVERYTHING ELSE.
NOW THERE, TIFFANY TWO WEEKS PRIOR TO THE END OF SCHOOL, AND THEN WE'RE MESSING AROUND AND THIS SAYS HERE, WE'RE GOING TO MAXIMIZE INSTRUCTIONAL TIME, BOLOGNA, BOLOGNA.
WELL, I WON'T SAY THAT ALL THE SCHOOLS LANDED TODAY FOR CRIMINAL GUYER, BUT THAT EXPERIENCE, AND IT'S ACTUALLY ONE OF THE SCHOOLS THAT YOU CITED.
AND THAT WAS A CONVERSATION THAT I DIDN'T HAVE THAT PRINCIPALS HAD LEFT BECAUSE IT'S NOT ACCEPTED.
AND THE PRINCIPAL DOES HAVE THE RIGHT TO GO INTO THAT ROOM AND WE MOVE THAT ITEM, RIGHT.
BECAUSE I HAD THAT CONVERSATION WITH THEM TO TAKE IT OUT AND IT'S OKAY.
YOU DO IT ONCE OR TWICE THE MESSAGE PAST IT'S.
I, I CAN TELL YOU FROM PERSONAL EXPERIENCE BEING A SCHOOL PRINCIPAL, MY TEACHERS DO NOT WANT TO HEAR MY HEELS WALKING DOWN THAT HALL THE LAST WEEK OF SCHOOL, BECAUSE I HAVE AN ABSOLUTE RULE.
SO WE, IN OUR PLCS, WE PLANNED EDUCATIONAL EXPERIENCES THAT WERE RICHIE.
YOU KNOW, CAUSE LET'S SAY TESTING, YOU KNOW, ONCE IT'S DONE AND THE STATE GIVES YOU THE TIMEFRAME AND YOU CAN DO IT.
SO ONCE IT'S DONE, YOU NEED TO, YOU KNOW, YOU HAVE THOSE DAYS, BUT THEY NEED TO BE EDUCATIONAL.
AND I THINK THAT THE PLCS CAN ENSURE THAT EDUCATIONAL THINGS ARE.
AND I ALSO THINK WHAT YOU JUST SAID THAT SUPPORTS THE AB THAT THE SCHEDULE THAT WE HAVE, BECAUSE THIS, YOU KNOW, THE 90, 90 MIGHT MATTER BECAUSE THE FIRST DAY THEY ACTUALLY HAVE MORE, THE STATE DISADVANTAGE, ALL OF THAT.
NOW THAT ARGUMENT, THE CLASSROOM TEACHERS, WELL, THE FIVE DAYS OF DO, I WANT TO SHOW A MOVIE AND MY KIDS RELAX AND A JOY AND DISCUSS AND SEE ANOTHER SIDE OF THEM AND WHAT THEY THINK.
I DON'T THINK, YOU KNOW, THE TEST IS DONE AND NO MATTER WHAT I TEACH THEM NOW, YOU'RE NOT GOING TO
[01:15:01]
GIVE ME CREDIT FOR IT.AND THE KIDS NOT GREAT FOR US TO LOOK THAT INFORMATION, BUT I WANT TO LEAVE THEM WITH A DIFFERENT RELATIONSHIP THAT LAST WEEK I WANT, I WANT THEM TO REMEMBER SOME THINGS THAT WE DID OUTSIDE OF THE INSTRUCTIONS.
AND TO ME, THAT'S PART OF AN ELEMENT OF SAYING GOODBYE TO THE KIDS, BUT ALSO YOU CAN'T TEACH THEM THINGS WITHOUT IT BEING INSTRUCTIONAL THAT'S, YOU KNOW, SO I PULLED MY MOVIE OUT.
WHICH ONE DO YOU WANT? I THINK I LIKE THIS GAMBLE AND SHOW YOU GUYS SOMETHING HERE.
WHERE DO YOU WANT TO SHOW IT TO SHOW YOU WHAT HAPPENED, HOW IT COULD HAPPEN AND, YOU KNOW, EXPERIENCES THAT, YOU KNOW, THE MOVIE SHOWS IT'S NOT JUST, YOU KNOW, RIGHT NOW WE'RE ALMOST CAUGHT BEHIND HOLLYWOOD TURNS TO LEADING US, DECIDING WHAT TO DO WITH AN EDUCATION, ACCORDING TO WHAT THEY DO, IT'S A SAD COMMENTARY, BUT THAT'S THE WAY IT IS.
YOU KNOW, ONE OF THE THINGS I THOUGHT ABOUT WHAT WOULD I DO? WHAT WOULD I DO? I GET THE GRADES, YOU FIGURED OUT CLASSES TEST, I'D HAVE A WRITE, WRITE DOWN WHAT YOU LEARNED IN THIS CLASS, THE ATTORNEY, DAN, AND I'M GOING TO EDIT IT.
I'M GONNA TURN IT BACK AND YOU CAN DO A BETTER JOB.
AT BEDROOMS. HOW ARE YOU NOW?
WE DON'T TEACH WRITING TO MEET.
THAT'S WHAT YOU COULD DO THAT ALL GOTTEN AWAY, GET SOMETHING ELSE.
AND I WOULDN'T THROW THE, THE WAY KIDS LEARN THESE DAYS, HOW THEY LEARN.
SO, YOU KNOW, YOU DON'T WANT TO THROW UP BECAUSE YOU WENT TO SCHOOL AND STUFF.
I THINK THERE IS THE EXPECTATION TO MAXIMIZE INSTRUCTIONAL TIME.
AND MAYBE THAT'S SOMETHING THAT CAN BE TALKED ABOUT AT THE PLC.
AND I WROTE THAT DOWN CLOSE TO WORK WITH THE EDS ON SEMESTER EXAMS. SO WE HAVE 10 MINUTES.
I WAS GOING TO SAY THE ANSWER TO THIS IS ALSO, UH,
SHE SAID, BASICALLY SHE HAD TO ASK THE BOOLEAN, THE BOARD WAS BASED UPON A LIFE EXPRESSION.
THEY HAD TO WRITE ABOUT THE MOVIE, WHAT THEY GOT GATHERED FROM THAT GATHERED FROM THAT MOVIE.
JUST ANSWER HER FACEBOOK FOR WHAT SHE, WHICH I WAS SPEAKING TO JUST AND THE PLC.
WELL, 12, 10 SHREDDED DISTRICT CALENDAR AND FIND ME AVAILABLE DURING THE DISTRICT INSTRUCTIONAL DAY, ASSIGN PRIORITY TO AND BEST SERVE THE LEARNING NEEDS OF STUDENTS.
THIS IS ONE OF THE AREAS THAT IT SPLITS HERE.
AND MAYBE WE GET UP TO THE SESSION, UH, INDICATORS, ADMINISTRATIVE GUIDELINES OF LIMITED INTERRUPTIONS, DISTRICT CALENDAR, EXCEPTIONAL EDUCATION PROGRAMS, SCHEDULES, MASTER SCHEDULES FOR EACH SCHOOL'S PROFESSIONAL DEVELOPMENT PRACTICES, UPBEAT SCHOOL BUS, UM, UM, CLIMATE SURVEY AND VARIETY OF HER, UM, APPROVED EXCURSIONS.
IN OTHER WORDS, I WOULD BE, AND I'M VERY GOOD AT THE WORD.
NOW I HAVE TO SAY, I HAVE TO GET 12, 11 SELECT TEXTBOOKS, INSTRUCTIONAL MATERIALS THAT ADVANCED THE ACHIEVEMENT OF THE BOARD'S RESULTS POLICY AND THAT ACHIEVE CONTINUITY INTEGRATION AND ARTICULATION OF THE CURRICULUM.
LIKE COURSES, PROGRAM, MAYBE GO TO PAGE 11.
YOU'LL SEE, RIGHT AT THE VERY TOP INDICATORS OF COMPLIANCE, I'LL LET YOU GO THROUGH THAT.
THIS WAS RIGHT FROM THE PRESENTATION ON THE TEXTBOOK.
ON THE CITATIONS OF THE SOUTH CAROLINA SCHOOL BOARD OF EDUCATION IS RIGHT ON TOP THAT, UM, YOU KNOW, WE ARE COMPLIANT WITH THE PRACTICES AS DESIGNATED BY LAW.
[01:20:01]
IF I GO DOWN TO 12 POINT 12 REGULARLY, EVALUATE MATERIALS, TEXTBOOKS, AND MAINTAIN PROCEDURE FOR REVIEWING SUCH MATERIALS UPON FORMAL REQUESTS BY A PARENT OR OTHER STAKEHOLDERS THAT IS PART OF SOUTH CAROLINA LAW, WE HAVE TO EDIT A VETTING PROCESS THROUGH THE TEXTBOOK CARAVAN.THE BOOKS ARE AVAILABLE FOR PARENTS TO REVIEW WAS ACTUALLY CITED EARLIER TODAY BY OUR, OUR, OUR GUEST SPEAKER.
ANY QUESTIONS LOST PETS? WAS THAT BEFORE BEN OVER THAT HURDLE? YES.
UM, 12, 13, ADEQUATE ADEQUATELY MONITORING CONTROL STUDENT ACCESS TO AND UTILIZATION OF ELECTRONIC, UM, DISTRIBUTED INFORMATION.
IF YOU LOOK DOWN TO THE INDICATORS, WE UTILIZE A SINGLE SIGN-ON PRACTICE FOR STUDENT ACCESS TO COMPUTER SOFTWARE.
UM, WE UTILIZE IBOSS SECURITY MANAGEMENT PROGRAM FOR ALL USERS, UM, TEACHES YOU TO UTILIZE DYNO.
THAT'S A SOFTWARE THAT ALLOWS YOU TO SEE WHAT THE STUDENTS ARE DOING WHEN YOU'RE IN CLASS AS REAL TIME STUDENT APPROPRIATE USAGE TOOL.
UM, WE FOLLOW THE COPYRIGHT AND PLAGIARISM GUIDELINES.
THERE'S A MECHANISM FOR MONITORING STUDENT'S COMPUTER USE IN-HOUSE IN IT SECURITY, UM, NEW SOFTWARE PROGRAMS UNDERGO A MULTI-LEVEL REVIEW PROCESS, THE STATIC OF ASSIGNED, ET CETERA.
WE KEEP, WE KEEP ALL OF THAT INFORMATION THROUGH EDUCATIONAL TECHNOLOGY, AND WE HAVE A POSTING OF ACCESSIBLE USE POLICY AND STUDENTS ACTUALLY SIGN OFF ON THAT ON RECEIPT OF DATA DEVICES.
I HAVE ONE QUESTION ABOUT THIS ONE, HOW FREQUENTLY, UM, ARE THE NEW SOFTWARE PROGRAMS WITH VIEWS.
SO THAT'S ACTUALLY A PRIOR, BUT WITH REGARD TO VIEWING A STRUCTURAL PROGRAMS, I LOOK AT THE USES.
UM, CAN WE TELL EXACTLY HOW MUCH USAGE ANY IN PARTICULAR SENIORS USE? IT CAN GET ME THAT MYOPIC.
I DO NOT HAVE COLLEEN WITH US TODAY AS A SUPER USER ADMINISTRATOR, BUT I CAN GIVE YOU AN EXAMPLE, REALLY BUS HIGH, READY.
AND I SAID, IF I WILL LEAVE IT ON TIME FOR THIS MUCH, UM, OUR GOAL IS 45 MINUTES
SO I SAW IT AS THOUGH YOU HAVE TO INDIVIDUAL STUDENTS.
YOU HAVE, THAT WAS ACTUALLY YEAH.
STRUCTURE OR AS WELL AS
IT SHOWS THAT YOU WERE ON THE, ON THE 2% OF THIS COURSE AND THAT'S OKAY.
IT'S THAT NOW YOU WOULD HAVE A SUPER-USER OR 12, 14, OR THIS IS WHERE OUR WINES.
BE SURE APPROPRIATE INPUT FROM STUDENTS, PARENTS, TEACHERS, ADMINISTRATORS, AND OTHER STAFF MEMBERS INVOLVED IN INSTRUCTIONAL PROGRAMS AS TEXTBOOKS EVER REVIEWED AND SELECTED.
AGAIN, IT'S, WE'D DONE IT PRIOR.
WE FOLLOW THE STATE LAW, THAT VETTING PROCESS AND INPUT, AND WE PUBLICIZE EVERYTHING, RIGHT.
IT'S X PLUS 12, 15, AND SHORT TEACHERS PARTICIPATE IN COLLABORATIVE LEARNING COMMUNITIES AND OTHER PROFESSIONAL LEARNING TO IMPROVE INSTRUCTION AND STUDENT LEARNING.
I WANT TO ALSO ADD WITHIN THIS, THIS IS PART OF ADMINISTRATIVE REGULATION BIAS.
IT WAS INITIATED IN THE DISTRICT OF 2005.
THIS IS AT A STANDARD OF PRACTICE.
SO THERE WAS A NICE RELATIONSHIP TO SEE THAT YOU HAVE COLLABORATIVE, COLLABORATIVE WORK AS AN OT, AS WELL AS BEEN IN AN AR WITHIN OUR SYSTEM.
IF YOU LOOK AT 12, 16, I'LL GO FORWARD.
WE ENGAGE FAMILIES IN MEANINGFUL WAYS IN THEIR CHILDREN'S EDUCATION AND KEEP THEM INFORMED OF THEIR LEARNING PROGRESS.
IF YOU GO TO ADMIT ON PAGE 14 THROUGH PARIS, WE'LL HAVING OPEN ACCESS TO PARENTS.
WE CONDUCT HERE AND CONFERENCES AND MAY NOT MAINTAIN ONGOING PARENT COMMUNICATIONS FROM DISTRICT LEVEL AND FROM SCHOOL SET THAT PUT OUT WEEKLY NEWSLETTERS, PARENT RESPONSE RATE FEEDBACK FROM STATED DISTRICT SURVEYS.
WE KEEP THAT TYPE OF DATA, ESPECIALLY WITH OUR REPORT CARD.
THAT'S SIGNIFICANT PARENTS RESPOND TO THREE FEEDBACK WITH PROJECT MANAGEMENT SOFTWARE, AND YOU CAN SEE THE LIST OF THOSE STRAIGHT ON DOWN
[01:25:01]
TO THE POINT OF EVEN HAVING PARENT UNIVERSITIES THAT WE'VE CONDUCTED THIS YEAR AND HOME VISITS.YOU EVER MEASURE THE EFFECTIVENESS OF THOSE THINGS LIKE PARENT UNIVERSITY, THAT WAS A BASELINE DATA.
THIS WAS OUR FIRST YEAR OF THE OTHER PARENTS UNIVERSITIES.
AND WE HAD LIGHT POPULATE THAT LIGHT SERVICE OF ON PARENTS SPEED AT ALL.
SO WE KEEP THE DATA, THE INVOLVEMENT, WE HAVEN'T HAD EXIT SURVEYS TIED TO JUST A CABLE, BUT I COULD ADD THAT FOR PRACTICE WHAT'S EFFECTIVE AND WHAT'S NOT ALWAYS DOING SOMETHING.
TITLE ONE SCHOOLS ALWAYS HAVE REQUIRED FOREVER PARENT MEETINGS, PARENT TRAININGS.
AND IF YOU'RE THANKS FOR YOUR TEST, SEVEN REQUIRES US AS WELL.
UH, BUT SOME TYPE OF EXIT SURVEY AND TO SEE HOW WE COULD BUILD ON THAT.
SO THE PARENT UNIVERSITIES THAT WE CONDUCT AT THE DISTRICT LEVEL.
AND THEN THERE'S TITLE SCHOOLS, AS WELL AS OUR TITLE THREE REQUIREMENT.
WE HAVE TO HAVE PARENT MEETINGS LEVEL.
THAT MEANS THAT THE INDIVIDUAL SCHOOLS ARE NOT TARGET FROM THE DISTRICT LEVEL.
WE'VE DONE THE FACE-TO-FACE AND ON ZOOM.
SO SCHOOLS THAT HAS BEEN OPEN FOR EVERYONE AT THE SCHOOL SITE AND TARGET WE'VE BEEN A SCHOOL THAT HAS BEEN OUR PRACTICE.
SO YOU GOT PRE COVID OR INFORMATIONAL.
THE SCHOOLS THAT AREN'T DOING GOOD.
IS THERE AN INDICATED AND EFFECTIVE? I GOTCHA.
SO UNDER TITLE, YOU FIND THAT THERE IS AN EXIT SURVEY THAT HAS TO BE EXECUTED WITHIN THE FUNDING FOR THESE EVENTS.
SO YES, THEY DO HAVE FEEDBACK THAT'S PROVIDED BY THE DISTRICT LEVEL.
THAT'S WHERE I WAS TAKEN UP AT A PARENT UNIVERSITY FROM THE DISTRICT.
THAT WOULD BE A PRACTICE I COME IN.
IT'S HARD TO MEASURE DISCIPLINE.
WHAT'S YOUR REASON FOR PARENTS? SOME DIFFERENT READING STRATEGIES, MATH STRATEGIES THAT KIDS IN SCHOOL, THE CHAMPION HILTON HEAD IB AND THE ELEMENTARY, BECAUSE I DID A PRESENTATION TO THEM, MY CONVERSATION WITH TWO BUTTS IN SEATS BEING IN SCHOOL, READING SPANISH, THEY HAVE TO BE A LITTLE BIT, WE NEED TO MOVE ON.
UM, WHAT WAS IT YOU GOT ANSWERED, BUT WHAT ALSO WAS, YOU KNOW, HOW THEY HAD, THEY HAD A PROGRAM WHERE PARENTS CAN LOG ON AND SEE THE KIDS' GRADES.
UNIVERSITY DOES SOMETHING SCRIPT'S DONE.
I'M GOING TO ADD SOMETHING THAT YOU HAVE BEEN ASKING ME.
OH, UNFORTUNATELY, CAN YOU SHOW ME THAT? I'M LIKE, REALLY, I'M NOT, I'M NOT REALLY FAMILIAR WITH THAT.
SO WHEN I USED TO DO THAT, SOMEBODY, YOU KNOW, AND THAT MAY BE SOMETHING TOO THAT MADE ME WANT TO SHOW RABBITS BECAUSE THAT IS THE WORK WE HAVE ENGAGED WATCHING THE KIDS' GRADES.
THAT'S MORE INTERNATIONAL, MORE ENGAGED THAT YOU HAVE THAT FAMILY INVOLVEMENT, THEIR KIDS' BEHAVIOR.
AND IT'S SO THOSE ARE, THOSE ARE THINGS THAT ARE VERY, VERY IMPORTANT, WILL MOVE THEIR KIDS TO MEET THE KIDS IN THE NEXT GRADE LEVEL, TO THE NEXT, UH, KEEP THAT, KEEP THAT KID IN SCHOOL.
AND THAT'S JEREMY, ONE OF THE PRACTICES AT OPEN HOUSE KEY THINGS THAT WE HAVE ADMINISTRATORS TRY TO
[01:30:02]
OUR LAST ITEM ON, WITHIN THIS, OH, E IS 12 POINT 17 AND ENSURES THAT EACH STUDENT HAS ACCESS TO GUIDANCE SERVICES THAT INCLUDE, BUT ARE NOT LIMITED TO COUNSELING APPLIES OR MENTORING, STAFF, COUNSELING, REFERRAL, AND EDUCATIONAL CAREER PLANNING.IF YOU LOOK TO PAGE 15, I HAVE THIS NATASHA MIDDLETON WITH US AS WELL.
WE HAVE INDICATORS ON THE TOP ADMINISTRATIVE ADMINISTRATIVE REGULATION HAS US 40 NINES, UM, HAS BEEN DEVELOPED TO MAINTAIN A COMPREHENSIVE THE DEVELOPMENTAL SCHOOL COUNSELING PROTOCOL FOR BCS.
THESE STUDENTS AT A VERY DETAILED FROM WHAT WE GOT TO PROVIDE OUR STUDENTS WHO ARE SCORE COUNSELOR, UM, BCSC PROVIDES SCHOOL COUNSELORS, PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO BETTER SERVICE AT STUDENTS.
GIVEN YOUR EXAMPLES, THE SECOND EXAMPLE, THE LCP, THE LICENSED COUNSELING PRACTITIONER, WE'RE IN OUR SECOND YEAR OF PAIN, WE PAY AS A DISTRICT FOR COUNSELORS TO GET THEIR LICENSE AND TO GET INTO COUNSELING OF THEIR STUDENTS BEYOND JUST ACADEMIC COUNSELORS, SMAIL BCSC SCHOOL SCHOOLS MEET STATE RECOMMENDATIONS FOR STUDENTS AND SCHOOL, COUNSELOR RATIO, COLLEGE AND CAREER READINESS REPORTS THAT ARE PROVIDED AS MRS. GILBERT SHARED AND THROUGH THE INDIVIDUAL GRADUATION PLAN PROCESS, STUDENTS CAN OBTAIN ACCESS TO.
I SHARED WITH YOU SOME OF THE ACCESS THAT THEY PROVIDED AND THE ACADEMIC COURSES OF STUDY.
AND I THINK OUR RATIO IS ACTUALLY BETTER THAN THE STATE BROUGHT TO STRATAS.
IF I MAY, IF I MAY, UH, THANK AGAIN, THE BOARD MEMBERS FOR THE ADDITION OF THE CDS, UM, MS. MILTON AND I HAD A YEAR END PD WITH OUR NEW CDS AND WE'RE DOING OUR KICKOFF TOMORROW, WHERE THEY WILL SET GOALS AND BE ABLE TO TRACK THAT AS WE MOVE FORWARD.
SO AGAIN, THANK YOU SO MUCH FOR THE ADDED MANPOWER.
WE THINK IT'S GOING TO MAKE A TREMENDOUS DIFFERENCE.
AND IF I COULD SHARE YOUR, EACH OF YOU FAMILIAR WITH JERRY HENDERSON, WHO WAS OUR DIRECTOR OF COUNSELING, UM, THIS HAS MELTON IS CONTINUING IN THAT PATHWAY AND OPENING MORE DOORS THAN PARTNERSHIPS.
SO COULD EACH OF YOU, I'M SORRY, MR. DISTRIBUTOR.
I JUST WANTED TO CLARIFY, DID WE SAY THAT WE EXCEED STATE RECOMMENDATIONS FOR STUDENT TO SCHOOL COUNSELOR RATIO? YES.
WE HAVE A BETTER RATIO THAN THE STATE RECOMMENDS, SO WE DON'T HAVE YEAH.
DOES THAT MEAN? YEAH, WE SEE THEY RECOMMENDATIONS.
THAT, THAT WOULD BE BETTER REWARDING BECAUSE THIS IS A REAL, REAL FOCUS POINT FOR ME THE LAST TIME PRESENTED STATISTICS.
UM, IT SEEMED LIKE WE HAD EACH COUNSELOR HAD ABOUT AN HOUR AND 10 MINUTES TO DEVOTE TO THEIR STUDENTS, UM, OVER THE COURSE OF THE YEAR.
AND YOU KNOW, THAT REALLY SET OFF AN ALARM FOR ME.
UM, BUT IF WE EXCEED THE STATE RECOMMENDATIONS, WE SHOULD SAY THAT THAT THAT'S IMPORTANT, BUT AT THE SAME TIME, IT'S DISCRIMINATOR, WE'RE NOT EXCEEDING THE NATIONAL RECOMMENDATION.
THAT WAS OUR GOAL TO GET TO THAT LEVEL EVENTUALLY, WHICH WE HAVE TO ALWAYS BE COGNITIVE OF WHERE OUR STATE LIES IN TERMS OF EDUCATION.
SO JUST EXCEEDING THEIR RECOMMENDATIONS MEAN THAT ARE EXCELLING EDUCATIONALLY.
SO THAT'S MY GOAL IS ALL COUNSELORS.
AGAIN, LET'S GET THOSE METHODS.
STATS RECOMMENDED FROM A NATIONAL US.
THAT ONE, I AGREE WITH YOU COMPLETELY, MEL.
THAT'S KINDA MY POINT TO THE STATE RECOMMENDATIONS ARE SO MINIMAL THAT I JUST CAN'T SEE HOW THEY'RE EFFECTIVE.
JESSE GAVE YOU SOME INSTITUTIONAL PRAC HISTORY FROM HIS.
SO HE, UM, WE WENT SIGNIFICANTLY, NOT EVEN CLOSE TO THE STATE.
UM, WE HAVE GOTTEN TO THE POINT THROUGH RECOMMENDATIONS FROM JERRY HENDERSON HAS COMMITTEE AND MYSELF TO GET BULLSHITS AT A NATIONAL STANDARD.
UM, THIS COMMITTEE HAS MADE A COMMITMENT TO KEEP GROWING TOWARDS THAT PATHWAY.
SO IF YOU CAN KEEP IT IN YOUR POCKET WITHIN YOUR WORK, I THINK IT WAS IMPORTANT.
NOW, MR. SMITH, I WOULD JUST SAY THAT I DEFINITELY, UH, MR.
[01:35:01]
DEAL WITH THEIR KIDS MORE.AND IN TERMS OF PUTTING THE KIDS OUT MORE ON A ONE-ON-ONE BASIS, EVEN SEE WHERE THEY ARE, ALL THE CLASSES AND HOW SCHOOL IS GOING.
AND THAT'S WHY I CAN AGREE WITH THE PART OF GETTING MORE OF THEM BECAUSE A LOT OF THOSE KIDS NEED THAT.
AND THEN THAT ONE PERSON PULLING YOU OUT, MAYBE ABLE TO UNDERSTAND SOME PROCESSING QUESTION THAT SHE DIDN'T LIKE A KID COULD BE HAVING RIVER SCHOOL OR NOT, OR WHEREVER THAT KID IS REALLY, YOU KNOW, AND IN TROUBLE THAT, AND THAT HAS AN INSTRUMENTAL BECAUSE YOU THEN THAT IS A PART OF THAT, A PART OF THE WORK THAT, THAT, THAT I DON'T BELIEVE THAT GETTING TO ART IN TERMS OF STUDENTS, BECAUSE WE DO NEED TO HAVE, MAKE SURE THAT AS SOON AS WE SERVE, UH, TO, TO, TO, TO, TO THE FULL CAPACITY.
AND THAT, THAT IS SOMETHING THAT IT DOES.
IT DOES CONCERN, YOU KNOW, NOW THAT CERTAIN BUILDING AT AN ELEMENTARY SCHOOL, BUT IN THE HIGH SCHOOL AND MIDDLE SCHOOL AT THE TIME WHEN THAT WAS MUCH NEEDED, AND NOW THAT IT'S HAPPENING ENOUGH, I'M SURE THEY DONE WHAT THEY CAN DO, BUT THE MORE, THE MORE THE MERRIER THE BETTER.
SO, BUT WE NEED TO PUT SOME MONEY BEHIND THAT STATEMENT.
SO I NEED TO, I NEED A MOTION NOW TO, UM, UH, TAKE THIS OB, UM, AND PUT, UH, UNDER CONSENT AGENDA.
UM, IF SO DESIRED, I MEAN, I CALLED THEM MEMBERS 12 TIRED ON CONCERNED AGENDA THAT'S AUGUST 2ND OR SECOND.
ANY COMMENTS? ANY DISCUSSION? ALL THOSE COMMITTEE MEMBERS HAVE FAVOR SAY, AYE.
SO THE LAST THING ON OUR AGENDA IS TO, UM, YOUR TOPICS WE EVER HAD.
THE ACADEMIC COMMITTEE RECEIVED A COMPREHENSIVE REVIEW ON THE DISTRICT'S WRITING PROGRAM.
SO, BUT I WILL FIND THE FULL PRESENTATION IT'S OKAY.
SO ANY OTHER TOPICS AT THIS TIME? SO THAT'S NOT THE TOPIC
UM, THIS IS MORE, IT IS ADVOCATE FOR US, A SPIRIT LEARN.
HOW ABOUT HOW MANY SHOOTS, UM, IN THE SPED DEPARTMENT, IT IS DISTRICT SERVING.
UH, SO YOU JUST NUMBER OF STEP STUDENTS.
AND JUST IN TERMS OF, UH,
I'LL JUST LEAVE THAT BEAR AND WE'LL OKAY.
SO TO PIGGYBACK ON MAYBE PRIOR, CAN I BRING THE DATA FOR THE, LOOKING AT THE NUMBER OF SPECIAL EDUCATION AUDIT STUDENTS IN PROGRAMS, BUT ENOUGH THE TREND AT ALPHA.