[00:00:01]
REQUEST FOR PUBLIC COMMENT PARTICIPATION SHOULD HAVE THAT FILE DOWN LEVY WITH ROTTEN PUSHING DOWN BETWEEN FOUR AND 4:30 PM.UM, SINCE THAT'S ALREADY HAPPENED, I DON'T THINK I HAVE ANY OF THAT.
SO AT THIS POINT, UM, I WOULD LIKE TO, UH, ASK EVERYBODY TO STAND.
I PLAY STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR DO I HAVE A MOTION TO APPROVE THE AGENDA, UH, JAIL.
WE APPROVE TODAY'S MEETING AGENDA.
ANY DISCUSSION, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY SAYING AYE.
UM, ROBIN, DO WE HAVE ANY PUBLIC COMMENTS? UH, NO.
SO BEFORE WE GO ON TO THE PUBLIC COMMENTS, I WOULD LIKE TO JUST TAKE A MINUTE TO RECOGNIZE THAT OUR THREE OF OUR COMMITTEE MEMBERS ARE HERE IN PERSON, MYSELF, UH, COLONEL DYER AND MR. NOEL CAMPBELL AND ANGELA MIDDLETON IS PARTICIPATING IN THE MELT RATE.
UM, WE ALSO HAVE IN THE ROOM, UM, DR.
STRATOS, KIERAN, GILBERT, UM, YET FLOWERS AND THE SUMMARY.
I ALMOST GET YOU CONFUSED WITH MELISSA MURRAY AND, UH, WE HAVE, AND CARTILAGE, AND I'M SURE WE HAVE OTHER MEMBERS OF DR.
STRAUSS' TEAM ONLINE THAT SHE WILL LOOK, UH, SHE WILL INTRODUCE IT, ELEVATE HER POINT.
SO THAT'S WHO IS IN AND, UH, DR.
TRAVIS WILL TAKE CARE OF THE OTHERS.
I CAN'T, I'M NOT LOGGED IN AND I CAN'T SEE WHO'S UP THERE.
SO, UH, THE NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE JULY 26 COMMITTEE MEETING.
WE APPROVED THE JULY 26TH, 2022.
ANY DISCUSSION, ALL THOSE IN FAVOR.
UH, THE FIRST ITEM ON OUR AGENDA IS DISCUSSION OF THE WORK PLAN REVIEW DR.
STRATUS, WHERE ARE YOU GOING WITH THAT? I DIDN'T GRAB MY WORK AS A LOOK AT IT.
I THINK WHERE YOU'RE GOING IS LOOKING OVER THE THINGS THAT FIRST SIDE OF THE ACADEMIC COMMITTEE FROM OPERATIONS IS THAT WHERE YOU'RE HEADING.
SO TO SHARE THAT IN THE PAST, UM, INSTRUCTIONAL SERVICES DIVISION HAS PRESENTED ON PERFORMANCE EXPECTATIONS, AS WELL AS THE OPERATIONAL EXPECTATIONS THAT ARE ASSOCIATED WITH STUDENT SERVICES.
UM, CURRENTLY THOUGH THAT WOULD BE OB 13, STUDENT DISCIPLINE O E 14, UM, LEARNING ENVIRONMENT, SINCE WHENEVER YOU CONSTANTLY, AND AS A SCHOOL SYSTEM, STUDENT SERVICES, I JUST WANTED TO MAKE IT ATTENTION TO THE COMMITTEE THAT THERE'S E YOU SHOULD LIE WITHIN STUDENT SERVICES, HOW THE REPORTING MECHANISMS WOULD BE THROUGH THERE.
JOB, JULIET WHITE, AS WELL AS IN THE SENSE OF DISCIPLINE AND PRACTICE AND RUNNING ENVIRONMENT WOULD BE BETTER SKAGGS.
SO WE SPENT THAT AND WHEN THE TIME COMES IN TO HAVE THAT COME TO THE TABLE, UM, UPON OUR DISCUSSION, UM, I WOULD GIVE THEM INFORMATION ON WORKING THROUGH MRS. WALTON TO GET, TO PROVIDE UPDATES WITH TODAY'S MEETING.
AND WE'RE MAY THAT LIVE LIVE WITHIN THE WORK PLAN REPORT THAT WE'LL BE WORKING ON SEPTEMBER 9TH.
DOES ANYBODY HAVE ANY QUESTIONS ABOUT THAT? MAKE SENSE? OKAY.
UM, SO, BUT NEXT ITEM ON THE AGENDA IS THE HONORS FRAMEWORK, UH, JR.
SO MADAM CHAIR THIS EVENING, I DO HAVE AN OPPORTUNITY.
YOU'RE GOING TO SEE KAREN GILLWARE, SHE'LL BE WORKING WITH RAFA TALLY, WHO WAS OUR COORDINATORS HAVE BEEN CAREER TECHNICAL EDUCATION.
[00:05:01]
TO MAKE NOTE ONLINE.I'VE NOTED THAT WE HAD THE TWO EDUCATORS WHO WORK ON THIS FRAMEWORK.
ONE IS A COLONEL FORCE FOSTER AND HIS PRINCIPAL.
DID HE SIGN A FACULTY THIS ONLINE? I'D SEEN HER NAME.
AND I'D LIKE TO MAKE NOTE THAT WE HAVE A MS. CARNEY AS WELL, WHO WILL BE PRESENTING A FRAMEWORK AND SHE'S ON BATTERY CREEK, HIGH SCHOOL, HER PRINCIPAL, I CAN SEE ONLINE, BUT OUR PRINCIPALS IN THE SOCIETY.
SO WOULD THAT BE OPPORTUNITY? THIS IS BUILDER SO GOOD AFTERNOON BOARD MEMBERS AND WE SURVIVE AND ABOUT STRATEGY.
WE'RE EXCITED TO PRESENT A UNIFORM VIEW TO HONORS COURSE REQUESTS.
AS STARTER STRATEGIES MENTIONED THESE COME FROM BETTER RECRUIT, WELCOME HIGH SCHOOL, UH, KARL KLOSTER.
HE WAS REALLY EXCELLENT JOB WITH
AND THEN SHE SAID, JUSTIN, I JUST THINK PARTY IS OUR HEALTH SCIENCES TEACHER AT MARY CREEK IN RECOGNIZE HER NAME.
SHE WOULD FIND IT, I'LL SAY, IS THE TEACHER IN NEARBY HER PEERS? IT IS ALSO ONE OF THE FIVE.
THEY'RE GOING TO SHARE A LITTLE BIT ABOUT WHY THEY HAVE INITIATED THIS, UH, AS YOU KNOW, UH, CAREER AND TECH ED, AS WELL AS YOU CAN GO TO THE NEXT SLIDE.
THANK YOU SO MUCH TO DIFFERENT PLACES.
UH, AS YOU KNOW, CAREER IN TECH YET OVERALL, UH, WHETHER THEY'RE GOING STRAIGHT TO NEW YORK, OR IS IT GOING TO SOMETIMES TECHNICAL FIELD ON JOB TRAINING, MILITARY COLLEGE.
AND SO WE WANT TO MAKE SURE THAT WE'RE PREPARING ALL STUDENTS BECAUSE THEY HAVE DIFFERENT POST-SECONDARY PLANS.
AND SO IN ADDITION TO INDUSTRY CREDENTIALING, BY HAVING THE HONORS OPTION, THAT CAN ALSO HELP THEM TO MARKET THEMSELVES AND TO BE BETTER PREPARED AS WELL AS WITH JR ROTC.
THEY'RE ALL ABOUT DEVELOPING LEADERSHIP WITHIN OUR YOUNG MEN AND WOMEN, UM, BEING ABLE TO DO THE COMMUNITY SERVICE, UH, OUTREACH.
SO WHAT WOULD AN HONORS LEVEL LOOK LIKE ON A FOUR DAY OR ROTC? UM, NEXT SLIDE, PLEASE.
A OVERARCHING DEFINITION OF WHAT IS HONORS.
IF YOU WERE TO LOOK AT IT, YOU SAY, WELL, IT'S DESIGNED TO OFFER SOME CHALLENGING, UH, HIGHER LEVEL CONTENT FOR STUDENTS WHO WANT TO LEARN, UH, AT AN ADVANCED LEVEL.
UH, IT CAN BE ANY GIVEN SUBJECT AREA.
UM, AND FOR SPECIFICALLY FOR CT AND DERA TC, WE WANT TO LOOK AT A FEW THINGS.
FIRST OF ALL, WE WANT TO MAKE SURE THAT WE PROVIDE FOR INDIVIDUAL WORK.
UM, WE WANT TO MAKE SURE THAT WE ARE HIGHLIGHTING SOME OF THE RIGOROUS STUDY THAT WE HAVE IS BOTH OF THOSE AREAS, UH, WAS WANT TO TAKE THAT PRACTICAL APPLICATION OF KNOWLEDGE AND SKILLS THAT'S AT STATE SUPPORTED PROGRAMS. AND THEN HOW DO WE BRING IT TO ANOTHER LEVEL FOR ENHANCEMENT IN RICHMOND SO THAT THE STUDENT CAN, UM, CAN GROW WITHIN THOSE HORSES.
AND THEN WE WANT TO TAKE AND TRANSFER THAT KNOWLEDGE AND SKILLS, UH, INTO CHALLENGING FIELDS OF STUDY, YOU KNOW, FROM OUR PRIOR PRESENTATIONS, YOU KNOW, WE'VE TALKED ABOUT WHAT OUR GRADUATES UP AGAINST WITH ARTIFICIAL INTELLIGENCE, WITH NEW EMERGING TECHNOLOGIES OR ELECTRIFICATION OF VEHICLES.
SO WHAT ARE WE DOING AS FAR AS AN ADVANCED LEVEL OF COURSEWORK THAT WILL HELP THEM BE ABLE TO THINK CRITICALLY PROBLEM SOLVE, UH, ALL THOSE THINGS THAT ARE ALIGNED TO OUR STAFF MODEL PROVIDE WITH GRADUATE.
SO IN 2017, 18, YOU SAY TO SOUTH CAROLINA, ONE SHORT PROCESS, SO THEY RE DID RELEASE A FRAMEWORK IS IT'S A DOCUMENT THAT PROVIDES OVERARCHING GUIDELINES FOR ALL OF OUR CONTENT AREAS.
SO THE THREE MAIN THINGS FOR ANY OF THE SUBJECT AREAS, IF YOU WERE TO LOOK AT HONORS LEVEL TEACHING AND LEARNING, WE WANT TO SEE EXTENSION SO RATION, UH, ENRICHMENT OF THE STANDARD COURSE OF STUDY.
UM, AND ALSO WE WANT TO MAKE SURE IT'S ALIGNED TO THE SOUTH CAROLINA PROFILE GRADUATE, WHICH IS AGAIN, NOT JUST THE TECHNICAL ATTAINMENT, ACADEMIC ATTAINMENT, BUT ALSO THE SOFT SKILLS OR ABILITY SKILLS.
UH, WHAT DOES THE DIFFERENTIATION, HOW OUR TEACHERS ARE PROVIDING THAT INSTRUCTIONAL GLIDE FOR THE ADVANCED LEARNER, AND THEN WHAT ARE SOME PURPOSEFUL ASSESSMENT PRACTICES, WHICH GOES ALONG NICELY WITH WHAT WE'RE DOING AS A DISTRICT? SO NOT ONLY LOOKING AT THAT SUMMATIVE PROJECT LEAD THE WAY IN COURSE ASSESSMENT, BUT WHAT ARE, WHAT ARE OUR TEACHERS DOING ALL ALONG MEETS, UM, AND ENGAGE WITH SOME OF THE HIGHER WORK THINKERS.
IF A STUDENT RECEIVED HONORS WEIGHTED, THEY GET A 0.5 QUALITY POINT AND HOW THAT STANDS.
AND THEN HE DID IS BY AN HW EMPOWER SCHOOL.
SO THAT'S HOW WE, UM, MANAGE IT THE NEXT LAP WASTE.
[00:10:02]
SO IN LIGHT OF THAT AND LOOKING AT THE FRAMEWORK AND WHAT THE STATE GIVES US FOR GUIDELINES, WE DEVELOPED A TEMPLATE BECAUSE WE HOPE TO ENCOURAGE MORE HONORS APPLICATIONS FROM OUR TEACHERS, SUCH AS MS. HARDY AND CAROL FOSTER.SO WE WANT TO KEEP THIS MANAGEABLE.
SO WE TOOK A LOT OF THE FRAMEWORK, THE TEMPLATE, AND THIS LECTURE WILL BE FOR ALL CONTENT AREAS, NOT JUST OUR TWO AREAS.
SO YOU'LL, YOU'LL SEE IN THE TWO APPLICATIONS THAT'S BEEN PRESENTED BY OUR INSTRUCTORS OF COURSE, DESCRIPTION.
I WAS ALIGNED SOUTH CAROLINA, REGULAR STANDARDS, WHAT ARE KEY CONCEPTS OF THEIR EXPECTATIONS OF AN HONORS LEVEL PERFORMANCE.
AND THEN AS, AS THEY PROGRESS THROUGH THIS, THEY WILL KEEP UP WITH SOME EXAMPLES OF RUBRIC STUDENT WORK, UM, UH, SOME GRADING PRACTICES, UM, AND SOME EXEMPLARS, IF YOU, IF YOU WILL, AND THIS WILL HELP US TO BUILD REALLY A DISTRICT WIDE PORTFOLIO.
UH, AS I MENTIONED, THIS IS TEACHER INITIATED AND IT DOES REQUIRE A SIGNATURE PAGE.
UH, SO AFTER YOUR REVIEW TONIGHT, UH, IS SIGNED BY THE TEACHER, THE PRINCIPAL, UM, WAS REVIEWED AT A DISTRICT TEAM AND THEN, UH, DR.
RODRIGUEZ WILL SIGN IT AS WELL AS THE BOARD CHAIRMAN THAT THAT SIGNATURE PAGE COMES FROM THE SOUTH CAROLINA FRAMEWORK.
AND SO ONCE THAT'S APPROVED OR IF WE NEED TO TWEAK IT, AND THEN IT'S APPROVED, WE WILL START A, A, UM, A GOOGLE DRIVE SO THAT EVERYTHING WILL BE IN ONE PLACE TO BE MANAGE AT THIS TIME.
I'LL ASK, UH, CARL FOSTER, IF YOU WILL START, UM, WE WOULD LOVE TO, MAYBE YOU CAN GO TO THE NEXT SLIDE.
UH, IF YOU WILL SHARE, WILL YOU SHARE WITH THEM WHY YOU FELT LIKE LEVELS? WE'RE STARTING WITH LEVEL SEVEN AND EIGHT DAY ROTC.
WE HAVE A TOTAL OF EIGHT LEVELS ACROSS OUR DISTRICT.
AND SO WE THOUGHT WE'LL START AT THE TOP WITH OUR SENIORS AND JUNIORS, AND THEN WE'LL WORK OUR WAY BACKWARDS.
SO CARL FOSTER, WOULD YOU LIKE TO SHARE A LITTLE BIT ABOUT, UM, YOUR APPLICATION AND WHY YOU FELT LIKE THIS WAS A GOOD THING FOR YOUR STUDENTS COULD ANSWER? YES, MA'AM.
UM, I'D LIKE TO START OFF WITH, THIS REALLY CAME TO MY ATTENTION WHEN I HAD A CADET WHO DROPPED MY CLASS BECAUSE HIS MOM WAS CONCERNED ABOUT HIS GPA GETTING INTO A SERVICE ACADEMY, AND THIS WAS NOT HONORS AND IT WAS GOING TO HURT HIS GPA.
THAT WAS THE FIRST TIME I WAS LIKE, WOW.
SO MAYBE WE TRY TO MAKE IT TO HONORS CLASS.
AND THEN ALSO I HAD A, A FELLOW INSTRUCTOR UP IN GREENVILLE AREA, TELL ME ABOUT HOW HE'S GOT HONORS.
AND HE GAVE ME A LETTER AND HOW HE GOT IT TO BECOME HONORS.
SO I THOUGHT, WELL, IF THEY CAN DO IT IN GREENVILLE AND WHY CAN'T WE DO IT DOWN HERE.
AND ESPECIALLY FOR THOSE KIDS, UH, THE BATTALION LEADERS, UH, THE COMPANY LEADERS INSIDE THIS BATTALION, UH, THE EXTRA WORK THAT THEY HAVE TO DO ON A DAILY BASIS, UH, DEFINITELY JUSTIFIES, YOU KNOW, THEM GETTING HONORS, BUT ALSO, UH, IN KEEPING WITH WHAT MS. GILBERT TALKED ABOUT, THE RIGOR THAT THEY WOULD HAVE TO DO, THEY'D HAVE TO DO ADDITIONAL, UH, WORK IN ORDER TO GET THAT CREDIT OR GET, UH, EXTRA CREDIT FOR IT, UM, TO MAKE IT AN HONORS CLASS.
SO IT WON'T BE GIVEN TO EVERYBODY IT'S GOING TO BE GIVEN TO JUST AS ACUTE LEADERS.
UH, BUT THAT'S WHY I FELT STRONGLY ABOUT THIS BEING AN HONORS CLASS.
THANK YOU, CAROL FOSTER, THIS, HANG ON THAT BECAUSE WE MIGHT HAVE SOME QUESTIONS AND YOU ALSO HAVE IN YOUR CORE DOTS IS APPLICATION AND DID AN EXCELLENT JOB OF COMPLETING THE TEMPLATE.
AND HE ALSO HAD SOME SUPPORTING DOCUMENTS THAT WENT ALONG WITH IT.
I'M SORRY, MS. GILBERT, I WANT TO SAY ALSO BEING FROM NORTH CAROLINA AND WE CAME, I WAS FROM A MILITARY TOWN AND THAT HAS A LOT OF ROTC PROGRAMS, ARMY AIR FORCE, ALL THAT.
UM, WHEN WE TALK ABOUT STUDENTS BEING ABLE TO BE FAIR AND COMPARED WHEN THEY'RE ALL APPLYING FOR DIFFERENT UNIVERSITIES, HONORS IS PART OF THE CURRICULUM FOR ROTC IN NORTH CAROLINA.
AND THEN BEFORE WE GO TO MS. HARDY, IF YOU'LL SCROLL DOWN, I THOUGHT IN PARTICULAR WANTED TO CALL OUT COLONEL FOSTER HAD LISTED LAST PAIN SHADE, WHERE THEY WOULD RESEARCH JRTC RELATED CAREERS, AS WELL AS ON THE LAST PAGE, UH, SOME EXTENSION OF THE WORK THAT THEY WOULD BE DOING OUT IN THE COMMUNITY.
SO I THOUGHT THAT HE DID AN EXCELLENT JOB, THE EXTENSION FOR THIS.
IF I CAN FLIP BACK FOOT, WE HAVE A COMMON QUESTIONS.
DO YOU WANT TO, WE WANT TO HEAR FROM THIS PARTY AND THEN WE'LL DO, LET'S DO ONE AT A CASE MANAGER AND THANK YOU, MADAM CHAIR.
UH, SO, SO KEY LEADERS, KEY LEADERS WILL BE IDENTIFIED AND THE KEY LEADERS WILL BE ONCE ENROLLED IN THE HONORS PROGRAM.
COULD YOU GIVE ME SOME EXAMPLES OF THE KEY LEADERS ARE,
[00:15:01]
WHAT, WHAT ROLES DO THEY HAVE? AND THE, YES, SIR.UH, THE KEY LEADERS WOULD BE A BATTALION COMMANDER, A BATTALION EXECUTIVE OFFICER, A COMMAND SAR MAJOR THE COMPANY COMMANDER COMPANY, FIRST SERGEANT THE COMPANY, XO.
UH, THOSE ARE THE KEY LEADERS THAT I'M LOOKING AT.
UH, ALSO THE PLATOON LEADER, OPPORTUNE SERGEANT, BUT THOSE ARE THE KEY LEADERS THAT I WAS LOOKING AT.
SO WE'RE TALKING PROBABLY 20 CADETS IN TOTAL, UH, THAT WOULD GET THE HONORS CREDIT, SIR.
AND, UH, ARE THESE ALL SENIORS OR CAN THEY BE FRESHMEN AND SOPHOMORE? THEY CAN'T BE, THEY CAN'T BE FRESHMEN, SIR.
UM, I THINK THERE'S A REGULATION ON THAT.
HOWEVER, I WAS LOOKING TO TRY TO GET IT DOWN TO THE SOPHOMORES BECAUSE I HAVE SEVERAL SOPHOMORES THAT ARE IN KEY LEADER POSITIONS.
I'M GONNA USE A CADET, STEPHEN DRYLY, AS AN EXAMPLE, HE'S A SOPHOMORE DOING A PHENOMENAL JOB AND HE'S THE FIRST SERGEANT FOR, UM, I BELIEVE BRAVO COMPANY.
UH, BUT HE'S JUST DOING AN EXCELLENT JOB AND I HATE FOR HIM NOT TO GET CREDIT FOR ALL THE WORK HE'S DOING OUTSIDE THE CLASSROOMS. I DO WANT TO TRY TO GET IT DOWN IF I CAN.
SO WE'VE GOT THE ARMY LEADING THE WAY AS WELL.
HOW ARE WE GOING TO OPEN THIS UP FOR THE MARINES, THE AIR FORCE, UH, FOLKS, WE JUST HAVE TO GET THE, UH, PROFESSOR OF MILITARY SCIENCE, UH, TO START TO WORK ON A FRAME.
I WILL TELL YOU THAT THE REASON WHY THIS CAME ABOUT WAS JUST, UM, AGAIN, I WAS PUSHING REALLY HARD FOR THIS, THE OTHER, UM, HIGH SCHOOLS, UH, DEPARTMENTS.
THEY WANT TO DO THIS AS WELL, BUT THE, THEY ALL WANTED TO SEE ME, UH, GO THROUGH FIRST COURSE.
THEY WANT TO SEE HOW MUCH BEING I COULD TAKE.
UM, AND JUST TO SHARE ON YOUR QUESTION, COLONEL GEIER LEFT SEVEN AND EIGHT IS DESHAWN SHOULD BE CROSS SENIORS, UM, LEVEL, LEVEL SIX AND FIVE WOULD BE JUNIORS, RIGHT? SO JUST TO RESPECT THAT WE NOW AT IS THIS CRIMINAL POLICY SHARED HERE IS A SACRED WITH REGARD TO THIS STARTING HAVE LEVEL OF UNCORRECT LEVEL 5.5, BUT A FRAMEWORK TO BE ABLE TO BE ABLE TO DO.
THEY'LL KEEP TERRITORY, ARMY ARMY ON HIS PROGRAM.
SO, UH, IN OUR MEETINGS, ESPECIALLY WITH OUR KICKOFF THAT BEGAN IN SCHOOL YEAR, THAT IS A PLAN IS THAT EACH OF THE MILITARY INSTALLATIONS WILL CREATE THE FIRST TEMP LIGHT WITH THE HIGHEST TO LEVEL SEVEN, SEVEN AND EIGHT, BECAUSE THEIR CURRICULUMS DIFFER A LITTLE BIT PER THE DRD.
WE WANTED TO MAKE SURE THAT THEY GAVE THEIR OWN, UH, UH, SPAN IF YOU WILL, AS TO WHAT THEIR STUDENTS WILL BE WORKING ON THAT.
SO WE'LL BE COMING BACK TO YOU, UH, LATER, UH, IF THEY WANT TO DO A STRING OPTION OR IF THEY WANT TO DO IT TO WHERE THEY'LL, UH, STUDENTS WILL BE ABLE TO ENROLL STARTING 23, 24, BUT IT IS OUR GOAL FOR ALL OF OUR GEAR ROTC THAT HONORS WEIGHTED OPTIONS AND LEVERAGE ONE AGAINST THE OTHER, BECAUSE NOW WITH MAY RIVER NOW HAVING AN ROTC PROGRAM AS WELL, IT'S NOT A REASON TO SAY ON LEAVING.
I WANT TO APPLY TO THAT SCHOOL BECAUSE THEY HAVE HONORS AND THIS SCHOOL DOESN'T HAVE HONORS.
AND I HATE TO SAY THE ARMY WAS THE FIRST ONE TO SET BOAT, TO TAKE AN INSTRUCTIONAL APPROACH.
UM, AND THEN I'M OFF FROM THE AUGUST 10TH TRAIN OPENING THAT YOU HAVE WITH ALL YOUR CTE TURNING THE PAGE TO THE OTHER MILITARY SERVICES IS TO GO THIS YEAR THAT'S AND MISSILE ITALIANS ONLINE AS WELL.
NOT ULTIMATELY THAT IS TO GO WELL, MY CONCERT
SO OBVIOUSLY I HAVEN'T ANSWERED THAT.
IT DOES HAVE TO BE TEACHER INITIATED.
AND AGAIN, BECAUSE IT IS A DIFFERENT CURRICULUM, FOR EXAMPLE, OF MS. BUT I'M STILL SAY EACH ONE OF THESE, THIS IS SET UP, BUT TOTAL JR.
TCRS, YOU JUST HAVE TO WRITE THE CURRICULUM AND WHAT THEY DO.
[00:20:01]
I ASSUME I KNOW WHAT YOU'RE COMING FROM.THAT'S WHY WE'LL USE THE SAME TEMPLATE.
SO EVERYBODY WON'T HAVE TO CREATE A DIFFERENT FORMAT.
WE THOUGHT THAT WOULD BE A LITTLE EASIER TO REVIEW.
AND, UM, THEY'RE, THEY'RE DEFINITELY ON BOARD FROM FOSTER SAID YOU WOULD JUST KIND ENOUGH TO, YEAH.
QUESTION NUMBER TWO PROGRAMS HAVE GENERALLY BEEN PROGRAMS THAT STUDENTS SELECT OR ENROLLED IN AND FIND THIS BEING A TARGETED GROUP OF THE PROGRAM.
DOES THAT POSE A PROBLEM? AND I CAN'T BE BECAUSE I WAS SELECTED TO BE A TEAM LEADER OR WHATEVER ELSE, SO, YEAH, BUT I AM MAKING GREAT GRADES.
HE JUST DID RECOGNIZE ME AS ONE OF THE TOP 10 PEOPLE IN THIS SENIOR GROUP, BUT I WANT THAT CREDIT.
WHERE WOULD IT BE NOW? I CAN ADDRESS THAT ISSUE, SIR.
UM, I WILL TELL YOU THAT, UH, THE, THE KEY LEADER POSITIONS, YES, IT IS A TOUGH PROCESS TO GET SELECTED FOR THAT, BUT WE ALSO HAVE A SELECTION PROCESS FOR THE STAFF AND THE STAFF DOES A LOT OF WORK THAT'S OUTSIDE THE CLASSROOM AS WELL.
UM, SO I WAS LOOKING AT GIVE THOSE CERTAIN POSITIONS, UM, A, AN HONORS CREDIT AS WELL.
SO IF THE PERSON IS NOT OF, UM, DOES NOT WANT TO GET IN FRONT OF PEOPLE BECAUSE THEY JUST DON'T FEEL COMFORTABLE STANDING IN FRONT OF THE FORMATION AND LEADING FROM THE FRONT.
I ALSO HAVE STAFF POSITIONS THAT I'D LIKE TO GIVE THEM BECAUSE THEY MAY BE, YOU KNOW, I HATE TO USE THE WORD TERM BOOKWORM, BUT THEY'RE MORE OF A BOOKWORM AND THEY'RE REALLY SMART.
AND THEY COULD DO A LOT OF GREAT THINGS, BUT THEY JUST DON'T GET IN FRONT OF PEOPLE AND DO THAT.
SO I DO HAVE POSITIONS FOR THAT, FOR THOSE THAT, UM, AGAIN ARE SHOWING THAT THEY WANT TO BE HERE AND THEY REALLY WANT THAT JOB.
I'M JUST, I'M JUST YOUR SON, YOU KNOW, THEY CAN GET AN OPPORTUNITY FOR ALL OF THOSE PEOPLE WHO MIGHT BE SITUATION.
HE KNOWS MORE ABOUT CERTAIN ASPECT OF THE MILITARY.
THAT'S NOT DEMONSTRATED, BUT YOU KNOW, GOT A CERTAIN AMOUNT OF BRILLIANCE, TACTICAL STRATEGIES.
UM, HOW WILL IT BE LIKE ADVERTISE TO STUDENTS THAT THERE'S THIS HONORS PROGRAM KIND OF PIGGYBACKING ON WHAT MEL SAID? YOU KNOW, WE KNOW THAT, YOU KNOW, I ASSUME IN THE SAME CLASSROOM AT THE SAME TIME, THERE'S GONNA BE SOME KIDS THAT ARE GETTING HONORS CREDIT AND SOME STUDENTS THAT ARE NOT BECAUSE OF THEIR DIFFERENT RESPONSIBILITIES AND, YOU KNOW, DIFFERENTIATED ASSIGNMENTS, SUPPORT, FOLIO THAT THEY'RE GOING TO MAKE.
BUT HOW WILL STUDENTS KNOW THAT? UM, YOU KNOW, I COULDN'T DO A, I IF I DID A STAFF POSITION OR BY DID SOMETHING LIKE THAT, I TOO COULD GET THAT CREDIT.
HOW WILL THEY KNOW THAT? AND THIS IS DONNA, COULD WE FILL INTO DRESS NOT ONLY FOR JRTC, BUT HOW WE'RE GOING TO BE PROMOTING THESE HONORS OPTIONS.
I MEAN, I ALWAYS SAY THE TEACHER AND THE CLASSES ARE ALWAYS, IT'S ALL ABOUT MARKETING.
SO, YOU KNOW, COLONEL AND SERGEANT FIRST CLASS, WE'LL STILL DO THE APP.
AND SINCE THIS IS AN, A LEVEL WE'RE TALKING RIGHT NOW, SEVEN, EIGHT, OR IT COULD BE MAYBE, YOU KNOW, THE FIVE, SIX LEVEL IS THOSE KIDS THAT ARE IN ROTC ONE AND TWO WILL ALREADY KNOW THIS.
THEY WILL SEE THE STUDENTS THAT HAD THAT LEADERSHIP ROLE OR THE OTHER ROLE THAT ARE GOING TO GET THE HONORS CREDIT.
SO IT'S GOING TO MARKET ITSELF WITHIN ITSELF.
BUT AGAIN, AS WE SPEAK TO STUDENTS, WE WILL DEFINITELY TALK TO OUR COUNSELORS TO TALK ABOUT THE HONORS LEVEL.
SO WHEN THEY HAVE THEIR IEP MEETINGS, IT IS SOMETHING THAT IS MENTIONED, ESPECIALLY WHEN WE'RE GETTING EIGHTH GRADERS TALK ABOUT WHAT IS GOING TO BE THEIR FOUR YEAR CAREER AND WHAT THEY WANT TO DO.
IF THEY'RE INTERESTED IN RGC, THAT'S THAT CONVERSATION THAT OUR COUNSELORS CAN HAVE.
UM, ALSO WITH THE STUDENTS AND THE PARENTS, WE'RE ALSO HELD THE UPDATE, OUR SECONDARY COURSE, WELL WITH COURSES THAT WE'VE BUILT.
SO THAT WOULD BE OUR WHOLE COURSE.
SO THE STUDENTS WOULD BE HAVING ACCESS TO THAT AND THEY WOULD SEE THAT, OH, THERE'S AN HONORS POSSIBILITY.
AND I KNOW THAT COLONEL HAS DONE A GREAT JOB ALSO THAT, YOU KNOW, RIGHT BEFORE IGPS FOR EIGHTH GRADE ARE DONE.
AS A LOT OF TIMES, HE TAKES HIS LEADERSHIP TEAM TO SPEAK TO THE EIGHTH GRADERS AND, YOU KNOW, WE SPEAK TO THEM.
THEY COME HERE FOR A TOUR AND WE HAVE SET UP STATIONS FOR ALL CLASSES, YOU KNOW, NOT JUST ROTC, EVERYBODY SETS UP AND TALKS TO THE STUDENTS AS THEY'RE WALKING AROUND, TOURING THE SCHOOL ABOUT BLUFFTON HIGH SCHOOL.
AND THAT BRINGS UP ANOTHER QUESTION.
[00:25:01]
YOU SAID, YOU'RE GOING TO START OUT AT THE HIGHEST LEVEL, BUT HOW DO YOU ATTEMPT TO MANAGE OUR MOST SUCCESSFUL STUDENTS THAT MAY CONSIDER JRTC SIXTH GRADE OR SEVENTH GRADE? BUT WHEN YOU'RE NOT, WHEN YOU'RE NOT PROMOTING HONEST GROUPS LOCK ARE TOUCHY, I'M NOT GOING TO DO IT BECAUSE I CAN'T GET HONORS CREDIT.AND BY THE TIME SENIOR IN HIGH SCHOOL, HIS HONORS CREDIT IS MINIMIZED IN TERMS OF ITS VALUE TO MY GPA.
SO THAT'S WHY COLONEL FOSTER HAD MENTIONED THAT ARE, YOU KNOW, YES, WE ARE STARTING THIS PROCESS WITH ROTC SEVEN AND EIGHT, BUT HE DOES HAVE SOME LEADERS THAT ARE SOPHOMORES.
SO OUR GOAL IS THAT IT WILL BE OFFERED, YOU KNOW, JUST LIKE SOPHOMORES CAN TAKE HONOR CLASSES.
NOW YOU HAVE HONORS ALGEBRA TWO AND YOU HAVE REGULAR ALGEBRA TWO.
THAT'S PEARL SAID THAT HE'S LOOKING AT OFFERING THE HONORS LEVEL ALSO TO THE LEADERS THAT AREN'T JUST SENIORS.
IN THE AREA IT'S NOT ELIGIBLE ELIGIBLE, IS IT LEFT ONE AND TWO LEVEL ONE AND TWO WITH A FRESHMEN AT SHY, BUT THAT IS OUTSIDE OF OUR SCOPE.
SO WE ARE SEEKING AS WE GO THROUGH HERE WILL BE LEVEL TWO.
WHAT I'M SAYING, SAYING THE NINTH GRADE.
UM, IF I'M THE TOP STUDENT, THE NINTH GRADE CLASS, I'M NOT SIGNING UP FOR JR BECAUSE OF THAT CREDIT THAT, BUT BY THE TIME YOU GET TO THE 10TH, 11TH GRADE WITH THE QUIZ, I MAY WANT TO BE APART, BUT IT WOULDN'T BE FAIR TO THE OTHERS WHO REALLY HAVE A PARTICIPANT IN THE JRTC FOR ME TO JUMP IN AND STEP RIGHT OVER THEM BECAUSE OF MY GPA AND MY GRADE AVERAGE AND WHAT MIGHT BE BRILLIANT.
BUT THE FACT IS THESE GUYS ARE PUTTING THEIR TIME IN AND THE WORK THAT WAY IS UP.
STUDENTS KIND OF TRYING TO STEP IN, LET'S SAY THE LEFT SEMINARY WOULDN'T BE ELIGIBLE FOR THIS BECAUSE THEY WOULDN'T HAVE THE BACKGROUND IN ORDER TO BE A STAFF.
I KNOW, BUT, BUT IF YOU, IF YOU DIDN'T DO IT AND THEN DECIDE TO DO IT, WOULD YOU NOT BE ABLE TO COMPETE WITH YOU? IT'S LIKE, IT'S LIKE TAKING A PRIVATE THAT COMES IN THE ARMY AND SAY, OKAY, NOW YOU'RE A COMPANY COMMAND.
YOU, YOU HAVE, YOU HAVE TO START.
I'M THINKING MORE THIS WAY OF THINKING MORE, YOU KNOW, YOU'VE GOT A SITUATION WHERE YOU'VE GOT, UH, COLLEGE PROFESSORS OR OTHER PEOPLE JOINING THE MILITARY AFTER A CERTAIN TIME.
AND YOU HAD THESE NOT COMMISSIONED TO HAVE BEEN IN THERE FOR 10 YEARS, THAT ONLY HAPPENS TO LAWYERS AND DOCTORS DENTISTS.
WELL, THAT'S WHERE YOU'RE GONNA HAVE
IF THEY DO AN ROTC, THEY START, THEY START WITH DRILLING CEREMONIES.
AND THAT'S A PHYSICAL, IF YOU LIKE SAYING I'VE SR WAS DECIDED FOR THE FIRST TIME TO GO OUT FOR THE FOOTBALL TEAM AND EXPECT TO BE THE QUARTERBACK.
YOU'RE NOT GOING TO HAPPEN BECAUSE HE, THE PHYSICAL SKILL.
LET'S, LET'S GET BACK ON, BUT SHE TELL YOU THAT, YOU KNOW, IT'S A STEP BY STEP THING AND THOSE MEALS ARE BUILT IN
AND IF SOMEONE COMES IN AND ATTEMPT TO LEVEL, I DIDN'T TAKE IT LAST YEAR BECAUSE IT WASN'T THE LONGEST INCOMPETENT.
YOU DON'T RECOGNIZE THAT THAT ACUMEN THAT IS POTENTIALLY THEY STARTED NINTH GRADE.
SO THE GETTING INTO THIS WITH MR. FLOWERS PRESENTATION FOR THE STATE, DEREK TC LEVEL ONE FOR ANY ARMY MARINE IS ALSO COUNT, CAN BE COUNTED TOWARDS HIS CLAIM.
THEREFORE, THE STATE SAYS WE CANNOT USE PHYSICAL EDUCATION FOR HONORS SUEDE CREDITS, PERIOD.
THEREFORE THAT'S WHY, BUT EVENTUALLY MR. MCCAMPBELL AGAIN, I THINK THAT THE INSTRUCTORS ARE ON BOARD.
WE WANT TO HAVE ALL OPTIONS AT SOME POINT WITH THE EXCEPTION OF THAT NINTH GRADE, BECAUSE IT'S CALLED CAR MITCH IS SPOT ON.
THERE ARE CERTAIN RUDIMENTARY FOUNDATIONAL SKILLS THAT THEY LEARN.
AND THEN IF, IF THERE I SEE IT AS A REAL TOOL, I SAY, I SEE IT AS A RECRUITING TOOL.
I WANT TO MAKE SURE WE ARE HIRING THE BEST AND THE BRIGHTEST ORANGE TO YES, ACTUALLY, THAT WAS USED ORIGINALLY BY COLONEL.
[00:30:01]
WANT HIM ONE OF HIS WIVES.SO SIR, JUST TO ADDRESS YOUR CONCERNS AND IT'S A VALID CONCERN.
UM, IT, IT IS ALL PERFORMANCE-BASED, UH, I GUESS SOME CADETS IN HERE THEY'RE IN KEY LEADER POSITION AND THEY STRAY, THEY MAKE A BAD MISTAKE AND THEY GET REMOVED FROM THEIR POSITION.
UM, IT JUST THAT'S THE WAY IT IS.
AND SO YOU HAVE TO BE PERFORMING ON A CONSTANT BASIS.
UH, SO I'VE HAD SITUATIONS WHERE I HAD TO REMOVE A COMPANY COMMANDER BECAUSE HE WAS FAILING A CLASS AND I SAID, HEY, I, I LOVE YOU.
AND I WANT YOU TO DO WELL, BUT I WANT YOU TO FOCUS IN ON THAT ENGLISH CLASS SO YOU CAN PASS AND GRADUATE.
SO I'M GOING TO HAVE YOU STEP DOWN AND WE'LL PULL SOMEBODY IN THAT POSITION.
AND WITH REGARDS TO SOMEBODY WHO SAYS, I'M NOT GOING TO TAKE IT MY NINTH GRADE YEAR, BUT I'M GOING TO START IT IN MY SOPHOMORE YEAR.
BUT NOW BEHIND THE POWER CURVE, HE'LL BE BEHIND THE POWER CURVE FOR THE VERY FIRST SEMESTER.
HE SHOWS UP BECAUSE HE HAS TO GO THROUGH, LET ONE, HE HAS TO BE TRAINED ON EXACTLY WHAT WE'RE DOING HERE, BUT THE SECOND SEMESTER HE IS ABLE TO COMPETE FOR THOSE OTHER POSITIONS, JUST LIKE EVERYBODY ELSE.
UM, AND SO IT'S BASED ON HIS PERFORMANCE.
IF HE'S A, AN OUTSTANDING PERFORMER FROM EVERYTHING, FROM EDUCATION TO PHYSICAL FITNESS, TO HIS MANNERS AND SOCIAL SKILLS, HE'S GOING TO GET THE JOB.
SO IT'S BASED ON YOUR PERFORMANCE.
UM, IT DOESN'T MATTER HOW MANY YEARS YOU'VE BEEN IN THIS PROGRAM.
UM, IT, IT'S ALL BASED ON PERFORMANCE BASED.
I AM FOR PROGRAM TO MAX, BECAUSE I THINK IF WE DON'T ANSWER A LOT OF QUESTIONS THAT PERHAPS OUR SUCCESS RATE OF HIGH SCHOOL GRADUATES, BUT WHERE THEY GO AFTERWARDS, THAT, THAT PROGRAM, TRAINS INDIVIDUALS A LOT OF RESPONSIBLE BEHAVIOR.
SO WE HAVE ANOTHER HONOR'S REQUEST.
UM, IF YOU'LL GO TO THE NEXT LEVEL, BECAUSE YOU'RE VERY PLEASED MS. HARDY, UH, IF YOU PLEASE SHARE A LITTLE BIT ABOUT HEALTH SCIENCE THREE AND WHY YOU FELT LIKE THIS WOULD BE AN EXCELLENT COURSE TO BEGIN WITH THE HONORS TEMPLATE.
AND SHE HAS ALSO DONE AN EXCELLENT JOB OF CLEANING THE INFLAMMATION AS WELL.
AND FIRST I WANT TO THANK YOU FOR THE CONGRATULATIONS.
I'M STILL SO HUMBLED AND HONORED.
I'M ONLY A FOURTH YEAR TEACHER.
I'M A CLINICAL PHYSIOLOGIST BY TRADE.
SO, UM, I WAS JUST AS SHOCKED I THINK, AS EVERYBODY ELSE.
UM, SO WITH HEALTH SCIENCE, THREE, IF YOU LOOK AT THE PACING GUIDE IN THE UNIT CALENDAR, YOU CAN SEE THAT IT REALLY DOES DESERVE, UM, HONORS JUST FROM THE SPEED IN WHICH WE HAVE TO GO.
SO, LIKE I SAID, I'M A CLINICAL PHYSIOLOGIST, SO THAT WAS UNDERGRADUATE AND MASTER'S LEVEL OF CLINICAL STUDY.
UM, AND WE DIDN'T GO THIS RAPIDLY.
SO TO UNDERSTAND, AND TO IDENTIFY THE ANATOMY AND PHYSIOLOGY OF THE 12 BODY SYSTEMS, REALLY IN A WEEK AND A HALF PER BODY SYSTEM, TO BE ABLE TO HAVE, UM, STUDY TIME AT THE END IS A RAPID, RAPID PACE IN ITS OWN.
NOW WE ALSO LIKE TO IMPLEMENT, I LIKE IT TO BE A COURSE IN WHICH WE CAN APPLY THESE CONCEPTS.
SO WE APPLY THEM THROUGH THE ANATOMY AND PHYSIOLOGY IDENTIFICATION ON OUR MANNEQUINS, ON EACH OTHER WHEN APPROPRIATE, UM, AND THEN DISEASE PATHOLOGIES AS WELL.
SO WE'RE DEALING WITH REAL PEOPLE WE'RE DEALING WITH, NOT JUST WHERE THE HEART IS LOCATED, BUT WHY IS IT LOCATED THERE? HOW IS IT FUNCTIONING AND WHAT DISEASES CAN AFFECT US, NOT JUST AS CLINICIANS, BUT AS PATIENTS AS WELL, BECAUSE WE'RE ALL A PATIENT AT SOME POINT, AND WE NEED TO UNDERSTAND THIS SO THAT WE CAN BE ADVOCATES FOR OURSELVES IN THE MEDICAL FIELD.
UM, SO AN HONORS LEVEL COURSE WOULD INCLUDE SIMULATION SCENARIOS THAT REALLY USE THAT CRITICAL THINKING AND PROBLEM SOLVING TO DIAGNOSE A PATIENT.
UM, AND SO YOU'LL SEE IN THE LESSON PLANNING AND THE LESSON THAT I INCLUDED IS ACTUALLY ONE OF THE PATIENT SCENARIOS WHERE THEY HAVE TO USE THEIR PROBLEM SOLVING, LOOK AT THE SIGNS AND SYMPTOMS, UM, LOOK AT THEIR VITAL SIGNS, THEIR LABS, AND REALLY DETERMINE WHAT IS WRONG WITH THIS PATIENT.
HOW WOULD I TREAT THIS PATIENT? UM, AND HOW COULD WE PREVENT FURTHER INJURY OR HEALTH IMPLICATIONS? UM, AS MS. GILBERT SAID, THERE'S ALWAYS A PORTFOLIO COMPONENT FOR, UM, EMPLOYABILITY SKILL.
CAUSE THAT'S WHAT WE REALLY WANT.
A LOT OF THESE KIDS, UM, MAY NOT BE COLLEGE BOUND.
UM, THEY MAY NOT BE TECHNICAL SCHOOL BOUND, UM, BUT THEY WILL HAVE THE CERTIFICATIONS TO EMPLOY THEM IN THE HEALTHCARE FIELD REGARDLESS.
UM, AND SO WE WANT TO CREATE THAT PORTFOLIO OF A RESUME, UM, INTERACTIVE, MAYBE SAMPLES OF WHAT THEY'VE DONE IN CLASS AND THEIR CERTIFICATIONS.
[00:35:01]
ANY QUESTIONS I THOUGHT THE, UH, THE FRAMEWORK PRETTY EXCELLENT.I HAVE A DEGREE IN BIOLOGY AND I THINK THIS IS A SUPER
UH, ANY STUDENT WHO WANTS TO DO THE ENHANCED WORK OR ENRICHMENT WORK CAN, UH, APPLY FOR THE HONORS CREDIT.
UM, SO IT IS OPEN CORRECTNESS HARDY TO ALL STUDENTS, IF THEY ARE WILLING TO DO THE PORTFOLIO AND DO THE ENRICHMENT ACTIVITIES.
SO IN HEALTH SCIENCE, ONE AND TWO, THOSE ARE INTRODUCTORY COURSES AND WE DO HANDS-ON THINGS, BUT IT'S MORE UNDERSTANDING THE TERMINOLOGY FIRST AID, GETTING THAT CPR CERTIFICATION AND THEY HAVE TO PASS WITH A 75 OR HIGHER IN ORDER TO GO TO THE NEXT, UM, PATHWAY COURSE.
AND SO BY THAT POINT, THEY'VE ALREADY GOT HEALTH SCIENCE, ONE HEALTH SCIENCE, TWO.
THERE'S NO REASON THAT ANY OF THESE STUDENTS DON'T HAVE THE CAPABILITY TO DO THE HONORS WORK IN HEALTH SCIENCE THREE, IF THEY'VE MADE IT THAT FAR, WHO'S GOING TO BE THERE.
WELL, HOW THEY UTILIZE IT, CHICO DIMINISH THE REAL BANG BECAUSE MEDICAL PROFESSIONALS LIKE DOCTORS, PROBABLY LEADERS GOES TO JUST TARGETED NON COLLEGE LEVEL PEOPLE, NURSES.
BUT NO, I THINK, I THINK THERE'S A GOOD WAY TO LEAD FOLKS THAT DID A HEALTH SCIENCE.
AND AGAIN, WAS MRS. HARDY PAID AWAY WITH HEALTH SCIENCES, THREE OTHER SCHOOLS THAT OFFERED THAT AS LONG AS IT'S TEACHER INITIATED THAT I LOVE IS HARDY WILL BE SUCH A GREAT SHARER ANYWAY, THEN SHE WILL BE ABLE TO, WE'LL BE ABLE TO TAKE THIS TEMPLATE.
AND THEN, BECAUSE IT IS THE SAME CURRICULUM AT THE OTHER SCHOOL, THEN BASICALLY THIS WILL HAVE TO COME BACK IN FRONT OF YOU.
IT'LL JUST BE A BETTER IF TWO 17 WE'LL HAVE PEOPLE RECORD.
UM, AND THEN THAT'LL START BUILDING YOUR OPTIONS.
OH, AN EDUCATOR AT EACH SCHOOLS THAT OFFER THE SCOPES.
SO IF I MAY, MS. QUICKLY, MRS. HARDY, I WANT TO COMMEND YOU ON THE WORK THAT YOU DID PUTTING THIS TOGETHER.
THAT'S WHY YOU ARE ONE OF THE TOP FIVE FINALISTS PRIOR, BUT I HAD TO SHARE THAT WITH YOU.
I'M VERY TYPE A, SO I APOLOGIZE.
DO WE NEED A MOTION TO BRING THIS BOARD FOR APPROVAL FOR BOTH? BOTH OF THEM.
BUT SOMEONE LIKE TO MAKE THAT MOTION, I DON'T KNOW IF WE BRING BOTH HONORS PROGRAMS TO THE FULL BOARD OUTSET.
ANY DISCUSSION? I THINK INSTEAD OF SAYING BOAT, WE SHOULD SAY THE HONORS, THE JRTC AND THE CTE HEALTH SITES, JUST FOR ABOUT MINUTES, WE KNOW, UM, GOING FORWARD TO THE FULL BOARD THAT WE BRING THE J ROTC SLASH CTE AND THE HEALTH SCIENCE HONOR COURSES TO THE FULL BOARD FOR APPROVAL.
IS THAT IT? NO, NOT MAY I CLARIFY ARMY K ROTC LEVELS SEVEN, SEVEN, AND EIGHT.
AND THEN IN THE HEALTH SCIENCES LEVEL.
VERY THANK YOU THAT, SHOULD WE SAY THAT WE RECOMMEND, WE JUST BRING IT FORWARD FOR, BECAUSE WE HAVE TO HAVE APPROVAL FROM THE CHAIR.
I LOVE THAT WE RECOMMEND TO THE FULL BOARD START AGAIN.
I HAVE THIS I'M A LITTLE THAT WE DRAINED THE J ROTC LEVEL SEVEN TO EIGHT AND THE HEALTH SCIENCES LEVEL THREE TO THE FULL BOARD FOR APPROVAL OR FOR RECOMMENDED, SOME WILL MAKE A MOTION.
COLONEL DYER MADE THE MOTION AND MR. CAMPBELL SECONDED,
[00:40:01]
ANY DISCUSSION, ANGELA? ANY DISCUSSION? NO, MA'AM ALL IN FAVOR.MEDICARE, B POINT OF CLARIFICATION.
VISITATION AT THE BOARD MEETING YES, THAT'S RIGHT.
AND SO WE MAY HAVE EDUCATORS LITTLE WHILE.
AGAIN, YOU NEED ANY ACADEMIC COMMITTEE MEMBERS THIS EVENING, WE'D HAVE NICHOLAS FLOWERS WHO THEM PRESENTING TO ADMINISTRATIVE REGULATIONS, INSTRUCTIONAL SERVICES, 11 AND INSTRUCTION FOR PHYSICAL EDUCATION AND INSTRUCTIONAL SERVICES.
SO I HAVE A POWERPOINT THAT I'LL USE TO JUST HIGHLIGHT ALL THE DIFFERENT CHANGES THAT WE DID THROUGHOUT THIS REGULATION.
SO WE'LL START FIRST, BUT, UM, AS THE EDUCATION WAS THROUGH, SO REALLY JUST RE HONING IN THAT ARE, UM, THAT PHYSICAL EDUCATION IS A MAIN COMPONENT OF HEALTH EDUCATION AND IT HAS A STRONG PILLAR AND DEVELOPING STUDENTS I DON'T KNOW AROUND, UM, AND, AND REALLY JUST GIVING THEM THAT COMPREHENSIVE ASPECT TO THEIR HEALTH EDUCATION, FOCUSING ON THE PHYSICAL ASPECT.
SO LOOKING AT THE, UM, THE ACTIONS THERE, ONE OF THE AREAS THAT WE ADDED AS ALLOWING THE DANCE STANDARDS TO COUNT FOR ONE FOURTH OF THE MINUTES AT THE ELEMENTARY LEVEL.
UM, SO THEN THAT WAY THAT OUR SCHOOLS HAVE A LITTLE BIT OF FLEXIBILITY THERE FOR THOSE THAT HAVE THE DANCE PROGRAM, AND THEN ENSURING THAT IF A STUDENT HAS A, SOME TYPE OF SENSIBILITY, AND IF THEY'RE UNABLE TO PARTICIPATE IN THE COURSE THAT THEY ARE ENCOURAGED, UM, TO HAVE A SUITABLE OPTION AVAILABLE, AND THAT WILL BE MADE AVAILABLE TO THEM, UM, FOR THEM TO PARTICIPATE AT THEIR ABILITY LEVEL.
AND THEN ADDING THAT THE DISTRICT'S GOING TO WORK TO REALLY MAKE SURE THAT ALL OF OUR SCHOOLS HAVE THIS AGE APPROPRIATE EQUIPMENT AND MATERIALS STABILITIES FOR IMPLEMENTING THE PE STANDARDS.
AND THEN THE ONE PIECE THERE THAT THERE WAS A REDUNDANCY IN THIS AREA ABOUT REPORTING OUT ON A STUDENT'S FITNESS STATUS.
SO THAT'S HIT LATER ON IN THIS AR SO THEN FOR THE GRADUATION REQUIREMENTS.
SO, UM, THIS IS GILBERT KINDA MENTIONED THIS EARLIER, UM, BUT STUDENTS ARE STILL REQUIRED TO DO THEIR ONE UNIT OF PE THAT IS PERSONAL FITNESS AND WELLNESS COMPONENT AND A LIFETIME FITNESS COMPONENT.
SO WE ADDED THE LANGUAGE THAT, UM, THEY ARE ALLOWED TO USE JR.
ROTC, MAYBE SUBSTITUTE THAT PE.
UM, BUT IT IS IMPORTANT TO NOTE HERE, THOUGH.
IT DOES NOT SATISFY THE COMPREHENSIVE HEALTH EDUCATION COMPONENT THAT WE'LL HAVE IN A LITTLE BIT.
UM, SO WE ADDED THAT LANGUAGE THERE AND, UH, AND JUST AS A SIDE LATER ON IN THIS AR THERE'S GOING TO BE ANOTHER REFERENCE TO JR.
ROTC THAT WAS REMOVED BECAUSE WE'VE COVERED IT HERE IN THIS SECTION.
AND THEN, UM, IT WAS REMOVED THE REPRODUCTIVE EDUCATION COMPONENT THAT WAS IDENTIFIED HERE BECAUSE IT'S COVERED, UM, LATER ON THE AR.
SO THEN FOR EXEMPTIONS THAT SHOULD A STUDENT HAVE A NEED THAT SOMETHING, OR THAT THEY NEED TO BE EXEMPTED FROM THAT PHYSICAL EDUCATION, UM, THAT THIS GRANTEE OF EXEMPTION DOES LIE WITH THE BOARD OF EDUCATION.
UM, AND THEN THE REQUEST WOULD BE MADE AT AN EXECUTIVE SESSION DUE TO STUDENT PRIVACY, UM, OF THAT THERE ARE TWO REASONS THERE THAT ARE IDENTIFIED THE FIRST IS THAT WOULD HAVE TO HAVE THE ATTENDING PHYSICIAN FOR THAT STUDENT TO MAKE A STATEMENT, UM, THE REASON THAT'S GOING ON OR, UM, THAT THE LEGAL GUARDIAN, UM, SUBMIT A STATEMENT DUE TO THEIR RELIGIOUS BELIEFS, UM, THAT WOULD NEED TO BE ATTACHED WITH THEM.
AND THOSE WOULD BE PRESENTED TO THE BOARD TO MAKE THAT DETERMINATION.
[00:45:02]
WE ALSO ADDED THERE THAT, UM, A STUDENT THAT IS UNABLE TO TAKE THAT PE AND IT WAS REQUESTED THAT EXEMPTION THAT, UM, EVEN IF THEIR EXEMPTION IS GRANTED, WE WILL STILL ENCOURAGE THEM TO TAKE SOME TYPE OF AN ALTERNATIVE TO, UM, ENSURE THAT WE'RE GETTING THE INSTRUCTION, UM, OVER THAT AREA, WHAT WOULD BE IN AN ALTERNATIVE, UM, BOOKWORK.SO POTENTIALLY LIKE, UH, YEAH.
SO IF YOU HAVE A STUDENT THAT HAS, BECAUSE OUR SPECIAL ED STUDENTS SHOULD HAVE ADAPTED, I MEAN, LIKE, YEAH, IT, YEAH.
OR IF THEY HAVE A SEVERE HEART CONDITION THAT THEY'RE UNABLE TO PARTICIPATE BECAUSE THEY CANNOT LET THEIR HEART RATE ELEVATED, BUT YET WE STILL HAVE TO HEAR THE FUNDAMENTALS OR MAYBE ON THE HEART TRANSPLANT LIST, WE STILL WANT TO PROVIDE THE INSTRUCTIONS FOR THEM.
UM, SO THEN ONCE THEY'RE ABLE TO GET FULL THE YES, FOR CLARIFICATION BY A BOARD MEETING THAT STUDENTS WILL DO IS I CAN SEE A DIFFERENCE, BUT NOT SOMETHING THAT'S INVITED TO PE YOU TAKE MY, IF I CAN'T DO MY PHYSICAL PE AND YOU SAY, WELL, YOU CAN READ A BOOK AND DO A REPORT ON IT AS AN ALTERNATIVE RATHER SAY, NO, THANK YOU.
I MAY NEED TO BE SOMETHING LIKE BOWLING, WHERE THEY'RE JUST STANDING THERE.
THE BALL COMES BACK TO THEM VERSUS DOING NOTHING.
I MEAN, IT'S JUST, AND THEN HERE, THERE WAS A REDUNDANCY IN PLACE FOR THE JRTC.
SO WE JUST WANT TO SHOW CLEAN IN ONE SECTION.
SO HERE, UM, WITH THE, THE STUDENT HEALTH AND FITNESS APP FOR THE ANNUAL SURVEYS, UM, WE DID REMOVE THAT.
AND THE REASON BEING IS THAT THE DEPARTMENT OF ED DOES HAVE A DIFFERENT WAY IN WHICH THEY ARE COLLECTING THIS DATA, AND IT'S NOT CLEARLY SPECIFIED WITHIN THE LAW ITSELF.
SO THIS JUST ENSURES THAT WE KEEP OUR ARS CLEAN FOR ENSURING THAT WE'RE MEETING ALL OF THE REPORTING REQUIREMENTS TO THE STATE AND EVERYTHING.
SO FOR HOW THE ANNUAL SURVEY OVER DOSE, AND THEN THAT LAST SECTION THERE, OR THE FITNESS REPORTS TO PARENTS, UM, HERE, THE STATE LAW REQUIRES THAT THE REPORT IS GIVEN TO STUDENTS IN GRADES FIVE, 8:00 AM.
WHENEVER THEY DID OUR HIGH SCHOOL LEVELS, USUALLY NINTH OR 10TH GRADE.
UM, THEY WOULD RECEIVE AN ANNUAL FITNESS REPORT TO HERE IN OUR DISTRICT.
UM, WE REMOVED THE LANGUAGE ABOUT IDENTIFYING GREAT TOO, BECAUSE THE LAW DOES NOT HAVE US REPORTING GRADE TO THE PARENTS OR ANYTHING.
IT'S JUST HELPING US, UM, GAUGE.
UH, BUT THE TEACHERS REALLY GAUGE, UM, WHERE THEY'RE HEADED OR WHERE THEY DO THAT.
UM, FIRST ARE 48 GRADE FIVE AND THEN, UH, THE MANDATORY REPORTING COMPONENTS FOR THE DIFFERENT AREA.
SO IN THE PAST THE CURRENT MONTH THAT IT HAS ALL OF THESE DIFFERENT AREAS.
AND THEN KIND OF AS TIME HAS PROGRESSED, THERE'S BEEN SOME CONCERNS FROM PARENTS AND JUST SOME SHIFTS FROM WHAT WE'RE REPORTING.
AND SO WE JUST REALLY WORKED TO ENSURE THAT WE'RE ALIGNED WITH THE CURRENT GUIDANCE FROM THE DEPARTMENT OF HEALTH.
SO THAT'S WHY THAT LANGUAGE WAS REMOVED TO MAKE SURE THAT WE'RE ALWAYS STAYING CURRENT, WHAT THE GUIDANCE COMING OUT OF IT, THAT IS OUR PHYSICAL EDUCATION.
I JUST HAVE A COMMENT AND THEN I'LL TURN IT OVER TO HIM.
I THINK THAT I PREFER THE WHOLE, THEY ARE WITH THE STUFF CROSSED OUT INSERTED VERSUS THIS FORMAT, BECAUSE FOR ME TO FIGURE OUT LIKE, I'M JUST PULLING UP THAT, YOU KNOW, THE AR NOW, AND IT JUST IS EASIER FOR ME TO UNDERSTAND WHEN YOU'RE SAYING WE'RE MOVING THIS AND WE'RE INSERTING THIS.
SO JUST IF WE DO THIS AGAIN, THAT WOULD BE MY, MY REQUEST.
UM, CORONAVIRUS, UM, IS THIS STATE REQUIREMENT OR JUST ONE UNIT OF HIGH SCHOOL, E IS THAT, IS THAT STATE REQUIRE GRADUATION REQUIREMENTS.
BUT IN REALITY NOW, AND I'LL SPEAK, I'M GETTING THE HIGH SCHOOL WHEN BUILDING AN ATHLETIC PROGRAM, YOU'RE GOING TO HAVE STUDENTS AND YOU SHOULD HAVE STUDENTS WITH A CONTINUUM OF PHYSICAL EDUCATION COURSES THAT ALIGN TO WHAT STARTED WORKING ON A PROGRAM.
AND THEN IT WAS NOT THE MUSCLE, THE INCLUSIVE DANCE AS WELL.
[00:50:01]
SO I AM IN MY PROBLEM IS WHEN I GRADUATED HIGH SCHOOL IN 1966, WE HAD THIS EDUCATION EVERY DAY, EVERY DAY FOR ALL SEMESTERS, YOU HAD VISIT TWO DAYS A WEEK, IT WAS SWIMMING AND YOU HAD YOUR GRADUATION REQUIREMENT.YOU HAD TO BE ABLE TO SWIM UP AND BACK ON TIME HERE WE HAVE.
WE ALSO, IF YOU GO BACK TO MY 1966 YEAR BOOK AND YOU GO THROUGH AND LOOK AT THE PICTURES, THERE'S NOT ONE OBESE PERSON.
AND THEN NOW WE DO KNOW THAT IN WORLD WAR TWO 40% OF MALE INDUCTEES, THE DRAFT WERE NOT ACCEPTED BECAUSE IT LOOKED NOW TODAY, ALMOST 80% ARE REJECTED TO ENLIST BECAUSE THERE WE HAVE A SERIOUS HEALTH.
AND THAT GOES INTO THE HEALTH ISSUE THAT WE'RE GOING TO TALK ABOUT NEXT THAT HELP THEM EDUCATION.
UM, AND IF THAT'S A REQUIREMENT AND THAT'S, AND THAT'S A SAD STATE, AND I THINK PART OF COMPLEXITY OF OBESITY, NOT JUST DOING
THAT WAS SUSTAINED MR. MELLENCAMP, AND PROBABLY A LITTLE BIT BIGGER.
WE ALREADY HAD ONE YEAR, BUT WE HAD SWIMMING CAUSE YOU HAD TO WEAR
IT HAS TO DO WITH RELIGIOUS EXEMPTION.
WE KNEW THAT QUESTION WOULD COME UP AND IT WOULD SAY IDENTIFIES, RECOGNIZED RELIGIONS, CATHOLICISM, JUDAISM, MUSLIM, MUSLIM.
I DON'T KNOW IF I REMEMBER BEING A BIT A WITNESS IDENTIFY
WHAT WOULD BE A GLORY? WHAT WOULD BE, WHAT YOU CALL IT? YOU CALL IT DECEPTION COURSES.
WHAT WOULD YOU, WHAT WOULD YOU DO? SO, AND IT'D BE CYCLICAL THIS 100 THAT RIGHT.
SO AT THE LOWER GRADE LEVEL, WE'LL BE ABLE TO GET ASSIGNED TO THE SCHOOL SITE WHEN WE'RE LOOKING AT FOR GRADUATION PURPOSES WOULD BE SIMILAR TO THAT, OF WHAT WE DID LAST WEEK.
WOULD THAT LABOR NOT PUTTING THAT STUDENT INTO ANOTHER ELECTIVE COURSE.
I JUST PROVIDE, SHE MADE GRADUATION REQUIREMENTS THE WAY THAT GETS POSTED IN POWER SCHOOL ON THE STUDENT'S DAY NINE.
SO IT DOES NOT GO AGAINST THEIR TRANSCRIPT, BUT THAT WOULD BE THE FOLLOWUP WITH THEM AT THE HIGH SCHOOL LEVEL.
AND AT THE ELEMENT IN MIDDLE, IT COULD BE AN ALTERNATE ASSIGNMENT THAT'S PROVIDED TO STUDENTS COP OUT THERE.
I MEAN, IF YOU'RE NOT ABLE TO DO IT BECAUSE OF RELIGIOUS REASONS, IT'S PROBABLY BECAUSE THE REASON THE RELIGION OBJECT IS NOT BECAUSE OF THE EXERCISE PROGRAM, WHAT YOU'RE DOING.
BUT HOW DID YOU ALL GET THAT RELIGIOUS THING
[00:55:05]
THAT WE WOULD REQUIRE SOME TYPE OF PHYSICAL ACTIVITY STILL, IF YOU CAN'T DO THIS, CAN YOU DO THIS RELIGIOUSLY TO COME UP WITH A PHYSICAL COMPONENT? THE ANSWER SHOULD BE SOMETHING PHYSICAL.I THINK IT WOULD BE TIED MORE TO WHAT IT'S GOING TO DO WITH RELIGION, FOR THAT ADAPTIVE MODIFICATION.
I MEAN, I'D HAVE TO READ, THEY MAY HAVE TO TAKE A HIKE.
THEY DIDN'T HAVE TO TAKE WHAT I COULD SHARE WITH YOU HAVING DONE.
IT WAS NO, YOU DIDN'T HAVE TO CHANGE OUT IN PE.
RIGHT? MY SYDNEY, THE STUDENTS WALK THE FIELD.
WE'RE NOT ADDRESSING WHAT OTHER INDIVIDUALS I JUST WANT TO, I THINK IT REALLY GOES TO, IF IT'S COMING BACK TO THE BOARD FOR APPROVAL.
SO YOU HAVE THAT LAYER OF COMMUNITY REPRESENTATION TO MAKE THAT DETERMINATION TO I'M DISAPPOINT VERIFICATION, THE BOARD DOESN'T APPROVE ARS.
UM, I MEAN, WE CAN ADD IS GETTING AN AFFAIR TODAY, OURS.
SO HE DID SOME HARD COPIES I DO BECAUSE YOU KNOW, WE'RE ADDING THIS, YOU'RE TAKING AWAY THIS.
I THOUGHT YOU WOULD HAVE BOTH.
SO I DID THIS JUST TO KIND OF WALK THROUGH THE BIG, WHEN I READ THIS, I SHOULD, I HAVE DONE, BUT I THOUGHT MAYBE IT WOULD BE SO HIGH AS 17.
SO HERE WE'RE HEADING THE HEALTH EDUCATION.
SO THIS IS LOOKING AT HAVING A COMPREHENSIVE HEALTH EDUCATION FOR OUR STUDENTS THAT GOES THROUGH KINDERGARTEN THROUGH GRADE 12.
SO THIS ONE, I WOULD SAY PROBABLY HAS SOME OF THE BIGGER CHANGES IN THE ADJUSTMENTS THAT WE'LL KIND OF GO THROUGH.
SO THE FIRST ONE HERE, AND SECTION TWO OF THE AR LOOKING AT HEALTH EDUCATION PROGRAM FOR US LANGUAGE WAS ADDED THAT REFERS TO SEXUALLY TRANSMITTED DISEASES, UM, THAT ALIGNS TO THE STATE LAW SPECIFICATIONS FOR THOSE STDS.
AND THEN WHEN WE, WHEN OUR TEACHERS ARE PROVIDING INSTRUCTION AND REGARDING PREGNANCY PREVENTION EDUCATION, THAT THOSE WILL BE PROVIDED AND SEPARATE SETTINGS THAT MALE AND FEMALE IN COMPLIANCE WITH STATE LAW.
AND I JUST ASKED HER A QUESTION ABOUT THE FIRST ONE SEXUALLY TRANSMITTED DISEASES ADDED TO LINE STATE.
SO ALL YOU'RE ADDING THERE CAUSE IT SAYS SEXUALLY TRANSMITTED DISEASES.
UH, BUT YOU'RE ADDING THE STATEMENT TO ALIGN WITH STATE LAW BECAUSE THE STATE GROUPS THAT REPRODUCTIVE HEALTH PREGNANCY, FAMILY LIFE, AND THEN, AND WE'LL KIND OF HIT IT.
THERE'S THE ODD CAVEAT OF HOW WE HAVE TO HANDLE STD INSTRUCTION.
IF IT ISN'T SEPARATE, UM, COMPONENT, THAT'S NOT RELATED TO THE REPRODUCTION.
SO THE NEXT THREE SLIDES THAT WE'LL KIND OF GO THROUGH IT THEN ARE BROKEN INTO THREE DIFFERENT SECTIONS.
SO WE IDENTIFY HOW WE'RE GOING TO HANDLE HEALTH EDUCATION OR GRADES K 5, 6, 8, AND THEN THE HIGH SCHOOL.
SO FOR GRADES K FIVE, WE IDENTIFY ALL OF THE VARIOUS HEALTH COMPONENTS AND THE, THEY REFER TO THEM AS SUBJECTS, WHICH KIND OF CONFUSED AS LEADING OF SUBJECTS, BUT THE SUBJECTS OF THE HEALTH SUBJECTS, UM, BREAK DOWN TO THIS LIST THERE.
AND THERE IS EXPLICITLY STATED AND THE LAW OR GOVERNING THAT WE DO EXCLUDE AT THIS GRADE LEVEL RANGE, SEXUALLY TRANSMITTED DISEASES WHEN PROVIDING INSTRUCTION AROUND PREVENTION AND CONTROL OF DISEASES AND DISORDERS.
UM, BUT OTHER THAN THAT, THOSE ARE ALL OF THOSE CORE SUBJECT AREAS AND HEALTH EDUCATION FOR GRADES CAME BY.
ARE YOU LIKE TO TEACH ABOUT VACCINATIONS, UH, YOU KNOW, BETWEEN PREVENTION AND CONTROL OF DISEASES AND DISORDERS? A VACCINE IS A WAY IN WHICH, UM, DISEASE THAT'S PRESENTED.
SO YOU PUT A POTENTIALLY TO LOOK AT, UM, YOUR NMRS OR POLIO VACCINES AND THE
[01:00:01]
HISTORICALSO THEN LOOKING AT SECTION FOUR THEN IS FOR GRADES SIX, EIGHT HERE.
IT IDENTIFIES, UM, ALL OF THE COMPONENTS THERE, EXCEPT NOW STARTING IN GRADE SIX, UM, SEXUALLY TRANSMITTED DISEASES ARE INCLUDED AN, UM, THE PREVENTION AND CONTROL THAT DISEASES AND DISORDERS.
AND THEN IT'S ALSO IMPORTANT TO NOTE THAT WHEN WE LOOK AT FAMILY LIFE EDUCATION AND, OR, UM, PREGNANCY PREVENTION EDUCATION, THAT, UM, THEY MAY BE INCLUDED HERE, BUT THEY DO NOT INCLUDE ANY KIND OF METHODS DEALING WITH COPS OR EXCEPTIONS BEFORE THAT SIXTH GRADE.
SO THAT'S AN IMPORTANT NOTE THERE, AND THERE ARE A FEW AREAS SUCH AS DOMESTIC VIOLENCE THAT IS MORE EXPLICIT WITHIN THIS GRADE RANGE VERSUS THE K FIVE RANGE.
SO JUST BUILDING THAT DEVELOPMENTAL ASPECT THEN AS WE GET THE HIGH SCHOOL, SO HIGH SCHOOL DEALS WITH IT'S APPROACHED SLIGHTLY DIFFERENTLY THAT IN HIGH SCHOOL, UM, AT SOME POINT IN THEIR HIGH SCHOOL CAREER, THEY HAVE TO COMPLETE A COMPREHENSIVE HEALTH EDUCATION UNIT.
THAT ENCOMPASSES ALL OF THESE VARIOUS AREAS, UM, WITH THE EXCEPTION OF FAMILY LIFE, BEING THAT OPTIONAL AREA OF ALL OF THOSE SUBJECTS THAT ARE IDENTIFIED, WE HAVE TO ENSURE THAT THERE ARE 750 INSTRUCTIONAL MINUTES THAT DEAL WITH THE THREE AREAS OF REPRODUCTIVE HEALTH, PREGNANCY PREVENTION AND SEXUALLY TRANSMITTED DISEASES.
AND THAT'S WHEN YOU HAVE THOSE STDS THAT ARE TAUGHT WITHIN REPRODUCTIVE HEALTH AND PREGNANCY PREVENTION.
UM, OR IF YOU ARE PROVIDING INSTRUCTION ON STDS AS A SEPARATE COMPONENT FALLS UNDER THOSE 750 MINUTES.
SO, AND THEN PIGGYBACKING ON, ON THOSE SUBJECTS THERE FOR THE GRADES NINE 12, SO THAT A SCHOOL MUST PROVIDE THAT HEALTH EDUCATION AND THEY HAVE A LITTLE BIT DIFFERENT.
SO AS A STUDENT, THAT IS AN FOR EXAMPLE, JR ROTC, IT COUNTS FOR THE PHYSICAL EDUCATION.
HOWEVER, IT DOES NOT COUNT FOR THE HEALTH EDUCATION.
SO AT SOME POINT A STUDENT IS GOING TO NEED TO EITHER TAKE THE HEALTH COMPONENT, PAIRED UP WITH ANOTHER COURSE FOR INSTRUCTION BY A LICENSED HEALTH TEACHER, OR THEY WOULD HAVE TO DO IT THROUGH THE VIRTUAL PROGRAM, SUCH AS EDGENUITY, THROWING LICENSED HEALTH TEACHER PROVIDING THAT INSTRUCTION.
UM, BUT THE JUST HAVE TO ENSURE THEY'VE RECEIVED THAT UNIT, UM, IS ALL.
AND THEN, UM, THERE WAS A REDUNDANCY, UM, REMOVED REGARDING THE PROFESSIONAL DEVELOPMENT WITH THEM.
SO THAT SECTION FOR HIV AIDS EDUCATION, MEANING THE SAME, UM, AND I WILL GET THERE, UM, FOR SECTION SIX, UM, WE CLARIFIED THAT, UM, THE PROCESS IN WHICH HAPPENS FOR A NOTICE TO PARENTS TO BE GIVEN AND, OR HOW THEY WILL, UM, PUT THE NOTICE THEN.
SO AS A STUDENT, UM, AS IT MOVED FORWARD, STUDENTS THAT ARE ENROLLED IN COURSES, THEIR PARENTS WILL BE ABLE TO OPT THEM OUT OF, UH, UM, YOUR CONTENT REGARDING, UM, PREGNANCY PREVENTION AND FAMILY LIFE REPRODUCTIVE.
UM, THE, THAT ASPECT OF IT THAT THE PARENT WILL RECEIVE NOTICE PRIOR TO ENROLLMENT AND CAN EXAMINE, THEY WILL NOTIFY THE PRINCIPAL, UH, THE, THEIR REQUESTS FOR THAT NOT TO BE.
AND THEN THE PRINCIPAL WILL ENSURE THAT IT IS NOT COUNTED AGAINST THE CHILD.
UM, WHEN THEY GO THROUGH THAT, THEN THAT FOR SECTION SEVEN FOR PROFESSIONAL DEVELOPMENT HERE FOR, WE HIT THAT, UM, YOU KNOW, TEACHERS WILL RECEIVE THEIR PROFESSIONAL DEVELOPMENT ASPECTS.
UM, FOR THOSE THAT ARE PARTICIPATING IN THE COMPREHENSIVE HEALTH EDUCATION, SECTION EIGHT FOR TEACHING ABOUT ALCOHOL OR DRUGS, ALCOHOL AND TOBACCO.
[01:05:01]
HERE WE ADDED THAT, UM, YOU WILL HAVE A, UM, INSTRUCTION DEALING WITH, UM, PRESCRIPTION OPIOID ABUSE AND PREVENTION AND HONING IN ON OTHER DRUGS OF ADDICTION, SUCH AS HEROIN AND, UM, CONNECTED BACK TO THE HEALTH STANDARDS.AND THEN THE STATE DOES REQUIRE THAT SCHOOL DISTRICTS OBSERVE ALCOHOL AND NARCOTICS EDUCATION WEEK.
AND SO FOR GRADES SIX THROUGH 12, THEN THEY HAVE TO HAVE INSTRUCTION OVER THREE DAYS THAT ARE UP 30 MINUTES AND IT ACTUALLY REQUIRES THEM TO HOLD A SCHOOL ASSEMBLY OF 45 MINUTES.
SO THAT'S ALSO BY THEY'RE REITERATING WHAT'S REQUIRED BY THE STATE.
AND SO WE ARE LOOKING AT THE WEEK OF MARCH 20TH TO THE 26TH IS WHAT WE'RE TARGETING RIGHT NOW BECAUSE OF THE LINES THAT THE NATIONAL DRUG AND ALCOHOL FACTS, THAT IS WHAT WE ARE TENTATIVELY TARGETING RIGHT NOW TO HAVE THAT.
AND THEY'LL BRING THAT UP TO ACADEMIC CABINET BECAUSE THAT'S WHAT OUR POST LEFT OUT PERIOD, THE PURPOSE OBSESSED WRITING, AND TRYING TO GET THAT NEED CAN BE ALIGNED WITH WHAT'S HAPPENING NATIONALLY, THEN THE NEXT SLIDE FOR HIV AND AIDS EDUCATION.
SO THE AR, UM, HAS A MULTIPLE, A VERY DETAILED SECTION IN LOOKING AT HIV AND AIDS EDUCATION AND IN CONVERSATION WITH, UM, SO THE, THE STATE LAW DOES NOT HAVE ANYTHING EXPLICIT TO HIV AIDS EDUCATION, AND REALLY IN TALKING WITH, UM, OTHER PROFESSIONALS WITHIN OUR DISTRICT AND EVERYTHING.
IT APPEARS THAT BACK WHEN HIV AND AIDS WAS REALLY A BAT, YOU KNOW, HOT TOPIC, LOOKING AT STDS, UM, THAT THAT'S KIND OF WHAT'S DRIVING THERE.
SO, UM, WE'RE JUST NOT GOING TO HAVE ONE SPECIFIC STD BE BROUGHT TO HER, YOU KNOW, BEING PULLED OUT, BUT, UM, TEACHERS ARE STILL ABLE TO, YOU KNOW, WE WOULD WANT THEM TO ENCOURAGE HIV AIDS EDUCATION WITHIN STD INSTRUCTIONS VERSUS HOW THE SEPARATE HIV AIDS.
SO THIS WHOLE SECTION, SECTION FOUR ON THE CURRENT ONE IS GOING TO DISAPPEAR.
IS THIS THIS LIKE, YEAH, CAUSE IT WAS ONE OF THOSE, WHY DO WE HAVE, WHEN I WAS REVIEWING THIS, WHY DON'T WE DO HIV AIDS VERSUS NOT HAVING A SEXUAL ENCOUNTER MEDIA AND ALL OF THE OTHER STDS THAT YOU COULD GET INTO FOR SECTION 10 SEXUAL ABUSE AND ASSAULT PREVENTION.
THIS IS, UM, AND RELATIONSHIP TO AARON'S LAW.
UM, PARENTS CAN NOT OPT OUT THEIR CHILD, UM, OUT OF ERRANDS LAW.
AND SO THIS JUST PROVIDES THAT CLARIFICATION THAT, UH, AGE APPROPRIATE INSTRUCTION WILL BE GIVEN PER STUDENTS.
UM, THAT GOES TO THE FULL RANGE THAT WE ARE SERVING HERE.
UM, AND, UH, WE ARE, UM, WORKING WITH OUR PARTNERS AND ALL OF THAT TO ENSURE THAT INSTRUCTION, INSTRUCTIONS BEING GIVEN THERE.
UM, BUT IT'S IMPORTANT TO NOTE THAT THE PARENTS DO NOT OPT OUT OF THIS BECAUSE IT'S NOT HEADING SUCH AS SEXUAL REPRODUCTION, IT'S SEXUAL ASSAULT.
UM, AND SO THIS IS A 10, THERE'S NO 10 ON OUR CURRENT ONE, IF THE HIGHEST NUMBER IS SIX.
SO I'M GOING TO REALLY ASK THAT WE PUT THIS IN THIS FORM SO I CAN LOOK AT IT.
UM, I HAVE A QUESTION ABOUT AARON'S LAW BECAUSE IT CAME UP TO ME THIS YEAR.
UM, AND WE, UH, WANTED, YOU KNOW, WE'D CONTRACT WITH, UM, CODA TO PROVIDE OUR ARON SLOT INSTRUCTION.
AND SO THE SPIRIT WANTED TO LOOK AT THE, UM, WHAT WAS GOING TO BE TAUGHT AS CHILD AND CAMPUS SAID, NO, WE CAN'T DO THAT.
AND HE BADGERED THEM MONOCULAR.
SHE FINALLY CONSENTED TO DO IT.
UM, SO DO WE NEED A STATEMENT IN HERE ABOUT WHETHER HIS PARENTS HAVE THE RIGHT TO PREVIEW THAT WE DO HAVE TO IN HERE THAT THEY CAN READ YOU ARE, UM, SEXUAL, UH, REPRODUCTIVE TYPE STUFF.
NOW I UNDERSTAND WHY CAPITOL MIGHT NOT WANT CARES TO PREVIEW THAT BECAUSE THEY'RE GIVING INFORMATION ABOUT WHAT TO LOOK FOR.
AND IF, IF YOU HAVE AN ABUSER THAT GOES IN AND LOOKS AT BASKET, THE ABUSER WILL THEN GO, OH, I SHOULDN'T DO THAT BECAUSE THIS, SO I DON'T KNOW.
SO, UM, CAPITA DOES FOLLOW THE DISTRICT'S CURRICULUM.
I KNOW THAT THEY HAD A PARENT WILLING TO REVIEW IT AND THEY EVEN HAD A TIME SET UP ON A SATURDAY AND,
[01:10:01]
BUT THEY DIDN'T MAKE IT AVAILABLE.AND SO YES, THEY ARE ALLOWED TO REVIEW IT AND IT WAS MADE AVAILABLE TO PARENTS.
UM, AND, AND, AND TALKING WITH KAPPA, UM, EVEN EARLIER THIS WEEK, UM, THAT TODAY, I THINK I'VE HAD A PARENT SESSION, ALL OF THAT.
SO, UM, WE WILL CONTINUE TO OPERATE PARENT SESSION, BUT THEY DO USE A STATE APPROVED CURRICULUM.
I THINK THAT'S APPROPRIATE TO PUT IN YOUR HOUSE THINGS APPROPRIATE TO SIMILAR TO WHERE WE HAVE, UM, A STATEMENT THAT THE, UM, PRINCIPALS HAVE TO NOTIFY THE PARENTS AHEAD OF TIME.
I THINK WE NEEDED A NOTIFICATION IN HERE AHEAD OF TIME THAT, YOU KNOW, MRS. FEDERAL LAW FOLKS, I MEAN, I'VE LEARNED A LOT ABOUT AARON'S LAW WHEN I RESET, UH, YOU KNOW, GETTING HAMMERED.
AND SO, AND WE DO HAVE A LETTER AND FOR CONSISTENCY, THE LETTER WILL ACTUALLY COME FROM ME.
UM, SO I WILL BE THE ONE THAT WILL SIGN THE LETTER JUST TO ENSURE THAT ALL PARENTS ARE RECEIVING PROPER NOTIFICATION.
UM, AND WE'RE NOT HAVING TO WORRY ABOUT IT GOING THROUGH, YOU KNOW, SOMETIMES THE TEACHERS, COUNSELORS, ADMINISTRATORS.
SO, UM, WE DO HAVE A, UM, A DRAFT OF, OR WE HAVE THE LETTER THAT WILL BE USED.
YOU'LL BE GOING OUT AFTER THE SPEEDS AND THINGS.
I THOUGHT YOU WOULD HAVE HAD TO STOP.
THAT'S WHY I LIKED IT TO THAT VERSION.
SO, AND THEN, WELL, WE DON'T HAVE IS ONE FOR MS. MENDELSON.
WELL, NO, UM, MS. MIDDLETON, I ACTUALLY, I JUST EMAIL THOSE TO YOU.
IF YOU DON'T GET TO MS. MIDDLETON, THAT'D BE OKAY.
THEY SHOULD HAVE BEEN IN THE PACKAGE.
SO YOU HERE, BECAUSE THE NUMBERS WERE CHANGING IN THAT, DID YOU ALL TALK ABOUT THE OPT-OUT? OKAY.
SO THERE'S A DISTINCTION WITH THE OPPORTUNITY FOR PARENTS TO LEAVE YOU YES, DOES EXIST AND WE'RE DEVELOPING THE PACKET.
THEN FOUR 11, UM, IT JUST REITERATES, UM, OUR CPR AED INSTRUCTION THAT AT LEAST ONE TIME DURING THE ENTIRE FOUR YEARS OF A STUDENT IS IN HIGH SCHOOL, THAT EVERY STUDENT WILL RECEIVE INSTRUCTION CPR, WHICH WILL ALSO INCLUDE, UH, UM, AWARENESS OF THE USE ON.
AND SO, AND I JUST WANTED TO BRIEFLY MENTION TO ALL OF YOU, WE PUT RONALD BROWSES LONG BREATH ASSISTS, AND I'D WANT ADULTS TO KNOW ABOUT MY EYEBROWS.
CAUSE I WORKED ON HIS CASE, BUT HE'S A FOOTBALL PLAYER IN HARTSVILLE.
AND HE HAD AN UNSEEN UNFORESEEN CARDIAC EVENT ON THE FOOTBALL FIELD AND HIS PARENTS WERE WONDERFUL PEOPLE AND THEY WENT TO THEIR ROOM TO GET THE SLOT PASS SO THAT CHILDREN WOULD BE TAUGHT THE USE OF
SO IT'S REALLY, REALLY WONDERFUL AS IT CAN SAVE A LIFE.
CAN I GO BACK TO NUMBER 10, SEXUAL ABUSE AND ASSAULT AWARENESS PREVENTION IN THIS FENCE, BUT CLARIFIED IT SAYS, UM, AND WE JUST TALKED ABOUT OUR PARENTS ARE NOT ABLE TO OPT OUT OF THIS INSTRUCTION, BUT IT'S NOT ADDED ON THAT IS THAT NEED TO BE ADDED, NEEDS TO BE THE LANGUAGE SHOW PAGE.
WE SHOULD SAY MANDATED SHOW TEACH MANDATED.
SO JUST, I THINK IT'S JUST A, THE LANGUAGE THAT'S HERE SHOULD BE ADDED TO THIS SO THAT IT'S CLEAR THAT PARENTS CAN NOT OPT THAT ONE BULLET.
LIKE I SAID, YOU HAVE IT ON HERE, BUT IT'S NOT HERE.
AND ON THE CITATION OF THAT,
THAT IS ONE QUESTION THAT AS WELL.
WELL, WHO MADE THAT STATEMENT AND IT'S ACTUALLY IN SO LONG IN ACCORDANCE WITH AND SAW, RIGHT.
SO THAT LANGUAGE SPECIFICALLY, I JUST, JUST WANT ME TO DO
[01:15:01]
WHAT THAT PAPER, THE LANGUAGE YOU'RE ADDING IS THAT PARENTS MAY NOT STOP OUT THAT WE WERE TO SAY IT'S MANDATED IN APPLE IN ACCORDANCE TO THERE AS WELL.SHE'LL TEACH MANDATED AGE-APPROPRIATE INSTRUCTION.
OPT OUT THE LOT HAS NOT PROVIDED AN OPT OUT PROVISION.
AND THEN I'LL SEND YOU RATHER THAN A BREAKFAST.
AND THEN, UH, THE OTHER, UM, PAYMENT THAT WAS ADDED HERE IS THAT, UM, THE FORMATION OF PUTTING IT IN THERE AND, AND REALLY RECONSTITUTING IT, UH, A LOCAL ADVISORY COMMITTEE FOR COMPREHENSIVE HEALTH EDUCATION.
AND SO, UM, THIS WILL HAVE THE BOARD APPOINTEE, A 13 MEMBER, LOCAL ADVISORY COMMITTEE THAT HAS THAT THEY ARE ADVISING THE DISTRICT OVER THREE PRESCRIBED AREAS BY LAW.
THAT WOULD BE YOUR REPRODUCTIVE HEALTH EDUCATION, FAMILY, LIFE EDUCATION, IF IT IS BEING TAUGHT THAT SCHOOL YEAR AND PREGNANCY PREVENTION EDUCATION, AND THEN THE STATE LAW ACTUALLY IDENTIFIES WHO CAN SERVE OR THE ROLE IN WHICH THEY'RE GOING TO BE SERVING ON THIS 13 MEMBER COMMITTEE, WOULD YOU BE MADE UP OF TWO PARENTS, THREE CLERGY TO HEALTH PROFESSIONALS TO TEACHERS, TO STUDENTS.
ONE OF THE STUDENTS HAS TO BE A STUDENT BODY PRESIDENT AT ONE OF OUR HIGH SCHOOLS AND THEN TWO COMMUNITY MEMBERS, BUT THEY JUST CANNOT BE EMPLOYEES OF THE SCHOOL DISTRICT.
AND BY RE-ESTABLISHING THIS COMMITTEE, THEN WE WOULD LIKE, WE WOULD LIKE THE BOARD TO REESTABLISH THIS COMMITTEE TO BRING US IN THAT COMPLIANCE.
SO BASICALLY WHAT HAPPENED IS, UM, WHEN WE'RE HITTING, UM, INSTRUCTIONAL CURRICULAR AREAS THAT WOULD NORMALLY JUST COME TO THE ACADEMICS COMMITTEE FOR APPROVAL.
IF IT'S ONE OF THOSE THREE AREAS, IT WOULD FIRST GO TO THE COMPREHENSIVE HEALTH ADVISORY COMMITTEE, UM, IN ACCORDANCE WITH THE LAW.
THEN THERE THEIR RECOMMENDATIONS THAT BE BROUGHT TO THE ACADEMICS COMMITTEE TO THEN DECIDE HOW TO MOVE FORWARD.
AND THIS IS A REQUIREMENT BY THE STATE LAW.
UM, THIS NEEDS TO BE A POLICY, UH, NOT AN AR UM, YOU KNOW, AN AR CAN'T DIRECT THE BOARD TO DO ANYTHING.
UM, SO I THINK YOU NEED TO GET THIS OVER TO THE POLICY COMMITTEE AND THEY CAN, THEY CAN JUST DO A CUT AND PASTE ON THIS.
THE BOARD WOULD APPROVE IS DISTRIBUTING.
THAT IS WHAT WE'RE GOING TO OUR APPROACH.
WE HAVE A POLICY THAT SAYS THAT THE SUPERINTENDENT, WE CAN'T MAKE A POLICY.
DAVID, DO YOU EVER RESPONSE? WELL, YOU KNOW, SOME, SOME THINGS WE PUT IN POLICIES AND SOME THINGS WE DON'T JUST SEEMS, SEEMS IMPORTANT ENOUGH TO PUT IN THERE AS A RESPONSIBILITY OF THE BOARD.
I THINK IT GETS LOST UNDER THE GENERAL RUBRIC OF FOLLOWING STATE LAW.
I THINK IT NEEDS EMPHASIS, OBVIOUSLY, BECAUSE IT'S, IT'S EMPHASIZED HERE, BUT THE OTHER POINT IS, YOU KNOW, WE CAN'T, WE CAN'T HAVE AN AAR DIRECTING THE BOARD.
SO IT'S LIKE, IT SHOULD BE A POLICY.
I DON'T SEE ANY HARM IN IT AND MAKING IT A POLICY.
I WAS WONDERING SOMETHING THAT WE WOULD WANT AN AD HOC COMMITTEE FORMED TO, UM, TO WORK ON THIS TO DESERT, TO, TO WORK ON GETTING THE, UH, MEMBERS THAT ARE NEEDED.
TO ME, IT, I DON'T THINK THE BOARD CAN COME UP WITH ALL THESE PEOPLE.
[01:20:01]
I THINK IT WOULD HAVE TO BE AN AD HOC COMMITTEE CHAIR TO GATHER UP THE, THE MEMBERS.I MEAN, WHAT'S A QUORUM FOR THIS.
UH, YOU KNOW, HOW DO WE RECRUIT THESE PEOPLE? AND YOU KNOW, OH MY GOSH, THIS WILL BE, AND THEN MINUTES.
AND HOW OFTEN DOES IT HAVE TO BE? AND AS OFTEN AS WE HAVE TO BRING FORWARD CURRICULAR AND GETS TIED TO, HEY, HOW OFTEN DO YOU, YOU KNOW, YOU GOT TO TELL SOMEBODY TO VOLUNTEER FOR THIS, THAT YOU ARE EXPECTED TO DO, YOU KNOW, WHENEVER, BUT YOU GOT TO GIVE THEM SOMETHING.
YOU CAN'T JUST SAY JANUARY, ONCE A WEEK, ONCE A YEAR, ONCE A YEAR, YOU NEED TO PREVIEW A PERSON THE SECOND.
AND WE KNOW THAT OTHER DISTRICTS HAVE A ON THE LEFT SIDE, THEY HAVEN'T ANNOUNCED ON YOU.
MAY I ASK THE QUESTION WITH REGARD TO PROCEDURALLY ON THIS? IS THIS BEING WRITTEN WITHIN THE AR ACTUALLY DIRECTS THE BOARD TO DO A PRACTICE.
WHAT WE'RE DOING HERE, WE'RE JUST, WE'RE JUST, WE'RE JUST,
THAT'S SO ABOVE THE LINE, THAT'S THE LAW REQUIRED THE BOARD.
IT SAYS IN THE WATER, JUST READ YOU WHAT IT SAYS TO ASSIST IN THE SELECTION OF COMPONENTS AND MATERIALS.
EACH LOCAL SCHOOL BOARD SHALL APPOINT A 13 MEMBER, LOCAL ADVISORY COMMITTEE CONSISTING OF ALL THOSE IN OUR HANDS.
I THINK I INVESTIGATED THIS A LITTLE WHILE AGO WHEN I HAD A CONSTITUENT BRING IT TO MY ATTENTION THAT WE DIDN'T HAVE ONE OF THESE IN DEPTH.
AND, UM, YOU KNOW, IT SEEMS LIKE THE LAWS STATES, WE HAVE TO HAVE ONE ON THE BOOKS, BUT THE LAW.
SO REALLY THIS IS ONLY THE WAY THIS SAYS THAT WE MAY USE INSTRUCTIONAL UNIT MADE BY THE BOARD.
SO IF WE'RE USING THE STATE INSTRUCTIONAL UNITS, WE DON'T HAVE TO HAVE THIS COMMUNITY BECAUSE WE'RE USING THE STUFF FROM THE STATE.
IT SAYS, I DON'T KNOW IF THIS IS WHAT, HOW IT SOUNDS TO ME.
LOCAL SCHOOL BOARDS MAY USE INSTRUCTIONAL UNIT MADE AVAILABLE BY THE BOARD PURSUANT TO SECTION 59 32 CLIENT WHO'S THAT BOARD THAT'S THE STATE BOARD, THE STATE OR LOCAL BOARDS MAY DEVELOP OR SELECT THEIR OWN INSTRUCTIONAL MATERIALS, ADDRESSING THE SUBJECTS OF REPRODUCTIVE HEALTH, EDUCATION, FAMILY, LIFE, EDUCATION, AND PREGNANCY PREVENTION TO ASSIST IN THE SELECTION OF COMPONENTS AND CURRICULUM MATERIALS.
EACH LOCAL BOARD SHALL APPOINT A 13 MEMBER, LOCAL ADVISORY COMMITTEE.
SO TO ME, THIS IS SAYING, IF WE DECIDE WE'RE NOT USING THE STATE CURRICULUM AND WE'RE GOING TO USE OUR OWN, THEN WE HAVE TO APPOINT A BOARD TO, UM, TO LOOK AT IT.
THAT'S HOW I, WHAT, WHAT'S THE, HERE'S THE SITUATION.
WHAT IT IS, IS THAT WE HAD ON THE SAP WEBSITE, THERE ARE MATERIALS THAT THE SOUTH COUNTY DEPARTMENT OF EDUCATION WE HAVE ON OUR WEBSITE IS
SO YOU'LL JUST HAVE TO SELECT THE ONE YOU WANT.
AND IT COULD BE ONE THAT'S ALREADY STATE GROUP.
SO YOU DON'T HAVE TO DEVELOP IT, BUT YOU STILL HAVE TO SELECT IT WITH THIS COMMITTEE.
AND THERE'S LIKE, THERE'S A REPORT THAT HAS TO BE SUBMITTED EVERY YEAR.
AND LET ME ADD, I'VE CHECKED WITH THE DEPARTMENT OF EDUCATION OR DOES IT MAKE IT SOUND LIKE THAT
[01:25:02]
OR MAKES IT SOUND LIKE IF YOU CHOOSE ONE OF OUR SPACE, IF I'M THE STATE, THE STATE CALENDAR ON THE STATE MENU, THEN YOU'RE GOOD.BUT IF YOU CHOOSE YOUR OWN, WE HAVE SELECTED, OH, DOES IT MEAN NECESSARILY? SHE SAID SHE CLARIFIED THE TALKS ABOUT HAVING THIS COMMUNITY, THAT YOU CAN LOSE FUNDING IF YOU DON'T HAVE A BUDGET.
FINANCE, PROVISO WAS ACTUALLY PRESENTED TO US IN C AND C.
AND I'D SAY, IT'S NOT A SIGNIFICANT ENOUGH, BUT IN DAIRY IS THE SALE 1%.
WELL, WE DON'T HAVE TO CONVENE THE COMMITTEE AND LESS WORK.
UM, UNLESS WE'RE CHANGING THE, YOU WANT BE FOOLISH TO CHANGE TO CHANGE IT, BUT YOU JUST HAVE A MEETING AND SAY, WE'VE SELECTED THESE MATERIALS THAT ARE PROVIDED STATE.
SO WE'RE GOING TO NEED, UM, A MOTION TO SEND THIS TO POLICY COMMITTEE OR MOTION TO CREATE A AD HOC COMMITTEE.
WHAT WOULD YOU SUGGEST MR.
THEN IT WOULD GO IN POLICY UNDER BOARD RESPONSIBILITIES.
UM, AND THEN AFTER THAT, THEN WE COME UP WITH AN AD HOC COMMITTEE TO IMPLEMENT, UH, MR. MR. ROB COLONEL DIRE THAT WE, WE SUBMIT THIS LOCAL ADVISORY COMMITTEE PROCESS TO THE POLICY COMMITTEE FOR BOARD RECOMMENDATION.
SO IS WHEN ARE YOU GOING TO CLARIFY WHETHER WE NEED THIS COMMITTEE OR NOT? AND SO YOU MAKE, I PROBABLY DIDN'T SPEAK LOUDLY ENOUGH.
WE ARE MANDATED BY LAW TO HAVE THE COMMITTEE.
THERE WAS A PROVISOR IN THE BUDGET THAT EVEN STATED THAT IF A DISTRICT DOESN'T HAVE A COMMITTEE, THERE WILL BE A REDUCTION IN THE FUNDING.
UM, SO WAIT, LET ME MAKE SURE THIS, I MOVE THAT WE SUBMIT THE LOCAL ADVISORY COMMITTEE TO THE POLICY COMMITTEE, THE PROBATION, THE FORMATION.
I MOVED THAT WAS SUBMITTED THE FORMATION.
WE SUBMIT THE DEVELOPMENT FOR DEVELOPMENT.
IF WE SUBMIT FOR, UM, LOCAL ADVISORY, DO THE FELLOWSHIP.
I LOVE THE LOCAL ADVISORY COMMITTEE TO THE POLICY FOR RECOMMENDATION TO THE FULL BOARD.
MY QUESTION AGAIN IS GOING TO BE PROCEDURAL BECAUSE NOW THE AIR IS NICE UNTIL WE BUILD TO POLICY.
SO THIS WILL NOT GO OVER, TAKE THIS SECTION OUT AND WE'LL BRING IT BACK ONCE.
WE'LL TAKE 12 ABOUT LOCAL ADVISORY COMMITTEE.
AND THEN I JUST WANTED TO READ THE LANGUAGE THAT I'VE REVISED WITH RESPECT TO PARENTS.
A AND I LOOKED AT THE STATUTE THAT'S ABOUT AROUND THIS FIRST EMOTION DRIVING.
YOU WANT TO READ THE MOTION? I BELIEVE THAT WE SUBMIT FOR DEVELOPMENT OF THE LOCAL ADVISORY COMMITTEE TO THE POLICY COMMITTEE RECOMMENDATION TO THE FULL BOARD.
SO NOW WE HAVE THESE TWO, I WOULD FINISH WITH THE IRC STIR FLOWERS,
[01:30:01]
I THINK.SO I THINK THESE TWO, DO WE WANT TO PLACE THEM ON CONSENT? THESE ARE A PLACE, A MONITOR CONSENT FOR INFORMATION ON THEM.
I WOULD JUST PUT THEM IN A DIM BOARD THAT'S UNDER.
SO WHEN YOU MAKE A REPORT AND YOU WILL JUST SAY THAT THEY WERE REVIEWED AND THEY'LL BE IN THERE FOR THE AGENDA, BUT THEY WILL BE
DAVID, I JUST WANT TO VERIFY, I THINK WHAT MARY JUST SAID, WE'RE PULLING THAT SECTION 12 OUT, RIGHT? YEP.
MOVING ON VERY MUCH, MR. FLOWERS HAVE A PLAN TO HELP.
I HAVE A PLAN, SO WE LOOKED AT OTHER DISTRICTS.
WELL, THANK YOU SO MUCH FOR THE OPPORTUNITY TO SHARE A LITTLE BIT ABOUT FROM THE WRITING PLAN FOR THE 20 22 20 23 SCHOOL YEAR.
I WANTED TO START BY JUST BRINGING THIS TO THE ATTENTION THAT YOUR LAST YEAR THROUGHOUT THE YEAR, ALMOST MONTHLY, A GROUP OF EDUCATORS.
UM, IF YOU WERE ABLE TO JOIN, YOU'RE WELCOME TO JOIN, BUT WE HAD A COMMITTEE TO REVIEW WRITING DATA, UH, DISCUSSED CURRENT WRITING NEEDS.
UM, THINK ABOUT OUR TEXTS AND THEN ANALYSIS THROUGH SC READY.
THIRD THROUGHOUT THAT YEAR, WE LOOKED AT THE STUDENT WRITING WHERE WE ARE.
UM, AND THEN FROM THAT WE DEVELOPED THIS CALLING IT A PLAN, BUT IT'S MORE LIKE THIS COMPREHENSIVE, UM, SYSTEM NOW TO SUPPORT WRITING DEVELOPMENT FOR ALL OF OUR STUDENTS.
THE VISION FOR THE WORK, UM, IS WE WANT STUDENTS TO EXPERIENCE DIRECT EXPLICIT INSTRUCTION AND ALL STRANDS OF WRITING.
AND WHAT WE MEAN BY THAT IS THAT ALL THOUGH TEXT DEPENDENT ANALYSIS IS HOW WE ARE MEASURED THROUGH SC READY.
WE NEED TO HAVE WRITERS THAT CAN WRITE ALL TYPES OF TEXTS AND, AND THAT WILL ACTUALLY RESULT IN STRONGER ANALYSIS AND THE WRITING IN THE END.
UM, IN ADDITION, ALL LEARNING TO BE MODELED, SUPPORTED AND REFLECTED THROUGH THE GRADUAL RELEASE OF RESPONSIBILITIES.
UM, AND THEN STUDENTS SHOULD BE EXPECTED TO WRITE FREQUENTLY AND WIDELY ACROSS ALL CONTENT AREAS.
AND SO WITH THIS DRIVING THE WORK, WE WILL INCREASE THE QUALITY OF THE WRITING AND WE WILL ALLOW SCHOOLS, PRECISE DATA TO DEVELOP FOR TEACHING AND LEARNING AND TRANSFER OF, TO THE STUDENT'S WRITING.
UM, SO THE NEXT SIDE THIS YEAR, WE MUST FOCUS IN FIRST ON INTER-RATER RELIABILITY.
UM, SO WHAT THAT MEANS IS THAT ALL EDUCATORS AND EVENTUALLY STUDENTS HAVE TO HAVE A COMMON UNDERSTANDING OF WHAT THAT WRITING MEANS, THE QUALITY OF THE WRITING, WHAT THEIR NEXT STEPS ARE WITHIN THE WRITING.
UM, AND SO WE ARE SCORING ALL OF WRITING TOWARDS THE, THE RUBRIC PROVIDED TO US BY THE STATE DEPARTMENT OF EDUCATION, BUT IT WILL IMPACT DIFFERENT TYPES OF WRITING.
UM, SO THAT CONSISTENT RUBRIC AND BRINGING THIS FORWARD IN PLCS WILL HELP US TO BETTER INDIVIDUALIZE WHAT WE NEED FOR STUDENTS AND HAVE THIS COMMON CONTINUUM THAT CONNECTS THAT TO THE RUBRIC.
SO THAT'S A BIG LIFT, UM, FOR EDUCATORS ACROSS THE DISTRICT.
SO THE COMMITTEE WORKED TOGETHER, THERE WAS ACTUALLY A SMALLER GROUP THAT REALLY PUT FORTH A LOT OF WORK, UM, TO SUPPORT EDUCATORS AND COACHES AT THE SCHOOL, THROUGH THE PLC.
SO WE WERE ABLE TO ROLL OUT WHAT WE'RE CALLING A WRITING MATRIX TO ALL INSTRUCTIONAL COACHES THIS YEAR.
UM, AND SO I'M GIVING YOU JUST A PREVIEW OF EACH OF THE SECTIONS.
[01:35:01]
FIRST SECTION IS WRITING PROJECT PRODUCTS BY GRADE LEVEL AND STANDARDS.THIS ALL DIRECTLY CORRELATES TO THE STATE ADOPTED RESOURCE.
WE HAVE BY WRITING STANDARDS, STRAND, EVERY TYPE OF WRITING THAT WE ARE ASKED OF STUDENTS WITH OUR STATE ADOPTED FOR RESOURCE.
AND WE WANT TO DO THIS BECAUSE WE WANT IT TO REESE, THE QUALITY OF THE WORK AND SHOW THE TEACHERS, HOW ALL OF THESE THINGS ALIGN AND THE DIFFERENT TYPES OF WRITING THAT WE'RE ASKING AT EACH GRADE LEVEL.
THE NEXT SECTION WE DID WAS FOR INSIDE OF THE WRITING STRANDS FOR OUR STANDARDS.
UM, THEY BUILD UPON ONE ANOTHER.
SO YOU CAN THINK ABOUT IT GOING THROUGH 12TH GRADE, DOWN TO KINDERGARTEN OR KINDERGARTEN UP TO 12TH GRADE.
UM, SO WE HAVE A COLOR CODED SYSTEM SO THAT TEACHERS CAN SEE THE INCREMENTAL CHANGES BETWEEN EACH STANDARD SO THAT THEY UNDERSTAND THE DIFFERENT LEVEL OF EXPECTATIONS WAS PASSED.
SO THAT WRITER FROM GRADE LEVEL TO GRADE LEVEL, UM, BECAUSE AS YOU CAN SEE FROM THAT SAMPLE, THAT'S ONE WRITING STANDARD.
SO IT'S REALLY IMPORTANT THAT THEY SEE WHAT IS NEW FOR THIS GRADE LEVEL.
WHAT HAS ALREADY BEEN TAUGHT AND THIS COLOR CODE WILL ACTUALLY TELL THEM WHAT IT WAS FIRST INTRODUCED.
UM, SO WE HAVE THAT, UM, K THROUGH 12.
SO THAT IS OUTLINED FOR ALL OF OUR EDUCATORS.
THEN THE NEXT THING WE DID TO SUPPORT THE EDUCATORS IN THIS WORK AND THE PLC NEEDS IN THIS WORK IS THAT WHEN YOU GET TO A TEXT DEPENDENT ANALYSIS, SO WHEN THEY TAKE PER SE READY, OR THE VOC, THE TASK FOR THE QUESTION WILL ALWAYS COME FROM A RE STANDARD.
SO AN XM SYSTEM, VERY MUCH A READING QUESTION THAT ASKS YOU TO WRITE.
UM, SO WHAT WE DID HERE TO SUPPORT THAT IS THE SAME.
SO YOU CAN SEE, THIS IS MY SAMPLE HERE IS STANDARD EIGHT, BUT WE DID THE SAME THING WITH EACH OF THE READING STANDARDS THAT THE STATE DEPARTMENT OF EDUCATION HAS INDICATED TO US THROUGH SOME OF THEIR SUPPORT DOCUMENTS COULD BE ONE OF THE STANDARDS YOU USE TO FORM THE QUESTION FOR THE TEXT DEPENDENT ANALYSIS.
SO THE SAME, YOU CAN SEE THAT READING CONTINUUM WHEN THAT LANGUAGE IS INTRODUCED, HOW IT CHANGES IN RIGOR MOVING FORWARD.
SO YOU CAN SEE WHEN IT WAS TAUGHT FIRST, HOW IT'S BUILT UPON.
SO THEY HAVE THAT FOR WRITING AND READING, AND THEN THE NEXT PART THAT WE DID FOR THEM.
UM, AND AGAIN, ALL OF THIS IS IN SERVICE OF WHERE WE PICTURE THIS, AS STUDENTS ARE GOING TO BE ASKED TO WRITE, AND THEN WE ARE GOING TO BRING IT TO THAT COLLECTIVE TABLE DURING PLC, BECAUSE WE'RE TRYING TO GET TO INTER-RATER RELIABILITY.
SO WE WANT ALL OF OUR EDUCATORS TO TALK ABOUT THE WRITING.
SO NOW YOU THINK THEY HAVE KIND OF, WHAT'S EXPECTED AT THAT GRADE LEVEL.
IT'S BEEN COLOR-CODED FOR THEM TO SUPPORT THE WORK.
THEY CAN HELP TRY TO THINK OF THE QUESTION OR THE STANDARD OR READING THAT'S GOING TO COME FROM IT'S COMING COLOR CODED TO SUPPORT THE WORK.
UM, AND THEN WE TOOK TASKS FOLLOWING WHAT'S CALLED, LIKE, SO THIS, EVERY SINGLE TEXT DEPENDENT ANALYSIS QUESTION AND FOR ESSAY WRITING OR THE EOC FOLLOWS THE SAME FORMAT.
SO WE MUST MAKE SURE THAT WE ARE ASKING STUDENTS QUESTIONS IN THIS WAY, AND WHEN WE ARE PLANNING FOR IT, THAT WE PLAN TO TEACH IN THIS WAY.
UM, BUT TO ALSO SUPPORT THE EDUCATORS IN THIS MATRIX, WE'VE ALREADY DONE SOME OF THAT WORK FOR THEM.
SO SOME OF OUR STATE ADAPTIVE CURRICULUM, WHICH HAS A QUESTION WE'VE JUST TWISTED IT TO MAKE SURE THAT IT FOLLOWS THE TEXT DEPENDENT ANALYSIS, UM, WAY THAT THEY WOULD WRITE WHEN THEY'RE GOING TO SEE IT WITH SC READY, BUT WE ALSO HAVE SUPPORTED THEM TO SHOW THEM WHAT THIS LOOKS AND SOUNDS LIKE.
SO THAT AS THEY GROW THROUGHOUT THEIR PLCS, THEY'RE GOING TO START WRITING THEIR OWN QUESTIONS BASED OFF THE TASKS AND THE STANDARDS, THE LAST QUESTION, OR THE LAST SECTION, UM, TO SUPPORT THE WORK AND THE MATRIX IS WE LINKED.
THESE ARE HYPERLINKS TO, HEY, EVERY SINGLE DEPARTMENT OF EDUCATION SUPPORT DOCUMENT FOR ENGLISH LANGUAGE ARTS.
SO THEY CAN FIND ALL OF THESE ON A WEBSITE, BUT THEY'RE ALL IN DIFFERENT PAGES.
SO NOW IT IS JUST DIRECTLY CONNECTED RIGHT HERE THROUGH HYPERLINKS.
AND WHAT'S GREAT ABOUT THAT IS IT HELPS.
IT HELPS THEM WHEN WE GET WHERE THEY DIG IN AND THEY SEE THE WORK THAT WE DID IN THE MATRIX.
THEY'LL BE ABLE TO SEE WHERE THAT WORK CAME FROM, HOW WE KNEW WHICH READING STANDARDS WERE THE ONES TO HIGHLIGHT.
UM, BECAUSE THOSE, THERE IS, UM, A GREAT DOCUMENT ABOUT ASSESSMENT BOUNDARIES.
SO THAT TELLS YOU, AND THAT WAS PUBLISHED BY THE STATE DEPARTMENT OF EDUCATION.
SO, SO THAT MATRIX IS ALL IN SERVICE OF SUPPORTING THE WORK.
UM, AGAIN, YOU KNOW, THIS YEAR WE ESPECIALLY SEE IT HAPPENING
[01:40:01]
VERY MUCH AT THE PLC TABLE, TEACHERS PLANNING, COLLABORATIVELY GETTING SUPPORT FROM ONE ANOTHER, UM, BECAUSE WE REALLY NEED INTER-RATER RELIABILITY IN THIS COMMON LANGUAGE OF THE CONTINUUM OF WRITING AND WRITERS.UM, BUT WE, BUT THEN ALSO TO SUPPORT THE WORK IN PROGRESS, MONITOR THE NEXT SLIDE.
WE ARE HAVING THREE KIND OF, SO BENCHMARK COMMON ASSESSMENTS FOR THE DISTRICT OF TEXT DEPENDENT ANALYSIS.
THE FIRST ONE I'VE HIGHLIGHTED IN GREEN ON YOUR SLIDES.
IT'S THE SAME EXACT RUBRIC THAT YOU FIND ON THE WEBPAGE.
THE EOC IS ACTUALLY THE EXACT SAME ONE WITH THE EXCEPTION OF TWO WORDS.
UM, SO WE'RE ALL FOLLOWING THE SAME RUBRIC AND THE FOCUS ONE, WE'RE GOING TO REALLY LOOK AT THOSE INDICATORS HIGHLIGHTED IN GREEN BECAUSE THAT'S THE FOUNDATION, THAT'S THE ORGANIZATION AND STRUCTURE OF THE WRITING THAT THE STUDENTS PRODUCE.
SO CURRENTLY STUDENTS ARE STARTING TO TAKE THIS WRITING.
IT'S GOT TO COME TO THE PLC TABLE.
THEY'RE GOING TO REALLY LOOK AT, DO THE STUDENTS KNOW THE TASK? WERE THEY ABLE TO WRITE TO THE TASK? DO THEY HAVE THAT FOUNDATIONAL SKILLS THEN BASED ON THOSE INDICATORS WITHIN THE RUBRIC, THEN WE KNOW WHAT TEACHING POINTS THAT WE WOULD NEED TO HAVE WHEN THEY TAKE THE NEXT ONE.
WE WILL ADD IN THE YELLOW, BECAUSE THOSE ARE ALL INDICATORS THAT REALLY DEAL WITH ANALYSIS.
AND SO THEN WHEN WE'RE TAKING THE THIRD ONE IS THE ENTIRE RUBRIC AGAIN, UM, WE HAVE ALSO IDENTIFIED, UM, AND THAT IS A SUPPORT DOCUMENT THAT'S BEEN PROVIDED.
SO THROUGH OUR WORK WITH THE COMMITTEE, WE ALREADY KIND OF IDENTIFIED WHERE WE WE'VE LOOKED AT STUDENT WORK FROM LAST YEAR.
SO WE HAVE A GOOD IDEA OF WHAT MIGHT COME UP.
UM, AND SO, BECAUSE, SO WITH THAT, WE NOW HAVE DISTRICT Y STRATEGIES THAT ARE RESEARCH PHASE THAT CAN BE UTILIZED DEPENDING ON WHICH AREAS OF THIS RUBRIC.
WE ARE NOTICING TRENDS THAT STUDENTS NEED A LITTLE EXTRA SUPPORT WITH.
UM, SO THE COACHES ALL HAVE THIS TO HELP SUPPORT THE WORK THAT THEY DO WHEN THEY'RE ANALYZING AND WORKING WITH TEACHERS AT THE TABLE.
AND THEN JUST TO CLOSE IT OUT, I WAS BRINGING YOU TO THE BLUEPRINT TO GUIDE THE WORK.
SO THIS IS ACTUALLY, UM, THE BLUEPRINT FROM SC READY, UM, TO THE LEFT.
YOU'VE SEEN THREE THROUGH FIVE, AND THEN TO THE RIGHT, YOU SEE SIX THROUGH EIGHT.
UM, SO YOU CAN SEE THE TOTAL NUMBER OF POINTS THAT THE STUDENTS WILL GO AFTER.
UM, AND, BUT YOU ALSO SEE THAT THERE'S RANGES.
AND SO DRAWING ATTENTION TO THIS FOR A COUPLE OF REASONS AT THE VERY TOP, YOU'LL SEE THE DOK LEVEL.
SO WHAT'S IMPORTANT TO REALIZE IS THAT WHEN OUR CHILDREN TAKE THE SC READY, THEY, THEY, YOU SEE HOW DIFFICULT THAT TEST IS.
WELL THAT'S BECAUSE OUR STANDARDS ARE THAT RIGOROUS.
UM, THAT'S ALSO A TEXT DEPENDENT ANALYSIS LIVES WITHIN OUR ASSESSMENT IS BECAUSE WE HAVE SOME THREE STANDARDS THAT ARE SO RIGOROUS.
YOU, YOU, YOU ACTUALLY NEED TO WRITE ABOUT IT.
IT WOULD BE VERY, VERY DIFFICULT TO ANALYZE HOW WELL STUDENTS CAN PERFORM IN THE MULTIPLE CHOICE.
SO THAT'S WHY THE WRITING ELEMENTS SHIFTED TO A TEXT DEPENDENT ANALYSIS.
UM, AND THAT'S ALSO WHY WHEN WE HA, WHEN WE THINK ABOUT THE TASKS AND THOSE READING STANDARDS THAT WE HIGHLIGHTED, WE NEED TO MAKE SURE THAT THE QUESTIONING WE ASK ARE MATCHING THOSE HIGHER LEVEL DEPTH OF KNOWLEDGE RIGOR QUESTIONS.
AND THEN WHEN YOU DRILL DOWN, YOU CAN SEE WHERE INSIDE OF IT'S DIVIDED INTO DIFFERENT SECTIONS.
SO TEXT DEPENDENT ANALYSIS, LIZ, WITHIN THE WRITING PORTION OF SC READY, AND THAT COMPONENT WILL COUNT FOR ANYWHERE BETWEEN 13 TO 16%, UM, OF THE ENTIRE TEST AND IT, AND IT ACCOUNTS FOR 40% OF THE WRITING PORTION.
UM, AND YOU SEE IF THE VARIATION IS BECAUSE YOU CAN HAVE IT NINE TO 11 QUESTIONS OR SIX TO EIGHT.
SO IT ALL DEPENDS ON THE TEST THAT YOU GET AND THE NUMBER OF QUESTIONS THAT MATCH EACH OF THOSE READING STRAIN.
UM, AND THAT DEEPER ANALYSIS IS ALSO WHY WE'RE ABLE TO HIGHLIGHT THROUGH THE ASSESSMENT BOUNDARIES PROVIDED US TO, TO US FROM THE STATE, WE'RE ABLE TO HIGHLIGHT THE CERTAIN READING STANDARDS THAT THEY WILL HOLD.
ALTHOUGH YOU NOTICE THERE'S STILL A LOT OF THEM, SO IT'LL DRILL DOWN TOO MUCH, BUT AT LEAST WE HAVE, UM, A LITTLE BIT MORE GUIDANCE THAN WHAT ARE THE STANDARDS ORIGINALLY CAME OUT BECAUSE WE HAD OVER 160 AT EACH GRADE LEVEL.
SO WE'RE GETTING A LITTLE MORE CLARITY.
SO THAT'S A SUMMARY OF WHERE WE ARE GOING.
SOME OF THE WORK THAT WE DID, UM, IT WAS A GREAT COMMITTEE AND COLLABORATIVE WORK.
UM, AND I THINK THAT THAT'S ALSO GOING TO HELP SUPPORT THE COACHES, UM, WITHIN THE BUILDINGS.
[01:45:01]
UM, AND THEN OF COURSE OUR DISTRICT LITERACY COACHES ARE HERE TO SUPPORT THAT WORK AND SUPPORT THE PLC BECAUSE WE REALLY NEED TO GET TO THAT STRONG INTER-RATER RELIABILITY.SO WE HAVE A COMMON LANGUAGE FOR OUR EDUCATORS AND THEN TO OUR STUDENTS AROUND LIKE, EVEN THAT SELF-REFLECTION OF WHERE I AM AS A WRITER, WHAT ARE MY NEXT GOALS? I CAN'T ARGUE.
I MEAN, THE GOALS AND EVERYTHING MAKE A LOT OF SENSE.
THEY'RE MOSTLY WITH SEQUENTIAL AND THE RUBRICS ARE THERE.
MY ISSUE IS TECHNIQUES AND PROCEDURES OF HOW YOU DEVELOP THE PRODUCT.
AND THIS IS PERSONAL BECAUSE I'M KIND OF NOW A RISING SENIOR AT BUFORD HIGH, WHO WENT THROUGH HIS JUNIOR AP COURSE.
AND SO HE HAS ALSO HAD HONORS ENGLISH IN NINTH GRADE, AND HE'S BEEN ALL THROUGH THE THING AND HE CAN'T WRITE WORTH A DAMN.
AND MY SON IS AN ENGLISH MAJOR.
AND, AND, UH, I SAID,
AND HE SAID, YEAH, YOU SHOULD HAVE SEEN THE FIRST TIME.
AND IT'S BEEN A SERIES OF, OF, UH, EDITING BY HIS FATHER, BECAUSE WHAT I'VE SEEN IS YOU, YOU GIVE A WRITING ASSIGNMENT, THEY WRITE ON THAT ASSIGNMENT, THEY GET A GRADE AND THEY DON'T GO BACK AND SAY, NOW YOU'VE GOT A GRID.
NOW WE DO THIS AT A TOR EDITING.
NOW LET'S ADD ANOTHER SCOPE TO THIS, DO IT AGAIN.
AND THIS BEST STIGGINS BOOK AS WELL, THAT THAT HAPPENS.
AND SO, YOU KNOW, I, I REALLY SEE THAT YOU'VE GOT ALL THE HOOPS.
YOU GOTTA JUMP THROUGH YOUR SENTENCE STRUCTURE, PARAGRAPH, STRUCTURE, ALL OF THAT, BUT DO OUR TEACHERS DON'T, LIKE I ALSO SAID IN, UH, PHIL, DR.
PHIL LOCKHART'S WRITING CLASS AND TALK, WRITE YOUR STORY.
NOW, WHY DID YOU SAY IT THIS WAY? WHAT, WHAT WAS THE STRUCTURE BY TRY DOING IT THIS WAY AND SO ON? AND I SAW MORE, UH, YOU KNOW, ADVANCEMENT IN THAT TYPE OF, AND THAT'S SOMETHING THAT YOUR FIELD SEASON SO ON.
AND YOU'RE ASSUMING THAT YOUR, UH, FOLKS THAT GO OUT AND TEACH THIS, TEACH OUR TEACHERS, THIS, THIS IS SOME TECHNIQUES OF HOW TO ACHIEVE THE RUBRIC THAT WE WANT.
AND THAT IS WHY OUR LANGUAGE IS REALLY WRAPPED INTO INTER-RATER RELIABILITY, BECAUSE THAT MEANS WE ARE CONSISTENTLY ANALYZING WHERE WE ARE IN THAT RUBRIC, AND THEN COLLECTIVELY DECIDING WHAT'S THE NEXT STEP VERSUS THAT GRADE.
THAT'S JUST AT THE TOP OF THE PAPER.
SO THERE'S A TIME WHERE KIDDOS ARE GOING TO GET A GRADE, BUT AS EDUCATORS, WE KNOW THE NEXT WRITING ASSIGNMENT, ONE OF THE DIRECT EXPLICIT INSTRUCTIONS THAT I HAVE, THE MODEL IS ON THIS BECAUSE WE WEREN'T SUCCESSFUL IN THAT.
AND AS A COACTIVE, WE ALL SEE IT.
UM, SO WE CAN COMPLETELY AGREE.
UM, AND THAT'S PART OF WHEN WE TALK ABOUT BRINGING THE WORK BACK TO PLC, IT'S IN SERVICE OF THAT.
SO IT'S NOT JUST LIKE, WE'RE NOT COLLECTING US SO WE CAN SEE EVERYBODY'S SCORES AND THEN ANALYZE IT.
AND IT'S LIKE GLOBAL LEVEL OF JUST LIKE WHO GOT FOUR AND WHO GOT A ONE.
UM, WHAT WE REALLY CARE ABOUT THROUGHOUT THIS WORK THIS YEAR IS, WELL, WHAT'S HAPPENING NEXT? SO HERE'S, WE ARE.
AND SO WHAT, WHAT ARE WE GOING TO DO NEXT? AND THEN COACHES MEETINGS WHEN WE GAMES, UM, THEY'RE GOING TO BRING SAMPLES, SO OUR COACHES WILL HAVE TOGETHER, SO WE'LL DO IT.
AND THAT WILL BE HOPEFULLY HELP JUST KEEP SUPPORTING THE WORK THAT THEN HAPPENS AT THE SCHOOLS.
I'LL TELL YOU WHY, BECAUSE IT DIRECTS THE PIGEON HOLES CENTER.
JASON, WE CREATIVITY TERMS OF WRITING STYLES, WHICH HAS ALWAYS BEEN A VERY POSITIVE THING IN TERMS OF GOOD WRITERS, THEIR STYLE.
[01:50:01]
AND I KNOW IT'LL DO WONDERS IN TERMS OF OUR TEST SCORES, AS LONG AS SC READY IS DRIVING THE INITIATIVE, BUT WHAT HAPPENED WHEN THAT CHANGES AND THINGS LIKE THAT.SO THAT'S, THAT'S MY CONCERN ABOUT, OH, I HAVE TO SAY THAT'S WHY THE VISION FOR THE WORK IS THAT WE EXPERIENCED DIRECT EXPLICIT INSTRUCTION ACROSS ALL STRANDS OF WRITING, BECAUSE HONESTLY, WE'RE NOT GOING TO GET TO A FOUR ON THAT RUBRIC AND LESS CHILDREN HAVE VOICE WORD CHOICE.
THEY, WHEN YOU READ A FOUR, YOU KNOW, THE CHILDREN READ YOUR RIGHTS.
I MEAN, YOU, YOU READ IT AND YOU'RE LIKE, I WANT TO SIT NEXT TO THIS STUDENT AND TALK TO THEM.
THEY, YOU KNOW, SO ABSOLUTELY WE CAN'T, WE CAN'T TACKLE THIS PROCESS, JUST THINKING OF TDAS BECAUSE AT BEST WE'RE GOING TO GET TO THREES, UM, WORDS WE'RE TACKLING THIS, THAT LEADS RIGHT.
YEAH, I, YEAH, I UNDERSTAND OVERALL, IS THAT WORTH ARGUMENT, I SUPPOSE, IN TERMS OF WHAT I'M THINKING RIGHT NOW AND THE FIRST THE RIGHT THAT'S BROUGHT THAT UP, BECAUSE THAT'S ACTUALLY SOMETHING WE CONSISTENTLY HAVE TO SAY, BECAUSE THE STRESS ON EDUCATORS WILL LEAD THEM TO, OKAY, I'M GOING TO FOCUS IN ON THIS ONE BECAUSE THAT'S THE MEASURE IN THE END.
AND SO IF WE ALL HAVE THAT COMMON LANGUAGE OF ISH, WHEN WE TO GET TO A FOUR THAT'S A WELL-ROUNDED WRITER THAT CAN WRITE ALL THINGS.
SO I WANT TO BACK UP TO THE PRIOR CONVERSATION WITH MELISSA AND I HAD HAD SOME TIME AGO BECAUSE I WAS GOING A LITTLE MORE CREATIVE.
MELISSA WAS LIKE, NO, I WANT INTER-RATER RELIABILITY.
AND I'M MELISSA ONE HERE THAT, BECAUSE OF THAT, INFLATION OF RATES HAD RECOGNIZED THAT WE HAD TO GET OUR STUDENTS TO A STANDARD AND THAT A PROPER ESSAY IS A COMMUNICATION TOOL.
SO WE WANT TO SAY THAT THAT STANDARD IS ESTABLISHED, OR WE WILL GO BEYOND THAT.
I THINK WITH THE ADDITION OF ADDING OUR LITERACY COACHES WHEN'S FOR THAT GROWTH.
SO WE NOW HAVE ELEMENTARY AND SECONDARY COACHES WHO ARE TO, WHO ARE SUPPORTING THESE INITIATIVES, WHICH IS VERY IMPORTANT BECAUSE WE WANT OUR CHILDREN TO DO THAT BASIC ESSAY, WHICH WOULD BE THREE AND A LOT OF STUDENT AT A FOUR.
WE WANT US TO BE ABLE TO BE DESCRIPTIVE AND DETAILED AND CREATED IN EXCEL, ACCELERATED COURSEWORK.
AND THAT'S ACTUALLY THE LANGUAGE THAT WE HAD IN MY OFFICE, THAT THIS IS THE GOAL, OF COURSE, AS A SYSTEM, I THINK THAT INNER PERSONAL EXPERIENCE, UM, WE HAD, UH, ONE OF THE YEARS WRITING, INFORMING, WRITING IN OUR SCHOOLS, ONE OF OUR MAIN GOALS EVERY MONTH, THAT'D BE GRADE LEVEL, DID A WRITING FONT THAT TEACHERS RATED THEM AND THEY, THEY DIDN'T PUT THE GRADE ON THE PAPER A NUMBER.
SO THEN THEY TRADED THEM SO THAT IT WAS READ THREE TIMES AND THEN EVERY ONE, THEN THEY GOT TOGETHER TO DISCUSS THE SCORES.
I THINK THE FOUNDATION THOUGH, THAT FIVE PARAGRAPH ESSAY, UM, HIS, IF YOU DON'T HAVE THAT FOUNDATION OF WHAT YOU'RE GOING TO WRITE FIRST AND HOW, YOU KNOW, WHATEVER THE PROMPT, WHETHER IT'S PERSUASIVE WRITING OR, YOU KNOW, UM, STORIES, ANYTHING YOU HAVE TO HAVE THAT BASIS.
SO I'M NOT, YOU KNOW, THE OTHER THING I PROBABLY IN THE ELEMENTARY SCHOOLS, THEY PROBABLY DO THIS YEAR, THE DWS, YOU KNOW, DAILY.
SO THERE'S SOMETHING ON THE BOARD EVERY DAY WHEN SOMETIMES THEY'RE WRITING A COUPLE OF SENTENCES AND SOMETIMES THEY'RE DOING SOME GRAMMAR WORK, BUT THOSE TYPES OF THINGS COMPLETELY AGREE.
OUR COMMITTEE AND OUR STUDENT DATA LAST YEAR REFLECTED THE SAME.
THAT'S WHY WE'RE STARTING WITH THE ORGANIZATION PIECE.
UM, BECAUSE, UM, IF A STUDENT NEEDS THAT TO REST ON, WE NEED TO GIVE THEM THE STRUCTURE TO SUPPORT THEM WHERE THEY ARE NOW.
UM, AND THEN FOR CONSISTENCY ACROSS THE SCHOOL AND FOR THE STUDENTS.
SO WE'RE NOT ALL JUST THROWN AT THEM A DIFFERENT ONE.
WE LANDED ON OPTIONS, YOU KNOW, DEPENDING ON WHERE THEY ARE AND A GAP THAT THEY NEED.
UM, AND THEN EVENTUALLY, OBVIOUSLY THAT WILL GROW BECAUSE WE'RE GOING TO LEARN MORE, CAUSE WE'RE GOING TO ANALYZE MORE STUDENT DATA AND THEN WE WILL COLLECT THE RIGHT STRATEGIES TO SUPPORT THE STUDENTS.
BUT AT LEAST FOR THIS YEAR, THERE IS SOMETHING TO HOLD ON TO DEPENDING ON HOW WE SCORE AND WHEN WE HAVE THAT DISCUSSION.
AND WHEN YOU EXPERIENCED IT, I'M SURE IT WAS A EYE OPENER FOR EVERYONE, WHAT THEY SCORED THEIR STUDENTS THEN VERSUS
[01:55:01]
WHAT EVERYBODY ELSE DID IN THE ROOMS THOSE FIRST COUPLE OF TIMES.BUT IN THE END HE GOT REALLY CLOSE AND THEN YOUR CONVERSATION WAS STRONG AND THEN YOU WERE ABLE TO STRATEGICALLY PLAN TOGETHER, UM, BECAUSE THINKING ABOUT SECONDARY, THIS CAN'T ALL LIVE AT IN LA.
SO, YOU KNOW, WE HAVE TO HAVE A REALLY STRONG, COMMON LANGUAGE AROUND WRITING GOALS AND STEPS TO GO ACROSS THAT AREA.
UH, THIS LITTLE TIN, DO YOU HAVE ANYTHING? ANY QUESTIONS? NO.
MA'AM HEY, THANK YOU FOR THAT.
I JUST GOT MORE TIME AND MY HUSBAND'S STILL STUCK IN
I DON'T MAKE ANY, UM, AS LIKE A BREAKDOWN DISTRICT ORGANIZATION TO GO TO THE ACADEMIC DEPARTMENT, SEE EVERYTHING FROM NOT JUST DRAGGING US DOWN AND LIE.
REBECCA SAYS ORGANIZATIONALLY.
THE RESPONSIBILITIES THAT YOU JUST WANT TO KNOW SO I CAN KNOW
I'M READING ON CLASS SIZE THIS YEAR, GIVEN, GIVEN WHAT WE ARE CHALLENGING TEACHERS, WHAT DO WE LOOK LIKE IF I BY SCHOOL, BY SCHOOL? SO YOU WANT CONTENT BY SCHOOL, HIGH SCHOOL, AND THEN, YOU KNOW, SPECIAL ED YOU SAW.
UH, BUT I'M REALLY CONCERNED ABOUT, ABOUT DEATH, ESPECIALLY AT DIFFERENT SCHOOLS.
OKAY, WELL THERE'S INEQUITIES BASED ON
BUT I THINK YOU SAID SOME SCHOOLS, SOME STUDENTS NEEDED SMALLER CLASS SIZES FUNDING MODEL THIS YEAR.
SO WHEN IT'S IDENTIFIED, I HAVE SOME INFORMATION REGARDING THAT LANGUAGE WAS RECOGNIZED WHEN WE WERE 49.
WHEN YOU GRABBED ME AND I'LL HAVE SOMETHING FROM TIME TO FINANCE REGARDING
AND WHEN WITH, OH, THE NEXT NEEDS SOUND LIKE YOU BRO, TO BE, UM, UH, FOR FRIENDS DAY, WHICH WOULD BE SEPTEMBER 28TH.
[02:00:12]
SEND ME THE NUMBER, YOU KNOW, THE NUMBER OF IT ARYOU CAN SEE THAT OUR WORK IS SHIPPED.