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[00:00:11]

I'D LIKE TO CALL THIS, UH, BUFORD COUNTY BOARD OF EDUCATION BOARD WORK SESSION TO ORDER, UM, REQUEST FOR PUBLIC COMMENTS.

PARTICIPATION WILL BE ACCEPTED BETWEEN EIGHT AND EIGHT 30.

THAT TIME IS ALREADY PASSED.

UM, YOU'LL RECEIVE A PHONE CALL DURING PUBLIC COMMENTS WHERE YOU'LL BE ABLE TO SPEAK AND ADDRESS THE BOARD FOR A MAXIMUM OF THREE MINUTES.

UM, AT THIS POINT I WOULD, UH, ASK FOR APPROVAL OF THE AGENDA, PLEASE.

A MOTION MS. MS. VICE CHAIR.

I MOVE THAT.

WE APPROVE TODAY'S AGENDA.

OKAY.

IS THERE A SECOND, MS. FI SECOND.

OKAY.

ANY DISCUSSION ABOUT THE AGENDA, RIGHT.

UH, AND AT THIS TIME, ALL THOSE IN FAVOR OF THE AGENDA, PLEASE SIGNIFY BY SAYING, AYE.

BYE.

THAT'S SIX ZERO.

UM, THERE ARE SIX PEOPLE PRESENT AT THIS TIME, SO, UH, PLEASE STAND FOR THE PLEDGE OF LEAD PLEDGE REMAIN FOR MOMENT UPCOMING.

THANK YOU.

SEATED.

HMM.

THE MEDIA HAS BEEN PROPERLY NOTIFIED.

SO THIS TIME WE ARE MOVING INTO PUBLIC COMMENTS.

I BELIEVE WE HAVE SEVERAL THEY ALL ON PHONE.

YES, MA'AM.

HELLO, DONNA.

I AM CALLING YOU FOR A PUBLIC COMMENTS SESSION.

YOU'LL HAVE THREE MINUTES.

IF YOU COULD STATE YOUR FIRST AND LAST NAME, UM, I'M GONNA PUT YOU ON SPEAKER.

YOU READY? GO AHEAD.

HELLO EVERYONE.

THANK YOU FOR ALLOWING ME TO SPEAK TODAY.

MY NAME IS DONNA PERKINS AND I AM THE FRONT DESK SUPPORT STAFF OF LEFT AND MIDDLE SCHOOL.

I HAVE BEEN IN THIS POSITION FOR 10 YEARS.

I'M ASKING YOU TO TAKE NOTE OF MY POSITION.

AND EVEN THOUGH I AM NOT A TEACHER, I DO HOLD DEGREES FROM TWO DIFFERENT UNIVERSITIES, IMPORTANT TO AND WANTED TO ABLE TO HAVE TIME WITH HIM WOULD LIKE TO POINT OUT THAT MOST SUCCESSFUL TEACHERS CANNOT SHINE WITHOUT SUPPORT FROM OTHERS.

WITHIN THE DISTRICT IN EACH SCHOOL ARE AMAZING SUPPORT STAFF MEMBERS THAT HANDLE DAY TO DAY OPERATIONS SO THAT TEACHERS CAN FOCUS ON TEACHING.

WE LIVE IN THESE SAME AREAS.

WE HAVE THESE SAME COST AND SAME EXPENSES AS THESE TEACHERS.

AND YET WE ARE OVERLOOKED OR SEEM TO BE FORGOTTEN WHEN IT COMES TO COMPENSATION.

WHY WORKING IN THIS DISTRICT? WE DON'T DO IT FOR THE PAY.

WE DON'T DO IT FOR RESPECT OR RECOGNITION, BUT SO THAT THESE CHILDREN CAN HAVE THEIR LIVES IMPROVED.

WE MEAN NO DISRESPECT TO TEACHERS, BUT WE KNOW THAT THEY RELY ON OUR SUPPORT, OUR INFRASTRUCTURE THAT ALLOWS THEM TO ACCOMPLISH ALL THAT THEY DO AND THAT WITHOUT THEM AND WITHOUT US SUPPORT STAFF, THEIR TEACHING TIME WOULD BE IMPOSSIBLE TO MAINTAIN.

WHEN A RETAILER IS WILLING TO OFFER ME A PAY THAT IS SIGNIFICANTLY MORE THAN THE DISTRICT IS DOING FOR SIMILAR LEVELS OF EFFORT.

WHAT INCENTIVE DOES A SUPPORT STAFF MEMBER HAVE FOR STAYING IN THEIR POSITION? ISN'T THE IMPORTANCE OF A TEACHER WHO IS CAPABLE OF PRODUCING WORK, WORTH SUPPORTING THOSE, THAT SUPPORT THAT TEACHER SO THAT THEY CAN SUPPORT OUR CHILDREN TO SUPPORT THE FUTURE OF BEAUFORT COUNTY.

I HAVE SEEN MANY SUPPORT STAFF MEMBERS LEAVE, WHO ARE WONDERFUL AT THEIR JOBS BECAUSE WE CAN'T AFFORD TO LIVE HERE.

AND YET THE TEACHERS ARE CONSTANTLY

[00:05:01]

COMPENSATED.

WE DON'T DO THIS FOR THE MONEY.

WE DO THIS FOR THE CHILDREN.

SO PLEASE SUPPORT US IN HELPING YOU SUPPORT THE CHILDREN AS WELL.

THANK YOU VERY MUCH FOR ALLOWING ME TO SPEAK AND I HOPE YOU HAVE A WONDERFUL DAY.

THANK YOU, NANCY.

THIS IS ROBIN.

I'M CALLING YOU DURING PUBLIC COMMENTS.

UM, IF YOU MISTAKE YOUR FIRST AND LAST NAME, I'M GONNA PUT YOU ON SPEAKER PHONE.

AND ARE YOU READY? OKAY, HOLD ON.

GO AHEAD PLEASE.

GOOD MORNING.

MY NAME IS NANCY BLAKE AND I AM CURRENTLY WORKING AT THE HILTON HEAD MIDDLE SCHOOL.

I AM A LITTLE NERVOUS.

UM, I'M A SOCIAL WORKER HERE.

UM, I CAME ABOARD IN 2019.

UM, I CAME FROM NEW JERSEY WHERE I WAS ALSO A SOCIAL WORKER FOR MANY, MANY YEARS.

UM, AND I HAVE, WE, I HAVE A, UM, A MASTER'S FROM FORDHAM.

OUR MASTER, OUR SOCIAL WORKER MASTERS IS, UM, 66 CREDIT.

SO IT'S A TWO YEAR PROGRAM.

UM, AND MOST OF US HAVE A MASTER, ALL MY COLLEAGUES, MY SOCIAL WORKER COLLEAGUES, AND, UM, A LOT OF US HAVE CLINICAL LICENSES AND WE ALSO HAVE TO, UM, GET OUR CLINICAL LICENSES OR OUR MASTER'S.

WE ALL HAVE TO BE CERTIFIED.

UM, YOU KNOW, WE ARE HIGHLY EDUCATED AND, UM, I, I FEEL WE SHOULD BE ON THE CERTIFIED, UM, AS OUR COLLEAGUES, THE TEACHERS, UM, WE HAVE DIRECT CONTACT WITH THE STUDENTS, UM, PARENTS, UM, YOU KNOW, WE, WE HELP, UM, GRADUATION RATES BECAUSE WE, UM, DO ATTENDANCE.

WE, UM, WE DO SO MANY DIFFERENT THINGS, BUT THE MOST THING I WANNA, I WANNA CONCENTRATE ON IS OUR, OUR EDUCATION.

UM, AGAIN, OUR GRADUATION, OUR MASTERS IS 66 CREDITS.

MOST MASTERS ARE 30 CREDITS.

SO THAT BEING SAID, UM, IN NEW JERSEY, I WAS CERTIFIED.

UM, AND I WAS EQUAL A LOT OF, A LOT OF OUR SOCIAL WORKERS FEEL UNWORTHY, UM, AND DEVALUED, UM, ACTUALLY, BECAUSE WE'RE LOOKED AT AS I THINK LESS THAN, UM, AND I REALLY WANNA CHANGE THAT BECAUSE EVERYBODY I WORK WITH IS, IS, UM, THEY DO A GREAT JOB AND WE FEEL THAT WE, WE DESERVE TO BE UN UN CERTIFIED OR CERTIFIED.

SO THAT'S BASICALLY REALLY ALL I HAVE TO SAY.

I HOPE, UM, YOU CONSIDER THIS IS WE HAVE A WHOLE BUNCH OF GREAT PEOPLE WORKING AS SOCIAL WORKERS IN BUFORD COUNTY THAT DESERVE THIS.

THAT'S REALLY IT.

THANK YOU.

THANK YOU.

SORRY.

I WAS A LITTLE NERVOUS, BUT I JUST HOPE I GOT MY POINT ACROSS.

THANK YOU.

DURING PUBLIC COMMENTS.

ARE YOU READY? OKAY.

IF HE WOULD STATE YOUR FIRST AND LAST NAME AND YOU'LL HAVE THREE MINUTES, I'M GARY TO PUT YOU ON SPEAKERPHONE.

OK.

OK, GO AHEAD.

HELLO.

MY NAME IS KATHY OLSON.

I'M A SCHOOL SOCIAL GROUP BLUFF IN HIGH SCHOOL.

I UNDERSTAND MY COLLEAGUE BLAKE, MS. BLAKE JUST SPOKE.

UM, I'M LOOKING FOR THIS OPPORTUNITY TO ADDRESS THE GROUP ON BEHALF OF MYSELF AND PERHAPS OTHER SCHOOL, SOCIAL WORKERS IN THE DISTRICT.

UM, I WANNA REITERATE TOO, THAT WE HAVE MANY TASKS AS SCHOOL, SOCIAL WORKERS WHO WORK WITH INDIVIDUAL STUDENTS, THEIR FAMILIES, AS WELL AS OTHER SUPPORT STAFF MEMBERS.

AND OF COURSE MY TEACHING COLLEAGUES EVERY DAY, I WORK WITH STUDENTS IN CRISIS.

MANY HAVE MENTAL HEALTH DIAGNOSES AND ALL OUR STRESS.

MY JOB IS TO LISTEN, PROVIDE SHORT TERM SOLUTION BASED COUNSELING AND HELP THAT STUDENT GET BACK TO CLASS AS SOON AS POSSIBLE.

SO THEY CAN FOCUS ON THEIR ACADEMIC PROGRESS THERE OVER 40 TIMES LAST YEAR ALONE, THAT I PROVIDED

[00:10:01]

A SUICIDE RISK ASSESSMENT ON STUDENTS.

SOCIAL WORKERS ARE ALSO PART OF THE THREAT ASSESSMENT TEAM, THE GAGGLE ALERT TEAM AND THE SCHOOL CRISIS TEAM ATTENDANCE IS IMPORTANT.

EVERY SCHOOL SYSTEM, AND AS PART OF OUR TASK HERE AT BEAUFORT COUNTY, WE ARE REQUIRED TO INTERVENE.

SO SOCIAL WORKERS AFTER THE STUDENT MISSED FIVE DAYS, ALL THE TASKS ABOVE REQUIRED CONNECTING WITH STUDENTS, PARENTS, AND PROVIDING SUPPORT AND RESOURCES TO KEEP STUDENTS IN SCHOOLS.

SO STUDENT TEACHERS CAN TEACH MY WORK MAY NOT SHOW UP DIRECTLY IN ACADEMIC ASSESSMENTS, BUT SCHOOL SOCIAL WORKERS ARE THE ONES TO KEEP STUDENTS IN SCHOOL EVERY DAY, ONE BY ONE, AND TO KEEP OUR SCHOOL SAFE AND RESPOND IN CRISIS HAPPEN, MYSELF AND MY COLLEAGUES ARE PROFESSIONALLY TRAINED, STILL TO ADDRESS MENTAL HEALTH ISSUES AND WORK DILIGENTLY TO HELP OUR STUDENTS ACCESS THEIR EDUCATION.

AS MS. BLAKE SAID, WE ARE REQUIRED TO HAVE THE SAME EDUCATION AS OUR TEACHING COLLEAGUES.

BACHELOR'S DEGREES MANY, ALSO HAVE A MASTER'S DEGREE AND HAVE THIS AND EARNED THE ESTEEMED ENDORSEMENT AS A CLINICAL PRACTICE SPECIALIST.

UM, THE CURRENT DISPARITY BETWEEN MY EXPERIENCE, MY TEACHING COLLEAGUES IS NOW $18,000 DIFFERENCE PER YEAR.

I'VE BEEN A SOCIAL WORKER FOR 35 YEARS, AND MY EXPERIENCE BENEFITS ALL IN THE SCHOOL SETTING EVERY DAY.

THE HIGHEST SALARY I CAN EARN AT THIS TIME IS $62,000 WHILE TEACHERS WITH THE SAME YEARS OF EXPERIENCE NOW EARN A LITTLE OVER $80,000 YEARLY FOR THE SAME NUMBER OF DAYS' WORK.

MY EDUCATION AND CLINICAL EXPERIENCE IS EXPECTED TO BE UTILIZED EVERY DAY.

IN MY RULES OF FULL SOCIAL WORKER.

I ALSO WORKED IN TWO OTHER STATES AS A SCHOOL SOCIAL WORKER, AS ONE, AND WAS PAID ON THE SAME COMPENSATION SCALE.

AS MY TEACHING COLLEAGUES, PLEASE ADVANCE THE SCHOOL SOCIAL GROUP PAID TO MATCH THE TEACHER COMPENSATION, ACKNOWLEDGE OUR VALUE BY PAYING THE SCHOOL SOCIAL WORKERS FOR THEIR EXPERIENCE, UNIQUE EDUCATION, AND FOR OUR WORK IN KEEPING STUDENTS HEALTHY AND ABLE TO ACCESS THE FINE EDUCATION THAT BUFORD COUNTY PROVIDES.

I ALSO APPRECIATE ALL THE WORK OF MY SUPPORT TEAM MEMBERS, UM, INCLUDING THE ATTENDANCE CLERK, THE DATA ENTRY FOLKS, THE FRONT DESK, PEOPLE AS WELL AS THE CUSTODIANS AND THE FOOD SERVICE WORKERS TO HELP SUPPORT OUR STUDENTS.

THANK YOU FOR YOUR TIME.

AND I APPRECIATE YOUR CONSIDERATION OF MY REQUEST.

THANK YOU.

HELLO, THIS IS KATHLEEN.

I'M CALLING YOU FOR PUBLIC COMMENTS.

I'M GONNA PUT YOU ON SPEAKERPHONE.

YOU HAVE THREE MINUTES.

IF YOU COULD STATE YOUR LAST NAME, READY? GO AHEAD PLEASE.

GOOD MORNING.

DISTRICT BOARD.

MY NAME IS KATHLEEN LEETON.

I AM THE DMS OR RIGHT OAKLAND ELEMENTARY SCHOOL.

LAST YEAR, I WAS FINISHING MY EDUCATION IN, UH, MASTER'S DEGREE IN SCHOOL COUNSELING.

WHEN I WENT TO THE DISTRICT AND ASKED THEM TO HELP SUPPORT ME WHILE I FINISHED MY PRACTICUM AT INTERNSHIP AS A SINGLE MOM, I WAS THEN ABLE TO NOT WORK, BUT THEY TOLD ME THAT THEY COULD NOT SUPPORT ME AND THAT I WOULD HAVE TO LOSE MY POSITION IN ORDER TO CONTINUE MY EDUCATION WITH THAT SAID I WAS UNABLE TO DO THAT.

SO I DECIDED TO GO A DIFFERENT PATH.

AND I RECEIVED MY MASTER'S DEGREE IN COUNSELING FOR FAMILY AND ADOLESCENCE.

I CALLED THE DISTRICT AND I SAID, WELL, I HAVE A MASTER'S DEGREE NOW, WOULD I BE COMPENSATED AS A BMS? AND THEY SAID, NO, BECAUSE A BMS DOESN'T NEED A MASTER'S DEGREE.

OKAY.

WELL THE IRONY AND ALL THAT IS NOW THAT I'VE GRADUATED, WE DO NOT HAVE A SCHOOL COUNSELOR.

SO I GO TO THE DISTRICT AND I SAY, I WOULD LIKE TO BE THE SCHOOL COUNSELOR.

AND THEY SAY, YOU CANNOT BE THE SCHOOL COUNSELOR BECAUSE YOUR MASTER'S DEGREE IS NOT A SCHOOL MASTER'S DEGREE.

IT'S ONLY A CLINICAL MASTER'S DEGREE.

WELL, NOW WE DON'T HAVE A SCHOOL COUNSELOR.

SO NOT ONLY AM I ACTING BMS, I'M ALSO ACTING AS A SCHOOL COUNSELOR, BUT I AM UN UNCOMPENSATED FOR MY TIME OR MY DEGREE SUPPORT STAFF.

THAT'S WHAT WE DO.

WE DO.

WE GET ED CONTINUED EDUCATION.

WE WORK HARD.

WE DO EVERYTHING WE CAN FOR OUR SCHOOLS, BUT WE ARE UNSUPPORTED UNHEARD AND OR INVISIBLE.

FOR

[00:15:01]

SOME REASON, I, UH, TEACHERS ARE PHENOMENAL.

I'VE BEEN IN, WORKED IN MANY DIFFERENT STATES AND I'VE NEVER SEEN A DISTRICT WITH AS MANY WONDERFUL, DEDICATED AND COMPASSIONATE TEACHERS AND STAFF IN BUFORD COUNTY.

WE ARE ABSOLUTELY THE BEST.

BUT WITH THAT SAID, WE ARE NOT TAKING CARE OF OUR SUPPORT STAFF.

OUR FRONT OFFICE RUNS THOSE SCHOOLS LIKE WELL, LOYALS MACHINES FROM THE FRONT OFFICE TO THE BACK OF THE HOUSE SUPPORT RUNS THROUGH TO MAKE SURE OUR SCHOOLS ARE SAFE TO MAKE SURE THAT OUR TEACHERS HAVE EVERYTHING THEY NEED.

AND AGAIN, OUR VOICES ARE NOT HEARD.

WE ARE UNDERPAID AND WE ARE UNDER RESPECTED.

DO OUR TEACHERS NEED MORE MONEY? ABSOLUTELY.

THAT I WOULDN'T WANNA DO THEIR JOB, BUT I DO MY JOB.

AND I DO MANY OTHER PEOPLE'S JOBS.

AND WE ALL WORK TOGETHER AS A TEAM, BUT WE'RE NOT SUPPORTING OUR STAFF PEOPLE.

IF THE SCHOOL IS THE HEART AND THE VALVES OF OUR TEACHERS, THEN SUPPORT IS THE BLOODLINE IN BEAUFORT COUNTY KEEPS TAKING AWAY THEIR BLOODLINE.

WE KEEP PUTTING THEM DOWN.

WE KEEP WE DON'T, WE'RE NOT, YOU'RE NOT LOOKING AT WHAT IS SUPPORTING YOUR SCHOOLS.

OUR SUPPORT STAFF IS VITAL TO OUR SCHOOLS AND WE NEED TO BE HEARD.

AND I'M HOPING THAT YOU WOULD HEAR US.

I THANK YOU SO MUCH FOR YOUR TIME.

THANK YOU.

GOOD MORNING.

THIS IS TAY SCHNEIDER.

UM, I WORK AT BLUFFTON MIDDLE SCHOOL AND I JUST WANTED TO, TO MAKE A STATEMENT.

IT TAKES BOTH TEACHERS AND SUPPORT STAFF TO RUN AND HAVE A SUCCESSFUL.

IT IS NEVER ONE OR THE OTHER.

EVERYONE WHO IS PERFORMING WELL IN THEIR DUTIES DESERVES AN ANNUAL REVIEW AND A RAISE FOR COST OF LIVING.

IT IS THE RIGHT THING TO DO AND A NORMAL PART OF BUSINESS TO REWARD PEOPLE FOR THEIR DEDICATION AND HARD WORK.

IF YOU SPEAK WITH ANY ADMINISTRATOR IN ANY SCHOOL IN THIS DISTRICT, THEY WILL CONFIRM THE EXTREME VALUE OF POSITIVE, DEDICATED, HARDWORKING, RELIABLE, LOYAL SUPPORT STAFF.

WE ARE VERY FORTUNATE AT BLUFFTON MIDDLE SCHOOL TO HAVE OUTSTANDING TEACHERS SUPPORT STAFF AND ADMINISTRATORS.

THANK YOU FOR YOUR TIME.

THANK YOU FOR YOUR CALL.

IS THIS LAISHA? HI, THIS IS ROBIN.

I'M CALLING YOU FOR DURING PUBLIC COMMENTS, STATE YOUR FIRST AND LAST NAME.

AND GO AHEAD PLEASE.

GOOD MORNING.

MY NAME IS LAISHA LOFTON.

I'M THE OFFICE MANAGER FOR BLUFFTON MIDDLE SCHOOL.

AND I JUST WANT TO TAKE A MOMENT TO JUST SAY THAT, UM, I APPRECIATE YOU GUYS COMING TOGETHER TO MEET CONCERNING THIS MATTER.

I HAVE TO SAY THAT THE SUPPORT STAFF I HAVE HERE AT BLUFFTON MIDDLE SCHOOL IS ONE OF THE HARDEST WORKING TEAMS THAT I'VE WORKED WITH IN THE DISTRICT.

UM, THEY ARE THE FIRST TO ARRIVE AND A LOT OF TIMES THEY ARE THE LAST TO LEAVE, UM, WITHOUT GRUMBLING OR COMPLAINING, UM, COMPENSATION FOR ALL THEY DO, UM, HAS NOT BEEN ADEQUATE.

UM, I DO APPRECIATE YOU, UM, GIVING US A MOMENT TO VOICE, UM, OUR FEELINGS CONCERNING THE MATTER.

UM, BUT WE DO HAVE AN EXCEPTIONAL ADMINISTRATIVE STAFF HERE AND TEACHING STAFF.

UM, THE LADIES IN THIS FRONT OFFICE GO ABOVE AND BEYOND AND THEY ARE WORTH FAR MORE, UM, THAN ANYTHING THAT THEY'VE

[00:20:01]

EVER BEEN GIVEN, UM, TO INCLUDE THEIR, UH, COMP TIME PRIVILEGES AS WELL.

UM, I ASK THAT YOU PLEASE TAKE INTO CONSIDERATION, UM, INFLATION YOU TAKE INTO CONSIDERATION, UM, SINGLE MOTHERS YOU TAKE INTO CONSIDERATION, UM, GRANDPARENTS THAT ARE CARING FOR GRANDCHILDREN.

WHEN YOU COME TOGETHER TO DECIDE ON THIS RAISE FOR US, WE DO APPRECIATE YOUR TIME.

THANK YOU FOR YOUR CALL.

THAT'S IT.

OKAY.

UH, DR.

RODRIGUEZ ADMINISTRATIVE CLASS OF SALARY COMPENSATION PLAN.

I HAVE A FEELING THERE'S A WHOLE LOT OF PEOPLE THAT ARE WAITING FOR THIS ONE.

YEP.

I THINK SO.

AND YOUR TEAM, IF YOU ARE READY TO MOVE FORWARD, UM, WE'LL START WITH STUDY.

GOOD MORNING BOARD MEMBERS, MR. TRUER.

I THINK YOU ARE CORRECT.

EVERYONE'S BEEN WAITING FOR THIS.

WE'RE GONNA TRY TO MAKE THIS AS SUCCINCT AS POSSIBLE FOR YOU.

IT'S A LOT TO DIGEST.

UM, BUT WHAT YOU DO HAVE BEFORE YOU IS, OR END BOARD DOCS, WE HAVE INCLUDED THE FINAL REPORT FOR THE SALARY STUDY, AS WELL AS THE PRESENTATION THAT MGT PRESENTED AT THE OPERATIONS COMMITTEE MEETING IN AUGUST ON AUGUST 17TH.

SO WE ARE GONNA DO THIS FOR YOU THIS MORNING IN AN ORDER TO, UM, BE FROM THE BEGINNING TO THE END AS TO WHERE WE ARE NOW.

AND WHAT WE WILL ASK FOR YOU AT THE END IS YOUR SUPPORT AND YOUR DIRECTIVE FOR US TO MOVE FORWARD.

SO JUST A BRIEF SUMMARY.

ONE OF THE THINGS THAT AN ORGANIZATION IS ALWAYS, UH, CONCERNED ABOUT IS COMPENSATION FOR THEIR STAFF.

AND THE REASON WE SET OUT TO DO THE SALARY STUDY IS TO FOLLOW, UM, PROCEDURES AND PROTOCOLS OF ANY PERSONNEL DEPARTMENT AND ANY ORGANIZATION.

AND THAT IS TO TAKE A PERIODICAL LOOK OR PERIODICAL, LOOK AT WHERE YOUR EMPLOYEES ARE PAID, WHERE THEY FALL ON YOUR SALARY SCHEDULE.

HOW DOES YOUR SALARY SCHEDULE COM COMPETE WITH OTHER ORGANIZATIONS LIKE YOU, OTHER ORGANIZATIONS THAT ARE OUTSIDE OF YOUR ORGANIZATION, BUT ALSO HIRE PEOPLE WITHIN THEIR REALM THAT WE HIRED FROM THEM AS WELL.

SO THAT'S WHAT WE'VE DONE.

THIS HAS BEEN A PROCESS, I THINK HAS BEEN A VERY THOROUGH PROCESS.

WE'VE BEEN PLEASED WITH M G T AND WHAT THEY'VE DONE FOR US.

WE WENT OUT WITH RFP.

WE TOLD THEM WHAT WE WERE LOOKING FOR AND THEY BROUGHT BACK THOSE RESULTS.

SO THIS MORNING I'M GONNA ASK DALE AND TANYA TO JOIN ME IN THIS PRESENTATION.

DALE WAS THE, IN OUR INTERNAL, UH, PROJECT MANAGER OF THE SALARY STUDY.

AS YOU KNOW, DALE HAS 42 YEARS OF HR EXPERIENCE.

HE COMES TO US FROM THE MILITARY AND HE IS AN EXPERT AT WHAT HE DOES.

HE'S MANAGED THIS PROCESS FROM THE BEGINNING TO THE END, AND I'M GONNA LET HIM COME AND TELL YOU A BRIEF TAKEAWAYS OF WHAT WE GATHERED FROM THIS STUDY, HOW IT ENDED UP WHAT WE REQUESTED, WHAT WE GOT, HOW WE USED THAT INFORMATION.

AND THEN I'M GONNA ASK TANYA TO TALK TO YOU A BIT ABOUT HOW WE PROPOSED TO IMPLEMENT THIS AFTER WE'VE GOTTEN THE RESULTS.

WHAT ARE WE ASKING YOU FOR AT THE END OF THIS PRESENTATION? SO I'M GONNA ASK DALE TO COME FORWARD FIRST.

SO GOOD MORNING, MR. CHAIRMAN AND, AND FELLOW BOARD MEMBERS.

UM, MY NAME IS AL SAID, I'M DALE CRAWFORD.

AND I AM FROM, I'M RETIRED FROM THE MILITARY.

I SPENT 23 YEARS IN THE MARINE CORPS AS A PERSONNEL OFFICER, AND THEN I HAVE BEEN WITH THE DISTRICT FOR 21 YEARS AS WELL.

AND I'M ABOUT TO START MY 22ND YEAR ON NOVEMBER 1ST.

UM, I'VE BEEN INVOLVED IN SEVERAL OF THE SALARY STUDIES HERE AT BEAVER COUNTY.

AND BY FAR THIS ONE FROM M G T HAS PROBABLY BEEN THE MOST THOROUGH STUDY THAT WE'VE HAD SINCE I'VE BEEN HERE IN THE DISTRICT.

UH, WE WENT OUT WITH AN RFP AND WE ASKED MGT TO, TO LOOK AT OUR SALARY SCALES,

[00:25:01]

COMPARE IT TO THE MARKET VALUE COMPARED TO ORGANIZATIONS WITHIN THE AREA WITH SCHOOL, WITH SCHOOL, UH, FACILITIES, SCHOOL ORGANIZATIONS, AND ALSO THE, UH, CIVILIAN SECTOR AS WELL.

AND COME UP WITH A PLAN THAT'S COMPETITIVE IN ORDER TO HELP WITH RETENTION AND RECRUITING EFFORTS WITHIN THE DISTRICT.

AND I BELIEVE THAT IF YOU'VE READ THE STUDY, YOU SEE THAT THEY HAVE DONE A, A VERY, VERY THOROUGH JOB OF THE STUDY AND HAVE MADE, UH, SEVERAL RECOMMENDATIONS IN ORDER TO BRING THE SALARY STUDY FORWARD AND START IMPLEMENTING IT IN, IN JANUARY.

UM, WE LOOKED AT THEIR RECOMMENDATION AND WE BELIEVE THAT THE IMPLEMENTATION, UH, PLANS THAT THEY, THAT THEY RECOMMENDED WERE GOOD.

AND THE ONE THAT WE WE ARE CHOOSING TO GO WITH IS MORE OF A BALANCED IMPLEMENTATION PLAN, WHICH MEANS HALF THIS YEAR AND HALF NEXT YEAR, THAT WAY WE, WE WE'RE SURE TO CAPTURE THE COST OF, OF THAT PLAN.

SO I BELIEVE WITH, UM, THEIR RECOMMENDATION WITH SALARIES AND IT BENEFITS AS WELL.

IT'S GONNA, UH, COME UP TO ABOUT 5.6 MILLION TO IMPLEMENT THIS OVER A PERIOD OF TWO YEARS.

AND, UH, WE'VE WORKED VERY CLOSE WITH FINANCE, UH, TO COME UP WITH THE PLAN AND TO CHOOSE THE RIGHT PLAN.

THAT'S GONNA WORK FOR OUR, OUR EMPLOYEES AND WITHIN THE DISTRICT AND WITHIN THE BUDGET RESTRAINTS AS WELL.

AND I BELIEVE MS. CROSBY IS GONNA TALK ABOUT THE, UH, THE COST, GOOD MORNING, EVERYONE.

UM, DALE AND I HAVE WORKED TOGETHER FOR, WE WERE HIRED THE SAME TIME.

SO WE'RE BOTH BEGINNING OUR 22ND YEAR.

WE'VE WORKED TOGETHER THAT ENTIRE TIME, UM, MANY IMPLEMENTATIONS, INCLUDING A SOFTWARE MUNUS IMPLEMENTATION AND, UH, MANY OTHER BIG PROJECTS.

SO THIS IS DEFINITELY, UM, NOT AN EXCEPTION TO THE AREA OF BIG PROJECTS.

THIS IS A MASSIVE UNDERTAKING, AND WE KNOW THAT IT'S, UH, CRUCIAL THAT, UM, THAT IT BE IMPLEMENTED CORRECTLY AND THOROUGHLY.

AND, UM, WE DO APPRECIATE THAT.

UM, SO TODAY, AS DALE ALLUDED, UH, THE COST OF THE, UH, SALARY STUDY IS ESTIMATED AT 5.6 MILLION, UH, IN THE CURRENT YEAR'S BUDGET IS, UH, TWO, UH, AN AMOUNT OF 2.8 MILLION.

SO, UM, THAT IS THE REASONING BEHIND THE RECOMMENDATION FOR IMPLEMENTATION BEGINNING A FULL IMPLEMENTATION BEGINNING ON JANUARY ONE.

SO, UH, M G T DURING THEIR PRESENTATION AND THE OPERATIONS COMMITTEE, UH, RECOMMENDED THAT WE HAD A BALANCED PLAN.

UH, MOST, UH, SALARY STUDIES ARE IMPLEMENTED OVER A PHASE IN PROCESS.

UH, SOMETIMES TWO, SOMETIMES I HAVE SEEN THEM IN THE DISTRICT AS MANY AS THREE YEAR IMPLEMENTATION.

UH, THIS PLAN WE ARE RECOMMENDING OVER A TWO YEAR PERIOD, UH, WHICH WOULD BEGIN FULLY IMPLEMENTED AS OF JANUARY ONE OF THIS, UH, THIS COMING YEAR THAT WOULD PROVIDE A BALANCE IN THE BUDGET.

IT WOULD MAXIMIZE THE BUDGET OF 2.8 MILLION AND, UH, IT WOULD ALLOW US TO, UM, MOVE FORWARD WITH SALARY, RAISE THE SALARY SCHEDULES AND CONTINUE THOSE INTO THE NEW YEAR.

IT WILL REQUIRE AN INCREASE, UH, IN OUR BUDGET FOR NEXT YEAR, UH, NEXT BUDGET YEAR OF ABOUT 2.8 MILLION AS WELL.

AND SO, UM, WE'LL, THAT WILL BE A BUDGET ITEM THAT WOULD BE RECOMMENDED IN THE BUDGET PROCESS THAT WE'RE GO, THAT WILL GO THROUGH IN THE SPRING.

UM, JUST WANTED TO MENTION AS WELL THAT, UH, THE SALARY STUDY WOULD ALSO MAX, UM, WE WERE TAKING, WE WERE TAKING OPTION ONE WITH MODIFICATIONS.

UH, MGT HAD, UH, THREE OPTIONS OPTION, ONE, UH, WOULD, WOULD PREPARE, UH, THE MODIFICATION WE WERE PREPARING WERE, WOULD BE TO, UH, MAXIMIZE THE STEP INCREASE, UH, EXCUSE ME, THE STEP.

SO, UH, OUR CLASSIFIED ADMINISTRATORS ARE AT 24 STEPS.

AT THIS POINT, WE WOULD MOVE THEM TO 26, WHICH WOULD ALIGN, UH, VERY WELL WITH OUR TEACHER SALARY STEP AS WELL.

SO EVERY, EVERY STEP IN THE DISTRICT WOULD THEN BE AT 26.

SO, UM, THE, THE SALARY STUDY THAT IS OPPOSED TO THE RECOMMENDATION OF THE, UM, MGT WHO RECOMMENDED 30, BUT WE FELT IT WOULD BE MORE BALANCED AND MORE EQUITABLE TO ALIGN WITH 26.

ALSO, UM, THIS, UH, EMPLOYEES WOULD RECEIVE THERE, THERE IS A MINIMUM ADJUSTMENT, AND THEN THERE'S A MARKET ADJUSTMENT.

AND SO WE'RE ABLE TO DO A LITTLE MORE, UH, OF THE MARKET ADJUSTMENT THAN AS RECOMMENDED BY MGT OUR BA OUR BUDGET ALLOWS, UH, FOR A LITTLE MORE IN YOUR ONE.

SO WE WANTED TO MAXIMIZE AS MUCH AS WE COULD COULD IN

[00:30:01]

YEAR ONE, UH, IN ORDER TO, SO THAT EMPLOYEES WOULD SEE THAT BENEFIT.

UM, SO, AND THEN THE REMAINING, UH, IN YEAR TWO, THE REMAINING, UH, PER PERCENTAGE OF THE ADJUSTMENTS WOULD, UH, BE FULLY IMPLEMENTED.

SO, UH, AGAIN, IT WOULD BE, UH, A FULL IMPLEMENTATION AS FAR AS THE EMPLOYEE WOULD SEE, UH, IS JANUARY AND THEN IT WOULD FLOW DIRECTLY INTO THE NEW YEAR.

SO, UM, THAT'S ALL I HAVE FOR THIS EVENING OR THIS MORNING.

AND, UH, WE'LL BE HAPPY.

I'D LIKE, I'LL TURN IT BACK OVER TO ALICE AT THIS POINT.

SO WITH THOSE, UM, THINGS BEING SAID, WE ARE HERE TO ANSWER ANY QUESTIONS YOU MIGHT HAVE OF US.

THANK YOU, MR. STINER.

UM, AND THANK YOU EVERYBODY APPRECIATE THIS.

THIS IS THE THIRD TIME THAT I'M SEEING THIS REPORT.

OKAY.

WE SAW IT IN OPERATIONS.

FIRST TIME WE SAW IT IN OPERATIONS THE SECOND TIME, AND THIS IS THE THIRD TIME OPERATIONS COMMITTEE ASKED THAT THIS BE BROUGHT TO THE FULL BOARD, NOT WITH A RECOMMENDATION TO ACCEPT IT OR TO APPROVE IT, BUT WITH A RECOMMENDATION TO ASK QUESTIONS AND ANALYZE IT, CUZ WE FELT THAT THIS WAS OF SUCH MASSIVE IMPORTANCE THAT EVERYBODY NEEDED TO HAVE EYES ON IT.

AND, UM, ALSO A LITTLE MORE TIME TO DIGEST IT.

LIKE MS. CROSBY SAID, THIS IS A HUGE UNDERTAKING.

AND DALE SAID, THIS IS THE LARGEST IN YOUR 21 YEARS HERE THAT YOU'VE SEEN.

UM, AND, AND I STILL HAVE QUESTIONS.

OKAY.

I DO APPRECIATE ALL THE WORK.

I'M NOT QUESTIONING THE VALIDITY OF THE REPORT.

I'M QUESTIONING WHETHER IT DOES FOR US, WHAT WE NEED IT TO DO.

OKAY.

DOES IT DO FOR US, HAVE YOU GUYS VETTED THIS REPORT ENOUGH THROUGH THE LENS OF, DOES THIS HELP US WITH OUR CRISES? WE KNOW WE HAVE A BUS DRIVER CRISES.

OKAY.

SO FROM WHAT I WAS LOOKING AT AT OUR CURRENT 2223 SALARY SCHEDULE, YOU TAKE A BUS DRIVER WITH FIVE YEARS.

HE'LL HA HE OR SHE WILL MAKE 18, NINE, 18,900.

IF I'M READING THIS CORRECTLY.

AND THAT'S WHY I'M, THAT'S WHAT THIS IS FOR.

UM, THE PROPOSAL IS TO RAISE THAT TO 19 THREE THAT'S $400.

OKAY.

AM I READING THIS? SO, SO THAT'S WHY THAT GIVES ME PAUSE TO SAY, IS THIS ADDRESSING OUR CRISES? NOW THAT MIGHT BE THE MARKET VALUE.

THAT MIGHT BE WHAT IS SURROUNDING US, THAT, THAT THIS IS, YOU KNOW, THE MARKET VALUE, BUT WE, WE HA WE HAVE A LOW SUPPLY AND WE HAVE A HIGH DEMAND.

AND THIS DOESN'T QUITE SEEM TO, TO CATCH UP WITH THAT.

I MEAN, THIS IS GONNA GET US WHERE WE NEED TO BE.

UM, DOES THIS, DID THIS STUDY TAKE INTO CONSIDERATION THE REQUEST TO HAVE OUR SOCIAL WORKERS AND OUR NURSES ON A CERTIFIED SCHEDULE? I'VE HEARD THAT FOR ABOUT TWO OR THREE YEARS.

NOW THAT REQUEST, UM, DOES THAT, DID THIS, DID YOU GUYS DISCUSS THAT AS WELL? AND THEN MY THIRD QUESTION IS, AND YOU KNOW, THE DETAILS ARE WHERE THE IMPORTANT PART IS.

SO THAT'S WHY I COMPARED THE 2223 SALARY SCHEDULE TO THE PROPOSED SALARY SCHEDULE.

AND I SAW IN SEVERAL PLACES THAT THERE ARE JOB POSITIONS THAT ARE JUMPING TWO LEVELS.

OKAY.

SO IF WE TOOK, FOR INSTANCE, A MEDIA ASSISTANT, OKAY.

A MEDIA ASSISTANT WAS RECOMMEND, IT WAS CURRENTLY IN A 1 0 4.

NOW IT'S GONNA BE IN A 1 0 6.

AND I MEAN, I JUST, I NEED SOME MORE OF THOSE KIND OF ANSWERS IS WHY SOME POSITIONS MOVE TWO LEVELS PLUS A PAY INCREASE.

SO IF YOU LOOK AT THEIR PROPOSED COMPENSATION, I MEAN, IT'S A FABULOUS JUMP.

SO I, I JUST NEED SOME MORE ASSURANCES THAT ALL OF THAT WENT INTO CONSIDERATION.

SO DALE, I, I KNOW THAT'S A LOT, BUT IF YOU COULD ADDRESS SOME OF THOSE.

YEAH.

UM, WE, WE DID HAVE CONVERSATIONS WITH, WITH MGT ABOUT, UM, HARD TO FILL POSITIONS AS WELL.

AND WE, UM, ASKED THEM TO LOOK AT THOSE BECAUSE THERE ARE SOME THAT ARE, ARE EXTREMELY HARD TO FILL, ESPECIALLY IN OUR, OUR COORDINATORS AT IS D IT'S HARD TO GET ANY, UH, A GOOD QUALIFIED INDIVIDUAL TO STAY THERE BECAUSE OF THE AMOUNT THAT THEY MAKE AS A TEACHER VERSUS COMING TO THE DISTRICT OFFICE AND BEING EMPLOYED AS A COORDINATOR.

SO THEY, WE LOOKED AT THOSE ONES AS WELL.

WE LOOKED AT

[00:35:01]

THE FRONT OFFICE STAFF AS WELL.

UH, CUZ THOSE WERE SOME HARD TO FILL ONES AS WELL.

AND WE, WE REALLY DIDN'T UNDERSTAND, UM, THERE COULD BE TWO OFFICE WORKERS SITTING TOGETHER.

ONE WAS PAID ON A 1 0 1 AND ONE WAS PAID ON A 1 0 6 AND THEY WERE DOING THE SAME TYPE OF WORK.

AND WE REALLY DIDN'T KNOW WHY THAT WAS IN, IN PLACE.

SO WE ASKED THEM TO LOOK AT THAT SO THAT THE, UH, THE ADMINISTRATIVE, UH, ASSOCIATES AND ADMINISTRATIVE ASSISTANCE, THEY, UH, THEY, UH, BASED OFF RECOMMENDATION AND THEIR RESEARCH IN THEIR MARKET VALUES AND, AND EVERYTHING ELSE THAT THEY'VE THEY'VE CONDUCTED HERE, MOVED THEM ALL TO A 1 0 6.

SO THEY'RE ALL GONNA BE A 1 0 6, UH, ADMIN INSTEAD OF TWO SEPARATE ONES, ONE OUTTA 1 0 1 AND ONE OUTTA 1 0 6.

AND NO ONE COULD REALLY DETERMINE WHY THEY WERE LIKE THAT, BUT YET THEY'RE STILL DOING THE SAME KIND OF WORK AND THEY'RE STILL WORKING 190 DAYS, EIGHT HOURS A DAY.

SO WE DID THOSE KIND OF THINGS AS WELL.

WE ALSO LOOKED AT, UM, SOME OF THE, THE, UH, THE MORE SKILLED POSITIONS LIKE BOOKKEEPERS AS WELL.

AND, UM, WE MADE RECOMMENDATIONS TO CHANGE THOSE POSITIONS AS WELL.

SO WE HAD THOSE CONVERSATIONS AS WELL AMONGST OUR GROUP AND AMONGST, UH, MGT TO TRY TO FIX THOSE AS WELL.

AND, AND AS FAR AS BUS DRIVERS, YOU KNOW, IF WE LOOK AT BUS DRIVERS AND I DON'T KNOW IF YOU KNOW THIS, BUT OVER THE, THE LAST TWO YEARS THEY'VE BEEN GIVEN AT LEAST A 13% INCREASE IN THEIR SALARIES, THEY HAD A 5% INCREASE LAST YEAR, MIDYEAR, THEY GOT A 3% INCREASE THIS YEAR.

THEY GOT A 5% INCREASE ALONG WITH THEIR STEP INCREASE AS WELL.

SO THAT'S PROBABLY ABOUT A 13 TO 50% INCREASE IN THEIR SALARIES.

AND NOW, AND NOW THAT WITH THE SALARY SCHEDULE THAT, UM, WE CURRENTLY HAVE, AND THE ONE THAT'S RECOMMENDED, I BELIEVE IT'S GOING UP JUST A LITTLE BIT, NOT THAT MUCH, BUT I KNOW IT IS GONNA GO UP, UH, JUST A LITTLE BIT AS WELL, RIGHT.

BY MY CALCULATIONS, IT'S $400.

BUT, BUT AGAIN, FROM THE CURRENT ONE, YES.

RIGHT FROM THE CURRENT MM-HMM 20 22, 20 23 TO WHAT THE PROPOSED IS.

YES.

RIGHT.

UM, SO WHAT YOU ALL ARE BRINGING FORWARD, IS IT GOING TO HELP US WITH OUR CRISES, UM, KINDERGARTEN ASSISTANCE AND SPECIAL ED ASSISTANCE? OKAY.

SO KINDERGARTEN ASSISTANCE, THEY'RE GOING FROM 1 0 3 TO 1 0 4, UH, 13, 18 TO 1430.

THAT'S AN EIGHT POINT HALF PERCENT.

EXCUSE ME.

UM, THE HIGH END, IF YOU HAD A, IF YOU WERE AT THE HIGH END OF A KINDERGARTEN ASSISTANT, YOU'D BE START AT 2188 AND GO TO 30, 39.

UM, I MEAN, THAT'S, THAT'S A FABULOUS INCREASE, BUT ARE THE, THERE'S STILL AT A 1 0 3, 1 0 4? IS THAT, IS THAT GOING TO GET US WHERE WE NEED TO BE? I MEAN, THAT'S THE OVERALL QUESTION? IS THIS WHAT YOU'RE PROPOSING? IS IT GONNA HELP US GET KINDERGARTEN ASSISTANCE, SPECIAL ED ASSISTANTS, BUS DRIVERS, UM, UH, COORDINATORS OUT OF THE CLASSROOM AND TO THE DISTRICT OFFICE SO THAT THEY CAN SHARE BEST PRACTICES AMONGST THE SCHOOLS.

UM, IS IT GONNA GET US THERE? YEAH.

YEAH.

AND I DON'T KNOW IF WE CAN ANSWER THAT QUESTION OR, OR NOT.

I MEAN, YOU KNOW, UM, WE'RE TRYING TO DO THOSE KIND OF THINGS IN ORDER TO DRAW PEOPLE.

UM, I DON'T KNOW HOW MUCH DO YOU PAY SOMEBODY BEFORE, BEFORE THEY, THEY COME HERE? LIKE, YOU KNOW, UM, YOU KNOW, WHAT'S THAT MAGIC NUMBER? IS IT $18 AN HOUR STARTING OFF? IS IT, YOU KNOW, $20 AN HOUR STARTING OFF YOU? UM, I KNOW THAT THEY'VE DONE THEIR, THEIR, THEIR RESEARCH WITH, YOU KNOW, WITH THE MARKET VALUES AND THE ORGANIZATIONS WITHIN THE AREA, WITHIN THE CHATHAM, UH, CHARLESTON AREA, SAVANNAH, THEY'VE DONE ALL OF THAT.

SO I BELIEVE THAT THEY'RE THE COMPETITIVE NOW, WHETHER IT'LL, IT'LL, IT'LL DO WHAT WE WANTED TO DO AND FILL EVERY POSITION.

I DON'T KNOW.

UM, YOU KNOW, WE DID THAT WITH TEACHERS.

WE STILL HAVE TEACHER VACANCIES, SO I, I DON'T KNOW IF I CAN ANSWER THAT QUESTION QUICKLY ENOUGH.

OKAY, MS. BOATRIGHT, UH, THANK YOU, MR. CHAIRMAN.

UM, AND I THINK, UM, MS. FID AND I HAVE SAT WITH THIS, UH, FOR A LITTLE BIT LONGER AND I SHARE HER QUESTIONS.

AND I THINK ONE OF THE THINGS I WAS TALKING TO AND I HAVE BEEN TALKING TO, UH, THE TEACHER ASSISTED ROLE, WHICH NOT ONLY IS THAT A CRITICAL CLASSROOM FUNCTION, BUT IT HELPS THE TEACHERS SUPPORTS THE TEACHERS.

UM, WHEN THEY TALK ABOUT NEEDING MORE TIME, UM, NEEDING MORE SUPPORT IN THE CLASSROOM, THEY'RE CURRENTLY AT A 1 0 3.

UM, IT'S A LITTLE CONFUSING TO ME.

I BELIEVE THEY'RE MOVING UP TO 1 0 4, IF SOMEONE CAN CLA YOU KNOW, CONFIRM THAT FOR ME.

SO WHEN I LOOK AT, BUT LET'S JUST SAY FOR RIGHT NOW, IF YOU LEAVE THEM AT 1 0 3, THEY'RE MAKING $13 AND 12 CENTS AN HOUR UNDER THE NEW PROPOSAL, THEY WILL MOVE UP TO $13 AND

[00:40:01]

60 CENTS AN HOUR FOR A TEACHER ASSISTANT.

UM, THEY REQUIRES AN ASSOCIATE'S DEGREE, MANY OF THE PEOPLE THAT WORK, THEIR HAVE BACHELOR'S DEGREES, UH, AND THE, THE CONCERN IS FOR ME, MY POINT OF VIEW, KROGER, GROCERY STORE HAS SOME GREAT EMPLOYEES.

I SHOP THERE QUITE OFTEN.

THEY'RE STARTING AT $18 AN HOUR.

SO WHEN WE TALK ABOUT, WHEN WE'RE COMPARING TO OTHER TEACHER ASSISTANT POSITIONS, I DON'T KNOW THAT WE LOOKED AT, UM, WHAT OTHER EMPLOYERS ARE OFFERING HERE IN GENERAL.

AND I DON'T KNOW, UM, I, I DON'T THINK 13, 12 TO 1360 S GONNA MAKE A SUBSTANTIAL DIFFERENCE.

SO THEN MY QUESTION IS, AND, UM, MR. UH, CRAWFORD HIT, YOU KNOW, KIND OF ALLUDED TO IT, WHERE ARE OUR CRITICAL SHORTAGES? ARE WE FLUSH WITH TEACHERS' ASSISTANCE? BECAUSE IT SOUNDS LIKE THERE WAS A LOT OF THESE DISCUSSIONS THAT WERE HAD, UH, IN HUMAN RESOURCES, BUT NONE OF THAT INFORMATION IS BEING BROUGHT FORWARD TO THE BOARD.

I ASKED WHERE OUR TEACHERS WERE COMING FROM, AND I GOT A PIE GRAPH THAT SAID 51% OUTTA STATE, 49.8% IN STATE, WE PAY A FAIR AMOUNT OF MONEY FOR FRONTLINE.

AND ONE OF THE THINGS FRONTLINE IS A FABULOUS PROGRAM FOR DATA COLLECTION ANALYSIS, AND NONE OF THAT DATA'S COMING FORWARD.

SO I FULLY SUPPORT THIS COMPENSATION, UM, ANALYSIS.

I THINK WE NEED TO DO IT.

WE'RE BEHIND ON PAY ACROSS THE BOARD.

WE NEED TO GET THAT, UH, INTO ALIGNMENT, BUT MY CONCERN IS WHERE ARE OUR SHORTAGES? UM, WHY DO WE, UH, PAY SOCIAL WORKERS, UH, SO MUCH LESS THAN TEACHERS, IF THEY HAVE MASTER'S DEGREES? ARE WE LOOKING AT THE ROLE? ARE WE LOOKING AT WHAT'S CRITICAL? UH, IN THE CLASSROOM, DALE MENTIONED, THEY LOOKED AT, UM, HARD TO FILL POSITIONS LIKE BOOKKEEPERS AND INSTRUCTIONAL SERVICE, UH, COORDINATORS.

I AM MORE CONCERNED ABOUT WHOSE BOOTS ON THE GROUND IN THE CLASSROOM, WORKING WITH THE KIDS AND HAS DIRECT STUDENT CONTACT.

HAVE WE LOOKED AT THOSE SHORTAGES? SO IN CONCLUSION, MY QUESTION IS VERY MUCH ALONG THE LINES OF MS. FIT.

RICH, DID WE LOOK AT BEYOND THIS COMPENSATION STUDY, WHICH IS A WELL DONE COMPENSATION STUDY AND I FULLY SUPPORT IT.

ARE WE LOOKING AT WHERE WE ARE HAVING TROUBLE HIRING? ARE WE LOOKING AT WHAT IT'S GONNA TAKE TO HIRE THOSE, WHICH IS MORE THAN JUST COMPARING IT TO CHARLESTON? IF SOMEONE WITH AN ASSOCIATE'S DEGREE CAN GET $18 AN HOUR STARTING SALARY AT KROGER, WOULD THEY TAKE A $5 AN HOUR PAY CUT TO COME WORK FOR THE SCHOOL DISTRICT? SO I JUST FEEL LIKE THIS IS FINE, BUT COMPLETELY INADEQUATE TO ADDRESS THE CRISIS THAT WE'RE FACING.

THANK YOU, MR. EARL CAMPBELL.

UM, I HAVE THE SAME CONCERNS THAT MS. FI AND MS BREY TALKED ABOUT.

AND I THINK WHEN, UH, COMPANIES COME IN AND DO AN EVALUATION, THEY DON'T LOOK AT THE STRESS THAT PEOPLE IN EDUCATION GO THROUGH.

UM, THEY TALK ABOUT, UM, THEY LOOK AT WHAT'S, WHAT IS DONE IN OTHER, UH, INDUSTRY WITHIN THE COUNTY OR WITHIN THE STATE, BUT FOLKS IN THE SCHOOL FROM THE CUSTODIAN BUS DRIVERS, THEY HAVE TO DEAL WITH A WHOLE LOT AND THE STRESS THAT THEY HAVE TO GO THROUGH DAY TO DAY, AND JUST LIKE METHOD WRIGHT SAID, YOU CAN GO TO KROGER AND MAKE $18 AN HOUR.

YOU CAN GO TO PARK AND MAKE $17 AN HOUR.

YOU KNOW? SO I THINK WE, WE NEED TO LOOK AT THIS, UM, TO MAKE SURE THAT WE KEEP PEOPLE BECAUSE A LOT OF FOLKS UPSTAIRS TO ME, I'M, I'M LEAVING.

I'M I CAN'T HANDLE THIS NO MORE.

AND I THINK THAT'S, THAT IS SOMETHING THAT WE NEED TO NEED TO DO.

THANK YOU, COLONEL DYER.

THANK YOU, MR. CHAIRMAN.

THIS IS HARD BUSINESS.

UH, IT'S HARD BUSINESS, NOT JUST FOR SCHOOL DISTRICTS.

IT'S HARD BUSINESS FOR COMMERCIAL BUSINESSES.

IT'S HARD BUSINESS FOR OTHER GOVERNMENTAL, UH, AGENCIES.

AND YOU'RE ABSOLUTELY RIGHT.

YOU DON'T KNOW YOU CAN'T, YOU CAN'T PREDICT WHAT A PERCENTAGE INCREASE IS GOING TO MEAN UNTIL YOU ACTUALLY PUT IT OUT THERE AND YOU SEE WHAT HAPPENS.

SO MOST PLACES DO INCREMENTALLY THEY'LL RAISE SALARY.

THEY'LL EVALUATE WHAT HAPPENS IF THAT SALARY INCREASE, GENERATED MORE APPLICATIONS, THEN YOU'RE PROBABLY ABOUT RIGHT.

IF IT'S NOT GENERATING MORE APPLICATIONS, YOU GOTTA RAISE IT UP MORE.

UH, I DON'T KNOW IF ANY BUSINESS THAT STARTS HIGH AND SAYS, WELL, BOY, WE WILL, WE WILL OVERPRICE THAT PERSON.

IT DOESN'T HAPPEN.

UNFORTUNATELY, WHEN I LOOKED AT THAT STUDY,

[00:45:01]

THEY REALLY DID A VERY GOOD JOB OF TRYING TO COMPARE LIKE FUNCTIONS, BUT IT'S IT'S AS, AS, UH, EARL SAID, IT'S REALLY HARD TO COMPARE THE STRESS.

THERE'S NOT MUCH STRESS WORKING IN A GROCERY STORE, BUT THERE'S A HECK OF A LOT OF STRESS WORKING IN OUR SCHOOLS.

AND SO HOW DO YOU, HOW DO YOU FIND THAT? WHAT THAT VALUE IS? AND AGAIN, I'D SAY YOU HAVE TO PLAY THE MARKET.

YOU HAVE TO ADVANCE SALARIES AND SEE WHAT HAPPENS AND MEET THE SALARY TO THE DEMAND AND SUPPLY IT'S IT'S PURE SUPPLY AND DEMAND.

IT'S ALSO VERY DIFFICULT WHEN YOU HAVE A TEACHER, A MATH TEACHER, FOR EXAMPLE, HARD TO GET A SCIENCE TEACHER, HARD TO GET YOU, GET SOMEBODY WITH A HISTORY MAJOR.

WHAT ELSE IS A HISTORY MAJOR GONNA DO, GONNA TEACH? SO THERE'S, THERE'S EVEN COMPETITION IN DEMAND AND SUPPLY WITHIN LIKE JOB FUNCTIONS.

AND, AND SO, UM, THIS IS WHY IF, IF YOU'VE BEEN IN BUSINESS BUSINESS, DOESN'T PUT OUT THEIR, UH, SALARY SCHEDULE PEOPLE, PEOPLE DON'T TALK ABOUT WHAT THEIR SALARIES ARE, BECAUSE IT'S AN INDIVIDUAL THING, BUT THIS IS GOVERNMENT AND WE DON'T DO THAT.

SO PEOPLE WILL COMPARE THEIR SALARIES.

AND THEY'LL SAY, I'VE GOT A MASTER'S DEGREE.

SHE'S GOT A MASTER'S DEGREE.

I SHOULD BE GETTING THE SAME BECAUSE WE BOTH HAVE MASTER'S DEGREES, BUT THERE'S DIFFERENT DEMANDS FOR THAT FUNCTION WITH A MASTER'S DEGREE.

AND, AND THAT'S WHY THIS IS HARD, HARD BUSINESS.

AND I THINK THE ONLY WAY YOU CAN DO IT, ONE, YOU GOTTA FACTOR IN INFLATION.

INFLATION AFFECTS EVERYBODY.

YOU FACTOR IN INFLATION.

YOU MAKE SURE YOU'RE STAYING AT ON TOP OF INFLATION.

AND THEN YOU HAVE TO JUDGE THE MARKET.

AND I THINK THIS STUDY HAS DONE HAS THE METHODOLOGY IS VERY, VERY STRONG THAT WHAT THEY USED, ESPECIALLY IN LOOKING AT THE LOCAL AREA BY FUNCTION.

AND IT IT'S A GUESS THOUGH, IS IT A HUNDRED PERFECT.

NO, AND IT CAN'T BE, AND THAT'S WHY WE HAVE TO CONTINUALLY EVALUATE HOW IT'S DONE.

SO THE QUESTIONS THAT THEY'RE BRINGING UP ABOUT WHERE ARE OUR CHALLENGES, WHERE DON'T WE NOT GET APPLICATIONS AND SEE IF THIS STUDY CORRESPONDS TO THOSE KINDS OF REQUIREMENTS.

THANK YOU, MEL CAMPBELL.

YEAH.

I LIKE TO APPLAUD YOU FOR YOUR EFFORTS.

AND I THINK YOU DID WHAT WE ASKED YOU TO DO.

I WOULD JUST COME BACK WITH A SALARY STUDY.

AND I THINK WE, WE REALLY WANTED TO ASK FOR A NEEDS ASSESSMENT ALONG WITH THAT, BECAUSE FROM THE QUESTIONING, WE ARE CONCERNED WITH WHO WE ARE COMPENSATING AND WHY, AND THAT'S A DIFFERENT STORY.

THAT'S A STORY THAT HAS TO BE DIRECTED BY US, THE BOARD, CUZ WE, YOU KNOW, SOCIAL WORKERS FOR EXAMPLE, AND WHY ARE CLASSIFIED CERTIFIED, WHICH RESPONSIBILITY IS THAT? AND YOU KNOW, FOR THEM TO COME BACK WITH WHAT THEY BELIEVED TO BE EQUITABLE IN TERMS OF COMPENSATION FOR, FOR OUR EMPLOYEES AS THEY STAND COMPARED TO OTHER EMPLOYEES OF THE SAME, I THINK THEY DID WHAT WE ASKED.

I THINK YOU, WE NEED TO ENCOURAGE THE SUPERINTENDENT TO COME BACK WITH WHAT HE THINK THE NEEDS ARE, ARE GOING TO BE AS WE GO FORWARD, ESPECIALLY AFTER THE P THE PANDEMIC.

I MEAN, THE NEEDS ARE A LOT MORE GLARING, SOCIAL WORKERS AND, AND PSYCHOLOGISTS AND, AND SCHOOL NURSES ARE A BIGGER DEMAND NOW.

AND MAYBE THAT'S GONNA BE A DIFFERENT READING.

I THINK THAT'S WHERE WE ARE TERMS WITH THE STUDY.

SO I, I, YOU KNOW, FIRST LET'S DO THE FIRST THING FIRST, LET'S RESPOND TO WHAT WE ASKED AND SEE HOW IT RELATES TO, TO WHERE WE ARE AND THE PRESENT TIME, YOU KNOW, IS IT ADEQUATE? OF COURSE NOT.

YOU KNOW, AND NOT ONLY WOULD THESE PEOPLE COMPLAIN THAT IT'S NOT ADEQUATE, THE TEACHERS WHO WE'VE JUST GIVEN RAISED TO IS NOT ADEQUATELY COMPENSATED, YOU KNOW, ESPECIALLY IN THIS TIME AND THIS ERA AND HOW FAR WE GONNA PUSH THE NEEDLE WITH WHAT WE HAVE IS THE OTHER QUESTION.

[00:50:01]

YOU KNOW, WE HAVE RESTRICTIONS, STATE RESTRICTIONS, UH, YOU KNOW, BUDGETARY, YOU KNOW, RESTRICTIONS NOW I'M FOR ONE WHO I'M WILLING TO PAY PEOPLE WHAT THEY'RE WORTH, EXCEPT MY COUPLE RAN.

BUT THANK YOU FOR, YOU KNOW, DOING WHAT YOU DID.

AND I THINK WE, WE NEED TO LOOK AT IT FROM A, FROM A STANDPOINT OF WHAT DID WE ASK, WHAT DID WE GET? AND WE DIDN'T ASK THEM TO DO SOME OF THE THINGS THAT WE ARE TALKING ABOUT NOW, WHICH YOU KNOW, WOULD BE, WOULD'VE BEEN GREAT, BUT LET'S, LET'S LOOK AT IT FROM WHAT WE HAVE.

OKAY.

MS. IS IT POSSIBLE TO MOVE THE SOCIAL WORKERS, UH, AND NURSES TO THE CERTIFIED PAYROLL? OR IS THAT DICTATED BY THE STATE? I, I DON'T KNOW HOW THAT WORKS HERE.

THAT IS DICTATED BY THE STATE.

MM-HMM .

UM, IF YOU, AS A BOARD, WANT TO MOVE THE SOCIAL WORKERS AND THE, UM, NURSES, AND WE'VE DONE THIS, WE DID THIS TWO YEARS AGO.

WE MOVED THEM TO A PROFESSIONAL LEVEL SO THAT THEY'RE NOT PAID ON THE SAME LEVEL AS A CLASSIFIED.

SO WE'VE ALREADY MOVED THEM TO GIVE THEM ONE FOR ONE, FOR THEIR YEARLY EXPERIENCE.

IT, YOU DETERMINE IF YOU WANT TO PAY THEM LIKE YOU'RE PAYING TEACHERS, THEY JUST CANNOT BE PLACED ON TEACHER CERTIFIED SCHEDULE.

THANK YOU, MR. SMITH.

UM, WHEN IT COMES TO WHAT, UM, SOME OF MY COLLEAGUES SAY, I, I QUESTION AND I, AND I'LL, I'LL START OFF BY PHRASING.

PRAI IT THIS WAY.

IF WE SAY THAT ONE OF OUR NUMBER ONE THINGS IN THIS DISTRICT IS THAT WE WANT THE BEST, THE BRIGHTEST, AND WE WANT THE MOST SHOP CROWN IN THE BOX.

THEN YOU, YOU HAVE TO PAY THAT WAY.

SO YOU HAVE TO, YOU HAVE TO PUT YOUR MONEY WHERE YOUR MOUTH IS, AND THAT IS SOMETHING I WHOLEHEARTEDLY BELIEVE IN.

AND, AND, AND TERMS OF, IF WE SAY WE WANT THE, WE WANT THE NUMBER ONE TEST SCORE, WE WANNA LEAD THE WAY.

THEN WE HAVE TO, WE HAVE, WE HAVE TO SHOW THAT BY PAYING DON'T THE OLD MAN, THE ONE TOLD ME, DON'T TELL ME, YOU VALUE ME, SHOW ME YOU VALUE ME.

AND, AND BY, BY SAYING THAT I TOO HAVE SOME OF THE QUESTIONS THAT MY OTHER COLLEAGUES HAVE HERE AND, AND, AND, AND REFERENCE TO THIS BECAUSE I'VE HAD SEVERAL BUS DRIVERS IN DIFFERENT POSITIONS THAT HAVE TOLD ME THE SAME THING IN, IN TERMS OF, WELL, YEAH, I SAID, Y'ALL GAVE US A, A, A RAISE.

WHERE'S IT AT? I, I, I DON'T SEE IT.

IF SOMEONE GIVE ME A RAISE BY GODLY, AT LEAST ALLOW ME THE, THE, THE, THE UNDERSTANDING TO AT LEAST BE ABLE TO SEE AT LEAST LET ME SEE THE FRUITS OF MY LABOR.

YOU KNOW, I'VE, I'VE, I'VE HEARD SOMEONE STEP SIT AND SAY, WELL, YEAH, WELL, WE'VE GIVEN THEMSELF A RE THEY CAN'T SEE WE'VE GIVEN THEM 10 AND 15 CENTS.

WE CAN'T CONTINUE TO NICKEL AND DIME PEOPLE.

WE, WE, WE, WE JUST CAN'T SAY THAT WE WANT THE BEST PRODUCT.

WE'VE HAD A COUPLE CALL CALL US CALLING IN THIS MORNING SAYING THAT, THAT THEY NEED A RAISE.

THEY WANT TO BE TREATED LIKE, LIKE OTHER TEACHERS.

I MEAN, LIKE, LIKE HOW WE, LIKE HOW WE TEACH TREATED THE TEACHERS IN THIS DISTRICT.

BUT BEHOLD, WHOLEHEARTEDLY, I WENT INTO PUBS.

ONE OF THE WORKERS HERE WHO, WHO, WHO WAS, WHO WAS WORKING HERE, SAID THEY LET THEY LEFT FRED.

SHE SAID, I CAN'T AFFORD TO WORK AT THE DISTRICT.

WHEN I, I CAME TO PUBS AND PUBLICS WILL OFFER ME MORE THAN THE DISTRICT.

IF WE WANT PEOPLE AND WE VALUE PEOPLE, THEN WE HAVE TO TAKE A, A BOLD STANCE.

NO, I'M NOT GONNA SAY I CAN'T SUPPORT THE, THE NOTION OF, WELL, WE GONNA PUT A PRICE OUT THERE AND WE GONNA SEE THEY JUMP ON IT.

NO, LET'S MAKE A BOLD MOVE TO SAY WAY WE'VE MADE A BOLD MOVE AND SAY THAT WE WANT TO BE THE NUMBER ONE PAID FOR TEACHERS IN THE STATE.

LET'S MAKE A BOLD MOVE FOR CERTIFIED.

I MEAN, FOR OUR CLASSIFIED STAFF AND LET'S LEAD THE WAY.

I MEAN, IT DOESN'T SEEM LIKE IT TAKE A ROCKET SCIENTIST TO FIGURE THIS OUT.

I, I, BUT WHAT I DO UNDERSTAND IS THAT WE HAVE TO MAYBE MAKE IT TIGHTEN IN OTHER PLACES SO THAT WE CAN MAKE IT TO WHERE THAT WE CAN ACTUALLY HAVE OUR EMPLOY OUR EMPLOYERS, OUR, OUR EMPLOYEES TO BE COMFORTABLE.

NO, YOU, YOU MIGHT DON'T KNOW THE STRESS IT COSTS OR WHAT, BUT YOU, WE CAN MAKE AN, AN EDUCATED GUESS ABOUT HOW MUCH IT WOULD COST, HOW, HOW WE, HOW, HOW WE COMPETING, UH, PUBLIX WALMART.

THAT SHOULDN'T HAPPEN.

THAT REALLY, THAT WHEN

[00:55:01]

WE, ONE OF THE LARGEST EMPLOYERS IN BEAVER COUNTY, SO HOW, HOW THEY ON THE SAME PLAIN FIELD AS US.

I MEAN, WHEN YOU REALLY LOOK AT IT AND YOU REALLY START UNDERSTANDING AND DISSECTING WHAT, WHAT WE ARE AND WHERE WE ARE IN THIS COUNTY, THEY SHOULD BE OFFERING, OFFER OUR, THEIR EMPLOYEES THE SAME THING MORE THAN WHAT WE OFFERED OUR EMPLOYEES.

AND WE SHOULD BE NICKLING DIAMOND SAYING, HEY, WE GOING, WE GOING THROW, THROW THE LINE OUT AND SEE WHO, WHO GRAB DEBATE.

SO I'M JUST, YOU KNOW, AT ODDS AND I SAT BACK AND I KIND OF LISTENED TO WHAT, YOU KNOW, SOME, SOME OF, SOME OF MY COLLEAGUES WERE SAYING, AND, YOU KNOW, LISTEN TO, UH, TO WHAT THE STAFF BROUGHT UP AND LOOKED AT THE REPORT.

EVEN IN OUR BUS DRIVERS, WE HAVE OTHER NEIGHBOR DISTRICTS THAT HAVE PULLING ARE PULLING FROM OUR BUS DRIVER POOL NOW, AND, AND EATING OFF OF OUR RESOURCES, PEOPLE WHO WE, WHO WE'VE TRAINED AND DEVELOPED IN THIS DISTRICT.

NOW, OTHER PEOPLE ARE REAPING THE BENEFITS BECAUSE WE, BECAUSE OUR STAFF, DON'T CERTAIN PEOPLE DON'T FEEL THAT THEY'RE GETTING, THEY'RE GETTING THE MORE BANG FOR THEIR BUCK HAVE TO, ALL RIGHT.

UM, INGRID, I SEE YOUR HAND IS UP, BUT I HAVEN'T SPOKEN YET.

SO I, I WANT TO GET IN HERE BEFORE WE GET TO THE SECOND ROUND.

THIS STUDY TOLD US WHAT THE MARKET, UH, VALUE IS FOR THESE POSITIONS.

AND THAT'S HOW YOU FILL POSITIONS.

UM, YOU DON'T PAY THE PERSON FOR WHAT, FOR WHO THEY ARE, YOU PAY THE PERSON FOR WHAT THEY DO.

UM, SO THOSE TASKS HAVE A CERTAIN VALUE IN COMPARING US TO KROGER.

AND WALMART IS, UM, MISSING THE FACT THAT OUR BENEFIT PACKAGE IS INCREDIBLE.

UH, YOU KNOW, WE HAVE A DEFINED BENEFIT PLAN.

WHAT IS IT LIKE A 40% LOAD ON OUR SALARY? SO THAT'S NOT A FAIR COMPARISON.

UM, AND WE DON'T KNOW WHY FOLKS, UM, YOU KNOW, WOULD RATHER GO TO KROGER THAN TO BECOME WORK FOR US.

BUT, UH, AND SO, AND I'M NOT SURE WE CAN FIGURE THAT OUT.

I MEAN, THERE, THERE'S A NATIONAL TREND OF THIS QUIET, QUITTING, UM, AND YOU KNOW, WE CAN'T FIGURE THAT OUT.

UM, THIS SCHOOL DISTRICT, NO SCHOOL BOARD IS IT'S JUST NOT EQUIPPED TO HANDLE, UH, SOLUTIONS TO SOCIAL ISSUES.

UM, BUT THE MARKET TELLS YOU WHAT YOU NEED TO PAY TO, TO FILL POSITIONS.

UM, IT'S NOT WHAT WE FEEL.

IT'S NOT WHAT WE FEEL THE PERSON IS WORTH.

IT'S NOT WHAT WE FEEL.

THE DEGREE IS WORTH.

IT'S WHAT THE MARKET TELLS YOU, YOU NEED TO PAY, UH, TO GET PEOPLE.

UH, AND THAT'S WHAT THIS DID.

AND, AND AS COLONEL GEIER POINTED OUT THERE, THERE'S A LOT OF NUANCES UNDERNEATH OF ALL THAT.

BUT, BUT IF YOU PAY ATTENTION, THE MARKET WILL TELL YOU WHAT YOU NEED TO DO.

UM, AND THEN ON THE OTHER HAND, THE WAY WE NEED TO SELL OUR POSITIONS IS TO, UH, SHOW PEOPLE THAT WE HAVE THIS BENEFIT PACKAGE.

THAT'S JUST, YOU KNOW, UNBELIEVABLE.

UM, WHICH HAS ALWAYS BEEN A GOVERNMENT ADVANTAGE IS GOVERNMENT HAS ALWAYS OFFERED A REALLY GOOD BENEFIT PACKAGE, BUT LOW SALARIES.

I'M NOT SURE WE'VE EVER BROKEN THAT MOLD, BUT THAT THAT'S HOW YOU SELL IT.

UM, PLUS, YOU KNOW, THE, THE VALUE OF LIVING IN THIS ENVIRONMENT, YOU KNOW, WHICH IS, YOU KNOW, QUALITY OF LIFE ISSUE, THAT'S THE WAY WE SELL OUR POSITIONS.

AND THAT'S ALL WE CAN DO AND ASK COLONEL GEIER POINT OUT, YOU DO THAT AND YOU SEE IF IT WORKS AND IF IT DOESN'T WORK, THEN YOU SAY, YOU KNOW, STRIPER WAS FULL OF CRAP.

THAT'S NOT WORTH IT.

WE NEED TO DO SOMETHING DIFFERENT.

UM, SO THERE'S, THOSE ARE JUST MY COMMENTS, BUT I REALLY WANT US TO, TO FOCUS ON THE FACT THAT THIS WAS A MARKET STUDY TELLING US WHAT WE HAD TO DO, AND YOU HAVE TO LISTEN TO THE MARKET.

UH, IT'S NOT WHAT WE FEEL IT'S WORTH.

IT'S WHAT THE MARKET'S TELLING YOU AND SEES A MISTAKE TO DRIFT AWAY FROM THAT ANGRY.

THANK YOU, MR. SHEER I'M UM, FOR ALLOWING ME THE OPPORTUNITY TO RESPOND.

UM, I AGREE WITH COLONEL GEIER AND I AGREE WITH YOU THAT THIS COMPENSATION STUDY ABSOLUTELY D DID WHAT WE ASKED IT TO DO, OR WHAT HR ACTUALLY ASKED IT TO DO, UM, WHICH WAS TO DO A MARKET ANALYSIS, UM, AND ALIGN OUR SALARIES WITH, UH, OTHER SCHOOL DISTRICTS THAT WE MAY BE COMPETING WITH.

MY POINT IS, UM, AND TO MR. CAMPBELL'S POINT THAT THEY BROUGHT US WHAT WE ASKED FOR THE, THE IDEA THAT WE HAVE NOT ASKED FOR A MORE COMPREHENSIVE LOOK AT HR AND OUR STAFFING CRISIS, UM, THAT THIS IS SOMETHING THAT WE JUST HASN'T OCCURRED TO US YET IS

[01:00:01]

IN MY OPINION, COMPLETELY INACCURATE.

I UNDERSTAND THAT THIS IS ONE SLIVER OF A LARGER PLAN.

UM, I AM HAPPY TO APPROVE THIS AND HAVE THE DISCUSSION ABOUT HOW WE IMPLEMENT IT.

I THINK IT'S IMPORTANT THAT WE DO IT AND YOU'RE RIGHT.

IT IS, UM, MARKET BASED AND WE'LL SEE WHAT HAPPENS.

BUT AGAIN, THERE WAS DISCUSSION, THERE WAS ANALYSIS.

THERE IS DATA OUT THERE THAT WE'RE NOT SEEING.

THERE ARE, WE ARE NOT BEING BROUGHT A LARGER PICTURE OF HOW WE ARE ADDRESSING THE STAFFING CRISIS, TO THE EXTENT THAT WE HAVE NOT ASKED FOR THAT DATA.

IT IS ONE THIRD OF OUR SUPERINTENDENT EVALUATION.

SO I AM FRUSTRATED BECAUSE I FEEL LIKE WE HAVE BEEN ASKING REPEATEDLY FOR INITIATIVES, FOR DATA ANALYSIS, FOR A BETTER UNDERSTANDING OF THE STAFFING CRISIS, UM, WHERE WE'RE AT WITH IT, WHERE THE CRISISES ARE, WHERE PEOPLE ARE COMING FROM, THAT ARE APPLYING FOR THE SCHOOL DISTRICT.

SO I THINK WE SHOULD, IF I NEED TO MAKE A MOTION THAT WE DIRECT THE SUPERINTENDENT TO PRESENT A COMPREHENSIVE STAFFING PLAN, WHICH WOULD INCLUDE THINGS LIKE COMPENSATION, THEN I'M HAPPY TO DO THAT.

UM, AS FAR AS YOU'RE CORRECT, IT IS UNFAIR TO COMPARE IT TO KROGER EXCEPT TO SAY THAT IN 2022, $13 AN HOUR IS NOT GONNA FLY FOR ANYTHING.

I MEAN, THAT IS JUST TOO LOW.

AND I THINK WE NEED TO LOOK, WE NEED TO HAVE, WE CAN APPROVE THIS COMPENSATION PLAN AND CONTINUE TO, UH, PUSH FOR THAT CONVERSATION, WHICH IS WHAT I'M DOING NOW.

UM, AND THEN IN, UH, UH, SORRY, I LOST MY TRANS THOUGHT FOR JUST A SECOND.

UM, I GUESS THAT IS, THERE WAS SOMETHING ELSE THAT I WANTED TO, UM, THAT WAS IMPORTANT.

AND I DON'T WANNA SPEAK A THIRD TIME.

UM, SO BASICALLY, I GUESS WHAT I'M SAYING IS WE NEED TO HAVE A FULLER DISCUSSION WITH HR ABOUT THIS, THAT DOESN'T STOP US FROM APPROVING THIS COMPENSATION PLAN THAT DOESN'T STOP US FROM ACKNOWLEDGING THAT THIS WAS A WELL DONE COMPENSATION PLAN AND IS OVERDUE, AND WE WANNA PUSH IT OUT.

BUT I THINK THAT WE'VE ALL RECEIVED THE EMAILS, WE'VE ALL OVERHEARD PUBLIC COMMENTS.

THERE'S MORE, MUCH MORE WORK THAT NEEDS TO BE DONE.

AND WE HAVE THE DATA AND WE JUST NEED TO HEAR FROM HR, HOW WE ARE ADDRESSED.

OH, HERE WAS MY OTHER COMP THING WHEN, UH, MR. SCHER TALKED ABOUT MARKET ANALYSIS, RIGHT? AND THAT THE MARKET WOULD DICTATE HOW THESE THINGS WERE PAID.

WE LOOKED AT SCHOOL DISTRICTS, CHARLESTON, UH, YORK, I THINK FORT MILL, IT IS A STATEWIDE, UH, STAFFING CRISIS ACROSS IT'S A NATIONWIDE STAFFING CRISIS.

SO IF WE'RE COMPARING OURSELVES AND SAYING, WELL, WE'RE AS GOOD AS CHARLESTON AND CHARLESTON IS STILL IN A MASSIVE STAFFING CRISIS, THEN I'M NOT SURE WHAT THE VALUE IS THERE IN TERMS OF A MARKET ANALYSIS, IF THE WHOLE MARKET'S FAT AND THE WHOLE MARKET'S OUT OF ALIGNMENT AND NOBODY ANYWHERE IS APPLYING FOR THESE JOBS, NOT IN CHARLESTON, NOT IN FORT MILL, NOT IN GREENVILLE.

THEN WE NEED TO LOOK AT MORE THAN JUST A COMPARISON TO THOSE MARKETS IF WE'RE ACTUALLY GONNA HAVE SUBSTANTIAL PROGRESS.

SO THANK YOU FOR THAT FOR THE TIME AND FOR, SORRY FOR LOSING MY TRAIN OF THOUGHT THERE.

HEY, DR.

WIKI, YOU HAVEN'T SPOKEN YET.

THANK YOU, MR. CHAIR.

UM, I, I DO APPRECIATE THE, THE WORK THAT WENT INTO THIS, AND I THINK THAT IT IS VERY COMPREHENSIVE.

I DO.

UM, ALSO APPRECIATE MY PEERS COMMENTS ABOUT, UM, SOME OTHER ADDITIONAL INFORMATION THAT THEY'RE LOOKING FOR IN ORDER TO MAKE SOME INFORMED DECISIONS.

UM, MY, MY VIEWPOINT ON A FEW OF THE THINGS IS THAT, AND I KNOW I MENTIONED IT THE OTHER DAY THAT I AM MORE OF A HOLISTIC APPROACH FROM A BUDGET STANDPOINT, WHEN WE'RE TALKING ABOUT SOMETHING THAT IS GOING TO IMPACT OUR BUDGET, I, I WOULD LIKE TO SEE THE CONVERSATION GO TOWARDS THESE THINGS OCCURRING, UM, ON A WORK SESSION, THAT'S JUST BUDGET FOCUSED COMPLETELY WITH ALL OF THESE DIFFERENT CHANGES THAT WE'VE DONE THROUGHOUT THE YEAR.

I KNOW I MENTIONED IT IN FINANCE COMMITTEE THE OTHER DAY THAT WE'VE DONE A LOT OF INCENTIVE CHANGES, STIPENDS AND INCREASES.

AND I WOULD LIKE TO HAVE THE CONVERSATION, UM, FROM A MORE BUDGET IMPACT STANDPOINT.

UM, BUT I DO APPRECIATE THAT AS YOU GUYS BRING THIS FORWARD, YOU ARE BRINGING IT FORWARD FROM A BALANCED APPROACH.

LIKE TANYA MENTIONED, LOOKING AT IT FROM DOING IT FROM A 50% TO A 50% OVER TWO YEARS.

I THINK THAT THAT'S IMPORTANT THAT WE GET IT DONE, BUT WE DO IT FROM A BALANCED APPROACH.

UM, MY TWO QUESTIONS ARE IN REGARD TO, UM, THE COMMENTS OR THE CONSIDERATIONS THAT MGT BROUGHT FORWARD FOR STRENGTHENING OUR CURRENT BENEFITS PACKAGE.

I KNOW THAT I, I MIGHT SOUND LIKE A BROKEN RECORD WHEN IT COMES TO THAT BECAUSE I ALSO MIRROR WHAT MR STINGER SAYS, AND THAT OUR BENEFITS PACKAGE IS AMAZING.

IT'S MENTIONED IN HERE.

IT SAYS THAT IT'S EXTREMELY COMPETITIVE.

UM, BUT THEY DO OFFER SOME CONSIDERATIONS FOR US.

UM, SOMETHING THAT WE CAN'T CHANGE, HOWEVER, IS THE RETIREMENT REQUIREMENT THAT WE PARTICIPATE IN THE STATE PROGRAM.

I WOULD LIKE TO SEE, AND MAYBE LEGISLATIVE COMMITTEE WOULD LOOK AT, UM, YOU KNOW, PETITIONING FOR US TO DO SOMETHING DIFFERENT AT THE STATE LEVEL FOR THE RETIREMENT PROGRAM AND TO ALLOW DISTRICTS TO DIVERSIFY THINGS.

I THINK ONE OF THE THINGS THAT I'VE HEARD FROM SOME OF OUR YOUNGER STAFF IS THAT THEY WOULD

[01:05:01]

PREFER TO MAKE SOME DECISIONS THEMSELVES IN REGARD TO THEIR RETIREMENT.

THEY WOULD PREFER THE MONEY BE IN THEIR POCKET THAN TO BE GOING TO THEIR RETIREMENT SYSTEM.

BUT I DIGRESS ON THAT.

UM, SO THAT'S A WHOLE NOTHER CONVERSATION, BUT I'M STILL MAKING THE POINT SO THAT IT STAYS IN EVERYBODY'S MINDS.

UM, SO IF THERE IS ANY CONSIDERATION BEING MADE TO ANY OF THOSE STRENGTHENING ITEMS, I WOULD LIKE TO HAVE THAT DISCUSSION.

I DON'T KNOW IF YOU GUYS ARE CONSIDERING THAT.

I KNOW WE'RE MOSTLY TALKING ABOUT JUST THE SALARY INCREASE.

IS THERE ANY CONVERSATION GOING ON IN REGARD TO THOSE WITHIN, WITHIN THE DEPARTMENT, WE HAVE, UM, ASSIGNED THAT TASK TO SEVERAL PEOPLE TO LOOK INTO SOME POSSIBLE INCREASES OR UPGRADES TO THE BENEFIT PACKAGE, BUT WE, WE DON'T HAVE ANY RECOMMENDATIONS AT THIS POINT.

OKAY.

SO NO RECOMMENDATIONS THERE.

THANK YOU FOR THAT.

AND THEN MY OTHER QUESTION IS PROBABLY FOR MS. CROSBY.

UM, I KNOW IN FINANCE COMMITTEE THE OTHER DAY, UM, IT WAS MENTIONED THAT WE'RE LOOKING AT ABOUT $5 MILLION GOING INTO OUR FUND BALANCE FROM THE PRESENT YEAR'S BUDGET, UM, BASED ON WHAT WE'VE RECEIVED.

AND MY QUESTION IS IN IMPLEMENTING THIS AT THE 50% THIS YEAR IS THAT 5 MILLION THAT WE KIND OF HAD THAT'S PERHAPS GOING TO FUND BALANCE, GOING TO COVER THIS.

WHAT IS THE THOUGHT PROCESS THERE? I KNOW YOU MENTIONED THAT IT WAS COVERED BASICALLY THIS YEAR COVERED THE FIRST YEAR OR SECOND YEAR OR FIRST YEAR.

UM, NO, NO, WE, UM, WE BUDGETED 2.8 MILLION IN THE GENERAL FUND BUDGET FOR SPECIFICALLY FOR THIS, FOR THIS PROCESS.

OKAY.

I WASN'T SURE OF THE COST AT THE TIME.

SO I ESTIMATED, UM, SOMEWHERE CLOSE IN THE NEIGHBORHOOD OF 6 MILLION IN TOTAL AND TOOK HALF OF THAT NUMBER FOR BUDGET PURPOSES, SO, OKAY.

UM, SO WE WOULD NOT USE FUND BALANCE IN ORDER TO IMPLEMENT THE PLAN.

OKAY.

AND THEN MY OTHER QUESTION IS THEN FOR THE SECOND YEAR AND FULLY IMPLEMENTING IT, IS IT YOUR BELIEF THAT THIS WOULD NOT REQUIRE AN INCREASE TO THE MILLAGE? I KNOW IT'S GOING TO INCREASE THE BUDGET, BUT IS THIS GOING TO REQUIRE A, A MILLAGE INCREASE JUST BASED ON WHAT WE KNOW WITH THE 5 MILLION? I'M SURE THAT I KNOW THE ANSWER TO THAT AT THIS TIME, BUT, UH, OUR REVENUES, UH, WERE GREATER.

UM, OUR LOCAL REVENUES WERE GREATER THAN WE ANTICIPATED BY ABOUT $4 MILLION.

SO THAT WILL, SHOULD BE ABLE TO COVER THIS.

BUT, UM, ALSO THERE'S A LOT OF OTHER ELEMENTS THAT WE'LL NEED TO CONSIDER, YOU KNOW, TEACHER SALARY INCREASES AND SO ON AND OTHER INCREASES IN COSTS THAT WE HAVE IN THE DISTRICT.

SO WE REALLY HAVE TO LOOK AT IT SORT OF AS A WHOLE IN ORDER TO DETERMINE THAT.

BUT, UM, I'M HOPEFUL THAT WE WON'T HAVE TO INCREASE IT FOR THIS PARTICULAR PURPOSE, BUT THERE MAY BE OTHER REASONS WE NEED TO INCREASE MILLAGE.

SO, AND THAT, THAT KIND OF GOES BACK TO MY FIRST COMMENT ABOUT LOOKING AT THINGS FROM A WHOLE, BECAUSE WHEN I'M LOOKING AT, OKAY, WE'RE DOING TEACHER INCREASES, WE'RE LOOKING AT THESE POTENTIAL INCREASES AND WE DON'T KNOW HOW THAT'S GONNA IMPACT, OR IF THAT'S GOING TO LEAD TO A MILLAGE INCREASE WHEN WE DO HAVE THOSE BUDGET DISCUSSIONS, I DON'T KNOW IF WE NEED TO HAVE MORE BUDGET DISCUSSIONS THROUGHOUT THE YEAR, SO THAT WE SEE WHAT THE TOTAL IMPACT IS GONNA BE, BUT, UM, I JUST THINK THAT A MORE HOLISTIC APPROACH IS NECESSARY IN THE FUTURE AND WE ALMOST DON'T KNOW WHAT THE MILLAGE, THE VALUE OF THE MILL IS GOING TO GENERATE UNTIL WE GET NEAR, PROBABLY INTO THE SPRING.

UM, BECAUSE WE REALLY DON'T RECEIVE ANY TAX COLLECTIONS UNTIL DECEMBER, JANUARY MM-HMM .

AND THEN WE BEGIN TO HAVE A LOOK AT IT, BUT IT'S, UH, REALLY, WE DON'T KNOW IF WE'RE GOING TO HAVE ANY SORT OF EXCESS UNTIL PROBABLY LATE MARCH.

UM, SO, BUT WE DEFINITELY CAN DO MORE WITH WHAT WE HAVE BASED ON THE CURRENT MILL VALUE.

UM, AND I ANTICIPATE THAT WE'LL SEE SOME GROWTH IN THE NEXT BUDGET YEAR, BUT THE FOLLOWING ONE MAY BE A LITTLE BIT OF A CHALLENGE, UM, THAT, YOU KNOW, SO FOR VARIOUS REASONS, UH, REASSESSMENT AND, AND OTHER THINGS.

THANK YOU.

UM, MS. RI THANK YOU, MR. STINGER, AND THANK YOU MR. MEL CAMPBELL, BECAUSE I THINK, UH, YOU HELPED CLARIFY FOR ME THAT YES, THIS WE, UH, COMPENSATION STUDY WAS CONDUCTED BY HR, AND THIS IS EXACTLY WHAT WAS PRESENTED TO US.

I'M NOT GONNA REITERATE EVERYTHING THAT INGRID SAID, BUT SHE TOO, UH, HIT THE NAIL IN THE HEAD ON WHAT I'M FEELING.

IS THAT OKAY? I WOULD'VE LIKED TO HAVE JUST HEARD A LITTLE BIT MORE ABOUT, OKAY, HERE'S THE COMPENSATION STUDY, HERE'S THE MARKET ANALYSIS, BUT THESE ARE OUR OWN PARTICULAR NEEDS, AND THESE ARE OUR OWN AREAS OF CRISIS.

AND WE DO FEEL THAT IF WE WERE ABLE TO DO THIS VERSUS THAT, UM, BUT MAYBE THAT'S FOR A DIFFERENT TIME.

UM, SO THANK YOU, MEL CAMPBELL.

I SAID THE SAME THING.

BASICALLY THE ENVELOPE IS ONLY SO BIG AND WE ASKING THEM TO PUSH THE ENVELOPE, BUT WE KNOW THAT THE STATE,

[01:10:01]

THE DISTRICT HAS LIMITATION BUDGETARILY, AND WE CAN'T COMPARE OURSELF WITH THOSE PROFIT BEARING ORGANIZATIONS BECAUSE THEY PAY ACCORDING TO WHAT THEIR PROFITS LOOK LIKE.

AND TODAY'S TIME THAT IS, YOU KNOW, HUGE BECAUSE, YOU KNOW, PROFITS ARE WHAT THEY, WHAT MOST PEOPLE WORK TOWARDS, BUT ALL THE GOVERNMENTAL ENTITIES AND WE OUGHT TO BE PUSHING THOSE ENTITIES TO CHANGE IN TERMS OF HOW IMPORTANT EDUCATION IS.

WE ONLY HAVE A CERTAIN AMOUNT OF MONEY TO PAY, AND, AND IF WE WANNA RUN A SCHOOL SYSTEM AND WE OUGHT, WE OUGHT TO GOTTA THINK ABOUT DOING SOMETHING LEGISLATIVELY OR SOME PRECIOUS LEGISLATIVELY SLY TO DO THAT.

AND AS A SCHOOL DISTRICT, YEAH, WE CAN PUSH THE ENVELOPE TO THE LIMIT, BUT YOU ARE, WE ALMOST ALREADY AT THAT LIMIT.

AND THAT'S WHAT THEY'RE PRESENTING, HOW MUCH MONEY WE CAN EXTEND.

AND I, YOU KNOW, I THINK WE ARE ALL SAYING THE SAME THING.

WE NEED TO PAY MORE, BUT WE ALSO NEED TO KNOW WHERE WE'RE GONNA GET THAT MONEY FROM COLONEL GEIER.

THANK YOU, MR. CHAIRMAN.

I, I BELIEVE WE SHOULD GO AHEAD AND IMPLEMENT WHAT THE STUDY RECOMMENDS STARTING IN JANUARY, BUT IMPLEMENTING THAT IS NOT THE END STATE.

I FULLY AGREE WITH MS. FRICK AND MS. BOATWRIGHT THAT WE NEED TO DO A REALLY HARD LOOK AND ASSESSMENT OF WHERE WE NEED TO GO, BUT WE NEED TO, WE NEED TO GET STARTED WITH SOMETHING AND WE HAVE A PROPOSAL.

WE HAVE A BUDGET FOR IT.

NOW LET'S START, BUT LET'S NOT HAVE PARALYSIS BY ANALYSIS.

OKAY, LET'S GET THIS STARTED AND THEN DO WHAT WE'VE TALKED ABOUT DOING, AND THEN ADJUST ACCORDINGLY.

BUT WE NEED TO TELL OUR EMPLOYEES THAT WE, WE CAN'T JUST KEEP DITHERING THIS AROUND AND, AND STUDYING IT AND NOT GETTING SOMETHING OUT.

AT LEAST EVERYBODY WILL GET A RAISE STARTING IN JANUARY.

AND THAT CLASSIFIED STUDY AND ADJUST.

WE HAVE A BUDGET THAT WE CAN, WE'LL BE LOOKING AT THE BUDGET IN THE, IN THE SPRING.

WE'LL HAVE AN IDEA BASED.

WE'LL HAVE AT LEAST TWO OR THREE MONTHS WORTH OF, UH, A NEW SALARY SCHEDULE OUT THERE.

THEN LET'S TAKE A LOOK AT WHAT IT'S DONE AND SEE WHERE WE NEED TO ADJUST IT.

THIS IS, THIS STUDY IS NOT THE END STATE.

THIS STUDY IS, IS A BEGINNING ROLL CAMPBELL.

THANK YOU.

UM, THE COMMENTS, I, I, I HEAR PEOPLE THAT CALL ME ARE NOT TEACHERS.

IF A TEACHER CALLED ME NORMALLY, IT'S BECAUSE, UH, THEY JUST STRESS OUT AND THEY HAVE TO FIND SOMETHING TO DO.

THE PEOPLE THAT CALL ME ARE BUS DRIVERS, UH, TEACHERS ASSISTANCE, UM, PEOPLE THAT WORK AT THE FRONT DESK.

THOSE ARE THE FOLKS THAT CALL ME AND MORE, THE MAJORITY OF THOSE FOLKS ARE LOCAL FOLKS, BUT MY COMMUNITY AND YOUR COMMUNITY.

AND I, I THINK THAT WE SHOULD TREAT THEM FAIRLY AND GIVE THEM A, UH, UH, PAY.

UM, YOU KNOW, WE TALK ABOUT, WE DON'T HAVE TO COMPETE WITH, WITH PUBLIX AT ALL OF THEM.

THAT IS TRUE.

BUT A LOT OF FOLKS, LIKE I SAID BEFORE, THEY GETS DISTRESSED OUT, NOT ONLY FROM STUDENTS FROM PARENTS, YOU KNOW? SO THAT'S MY TAKE.

THANK YOU, MR. IN TERMS OF WE'LL APPROVE IT AND CONTINUE GOING ON, YOU KNOW? UH, BUT YEAH.

LET ME BACK THAT UP IN TERMS OF THIS QUESTION, I'VE BEEN ASKING THIS QUESTION BEFORE, EVEN THE STUDY CAME OUT ABOUT THESE QUESTIONS THAT MS. FREDERICK FIRST STATED, I MEAN, LEMME JUST MAKE THAT CLEARLY FOR THE RECORD I'VE BEEN ADVOCATING FOR THESE PEOPLE AND IN THOSE POSITIONS EVER SINCE I'VE WON KIM ON THIS BOARD.

SO THOSE, THESE QUESTIONS ARE NOT NEW TODAY MAY BE A NEW DAY IN AMERICA, BUT THOSE QUESTIONS ARE NOT NEW.

I HAVE BEEN ASKING FOR THOSE QUE, FOR THESE ANSWERS AND HAVE BEEN ADVOCATING FOR, FOR THESE GROUPS OF, UH, POCKETS OF DIFFERENT, UH, JOBS IN THIS DISTRICT.

AND THOSE PEOPLE HAVE BEEN CONTACTING ME.

SO THIS IS, THIS IS NOT NOTHING NEW.

AND I CANNOT SIT HERE AND ACT LIKE IT'S NEW BECAUSE IT IS NOT THESE QUESTIONS I HAVE BEEN ASKING

[01:15:01]

DAYS IN DAYS OUT, IN FACT, BOARD MEMBERS HAVE TOLD ME THAT, THAT THEY WERE TIRED OF HEARING ABOUT, ABOUT, ABOUT ME ASKING THOSE QUESTIONS.

AND, AND ALSO WE HAVE REWARDED TEACHERS FOR THEIR HARD WORK AND WE SHOULD REWARD THE, THE, UH, OTHER STAFF FOR THEIR HARD WORK.

MY MOM TOLD ME SHE TREAT ALL HER KIDS EQUAL.

SO IT'S NOT REALLY ABOUT, ABOUT FEELING AND, AND TERMS OF THE KROGERS OR PUBLIC THING.

PUBLICS HAVE A GREAT INSURANCE PROGRAM.

HECK WAFFLE HOUSE HAS A GREAT INSURANCE PROGRAM THAT THEY GIVE OUT TO THEIR WORKERS MANAGE MANAGER MANAGERIAL PROGRAM.

SO LET'S NOT SIT HERE AND ACT LIKE TO THE FACT OF, OH, WE CAN'T DO IT BECAUSE, AND WE CAN'T COMPARE.

YES, WE, YES, THAT'S OUR, THAT'S ALWAYS, WE'RE SUPPOSED TO COMPARE OURSELF BECAUSE THAT'S WHAT THE, THAT'S WHAT THE, WHAT I'M UNDERSTANDING IS THAT THE, THE PEOPLE WHO CREATED THIS ANALYSIS, THOSE WERE SOME OF THE THINGS THAT, THAT THEY, THAT THEY BASED IT ON, THEN WHY NOT? AND MS. MS. BOATWRIGHT MADE A GREAT POINT WHERE SHE SAID, WELL, IF EVERYONE ELSE IN THERE IN DIFFERENT PLACES ARE HAVING THE SAME ISSUES THAT WE ALMOST DIDN, OUR STAFF COULD PRETTY MUCH KIND OF TELL US, UH, WHAT THIS ANALYSIS TOLD US.

THIS IS NOT NEW TO, TO, TO, TO, UH, TO, TO THIS, TO THE STAFF, TO MRS. WAL AND, AND HER STAFF.

THIS WAS INFORMATION THAT THEY TOLD US BEFORE THIS ANALYSIS CAME OUT.

IF WE WANNA BE TECHNICAL ABOUT IT, SOME OF IT.

SO MY, MY THING IS, AT THE END OF THE DAY, WE PREPARE ALL YEAR LONG.

WE DO BUDGET, THIS BUDGET, THAT BUDGET, BUDGET, THIS, WE MOVE MONEY AROUND.

WE NEED TO FIND A WAY SOONER THAN LATER, HOW, HOW THE SAME WAY, HOW WE BUCKLE DOWN.

AND WE PUT EMPHASIS ON TEACHERS.

WE DO THE SAME THING FOR, FOR CLASSIFIED STAFFS AND, AND GET IT DONE.

AND THE ANSWER IS WORK HARD AND GET IT AND GET, AND GET IT DONE.

I HEARD SOME OF MY COLLEAGUES SAY, WELL, WE'RE PUSHING ENVELOPE.

WE'VE ALWAYS PUSHED ENVELOPES.

IF YOU ASK ME THIS DISTRICT, WE WE'RE ALWAYS UP AGAINST A DEADLINE.

LET'S JUST GET IT DONE.

DR.

RODRIGUEZ.

WELL, NOT SURE WHERE TO BEGIN.

OKAY.

BUT I'M GONNA, I'M GONNA SAY JUST A FEW THINGS.

THIS TEAM HAS WORKED EXTREMELY HARD TO BRING BACK WHAT WAS ASKED FOR.

THEY DELIVERED ON WHAT WE ASKED FOR.

IF THAT'S NOT WHAT WE WANT, THEN WE NEED TO SAY WHAT WE WANT SO WE CAN EXECUTE ON WHAT IT IS THAT WE'RE LOOKING FOR, WHATEVER THEY BRING BACK.

IT'S EASY TO STAND UP HERE AND SAY, WE NEED TO DO MORE.

WE'RE NOT DOING ENOUGH.

SOMEBODY ELSE IS DOING BETTER.

IT'S EASY TO SAY THAT, BUT YOU ALSO WANT ME TO BRING BACK A BALANCED BUDGET TO EVERYBODY EVERY TIME, RIGHT.

THAT'S A PRIORITY HAS TO BE DONE.

IF THIS IS NOT WHAT WE'RE LOOKING FOR, THEN TELL US WHAT WE'RE LOOKING FOR AND WE'LL EXECUTE.

THAT'S IT.

I'M GONNA LET THAT SINK IN FOR JUST A MINUTE OR TWO.

UM, THANK YOU NOW, WHERE ARE WE? WHAT IS THE NEXT STEP? AND THEN I WANT TO MAKE A COMMENT.

WHERE DO WE GO FROM HERE? WHAT'S THE NEXT STEP? UH, WHEN WE, WE, WE TALKS AMONGST THE TEAM.

UM, THE NEXT STEP IS, UM, OF COURSE GETTING THE, THE IMPLEMENTATION PLAN APPROVED AND THEN START DOING THE WORK FOR OUR EMPLOYEES TO GET THE PAY EFFECTIVE STARTING JANUARY 1ST, BECAUSE NOT ONLY WE HAVE TO PLACE THE, THE EMPLOYEES ON THE CORRECT, UH, SALARY LEVEL AND STEP COMMENSURATE TO THEIR EXPERIENCE AND THEIR DEGREES.

WE ALSO HAVE TO BUILD TABLES IN, IN THE SYSTEM AS WELL BEFORE JANUARY IN ORDER TO MAKE THE, THE PAYROLL EFFECTIVE AS WELL.

SO WE'RE WORKING ON A TIGHT DEADLINE.

WE HAVE ABOUT EIGHT HUNDRED AND THIRTY EIGHT HUNDRED FORTY INDIVIDUALS TO LOOK AT AND, AND BUILD TABLES AT THE SAME TIME.

SO OUR NEXT PLAN, OUR, OUR NEXT PHASE IS TO GET THE, UH, IMPLEMENTATION RECOMMENDATION, UH, APPROVED, AND THEN START THE BUSY WORK FOR OUR EMPLOYEES.

SO TO GET THAT APPROVED, WHAT DO WE HAVE TO DO? CAN WE DO THAT TODAY? OR ARE THERE MORE QUESTIONS? UH, WE NEED AN

[01:20:01]

APPROVAL ON THE IMPLEMENTATION OF THIS PLAN FROM THE BOARD.

AND YOU WOULD LIKE THAT TODAY? YES.

OKAY.

THAT'S WHAT I WAS TRYING TO GET TO.

UM, YES, MA'AM THREE OPTIONS ARE, UH, PRESENTED IN THE, THE DATA.

IS THERE ONE THAT, UM, YOU ADVOCATE FOR? I, I, I THINK I REMEMBER HEARING THIS BEFORE, BUT, UM, I JUST WANNA ASK AGAIN.

YEAH, YES.

THERE'S ONE THAT WE'RE ADVOCATING FOR AND I THINK IS A HYBRID AND TANYA CAN WALK US THROUGH THAT.

I THINK IT WAS SO, UH, THE MOTION RECOMMENDED MOTION IN THE COMMITTEE WERE, UH, DOCUMENTS WERE THAT THE, UH, BOARD WOULD AUTHORIZE THE SUPERINTENDENT TO BEGIN A TWO YEAR IMPLEMENTATION OF THE RECOMMENDATIONS FROM THE BUFORD COUNTY SCHOOL DISTRICT ADMINISTRATIVE AND CLASSIFIED SALARY STUDY EFFECTIVE JANUARY 1ST, 2023, UH, TOTAL COST NOT TO EXCEED 5 MILLION, $611,157 ARE FUNDED IN THE GENERAL FUND BUDGET WITH 50% IMPLEMENTED IN YEAR ONE REMAINING IN YEAR TWO BOARD AUTHORIZED ADMINISTRATION TO MAKE BUDGET TRANSFERS NECESSARY TO MAKE THE SALARY ADJUSTMENTS.

SO THAT, THAT WAS FOR THE FINANCE OFFICE.

UM, AND SO THE, THIS SATISFIED, UH, THE REQUIREMENTS OF, UM, THE 50% FUNDING, UH, THE EFFECTIVE DATE OF JANUARY ONE AND THE, UH, UM, APPROVAL TO DO OUR BUDGET TRANSFERS.

WE HAVE A MOTION, OH, WE'RE GOING TO HAVE A MOTION SOON AS THE WORDING IS WORKED OUT HERE.

I, I DO BELIEVE THAT, UM, WE NEED TO START, AND THAT THIS SALARY STUDY IS, IS THE STARTING POINT.

UM, LISTENING TO ALL MY COLLEAGUES AROUND, I, I THINK CERTAINLY THERE'S MORE WORK TO BE DONE, BUT WE HAVE TO START SOMEWHERE.

SO I PROPOSE, I MOVE THAT THE BEAUFORD COUNTY BOARD OF EDUCATION AUTHORIZED THE SUPERINTENDENT TO BEGIN A TWO YEAR IMPLEMENTATION OF RECOMMENDATIONS FROM THE BCS D ADMINISTRATIVE AND CLASSIFIED SALARY STUDY EFFECTIVE JANUARY 1ST, 2023, TOTAL COST NOT TO EXCEED 5 MILLION, 611,157 ARE FUNDED IN THE GENERAL FUND BUDGET.

AND 2,000,790 OR 2 74 50% WILL BE IMPLEMENTED IN 22, 23 WITH THE REMAINING AMOUNT OF 2 MILLION 816, 880 3000, UH, BEING FUNDED IN THE 2324 BUDGET.

THE BOARD AUTHORIZES THE ADMINISTRATION TO MAKE BUDGET TRANSFERS NECESSARY TO FUND THE SALARY ADJUSTMENT.

OKAY.

THAT MAY HAVE, THAT MAY BE THE RECORD FOR THE LONGEST MOTION WE'VE EVER HAD.

SECOND, DR.

WIKI, IS THAT A SECOND? YES, MA'AM OKAY.

WE WE'VE HAD QUITE A BIT OF DISCUSSION, SO, UH, I THINK RACHEL HAS, WELL, I'LL GIVE ROBIN A MOMENT TO GET THAT UP AND I, WELL, WE'RE WAITING.

I, I JUST DO WANNA REITERATE WHAT DR.

RODRIGUEZ SAID.

Y'ALL HAVE PUT A LOT OF WORK IN THAT WE DON'T SEE, AND WE DO APPRECIATE ALL THAT.

WE DON'T TELL YOU THAT OFTEN ENOUGH.

OH, I'M SORRY FOR DISCUSSION.

YEAH, JUST FOR CLARIFICATION QUESTIONS.

SO, UM, THE MGT PRESENTATION SAID LIKE 4.3 AND WE'RE ASKING FOR, UM, DO NOT EXCEED A FIVE POINT SOMETHING FOR CLARIFICATION PURPOSES.

M GT'S RECOMMENDATION WAS BASED ON JUST THE SALARY ADJUSTMENTS.

FIVE IS FOR BENEFITS.

GOT IT.

THANK YOU.

BUILT IN 30, APPROXIMATELY 32% BENEFITS ON TOP OF THAT.

THANK YOU.

MA'AM.

AND, UM, THE OTHER QUESTION WAS IN REGARD TO THE, THE BUDGET IMPACT, HOW MUCH DID YOU SAY THAT YOU HAD BANKED OR, OR BAKED INTO THE CURRENT BUDGET, UM, FOR THIS 2.8 MILLION THAT YOU HAD ALREADY DONE THAT? YES.

OKAY.

I THOUGHT YOU SAID SIX AT SOME 0.1 PLACE HOLD, UH, 6 MILLION WAS THE TOTAL COST WE WERE EXPECTING.

OKAY.

UM, JUST BASED ON PR PAST EXPERIENCE, UH, YEARS AGO WITH OTHER CLASSIFIED SALARY STUDIES AND ADMINISTRATIVE SALARY STUDIES.

UM, SO THAT WAS THE ESTIMATE THAT WE PROVIDE, OKAY.

BUILT INTO THE BUDGET AND TO KIND OF FOLLOW UP JUST ON FRANK, HOW YOU WANT US TO ASK FOR WHAT WE WANT.

THE ONLY THING THAT I WOULD ASK, UM, IN ADDITION TO COME FORWARD IS JUST TO SEE THIS KIND OF IN, AS WE DO IN OUR BUDGET DISCUSSIONS, WHERE YOU AT, WE HAD, WHEN I HAD OUR, WE HAD OUR WORKSHOPS, YOU WOULD SAY, UM, THIS IS ADDING IN THIS, THIS IS WHAT THE OPTIONS WOULD BE.

I JUST WOULD LIKE TO SEE THAT, UM, ON PAPER WITH THE NUMBERS AND THINGS LIKE THAT, I KNOW IT WAS ALREADY BUILT INTO THIS

[01:25:01]

ONE, BUT FOR NEXT CONVERSATION, I JUST EXPECT TO SEE IT IN THAT ONE.

I'M SURE YOU'RE ALREADY ON IT.

ARE YOU TALKING ABOUT BENEFITS OR JUST NO, THE WHATEVER, WHATEVER FOR THE 2324 CONVERSATION, I THINK.

OKAY.

I'M PRETTY SURE YOU'RE ALREADY GONNA HAVE IT IN THERE.

I JUST WANNA MAKE SURE THAT IT'S WILL I'LL NOTATED AND EVERYBODY HAS IT.

I'LL PROBABLY LIFT THE SAME INFORMATION FROM THE LAST ONE AND PLACE THAT, AND IT'LL LOOK JUST LIKE, THANK YOUER.

UH, I APPRECIATE THE PASSION WITH WHICH THE SUPERINTENDENT BELT HE NEEDED TO DEFEND ANY WORK THAT WAS DONE.

I, I REALLY DO.

I HOPE THAT NOBODY INTERPRETS THESE QUESTIONS OF THE ANALYSIS OF THE REPORT AS ANYTHING OTHER THAN WANTING MORE FOR OUR EMPLOYEES AND WANTING IT TO BE TARGETED TO THOSE AREAS OF CRISES.

THERE WAS I'LL SPEAK FOR MYSELF AND I DID LISTEN, AND I APPRECIATE MR. STINGER'S COMMENTS TO MAKE SURE THAT THE, WE TAKE TIME TO LET THOSE COMMENTS SINK IN.

UM, I THINK THAT WHENEVER THERE'S A REPORT PRESENTED, IT'S IMPORTANT TO REALLY ASK THESE QUESTIONS.

UM, I DON'T THINK THERE'S ANYBODY ON THIS BOARD THAT WAS NOT IN SUPPORT OF GETTING IT DONE, GETTING IT STARTED.

AND ALTHOUGH I WILL NOT BE ON THE BOARD WHEN THE BUDGET IS DETERMINED NEXT YEAR, I SINCERELY HOPE THAT THIS IS JUST A BEGINNING AND ALL THOSE QUESTIONS THAT WE ASKED AND ALL THE TARGETED AREAS THAT WE WERE CONCERNED ABOUT WILL BE, UM, ANALYZED ONCE AGAIN.

SO THANK YOU.

OKAY.

I'LL JUST MAKE THE COMMENT.

IT IS OUR JOB TO ASK QUESTIONS.

UH, THEY JUST HAVE TO BE GOOD QUESTIONS.

WELL, THAT'S, I'M NOT, I'M NOT DISPARAGING WHAT WE DID.

I'M JUST SAYING THAT THERE'S A JUST ASKING QUESTIONS IS NOT THE POINT WE ASK GOOD SURGICAL QUESTIONS.

THAT'S WHAT WE NEED TO DO.

THAT'S OUR JOB.

UM, WE DON'T NEED TO GET HUNG UP IN TRYING TO CHANGE SOCIAL MOVEMENTS AND STUFF.

CAUSE THAT'S A WASTE OF OUR TIME.

I THINK WE'VE DONE A GOOD JOB.

I'M VERY PROUD OF THIS BOARD.

I HAVE A QUESTION I WOULD DEFINITELY LIKE TO, UH, JUST PIGGYBACK AND, AND I JUST SAY EVERYTHING THAT SAID THEN MRS. FRI SAID WAS VERY ACCURATE.

UM, AND ALSO JUST TO ANSWER HIS QUESTION UN EMOTIONALLY IS NOW THAT THEY, NOW THAT WE, THEY, THEY HAVE THESE QUESTIONS, I'M LOOKING FORWARD TO THE SUPERINTENDENT AND HIS STAFF TO BRING BACK THESE ANSWERS AND HO HOPEFULLY WITHIN THE NEXT COUPLE OF MONTHS OR SO, OR, OR, OR AT A TIME, UH, BEFORE WE HAVE TO DISCUSS A BUDGET WHILE WITH, WITHIN, WITHIN, WITHIN THE, UH, A GREAT RAMIFICATION WITHIN A GREAT TIME TO DIGEST IT AND UNDER AND UNDERSTAND IT.

SO JUST TO ANSWER, TO ANSWER HIS QUESTION, BECAUSE HE DID ASK A QUESTION AND I WANTED TO BE, I WANTED TO JUST PUT IT ON THE RECORD FOR, UH, CLEAR IS THAT I'M LOOKING FOR, I'M STILL LOOKING FOR THESE ANSWERS AND I WILL SUPPORT THIS TODAY BECAUSE AS MS FRIGER SAYS, I DON'T THINK THAT NONE OF US DIDN'T WANNA SUPPORT IT.

I KNOW THAT NONE OF US DIDN'T NOT WANNA SUPPORT THIS.

WE ALL WANNA SUPPORT IT, BUT, BUT IT IS OUR JOB TO ASK TOUGH QUESTIONS AND SOMETIMES UNCOMFORTABLE QUESTIONS BECAUSE THAT'S WHY WE WERE ELECTED TO DO, TO REPRESENT OUR CONSTITUENTS.

SO THAT'S THE, ON THAT NOTE, I'M JUST LOOKING FORWARD TO THESE QUESTIONS THAT WAS ASKED TODAY TO BE BROUGHT THE ANSWERS, TO BE BROUGHT TO US AND FOR US TO COME TO MIDDLE GROUND AND FIGURE AND FIT AND FIND A WAY HOW WE CAN MITIGATE THESE, THESE CIRCUMSTANCES SO THAT WE CAN GET THE BEST AND THE BRIGHTEST PEOPLE IN OUR DISTRICT.

AND THAT WE CAN SHOW EVERYONE THAT WE, WE BELIEVE IN EVERYONE THAT BEING FAIR AND SENSITIVE AND OBJECTIVE TO EVERYONE'S NEEDS AND NOT JUST ONE TARGET OR GROUP OF MARKET OF PEOPLE.

THANK YOU.

BETON, I'M GONNA MAKE THIS BRIEF AND WRAP IT UP CUZ I KNOW YOU'RE ALL ARE TIRED TO STANDING UP.

SO I'M GONNA BE HOPEFULLY THE LAST ONE TO SPEAK.

THANK YOU FOR YOUR TIME.

YOU ALL DID A WONDERFUL JOB IN DOING THIS.

UM, THANK YOU TO MY COLLEAGUES, MS. FRICK AND MS. BOATWRIGHT, WHO TOOK THE TIME TO DIGEST THIS.

UM, ALSO THANK YOU TO MY COLLEAGUES WHO ARE VERY PASSIONATE ABOUT TAKING CARE OF ALL OF THE INDIVIDUALS IN OUR DISTRICT.

SUPERINTENDENT RODRIGUEZ.

YOUR PASSION IS AMAZING.

THANK YOU SO MUCH.

AND I THINK THAT WE'LL WRAP THIS UP, WON IT.

I CAN'T IMAGINE A MORE PERFECT WRAP UP THAN THAT.

THAT'S GOOD.

LET'S VOTE ON THIS.

YOU SEE THE MOTION IS UP ON THE SCREEN.

I'M NOT GONNA READ BECAUSE IT'S SO LENGTHY.

[01:30:01]

OKAY.

ALL THOSE IN FAVOR, RIGHT? EYE VOTE RIGHTS.

AN I, I BELIEVE THAT IS UNANIMOUS 10.

YOU JUST GOT A UNANIMOUS VOTE.

OH 10.

TINA'S NOT HERE IT WORK.

TINA IS NOT HERE.

I'M SORRY, DR.

I'M GONNA MENTION SOMETHING.

I'M NOT SURE IF IT'S IT'S, UH, OFF THE AGENDA OR NOT, BUT THERE IS A THEME WHERE THE BOARD, UM, CONSISTENTLY REQUESTS A COMPREHENSIVE PLAN.

AND WHEN THINGS LIKE THIS, COME BEFORE US TO SEE WHAT PART OF THAT COMPREHENSIVE PLAN WE'RE LOOKING AT, INSTEAD OF DOING THINGS PIECEMEAL, SOMEHOW WE'RE GONNA HAVE TO DEAL WITH THAT.

IT'S JUST A THEME THAT KEEPS COMING UP AND KEEPS COMING UP AND KEEPS COMING UP.

I'M SORRY.

READY? THAT'S ON YOU.

BY THE WAY, I, I MISSED IT SAID THERE'S A THEME THAT THE BOARD NEEDS TO SEE A COMPREHENSIVE PLAN ON ALL THESE INITIATIVES.

AND THEN WHEN THINGS LIKE THIS, COME FORWARD, SAY, OKAY, THIS IS, THIS IS THAT PART OF THAT PLAN WE'RE DEALING WITH TODAY.

UM, SO I, I WOULD, I'LL SAY THAT THAT'S, THAT'S FINE.

I THINK, UH, WE CAN DO THAT.

I THINK PART OF IT COMES WITH DETERMINING ON WHAT TO BRING YOU AND WHEN TO BRING IT TO YOU.

RIGHT.

WHEN WE SAY WE WANT A COMPENSATION STUDY, A CLASSIFIED COMPENSATION STUDY, RIGHT? IN THE MEANTIME, OVER HERE, WE'RE MOVING ON, WORKING, MOVING ON CERTIFIED STAFF, UH, UH, RIGHT.

THE UNFORTUNATE PART OF THE WHOLE THING IS THAT IT DOESN'T ALL COME TOGETHER AT THE SAME TIME TO BRING IT ALL AT ONE TIME WITH THE SAME THING.

RIGHT.

SO WE HAVE TO GO BACK.

I, I UNDERSTAND.

I HEAR SO WE'LL, WE'LL COME BACK AND WE'LL BRING YOU ALL OF THAT INFORMATION, ALL OF IT TOGETHER IN ONE PLACE, BUT WE STRUGGLE WITH DETERMINING WE HAVE SOMETHING NOW WE CAN MOVE FORWARD.

DO WE HOLD IT? AND THEN BRING IT BACK LATER AT ANOTHER TIME WHEN WE HAVE EVERYTHING ELSE OR DO WE GET THE BALL ROLLING ON SOMETHING? WE ALREADY KNOW WE HAVE TO GET THE BALL ROLLING.

RIGHT.

SO I, I THINK THAT'S PART OF, OF THAT CHALLENGE PIECE, BUT I, I, I HEAR THE BOARD WANTS A COMPREHENSIVE, UH, I'M GONNA, I'M GONNA CALL YOU TO GET SOME SPECIFIC, CUZ I WANNA KNOW SPECIFICALLY WHAT IT IS THAT YOU WANT SO WE CAN DELIVER SPECIFICALLY WHAT IT IS THAT YOU'RE ASKING FOR.

SO THAT AT THAT MEETING, NOBODY FEELS LIKE THEY HAVE TO SAY, WELL, I DIDN'T SEE THIS, OR I DIDN'T SEE THAT.

UH, BECAUSE THE CONVERSATION TO FIGURE OUT EXACTLY WHAT WE'RE LOOKING FOR AND THEN, AND GO FROM THERE.

RIGHT? I HEAR YOU.

AND, AND LET ME JUST GIVE YOU AN EXAMPLE.

UH, TEACHER RETENTION IS A GOAL.

I THINK THE BOARD WOULD LIKE TO SEE, THESE ARE ALL THE THINGS WE THINK NEED TO BE DONE.

UH, FOR TEACHER RETENTION, YOU KNOW, DO THIS AND SALARY, DO THIS, WE DO THIS, WE DO THIS.

THEN WE START GOING THROUGH AND DOING EACH ONE OF THOSE THINGS.

UM, YOU KNOW, WE SEE THE FINANCIAL IMPACT, JUST ONE COMPREHENSIVE VIEW.

AND I DO REALIZE THE DOWNSIDE OF THAT IS THIS GONNA TAKE YOU TIME TO DEVELOP THOSE PLANS? UM, SO YOU KNOW, THAT PUSHES OFF THINGS LIKE WE DID TODAY, BUT I, I THINK THAT'S IMPORTANT.

I THINK THE BOARD HAS BEEN ASKING FOR THAT, UM, DIRECTLY AND OBLIQUELY FOR, FOR A LITTLE WHILE.

WE NEED COMPREHENSIVE PLAN ON THIS IS HOW WE'RE ATTACKING THE PROBLEMS. AND I KNOW WHAT I'M SAYING, THAT, THAT YOU ALREADY HAVE THAT IN YOUR HEAD.

I KNOW THAT.

AND I KNOW YOUR STAFF DOES JUST LOOKING AT THE PRESENTATIONS WE'VE, WE'VE GOTTEN, UH, FROM PEOPLE, ESPECIALLY ISD.

I KNOW THAT THE PLAN IS IN THERE.

WE JUST NEED TO GET IT OUT AND GET IT IN FRONT OF THE BOARD.

IF I'M MISSPEAKING NOW WOULD BE THE TIME FOR ANYBODY TO SPEAK OF, OKAY, ALL OUR NEXT TOPIC, CTE PROGRAMS AND PARTNERS, TECHNOLOGY, STEM EDUCATION.

GOOD MORNING, MORNING.

IT'S A HARD ONE TO FOLLOW WHEN YOU'RE TALKING ABOUT MONEY AND EMPLOYEE RETENTION, BUT WE'RE GONNA BRING YOU ALL THE MAGIC THAT THE EMPLOYEES DO AND CREATE.

IT'S A PLEASURE TO SEE EACH OF YOU THIS MORNING.

THIS MORNING, THERE WILL BE A SERIES OF PRESENTATIONS FROM THE INSTRUCTIONAL SERVICES DIVISION, CTE PROGRAMS AND PARTNERS, TECHNOLOGY, STEM, EDUCATION, INSTRUCTIONAL RESOURCES THAT IMPACT STUDENT ACHIEVEMENT AND LESSONS LEARNED FROM COVID 19.

THE FIRST PRESENTATION CTE PROGRAMS AND PARTNERS, TECHNOLOGY STEM EDUCATION ACTUALLY COMBINES TWO AGENDA REQUESTS INTO ONE SLIDE.

[01:35:01]

PRESENTING WILL BE NICK FLOWERS, ELEMENTARY DIRECTOR OF TEACHING AND LEARNING KAREN MCKINSEY, SECONDARY DIRECTOR OF TEACHING AND LEARNING THE APPLE B DIRECTOR OF MAGNET SCHOOLS ASSISTANCE PROGRAM GRANT ALSO REFERRED TO AS MEDTECH SEVEN, KAREN GILBERT, DIRECTOR OF CAREER TECHNICAL EDUCATION, MARK SHOHAN TECH TECHNIC TECHNOLOGY SERVICES OFFICER.

IT'S A MOUTH FILL.

I RECOGNIZE HER TO APOLOGIZE.

AND COLLEEN BECKEN, BARSKI OUR DIRECTOR OF, OF EDUCATION TECHNOLOGY.

PLEASE NOTE, I ASKED THAT WE ALLOW THE PRESENTERS TO COMPLETE THE PRE PRESENTATION AS TIME FOR DISCUSSION AND QUESTIONS WILL BE PROVIDED AT THE END FOR EACH OF THE FOLLOWING PRESENTATIONS.

SO WITH THAT, THANK YOU FOR YOUR TIME.

AND LADIES AND GENTLEMEN, PLEASE COME ON DOWN.

GOOD MORNING.

SO I WILL BE GOING OFF OF THE GRAPHIC THAT WE HAVE FOR THE STEM, UM, THAT HAS THE GLOBE ON IT.

SO THIS GRAPHIC IDENTIFIES THE VARIOUS ASPECTS THAT MAKE UP OUR DISTRICT'S STEM ECOSYSTEM, STARTING IN THE MIDDLE AT THE RED DOT.

OUR STEM ECOSYSTEM UTILIZES A NETWORK OF INTERCONNECTED PROCESSES AND SYSTEMS TO PROVIDE STUDENTS WITH A HIGH QUALITY STEM EDUCATION THAT STARTS IN EARLY CHILDHOOD AND CONTINUES THROUGH THEIR SENIOR YEAR OF HIGH SCHOOL.

MOVING OUT TO THE BLUE RINGS, WE BUILD OUR STEM EDUCATION ON THE FOUR CORE CORE SUBJECTS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS AS THEY ARE THE BUILDING BLOCKS OF STEM.

NEXT THING, MOVE TO THE YELLOW RING, PROVIDING A STEM EDUCATION MOVES BEYOND CONTENT BASED INSTRUCTION OF EACH OF THE FOUR AREAS THAT INTEGRATES THE THINKING PROCESSES AND APPROACHES OF THOSE AREAS.

STARTING WITH SCIENCE STUDENTS UTILIZE THE SCIENTIFIC METHOD WHERE THEY MAKE OBSERVATIONS, POST QUESTIONS AND TEST THEIR QUESTIONS.

TECHNOLOGY IS BASED ON COMPUTATIONAL THINKING.

THIS HAS STUDENTS USING THINKING SKILLS FOR APPLYING FUNDAMENTAL CONCEPTS AND REASONS, REASONING BASED ON COMPUTING AND COMPUTER SCIENCE AREAS TO SOLVE PROBLEMS IN ALL AREAS.

THEY COME ACROSS PROBLEMS AND SOLUTIONS, MOVE THROUGH AN APPROACH THAT A COMPUTER COULD ALSO EXECUTE.

MATHEMATICS IS GROUNDED IN THE PROCESS.

STANDARDS STUDENTS DEVELOP CONCEPTUAL UNDERSTANDING THAT BUILD PROCEDURAL SKILLS AND FLUENCY.

AN EXAMPLE IS THAT THE FIRST STANDARD IS APPLIED TO ALL MATH LESSONS THAT STUDENTS RECEIVE, BUT IT'S ALSO FOUNDATIONAL TO STEM EDUCATION, WHICH IS WHERE STUDENTS MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM ENGINEERING UTILIZES THE DESIGN PROCESS.

ALTHOUGH IT HAS SIMILARITIES TO THE SCIENTIFIC METHOD.

THERE ARE DIFFERENCES IN THE APPROACH TO SOLVE PROBLEMS THROUGH GENERATING IDEAS AND DEVELOPING PROTOTYPES.

NOW I TURN IT OVER TO OUR EDUCATIONAL TECHNOLOGY AND TECHNOLOGY DEPARTMENT.

GOOD MORNING.

I'M SHORTER THAN NICK.

GOOD MORNING.

UM, AS YOU CAN SEE, THE EDUCATIONAL TECHNOLOGY AND TECHNOLOGY SERVICES ARE SUPPORTING FACTORS FOR EACH OF THESE STEM INITIATIVES AND PROGRAMS FACILITATED THROUGH IS D ED TECH.

AND IT, IT WORK COLLABORATIVELY WITH IS D TO ENSURE THE APPROPRIATE HARDWARE AND SOFTWARE IS ACCESSIBLE AND FUNCTIONING TO FULFILL THE OVERARCHING GOALS.

WHEN POSSIBLE WE IMPLEMENT IN INDUSTRY STANDARDS AND DEVELOP REAL WORLD CONNECTIONS AND PREPARE STUDENTS ACCORDINGLY.

THE EDUCATIONAL TECHNOLOGY DEPARTMENT ENSURES THAT STUDENTS AND STAFF SOFTWARE IS AC ACCESSIBLE THROUGH OUR SINGLE SIGN-ON THAT WE WORK WITH OUR OUTSIDE VENDORS TO ENSURE WEB BASED SOFTWARE LICENSING ALLOCATIONS ARE AS ASSOCIATING AND CORRECT, UH, WORK WITH DATA SHARING AND SECURITY PURPOSES WITH THOSE VENDORS.

AND THEN OF COURSE SUPPORTING THE TEACHERS AND THE STUDENTS TO NAVIGATE THOSE VARIOUS TECHNOLOGY PORTIONS OF THEIR PROGRAMS, BOTH THE HARDWARE AND THE SOFTWARE.

UM, OUR ED TECH COACHES ARE REALLY THE FEET ON THE GROUND.

THEY'RE THE ONES THAT GO AND SEE AND FEEL WHAT'S GOING ON IN THE CLASSROOM AND BRING THAT SUPPORT FACTOR SO THEY CAN BUILD CAPACITY OF UNDERSTANDING TO THOSE TECHNICAL ASPECTS THAT THEY NEED IN ORDER TO REACH THOSE GOALS.

SOMETIMES THAT'S THROUGH DIRECT TRAINING OR CO-TEACHING, AND SOMETIMES THAT'S JUST AS A LIAISON BACK TO ISD OR IT TO ENSURE THAT EVERYTHING IS WORKING AS NEEDED,

[01:40:01]

UM, IN IT NETWORK SECURITY AND FUNCTIONALITY IS ALWAYS AT THE FOREFRONT OF THE WORK.

AND MR. SHOHAN WILL SPEAK MORE IN DETAILS OF HOW IT SUPPORTS THOSE FACETS IN THE STEM PROGRAMS THAT YOU'RE ABOUT TO HEAR MORE ABOUT.

THANKS, GOOD MORNING.

OUR INSTRUCTIONAL SERVICES DEPARTMENT IS, UH, DESIGNING HOLISTIC APPROACHES TO INTEGRATING TECHNOLOGY INTO THE CLASSROOM.

SO WHAT DOES THAT MEAN? WELL, ANYBODY CAN WANT TO GO OUT AND GET THE COOLEST NEW TECH GADGET OR THE NEW SOFTWARE APPLICATION THAT JUST CAME OUT, BUT THAT DOES NOT ADDRESS THE NEEDS OF ALL OF OUR LEARN.

UH, THE LEARNING ACROSS GRADE LEVELS ISD IS ALIGNING THAT TECH WITH STATE STANDARDS TO CREATE A PROGRESSION THAT ADAPTS AND GROWS WITH OUR STUDENTS TECHNOLOGY SERVICES AND EDUCATIONAL TECHNOLOGY, HELP SUPPORT ALL THE PROGRAMS YOU'LL BE HEARING ABOUT IN THIS PRESENTATION.

WE HAVE A FOCUS ON HARDWARE AND SOFTWARE COMPATIBILITY, NETWORK SECURITY AND STAFF TRAINING TECHNOLOGY SERVICES HAS BUILT OUT A ROBUST AND SECURE NETWORK INFRASTRUCTURE WHILE MAINTAINING INDUSTRY STANDARDS FOR WIRELESS ACCESS POINTS, NETWORK SWITCHING, DEVICES, SERVERS, AND DATA STORAGE THAT ARE REFRESHED ON A FIVE YEAR LIFE CYCLE.

ONE OF THE INITIATIVES IS 3D PRINTERS, UM, TO STANDARDIZE THE 3D PRINTER MODEL AND SPECIFIC SOFTWARE USED BY GRADE LEVEL TO FOSTER THE GROWTH OF MAKER SPACES BY YEARLY MEETINGS WITH THE KATE, UH, DEPARTMENT ON PROJECT LEAD THE WAY INITIATIVES TO COORDINATE PROJECTS.

UH, SOME OF THOSE PROJECTS INCLUDE LEGO LABS IN OUR ELEMENTARY SCHOOLS, ANDROID DEVICE, CODING IN MIDDLE SCHOOLS AND SUPPORTING STUDENT COMPUTER NETWORKING COURSES.

IN HIGH SCHOOLS, WE EVEN PILOTED A PROGRAM IN 2019 WHERE WE WERE USING STUDENT TECHS FROM THIS COURSE AT BUFORT HIGH SCHOOL TO HELP OUT WITH TECH SUPPORT FOR OTHER STUDENTS BEFORE THE PANDEMIC.

THIS HELPED LINK COURSEWORK WITH REAL WORLD EXPERIENCE, SOFTWARE LICENSING, ALLOCATION, PREPPING SOFTWARE AND RESOURCES, AND THEN MAPPING IT TO THE STUDENT.

AND THE DEVICES HELPS REDUCE OVERALL SOFTWARE COSTS, THE CYBER PATRIOT PROGRAM, WHICH IS A D O D PROGRAM FOR WHITE HAT HACKING USES SCENARIOS LIKE CAPTURE THE FLAG.

THERE ARE TWO MAIN FORMS OF HACKING BLACK HAT AND WHITE HAT, BLACK HATS DO IT FOR MALICIOUS PURPOSES AND WHITE HATS WORK WITH INDUSTRIES TO HELP IDENTIFY HARDWARE AND SOFTWARE FLAWS.

WE SUPPORT THIS PROGRAM AT WELL BRANCH HIGH AND STARTING THIS YEAR AT HILTON HEAD HIGH FOR THESE PROGRAMS, THE TECH DEPARTMENT ENSURES A SAFE VIRTUAL ENVIRONMENT FOR STUDENTS TO WORK ON THAT IS COMPLETELY ISOLATED FROM BUFORT COUNTIES OR INTERNAL NETWORK.

IN 2022, THERE ARE ROUGHLY 1.8 MILLION UNFILLED CYBER SECURITY JOBS BY 2025.

THIS NUMBER IS EXPECTED TO GROW TO 3.5 MILLION.

THESE POSITIONS ARE IN HIGH DEMAND AND ENJOY A HIGHER MEDIAN SALARY.

77,000 IS THE AVERAGE US SALARY FOR A, UH, CYBER CYBERSECURITY ANALYSTS.

WHY YOU ASKED THAT I BRING THIS UP IS BECAUSE WE NEED TO TRAIN MORE CYBERSECURITY PERSONNEL, NOT ONLY FOR THE COUNTRY, BUT WE NEED 'EM HERE IN BUFORD COUNTY.

I NEED SOME IN MY DEPARTMENT AND WE CAN'T GET 'EM.

UM, THE CYBERSECURITY MARKET RESEARCHED A VALUE OF HUNDRED AND 80 BILLION IN 2021 THAT IS ESTIMATED TO GROW TO 372 BILLION BY 2028.

SO THIS NUMBER OF JOBS IS GONNA CONTINUE TO GROW AND WE NEED TO FILL THAT MARKET SPACE.

ANOTHER INITIATIVE WE ARE DOING IS THE GAMING CLUB AT MAY RIVER HIGH SCHOOL, BLUFFTON MIDDLE SCHOOL, AND STARTING THIS YEAR AT HILTON HEAD HIGH SCHOOL.

THESE ARE ESPORT INITIATIVES THAT ALLOW STUDENTS TO PRACTICE AND COMPETE IN TEAM BASED GAMING AND INTRAMURAL COMPETITIONS.

THE PROGRAM AT MAY RIVER HIGH SCHOOL HAS HELPED TWO STUDENTS SO FAR RECEIVE SCHOLARSHIPS TO COLLEGE.

THIS IS ALSO, UH, READYING OUR SCHOOLS FOR WHEN THE SOUTH CAROLINA HIGH SCHOOL LEAGUE OFFICIALLY RECOGNIZES ESPORTS AS A SPORT.

UM, THE STANDARD PAY RIGHT NOW FOR A MID TO HIGH TIER GAMING PROFESSIONAL IS 50 TO $70,000.

AND OUT OF THE TOP 1000 HIGHEST EARNING GAMERS IN THE WORLD, THE NUMBER ONE HIGHEST MADE 7.2 MILLION AND THE 1000TH MADE $143,000.

SO THESE ARE NOT SMALL SALARIES WE'RE TALKING ABOUT.

AND THIS IS ANOTHER AREA THAT WITH THE HIGH SCHOOL LEAGUES HELP, I HOPE WE CAN PROMOTE MORE GROWTH IN CURRENTLY THE, UH, GLOBAL ESPORTS MARKET IS AT 1.4 BILLION AND IS EXPECTED TO GROW TO 2 BILLION BY 2026.

SO THESE ARE ALL AREAS THAT THIS INITIATIVE AND OUR

[01:45:01]

OTHER STEM INITIATIVES ARE HELPING TO FOSTER AND CREATE BETTER EDUCATIONAL OPPORTUNITIES FOR OUR STUDENTS.

SO NOW WE'RE MOVING OUT TO THE GREEN BAND, STARTING IN EARLY CHILDHOOD.

OUR EARLY CHILDHOOD OFFICE PROVIDES STUDENTS WITH AN INQUIRY BASED APPROACH THAT FOSTERS CHILDREN'S CURIOSITY AND CREATIVITY BY EXPLORING THE CONCEPTS THAT THEY ARE LEARNING THROUGH DEVELOPMENTALLY APPROPRIATE PROJECT BASED LEARNING EXPERIENCES.

AS WE MOVE INTO THE ELEMENTARY BAND STUDENTS RECEIVE STEM INSTRUCTION THAT IS FOUNDED IN THE FOUR CORE AREAS.

OUR SCHOOLS UTILIZE A RANGE OF APPROACHES THAT INCLUDE PROJECT BASED LEARNING ENGINEERING IS ELEMENTARY TO LEGO LABS, MAKER SPACES AND PROJECT LEAD THE WAY LAUNCH THIS YEAR SEVEN ELEMENTARY SCHOOLS WILL BE JOINING RIVER RIDGE ACADEMY.

WHO'S CURRENTLY BEEN DOING IT, UM, BY BEGINNING TO IMPLEMENT THE PL T W LAUNCH PROGRAM, EACH OF THE L WE HAVE AN ELEMENTARY AND AT LEAST ONE OF EVERY CLUSTER, UM, IN THE DISTRICT THAT WILL BE, UM, IMPLEMENTING THAT FOR THIS YEAR.

GOOD MORNING BOARD MEMBERS.

AND THANK YOU, DR.

WISNESKI FOR ALLOWING US TO COMBINE THE CTE PROGRAMS, UH, WITH THE, UH, SUPPORT OF OUR STEM ECOSYSTEM.

AS MR. SHOHAN MENTIONED, WE COULDN'T DO OUR JOBS IN CTE WITH, WITHOUT THE TECHNOLOGY SUPPORT.

SO AS WE MOVE AROUND IN THE GREEN BAND, UH, A HUGE MAJOR RESOURCE THAT SUPPORTS OUR STEM ECOSYSTEM IS THAT PROJECT LEAD THE WAY THAT MR. FLOWERS REFERENCE PROJECT LEAD THE WAY IS SIMPLY A CURRICULUM PROVIDER, BUT IT'S A ROBUST CURRICULUM PROVIDER.

IT'S NATIONWIDE.

IT'S ALSO, UM, APPROVED BY OUR SOUTH CAROLINA DEPARTMENT OF EDUCATION TO MEET OUR STANDARDS.

UM, IT HAS, UH, PROJECT BASED ACTIVITIES FOR THE TEACHER AND THE STUDENT.

THERE'S A DIGITAL ACCESS FOR BOTH TEACHER AND STUDENT.

IT HAS ASSESSMENTS.

IT HAS, UM, UH, LEARNING ACTIVITIES THAT ARE CENTERED AROUND A PROBLEM THAT STUDENTS HAVE TO SOLVE.

AND IT'S ALL ABOUT THAT DESIGN PROCESS AND IN USING TEAMS AND CRITICAL THINKING AS, AS MR. UH, FLOWERS NOTED, WE'VE STARTED WITH, UH, THE LAUNCH COMPONENT.

THAT'S WHAT IT'S CALLED FOR THE ELEMENTARY.

AND THEN FOR MIDDLE SCHOOLS, WE'RE PROUD TO SAY, WE NOW HAVE IT IN ALL EIGHT MIDDLE SCHOOLS.

AND WE ACTUALLY INCREASED OUR COURSES, UM, THIS YEAR TO INCLUDE SEVEN NEW GATEWAY COURSES OR, OR NEW OFFERINGS OF GATEWAY COURSES, SUCH AS MED DETECTS FLIGHT IN SPACE, UH, COMPUTER SCIENCE, INNOVATORS, AND MAKERS AT HILTON HEAD MIDDLE SCHOOL, BLUFFTON MIDDLE SCHOOL, HE MCCRACKEN ROBERT SMALLS.

AND THEN THROUGH THE MEDTECH SEVEN GRANT THAT YOU'LL HEAR A LITTLE MORE FROM MRS. APPLEBEE.

WE WERE ABLE TO ADD A TWO TEACHER PROGRAM AT WELL BRANCH MIDDLE SCHOOL, AND WE ADDED THOSE GATEWAY COURSES THERE, AS WELL AS OUR FIRST INTRO TO HEALTH PROFESSIONS AT BEAUFORT MIDDLE SCHOOL.

AS FAR AS, UM, THE ENROLLMENT AND STUDENT INTEREST, I PULLED ENROLLMENT DATA JUST A COUPLE OF DAYS AGO, AND WE HAVE OVER 2000 STUDENTS ACROSS ALL EIGHT MIDDLE SCHOOLS TAKING ONE OR MORE OF THOSE GATEWAY COURSES AND AN ADDITIONAL 780 STUDENTS TAKING A DIGITAL LITERACY OR CAREERS, UM, COURSE FOR THE HIGH SCHOOLS, SAME CURRICULUM, SAME FORMAT, BUT IT'S OFFERED ACROSS ALL SIX HIGH SCHOOLS OVER OVER THREE STRANDS.

IT CAN BE PRE-ENGINEERING, IT CAN BE COMPUTER SCIENCE AND IT CAN BE BIOMEDICAL SCIENCES.

SO THEY'RE OFFERED IN VARIED FORMATS ACROSS OUR SIX HIGH SCHOOLS, UM, OUT OF OUR, UM, 8,800 STUDENTS ENROLLED IN SOME TYPE OF CTE COURSE THIS YEAR, 10% OF OUR STUDENTS TAKE ADVANTAGE OF A PROJECT LEAD THE WAY HIGH SCHOOL COURSE.

WE CONTINUE TO ADD LAYERS, FOR EXAMPLE, UH, HILTON HEAD ISLAND, HIGH SCHOOL.

WE STARTED OFF WITH COMPUTER SCIENCE ESSENTIALS.

THEN WE ADDED PRINCIPLES.

AND THEN AS MR SHAWON MENTIONED THIS YEAR, WE'RE EXCITED TO ADD THE CYBERSECURITY COURSE THAT WELL BRANCH IS BEING SUCCESSFUL WITH IT'S IMP IT'S IMPORTANT TO NOTE, ARE WE GETTING A RETURN ON INVESTMENT ON THIS PARTICULAR MAJOR STEM RESOURCE? AND I BELIEVE THAT WE ARE BECAUSE EACH HIGH SCHOOL PROJECT LEAD THE WAY COURSE REQUIRES AN END OF COURSE, POST ASSESSMENT.

SO LAST YEAR, UH, AND IT STARTS FROM NOVICE ALL THE WAY TO DISTINGUISH.

SO FOR 2122, WE HAD 97% OF THE STUDENTS WHO TOOK THE EXAM, MET THE PROFICIENCY OF THE STEM STANDARDS AND OF THOSE 97%, IF YOU WANT ACTUAL NUMBERS, IT WAS AROUND 750 STUDENTS.

UM, CUZ

[01:50:01]

WE, WE STAYED AT ABOUT A 10% OF ENROLLMENT, 60% OF THOSE STUDENTS WHO TOOK THE PROJECT LEAD THE WAY EXAMS EARNED AND ACCOMPLISHED OR DISTINGUISHED, WHICH THEN ENABLED THEM TO GET COLLEGE WEIGHTED CREDIT ON THAT COURSE, SIMILAR TO WHAT WE TALKED ABOUT WITH THE HONORS WEIGHTED CREDIT, ANOTHER EXCELLENT RESOURCE THAT, UH, TIES IN WITH OUR PROJECT LEAD THE WAY BIOMED AS WELL AS OUR HEALTH SCIENCE AND SPORTS MEDICINE THAT WE'RE EXCITED ABOUT IS CALLED VISIBLE BODY.

AND MY COLLEAGUE IS MCKENZIE WILL SPEAK ABOUT THAT.

GOOD MORNING, VISIBLE BODY IS A NEW TECHNOLOGY DRIVEN RESOURCE FOR OUR HIGH SCHOOLS.

WE CURRENTLY PROVIDE THAT TO 4,500 STUDENTS AND TEACHERS ACROSS OUR DISTRICT.

IT INCLUDES OUR BIOLOGY, ANATOMY, PHYSIOLOGY, TEACHERS, AND STUDENTS AND CP HONORS AND IB.

IT ALSO INCLUDES OUR HEALTH SCIENCES, OUR SPORTS MEDICINE, OUR BIO MEDICAL AND OUR PROJECT LEAD THE WAY HUMAN BODY SYSTEMS, TEACHERS AND STUDENTS.

THIS WAS A PROGRAM THAT WE PILOTED LAST YEAR WITH ONE TEACHER AT WELL BRANCH, EARLY COLLEGE, HIGH SCHOOL BASED ON THE SUCCESS OF THAT PILOT AND THEIR INTERACTIVE AND MODERN APPROACH TO EDUCATION THAT THIS PROGRAM PROVIDES.

WE DETERMINED IT WAS A VIABLE RESOURCE AND WE HAD PROVIDED IT COMP COMPREHENSIVELY TO ALL OF OUR HIGH SCHOOLS PROGRAM IS A 3D LEARNING TOOL.

IT ALIGNS TO SOUTH CAROLINA STATE STANDARDS.

IT PROVIDES DETAILED DEFINITIONS, INTERACTIVE MUSCLE ACTIONS, ANIMATIONS, ILLUSTRATIONS, QUIZ QUESTIONS, INCLUDING DISSECTIONS, VIRTUAL GROWTH, ANATOMY LABS, AUGMENTED REALITY CAPABILITIES AND HISTOLOGY SLIDES.

AND THAT'S THAT MICROSCOPIC BODY TISSUES AS WELL AS INSTRUCTIONAL AND STUDY RESOURCES FOR OUR TEACHERS AND LAB ACTIVITIES THAT EXTEND FOR OUR STUDENTS.

ALL OF THE COMPONENTS OF THIS PROGRAM ARE AVAILABLE TO OUR STUDENTS WHEREVER THEY HAVE THEIR COMPUTERS.

THAT IS SOMETHING THAT WE LEARNED DURING THE PANDEMIC.

IT'S HARD TO DO INTERACTIVE LABS WITH REMOTE SITUATIONS.

THIS PROGRAM WILL HELP US TO DO THAT.

THIS IS OUR FIRST YEAR OF FULL IMPLEMENTATION, BUT ALREADY INITIAL FEEDBACK FROM BOTH TEACHERS AND STUDENTS HAS BEEN EXTREMELY POSITIVE AND I'M THAT FINISHES OUT KIND OF OUR GREEN BAND.

SO TO START OUR ORANGE BAND, I'M GONNA TURN IT OVER TO MRS. APPLEBEE.

GOOD MORNING.

UH, FOLLOWING UP ON WHAT MARK WAS SAYING ABOUT THE CYBER SECURITY.

WE APPLIED FOR A G CYBER GRANT, UH, LAST YEAR AND IN MAY OF, UM, UH, MAY 14TH, 2022, WE RECEIVED $150,000 FROM THE NATIONAL SECURITY AGENCY.

THIS IS A PRI THE PRIMARY GOAL OF THIS GRANT IS TO PROVIDE AN OPPORTUNITY IN PROFESSIONAL DEVELOPMENT FOR 30 MIDDLE AND HIGH SCHOOL TEACHERS WITHIN BEAUFORT COUNTY IN THE AREA OF CYBER SECURITY FUNDAMENTALS.

THE TECHNOLOGY'S USED WITHIN CYBERSECURITY AND THE CAREER CHOICES IN CYBERSECURITY.

THERE ARE TWO TRACKS THAT YOU CAN APPLY FOR IN THE GEN CYBER.

ONE IS STUDENT FOCUSED AND ONE IS TEACHER FOCUSED.

AND WE'VE ALWAYS SEEN THAT WE CAN OFFER AS MANY CLASSES AS WE CAN, BUT IF WE DON'T HAVE THE TEACHERS WITH THE KNOWLEDGE TO TEACH THAT WE SHOULD START THERE FIRST.

SO THIS YEAR WE'RE GOING TO DO THE TEACHERS AND THE PROGRAM'S GOING TO CONSIST OF THREE FOCUSED AREAS.

TEACHERS WILL LEARN CYBERSECURITY, FUNDAMENTALS, TECHNOLOGIES, LAWS, AND ETHICS, AND CAREER CHOICES AND DEVELOP LESSON PLANS THEY CAN USE IN THE CLASSROOM.

THEY WILL ALSO TEACH THE LEARN CONCEPTS OF THE CYBERSECURITY LAW AND ETHICS, COMPUTER SYSTEMS AND CRYPTOGRAPHY.

AND THIRD TEACHERS WILL MOTIVATE, WILL BE MOTIVATE THE UNDERREPRESENTED DIVERSITY GROUP OF STUDENTS TO ENTER CYBERSECURITY PROGRAMS, INCREASING THEIR UNDERSTANDING OF CYBERSECURITY CAREER OPPORTUNITIES, AS WELL AS THE ROLES OF THESE CAREERS AT ADDRESSING NATIONAL SECURITY REQUIREMENTS.

TEACHERS FROM PARTICIPATING SCHOOLS WILL BE INVITED TO PARTICIPATE WITH AN EMPHASIS UPON SCHOOLS THAT HAVE LIMITED RESOURCES DURING THE SUMMER OF 2023.

THE PROGRAM WILL BE CONDUCTED OVER A 10 DAY PERIOD, FOUR HOURS PER DAY, AND INCLUDE A PRE-PROGRAM AND POST-PROGRAM OUTREACH DEVELOPMENT OF INSTRUCTIONAL ASSIGNMENTS, CONTENT APPLICATION DISCUSSIONS, AND THEY WILL ALL EXPERIENCE THE SHARING THAT THEY'VE LEARNED OVER THROUGH THE, THROUGH THE 10 DAY PERIOD.

THIS PROGRAM INCLUDES HAND ON DAILY EXPERIMENTS AND EFFECTIVENESS WILL BE INDEPENDENTLY EVALUATED USING A RIGOROUS FORMATIVE AND SUMMATIVE EVALUATION.

[01:55:02]

THE GRANT IS ABSOLUTELY NO COST TO THE PARTICIPANTS AND UNIVERSITY OF SOUTH CAROLINA BEAUFORT.

AND THE TECHNICAL COLLEGE OF THE LOW COUNTRY WILL BE PROVIDING INSTRUCTORS TO ASSIST WITH THE INSTRUCTION AS WELL AS HELPING US DEVELOP CURRICULUM FOR THE CLASSROOM.

SO ANY 30 TEACHERS CAN, CAN TAKE THIS COURSE, THEY'LL APPLY FOR IT.

AND THEN WE'LL, UH, FOCUS ON WHO WE THINK WILL FROM MIDDLE AND HIGH SCHOOL WILL BE ABLE TO COM UM, PARTICIPATE.

MEDTECH SEVEN IS MY BIG PROJECT, AND THAT'S THE 12.8 MILLION GRANT THAT EVERYBODY'S AWARE OF.

THIS OFFERS A LEARNING OPPORTUNITY IN MEDICAL AND TECHNOLOGY FIELDS FOR STUDENTS IN, FROM KINDERGARTEN TO GRADE 12, YOU'VE HEARD THE OTHERS TALK ABOUT THE PROJECT LAUNCH.

THAT'S PART OF THE MED TECH, AS WELL AS THE VISUAL BODIES.

THAT'S PART OF THE MED TECH AS WELL AS WE HAVE SOMETHING CALLED Z SPACE, WHICH IS OUR AUGMENTED REALITY WITH SEVERAL DIFFERENT PROGRAMS ON IT.

THAT IS ALL STEM RELATED FOR THE MEDTECH SCHOOLS.

AND THESE INNOVATIVE PROGRAMS PROVIDE THEME BASED COURSES, UH, THAT ALLOW STUDENTS TO STUDY AND DEVELOP SKILLS EITHER IN THE MEDICAL OR THE TECHNOLOGY FIELDS.

STUDENTS ENROLLED IN THE MEDICAL MAGNET PROGRAM WILL GAIN KNOWLEDGE AND UNDERSTANDING OF MEDICAL REQUIREMENTS NEEDED AND WILL HAVE HANDS ON REAL WORLD OPPORTUNITIES TO EXPLORE AND PREPARE FOR THEIR CAREERS.

WE'RE PARTNERING WITH BUFORT MEMORIAL HOSPITAL, HAVING STUDENTS GO IN THERE AND, AND ALSO SOME OF THEIR TRAINERS COMING TO THE SCHOOLS AND WORK WITH THE STUDENTS, STUDENTS ENROLLED IN THE TECHNOLOGY MAGNET PROGRAM CAN CHOOSE TO ATTEND THE CYBERSECURITY COMPUTER SCIENCE, OUR NETWORK ENGINEERING ACADEMIES, AS, UH, KAREN WAS MENTIONING EARLIER, AND THESE, THIS WILL BEGIN IN OUR HIGH SCHOOL STARTING IN AUGUST OF 2023.

SO WE HAVE A LOT OF STUFF TO LOOK FORWARD TO, AND I'M GONNA TURN IT BACK OVER TO NICK.

AND I JUST WANTED TO TOUCH ON AS A REMINDER THAT WE STILL HAD THE DOEA GRANT THAT'S FOCUSED ON INCREASING MATHEMATICS STUDENT ACHIEVEMENT BY LEVERAGING COMPUTER SCIENCE, THINKING WITH THE START OF THIS SCHOOL YEAR, WE HAVE MOVED INTO OUR FIRST YEAR OF IMPLEMENTATION AT SIX ELEMENTARY SCHOOLS AND TWO MIDDLE SCHOOLS FOR THIS GRANT.

SO WE'RE EXCITED TO GET US STARTED AND, AND TO SEE THE RESULTS, THE ORDER OKAY.

GOING UP TO THAT NEXT BAND, THE K12.

SO ALL OF OUR SCHOOLS HAVE SOME FORM OF STEM AND ARTS EDUCATION PROGRAM.

YOU KNEW I WAS GONNA GET THE ARTS IN HERE.

DIDN'T YOU? WE CURRENTLY HAVE NINE STEM CERTIFIED SCHOOLS AND SIX ACCREDITED SCHOOLS IN ARTS AND BASIC EDUCATION.

I'M GONNA BREAK THAT DOWN JUST A LITTLE BIT MORE FOR YOU.

WE HAVE FIVE ELEMENTARY SCHOOLS THAT ARE ABC OR ARTS INTEGRATION, AND WE HAVE SEVEN ELEMENTARY SCHOOLS THAT ARE EITHER PROJECT BASED LEARNING OR, UM, PROJECT LEAD THE WAY SCHOOLS.

WE HAVE FOUR MIDDLE SCHOOLS THAT ARE ARTS AND BASIC CURRICULUM OR ARTS INTEGRATION.

AND WE HAVE ALL OF OUR MIDDLE SCHOOLS THAT HAVE SOME FORM OF PROJECT LEAD THE WAY WE HAVE TWO HIGH SCHOOLS THAT ARE VISUAL AND PERFORMING ART SCHOOLS.

AND WE HAVE TWO THAT ARE ARY ART SCHOOLS.

AND AGAIN, AS MS. GILBERT NOTED, ALL OF OUR HIGH SCHOOLS HAVE SOME FORM OF PROJECT LEAD THE WAY OR STEM FOCUS AS MS. APPLE BE JUST STATED, OUR MSAP SCHOOLS HAVE A RICH STEM FOCUS, BUT THOSE SCHOOLS ALSO HAVE A FOCUS IN ARTS WORLD LANGUAGES AND TECHNOLOGY.

AN EXAMPLE OF THAT PARTNERSHIP IS ACCELERATOR PROGRAM.

THIS IS A RESEARCH BASED DIGITAL ARTS PROGRAM THAT WAS INITIALLY STARTED THROUGH MSAP, BUT WE'VE CARRIED THAT OVER TO OUR OTHER SCHOOLS.

CURRENTLY 10 SCHOOLS HAVE ACCESS TO ACCELERATOR AND WE ARE CURRENTLY TRAINING ALL TEACHERS.

WE ARE AT 82.9% AS OF YESTERDAY.

AND HAVING OUR TEACHERS TRAINED IN THAT ONLINE PROGRAM, WE'VE ALSO BEEN ABLE TO EXTEND THE STATE PROGRAM.

QUAVER QUAVER IS PROVIDED BY THE STATE FOR STUDENTS IN K THROUGH FIVE.

WE PROVIDE THAT PRE-K THROUGH FIVE STUDIES HAVE INDICATED THAT APPROPRIATE USE OF TECHNOLOGY CAN ENHANCE THAT COGNITIVE AND SOCIAL LEARNING IN OUR YOUNGEST CHILDREN.

AND CRAVER HELPS DO THAT THROUGH A PLAY-BASED MODEL.

WE ARE FORTUNATE THAT WE'VE BEEN ABLE TO EXTEND THAT TO THE YOUNGEST STUDENTS IN OUR DISTRICT, ARTS AND STEM ARE DIFFERENT.

SO WE DELIBERATELY DECIDED NOT TO MAKE IT STEAM AND ADD THAT A HOWEVER THAT A MAY BE SILENT, BUT IT'S ALWAYS THERE.

STEM AND ARTS ARE INTEGRATIVE PROGRAMS THAT WORK TOGETHER TO COMPLIMENT WHAT WE PROVIDE THE STUDENTS IN BEAVER COUNTY,

[02:00:02]

WE'LL START SQUARE DANCING SHORTLY.

UM, THE STEM ACCREDITATION THAT THE BEAUFORT COUNTY HOLDS.

SO LET ME SAY SOMETHING ABOUT, UH, STEM FIRST STEM BASED EDUCATION TEACHES STUDENTS MORE THAN SCIENCE AND MATH CONCEPTS.

THE FOCUS IS ON HANDS ON LEARNING WITH REAL WORLD APPLICATIONS AND HELPS STUDENTS DEVELOP A VARIETY OF SKILL SETS, INCLUDING CREATIVITY AND PROBLEM SOLVING STUDENTS BENEFIT FROM STEM EDUCATION AND THE KNOWLEDGE THAT THEY DEVELOP AND THE UNIQUE LEARNING EXPERIENCES THEY HAVE WITH THEIR TEACHERS.

AND THIS IS PART OF THE STEM PROGRAMS. A STRONG BACKGROUND IN STEM IS VITAL FOR SECURING A, UH, RELATED JOBS, BUT SKILLS IN THE FIELD OF STEM CAN BE APPLIED TO ANY NON-TRADITIONAL STEM CAREERS.

NOW, BEAUFORT COUNTY HAS COMMITTED TO GETTING EVERY SCHOOL WITHIN OUR DISTRICT STEM CERTIFIED TO DATE BEAUFORT COUNTY SCHOOL DISTRICT IS THE FIRST DISTRICT IN THE STATE TO PURSUE, PURSUE THIS INITIATIVE THROUGH COVE STEM ACCREDITATION, AND IS NUMBER ONE IN OUR STATE FOR HAVING THE MOST STEM CERTIFIED SCHOOLS.

AND JUST TO WRAP EVERYTHING UP BEFORE WE TURN IT BACK OVER TO DR.

UH, STRATUS IN THAT BOTTOM, UH, QUADRANT IN THE ORANGE, AS YOU CAN SEE, THIS HAS BEEN A, ACTUALLY A GREAT EXERCISE BECAUSE WE ALL WORK TOGETHER COLLABORATIVELY IN OUR AREAS OVERLAP, BUT WE'RE HOPING WE'RE MOVING ONE VOICE, ONE VISION.

SO IN THE CAREER IN TECH ED, UH, AS FAR AS STEM AND THEN THE PATHWAYS, WE'RE STILL A VERY VIABLE OPTION, IT'S IT CAN BE FOR ALL STUDENTS FROM SPECIAL NEEDS TO THE COLLEGE BOUND, MILITARY BOUND TO, UH, YOUR GOOD AVERAGE KID WHO WANTS TO FIND A CAREER NICHE.

AS I SAID, WE WERE RIGHT AT, UH, AS A COUPLE DAYS AGO AT 11,700, UH, ENROLLMENT'S STRONG.

WE HAVE 96 TEACHERS THIS YEAR THAT ACROSS OUR MIDDLE AND HIGH SCHOOLS INSTRUCTING 106 CTE COURSES, WE DID NOT ADD ANY NEW CTE PATHWAYS THIS YEAR.

WE'RE STILL AT 31.

HOWEVER, AS I MENTIONED, LIKE WITH THE CYBER SECURITY AS EACH, UH, PATHWAY REQUIRES AN ADDITIONAL LEVEL, OR IF THE STATE CHANGES CURRICULUM AND WE NEED TO TWEAK, WE, WE ARE DOING IT THAT WAY.

UM, IN ADDITION TO OUR PROJECT LEAD THE WAY STEM COURSES, WE ALSO HAVE INCREASE IN OUR PERCENTAGE OF OTHER STEM RELATED AS WELL.

FOR EXAMPLE, WE'RE STAYING STRONG WITH STUDENT INTEREST WITH OUR HEALTH SCIENCES, UH, UH, COURSES AND PATHWAYS, AS WELL AS OUR IT RELATED.

UM, WE HAVE STRONG INTEREST IN DIGITAL MULTIMEDIA, DESKTOP PUBLISHING, AND THOSE ARE SOFTWARE APPLICATIONS THAT STUDENTS CAN USE FOR FUNDAMENTALS OF WEBPAGE DESIGN, UH, AS THEY WORK ALONG WITH BUILDING BUSINESSES OR, OR LEARNING HOW TO, UM, OUR HOSPITALITY AND TRADES ALSO CONTINUE TO BE OF, UM, UH, STRONG.

AND THIS IS ALL ALIGNED TO A LOCAL, UM, LABOR MARKET ASSESSMENT THAT WE WILL SHARE WITH DR.

RODRIGUEZ AND DR.

STRATIS TO THEN HOPE FORWARD ONTO YOU.

IT'S, UM, PART OF A REGIONAL TEAM WE CON COMPLETED THIS LAST SCHOOL YEAR, AND IT'S JUST SAYING, WHAT ARE WE OFFERING CAREER AND TECH ED WISE? AND IS IT ALIGNED TO OUR, UH, REGION FOR LABOR MARKET NEEDS AND ECONOMIC DEVELOPMENT? AND THEN AS WE BRING THIS IN, UH, FOR COMMUNITY AND PARENT OUTREACH, WHAT, WHAT ARE WE DOING IT, WE NEED THAT BUYIN FROM OUR PARENTS AND COMMUNITY, IF WE ARE GONNA CARRY FORTH, NOT ONLY CAREER IN TECHED, BUT, BUT THESE STEM INITIATIVES, WE, WE NEED OUR PARENTS TO SAY, HEY, TRY SOME OF THESE ACTIVITIES THAT ARE STEM RELATED, SUCH AS A, A, A AFTER SCHOOL VEX ROBOTICS CLUB OR THE CYBER PATRIOT COMPETITIONS, UM, THAT MR. SHOHAN, HE MENTIONED, UH, FOR HILTON HEAD AND WELL BRANCH, WE, WE ALL WANTED TO EXPAND IT TO A FEW MORE SCHOOLS, BUT HE HAS A GREAT TEAM THAT'LL HELP US, UH, TO DO THAT.

UH, ONE OF THE WAYS THAT WE'RE TRYING TO GET THE WORD OUT IS, UH, THROUGH, UH, VIRTUAL, UH, PANELS.

SO LAST YEAR WE HELD OUR FIRST VIRTUAL CAREERS PANEL WHERE WE HIGHLIGHT ALL OF THE IT, UM, UH, AREAS AND EMPLOYERS.

SO WE HAD BOEING BMW, UH, BEAUFORT, JASPER WATER, CUZ THERE'S A LOT THAT GOES INTO SECURING OUR, OUR WATER INFRASTRUCTURE, UH, A, A GAMING COMPANY AS MR. SHAN MENTIONED CALLED MAIN STAGE.

THEY HAVE A HUGE FOCUS IN HILTON HEAD, AS WELL AS NAVY CYBER.

THAT WAS A GREAT WAY.

WE INVITED TEACHERS, COUNSELORS, STUDENTS WE'LL DO IT AGAIN THIS YEAR AND WE'LL CONTINUE TO TARGET DIFFERENT JOB SECTORS.

SO THAT'S ANOTHER GREAT WAY FOR COMMUNITY OUTREACH.

WE'VE ALSO IN CAREER IN TECH ED,

[02:05:01]

WE'VE DEVELOPED SOME, UM, SOLID WORKING RELATIONSHIPS, UH, FOR MYSELF AND MR. LAI.

UH, OUR ADVISORIES ARE CRITICAL FOR US.

WE HAVE, UH, FOLKS IN THE COMMUNITY REPRESENTATIVE OF ALL OF OUR, UH, DIFFERENT CLUSTER AREAS.

AND WE ALSO, UH, HAVE THEM TO OFFER UP THEIR SITES FOR INTERNSHIPS, UH, FOR SPEAKERS IN THE CLASSROOM, UH, OBVIOUSLY FOR OUR SCHOOL CAREER AWARENESS EVENTS.

AND THEN WE ALSO WORK WITH OUR COMMUNITY ORGANIZATIONS FOR TRANSITIONAL SERVICES.

SC WORKS, UH, IS A HUGE, UH, UH, ORGANIZATION THAT'LL COME IN, UH, WITH OUR, UH, CTE CLASSES TO SAY, HEY, YOU'RE ABOUT TO GRADUATE.

HERE'S HOW YOU GO ONLINE.

IF YOU WANTING TO WORK PART-TIME AS YOU'RE MOVING ON.

AND THEN I JUST WANTED TO, IN, IN WRAPPING UP ABOUT MAINTAINING OF OUTREACH, JUST WANTED, THANK THE BOARD FOR THE AND MS. COSBY FOR THE INCREASED NUMBER OF CAREER DEVELOPMENT FACILITATORS.

UH, I MRS. MILTON AND I WORK IN COLLABORATION.

WE MET WITH THEM JUST A COUPLE WEEKS AGO, AND YOU'RE GONNA BE BLOWN AWAY WHEN YOU SEE THE, WITH THE ADDITIONAL MANPOWER, WHAT THEY'RE DOING, EXAMPLES, THERE'LL BE SOME ADDITIONAL REALITY DAYS, POWER HOUR, A, UH, TOWN HALL STYLE, UH, LUNCH AND LEARN WHERE, UH, PROFESSIONALS FROM THE COMMUNITY WILL BE COMING IN.

WE HAVE OUR FIRST CAREER CAFES AT LADIES ISLAND MIDDLE AND HE MCCRACKEN AND HILTON HEAD MIDDLE, UM, UH, ONE, UH, GENTLEMAN AT THE, HE MCCRACKEN.

HIS NAME IS BEAR.

AND SO HE HAS ALREADY PLANNED OUT, UH, EACH MONTH FOR, UM, UH, SPEAKERS THAT WILL BE COMING IN FOR THAT COLLEGE TOURS, UM, HAVE ALREADY BEEN PLANNED FIELD TRIPS.

UH, OUR CDFS ARE COORDINATING THE TOURS OVER TO ACE SO THAT THEY'LL GET TO SEE THE, THE EXCELLENT OPTIONS THERE, CAREER NEWSLETTERS THAT WE WOULD LIKE TO SHARE OUT TO THE BOARD AND DEFINITELY HELPING ME TO GET THE WORD OUT ABOUT OUR DUAL ENROLLMENT OPPORTUNITIES.

SO AGAIN, I JUST, UH, AS, AS WE CONTINUE TO GET THE, THE WORD OUT ABOUT STEM OPPORTUNITIES, WHAT WE'RE DOING HERE IN THE DISTRICT, HAVING THAT EXTRA MANPOWER FOR CDFS IS SO HELPFUL.

SO AGAIN, THANK YOU SO MUCH FOR THAT.

AND THANK YOU FOR ALLOWING US TO SEE HOW ALL THIS IS INTERCONNECTED, DR.

STRATAS.

THANK YOU.

SO BOARD MEMBERS, AS YOU COULD SEE FROM THE REPRESENTATION ON THE SCREEN, WE WORK TO INTEGRATE A LOT OF OUR EFFORTS.

WE'RE NOT IN ISOLATION.

OUR WORK EFFORTS ARE A COLLABORATION OF NOT ONLY MY DIVISION, BUT THAT OF TECHNOLOGY AND OBVIOUSLY HUMAN RESOURCES AND FINANCE.

SO AT THIS TIME, I'LL TURN THE MICROPHONE OVER TO QUESTIONS THAT YOU MAY HAVE OF THE TEAM.

I DO WANT YOU TO RECOGNIZE THAT THAT VISUAL, I KNOW FOR AT FIRST GLANCE MAY APPEAR, UM, COMPLICATED, BUT IT REALLY WAS AN EFFORT TO SHOW YOU IN ONE PICTURE, THE WORK THAT WE DO.

SO THANK YOU, COLONEL GEIER.

WOW.

UH, I, I, I NEVER CEASED TO BE AMAZED AT ISS D.

UM, AND YOU'VE DONE IT AGAIN.

UH, THAT IS A WONDERFUL DEPICTION THAT IT MAKES SENSE.

AND WHAT I'M REALLY EXCITED ABOUT IS THERE'S NO SILOS HERE.

WHEN I LOOK AT THIS, I SEE EVERYBODY INTEGRATED.

AND THE ONLY CAUTION I HAVE IS I HOPE WHEN I GO DOWN TO THE SCHOOLS, I SEE THOSE SILOS TAKEN OUT BECAUSE WHAT YOU'VE DONE HERE IS YOU'VE ENCAPSULATED.

EVERYBODY'S INTERESTS.

THAT, THAT, THAT, THAT SHOWS ME HOW I CAN, I CAN GET ALL KIDS INVOLVED AND, AND WE'VE ALWAYS BEEN, YOU KNOW, IN THE KIND OF SOCIAL CLIQUES AND STUFF.

AND, AND, AND THERE WAS THE NERDS AND THE JOCKS AND ALL THAT.

THIS IS GOOD STUFF.

THIS IS FANTASTIC.

AND THANK YOU.

WELL, I WAS JUST GONNA SAY THE SAME THING.

UM, WHAT A GREAT EXAMPLE OF COLLABORATION IN WORKING TOGETHER TO OFFER THE BEST.

I DO HAVE ONE QUESTION.

UM, WHAT ARE THE REQUIREMENTS FOR A SCHOOL TO BE STEM CERTIFIED? KAREN, TALK ME, UH, TAA COMES DOWN.

IT IT'S A TIME PERIOD.

THERE'S NO, UH, THEY CAN TAKE ONE YEAR TO FIVE YEARS TO GET IT STEM CERTIFIED.

NOW IT'S ABOUT THE TERMINOLOGIES THAT ARE USED IN THE CLASSROOM.

IT'S ABOUT PROBLEM

[02:10:01]

SOLVING TECHNIQUES OR ENGINEERING TECHNIQUES THAT ARE ON THE, ON THE WALLS THAT STUDENTS SEE EVERY DAY IT'S IN EACH LESSON, UM, HOW THEY PROBLEM SOLVE WITHOUT GIVING THE ANSWER AWAY.

SO THERE'S CERTAIN THINGS THAT COGNO WILL LOOK FOR.

THEY'LL COME DOWN, THEY'LL DO AN INITIAL WALKTHROUGH, AND THEN THEY'LL MAKE A RECOMMENDATION TO THE SCHOOLS ON THINGS THAT NEED TO BE IMPROVED IN ORDER TO BE ABLE TO OBTAIN CERTIFICATION.

WE ALSO WORK WITH THE STEM TWO CENTER IN COLUMBIA, AND THEY COME DOWN AND DO TRAINING FOR ALL THE TEACHERS AND FOR THE ADMINISTRATION TO UNDERSTAND WHAT STEM REALLY IS AND WHAT SHOULD BE IN EACH OF THE CLASSROOMS. THEY, A LOT OF THEM ARE ALREADY DOING IT.

THEY JUST DON'T REALIZE HOW WELL THEY'RE DOING IT ALREADY.

AND WHAT NEEDS TO HAPPEN IS JUST TO BRING IT ALL TOGETHER.

SO IT'S ABOUT TAKING PICTURES OF THE GARDEN OUTSIDE THAT THE STUDENTS ARE WORKING AT THAT SHOWS DIFFERENT TYPES OF SCIENCE AND TECHNOLOGY BEING USED.

SO IT'S JUST DOCUMENTING THE THINGS THAT SCHOOLS ARE DOING, PROVING THAT THE TEACHERS ARE UNDERSTANDING WHAT STEM MEANS, AND THEY THEN GET THEIR ACQUIRED CERTIFICATION FOR IT.

THANK YOU.

THE FACT THAT, UH, AN OUTSIDE ORGANIZATION'S COMING DOWN AND CHECKING US OUT, I THINK IS POWERFUL.

DEFINITELY CAMPBELL.

UH, THE, GOT A MUCH MORE FUNDAMENTAL QUESTION ABOUT THE DIAGRAM THERE, WHO, WHOSE IDEA WAS THAT? THAT'S OKAY.

WELL, MY FUNDAMENTAL QUESTION IS SCIENTIFIC METHOD AND THINKING I'M GOING BACK TO MY CHILDHOOD AND THINKING THE BUTTERFLIES LANDING VERSUS COUNTING THE THREE.

AND WHY IS SCIENTIFIC METHOD, UH, EARLY CHILDHOOD AND COMPETITION THINKING? I MEAN LATER, I, I JUST, I JUST WONDERED, I JUST WONDERED ABOUT THAT.

THAT'S THE ONLY THING I WONDERED ABOUT THIS WHOLE SCHEME OF THINGS.

IT'S GOT SO MUCH STUFF THERE.

IT'S TOO MUCH TO THINK ABOUT THIS LITTLE MOMENT, BUT I JUST SAW THAT AS A, BUT I'M GLAD IT WAS THOUGHT PROVOKING, AND I'LL ASK MR. FLOWERS TO COME DOWN.

BUT PRIOR TO THAT, I, SOMETHING I ALWAYS WANTED TO SHARE WITH EACH OF YOU AT THE BOARD, WHEN WE SPEAK ABOUT SCIENTIFIC METHOD, I WANT US TO RECOGNIZE THAT'S ALSO THE ESSENCE OF A GOOD ESSAY, THE THESIS, THE PROCEDURAL, OR YOUR HYPOTHESIS IS YOUR THESIS.

THE PROCEDURAL PRACTICE IS THE MEAT OF THE ESSAY.

YOUR CONCLUSION IS THE LAST PARAGRAPH OF AN ESSAY.

THAT RELATIONSHIP IS SOMETHING THAT WE ARE HAVING THOSE CONVERSATION AND, OR STARTING AT EARLY AGE.

SO DO OUR STUDENTS RECOGNIZE WHAT YOU'RE DOING IN THAT SCIENCE CLASS OR THAT PROCESS OF OBSERVATION THAT YOU GO THROUGH IN SCIENCE, THAT IS ACTUALLY WHAT YOU DO ALSO WHEN YOU ABLE TO COMMUNICATE IT AND WRITE, BUT WITH THAT, MR. FLOWERS.

SO IF I UNDERSTAND IT CORRECTLY, UM, BASICALLY THE GRAPHIC YOU WOULD NOT CORRELATE, UM, THE SCIENCE ASPECT TO EARLY CHILDHOOD SPECIFICALLY, YOU WOULD HAVE ALL FOUR COMPONENTS HAPPENING WITHIN EARLY CHILDHOOD, ALL FOUR HAPPENING, UM, WITHIN ELEMENTARY.

SO TO, IT WOULD JUST REALLY SHIFT THE GRAPHIC SLIGHTLY TO SHOW IT MORE OF THAT BLENDED APPROACH, BUT IT WOULDN'T BE A COMPLETE VERTICAL ALIGNMENT, UM, OF THE FOUR AREAS, THE GREAT BANDS YEAH.

THIS BOAT.

RIGHT.

THANK YOU.

UM, THANK YOU.

UM, DO YOU GUYS HEAR AN ECHO? DO YOU GUYS HEAR NO, NO, NO.

OKAY.

THERE, IT WENT AWAY.

UM, THANK YOU SO MUCH.

THIS IS, UH, THE TECHNOLOGY PIECE IS PROBABLY THE, UH, BIGGEST INTEREST I HAVE ON THIS BOARD IS TRYING TO, UH, INCREASE THE AD ADOPTION ADOPTION OF, UM, TECHNOLOGY SKILLS IN THE LEARNING ENVIRONMENT.

I, IN A VERY PHILOSOPHICAL SENSE, I THINK THAT A LOT OF PE THAT A LOT OF DISTRICTS ARE GOING TO UNDERGO FUNDAMENTAL CHANGE.

I THINK SOCIETY'S UNDERGOING FUNDAMENTAL CHANGE IN TERMS OF HOW WE PREPARE KIDS, UH, FOR THE FUTURE OF WORK.

AND I JUST WANTED TO SHARE, UM, AS SOMEONE WHO'S KIND OF IN THIS FIELD AND A ROUNDABOUT WAY, UH, SOME OF THE STATISTICS THAT MR SHAN SHARED, WHICH IS APPROXIMATELY IN 2022, 50% OF CURRENT JOB OPENINGS REQUIRES A FAIRLY SIGNIFICANT LEVEL OF COMPUTATIONAL SKILLS, UM, LIKE CYBER SECURITY.

SO MIN AT LEAST MINIMAL CODING, UM, APP DEVELOPMENT.

UM, IN ADDITION TO WHICH HE MENTIONED VIDEO GAMERS, UH, WE HAD THIS CONVERSATION AND TECHNOLOGY COMMITTEE BECAUSE, UH, I'VE BEEN PUSHING FOR ESPORTS.

AND, UM, ONE OF THE THINGS IS NOT ONLY THE GAMERS THEMSELVES

[02:15:01]

ARE MAKING TREMENDOUS MONEY AND, AND ARE RISING TO THE LEVEL OF PROFESSIONAL ATHLETES.

THE PEOPLE RIDING THESE GAMES, I HAVE A FAMILY MEMBER, WHO'S A CEO OF A, OF A FAIRLY LARGE VIDEO GAME COMPANY.

AND THEY START VIDEO GAME DEVELOPERS THAT CAN CODE WILL START AT AROUND $200,000 AND YOU DON'T NEED A COLLEGE DEGREE.

IT JUST WHETHER OR NOT YOU CAN DO THE CODING.

SO I THINK MY JOB ON THE BOARD, UH, FOR SOME OF THIS STUFF IS TO TRY AND KEEP PRESSURE ON THE DISTRICT.

NOT BECAUSE THE DISTRICT ISN'T DOING THIS, BUT BECAUSE I THINK IT'S VERY IMPORTANT THAT WE CONTINUE TO, UH, INFILTRATE THE SCHOOL DISTRICT WITH A TECHNOLOGY FORWARD APPROACH TO EDUCATION.

SO WITH THAT BEING SAID, MY QUESTIONS, WHICH I HOPE THE BOARD WILL FIND TO BE GOOD QUESTIONS, UH, REGARDING TECHNOLOGY AND PARTNERSHIPS IS WHAT KIND OF PARTNERSHIPS IN THE TECHNOLOGY SPACE HAVE, ARE WE PURSUING? AND I'LL GIVE YOU EXAMPLES OF WHAT I'M TALKING ABOUT.

THERE IS AIKEN COUNTY SCHOOL DISTRICT HAS A PARTNERSHIP WITH DELL.

UM, I SENT THIS TO MR. SHOHAN, UM, AS SOMETHING I THINK WE SHOULD LOOK INTO WHERE THEY HAVE THE TECH CREW, WHICH BASICALLY HAS STUDENTS DOING TECH SUPPORT, UM, AND ACTUALLY LIKE REPAIRING COMPUTERS THAT ARE BROUGHT IN, UM, YOU KNOW, DOING THAT KIND OF WORK, UH, UNDER THE SUPERVISION AND IT'S REAL WORLD HANDS ON SKILLS AND DELL PROVIDES ALL THE SERVICES FOR THAT.

THERE'S ALSO, UM, CISCO IS BUILDING COMPUTER LABS IN SCHOOL DISTRICTS, UH, AND THEY'RE REACHING OUT TO SCHOOL DISTRICTS IN SOUTH CAROLINA AND LOOKING TO ADD THAT FUNCTIONALITY.

UH, THERE ARE CYBERSECURITY ACADEMIES THAT ARE, UH, OFFERING CURRICULUM AND PROGRAMMING, UM, THAT ARE COMING OUT, THAT WE COULD GET BASICALLY FOR FREE.

AND WHEN YOU MENTIONED COMPUTATIONAL THINKING, UM, IT BROUGHT TO MIND THAT GOOGLE ACTUALLY HAS FOR $75 A PL COURSE THAT ANY EDUCATOR CAN TAKE ON, UH, INTRODUCING COMPUTATIONAL THINKING INTO THE CLASSROOM.

SO THESE ARE THE KIND OF PARTNERSHIPS THAT EXIST NOW IN THE TECHNOLOGY SPACE.

THERE'S A TON OF MONEY.

THERE, THERE'S A TON OF INTEREST IN PUSHING THESE IN, UH, INTO THE SCHOOLS.

AND I WILL SAY IT'S MY OWN PERSONAL, UH, PASSION, BUT IT'S ALSO WHAT I HEAR FROM CONSTITUENTS IS WHAT ARE WE DOING TO PREPARE THESE KIDS FOR THE NEXT SET OF, UH, FOR THE JOBS OF THE FUTURE? AND SO, UM, I JUST WANNA KNOW, YOU KNOW, DO WE HAVE INITIATIVES? HOW REGULARLY CAN WE BRING INITIATIVES TO THE BOARD, THAT PARTNER WITH THAT? THANK YOU.

MAY I CHAIRMAN? SO I I'D LIKE TO BRING FORWARD ONCE AGAIN, AS WE LOOK AT THE GRAPHIC TO WHERE WE ARE TODAY VERSUS PRE COVID THE PANDEMIC ITSELF, AND ALSO BRING FORWARD THAT THERE ARE 49 SCHOOLS IN THE STATE OF SOUTH CAROLINA WHO PARTICIPATE IN CYBER GAMES, WHICH SCHOOL DISTRICT HAS THE HIGHEST AMOUNT OF SCHOOLS IN THE HIGHEST AMOUNT OF PARTICIPATING STUDENTS RIGHT NOW IN SOUTH CAROLINA, THAT WOULD BE BEAUFORD COUNTY SCHOOL DISTRICT.

SO WE'VE STARTED, WE'RE INTEGRATING WE'RE GROWING.

I CAN SPEAK SPECIFICALLY ON THE INSTRUCTIONAL COMPONENT AND HOW WE ARE WORKING THROUGH PARTNERING WITH THE CYBER CORRIDOR BUILDING CAPACITY OF OUR EDUCATORS, HAVING OUR EDUCATORS, BEING ABLE TO DO THE APPLICATION OF TECHNO TECHNOLOGICAL PRACTICE, COMPUTATIONAL SCIENCE COMPONENTS INTO THEIR EVERYDAY INSTRUCTION IN ORDER TO BUILD AND EXTEND OPPORTUNITIES FOR ALL OUR STUDENTS.

SO I'M NOT GONNA SAY THAT WE'RE AT INFANCY OR AT, UM, EARLY STAGES.

I THINK WE HAVE NOW PUT OUR IN THE VERNACULAR OF YOURSELVES, HAVE PUT OUR FOOD FEET ON THE GROUND.

WE ARE PICKING UP AND WE'RE STARTING TO WORK.

OUR GOAL IS SPECIFICALLY SPECIF DRIVING TO WHERE MRS. BOATRIGHT IS SPEAKING.

WE WANT A WORKFORCE DEVELOP AND COMPETITIVE.

WE WANT COMPANIES AND ECONOMY COMING HERE TO BEAUFORD COUNTY, HENCE, THAT'S WHY WE'RE DOING THESE EFFORTS.

SO WE'RE VERY MUCH IN SYNC.

WE'RE WORKING HARD AT GETTING THAT AND MAKING THIS AN ATTRACTIVE ENVIRONMENT BY WHICH TO HAVE TECH COMPANIES COME TO BEAUFORT COUNTY, SOUTH CAROLINA.

SO I, I APPRECIATE THE PUSH BECAUSE IT'S VERY MUCH ALIGNED AS YOU COULD SEE WITH THE INITIATIVES THAT WE'RE WORKING AT.

DR.

WISNESKI.

THANK YOU, MR. CHAIR, AND THANK YOU ALL FOR THE PRESENTATION.

IT WAS VERY COMPREHENSIVE AND I APPRECIATE, I WAS, I GOT TWO PAGES OF NOTES HERE.

UM, SO I REALLY APPRECIATE IT.

UM, I'M JUST GONNA A COUPLE DIFFERENT THINGS.

THE VISIBLE BODY PROGRAM THAT EXCITES ME SO MUCH BECAUSE THAT'S HANDS ON LEARNING.

AND EVEN THOUGH THERE'S A VIRTUAL COMPONENT, I THINK THAT'S GONNA BE A GAME CHANGER FOR A LOT OF OUR STUDENTS.

UM, SO THANK YOU FOR TOUCHING ON THAT.

UM, IN REGARD TO THE, THE GRANTS AND THE DIFFERENT CTE PATHWAYS AND THINGS THAT WE HAVE, UM, AND THE COMMENTS THAT WE WOULD LIKE OUR PARENTS AND THE COMMUNITY PARTNERS TO BE MORE ENGAGED AND TO KNOW ABOUT IT AND TO GET THE INFORMATION OUT THERE.

UM, THIS COULD JUST BE A CURRENT RIGHT NOW ISSUE.

I WENT TO OUR WEBSITE AND THE CT PATHWAYS INFORMATION IS NOT THERE.

UM, BUT IT DOES HAVE A REALLY GOOD VIDEO ON THERE.

IT HAS A YOUTUBE VIDEO, WHICH I THINK IS A LOT OF PEOPLE THEY'LL CLICK THE VIDEO,

[02:20:01]

WATCH THAT, AND NOT EVEN CARE ABOUT WHAT THE DIFFERENT PATHWAYS ARE, BUT FOR OUR PARENTS, UM, THE COURSE CATALOG LINK IS ALSO GIVING ME A 4 0 4.

SO, UM, SUPPOSED TO BE CLEAN, WE NEED TO GET THAT FIXED SO THAT PARENTS DO KNOW WHAT THE OPTIONS ARE FOR THEIR STUDENTS.

AND WE CAN GET THE ENGAGEMENT, UM, EARLY ON AND, AND RAMPED UP.

UM, ONE OF THE THINGS THAT I THINK WOULD BE HELPFUL TOO, AND I KNOW YOU GUYS ARE JUST NOW GETTING YOUR FEET AND RUNNING, UM, WOULD BE A ONE PAGER BASICALLY FOR OUR DIFFERENT GRANT PROGRAMS. UM, AND FOR OUR CTE PATHWAYS, THAT'S IN A PDF OR SOMETHING LIKE THAT, THAT CAN BE AT THE FRONT OFFICE OF THOSE SCHOOLS.

THAT EXPLAINS, YOU KNOW, HERE'S THE HISTORY OF THIS GRANT PROGRAM HERE.

HERE'S HOW WE'VE IMPLEMENTED IT.

HERE ARE OUR COMMUNITY PARTNERS TO HIGHLIGHT THEM AND, AND GIVE THEM A SHOUT OUT.

UM, HOW MANY SCHOOLS DO IT, HOW MANY STUDENTS ARE IN IT, CUZ YOU WERE GIVING ALL THAT INFORMATION DURING THIS PRESENTATION.

AND I WAS TRYING TO WRITE IT DOWN, BUT IT WOULD BE GREAT IF WE HAD JUST A ONE PAGER AND EVEN MORE OF THOSE VIDEOS TOO.

UM, SIMILAR TO THE CTE ONE TO JUST PUSH THAT OUT THERE, MARKETING, MARKETING, MARKETING, MARKETING, UM, WE HAVE A GREAT COMMUNICATIONS DEPARTMENT.

I'M SURE THAT THEY'RE UP FOR THAT.

SO, UM, THOSE ARE MY, MY ONLY COMMENTS AND, AND SUGGESTIONS, BUT THANK YOU VERY MUCH.

I THINK YOU GUYS ARE DOING A, A WONDERFUL JOB AND I'M REALLY EXCITED ABOUT THE FUTURE.

I HAVE AN 11 YEAR OLD WHO WANTS TO BE A GAMING PROGRAMMER, SO I'M STOKED FOR HER FUTURE AND THE OTHER STUDENTS.

THANK YOU.

THANK YOU.

APPRECIATE IT.

THANK YOU.

SORRY.

NO, I WAS GONNA DEFINITELY, UM, SAID THAT, UH, THIS IS A GREAT PRESENTATION AS WELL.

UM, JUST TO GO BACK ONTO, THIS IS WHAT, UH, DR.

BEKI I WAS GONNA SAY, UH, ESPECIALLY ABOUT, UH, UP HERE P I LEARNED THAT THERE WAS A LOT OF GRANTS THAT WE HAVE.

UM, I WANT TO KNOW WHERE, WHERE COULD WE GO AT AND FIND OUT WHAT, WHAT OUR GRANTS, THE DISTRICT HAVE.

SO THAT WOULD LEAD BACK TO THE CONVERSATION.

DOCTOR WAS KY BROUGHT FORWARD.

UM, IF YOU LOOK AT THE IMAGE, IF YOU LOOK AT THE VERY OUTER RING, THE BOTTOM LEFT QUADRANT IN ORANGE BASICALLY GIVES YOU A QUICK IDEA OF THE GRANTS THAT WE'RE MANAGING THROUGH THE INSTRUCTIONAL DIVISION.

SO WE HAVE THE MSAP GRANT KNOWN MED TECH DOEA, WHICH IS THE SCIENCE COMPUTATIONAL.

AND THE THIRD ONE IS THE GEN CYBER, WHICH IS THE CAMP THAT I MISS APPLEBEE BROUGHT FORWARD FOR DISCUSSION.

SO THOSE ARE THE THREE LARGE ONES THAT WE HAVE.

I TRY TO REGULATE HOW MUCH WE DO BECAUSE EVERYTHING I DO IMPACTS OTHER DIVISIONS SIGNIFICANTLY, SO, AND SCHOOLS.

SO RIGHT NOW WE'RE AT A POINT THAT THERE'S ONLY SO MUCH SATURATION THAT WE DO WITH INITIATIVES.

I'M LOOKING AND BEEN WATCHING VERY CLOSELY FOR TWO ADDITIONAL GRANTS.

ONE WOULD BE FOR EXTENDED LEARNING, AND THAT IS GEAR UP.

I'M HOPING FOR THAT RFP TO COME OUT, UM, KEEPING A CLOSE LINE, THAT'S A STATE GRANT, AND THEN TRYING TO LOOK FOR AND KEEP WATCHING THE RELEASE FROM THE FEDERAL GOVERNMENT ON AN ARTS INTEGRATED GRANT FOR OTHER SCHOOLS HERE IN THE COUNTY.

WELL, I, I JUST DEFINITELY, HOPEFULLY THAT, UH, IN THE FUTURE THAT WE WILL DEFINITELY CAN HAVE, HAVE A, UH, LIKE SHE SAID, ONE PLACE WHERE WE CAN ALSO NOT, NOT, AND NOT JUST FIND THESE GRANT, BUT ALL GRANTS, UH, THAT THE DISTRICT HAVE RECEIVED.

SO WE, SO WE CAN BE ABLE TO JUST EDUCATE THE, UH, UH, THE, THE, THE, UH, THE COMMUNITY AS WELL.

UM, AND ALSO, UM, I'M, I'M, I'M VERY EXCITED ABOUT THIS.

UM, I I'VE, UH, IN FACT, I'VE ATTENDED A CONFERENCE, I BELIEVE IN MR. SHAN AND HIS, UM, HIS, UH, SOME OF HIS, UH, STAFF.

I KNOW THEY WORK HARD.

I SEE IT, THEY WERE VERY ENGAGED.

AND, AND IN FACT, I REMEMBER A WHILE BACK, I BELIEVE MR. KMO STARTED THIS, UH, CONVERSATION IN TERM AND THIS GOING TO THAT CONFERENCE AND REALLY SEEING THINGS THAT WASN'T REALLY A SERIOUS EYE OPENING.

AND I'M EXCITED ENOUGH TO SAY I'M LOOKING FORWARD AND IN NEAR FUTURE FOR US TO HAVE A SOMEPLACE IN THE MIDDLE OF THIS DISTRICT, A ACTUALLY A TECHNOLOGY SCHOOL, BECAUSE I THINK THAT IT IS NEEDED WITHIN THE GROWTH AND THE DEVELOPMENT OF EVERYTHING THAT, THAT WHAT WE HAVE GOING ON IN, IN THIS COMMUNITY.

AND IN THIS, IN THIS TOWN, I THINK THAT A TECHNOLOGY SCHOOL WILL NOT JUST SERVE JUST THE DISTRICT.

WELL, I THINK THAT THEY WILL SERVE THIS COMMUNITY A, A LOT OF JUSTICE.

SO I TOO AM LOOKING FORWARD TO EVEN HEARING MORE ABOUT THAT AND POSSIBLY US, UH, AS WE TALK ABOUT DIFFERENT THINGS IN, IN, IN INVOLVING THINGS AND, AND BRINGING UP, BRINGING UP THINGS, I'M LOOKING FORWARD TO HAVE THAT CONVERSATION ABOUT ACTUALLY BRINGING UP A TECHNOLOGY SCHOOL.

SO MR. SHAN OFFICE CAN BE POSSIBLY, HE CAN HAVE AN OFFICE AT THAT, THAT SCHOOL ONE DAY TOO.

AND, UM, WE, AND WE TALK ABOUT, UH, AND IF WE

[02:25:01]

DO IT THE RIGHT WAY, IT WILL FUND ITSELF.

IF WE, IF WE DO IT THE RIGHT WAY, WE'RE TALKING ABOUT LOOKING FOR MONEY NOW FOR THESE OTHER EMPLOYEES, HOW DO WE KNOW THAT THAT TECH, THAT, THAT WE TALKING ABOUT PROFESSIONAL FOOTBALL PLAYERS COME BACK AND THEY DONATE MONEY TO DISTRICTS.

HOW DO WE KNOW ONE OF THESE GAMERS WON'T COME BACK AND DONATE MONEY TO THIS DISTRICT THAT, THAT, THAT WE CAN JUST PAY EMPLOYEES ONE DAY.

SO WE HAVE TO INVEST IN, IN, AND THEN INVESTING.

IT PROBABLY WILL TAKE A TECHNOLOGY SCHOOL.

AND I'M WILLING TO PUT THAT CONVERSATION ON THE TABLE.

I'M LOOKING, I'M LOOKING FORWARD TO THAT, HAVING THAT, UH, I JUST WANNA BRING IT UP TO MY COLLEAGUES AS WELL.

KEEP IT GOING.

THANK YOU, MR. THIS IS AN AWKWARD TIME FOR ME TO CALL ON YOU.

I THOUGHT YOUR HAND WAS UP.

NOPE.

OKAY.

I, I FEEL REALLY BAD THAT YOU'VE HAD SIX PEOPLE STANDING AT EASE BEHIND YOU FOR AN HOUR.

I ADMIRE THAT THEY'RE PHENOMENAL GROUPS, SIR.

THEY REALLY ARE.

THANK YOU.

AMAZING PRESENTATION AS ALWAYS.

I KNOW I'VE SAID THIS TO YOU BEFORE, BUT IT'S JUST A DELIGHT WHEN YOU BRING YOUR TEAM UP HERE AND SHOW US, APPRECIATE IT.

WHAT CAN BE DONE? APPRECIATE IT, SIR.

THANK YOU.

FIVE.

WE BEG BREAK.

I USUALLY MEANS 10 QUARTER.

THANK SO GREAT.

NOT ALL THE TIME.

THANK YOU ACTUALLY, OF THOSE STRESS BALL THINGS.

THEY NEVER, THEY NEVER STOPPED AND

[02:40:37]

START

[02:40:37]

FROM

[02:40:38]

THERE.

YES, SIR.

SO I WANNA BRING FORWARD THAT WE NEED TO ACKNOWLEDGE THAT WHEN WE USE THE LANGUAGE OF CLOSING THE ACHIEVEMENT GAP, IT LENDS THE LISTENER TO ENVISION THE STAGNANT GROWTH OF ONE LEVEL.

IN ORDER FOR ANOTHER LEVEL TO RISE.

IT'S A MATTER OF LANGUAGE.

WE USAGE AND INTERPRETATION VERSUS THE LANGUAGE BEING FOCUSED AT SEEKING ACADEMIC ACHIEVEMENT AND KNOWLEDGE FOR ALL STUDENTS IN OPPORTUNITIES FOR ACCELERATION AND PERFORMANCE.

BEYOND THAT OF THE NORM OR THE 50TH PERCENTILE.

THIS PRESENTATION WILL PROVIDE UPDATES ON READING AND WRITING IN INSTRUCTIONAL PROGRAMS THAT ARE RESPECTIVELY BEING USED AT THE ELEMENTARY AND SECONDARY SCHOOL SETTINGS, IREADY AND READY.

MATH ARE TWO INSTRUCTIONAL SOFTWARES THAT ARE USED WITHIN OUR ELEMENTARY SCHOOLS.

AND SOME OF YOU FAMILIAR THAT THEY ARE UTILIZED FOR MIDDLE SCHOOL FOR INTERVENTION PURPOSES IN OUR STUDENTS WITH DISABILITIES AND NO RED RED INC IS A SECONDARY WRITING AND GRAMMAR RESOURCE HERE TO PRESENT OUR RACHEL CHILLERS, SENIOR IREADY READY, MATH PD SPECIALIST, SHANE DUKES, IREADY READY, MATH, EDUCATIONAL SALES, CONSULT CONSULTANT, ADRIAN SUTTON.

SOME OF YOU WHO WHO KNOW OUR FORMER PRINCIPAL AT MC REIL, SHE IS A BCS D ELEMENTARY LITERACY COACH.

NOW FRIDA MECHANIC, WHO I SHARED WITH YOU TUESDAY NIGHT, WHO IS WORKING AND ASSISTING AT SCHOOLS, UM, FILLING IN FOR SOME COURSES AND ALSO DOING WORK FOR US AT THE DISTRICT.

SHE'S OUR BCS D SECONDARY LITERACY COACH.

BEFORE THIS TEAM STARTS.

I WANNA SHARE THAT THESE ARE TWO OF THE TOOLS THAT ARE BEING USED BY EDUCATORS TO BUILD UPON AC ACADEMIC SUCCESS FOR STUDENTS.

AN ADDITIONAL PROGRAM THAT THE BOARD IS FAMILIAR WITH IS OUR EXTENDED LEARNING INITIATIVES.

NOW WE ARE, AND WE ARE IN THE PROCESS EX OF EXPANDING THE PROGRAM AND MODEL IN ORDER TO DEVELOP AND INTEGRATE PEER TUTORING THAT WOULD ALLOW FOR STUDENTS TO RECEIVE ACADEMIC SUPPORT.

AS THE TUTORS ARE EARNING COMMUNITY AND SERVICE HOURS.

THIS PROJECT WILL BE SPEARHEADED IN COLLABORATION WITH OUR SECONDARY DIRECTOR, KAREN MCKINSEY, INTEGRATING OF OUR SCHOOL COUNSELORS FOR LOGGING OF THE HOURS AND SUPPORT FROM OUR EXECUTIVE DIRECTOR, DR.

CHAD COX, WE ARE, WE ARE ALSO INCORPORATING HIGH IMPACT TUTORING TO PROVIDE SUBSTANTIAL LEARNING GAINS FOR STUDENTS BY SUPPLEMENTING STUDENT CLASSROOM EXPERIENCES.

THE GOAL OF HIGH IMPACT TUTORING, WHICH WILL BE INTEGRATED INTO OUR EXTENDED LEARNING PROGRAMS IS TO ACCELERATE STUDENT LEARNING THE CHARACTERISTICS OF HIGH IMPACT TUTORING PROGRAMS CURRENTLY INCLUDE SUBSTANTIAL TIME EACH WEEK ON REQUIRED TUTORING SUSTAINED AND STRONG RELATIONSHIPS BETWEEN STUDENTS AND THEIR TUTORS CLOSE MONITORING OF STUDENT KNOWLEDGE AND SKILLS ALIGNMENT WITH SCHOOL, CURRICULUM, AND OVERSIGHT OF TUTORS TO ASSURE QUALITY INTERACTIONS.

THESE ARE QUALITIES AND ITEMS THAT WE WILL REPORT TO YOU LATER, EITHER DUE, NEVER COMMITTEE OR AT A BOARD PRESENTATION, AS WE SHARE WITH YOU, OUR NEXT PHASE OF EXTENDED LEARNING, MANY OF THESE CA AS I SHARED WITH YOU, CHARACTERISTICS ALREADY EXISTED WITHIN OUR EXTENDED LEARNING SITES AND THE ADAGE OF INSTRUCTIONAL OF THE INSTRUCTIONAL SOFTWARE COMPASS LEARNING WILL PROVIDE ADDITIONAL SUPPORT FOR THE ACCELERATED LEARNING MODEL.

WITH THAT I'D LIKE TO BRING FORWARD TO TEAM AND MRS. SUTTON TO DO COMPLETE WITH THE INTRODUCTIONS.

I'D JUST LIKE TO REITERATE WHAT YOU'VE NOTICED BEFORE THAT WE ARE A COLLABORATIVE TEAM AND WE'VE WORKED REALLY HARD TO COMPLIMENT EACH OTHER'S STRENGTHS AND TO BRING OUT THE BEST IN OUR TEACHERS AND OUR STUDENTS AND STUDENT ACHIEVEMENT.

I'D LIKE TO SAY, UM, THAT I'VE HAD THE OPPORTUNITY TO WORK WITH RACHEL CHILDRESS, AS SHE'S DONE, UM, INDIVIDUAL PERFORMANCE DEVELOPMENT WITH OUR TEACHERS AND STUDENTS.

AND SHE IS PHENOMENAL.

SHE KNOWS HOW TEACHERS THINK SHE KNOWS HOW TO MOTIVATE STUDENTS.

AND, UM, THE TEACHERS ARE RESPONDING WITH THEIR QUESTIONS

[02:45:01]

AND CONCERNS.

SO AT THIS TIME, I'LL ASK MR. SHANE DUKE AND RACHEL CHILDRESS TO COME FORWARD AND TO GIVE THEIR CONCLUSIONS.

GOOD MORNING, MR. CHAIRMAN AND THE BOARD.

THANK YOU FOR HAVING US TODAY.

UM, STARTING OR, UM, I APOLOGIZE.

MY NAME IS RACHEL CHILDERS, AS ADRIAN SAID, AND THIS IS SHANE DUKES.

GOOD MORNING.

YES.

UM, AND SO STARTING ON SLIDE THREE FOR YOU TODAY, JUST GOING AHEAD AND GIVING YOU THAT UPDATE, HOW DOES THE IREADY ADAPTIVE DIAGNOSTIC WORK? SO WHEN STUDENTS TAKE THE ADAPTIVE DIAGNOSTIC, IT IS PROVIDING A COMPREHENSIVE INSIGHT FOR TEACHERS TO SEE THE SKILLS ACROSS A K12 LEARNING CONTINUUM.

IT HELPS THEM TO UNDERSTAND WHERE THE STUDENTS ARE AND ALSO HOW THEY'RE GROWING THROUGHOUT THE YEAR.

SO IT IS ADAPTIVE.

SO THEREFORE AS THEY ANSWER QUESTIONS, CORRECT, IT WILL INCREASE IN RIGOR AND AS THEY ANSWER QUESTIONS INCORRECT, IT WILL GET EASIER UNTIL WE DETERMINE THAT PRECISE ABILITY OF WHERE THEY ARE.

THANK YOU.

UM, A SUMMARY OF YOUR PROGRAM COMPONENTS.

SO OUTLINED WITH THE CHECK MARKS ARE PROGRAMS THAT ARE BEING USED BEAUFORT COUNTY FROM CURRICULUM ASSOCIATES.

THEY ARE BEING UTILIZED IN BOTH READING AND MATH AS WELL AS SPECIAL EDUCATION TOO.

SO IN BOTH SUBJECT AREAS AND IN MULTIPLE DEPARTMENTS, THANK YOU AND OUR PROFESSIONAL DEVELOPMENT.

SO IN ORDER TO MAKE SURE THAT THESE PROGRAMS THAT WE'RE IMPLEMENTING ARE GETTING THE MOST USED IN FIDELITY OF PRACTICE WITH OUR TEACHERS AND OUR STUDENTS, UM, THE PROFESSIONAL DEVELOPMENT VARIES THROUGHOUT THE YEAR.

SO YOU'LL SEE THAT WE DO HAVE INDIVIDUAL SCHOOL SITE-BASED VISITS AS WELL AS INDIVIDUAL TEACHER SUPPORT LEADERSHIP SESSIONS AND COLLABORATION WITH THE DISTRICT.

UM, JUST THIS WEEK, I ACTUALLY HAD THE OPPORTUNITY TO WORK ONE ON ONE WITH AN EDUCATOR WHO WAS A BIT FRUSTRATED AND SHE THEN EMAILED ME AFTER AND SHE SAID, I'M SO EXCITED TO START MY SMALL GROUP INSTRUCTION.

I CANNOT WAIT TO EMAIL YOU BACK WITH THE SUCCESSES, SO GREAT THINGS ARE HAPPENING.

WE'RE VERY EXCITED.

THERE WE GO.

ALL RIGHT, OUR JOURNEY THROUGHOUT THE YEAR.

SO THINKING ABOUT THE DATA WE'RE PRESENTING IS FROM FALL OF 21 TO SPRING OF 22.

SO THIS PROFESSIONAL DEVELOPMENT SCHEDULE IS ESSENTIALLY WHAT TOOK PLACE LAST YEAR, ENSURING THAT OUR TEACHERS UNDERSTOOD HOW TO ANALYZE THEIR DATA, WHAT THE DATA WAS TELLING THEM, HOW TO MAKE THOSE SMALL GROUP DECISIONS.

AND THEN THROUGHOUT ANALYZING THAT GROWTH, MAKING SURE WE'RE DELIVERING THAT DIFFERENTIATED INSTRUCTION AND LEADERS GOT THEIR OWN PATHWAY AS WELL, TO MAKE SURE THEY WERE ABLE TO DO THE SAME, BUT WITH THE DATA FROM A WHOLE SCHOOL APPROACH, ALL THE WHILE THOSE THREE SESSIONS ARE NOT EVERYTHING THAT TOOK PLACE, I SUPPORT BEAUFORT COUNTY.

AND SO WHEN A TEACHER CALLS, WHEN A SCHOOL CALLS, I AM ON SITE, READY TO HELP SUPPORTING WHATEVER NEED THEY HAVE AT THE TIME TO SPECIFICALLY TAILOR IT TO THEIR SCHOOL AND THEIR STUDENTS STARTING WITH OUR READING PERFORMANCE REVIEW.

SO AGAIN, THIS IS OUR FALL DATA FROM FALL OF 21 TO SPRING OF 22.

AND LOOKING AT IT, WE DID HAVE IN THE FALL 8,649, STUDENTS COMPLETE THE DIAGNOSTIC.

AND IN THE SPRING, WE DID HAVE MORE STUDENTS COMPLETE.

SO JUST KEEPING IN MIND THAT STUDENTS MOVE INTO THE DISTRICT, THEY LEAVE THE DISTRICT.

SO THAT IS ACCOUNTING FOR THOSE DIFFERENCES IN NUMBERS, WE DID HAVE MORE COMPLETE IN THE SPRING AND THEN FOR PERSONALIZED INSTRUCTION, THAT IS THE PATHWAY THAT STUDENTS HAVE PRESCRIBED TO THEM FOLLOWING THE DIAGNOSTIC BASED ON THE INDIVIDUAL NEEDS THAT THEY HAVE.

SO THEY'RE GETTING A PRESCRIPTIVE LESSON PASSED, UM, LESSON PATHWAY, I APOLOGIZE.

AND WE HAD 8,769 STUDENTS COMPLETING THEIR PATHWAY LAST YEAR, AS WE BEGIN TO LOOK AT THE DATA IN AN EVEN MORE DEEPER DIVE, AS WE SOMETIMES CALL IT, YOU'LL NOTICE FIVE COLORS OR DIFFERENT SHADES, UM, IN THE DATA THAT WE'RE GOING TO BE LOOKING AT.

SO JUST KEEPING IN MIND THAT THOSE ARE HOW WE IDENTIFY OUR RELATIVE PLACEMENT LEVELS BASED ON, UM, CRITERION REFERENCE NORMS. AND SO GREEN AND ABOVE IS REPRESENTING ON GRADE LEVEL.

AND THEN WE HAVE YELLOW AND WE ALSO HAVE RED AND DARKER RED TOO, GOING INTO HOW THEY'RE PERFORMING FROM FALL TO SPRING.

UM, RECOGNIZING THAT THIS 8,189 IS A DIFFERENT NUMBER THAN WE, SORRY, I'M TRYING TO READ THE TEXT FROM AWAY 89.

THAT WAS CORRECT.

UM, THANK YOU SO MUCH FOR ZOOMING IN.

I APPRECIATE YOU.

SO WE DO HAVE A DIFFERENCE IN THAT NUMBER BASED ON WHAT WE PREVIOUSLY SAW AND HOW MANY STUDENTS ASSESSED IN THE FALL AND THE SPRING.

AND THAT'S BECAUSE IN ORDER FOR US TO DO A FAIR COMPARISON, THIS IS A LONGITUDINAL ANALYSIS OF THE SAME STUDENTS.

AND THERE'S A FEW CRITERIONS THAT WE WANNA MAKE SURE WE

[02:50:01]

MEET.

SO THE FIRST BEING THAT THEY DID TAKE THE FIRST DIAGNOSTIC WITHIN THAT TESTING WINDOW, CUZ THAT'S WHEN WE PULL OUR REPORT, THAT THEY HAD 12 WEEKS OF INSTRUCTION BETWEEN EACH DIAGNOSTIC KEEPING IN MIND, WE MAY HAVE A STUDENT JOIN US IN NOVEMBER.

WE WANTED THEM TO TAKE THE DIAGNOSTICS SO THEY COULD START THEIR PATHWAY, BUT THEN OUR NEXT DIAGNOSTIC ASSESSMENT WAS IN JANUARY.

SO THAT IS NOT ALLOWING THAT 12 WEEKS.

SO THAT ACCOUNTS FOR THIS DATA TOO, AND THEN ALSO KEEPING IN MIND THAT THIS IS COMPARING OUR STUDENTS THAT WERE HERE FROM THE FALL TO THE SPRING AND TAKING BOTH ASSESSMENTS OVERALL GREAT GROWTH, VERY EXCITED TO SEE OUR PERCENTAGES GROWING IN OUR GREEN ON GRADE LEVEL AND ABOVE AND OUR STUDENTS, ESPECIALLY IN OUR RED DECREASING.

SO WE ARE MOVING STUDENTS AND THAT IS GREAT TO SEE TAKING A DEEPER DIVE HERE.

SO THAT WAY YOU CAN SEE THE GRADE LEVEL BREAKDOWN AS WELL.

KEEPING IN MIND THAT THOSE SAME PRECAUTIONS COME INTO PLAY, THAT WE MENTIONED ABOVE THE THREE CRITERION FOR THEM TO BE INCLUDED COMPARING FALL TO SPRING.

HERE ARE OUR NUMBERS FOR KINDERGARTEN THROUGH FIFTH GRADE FOR READING.

SURE.

OH, IS IT IF WE MAY AT THE END, THANK YOU.

AND THEN FOR OUR DIFFERENT STUDENT GROUPS.

SO I DO WANT TO APOLOGIZE ON THIS SLIDE.

THERE WAS A TYPO.

SO ON THE FAR LEFT, THOSE FIRST TWO COMPARISONS FALL TO SPRING WHERE IT SAYS, THESE ARE STUDENTS WHO DO NOT IDENTIFY AS HISPANIC OR LATINO THAT INSTEAD SHOULD BE REPRESENTING ALL STUDENTS.

SO MY APOLOGIES FOR THAT, BUT THAT IS REPRESENTING OUR ENTIRE POPULATION.

AND THEN THE MIDDLE TWO COLUMNS ARE REPRESENTING OUR STUDENTS IDENTIFYING AS HISPANIC OR LATINO.

AND THEN OUR FINAL TWO COLUMNS ARE IDENTIFYING STUDENTS THAT IDENTIFY AS BLACK OR AFRICAN AMERICAN.

SO OUR BREAKDOWN FOR READING AND THEN MOVING INTO PERSONALIZED INSTRUCTION.

SO ALL OF THE COLORS YOU'VE SEEN SO FAR ARE REPRESENTING HOW THEY'RE PERFORMING ON THE DIAGNOSTIC, BUT IT'S IMPART IMPORTANT THAT WE ALSO LOOK AT THE COMPONENT OF HOW ARE THEY THEN USING, UM, PERSONALIZED INSTRUCTION THAT INDIVIDUALIZED PATHWAY FOLLOWING THE DIAGNOSTIC.

AND THAT IS PART OF THE WORK THAT BEFOR COUNTY AND MYSELF ARE CONTINUING TO WORK ON TO BUILD THE FIDELITY OF PRACTICE WITH USING ALREADY FOR 30 TO 45 MINUTES A WEEK WITH EVERY STUDENT, THE DISTRICTWIDE INCENTIVE OPPORTUNITY.

IF YOU HAVE SEEN THESE BANNERS IN THE SCHOOL, PLEASE KNOW THEY ARE HIGHLY COVETED.

AND WHEN I GO TO TAKE ONE FROM A SCHOOL AND SEND IT TO SOMEONE ELSE, THEY DON'T LIKE THAT.

UM, SO WE'VE HAD THE PRIVILEGE.

WE IMPLEMENTED THIS IN JANUARY.

AND SO EACH MONTH THERE IS A DIFFERENT CRITERIA JUST TO SUPPORT THE INCENTIVE OF USING IREADY AND BUILDING OUR LEARNERS.

AND SO EACH MONTH THE BANNER MAKES ITS WAY AROUND.

THERE IS ONE FOR BOTH READING AND MATH AND IT IS TRAVELING ALL OVER THE DISTRICT WITH OUR WINDOW CLOSING TODAY, I'VE ALREADY BEEN ASKED, WHO GETS THE BANNER FOR THIS MONTH? SO IT'S COMING, MOVING INTO OUR MATH PERFORMANCE REVIEW, STARTING WITH WHO WAS INCLUDED IN THE ANALYSIS.

SO IN THE FALL WE HAD 8,078 STUDENTS COMPLETE THE DIAGNOSTIC.

AND IN THE SPRING WE HAD 8,195 THROUGHOUT THE YEAR USING THEIR PERSONALIZED INSTRUCTION.

WE DID HAVE 8,153 STUDENTS ON THEIR INDIVIDUALIZED PATHWAY.

AGAIN, JUST A REMINDER OF THOSE COLORS AS WE CONTINUE INTO OUR, UM, DATA FOR MATH.

THANK YOU.

ALL RIGHT.

AND THEN HOW ARE WE DOING FALL TO SPRING? SO AGAIN, JUST A REMINDER, WE NEEDED THOSE 12 WEEKS OF INSTRUCTION IN BETWEEN.

THEY NEED TO HAVE TESTED WITHIN THE TESTING WINDOW AND THEY NEED TO HAVE COMPLETED INSTRUCTION IN BETWEEN AS WELL.

UM, AS WELL AS FINISHING A FALLEN SPRING DIAGNOSTIC, AGAIN, SIMILAR TO READING IN MATH, WE ALSO SEE OUR NUMBERS, OUR PERCENTAGES, WE'RE SEEING MOVEMENT WITH OUR STUDENTS, WHICH IS WHAT WE WOULD LIKE IN ALL GRADE LEVELS.

AND MY SINCEREST APOLOGIES AGAIN, WHEN WE GO TO

[02:55:01]

LOOK AT DIFFERENT STUDENT GROUPS, PLEASE KNOW, FIRST TWO ARE SHOWING THE ENTIRE POPULATION THAT WAS INCLUDED.

AND THEN THE MIDDLE IS STILL FOR STUDENTS IDENTIFYING AS HISPANIC OR LATINO AND THE LAST TWO FOR STUDENTS IDENTIFYING AS BLACK OR AFRICAN AMERICAN.

SO MY APOLOGIES FOR THAT TYPO AT THE BOTTOM OF THE FIRST AND AGAIN, IT IS OUR CONTINUED EFFORT.

SO WE'RE BUILDING THE FIDELITY OF PRACTICE, ENSURING THAT 30 TO 45 MINUTES ARE BEING UTILIZED FOR STUDENTS TO HELP THEM ON THEIR INDIVIDUALIZED PATHWAY.

AND THAT IS PART OF THE WORK THAT I'M DOING WHILE I'M IN THE SCHOOLS, HELPING TO STRATEGIZE HOW THIS CAN BE LEVERAGED IN CENTERS IN SMALL GROUP ROTATIONS IN VARIOUS WAYS.

SO THAT WAY TEACHERS FEEL SUPPORTED AND STUDENTS ARE ALSO HAVING ACCESS TO THE PROGRAM.

OH, DID THAT APPEAR TWICE? I APOLOGIZE.

OH, THE ENDING'S NOT THERE.

OH, NEVERMIND.

THERE WAS A, A SLIDE THAT ALSO SAID, THANK YOU.

WE VALUE YOUR PARTNERSHIP AND WE DO SO MY APOLOGIES FOR BEING THROWN OFF ON THAT.

THANK YOU.

YES.

SO WITH THAT BOARD MEMBERS, IF YOU HAVE QUESTIONS SPECIFICALLY FOR THIS SOFTWARE AND ACHIEVEMENT, AND THEN IF WE CHAIRMANS WILL ALLOW HULU TO NO RED IN, UM, AFTER YOU'VE HAD YOUR BREAK, IF YOU APPRECIATE, IF YOU GRACER THERE WISDOM, OKAY.

KATHY MIGHT HAVE MORE POINTED QUESTIONS, BUT I THINK WE'RE ALONG THE SAME, SAME LINES WE'RE LOOKING AT.

I THINK SLIDE 11.

UM, AND THAT'S IN REGARD TO THE READING OR LITERACY.

UM, AND WHAT I'M NOTING ON ON THE GRAPHS IS THAT, UM, WE START OFF MORE, RELATIVELY STRONG, BUT IT SEEMS LIKE WE'RE NOT ABLE TO MAKE UP, UM, OR RECOVER.

I THINK THAT LEARNING LOSS DURING THE SUMMER PERIOD BETWEEN GRADES 3, 4, 3, AND FOUR AND FOUR AND FIVE, IT LOOKS LIKE IT CONTINUES TO DEEPEN AND WE'RE NOT ABLE TO MAKE THAT UP.

SO I'M JUST WONDERING, UM, IS THERE GOING TO BE ANY CHANGES OR, UH, PROGRAM CHANGES TO THE SUMMER, UM, PROGRAMS FOR READING FOR LITERACY ? SO WE RECOGNIZE THAT OUR SUMMER PROGRAMS ENDED AT THE END OF JUNE.

WE ALSO RECOGNIZE THAT OUR, OUR TEACHERS AND OUR DISTRICT PERSONNEL, I WILL SAY DIRECTLY NEEDED THE MONTH OF JULY.

WE NEEDED TO GET READY FOR THE UPCOMING ACADEMIC SCHOOL YEAR.

WE NEEDED TO PREPARE FOR SUMMER INSTITUTE.

SO OUR EXTENDED LEARNING PROGRAMS, THERE WERE A FEW WHO CONTINUED THROUGH THE SUMMER.

THAT SAME INITIATIVE WOULD HAPPEN AS WE BROUGHT INTO BE LOCATED AT ADDITIONAL SITES.

UM, OUR FUNDING I'VE COMPLETED BUDGET.

SO I'M ABLE TO IMPLEMENT IN A VERY SIMILAR MODEL AS WE HAD DONE LAST YEAR AND ADD TWO ADDITIONAL SUMMER SITES THIS COMING YEAR TO GO THROUGH THE MONTH OF JULY.

SO I CANNOT SAY THAT I WILL EXTEND SUMMER SCHOOL OR I WILL NOT HAVE, BUT SO, SO I MAY, I MAY BE MISINTERPRETING THE QUESTION DR.

SNES GAVE FOR THOSE POINT OF CLARITY.

UM, MORE ABOUT THE, IT WASN'T NECESSARILY ABOUT EXTENDING THE TIME OR THE LENGTH OF SUMMER SCHOOL, BUT MORE ABOUT CAPTURING MORE STUDENTS.

UM, BECAUSE YOU MIGHT HAVE SOME THAT ARE ON THE CUSP.

I KNOW WE IDENTIFY THEM TYPICALLY BASED ON SOME OF THESE MARKERS.

SO I'M WONDERING WE DO WELL FOR THIRD GRADE EIGHT, THIS IS UTILIZED AS IDENTIFI, BUT WE HAD OPENED A DOOR FOR ALMOST AS MANY STUDENTS.

THE PARENTS WANNA COME IN, THE, THE SCHOOLS HAD CONDUCTED THE INVITATION THAT IS BASED ON A RATIO OF 15 TO ONE.

SO ONCE I, IF I DON'T HAVE AS MANY EDUCATORS, I'M LIMITED TO THE AMOUNT OF INVITATIONS.

SO I'M KIND OF, I'M GONNA CATCH 22.

MS. I REALLY DON'T HAVE A QUESTION AS MUCH AS A COMMENT.

UM, I USED IREI WHEN I WAS TEACHING IT IN BEAUFORT COUNTY SCHOOL DISTRICT.

AND, UM, RACHEL, I CAN SEE WHERE YOU MAKE ALL THE DIFFERENCE IN THE WORLD BECAUSE WE DIDN'T HAVE THAT SUPPORT.

THEN WE DIDN'T HAVE, UM, UH, SOMEONE THAT WE COULD SAY, OKAY, I SEE THE VALUE IN THIS, BUT I CAN'T INCORPORATED.

I DON'T HAVE, YOU KNOW, THE SKILLS TO DO IT.

AND I DON'T HAVE TIME TO LEARN THOSE SKILLS RIGHT NOW, CAUSE I'M BUSY, YOU KNOW, OTHER THINGS.

SO, UM, I CAN SEE YOUR VALUE ADDED.

SO I APPRECIATE IT.

MAY, MAY I JUST ADD TO THEM MRS. FREDERICK, I HAVE WORK TO KEEP THIS AS A FUNDED ITEM FOR AT LEAST FOR THE NEXT, BECAUSE IT IS.

AND THIS YEAR A HEAVY AMOUNT OF WORK IS BEING PLACED FOR OUR STUDENTS OF DISABILITIES, AS WELL AS SUPPORTING OUR ELEMENTARY TEACHERS IN THE AREA OF MATH.

SO PREDOMINANT AMOUNT OF RACHEL'S WORK IS LANDING IN THAT AND OF COURSE BUILDING THE CAPACITY OF ONBOARDING OF NEW EDUCATORS, COLONEL GUY,

[03:00:01]

THANK YOU, MR. CHAIRMAN.

I WAS STRUCK BY THE PROFESSIONAL DEVELOPMENT SUPPORT AND, AND I THINK THAT'S GONNA BE A REAL KEY BECAUSE OBVIOUSLY THE RESULTS ARE IMPRESSIVE, BUT I THINK THE PROFESSIONAL DEVELOPMENT NOT ONLY IS FOR THE TEACHER TO BE ABLE TO USE THE TOOLS AND USE AND TO USE THAT ASSESSMENT NOT ONLY HELPS THE RESULT STUDENT RESULT, BUT ALSO THIS IS THE KIND OF THING THAT, THAT KEEPS TEACHERS IN THE PROFESSION WHEN THEY HAVE TOOLS LIKE THIS, THAT THEY LEARN TO USE AND SEE RESULTS.

SO THIS PROFESSIONAL DEVELOPMENT SUPPORT, UH, WE WENT THROUGH THE BUDGET, UH, LINE BY LINE THE OTHER DAY.

AND, AND WE WERE LOOKING AT ALL THE, ALL THE MONEY WE'RE SPENDING ON PROFESSIONAL DEVELOPMENT.

AND THIS IS A BIG PAYOFF AND WE LOST A LOT OF THAT DURING COVID CUZ WE DIDN'T DO THAT.

AND NOW I CAN SEE WHERE WE'RE SPENDING THE MONEY.

SO WE'RE SENDING PEOPLE OUT TO GET THAT KIND OF PROFESSIONAL DEVELOPMENT NOW.

AND FOR OUR TEACHERS AND LEADER IN ME DOES THIS, SOME OF THE OTHER, UH, PROGRAMS THAT WE HAVE, BUT I REALLY LIKE THE DATA SHOWED HERE.

THIS IS VERY INFORMANT, MISS DISTRIBUTOR.

IF I COULD JUST BUILD, I HAVE TO GIVE KUDOS TO THE VENDOR BECAUSE ALTHOUGH WE PROVIDE PAYMENT FOR ONE PD SPECIALIST, THEY ARE, THEY ARE PROVIDING US SUPPORTIVE TOO.

AND I AM NOT THE EASIEST PERSON TO USE WHOSE PERSON TO DEAL WITH WHEN NEGOTIATING AND I'M BE VERY UPFRONT AND I'M NOT EVEN GONNA LOOK AT, I'M NOT, I'M NOT THAT FOR RIGHT.

I, I AM, I I'M NOT.

AND I ADMIT THAT THEY HAVE GONE WAY AND BEYOND.

SO I, I FEEL THAT I HAVE TO SAY THAT PUBLICLY BECAUSE WHAT THEY HAVE PROVIDED OUR TEACHERS, WE PAY FOR X AND WE'RE GETTING ONE X, Y, AND Z.

I HAVE TO SHARE THAT MS. ROBOT, UM, DON'T WE HAVE, DO WE NEED TO GET MORE SUPER, UM, POSTERS FOR, I MEAN, SEEMS TO ME THAT MORE THAN, YOU KNOW, ONE OR TWO SCHOOLS, IF THEY'RE ALL MEETING THE CRITERIA, SET, BE ABLE TO HANG THOSE BANNERS.

I, I KNOW AS AN EX PRINCIPAL, WE WERE ALWAYS HAPPY WHEN WE HAD THOSE BANNERS HANGING IN OUR SCHOOLS.

SHANE, CAN YOU BANNERS? THANK YOU.

I WON'T GET AS MANY AS YOU WOULD LIKE.

YES.

YES.

WELL, AS MANY AS WE NEED TO THE DESERVING SCHOOLS, I DON'T THINK THAT SCHOOL A SHOULD LOSE THEIRS IF THEY'RE STILL AT THAT SAME LEVEL OR EXCEEDING THEIR GROWTH LEVEL OR WHATEVER.

I THINK THAT THAT'S THE MINDSET, EVERYONE, YOU KNOW, YOU SET THE TARGET AND IF EV IF YOU MAKE THE TARGET TO KEEP THAT BANNER IN SCHOOLWIDE MAKES THE TARGET.

NO, I SHOULDN'T LOSE IT TO GIVE IT TO SCHOOL.

I DON'T WANNA SHARE MY BANNER SO THEN THEY'RE, THEY'RE WORKING AGAINST THEMSELVES THEIR OWN PERFORMANCE INSTEAD OF COMPARING THEM TO OTHER SCHOOLS.

RIGHT, RIGHT.

AND THAT MIGHT BETTER MOTIVATE.

I LIKE THAT.

SO WE COULD WORK ON THAT.

YEAH.

I JUST POINT OUT THAT'S THE BASIS OF TQM YOU AGAINST YOURSELF.

THANK YOU, MR. CHAIR.

JUST A FOLLOW UP TO MY PREVIOUS QUESTION.

UM, CUZ I'M SITTING HERE TRYING TO THINK, HOW CAN WE TOUCH MORE KIDS DURING THE SUMMER IF WE'RE LIMITED, BASED ON, YOU KNOW, STAFF THAT CAN PARTICIPATE.

I UNDERSTAND TEACHERS WANT THEIR SUMMERS.

SO IS THERE A WAY THAT WE COULD PERHAPS THINK OUTSIDE THE BOX? AND I, I THINK I'VE MADE THE SUGGESTION BEFORE AND I DON'T KNOW THE COMPLEXITIES OF BE INVOLVED WITH INSTITUTING, SOMETHING LIKE THIS, BUT I KNOW, UM, THE TECHNOLOGY, THE, THE ONE TO ONE TECHNOLOGY GOES BACK TO DISTRICT AT THE END OF THIS, THE SCHOOL YEAR.

UM, IS THERE A WAY TO DISTRIBUTE A, A TABLET OR SOMETHING FOR A MONTH PERIOD TO WHERE THOSE KIDS COULD THEN BE ENGAGED IN VIRTUAL SUMMER SCHOOL AND AT LEAST GETTING SOMETHING? I DON'T KNOW, I'M JUST THINKING I'M SPITBALLING HERE.

YOU GUYS ARE THE EXPERTS, BUT I'M JUST TRYING TO CAPTURE AS MANY KIDS AS WE CAN DURING THE SUMMER TO BUILD ON THAT.

SO I THINK AS WE GO FORWARD ON A TECHNOLOGY I'M WITH YOU ON THAT IDEA TECHNOLOGY ADOPTIONS, IF WE COULD FIGURE OUT A WAY TO LEND FOR, BECAUSE BETWEEN MAP BEING ALIGNED TO KHAN ACADEMY, IF TEACHES, UPLOAD THE ROSTERS, I COULD PROVIDE MATH TUTORING AND THROUGH I EXCEL, WHICH IS NEWLY BACK AT THE SECONDARY LEVEL AT THE MIDDLE SCHOOLS, WE HAVE A SIMILAR PRESCRIPTIVE MODEL OF WE DO YOUR SPRING MAP RESULTS UPLOAD YOU INTO, I EXCEL.

YOU COULD HAVE A SUMMER PRESCRIPTIVE, UM, LEARNING IN MATH, BUT AGAIN, I IT'S GONNA BE AN ISSUE OF HAVING THE TOOLS AND BE ABLE TO FRESH REFRESH WHAT I NEED FOR 180 DAYS.

LET ME MASSAGE THAT.

YES MA'AM YES.

MA'AM

[03:05:01]

YES.

MA'AM YEP.

I'M WITH YOU.

UM, MY, MY, MY QUESTION IS WITH IREADY, THIS, SO THIS PROGRAM, THIS PROGRAM IS BASICALLY A COMPUTER OPERATE PROGRAM, CORRECT? THE IREADY COMPONENT IS HOWEVER TEACHER TOOLBOX.

WE ALSO HAVE OFFLINE RESOURCES AS WELL AS READY CLASSROOM.

SO WE HAVE THE DATA AND STUDENTS HAVE THEIR ONLINE, PERSONALIZED PATHWAY, BUT THEN TEACHERS ALSO HAVE OFFLINE RESOURCES TO HELP GUIDE INSTRUCTION AS WELL.

AND, AND PARTICULARLY THESE SCORES ARE FROM THEM TAKING TESTS ON THE, ON THE COMPUTER.

IS THAT CORRECT? YES, SIR.

AND, AND ARE THEY JUST DOING THESE, TAKING THESE TESTS IN SCHOOL OR CAN THEY TAKE TESTS AT HOME OR, OR, OR IS JUST, OR IS JUST IN, IN, IN SCHOOLS? THESE ARE ADMIN.

YES.

YEAH.

WE LEARN THROUGH CLOSURE OF INFLATED MAP SCORES WITH THE OPPORTUNITY OF TAKING THEM AT HOME.

AND I DON'T MEAN THAT IF I HAD A YOUNG CHILD, I WOULDN'T LIKE TO POST ON THE OUTCOME OF MY CHILD IN COMPARISON TO YOUR CHILD.

SO WE DO HAVE THESE ASSESSMENTS COMPLETED AT THE SCHOOL SITE.

OKAY, GREAT.

AND, AND THEN, AND THEN ALSO, SO HOW DO, HOW, WHERE DO WE SEE THESE TEST SCORES? I MEAN, I, I MEAN, WHERE DO WE SEE THE RESULTS IN TERMS OF ALL TEST SCORES THAT WE JUST GOT BACK IN TERMS OF, OF THESE SCORES? HOW, HOW DO THEY CORRELATE, HOW DO THAT WORK ITSELF OUT? WHAT DOES THAT, WHAT THAT LOOK LIKE? SO I HAVEN'T BACKDOORED THE RELATIONSHIP OF PERFORMANCE INDIVIDUAL ON SCHOOLS TO WHAT THE DATA THAT JUST WAS RELEASED TUESDAY NIGHT.

I HAVE TO ASK TO HAVE SOME OPPORTUNITY FOR THAT IN AUDIT, JUST, BUT I WILL SAY THAT WE HAVE SEEN OVERALL A DISTRICT SIGNIFICANT INCREASE, HENCE THE ELA SCORES I I'LL SHARE WITH YOU.

THOSE SCORES WERE A COMBINATION OF READING AND WRITING INITIATIVES THAT WE STARTED QUIETLY, THE, THE SIX YEAR GROWTH THAT YOU'VE SEEN.

UM, SO I HAVE NOT HAD THAT OPPORTUNITY, MR. SMITH DO SOME TYPE OF CROSSWALK TO THAT DEGREE.

I, I HAVEN'T.

OK.

AND, AND, AND THEN, AND THEN ALSO, UM, HOW DOES THIS PROGRAM TARGETS THE, A SPED STUDENT OR A STUDENT WITH THE 5 0 4? HOW, HOW DOES THIS PROGRAM, HOW, HOW, HOW DOES, WHAT DOES THAT LOOK LIKE FOR, FOR, FOR, FOR THOSE STUDENTS, FOR STUDENTS? I I'M GONNA LET RACHEL STEP FORWARD, BUT JUST TO SHARE HOW MRS. FRIS IDENTIFIED AS SHE UTILIZED IREI I ALREADY, INITIALLY WAS UTILIZED FOR OUR SPECIAL EDUCATION POPULATION HERE IN BEFORD COUNTY.

WE CON CONTINUE THAT USAGE THROUGH THE MIDDLE SCHOOL FOR INTERVENTION PURPOSES.

SO I READY AT THE ELEMENTARY IS OPEN TO ALL STUDENTS, SPECIAL EDUCATION, GEN ED AND STUDENTS WITH AN ILA.

WHEN WE GET INTO SIXTH, SEVENTH, AND EIGHTH GRADE, THE UTILIZATION IS, IS PUT IN PLACE AS AN INTERVENTION.

UM, A LITTLE MORE GOAL SETTING, PROGRESS MONITORING, AND THAT PROGRESS MONITORING FOR OUR STUDENTS WITH A IEP ALSO IS HAPPENS SIGNIFICANTLY AT THE ELEMENTARY.

SO ALL MODIFICATIONS AND NEED NEEDS FOR A STUDENT WITH AN IEP ARE MET.

THAT IS THE ROLE OF THE PRIMARY PRIMARY ROLE OF THE EDUCATOR IN THE CLASSROOM, RIGHT? AND AS, AS YOU GO FORWARD OR PROGRESS IN GRADE LEVEL, THE SOFTWARE FOR READING AND MATH IS PROVIDED TO OUR STUDENTS WITH AN IEP AND TO SUPPORT THEM SPECIFICALLY.

SO WHEN EACH STUDENT TAKES THE DIAGNOSTIC, FOLLOWING THAT THEY GET AN INDIVIDUAL STUDENT REPORT THAT HELPS TEACHERS SEE EXACTLY WHAT THEY SHOWED MASTERY OF.

WE CALL THEM CANDOS AND THEN IT SUPPORTS THEM IN LETTING THEM KNOW THEIR NEXT STEPS.

AND SO THE RESOURCES ARE INCLUDED IN THAT REPORT AS WELL.

SO TEACHERS CAN PULL THAT INSTRUCTION TO BE TAKING PLACE IN THE RESOURCE CLASSROOM OR IN THE PUSH IN MODEL, WHATEVER MODEL IT MAY BE.

AND THEN STUDENTS HAVE ACCESS TO THE ACCESSIBILITY FEATURES AS THEY WORK ON THEIR IREADY PATHWAY AS WELL, WHICH IS COMPLIMENTING WHAT THEY'RE SEEING FROM THEIR TEACHER IN THAT SMALL OR WHOLE GROUP INSTRUCTION.

IN OTHER WORDS, THIS RIGHT, IS WHAT, WHAT WILL DRIVE THE TEACHER ON HOW TO EDUCATE THE STUDENTS BASED UPON HE, OR SHE'S LEARN LEARNING DISABILITY FROM WHAT THE PROGRAM SEES? IS THAT CORRECT TO SAY YES, SIR.

AND I'M WORKING CLOSELY WITH THE SPECIAL EDUCATION DEPARTMENT SO THAT WE CAN BETTER UNDERSTAND THOSE REPORTS AGAIN, THE FIDELITY OF PRACTICE SO THAT WE'RE USING WITH FIDELITY AND ENSURING THOSE NEEDS ARE BEING MET.

OKAY.

THANK YOU.

CUZ THAT'S, THAT'S JUST ONE OF MY CONCERNS IN TERMS OF TIER TIER TWO AND TIER THREE STUDENTS.

YES, SIR.

ONE THING I'D LOVE TO ADD IS THAT IRA IS NOT YOUR TRADITIONAL, JUST ONLINE LEARNING PROGRAM.

UM, WE'RE, WE'RE A PLATFORM THAT GIVES YOU ONLINE LEARNING PASS FOR JUST 45 MINUTES A WEEK, BUT WE DO MUCH MORE BY GIVING STRONG DATA THAT'S ACTIONABLE.

THE TEACHERS CAN TAKE AND USE IN THE CLASSROOM WITH SMALL GROUPS, A WHOLE CLASS.

SO IT'S NOT JUST ONLINE LEARNING.

IT'S A WHOLE MODEL OF ONLINE LEARNING WITH, YOU KNOW, UM, A GOOD DIAGNOSTIC, SOME AN ONLINE PIECE, AS WELL AS, UH, DOING A LOT

[03:10:01]

OF HEAVY LIFTING FOR THE TEACHER.

THANK YOU.

YOU'VE BEEN VERY INFORMATIVE AND IT HELPS ME TO BE ABLE TO ANSWER QUESTIONS IN THE, IN, IN THE, IN THE, UH, IN THE PRESENT WHEN PEOPLE COME AND ASK ME ABOUT THIS PROGRAM, CUZ SOMETIMES PEOPLE DO ASK ME ABOUT, DO YOU KNOW ABOUT ALREADY, UH, A LITTLE BIT NOT, NO.

SO IN THOSE QUESTIONS, RIGHT, THERE ARE PARTICULARLY THAT I, I WAS INTERESTED IN AS WELL.

THANK YOU, APPRECIATE YOU FOR WHAT YOU DOEL CAMPBELL, THE TOPIC, ACHIEVEMENT GAP UPDATE ON PROGRAMS THAT ELIMINATED GAP COMMUNITY ACADEMY.

I I'M CONCERNED WITH, YOU KNOW, WITH THE OUTCOME THERE THOUGH, EVERYTHING IS POSITIVE IN TERMS OF GROWTH.

I DON'T SEE THAT THAT'S TREND THERE IS GONNA ELIMINATE THE ACHIEVEMENT GAP.

AND THE REASON I'M SAYING THAT IS BECAUSE CATEGORIES OF GROWTH AND EACH CATEGORY, THE AFRICAN AMERICAN STUDENT, WHICH IS, I THINK GENERALLY THE FOCUS OF THE ACHIEVEMENT GAP IS NOT GAINING AS MUCH AS THE OTHER COMPONENTS, WHICH MEAN IF THEY'RE BEHIND AND THEY'RE NOT GAINING AS FAST, THEN THE RESULTS OF THE RACE IS GONNA BE EVEN MORE DETRIMENTAL.

SO I, I AM CONCERNED WITH WHAT OTHER INITIATIVES OR WHAT CAN WE EXPECT THIS TO DO IN TERMS OF OTHER INITIATIVE SO THAT WE CAN MAKE A DENT IN THAT ACHIEVEMENT GAP.

MR. CAMPBELL, I ACTUALLY HAVE HAD THIS CONVERSATION WITH ME, MYSELF AND I AND ALL, EACH ONE OF US.

YES.

AND I, I SOMETIMES, UM, BUT EACH ONE OF US ACTUALLY HAS LANDED ON TWO THINGS.

ONE, THIS IS NOT DECAL.

IT IS NOT SUITABLE FOR ANY SOFTWARE IS NOT.

AND I WILL SAY THAT DIRECTLY.

AND I MEAN, WITH THE GREATEST RESPECT TO ANYONE WHO'S WORKS IN THE FIELD OF SOFTWARE DEVELOPMENT, THE NUMBER ONE IS THE EDUCATOR.

AND I THINK WITH THE WORK THAT OUR DISTRICT IS DOING AND BUILDING THE CAPACITY, LOOKING AT RETENTION, KEEPING EDUCATORS ON BOARD, GIVING TOOLS THAT HELP ME BE A LITTLE MORE PRESCRIPTIVE AT LEARNING, HELP ME TO DELIVER WHAT MARY MAY NEED.

THAT COMBINATION WILL HELP NOT CLOSE, BUT AGAIN, MOVE OUR, EDUCATE OUR STUDENTS FORWARD.

I DON'T WANT ONE GROUP MOVING QUICKER, QUICKER, QUICKER THAN ANOTHER, BUT I ALSO RECOGNIZE THAT THREE TO PANDEMICS.

I, I HAD 78%, ONE SCHOOL OF STUDENTS NOT ATTENDING.

I HAD 87% OF STUDENTS NOT ATTENDING.

I'M TRYING TO ADDRESS NOT, NOT ME.

I APOLOGIZE.

WE ARE COLLECTIVELY TRYING TO ADDRESS WHAT WAS WHERE WE ARE AND WHERE WE WANNA GO.

SO IT'S IT, IT IS A COMBINATION AND IT'S NOT JUST US AT THE SCHOOL SITE.

UM, I THINK WE NEED BETTER WORK WITH COLLABORATION IN THE COMMUNITY.

I'LL BE VERY DIRECT WITH THAT.

WE NEED BETTER WORK AT EDUCATING OUR, OUR PARENTS.

WE CAN'T JUST SAY IT.

WE NEED TO DO IT.

SO THOSE ARE ALL PHASES THAT WE'RE LOOKING AT.

WE'RE STARTING TO DEVELOP OUR PARENT LIAISONS AND EDUCATING THEM MORE IN THESE AREAS.

SO WE HAVE MORE PEOPLE WITH THE COMMON LANGUAGE IN KNOWING.

SO I CAN'T PUT IT ALL ON THIS.

I, I DO APOLOGIZE.

AND I JUST WANT TO SAY THOSE ARE THE THINGS THAT I WOULD BE EXPECTING IN THIS REPORT.

I WOULD BE EXPECTING MORE INITIATIVES.

WE GOT THIS DATA AND IT'S ENCOURAGING ACROSS THE BOARD IN TERMS OF I ALREADY, BUT WE ARE TALKING ABOUT ADDRESSING THE ACHIEVEMENT GAP AND THIS DATA REALLY INDICTS IT.

IF I WANNA LOOK AT IT FROM A, FROM A PRACTICAL STANDPOINT, THAT IS BECAUSE THE GAIN IS NOT THE SAME.

AND THAT MEANS THE GAP IS OPENING.

AND, AND, AND I'M LOOKING FOR, I, I, I, IF I WAS DOING THIS, I'D HOLD THIS DATA AND I'D PRESENT SOME OF THE COMMUNITY INITIATIVES THAT YOU MENTIONED AND, AND SAYING HOW THEY ARE ENCOURAGING WITHOUT EVEN SUPPORTING EVIDENCES.

BUT ENGAGEMENT IS A PART OF WHAT WE ARE LOOKING FOR.

AND, YOU KNOW, I, I, YOU KNOW, THAT'S ALL, ALL I'M SAYING IS THAT I'M NOT CRITICIZING THE EFFORT HERE AT ALL.

I'M JUST SAYING, IN TERMS OF LOOKING FOR INFORMATION THAT SUPPORTS WHAT THE REQUEST WAS, THAT'S WHAT THAT'S, WHAT WOULD, I WOULD BE MUCH HAPPIER WITH THAT KIND OF PRESENTATION, JUST TO HAVE AN IDEA WHEN THE STUDENTS ARE ENGAGED IN THE AFTER SCHOOL, IN THE COMMUNITY, IN THE STUFF, AND WHAT CAN WE DO TO ENGAGE MORE OKAY.

POINT TAKING YES, SIR.

OKAY.

I THINK WE MOVE ON BREAK FOR LUNCH.

YES, SIR.

YOU CERTAIN

[03:15:01]

CAN, BUT YOU'RE BETWEEN US AND LUNCH.

SO I REMIND GO FAST, MR. CAMPBELL, AND, UH, AND THE BOARD, UH, JUST TO ADDRESS YOUR, YOUR QUESTION.

THERE IS ONE FEATURE IN IREAD IT, AND AGAIN, WE KNOW WE'RE NOT A SILVER BULLET.

WE ALSO KNOW THAT, THAT SHE MAKES THE DIFFERENCE.

WHEN DISTRICTS INVEST IN THE PROFESSIONAL DEVELOPMENT AND PARTNERSHIP, YOU'RE GONNA SEE A LOT MORE FIDELITY, CUZ NO, NO PROGRAM CAN DO EVERYTHING.

AND, AND IT REALLY IS UP TO THE EDUCATOR.

BUT TALKING ABOUT PROFICIENCY, GETTING STUDENTS TO GRADE LEVEL, THERE IS A FEATURE IN IREADY IN THAT STUDENT PROFILE THAT SHE WAS TALKING ABOUT THAT GIVES THEM A TYPICAL GROWTH GOAL AND A STRETCH GROWTH GOAL.

THAT STRETCH GROWTH GOAL IS A PATH TO PROFICIENCY.

IT MIGHT TAKE ONE YEAR, IT MIGHT TAKE THREE, BUT WE DO HAVE A, A, A PATH FOR EVERY STUDENT TO GET THE PROFICIENCY.

DOES IT MEAN EVERY STUDENT CAN DO IT CUZ IT'S AMBITIOUS.

NO, BUT WE'VE PROVEN THAT SOME CAN.

SO I JUST WANNA MAKE YOU AWARE OF THAT.

YES, SIR.

IN THE, THE BIGGER AND WE WOULD LOVE THAT.

THAT'S NO, NO, I KNOW THAT, SIR.

I KNOW THAT.

THANK GUYS, MR. EARL CAMPBELL.

I'M SORRY.

I MISSED YOUR HAND BEING THAT'S OKAY.

UM, HOW, HOW, UM, INVOLVEMENT WITH THE PARTNERSHIP ARE THE PARENTS IN THE COMMUNITY IN THIS PROGRAM? UM, THIS YEAR SEVERAL, UM, SCHOOLS HAVE ACTUALLY ALREADY REACHED OUT AND SHARED THEIR FAMILY NIGHTS AND THEIR PARENT NIGHTS.

SO COMING UP ON SEPTEMBER 17TH, I'M ACTUALLY GOING ON A SATURDAY TO HELP AT LADIES ALLEN ELEMENTARY PARENT ACADEMY, THE USRE PARENT ACADEMY, UM, TO HELP CONTINUE TO SHOW THEM WHAT THEY CAN BE USING AT HOME FROM OUR PROGRAM, HOW IT'S BEING USED IN THE CLASSROOM AND JUST CONTINUE TO BUILD THAT UNDERSTANDING.

SO I'M HOPING TO BE INVOLVED AT THE FAMILY NIGHTS AND THEY'RE COMING UP.

THANK YOU.

YES SIR.

OKAY.

NOW WE CAN, NOW WE CAN BREAK FOR LUNCH.

THANK YOU GUYS FOR YOUR TIME.

ALL RIGHT.

AND YOU BE BACK.

APPRECIATE BEING HERE.

THANK YOU.

AND I APOLOGIZE ON THE LINE CONFUSION HERE.

OH THAT'S THANK YOUS.

SORRY.

YEAH.

LET'S, LET'S TRY TO DO LUNCH IN 20 MINUTES OR SO IF WE CAN'T.

OKAY.

UM, MS. BERRY, IF YOU COULD PUT UP THE GRAPHIC, PLEASE.

OKAY.

THANK YOU.

OH, GOOD.

LET'S SEE.

RIGHT.

GO.

I'M JUST KINDA WAITING FOR MISS CUSH BARRY TO PUT UP THE GRAPHIC SO YOU CAN ACTUALLY LET ME DO FAVOR.

OKAY.

YEAH.

SO IF YOU TAKE A LOOK, THANK YOU.

YEAH.

THE STUDENT CENTERED COACHING, YOU'RE GONNA GET A BRIEF UPDATE ON THIS.

IT IS PART OF THE NEXT PRESENTATION.

THE REASON IT'S INCORPORATED IS, AND MS. SUTON WILL SH SHARE WITH YOU SPEAKING TO WHAT MS. COLONEL GEIER SPOKE TO THAT CAPACITY BUILDING OF EDUCATORS IN ORDER TO HAVE EFFICACY OF PRACTICE, GOOD TEACHING, AND ACTUALLY STUDENT OUTCOMES.

SO WITH THAT, MRS. SUTTON, THANK YOU.

UM, AND IF YOU COULD ZOOM IN ON THE GRAPHIC A LITTLE BIT, SO FOLKS COULD SEE IT.

YOU CAN CLEARLY SEE THAT IN STUDENT CENTER COACHING, THE FOCUS IS ON STUDENT LEARNING.

AND I KIND OF THINK OF THIS AS AN ANALOGY TO LIKE WHAT NICK SABAN DOES FOR HIS FOOTBALL TEAM.

WE DON'T PUT OUR PLAYERS OUT ON THE FIELD WITHOUT SUPPORT.

AND IF WE THINK ABOUT OUR PLAYERS AS BEING OUR TEACHERS AND THE PEOPLE WHO ARE ON THE SCHOOL SITE, WORKING WITH CHILDREN EVERY DAY, THEY NEED SUPPORT AND

[03:20:01]

THEY GET SUPPORT FROM THEIR ADMINISTRATIVE TEAM, FROM THE INTERVENTIONIST.

UM, BUT MOST SPECIFICALLY THE ROLE OF A COACH IS TOTALLY SUPPORT.

IT IS NOT AN EVALUATIVE ROLE.

IT IS A SUPPORTIVE ROLE.

AND I THOUGHT IT WOULD BE IMPORTANT TODAY JUST TO WALK THROUGH IT VERY BRIEFLY.

UM, I WORKED DIRECTLY WITH MELISSA MURRAY, WHO IS OUR DIRECTOR OF LITERACY.

SO EACH SCHOOL HAS A LITERACY COACH.

MANY SCHOOLS HAVE A COACH, SOME SCHOOLS HAVE WHAT'S CALLED INSTRUCTIONAL COACHES.

SO THEY'RE CROSS CURRICULAR.

UM, BUT THE FOCUS OF THE COACH IS ESSENTIALLY THE SAME.

AND THE AREAS THAT A COACH WORKS IN IS COMPLEX.

AND IT ALSO HAS TO ALL HAPPEN AT ONE TIME.

SO IF YOU LOOK AT THE DIAGRAM, WE CAN SEE THE ROLES, THE COACH PLAY IN THE SCHOOL.

THE FIRST ROLE THAT THE COACH PLAYS IS TO DEVELOP WITH THE LEADERSHIP TEAM OF FOCUS AREA.

AND I'LL GIVE YOU AN EXAMPLE THAT DERIVED FROM THE INSTRUCTIONAL ROUNDS THAT DR.

RODRIGUEZ AND DR.

STRATOS LED LAST YEAR, MANY SCHOOLS, THEIR FOCUS WAS ACADEMICALLY RIGOROUS LANGUAGE.

UM, WE SAW WHEN WE WENT OUT TO THE SCHOOLS THAT MANY TEACHERS, INSTEAD OF HAVING THE STUDENTS MEET THE RIGOR WERE TRYING TO MEET WHERE THE STUDENTS WERE AND UNLESS YOU INCREASE THEIR VOCABULARY IN THEIR ABILITY TO MANIPULATE LANGUAGE, THEN THOSE STUDENTS WILL NEVER HAVE EQUITY AND ACCESS TO HIGHER EDUCATION.

UM, SO DECIDING WHAT IS THE FOCUS FOR YOUR COACHING TEAM? YOUR LEADERSHIP TEAM ALLOWS THE COACH TO THEN DEVELOP, UM, AREAS OF LOOKING FOR STUDENT EVIDENCE.

HOW CAN WE LOOK AT EVIDENCE OF STUDENT WORK IN THE CLASSROOM AND IN OUR PLCS TO SEE WHERE THE STUDENTS CURRENTLY ARE AND THEN DERIVE SYSTEMS OF SUPPORT TO HELP THE STUDENTS GET TO THE NEXT ACADEMIC TARGET? UM, SO NOT FOCUSING ON WHAT A TEACHER IS OR IS NOT DOING, FOCUSING ON THE QUALITY OF THE WORK THAT THE STUDENT IS ABLE TO DEVELOP BASED ON THE RIGOR OF INSTRUCTION THAT THEY ARE ENGAGING IN, IN THE CLASSROOM.

AND THAT ALLOWS THE COACH TO BE A COLLABORATOR.

THE COACH IS WORKING WITH THE TEACHER ON IDENTIFIED TARGET AREAS, IDENTIFIED IN COLLABORATION WITH THE TEACHER, NOT PRE-DECIDED BY AN ADMINISTRATOR OR, UM, THE DISTRICT OR A PERSON WHO'S NOT INVOLVED WITH THAT STUDENT IN THE CLASSROOM.

WHEN WE DECIDE WHERE WE WANT OUR LEARNING TO GO, IT HAS DEPTH AND MEANING THAT IT CANNOT HAVE IF IT'S IMPOSED ON YOU.

SO THEN THE COACH WORKS WITH THE TEACHER SIDE BY SIDE, THEY DEVELOP GROWTH TARGETS, THEY MONITOR THE TARGETS ALONG AND ALONG.

UM, YOU MENTIONED MR. SMITH, THE MTSS AND RTI.

AND SO THAT PROGRESS MONITORING IS VERY IMPORTANT TO THE WORK OF THE COACH BECAUSE IT ALLOWS THE COACH TO BE INVOLVED IN THE EVOLUTION OF THE CHILD, ATTAINING THE ACADEMIC GOALS THROUGHOUT THE SCHOOL YEAR, NOT JUST THE BEGINNING AND THEN THE END, UM, COACHES PLAY A VERY IMPORTANT ROLE IN ASSISTING IN THE IMPLEMENTATION OF OUR INSTRUCTIONAL INITIATIVES.

WE TALKED EARLIER ABOUT IREADY.

I'VE ATTENDED MANY OF THE TRAININGS FOR MAP AND LITERACY SO THAT WE KNOW WHAT THE PROGRAM IS AND HOW IT'S USED.

LAST YEAR, WE IMPLEMENTED SCHOLASTIC LITERACY IN 14 OF OUR SCHOOLS AND WORKING WITH THE COACHES, HOW DO WE SUPPORT THE TEACHERS AS THEY'RE EMBARKING ON NEW CURRICULUM AND HELPING THEM TO PRIORITIZE WHAT TO DO WHEN IS ESSENTIAL.

OTHERWISE TEACHERS ARE JUST BOMBARDED IN A GOOD WAY WITH RESOURCES, BUT NOT KNOWING HOW TO USE THE RESOURCES, KIND OF INVALIDATES THEM.

SO THE COACH REALLY UNDERSTANDS THE FRAMEWORK OF THE CURRICULUMS THAT WE ARE TRYING TO FOCUS ON AND MOVE FORWARD.

AND THEN THE COACH HELPS SUPPORT TEACHERS IN REAL TIME.

UM, THE NEXT ROLE OF A COACH IS TO PARTNER AND COLLABORATE, TO SUPPORT STUDENT LEARNING.

AND THE HEART OF THEIR WORK IS BASED ON THE RELATIONSHIPS THAT THEY BUILD WITH THE TEACHERS AND STUDENTS.

IF A TEACHER KNOWS

[03:25:01]

THAT THEY CAN COME TO THE COACH'S OFFICE AND CLOSE THE DOOR AND JUST SAY, I DON'T KNOW HOW TO DO SMALL GROUPS.

I'M JUST, I'M GREAT AT WHOLE GROUP INSTRUCTION, BUT I DON'T KNOW HOW TO PACE THE SMALL GROUPS.

AND I DON'T KNOW HOW TO CHOOSE THE STUDENTS TO PLACE THEM WITHIN SMALL GROUPS.

THEY CAN'T ADMIT THAT TO THEIR ADMINISTRATOR.

THEY WOULD BE HESITANT TO ADMIT IT TO THE PRINCIPAL, BUT THEY NEED TO HAVE A PERSON IN THE SCHOOL THAT THEY CAN BE VULNERABLE WITH.

LIKEWISE, THE ACADEMIC LEADERSHIP TEAM NEEDS TO HAVE A PERSON IN THE SCHOOL THAT IS THE EYES AND EARS OF THOSE VULNERABLE TEACHERS TO HELP GUIDE THE SUPPORT THAT THEY'RE PROVIDING.

UM, COACHES ARE GREAT SCAFFOLD, YOU KNOW, THEY SEE ALL THE PIECES AND BRING THEM TOGETHER.

UM, SO ULTIMATELY OUR GOAL IS TO PROPEL STUDENT AND TEACHER LEARNING, TO MEET AND EXCEED ACADEMIC TARGETS.

UM, I THINK IT'S A BEAUTIFUL PROGRAM.

IT'S A CONCEPT.

ISN'T NOT A PROGRAM.

IT'S A CONCEPT.

UM, PUT PEOPLE IN PLACE, HAVE THE TEACHERS THERE TO ADDRESS THE STUDENT NEEDS, BUT ALSO PROVIDE THE SCHOOL WITH THAT NON-JUDGMENTAL SUPPORT SO THAT PEOPLE CAN BE WHERE THEY ARE DEVELOPMENTALLY IN THEIR PROFESSION AND SET TARGETS AND GOALS FOR THEIR PROFESSIONAL LEARNING.

OKAY.

THANK YOU.

YOU'RE WELCOME.

SO AS MRS. MECHANIC COMES UP FORWARD, I DO WANNA SHARE WITH YOU, IF YOU RECALL, WHEN MELISSA HAD SPOKEN ABOUT COACHING AND THE WRITING PLAN AND USING STUDENT EVIDENCE IN ORDER TO DEVELOP THE PLAN, BASICALLY THIS IS PART OF THAT INITIATIVE.

SO AS WE'RE LOOKING AT STUDENT ACHIEVEMENT OR LOOKING AT WHAT I AM GOING TO TEACH, WE BASE OFF OF MASTERY AND UTILIZE THAT IF WE'VE MET IT OR NOT, IN ORDER TO CONTINUE WITH PLANNING, LET'S NOT SKIP OVER SOMETHING.

LET'S LOOK HOW WE CAN INCORPORATE SOMETHING IN ORDER THAT WE DON'T HAVE GAPS IN LEARNING.

AND THAT IS ACTUALLY A MODEL THAT'S BEEN PUSHED FORWARD FOR ACCELERATED LEARNING WITH THIS.

I WANNA BRING FORWARD ON FREEDOM MECHANIC, SHE'S NEW TO OUR TEAM.

SHE WILL ACTUALLY LEND TO THE CONVERSATION THAT THAT'S NOT A GOOD SITE.

IT'S BACK SHE LENDED A CONVERSATION THAT, UM, MR. CAMPBELL, MEL CAMPBELL BROUGHT FORWARD ON.

TALK TO ME ABOUT SOMETHING THAT'S CLOSING.

THIS IS A YOUNG LADY WHO'S ACTUALLY UTILIZED THE TOOL IS NOW WORKING WITH US SO SHE COULD SPEAK SPECIFICALLY TO PRACTICE MS. MECHANIC.

THANK YOU.

GOOD AFTERNOON, EVERYBODY.

UM, MY NAME IS FREE MECHANIC AGAIN, AS MARY, UH, DR.

STRATO SAID, AND I HAVE THE PLEASURE OF TALKING ABOUT NO RED, INC.

UM, I AM THE NEWEST MEMBER OF THE LITERACY TEAM HERE AT THE DISTRICT OFFICE, ALONG WITH ADRIAN SUTTON.

UM, AND I'M REALLY EXCITED.

UM, SO SOME OF MY GOALS AND INITIATIVE, I WORKED DIRECTLY WITH THE SECONDARY SCHOOLS, MIDDLE AND HIGH SCHOOL, AND I, UM, WORK WITH STUDENT CENTERED COACHING.

THE, I WAS A PART OF THE WRITING COMMITTEE FOR THE DISTRICT WRITING PLAN, NO READING, WHICH IS ONE OF MY FAVORITE PROGRAMS TO TALK ABOUT READING PLUS CURRICULUM WRITING.

AND I ALSO DO SUPPORT, UM, INSTRUCTIONAL SUPPORT.

WELL, ONE OF MY GOALS OR, AND THE GOALS OF THE TEAM IS TO SUPPORT SECONDARY SCHOOLS WITH THE IMPLEMENTATION OF DISTRICT INITIATIVES, UM, TO SUPPORT THE COACHES AND TO SUPPORT THE SCHOOLS WITH MOVING, UM, OUR LITERACY GOALS FORWARD.

SO, UM, EARLIER YOU GUYS TALKED ABOUT THE WRITING PLAN AND THE VISION FOR THE DISTRICT WRITING PLAN, HOW WRITING SHOULD BE DIRECT AND EXPLICIT INSTRUCTION, HOW LEARNING SHOULD BE MODELED AND REFLECT GRADUAL RELEASE AND HOW STUDENT STUDENTS SHOULD BE EXPECTED TO WRITE FREQUENTLY AND ACROSS, UM, ALL CONTENT AREAS AND NO RED INK DOES JUST THAT.

UM, SO IF YOU'LL GO TO THE NEXT SLIDE, PLEASE.

SO NO RED INK IS A SOFTWARE PROGRAM, AN INSTRUCTIONAL TOOL THAT DIRECTLY ALIGNS WITH THE VISION OF THE DISTRICT WRITING PLAN.

UM, IT IS ALIGNED TO THE SOUTH CAROLINA COLLEGE AND CAREER READY STANDARDS.

IT'S ALIGNED TO THE SC READY TEST, THE A, UM, AP LANGUAGE ARTS TEST.

IT'S ALIGNED TO S A T AND A C T, AND NO READY DOES THAT THROUGH PROVIDING PRACTICE THROUGH SCAFFOLDING, WRITING THROUGH ASSESSMENTS AND THROUGH, UM, TESTING AND DIAGNOSTICS.

IF YOU GO TO THE NEXT SLIDE, PLEASE.

SO AS A TEACHER, I REALLY VALUE THIS PROGRAM.

AND ON THIS SLIDE, I'VE PLACED SOME COMMENTS

[03:30:01]

THAT TEACHERS AND STUDENTS HAVE MADE ABOUT THIS PROGRAM.

UM, ONE TEACHER SAYS IT DOES EVERYTHING I NEED IT TO DO FROM IMPLEMENTATION TO PRACTICE, TO MASTERY THE STUDENTS.

UM, ONE OF THE FIRST THINGS THEY SEE WHEN THEY GO INTO THE PROGRAM IS THE PROGRAM GIVES THEM AN INTEREST INVENTORY WHERE THEY CAN PICK, UM, TV SHOWS, VIDEO GAMES, THINGS LIKE THAT THAT REALLY PEAKS THEIR INTEREST.

AND IT INCORPORATES THOSE INTERESTS INTO THE QUESTIONS AND THINGS THAT THEY GET.

SO WHEN THEY ARE WORKING ON PARALLEL STRUCTURE, FOR EXAMPLE, THE PROGRAM WILL SAY, WELL, SPONGEBOB SQUAREPANTS, UM, LIKES EATING, UM, PLAYING WITH HIS FRIENDS AND GOING CATCHING JELLYFISH.

SO THE KIDS WILL THEN IN TURN HAVE TO CORRECT THAT SENTENCE, BUT IT'S SOMETHING THAT THEY KNOW AND THEY CAN IDENTIFY WITH.

SO THEY'LL REMAIN ENGAGED IN THAT PROCESS.

UM, IF YOU'LL GO TO THE NEXT SLIDE.

OKAY.

NOPE.

THIS IS THE RIGHT SLIDE.

I'M SORRY.

SO WHAT NO REDDING DOES FOR TEACHERS IS IT DIAGNOSIS AREAS OF STRENGTH AND WEAKNESSES FOR THE STUDENTS IN THE BEGINNING, THEY'LL GET A DIAGNOSTIC TEST.

AND BASED ON THAT DIAGNOSTIC TEST, TEACHERS CAN GO IN, THEY CAN DIFFERENTIATE ASSIGNMENTS, THEY CAN ASSIGN MODULES, THEY CAN CREATE, UM, DIFFERENT ACTIVITIES FOR THE STUDENTS TO DO BASED SOLELY ON THAT INDIVIDUAL STUDENTS, UM, DIAGNOSTIC RESULTS.

SO THAT'S REALLY GOOD BECAUSE IT GIVES US ACTIONABLE, UM, DATA SO THAT WE CAN GO IN AND LOOK AT AND TAILOR OUR INSTRUCTION TO THAT DATA SPECIFICALLY, UM, ON THIS NEXT SLIDE, IT IS A TEACHER SPOTLIGHT.

SO THIS TEACHER AT HILTON HEAD MIDDLE SCHOOL USES THE PROGRAM TO BUILD WRITING RIGOR, UM, WITH THE STUDENTS BASED ON THE STUDENTS NEEDS.

SO YOU'LL SEE THAT THE TEACHER HAS A DUE DATE, WHICH IS SEPTEMBER 2ND.

SO WE CAN PRELOAD ALL OF OUR ASSESSMENTS FOR THE WEEK AND ALL OF OUR PROGRAMS FOR THE WEEK.

UM, SO THEY HAVE BELL RINGERS.

THEY HAVE QUICK RIGHTS, WHICH ARE SOME OF THE OTHER PROGRAMS THAT NO RED INC PROVIDES, WHICH DIRECTLY ALIGNS AGAIN WITH THAT WRITING PRO UM, WITH THE WRITING PLAN FOR THE DISTRICT.

YOU'LL GO TO THE NEXT SLIDE.

THIS IS ONE OF MY FAVORITES ALSO.

SO ON THIS SLIDE, WE HAVE A TEACHER RUBRIC, WE HAVE A GUIDED, UM, WRITING AND THE STUDENTS, THE TEACHERS CAN SET IT UP TO WHERE THE STUDENTS ONLY CAN DO A PART OF AN ESSAY AT A TIME.

SO IF THE TEACHER WANTS TO FOCUS ON THE INTRODUCTORY PARAGRAPH, THEY CAN JUST GIVE THE STUDENT THE PROMPT, HAVE THE STUDENT ONLY WRITE THE INTRODUCTORY PARAGRAPH.

WE CAN PUT NOTES ON THE SIDE WITH DEFINITIONS.

SO THE STUDENT ONLY, UM, FOCUSES ON THOSE PARTICULAR POINTS.

UM, FOR EXAMPLE, IN THE CENTER WHERE IT SAYS TOPIC, SENTENCE, THESIS, HOOK, THOSE ARE THE THINGS THAT WE WANT THE STUDENT TO FOCUS ON.

THOSE ARE THE THINGS THAT THE RUBRIC ON THERE IS GONNA GRADE.

AND THEN AT THE BOTTOM, ONCE YOU SCORE IT, IT'LL GIVE THE STUDENTS A PERCENTAGE POINT.

BUT THE THING THAT I COULD NOT FIT ON THE SLIDE WAS THAT THERE IS ALSO A SPACE FOR STUDENTS, UH, TEACHERS TO ADD COMMENTS ON THE STUDENT WRITING.

SO THE STUDENTS GET BACK REAL TIME FEEDBACK FROM THE STUDENTS, AS I MEAN FROM THE TEACHER, AS FAR AS THE TRANSITION SENTENCES AND THE RUBRIC AND THE TEACHER CAN GIVE THEM COMMENTS AS TO WHAT THEY NEED TO FIX, WHAT THEY NEED TO WORK ON AND HOW THEY NEED TO DO IT.

SO IF YOU'LL GO TO THE NEXT SLIDE, PLEASE, THE ACTIVITIES OVERVIEW.

UM, THE PROGRAM HAS QUICK RIGHTS.

LIKE I JUST DISCUSSED, IT HAS PEER REVIEWS.

SO THE STUDENTS CAN COLLABORATE ON THE, UM, SOFTWARE AS WELL.

THEY CAN DO GUIDED DRAFTS.

LIKE I JUST SAID, THE STUDENTS HAVE A TIME TO REFLECT ON ESSAYS SO THEY CAN SELF REVIEW.

UM, AS FAR AS GRAMMAR GOES, BECAUSE GRAMMAR WAS A BIG DEAL TO ME.

I'VE BEEN USING THIS PROGRAM SINCE BEFORE THE DISTRICT HAD THE, UM, THE PRO SUBSCRIPTION AND I USED IT FOR GRAMMAR.

SO THE GRAMMAR HAS PRACTICE AND THEY HAVE TO PRACTICE TO MASTERY.

AND SOMETIMES IT GETS A LITTLE DIFFICULT IF THE STUDENT MISSES THE SAME QUESTION, BUT THE PROGRAM WILL NOT ALLOW THE STUDENT TO MOVE ON UNTIL THEY DO THE TUTORIALS, WHICH THE STUDENT HAS ACCESS TO THE STUDENT HAS ACCESS TO HENCE THERE'S VIDEOS BUILT IN.

SO IF A STUDENT DOES NOT UNDERSTAND THE CONCEPT, THEY CAN GO IN AND THEY CAN TAKE OWNERSHIP OF THEIR LEARNING AT THAT POINT BEFORE A TEACHER STEPS IN AND SAYS, OKAY, WELL LET ME REMEDIATE, UM, LET ME GO BACK AND RETEACH THIS CONCEPT FOR THE STUDENT, IF YOU GO TO THE NEXT SLIDE.

SO THEN HERE IS ANOTHER EXAMPLE OF GUIDED WRITING AND QUICK,

[03:35:01]

UM, QUICK RIGHTS WHERE AGAIN, IT'S SCAFFOLD IT FOR THE STUDENTS.

SO EVEN, UM, STUDENTS THAT HAVE THAT NEED EXTRA SUPPORT, WE COULD CHUNK THE PROGRAM EVEN MORE SO THAT STUDENT CAN TAKE IT ONE TOPIC AT A TIME.

ALSO, ANOTHER POINT ON THIS SLIDE, TEACHERS CAN GO IN.

WE DON'T HAVE TO USE THE READY MADE PROMPTS THAT ARE ALREADY IN THE SYSTEM.

WE CAN GO IN AND PUT OUR OWN PROMPTS IN THERE.

SO IF IT'S TEXT THAT WE ARE USING, FOR EXAMPLE, WITH LIKE THE TDAS IN THE WRITING PLAN, WE CAN GO IN, PUT THE PROMPT IN NO RED INK.

WE CAN ACTUALLY LINK THE TEXT TO NO RED, INC AND STILL HAVE THE STUDENTS DO A GUIDED DRAFT OR A GUIDED WRITING WITH THE TEXT THAT WE SELECT TO PUT INTO THE PROGRAM.

AND THEN THE RUBRIC CAN BE UPLOADED.

WE CAN GO IN THERE AND USE A READY MADE RUBRIC, OR WE CAN UPLOAD OUR OWN RUBRIC AND WE CAN GO IN AND GRADE IT THAT WAY.

SO THE NEXT COUPLE OF SLIDES ARE JUST WHAT SOME TEACHERS SAID ABOUT THE PD, UM, THAT WE HELD AT SUMMER INSTITUTE.

SO THERE'S THINGS LIKE THE WRITING PORTFOLIO.

THEY THOUGHT IT WAS WONDERFUL.

THE MODULES WERE GREAT.

IT'S REALLY BECOME TEACHER FRIENDLY AND STUDENT FRIENDLY, AND IT DOES WONDERS FOR WRITING IN THE CLASSROOM.

SO ON THIS NEXT SLIDE, I KNOW EVERYONE IS INTERESTED IN DATA.

I'M AN ENGLISH PERSON.

SO I PUT DATA LAST BECAUSE I JUST LIKE THE, YOU KNOW, SIGNIFICANCE, BUT THE DATA IS IMPORTANT AND WE DO USE DATA TO DRIVE OUR INSTRUCTION.

SO THIS IS AN EXAMPLE OF WHAT A TEACHER WOULD SEE ON A GROWTH QUIZ, UM, REPORT TO TRACK STUDENT PROGRESS.

SO IN THE BEGINNING THEY GET A DIAGNOSTIC, THEY DO, UM, CHECK QUIZZES DURING THE MODULE AND THEN AT THE END.

AND AS YOU CAN SEE, YOU'LL BE ABLE TO SEE WHETHER A STUDENT IS BELOW BASIC, BASIC PROFICIENT ADVANCE, HOW MANY POINTS THEY'VE GROWN.

UM, SO AGAIN, IT'S ACTIONABLE DATA THAT THE TEACHER CAN USE REAL TIME TO GO IN, AND THAT WILL GUIDE OUR INSTRUCTION FOR OUR STUDENTS BECAUSE AT THE END OF THE DAY, WE JUST WANT OUR STUDENTS TO ADVANCE.

SO THERE'S ALL KINDS OF DATA REPORTS, THERE'S, UM, DATA REPORTS ON THE DIAGNOSTIC, WHERE YOU CAN GO IN AND LOOK AT THE QUESTIONS AND SEE WHAT QUESTIONS THE STUDENTS MISS THE MOST, AGAIN, ALL IN THE, UM, WITH, FOR THE SAKE OF MOVING OUR INSTRUCTION FORWARD, RIGHT? SO YOU CAN SEE THERE ARE CLASS PERFORMANCE REPORTS WHERE YOU CAN SEE THE PERCENTAGES OF STUDENTS GETTING CERTAIN QUESTIONS WRONG.

SO WE CAN DETERMINE WHETHER IT'S A STUDENT THING OR WHETHER IT'S THAT.

I DIDN'T TEACH THAT CONCEPT VERY WELL, AND I MAYBE NEED TO GO BACK AND RETEACH IT TO MAKE SURE THAT MY STUDENTS REALLY GRASP THE CONCEPT.

SO THERE'S MULTIPLE TYPES OF REPORTS AND MULTIPLE TYPES OF DATA IN THIS PROGRAM THAT WE CAN USE.

AND AGAIN, UM, OUR TEACHERS LOVE THAT NORE INC LETS THEM TRACK THE DATA AND RE REFER TO THE STUDENTS WRITING SKILLS AND THEY CAN SEE THEIR GROWTH AND DEVELOPMENT IN REAL TIME.

SO NOT ONLY IS IT GREAT FOR THE DATA, BUT NO RATING ALSO BUILDS IN SUPPORTS FOR OUR, UM, SUBGROUPS FOR OUR MULTILANGUAGE LEARNERS, FOR OUR, UM, STUDENTS THAT NEED ACCOMMODATIONS.

THEY HAVE THINGS LIKE, UM, TEXT TO SPEECH.

THEY HAVE, UM, STATE TESTING RESOURCES.

THEY HAVE, UM, GRAPHIC ORGANIZERS.

SO EVERYTHING THAT A TEACHER WOULD USE TO HELP ADVANCE OUR STUDENTS, ACHIEVEMENT, NO READING HAS IT BUILT IN.

AND SO THANK YOU FOR YOUR TIME.

THAT'S ALL I HAVE.

SO CAUSE WE CAN EXPAND RATHER HUMBLE AS SHE GOES FORWARD, WENT FORWARD WITH THIS PRESENTATION BECAUSE OF THE FACT THAT SHE'S UTILIZED THIS FOR US AS SHE SHARED THE FREE VERSION AND THEN UTILIZES WE ONBOARD THE LICENSING.

DISTRICTWIDE AT A SECONDARY LEVEL.

WHEN I ASKED HER, YOU KNOW, THE WHY OF DOING THIS PART OF THE PRESENTATION, MY QUESTION WAS TO HER AND IT WAS DIRECT.

DID IT CHANGE THE STUDENT ACHIEVEMENT IN YOUR CLASSROOM? WHAT WAS YOUR ANSWER? MA'AM IT, IT REALLY DID.

UM, I TAUGHT NINTH GRADE ENGLISH AT WELL BRANCH, EARLY COLLEGE, HIGH SCHOOL, AND MY FIRST YEAR USING IT, OUR EOC SCORES WERE RECORD BREAKING.

UM, AND THEN ONCE THE EOC WAS NO LONGER IN ENGLISH ONE, I STILL CONTINUED TO USE IT.

OUR EOC FOR ENGLISH TWO SCORES WERE JUST AS ASTOUNDING.

SO, AND, AND IT'S

[03:40:01]

DIRECTLY RELATED TO USING NO RED INC, ESPECIALLY FOR THE WRITING.

SO, UM, THAT'S WHY I GET SO EXCITED ABOUT THIS PROGRAM BECAUSE I KNOW WHAT IT CAN DO, ESPECIALLY WITH THE DEMOGRAPHIC OF STUDENTS, UM, THAT I TAUGHT AND HOW RELUCTANTLY THEY APPROACH WRITING.

THIS REALLY HELPED IN MY CLASS.

THANK YOU, MRS. MECHANIC AND MRS. SUTTON, ANY QUESTIONS AT THIS TIME BOARD MEMBERS, COLONEL GEIER.

THANK YOU, MR. CHAIRMAN.

UH, THIS IS FASCINATING TO ME.

COULD YOU, WOULD YOU SAY THIS IS WHAT'S THE MIXTURE OF A, OF ASYNCHRONOUS VERSUS SYNCHRONOUS USING THIS PROGRAM AND HOW COULD YOU GIVE ME AN EXAMPLE OF HOW YOU DO CLASSROOM MANAGEMENT WHEN YOU'RE, WHEN YOU'RE USING THIS? SO IT WORKS, IT LENDS ITSELF TO BOTH WAYS.

THE GOOD THING, I'M SORRY.

THE GOOD THING ABOUT NO RED INK IS THAT IT ALSO HAS HANDOUTS AND LESSONS AND GRAPHICS THAT YOU CAN PRINT OUT THAT YOU CAN PROJECT ON THE BOARD.

SO FOR EXAMPLE, WHEN I USE IT AS A BELL RINGER, THAT'S NOT SOMETHING THAT I WOULD JUST ALLOW THE STUDENTS TO DO.

I WOULD PROJECT IT ON THE BOARD AND I WOULD GO THROUGH IT WITH MY STUDENTS IN ORDER TO MAKE SURE THAT THEY UNDERSTOOD THE CONCEPT.

THAT WAY I USED IT IN SMALL GROUPS.

NOW WE KNOW STUDENTS CAN SOMETIMES GET A LITTLE OFF TRACK, BUT THAT'S WHERE THE USE OF DINO CAME IN.

FOR ME, IF I WAS WORKING IN SMALL GROUPS THAT WAY I COULD MESSAGE THEM AND SAY, I SEE YOU GET BACK ON TRACK, BUT YOU KNOW, IT'S, IT'S REALLY GOOD FOR SMALL GROUPS, THERE'S LESSONS AND THINGS THAT YOU COULD PRINT OUT IN THE PROGRAM.

THERE'S VIDEOS FOR STUDENTS.

IF THEY, UM, IF I AM WORKING WITH A SMALL GROUP AND THEY GET, UM, STUCK ON SOMETHING, THEY HAVE THE HINTS THAT ARE WRITTEN OUT, THAT THEY COULD DO TEXT TO SPEAK, BUT THEY ALSO HAVE VIDEOS TO SHOW HOW THESE THINGS ARE DONE.

SO IT REALLY ALLOWS FOR STUDENT OWNERSHIP, IT ALLOWS FOR SYNCHRONOUS AND ASYNCHRONOUS LEARNING.

AND, UM, IT IT'S REALLY GOOD IN THE CLASSROOM FOR THE KIDS.

DOES IT ALLOW THE FAST LEARNERS TO ADVANCE? ABSOLUTELY.

ABSOLUTELY.

IT DEFINITELY ALLOWS FOR ACCELERATED LEARNING.

AND NOT ONLY CAN YOU ASSIGN MODULES, UM, ONCE A STUDENT MASTERS, A MODULE, THEY CAN GO IN ON THEIR OWN AND PRACTICE EVEN THINGS THAT ARE NOT ASSIGNED.

SO IF WE'RE WORKING ON WRITING AND I TELL A STUDENT, YOU MIGHT WANNA GO BACK AND LOOK AT, UM, YOU KNOW, VERBS, THEN THEY CAN GO IN AND CLICK ON VERBS AND IT WILL GIVE THEM PRACTICE AND THEY CAN SELECT THE TYPE OF VERBS THAT THEY WANNA PRACTICE, OR THEY CAN SAY, WELL, MS. MECHANIC, WHAT SHOULD I PRACTICE? AND I SAY, OH, YOU CAN GO IN AND YOU CAN WORK ON CONJUNCTIONS, YOU KNOW, SPECIFICALLY THIS.

AND THEY CAN GO IN, CLICK ON IT AND WORK ON THAT WITHOUT ME EVEN HAVING TO ASSIGN IT.

AND, AND THIS IS REALLY A TOOL FOR MELISSA MURRAY, WHICH YOU BRIEFED US ON THE WRITING PROGRAM, RIGHT? YES IT IS, SIR.

AND I WANTED JUST TO SHARE HOW IT HA IS BEING UTILIZED AT SECONDARY AND HELPING WITH REGARD, IF WE RECOGNIZE WRITING IS OUR HIGHEST FORM OF UTILIZATION.

GREAT.

I WANTED TO SHARE THAT.

YES, SIR.

MS. BOATWRIGHT.

THANK YOU.

UM, THANK YOU FOR THE PRESENTATION.

AND IT SEEMS LIKE A GREAT TOOL FOR THE CLASSROOM.

FOR GRAMMAR.

I HAVE KIND OF TWO QUESTIONS.

UM, THE FIRST ONE IS, SO I HAVE A 10TH GRADER NOW, BUT SOME OF THESE PRO NOT, NOT THIS ONE, BUT SOME OF THESE PROGRAMS THAT GET ROLLED OUT THEIR USER INTERFACE, UM, CAN BE REALLY CHALLENGING.

AND I REMEMBER THERE WAS ONE WHERE WE WERE BOTH ALMOST IN TEARS BECAUSE EVERY TIME HE MISSED ONE, LIKE ON A 20 PER, YOU KNOW, 20, UH, QUESTION ASSESSMENT, YOU WOULD HAVE TO GO BACK AND REDO THE WHOLE ASSESSMENT IF YOU MISSED LIKE ONE.

AND IT WAS SO TIME CONSUM, YOU HAD TO RELOAD EVERYTHING.

UM, HOW DOES THAT WORK IN TERMS OF USER USABILITY IN THE CLASSROOM? SO THE PROGRAM IS REALLY EASY TO NAVIGATE.

YEAH, EVEN THOUGH IF YOU, IF A STUDENT SAY DOESN'T FINISH IN THE ALLOTTED TIME, THEY WON'T HAVE TO START OVER.

THEY CAN GO BACK IN AND PICK UP WHERE THEY LEFT OFF.

NOW, WHEN THEY'RE IN PRACTICE, THE PROGRAM GIVES THEM THREE TRIES.

UM, AND IF THEY GET STUCK, THEN THE PROGRAM WILL PROMPT THEM, USE THE TUTORIAL, WATCH THE VIDEOS.

BUT ULTIMATELY IF THEY REALLY JUST STRUGGLE ON A QUESTION AND THEY CAN'T GET THROUGH IT, THE TEACHER CAN THEN GO IN AND RESET IT TO WHERE THEY CAN MOVE ON.

BUT THAT'S A POINT IN TIME WHEN A TEACHER SHOULD SAY, OKAY, I NEED TO RETEACH THIS CONCEPT SO THAT YOU CAN MAKE IT THROUGH THIS PORTION, YOUR ON YOUR OWN.

AND I SHOULDN'T HAVE TO, UM, GO IN AND RESET IT SO THAT YOU CAN MOVE ON.

AND THEN I GUESS AS A FOLLOW UP TO THAT, YOU SAID THE TEACHER CAN RESET IT.

IS THIS BEING USED EXCLUSIVELY IN THE CLASSROOM? OR CAN KIDS DO THIS IN AN AFTERSCHOOL PROGRAM OR ON THEIR OWN PACE? GO AHEAD WITH THE, AT ALL PACE.

I'M SORRY, GO AHEAD.

OKAY.

SO STUDENTS CAN

[03:45:01]

DO THIS ON PACE.

AND IN FACT, I ENCOURAGE MY KIDS TO GO IN AND WORK ON IT JUST, UM, BECAUSE WE KNOW THAT DIALECT HERE IS REALLY THICK AND STUDENTS SOMETIMES STRUGGLE WITH CORRECT GRAMMAR.

SO I ENCOURAGE THEM TO USE IT ON THEIR OWN, ESPECIALLY FOR, UM, TIMES WHEN THEY DON'T FEEL AS IF THEY HAVE HOMEWORK.

WHAT I TELL MY PARENTS IS YOUR CHILD ALWAYS HAS HOMEWORK REGARDLESS.

AND THIS IS ONE OF THE THINGS THAT I TELL THEM, IF NOTHING ELSE GO ON, NO RED INK PRACTICE.

SOME OF THOSE GRAMMAR WE'RE WORKING ON VERBS IN CLASS, THERE'S EXTRA PRACTICE IN THERE.

GO AHEAD AND PRACTICE ON THOSE VERBS SO THAT WHEN IT'S TIME FOR US TO WRITE, YOU CAN DEMONSTRATE WHAT YOU'VE LEARNED.

YEAH, THAT'S GREAT.

AND I WOULD SAY AS A FOLLOW UP TO THAT, AND I KNOW I'M ASKING MORE THAN TWO QUESTIONS, BUT THEY'RE ALL RELATED.

UM, AS WE DO THESE COMMUNITY PARTNERSHIPS WITH, UM, LIKE THE CHURCHES AT ST.

HELEN OR THE BOYS AND GIRLS CLUB OVER ON SOUTH OF BROAD, HOPEFULLY WE CAN PROVIDE SOME TRAINING TO THOSE PEOPLE AS WELL ON HOW TO USE THIS PROGRAM.

SO IF THEY NEED TO HELP, THEY CAN.

SO PART OF THAT AS WELL, MRS. BOATWRIGHT, UM, CITED EARLIER, WE'RE LOOKING AT IT INCORPORATING COMPASS LEARNING FIRST, WHICH WOULD HAVE A LITTLE LESS OF A LEARNING CURVE AS SOME OF THE EDUCATORS, BECAUSE I WILL DIVULGE IN MY TIME, I DID NOT HAVE NO RED INK.

I HAD TO SIT THERE AND GIVE SCRIPTED, IMMEDIATE FEEDBACK.

I DID NOT HAVE THIS TOOL.

I WOULD BE A PREDOMINANT AMOUNT OF THOSE WERE ACTUALLY HELPING AN EXTENDED LEARNING OPPORTUNITIES AT OUR, AT OUR SITES.

YEAH.

SO THERE'S A LITTLE LARGER LEARNING CURVE.

SO WE, WE ARE TAKING THAT INTO CONSIDERATION, BUT THE STUDENTS HAVE THAT OPPORTUNITY FOR INDEPENDENT LEARNING MA'AM YEAH.

CUZ I'M A TECH SAVVY PARENT.

SOME OF THESE PROGRAMS NOW I HAVEN'T EXPERIENCED NO READY, BUT IF YOU HAVE A STUDENT WORKING AT HOME AND THEY GET STUCK AND FRUSTRATED AND THE PARENT'S TRYING TO HELP, IF THE PARENT DOESN'T HAVE THE TRAINER OR THE TECH SKILLS, IT JUST MAKES EVERYONE FRUSTRATED.

SO, UM, AND THE FINAL FOLLOW UP TO THIS ALL IS I SEE THAT IT'S INTEGRATED WITH POWER SCHOOL UNIFIED CLASSROOM SO THAT IT CAN ALL BE INITIATED TOGETHER AND NOT AS LIKE A SEPARATE PROGRAM, ARE WE USING IT THAT WAY? I CAN'T SPEAK TO THAT.

I DON'T HAVE DANIEL IN THE HOUSE IN THE SENSE FOR, IN ALLOWING IT FOR GRADES TO BE AUTOMATICALLY UPLOADED.

WERE YOU ABLE TO PROVIDE IT THAT WAY? NO.

SO THE INTEGRATION HAS NOT HAPPENED AND AGAIN, IT IS OUR FIRST YEAR GOING FULL DISTRICT.

LAST YEAR WE HAD A HANDFUL, MISS MECHANIC WAS, UM, A LOAN SOLDIER ON A BETA TEST AND I'LL LEAVE IT AT POLITELY.

UM, WE USED HER, I'LL BE VERY DIRECT.

SHE WAS.

AND WITH IT WAS HER INPUT THAT LED US TO GRADUALLY BRING IT ON THE HIGH SCHOOLS HAVE UTILIZED IT THE MOST.

YEAH.

I JUST, THESE GREAT PROGRAMS AND THEY LOOK GREAT.

THE IMPLEMENTATION HAS, WHICH SOUNDS LIKE WE ARE, BUT JUST MAKING SURE THAT IT'S, THAT IT'S USER FRIENDLY AS MUCH AS POSSIBLE.

THANK YOU, MISS.

YEAH.

THANK YOU CHAIR.

UM, THIS, THIS LOOKS FABULOUS IN THE WHOLE COMPREHENSIVE LOOK OF, OF THE WRITING PLAN BECAUSE WE KNOW AT LEAST THOSE OF US THAT ARE MY AGE, THIS USE, THIS LOOKS LIKE THE MODERN DAY VERSION OF DIAGRAMMING SENTENCES.

RIGHT.

I MEAN, WE ALL KNOW AND, AND ACTUALLY, RIGHT, RIGHT.

AND WE LEARNED A LOT FROM THAT.

AND SO, UM, I, I KNOW THROUGH MY YEARS I HAD SEEN ELA TEACHERS GET AWAY FROM GRAMMAR.

SO, YOU KNOW, BECAUSE OF TIME CONSTRAINTS OF ALL THE STANDARDS AND THINGS AND SO ON, BUT WE KNOW WHAT MECHANICS CAN DO TO AN ESSAY, IT CAN DESTROY AN ESSAY.

SO, UM, I'M VERY EXCITED ABOUT THIS PARTICULAR PART OF RED, INC.

EVEN THOUGH I KNOW IT'S MUCH MORE COMPREHENSIVE THAN JUST THIS, SO REALLY, REALLY GOOD.

THANK YOU, CAMPBELL.

I'M ASSUMING YOUR BIRTHDAY IS MARCH 27TH AND NOW WE KNOW, UM, I APPLAUD THIS PROGRAM, LIKE ANY OTHER PROGRAMS, INSTRUCTIONAL TOOL, THEY DEMONSTRATE WHAT GOOD TEACHING SHOULD BE DIAGRAMMING ALL PARTS OF SPEECH AND USAGE.

SO THESE ARE THINGS THAT, THAT ARE GENERALLY ACCEPTED AND THEY COME AROUND IN PERIODS.

OTHER CONCEPT, ANOTHER WAY OF APPROACH MY CONCERN.

AND, YOU KNOW, I KNOW YOU DON'T HAVE THE ANSWER TO THIS PARTLY PART OF THE ANSWER THAT I ASKED FOR EARLIER EVER, BUT MY CONCERN IS ENGAGEMENT.

I THINK PUTRIGHT MENTIONED SOME THINGS RELATIVE TO THE ENGAGEMENT IN ORDER TO, TO GET STUDENTS TO UTILIZE IT AT ITS MAX IS GONNA REQUIRE ENGAGEMENT FROM

[03:50:01]

THOSE WHO ARE GENERALLY NOT ENGAGED.

AND SOMETIME IT'S A LITTLE BIT DIFFERENT CULTURE THAN PER SE.

I'M NOT KNOCKING WHEEL BRANCH, BUT WILL BRANCH MIGHT HAVE A, A CULTURE THERE THAT ALL OF THE CHILDREN ARE BASICALLY KIND SAME LEVERAGE YOU GO TO ANOTHER SCHOOL LIKE HILTON HEAD OR BLUFFTON.

THERE WOULD BE A DIFFERENT DISPARITY IN THE GROUP ITSELF, HOW YOU ENGAGE THAT CHILD.

THAT'S NOT READILY ENGAGED IN THAT PROGRAM AFTER SCHOOL OR DURING TIMES THAT HE OR SHE NEEDS TO BE ENGAGED IN ORDER TO REALLY IMPROVE THAT ELEMENT OF, OF THE DESTRUCTION TO HIM PRIOR.

SO IF I COULD SHARE FROM, AND ACTUALLY WE SPOKE ABOUT THIS IN MY OFFICE, IN MY PRIOR LIFE AS A SECONDARY HIGH SCHOOL PRINCIPAL, IF I DID NOT HAVE THIS TOOL, I WOULD'VE HAD, UM, SIGNIFICANT DROP IN MY SCORES.

I'LL BE VERY DIRECT WITH THAT.

AND I PROBABLY WOULD'VE HAD, UM, MUT ME FROM MY ELA TEACHERS AND I'M GONNA BE REFERRING TO MY HONORS TEACHERS, MY IB DIPLOMA TEACHERS, BECAUSE IT WAS A STANDARD TOOL FOR UTILIZATION.

MY EXPECTATION AS A PRINCIPAL WAS ITS USE.

OUR GOAL IS THAT WE GET TO THAT LEVEL, WHAT OUR PRINCIPALS, OUR COACHES ARE HELPING US GET THERE.

AND I THINK THIS IS THE YEAR TO SEE A GREATER EMBEDDING.

THERE IS AN, UH, IT, I WOULD HAVE, HADAN BEING VERY DIRECT WITH EMAIL BECAUSE IT DOES ENGAGE.

IT DOES GET LED FOR COMPLEXITY.

STUDENTS SAW THE RESULTS OF THE PRACTICE AND GOING BACK AND SEEING THEIR A C T SCORES OR BEING READY TO SIT FOR THE WRITING COMPONENTS THAT WERE ASSOCIATED WITH AP TESTS, AS WELL AS THE DP.

SO, AND EVEN WITH OUR ACE CLASSES THAT I HAD AT, YOU KNOW, CAMBRIDGE COURSES, IT WAS A, A TOOL SIGNIFICANTLY USED.

AND I HAD A VERY DIVERSE ENVIRONMENT THAT I HAD TO, WE HAD TO DO A LOT OF TRICKS TO GET YOU ENGAGED, BUT WE SAW THE RESULTS BECAUSE THE STUDENTS SAW IT BECAUSE IT, THE IMMEDIATE FEEDBACK, THERE'S A TIME ESSENCE TIED TO THAT.

I'M CONCERNED WITH THE, WITH THE ENGAGEMENT ONCE IT'S HAPPENED, BUT I'M CONCERNED WITH THE DISENGAGED AND HOW YOU GET THEM ENGAGED.

AND DESPITE IT'S ANOTHER PROGRAM THAT TIME TESTED TO BE, YOU KNOW, SUCCESSFUL, AND YOU, YOU HAVE TO TEST THAT IS FOURTH GRADE TEACHER TEST THAT IN TERMS OF DIAGRAMMING, IT'S TIME TESTED.

BUT YOU KNOW, THERE'S SOME STUDENTS WHO NEVER COULD UNDERSTAND THE LINES, ALTHOUGH USE OF THE DIRECT OBJECT.

AND HOW DO YOU GET THEM ENGAGED WITH THE QUESTION? THE QUESTION IS REALLY, HOW DO YOU GET THAT UNMOTIVATED CHILD MOTIVATED EVEN WITH THIS PROGRAM? I SEE HOW IT WORKS.

YOU SEE HOW IT WORKS.

MOST OF US WOULD SEE HOW IT WORK.

THAT CHILD HAS NEVER SEEN ANYTHING THAT WORKS.

PARTICULARLY.

YOU MENTIONED SOMETHING ABOUT THE CHILDREN, LOCAL CHILDREN, RIGHT? IT CAN RELATE TO, TO YOUR DIFFERENCES HERE.

OKAY.

HOW DO YOU GET THEM ENGAGED PARENTS ENGAGED AFTER SCHOOLS, PROCESSES ENGAGED SO THAT IT BECOMES AN EFFECTIVE TOOL ACROSS THE BOARD.

SO I'D LIKE TO ADDRESS, ADDRESS THAT STATEMENT BY GIVING YOU AN ANECDOTE FOR A STUDENT THAT I HAD MY FIRST YEAR, UM, TEACHING AT WELL BRANCH WAS ACTUALLY MY FIRST YEAR TEACHING IN HIGH SCHOOL.

AND I, BEFORE THAT, MY, MY EXPERIENCE WAS AT THE MIDDLE SCHOOL LEVEL.

I TAUGHT ALL GRADES IN MIDDLE SCHOOL.

I HAD .

YEAH.

I HAD A STUDENT MY FIRST SEMESTER OF MY FIRST YEAR IN HIGH SCHOOL.

THAT WAS AN ESOL STUDENT THAT CAME IN WITH NO LANGUAGE, ABSOLUTELY NONE.

THEY SAT HIM IN MY CLASSROOM AND SAID, MS. MECHANIC, YOU HAVE TO TEACH HIM ON HIS LEVEL.

I COULDN'T EVEN COMMUNICATE WITH HIM CUZ HE HAD NO ENGLISH LANGUAGE.

NOW GRANTED, NO RED INK IS NOT THE END ALL BE ALL.

BUT IN, BY THE TIME THAT STUDENT GRADUATED, HE WAS FLUENT IN ENGLISH.

AND A LOT OF IT HAD TO DO WITH HIS MOTIVATION.

IT HAD TO DO WITH ME DOING BACK FLIPS AND JUMPING UP AND DOWN AND YOU KNOW, PUTTING ON A SHOW FOR HIM TO GET HIM TO UNDERSTAND IT HAD SOMETHING TO DO WITH GETTING HIS PARENTS TO UNDERSTAND AND DOWNLOADING ALL TYPES OF PROGRAMS. SO MY SHORTENED ANSWER TO YOUR QUESTION IS YOU HAVE TO GET ALL PARTIES INVOLVED.

YOU HAVE TO DO EVERYTHING YOU CAN DO IN THE CLASSROOM.

YOU HAVE TO SEND HOME THOSE PARENT LETTERS, WHICH NORE WILL HELP YOU GENERATE BY THE WAY YOU HAVE TO SEND.

[03:55:01]

RIGHT? RIGHT.

BUT YOU, YOU HAVE TO DO THESE THINGS AND THAT'S JUST BEST PRACTICE.

SO AFTER SCHOOL, IF YOU HAVE QUALIFIED EDUCATORS TEACHING IN THESE AFTER SCHOOL PROGRAMS, THEY MIGHT HAVE TO DO A BACK FLIP OR THEY MIGHT HAVE TO DO A SPLIT.

THEY MAY HAVE TO INVITE A PARENT TO DINNER, BUT THESE ARE THINGS THAT WE HAVE TO DO TO MAKE SURE THAT OUR STUDENTS SUCCEED.

SO CHAIRMAN DISTRIBUTOR, THAT THIS CLOSES OUR, UM, PORTION OF THE PRESENTATION WITH REGARD TO ADDRESSING INSTRUCTION AND OUR STUDENT ACHIEVEMENT GAP.

THE FINAL PRESENTATION FROM INSTRUCTIONAL SERVICES TODAY, I'M STARTING TO FEEL LIKE, HI, THE FINAL PRESENTATION PRESENTATION LESSONS LEARNED FROM COVID 19 WILL PROVIDE YOU WITH THREE GLOBAL B BIG REFLECTIONS OR LESSONS THAT HAVE SURFACED FROM THE RESEARCH, A SUPPORT TO TEACHERS TO CONTINUE TEACHING DURING SCHOOL CLOSURE.

IN OTHER WORDS, US AS A DISTRICT, WHAT HAVE WE DONE FOR OUR TEACHERS DURING ENCLOSURE AND AFTER B APPROACHES TO ENSURE THE CONTINUUM OF LEARNING AND C APPROACHES TO REACH THE MOST MARGINALIZED LEARNERS.

THESE LESSONS WERE USED TO CODIFY INPUT INPUT FROM A LOCAL FOCUS GROUP THAT PROVIDED REFLECTION AND INPUT ON THE QUESTION.

WHAT DID WE LEARN FROM COVID 19? SO IF YOU GO IN YOUR PACKET, IT IS A SUMMARY WITH A COVER SHEET.

I WILL NOT WALK YOU THROUGH THE READING.

I HAVE HELD YOU WAY BEYOND MY LIMITED AMOUNT OF TIME TO HAVE YOU AT YOUR SEATS.

PAGE ONE GIVES YOU BACKGROUND OF THE RESEARCH.

I WILL SHARE WITH YOU.

I LOOKED AT NATIONAL AND INTERNATIONAL INFORMATION.

I TOOK THOSE THREE AREAS THAT I JUST CITED TO YOU.

AND IF YOU GO TO PAGE THREE, IT IS A START OF THE TABLE.

AGAIN, THE QUESTION WAS, WHAT DID YOU LEARN? EXCUSE ME, FROM COVID 19 COLUMN A BASICALLY GIVES YOU WHAT THE RESPONSE IS.

THE NEXT THREE COLLINS BASICALLY ALIGN WITH WHAT I JUST SHARED WITH YOU SUPPORT FOR TEACHERS, CONTINUAL LEARNING SUPPORT FOR MARGIN I MARGINALIZED LEARNING LEARNERS.

THE FOLLOWING IS ACTION TAKEN.

AND THEN JUST A QUICK SUMMARY AGAIN OF LESSON LEARNED.

I'LL PAUSE AND I'LL LET YOU GO THROUGH PART OF THIS.

AND THEN I'LL HIGHLIGHT ABOUT TWO OF THESE ITEMS IN THIS EXECUTIVE SUMMARY.

AS I SEE YOUR EYES LOOKING BE UP, I'LL GO TO PAGE FIVE, PLEASE.

IF YOU LOOK AT THE ITALICIZED I ITEM AND COLUMN A IDENTIFIED, A GREATER NEED FOR CONTINUITY FOR CHILDCARE PROVIDED OUR TEACHERS WOULD ADDED CHILDCARE OPTIONS.

AS THOSE WOULD THE EXACT WORDS WE FOUND THAT OUR TEACHERS, BECAUSE THEY WERE HOME FULL TIME AND AS WE'RE TRANSITIONING EITHER FROM CLOSURE TO HYBRID TO OPENING FULL TIME, SOME OF US KEPT OUR CHILDREN HOME.

HOW DO I MAINTAIN EMPLOYMENT? I CHOSE AND OUR TEAM CHOSE THE THREE XS.

IT HELPED OUR EDUCATORS BY GIVING THE CHILDCARE.

IT MAINTAINED AN OPPORTUNITY FOR CONTINUED LEARNING AND MAINTAINED OPPORTUNITY FOR MARGINALIZED STUDENTS, BECAUSE WE WERE ABLE TO GIVE CONTINUAL LEARNING TO OUR FAMILIES SO THAT EDUCATOR CAN GO AND DO TUTORING AFTER SCHOOL.

IF YOU LOOK TO THE NEXT COLUMN DEVELOPMENT OF AFTERCARE FOR EMPLOYEES AS A MEANS OF FAMILY SUPPORT AND MEET WORKFORCE NEEDS.

AND THE LAST ITEM ON THAT ROW IS THE REAL, THE REALITY OF WHO IS HELPING OUR TEACHERS IN ORDER THAT THEY MAY CONTINUE TO SERVICE OUR STUDENTS.

AND THAT WAS THE DISTRICT.

IF YOU LOOK AT THE NEXT IT SIZE ITEM ON, ON FIRST COLUMN, TAUGHT TEACHERS A LOT ABOUT THE HOME SITUATION, CHILDREN ARE EXPOSED, NOT ALL STUDENTS HAVE A QUIET PLACE

[04:00:01]

TO LEARN AS A REALITY VIRTUAL LEARNING ENVIRONMENTS, VIRTUAL LESSONS BROUGHT TEACHERS INTO THE HOME OF OUR STUDENTS.

REALITY.

NOT ALL STUDENTS HAVE THE SAME OPPORTUNITIES FOR, FOR A PLACE TO LEARN.

MANY STUDENTS HAD TO FIND ALTERNATE LOCATIONS IN ORDER TO HAVE A QUIET PLACE.

WHEN THAT WAS SHARED WITH ME, I REMEMBER THE BOARD MEETING WHERE ONE OF OUR MEMBERS ACTUALLY SHARED OF THE STUDENTS OUTSIDE LEFTON LIBRARY AND HOW THEY NEEDED SITES OR HOW WE HAD STUDENTS ACTUALLY SITTING IN OUR PARKING LOT HERE, THE DISTRICT OFFICE OR AT OTHER SCHOOLS IN ORDER TO MAINTAIN LEARNING.

I FELT AS THESE WERE IMPORTANT POINTS TO COME FORWARD, CUZ IT SHOWS A DISPARITY OF OUR COMMUNITY.

AND YET WE HAVE SUCH PASSIONATE AND HARDWORKING INDIVIDUALS TO TRY TO MAKE A DIFFERENCE IN THE LIVES OF KIDS.

THAT'S REFLECTED BY YOURSELVES BY GO TO THE VERY LAST PAGE, AT LEAST PAGE SIX, CUZ I DID GIVE YOU A QUICK SUMMARY.

AND IF YOU LOOK AT THE LAST THREE ROWS OF THIS TABLE, I DO WANNA POINT OUT.

AND THESE WERE JUST ACROSS THE BOARD, THE CURRENT MINDSET OF ACCEPTANCE AND A MORE POSITIVE ATMOSPHERE THAT HAS PROVEN TO RESULT IN MORE RESILIENT SCHOOLS AND LEARNING SYSTEMS WE HAVE BEEN THROUGH THIS TOGETHER WAS A LANGUAGE UTILIZED.

NEXT PARENTS RECOGNIZE THE IMPORTANCE OF EDUCATORS.

IT'S NOT EASY TO TEACH THE FINAL ITEM ACTUALLY.

AND THEN I THINK IS ACTUALLY SIGNIFICANT IS NOT JUST WITHIN THE CLASSROOM IS THE COMMITMENT THAT OUR EDUCA EDUCATORS CLASSIFIED BUS DRIVERS AND OUR COMMUNITY HAS FOR OUR STUDENTS.

THOSE ARE THE EXACT WORDS FROM THE FOCUS GROUP.

AND I THINK THAT WAS SIGNIFICANT TO END THE TABLE WITH.

SO WITH THAT, I PROVIDED YOU A SUMMARY AND JUST SOME QUICK RE SOME QUICK, QUICK RESOURCES AND REFERENCES, UM, FOR YOURSELVES.

SO I WON'T BELITTLE BY READING THIS TO YOU, IT'S PROVIDED TO YOU, UM, FOR YOUR OWN READING, BUT, UM, I CAN'T GIVE YOU THE ANSWERS ON COVID 19.

I COULD SHARE WITH YOU AND AS YOU, AS YOU EXPERIENCE THE WORK THAT WE'VE DONE.

SO AGAIN, I WILL THANK YOU FOR YOUR TIME AND, AND ANY DISCUSSION I AM OPEN FOR IT.

NO MISS, I BELIEVE THIS WAS YOUR REQUEST.

IT WAS SO I, I, I THINK YOU HIT ON ALL THE THINGS THAT I WOULD'VE THOUGHT OF.

AND I GUESS THE, THE NEXT PART IS SOME OF THESE THINGS, RESPONSES THAT THE DISTRICT CAME UP WITH, UM, HOW DO WE CONTINUE WITH THEM? WHEN ARE, HOW ARE THEY NECESSARY? I CAN POINT TO ONE RIGHT NOW, THE STAFF, UM, CHILDCARE FOR OUR STAFF.

I BELIEVE WE'RE OFFERING THAT.

YES, MA'AM AGAIN FOR, SO THAT'S SOMETHING THAT WE'VE MOVED FORWARD.

I'M SURE THERE ARE OTHER THINGS IN HERE AS WELL THAT WE LEARNED FROM, AND WE LEARNED THE VALUE OF FACE TO FACE.

WE LEARNED THE VALUE OF KNOWING WHERE OUR KIDS COME FROM THEIR HOME ENVIRONMENT AND HOW THAT IMPACTS THEM.

UM, SO HOW WE MOVE FORWARD WITH THOSE LEARNINGS, IF I, I THINK, YOU KNOW, UH, WHAT, WHAT YOU JUST SAID IS REALLY IMPORTANT, BUT I THINK WE ALSO NEED TO REALIZE THAT SOME OF THESE ARE STILL CAPTURED UNDER ESSER, RIGHT? AND SO WE WILL NEED TO ENSURE SOME OF THESE REALLY HIGH VALUE THINGS THAT WE'RE SEEING A GREAT RETURN ON INVESTMENT, THAT THOSE GET WORKED INTO BUDGETS OVER THE NEXT COUPLE OF YEARS, SO THAT THEY'RE PRESERVED IN, IN, UH, IN WHAT WE DO AND IN WHAT WE OFFER.

RIGHT.

SO THAT'S JUST SOMETHING TO KEEP IN MIND, UH, ALONG THOSE LINES, BUT YEAH, CAMPBELL, SAME KIND OF QUESTIONING, EXCEPT YOU KNOW, OF ALL THE LESSONS WE LEARNED.

DOES IT CREATE A, UH, URGENCY IN TERMS OF FUTURE PLANNING? NOT NECESSARILY FROM A STANDPOINT OF SOME OF THE BASIC PROGRAMS LIKE CHILDCARE OR, OR CHILDCARE FULL OF EDUCATORS, BUT HOW, HOW ARE SCHOOLS GONNA LOOK IN THE FUTURE? ARE WE PHAS IN SOME OF THESE THINGS SO THAT THE NEXT CATASTROPHE OR PANDEMIC DOESN'T HAVE THAT KIND OF IMPACT THAT IT HAD PASS THAT YOU'RE PREPARED AND, AND, YOU KNOW, I'M THINKING JUST SIMPLE THINGS LIKE, LIKE EDUCATORS, UNDERSTANDING WHERE OUR CHILDREN COME FROM AS A, AS A GENERAL THEME OF HOW WE EDUCATE MM-HMM AND, AND, AND, AND, AND, YOU KNOW, DEVELOPING A CULTURE OF CARING, YOU KNOW, THAT HASN'T, THAT DOESN'T HAVE TO BE MANIFESTED WHEN WE HAVE A CRISIS NOW.

UH, MAY I, SO, UH, MR. CAMPBELL, I THINK, YOU KNOW, THAT'S INCREDIBLY IMPORTANT

[04:05:01]

AND A HUGE LESSON LEARNED THAT THAT MANY OF OUR STUDENTS, RIGHT.

I, I DON'T KNOW IF I WANNA CALL THAT A NECESSARILY A LESSON LEARNED, BUT IT'S JUST AN AFFIRMATION OF WHAT I THINK WE, WE HAVE KNOWN.

RIGHT.

I THINK THAT MIGHT BE A BETTER WAY TO SAY, RIGHT? MANY OF OUR STUDENTS COME TO SCHOOL AND, AND, UH, IN THEIR OWN CIRCUMSTANCES, UH, FACE INCREDIBLE EITHER HARDSHIPS OR TRAUMA OR OTHER THINGS THAT THEY'RE DEALING WITH, THAT THEY COME TO THE TABLE WITH.

RIGHT.

AND YOU KNOW, THOSE OF YOU THAT ARE EDUCATORS KNOW THAT MUCH OF WHAT YOU HEAR IN YOUR EARLY YEARS IN, IN, UH, COLLEGE, WHEN YOU'RE PREPARING TO BECOME A TEACHER, YOU HEAR ABOUT, UM, UH, MASLOW AND MASLOW'S HIERARCHY OF NEEDS.

RIGHT.

THE OTHER THING YOU HEAR A LOT ABOUT IS, WELL, WE USED TO HEAR A LOT ABOUT DATING MYSELF A LITTLE BIT, BUT WAS BLOOM'S TAXONOMY.

RIGHT.

OKAY.

BUT NOW WE CALL IT WEB DEPTH OF KNOWLEDGE.

RIGHT.

MM-HMM AND HOW WE GET KIDS TO THINK, UH, CRITICALLY AT HIGHER LEVELS.

RIGHT.

SO, SO, YOU KNOW, THERE IS SUCH A THING AS, UM, MASLOW BEFORE BLOOMS, RIGHT? THAT, THAT IN ORDER TO GET YOU TO FUNCTION WITH THE, THE STANDARDS AT THE LEVEL OF WHICH, UH, YOU'RE REQUIRED TO FUNCTION AND ALL OF THOSE THINGS, YOU KNOW, YOUR, YOUR BASIC NEEDS, UH, NEED TO BE ADDRESSED AS WELL.

AND IF SOMEBODY'S COME TO SCHOOL AND HASN'T EATEN FOR THREE YEARS OR THREE YEARS, THREE DAYS, OR HAS HAD A, AN ISSUE, RIGHT.

I MEAN, UH, KEEPING IN MIND, WE ARE A SYSTEM THAT'S 57% STUDENTS OF POVERTY, RIGHT? AND THAT'S FROM ONE END OF BEAUFORD TO THE OTHER END OF BEAUFORD.

IT DOESN'T, IT DOESN'T, UH, DISCRIMINATE US TO WHERE IT, IT HITS.

UM, THE REALITY IS THAT THAT'S WHY YOU HAVE SOME THINGS LIKE SOCIAL, EMOTIONAL LEARNING FOR KIDS AND SUPPORTS IN PLACE FOR STUDENTS, UH, THAT THOSE ARE IMPORTANT COMPONENTS FOR EDUCATORS TO UNDERSTAND WHERE, WHERE OUR KIDS ARE COMING FROM, IN ORDER TO BETTER, UH, MEET THEIR NEEDS AND PUSH THEM FURTHER IN THEIR ACADEMIC PROGRESS.

SO, MS. FI YOU HAD YOUR HAND ON, DON'T NO LONGER APPRECIATE EACH OF YOU NO.

FOLLOW UP.

I UNDERSTAND ALL OF, ALL OF THAT.

I I'M, I'M THINKING, YOU KNOW, THINGS LIKE WE TALKED ABOUT EARLIER IN TERMS OF THE CLASSIFIED STAFFING.

YEAH.

HOW, HOW HOW'S THAT NOW PIVOT US TO, TO HIRE MORE SOCIAL WORKERS AND HAVE THEM IN PLACE HAVE, WELL, WELL HALL MONITORS IN PLACE.

JUST THINGS THAT, THAT WE CAN DO, YOU KNOW, SYSTEMICALLY TO, TO HOW BE AHEAD OF THE CURVE NEXT TIME.

DOES THAT, DOES THAT PUT US IN POSITION WHERE WE ARE LOOKING, BUT WE'RE GONNA LOOK DIFFERENTLY THE NEXT TIME, FIVE YEARS, 10 YEARS FROM NOW, WE'RE GONNA LOOK DIFFERENTLY.

WE'RE NOT GONNA BE CURRING AROUND.

YEP.

BECAUSE WE'RE GONNA KNOW EVERYBODY'S NOW ON THE TEAM.

MM-HMM THAT WE NEED ON THE TEAM.

THAT'S THAT'S YEAH.

THAT'S, THAT'S WHAT I WANNA ENCOURAGE FROM ALL OF THE THINGS I SEE HERE.

THAT'S THE LESSON I LEARNED THAT WE NEED TO HAVE A DIFFERENT CULTURE IN PLACE NEXT TIME.

SO JUST TO BLEND IT AND, AND AT CLOSING, WE AT LEAST HAVE THE FOUNDATION OF A PLAYBOOK.

NOW WE DID NOT HAVE THAT.

YES, YES, SIR.

THANK WE ARE BACK ON SCHEDULE.

NOW I GOT US OUT TURN THERE.

UM, NEXT ITEM IS CITY OF BUFORD, ANNEXATION OF ROBERT SMALLS RECEIVED A LETTER FROM, UM, MAYOR MURRAY, UH, EXPRESSING A DESIRE TO ANNEX ROBERT SMALLS INTO THE CITY OF BEAUFORT.

THE REASONING BEING THAT, UM, THE LAND AROUND THE SCHOOL IS PART OF, PART OF THE CITY OF BEAUFORT.

AND THEY'RE TRYING TO ELIMINATE DONUT HOLES.

UM, I'M JUST SAYING WHAT THE LETTER SAID.

I'M NOT ENDORSING OUR THAT AT ALL.

UM, BUT THERE IS SOMETHING TO CONTINUITY OF, OF LAW ENFORCEMENT COVERAGE, ET CETERA, ET C CETERA.

SO I'M BRINGING THIS, UH, TO THE BOARD AND TO THE DISTRICT, MR. AWNING, UM, TO GET A SENSE OF, OF WHAT, HOW WE

[04:10:01]

FEEL ABOUT THIS.

UH, I MEAN, I HAVE MY OWN PERSONAL THINGS, BUT I'M NOT THE BOARD.

SO MR. OING, WHAT I CAN TELL YOU IS THAT AS FAR AS, UM, THE ZONING CHANGE LONG TERM, UH, WE WOULD BE IN SUPPORT OF THAT.

THERE'S NO REAL REASON LONG TERM NOT TO GO TO THE CITY OF BEAUFORT.

THERE ARE SOME CONCERNS RIGHT NOW FOR US BEING THAT OUR PROJECT IS CURRENTLY UNDER CONSTRUCTION AND ALL OUR PERMITS RIGHT NOW ARE THROUGH THE COUNTY, UH, WITH THE, UH, STORM WATER AND, AND EROSION CONTROL.

I, TO BE HONEST WITH YOU AND I HAVE NOT CHECKED YET, I DON'T KNOW WHAT HAPPENS IF IN THE MIDDLE OF A CONSTRUCTION PROJECT, WE CHANGED OUR PERMITTING AUTHORITY.

UM, I'VE NEVER HAD THAT HAPPEN BEFORE.

SO I, I, AND I WILL SAY THAT THE COUNTY PERMITS ARE A LITTLE DIFFERENT FROM THE CITY OF BEAUFORT, UH, REQUIREMENTS.

SO I HAVE SOME CONCERNS THERE AND IT'S ALL ABOUT TIMING.

UM, SO ON MY SIDE, THAT THAT IS ALL THAT, UH, THAT'S WHAT I WOULD HAVE TO SAY ABOUT IT.

AND I DON'T MIND LOOKING INTO IT IF YOU WANT ME TO LOOK INTO WHAT THAT HAPPENS, IF WE DO MAKE THAT TRANSITION.

I, I THINK WE JUST WANT YOUR OPINION ON WHETHER IT'S A GOOD OR A BAD IDEA.

UM, DO EASEMENTS CHANGE, IF YOU HAVE AN EASEMENT, DOES IT CHANGE IF YOU MOVE TO A DIFFERENT JURISDICTION OR DO YOU KEEP THAT? NO.

UM, NO, BECAUSE ALL THE STORM WATER, WE OWN OURSELVES, UH, THE ROADS INTERNALLY, WE OWN OURSELVES WHAT WE GIVE EASEMENTS FOR ON OUR PROPERTY OR FOR WATER AND SEWER, WHICH IS BEAU FOR JASPER WATER AND SEWER, WHICH WOULD NOT CHANGE THAT STILL WOULD BE IN PLACE.

I DON'T KNOW OF A SINGLE EASEMENT.

WE ARE GIVING THE COUNTY RIGHT NOW FOR ANYTHING.

SO I, I DON'T THINK THAT WOULD HAVE ANY IMPACT I'M ASKING BECAUSE IT, I WAS THINKING ABOUT THAT CONVERSATION WE HAD ABOUT THE TRAFFIC MM-HMM AND HOW IT WOULD REQUIRE EASEMENTS FOR THEM TO REDIRECT THE, AS YOU WOULD CALL SEVERAL DIFFERENT OPTIONS THERE.

UM, AND I JUST WANTED TO MAKE SURE THAT THIS WASN'T, UM, THOSE, THOSE EASEMENTS RELATED TO THAT YEAH, THOSE EASEMENTS YOU'RE REFERRING TO ARE PEOPLE THAT WANTED TO PUT A ROAD ON OUR PROPERTY.

SO THAT'S US GIVING ACCESS TO ANOTHER PROPERTY OWNER THAT AGAIN, THAT WOULD HAVE, WHETHER IT'S IN THE CITY OR COUNTY, EVEN IF WE DECIDED TO DO THAT, IT HAS NO IMPACT REALLY ON THAT.

ALL RIGHT.

SO THAT'S NOT A HIDDEN AGENDA.

MM-HMM GREAT.

NOT, NOT THAT I'M AWARE OF, UM, MR. OR COLONEL CHAIRMAN, A ROBERT.

YES, SIR.

IS IT POSSIBLE TO START NEGOTIATIONS WITH THE CITY AND BRING UP THAT ISSUE? BECAUSE FRANKLY, UM, BUFORD, I LIVE IN THE CITY OF BUFORD AND BUFORD CITY, UM, PLANNING AND, AND DEPARTMENT, AND THERE, UH, ISSUES WITH, UH, BUILDING PERMITS AND SO ON IS PROBLEMATIC, UH, JUST, AND I'M BEING KIND.

UM, SO IT SEEMS TO ME, WE COULD NEGOTIATE WITH THEM TO SAY, YOU KNOW, MAYBE YOU CAN, WE CAN DO THIS, BUT DON'T MESS WITH OUR PERMITS.

AND, UH, IF NOT, WE'LL WAIT UNTIL WE'RE DONE AND THEN WE'LL TALK ABOUT IT.

THAT'S BUT I CAN'T, I CAN'T SEE TRYING TO CHANGE MIDDLE STREAM.

UH, I THINK IT'S GONNA, THAT WOULD BE A BIG, BIG MISTAKE TO DO THAT, OR TRY TO DO THAT.

CUZ THERE, THERE WOULD BE CONFLICTS DR WISNESKI.

THANK YOU, MR CHAIR.

UM, I'D JUST LIKE TO THANK THE MAYOR FOR HIS, YOU KNOW, BEING AHEAD OF THE GAME ON BRINGING FORWARD THIS TO US AND, AND APPROACHING US IN THIS WAY.

I THINK THAT THAT'S, UM, VERY PROFESSIONAL.

UM, THE ONE THING THAT I WAS, AS I WAS READING, THE LETTER THAT I WAS THINKING ABOUT IS THE TRANSITION.

HE DOES MENTION THE SCHOOL RESOURCE OFFICER PROGRAM AND THE TRANSITION TO THE CITY OF BEAUFORT.

I KNOW THAT THAT'S, UH, A DIFFICULT TO STAFF AREA AND WE HAVE THAT COVERED PRESENTLY.

SO I WOULD LIKE THAT TO BE INCLUDED IN ANY CONVERSATION AND IF WE ARE GOING TO EVENTUALLY TRANSITION OVER TO THEM, THAT THAT RESOURCE OFFICER IS IN PLACE AT THE CITY OF BEAUFORT ALREADY.

AND IT'S NOT SOMETHING THAT THEY'RE GONNA HAVE TO FILL OR WE'RE GONNA HAVE TO SCRAMBLE TO FILL.

UM, THAT THAT'S MY, AND I ALSO SHARE YOUR OTHER CONCERNS ABOUT THE PERMITTING.

UM, MAYBE IT'S A LITTLE EARLY AND WE, WE LOOK AT THIS IN THE FUTURE ONCE WE MAKE SURE THAT THOSE LITTLE THINGS ARE TIED UP, I MISSED BOAT, RIGHT?

[04:15:04]

HI, THANK YOU.

UM, SORRY.

MAYBE YOU SHOULD COME BACK TO ME BY DOG.

SEE SOMETHING, UH, SHOULD STOP.

NOW.

I WAS WONDER I HAVE THE SAME CONCERNS THAT EVERYONE ELSE HAD, ESPECIALLY WITH, UM, LIKE THE SRO PROGRAM.

CAUSE I BELIEVE WE HAVE A CONTRACT WITH, UH, THE BAUER COUNTY SHERIFF'S OFFICE.

AND I WAS WONDERING IF ROBERT KNEW HOW MANY SCHOOLS ARE IN UNINCORPORATED BAUER COUNTY VERSUS HOW MANY SCHOOLS ARE UNDER THE TOWN OF BLUFFTON, THE TOWN OF BEAUFORT OR THE TOWN OF HILTON HEAD.

AND WHEN THE ONE, THE ONES I KNOW, UM, OBVIOUSLY THE HILTON HEAD SCHOOLS ARE ALL IN THE TOWN OF HILTON HEAD AND HOW THAT AFFECTS THINGS LIKE, UH, UH, SCHOOL RESOURCE OFFICERS.

CAUSE I DON'T THINK WE HAVE, I MEAN, I DON'T THINK TOWN OF BLUFFTON PROVIDES SCHOOL RESOURCE OFFICERS, UH, FOR BLUFF AND HIGH.

YEAH.

THAT'S ALL TOWN LIMITS THE, THE SROS, UH, FROM THE SHERIFF'S OFFICE.

UH, FOR EXAMPLE, IN HILTON HEAD, THOSE ARE, THOSE ARE PROVIDED THROUGH THE SHERIFF'S OFFICE IN, IN HILTON HEAD.

THE CITY OF BLUFFTON PROVIDES THEIR, UH, SROS THROUGH THE, THROUGH THE TOWN OF BLUFFTON, I SHOULD SAY THROUGH THE TOWN OF BLUFFTON AND THE SAME IS TRUE FOR, UH, THE TOWN OF BEAUFORT.

UH, BUT I, BUT I CITY OF BEAUFORT, BUT I DO THINK, UH, THAT DR WISNESKI AND MS. BOATWRIGHT BRING AN IMPORTANT POINT TO THE, TO THE TABLE, UH, AS WE TALK ABOUT THIS WITH, WITH THE CITY AND THAT IS, UH, MAKING SURE THAT THAT SROS ARE, UH, ARE IN PLACE, UH, FOR, FOR IT.

UM, EVEN IF THERE'S AN OVERLAP TIME WHERE THEY'RE ALLOWED TO, TO, TO FUNCTION AND DO THAT FOR A WHILE.

UM, CAUSE I DO THINK, YOU KNOW, THAT COULD BE, THAT COULD BE AN ISSUE, RIGHT? SO WE, WE WANNA MAKE SURE THAT THEY'RE STAFFED AND THEN, UM, SORRY, MR. IF YOU DON'T MIND.

UH, THE SECOND PART OF MY QUESTION, WHICH IS VERY MUCH ALONG YOUR LINES, MY CONCERN TOO, AS YOU SAID, IS THERE AN AGENDA HERE? I DON'T NECESSARILY THINK THERE IS, BUT HAVING SPENT TIME IN OPERATIONS, LOOKING AT THE REQUEST, THEY'VE GOT SOME, A LOT OF DEVELOPMENT GOING IN AROUND, THEY'VE GOT BIG PLANS, THEY'VE GOT A SHOPPING CENTER, THREE, 500 UNIT APARTMENTS, YOU KNOW HOW THEY'RE GONNA RUN PUBLIC LINES AND SEWERS.

I THINK WE NEED TO REALLY MAKE SURE WE'VE GOT OUR BASES COVERED ON THAT BECAUSE, UM, THAT MAY BE, YOU KNOW, AN INCENTIVE FOR BEAUFORT TO BRING THAT AREA INTO ITS JURISDICTION, TO MAKE SURE THAT THEY CAN KIND OF DO WHAT THEY NEED TO DO FOR THOSE OTHER DEVELOPMENTS.

SO THAT'S ALL I HAVE.

THANK YOU MR. MELVIN CAMPBELL, NOT BEING CRITICAL OF THE, THAT INITIATIVE, BUT I THINK WE NEED TO LOOK AT ROBERT MENTIONED PERMITTING.

WHAT IF THE TOWN OF BLUFFTON FOR THE SAME THING AND, AND, YOU KNOW, USE THAT LEVERAGE TO PERMIT AND NOT PERMIT, THEY TALK ABOUT BUILDING SCHOOLS, HOW THEY, HOW THEY START DIRECTING WHERE AND HOW WE, THOSE SCHOOLS THROUGH THE PERMITTING PROCESS ARE NOT PERMITTING PROCESS.

I THINK IT'S A BIG DIFFERENCE BETWEEN THE COUNTY COUNCIL AND THESE TOWN COUNCILS, YOU KNOW, DIRECTING THE GROWTH AND AS WE NEGOTIATE WITH THEM WHERE THEY DON'T AFFECT WHAT WE HAVE DONE, CAUSE OUR INFRASTRUCTURE IN TERMS OF SCHOOLS BASICALLY PUT IN PLACE WHEN THESE DIFFERENT MUNICIPALITIES BEGIN TO GAUGE AND IN COMPETITIVE SENSE, SCHOOLS ARE GONNA BE AFFECTED AND WHERE, AND HOW WE BUILD SCHOOLS WILL BE AFFECTED.

SO, UH, I WANNA MAKE SURE THAT WE ARE NOT GONNA BE AFFECTED IN THE LONG RUN BY MUNICIPALITIES CHANGING THE SCOPE OF THE PERMITS.

UM, MY, I TOO HAVE SOME OF THE SAME CONCERNS, UH, IN, IN TERMS OF MY COLLEAGUES IN TERMS OF THE SRO.

AND ALSO MAINLY IN TERMS OF THE ALSO, UH, THE PERMITS.

I, I JUST DON'T THINK THAT THIS WOULD BE A, A TIME RIGHT NOW TO THE BEST TIME TO MAKE THIS MOVE, UH, DO THE PERMITS AND OTHER THINGS.

I THINK THAT MAYBE THIS IS SOMETHING THAT WE POSSIBLY SHOULD REVISIT, BUT I DEFINITELY THINK, THINK THE, THE MAYOR FOR TAKING THE TIME OUT AS DR.

ESKI SAID TO, UH, SEND US THIS LETTER, UM, DEFINITELY APPRECIATE THAT AS, AS, AS WELL AS, UM, THAT ALSO THE, THE, THE, THE, NOT JUST, UH, THE, THE COST OF THE PERMITS, UH, IT, IT'S SOMETHING TO, UH, THINK ABOUT AS WELL, BUT THEN ALSO THE CONSTITUENTS.

I MEAN, I THINK IT'S, YOU KNOW, THIS IS, TO ME, THIS IS ALSO SOMETHING THAT WE JUST, AS A BOARD WOULD NOT JUST, UH, MAKE THE DECISION.

I THINK THIS IS SOMETHING THAT WE SHOULD INVOLVE THE CONSTITUENTS IN AS WELL, OR EVEN HAVE A TIME HALL JUST TO SEE HOW THE CONSTITUENTS FEEL ABOUT US MAKING A DECISION, UH, AS, AS SERIOUS AS THIS.

I, I, UM, I KNOW THAT THAT SCHOOL, THE ROBERT SMALLS, UH, THE, THE,

[04:20:03]

THE ALUMNIS ARE, AND THAT COMMUNITY IS VERY PIVOTAL WHEN YOU'RE TALKING ABOUT A COMMUNITY, UH, WHICH, WHICH INCLUDES, WHICH ENCOMPASSES, UH, ROBERT SMALLS AND BATTERY CREEK AS WELL.

AND THOSE SROS, I KNOW AS WELL, THEY, THEY INTEND TO BACK EACH OTHER UP AND TEND TO VISIT, TO VISIT THEY VISIT EACH OTHER'S SCHOOLS AND HAVE A, SOME TYPE OF RELATIONSHIP.

SO NOW YOU'RE ALSO TALKING ABOUT CHANGING UP IN TERMS OF OFFICER YOU, YOU KIND OF, I WON'T SAY YOU IMPEDED ON THAT RELATIONSHIP, BUT YOU'RE ALSO KIND OF CUTTING, CUTTING A LITTLE SOMETHING OFF THAT YOU MAY HAVE GOING ON THERE.

YOU KNOW, SO THAT'S, THAT'S ANOTHER VARIABLE THAT WE ALL HADN'T SHOPPED AND LOOKED AT TOO AS WELL.

SO I THINK THERE THERE'S SOME OTHER VARIABLES INTO THIS THAT, YOU KNOW, I THINK THAT, THAT WE HADN'T DISCUSSING FOR, FOR FIRST, FOR, UH, LAST NIGHT.

AND I WAS JUST THINKING, AND I JUST THINK THAT THERE ARE A COUPLE MORE OTHER THINGS THAT, THAT GOES ALONG WITH THIS WAY.

I JUST DON'T THINK THERE NOW IS THE TIME, ESPECIALLY WITH, WITH THE BUILDING OF, UH, THE NEW SCHOOL.

THANK YOU.

SO, UH, IF I CAN, JUST ONE OF THE THINGS THAT MR. CAMPBELL MENTIONED THAT REMINDED THAT KIND OF, UH, THAT I WANTED TO ADDRESS, YOU'RE TALKING ABOUT KINDA LONG TERM PLANNING, AND WHAT'S GOING ON.

ONE THING TO MENTION IS THE, THIS AREA IS IN THE CITY OF BEAUFORD IT'S LONG TERM PLAN TO TAKE OVER, AND THEY'VE ALREADY STARTED ANNEXING AS, UH, MISS MENTIONED EARLIER, A LOT OF THE AREAS AROUND US.

SO AS FAR AS LONG TERM PLAN, THEIR LONG TERM PLAN IS FOR THE SCHOOL TO BE IN THE, UH, CITY OF BEAUFORD.

ALL RIGHT.

SO AS PEOPLE NORMALLY HEAR FROM ME, WHAT, WHAT IS THE NEXT STEP FOR US? UH, I WANT TO GET BACK TO THE MAYOR, WANNA TELL 'EM THAT WE'VE HAD OUR DISCUSSION.

UM, AND SHOULD I, SHOULD I SAY THAT WE DON'T FEEL THIS IS A GOOD TIME DUE TO PERMITTING ISSUES, BUT WE WOULD LIKE TO TALK, IS THAT WELL, WOULD YOU LIKE ME, MY QUESTIONS KIND OF BAD? WOULD YOU LIKE ME TO LOOK INTO CUZ QUITE HONESTLY, I DON'T KNOW THAT ANSWER.

I, I DON'T, I DON'T KNOW WHAT HAPPENS IN THE MIDDLE OF A CONSTRUCTION PROJECTS WHEN YOU SWITCH JURISDICTIONS.

OKAY.

AND I, I CAN TALK TO BOTH THE COUNTY AND THE CITY AND MAKE SURE THEY'RE BOTH IN AGREEMENT ON WHAT WOULD HAPPEN IF THIS DOES OCCUR.

AND THEN I CAN REPORT BACK TO YOU WHAT I FIND OUT.

CAUSE IF THAT CAN ALL BE WORKED OUT, I'D SAY ON OUR STAFF SIDE, WE, WE DON'T HAVE AN ISSUE WITH IT.

THAT SEEMS SO LOGICAL.

I CAN'T POSSIBLY REFUTE IT.

THAT IT'S JUST AMAZING.

THAT'S EXACTLY WHAT I THINK WE NEED TO DO, BUT I'M LOOKING TO THE REST OF THE BOARD.

I DON'T MAKE DECISIONS FOR THE BOARD MR. SMITH.

I STILL GONNA STAY WITH, I DON'T THINK THAT THIS IS THE TIME.

AND I STILL THINK THAT WE NEED TO HAVE COMMUNITY INVOLVEMENT AND JUST US, THE BOARD.

I THINK THAT I UNDERSTAND THAT WE'VE BEEN ELECTED, BUT THIS IS, I THINK THIS IS A MORE BIGGER DEAL THAN WHAT WE ARE UNDERSTANDING IT BECAUSE IT, IT ALSO, IT COULD CHANGE TAXES.

IT, IT, IT CHANGED A HOST OF DIFFERENT THINGS THAT WE'RE NOT DISCUSSING TODAY.

I MEAN, SO I'M NOT SURE THAT WE'RE, THAT I BELIEVE AFTER THE CONSTRUCTION OF THE SCHOOL AND GETTING WITH THE COMMUNITY AND DOING SOME OTHER THINGS, I THINK THAT, THAT I WOULD BE MUCH MORE COMFORTABLE WITH MOVING, MOVING THIS FORWARD TODAY.

I DON'T REALLY THINK THAT THAT'S THE ANSWER.

AND I MEAN, BECAUSE ONCE YOU START GETTING THAT INFORMATION AND SOMETIMES IT IS THAT IT'S THAT POSSIBILITY OUT THERE AND THAT HOPE, AND I'M NOT SURE THAT THAT'S THE RIGHT, THAT'S THE CORRECT ANSWER.

THAT'S THE CORRECT NOTION TO, TO SEND OUT.

I MEAN, THAT'S FOR ME, BUT I MEAN, I CAN'T SPEAK FOR THE BOARD.

LIKE YOU SAID, YOU SAID I'M, I'M, I'M, I'LL VOTE ON THIS BOARD.

AND FOR ME, IT'S DEFINITELY A NOT RIGHT NOW.

THANK YOU, MISS BOAT.

RIGHT.

UM, I COULD MAKE A MOTION TO TABLE THIS ISSUE UNTIL THE STAFF HAS MORE INFORMATION.

AND THEN WHEN, UM, THE DISTRICT ADMINISTRATION HAS MORE INFORMATION, WE JUST PULL IT BACK OFF THE TABLE.

WOULD THAT BE HELPFUL AS A NEXT STEP? SECOND? IT, OH, I DON'T THINK WE NEED A MOTION.

I THINK IT'S PRETTY CLEAR THAT ROBERT'S GONNA, ROBERT'S GONNA, I MEAN, I, WHAT YOU'RE SAYING, WELL, YOU JUST SAID YOU WANTED SOMETHING.

SO I WAS JUST GONNA PUT SOMETHING IN THE RECORD THAT, YEAH, WELL, YOU KNOW, MAYBE THAT IS THE WAY AND THEN HAVE THE BOARD VOTE ON IT AND YEAH, ON SECOND THOUGHT I WAS WRONG.

SO YOU WANT ME TO MOVE TO TABLE MOTION WOULD BE A REALLY GOOD IDEA.

SO ROBIN, I MOVED THAT THE BOARD OF EDUCATION TABLE, UH, THE DISCUSSION ON THE ANNEXATION BY CITY OF BUFORD ON THE RSI ANNEXATION.

SECOND IT SECOND, MR. SMITH, FURTHER DISCUSSION ALL THOSE IN FAVOR.

AYE.

AYE.

OKAY.

THAT'S UNANIMOUS.

THAT'S OUR NEXT STEP.

OKAY.

THANK YOU, ALBERT.

ALL RIGHT.

OUR NEXT, UH, ITEM IS THE BUDGET PROVISO 1.113,

[04:25:02]

WHICH DEALS WITH, UM, DISTRICT ASSETS.

I'LL BE UP HERE.

I'M GONNA BE UP HERE FOR SUPPORT FOR CAROL.

SO I'M GONNA LET CAROL TAKE THIS.

SO IN, IN TRYING TO MEET WHAT WE THINK ARE THE REQUIREMENTS OF THIS BUDGET, PROVISO ON SURPLUS LAND, WE MADE THE DECISION TO GO AHEAD AND CREATE AN ADDENDUM TO OUR FACILITIES MASTER PLAN.

AND THIS WILL BE SOMETHING THAT WILL CARRY FORWARD EVERY YEAR, SO THAT WE'RE ALWAYS MEETING THIS, IF THIS CONTINUES ON.

SO WHAT WE DID WAS DOCUMENT THE LAND THAT THE DISTRICT OWNED, AND THAT WAS A NICE TASK THAT NEEDED TO BE DONE ANYWAY.

SO WE HAVE DONE THAT.

WE HAVE HAVE IT ON A MAP AND EVERYTHING.

WE COULD FIND ALL THE PROPERTIES THAT WE OWN.

UM, SO THIS ADDENDUM THAT YOU SEE IS JUST A DISCUSSION ABOUT ALL OF THAT AND KIND OF DESCRIBING SOME OF WHAT WE HAVE.

SO YOU'LL SEE A LOT OF LITTLE PARCELS THAT MAKE UP LIKE HILTON HEAD, HIGH SCHOOLS, ATHLETIC FIELDS, THOSE WERE NEVER JOINED INTO ONE.

IT LOOKS LIKE WE OWN A TON OF PROPERTY ON HILTON HEAD.

IT'S ALL UNDER USE THEY'RE FIELDS, SAME THING AT BLUFF AND MIDDLE SCHOOL YOU'LL SEE THAT SAME KIND OF THING THAT, UM, CAMPUS IS MADE UP OF NINE DIFFERENT PARCELS.

SO THEN WE TOOK AT WHAT WE THINK ARE FUTURE LAND USE.

AND WE TALKED ABOUT THAT.

WE KNOW WE HAVE PROPERTY FOR FUTURE ELEMENTARY SCHOOLS THAT ARE OUTLINED IN AGAIN, OUR, OUR FACILITIES MASTER PLAN.

AND THEN WE IDENTIFIED THESE PROPERTIES THAT YOU'LL SEE ON PAGE FOUR THAT WERE WE CALLED SURPLUS PROPERTY.

UM, SOME OF THOSE HAVE BEEN LISTED ALREADY IN THE PAST.

WE FOUND THAT WE ACTUALLY OWN JENNINGS ROAD.

I DIDN'T KNOW THAT.

SO , I DON'T KNOW WHY, BUT THAT'S ONE, I THINK ROBERT AND I'VE TALKED ABOUT, THERE MAY BE A WAY TO, YOU KNOW, DO SOMETHING WITH D O T THEY MANAGE AND MAINTAIN THE ROAD.

SO IT'S JUST SOMETHING THAT NEEDS TO BE LOOKED AT.

SO WE LISTED THAT.

WE ALSO LISTED, UM, RU AOI.

WE OWN THAT ROAD, UM, THERE BY BEAUFORT HIGH SCHOOL.

SO THESE ARE THE PROPERTIES, THE, THE, THE BIG ONE IS THE 19 ACRE PARCEL OUT AT CHEROKEE FARMS. UM, TOWARDS THE BACK, I THINK I CALLED IT APPENDIX B, YOU'LL SEE ALL THESE PARCELS THAT ARE LISTED, UM, THAT'S OUT NEAR HABERSHAM AND THAT IS IN THE, UM, AKU STONE SO THAT IT'S, YOU KNOW, IT'S WILL BE DIFFICULT TO DEVELOP.

AND IT CERTAINLY IS NOT A LOCATION FOR OUR SCHOOL.

SO WE IT'S ONE WE'VE HAD LISTED.

WE WANNA CONTINUE TO LIST THAT ONE.

UM, THEN ON PAGE FIVE, YOU'LL SEE WHAT THE PROCEDURES ARE THAT WILL BE FOLLOWING TO, UM, DISPOSE OF PROPERTY.

AND THEN THAT'S ALL WE HAVE.

AND BEFORE WE GO ANY FURTHER, COULD, COULD YOU JUST OUTLINE THE REQUIREMENTS OF THE PROVISO FOR FOLKS THAT, YEAH, I DIDN'T, THAT, THAT DON'T UNDERSTAND WHAT THAT PROVIDEO IS.

AND I'M INCLUDED, EVEN THOUGH I'VE HEARD PEOPLE TALK ABOUT IT, I'M NOT SURE OF THE DETAILS.

SO WHAT IT, UH, REQUIRES IS FOR ALL SCHOOL DISTRICTS TO MAKE AVAILABLE ANY UNUSED PROPERTY.

UM, AND IT DOES ASK THAT YOU, WE REACH OUT TO GOVERNMENT AGENCIES.

NOW THAT WAS BY ANYTHING THAT WE HAD THAT WAS SUPPOSED TO BE DONE BY JULY.

NOW THEY ANNOUNCED THIS ABOUT THAT SAME TIME.

UM, BUT BEFORE SEPTEMBER 14TH, WE'RE SUPPOSED TO HAVE ANY PROPERTIES THAT ARE AVAILABLE FOR SALE POSTED ON OUR WEBSITE.

SO, AND THIS, THIS PIECE HERE DOES TWO PARTS.

ONE PART IS TO DOCUMENT THE PARCELS WE'RE USING SO THAT WE DID NOT HAVE THAT DEDICATED IN OUR FACILITIES MASTER PLAN BEFORE A SPECIFIC CONVERSATION OF LAND AND WHAT WE'RE USING.

SO BY DOING IT HERE, WE FEEL LIKE WE HAVE COVERED THAT.

AND WE HAVE SAID PLANS OF PROPERTIES WE'RE NOT USING.

THERE WAS THE SECTION ON PAGE, UH, FOUR, UH, FUTURE LAND USE, WHERE YOU'LL NOTICE WE CALL OUT, EVEN THOUGH IT'S ATTACHED TO THE MAY RIVER HIGH SCHOOL, WE DO TALK ABOUT AN ELEMENTARY SCHOOL NEEDED AT MAY RIVER, HIGH SCHOOL CAMPUS, A MIDDLE SCHOOL ON THAT CAMPUS.

THE PIECE OF PROPERTY WE OWN IN FRONT OF OKAT, UM, COULD BE AN EARLY CHILDHOOD CENTER AND THEN AN ELEMENTARY SCHOOL PROPERTY.

AND THIS, IF THERE'S AN, AN ITEM FOR DISCUSSION, IT WOULD PROBABLY BE THE ITEM ON SPRINGFIELD ROAD THAT, UH, IS ONE THAT WE'RE CALLING OUT FOR A FUTURE ELEMENTARY SCHOOL OR ECC TYPE.

SO THOSE PROPERTIES WE HAVE NOW INCORPORATED INTO OUR MASTER PLAN.

SO WE HAVE SET OUR USE, UM, AND THEN BEFORE THE 14TH, WHICH IS LONG AS THERE'S NO OTHER COMMENTS OR ADDITIONS OR SUBTRACTION MADE TO THIS, WE WILL POST THESE PROPERTIES LISTED ON OUR WEBSITE AS SURPLUS PROPERTIES TO MAKE SURE WE'VE COVERED THE PROVISO AS MAKING THOSE AVAILABLE.

NOW, I WILL SAY IT DOES SAY THAT EVEN IF YOU OFFER IT TO GOVERNMENT,

[04:30:01]

UM, THAT THEY DO HAVE, IT HAS TO BE A BONAFIDE OFFER.

SO FOR THE MOST PART, THEY CAN'T JUST TAKE IT.

WE'D HAVE TO GET IT APPRAISED AND THEY'D HAVE TO GIVE FAIR MARKET VALUE.

YEAH.

THOSE ARE THE KIND OF DETAILS I HADN'T HEARD, BUT ARE IMPORTANT.

WE DON'T HAVE TO GIVE IT AWAY.

NO, THEY, THEY DO HAVE TO MEET OUR, I THINK THE VERBIAGES, THEY DO HAVE TO MEET OUR REQUIREMENTS FOR PURCHASE FOR THEM.

OK.

AND, AND IT'S NOT JUST, I, THE, THE TURNING POINT IS THAT YOU HAVEN'T DESIGNATED THAT FOR A USE, CORRECT.

THAT THAT'S WHAT MAKES IT SURPLUS, SO CORRECT.

OKAY.

OKAY.

THAT, THAT'S AN IMPORTANT POINT TOO, I BELIEVE.

ALL RIGHT.

MS. RI THANK YOU.

UH, MR. STINGER.

SO I WAS READING THE PROVISO, UM, IT IT'S ON OUR WEBSITE UNDER GENERAL APPROPRIATIONS, AND IT SAID A SCHOOL DISTRICT MUST TRANSFER OFFER FOR SALE, ANYTHING VACANT, UNUSED, UNUSED, SO ON FOR, UH, PREVIOUS FOUR SCHOOL YEARS AND IS NOT INCLUDED IN THE DISTRICT CAPITAL IMPROVEMENT PLAN.

I THINK IT'S AN EXCELLENT IDEA TO ADD THIS TO THE CAPITAL IMPROVEMENT PLAN THAT THAT'S SPOT ON, AND IT GIVES A MUCH MORE COMPREHENSIVE PICTURE.

UM, I DO JUST HAVE A COUPLE OF QUESTIONS.

UM, I WENT ONTO OUR WEBSITE.

I SAW OUR PROPERTIES THAT ARE FOR SALE THAT ARE LISTED ON OUR WEBSITE, AND ONE OF MY CONCERNS IS MARKETING.

OKAY.

SO IF WE DECIDE THAT SOME OF THESE PROPERTIES SHOULD BE SOLD, WHAT WE HAVE ON THE WEBSITE IS I WOULDN'T SAY STELLAR MARKETING.

OKAY.

UM, SOME OF IT, YOU KNOW, STILL HAS PHYLLIS WHITE'S NAME ON IT.

UM, SO IT'S SEVERAL YEARS OLD.

UM, SO THAT WOULD BE GREAT TO NOT ONLY UPDATE IT ON THE WEBSITE, BUT ALSO MAYBE TO MARKET, IT WAS SIGNED ON THE PROPERTY OR SOMETHING, BECAUSE SOME OF THIS ADDITIONAL REVENUE COULD BE USED TO PURCHASE LAND IN BLUFFTON.

UM, I DID NOT SEE THE PRINT STREET ONE IN THIS AND, AND I MIGHT BE WRONG CUZ I, YOU KNOW, BUT ON OUR WEBSITE IT SAYS 2107 PRINCE STREET IS FOR SALE ON OUR WEBSITE.

NOW I KNOW THAT WAS BEING USED AS A STAGING SITE FOR BEAUFORT ELEMENTARY, BUT IT'S NOT IN HERE NOW.

SO IS IT COMING OFF OUR WEBSITE OR IS IT WE'RE GONNA REPLACE THIS LIST WITH WHAT IS CURRENTLY ON OUR WEBSITE AND THERE'S STILL SOME CONSTRUCTION ACTIVITY ON.

SO AS SOON AS THAT ONE'S COMPLETELY CLEARED OUT, IT COULD BE ADDED TO THE LIST RIGHT NOW.

SO CURRENTLY THERE'S STILL CONSTRUCTION ACTIVITY ON IT.

UM, AND TO ADDRESS YOUR OTHER QUESTION, IF I MAY, UM, AND THAT'S A GREAT SUGGESTIONS, SPECIFICALLY, THE CHEROKEE FARMS, WE'LL, WE'LL MAKE SURE THIS LIST GETS TO MR. BAKER AND HE COULD PUT THOSE IN ADVERTISE THOSE FOR US OR START MARKETING THOSE AS YOU SAID FOR US.

OKAY.

AND THEN JUST LASTLY, YOU KNOW, THERE HAS BEEN A BIG, BIG PUSH IN THE COUNTY, UM, FOR AFFORDABLE HOUSING.

OKAY.

UM, I KNOW THAT THERE IS A HOUSING TRUST BEING DEVELOPED AT THE COUNTY.

I KNOW DR.

ARGOS, YOU MIGHT BE INVOLVED IN SOME OF THOSE MEETINGS OR WHATEVER.

UM, IS THERE ANY ROOM? I DIDN'T THINK SO.

ACCORDING TO THIS PROVISO, BUT IS THERE ANY ROOM WHERE, UH, PEACE OF LAND COULD BE DONATED BY THE SCHOOL DISTRICT TO HABITAT OR THE BUILDING? SORRY, I THOUGHT I HEARD SOMEBODY, YOU KNOW, OR SOMETHING ALONG THOSE LINES COULD, IT COULD, UM, OR EVEN GIVEN TO THE COUNTY FOR A, A PRICE SUCH THAT THEY COULD, I MEAN, YOU KNOW WHAT I'M SAYING, FRANK, IS THERE ANYTHING WE COULD DO? WELL, THE, THE LANGUAGE AS I READ IT, YOU KNOW, DOESN'T SEEM THAT WAY.

RIGHT.

BUT, BUT I'M NOT A LAWYER, YOU KNOW, AND, AND THAT'S WHY, UH, WHAT WE WOULD NEED.

AND I THINK AN ATTORNEY'S OPINION ON THAT, UM, SO THAT WE CAN MAKE SURE WE WOULD BE COMPLIANCE WITH, BUT I'M, BUT I, I UNDERSTAND WHAT YOU'RE SAYING.

RIGHT, RIGHT.

I, I'M NOT SURE HOW WE ACQUIRED SOME OF THESE PROPERTIES OR KIND OF INTERESTING WHEN YOU READ THE DATA THAT YOU PROVIDED US.

IT'S LIKE, YOU KNOW, IT'S JUST BEEN PART OF OUR PROPERTY, WHETHER IT WAS TO WHATEVER THE DISTRICT WAS CALLED LONG AGO.

UM, BUT AS I SEE IT, TAXPAYERS PAID FOR THIS PROPERTY.

OKAY.

AND IF THE COUNTY, I MEAN, IF WE COULD, COULD PROVIDE IT TO THE COUNTY FOR A DECENT PRICE, A NOMINAL PRICE, AND THEY GUARANTEED THAT AFFORDABLE HOUSING OR SOMETHING COULD BE BILLED, IT JUST SEEMS LIKE A WIN-WIN.

SO, UM, PLEASE.

YES, PLEASE.

WELL, THE, ANY OF OUR PROPERTIES, UM, IF THEY'VE BEEN REGISTERED WITH THE STATE AS A SCHOOL SITE, WE DO, THE STATE DOES HAVE TO APPROVE THE SALE.

AND WE ALSO DO HAVE TO OFFER, I MEAN, THAT'S EVEN PRIOR TO THIS PROVISO THAT ANY PROPERTY WE PUT UP FOR SALE, WE HAVE TO NOTIFY THE STATE.

AND WE'RE ALSO SUPPOSED TO NOTIFY ALL CHARTER SCHOOLS OF ITS AVAILABILITY FIRST.

UM, NOW IT DOESN'T MEAN THAT CAN'T BE, UM, YOU KNOW, CANNOT OCCUR.

UM, MATTER

[04:35:01]

OF FACT, WE'RE HAVING SOME, UM, WELL, THERE'S NO REASON THAT CAN'T, BUT WE'LL HAVE TO WORK OUT EXACTLY HOW THE STATE APPROVES IT.

THAT'S KIND OF A LITTLE KINK IN THAT.

YES.

SO MOST DEFINITELY COLONEL GUYER, GIVE MR. CHAIRMAN, I SEE THIS PROPERTY THAT WE DON'T HAVE ANY PLANS FOR USE IS A LIABILITY.

IT'S A, UH, LIABILITY FOR RISK MANAGEMENT.

YOU KNOW, PEOPLE COULD USE IT FOR NEFARIOUS THINGS.

WE DON'T GO OUT THERE AND POLICE IT AND CHECK IT.

AND SO ON ACCIDENTS CAN HAPPEN OUT THERE AND WE COULD BE LIABLE.

SO I DON'T, I THINK THE DISTRICT HASN'T BEEN AGGRESSIVE ENOUGH INTO TO GETTING RID OF SOME OF LIABILITY.

AND SO, YOU KNOW, NOT ONLY IS THERE MONETARY ASSETS TO BE GAINED THAT COULD BE USED FOR SOMETHING WE CAN USE, BUT ALSO CONSIDER THE RISKS AND CONSIDER THE UPKEEP AND OTHER THINGS.

AND, AND LET'S, UH, LET'S MOVE THIS PROPERTY IF WE POSSIBLY CAN.

THANK YOU.

OKAY.

QUESTION.

SO THE, I MEAN, WE'RE GONNA POST THIS LIST.

I'M NOT HEARING ANY, UM, ANYBODY AGAINST WHAT WE'RE PLANNING ON POSTING, SO WE'LL POST IT ON MONDAY, MR. SMITH.

NO, I THAT'S MR. CAMPBELL.

I DON'T, I DON'T HAVE A PROBLEM POSTING A LIST, BUT MRS. BROUGHT UP SOMETHING ABOUT PORTABLE HOUSING AND THAT SOUNDS GOOD SOON IS THAT GET OUT TO THE PUBLIC FIRST THING YOU GO, I DON'T WANNA NEXT TO ME THAT THAT'S BEEN GOING ON IN THIS COUNTY FOREVER AND, AND I DON'T THINK THERE'S GONNA EVER BE ANY AFFORDABLE HOUSING.

WHAT YOU CALL AFFORDABLE HOUSING, THE PROPERTY ACROSS FROM WHERE BRAND SCHOOL IS PROPERTY SELLING OVER THOUSAND NOW 300.

THEY'VE THEY'VE BEEN TRYING TO, TO TALK ABOUT AFFORDABLE HOUSES OUT IN DALE, BUT IF THE COMP PLAN THAT'S IMPOSSIBLE.

SO THAT'S WHY I DON'T, I DON'T, I DON'T UNDERSTAND WHY YOU KEEP TALKING ABOUT AFFORDABLE HOUSING AND THE COUNTY TALK ABOUT WHOLE, UM, MRS. SBY THAT'S NOT HAVE ON A PAGE.

YOU STILL ON THAT? IT'S IT'S ON THERE.

THANK YOU.

IT'S UM, MY ONLY QUESTION, UM, DO WE ACTUALLY GO OUT THERE AND CHECK ON THESE, ON THESE PROPERTIES? UH, TO BE HONEST, NO.

OKAY.

AND ALSO MY SECOND THING IS FOR THESE PROPERTIES THAT WE OWN, WE COULDN'T USE ANY OF 'EM FOR LUMBER.

WE COULDN'T, WE COULDN'T SELL LUMBER OF ANY OF THEM TO POSSIBLY BRING, BRING, BRING IN, BRING IN SOME, UH, DOLLARS, KEEP LIGHTS ON.

UM, WELL THAT WOULD RE LIKE, UH, THE ONLY ONE THAT WOULD BE POSSIBLE WOULD BE 19 ACRES.

I WOULDN'T RECOMMEND HARVESTING LUMBER ON ANYTHING, FIVE ACRES OR LESS, BUT WE DON'T PLAN ON DEVELOPING CHEROKEE ROADS.

SO TAKING THE LUMBER TIMBER OFF OF IT MAY MAKE IT LESS VALUABLE, UH, FOR SOMEBODY THAT MAY WANT TO PURCHASE IT FOR A PARK.

SO I, I WOULDN'T RECOMMEND THAT AT THAT LOCATION.

WELL, I THINK, I THINK IF WE NEED MONEY, I THINK THAT'S SOMETHING THAT WE SHOULD, UNFORTUNATELY WE SHOULD, IF IT'S NOT SOLD, WE SHOULD POSSIBLY LOOK, LOOK INTO, UH, SELLING AND SELLING AND SELLING THE LUMBER.

I MEAN, THAT'S ANOTHER, ANOTHER SCHEME OF INCOME VERSUS THE OLD VERSUS THE BRAND SCHEME OF SCHEMA THINGS IS, IS, UH, IF WE'RE GONNA, IF WE'RE POSSIBLY GONNA EVEN BUILD ON IT, I, THEN THAT'S, THAT'S A HEAD, THAT'S A HEAD START.

AND, UH, IF WE'RE NOT, THEN, YOU KNOW, WELL TO THAT, WE, WE HAVE, NO, WE CAN'T BUILD ON THAT PROPERTY BECAUSE IT'S IN THE AQ ZONE.

SO THE S THE WETLAND, THE, THE AQ ZONE, THAT'S THE FLY PATTERN AREA FOR THE BASE.

OKAY.

WE BOUGHT IT FOR A SCHOOL, BUT SINCE THAT TIME IT'S MOVED INTO THE AQ ZONE.

AND WHAT THAT MEANS IS THE MILITARY HAS PRETTY MUCH TOLD THE COUNTY AND OTHERS THAT WE DON'T WANT ANY DEVELOPMENT IN THAT SPACE BECAUSE OF THE, THE TRAFFIC PATTERN OF THE, UH, FIGHTER JETS IN THERE.

SO, UM, BECAUSE OF THAT, WE HAVE NO INTENTION OF DEVELOPING THAT PIECE OF PROPERTY AND WE CAN'T WELL, WELL, SEE THAT, THAT BRINGS UP A WHOLE NOTHER CONVERSATION.

I MEAN, IF, IF, IF, IF, IF, IF THAT'S, IF THEY HAD, IF THEY HAVE TOLD US THAT, THEN, THEN THEY SEEM LIKE THEY ALL, THEY OWE US SOME MONEY BECAUSE OF THE FACT THAT, I MEAN, YOU TELLING US WE CAN WITH OUR PROPERTY, I MEAN, BUY IT, YOU, YOU NEED TO BUY IT.

I MEAN, SO, SO THAT, THAT RIGHT THERE BRINGS UP A WHOLE NOTHER WHOLE NOTHER CONVERSATION.

[04:40:01]

SO, UH, I, MY COLLEAGUES, BUT SOMETHING THAT, THAT, THAT, THAT'S DEFINITELY A CONVERSATION THAT NEED TO BE HAD IT NEED TO BE HAD POINT BLANK, PERIOD, YOU KNOW? YEAH.

BUT IT, SOMETHING SOMETHING HAS TO HAPPEN, BUT ANYWAYS, OKAY.

I, I THINK WE'RE DRIFTED A LITTLE OFF OF THE PROVISO, BUT, UH, I DO HAVE A QUESTION ONCE YOU HARVEST LUMBER, ISN'T THERE RESTRICTION ON WHAT YOU CAN DO FOR THAT, WITH THAT LAND, FOR WHAT THREE YEARS OR SOMETHING.

WELL, IF YOU DO NOT HAVE IT PERMITTED, SO IF ALL YOU DO IS HARVEST LUMBER AS AN AGRICULTURAL, YOU'RE EXACTLY RIGHT.

YOU'RE BECAUSE IF THEY DON'T WANT YOU LIKE SKIPPING A EROSION CONTROL PERMIT, SO IT NEEDS TO BE LIKE AGRICULTURAL USE AND THAT'S OKAY.

THAT TIME PERIOD YOU'RE TALKING ABOUT.

ALL RIGHT, THANKS.

THAT WAS HELPFUL.

OKAY.

ANNUAL WORK PLAN.

OKAY.

UM, IN YOUR PACKET, YOU HAVE A COPY OF THE ANNUAL WORK PLAN.

THE ONLY, UH, REAL REVISION ON THE ANNUAL WORK PLAN IS THAT, UM, REMEMBER OUR FOYA, UH, WE'RE REQUIRED TO REPORT QUARTERLY ON THE FOYA.

AND SO IT SHOWS ON HERE NOW, UH, UH, QUARTERLY FOYA REPORTS, UH, FOR THE BOARD.

SO THAT'S REALLY, UM, THAT THAT'S REALLY THE DIFFERENCE.

SO, FRANK, CAN I ASK A QUESTION ABOUT THIS? UM, YOU KNOW, THIS IS A, THIS WORK PLAN IS A RESULT OF US LEARNING, YOU KNOW, REMEMBER THE PREVIOUS WORK PLAN WHERE WE HAD EACH DECIMAL MM-HMM YEAH.

HOW'S THIS WORKING FOR THE STAFF MUCH BETTER.

OKAY.

OKAY.

MUCH BETTER, MUCH BETTER.

YEAH.

I THINK WE LOOK TO APPROVE IT AND WE DO HAVE TO APPROVE IT.

I THINK SO.

YES, I THINK SO.

I'D LIKE TO MAKE A MOTION.

I MOVE THAT THE, UM, BOARD OF EDUCATION, EXCEPT THE ANNUAL WORK PLAN AS PRESENTED FOR THE 23, UH, 20 SCHOOL YEAR.

RIGHT? NO, 22 START.

IT'S STILL IT'S IN FACT, NOW THE DISCUSSION, THOSE IN FAVOR.

AYE.

I OH, RIGHT.

AYE.

THAT WAS AN I INGRID.

YES.

SHE SAID I, YES.

OKAY.

THEN IT'S UNANIMOUS.

OH, I'M SORRY.

I ALL RIGHT.

OUR NEXT ITEM IS DISCUSSION OF THE COMBIN NORTH, SOUTH OF THE BROAD AD HOC COMMITTEE.

AS, UM, WE ALL PROBABLY RECALL THERE WAS CONFUSION ABOUT THE MISSION OF THAT COMBINED COMMITTEE OR NEEDS TO MAKE CLEAR WHAT THEY FEEL.

UM, THE BOARD'S MANDATE IS FOR THAT, FOR THAT COMMITTEE.

SO I'LL OPEN IT UP, UM, TO DISCUSSION.

YES, SIR.

SO, UM, I'VE PUT A POWERPOINT IN YOUR PACKET FOR YOU ALL TO REVIEW.

I KNOW YOU HAVE TO HAVE THE CONVERSATION ABOUT THE SCOPE OF, OF THOSE COMMITTEES AND THAT WORK.

UM, THE POWERPOINT THAT I PUT IN THERE, UH, BECAUSE THERE WAS A FURTHER DISCUSSION REGARDING, UH, UH, THE REFERENDUM IN 23.

OKAY.

AND SO, UH, SO FROM THAT, UH, I'VE ESSENTIALLY LAID OUT, UH, SOME WORK ON HOW WE WOULD, UH, LEAD OUR WORK HEADED TOWARDS, UH, POTENTIAL 23, UH, REFERENT.

SO NOT, NOT TRYING TO PUT A CART BEFORE THE HORSE, BUT THOSE WERE CONVERSATIONS THAT WE HAD.

AND SO COMING IN HERE TO BACK UP, WHATEVER DISCUSSION WAS HAD, THERE IS A PRESENTATION THERE, UH, THAT WOULD DESCRIBE HOW WE WOULD APPROACH OUR WORK.

THANK YOU.

AND I WAS JUST GONNA ADD TO THE PRESENTATION OR THE, THE SLIDESHOW, WHATEVER, SORRY, IT'S BEEN A LONG DAY ALREADY.

UM, SO I WAS GONNA ADD TO

[04:45:01]

THIS ABOUT THE, WHERE WE ARE AND JUST PROVIDE MY INPUT ON THE, UM, DIRECTIVE THAT CAME OUT OF THAT JOINT COMMITTEE MEETING AND WHAT INVOLVEMENT ANY FUTURE COMMITTEE COULD HAVE, UM, BASED ON THE, WHERE WE ARE AND WHAT THE FUTURE HOLDS.

I THINK THAT THE DISTRICT HAS LAID OUT A PRETTY GOOD PLAN OF HOW THEY WOULD LIKE TO PROCEED MOVING FORWARD FOR A REFERENDUM.

UM, I STILL DO THINK THAT THERE IS THE NEED FOR SOME TYPE OF COMMITTEE, EITHER IT BE THAT JOINT COMMITTEE THAT MEETS ON AN AD HOC BASIS.

I THINK SOME OF THE CONCERN PRIOR TO, UM, AND AT OUR LAST DISCUSSION WAS THAT THAT COMMITTEE IS MADE UP OF A LOT OF MEMBERS AND WE WANT TO AVOID HAVING A COMMITTEE OF THE WHOLE SITUATION.

SO THAT WAS THE REASON IN RATIONALE IN MY MIND FOR US CONDENSING IT DOWN TO A NEW SMALLER COMMITTEE THAT HAD A MAKEUP, UM, COMPRISED OF BOTH NORTH OF THE BROAD AND SOUTH OF THE BROAD COMMITTEES.

BUT I DO THINK THAT THE, SOME FORM OF A COMMITTEE, WHETHER IT BE A, UM, JOINT COMMITTEE THAT COMES TOGETHER ONLY ON AN AS NEEDED BASIS OR, UM, A SMALLER VERSION OF THAT IS STILL NECESSARY GOING THROUGH THE PROCESS TO MEET AND REVIEW THINGS, TO TALK WITH THE CITIZEN LED COMMITTEE, UM, TO ATTEND THOSE MEETINGS OR WHATNOT.

UM, SO I'M JUST GONNA ADD THAT IN THERE, ALONG WITH WHAT THE DISTRICT IS LAID OUT, BUT I THINK THAT IT, THIS IS A, A GOOD PLAN MOVING FORWARD.

I WAS LOOKING, I ACTUALLY REALLY LIKED THE PRESENTATION THAT WAS PUT IN BOARD DOCS.

CAUSE I FEEL LIKE IT LAYS OUT ACTIONABLE STEPS AND WE'VE KIND OF MOVED OUT OF THE, UM, THEORETICAL ASPECT OF A SECOND REFERENDUM.

AND WE'RE NOW MOVING INTO, UH, THE, YOU KNOW, ACTUAL STEPS WE NEED.

WHEN I SAW THE PRESENTATION, IT SAID REVIEW SOUTH OF THE BROAD COMMITTEE FINDINGS REVIEW NORTH OF THE BROAD COMMITTEE FINDINGS.

I FEEL LIKE AT THAT POINT, UH, THOSE COMMITTEES HAD SERVED THEIR PURPOSE.

THEY WERE INFORMING THE BOARD.

UM, AS FAR AS MAKING A NEW COMMITTEE ESSENTIALLY IS WHAT IT WOULD BE.

IT WOULD BE TO MAKE A NEW COMMITTEE THAT WOULD BE SOME SORT OF LIAISON TO THE CRPC AND, UM, EVALUATE THE REFERENDUM AS IT PROGRESSES OVER THE NEXT YEAR.

MY CONCERN IS IT IS A FULL BOARD ISSUE AND TO HAVE THREE MEMBERS THAT WOULD HAVE VOTING, UM, RIGHTS FROM TO WHAT TO BRING OUT OF COMMITTEE OR BRING TO COMMITTEE, ET CETERA, GIVES ME A LITTLE BIT OF PAUSE.

I, I THINK IT'S A, IT'S A DUPLICATION OF EFFORT.

UM, I DON'T THINK, I DON'T KNOW WHAT WE HAD LAST TIME WE DID THIS TO ME.

I FEEL LIKE WE'VE GOT THE FACILITY COMMISSION, UH, CONDITION.

WE, I MEAN OF THAT, I'M LOOKING AT THE STEPS.

WE'VE GOT THE SOUTH BROAD FINDINGS, WE'VE GOT THE NORTH ABROAD FINDINGS, WE'VE GOT THE FCA, WE HAVE THE FACILITY MASTER PLAN.

AND IF I LOOK AT THE TIMELINE THAT DR. RODRIGUEZ IS LAYING OUT, HE'S, WE NEED TO GET MOVING ON FORMING A CRPC.

SO IT'S MY PERSONAL OPINION, UM, THAT WE DON'T NEED ANOTHER AD HOC COMMITTEE.

UM, I HAVE CONCERNS ABOUT REFERENDUM.

IT'S GONNA BE, YOU KNOW, NOT NECESSARILY CONTENTIOUS, BUT THERE'LL BE A LOT OF NEED FOR A LOT OF DISCUSSION THAT ALL 11 BOARD MEMBERS AND THE NEW BOARD MEMBERS, WE GOT SEVEN BOARD MEMBERS THAT WELL, NOT, THEY'RE NOT ALL CHANGING.

THEY'RE NOT ALL FOR ELECTION.

YOU KNOW, SOME OF THEM ARE RUNNING UNOPPOSED, BUT THERE'S GONNA BE A CHANGE IN BOARD MEMBERS COMING ON.

I WOULD HATE TO RESTRICT, UH, REFERENDUM OVERSIGHT TO JUST THREE MEMBERS.

THANK YOU, MISS FIT.

RICH.

I JUST NEED SOME CLARIFICATION, PERHAPS I, I MISSED SOMETHING.

WOULD I MISS THAT AUGUST 5TH BOARD MEETING? I THOUGHT WE ALREADY HAD A AD HOC AND AD HOC COMMITTEE CHAIRED BY COLONEL GEIER.

I THOUGHT THAT'S WHAT WE COMBINED THE TWO COMMITTEES AND CREATED ONE WAS THAT DISSOLVED.

THERE WAS A MOTION TO DISSOLVE THE COMMITTEE.

IT WAS POSTPONED PENDING THIS DISCUSSION.

WELL, WE NEED, WE STILL NEED TO VOTE THAT MOTION DOWN, BUT THERE WAS A COMMITTEE, THERE WAS CONFUSION ON THE MISSION.

I BELIEVE YOU ADD SOME INSIGHT INTO WHAT THE MISSION WOULD BE, WHICH IS NOT NECESSARILY RELATED TO THE REFERENDUM.

SO THERE WAS CONFUSION AND THE PURPOSE TODAY WAS TO GET CLARITY, RIGHT? I, I AGREE WITH, UH, WHAT, UH, MS. BO WRIGHT MEANT SAID.

AND, UH, BUT I DO SEE PERHAPS A NEED FOR A COMMITTEE TO BE CALLED, UH, BY THE ADMINISTRATION TO, TO GET SOME INITIAL FEEDBACK, NOT MAKE A DECISION, BUT JUST LIKE, FOR EXAMPLE, WE LOOK AT THE TRANSPARENCY REPORT AND WE, WE TALK ABOUT GO LINE BY LINE IN THE TRANSPARENCY REPORT AND WE ASK SPECIFIC QUESTIONS AND SO ON, BUT THAT DOESN'T MEAN THAT WE MAKE A DECISION ON IT.

WE'RE NOT GONNA STOP ANYTHING, BUT IT'S KIND OF A TOOL FOR THE ADMINISTRATION

[04:50:02]

TO SEE WHAT A BOARD MEMBER'S PERSPECTIVE OF WHAT THEIR PRODUCT IS THAT THEY'LL GIVE TO THE FULL BOARD FOR APPROVAL.

IT'S NOT, YOU KNOW, IF THAT WOULD BE OF VALUE TO THE ADMINISTRATION, TO HAVE SOMETHING ON CALL, WHEN I, WE WE'RE, WE'RE WORKING THIS UP, WHAT DO YOU THINK? ARE WE ON THE RIGHT TRACK? IT'S NOT A DECISION, BUT AN OPINION.

AND THEN YOU COULD ALSO ALWAYS, UH, REPORT THAT COMMITTEE COULD MAKE A REPORT DURING A FULL BOARD MEETING AND SAY, WE WERE ASKED ABOUT THIS, AND THIS IS WHAT WE SAID, DO YOU DISAGREE? IF, IF THE BOARD DISAGREES WITH WHAT WE SAID, THEY COULD SAY SOMETHING, BUT IF IT'S NOT, IF THAT'S NOT A USE TO THE ADMINISTRATION, THEN WE SHOULDN'T HAVE IT THIS BOAT.

RIGHT.

WOW.

I DIDN'T THINK YOU GET BACK TO ME SO FAST.

UM, I WAS JUST LISTENING TO COLONEL GEIER AND MY ONLY THING IS WITH SOMETHING LIKE THE REFERENDUM.

SO WE HAVE THE ACADEMICS COMMITTEE, WE HAVE OPERATIONS, YOU KNOW, WE HAVE THESE COMMITTEES WHERE I THINK SPECIFIC QUESTIONS COULD BE BROUGHT ABOUT HOW TO PROCEED.

AND YOU GUYS CAN TELL ME IF I'M WRONG, BUT CUZ I DON'T NECESSARILY FEEL LIKE I HAVE A FULL GRASP ON, UM, WHAT THE ROLE OF COMMITTEES ARE IN THIS BOARD.

BUT TO MY MIND, COMMITTEES ARE SORT OF WHERE THE BUSINESS IS BROUGHT TO BE DISCUSSED AND UM, FILTERED OR, YOU KNOW, UM, QUESTIONS ARE ASKED AND THEN IT'S MOVED TO THE FULL BOARD, RIGHT? AND THEN THE IT'S, IT'S AN ATTEMPT TO KIND OF HAVE A MORE FULSOME DISCUSSION SO THAT WE DON'T HAVE LONG DISCUSSIONS AT EVERY BOARD MEETING.

UM, SOME OF THAT WORKS DONE IN ADVANCE.

I DON'T SEE WHY WE WOULD DO THAT WITH A REFERENDUM COMMITTEE BECAUSE THE FULL BOARD NEEDS TO BE INVOLVED AT, AT, AT ALL THE POINTS.

AND I THINK IF THERE WAS SOME SPECIFIC THINGS THAT COULD BE BROUGHT TO DIFFERENT COMMITTEES, UM, SO THAT'S JUST MY, MY CONCERN.

AND I THINK, AGAIN, OWNER, YOU KNOW, THIS, THE BOARD IS VOTING ON THIS RIGHT NOW COULD POTENTIALLY BE, YOU KNOW, SUBSTANTIALLY DIFFERENT THAN THE BOARD THAT WILL ACTUALLY BE IN THIS COMMITTEE.

IN OTHER WORDS, IF WE PICK A, UM, THREE MEMBERS TO BE ON THAT COMMITTEE, THE NEW MEMBERS, IF THERE ARE ANY, UM, WON'T HAVE AN OPPORTUNITY TO PARTICIPATE, BUT THEY'LL BE VERY INVOLVED IN THE PROCESS.

SO TO ME, I DON'T THINK THAT AGAIN, I DON'T THINK IT'S NECESSARY BECAUSE I DO THINK THE FULL BOARD'S GONNA WANNA HAVE THESE DISCUSSIONS THAT WE OFTEN HAVE IN COMMITTEE.

OKAY.

I, I, I THINK ONE ISSUE IS WE HAVE TO DISPOSE OF THAT MOTION, UM, WHICH WAS TO DISSOLVE THE NORTH SOUTH NORTH, SOUTH OF THE BROAD AD HOC COMMITTEE.

UM, SO LET'S, LET'S UH, NOW THE MOTION WAS TO DISSOLVE IT.

THERE WASN'T ANYTHING TO CREATE A NEW ONE.

SO THAT WOULD BE IT IF WE NEED IT A SECOND, A SECOND MOTION.

I JUST WANNA GET RID OF THE ONE WE HAD ON THE TABLE, WHICH WAS POSTPONED FOR THE, FOR THIS DISCUSSION.

MY, MY RECOLLECTION IS A LITTLE BIT DIFFERENT CUZ I THOUGHT WE ALREADY ASSIGNED THE COMMITTEE MEMBERS FOR THAT NEW COMMITTEE.

OKAY.

SO THE OTHER COMMITTEE IS I I'M CONFUSED.

HOW, WHY WE'RE REVISITING DISSOLVING SOMETHING IF THERE ALREADY IS ONE THAT'S I, I DON'T KNOW.

I THINK I'D HAVE TO LOOK BACK AT THE, THE MINUTES AND THE MOTION FOR ME.

WE PULL THAT MOTION UP BECAUSE THE MOTION WAS POSTPONED UNTIL THIS MEETING.

YEAH, IT WAS.

AND BECAUSE IT'S A POSTPONED MOTION, WE'RE GONNA HAVE TO DEAL WITH IT.

SO WE PROBABLY SHOULD KNOW WHAT WE'RE TALKING ABOUT BEFORE WE, UH, MAKE A VOTE IS GERALD CAMPBELL.

UM, FOR ME THE DAD HOUSE COMMITTEE THAT DID, UH, THE NORTH OF BROAD, UM, WE FOUND A LOT OF ISSUES WAS AT SOME OF THE SCHOOL AND A MAJORITY OF THE SCHOOLS.

AND I THINK THAT BECAUSE OF THAT, A LOT OF THOSE PROBLEM HAVE BEEN, BEEN, BEEN DEALT WITH.

UM, CAUSE I, I WENT BACK TO SEVERAL THE SCHOOLS SINCE WE DID THAT AND IT, IT, IT, THOSE PROBLEMS ARE THERE ANYMORE.

NOW, AS FAR AS SOUTH OF, I THINK, UM, WE DO NEED A COMMITTEE BECAUSE THAT'S WHERE THE SCHOOL IS GOING BE BUILT.

AND UNLESS WE ARE TALKING ABOUT, UH, CLOSING SOME SCHOOL ON THIS SIDE OF THE RIVER, THEN WE CAN DEAL WITH THAT WHEN THAT COME UP.

BUT I, I, I, YOU KNOW, THAT'S JUST ME, THANK YOU.

I SHOULD, UM, I SHOULD KNOW BETTER THAN TO VENTURE INTO THIS, BUT, UM, I JUST WANNA, I WASN'T HERE WHEN A LOT OF THAT WORK LAST

[04:55:01]

TIME TOOK PLACE.

OKAY.

SO THERE'S A BIT OF A, OF A PLAYBOOK IF YOU WILL.

THAT, THAT, UH, THE BOARD AND THE INTERIM SUPERINTENDENT FOLLOWED AT THAT TIME.

AND I DON'T KNOW, WAS THERE, WAS THERE A BOARD COMMITTEE AT ALL AT THAT TIME WITH RESPECT TO, UH, TO THE LAST PROCESS ON THE, ON THE REFERENDUM, IT WENT IT, SO IT WENT, UH, TO A, UH, CPR COMMITTEE THAT WAS FORMED.

YES.

AND THEN IT ALL CAME BACK TO, UH, TO THE BOARD.

RIGHT.

AM, AM I FOLLOWING RIGHT TRACK AND RIGHT.

OKAY.

AND THEN, AND THEN THE, UH, PROJECT LIST WAS SHARED.

OKAY.

AND THEN IF I REMEMBER CORRECTLY, THE BOARD MADE A DECISION AT THAT TIME.

UH, AND I SAY, REMEMBER, I STILL WASN'T HERE, BUT, BUT I THINK THE BOARD MADE A DECISION AT THAT TIME TO, UH, TO SEND THE TEAM BACK BECAUSE, BECAUSE IT WAS LIKE 644 MILLION OR SOMETHING LIKE THAT.

AND, AND THEY WERE PRI TRYING TO PRIORITIZE, UH, RIGHT.

AND THEN SOMETHING CAME BACK, UH, 345 MILLION TO THE FULL BOARD AGAIN FOR, UH, OKAY.

OKAY.

UM, YEAH, WE HAVE A, WE HAVE ONE STRAIN HERE.

THAT'S FOCUSED ON THEEND AND WE HAVE ANOTHER STRAIN THAT'S FOCUSED ON THE MISSION OF THIS COMMITTEE.

AND NOW WE HAVE THE MOTION, THE ORIGINAL MOTION UP ON THE BOARD, WHICH IS SO SMALL.

I CAN'T READ IT.

UM, RIGHT.

SO THAT, THAT'S THE MOTION JUST TO DISSOLVE THERE WAS TO IT.

I'D LIKE TO JUST GET RID OF THAT.

CAUSE I DON'T LIKE LOOSE ENDS.

I JUST WANTED TO MAKE SURE THAT I WAS CLEAR ON WHAT HAD BEEN ESTABLISHED.

SO I HAVE A JUNE 29TH EMAIL ESTABLISHING THE MAKEUP AND COMPOSITION OF THE NEW COMMITTEE, THE NEW COMMITTEE THAT WAS FORMED AND, AND WHO WAS TO BE ON THAT.

AND THEN IT SAYS THE FIRST ORDER OF BUSINESS FOR THE COMMITTEE IS TO ESTABLISH A NAME AND SCOPE THAT THE BOARD CAN PROVE.

SO MY UNDERSTANDING OF THE PROCESS RIGHT NOW IS WE'RE VOTING ON THE MOTION TO DISSOLVE THE COMMITTEE, EVEN THOUGH IT REALLY DOESN'T EXIST.

CAUSE WE HAVE A NEW COMMITTEE AND UM, THAT'S GONNA STILL STAND.

CORRECT.

SO WE DON'T HAVE TO EVEN ADDRESS THAT.

THEY'RE GONNA MEET YOU GUYS ARE GONNA START TO MEET, COME UP WITH A SCOPE.

NO, NO, NO.

THEY, THEY MET AND THEY DIDN'T KNOW WHAT THEIR MISSION WAS.

WAS I NOT THERE? AND SO WE SAID, IF YOU DON'T KNOW WHAT YOUR MISSION IS, WE'RE GONNA DISSOLVE IT.

RIGHT.

THAT'S THAT'S HOW WE ARE TODAY.

ALL RIGHT.

COLONEL GUY.

YEAH.

I'M COLONEL, GEIER HAD A WHOLE DISCUSSION.

THAT'S HOW THIS MOTION CAME UP AND HE TALKED ABOUT WHAT THEY DISCUSSED IN THEIR MEETING AND THAT'S WHY THIS MOTION WAS MADE.

OKAY.

SO THAT'S WAS MADE AT THE JULY.

SORRY, I CAN'T SEE THE DATE ON THERE, BUT JULY 12TH MEETING.

OKAY.

THANK YOU.

I JUST NEED A CLARIFICATION.

I WAS NOT CLEAR ON WHERE WE WERE.

THANK YOU.

I'M SURE YOU WEREN'T THE ONLY ONE.

OKAY.

LET LET'S VOTE ON THE MOTION THAT IS DISPLAYED THAT DISSOLVED THE COMMITTEE.

UM, ALL THOSE IN FAVOR.

AYE.

VOTE, RIGHT? AYE VOTE, RIGHT.

IS I'M SORRY, WHAT? AYE.

AYE.

SUPPOSED AND PASSES.

GOT THAT OUT OF THE WAY NOW.

IS THERE SOMETHING ELSE WE NEED TO DO HERE? WELL, I BELIEVE AS PART OF THAT WORK, IF I'M NOT MISTAKEN, UH, AT THAT JULY 12TH MEETING, THERE WAS DISCUSSION ABOUT FURTHER WORK OF THOSE TWO COMMITTEES, THE ORIGINAL TWO COMMITTEES, UM, SHOULD BE CARRIED OUT OR COMPLETED BY THE SUPERINTENDENT.

RIGHT.

AND, AND SO THAT BRINGS ME TO THIS, IF THAT IS THE CASE.

SO IF YOU'D LIKE ME TO, TO MOVE, MOVE FORWARD AND GO THROUGH THIS PRESENTATION, HAPPY TO DO IT.

WELL, YEAH.

THERE'S NO IN YOU GOING THROUGH THE PRESENTATION, YOU PUT ALL THAT EFFORT INTO IT.

WELL THAT'S, WE DON'T WANT YOU TO FEEL LESS IMPORTANT THAN MARY STRATOS IF, UH, YES, PLEASE.

THE, I DON'T THINK YOU NEED TO GO THROUGH THE WHOLE PRESENTATION.

[05:00:01]

I THINK WHAT THE QUESTION WAS WAS WHAT WERE THE NEXT STEPS? WE DIDN'T KNOW WHAT THE NEXT STEPS WERE GOING TO BE.

AND I THINK THAT'S OUTLINED CLEARLY ON YOUR PAGE TWO.

YES.

SLIDE THREE.

THIS IS WHERE WE'RE GOING FROM HERE.

SO IF YOU WANNA GO OVER, THIS IS WHERE WE'RE GOING AND WHAT IS GOING TO HAPPEN NEXT.

YEP.

AND WHAT WE NEED TO DO IN THE HAPPEN NEXT.

YEP.

THAT WOULD BE GREAT.

PERFECT.

SO, OH, WAIT A SEC, MR. SMITH LOOKING AT IT.

IT'S ONLY ABOUT MAYBE EIGHT SLIDES.

I DON'T THINK EIGHT SLIDES MIGHT TAKE LONG.

I, I, I WANT TO HEAR WHAT'S PROPOSAL BECAUSE THIS IS A VERY, THIS IS A VERY SERIOUS DECISION.

SO I WOULD DIFFER TO HAVE HIM TO, TO SAY, I WOULD LIKE TO HIM TO GO ON TO SEE WHAT, WHAT WE'RE THINKING AND GET A CLEAR, CLEAR UNDERSTANDING.

SO THERE THERE'S NO ROOM FOR MISINTERPRETATION JUST, OR A SHORTCUT.

SO I MEAN, ME PERSONALLY, I LIKE FOR HIM TO GO THROUGH THE WHOLE THING, UH, BECAUSE THIS IS A, UH, BIG SITUATION THERE.

I MEAN, THIS IS A BIG DECISION MOVING FORWARD.

SO THAT'S JUST MY PERSONAL OPINION.

I DON'T THINK THERE'S ANY HARM IN YOU DOING IT OK.

WITH THE FULL THING, AS LONG AS YOU'RE REALLY QUICK ON EVERYTHING, EXCEPT THE SLIDES THAT ANGELA POINTED OUT, I WILL, I WILL START AT SLIDE THREE.

UM, SLIDE TWO IS JUST SORT OF A RECAP.

SO I'LL START AT SLIDE THREE AND, AND IN SLIDE THREE, IT ESSENTIALLY MOVES THROUGH, UH, SOME OF THE VERY NEXT STEPS AND IMMEDIATE NEXT STEPS.

AND THAT IS, UH, BOTH THE SOUTH OF THE BROAD COMMITTEE AND THE NORTH OF THE BROAD COMMITTEE HAVE DONE EXTENSIVE WORK.

UH, AND SO WE WANNA REVIEW, UH, ANY RECOMMENDATIONS OR COMMITTEE FINDINGS COMING OUT OF THE WORK FROM BOTH OF THOSE GROUPS.

UH, IN ADDITION, WE WANNA LOOK AT, UH, THE FACILITY CONDITION ASSESSMENT FINDINGS THAT EXIST.

WE WANT TO, UH, REVIEW THE FACILITY MASTER PLAN, UH, MAKE SURE ALL OF THESE THINGS ARE TYING IN.

UM, WE KNOW THAT LAST TIME IT WAS EXTREMELY VALUABLE TO HAVE A C PRC COMMITTEE.

UM, AND SO THERE WERE RECOMMENDATIONS FROM THAT C PRC COMMITTEE THAT, UH, DIDN'T MAKE THE FINAL LIST PROJECT LIST IN THE REFERENDUM.

AND SO I THINK IT'S INCUMBENT UPON US TO REALLY HONOR THAT WORK THAT THEY DID AND GO THROUGH THAT AND SEE HOW MANY OF THOSE THINGS ARE STILL REAL FACTORS AND, AND REAL NEEDS THAT THAT'LL NEED TO BE, UH, ADDRESSED, UH, BECAUSE SOME OF THEM, YOU KNOW, MAY HAVE BEEN, UH, MAY HAVE BEEN ADDRESSED IN OTHER, IN OTHER WAYS, JUST BECAUSE OF TIMELINESS AND THINGS THAT NEEDED TO BE TOUCHED UPON.

SO, UM, IN ADDITION, YOU SEE THAT I HAVE IN THERE TO HIRE A REFERENDUM CONSULTANT AND THEN ESTABLISH A TIMELINE FOR REFERENDUM DEVELOPMENT.

I THINK, UH, DR.

WISNESKI IS CORRECT IN HIGHLIGHTING THAT, UH, THAT THERE'S AN IMMEDIACY TO THAT WORK, UH, THAT THAT NEEDS TO NEEDS TO HAPPEN AND GET STARTED.

SO, UM, THERE ARE SOME KNOWN NEEDS FOR OUR SCHOOL DISTRICT.

UH, FOR EXAMPLE, YOU KNOW, WE HAVE HAVING A SHOVEL READY PROJECT FROM THIS REFERENDUM, UH, REGARDING HILTON HEAD HIGH SCHOOL AND THAT, THAT, SO THAT WOULD BE ONE OF THE PROJECTS OUT OF THE GATE BECAUSE IT WOULD BE SHOVEL READY.

WE KNOW WE NEED A BLUFFTON SCHOOL, UH, COULD BE AN ELEMENTARY OR A MIDDLE SCHOOL, BUT WHAT WE KNOW WE NEED ONE AND THAT COULD BE A SHOVEL READY PROJECT AS WELL.

IT DOESN'T, UH, WHICH WOULD BE IDEAL, RIGHT? CAUSE ONE OF THE SUCCESSFUL THINGS ABOUT THIS PAST REFERENDUM WAS THAT WE HAD SHOVEL READY PROJECTS.

AND WHEN IT PASSED IN NOVEMBER, IN JANUARY AND FEBRUARY, WE WERE HITTING THE GROUND RUNNING ALREADY.

RIGHT.

SO THAT WAS IMPORTANT.

UH, LADIES ISLAND WAS SOMETHING THAT WAS ON, UH, CONVERSATION IN THE LAST REFERENDUM.

AND SO THAT, THAT MIDDLE SCHOOL.

AND SO WE NEED TO, WE NEED TO TAKE A CLOSE LOOK AT THE NEEDS THERE AS WELL.

UM, COMMUNITY ENGAGEMENT IS A VITAL PART OF ANY REFERENDUM.

AND SO THIS IS NO DIFFERENT.

SO A CPR C 2.0 SO THAT WE HAVE, UH, UH, ANOTHER COMMITTEE THAT COMES TOGETHER AS PART OF IT, UH, THERE'LL NEED TO BE A SELECTION OF MEMBERSHIP INTO THAT COMMITTEE, UH, MEETING DATES AND SCOPE OF WORK FOR THAT COMMITTEE, UH, LAID OUT AND THEN DISTRICTWIDE COMMUNITY ENGAGEMENT FORUMS TO DISCUSS, UH, NEEDS AND, AND FINDINGS OF ALL OF THAT WORK, UH, FOR THE, FOR THE NEXT REFERENDUM, UM, GATHERING INPUT AND, AND SHARING NEEDS, UH, IS ESSENTIAL.

I THINK, UH, ONE OF THE THINGS THAT WAS REALLY IMPORTANT IN THE, IN THIS LAST REFERENDUM HAS BEEN THE ESTABLISHMENT OF THE CITIZEN LED

[05:05:01]

OVERSIGHT COMMITTEE.

THE CLOCK HAS BEEN EXTREMELY IMPORTANT AND, UH, AND I THINK THEM, UH, BEING AVAILABLE AS PART OF THE ENGAGEMENT OR ANY QUESTIONS THAT COME UP FOR THAT CPR, UH, SEE IS ALSO OF VALUE, UH, TO THEM AND TO THE GENERAL PUBLIC.

UM, ONCE THOSE THINGS ARE IN PLACE, WE HAVE A STRATEGIC IDENTIFICATION OF, OF NEEDS THAT THAT HAS TO GO THROUGH ONE, THE ONES WE KNOW OF TO ANALYZE, UH, ALL OF THAT TOGETHER AND WHATEVER THE RECOMMENDATIONS ARE OF A C PRC 2.0 AS WELL, UH, ARE, ARE ESSENTIAL COMPONENTS AND WHAT THE DISTRICT KNOWS WE HAVE TO DO AS PART OF THE VISION.

AND THEN, UH, YOU SEE A FINAL STEPS WOULD INCLUDE DEVELOPING A, A PROJECT LIST, BRINGING THAT PROJECT LIST, UH, FORWARD TO THE BOARD FOR, UH, APPROVAL OR FEEDBACK AS THE BOARD DID LAST TIME AND SENT THE COMMITTEE BACK, SENT THE GROUP BACK TO FINE TUNE AND PRIORITIZE, YOU SEE THE COMMUNITY ENGAGEMENT SESSIONS THAT ARE IMPORTANT, AND THEN AN EDUCATION, UH, UH, COMPONENT TO EDUCATE THE GENERAL PUBLIC IN BEAUFORD COUNTY ABOUT, UH, WHAT COMES OUT OF THAT WORK WITH REGARD TO A POTENTIAL NEW REFERENDUM.

AND THEN I THINK IF YOU SEE ON THE LAST PAGE, THERE'S A TIMELINE AND THAT TIMELINE AS US STARTING NOW, RIGHT.

AND THAT'S IMPORTANT BECAUSE THERE'S THERE'S, YOU DON'T WANNA RUSH THESE THINGS, BUT YOU WANT TO HAVE A GOOD RUNWAY LEADING UP INTO, UH, WHENEVER A POTENTIAL REFERENDUM MIGHT, MIGHT TAKE PLACE.

OKAY.

UH, MISS BORE, REALLY QUICK QUESTION, THE SHOVEL READY THAT THE BLUFFTON SCHOOL THAT COULD BE SHOVEL READY WOULD REQUIRE.

I KNOW THAT THEY BUDGETED 3 MILLION PLUS FOR HILTON HEAD HIGHS DESIGN.

WHERE DID THAT, THAT MONEY COME OUT OF OUR CURRENT REFERENDUM? NO, NO, CAN'T IT WAS NOT IN THAT PAST REFERENDUM.

SO IT WOULD BE, THAT IS SOMETHING THAT THE BOARD COULD LOOK AT.

MAYBE IT COULD USE A PERCENT, UH, IT COULD LOOK AT, UH, IT'S FUND BALANCE.

IF IT WANTED TO, YOU HAVE A COUPLE OF OPTIONS THAT YOU COULD UTILIZE IN ORDER TO, TO DO THAT, BUT IT COULD NOT COME FROM THIS CURRENT REFERENDUM.

OKAY.

THANK YOU.

THANKS FOR CLARIFICATION.

THE HILTON HEAD CAN, BECAUSE THAT WAS ON THERE AND IT HAS.

YEP.

WE'RE GOOD.

YEAH.

YEP.

ALL RIGHT.

MS. FI THANK YOU, DR.

RODRIGUEZ, HIRE A REFERENDUM CONSULTANT.

CAN YOU JUST SAY A LITTLE BIT MORE ABOUT THAT? YEP.

I THINK IT'S ESSENTIAL, UH, FOR US, UH, TO MAKE SURE THAT, THAT WE HAVE SOMEONE TO, UH, THAT WOULD BE HELPFUL IN GUIDING OUR WORK, UH, SOMEONE THAT HAS HAD PRIOR EXPERIENCE IN TERMS OF, UH, LAYING OUT REFERENDUMS. UH, I THINK THAT'S ESSENTIAL AND THAT'S IMPORTANT AS WE GO THROUGH IT.

SENATOR ROLE, DR.

BURKE FULFILLED LAST TIME.

YES, IT IS.

OKAY.

NO, I THINK THAT'S WHY I'M TRYING TO ANTICIPATE, UM, YOUR QUESTION BERG FILLED THAT ROLE FOR US, DR.

WISNESKI.

THANK YOU, MR. CHAIR.

UM, IN REGARD TO THE, UM, COMMITTEE STRUCTURE AND, AND SELECTING THE MEMBERSHIP FOR IT.

I THINK IN THE PAST IT WAS A COMBINATION OF THE BOARD RECOMMENDED SOME PEOPLE.

AND THEN, UH, ALSO DR.

BERG HAD SOME OTHERS THAT HE BROUGHT IN.

IS THAT STILL KIND OF THE PLAN, JUST TO CONFIRM? YES.

OKAY.

YEP.

UM, AND THEN I DON'T THINK I HAVE ANYTHING HUGE, EXCEPT FOR MOSTLY JUST A, A STATEMENT.

AND THAT IS THAT THE DISTRICT, SINCE OUR LAST REFERENDUM PASSED THE DISTRICT, ITS COMPOSITION, THE ADDITIONAL VOTERS THAT WE HAVE SPEC SPECIFICALLY IN POCKETS OF, UM, THE COUNTY, I THINK WE NEED TO BE VERY COGNIZANT OF THOSE NEW PEOPLE TO US.

I KNOW LAST TIME WE DID A GOOD JOB COMMUNICATIONS WISE OF PUTTING OUT INFO ON, YOU KNOW, EACH SCHOOL'S GONNA GET THIS AND, AND WHAT THE PROJECTS WERE.

YEAH.

UM, SO THE COMMUNICATION AND MARKETING EFFORTS THIS TIME ARE EVEN MORE IMPORTANT IN TARGETING THOSE NEW TO THE COUNTY VOTERS.

UM, I KNOW THERE'S DATA AND DATABASES AND ALL KINDS OF STUFF THAT CAN ASSIST WITH THAT.

AND I KNOW WE'RE LIMITED IN OUR EFFORTS, BUT, UM, JUST WANTED TO MAKE SURE THAT THAT'S AT THE FOREFRONT OF PEOPLE'S MINDS WHEN WE ARE COMMUNICATING AND MARKETING THIS.

YEP.

ABSOLUTELY.

THANK YOU.

OKAY.

UM, SO NEXT STEPS ARE LAID OUT HERE AND I THINK WE'VE TAKEN CARE OF THE LACK OF NEED FOR THE PREVIOUS COMMITTEE.

SO I'VE HAD A REQUEST TO TAKE A BREAK, UH, FOR 10 MINUTES AND I HAD A SECOND ON THAT.

[05:10:03]

SO LET'S GET BACK HERE AND, UH, LET'S MAKE IT A 14 MINUTE BREAK AND GET BACK AT THREE O'CLOCK.

MAYBE WE CAN WRAP ALL THIS UP BY FOUR.

WELL, LET'S GET BACK AT IT AND WRAP IT UP.

UM, THE NEXT ITEM IS DISCUSSION OF BOARD ROLE AND JOB DESCRIPTION OF THE POLICY HANDBOOK TO FRAME UP THE ISSUE.

OUR, OUR POLICY SAYS THAT NEWLY ELECTED MEMBERS ARE SEATED.

UH, I THINK WITHIN TWO WEEKS OF NOVEMBER ELECTION, UM, YES, MA'AM I WAS JUST GONNA CLARIFY, UM, MY UNDERSTANDING IS, IS THAT THIS IS IN THE HANDBOOK.

IT'S NOT POLICY PER SE.

SO THE HANDBOOK, SO, SO CHANGES TO THIS ARE MUCH LESS CUMBERSOME.

YES, MA'AM A GOOD POINT.

GOOD POINT.

NOW, AS YOU SEE FROM THE HANDOUT, THERE'S A LOT OF WAYS TO APPROACH THIS, UH, DIFFERENT DISTRICTS APPROACHES DIFFERENTLY.

SOME SEEUM NOVEMBER, SOME SEEUM IN DECEMBER ORIGINALLY, IT WAS THOUGHT THAT WE, THAT WE WOULD, THAT WE WERE IN VIOLATION OF STATE.

AND APPARENTLY WE ARE NOT IN VIOLATION OF STATE LAW BECAUSE THERE'S A PROVISO I WAS TOLD BY WENDY THAT ALLOWS TO BE SEATED IN JANUARY.

SO THE ORIGINAL IMPETUS FOR, UM, CHANGING THAT HANDBOOK ITEM, UH, DOESN'T REALLY EXIST IS WE, WE'RE NOT IN VIOLATION OF STATE LAW BY SEATING HIM IN JANUARY, BECAUSE ONE OF THE QUESTIONS WAS HOW DOES COUNTY COUNCIL GET AWAY WITH IT? UM, BUT, BUT THE, SO WE'RE NOT IN VIOLATION OF STATE LAW, THERE ARE OTHER ISSUES WITH IT.

UM, WHEN YOU GET ELECTED THE BOARD OF ELECTION CERTIFIES YOUR DURATION.

SO, YOU KNOW, THEY CERTIFY THROUGH DECEMBER.

SO WE'D HAVE TO CHANGE THAT.

I DID TRY TO COMMUNICATE WITH THEM ONCE AND THEY'RE NOT INTERESTED, UM, IN THE ISSUE.

IT'S NOT, NOT AN ISSUE FOR THEM.

SO HERE WE ARE, WE HAVE TO CHANGE THE HANDBOOK, UM, OR TAKE OR TAKE OTHER, YOU KNOW, SOME OTHER STEPS TO GET PEOPLE ACTUALLY SEATED IN NOVEMBER, WHATEVER WE WANT TO DO, WE HAVE TO DO.

BUT THE STATE LAW IS NO, NO LONGER THE DRIVER.

I THINK THAT'S THE POINT I'M TRYING TO MAKE.

THAT'S NO LONGER THE DRIVER.

IT'S WHAT WE WANT DO.

SO I'LL OPEN UP DR.

WIKI, WE HAVE A COPY OF THEO.

DO WE HAVE A COPY OF THE PROVISO AND BOARD DOCS OR ANYWHERE FOR US TO LOOK AT? OKAY.

YEAH, BUT I, I JUST WANNA PUT MY EYES ON IT TO MAKE SURE THAT I UNDERSTAND, UM, CUZ THAT AREN'T THE PROVISOS SUPPOSED TO BE RENEWED YEAR OVER YEAR.

OKAY.

SO IT WAS INCLUDED THE BUDGET.

YEAH.

OKAY.

OKAY.

SO THIS IS THE, YEAH.

I NEED THE PROVISO WENDY'S ON.

OH, ASK WENDY.

WENDY, ARE YOU ON? YES.

MA'AM YOU? YES, I AM ON I'M SORRY.

I WAS ON MUTE.

I CAN, CAN GET THEO FOR US.

OKAY.

BUT IS WENDY, IS IT A CORRECT CHARACT CHARACTERIZATION THAT WE ARE NOT VIOLATING STATE LAW AS IT BY SEATING FOLKS IN JANUARY IS OR YEAH, THAT'S THE LINE.

YEAH.

I THOUGHT THAT WE HAD ORIGINALLY, I THOUGHT THAT WE HAD TO, TO GO INTO OUR NEW OFFICE, OUR NEW ELECTED BOARD MEMBERS, YOU KNOW, TWO WEEKS AFTERWARDS.

AND THEN WE FOUND OUT FROM THE SCHOOL BOARD SITUATION FROM THE SCHOOL BOARD AND FROM WORKING WITH OTHER DISTRICTS THAT THAT'S NOT, UM, THE CASE ANYMORE.

THIS WAS A REALLY, YOU KNOW, A REALLY OLD LAW, BUT WE CAN STILL, IF WE WANTED, I DON'T KNOW HOW WE'RE GONNA GO ABOUT DOING IT IF WE WANNA DO SEAT TWO WEEKS AFTER NOVEMBER BECAUSE OUR CURRENT BOARD MEMBERS, THEIR OATH OF OFFICE AND THEIR TERM ENDS AT THE END OF DECEMBER.

SO I GUESS WE'D HAVE CARE WITH THE ELECTION COMMISSION AND, AND

[05:15:01]

ASK THEM HOW THEY WOULD WANT US TO GO ABOUT CHANGING IT.

BUT COUNTY COUNCILS IN JANUARY, YOU KNOW, THE GOVERNORS IN JANUARY, THE STATE SUPERINTENDENT AND ALL THE OTHER OFFICES TAKE PLACE IN JANUARY.

RIGHT.

AND, AND THAT IS ONE OF THE COMPLICATIONS WE'RE GONNA HAVE TO GET THE STATE OR THE COUNTY ELECTIONS TO ALSO CHANGE, CHANGE THE END DATE ON NEWLY ELECTED MEMBERS.

YES.

MA'AM.

IF WE ARE NOT BREAKING ANY LAWS, I SUGGEST WE JUST MAKE SURE THAT WE REMOVE THIS FROM THE HANDBOOK.

IF, IF THIS IS IN THE POLICY, WE EITHER MOVE IT TO THE HANDBOOK.

BUT RACHEL, YOU SAID THIS ISN'T THE HANDBOOK, RIGHT? YEAH.

I THINK IT IS.

AND SO WE JUST, WE JUST IN THE POLICY COMMITTEE, OKAY.

WE'LL REVIEW THE HANDBOOK AND DELETE THIS, OR RE BRING BACK TO THE BOARD AND SAY, OKAY, THIS IS OUR PRACTICE THAT THE TERM IS THROUGH DECEMBER 31ST.

AND THAT THIS IS THE NEW WORDING IN THE HANDBOOK AND WE'RE DONE WITH IT.

YEAH.

AND THAT'S SO LOGICAL, IT'S HARD TO ARGUE WITH THAT BROUGHT THIS ISSUE.

OKAY.

MM-HMM RIGHT.

I OH, I, I, RIGHT.

I WAS JUST WONDERING WHO BROUGHT IT FORWARD TO MAKE SURE THEY WERE SATISFIED WITH WHAT I THINK WE'RE GONNA SAY, WHICH IS, UH, OKAY.

SO WE HAVEN'T SEEN THE PROVISO YET, BUT, AND I'LL CHECK WITH THE ELECTION COMMISSION TOO, ABOUT WHAT WE SHOULD DO.

SHE SEND THE, YEAH.

JUST WANTS TO SEE THAT IN WRITING.

YEAH.

I WILL FIND THAT INFORMATION.

YEAH.

I JUST, I MEAN, AND MY PERSONAL OPINION ON THE MATTER IS IF THERE IS A PROVISO IN PLACE RIGHT NOW, I DON'T THINK WE NEED TO REALLY DO ANYTHING.

I DON'T THINK WE NEED TO TAKE IT OUT OF HERE.

UM, BECAUSE OUR ACTUAL POLICY SAYS THAT WE FOLLOW FEDERAL STATE AND LOCAL LAWS.

SO I DON'T THINK WE'RE IN VIOLATION OF ANYTHING SO LONG AS THERE IS A ACT OF PROVISO THAT SAYS WE CAN DO IT IN JANUARY, SEE THEM IN JANUARY.

WELL, YEAH, I AGREE.

UM, WITH THE BOARD'S AGREEMENT, WE CAN JUST TAKE THIS, UM, GIVE THIS TO THE POLICY COMMITTEE, TO WORK WITH WENDY AND THEN COME BACK WITH A RECOMMENDATION.

UM, CUZ WE ALSO HAVE TO MEET ON THAT LOCAL ADVISORY COMMITTEE AS WELL AND SO ON.

SO IF THAT, I THINK THERE'S ONE OTHER ITEM TOO, BUT WHATEVER I THINK, THINK THERE IS A GOOD IDEA IDEA.

ANOTHER ONE, I THINK THERE'S THERE'S ANOTHER TWO OR THREE OUTSTANDING.

OKAY.

CHAIR.

SURE.

MR. CHAIR.

I'D LIKE TO, UH, MOVE TO, UM, OR THIS AGENDA ITEM TO THE POLICY COMMITTEE SECOND BY ALL DISCUSSION.

ALL THOSE IN FAVOR.

AYE.

VOTE.

RIGHT? AYE VOTE.

RIGHT.

I THAT'S UNANIMOUS WITH MR. ABSENT ITEM IS DISCUSSION WAS MY ITEM BECAUSE I SOMETIMES OF ANNOUNCEMENTS AND MY UNDERSTANDING OF ANNOUNCEMENTS IS NOTIFYING THE PUBLIC OF UPCOMING EVENTS AS OPPOSED TO TELLING 'EM WHERE WE'VE BEEN AND WHAT WE'VE DONE OR, OR OTHER THINGS.

SO I, I THINK WE NEED TO RESTRICT IT IN SOME WAY, LIKE SAYING IT SHOULD BE CONFINED TO UPCOMING EVENTS OR SOMETHING LIKE THAT.

UM, BECAUSE I THERE'S LIKE AN UNSPOKEN UNDERSTANDING AMONGST MOST OF THE POOR, BUT, UM, I THINK RECENT EVENTS WOULD INDICATE TO ME THAT WE NEED TO UP THAT DEFINITION.

[05:20:07]

ONE THING IS, I THINK SHOULDN'T, WE HAVE A POLICY OR SOMETHING WHERE THEY HAVE TO BE SUBMITTED IN ADVANCE RATHER THAN SORT OF ON THE FLY.

LIKE WE DO WITH ALL OUR OTHER AGENDA ITEMS. I THOUGHT AT THAT WE MADE SOMETHING LIKE THAT A COUPLE YEARS AGO.

UM, I CAN REMEMBER, UM, ONE OF OUR BOARD MEMBERS CHALLENGED ME ON AN ANNOUNCEMENT THAT I WAS MAKING ABOUT A, UH, WORLD AFFAIRS COUNCIL EVENT.

AND THEN WE AGREED THAT WE WOULD PUT THOSE THINGS IN WRITING AND SUBMIT THEM IN ADVANCE MM-HMM .

AND I RECALL THAT IT WAS REITERATED LAST YEAR.

UM, AND IT WAS SENT OUT IN AN EMAIL.

IT, I THINK THE EMAIL CAME IF, BUT IT WAS SENT OUT IN THE EMAIL TELLING US EXACTLY WHAT NEEDED BECAUSE OF THOSE NEW BOARD MEMBERS OF COURSE.

BUT IT WAS SENT OUT IN THE EMAIL.

TELL ME IF EXACTLY WHAT THE PROCEDURE WAS.

DO WE NEED TO ADD THAT TO OUR POLICY MANUAL HANDBOOK, HANDBOOK, HANDBOOK.

IT SEEMS LIKE IT ALREADY EXISTS.

I THOUGHT IT, AND I'LL JUST TELL YOU AS CHAIR.

I JUST NEED TO KNOW I HAVE SOME BACKUP WHEN I CUT SOMEBODY OFF FROM DOING SOMETHING THAT'S NOT AN ACTUAL ANNOUNCEMENT THAT THAT'S THAT'S THE WHOLE BOTTOM LINE.

YES MA'AM OKAY.

OH, OKAY.

ALL RIGHT.

SO THIS SEEMS LIKE IT'S PROBABLY NOT AN ISSUE.

IT WAS, YES.

MA'AM SORRY.

IT, IT DOES NEED TO BE CLARIFIED AND IT NEEDS TO BE BROUGHT UP.

SO WHEN OUR NEW MEMBERS COME ON, IF WE HAVE, YOU KNOW, NEW MEMBERS, WE NEED TO HAVE THAT, WE NEED TO GIVE THEM THAT INFORMATION DURING ORIENTATION.

YES.

MA'AM MR. CHAIR.

UM, I JUST IT'S, IT'S MY UNDERSTANDING THAT THE HANDBOOK IS NOT ONLINE YET.

IS THAT CORRECT? UM, SO WE DO NEED TO GET THAT ONLINE SO THAT WE CAN PULL THAT UP AND REFERENCE THAT DURING COMMITTEE MEETINGS OR ORDERING BOARD MEETINGS.

BUT I WOULD JUST LIKE TO, SORRY, I WAS HEARING SOMEBODY ON THE ZOOM.

UM, I'D LIKE TO GO AHEAD AND MOVE THAT THIS BE REMITTED ALSO TO POLICY COMMITTEE, UM, FOR THE PURPOSES OF ENSURING THAT IT IS IN THE HANDBOOK.

CUZ I THINK THE HANDBOOK IS THE MOST APPROPRIATE PLACE.

SO I MOVE TO REMIT THIS AGENDA ITEM TO POLICY COMMITTEE SECOND BY MS. DISCUSSION.

OKAY.

ALL THOSE IN FAVOR, RIGHT? AYE, MR. SMITH, ABSTAINS MOTION PASSES.

WE ARE FILLING OUT THE AGENDA FOR THE POLICY COMMITTEE AND LUCKILY WE ARE OUT OF AGENDA.

SO WE WON'T, WE WON'T BE, WE WON'T BE THROWING ANY MORE OVER TO THE POLICY COMMITTEE TODAY.

ALL RIGHT.

UH, DO WE HAVE MOVE TO AURN DR.

WISNESKI MOVED TO A CHURN SECOND BY SECOND BY EVERYBODY ELSE IN THE ROOM.

WE ARE ADJOURNED.

THANK YOU EVERYONE.

IT'S BEEN A LONG DAVID.