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DO WE HAVE, UM, ARE WE ON, UH, COUNTY CHANNEL? YES, MA'AM.
IT IS FIVE O'CLOCK AND EVERYONE'S HERE.
SO I'D LIKE TO CALL THIS MEETING OF THE ACADEMIC COMMITTEE TO ORDER.
THE FIRST ORDER OF BUSINESS IS TO STAND FOR THE PLEDGE OF ALLEGIANCE, SO PLEASE STAND, I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AND WHICH JUSTICE.
UM, THE FIRST ITEM IS APPROVAL OF THE AGENDA.
DO I HAVE A MOTION TO APPROVE THE AGENDA? YEAH.
MADAM CHAIR, I'D LIKE TO THAT WE APPROVE THE AGENDA FOR THIS MEETING ON AUGUST 27TH, SEP, SEPTEMBER 20 SEPTEMBER DISCUSSION.
SO, UH, AT THIS POINT, EVERYONE IN FAVOR OF APPROVING THE AGENDA, PLEASE SAY, I, HI.
I OKAY, ANGELA, ARE YOU? UM, SHE AGREES.
OH, DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM.
NOW WE NEED A MOTION TO APPROVE THE MINUTES OF AUGUST 24TH.
UH, AND I SECOND DICK GEIER, UH, AND MEL CAMPBELL.
AND WE JUST GOT A CHAT FROM ANGELA THAT SAYS SHE HAS NO, I DON'T HAVE AUDIO OR VIDEO, VIDEO.
UM, ANY SUGGESTIONS FOR HER? UM, I CAN CHECK HER AUDIO SETTINGS ON THE COMPUTER.
SHE SAID, IT'S, IT'S ON HER END.
SO, UH, THOSE IN FAVOR OF APPROVING THE, UM, MINUTES FROM AUGUST 24TH SIGNIFIED BY SAYING, I, AYE.
OH, SINCE ANGELA CAN'T, UM, UH, HERE, THAT'S, AND WE'LL JUST MOVE ON.
SO PRESENT, I SEE THAT, UM, EARL CAMPBELL JUST JOINED US.
UM, NEXT THING ON THE AGENDA IS ADMINISTRATIVE REGULATION IS 25 MULTILINGUAL LEARNERS.
SO I BELIEVE MS. CARTILAGE, ARE YOU GONNA DO THAT OR WHO'S GONNA PRESENT THAT? DR.
NO, I THINK THAT, UM, MS. ROSKI IS GONNA BE PRESENTING IT AND I'LL BE TUNING INTO HELP HER.
WE ALL WORK TOGETHER AS A TEAM FOR THIS.
YEAH, AND I DID SEE HER ON EARLIER.
I'M THE DIRECTOR OF THE MULTI MOTELING LEARNER PROGRAM, PREVIOUSLY KNOWN AS ESOL.
I'LL BE SHARING WITH YOU THE CHANGES THAT WE HAVE MADE, AND AS MS. CARTILAGE SAID, AS A TEAM, WE REVIEWED THIS TOGETHER TO THE ADMINISTRATIVE REGULATION IS 25 IN ORDER TO UPDATE THE LANGUAGE AND TERMINOLOGY FOR THE MULTILINGUAL LEARNER PROGRAM IN ACCORDANCE WITH THE SOUTH CAROLINA DEPARTMENT OF EDUCATION GUIDING PRINCIPLES AND GUIDANCE.
AS YOU CAN SEE ON YOUR SCREEN, MS. ROBIN MUST BEEN KIND ENOUGH TO PUT UP THERE OUR REVISIONS.
AND THAT IS THE DOCUMENT I'LL BE REFERRING TO, THE ONE WITH THE BLACK AND RED IN MM-HMM.
SO I WILL WALK US THROUGH THE SECTIONS AND THE ROMAN NUMERALS AND ADDRESS THE CHANGES THAT
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WERE MADE.OKAY, SO LET'S GET THROUGH IT.
UM, I HAVE IT IN FRONT OF ME, SO PARDONED ME.
SO, IN RUMOR NUBER ONE, ROMAN NUMERAL ONE, WE NOTED A CHANGE IN THE NAME OF THE PROGRAM.
FROM ISEL TO MULTILINGUAL LEARNER PROGRAM, WE REPLACED ENSURING CHILDREN TO SUPPORT STUDENTS.
WE REWARDED ENGLISH PROFICIENCY TO LIMITED ENGLISH PROFICIENCY, ALL WITH THE GUIDANCE OF THE NEW TERMINOLOGY AT THE STATE DEPARTMENT.
IN ROMAN NUMERAL TWO, WE REPLACE THE FORMAL TERM ENGLISH, THE FORMER TERM ENGLISH LANGUAGE LEARNERS TO MULTILINGUAL LEARNERS, AND ADDED THE LANGUAGE THAT ALIGNS WITH THE STATE'S DEFINITION OF THESE STUDENTS.
THIS SECTION LISTS THE COMMITMENT TO NON-DISCRIMINATION AND EQUAL OPPORTUNITY FOR ALL BEAUFORT COUNTY SCHOOL DISTRICT STUDENTS, INCLUDING THOSE BY TITLE FOUR, TITLE SIX, AND TITLE NINE, AND ANY OTHER FEDERAL, STATE AND LOCAL LAW ROMAN NUMERAL FOUR.
ONCE AGAIN, WE REPLACED IS O WITH LP MULTILINGUAL LAW PROGRAM, AND IN SECTION A, IT EXPLAINS THE PROCESS BY WHICH A STUDENT IS IDENTIFIED IN ACCORDANCE TO FEDERAL AND STATE GUIDANCE.
IN SECTION B, WE REMOVED THE FINAL SENTENCE BECAUSE IT WAS ADDED TO SECTION A IN SECTION C THAT WAS REWRITTEN TO INCLUDE NEW TERMS SUCH AS ML AND MLP.
SO ML FOR MULTILINGUAL LEARNERS, MLP FOR THE MULTILINGUAL LANGUAGE PROGRAM, HENCE THE NAME OF OUR PROGRAM IN SECTION D, ENGLISH LEVEL WAS REPLACED WITH ENGLISH PROFICIENCY LEVEL E L P, AND THE TERM PROGRAM SERVICE DELIVERY MODEL WAS ADDED AS TO EXPLAIN HOW SERVICES WILL BE DELIVERED AND CORRECTLY LABELED WITH THE NEW TERMINOLOGY FOR OUR PROGRAM.
AS YOU CAN SEE, SOME OF THEM WERE CROSSED OUT AND REPLACED.
AS TO ML P CLASS PERIOD, ML, ML P, AND ML, SECTION E, WE REPLACED ML AND ADDED THE COMPLETE NAME OF THE ENGLISH PROFICIENCY ASSESSMENT.
INSTEAD OF JUST LEV LEAVING IT HYPHENATED OR ABBREVIATED ROMAN NUMERAL FIVE.
WE RENAMED THE TITLE TO ASSESSMENT FOR MLS AND REPLACED SIMPLY THE TITLE ESL.
IN SECTION A, WE REMOVED THE WETA ACCESS PLACEMENT TEST, THE W A P T, SINCE IT IS NO LONGER APPROVED AS A SCREENER BY THE SOUTH CAROLINA DEPARTMENT OF EDUCATION.
WE ALSO REMOVED LIMITED ASSESSMENTS OFF THE LIST BECAUSE OUR STUDENTS ARE ASSESSED AND COMPLETE ANY TESTS THAT ARE ADMINISTERED THROUGH THE BEAUFORD COUNTY SCHOOL DISTRICT TO ALL OF OUR STUDENTS.
SECTION B, THE ESOL ADVISORY COMMITTEE IS NOW THE MULTILINGUAL LEARNER PROGRAM TEAM, THE L P TEAM, AND WE REPLACED L WITH ML.
WE REMOVED THE ENTIRE SENTENCE BECAUSE IT JUST ADDRESSED THAT ML STUDENTS ARE ASSESSED AND WE REVIEWED THAT DATA.
THAT WAS A VIEWPOINT SINCE WE DO THAT FOR ALL STUDENTS.
IN BUFORD COUNTY SCHOOL DISTRICT, ROMAN NUMERAL SIX, WE REPLACED L E P TO ML, THE STUDENT GRADE PLACEMENT AND INFORMATION SECTION A, WE REPLACED ENGLISH LANGUAGE LEARNERS WITH MLS AND ADDED ENROLLMENT PLUS REGISTRATION AS THE TERM SECTION B.
WE REMOVED L AND REPLACED IT WITH ML AND MADE SOME LANGUAGE CHANGES FROM SIMPLY SAYING THAT STUDENTS ARE IMMERSED TO LANGUAGE ACQUISITION, MORE ACADEMIC LANGUAGE, USING AND FOLLOWING THE SAME LANGUAGE THAT WEDA USES, AS WELL AS SOUTH CAROLINA DEPARTMENT OF EDUCATION.
SECTION C, WE ADDED A SECTION TO DISCUSS RETAIN RETENTION OF MLS, AS WELL AS LISTING THE IMPORTANCE OF AN INDIVIDUALIZED LANGUAGE ACCOMMODATION PLAN THAT USED TO BE CALLED AN ILA, NOT AN ILA.
SO WE'VE REPLACED THAT IN ORDER TO EXPLAIN AND BE CLEAR ABOUT THE IMPORTANCE OF THIS DOCUMENT, AS WELL AS IEPS, WHICH HAVE MODIFICATIONS FOR STUDENTS.
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CHANGED THE TERM L TO ML IN BOTH PAGES.PAGE THREE AND FOUR, STILL IN THE SAME SECTION.
WE REPLACED ISO WITH ML CLASSROOM AND ADDED THE FINAL SENTENCE TO EXPLAIN SOME INTERVENTIONS AND STRATEGIES TO BE ILL.
UM, I'M SORRY TO BE IMPLEMENTED, BUT NOT LIMITED TO SECTION ONE.
WE RECOMMENDED WHAT STUDENTS CAN DO FOR RTI.
I DON'T THINK WE HAVE RTI ANYMORE.
THE LANGUAGE SHOULD BE MTSS DIANA.
I MISSED THAT AT MY READING AS WELL.
BECAUSE MULTI TIER SYSTEM OF SUPPORT.
SO I WILL SAY THAT I OVER, I I DIDN'T CATCH THAT EITHER.
I DIDN'T CATCH IT EITHER, BUT I'M FIXING IT NOW.
YOU KNOW, WE HAVE SO MANY LETTERS I KNOW, AND SO MANY ACRONYMS WITH THE PROGRAM AND WE'RE CHANGING, YOU KNOW, IT'S LIKE, REALLY? WOW.
WE REMOVED, UM, NUMBER TWO, IT WAS SOMETHING THAT WE DID NOT NEED.
WE ANALYZED INTERVENTIONS AND STRATEGIES FOR ALL OUR STUDENTS.
WE CHANGED IT FROM NATIVE LANGUAGE TO FIRST LANGUAGE AND L ONE BECAUSE NOT ALL STUDENTS ARE NATIVE IN THEIR L ONE SECTION FOUR.
SECTION FIVE CHANGED ESOL TO LEARNER PROGRAM COORDINATOR, AND WE ADDED A SECTION E STUDENTS WILL BE MONITORED BECAUSE THIS IS IN ADDITION TO THE PREVIOUS GUIDANCE FROM THE STATE DEPARTMENT, WAS THAT WE MONITORED STUDENTS WHEN THEY EXITED OUR PROGRAM FOR TWO YEARS.
WE NEEDED TO CHANGE THAT LANGUAGE BECAUSE THE NEW GUIDANCE IS FOUR YEARS.
AND IT EXPLAINS HOW THEY MEET THAT EXIT CRITERIA BY PASSING THE ACCESS FOR LS, WHICH IS THEIR LANGUAGE PROFICIENCY TESTING, AND THEN HOW THAT WILL BE DISCUSSED AND HOW MLP TEAMS AND MLP TEACHERS WILL CONSIDER READMISSION TO A PROGRAM IF NEED BE.
AND THE STUDENT IS STRUGGLING ACADEMICALLY.
I HAVE A QUESTION AND I MAY BE OFF OF THE ACCESS FOR ELLS WITH AMY PER, I I KNOW THAT IS, SHOULD THAT BE ACCESS OR MLS OR HAS ACCESS NOT CHANGED? THAT STATUS ACCESS, THE WETA CONSORTIUM THAT WE BELONG TO THAT CREATES THE TESTING MATERIALS HAS NOT CHANGED THAT TURNOVER.
YEAH, THEY DIDN'T CHANGE THAT.
UH, THEN WE HAVE INDIVIDUALIZATION, UM, INDIVIDUALIZED LANGUAGE ACQUISITION PLANS, AND THAT IS, UH, ROMAN NUERAL SEVEN, I BELIEVE.
AND IT STATES THAT, OBVIOUSLY, AS YOU SEE THERE, WE CHANGED INDIVIDUAL MODIFICATION PLAN.
IT IS NOW CALLED THE INDIVIDUALIZED LANGUAGE ACQUISITION PLAN.
ANY PART THAT SET ELSE WE CHANGED TO MLS.
THE ABBREVIATION FOR INDIVIDUALIZED LANGUAGE ACQUISITION PLAN IS ILAB.
THAT IS A TERM WE USE VERY OFTEN, AND IT'S NEVER EVER SET OUT COMPLETELY.
IT EXPLAINS HOW THE ILAB PROVIDES SUPPORTS AND MODIFICATIONS FOR STUDENTS.
THIS DOCUMENT, THIS DOCUMENT LISTS ALL THE DOCUMENT, ALL THE MODIFICATIONS THAT TEACHERS SHOULD BE MAKING DURING THEIR INSTRUCTION TO HELP STUDENTS.
ROMAN NUMERAL EIGHT SUMMER SCHOOL, THIS WAS ADDED AS A RESULT OF THE PANDEMIC CETERA AND ALL THESE OTHER THINGS THAT WE HAVE SEEN AS A NEED FOR OUR STUDENTS, THAT THERE WILL BE A SUMMER GENERAL EDUCATION PROGRAM THAT HAS TO DO WITH LANGUAGE MAINTENANCE AS WELL AS ACADEMICS.
SO WE ADDED THIS SECTION AND NOW I'M ON PAGE FIVE AND WE JUST REMOVED OCTOBER, 2017 REVISIONS.
THAT WAS DONE BY MS. CARLA'S OFFICE.
SO THAT'S JUST THE LOGISTICS OF THE LEGAL TERMINOLOGY AND WHAT THEY NEED TO REMOVE AND ADD AND EVERYTHING ELSE.
WE DIDN'T MAKE ANY CHANGES TO THIS SECTION.
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SO, MRS. I APOLOGIZE.I I WAS JUST GONNA SAY BOARD MEMBERS, DR.
STRATON BASKA, I'M GONNA MAKE THE REVISIONS RIGHT NOW.
WE'RE ON THE MULTICARE SYSTEMS OF SUPPORT AND I'M GONNA SEND THAT TO ROBIN FOR THE BOARD FOR NEXT WEEK.
AND I JUST, I'M DIANE, SORRY, DR.
STRATOS, I WILL CORRECT MYSELF ON PAGE FIVE.
EVERYTHING THAT SAYS MULTILINGUAL LEARNER PROGRAM OBVIOUSLY WAS CHANGED FROM ESL.
IT JUST, THAT IT'S NOT CROSSED OUT AND IT'S, IT SLIPPED MY MIND.
BUT OBVIOUSLY THE TERMINOLOGY HAS BEEN CORRECTED ON THIS PAGE.
AND TO NOTICE IN YOUR DOCUMENTS, YOU HAVE THE UPDATED ALL IN ONE COLOR.
YES, I HAVE THE ALL CORRECTIONS AND BLACK THANK YOU MS. ROBIN.
AND NOW WE WILL HAVE THE NEW CORRECTIONS.
AND ONE DAY, IS IT POSSIBLE, UH, I DIDN'T, NO PREFERENCE, BUT FOR MYSELF, PAGE NUMBERS.
THAT WAS A NOTATION I HAD MADE ON MY SIDEBAR EARLIER.
THERE'S NO PAGE NUMBERS ON THE BLACK COPY.
UH, ANY COMMITTEE MEMBERS HAVE ANY COMMENTS OR QUESTIONS? ANGELA, YOU CAN TYPE IN IF YOU HAVE SOMETHING.
UH, COLONEL GEIER, ANYTHING? HE'S SHAKING HIS HEAD NO.
UH, MR. MEL CAMPBELL? ANYTHING? YEAH, BUNCH OF STUFF.
THAT'S NOW EMBEDDED IN ENROLLMENT SURVEY.
WHO REQUIRES THAT? WHO GENERATES IT? THE FEDERAL GOVERNMENT REQUIRES THAT.
AND THE STATE DEPARTMENT CREATED AN ENROLLMENT SURVEY WHICH EMBEDDED THES IN IT.
THE HOME LANGUAGE SURVEY'S EMBEDDED IN IT.
AND WE HAVE IT AS PART OF OUR ONLINE REGISTRATION.
IT IS REQUIRED FOR EVERY STUDENT DEBT REGISTERS INTERVIEW FOR COUNTY SCHOOL DISTRICT, AND THE STUDENT IS TO COMPLETE IT ONE TIME.
MR. CAMPBELL? UM, I, THAT, THAT'S WHAT DEFINES THE QUALIFICATION ON THE THREE QUESTIONS PROVIDED IN THES THE ASSESSMENT THAT'S ALIGNED TO IT.
WELL, AS YOU ALREADY KNOW ABOUT THIS, I'M CONCERNED WITH THIS SERVICE AND HOW WE CAN REACH MORE OF THE GULLAH FAMILIES IN TERMS OF THIS SERVICE.
AND THAT SURVEY IS, SEEMS TO BE THE CRUX OF THE, OF THE LOGISTICAL PROBLEM.
HOW MANY PEOPLE KNOW THAT IF THEY DIDN'T SIGN ENGLISH ON THERE AND SIGN GULLAH, WOULD IT BE ACKNOWLEDGED AS ANOTHER, UH, LANGUAGE OR ENGLISH NOT BEING A SPECIFIC LANGUAGE? AND WILL THAT PASS MUST WITH THE REQUIREMENTS OF THE STATE AND THE FEDS? I CAN ANSWER THAT.
I HAVE ASKED OUR STATE REPRESENTATIVE, UM, THROUGH THE TITLE THREE OFFICE OF SUSAN ACCOUNTABILITY.
AND, UM, SHE HAS SAID THAT IF A STUDENT IS LISTED AS ANOTHER LANGUAGE AND IT IS GULLAH ON THAT HOME LANGUAGE SURVEY, WE ARE OBLIGATED TO DO SO AND SCREEN THAT STUDENT AND PROVIDE SERVICES.
IT IS RECOGNIZED BY THE FEDERAL GOVERNMENT.
IT JUST HAS TO BE PLACED ON THE HLS IN ORDER FOR US TO, OKAY.
THAT'S ONE, THAT'S ONE THING THAT WE, WE CAN DO THEN TO CHANGE WHO AND HOW MANY WE SERVE.
I MEAN, IT JUST DOESN'T MAKE PRACTICAL SENSE IN MY MIND AS A DISTRICT TO, TO NOT ASSESS THOSE CHILDREN EARLY AND GET THEM ENGAGED WITH SOME TYPE OF SUPPORT AS OPPOSED TO WAIT TILL THEY GET TO THE FOURTH GRADE AND COME UP SHORT WITH THEIR, WITH THEIR ENGLISH LANGUAGE SKILLS, AND THEN REALIZE THAT THEY HAVE TO BE REMEDIATED IN SOME SENSE, WHICH MEANS THAT CATCH UP IS NOT HAPPENING AFTER THAT.
SO I DON'T, I, YOU KNOW, OTHER THAN SAYING THAT IT'S COSTLY, I DON'T KNOW IF IT'S SENSIBLE TO NOT, NOT HAVE THESE CHILDREN ASSESS AND, UH, AND YOU WON'T HAVE, CAN'T HAVE THEM ASSESS UNLESS THEY PUT DOWN SOMETHING OTHER THAN ENGLISH ON THAT HLS, RIGHT.
THAT'S OUR, YES, WE MAY, WE AREN'T, YES.
WE ARE LIMITED IN OUR SCREENING, NOT ASSESSING THEM.
WE CAN ASSESS THEM IN OTHER WAYS WHEN THEY ARE IN OUR CLASSROOM.
WE CAN DEFINITELY GAUGE THEIR PROFICIENCY, ET
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CETERA, THROUGH THE TEACHERS AND OTHER METHODS OF ASSESSING WHERE THEY ARE IN THEIR LANGUAGE, BUT TO SCREEN THEM THE PROCESS THAT IS IN PLACE LEGALLY.SO YOU BROUGHT UP ANOTHER FOLLOW UP QUESTION.
WHEN YOU SAID WE CAN ASSIST THEM IN THE CLASSROOM, IS THERE SOMETHING IN PLACE TO ASSESS THEM OTHER THAN HLS RIGHT AWAY? AND IF THAT ASSESSMENT SHOWS, UH, SOME TYPE OF DEFICIENCY, IS THERE A, A PLAN OR A PROCESS IN WHICH THEY, UH, EMERGE IN THE E L P AND WHATEVER ELSE?
SO, DIANA, LET ME JUST BRIDGE A LITTLE BIT WITH THAT.
SO OUTSIDE OF THE WIDA SCREENER AT THE, LET'S SAY THE ELEMENTARY LEVEL, OUR STUDENTS ARE ASSESSED EARLY IN THE YEAR.
AND I WILL ADD TODAY WE HAVE SEVEN ADDITIONAL SCHOOLS INVOLVED WITH LETTERS AS WELL AS OPEN COURT, WHICH PROVIDE ASSESSMENT, AND I WANNA SAY IT IN THE ACQUISITION OF LANGUAGE, MR. CAMPBELL, FOR PHONETIC AWARENESS, PHONEMIC SOUND, UM, FLUENCY, THAT'S NOW A STATE REQUIREMENT FOR OUR PALM LITERACY SCHOOLS.
AND THEN THAT IS LAYERED WITH THE IREADY ASSESSMENT FOR STUDENTS AS WELL.
SO WE DO HAVE EARLY ASSESSMENT FOR LANGUAGE AND OUR ELM MLS GO THROUGH THESE SCREENINGS AS WELL.
SO YEAH, MY SOUL WILL BE, IS THERE CROSS REFERENCE, IT'S THERE, UH, A LIMIT, UH, RED FLAG LIMIT FOR LET'S SAY IREY THAT WOULD SAY, WILL THESE STUDENTS ARE SCORING AS LOW AS THE STUDENTS WHO ARE WHAT TO E P IS WHAT I'VE GOT.
YOU SAID LP, AND I DON'T WANT, I DON'T WANNA SPEAK IN A GENERALIZATION, BUT WITH A STUDENT'S ACQUISITION, AND I, I UNDERSTAND WHERE YOU'RE GOING TOWARDS ALL A SECOND LANGUAGE.
THE IREADY ASSESSMENT, JUST TO KEEP IT A NOMANCLATURE OF OUR EDUCATORS, IT GOES, DOES NOT NEED APPROACHES, UM, NEEDS AND EXCEEDS.
THAT, LET'S JUST SAY THOSE ARE THE BENCHMARKS MM-HMM.
SO THERE IS A, I HAVEN'T TAKEN TO SEE THE RELATIONSHIP OF OUR STUDENTS WHO MAY HAVE OTHER LANGUAGE OUTSIDE OF WHAT IS MEASURED ON THE LS, BUT RECOGNIZING THE ADMINISTRATION OF THE IREADY LENS FOR SUPPORT FOR STUDENTS WHO ALL FALL WITHIN THAT CLASSIFICATION WITH OR WITHOUT THE WI OF SCREENER.
CAN I ADD TO THAT PLEASE, MR. CAMPBELLS? YES, GO AHEAD.
SO ALSO, I KNOW THAT WHEN I WAS IN THE CLASSROOM, AND OUR MLP TEACHERS ARE CONTACTED OFTEN BY CLASSROOM TEACHERS, AND THEY WILL SAY, WE'RE NOT SURE IF THIS IS A LANGUAGE PROFICIENCY ISSUE OR ACADEMIC.
SO WE USE ALL OF THE DATA THAT DR.
STRATAS JUST DISCUSSED, ALL THOSE SCORES, ALL THOSE TESTS, ALL THOSE ASSESSMENTS.
AND THEN WE TRY TO SIT TOGETHER AS THE L P T TEAM, WHICH HAS THE MTSS INDIVIDUAL IN THERE.
IT MIGHT HAVE A, A SPECIAL EDUCATION TEACHER IN THERE, AN ADMINISTRATOR THAT HAS TO HAVE A PERSON THAT HAS TO DEAL WITH THE MLP PROGRAM.
IT'S USUALLY ONE OF OUR TEACHERS.
AND WE HAVE TO HAVE A DISCUSSION AND SEE, IS THIS TRULY A LANGUAGE OR WHAT CAN WE DO? WHAT SERVICES CAN WE PROVIDE AND ASSIST SO STUDENTS CAN BE SUPPORTED BY AN L P TEACHER IF THIS IS A CONVERSATION THAT IS HAD, ET CETERA.
AND SOMETIMES I EVEN NEED TO CONTACT THE STATE AND SAY, I DON'T KNOW WHAT ELSE WE CAN DO AT, AND GET MORE GUIDANCE FROM THEM.
SO THERE ARE DISCUSSIONS HAD WITH STUDENTS BESIDE MLS THAT MAYBE ARE NOT IDENTIFIED.
AND THEN WE HEAR, OH, BUT STUDENT IS STRUGGLING.
BUT EVEN THOUGH THEY'RE NOT AN ML AND THEY DIDN'T HAVE, UM, AN HLS THAT SAID IT, OR THEY WERE NOT IDENTIFIED BECAUSE THEY PASSED THE SCREENER, BUT THEY'RE STILL STRUGGLING, WE MEET AND DISCUSS SUPPORTS FOR THOSE STUDENTS AS WELL.
UH, YEAH, LET'S, UH, LET'S JUST FOCUS ON THE ONES WHO, WHO DO NOT MEET AND ARE VERY
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MUCH RELATED TO THE, TO THE MLP H H LS LP SERVICE, SINCE THEY DIDN'T SIGN IN.I, I'M JUST SUBMITTING THAT OFTENTIMES WE, WE DISMISSED THE FACT THAT THEY COULD HAVE A, A LANGUAGE PROBLEM BECAUSE THEY'RE NOT PREDESIGNED AS HLS.
SO, YOU KNOW, EDUCATORS LIKE MYSELF AND OTHERS TEND TO DISMISS THAT IT WAS LANGUAGE BECAUSE THEY'RE NOT, THEY'RE NOT, UH, FORMALLY, YOU KNOW, ES O L STUDENTS.
AND, AND OFTENTIMES I'M THINKING NOW THAT IT IS LANGUAGE AND OUR RECORDS AND EVIDENCES WILL SHOW THAT THE STUDENTS WHO, WHO ARE MIRROR IN THAT LOWER LEVEL TIER BECAUSE OF LANGUAGE OFTENTIMES DON'T GET OUT OF IT ACADEMICALLY, EVEN IN OTHER, YOU KNOW, AREAS.
SO I, I'D LIKE TO TO TO, FOR US TO DIVE A LITTLE DEEPER IN AND LOOK AT THAT BECAUSE I, YOU KNOW, I WANT US TO COMMIT EVENTUALLY TO DOING A LITTLE BIT MORE SCREENING OF THOSE STUDENTS.
DANIEL HAS SOME EVIDENCES OF, OF WHAT HAPPENED WHEN HE DID ASSESS THOSE STUDENTS WITHOUT ANY DIRECTIVES.
HE WAS, HE ASSESSED THEM AND THE LEVELS WERE VERY LOW.
AND WE, WE NEVER FOLLOWED UP ON THAT.
WE JUST DISMISSED THAT AS THAT'S, UH, AN ABERRATION.
BUT I THINK THAT THAT'S MORE THAN, THAN JUST THAT.
STRATOS, AND THEN WE'RE GONNA GO TO, UM, COLONEL GEIER HAS HIS HAND UP, DR.
STRATOS, JUST TO BUILD TO THAT.
AND I HAVE TO SAY THAT'S WHY WE EXPANDED THE LETTERS AND OPEN COURT INITIATIVE FOR OUR SCHOOLS WHERE WE HAVE AN HIGHER AMOUNT OF STUDENTS, ESPECIALLY AT THE EARLY GRADES, WHO DOES NOT MEET, BECAUSE IT DOESN'T GO TO THE DEPTH OF THE ORHAN GILLINGHAM, ALTHOUGH IT IS, BECAUSE THAT IS MORE, THAT IS UTILIZED AS AN INTERVENTION, AS A NEXT STEP IN MTSS.
BUT THESE TWO ADDITIONAL INSTRUCTIONAL TOOLS THAT WE'VE BROUGHT IN, AND AGAIN, I'M GONNA SAY THE LANGUAGE ACQUISITION BECAUSE MR. CAMPBELL, WHAT YOU'RE SPEAKING ABOUT IS ACQUIRING LANGUAGE, SOUND LETTER RECOGNITION, THE COMBINATION OF SOUND, RIGHT? RIGHT.
LETTERS WHO MAKE SOUNDS TO MAKE WORDS, OR ACTUALLY GOING THROUGH THAT PROCESS AT A SEVEN OF OUR SCHOOLS TO BUILD THAT AS A ROOT CAUSE FOR STUDENTS ARE EXACTLY WHAT YOU'RE SAYING, WHO ARE NOT BEING ABLE TO READ AND HAVE GREATER FLUENCY.
UM, SO THAT IS PART OF OUR INITIATIVE.
AND I, I, I DID WANNA SHARE THAT AGAIN.
I, I JUST HAVE ONE SIMPLE QUESTION THAT MIGHT BE IN HERE AND ALL THE SMILE TO GRIN EDITING I SAW ON THIS, THAT, THAT QUESTION IS, DO, DO ML STUDENTS GET EXTRA TIME ON STANDARDIZED TESTS LIKE IREADY AND, AND OTHER STANDARDIZED TESTS? DO THEY GET EXTRA TIME TO TAKE THE TEST? SO IN THEIR INDIVIDUALIZED ACCOMMODATION PLAN, THAT'S WHERE ALL THE ACCOMMODATIONS ARE.
FIRST DATE AND STANDARDIZED TESTING.
AND I DO NOT BELIEVE THAT IT'S SOMETHING WE HAVE IN THE TERMS OF NONE OF OUR STATE TESTS ARE TIMED.
SO THEY DON'T HAVE EXTENDED TIME.
THEY DO HAVE OTHER ACCOMMODATIONS SUCH AS REREADING AND THE INSTRUCTIONS, ET CETERA.
BUT THAT IS NOT SOMETHING THAT I BELIEVE WE HAVE IN PLACE.
AND THAT THE STATE, UM, ALLOWS EITHER, UNLESS IT IS IN MY STUDENT'S IP IN CONJUNCTION WITH AN ILA, IT HAS TO BE ON BOTH DOCUMENTS.
IF IT IS SOMETHING THAT THEY'VE, THAT IS A, UH, REQUIRED ACCOMMODATION.
SO YOU, THEY CAN HAVE, I'M SORRY, THEY CAN HAVE SMALL GROUP, WHICH WOULD ALLOW THEM TO, IN TURN NOT FEEL, MAYBE THE PRESSURE OF PEERS FINISHING FASTER, ET CETERA.
IF IT'S A STUDENT THAT THE, THE TEACHER AND THE ML TEACHER SAYS, OKAY, I DEFINITELY THINK THAT DIANA WOULD BENEFIT FROM A SMALL GROUP ENVIRONMENT.
THOSE ARE THE KINDS OF ACCOMMODATIONS THAT WE HAVE.
AND A HERITAGE DICTIONARY AS WELL.
BECAUSE REALLY NONE OF OUR ASSESSMENTS ARE TIMED.
WELL, I'M SURE THAT THAT'S THE CASE FOR THE STATE, BUT HOW ABOUT FOR S A T A C T, UM, AS FB AND THAT TYPE THING? CUZ WE HAVE OLDER STUDENTS THAT ARE ML STUDENTS.
MANY OF THEM IN OUR SECONDARY SCHOOLS.
DO THEY GET ACCOMMODATION FOR TIME? NOT UNLESS, NO, NOT UNLESS AN ACCOMMODATION DOCUMENT AND IS EITHER, AND THEY, THEY TAKE AN I P OR A 5 0 4 WITH
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MEDICAL RECORD FOR THE P FOR THE S A T AND A C T I CANNOT SPEAK TO THE AVA.I HAVE NOT SEEN ACCOMMODATIONS DONE FOR THE ASVAB.
BUT FOR THE P FOR THE S A T AND A C T, THAT IS A REQUESTED FORM THAT A SCHOOL COUNSELOR HAS COMPLETED AN ADVANCE, IT HAS TO BE APPROVED BY ORGANIZATIONS.
I, I JUST KNOW THAT AS A GERMAN, AS A A SECOND LANGUAGE PERSON, UM, I HAD TO TAKE EX I HAD TO HAVE EXTRA TIME TO, UH, REVIEW GERMAN, UH, LANGUAGE DOCUMENTS.
AND YOU KNOW, I, I CAN'T UNDERSTAND HOW A, UH, 16 YEAR OLD, 15 YEAR OLD THAT COMES TO OUR SCHOOL DISTRICT AND NEEDS TO TAKE STANDARDIZED TESTS OTHER THAN THE STATE THAT HAVE TIME LIMITS, HAS NOT GIVEN JUST BE AS A FACT OF BEING ANL STUDENT, THEY SHOULD BE GIVEN EXTRA TIME BECAUSE THEY ARE TRANSLATING IN THEIR HEAD INSTEAD OF JUST NATURAL LANGUAGE PROCESSING.
THAT IS ONE OF OUR BEST PRACTICES AND STRATEGIES AND WAIT TIME CETERA.
BUT AS FAR AS OFFICIALLY DOCUMENTED, IT IS NOT, AND LIKE DR.
STRATO SAID, IT HAS TO BE APPROVED BY AGENCIES.
IF WE WERE GIVING THAT IN SUCH TEST THAT YOU MENTIONED, WE WOULD HAVE TO HAVE THAT APPROVED BY THE STATE DEPARTMENT.
WELL, ACTUALLY FROM AC FROM THAT'S WHAT I MEAN, THE ORGANIZ THAT YOU MENTIONED.
I, I'M JUST WONDERING, IS IT SOMETHING WE CAN FOLLOW UP WITH AND ASK THEM ABOUT GIVING US A GOOD TIME FOR THOSE STUDENTS? ABSOLUTELY.
YEAH, I THINK, I THINK DICK BRINGS UP A GOOD POINT.
AND I THINK, UM, YOU KNOW, WE KNOW FROM MY EXPERIENCE WITH MULTILINGUAL STUDENTS, A LOT OF TIMES THEIR MATH SKILLS ARE ON POINT, ON ON PAR.
AND WHEN YOU THROW THEM A MATH TEST, YOU KNOW, OUR MATH TESTS ARE NOT JUST FIGURES.
UM, THEY HAVE A LOT OF READING IN THEM.
SO I THINK TO, FOR THEIR ADVANTAGE TO, TO BE THEIR ADVANTAGE, TO SEE IF WE CAN GET THEM ADDITIONAL TIME.
AND, AND MRS. ROBEN WAS BEING BROUGHT FORWARD BY BOTH MR. CAMPBELL AND COLONEL GEIER.
UM, YOU KNOW, CURRENTLY WE SERVE OVER 4,000 ML STUDENTS AS A SYSTEM.
WHEN YOU LOOK AT THE FOUR YEARS OUT OF THE MONITORING, IT IS, I WANNA SAY DIANA, WHAT ARE BE ABOUT 44,036? I MAY BE ON OR OFF.
I DON'T HAVE MY, I HAVE MY DOCUMENT ON MY COMPUTER.
WE, WE WERE AT 4,038, WE WERE ABOUT 4,016, SOMETHING LIKE THAT.
IT'S A, AND IT IS A SIGNIFICANT GROWING PROGRAM HERE IN THE DISTRICT.
AND IF WE GO BACK TO MR. CAMPBELL'S PERSPECTIVE ON ACQUISITION OF LANGUAGE AND HOW CAN WE DEEP THE USE OF THE HLS AT INITIAL ENROLLMENT FOR ALL STUDENTS TO BE MORE INCLUSIVE.
AND THEN COLONEL GES PERSPECTIVE AS WELL ON THE A C T S A T, AND I WANNA SAY THE P S A T, BECAUSE THAT'S NEEDED AT EIGHTH GRADE IN ORDER TO MM-HMM.
UM, I'VE NOT SEEN THAT PRACTICE, BUT I'VE NOT SEEN WHERE IT CAN'T BE DONE.
SO THAT IS SOMETHING WE COULD ALSO LOOK INTO IN BOTH, BOTH REQUESTS FROM THE BOARD MEMBERS, MAYOR.
UH, MR. SMITH, UM, UH, MY POINT, UH, WAS, UM, ALONG THE SAME, SOME OF THE SAME STUFF THAT MR. CAMPBELL SPOKE ABOUT.
AND MY, MY QUESTION IS, UH, THE DATA THAT MR. FALLON SHOWED US, CAN, COULD, COULD WE NOT GO BACK AND, AND WORK OFF OF THAT? BECAUSE WE ARE STILL, I FEEL THAT WE ARE DEFINITELY LEAVING OUT SOME COMMUNITIES BY DOING SOMETHING BY, BY, WELL, I'M JUST GONNA SAY BY KIND OF IGNORING WHAT THAT INFORMATION HAS, HAS TOLD US.
SO I'M, I'M TO BELIEVE THAT HAVING THAT WE, THAT WE STILL, THAT THERE'S STILL A TARGETED MARKET, MARKET MARKET OF PEOPLE OUT THERE THAT, THAT WE'RE, THAT WE'RE NOT, UH, HELPING OUT ADEQUATELY JUST BECAUSE OF THE WAY HOW THEY'RE PROCESSING AND NOT FILLING OUT THE INFORMATION OR, OR HOW THEY'RE GATHERING WHAT SHOULD BE DONE.
THIS IS
[00:35:01]
THANK YOU.I MEAN, I, I THINK THAT THAT ONE RESPONSE IS, YOU KNOW, UH, PERHAPS WE NEED TO DO AN OUTREACH WHERE WE, UH, LET OUR GUA FAMILIES KNOW WHEN THEY DO THE HOME LANGUAGE SURVEY, THEY NEED TO INDICATE GU THEN IF WE CAN EDUCATE THEM ABOUT THAT, THEN THAT AUTOMATICALLY, UH, PUT SOME IN THE QUEUE FOR THE ACCESS TESTING.
AND THEN THAT WILL DETERMINE, THAT'S THE TESTING THAT IS DETERMINED WHETHER SOMEBODY QUALIFIES FOR A MULTI AS A MULTILINGUAL.
AND THEN THE OTHER THINGS WE HAVE IN PLACE THAT DR.
STRATOS WAS TALKING ABOUT, THE OTHER, UM, THE OTHER ASSESSMENTS AND, AND THE PHONETIC WORK AND, AND THE LANGUAGE WORK THAT WE'RE, UH, WORKING ON WITH OUR, IN OUR ELEMENTARY SCHOOLS WILL, UM, ALSO PICK UP DEFICIENCIES, EVEN IF THEY DON'T QUALIFY AS A MULTILINGUAL LEARNER, BUT PERHAPS BY ENCOURAGING THEM TO INDICATE THAT, THAT THAT WOULD HELP.
AND, AND I WANNA MAKE, GO AHEAD.
I, I WANNA MAKE NOTE ALSO THAT THE STATE HAS TAKEN A DIFFERENT APPROACH FROM IN THE PAST WHERE THEY, THE HLF ENLISTING THE ID GUL, THEY DID NOT HAVE THAT POSITION THREE YEARS AGO.
THE WORK THAT SUSAN MURPHY HAS PUSHING AT THE DISTRICT LEVEL, WHO WAS PRIOR, WITHIN OUR DISTRICT, I HAVE TO SHARE THAT, UM, SHE'S BEING SIGNIFICANTLY INNOVATIVE AT HER APPROACH AND SUPPORT FOR LANGUAGE ACQUISITION.
SO I DO WANNA PUT THAT OUT THERE AS WELL.
WE HAVE SOMEONE AT THE STATE RIGHT NOW WHO HAS A DIFFERENT MINDSET, AND I'LL LEAVE IT THERE.
JUST THAT I, I, I DO UNDERSTAND THAT, BUT I, I IN IN HAND WHAT YOU SAID THAT KINDA, UM, I'M ALSO JUST SAYING, SAYING, AND ALSO IN RESPONSE TO, AS WELL AS WHAT WAS SAID, I'M ALSO AM LOOKING FOR STAFF TO OUTLINE THAT TO THE COMMUNITY SO THAT THE COMMUNITY CAN KNOW THAT, BECAUSE SOMETIMES WE ONLY AS GOOD AS OUR TEACHERS.
SO AS THE COMMUNITY IS, IS NOT INFORMING, THEN THEY DON'T KIND OF KNOW THAT, AND THAT'S NOT HOW THEY PERCEIVED IT THEN, THEN THEY, THEN THEY, THEY CAN'T, THEY CAN'T THEN THEY, THEY WOULD NOT NORMALLY PUT THAT OUT THERE.
I MEAN, AND, AND THERE'S NO DIFFERENT IN THE SENSE, SOME PEOPLE, YOU KNOW, THEY DON'T, THEY DON'T UNDERSTAND IT.
SO THAT'S WHY UNFORTUNATELY, SOME PEOPLE DON'T DO IT.
SO THAT'S WHAT IN OFFER THEM TO UNDERSTAND IT.
THEN WE HAVE TO DO, SOMETIMES WE HAVE TO DO MORE, MORE OUTREACH THROUGH OUR COMMUNITIES AS WELL.
YOU AND WILL NOT, I MEAN, Y'ALL BOTH DIFFERENT PAGES WITH THE SAME THING.
AND I'M, I'M AGREEING WITH WILL IN TERMS OF HOW WE MAKE OUR PLAN AS EDUCATORS AND AS A SCHOOL DISTRICT AS EDUCATING, UH, DR.
STRATAS MENTIONED A VERY IMPORTANT POINT.
OUR INNOVATION AND, AND OUR, AND, AND OUR INITIATIVES COMING FROM BILT COUNTY OUGHT TO BE A LITTLE BIT MORE FOREGOING THAN MANY OF THE COUNTIES IN THE STATE WHO DON'T HAVE THAT SIGNIFICANT AMOUNT OF GULLAH POPULATION.
BUT, UH, THAT, THAT MEAN WE OUGHT TO BE PUSHING THE MM-HMM.
AND THAT'S, THAT'S JUST DETAILED STUFF THAT WE ARE NOT DOING.
I MEAN, HAVING PARENTS SIGN UP ONLINE, YOU KNOW, THAT'S JUST NOT GONNA, GONNA GET IT DONE.
PARENTS GONNA SIGN ENGLISH WHEN THEY'RE ONLINE TO GET THAT PROCESS, AND THEY LOOK AT THAT SURVEY AS A PROCESS OR AN APPLICATION PROCESS TO GET THEMSELVES IN SCHOOL.
AND THEN, THEN I LOOK AT IT AS, AS A PLACE, AS A, AS A PROCESS TO BE SERVICED, AND WE ARE THE SERVICES, WE OUGHT TO BE LOOKING AT A WAY TO SERVICE THAT POPULATION AND, AND, AND A COMPREHENSIVE WAY.
AND THAT'S, THAT'S MY CONCERN.
YOU KNOW, IT'S, IT'S KINDA LIKE, YOU KNOW, I, I'VE WATCHED THIS AND I'VE WONDERED WHY THE CAMP JUNE, UH, WATER THING, I DON'T KNOW IF YOU GUYS HAVE WATCHED THAT, OR I KNOW YOU HAVE.
AND THE GOVERNMENT IS GOT ALL THESE ATTORNEYS ALL OVER THE COUNTRY LOOKING TO FIND THESE FAMILIES AND HAVE THEM SIGN UP.
WELL, THE GOVERNMENT HAS RECORDS OF EACH AND EVERY ONE OF THOSE FAMILIES.
WHY DON'T THEY CONTACT THESE FAMILIES THEMSELVES AND MAKE SURE THAT THEY'RE NOT IN, IN HARM'S WAY, BUT INSTEAD THE PROCESS IS SET UP TO ELIMINATE SOME PEOPLE WHO JUST NOT AWARE AND NOT CONSCIOUS AND NOT ACCESS, DON'T HAVE ACCESS TO ATTORNEYS.
AND THAT'S THE SAME WAY WE OPERATING HERE.
[00:40:01]
I, I, I WANNA PUSH PAST THAT.I THINK WE'LL PUT IT ON, UM, UH, I THINK DR.
STRATOS IDEA TO PUT IT ON FUTURE TOPICS IS A GOOD ONE.
UH, WE'LL GO TO MR. EARL CAMPBELL.
THERE SOMEONE IN THE DEPARTMENT.
I MISSED THE FIRST PART ON THAT, MR. APOLOGIZE, IN THE DEPARTMENT OF HAVING RIGHT NOW ABOUT GU IF THAT STATEMENT, IF YOU DON'T MIND, LET'S SAY FOR LANG STUDENTS WITH LANGUAGE ACQUISITION MM-HMM.
AGAIN, I, I, I CAN'T, WHAT I CAN SAY IN THE GENERALIZATION, SIR, WHEN YOU LOOK AT THE ALLOCATION FUNDING AT THE STATE DEPARTMENT FOR STUDENTS OF LANGUAGE ACQUISITION, IN ORDER TO OPERATE IN AN EFFECTIVE MODEL MM-HMM.
I'LL PAUSE AT THAT AND I'M BEING AS RESPECTFUL AS I CAN TO YOU, SIR.
I WOULD NOT WANNA TAKE IT INTO ANOTHER LIGHT RIGHT NOW.
BUT I WILL SAY THERE IS SIGNIFICANT ROOM AT THE STATE LEVEL MM-HMM.
THE FINANCE COMPONENT OF THAT NEEDS ADJUSTER.
DO, DO YOU THINK MAYBE IF WE WOULD, UH, PARTNER WITH, UH, JASPER, COTON, HAMPTON, CHARLESTON, I, I, UM, AND, AND EVEN PUSH IT A LITTLE BIT DOWN THE COAST INTO GEORGIA, SOME OF THE SMALL AREA, RIGHT? YEAH.
I'M BEING DIRECT WITH YOU BECAUSE SOME OF THE READING, AND I KNOW BOTH, BOTH YOURSELF AND, AND, AND, AND MALE ARE VERY VERSED.
UM, THERE'RE SIGNIFICANT POPULATIONS WHO ARE BEING OVERLOOKED.
RIGHT? AND I DO BELIEVE IF IT WAS MORE OF A ANSWER TO THAT IS YES, SIR.
SO WE DO HAVE THAT ON, UH, AS A FUTURE AGENDA TOPIC, LOOKING AT, UH, UM, HOW WE CAN BASICALLY, UH, ENSURE THAT OUR GULET CHILDREN ARE SCREENED, UM, TO SEE WHETHER THEY, UH, QUALIFY FOR A MEMBER OF THAT CATEGORY.
SO, DIANA, I DO HAVE TO ASK A QUESTION BECAUSE I, THERE ARE SOME GUIDELINES WITH THE HLS, SO I DO NEED YOU TO REACH OUT TO SUSAN MURPHY IF GIVEN THE OPPORTUNITY AND REVISITING, RIGHT.
SINCE WE DO AN ANNUAL REGISTRATION.
YOU UNDERSTAND WHERE I'M GOING, RIGHT? YES.
SO MAYBE LAST YEAR, BECAUSE I DIDN'T UNDERSTAND THE CONTEXT, RIGHT? BECAUSE THERE WASN'T PART OF THAT COMMUNITY PUSH.
AND NOW THIS COMING UP, NOW WE'RE DOING MY REREGISTRATION FOR THE COMING SCHOOL YEAR.
WOULD THAT FAMILY HAVE THE OPPORTUNITY TO, AND TO UTILIZE THE HRS, IF IT'S A RETURNING STUDENT, THE REGISTRATION WILL NOT GENERATE AN HLS, RIGHT? THE REGISTRATION GENERATES AN HLS.
WHEN IS IT AT FIRST FOR NEWS TIME STUDENT, RIGHT? CORRECT.
SO I'M TRYING TO FILL THAT GAP, RIGHT? AND THAT WOULD HAVE TO BE A SIGNIFICANT AMENDMENT THAT THE STATE WOULD HAVE TO ALLOW US TO DO FOR YES AND NO, BECAUSE WE DESIGN THE SOFTWARE UTILIZATION ON THAT REGISTRATION.
I JUST NEED TO KNOW IF THE STATE WOULD LOOK AT IT FROM A DIFFERENT LENS.
WE CAN, IT MIGHT BE A FEDERAL GUIDELINE, I DON'T KNOW.
SO THERE'S MORE, UH, ON THIS PARTICULAR ISSUE TO COME.
ARE THERE ANY MORE, UH, QUESTIONS ABOUT THIS AR OKAY, LET ME SEE.
I DON'T, I DON'T SEE ANY, I DON'T SEE ANY.
WELL, UM, ANGELA, ANGELA SAYS SHE DOESN'T HAVE ANY.
THANK, CATCHING UP TO YOU, MRS.
[00:45:04]
MRS. ROBEN, WOULD YOU LIKE ME TO PROCEED? YES, PLEASE.SO, MRS. ROGAN AND, UM, BOARD MEMBERS IN FRONT OF YOU UPON A REQUEST BY COLONEL GEIER FOR THE AGENDA THIS EVENING IS AN ORGANIZATIONAL CHART FOR INSTRUCTIONAL SERVICES DIVISION AS WELL.
YOU WILL HAVE AS A TASK, UM, A DOCUMENT WITH THE TASK THAT WE DO.
BUT I, RIGHT HERE, WHAT YOU HAVE IN FRONT OF YOU BASICALLY SHOWS THAT MYSELF, OBVIOUSLY THE BOARD SUPERINTENDENT, DR.
RODRIGUEZ, MYSELF AS THE ACADEMIC, UM, CHIEF INSTRUCTIONAL OFFICER.
AND THEN THE NEXT PERSON UNDER MILLION RED WOULD BE DR.
SHE'S OUR ACADEMIC OFFICER FOR INNOVATION.
IF WE STAY WITHIN THAT COLUMN, YOU'LL SEE WE HAVE OUR OFFICE MANAGER, ASSISTANT BOOKKEEPER, RIGHT? AND THEN WE START WITH THE BLUE, WHO ARE OUR DIRECTORS.
I WANNA BRING FORWARD THAT THE DIRECTOR OF MULTILINGUAL JUST PRESENTED TO US.
I WAS ABLE TO UTILIZE A POSITION AND SPLIT BECAUSE WE ARE PURCHASING, SEEKING TO HIRE ANOTHER DISTRICT LEVEL BILINGUAL LIAISON WHO WOULD OFFICIATE IN INTERPRETATION AND TRANSLATIONS, ESPECIALLY IN THE AREA OF LEGAL DOCUMENTS.
AND I WAS ABLE TO UTILIZE SOME OF THE FUNDING TO SHIFT DIANA'S POSITION FROM THAT ABOVE COORDINATED TO A DIRECTOR.
AND I THINK YOU COULD UNDERSTAND RECOMMENDATION WHY THAT BY HER PRESENTATION THIS EVENING.
SO IT'S MY FIRST TIME MAKING THAT PUBLIC.
THE NEXT IT ITEM PERSON IS DIRECTOR OF EXTENDED LEARNING, THAT IS CANAL DANSLER.
THEN YOU WILL SEE DIRECTIVE CTE, MS. KAREN GILBERT, DIRECTOR OF EDUCATIONAL TECHNOLOGY, AND I, SOME OF THE BOXES, WE, WE TOOK NAMES OUT BECAUSE IT WAS GETTING TOO MUCH TOO CROWDED.
YOU ARE FAMILIAR WITH COLLEEN BECK AND BARSKI, UM, OUR DIRECTOR OF RESEARCH, DANIEL FALLON.
AND YOU'LL SEE RIGHT BENEATH EACH ONE OF THESE INDIVIDUALS ARE THERE RESPECTIVE, UM, PERSONNEL IN THEIR DEPARTMENTS.
RIGHT? SO AS A DIVISION, I TRY TO LOOK AT US THAT WE, UH, HAVE DEPARTMENTS AND OUR DIRECTORS MANAGE THEM.
OUR DIRECTOR OF EARLY CHILDHOOD, ASHLEY HUTCHINSON, KAREN MCKENZIE, RIGHT? YOU KNOW HER AS OUR SECONDARY TEACHING AND LEARNING.
AND SHE ALSO MANAGES, UM, ARTS, UM, AND THE GIFTED AND TALENTED FOR THE ARTS, SOCIAL STUDIES AND WORLD LANGUAGES, BY THE WAY.
THEN YOU HAVE OUR NEXT PERSON, UH, NICK NICHOLAS, WHO KNOWS FLOWERS.
THEN WE HAVE THE DIRECTOR OF LITERACY, MELISSA MURRAY, AND THE MED TECH GRANT, WHICH IS MANAGED BY DRA APPLE B.
YOU COULD UNDERSTAND WHAT THE GROWTH OF A PROGRAM OF ABOUT 4,000 STUDENTS WHO ARE MLS MIGHT ARE, NEED TO HAVE ANOTHER BILINGUAL LIAISON.
THERE ARE DAYS IN THE DISTRICT OFFICE WHERE I MYSELF EVEN TRANSLATE.
SO THIS HERE IS SHOWING YOU THE RESPECTIVE, YOU KNOW, JUST SOME IDEA OF OUR RESPONSIBILITIES.
UH, I SURE WOULD LIKE TO SEE NAMES IN EVERY BOX.
WELL, CAN WE GO BACK TO THE ORGANIZATIONAL CHART? MRS. I, I DO APOLOGIZE THAT THE, SOME DIRECTOR NAMES ARE LEFT OUT.
THEY, SO AN INCORRECT DOCUMENT WENT FORWARD.
I, I WOULD LIKE TO SEE ALL THE NAMES AND AS WELL, AND I'D LIKE TO, I'D LIKE TO HAVE, UH, ROBIN, UH, MAKE ME A COLOR COPY OF THIS.
THIS WILL, THIS WILL EAT UP MY, UH, MY PRINTER INC.
I'D LIKE, I'D LIKE TO HAVE SOME TIME TO SPEND SOME TIME LOOKING AT THEM IN PAPER.
I CAN GET THAT, UM, TO MRS. KUCHEN.
I CAN EITHER SCAN OR REPO THE DOCUMENT FROM OUR ADMINISTRATIVE ASSISTANT, UM, MRS. MCDONALD DATA.
ONE, UM, THE DIRECTOR OF EXTENDED LEARNING GZA, UM,
[00:50:01]
THANK YOU.UM, NOW SHE WAS INITIALLY HIRED AS, I BELIEVE, THE COMMUNITY ENGAGEMENT COORDINATOR.
WHAT'S THE CHANGE IN THE ROLE FROM EXTENDED LEARNING TO COMMUNITY OUTREACH? IT, WE'VE JUST SUMMARIZED THAT'S BECAUSE WE'VE, WE'VE REFERRED TO HER AS OUR SITES THAT SHE'S USING THAT UNDER OUR SR FUNDING.
SO THAT'S THE LANGUAGE THAT I USE TO IDENTIFY AS A DIRECTOR, BECAUSE WHEN I LOOK AT MY FUNDING COMPONENT, THE ROLE IS THE SAME MRS. BOATWRIGHT, BUT SHE'S FACILITATING AND MANAGING OUR EXTENDED LEARNING SITES.
AND DO WE HAVE A LIST OF EXTENDED LEARNING SITES SOMEWHERE THAT'S YES, WE DO.
AND IT'S ACTUALLY, THAT IS ON OUR AGENDA FOR THE SECOND MEETING IN OCTOBER AND UPDATE.
SO E EITHER CAN COME TO YOU IN OCTOBER, OR I CAN GET THAT TO YOU PRIOR TO THAT, MA'AM.
I'M JUST KIND OF CURIOUS BECAUSE, YOU KNOW, IT'S LIKE SR FUNDING AND TUTORING AND ALL THE DIFFERENT THINGS.
I THINK EXTENDED LEARNING'S A HOT TOPIC.
THINKING THAT WE WERE PUSHING THAT DIRECTION MORE WITH THE CHANGE OF TITLE.
UM, MY OTHER QUICK QUESTION IS WITH REGARDS TO THE DIRECTOR OF EDUCATION TECHNOLOGY, WE HAVE THE EDUCATIONAL TECHNOLOGY, THAT INTEGRATION SPECIALIST INTEGRITY SPECIALIST.
SO IT IS THE INTEGRATION SPECIALIST THAT IS SD WILLIAMS. SO IF CLASS LINK, SHE'S BASICALLY THE MANAGER OF OUR SINGLE SIGN ON.
SHE'S OUR LEAD PERSON WHO MANAGES THE ONBOARDING OF SOFTWARES FOR US, NOT ON THE IT SIDE OF THE HOUSE, YOU KNOW? RIGHT, YEAH.
ON THE, ON THE UTILIZATION, UM, COMPONENT AND THE ROSTERING.
SO ON THE ONE PATH SOFTWARE THAT WE'LL BE USING IN AFTER SCHOOL, SHE'S MY LEAD CONTACT.
AND ON HOW WE CAN GET IT SIMPLIFIED TO GET ROSTERING EASILY.
WE KNOW IS ESTIE ESTIE WILLIAMS? NO, THAT MAKES A LOT OF SENSE.
AND, AND THEN I UNDERSTAND THE SUITE OF APPLICATIONS THAT ARE AVAILABLE TO WHOM.
AND THEN MY FINAL, AND I'M SORRY, THIS IS TWO QUESTIONS, BUT MULTIPLE PARTS.
UM, THE ED TECH COACHES IS, I'M LOOKING, I BELIEVE THAT THERE ARE FIVE ED TECH COACHES, IS THAT RIGHT? I BELIEVE SO.
I I, I WAS GONNA TOUCH MYSELF.
THOUGHT I HAD 1, 2, 1 OF, YEAH.
AND AS SHE MAKES SEVEN, WE CONSIDER HER, I, I ALWAYS SAY SEVEN, SHE'S PARTED, ALTHOUGH I'VE BEEN ABLE TO GET HER MOVED UP FOR MORE DUTY DAYS BECAUSE WE NEED HER AS WE'RE WORKING THE CLOSE OF THE ACADEMIC SCHOOL YEAR AS WELL.
AND I, YOU KNOW, THIS IS SOMETHING I, WE HAD TALKED ABOUT IN TECHNOLOGY COMMITTEE A LITTLE BIT, BUT, UM, THE ROLE OF ED TECH COACH, AS I UNDERSTAND, AND CORRECT ME IF I'M WRONG, IS THAT THEY ARE DISPENSED FROM A CENTRAL LOCATION TO SCHOOLS THROUGH ONSITE TRAINING FOR THE, YOU KNOW, IMPLEMENTATION OF SOME OF OUR EDUCATION TECHNOLOGY.
THAT'S I WAS GOING FOR, YES, MA'AM.
IS SIX ENOUGH WITH ALL THE SOFTWARE WE ARE ROLLING OUT, I'LL BE VERY DIRECT WITH THAT RESPONSE.
ANSWER TO THAT IS NO, NOT, NOT WITH THE AMOUNT OF TECHNOLOGY WE SUPPORT RIGHT NOW AS A SYSTEM.
THEY CARRY A SIGNIFICANT, IF YOU LOOK ON THE ED TECH COACHES, FOR EXAMPLE, ANNA, ANNA ANN, I, I WISH SHE GOES BY ANN, BUT SHE ALSO WORKS AS OUR PCR POINT OF CONTACT FOR, UM, LIBRARIES AND, AND SCHOOL LIBRARIANS.
SO SHE'S CARRYING TWO ROLES, RIGHT.
SO I'M ABLE TO MANAGE THAT WITH ADDITIONAL, YOU KNOW, SITUATIONS THAT I PROVIDE HER.
BUT NO, WE WE'RE, THE TEAM ARE WEARING MULTIPLE HATS, MA'AM.
AND HOW MANY ED TECH COACHES IS MY FINAL QUESTION, MADAM CHAIR.
SORRY, BUT HOW MANY ED TECH COACHES WOULD BE A DOUBLE THE NUMBER OF ED TECH COACHES? A COUPLE MORE.
I MEAN, HOW FAR OFF OF, CAUSE TO ME, ONE, THIS IS SOMETHING I THINK IS SO IMPORTANT, IS THE IMPLEMENTATION OF ALL THIS SOFTWARE, MAKING SURE THAT PEOPLE USE IT
AND I WOULDN'T WANNA STEP, I KNOW WE HAD A TECHNOLOGY, UM, BASICALLY WE STUDY COMPLETED.
I DUNNO IF ANY OF THAT CAME OUT FROM THE STUDY.
SO I DON'T WANNA OVERSTEP THAT LANGUAGE, BUT IN, IN, IN A BETTER MODEL, WE SHOULD LOOK AT THE AMOUNT OF ED COACHES IN RESPECT TO A RATIO OF STUDENTS OR SCHOOLS BEING SERVED.
TO ME, IT WOULD BE BEST BY STUDENTS.
WELL WE HAVE A MEETING FOR THOSE, UH, COLONEL GEIER AND MR. SMITH, WE JUST DID FROM UP A MEETING FOR OCTOBER 17TH TO GET THAT TECHNOLOGY ASSESSMENT.
THAT'S DEFINITELY SOMETHING TO TEASE OUT.
SO THANK YOU FOR THE DIRECT ANSWERS.
AND THIS ONE THAT'S SHOWING ON OUR SCREEN NOW DOES HAVE ALL THE NAMES IN IT, AND I AGREE WITH, UH, COLONEL GEIER, WE NEED THE NAMES MM-HMM.
SO, UM, THAT WILL BE PLACED IN BOARD DOCS, SO, GREAT.
[00:55:02]
ANY OTHER COMMENTS OR QUESTIONS ABOUT THIS? HIS ONE SHOWS OUR OPEN POSITIONS AS WELL, AND I CAN SEE WHAT IT PLACEHOLDERS ARE.I MEAN, THIS WAS SOMETHING THAT I FEEL LIKE IS VERY HELPFUL INFORMATION.
UH, ANGELA HAS NO QUESTIONS, SO WE CAN MOVE ON TO THE NEXT AGENDA ITEM.
I'M JUST REALLOCATING MY PAPER.
SO AS MRS. KUCHEN BARRY PULLS FORWARD THIS FINAL ITEM ON OUR AGENDA, I JUST WANNA BRING FORWARD THAT THIS WAS A STUDY PUT FORWARD ON THE RATIO OF STUDENTS TO TEACHERS AT OUR SCHOOLS PROVIDING BASICALLY NUMBERS.
THIS WILL, AND THIS WILL BE A MULTI APPROACH.
IN OTHER WORDS, THIS IS ONLY ONE LAYER OF THE WORK.
UH, I HAVE TO SHARE WITH EXTENSIVE WORK.
UM, I PROVIDED THE FIRST FEW PAGES OF THIS DOCUMENT, SOME DETAILED INFORMATION ON, AND I'LL USE THE LANGUAGE SCHOOL IMPROVEMENT, OR AS I PUT IN, IN THE TABLE OF CONTEXT, UM, POTENTIAL FACTORS THAT I IMPACT STUDENT ACHIEVEMENT.
I, IF YOU GO TO THE NEXT PAGE, MRS. BERRY, PAGE THREE, THE LANGUAGE IN THIS NARRATION BASIC OPENS A LENS TO SAY IT'S A MULTIPLE AMOUNT OF FACTORS THAT IMPACT STUDENT ACHIEVEMENT.
SCHOOLS HAVE CONTROL OF SCHOOL ITEMS. WE ALSO KNOW THAT THEY'RE COMMUNITY ITEMS. IF YOU GO TO THE NEXT PAGE, PAGE TWO, I MEAN, I'M SORRY.
IF YOU LOOK AT THAT DIAGRAM IN THE CENTER, IT SHOWS A RELATIONSHIP OF REALLY WHAT IMPACTS STUDENT LEARNING, RIGHT? IT'S NOT JUST ONE LENS, IT'S MULTIPLE LENSES.
AND I, I WANTED TO PROVIDE THAT THIS TYPE OF RESEARCH FOR YOU IN DETAIL.
WHEN YOU HAVE THE OPPORTUNITY TO READ, ALSO, YOU GO FURTHER DOWN AND LOOK AT FIGURE 2.0 THAT IS, UM, A META ANALYSIS OF INFORMATION.
SO IT'S A VISIBLE LEARNING INFORMATION.
YOU'LL SEE THAT, THAT ARE KEEP GOING.
AND WHEN YOU GET THE OPPORTUNITY, THIS IS SOME OF THE WORK OUT OF UPDATED, UM, RESEARCH FROM JOHN HATTY, BUT IT IS A META ANALYSIS OF INFORMATION TO SHARE WITH YOU POTENTIAL IMPACT ON STUDENT LEARNING.
I THINK THE BEST THING TO RECOGNIZE THAT IT IS A QUALITY OF THE EDUCATOR, THE RESEARCH SAYS TO YOU THAT CLASS SIZE MAKES A DIFFERENCE WITH STUDENTS.
AND I'M GONNA SAY FOR ACQUISITION OF CONTENT, KIDS ARE NOT MEETING GRADE LEVEL, GRADE LEVEL.
IT ALSO SHOWS THAT THAT SAME CLASS SIZE HAS AN, AN INCREASING, IT IS AN IMPACT FOR ALL STUDENTS, STUDENTS WHO ARE PROFICIENT AND NON PROFICIENT.
UM, I'VE CITED SOME INFORMATION IN IT FOR US, FOR YOU ACTUALLY BOARD MEMBERS AS POLICY MAKERS THAT THE INVESTMENT THAT WE MAKE IN THIS TIME AND PLACE WAS MAKE THE DIFFERENCE LATER ON IN THE LIVES OF STUDENTS.
SO IN, I'M PROVIDED THIS READING FOR YOU AT YOUR LEISURE, IF YOU WANNA GO AHEAD, ROBIN.
UM, AND WE COULD, IF WE CAN GO THROUGH THIS WHOLE DOCUMENT, UM, I DON'T KNOW IF THE BOARD MEMBERS, IF YOU'VE HAD AN OPPORTUNITY TO LOOK AT THE DOCUMENTS IN ADVANCE.
UM, THE BOTTOM OF THIS PAGE WILL PROVIDE YOU SOME RESOURCES, UM, THAT I PULLED FOR YOUR, YOU KNOW, FOR WHAT I WROTE.
AND THEN AS YOU GO INTO THE DOCUMENT, IT'LL NOW START WITH THE CLASS SIZES.
I LOOKED AT THE BASIC CORE CLASSES FIRST.
I'VE COME UP WITH SOME OF MY OWN ANALYSIS.
I DO NOT WANNA LET LATER OUR CONVERSATION INTO ANY LENS, BECAUSE THIS WAS AN AGENDA ITEM FOR YOU AS A, AS A GROUP OF PROFESSIONALS.
SO THIS IS PAGE RIGHT HERE IS FOR ENGLISH CORE CLASSES, DISTRICT AVERAGE.
THE NEXT PAGE YOU'LL SEE BE I STARTED OBVIOUSLY BY GRAY BANDS OF HIGH SCHOOL BACKWARD.
WE HAVE BATTERY CREEK, BEAUFORD HIGH BLUFF, HIGH HILTON HEAD HIGH.
AND IF WE COULD JUST, WELL, ACTUALLY WE COULD STAY RIGHT HERE FOR A SECOND.
SO IF YOU NOTICE, YOU'RE GONNA SEE SOME LINES THAT DON'T HAVE COURSES.
[01:00:01]
SEMESTER AS OF THE BEGINNING OF THIS SEMESTER.I DID THE, UM, 30TH DAY COUNT OF THE INFORMATION THAT I PULLED.
I JUST, AND YOU'LL SEE THAT SOME SCHOOLS HAVE A, SOME SCHOOLS ACE IS THE CAMBRIDGE PROGRAM.
UM, MAY RIVER HAS THEIR CAMBRIDGE COURSES.
SOME OF THEM FIRST SEMESTER, NOT ENGLISH, BUT SECOND SEMESTER ENGLISH WILL BE ON THEIR MASTER SCHEDULE.
I WANNA MAKE NOTE ON MY ANALYSIS AT, WELL, BRANCH EARLY COLLEGE.
ONE OF THE BEAUTIES OF, WELL, BRANCH EARLY COLLEGE IS THAT IT'S A SMALL SCHOOL.
ONE OF THE DETRIMENTS AT WORLD BRANCH EARLY COLLEGE IS THAT THEY'RE A SMALL SCHOOL.
IF IT WASN'T FOOTY EARLY COLLEGE MODEL, UM, YEAH, I THINK IT WOULD BE VERY HARD FOR MANY OF OUR STUDENTS IN THE NORTH END OF THE DISTRICT TO HAVE, UM, FULL ACCESS TO ACCELERATED COURSEWORK BECAUSE OF THE SIZE OF THE SCHOOL.
SO I DID WANNA BRING THAT, THAT IS A SUMMARY POINT THAT I, I'M LOOKING AT COURSE AND THE AMOUNT OF STAFF DISTRIBUTION.
AND AS YOU KNOW, UM, ACE DOES HAVE AN ENGLISH TEACHER, SO I SHARED THIS CLASS SIZES AS WELL.
WE HAVE, THESE ARE, OKAY, SO WE HAVE A COUPLE HANDS UP.
JUST WANTED TO CHECK CONTINUE PLEASE.
UM, SO HERE WE'LL START WITH OUR MATH COURSES, THE AVERAGES OVERALL FOR THE SCHOOL DISTRICT BY COURSE.
AND THE SAME SEQUENCING YOU'RE GONNA SEE FROM BATTERY CREEK, WE'LL GO TO BU BEAUFORD HIGH, BLUFFTON HIGH SCHOOL, HILTON HEAD HIGH SCHOOL.
AND IF YOU COULD, AND ONE THING I DIDN'T DO, LIKE WE COULD DO IT ON THIS SLIDE.
SO YOU'RE OBVIOUSLY FOR COLUMNS, YOUR FIRST COLUMN, ART OF COURSE, NUMBER SECOND COLUMN, THE NUMBER OF SECTIONS ON THE MASTER SCHEDULE.
AND THEN YOU, THE OTHER TWO ARE SELF EXPLANATORY.
THE NEXT CONTENT AREA YOU WILL SEE WILL BE SCIENCE AND THE SEQUENCING CONTINUES.
WE'VE HAD WONDERFUL REPRESENTATION OF SPEND CTE FOR BATTERY CREEK WITH AWARDS, UM, AS WELL.
SO I HAD TO MAKE NOTES TO THOSE YOUNG PEOPLE AT OUR BOARD MEETING.
AND AGAIN, THESE ARE THE CORE CLASSES I PULLED UP.
SOCIAL STUDIES IS THE FINAL CONTENT AREA AT THE HIGH SCHOOL LEVEL.
AND NOW WE ARE IN THE MIDDLE SCHOOL AREA.
WHAT I DID WITH THE MIDDLE SCHOOL, CUZ I COULD HEAR MR. FALLON SAYING TO ME, MARY, DO NOT DO AN AVERAGE OF AN AVERAGE.
SO YOU'LL SEE AS YOU LOOK IN THE MIDDLE COLUMN,
[01:05:01]
THE AVERAGE ENROLLMENT, IT'LL GIVE YOU THE COURSE AVERAGE PER SCHOOL ON THE BOTTOM.AND THEN OBVIOUSLY I RECALCULATED ALL THE AVERAGE, THE ENROLLMENT NUMBERS TO COME UP WITH THE OVERALL SCHOOL AVERAGES WITHIN THAT.
AND THE SAME SEQUENCING FROM ENGLISH TO MATH TO SCIENCE TO SOCIAL STUDIES.
AND IT WAS PRETTY FAIR DISTRIBUTION AT THE MIDDLE GRADES.
I HAVE TO SAY THAT THESE ARE THE K EIGHT SCHOOLS.
I DO WANNA ADD, IF YOU LOOK AT THE K EIGHT SCHOOLS, AND I'M JUST MAKING NOTE, WE DO OFFER A GREATER VARIETY OF COURSES AT OUR K EIGHT SCHOOLS THAN, UM, WITHIN OUR DISTRICT CHARTER.
SO, UM, THAT WAS SOMETHING I WAS SURPRISED WHEN I WAS DOING THE ANALYSIS AND I, THERE'S DIFFERENT MINDSETS OF BELIEF WITH THAT, BUT YOU KNOW, IT'S NOT A SCHOOL THAT I'M MANAGING.
THE ELEMENTARY DOES HAVE THE ELEMENTARY CLASS SIZES OF ROBERT SMALLS AND RIVER RIDGE LIST OF FEW.
SO THERE WAS ALSO CONVERSATION FOR LOOKING FOR THE NUMBER OF OUR STUDENTS WHO ARE MLS AND ON SPECIAL EDUCATION.
I DID NOT BACK OUT THE NUMBERS.
I ONLY PROVIDED YOU HERE PERCENTAGES.
I DID HAVE ANOTHER TABLE THAT I DEVELOPED TO GIVE THE TOTAL PERCENTAGE OF, UM, SPECIAL PROGRAMS STUDENTS PER SCHOOL.
BUT I, I FIGURED IT WAS TOO CROWDED TO DO THAT, TO SHARE WAS TOO MUCH READING.
SO, UM, I FIGURED IT, IT WOULD EASY ENOUGH THAT YOU COULD TAKE A LOOK AND LOOK AT THE DISTRIBUTION OF OUR SCHOOLS.
SO THAT'S WHAT THE, THIS IS REPRESENTING AS WELL.
UM, IS MEL CAMPBELL STILL ON? JUST QUESTION.
UH, THIS IS EXACTLY THE KIND OF DATA I WAS HOPING FOR.
NOW, I COULD SPEND HOURS
SO I HAVE TO SAY THAT I HAD THREE COMPUTER SCREENS.
I COULD DO IT ONLINE, BUT I DON'T HAVE THREE COMPUTER SCREENS TO COMPARE AND CONTRAST.
AND THEN I WOULD LIKE AN EXECUTIVE SUMMARY FROM, FROM YOUR, YOU AND YOUR STAFF.
TELL ME WHAT POPS OUT AT YOU WHEN YOU LOOK AT THIS.
SO I'M GONNA, AND GIVE ME SOME TIME TO POP OUT MY OWN ITEMS BECAUSE THIS IS JUST THE FIRST STEP BECAUSE IN THE SECOND STEP I'M GONNA BE ASKING ABOUT, WE GOT STUDENT FACULTY RATIOS, NOW I WANNA KNOW ABOUT TEACHER EXPERIENCE AND HOW AM I GONNA FIND THAT OUT SALARY.
AND I'M GONNA WANNA KNOW HOW MUCH EACH SCHOOL IS COSTS THEM AND SALARIES FOR TEACHERS, ADMINISTRATIVE SUPPORT AND SO ON.
YOU KNOW, THIS, THIS IS A BUSINESS AND I'M LOOKING AT IT FROM A BUSINESS PERSPECTIVE.
WE HAVE A PRODUCT AND THAT'S THE EDUCATION OF OUR KIDS.
WE HAVE QUALITY ANALYSIS AND THAT'S OUR STANDARDIZED TESTING TO, TO SEE WHAT KIND OF QUALITY THAT WE HAVE.
NOW WE GOTTA LOOK AT THE RESOURCES IS, THIS IS SOMETHING THAT I'VE BEEN AFTER SINCE I'VE BEEN ON THIS BOARD.
AND FRANKLY, I LET IT DROP BECAUSE, UH, THAT, UH, THAT HAPPENED BEFORE COVID AND I SAID, COVID, WE JUST GOTTA KEEP THE WHEELS ON.
WE CAN'T GO INTO BIG ANALYSIS,
[01:10:01]
BUT I AM CONCERNED THAT OUR SCHOOLS, OUR MOST CHALLENGING SCHOOLS HAVE SOME OF THE HIGHEST STUDENT TEACHER RATIOS AND HAVE SOME OF THE MOST JUNIOR TEACHERS.NOW, IF AS A BUSINESS, AND I HAD 33 PLANTS OUT THERE MAKING WIDGETS, MAKING THE SAME WIDGETS OR, OR I SHOULD I SAY I'VE GOT, I'M GENERAL MOTORS, I'VE GOT NUMBER OF PLANTS THAT ARE MAKING ENGINES.
I'VE GOT A NUMBER OF PLANTS THAT ARE PUTTING IT ALL TOGETHER.
I'VE GOT ANOTHER PLANT THAT'S MAKING TRANSMISSIONS.
I'M GONNA LOOK AT OUTPUT, QUALITY AND COST BECAUSE THEY HAVE THE SAME ISSUE.
AND BUSINESS, WHEN THEY HAVE BETTER TECHNICIANS AT CERTAIN PLACE, GET A HIGHER QUALITY PRODUCT, WELL, WE HAVE THE SAME ISSUE, BUT I DON'T THINK WE MANAGE IT THAT WAY.
WE TEND TO PUT OUR JUNIOR TEACHERS AT OUR MOST CHALLENGING SCHOOLS.
BUT I WANNA HAVE DATA TO SEE IF THAT IS IN FACT THE CASE.
AND THEN I WANNA KNOW HOW WE'RE GOING TO FIX THAT.
BUT TO DO THAT, NEED TO HAVE METRICS.
THIS IS A GREAT START TO THAT METRICS, BUT THERE'S OTHER PIECES I WANNA SEE.
AND SO, YOU KNOW, I I I WOULD LIKE TO START AND ASK TO HAVE THESE, UH, ALL THIS DATA GIVEN TO ME HARD COPY SO I CAN SPREAD IT OUT ON A BIG TABLE AND LOOK AT IT.
AND I ASSUME THAT YOU HAVE DONE THAT OR YOU'VE GOT A LOT OF SMART PEOPLE THAT CAN LOOK AT THIS AND COME UP WITH, WHAT, WHAT'S THE MEAT IN HERE? WHAT DOES IT TELL YOU? AND A MAC, THAT'S THE MICRO VIEW RIGHT HERE.
WHAT'S THE MACRO VIEW? COOL, MRS. IF I MAY, YES.
I I, I UNDERSTAND THE BUSINESS MODEL OF ANALYSIS SIGNIFICANTLY.
UM, PART OF IT IS THOUGH IT FALLS OUTSIDE OF THE SCOPE OF MY DIVISION BECAUSE TO COMPLETE THE ANALYSIS, IT WOULD NOW WE WOULD NEED TO HAVE A REQUEST OVER TO FINANCE TO PROVIDE THAT COST PER TEACHER ANALYSIS.
AND THAT'S NOT IN THE ACADEMIC SIDE OF THE HOUSE.
SO IT'S ALMOST A REQUEST FOR AN INTEGRATED REPORT THAT I THINK HAS TO COME THROUGH MULTIPLE COMMITTEES AND, AND THERE THIS IS WHERE YOU START.
AND I, I, FROM MY LENS ON THE ACADEMIC SIDE OF THE HOUSE, I THINK I SHARED MY, THE, THE POWER AND, AND THE CHALLENGE OF BEING A SMALLER SCHOOL, ESPECIALLY IN A HIGH SCHOOL.
AND CONDUCTING ANALYSIS, BECAUSE I DID GO DEEPER IN OTHER AREAS, UM, TO LOOK AT THE MATRICULATION OF COURSES.
AND I, WE'VE HAD THIS CONVERSATION PRIOR AND WITHIN ACADEMIC COMMITTEE OF THE MATRICULATION OF STUDENTS, LET'S SAY IN HIGH SCHOOL FOR THE ARTS AND MAINTAINING, YOU HAVE 200 GOING IN, HOW MANY ARE COMING OUT, RIGHT? THE NEED THAT WE NEED TO HAVE.
AND I THINK THAT'S ANOTHER REVIEW WE NEED TO DO AT SOMETIME, COLONEL GEIER, UM, TO REALLY SAY HOW MANY WE START IN NINTH GRADE AND LOOK IT UP LONGITUDAL ON A FOUR YEAR PERIOD, BECAUSE I WANNA HAVE MORE KIDS HERE GRADUATING OUT OF THESE PROGRAMS. WHAT IS THAT COST FACTOR, RIGHT? LOOKING AT OUR MIDDLE SCHOOLS, WE HAD A FAIR DISTRIBUTION.
I THINK WE NEED TO DO A STRONGER JOB AT, UM, PROVIDING ACCELERATION.
WE HAD ASKED FOR MY SUMMARY, SO I I I'LL SLIDE THEM AND THESE ARE CONVERSATIONS WE'VE HAD WITHIN MY DIVISION.
AND THEN IF YOU LOOK AT THE ELEMENTARY, OUR, UH, I NEED TO GO.
AND I'M GONNA ASK YOU TO PAUSE BACK DOWN SECOND, UM, I'M SORRY, MRS. KUCHEN BARRY TO THE PAGES PRIOR TO THIS WITH THE K EIGHT.
SO THIS IS A GAME THAT'S PLAYED.
IF I KEEP EVERYBODY IN THE CORE CLASSES AND DON'T PUSH KIDS INTO THE ADVANCE, I'M, I'M MAKING IT EASIER FOR YOU TO DELIVER, BUT I'M NOT STRETCHING MY CHILDREN.
THAT IS PROBABLY ONE OF THE OLDEST TRICKS PRINCIPALS KNOW HOW TO DO IN ORDER TO HAVE THIS SCHOOL RATING.
AND I'M GONNA USE A PREVIOUS COUNTY, UM, STATE RATING SYSTEM OF AN A, RIGHT? IF I KEEP EVERYBODY IN THIS CUP TOGETHER, IT'S A LOT EASIER CUZ I DON'T HAVE TO STRETCH.
SO THAT'S AN ANALYSIS FROM THAT PAGE.
IF YOU GO TO THE ELEMENTARY PAGE,
[01:15:05]
WE'RE PRETTY GOOD ON OUR DISTRIBUTION OF CLASS SIZES.WHAT YOU NEED TO LOOK AT AS WELL IS THE CLASS SIZES IN RELATION TO THE SPECIAL PROGRAMS. THAT LAST PAGE IN THIS DOCUMENT, COLONEL GEIER, WOULD BE SOMETHING TO HAVE CONVERSATION.
IF YOU NOTE, SOME OF OUR HIGHER PERFORMING SCHOOLS HAVE THE HIGHEST STUDENT TO TEACHER RATIO, THEY ALSO HAVE THE MOST SEASON PRINCIPLES.
SO I, I'M, I'M SHARING WITH, YOU KNOW, JUST SOME OF THE ANALYSIS THAT I BATHED MYSELF IN THESE NUMBERS FOR DAYS.
IT, IT, IT WAS, BUT IT'S OKAY.
UM, YOU KNOW, AGAIN, THAT FINANCIAL ANALYSIS PERSPECTIVE, YES.
I THINK WE NEED TO LOOK AT THESE NUMBERS IN A DIFFERENT FEW OTHER WAYS.
NOT ONLY THE MATRICULATION OF SOME OF OUR CAREER PATHWAYS FOR STUDENTS.
WE HAVE TO LOOK ON THE ACCESSIBILITY OF OUR MINOR.
I DON'T, AND I DON'T WANNA SAY MINORITY, JUST THE ACCESSIBILITY OF STUDENTS TO THE COURSES.
UH, YOU KNOW, BY SPEAKING, I ONLY GIVE MYSELF MORE WORK BY, I THINK IT'S IMPORTANT AS A BOARD THAT THESE THINGS ALL LOOK AT AS WELL.
UH, MISS BOATWRIGHT, THANK YOU.
UM, YEAH, I WAS, AS A DATA SCIENCE PERSON, I AM VERY EXCITED ABOUT THIS BECAUSE THERE'S SO MANY, LIKE, TRENDS AND, AND, UH, INSIGHTS THAT CAN BE GAINED.
SO I WAS REALLY EXCITED ABOUT THIS DATA.
UM, I THINK THAT COLONEL GEIER AND I, OVER A PINT IN A BRITISH PUB, WOULD HAVE SEVERAL HOURS OF CONVERSATION ABOUT LOOKING AT THIS AS A BUSINESS
UM, BUT I WON'T HAVE THAT DEBATE RIGHT HERE.
AND NOW MY QUESTIONS ARE SORT OF ONE THING THAT I, THAT I'M INTERESTED IN.
UM, I WOULD LIKE TO SEE THESE NUMBERS AGAIN IN THE SECOND SEMESTER BECAUSE IT'S A SNAPSHOT.
AND LIKE I WAS NOTICING, I WASN'T SURE IF IT WAS JUST ONE SEMESTER, WHAT IS, I WAS GOING THROUGH THESE NUMBERS AND I SAW THAT, UH, MAY RIVER DOES NOT SEEM TO BE OFFERING ANY AP SCIENCE CLASSES IN THE FALL, WHICH KIND OF MAKES SENSE, YOU KNOW, BECAUSE THE AP TEST, RIGHT? BUT THEN OF COURSE YOU GOT FEWER SEAT HOURS.
LIKE, IT WOULD BE INTERESTING TO COMPARE AND SAY, OKAY, THIS IS THE STRATEGY ONE SCHOOL'S TAKING, HERE'S A STRATEGY ANOTHER SCHOOL'S TAKING IN COMPARING THE RESULTS.
UM, THE OTHER THING, YEAH, IF I, ANOTHER AT TRADE FIRST SEMESTER, GOVERNMENT HONORS SECOND SEMESTER AP GOVERNMENT, FIRST SEMESTER LAB FOR XCOR, SECOND SEMESTER AP BIO, A TRICK TO TRADE ON A FOUR BY FOUR, RIGHT? I AM A HUGE DETRACT.
I DO NOT LIKE THE FOUR BY FOUR, IF I'M MEAN, TOTALLY HONEST.
I JUST, I FIND IT CHALLENGING.
AND I KNOW THAT WAS PUT IN BEFORE, UM, DR.
RODRIGUEZ ARRIVED, AND I HAVE NO IDEA HOW HE FEELS ABOUT THAT.
BUT IT IS A CHALLENGE FOR LIKE IV AND AP IN HIGH SCHOOL AND, AND, UM, IT'S A CHALLENGE FOR SPECIALS AND WHATNOT.
SO IT'S, IT BECOMES A STRATEGY OF TRYING TO FIGURE OUT THE BEST WAY TO APPROACH THEM.
UM, AND THEN THE, SOME OF THE OTHER INSIGHTS I WAS LOOKING AT WAS, OKAY, WHY DO WE HAVE FIVE CLASSES OF ENGLISH HONORS TWO AND ONE CLASS OF ENGLISH HONORS THREE? WAS THERE A PROBLEM DISTRIBUTION? YES.
UM, BUT MY QUESTION IS THIS MORE OR LESS, HOW MUCH SAY, AND I WAS TRYING TO LOOK TO SEE IF EACH ONE OF THESE SHEETS HAD THE SAME DATA POINTS.
LIKE WAS IT THE SAME LISTEN OF CLASSES, WHETHER OR NOT THE SCHOOLS OFFERED THEM, RIGHT? IT'S ALL, THEY, IT'S LIKE A TEMPLATE.
SO EACH OF THE, LIKE LOOKING AT THE HIGH SCHOOL, EACH OF THE SIX SCIENCE THINGS, IT HAS THE SAME CLASSES.
EVEN THOUGH, UM, LIKE HILTON HEAD HIGH PROBABLY DOESN'T OFFER VERY MANY AP SCIENCE BECAUSE THEY HAVE THE IB, BUT IT'S ALL COMPARED, RIGHT? IT'S ALL THE SAME.
UM, HOW MUCH IS THE, THE IMPACT OF THE SCHOOL AND THE PRINCIPAL VERSUS THE DISTRICT, RIGHT? SO HOW MUCH SAY DOES THE PRINCIPAL HAVE IN DECIDING HOW MANY COURSE, HOW MANY SECTIONS OF A CLASS THEY'RE GONNA OPEN, WHEN THEY'RE GONNA DO IT, WHEN THEY'RE GONNA OFFER AP, IS THAT SOLELY UP TO THE DISCRETION OF THE PRINCIPAL, OR DOES THE DISTRICT LOOK AT THAT? UM, ACROSS THE BOARD.
SO FROM THE DISTRICT, OUR LENSES THAT WE MUST BE COMPLIANT WITH THE LAW INDICATES, OKAY, LAW STIPULATES AT THE HIGH SCHOOL, ALL HIGH SCHOOLS MUST PROVIDE ACCELERATED COURSES.
SO AP I B, ACE AND DUAL ENROLLMENT ARE DEFINED AS ACCELERATED COURSEWORK FOR STUDENTS.
THAT IS IN, ACTUALLY IN THE, IN THE REGULATIONS OF OUR STATE.
THAT IS WHAT I TELL THE SCHOOLS.
YOUR DESIGN OF WHAT YOU UTILIZE ARE BASED ON A FEW THINGS AT THE SCHOOL SITE.
NUMBER ONE IS WHAT THE STUDENTS NEED.
NUMBER TWO ARE THE AREAS OF CERTIFICATION OF YOUR EDUCATORS, RIGHT? AND THAT CAPACITY, CUZ I COULD BE CERTIFIED IN AN AREA AND I WILL, I WILL NOT BE A GOOD CALC TEACHER, RIGHT? BUT I MAY BE A GREAT TRADE TEACHER, RIGHT? SO THAT'S, THAT'S THAT HUMAN ELEMENT THAT COMES IN.
[01:20:01]
NUMBER ONE SHOULD BE WHAT IS THE NEEDS OF THE STUDENT? AND FROM THAT, YOU DEVELOP A MASTER SCHEDULE, RIGHT? INSTEAD OF ROLLING IT OVER FROM YEAR TO YEAR.AND AGAIN, I'M SPEEDING TO MRS. BOATWRIGHT CANDIDLY TRICKS IT A TRADE.
WELL, AND THAT'S THE QUESTION IS FROM A DATA SCIENCE STANDPOINT, IT'S LIKE IMPLICIT BIAS, RIGHT? YES, MA'AM.
WHO'S DICTATING WHICH CLASSES IS IT THAT THE, UH, PRINCIPAL CAN D DICTATE OR LOOK AT HIS TEACHERS, LOOK AT HIS STUDENT? AND SO I'M JUST KIND OF CURIOUS HOW THAT ROLLS OUT BECAUSE AS YOU'RE TRYING TO ASSESS THIS DATA, UNDERSTANDING HOW I GUESS EACH INDIVIDUAL SCHOOL HAS IMPACT ON WHAT'S BEING SAID.
AND YOU HAVE TO RECOGNIZE WHEN YOU'RE LOOKING AT STAFFING, RIGHT? ABSOLUTELY.
I MEAN, LET'S, LET'S PUT EVERYTHING LENS THERE.
SO IF YOU WANNA GROW A PROGRAM, YOU AND YOU ONLY HAVE SO MANY OPPORTUNITIES OF PERSONNEL, SOMETIMES YOU HAVE TO GIVE UP IN ORDER TO HAVE.
SO IT REALLY IS, YOU KNOW, ONE OF THE PROCESSES WE HAVE AT THE DISTRICT IS THAT IF YOU LOOK TO GROW A PROGRAM, WE HAVE TO SIT AND HAVE AN ANALYSIS AND IS AN APPLICATION THAT'S COMPLETED.
PART OF THAT APPLICATION IS A COST ANALYSIS THAT YOU HAVE TO PROVIDE VIA, AS A, A PRINCIPAL, HAVE THE COST ANALYSIS SHARES THAT YOU ARE REACHING OUT TO THE DISTRICT.
IT GOES FROM MY OFFICE THEN OVER THE FINANCE, RIGHT? BECAUSE I CANNOT COMMIT FINANCES WITHOUT HAVING CONVERSATIONS.
SO WE DO HAVE SYSTEMS IN PLACE TO GROW, BUT FINANCE IS THE ONE THAT KNOWS ULTIMATELY HOW MUCH, HOW MANY COINS ARE IN THE CUP, RIGHT? YEAH.
WELL, I DEFINITELY, I SHARE COLONEL GEERS, I'M INTERESTED LOOKING AT THIS.
I WOULD LOVE TO SEE, AGAIN IN THE NEXT SEMESTER TO KIND OF JUST GET A FULL YEAR'S PICTURE, UM, ESPECIALLY WITH HIGH SCHOOLS TO SEE WHAT'S BEING OFFERED WHEN.
AND THEN, UM, THANK YOU FOR THIS INFORMATION.
OKAY, MR. SMITH? UH, YEAH, I WAS GONNA SAY TOO, UH, THAT I, THAT, THAT I, ON SOME THINGS DID GEIER.
UM, AND ALSO I WOULD DEFINITELY LIKE FOR A COPY OF THAT STUFF AS WELL, A COPY OF EVERYTHING AS, AS WELL, SO THAT I CAN SIT DOWN TO MYSELF AND, AND DIGEST AND UNDERSTAND AND PROCESS IT, UM, WHEN THE COPIES I MADE.
YOU'RE ON MUTE, MRS. UH, MS. BARRY, WILL YOU HAVE COPIES OF THIS INFORMATION IN OUR BOARD FOLDERS ON TUESDAY, OCTOBER 5TH? YES.
UH, COLONEL GEIER, DO YOU NEED IT PRIOR TO THAT OR IS THAT NO, MANAM CHAIR.
I WAS JUST, UH, THAT'S, IT'D BE FINE TO GET IT AT THE NEXT, UH, BOARD MEETING.
AND THIS I THINK SHOULD BE A TOPIC FOR A WORK STUDY SESSION DOWN THE ROAD BECAUSE THERE'S A LOT TO CHEW ON HERE.
AND IN THE FINANCE COMMITTEE MEETING, WE'RE GONNA TALK ABOUT THE FINANCE PART OF IT.
SO, UH, THIS IS SOMETHING THAT WE NEED TO, WE NEED TO GATHER MORE, MORE DATA AND HAVE A CHANCE TO DO SOME ANALYSIS BECAUSE THIS IS VERY COMPLEX.
THIS IS STUFF THAT ORGS SHOULD BE VERY KNOWLEDGEABLE ABOUT.
I THINK THAT YOU CAN SEE THE AMOUNT OF EFFORT AND THE AMOUNT OF WORK THAT IS PUT INTO GATHERING THIS TYPE OF REPORT.
I THINK THAT THIS IS THE BEGINNING.
SO AS MS. BOATWRIGHT SAID, WE CONTINUE TO, TO UPDATE IT.
SO WE HAVE SOME HISTORICAL DATA TOO, ABOUT OUR CLASS SIZES.
UH, THE NEXT STEP, I, I THINK COLONEL GEIER FLEET TOOK, UH, THE INFORMATION, TOOK THIS CHART, THESE CHARTS THAT LIKE THE CLASS AVERAGE CHARTS AND YOUR FINANCE COMMITTEE TOOK THEM TO FINANCE AND SAID, OKAY, WE'VE GOT THIS INFORMATION NOW, CAN YOU GIVE US, UH, THE ADD THE COST AS YOU REQUESTED, WHICH WOULD INDICATE REALLY WHAT WE'RE AFTER THERE IS THE EXPERIENCE LEVEL OF THE TEACHERS.
UM, SO I THINK THAT, YOU KNOW, THIS IS GREAT INFORMATION TO HAVE.
AND I, I DID SPEND QUITE A BIT OF TIME LOOKING AT IT, UH, WHEN IT CAME.
UM, I DIDN'T PRINT IT OUT EITHER BECAUSE I THOUGHT I WAS GONNA BE AT THE MEETING TODAY IN PERSON AND WOULD GET IT TODAY, BUT THEN WITH THE WEATHER, UH, I CHANGED.
SO I, I DEFINITELY WANT A HARD COPY.
UM, OTHER, SO I'VE, SO THAT'S A, A FUTURE THING, BUT I GUESS WE TAKE, SEND THAT PART OF IT OVER TO THE FINANCE COMMITTEE.
YOU GOOD WITH THAT, DICK? I SEE YOU GIVING ME A THUMBS UP.
SO I SEE FOR FUTURE TOPICS, WE
[01:25:01]
DID COME UP WITH, UM, YOU KNOW, LOOKING AT THE, UH, THE MULTILINGUAL, UH, MA METHODS OF IDENTIFYING MULTILINGUAL STUDENTS FOR THE GU POPULATION, YOU KNOW, RATHER THAN, YOU KNOW, WHAT CAN THE DISTRICT DO TO MAKE SURE THOSE KIDS ARE, UH, ASSESSED GIVEN THAT, YOU KNOW, IF RATHER THAN RELY TOTALLY ON THE PARENTS TO, TO DO THAT.SO THAT I THINK IS ONE OF OUR FUTURE, UH, COULD BE AGENDA ITEM FOR THE NEXT AGENDA.
UM, ANY OTHER COMMENTS ABOUT ALL THIS WORK? I, DR.
I THINK THIS, YOU, UH, YOUR DIVISION DID A LOT OF WORK PUTTING ALL THIS TOGETHER.
UM, AND, YOU KNOW, IT'S IMPORTANT STUFF.
AND, AND IF WE CAN JUST, YOU KNOW, THIS IS OUR BASE, THIS IS OUR BASE NOW IN, IN MOVING FORWARD ON THIS.
SO, UM, OTHER THAN THE, UM, THE GALA FOR MULTILANGUAGE, UH, IDENTIFICATION PROCESS, ARE THERE ANY OTHER FUTURE TOPICS FOR OUR NEXT MEETING THAT ANYONE WOULD LIKE? UH, I THINK WE WILL HAVE SOME OES COMING FROM.
UM, THE NEW ONES THAT GOT PUT IN, RIGHT? DR.
STRATOS, WE SHOULD HAVE OE 13 AND 14 COMING FROM STUDENT SERVICES.
SO MAYBE, YOU KNOW, THOSE THREE THINGS.
OE 13, OE 14, AND FOLLOW UP ON THIS IDENTIFICATION.
UM, DO YOU, DO YOU THINK, UM, IS A MONTH, YOU KNOW, OUR NEXT MEETING WOULD BE AT THE END OF OCTOBER.
IS THAT ENOUGH TIME TO HAVE SOME TYPE OF INFORMATION TO BRING BACK TO US OR DO YOU THINK YOU NEED MORE? I GIVEN, UM, FRONTLOAD ADOPTED WHITE WITH THE OES AT THE END OF AUGUST? UM, I, I, I DO, I YOU WOULD ALLOW ME TO ASK IF MAYBE WE COULD SEPARATE THEM AND LET ME FIND OUT HOW FAR SHE'S AT BOTH AND I COULD REACH BACK OUT TO YOU BECAUSE IT'S GONNA BE OUR FIRST TIME GOING THROUGH THE PROCESS.
AND THEN THE FOLLOW UP IS GONNA BE A FOLLOW UP.
I'LL HAVE, UM, DIANA FOLLOW UP IN THAT AREA AS WELL AS THAT THERE WAS A QUESTION REGARDING THE A C T AND S A T EXTENDED TIME FOR MLS.
SO WE CAN GIVE THAT FEEDBACK AS WELL, MA'AM.
UH, SO IT LOOKS LIKE WE HAVE OUR AGENDA SET FOR THE NEXT TIME.
WHAT ARE SOME OTHER FUTURE TOPICS? UH, COLONEL GEIER, DID YOU HAVE ANYTHING OR YOU THINK WE'RE GOOD FOR THIS TIME? NO, I THINK WE'RE GOOD YOU TO GO.
AND I THINK MEL, UH, ANGELA DOES NOT HAVE ANY FUTURE TOPICS.
AND I THINK, MEL, WE LOST MEL A WHILE AGO.
I BELIEVE WE LOST HIM AROUND SIX.
SO THE ONLY THING WE HAVE LEFT TO DO IS TO, UM, PICK OUT THE DATE FOR OUR NEXT MEETING.
AND, UH, LET'S SEE, THE LAST WEDNESDAY IN OCTOBER IS WEDNESDAY, OCTOBER 26TH.
SO LET'S PUT IT ON FOR WEDNESDAY, OCTOBER 26TH, AND AGAIN AT 5:00 PM TO ACCOMMODATE OUR WORKING FOLKS.
I KNOW IT EXTENDS OUR OTHER WORKING FOR FOLKS.
THANK, THANK YOU VERY MUCH, EVERYONE.
TREMENDOUS AMOUNT OF WORK PRESENTED TO US.
STRATOS, YOU'VE, UM, THIS ISS D GROUP IS IN A GREAT PLACE.
APPRECIATE YOUR TIME, EACH OF YOU HAVE A GOOD EVENING.