[00:00:10]
CAN YOU HEAR US, ANGELA? YES, I CAN.
NO, YOU DON'T HAVE TO
AND I'D LIKE TO CALL THIS MEETING OF THE D COUNTY BOARD OF EDUCATION ACADEMIC COMMITTEE IN, UH, TO ORDER.
WE ARE IN CONFERENCE ROOM E THIS IS THE REMOTE HYBRID MEETING.
UM, IN THE ROOM, ATTENDING PERSONALLY ARE, UM, COLONEL GEIER, UM, MEL CAMPBELL, MYSELF, KATHY, ROB, AND ANGELA MIDDLETON IS, UH, ZOOMING IN.
THOSE ARE THE COMMITTEE MEMBERS ALSO IN THE ROOM.
OUR ATTORNEY, UM, WENDY KIRK, JILLIAN, UM, ROLANDS AND YOU'RE, NO, NO.
REQUEST FOR PUBLIC COMMON PARTICIPATION WILL BE ACCEPTED BETWEEN 4 4 30 BY SAYING AN EMAIL WITH YOUR NAME, PHONE NUMBER, AND BUSH K12 SC US.
YOU'LL RECEIVE A PHONE CALL DURING PUBLIC COMMENTS.
I UNDERSTAND THAT WE HAVE TWO PEOPLE LINED UP FOR PUBLIC COMMENTS AT THIS STAND FOR PLEDGE UNITED, THE REPUBLIC FOR WHICH IT STANDS NATION.
WE NEED A MOTION TO APPROVE THE AGENDA, PLEASE.
THAT THE APPROVED THE AGENDA FOR THIS MEETING ON NOVEMBER 30TH, 2022 OF THE ACADEMICS COMMITTEE.
ALMOST IN FAVOR OF APPROVING THE AGENDA.
PLEASE SIGNIFY BY SAYING I MIDDLETON, THAT'S, OH, THE AGENDA IS APPROVED.
HEY, DID YOU TO MEET YOUR COMPUTER? I DID.
AND IT, IT, IT BOUNCES THAT
ANGELA, I HAVE YOU ON SPEAKER.
YOU'RE CALLING IN FOR PUBLIC COMMENTS.
THANK YOU GUYS FOR ALLOWING SCIENCES.
I WANTED TO CALL AND ASK IF THERE WOULD BE A REVIEW COMMITTEE FOR MATERIAL FOR NOT ONLY THE NEW HEALTH CURRICULUM, BUT FOR OTHER SUBJECTS AS WELL.
I WOULD THINK ELA AND WILL REVIEWED BEFORE BEING PLACED, BUT AS RECENT EVENTS HAVE SHOWN, THAT'S BEEN THE CASE.
HI, THIS IS THE GOOGLE ASSISTANT.
CAN I ASK WHAT YOU'RE CALLING ABOUT?
[00:05:07]
HELLO? HI, DAVE.I'M CALLING YOU FOR PUBLIC COMMENTS.
YOU HAVE THREE MINUTES AND YOU'RE ON SPEAKERPHONE.
UH, GOOD EVENING, MADAME CHAIR.
SPEAKING TO I COMPLETING AND REVIEWING THE FOUR BOOKS REQUESTED BY ELA TEACHERS IN OUR DISTRICT, APPROXIMATELY 160 TO 180 HOURS OF WILL BE CONSUMED.
WHY IS THAT? BECAUSE SOMEONE DIDN'T DO THEIR JOB IN THE FIRST PLACE, BUT NO ONE WILL REALLY TELL US, MAYBE, OR SPEAKING TO THE ISLAND PACKET THAT EXPLAINS THE BOOKS GOT IN THE SCHOOLS IN THE FIRST, FIRST PLACE.
HOW DO THEY GET THERE? MOVE UP, AND THEN WHO'S RESPONSIBLE FOR AFFIRMING THEM AND SELECTING THE BOOKS THESE DAYS? EMPLOYEE THE POSITION.
NO ONE THAT WORKS IN OUR SCHOOL DISTRICT.
OR, LISTEN, OUR COMMUNITY CAN TELL ME THAT DEPICTIONS OF PREMARITAL SEX OF ANY KIND, PED PEDOPHILIA, AND SPEC SLAVERY ARE LITERARY WORKS THAT ARE GOOD FOR CHILDREN TO READ.
NO ONE IN THIS DISTRICT CAN TELL ME THAT AS A LITERARY WORKS INCLUDES THE DAMAGE THAT WILL OCCUR TO A MINOR WHO IS EXPOSED TO THIS MATERIAL.
THERE ARE BILLIONS OF WORKS THAT COULD REPLACE THESE BOOKS MOVING FORWARD.
I'D LIKE THE ACADEMIC COMMITTEE TO DIRECT THE BOARD TO DIRECT THE DISTRICT TO REVIS I 38.1 TO INCLUDE THE FOLLOWING LANGUAGE, ANY CHALLENGE SUBMITTED WITH THE INITIAL COMPLAINT OF A MATERIAL THAT IS SUBJECT TO FEDERAL AND OR STATE LAW AS DISSEMINATION OF ACE MATERIAL FOR MINORS IS NOT SUBJECT TO REVIEW DUE TO A LEGALITY AND CRIMINAL CHARGES TO DISTRICT AND ITS STAFF IF GIVEN TO A MINOR UNDER THE AGE OF 18.
I WILL EMAIL THAT LANGUAGE TO YOU A LITTLE BIT LATER TODAY.
THIS WILL COVER ALL MATERIALS, SCHOOL, LIBRARIES, CLASSROOM LIBRARIES AND CURRICULUM.
CAN YOU PLEASE ASK THE BOARD TO REMIND THE SUPERINTENDENT AND ITS STAFF, SPECIFICALLY THE TEACHERS AND SCHOOL STAFF THAT ARE DESIRING TO KEEP MATERIAL UNSUITABLE FOR MINORS TO START ACTING LIKE THERE'S CHILDREN IN THE SCHOOLS? BECAUSE I'M SURE THAT NONE OF THESE TEACHERS WOULD BLINDLY SEND THEIR CHILD TO MY HOME IF I TOLD THEM I WAS GOING TO BE READING TO THEIR KIDS WITHOUT EXPLAINING TO THE PARENTS WHAT I'D BE READING.
THERE ARE CHILDREN IN THESE BUILDINGS, AND MAYBE THE PEOPLE IN THE BUILDINGS NEED TO BE REMINDED THOSE CHILDREN BELONG TO FAMILIES.
THE STUDENTS IN THE CLASSROOMS ARE NOT THEIR CHILDREN.
MY FAMILY AND I ARE TRULY THANKFUL FOR ALL OF YOUR HARD WORK, AND I DON'T WANT ANY OF YOU TO FORGET THAT YOU ALL HAVE OUR RESPECT FOR WHAT YOU DO AND THE SACRIFICES THAT YOU MAKE TO HELP SUPPORT OUR SCHOOL DISTRICT AS A PARENT.
I'M SIMPLY HERE TO PROVIDE YOU WITH FEEDBACK AND GIVE YOU INSIGHT AS TO HOW WE SEE THINGS, PARENTS, AND WHAT'S HAPPENING TO CHILDREN, AND HAVE A WONDERFUL YOU.
HEY, NEXT DOWN OUR IS APPROVAL OF THE SEPTEMBER 28TH COMMITTEE MEETING.
WE HAVE PROVED THE SEPTEMBER 28TH, 2022 COMMITTEE MEETING.
ALL THOSE IN FAVOR OF THE MINUTES, PLEASE SAY GOODBYE BY SAYING I, I AND I.
THE FIRST ITEM ON OUR AGENDA TONIGHT IS THE, UH, ARE THE ADMINISTRATIVE REGULATIONS.
THE FIRST ONE IS, IS 26 MEDICAL HOME BOUND INSTRUCTION.
WAS MS. MURRAY GOING TO DISCUSS THIS, OR WOULD YOU LIKE ME TO DISCUSS THIS? MS. MURRAY IS ON A WAY TO A TRAINING SO YOU CAN DISCUSS AND I'LL JUMP IN WHEN I NEED TO.
MEMBERS OF THE BOARD AND STAFF.
THE REASON THAT WE'VE MADE SOME UPDATES, UM, TO THIS DOCUMENT IS BECAUSE WE NOW HAVE A STUDENT SERVICE OFFICER WHO, AND THIS FALLS UNDER HER JURISDICTION.
ADDITIONALLY, THERE HAVE BEEN SOME CHANGES TO DOCUMENTS.
IT'S, WE NOW HAVE A MEDICAL HOME BOUND PHYSICIAN AUTHORIZATION FORM.
WE CHANGED THE LANGUAGE FROM THE DIRECTOR OF STUDENT SERVICES TO THE STUDENT SERVICES OFFICER AND ALSO UNDERAGE THE SCHOOL PRINCIPAL, OR IS HER DESIGNATION CONTACT STUDENT SERVICE OFFICER OR IS HER DESIGNEE FOR ASSISTANCE? AND THEN THIS MURRAY, UM, EXPLAINED TO US THAT ATTENDANCE
[00:10:01]
CODES HAD CHANGED, AS YOU'LL SEE THERE.UM, AND ROMAN NUMBER N LETTER N S C H M B D, THOSE ARE CERTAIN, UM, I GUESS YOU WOULD CALL THEM ABBREVIATIONS THAT ARE USED FOR ATTENDANCE CODE.
AND THEN IN O N P, AGAIN, IT SAYS STUDENT SERVICE OFFICER.
AND MS. MURRAY EXPLAINED TO US, UM, OUR, WHICH IS ON PAGE FOUR, THAT THE HOME BY TRAVEL FORM IS NOW SUBMITTED ELECTRONICALLY TO THE VOUCHER.
SO THOSE WERE CHANGES THAT NEEDED TO BE MADE.
AND WE ALSO ADDED OUR NEW GOVERNANCE MANUAL, UM, POLICIES SO THAT THEY'RE APP APPROPRIATE.
CAMPBELL WOULD, DO YOU WANNA BRING UP YOUR QUESTION? JUST MENTIONED? MM-HMM.
WHITE, CAN YOU EXPLAIN THE PROCESS FOR OBTAINING AN INSTRUCTOR FOR HOME BOUND SERVICES AND WHAT PROCEDURE YOUR STAFF USES, MAYBE? YEAH.
SO, UM, TEACHERS, THIS, UH, ONE SECOND.
SO, EXISTING TEACHERS APPLY THROUGH HR FOR HOME BOUND INSTRUCTORS.
THE SCHOOLS ARE PROVIDED A LIST OF THOSE INSTRUCTORS AND WHO WILL BE AVAILABLE, AND THEY ARE TO THE HOME BOUND COORDINATORS FOR EACH SCHOOL WILL, UM, MAKE CONTACT.
THEN FOR THE HOME BOUND, UM, INSTRUCTOR, THEY ARE INSTANCES WHERE THE, UM, SCHOOLS MAY HAVE DIFFICULTY, UM, FINDING A HOME BOUND AND STRUCTURE.
SO THEY'LL REACH OUT TO OUR OFFICE TO ASSIST WITH THAT, UM, AS WELL.
SO IF YOU LOOK AT, IF I MAY, YEAH, IF YOU LOOK AT NUMBER H, THAT LETTER H H OKAY.
FIRST THING IT SAYS IS THE STUDENT SERVICES OFFICER, OR HIS OR HER DESIGNEE SHALL DESIGNATE AN INSTRUCTOR FOR THE HOME BOUND STUDENT.
AND THEN IT SAYS IF THAT, IF THE SSO IS UNABLE TO LOCATE AN INSTRUCTOR.
THE, UM, THE, UM, SCHOOL HOME BOUND COORDINATOR OKAY.
SHALL DES UM, AN INSTRUCTOR FOR THE HOME BOUND STUDENT.
AND IF HE OR SHE IS UNABLE TO LOCATE AN INSTRUCTOR WITHIN THREE DAYS, THEN THE SCHOOL PRINCIPAL OR THE DESIGNEE WILL CONTACT THE STUDENT OFFICER OR HIS, OR HER DESIGNEE.
SO IT WOULD BE, IT SHOULD READ THE SCHOOL PRINCIPAL OR HIS, OR HER DESIGN SHALL DESIGN AND INSTRUCTOR SHOULD BE THE FIRST SENTENCE.
WAIT A MINUTE, I THOUGHT YOU SAID SCHOOL HOME FILE COORDINATOR.
WELL, I'M S I'M KEEPING IT CONSISTENT WITH WHAT YOU HAVE BELOW, WHICH SAYS PRINCIPAL OR HIS OR HER DESTINY, WHICH WILL BE THE HOME BOUND COORDINATOR.
GIVE ME, CAN, CAN I, I UNDERSTAND THE PROCESS, BUT I'M NOT SURE I UNDERSTAND THE LANGUAGE THAT WE DISAGREE ON.
PRINCIP STUDENT SERVICES ARE FIRST.
INSTEAD OF STUDENT SERVICE INSTEAD OF THE SCHOOL HOME BOND COORDINATOR, WHERE DOES THAT GO? REITERATE RIGHT HERE? YEAH.
THAT TO BE A PRINCIPAL, THEN THE PRINCIPAL OR HIS, OR HER DESIGN.
SO THAT OUT THE PRINCIPAL OR HIS OR HER DESIGN SHALL DESIGNATE AN INSTRUCTOR FOR THE HOME BOUND STUDENT.
IF HE OR SHE IS, I MAY HOLD, LOCATE AND INSTRUCTED THREE DAYS.
THE PRINCIPAL SHALL CONTACT STUDENT SERVICES OFFICER FOR ASSISTANCE.
SO YOU PUTTING ANY LANGUAGE IN THERE ABOUT THE SCHOOL HOME BOUND COORDINATOR? SO THE DESIGNEE, THE SCHOOL IS THE HOME BOUND COORDINATOR.
IT'S DOCTOR, IT'S, THAT'S CLARIFIED.
COLONEL GEIER OR MIDLETON, ANY QUESTIONS ONS? 26TH.
AND BY THE WAY, HAPPY BIRTHDAY.
WAIT, MR. MR. CAMPBELL HAS ADDITIONAL QUESTIONS ON US.
I WANT
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QUESTION FOR DR.WHITE, BUT HOW WE PAY THE HOME BOUND TEACHER, IS THAT RELEVANT TO THIS? THAT SHOULD BE, YES.
SO WHY IS IT HERE? WHY ARE YOU ASKING, AGAIN? WHICH NUMBER ARE YOU LOOKING AT? UH, P THAT'S OUR, NO, IT'S OUR P R.
P IS ALSO RELEVANT TO THE, THAT IT'S GIVEN THE PROCEDURE FOR PAYMENT, BUT A HOME BOUND INSTRUCTOR.
AND THE QUESTION IS, IS IT AN APPROPRIATE PLACEMENT FOR SALARY OR IS THAT JUST AN INTERNAL EVENT? RIGHT.
THAT WE KNOW THAT THAT OPERATES WITHIN HR VERSUS WITHIN THE SS THIS AR PROCEDURAL.
SO I'M TRYING TO FOLLOW VISUALLY WHERE YOU'RE READING, SO I CAN ANSWER THAT.
CAN P ON THE SCREEN? I MM-HMM.
IT'S JUST A, BUT IT'S LISTEN, BUT
BUT THIS IS JUST A PROCEDURE THAT THAT'S TO FILL INSTRUCTION.
UNDERSTAND, KNOW ABOUT THIS, ABOUT PAY, I MEAN, MY MIND FOR PART OF PROVIDING THE INSTRUCTION.
AND THEN, UM, THE PARENT HAS TO VERIFY THE INSTRUCTION TOOK PLACE WHEN IT'S IN HOME.
SO THIS IS WHERE THEY'RE SIGNING THAT FORM.
UM, AND THE PARENTS HAVE TO VERIFY THAT, AND THEN THAT'S SUBMITTED TO US.
SO THAT'S PART OF THE PROCESS.
IT JUST WANTED TO MAKE SURE, TO ME IT MAKES SENSE.
I'M A LITTLE LIAR HERE, I THINK, BUT THE AR THE PRO, THE PURPOSE OF THE AR IS FOR ANY SCHOOL THAT HAS A HOME BOUND STUDENT, STUDENT PICK THIS UP AND SAY, LET'S MAKE SURE THAT WE'RE FOLLOWING IT.
AND SO THE PROCEDURE IN HERE ABOUT HOW THE PEOPLE GET PLAY PAID, AND WE'RE, I THINK IT'S A CASE, IT HELPS THE SCHOOL SCHOOLS TO KEEP EVERYTHING CONSISTENT.
AND ALSO YOU'RE TO BLOW YOUR TIME.
NOW YOU'RE OKAY WITH THAT? NO, BUT I MEAN, I THINK THAT THAT'S, THERE SHOULD BE SOMEONE IN THAT SCHOOL THAT'S DEFINITELY IN CHARGE OF ALL THE PAYMENT OF EVERY PERSON THERE AND INCLUDING THAT HOME BOUND AND EDUCATING THE HOME BOUND PERSON OF THEIR RESPONSIBILITY.
BUT, BUT, BUT YOU DON'T FOLLOW, BUT THAT'S, THAT'S FINE WITH ME.
I'M NOT GONNA, WE'RE AHEAD OF THAT.
BUT BY HAVING A DOCUMENT, I JUST WANNA MAKE SURE THAT, TO BEGIN, BE CONSISTENT WITH ALL OF THESE, YOU KNOW, SITUATIONS WHERE PERSON IS, AND CAN LOOK AT THAT HERE AND SEE HOW SYSTEM COACHES ARE BEING PAID.
SO WE MADE THE CHANGES TO H O CENTER BACK.
THE NEXT ONE, SS THREE ASSIGNMENT OF STUDENTS TO SCHOOLS.
WHITE, GO AHEAD AND EXPLAIN ABOUT YOUR CHANGES AND YOUR RATIONALE SO EVERYBODY KNOWS.
SO SS THREE ASSIGNMENT TO SCHOOLS, A LOT OF THE CHANGES WERE, AGAIN, TO BE CONSISTENT WITH THE RESPONSIBILITIES OF STUDENT SERVICES AND THE, UM, CHANGE FROM THE INSTRUC CHIEF INSTRUCTIONAL OFFICER TO THE STUDENT SERVICES OFFICER.
UM, ALSO ON THAT FIRST PAGE, UH, BULLET THREE, JUST BE CONSISTENT STUDENTS WITH DISABILITIES.
AND THAT SPECIAL NEEDS IS MORE OF THE LANGUAGE OF CHOICE AND PREFERENCE, UM, NOW, SO JUST MAKING THAT LANGUAGE CONSISTENT.
ALSO HAVING THE AR TO FLOW A LITTLE BIT BETTER.
SO WE SEE THAT WE STRUCK THROUGH, UM, ITEM D AND ACTUALLY MOVED THAT TO ANOTHER PORTION TOWARDS THE END OF THE ERROR THAT YOU'LL SEE IN A FEW MINUTES, UM, AS WELL.
AGAIN, UM, WHEN WE TALK ABOUT, UM, ITEM D WITH LOOKING AT THE MEMBERSHIP OF A COMMITTEE FOR THE HEALTH HARDSHIP AS ONE OF THE REASONS, UM, SOMEONE CAN REQUEST TO BE
[00:20:01]
TRANSFERRED, WE USE A SPECIAL CIRCUMSTANCES COMMITTEE TO LOOK AT THAT.SO WE JUST WANTED TO MAKE SURE THAT, UM, PEOPLE UNDERSTAND IT WASN'T THE DECISION OF ONE PERSON, BUT A COMMITTEE WHICH CAN COMPRISE OF CERTAIN MEMBERS, UM, AS WELL.
UM, SPECIAL CIRCUMSTANCES, AGAIN, JUST ELABORATING THAT PROCESS AND WHAT THAT LOOKS LIKE.
A, A PARENT CAN REQUEST A SPECIAL CIRCUMSTANCE REQUEST ALSO TO TALK ABOUT THE APPEAL DECISION MUST BE DONE IN WRITING, AND IT'S IN, UM, ACCORDANCE WITH SECTION OF 14.
THAT'S, UM, 16, SORRY, READING MY NUMERALS AND SECTION FIVE AS WELL.
UM, AND JUST MAKING THAT CLEAR THERE.
EMPLOYEE COURTESY, JUST CONSISTENCY WITH THE, UM, LANGUAGE.
AGAIN, WE USE EMPLOYEE COURTESY AND NOT PREFERENCE.
SO JUST MAKING THAT A LITTLE BIT CONSISTENT, UM, AS WELL.
AND, UM, AS FAR AS EXPECTATIONS, UM, MAKING SURE THAT SCHOOLS ARE USING AN, IN, UM, LOOKING AT MULTITIER SYSTEM OF SUPPORTS TO WHEN THEY'RE TALKING ABOUT CONDUCT AND ATTENDANCE AND ACADEMICS OF REASSIGNING STUDENTS.
UM, IF A STUDENT'S ATTENDING A SCHOOL OUT OF ZONE, IT'S NOT GOOD ENOUGH FOR THE SCHOOL JUST TO SAY, OKAY, WE ARE GONNA SEND THEM BACK BECAUSE THEY VIOLATED A CODE OF CONDUCT, BUT WHAT INTERVENTIONS AND STRATEGIES LIKE ANY STUDENT, UM, REGARDLESS OF, UH, SCHOOL RESIDENCY DID THEY PUT IN PLACE.
AND TO REALLY LOOK AT THAT HOLISTICALLY AS WELL.
AND THAT'S GOING IN LINE WITH WHERE WE HEADED, UM, AS FAR AS USING MULTI TIERED SYSTEM OF SUPPORTS FOR ALL STUDENTS ACROSS THE DISTRICT.
UM, AND THAT, THOSE WERE THE MAJOR, UM, CHANGES.
LIKE WE SAW SPECIAL CIRCUMSTANCES WHERE AT THE END, AND WE JUST PUT IT UP FURTHER IN THE DOCUMENT FOR A BETTER, FOR BETTER FLOW OF, UM, INFORMATION.
AND THOSE WERE THE MAJOR CHANGES.
AND SO WE ADDED THE POLICIES BECAUSE THE NEW COHERENT, I THINK WE'RE GONNA A, A PAGE THAT LISTS ALL OF OUR ACRONYM ACRONYMS. A NEW ONE HAS SHOWN UP HERE, THE SCC C, THE SPECIAL SPECIAL CIRCUMSTANCES COMMITTEE.
HERE'S, I KNOW WE HAVE A, A LOT OF THOSE, DON'T WE? MM-HMM.
AND SO, UH, ROBIN, DO WE NEED TO MAKE, UM, I CAN'T, OH, I'M NOT ON THE, WE DON'T HAVE TO.
WE DON'T HAVE TO MAKE, BUT YOU DON'T, BECAUSE YOU'RE NOT ACCEPTING THEM.
THEY'RE JUST NOTIFYING YOU ABOUT UPDATE UPDATES FOR INFORMATION.
AND THESE GO, UH, IN COPIES OF THESE WOULD BE JUST WE'LL PUT, WE'LL PUT THEM IN BOARD UNDER THE COMMITTEE.
BUT IT'S WON'T GO ON THE AGENDA'S.
SO NEXT ON THE AGENDA IS SS 28 PREGNANT STUDENTS.
HEY, DO WE HAVE IT HERE? YEAH, DO, DO WE KEEP TRACK? THAT WOULD BE A NUMBER YOU'D VERY INTERESTED IN.
SO WE HAVE, UM, REVISED ADMINISTRATIVE TO, TO PROVIDE FOR CARE FOR OUR STUDENTS, PREGNANT STUDENTS WITH CHILDREN AND MARRIED STUDENTS.
AND NOW, UM, THIS FALLS UNDER DR.
WHITE AS A STUDENT SERVICE OFFICER, WE WANNA MAKE SURE THAT WHEN OUR STUDENTS ARE OUT TO HAVE THE BABY, THAT WE WORK WITH THEM TO MAKE SURE THAT THEY'RE ABLE TO STILL COMPLETE THE WORK THEY NEED TO DO.
AND YOU ALL MAY REMEMBER ABOUT A YEAR OR SO AGO, WE HAD THAT LACTATION, UM, LAW THAT WAS PASSED FOR SOUTH CAROLINA ABOUT PROVIDING A SAFE PLACE AND A PRIVATE PLACE FOR, TO EXPRESS MILK FOR MOTHERS.
AND SO WE WANTED TO ADD THAT INFORMATION CUZ IT'S VERY IMPORTANT THAT MOTHERS HAVE THE OPPORTUNITY TO EXPRESS MILK'S VERY HEALTHY FOR THE BABY.
CAN WE DO THAT FOR STAFF AS WELL? YEAH.
THEN WE ALREADY HAVE THAT PUT IN HERE.
AND THEN WE ADDED IN, UM, THE OFFICE CIVIL RIGHTS IS ACTUALLY, UM,
[00:25:01]
ISSUED DISCRIMINATION BASED ON PREGNANCY RELATED CONDITIONS.WE ADDED IN OUR, OUR, OUR BOARD'S S COVERED MANUAL POLICIES.
AND IT'S BEEN VERY, I WOULD JUST SAY IT'S BEEN VERY, UH, WONDERFUL.
THE NUMBER OF OUR TEACHERS AND OTHER STAFF THAT HAVE COME BACK AFTER HAVING THEIR CHILDREN.
AND IT'S WORKED OUT VERY WELL FOR THE FOUNDATION GRANT FOR THOSE FUNDS IT BREEDS TO AND COOPERATING THIS LAW.
ANY QUESTIONS ABOUT THIS, UH, ADMINISTRATIVE PRACTICE? I HAVE A QUESTION.
DO, UM, DO YOUNG WOMEN THAT, UH, WHO ARE PREGNANT, DO THEY QUALIFY FOR HOME BOUND SERVICES? UM, YES.
AS PART OF LEAD PROCEDURE? YES.
AND WE HAVE A ACTUAL SEPARATE, UM, HOME BOUND AUTHORIZATION FORM JUST FOR, UM, PREGNANT WOMEN, UM, STUDENTS.
THANK YOU AND YOUR TEAM FOR ALL YOUR WORK ON THIS TO MAKE IT BETTER FOR OUR STUDENTS.
STUPID QUESTION IS WHAT ABOUT THE FATHER? HE'S A STUDENT.
ARE THEY ALLOWED TO HAVE LEAD AS WELL AS THEY DO IN F M L A? I HAVEN'T RESEARCHED THAT COMPONENT, BUT WE HAVEN'T HAD A REQUEST.
BECAUSE FATHERS ARE ALLOWED TO HAVE LEADS TOO, RIGHT? ON THE M L A? THEY ARE, YES.
MOST IMPORTANT THING FOR US IS TO WORK WITH WHATEVER WE COULD DO TO SUPPORT FAMILY, BUT I THINK WE NEED THE BIG PRINCIPALS ON THIS ONE, I SUPPOSE.
CAN WE DO THAT OUR, WELL, I MEAN
IT'S JUST SUCCESS STUDENT STILL HAVED THE PREGNANT MOTHER.
MY MY GIRLFRIEND'S PREGNANT AND SHE'S IN NEW JERSEY, BUT I'M SCHOOL THERE.
ADDRESS'S, BUT THEY TOOK DEVELOP EDUCAT ON.
WE HAVE ONE YOUNG, WHICH TOOK A RATHER THAN AS SHE THAT QUESTION.
NOW WE'RE ONTO THEE 13 DISCIPLINE.
SO THIS IS MY FIRST OE PRESENTATION TO YOU ALL.
I HAVE REALLY NO CONCEPT OF WHAT, HOW IT GOES.
SO I AM GOING TO, UM, DO THE BEST I CAN AND ANSWER ANY QUESTIONS.
I FELT LIKE WE SPENT QUITE SOME TIME IN THE LAST COUPLE OF FOUR MEETINGS TALKING ABOUT DISCIPLINE, ENSURING THAT WITH YOU.
BUT I'M OE 13, UH, DISCIPLINE, UM, THAT POLICY RAISED THE SUPERINTENDENT SHALL ESTABLISH AND CONSISTENTLY ENFORCE DISCIPLINE POLICIES TO MAINTAIN SAFE AND EFFECTIVE, UM, ENVIRONMENTS FOR ALL STUDENTS.
UM, AND WE INTERPRET THAT, THAT, UM, TO MEAN THAT WE WILL PRETTY MUCH ADHERE TO THE EXECUTION OF THE DISCIPLINE HEARING, UM, PROCESSES.
WE ARE GOING TO ENSURE THAT ALL SCHOOLS FOLLOW THE BOARD.
UM, POLICIES RELATING TO DISCIPLINE AS WELL AS THE SOUTH CAROLINA DEPARTMENT OF EDUCATION POLICIES OUTLINING THOSE, UM, WHEN IT COMES TO SAFE AND EFFECTIVE ENVIRONMENTS, WHICH KIND OF TIES INTO OE 14.
UM, SOMEWHAT TOO, WHEN WE TALK ABOUT SAFE LEARNING ENVIRONMENT, UM, WE KNOW THAT WE ARE GONNA OPERATE SCHOOLS THAT PROVIDE THE PHYSICAL, BOTH THE PHYSICAL AND EMOTIONAL SAFETY FOR ALL OUR STUDENTS AND STAFF, UM, WHILE CREATING A POSITIVE SCHOOL CLIMATE TO HELP CREATE THAT ENVIRONMENT THAT REALLY NURTURES LEARNING AND ACHIEVEMENT.
SO BASED ON THAT, I KIND OF TOOK THE APPROACH INTO, UM, THERE WERE SEVEN SPECIFIC OES UNDER THIS ONE AND KIND OF GROUP THEM, UM, THAT MADE SENSE IN MY WORLD AND MY MIND.
AND THE FIRST ONE IS IN THE AREA OF GOVERNANCE, REALLY, THAT WE KNOW THAT OUR STUDENT DISCIPLINE IS GOVERNED BY THE LAWS BOTH FEDERAL, STATE LAWS, REGULATIONS, AND OUR, UM, BCSD ADMINISTRATIVE REGULATIONS AS WELL.
AND SO ONE OF THE THINGS AS WE WERE GOING THROUGH THIS PROCESS IN LOOKING AT OUR, UM, STUDENT CODE OF CONDUCT AND OUR,
[00:30:01]
UM, PROGRESSIVE DISCIPLINE PLAN, WE KNOW THAT, UM, THE LAST TIME THERE WAS A DEEP DIVE INTO UPDATING.THAT WAS WHEN I FIRST GOT HERE.
STRATIS AND I FIRST GOT HERE IN 2019 WHEN A LARGE COMMITTEE WAS ASSEMBLED.
UM, SO GIVEN ALL THE FEEDBACK THAT WE'VE BEEN RECEIVING, ESPECIALLY COMING BACK OUT OF C AND STUFF, IT IS TIME THAT WE START TO HAVE, UM, A BIG REVIEW LIKE THAT.
SO WE ARE IN THE PROCESS OF ASSEMBLING A TEAM OF STAKEHOLDERS TO, UM, INCLUDE STUDENTS, UM, TO MAKE SURE THAT THEIR VOICE IS HEARD AS WELL, AND ADMINISTRATORS AND, UM, COMMUNITY MEMBERS TO LOOK AT OUR ARR.
AND IT IS THE INTENT THAT WE SHOULD, UM, HAVE ANTICIPATION IMPLEMENTATION TIMELINE FOR THIS IS TO HAVE THIS READY TO GO BY THE 20 23 24 SCHOOL YEAR, UM, AS WELL.
AND AS YOU SAW TODAY WITH THE OTHER, WE, UM, WE REALLY REVIEW THOSE AND UPDATE YOU AS OFTEN AS WE CAN WHENEVER WE HAVE, UM, CHANGES TO OUR REGULATIONS.
THEN WE LOOKED AT REALLY LOOKING AT CONSISTENCY OF DISCIPLINE PRACTICES.
A COUPLE OF THE OES UNDER HERE SPOKE TO, UM, ENSURING THAT WE INTERPRET THEM WITH GOOD JUDGMENT AND ALSO THAT THERE'S CONSISTENCY IN HOW THEY'RE IMPLEMENTED ACROSS THE DISTRICT AS WELL.
UM, SO OUR DIRECT TO STUDENT SUCCESS REALLY MONITORS THE DISTRICT DISCIPLINE DATA ON A CONSISTENT BASIS.
AND ALL PRINCIPALS DO THAT AS PART OF THEIR, UM, UM, SCHOOL-WIDE, UM, PROCESS TO LOOK AT DATA, NOT ONLY ACADEMIC DATA, BUT DISCIPLINE TRUANCY DATA AS WELL.
AND FROM OUR, UM, DEPARTMENT, WE CAN TARGET, UM, OUR SUPPORT TO INDIVIDUAL SCHOOLS.
SKY HAS GONE OUT, QUITE FRANKLY.
I'VE JUST GONE OUT AND MET ALSO WITH THE BALE BRANCH MIDDLE SCHOOL.
UM, MTSS COORDINATOR TALKED ABOUT THAT.
UM, THEY HAVE, YOU CAN SEE FROM, UM, ONE OF THE ATTACHMENTS WE RECEIVED.
WE HAVE, WE'RE DOING SO MUCH, UM, PROFESSIONAL DEVELOPMENT AROUND TRAUMA INFORMED SERVICES, BEST PRACTICES.
UM, WE'VE COLLABORATED WITH I, UM, INSTRUCTIONAL SERVICES, WELL, KAREN MCKENZIE, AND I'VE DONE SOME WORK AROUND CLASSROOM MANAGEMENT TO TEACHERS, UM, AS WELL.
AND WE ARE COLLABORATING WITH THE, UM, TSS PROCESS AS WELL.
UM, WE'VE DONE SOME TARGETED PROFESSIONAL DEVELOPMENT WITH PRINCIPALS AND ADMINISTRATORS, UM, AND THEIR ASSISTANT PRINCIPALS.
UM, AS WE HIRE TWO NEW HEARING OFFICERS BACK IN FEBRUARY, WE HAVE ALSO DONE SOME TRAINING, UM, AROUND HOW THE HEARING PROCESS WORKS AND HOW WHAT SHOULD BE DONE IN NOTIFYING PARENTS, UM, IN A TIMELY MANNER AS WELL.
AND REALLY TRYING TO MAKE SURE THERE IS CONSISTENCY ACROSS THAT, UM, THE DISTRICT.
AND THEN MOVING TO DISCIPLINE INTERVENTIONS.
WE TALKED A LITTLE BIT WHEN I MET WITH YOU ALL LAST WEEK, UH, ABOUT OUR MULTICARE SYSTEM OF SUPPORTS.
SKY AND KAREN MCKENZIE I SHARED WITH THE ENTIRE BOARD.
BUT REALLY LOOKING AT WHAT ARE THOSE THINGS THAT WE CAN DO AND SCHOOLS CAN DO TO ENSURE THAT, UM, OUR STUDENT NEEDS ARE MET.
AND YOU KNOW, THAT THEY'RE ALL BASED ON INDIVIDUALIZED NATURE OF THEM WHEN YOU GO THROUGH THE TIER SYSTEM.
AND THERE ARE SOME EXCEPTIONS TO THE RULE WHEN THERE ARE SOME SAFE SCHOOL VIOLATIONS, UM, THAT WE KNOW OF.
THAT'S GUYS DONE A REALLY GOOD JOB OF THE MTSS WEBPAGE, INTERNAL WEBPAGE FOR OUR SCHOOLS TO GO AND LOOK AT.
AND TO ALSO CONTINUE TO TRAIN AND BUILD A CAPACITY AROUND BEHAVIOR AS WELL.
UM, LAST YEAR THERE WERE 199 BEHAVIOR, UM, PLANS IN PLACE.
AND THAT IS GROWING AS WE START TO HAVE A REALLY FOCUS ON TRYING TO BE A LITTLE BIT MORE PROACTIVE THAN REACTIVE WITH OUR STUDENTS AS WELL.
UM, OUR PARENTS ARE REALLY INFORMED ABOUT DISCIPLINE EXPECTATIONS, BOTH ON OUR WEBSITE, OUR CODE OF CONDUCT AND INDIVIDUAL SCHOOLS, UM, HANDBOOK AS WELL.
AND WE, UM, UH, PARTNERED WITH, UH, SOME OF OUR COMMUNITY AGENCIES TO REALLY MAKING SURE WE TALK ABOUT MENTAL HEALTH AS PART OF THAT PROCESS, UM, WITH OUR STUDENTS AS WELL.
ARE THERE ANY QUESTIONS? 99 BEHAVIORAL MTSS PLANS LAST YEAR? YES.
HAD A PERSONAL PLAN DEVELOPED FOR THEM IN SCHOOLS.
CAUSE I COULD READ THIS AS THERE WE HAVE A MENU OF 199 BEHAVIORAL MEN AND I SAID NO, I CAN'T BE, BUT IT, I THINK IT'S CLEARLY STATED AT WHAT IT IS.
STUDENT PLANS, BEHAVIOR PLANS FOR STUDENTS 199.
99 STUDENT BEHAVIOR PLANS WOULD, WOULD HELP ME UNDERSTAND? YES.
I'LL, I'LL, I'LL MAKE THAT ADDITION.
[00:35:02]
UM, I, I'M CONCERNED WITH WHERE WE ARE GOING WITH THIS.
I MEAN, THIS, THIS DISCIPLINE PROCESSES IN MY MIND, OUTDATED IN OF THE WORLD AND, YOU KNOW YEAH.
I KNOW WHERE, WHERE'S THE PROCESS IN TERMS OF THE MODERN STUDENTS.
THAT'S, THAT'S WHAT MY CONCERN WOULD BE AS YOU PLAN YOUR TEAMWORK AND THE FUTURISTIC, YOU KNOW, LOOK OF DISCIPLINE, IS IT GONNA LOOK THE SAME WAY? IS IT NO.
UM, IT SHOULD, WHEN WE TALK ABOUT, UM, I'M MAKING SURE I HEARD YOU CORRECTLY, SO I'M JUST GONNA REPEAT FOR CLARITY PURPOSES.
YOU SAID THAT, UM, YOU SAID BEHAVIOR CONTRACTS OR PLANS.
WHAT DID, WHAT WERE THE TERMS YOU USED? I I WANNA KNOW WHAT YOUR BE WHAT THE PLANS ARE OR THIS IS THE, NOT NECESSARILY THAT CONTRACTS WITH INDIVIDUAL STUDENTS.
SO AS FAR AS DISCIPLINE GOES AND, AND, UM, ONE OF THE THINGS THAT ALL SCHOOLS HAVE, WHEN YOU TALK ABOUT BEST PRACTICES AND LOOKING AT IT, ALL SCHOOLS SHOULD HAVE A SCHOOLWIDE SYSTEM, RIGHT? AND WHAT THAT LOOKS LIKE AND EVERYONE, AND THAT GOES ALL THE WAY DOWN FROM THE SCHOOL.
WHAT ARE THE EXPECTATIONS FOR BEHAVIOR, UM, IN DIFFERENT SETTINGS IN THE SCHOOL.
AND THAT TRICKLES BACK DOWN INTO THE CLASSROOM WITH THE TEACHER, THEN ESTABLISHING THEIR OWN SYSTEMS WITHIN THAT.
UM, AS WELL, ONE OF THE THINGS THAT WE HAVE DONE, AND THIS DISTRICT'S BEEN VERY FORTUNATE, WE'VE HAD, WE HAVE A LOT OF SUPPORT IN SCHOOLS, RIGHT? WE HAVE BEHAVIOR MANAGEMENT SPECIALISTS, WE HAVE SCHOOL PSYCHOLOGIST, WE HAVE SCHOOL SOCIAL WORKERS, WE HAVE INTERVENTIONS AND STUFF.
AND IF YOU CAN SEE FROM ALL OF THE, UM, TRAINING WE'VE DONE, WE ARE REALLY TRYING TO GET THOSE FOLKS TO BUILD THE INTERNAL CAPACITY TO REALLY MEET THE UNIQUE AND AND CHALLENGING BEHAVIORS OF OUR STUDENTS.
BUT MY QUESTION TO YOU IS HOW DO YOU KNOW WHEN THAT IS MEETING YOUR EXPECTATIONS AND NEEDS? CORRECT.
FROM AN INDIVIDUAL STANDPOINT, HOW DO YOU KNOW THAT? SO THAT'S LIKE, THAT'S LIKE THE'S THE A SITE.
AND MEET WHAT THE DISTRICT EXPECTS AT BATTERY.
SO FOR EXAMPLE, AND IT'S FUNNY, YOU PICK BATTERY CREEP, UM, OR PART OF SOME OF OUR TEAM MEMBERS ACTUALLY GOING OUT, UM, I THINK THIS WEEK TO MEET WITH BATTERY RECRUIT STAFF.
WE SIT DOWN, WE TALK ABOUT THOSE EXPECTATIONS, AND WE MONITOR THE DATA, WE LOOK AT THE DISCIPLINE REFERS.
WE HAVE ACCESS TO GO INTO EDUCATORS HANDBOOK ON A REGULAR BASIS.
AND IF WE START TO SEE SOME OUTLIERS AND STUFF, WE GO BACK TO THEM AND THEY HAVE THAT CONVERSATION.
ONE OF THE OTHER THINGS TO, UM, THEY HAVE TO DO, EACH SCHOOL DOES WHAT WE CALL DATA CONVERSATIONS, UM, WHERE DR.
STRATAS AND ALL OF US, UM, HEAR THAT.
SO THEY PRESENT THAT DATA TO US AS WELL.
AND BASED ON THE TRENDS WE ARE SEEING THERE, WE GO BACK IN AND SAY, HEY, YOU NEED TO UPDATE THIS.
FOR EXAMPLE, IF WE SAW MEL CAMPBELL HAD 20 DISCIPLINARY INFRACTIONS, RIGHT? AND WE WENT IN A LOOK AT THAT DATA, WELL, 19 OF THEM WAS STILL IN ROOM B, WHEN THEN WE TELL THE ADMINISTRATORS, YOU NEED TO LOOK AT WHAT'S HAPPENING IN ROOM B.
WHY IS THAT SUCH, UM, WHERE MOST OF THEM ARE COMING THERE, SOME KIDS IT MAY BE TRANSITION.
SO WHAT CAN YOUR TEACHERS DO TO HELP WITH THE, THE TRANSITION AND THE BEHAVIORS IN THE HALLWAY? AND SO WE DO DO THAT.
WE DO MONITOR AND WE DO GO INTO SPECIFIC SCHOOLS AND PROVIDE THAT TARGETED SUPPORT.
AND WE'VE DONE THAT ALREADY THIS YEAR WITH SOME SCHOOLS THAT I CAN TELL YOU FIVE SCHOOLS THAT WE'VE ALREADY SAID THAT WE'RE GOING BACK IN AND HAVING SOME CONVERSATIONS AND HELPING THEM, UM, DEAL WITH THE CHALLENGES THAT THEY HAVE, THE CONVERSATION.
AND THAT'S THE CONVERSATION I WOULD EXPECT.
THEN THE NEXT THING NOW IS I WANNA KNOW WHAT'S, WHO'S RESPONSIBLE FOR WHAT.
BUT I MEAN, YOU ARE NOT EXPECTING FROM THE DISTRICT TO HAVE THE CONVERSATION WITH 32 ADMINISTRATORS ABOUT WHAT THEY NEED TO DO SPECIFICALLY IN EACH OF THOSE SCHOOLS, OR, OR ARE YOU GOING DO THAT IF YOU DO THAT? THAT'S A LOT OF WORK.
YOU WANNA SPEAK ON THE WORK THAT DR.
[00:40:01]
ACTUALLY WITH REGARD TO WHERE DR.MR. CAMPBELL IS GOING TO ON THE WORK THAT THEY DO WITH THAT DATA AND ANALYSIS AND THE COMPARATIVE, IF THEIR INTERVENTIONS ARE WORKING? YEAH, I MEAN THAT'S WHAT I, I THOUGHT I TRIED TO EXPLAIN JUST NOW, BUT YEAH, YOU SHE DID DO THAT.
I, I, BUT I STILL, I STILL DID THEY GO TO OH SIX? YEAH.
I DON'T WANT, I, I DON'T WANT AN ADMINISTRATOR TO LEAVE, LET'S SAY VALERIE CREEK HIGH SCHOOL.
ITS LEFT WITH YOU HOLDING THE BAG UP HERE.
UNDERSTANDS THE, THE FINAL DETAILS OF THE ADJUSTMENTS THAT'S NEEDED.
SO NO, WE ARE NOT, WE WE'RE PROVIDING THAT SUPPORT.
AND THEN ALSO WE SHARE, YOU KNOW, WE HAVE THAT LAYER OF THE EXECUTIVE DIRECTORS AS WELL AND WE SHARE WHAT THOSE EXPECTATIONS ARE, UM, WITH THEM AS WELL.
AND SO THEY, IN THEIR MEETINGS, CAN HELP HOLD THEM ACCOUNTABLE FOR WHAT NEEDS TO BE DONE AND THE FOLLOW THROUGH AT THE SCHOOL SITES.
WELL, PART OF IT AS WELL IS THAT THE EXECUTIVE DIRECTORS WORK WITH THE PRINCIPALS, BUT THEIR HUM DATA MM-HMM.
SO THEY'RE WORKING VERY CLOSE WITH MONITORING AND KEEPING IT CLIMATE, IT'S, YEAH.
AND ONE OF THE OTHER PROCESSES WE USE ARE THOSE, UM, THAT STRATAS HELPED ME WITH THE TERM, I JUST DREW A BLANK.
I KNOW THAT'S NOT WHAT WE CALL THEM.
SO PART OF THE INSTRUCTIONAL REVIEWS, UM, ESPECIALLY LIKE YOU SAID, UH, MR. CAMPBELL, WHEN WE HAVE SOME SCHOOLS THAT WE KNOW WE NEED TO REALLY BE TIGHT, WE MAKE SURE SOMEONE FROM MY TEAM IS ON THERE AND WE GO IN WITH A LENS OF LOOKING FOR THOSE THINGS AS WELL AND HAVING THOSE QUESTIONS FOR THE INSTRUCTIONAL REVIEW TEAMS TO LOOK AT AS WELL.
SO THAT IS ANOTHER, AND WE DO QUITE A FEW OF THOSE, UM, EACH SEMESTER.
SO THAT'S ANOTHER LAYER THAT WE ARE HAVING.
UM, AND LIKE I SAID, THERE ARE SOME CONVERSATIONS WE HAVE TO HAVE ABOUT, UM, SOME OF THE DATA THAT WE'RE SEEING RECENTLY, UM, COMING OUT OF SOME SCHOOLS.
I THINK MONITORING THAT DATA IS KEY.
I'M, UH, HAPPY TO HEAR THAT IT'S BEING MONITORED AND THEN REVIEWS AND ACTIONS ARE TAKEN BASED ON THAT.
AND THEN I ASSUME YOU'RE CIRCLING BACK TO LOOK AT THAT AGAIN AND I SURE THAT MM-HMM.
AND WHAT I'M SAYING IS A TIGHT SHIFT ON PAPER WITH YOUR CHECKOFFS GOT TO BE JUSTIFIED WITH IMPROVEMENT AT THAT SITE.
AND IF YOU CHECKED OFF NEGATIVELY AT A SCHOOL AND ITS FLOURISHING ACADEMICALLY, THEN SOMETHING'S WRONG WITH YOUR TEMPLATES.
YOU UNDERSTAND WHAT I'M SAYING? YEAH.
I'D LOVE THEM NOW AND SAY, WHAT DO THEY, THEN WE LOOK AT THEIR AND SAY, OKAY, IS IT MATCHING WHAT WE HAVE FROM A STANDPOINT? THOSE ARE THE THINGS THAT WE, YOU KNOW.
YOU KNOW, AND THOSE ARE SOME OF TOOLS WE DO GIVE.
AND, AND YEAH, WE LOOK AT THAT AND WE LOOK AT TWO, UM, THE KIDS AND, AND, AND WHAT POPULATIONS ARE ARE BEING REMOVED AND ALL OF THAT.
I MEAN, WE, WE TRY TO LOOK AT ALL ASPECTS AND MAKE SURE THAT WE, AND THAT, UM, YOU KNOW, GOOD, I'M JUST DIDN'T WANT, I DIDN'T WANNA BEAT UP ON, YOU KNOW, THIS DISCIPLINE THING, BUT I KNOW PEOPLE LOOK AT THE HARD DISCIPLINE NUMBERS AND SAY THAT'S IT.
AND THERE'S A LOT MORE TO DISCIPLINE THAN THAN THAT.
AND IT'S FUNNY CUZ MY TEAM, WE WERE MEETING ON MONDAY AND WE JUST HAD THAT CONVERSATION AROUND, UM, CONSISTENCY OF LANGUAGE AND PEOPLE REALLY UNDERSTANDING WHAT IS DISCIPLINED AND HOW IT SHOULD BE LOOKED AT.
AND THAT'S SOMETHING THAT WE AS A TEAM IS, UM, GOING TO BE SHARING WITH SOME OF THE, UM, IN OUR ACADEMIC CABINET MEETING AS WELL, HAVE SOME CONVERSATION BECAUSE YOU ARE RIGHT.
PEOPLE LOOK AT IT DIFFERENTLY AND, AND LOOK AT IT JUST ONE ASPECT OF IT WHEN THERE'S SO MUCH MORE INVOLVED.
AND THIS STEP, UM, IN TERMS OF THAT A HUNDRED AND IT, WAS IT 199? YEAH.
HOW MUCH OF THAT ARE THAT? 199 STUDENTS.
HOW MUCH OF THOSE STUDENTS ARE, ARE SPREAD STUDENTS? SO IF THEY'RE SPECIAL EDUCATION STUDENTS, THEY DO NOT HAVE THEIR DISCIPLINE, UM, PLANS ADDRESSED THROUGH THE NCSS PROCESS.
WE MAKE SURE THAT THE SCHOOLS DO THAT THROUGH THE IEP PROCESS.
SO THEY WON'T BE INCLUDED IN THAT 199.
THEY HAVE THEIR OWN BEHAVIOR INTERVENTION PLAN AND THEIR BEHAVIOR GOALS OR, UM, ISSUES ARE ADDRESSED THROUGH THE BEHAVIOR, THE IEP GOALS AND OBJECTIVE AND
[00:45:01]
OR A BEHAVIOR INTERVENTION PLAN BEHAVIOR.AND SO WHERE WOULD WE FIND THAT INFORMATION AT? I CAN GET THAT FOR YOU.
SO ARE YOU ASKING WHAT IS A NUMBER OF STUDENTS WITH DISABILITIES WITH BEHAVIOR INTERVENTION PLANS? YES.
UM, I HAVE A, JUST A COMMENT THAT I'D LIKE TO MAKE AND, OH, MR. SMITH, DID YOU HAVE ANOTHER, DID YOU HAVE ONE MORE QUESTION? UH, YEAH, I, IN TERMS OF ME? YES.
UM, AND WITH ALL, ALL THOSE, UM, PLANS THAT WE'RE, THAT, THAT, THAT WE'RE ABOUT TODAY, BA GETTING, GETTING A ACTUAL CONTRACT, WHAT DOES THAT LOOK LIKE BEFORE THE CONTRACT IS ISSUED? WHAT IS THAT PROCESS? SO IN ORDER TO, SO THINK ABOUT BEHAVIOR INTERVENTION PLANS, THE WAY THAT WE WOULD DO, UH, STUDENTS WITH THE ACADEMIC SIDE, RIGHT? IF WE IDENTIFY THEM THROUGH OUR UNIVERSAL SCREENER, UM, FOR, UH, WE, THE TEAM SITS DOWN THEN AND MEET AND TALK ABOUT WHAT DEFICITS THEY'RE SAYING THE TEACHER HAS TO BRING ALL THIS DATA TO THE TABLE, RIGHT? HOW MANY INFRACTIONS THEY HAVE, UM, WHAT ATTENDANCE.
CUZ SOMETIMES WE KNOW ATTENDANCE INFLUENCE, UM, IMPACTS THOSE AS WELL.
AND SO THE MTSS THE SCHOOL TEAM WILL SIT AROUND THE TABLE, TALK ABOUT THOSE CHALLENGES, WHERE THESE BEHAVIORS ARE CURRENT, ARE WE SEEING THEM? UM, SO THEY'RE VERY GUIDED QUESTIONS THAT THEY NEED TO ANSWER.
AND BASED ON THAT INFORMATION, THEN THEY PUT AN INTERVENTION THAT WILL HELP IMPROVE THAT BEHAVIOR OUTCOME FOR THOSE INDIVIDUAL STUDENTS.
AND THEN THEY HAVE TO CONTINUOUSLY COLLECT DATA ON THOSE INTERVENTIONS AND MEET, SAVE, UM, AFTER ABOUT EIGHT WEEKS TO DETERMINE IF WHAT THEY'RE DOING, BUT THE KID IS SHOWING AN IMPROVEMENT.
RIGHT? AND THAT'S WHERE, UH, LIKE MISSIN SAID, THAT DATA PLAYS A BIG PART IN IT.
SO THERE'S CONSTANT SCHOOL TEAMS MEETING TO DISCUSS THOSE PLANS.
SO IT'S NOT LIKE THEY WRITE THESE, THEY SHOULDN'T JUST WRITE THESE PLANS AND LEAVE THEM.
SO WHO, AND PEOPLE WITHIN THE SCHOOL ARE IDENTIFIED AS THOSE PERSONS WHO ARE DOING THE PARTICULAR INTERVENTION AND OR MONITORING OF THE BEHAVIORS OR EVEN THE CHECK IN, CHECK OUT.
UH, WE WANNA MAKE SURE THAT EVERY KID FEELS SAFE, THAT THEY HAVE AN ADULT THEY CAN GO TO.
I'M REALLY LOOKING AT OUR MENTORING PIECE AS PART OF THAT PROCESS.
I I JUST HAD ONE THING THAT, UM, OCCURRED TO ME.
UM, I WAS AT THE, UM, HILTON HEAD HIGH SCHOOL STUDENT ADVISORY COMMITTEE MEETING YESTERDAY MM-HMM.
THOSE KIDS ARE ENGAGED, THEY'RE EXCITED ABOUT BEING AT HIGH SCHOOL.
SO MY THOUGHT AS I WAS SITTING THERE IS YOU HAVE 15 STUDENTS HERE WHO ALL ARE, UM, ADVOCATES FOR HILTON HEAD HIGH SCHOOL AND WHAT IT STANDS FOR.
HOW DO WE HARNESS THEM TO SPEAK OUT AGAINST THE, AND THOSE TYPES OF THINGS TO BE THE STUDENT AMBASSADORS.
AND HOW DO WE, TO ME THAT WOULD BE A GREAT DISCIPLINE INTERVENTION.
CAUSE THESE KIDS, AS I SAT THERE YESTERDAY AT HILTON HEAD HIGH SCHOOL, THEY, THEY, THEY WERE, IT WAS A VERY INCLUSIVE GROUP AND THEY WERE ALL, AND I COULD FEEL IT, I COULD FEEL THAT WITH A DIFFERENCE IN THE SCHOOL AS I WALKED AROUND BEFORE AND AFTER THE MEETING, IT WAS DIFFERENT.
SO HOW IS THAT TO GET THESE KIDS, TO BE THOSE PEER COUNSELORS THAT SAY, HEY, YOU KNOW, WE'RE NOT BATHING IT IN OUR BATHROOMS. WE'RE KEEP THAT.
IS THAT JUST SOMETHING TO THINK ABOUT? YEAH, SURE.
UH, IT SAYS HERE, UH, THAT FEBRUARY, 2022, WE HIRED TWO HEARING OFFICERS.
I DON'T RECALL THAT COMING TWO PART-TIME HEARING OFFICERS.
WHO, WHO WERE THEY? THEY ARE, YOU WOULD ASK ME THEIR NAMES.
UM, ONE IS A, UH, AN ATTORNEY, UM, WENDY, UM, YOU REMEMBER THE NAME? UH, I DON'T WANNA H ALA SHE MOVED HERE.
I FROM SOMEWHERE IN THE NORTHEAST.
AND SHE, AND THEN THE OTHER GENERAL, IS THAT MR. UH, LORENZO? NO.
UM, MENDOZA RETIRED, UM, LAW ENFORCEMENT, OFFICE ENFORCEMENT AND DID INVESTIGATION.
AND WE THOUGHT IT WAS BETTER TO HAVE SOMEBODY THAT'S NO, WE, FROM THE OUTSIDE WHO
[00:50:02]
UNENCUMBERED TO BE ABLE TO MAKE A FAIR JUST DECISION.CAUSE LAST TIME WE HAD TWO HEARINGS.
UH, ANY OTHER QUESTIONS ON ONLY 13? UM, YES.
UH, IN, IN TERMS OF, UM, I'M, THE REASON WHY I ASK MY QUESTION IS BECAUSE, UM, I'VE HAD, I'VE HAD SOME PARENTS THAT HAVE BEEN ASKED ME, HOW DO WE COME TO THE, IN TERMS OF MAKING QUICK, HOW DO WE COME IN TERMS OF, OF, UM, OF PUTTING THE KIDS ON THE CONTRACT? AND I'VE HEARD WHAT SOME OF YOU, SO WHAT, WHAT WHAT YOU'VE SAID, BUT NOT IN THE, IN THE TERMS OF WHAT THEY, WHAT THEY'RE AFRAID OF.
IS THAT WHAT THOSE KIDS HAVE DONE WAS THOSE KIDS HAVE PUT A, A TARGET ON THEIR BACK.
SO MY MY, MY QUESTION IS, WHAT IS THE, WHAT IS THE PROCESS OF REHABILITATING THEM IN TERMS OF MAKING SURE THAT THAT DOES NOT HAPPEN? AND, AND HOW DO WE GET THEM BACK IN, AS I SAY, I DON'T WANNA SAY GENERAL POPULATION, BUT HOW DO WE GET THEM BACK IN THE REGULAR FLOW OF THINGS ONCE THEY, ONCE THEY'VE BEEN, ONCE THEY'VE BEEN ENTERED A CONTRACT.
SO AGAIN, THAT, THAT IS GONNA GO BACK TO THE SCHOOL AND THE INTERVENTIONS, UM, THEY HAVE IN PLACE.
CAUSE THE BEHAVIOR CONTRACT IS DIFFERENT THAN THE PLAN.
BUT YES, THE SCHOOLS SHOULD BE REALLY WORKING, UM, AND GIVING THE STUDENTS STRATEGIES IN ORDER TO DEAL WITH WHATEVER BEHAVIORS THAT GOT THEM THERE.
SO THAT'S SOMETHING THAT WE CAN SPEAK TO AGAIN, UM, WITH ADMINISTRATORS ABOUT MAKING SURE THAT THEY'RE, UM, HAVING GOOD SOUND PRACTICES AND THAT KIDS HAVE A SENSE THAT ONCE THEY ARE WORKING WITH THE SCHOOLS WITH THIS, THAT THEY CAN COME OFF OF THESE CONTRACTS AS WELL.
I, I HEAR WHAT YOU'RE SAYING, BUT I'M LOOKING FOR MORE OF A, A SPECIFIC DIFFERENT ANSWER IN TERMS OF WE HAVE BMSS BEHAVIOR, BEHAVIOR, PEOPLE WHO WE SEND TO GET, GET CERTAIN TRAINING TO BE ABLE TO DEAL WITH THESE TYPES OF KIDS.
AND SO I ALSO KNOW THAT THEY WRITE DOWN WHAT THEY DO AND HOW THEY, SOME OF THESE SITUATIONS.
SO I'M LOOKING MORE OF A, MORE OF A PROCESS OF WALKING THEM, OF WALKING THEM BACK IN TERM OF THEIR TRAINING AND THEIR, THEIR, THEIR SPECIALTIES AS A NA HALLMARK.
BUT ESPECIALLY AS IN THEIR ACTUAL POSITIONS, HOW ARE THEY NAVIGATING THEIR, THEIR TIME AND FOCUSING ON THESE KIDS TO GET THESE KIDS TO BE ABLE TO BE REGULAR SETTING AND TO BE SUCCESSFUL.
RIGHT? SO THAT'S PRETTY MUCH, THAT IS THEIR JOB.
AND SO I, I'M TRYING TO FIGURE OUT HOW ARE WE ACTUALLY UTILIZING THEM, NOT ASKING THEM FOR TASK ANALYSIS, BUT ALSO HOW ARE THEY BEING A INTEGRAL PART OF THIS PROJECT? SO, YEAH, SO THAT'S A GOOD QUESTION.
SO WITH THE, UM, THE BMSS, ONE OF THE THINGS THAT THEY DO THERE MEETING CONSISTENTLY AND WORKING, WE HAVE NOW WHAT WE HAVE, I'M LOOKING FOR MY NOTES AT BMS MANUAL THAT IS, UM, IN DRAFT FORMAT WHERE THEY CLEARLY OUTLINE THEIR RESPONSIBILITIES.
SO AT SCHOOL SAVE BUFORD HIGH SCHOOL AS A BMS, WHAT THEY SHOULD DO IS ONCE THEY HAVE IDENTIFIED SOME STUDENTS, A BMS WORKS WITH THEM, JUST, YOU KNOW, TO WHETHER IT'S JUST A CHECK IN OR TO PROVIDE CERTAIN STRATEGIES.
SO THEY DOCUMENT ON THOSE KIDS AND THEY WORK WITH THEM FOR A CERTAIN PERIOD OF TIME AND THEY DO DOCUMENT THAT AND THEY'RE REQUIRED TO DOCUMENT AND PUT THAT INTO OUR ENRICH SYSTEM WHERE IT WILL ALWAYS BE THERE, UM, AS WELL.
SKY HAS DONE A REALLY GOOD JOB THIS, UM, SINCE HE'S COMING ON WORKING CONSISTENTLY WITH THE BMSS, UM, PROVIDING SOME TRAINING WITH THEM AND HAVING THEM DEVELOP THE BMS, UM, UH, MANUAL ABOUT THEIR ROLES AND RESPONSIBILITIES AND HOW THEY WORK WITH STUDENTS IN THOSE SCHOOLS SO THAT, UM, THEY, THE USE OF THOSE PROFESSIONALS ARE MORE ROBUST THAN I WOULD SAY PROBABLY HAD BEEN.
UM, TO YOUR POINT, UM, MR. SMITH, IN TERMS OF CONTRACTS IN OUR STUDENTS PASS WITH CONTRACTS, THEY'VE GOTTEN TO THE LIMIT WHERE YOU GOTTA BE PLACED A CONTRACT AND THE CONTRACTS OUTLINE, OUTLINE WHAT THEIR NEEDS ARE, WHAT YOU HAVE TO DO NOW TO STAY.
AND, AND THE BMS IS, AND, AND YOU, YOU'RE RIGHT, THEY COULD BE VERY MUCH ENGAGED TO SUPPORT THAT STUDENT IF IT'S JUST LIKE SHE SAID, CHECK IT, CHECK IT WITH ME EVERY MORNING, SEE HOW IT WENT YESTERDAY.
[00:55:01]
THE THING IS, ALL THE STAFF MEMBERS KNOW THAT HE'S ON CONTRACT AND IS CONTINUALLY MONITORING HIM BACK AT LEAST FIRST TO HONOR YOUR CONTRACT.THEN AFTER YOUR CONTRACT, HOPEFULLY THAT SMOOTH TRANSITION BACK INTO THE NORM.
BECAUSE IF YOU DID, IF YOU SHOWED UP THE CLASS EVERY DAY ON TIME FOR TWO WEEKS PART OF THE CONTRACT, THEN THAT'S THE START.
SO THAT'S THE WAY THINGS, YEAH.
THAT'S THE WAY THAT CONTRACT WORKS IN TERMS OF MY EXPERIENCE WITH CONTRACT.
BUT YES, EVERY HAND ON THAT, ON THAT, BECAUSE YOU KNOW, EVERYBODY WHO'S INVOLVED WITH THIS STUDENT KNOW HE'S ON THE CONTRACT.
IT SHOULDN'T BE A PRESSURIZED THING FOR HIM.
IT SHOULD BE AN ACCOMMODATION THAT HE, YOU KNOW, EMBRACES.
AND THAT'S WHERE THE, THE GRAY AREA IS.
IF, IF IT'S PRESSURE, SOME TEACHER, YOU KNOW, YOU ON CONTRACT AS TO, YOU KNOW, SO THAT'S WHAT THEY LOOKING FOR.
AND THAT'S THAT, THAT'S, THAT'S AN IMPORTANT QUESTION.
THE ENGAGEMENT PARENTS ARE A CRUCIAL PART OF THIS AS WELL.
OPPOS TO THIS ON THE CONTRACT DOCTOR, I MEAN, UH, I WENT AND VISITED UH, RIGHT CHOICES, UH, AND HAPPENED TO RUN INTO DR.
SKA AND TALK TO HIM ABOUT THIS EXACT PROCESS THAT YOU'VE MENTIONED.
AND I WAS VERY IMPRESSED BY THE BREADTH AND DEPTH OF HIS PROCESS, AS YOU SAID.
AND I STRONGLY RECOMMEND THAT WE SCHEDULE AN AGENDA.
HAVE HAD HIM COME IN AND TELL THE FULL BOARD EXACTLY ANSWER TO YOUR, YOUR QUESTION ABOUT THAT PROCESS, BECAUSE I THINK IT'S REALLY A STEP IN THE RIGHT DIRECTION.
IT'S MUCH MORE THAN I'VE SEEN IN THE PAST.
SO THAT, THAT WAS A VERY GOOD POINT.
THAT COMMENT, THE OPPORTUNITY OF HAVING THE STUDENT SERVICE OFFICER AND THEN HAVING THE DIRECTOR OF STUDENT SERVICES THEMSELVES TO BE, IT IS NOW THE DMSS ARE RECEIVING EXTENSIVE TRAINING GUIDANCE, RIGHT? THAT WAS A DISMANTLED DIVISION THAT WAS ABSORBED INTO ANOTHER DIVISION, WHICH WAS ALMOST, IT WAS NOT ABLE TO BE OPERATING.
UM, ADDING THAT BACK VERY IT IN TEMP.
UM, THE SECOND COMMENT, AND IT BE NEW, DR.
WHITE, CUZ THIS WAS SOMETHING AS A RESULT OF THE TALENT DEVELOPMENT CONFERENCE, WE SENT PEOPLE TO, YOU ASKED ABOUT SOMETHING IN A DATA.
ONE OF OUR CONVERSATIONS WITHIN OUR TEAM WE'D LIKE TO COLLABORATE WITH ON STUDENT SERVICES IS HOW MANY OF OUR CHILDREN ACT BY CHOICE? WE GT AND USE THE AARY, WHICH IS A LOGIC TEST.
SO WE'RE GONNA WANNA REACH OUT TO STUDENT SERVICE, DEVELOP, IT'S IN THE DEVELOPMENT CONVERSATION, BUT LET'S REALLY LOOK AT THAT TYPE OF DATA AND WHAT WE ARE MISSING AS WELL AS OUR ADULT ED STUDENTS WHO LEAVE EARLY.
IT'S A 30 MINUTE EXAM IF THAT WAS PART OF THAT EXIT PROCESS SO WE COULD BE BETTER AT OUR PROCESSING, BECAUSE THOSE ARE TWO LEGS ON THE PIPELINE THAT I THINK WE'RE MISSING.
SO I KNOW IT'S, YOU HEAR THAT RIGHT NOW, DOC AND I DO APOLOGIZE, BUT I, YOU'VE BROUGHT UP SOMETHING, WHAT ARE WE LOOKING DIFFERENTLY? WE WERE HAVING THAT CONVERSATION ACADEMICALLY TO SEE HOW WE COULD WORK AND HELP IMPROVE.
SO I THINK THERE'S A SHIFT IN MINDSET WITHIN THE DISTRICT AS WELL.
YEAH, I I CAN SEE THAT OVER TIME.
YOU KNOW, JUST, I MEAN, WILL JUST THOUGHT OF, OF THE BMS AS BEING A LOT MORE ENGAGED.
THAT'S AN ELEMENT OF THAT CONTRACT THAT SOMETIMES MISSING, BUT I DIDN'T KNOW HE WAS ON THE CONTRACT.
YOU NOT GO
SO, UH, YOU KNOW, I'M, I'M I FOR WHERE WE'RE GOING.
ANY OTHER QUESTIONS ABOUT OE 13? SO WE'LL NEED A MOTION FOR OE 13 CHAIR THAT WE PRESENT OE 13 TO THE FULL BOARD WITH A RECOMMENDATION FOR APPROVAL.
[01:00:02]
UM, ANY DISCUSSION? NO, UH, ALL THOSE IN FAVORS BY SAYING I IK, I MIDDLETON I 40.SO ARE WE, UH, CLARIFY, ARE WE PUTTING THIS IN CONSENT AGENDA OR ARE WE GONNA HAVE IT PRESENTED MOTION UP TO YEAH, I MEAN, YEAH, IT'S UP TO YOU ALL WHERE YOU WANT IT TO GO.
WHITE, WE'LL PUT IT ON THE, IT'LL BE ON THE AGENDA FOR THE 13TH AND WE'LL ASK YOU TO JUST RUN THROUGH THIS EXECUTIVE SUMMARY, UH, MAKING THE, YOU KNOW, MAKING THE CORRECTION LIKE THE 99 STUDENT BEHAVIOR.
UM, OE 14, LEARNING ENVIRONMENT TREATMENT OF STUDENTS.
RIGHT? SO OE 14, UM, SOME OF OBVIOUSLY WITH DISCIPLINE AND SOME OF THE THINGS THAT WE HAVE PUT IN PLACE WILL REALLY CONTRIBUTE TO THAT POSITIVE AND SAFE LEARNING ENVIRONMENT, RIGHT? SO YOU'LL SEE A LITTLE BIT OF REPETITIVENESS HERE, BUT ONE OF THE THINGS THAT I WANTED TO, UM, UM, POINT OUT FOR THIS ONE IS REALLY, UM, MAKING SURE THAT STAFF BEHAVIOR, UM, UM, THEIR GOVERN AND THEY GO THROUGH A LOT OF TRAINING FOR SAFE SCHOOLS AROUND THINGS LIKE STAFF CONDUCT AND STUDENT BOUNDARIES.
UM, ALSO ON FERPA, MAKING SURE THAT WE ARE NOT COLLECTING ON NECESSARY INFORMATION ON STUDENTS AND THAT WE ARE HOLDING THEM TO THE HIGHEST CONFIDENTIALITY AND THEY'RE REQUIRED TO DO THAT ANNUALLY.
SO THOSE ARE ONE OF, THAT'S SOME OF THE THINGS THAT WE ARE DOING THERE THAT DONE CONSIST CONSISTENTLY.
AND THIS OE REALLY SPEAKS TO, UM, A LOT OF THE DIVISIONS, I FEEL, UM, HUMAN RESOURCES, OPERATIONAL SERVICES, UM, STUDENT SERVICES AND INSTRUCTIONAL SERVICES.
WE ALL WORK TOGETHER AROUND CREATING THAT POSITIVE SCHOOL ENVIRONMENT.
AND IT REALLY HITS ALL OF THE, UM, PARTS OF THE DISTRICT.
WE ALSO PROVIDE TRAINING OPPORTUNITIES TO ENSURE THAT WE, UH, DR.
SKY IS REALLY, UH, DOING A GOOD JOB OF MAKING SURE SCHOOLS UNDERSTAND TRAUMA, INFORM, UH, SENSITIVE PRACTICES.
WE KNOW A LOT OF OUR STUDENTS AND, AND ADULTS DO COME FROM, UM, HEAVY TRAUMA, WHATEVER THAT MAY BE FOR THEM.
SO REALLY LOOKING AT SUPPORTING STAFF DEVELOPMENT, UM, HOW WE CREATE THAT LEARNING ENVIRONMENT.
AND SOMEONE MENTIONED EARLIER FAMILIES, RIGHT? SO COLLABORATING WITH STUDENTS AND FAMILIES, UM, AS WELL.
AND THAT IS DONE WILL BRING IN SOME OF OUR COMMUNITY PARTNERS THAT AS WE ARE MONITORING AND REPORTING, WE ARE REALLY WATCHING, UM, THE DATA AGAIN, OR GAGGLE AND SEE SOMETHING, UM, SAY SOMETHING WHEN IT COMES TO BULLYING AND, UM, INAPPROPRIATE MESSAGES THAT STUDENTS MAY PUT OUT THERE, UM, IN MEDIA'S PICKED UP AS WELL.
BUT WORKING WITH OUR COMMUNITY PARTNERS TO MAKING THOSE REFERRALS, UM, FOR THEM AND INTERVENTIONS THAT ARE BEYOND OUR SCOPE OF PRACTICE AS WELL, UM, FOR OUR STUDENTS.
UM, AND WITH THAT AND EVEN OUR AGENCIES LIKE DEPARTMENT OF SOCIAL SERVICES AND MENTAL HEALTH PROVIDERS AND DJ TO ENSURE THAT IF OUR STUDENTS NEED THAT LEVEL OF, UM, INTERVENTION AND SUPPORT, THAT WE WORK COLLABORATIVELY WITH THEM TOO.
AND TO ENSURE THAT THEY COME BACK INTO THE APPROPRIATE LEARNING ENVIRONMENT.
WHAT, AND THAT WILL BE DEFINED, BUT WHAT IS IMPORTANT, WHAT IS APPROPRIATE FOR THAT PARTICULAR STUDENT, UM, AS WELL.
ANY QUESTIONS ABOUT THAT? ANY QUESTIONS ABOUT CAMPBELL? I AM CONCERNED, AS ALWAYS, WITH THE REACTIVE APPROACH TO CREATING A SOCIAL ENVIRONMENT THAT KIDS FEEL IS ACCOMMODATING.
I'M CONCERNED THAT WE DON'T HAVE EVERYTHING IN HERE THAT'S ENGAGING PARENTS AND A POSITIVE SENSE WHEN WE'RE TALKING ABOUT FEEDING THIS ENVIRONMENT FOR STUDENTS.
YOU KNOW, MOST, MOST OF THE SELF IS REACTION TO SOME KIND OF BELL WHISTLE THAT YOU SAW OR HEARD FROM A STUDENT.
BUT WHAT ARE WE DOING TO DEVELOP A POSITIVE, LIKE SHE'S SAID, SHE SAW YESTERDAY, POSITIVE ENVIRONMENT OF THE SCHOOL WHERE THE CHILDREN BECOME THE WHISTLERS
[01:05:01]
CHILDREN BECOME THE ONES THAT TELL US THAT THIS CHILD'S GOT SOMETHING, A PROBLEM THAT YOU NEED TO KNOW ABOUT.CAUSE IF WE ARE LOOKING FOR ADULTS TO FIND IT, AND THESE PLACES HERE, IT'S ALMOST TOO LATE.
SO THAT, I DON'T KNOW THE ANSWER TO IT AND SUGGESTING ANSWER THIS, BUT THAT'S SOMETHING THAT WE MAY WANNA LOOK AT AND REQUIRE SOME THINKING THAT'S NOT GENERALLY, YOU KNOW, TEMPLATE.
I'M SURE INDIVIDUAL SCHOOLS MIGHT BE DOING SOME THINGS THEMSELVES, BUT WE STILL GOT THE UMBRELLA HERE.
AND EVEN SUGGESTIONS OF, YOU KNOW, SOME THINGS FROM THE DISTRICT THAT SCHOOLS HAVE TO DO MIGHT WORK.
GUY, I'M THINKING BACK FOUR YEARS AGO WHEN WE CAME ON THIS BOARD, WE DIDN'T HAVE THESE KIND OF DISCUSSIONS.
WE, I I CAN'T IMAGINE US NOT HAVING A STUDENT SERVICE ACCOUNT.
WE, WE NEVER GOT AROUND TO THIS LEVEL OF DETAIL.
AND I, I DON'T, I DON'T KNOW HOW THIS FUNCTION, HOW WAS FUNCTIONING HERE.
IT'S NOT, IT'S, IT'S, IT IS AMAZING.
WHEN I THINK BACK AT WHAT WE DEALT WITH FOUR YEARS, WE AIN'T THERE YET.
WE'RE SOMETHING GOOD AND, BUT WE'RE LOOKING AT THIS OE 14, IT HAS FOUR COMPONENTS TO IT.
MAINTAIN A CLIMATE THAT IS CHARACTERIZED BY SUPPORT AND ENCOURAGEMENT FOR HIGH STUDENT ACHIEVEMENT.
THAT IS TO MR. CAMPBELL'S POINT, MAYBE THE NEXT THING THAT WE KIND OF, UH, THINK ABOUT OR SEE WHAT'S, YOU KNOW, HOW, HOW WE CAN MOVE FORWARD WITH IT.
THE OTHER THREE ARE ALL ADDRESSED IN THIS, WITH THAT EVIDENCE THAT YOU GAVE US SUPPORT STAFF EFFORTS TO ADDRESS UNRULY STUDENT BEHAVIORS, TO WORK IN PARTNERSHIP WITH PARENTS.
AND THAT'S THIS, A LOT OF THIS TRAINING RIGHT HERE, UM, ENSURE THAT ALL CONFIDENTIAL STUDENT INFORMATION IS PROPER THAT'S IN THIS TRAINING.
UM, PROVIDE EQUAL EDUCATIONAL OPPORTUNITY, SAY THAT'S IN THE TRAINING TOO.
SO IT'S THAT NUMBER ONE, THAT IS ONE THAT IS, UM, YOU KNOW, MAYBE ONE THAT MOVING FORWARD, YOU KNOW, UM, HOW DO WE, HOW DO WE CAPTURE WHAT'S OUT THERE SO THAT OTHERS CAN, I THINK DR.
WHITE IS BEING SHY ON THE APPROACH THAT HER VISION IS DOING WITH THE WORK THAT'S HAPPENING.
I MEAN THERE STACKS AND THE COLLECTIVE ADVOCACY MM-HMM.
SO I THINK SHE'S BEING VERY MODEST AT THE APPROACH WHICH SHE WROTE RIGHT HERE.
I, I HAVE TO SHARE BECAUSE THOSE ARE THE LANGUAGE THAT HER DIVISION IS WALKING IN THAT PATHWAY.
I KNOW OURSELVES WE'RE WORKING WITH SOME CONSULTANTS WITH A FEW SCHOOLS, JUST PUTTING SOME THINGS IN PLACE TO HELP WITH SINGLE SCHOOL CULTURE.
I KNOW YOU MODEST AT THE WORK THAT THEY'RE DOING.
I MEAN WORK, WORK IS GETTING DONE HAS BEEN IGNORED.
I MEAN, WE'VE GATHERINGS BEING DONE.
WE GOT OUR FINGERS ON WHAT'S BEING DONE, WHICH IS IMPORTANT AND WHAT OUT, HOW YOU CAN LOOK AND SAY, HEY, ALL THIS, HOW DO WE TOP IT OFF? HOW DO WE GET TO THE NEXT, I'M JUST SOMETHING.
SO YOU, YOU ARE REALLY YOU FOR TOMORROW.
MS. MIDDLETON, YOU HAVE ANY, ANYTHING YOU'D LIKE TO ADD? NO MA'AM.
UH, AND AND TERMS OF IN, OF, UH, BOUNDARIES AND, AND, AND, UM, UM, I'M STILL CONCERNED THAT, UM, IN, IN TERMS OF THOSE ABOUT SOMETIMES HOW WE ENGAGE STUDENTS WITH THINGS THAT MAY HAPPEN OFF CAMPUS OR MAY MAY HAPPEN AND HOW WE ALLOW LAW
[01:10:01]
ENFORCEMENT AND OTHER PEOPLE TO QUESTION STUDENTS.UM, AND WE HAD TO CREATE A PROCESS THERE.
AND I BELIEVE AT THIS TIME, YOU KNOW, I BELIEVE YOU KNOW THIS FROM JUST HEARING DIFFERENT THINGS THAT IT SOUNDS LIKE THAT, LIKE THAT'S SOMETHING THAT NEEDS TO BE ADDRESSED FROM THIS, THE DISTRICT LEVEL, NOT AT THE SCHOOL LEVEL.
BECAUSE, YOU KNOW, WE HAVE TO MAKE SURE THAT, THAT, THAT WE, WE, WE, WE, WE HAVE SOMETHING THAT WHERE IT, IT IS NOT A SEE SOMETHING, SAY SOMETHING.
IT'S, IT IS A, NO, THERE'S A STANDARD IN THIS DISTRICT THERE CERTAINLY THAT WE DON'T, THAT WE, THAT WE DON'T DO THAT.
AND SO I STILL KIND OF HEAR SOME TIME, GOT TIME HERE, DIFFERENT PARENTS AND DIFFERENT THINGS WITH, WITH, WITH THOSE KIND OF COMPLAINTS.
AND TO ME THAT'S A PART OF THE GOVERNANCE IS THAT, YOU KNOW, WE KNOW THAT WE DON'T ALLOW CERTAIN PEOPLE TO COME ON CAMPUS AND QUESTION OUR KIDS AND, AND PULL OUR KIDS AND HAVE THOSE CONVERSATIONS.
SO I I'M, I'M STILL CONCERNED ABOUT THAT.
AND I, THAT JURISDICTION ISSUE WE CAN'T TOUCH.
ACTUALLY NO OFFICER DOES NOT HAVE THE RIGHT WHEN THE KID IS IN OUR CARE TO COME ON CAMPUS.
NO, LORD, YOU HAVE SCHOOL LAW, STREET LAW, HE DOES NOT HAVE THE RIGHT TO COME AND QUESTION A MINOR IN, IN OUR CARE, DR.
AND TO ME, WE CANNOT ALLOW THAT TO HAPPEN.
CAUSE WE OPEN OURSELVES UP FOR, FOR, FOR, FOR, FOR, FOR A LAWSUIT.
SO THEREFORE THAT, THAT IS SOMETHING THAT WE NEED TO MAKE SURE AND THAT'S NOT HAPPENING.
AND I THINK THAT, THAT, THAT'S ALMOST SOMETHING WORTH PUTTING IN WRITING.
YOU KNOW, THAT THERE'S A DARE A PROCESS.
THE PARENTS MUST BE CALLED THERE, THERE'S NO IN BETWEEN, YOU KNOW, OR YOU KEEPING IT LIKE, WELL THERE'S NOTHING IN THE BOOKS THAT SAY PART OF THAT PROTOCOL.
THERE'S, THERE'S SOME TYPE OF PROTOCOL IN TERMS OF MY GO AND THIS THAT NEEDS TO BE IN, IN PLACE, YOU KNOW, I MEAN WANT COME BEFORE, BEFORE DESTRUCTION.
AND I THINK THAT WE'VE BEEN WARN ENOUGH AND NOT HAVE SOME CALLS AND, YOU KNOW, IT'S SOMETHING THAT WE, WE NEED TO JUST SAY, I THINK IT'S TIME THAT WE GO AHEAD AND PUT IT IN BLACK AND WHITE.
THIS IS PUBLIC DISTRICT LEVEL.
IN TERMS OF THAT, WENDY, CAN YOU LOOK UP THE REGAL, THE LEGAL GOAL OF CONSTRAINTS ON THAT? I KNOW IN PENNSYLVANIA, A POLICE OFFICER CAME TO MY SCHOOL, THEY HAD THE RIGHT TO, TO QUESTION, TO QUESTION STUDENTS.
IT WAS, UM, YOU KNOW, CONGRAT.
SO I I, YEAH, IT'S JUST A COURTESY.
IT'S A COURTESY TO CALL THE PARENT.
BUT THEY DIDN'T HAVE TO HAVE PARENTS PERMISSION FOR THEM TO COME IN AND TALK TO.
WE'RE TALKING ELEMENTARY SCHOOL.
THE PARENTAL, I BELIEVE THE PARENTAL, UH, YOU CAN NOT QUESTION A MINOR WITHOUT, I'M ALMOST CERTAIN THAT YOU COULD NOT QUESTION A MINOR WITHOUT, WITHOUT THEIR PARENT'S CONSENT.
THAT'S WHAT WE'RE GONNA FIND OUT.
BUT I'M, I'M ALMOST CERTAIN OF THAT.
OUR 18TH WAS NOT THAT PERCENT.
YEAH, THAT'S A LITTLE DIFFERENT.
SO TO HIS POINT, I THINK THAT THERE TO BE A PROCESS IN PLACE OF HOW THAT ENGAGEMENT TAKES PLACE.
THAT SOMEBODY'S FOLLOWING THE STEPS.
DO YOU THINK THAT, UM, YEAH, I, YEAH.
THE ONLY THING IN TERMS OF, WELL, YEAH, THAT'S WHERE, THAT'S GRABBING THAT
THAT'S, THATS NOT, HE BROUGHT UP
SAY IT AGAIN? YOU NEED A MOTION? YES, WE NEED A MOTION FOR THIS.
LEARNING ENVIRONMENT, REST TREATMENT OF STUDENTS TO THE FULL BOARD WITH A RECOMMENDATION OF APPROVAL.
ALL THOSE IN FAVOR BY SAYING I AN I.
UH, NOW LAST THING ON TODAY'S AGENDA IS DISCUSSED IN A FUTURE TOPICS, I DO WANNA REMIND OUR COMMITTEE, WE DO HAVE A MEETING NEXT WEEK TO FINISH UP THINGS, UH, FROM THIS YEAR.
AND, UM, TWO OF US WILL BE TRANSITIONING OFF THIS COMMITTEE.
CAUSE WE'LL NO LONGER BE ON THE BOARD.
SO, UM, THE, UH, ACADEMIC COMMITTEE WILL LOOK DIFFERENT.
ANY, ANY FUTURE TOPICS BEYOND THESE, BEYOND THE NEXT WEEK, BEYOND THE NEXT MEETING.
[01:15:01]
WHEN IS THE NEXT MEETING? DECEMBER 6TH.WE HAD, UH, A LIST OF FACULTY RATIOS AND THERE'S MORE EXPLORATION OF DATA, UH, ABOUT HOW OUR TEACHERS ARE STAFFED AT OUR DIFFERENT SCHOOLS AND THE, UM, EXPERIENCE LEVEL OF THOSE TEACHERS.
I, I, THE DATA THAT WE HAD WAS A MACRO DATA.
NOW IT'S TIME TO GO DOWN A LITTLE BIT INTO THE MICRO PART OF THAT DATA TO SAY, FOR EXAMPLE, WHAT'S THE AVERAGE, UH, EXPERIENCE LEVEL AT EACH SCHOOL TEACHER EXPERIENCE.
IT, I THINK YOU GET WHERE I'M, I'M GOING ON THIS.
I, IT'S A DATA, IT'S A REAL DATA ANALYSIS OF OUR STAFFING, BUT THE DATA POINTS ARE OUTSIDE OF MY VISION.
SO, SO WHAT I'M SIDEBAR WRITING HERE YEAH.
IS THE STAFFING COMPONENT IS FINANCE AND EXPERIENCE COMPONENT.
THAT'S, THAT'S, THAT'S, YOU'RE RIGHT.
SOMETHING THAT SHOULD BE, COULD BE BROUGHT TO GET HR TO OPERATION AND, AND THEN WE COME DO, I DO APOLOGIZE THAT HR YEAH, SAME OPERATIONS, HR.
BECAUSE THOSE DATA POINTS, WE DON'T HAVE ANY ACCESS.
WHAT I HAVE ACCESS TO NOW, I HAVEN'T CHUNKS YOU'RE TO THAT THE PRINCIPAL DOESN'T
SO, I MEAN, EVERY, IF THE COMPONENT ASK, WHERE'S RETENTION? YEAH.
VETERAN TEACHERS THAT, THAT, THAT, THAT WOULD BE, THAT ARE GOOD.
LARGER NUMBERS AND THE MOST NEEDY.
I MEAN SOMETHING THAT THE ATTENDANCE STAFF, STUDENTS.
ANOTHER BETTER ISSUE IS WE HAVE, AS YOU GIVEN A KIND OF A OVERVIEW OF INSTRUCTIONAL REVIEW RESULTS.
YOU KNOW, WE, WE'VE IRS IR RESULTS, WE'VE NOW HAD HAD THAT NOW FOR A LITTLE MORE THAN A YEAR.
SO WHAT HAVE WE FOUND? WHAT KIND, WHAT HAS, WHAT ARE THE METRICS? SO WE CAN DO THE BIG ROCKS, BIG ROCKS ANALYSIS.
WE, WE CAN KEY IT AND PRESENTATION OF THAT BEFORE THAT GOES BEFORE THAT GOES TO THE BIG, THE FULL BOARD.
WE'RE PUTTING A LOT OF EMPHASIS ON THAT.
AND WE HAVE, I KNOW THERE'S BEEN RESULTS, BUT IT HAS BEEN QUANTIFIED.
SO LIKE EXPRESSION, I GUESS ANGELA, THE NEW BOARD, THE NEW COMMITTEE.
AND IT WOULD BE A GOOD, REALLY GOOD THING.
WOULD BE PERFECT TO START THAT.
WELL, THE CHAIR IS APPOINT C SO, SO HARRY, ANALYZING THE TOPIC.
SO WHAT WOULD BE THE TOPIC? I JUST WANNA ASK POINT OF CLARIFICATION IF I MAY.
UM, WOULD IT BE THE IRS FOR THIS YEAR? YES.
AND THEN WE COULD MAYBE GIVE A SECOND PART OF THAT SINCE THE SECOND IR CYCLE WILL HAVE IN FEBRUARY.
SO WE CAN GIVE IT THAT QUANTIFIABLE.
THAT JUST, I WOULD JUST IR RESULTS.
MS. MIDDLETON, DID YOU HAVE ANYTHING? NO, MA'AM.
JUST SOMETHING THAT HAVE COME UP NEXT WEEK.
UM, JUST TO THINK OF IF WE HAVE TWO GRADUATION.
BATTERY CREEK WILL BE ON THE CONSTRUCTION.
IT WAS NOT WHEN WE HAVE CALENDAR TO THE LEVEL THAT THEY'RE GONNA HAVE CONSTRUCTION THIS SUMMER.
SO WE DIDN'T HAVE A REQUEST FOR THEIR GRADUATION COME IN EARLIER.
SO I'LL BRING THAT UP AGAIN ON THE SIXTH.
I JUST WANTED GIVE A ANOTHER GRADUATION EARLIER.
BECAUSE THEY, THEY NEED TO TAKE POSSESSION.
SO WE SPOKE WITH THE PRINCIPAL.
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PUBLIC AT ALL.BUT LOOKING AT THE JUNE 2ND, WHICH IS A HALF DAY, WHICH IS WHEN THAT GRADUATION, THAT EVENING, IS THAT A FRIDAY? YES MA'AM.
AND THEN THAT WOULD ALLOW US TO MOVE OIL RANCH EARLIER.
BOTH THOSE PRINCIPLES ARE ON STANDBY UNTIL WE GO THROUGH ACADEMIC COMMITTEE.
I JUST WANTED TO THINK THOSE, THE ONLY TWO FOR CONSIDERATION.
I COULD THEN TAKE IT TO THE BOARD.
WELL, BECAUSE BATTERY CREEK, WHICH THE EIGHT, THEY'D LIKE TO TAKE THE SESSION EARLIER FROM FACILITIES MORE DOWN.
SO THEY FELT THAT THEY CAN GET IT HERE.
THEY COULD START IMMEDIATELY THAT WEEK AND TAKE A SESSION OF SCHOOL PARTS OF THE BUILDINGS.
BUT THE EXCEPT TEACHERS ARE STILL PACKING UP.
THEY HAVE A LOT OF CONSTRUCTION.
BUT YOU WERE JUST SAYING THEY WANT GET IT.
BUT THEN IT STOPS YOU TO BRING IN BIGGER EQUIPMENT.
I DT PART OF IT WILL, THEY'RE ASKING WOULD YEAH.
I WAS ASSUMING THAT THEY'RE IT OUT THERE UNTIL DID RIGHT.
NOW DID IT OUT CONFIRM
WELL I'LL, WE'LL, PROBABLY NOT TO WE THIS