* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:09]
          GOOD MORNING AND WELCOME TO THE BEAUFORT COUNTY BOARD OF EDUCATION WORK SESSION OF NOVEMBER 22ND, 2024. 
          THIS MEETING IS BEING CONDUCTED BY A HYBRID VIDEO CONFERENCING, AND IT IS ALSO BEING LIVE STREAMED BY THE COUNTY CHANNEL IN ACCORDANCE WITH THE NEW SAFETY AND SECURITY GUIDELINES. 
          BAGS, BACKPACKS, AND PURSES ARE PROHIBITED BY THE PUBLIC AT THE BEAUFORT COUNTY BOARD OF EDUCATION MEETINGS. 
          PUBLIC COMMENTS ARE LIMITED TO THREE MINUTES PER SPEAKER ON BEAUFORT COUNTY SCHOOL DISTRICT, AND SCHOOL RELATED TOPICS. 
          CITIZENS WISHING TO PARTICIPATE IN PUBLIC COMMENTS CAN DO SO IN PERSON OR VIA PHONE. 
          THERE'LL BE ONE PUBLIC COMMENT FORM DURING THIS BOARD MEETING. 
          THE 30 MINUTE SESSION IS LIMITED TO TOPICS ON THE BOARD MEETING AGENDA. 
          REQUEST TO PARTICIPATE IN THE PUBLIC COMMENTS VIA PHONE WILL BE ACCEPTED VIA EMAIL. 
          THE DAY OF THE MEETING FROM EIGHT TO 8:30 AM REQUEST SHOULD INCLUDE THE SPEAKER'S NAME, PHONE NUMBER, AS WELL AS TOPIC AND MUST BE EMAILED TO THE EXECUTIVE ADMINISTRATIVE ASSISTANT TO THE BOARD. 
          ROBIN CUSHING AT ROBIN CUSHING AT BEAUFORT K12 SC US REQUESTERS WILL SUBSEQUENTLY RECEIVE A PHONE CALL DURING THEIR RESPECTIVE PUBLIC FORM TIME AND SHOULD BE READY TO SPEAK. 
          CITIZENS DESIRING TO PARTICIPATE IN PERSON MUST FILL OUT A PUBLIC COMMENT CARD THAT CAN BE OBTAINED FROM THE BOARD CLERK UPON ARRIVAL. 
          SO WE NOW NEED A MOTION TO APPROVE THE AGENDA. 
          MADAM SECRETARY. 
          SO MOVED. 
          MADAM CHAIR. 
          OKAY. 
          SECOND BY. 
          OKAY. 
          SECOND BY MR. CARR. 
          THANK YOU. 
          ANY DISCUSSION? DO WE HAVE ANYBODY PARTICIPATING ONLINE? OKAY. 
          ALL RIGHT. 
          SO, ALL IN FAVOR OF APPROVING TODAY'S AGENDA. 
          PLEASE SAY AYE. 
          AYE. 
          AYE. 
          AND ELIZABETH K. MAY AYE. 
          ELIZABETH, YOU'RE MUTED. 
          MUTED. 
          UH, COULD YOU HEAR ME OR CAN YOU HEAR ME NOW? AND YOUR VOTE TO APPROVE THE AGENDA. 
          HEY. 
          AYE. 
          A CARRIES UNANIMOUSLY. 
          WE WILL NOW STAND FOR THE PLEDGE OF ALLEGIANCE. 
          THESE REMAIN STANDING FOR A MOMENT OF SILENCE. 
          I, THE MEDIA HAS BEEN PROPERLY NOTIFIED, SO DON'T THINK WE HAVE ANYBODY IN PERSON FOR PUBLIC COMMENT. 
          ALL RIGHT, DR. RODRIGUEZ, WE'RE ON TO THE TOPICS. 
          UH, THE FIRST ONE IS IMPACT ON STUDENT LEARNING. 
          THANK YOU. 
          THIS IS A REQUEST, I THINK, UH, CAME A WHILE AGO FROM, UH, MR. DALLAS. 
          AND, UH, IT'S, IT'S REALLY, I THINK, TRYING TO LOOK AT THE IMPACT, UM, PRIOR TO STUDENTS ARRIVING AT SCHOOL AND THE IMPACT THAT HAS ON, UH, OVERALL OUTCOMES. 
          SO, DR. 
          STRADDLES AND HER TEAM HAVE BEEN WORKING ON IT. 
          AND IF YOU'RE READY, DR. 
          STRADDLES? YES, SIR. 
          GOOD. 
          THANK YOU, DR. RODRIGUEZ. 
          AND GOOD MORNING, MADAM CHAIR AND BOARD MEMBERS. 
          UM, THIS MORNING I HAVE THE OPPORTUNITY TO BRING IT FORWARD FOR THE FIRST PART OF THIS PRESENTATION, OUR DIRECTOR FOR EARLY CHILDHOOD READINESS, UM, ASHLEY HUTCHINSON. 
          SHE'S GONNA TAKE THE BIRTH TO FIVE COMPONENT OF THIS PRESENTATION. 
          AND THEN I WILL WALK YOU THROUGH SOME WORDS THAT I'D ACTUALLY BROUGHT FORWARD TO YOU IN A PRIOR, UH, AT A PRIOR BOARD MEETING FROM AGE SIX THROUGH 12. 
          SO, WITH THAT, MRS. MS. HUSON, GOOD MORNING. 
          GOOD MORNING. 
          THANK YOU FOR THE OPPORTUNITY TO TALK WITH YOU THIS MORNING. 
          I ALWAYS LOVE TALKING ABOUT EARLY CHILDHOOD, SO I APPRECIATE IT. 
          UM, WE ARE GONNA TALK A LITTLE BIT ABOUT, AND ROBIN, YOU CAN KEEP GOING TO THAT. 
          UH, SLIDE NUMBER FOUR, THE IMPACTS ON BIRTH TO FIVE. 
          SOME OF YOU HAVE SEEN, UM, OUR GRAPHIC OF THE INTEGRATED COMPREHENSIVE EARLY CHILDHOOD SYSTEM. 
          SOME OF YOU HAVE NOT SEEN IT, SO I WANTED TO SHARE IT WITH YOU. 
          AGAIN, THIS IS BEAUFORT COUNTY SCHOOL DISTRICT'S APPROACH TO EARLY CHILDHOOD. 
          SO WHEN WE TALK ABOUT, AND WHEN WE FOCUS ON WHAT OUR STRATEGIES 
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ARE, WHAT OUR GOALS ARE FOR EARLY CHILDHOOD, THEY ALL REVOLVE AROUND THIS CONCEPT OF HIGH QUALITY EDUCATION, UM, INSTRUCTION, DEVELOPMENTALLY APPROPRIATE PRACTICE AND PLAY-BASED LEARNING. 
          WITH EACH ONE OF THESE COMPONENTS COMES A DIFFERENT ASPECT OF HOW WE NEED TO TARGET CHILDREN IN ORDER TO BE PREPARED FOR SCHOOL. 
          AND WHEN WE TALK ABOUT BEING PREPARED FOR SCHOOL, THERE'S A LOT OF THINGS THAT GO INTO THAT. 
          DEVELOPMENTALLY, YOU'VE HEARD ME SAY BEFORE, 90% OF THE BRAIN DEVELOPS BEFORE THE AGE OF FIVE. 
          THAT MEANS THAT WHEN THEY HIT OUR DOORS, WE'RE RESPONSIBLE FOR THE OTHER 10%. 
          THAT'S A LITTLE SCARY WHEN WE THINK ABOUT IT AS SCHOOL DISTRICT PEOPLE, THAT SOME CHILDREN WALK IN OUR DOORS READY AND SOME CHILDREN ARE NOT READY. 
          AND SCHOOL DISTRICTS HAVE TO START FOCUSING ON THAT BIRTH TO FIVE PIECE. 
          EVEN MORE IMPORTANTLY, THAT BIRTH TO THREE, THREE PIECE AS WELL. 
          70% OF LANGUAGE DEVELOPMENT HAPPENS BY THE AGE OF THREE. 
          SO IF YOU ARE TALKING OR LOOKING AT THE 30 MILLION WORD PROJECT, OR YOU'RE LOOKING AT HOW MANY CHILDREN ARE, UM, KEYING IN ON THAT VOCABULARY AND LITERACY AND LANGUAGE, MOST OF THAT DEVELOPMENT HAPPENS FROM BIRTH TO THREE. 
          SO WE ARE BEHIND THE EIGHT BALL AS WHEN THEY WALK IN THE DOOR AT KINDERGARTEN AND NOT, UM, AND NOT PREPARED. 
          WE CALL THOSE WINDOWS OF OPPORTUNITY AS WELL, WHEN THOSE OPPORTUNITY, THOSE WINDOWS OF OPPORTUNITIES CLOSE. 
          AND WE'LL TALK ABOUT THAT A LITTLE BIT ON THE NEXT SLIDE. 
          THEY'RE VERY DIFFICULT TO REOPEN. 
          SO WE'LL TALK A LITTLE BIT ABOUT THAT ON THIS NEXT SLIDE HERE. 
          THESE ARE WHAT WE DID. 
          THIS IS THE DISTRICT'S DEVELOPMENTAL SCREENING TEAM. 
          SO, CHILD FIND HAPPENS IN A COUPLE DIFFERENT WAYS. 
          ONE AT THE SCHOOL LEVEL, AND THAT'S MOSTLY OUR PRE-KINDERGARTEN SCREENINGS. 
          UM, WE'RE GETTING READY FOR THOSE CHILDREN TO COME INTO THE PRE-K FOR THE FOLLOWING SCHOOL YEAR TO SEE IF THEY'RE ELIGIBLE. 
          THIS GROUP OF STUDENTS RIGHT HERE ARE COMING INTO THE DISTRICT. 
          VOLUNTARILY. 
          REFERRALS COME FROM MUSC, LOCAL PEDIATRICIANS, DEPARTMENT OF SOCIAL SERVICES, MULTIPLE COMMUNITY ACTION AGENCIES ACROSS THE COMMUNITY SAYING TO PARENTS, OKAY, YOUR CHILD NEEDS TO GO AND HAVE A DEVELOPMENTAL SCREENING. 
          WE START THIS PROCESS AT TWO AND A HALF, AND IT GOES UP TO FIVE YEARS, 11 MONTHS. 
          SO THIS IS, WE USE THE DIAL FOUR TO DO THIS SCREENER. 
          IT'S A COMPREHENSIVE DEVELOPMENTAL SCREENER. 
          SO WE'RE LOOKING AT NOT ONLY, UM, DEVELOPMENTAL PIECES, BUT WE'RE ALSO LOOKING AT THE FAMILY DYNAMIC, UH, RISK FACTORS OR CHARACTERISTICS OF FAMILIES AND LOOKING AT THE WHOLE CHILD IN THE WHOLE FAMILY. 
          SO THIS TAKES PLACE RIGHT HERE AT THE DISTRICT OFFICE. 
          AND ALSO IN BLUFFTON, LAST YEAR ALONE OF THREE, FOUR, AND FIVE YEAR OLDS, WE SCREENED JUST OVER 1300, UM, THREE, FOUR, AND FIVE YEAR OLDS IN BEAUFORT COUNTY. 
          SO THE DATA THAT YOU'RE LOOKING AT RIGHT HERE IS COMING FROM ABOUT 1300, 3, 4, AND FIVE YEAR OLDS. 
          WHEN YOU LOOK AT THE TOP GRAPH RIGHT THERE, THOSE ARE, AND I INCLUDED, 'CAUSE I KNOW IT'S A LITTLE HARD TO SEE ON THE POWERPOINT, YOU HAVE A HANDOUT OF THIS AS WELL. 
          WHEN YOU LOOK AT THAT TOP GRAPH, UM, THESE ARE THE CHARACTERISTICS OF THE CHILDREN THAT ARE BEING SCREENED. 
          SO WE, WHEN I TALK ABOUT LOOKING AT THE WHOLE FAMILY AND THE WHOLE CHILD, WE HAVE TO CONSIDER WHAT FACTORS ARE GOING INTO THE GROWTH AND DEVELOPMENT OF THIS CHILD AS A WHOLE. 
          THESE FACTORS ALL PLAY A PART IN A CHILD'S GROWTH AND DEVELOPMENT. 
          SO YOU CAN SEE THAT CHILDREN CAN HAVE MULTIPLE CHARACTERISTICS OVER, UM, THE, THE LIST HERE. 
          AND THEN YOU CAN ALSO SEE THAT IT'S QUITE, UM, INTERESTING HOW ALL OF THOSE DIFFERENT FACTORS PLAY OUT IN THE DEVELOPMENT OF A CHILD. 
          I ALSO PUT ON HERE THE GRAPH RIGHT BELOW IS FAMILY INCOME. 
          I WANTED TO, UH, YOU TO BE ABLE TO SEE THAT ALL SOCIOECONOMIC LEVELS ARE BEING REPRESENTED IN THIS PROCESS. 
          THIS IS NOT JUST THE FAMILIES THAT ARE STRUGGLING TO FIND CHILDCARE OR, UM, STRUGGLING TO HAVE ACCESS TO CHILDCARE, BUT WE ALSO HAVE CHILDREN THAT ARE, ARE WELL INVOLVED IN A CHILDCARE, UM, SETTING PRIOR TO KINDERGARTEN. 
          AND THEN THE, THE CHART RIGHT TO THE RIGHT IS TALKING ABOUT OF THOSE 1300 CHILDREN, WHERE ARE THEY RECEIVING CHILDCARE SERVICES PRIOR TO COMING TO US IN PRE-K OR KINDERGARTEN? UM, WE ARE SEEING AS A DISTRICT, UM, IT IS A STILL O STILL OVER HALF OF OUR CHILDREN ENTERING OUR PRE-K OR KINDERGARTEN PROGRAMS ARE NOT COMING TO A PRESCHOOL PROGRAM, OKAY? THERE IS NO PRIOR CHILDCARE SERVICE, NOT ONLY IN BEAUFORT COUNTY AS CHILD ACCESS TO CHILDCARE, STILL A CONCERN OR AN ISSUE. 
          IT'S NATIONWIDE. 
          UM, ACCESS IS A PROBLEM. 
          WE HAVE WAITING LISTS FOR CHILDREN, UM, IN BEAUFORT 
          [00:10:01]
COUNTY ON WAITING LISTS FOR TWO YEARS TO GET INTO A CHILDCARE CENTER. 
          WE THEN ALSO HAVE THE ISSUE OF THE COST OF OVERALL COST OF CHILDCARE TENDS TO BE AN ISSUE FOR SOME FAMILIES. 
          WITH MY FIRST STATEMENT OF 90% OF A CHILD'S BRAIN DEVELOP HAPPEN, DEVELOPMENT HAPPENS BEFORE THE AGE OF FIVE, AND WE'RE NOT HAVING ANY FORMAL EDUCATION PIECE BEFORE FIVE. 
          THAT'S WHERE OUR, THAT'S WHERE THE CONCERN COMES INTO PLAY. 
          IF YOU FLIP OVER TO THE NEXT SLIDE, THIS IS A SNAPSHOT. 
          UM, NOW WHEN I TALK ABOUT DEVELOPMENTAL MILESTONES FOR CHILDREN BIRTH TO FIVE, I WANTED TO GIVE YOU JUST A SNAPSHOT. 
          THERE IS A LONG LIST OF PHYSICAL COGNITIVE LANGUAGE AND SOCIAL EMOTIONAL DEVELOPMENTAL MILESTONES FOR EACH CATEGORY. 
          BUT I JUST WANTED TO GIVE YOU A BROAD SNAPSHOT OF KIND OF WHAT CHILDREN'S KNOWLEDGE, SKILLS AND ABILITIES NEED TO HAPPEN BEFORE KINDERGARTEN. 
          I ALSO LINKED FOR YOU THE SOUTH CAROLINA PROFILE OF THE READY KINDERGARTNER. 
          YOU'VE HEARD ME TALK ABOUT THAT BEFORE. 
          IT IS SOMETHING THAT WE TRY TO GET IN THE HANDS OF ALL FAMILIES. 
          SO WHEN YOU COME TO CHILD FIND FOR A SCREENING OR YOU'RE INVOLVED IN ANY EARLY CHILDHOOD PROGRAM, UH, BEFORE KINDERGARTEN, YOU ARE RECEIVING THAT PROFILE. 
          YOU ARE GETTING THAT IS BEING PUT IN THE HANDS OF PARENTS SO THEY UNDERSTAND WHAT IS, UM, EXPECTED PRIOR TO THAT KINDERGARTEN SCHOOL YEAR. 
          BUT YOU CAN SEE STARTING AT BIRTH, THERE'S A COLUMN FOR PRENATAL TO BIRTH, INFANT AND TODDLERS, AND THEN WE'VE GOT PRESCHOOL AND KINDERGARTNERS. 
          IT KIND OF GIVES YOU A, JUST A SNAPSHOT OF WHAT'S THE EXPECTATION IS. 
          IF YOU'RE NOT MEETING THESE DEVELOPMENTAL MILESTONES, YOU ARE ALREADY FALLING BEHIND. 
          THIS IS WHERE THOSE WINDOWS OF OPPORTUNITIES COME IN. 
          IF WE ARE MISSING, IF WE HAVE A CHILD WHO'S MISSING THESE MILESTONES AND THE WINDOWS OF OPPORTUNITIES, IT'S JUST SETTING THEM FURTHER BEHIND. 
          IF THERE IS NOT A CHILDCARE PROGRAM INVOLVED WITH THE CHILD OR THE CHILD GOING TO THE PEDIATRICIAN ON A REGULAR BASIS OR BEING INVOLVED WITH ANY TYPE OF COMMUNITY PROGRAM, AND MOM AND DAD ARE NOT AWARE OF THESE MILESTONES, WE'RE AGAIN, BEHIND THE EIGHT BALL. 
          OKAY? AND SOME TYPE, THOSE ARE NOT CAUGHT. 
          AN EARLIER INTERVENTION IS PROVIDED. 
          THEY WALK IN OUR DOORS NOT READY. 
          IF YOU FLIP ONE MORE PAGE, THIS IS A COMPREHENSIVE LIST, UM, OF THE STRATEGIES THAT BEAUFORT COUNTY SCHOOL DISTRICT PROVIDES TO ADDRESS SOME OF THOSE MILESTONES IN THE PREVIOUS PAGE. 
          AND OF COURSE, UM, IN OUR, IN THE FIRST, UH, SLIDE WITH OUR GRAPHIC, UM, ALL OF OUR STRATEGIES THAT WE HAVE FOR, UM, BIRTH TO FIVE YEARS OLD, UM, FOCUS IN ON MAKING SURE DEVELOPMENTAL MILESTONES AND PARENT EDUCATION IS A FOCUS IN ORDER FOR THE CHILDREN TO BE READY WHEN THEY, WHEN THEY COME TO US. 
          MOST OF THESE PROGRAMS YOU HAVE HEARD OF, SOME OF THESE ARE PARTNERSHIPS WITH COMMUNITY PROGRAMS SUCH AS, UM, BORN TO READ, THAT IS A PROGRAM THAT GIVES FAMILIES THEIR FIRST BOOK WHEN THEY, UM, ARE IN THE HOSPITAL AF RIGHT AFTER MOM GIVES BIRTH. 
          UM, THAT IS A PROGRAM THAT WE'VE HAD FOR SEVERAL YEARS THAT IS STILL IN FULL SWING. 
          WE'RE IN ALL THREE HOSPITALS. 
          SO COASTAL CAROLINA HOSPITAL, UH, BEAUFORT MEMORIAL, AND, UM, HILTON HEAD. 
          THIS PROGRAM ALSO REFERS FAMILIES TO GED ADULT EDUCATION PROGRAM. 
          SO IF MOM, IF WE'RE GOING AND VISITING THE VOLUNTEERS, VISITING WITH MOM AND THE NEW BABY, UM, WE ARE SERVING THE WHOLE FAMILY AS WELL. 
          SO WE'RE REFERRING THEM TO ADULT ED, AS YOU'VE HEARD ME SAY MULTIPLE TIMES. 
          THE LITERACY LEVEL OF THE MOTHER DIRECTLY IMPACTS THE LITERACY LEVEL OF THE CHILD. 
          UM, WE ALSO STARTING AT PRENATAL, WHICH, UM, IS SOMETHING THAT YOU'VE HEARD RECENTLY ABOUT IS OUR DISTRICT PARENTS AS TEACHERS PROGRAM. 
          UH, WE HAVE TWO NATIONAL PARENT EDUCATORS THAT, UM, WE HAVE A TOTAL OF FIVE, BUT TWO OF OUR PARENT EDUCATORS, UM, HAVE BEEN NATIONALLY RECOGNIZED FOR THEIR WORK IN THE COMMUNITY. 
          UM, PARENTS AS TEACHERS AND PARENT EDUCATION IS A HUGE COMPONENT TO BIRTH TO FIVE. 
          UM, THAT IS SOMETHING THAT I, WE NEED TO LOOK AT EXPANDING. 
          UM, IF, IF THAT'S SOMETHING THAT WE FEEL AS NECESSARY BECAUSE PARENTS ARE THEIR CHILD'S FIRST AND MOST IMPORTANT TEACHER, UM, ESPECIALLY IN THE BIRTH TO FIVE RANGE, AND THEN BIRTH ALL THE WAY THROUGH 12TH GRADE. 
          UM, REACH A REACH OUT AND READ IS ALSO ANOTHER, UM, COMMUNITY PARTNERSHIP. 
          THIS IS WHERE AT THEIR CHILDREN'S WELL VISIT, SO WITH THEIR PEDIATRICIAN, UM, THEY ARE GETTING A HANDOUT OF DEVELOPMENTAL MILESTONES AND LITERACY MILESTONES. 
          UM, AND THEY'RE ALSO RECEIVING 
          [00:15:01]
A BOARD BOOK. 
          SO THE DISTRICT PROVIDES OR ASSIST IN PROVIDING SOME OF THOSE BOOKS FOR THOSE CHILDREN, UM, AND MAKING SURE THAT, YOU KNOW, CHILDREN ARE GETTING TO THOSE PEDIATRICIAN VISITS FOR THEIR, WELL, THEIR WELL CHECKUPS. 
          THAT IS A PIECE WHERE WE ARE ABLE TO CATCH DEVELOPMENTAL DELAYS AND DEVELOPMENTAL CONCERNS AS WELL. 
          SO IF A PEDIATRICIAN RECOGNIZES THAT A CHILD IS NOT MEETING ONE OF THOSE MILESTONES, THEN THEY CAN REFER OUT TO A PROGRAM SUCH AS BABY NET. 
          UM, THEY REFER TO THE DISTRICT FOR CHILD FIND AND THOSE TYPES OF THINGS. 
          UH, JUST TO HIGHLIGHT ANOTHER PIECE, UM, THE DISTRICT'S EARLY CHILDHOOD EVALUATION TEAM. 
          SO THE NUMBERS THAT YOU SAW THIS MORNING ON THOSE FIRST GRAPHS, UM, IF WE HAVE IDENTIFIED A POTENTIAL DEVELOPMENTAL DELAY WITH THESE CHILDREN, THEY THEN MOVE ON TO THE EARLY CHILDHOOD EVALUATION TEAM. 
          THE EARLY CHILDHOOD EVALUATION TEAM IS STAFFED WITH AN EARLY CHILDHOOD SCHOOL PSYCHOLOGIST, UH, A SPEECH THERAPIST, UM, OCCUPATIONAL THERAPIST, SPECIAL EDUCATION TEACHER. 
          WE IDENTIFY THAT WE THEN EVALUATE AND IDENTIFY THOSE NEEDS AND PROVIDE THAT EARLY INTERVENTION SERVICE FOR THOSE CHILDREN. 
          SO IT'S NOT JUST A COME GET YOUR SCREENING AND WE'VE IDENTIFIED THAT YOU HAVE MIGHT HAVE A CONCERN. 
          WE'RE GONNA FULLY I IDENTIFY AND THEN TREAT THE SERVICES THAT YOU NEED. 
          UH, PRE-KINDERGARTEN IN OUR DISTRICT. 
          UM, WE STILL, UM, IT IS A INTERVENTION BASED PRE-KINDERGARTEN PROGRAM. 
          UH, AS MOST OF YOU KNOW, YOU QUALIFY TO GET INTO THAT PROGRAM. 
          UM, WE HAVE FULL DAY PRE-KINDERGARTEN ACROSS THE ENTIRE DISTRICT NOW, UM, THAT'S BEEN IN PLACE FOR SEVERAL YEARS. 
          WE ARE SERVING RIGHT AT APPROXIMATELY, WE HAVE 983 OPENINGS FOR OUR PRE-K SPOT FOR OUR PRE-K PROGRAM. 
          UM, WITH THAT BEING SAID, IF YOU QUALIFY FOR A PRE-KINDERGARTEN PROGRAM IN BEAUFORT COUNTY, WE HAVE THE CAPACITY TO SERVE YOU. 
          UM, AND WE LOOK AT IT AS A, AS A PROGRAM APPROACH. 
          SO IT MAY NOT BE AT YOUR HOME ELEMENTARY SCHOOL, BUT WE WILL, WE WILL SERVE YOU IN SOME CAPACITY AT ANOTHER ELEMENTARY SCHOOL. 
          UM, WE ARE STILL SEEING APPROXIMATELY 82% OF THE CHILDREN SCREENED QUALIFYING FOR PRE-K OKAY? REMEMBER, THE QUALIFICATIONS FOR PRE-K ARE YOU FALL BELOW THE 50TH PERCENTILE DEVELOPMENTALLY AND OR YOU HAVE A, A, A RISK FACTOR HIGH ENOUGH TO QUALIFY FOR YOU AS WELL, UM, AS WELL. 
          SO WITH THAT BEING SAID, 82% OF THE CHILDREN BEING SCREENED ARE, ARE ABOUT, ARE NEEDING INTERVENTION PRIOR TO OUR, OUR KINDERGARTEN PROGRAM. 
          AND THEN THE TRAVELING PRESCHOOL BUS IS STILL IN FULL SWING. 
          IT IS, UM, WE HAVE EXPANDED THAT PROGRAM GREATLY. 
          IT USED TO GO OUT, UH, ONCE OR TWICE A MONTH. 
          WE ARE NOW GOING OUT THREE OR FOUR TIMES A WEEK. 
          UM, WE, SO THAT IS A PROGRAM THAT IS REALLY, UM, WORKING WELL IN THE COMMUNITY. 
          WE HAVE LOTS OF PARTICIPANTS THAT ARE COMING ON A, UM, WE HAVE A LITTLE BIT OF A FOLLOWING THAT COMES PRETTY REGULARLY. 
          BUT THEN WE'RE ALSO GETTING NEW CHILDREN AND NEW FAMILIES ON THE BUS TO CONNECT THEM TO SERVICES. 
          I'M GONNA LET YOU KEEP GOING. 
          SORRY. 
          SO BOARD MEMBERS, I DO WANNA PUT FORWARD ONE MORE ITEM THAT WE HAVE TWO NATIONALLY RECOGNIZED PARENT EDUCATORS. 
          SO I HAVE TO TOUT THAT FOR MS. HUTCHINSON AND HER TEAM. 
          WITH THAT, AS WE CROSS OVER, I WANT US TO NOW LOOK AT THE ACADEMIC SELF-EFFICACY AT OUR LAST BOARD MEETING. 
          IF YOU GO TO NEXT THANK YOU, MRS. CUSHEN BERRY, I'VE HIGHLIGHTED, I GAVE YOU TWO DEFINITIONS LAST TIME I WAS IN FRONT OF YOU. 
          THE DEFINITION OF EFFICACY, WHICH IS THE POWER TO PRODUCE A POSITIVE EFFECT. 
          I'D LIKE TO BUILD ON THIS TO SAY ACADEMIC SELF-EFFICACY IS A DEGREE TO WHICH STUDENTS BELIEVE THEY ARE CAPABLE OF LEARNING OR ACCOMPLISHING AN ACADEMIC TASK WITHIN SPECIFIC AREA OF EDUCATION. 
          I TOOK ON THIS PART FROM FIVE THROUGH 12, LOOKING AT NOT THE CHARACTERISTICS THAT IMPACT THE CHILD, BUT THE OWNERSHIP WITHIN THE CLASSROOM AND THE LEARNER ITSELF. 
          AND I LANDED AT THE LANGUAGE OF EFFICACY, AND YOU'LL HEAR ME USE SOME LANGUAGE COMING FORWARD ABOUT AGENCY THAT CHILD'S OWNERSHIP OF THEIR LEARNING. 
          YOU HEARD PART OF THAT WHEN OUR SCHOOLS PRESENTED TO YOU ON THE IN INTERVENTIONS THAT THEY'RE PUTTING IN PLACE. 
          STU STUDENT SETTING GOALS FOR THEMSELVES. 
          THAT IS AGENCY. 
          I OWN SOMETHING. 
          I AM PART OF MY LEARNING SELF-EFFICACY. 
          I'D LIKE YOU TO ALSO RECOGNIZE THERE ARE TWO TYPES. 
          IS A PERFORMANCE WHERE I'M SETTING FORWARD TO DO A TASK. 
          EVERYBODY HAS A HONEY-DO LIST. 
          BUT NOW LET'S THINK ABOUT OUR ACADEMIC SELF-EFFICACY. 
          WHAT AM I PUTTING FORWARD IN ORDER TO INCREASE 
          [00:20:01]
MY LEARNING? WHAT YOU'LL SEE DURING THIS PRESENTATION IS THE BUILDUP OF MY PRIOR LEARNING. 
          AND THERE'S GONNA BE LANGUAGE ABOUT THE NEUROSCIENCE OF LEARNING. 
          SO ONCE AGAIN, I'M GONNA SAY THANK YOU FOR YOUR AGENCY AS LEARNERS, UH, AT LOOKING AT THE NEUROSCIENCE AS WELL AS THE EXECUTIVE FUNCTIONS OF LEARNING THAT HAPPENS WITHIN THE BRAIN. 
          MS. HUTCHINSON SPOKE A LITTLE BIT ABOUT PLACIDITY, RIGHT? HOW DO WE REFORM IN OUR BRAIN THE, FROM A NEGATIVE CONNECTION TO A POSITIVE CONNECTION? WELL, THAT ACTUALLY HAPPENS IF YOU LOOK AT THIS SLIDE FROM JOHN HATTIE. 
          NEXT, THANK YOU. 
          COLLECTIVE TEACHER EFFICACY. 
          WHAT IS IT THAT THE SCHOOL ENVIRONMENT PROVIDES TO BUILD ON YOUR STUDENTS OR MARY, MY OPPORTUNITY TO BE, FEEL THAT I CAN DO THIS ACADEMIC TASK? YOU HAVE RECOGNIZED MY PRIOR PERFORMANCE AND NOW I'M GONNA CHALLENGE YOU OR DEEPEN YOUR KNOWLEDGE. 
          HATTIE HAS SIX AREAS THAT CONTRIBUTE TO LEARNING OR CONTRIBUTE TO ACADEMICS. 
          THE STUDENT, THE HOME, THE SCHOOL CURRICULA, THE TEACHER, AND TEACHING AND LEARNING APPROACHES. 
          WE FOCUS ON MOSTLY THE LATTER OF THE TWO, THE TEACHER AND TEACHING AND LEARNING. 
          I'D LIKE TO SHARE THAT THIS RESEARCH HAS BEEN DEVELOPED OVER A SIGNIFICANT AMOUNT A YEAR. 
          AND JOHN HATTIE'S WORK ACTUALLY HAS ABOUT 138 INFLUENCES UPON STUDENT LEARNING. 
          BUT I THINK WHAT IS MOST IMPORTANT, NUMBER ONE ON HIS LIST IS WHAT YOU BELIEVE AS THE EDUCATOR FOR THOSE STUDENTS IN YOUR CLASSROOM. 
          AND BY THE WAY, THAT COSTS NOTHING. 
          IT'S A BELIEF SYSTEM AND IS DEVELOPING OF OUR CLIMATE AND LEADERSHIP AT OUR SCHOOLS. 
          NO DIFFERENT THAN AN ORGANIZATION OR BUSINESS. 
          NEXT SLIDE, PLEASE. 
          SO, AS I SHARED WITH YOU, LET'S THINK ABOUT THIS. 
          AND YOU'RE VERY FAMILIAR WITH THE BASICS. 
          AND THIS GOES BACK TO RESEARCH FROM THE SIXTIES, PSYCHOLOGIST PANDORA ON THE IMPACT OF POSITIVE NEGATIVE INFLUENCES UPON THE LEARNER. 
          IF IS GIVE YOU, YOU DID A PHENOMENAL JOB. 
          THANK YOU FOR BEING DESCRIPTIVE AT YOUR PROS. 
          THANK YOU FOR PUTTING THE SUPPORT INFORMATION I'M GIVING YOU POSITIVE. 
          I'M DRIVING YOUR LEARNING AND I'M DIRECTING TO WHAT YOU HAD DONE. 
          YOUR BRAIN LIGHTS UP, YOU'RE HAPPY, YOU GET A CHECK MARK. 
          WHAT DOES THAT DO TO YOUR BRAIN? YEAH. 
          AGAIN, THE IMPACT IN NEUROSCIENCE, THE WAKING UP OF, AND THE MORE WE DO THIS POSITIVE DESCRIPTIVE DRIVING REINFORCEMENT, IT IS, HAS THE GREATEST IMPACT ON OUR STUDENTS LEARNING. 
          WHAT DID IT COST? WHAT? NOTHING. 
          I'M DRIVING THE BUS TO CLIMATE. 
          SO POSITIVE NEGATIVE EMOTIONS HAVE IMPACT ON OUR STUDENTS. 
          BUT I WANNA ADD TO THE POSITIVE PART THAT WHEN I'M BUILDING YOUR KNOWLEDGE, WE MUST BUILD UPON IF I, AND IF I'VE GIVEN YOU THE FULL LIST OF, UM, HATTIE'S WORK, DESCRIPTIVE FEEDBACK OF FEEDBACK, I APOLOGIZE. 
          NEXT SLIDE. 
          AND YOU'LL SEE IN THIS PRESENTATION, I'VE GIVEN YOU SOME CITATIONS FROM NUMEROUS RESEARCH. 
          I'D LIKE TO DRIVE YOUR EYE TO THE SECOND BULLET. 
          ACADEMIC SELF-EFFICACY. 
          IT IS ONE OF THE IMPORTANT FACTORS INFLUENCING ACADEMIC PERFORMANCE. 
          REAL SIMPLE. 
          DO I BELIEVE THAT I CAN DO IT? HAVE I HAD POSITIVE REINFORCEMENT? AND ARE YOU THE EDUCATOR HELPING ME BUILD MY PATHWAY TO SUCCESS? NEXT SLIDE, MS. THANK YOU. 
          SO IN CONTRAST, THOSE WITH HIGH LEVEL OR MEETING STUDENTS WITH HIGH LEVELS OF SELF EFFICACY ARE MORE LIKELY TO RELY ON THEMSELVES WHEN FACED WITH COMPLEX ISSUES. 
          VERY BACK TO VERY SIMPLE THING. 
          I'M TEACHING A CHILD TO RIDE A BICYCLE. 
          DO YOU WATCH THE CHILD FROM BEHIND OR DO I GO IN FRONT OF THE STUDENT? OBVIOUSLY, WE GO BEHIND, WE CIRCULATE, WE WATCH WHAT THE CHILD'S DOING. 
          AND I GIVE THAT CHILD FEEDBACK, HEY, STEADY UP. 
          STAND UP. 
          KEEP YOUR HEAD STRAIGHT, RIGHT? TO DRIVE THAT CHILD FORWARD. 
          IT IS NO DIFFERENT THAN A COACH AT BUILDING CAPACITY, A GREAT COACH FOR WINNING GAMES. 
          AND THAT'S REALLY WHAT OUR EDUCATORS ARE. 
          THEY ARE THE COACH TO HELP DRIVE OUR STUDENTS AT BUILDING THEIR SKILLSET FOR LEARNING. 
          NEXT SLIDE. 
          SO TO BUILD ON SOME OF THE LANGUAGE, AND I WANNA PAUSE HERE FOR A MOMENT. 
          'CAUSE I HAD PRESENTED TO YOU, UM, ABBOTT, 
          [00:25:01]
WHICH WE HAVE AT ONE OF OUR MIDDLE SCHOOLS RIGHT NOW, AND WILL BE GOING INTO TWO OF OUR SCHOOLS IN THE HILTON HEAD AREA, THE MIDDLE SCHOOL AND HIGH SCHOOL, TIED TO THE MAGNET GRANT THAT I SHARED WITH YOU. 
          THEIR STRATEGIES ARE REALLY BUILT ON THE DEVELOPMENT OF NEUROSCIENCE RESEARCH AND WHAT IS KEY, I WANNA SHARE WITH YOU, RIGHT? SO WELL THEN WHAT IS LEARNING? HEY, HOW DOES THIS WORK? THREE KEY AREAS HERE IN CODING IS IT TRANSFER EXPERIENCES INTO LONG-TERM MEMORY. 
          SO WHEN WE HAVE A CHILD WHO'S COMING IN WITH GAPS FROM BIRTH TO FIVE, THEY DON'T HAVE AS MUCH INFORMATION TO TRANSFER. 
          VERY SIMPLE, NO DIFFERENT THAN LANGUAGE ACQUISITION. 
          WHEN I DON'T HAVE THE SKILLSET OF MY NATIVE LANGUAGE, HOW AM I TRANSFERRING TO THE TARGET LANGUAGE? CONSOLIDATION IS THE STORING AND MAINTAINING INFORMATION. 
          WELL, ACTUALLY, THOSE ARE SOME OF THE TEACHING SKILLS AND STRATEGIES THAT HAPPEN ACTUALLY IN AN AVID CLASS IN THE ELECTIVES CLASS. 
          AND MANY OF OUR EDUCATED IN, IN THE LOWER GRADES BUILD THAT CAPACITY OF OUR STUDENTS AS WELL AS IN OUR ACCELERATED COURSEWORK ON HOW TO STUDY AND BE SUCCESSFUL AT CHALLENGING EXAMS. AND TO RETRIEVAL, HOW DO I PULL BACK THE INFORMATION AND CONNECT IT TO SOMETHING NEW IN THE LANGUAGE OF MARZANO DEEPENING KNOWLEDGE? NEXT SLIDE HERE, I WANTED TO JUST GIVE YOU, AND THERE'S IT'S CITED IN THE, UM, RESOURCES. 
          THIS IS ACTUALLY, IF YOU GO TO THIS WEBSITE, IT'S ALL HYPERLINKED FOR YOU. 
          UM, I'D LIKE TO SHARE WITH YOU THAT LEARNING IS A PROCESS THAT INVOLVES EFFORT, MISTAKES, REFLECTION, AND REFINEMENT OF STRATEGIES. 
          AND I WANNA GO BACK TO MISTAKES. 
          LET'S THINK ABOUT THE BRAIN. 
          REMEMBER I SHARED WITH YOU THE NEGATIVE. 
          THAT MISTAKE HAS HIGHER AMOUNT IN THE BRAIN OF IMPACT OF SENDING AN IMPRINT, OR IF YOU THINK OF THE BRAIN AS K CLAY AND MOLDED. 
          BUT WHEN I AM BEING POSITIVE AND HELPING YOU COACH HOW TO DO THIS BETTER, OR THE LANGUAGE THAT WE USE, PRODUCTIVE STRUGGLE, AND I HELP COACH YOU TO BUILDING THAT CAPACITY MUCH TO THE LANGUAGE. 
          AND MRS. DR. DIXON DID WITH YOU WHEN SHE SHARED WITH YOU HER PRESENTATION WORK ON OGAP, THAT THE TE THE TEACHERS ARE LEARNING, DEEPENING THEIR KNOWLEDGE AT CONTENT. 
          SO I COULD TELL YOU HOW MARY IS DOING THIS AC EQUATION WRONG. 
          I'M TRYING TO GET YOU TO NOTICE THAT WE'RE TRYING TO BUILD EVERYTHING ALL TOGETHER AT OUR STRATEGIES AND OUR PROFESSIONAL DEVELOPMENT. 
          AND ACTUALLY IT IS ACT TIED TO NEUROSCIENCE AND BRAIN DEVELOPMENT. 
          NEXT SLIDE. 
          SO HERE'S SOME INFORMATION TO HELP TO SHARE. 
          SO HOW DO WE BUILD SELF-EFFICACY? WELL, NUMBER ONE IS HIGH EXPECTATIONS. 
          THIS BELIEF OF THE POOR CHILDREN. 
          THERE ARE NO POOR CHILDREN. 
          EVERY CHILD HAS THE SAME CAPACITY TO LEARN. 
          SO WHEN WE HAVE THAT HIGH EXPECTATION FOR ALL, LET'S BUILD AND GIVE THAT OPPORTUNITY. 
          AND A CHILD FEELS THAT IF YOU THINK I CAN'T DO IT, WHAT AM I GONNA DO? EACH OF YOU HAVE BEEN PARENTS AND RAISED CHILDREN. 
          IF YOU THINK THE CHILD THINKS SHE CAN'T, WHAT ARE THEY GONNA DO? WILL THEY LIVE UP TO THAT EXPECTATION? IT'S NO DIFFERENT IN THE CLASSROOM. 
          SO PRAISING, GIVING, DIRECT FEEDBACK IS PROBABLY, AND AS I SHARED WITH YOU, THE HIGHEST IMPACT THAT WE COULD DO FOR OUR OWN CHILDREN AND IN THE CLASSROOM OR EVEN FOR OUR PARENTS WHEN OUR CHILDREN COME HOME. 
          BUT WE HAVE TO BUILD THAT CAPACITY OF OUR EDUCATORS TO BE VERY DESCRIPTIVE AT THE FEEDBACK THAT WE ARE GIVING CHILDREN. 
          NOT THE CHECK WE WANT. 
          THE INFORMATION. 
          THE NEXT SLIDE BUILDS ON IT, IS AGAIN, HOW CAN YOU DEVELOP, YOU KNOW, TEACHERS CAN PUT KEEP A TRACK SETTING GOALS. 
          THAT'S THAT FORMATIVE ASSESSMENT INFORMATION THAT WE'VE BEEN WORKING WITH YOU. 
          STUDENTS CAN FOCUS ON TRACKING, REWARDING THEIR PROGRESS AGENCY. 
          I OWN MY LEARNING. 
          AND AS I TAKE YOU TO THE SUMMARY, I WON'T READ THIS OUT TO YOU WORD BY WORD, BUT I WILL SAY TO YOU, WHAT IS KEY WITHIN THIS SUMMARY IS THAT IT, AND I SHARED WITH YOU ALREADY, SELF-EFFICACY AND AGENCY HAS A COST FACTOR OF ZERO. 
          WE, IN OUR DIVISION ARE TRYING TO ALIGN OUR WORK TO BUILD THAT CAPAX CAPACITY OF OUR DISTRICT. 
          AND I WANNA USE THE LANGUAGE COLLECTIVE EFFICACY THAT WE ALL HAVE THE BELIEF OF HIGH EXPECTATIONS AND WE GIVE, BUILD THE SKILLSET OF OUR EDUCATORS IN ORDER TO GET OUR STUDENTS TO BE SUCCESSFUL. 
          SO WITH THAT, YOU'RE FOLLOWING THE LAST SLIDE, I THINK IS KIND OF IMPORTANT. 
          IT GIVES YOU A VISUAL METACOGNITION, RIGHT? IT IS THE LANGUAGE OF HOW I LEARN. 
          ONE OF THE THINGS THAT I THINK IS REALLY IMPORTANT, AND I'M GONNA USE AN EXAMPLE FROM A 
          [00:30:01]
LIFETIME AGO OF ACTUALLY WHEN I WAS LEARNING HOW TO RIDE, RIDE, RIDE A MOTORIZED BIKE. 
          SOMEONE SAID TO ME, THAT WAS KEY. 
          STOP GETTING IT INTO YOUR HEAD. 
          YOU'RE GIVING INTO CRANIAL. 
          LET ME TEACH GIVE YOU A SIMPLE THING. 
          WHEN I RIDE, I FOLLOW MY HEAD, MY NECK DRIVES MY RIDE. 
          THEY GAVE ME THEIR THINKING PROCESS THAT JUST SWITCHED SOMETHING FOR ME IN MY MIND, NO DIFFERENT. 
          WHEN A COACH TEACHES YOU THE DIFFERENCE OF A CURVE BALL AND A STRAIGHT BALL WHEN THEY FALL THE FINGERS, RIGHT? AND TO GET THAT CURVE THAT COACH IS GIVING THE STUDENTS THE VISUAL, WHAT THEIR THINKING IS, THAT IS ONE OF THE KEY. 
          THAT IS WHAT ME, ME, METACOGNITIVE LEARNING IS WE HAVE TO MODEL IT FOR OUR CHILDREN. 
          SELF-EFFICACY, POSITIVE EMOTIONS GIVE THE RESULT OF ACADEMIC PERFORMANCE. 
          OUR GOAL IS EFFECTIVE POSITIVE ACADEMIC PERFORMANCE. 
          YOUR LAST SLIDES IN HERE, THERE SHOULD BE TWO ARE I'LL GIVE YOU THE CITATION OF THE RESEARCH THAT WAS PULLED FOR THIS. 
          AND I, I DIDN'T GIVE YOU THE WORK OF BANDURA WHO ACTUALLY STARTED ALL THIS WHEN MANY OF US WERE PROBABLY WEARING LITTLE CLOTHING AND WHEN WE WERE CHILDREN, BUT HIS WORK ACTUALLY STARTED IN THE SIXTIES. 
          SO THIS IS THE CLOSING OF OUR PRESENTATION. 
          MS. HUTCHINSON AND MYSELF ARE HERE FOR ANY QUESTIONS THAT YOU MAY HAVE. 
          VICTOR. 
          THANK YOU MADAM CHAIR. 
          UM, MAYBE I, WE SHOULD HAVE STOPPED THERE EARLIER WHEN WE SWITCH SP SPOTS THERE IN THE MIDDLE. 
          UM, FIRST QUESTION, UH, YOU SAID THAT OUR SCREENING HAPPENS FROM AGES THREE TO FIVE. 
          ARE THREE YEAR OLDS SCREENED TWO MORE TIMES. 
          SO ARE IS A CHILD FROM THREE TO FIVE SCREENED MORE THAN ONCE THEY CAN BE IT. 
          I I, THE, THE SCREENING IS NOT USED AS LIKE A PRE AND A POST. 
          IT'S A SNAPSHOT OF DEVELOPMENT. 
          SO IF YOU'RE SCREENED AT TWO AND A HALF OR THREE YEARS OLD, AND THEN, UM, WE WOULD NOT SCREEN YOU AGAIN FOR ANOTHER 12 MONTHS, UM, IF YOU NEEDED ANOTHER SCREENING. 
          SO WHAT SOMETIMES WHAT WE DO IS IF WE HAVE A CHILD WHO, UH, COMES IN AT TWO AND A HALF OR THREE YEARS OLD AND ARE SHOWING, UM, ESPECIALLY IN THE AREA OF SPEECH, A FEW CONCERNS, SPEECH AND LANGUAGE, WE MAY SAY, LET'S TRY ANOTHER A RESCREENING IN SIX MONTHS. 
          UM, AND WE SAY THAT BECAUSE A LOT OF DEVELOPMENT CAN HAPPEN IN A SHORT AMOUNT OF TIME WITH, WITH PA PARENTS KNOWING MORE, UM, STRATEGIES TO USE WITH THEIR CHILDREN. 
          SO SOMETIMES WE GIVE STRATEGIES AND THEN WE MAY SCREEN RESCREEN AGAIN JUST TO CHECK, TO MAKE SURE THE CHILD'S MAKING PROGRESS. 
          BUT IN, UH, TO ANSWER YOUR QUESTION, WE DON'T SCREEN MORE THAN, UM, SIX TO 12 MONTHS APART. 
          OKAY. 
          I I I WAS JUST, I WAS CONCERNED, WELL, NOT CONCERNED, JUST QUESTIONING BECAUSE YOU'RE LIKE, WE NEED TO IMPACT. 
          IMPACT, OKAY. 
          WE DO ALL THESE THINGS, YOU KNOW, PARENT LITERACY, ALL THESE KINDS OF THINGS. 
          AND SO I'M WONDERING IF LIKE, OKAY, AT A 3-YEAR-OLD, UM, ARE WE RESCREENING THE PER THE, THE, THE CHILD, AGAIN AT FOUR YEAR OLDS TO SEE IF ANY OF THIS CONTACT HAS MADE ANY DIFFERENCE OR NOT? AND ARE OUR PROGRAMS WORKING THAT EARLY? UM, WHICH BRINGS ME TO MY NEXT QUESTION. 
          UH, AS FAR AS THE PRE THE PRE-K, UM, YES TO, TO QUALIFY FOR PRE-K, ARE WE MAXING OUT ALL THE SEATS IN PRE-K? LIKE, ARE WE FILLING THOSE CLASSES? YOU SAID WE HAVE LIKE 900 SEATS AVAILABLE, SOMETHING LIKE, LIKE THAT. 
          ARE WE FILLING ALL THOSE? UH, CURRENTLY, SO WHAT WE DID SEVERAL YEARS AGO, AROUND 2015, WE CONVERTED OUR PRE-KINDERGARTEN PROGRAMS. UH, NON-TITLE ONE SCHOOLS WERE HALF DAY PRE-K TITLE ONE SCHOOLS WERE FULL DAY PRE-K WHAT WE DID AROUND 2015 16 IS CONVERT ALL OF OUR PROGRAMS TO FULL DAY. 
          WE ALSO GREW THE, THE PROGRAM IN ORDER TO ELIMINATE WAITING LIST. 
          UM, SO WE, BY DOING THAT, WE DO HAVE THE CAPA WE HAVE A LITTLE MORE CAPACITY TO ACCOMMODATE GROWTH. 
          SO THERE ARE SOME, AND THEN COVID HIT THE PANDEMIC HIT EARLY CHILDHOOD ACROSS THE NATION, HAS STILL NOT COMPLETELY RECOVERED FROM THE PANDEMIC. 
          AND WHAT I MEAN BY THAT IS THERE ARE SOME FAMILIES THAT TRULY BELIEVE THAT STAYING HOME, UM, WITH MOM OR DAD UNTIL I HAVE TO GO, IS THE RIGHT DECISION. 
          UM, A LOT OF FAMILIES LOST ACCESS TO CHILDCARE DURING THAT TIME. 
          AND THEN PRO PROGRAMS ALSO, UM, DROPPED CAPACITY DURING THAT TIME BECAUSE OF FUNDING AND DIFFERENT THINGS LIKE THAT. 
          SO WE DO HAVE SPACE IN OUR PROGRAMS RIGHT NOW. 
          UM, OFF THE TOP OF MY HEAD, WE'RE PROBABLY AROUND THE 780. 
          UH, WE'RE A NUMBER OF FOUR YEAR OLDS WHO ARE ENROLLED ACROSS THE DISTRICT. 
          SO WE DO HAVE SOME OPEN SEATS. 
          UM, YES. 
          ALRIGHT. 
          AND THEN GO AHEAD. 
          I'M SURE FOR ME, UH, SO AS FAR AS THE PARENT, UH, EDUCATION GOES, YES. 
          UM, WHAT ARE WE DOING? YOU KNOW, LIKE, UH, FOR MY WIFE AND I, UM, WE GOT THE WHAT TO EXPECT WHEN YOU'RE EXPECTING WHAT TO EXPECT WHEN YOU'RE YEAR OLD, 2-YEAR-OLD DAUGHTERS. 
          UM, AND THOSE BOOKS HELPED OUT A LOT. 
          ARE, I MEAN, ARE THESE EXAMPLES OF BOOKS THAT WE'RE HANDING OUT IN THE COMMUNITY TO, WITH THESE THREE YEAR OLDS OR, YOU KNOW, PARENTS THAT ARE GETTING SCREENED? THOSE BOOKS, BOOKS STILL DO EXIST. 
          I READ, I STILL READ THEM. 
          UM, WE, WHEN WE'RE, UM, 
          [00:35:01]
WE HAVE GIVEN THOSE BOOKS OUT, BUT WE ALSO GIVE OUR PARENTS, WE HAVE TO GO WITH THE TIMES. 
          SO OUR PARENTS WANT SHORT SNIPPET INFORMATION OF, YOU KNOW, HOW CAN I HELP MY CHILD? SO A PARTNERSHIP WITH THE UNITED WAY OF THE LOW COUNTRY, WE HAVE RECENTLY CREATED WHAT WE CALL THE BASICS. 
          UM, IT ACTUALLY ORIGINATED OUT OF HARVARD UNIVERSITY, UM, CALLED THE BOSTON BASICS. 
          UM, BUT WHAT BEAUFORT COUNTY HAS ADOPTED IS THE SAME CONCEPT FROM, AND WE PARTNERED WITH, UH, THE BOSTON BASIC UP AT HARVARD. 
          AND THIS IS NEW INFORMATION FOR PARENTS TO RECEIVE VIA TEXT MESSAGE, UM, VIA EMAIL. 
          AND SO WHEN THEY GO TO THEIR PEDIATRICIAN'S WELL VISITS OR THEY SEE A PO, THEY COME TO CHILD FIND. 
          ANYTIME YOU'RE INTERACTING WITH ONE OF THE AGENCIES IN THE EARLY CHILDHOOD COALITION, WE ARE PROMOTING THIS BASICS, LO THE BASICS OF THE LOW COUNTRY. 
          AND THAT IS GIVING PARENTS THOSE TEXT, BRIEF TEXT MESSAGES, UM, BASED ON THE AGE OF THEIR CHILD. 
          SO IF YOU GO TO THAT DEVELOPMENTAL MILESTONE SHEET THAT IN YOUR PACKET, YOU CAN KIND OF SEE THAT IF YOU HAD A SIX MONTH OLD, WE'RE GONNA GIVE YOU INFORMATION ABOUT YOUR SIX TO 12 MONTH OLD. 
          IF YOU HAVE A 2-YEAR-OLD, WE'RE GONNA GIVE YOU INFORMATION ABOUT THAT. 
          BUT, UM, TO, IN TODAY'S WORLD, IT REALLY IS HOW WE MEET PARENTS WHERE THEY ARE. 
          AND IT'S SOCIAL MEDIA, TEXT MESSAGING OR EMAILS. 
          AND SO WE HAVE AS EARLY CHILDHOOD PROGRESSED IN THAT DIRECTION, UM, AND REALLY TRYING TO FOCUS ON THAT SOCIAL MEDIA OUTLET. 
          UM, AND, AND THEN OF COURSE, TEXT MESSAGES AND THINGS LIKE THAT. 
          WE STILL ABSOLUTELY PROMOTE THOSE HOME VISITS THOUGH. 
          SO, YOU KNOW, WE HAVE THOSE FIVE PARENT EDUCATORS THAT ARE GOING INTO THE HOMES OF FAMILIES WHO ARE REALLY TEACHING THEIR PARENTS HOW TO TEACH THEIR CHILDREN. 
          THANK YOU. 
          MM-HMM. 
          ? UH, I DO HAVE, I'LL ASK ONE MORE TIME AFTER SOME MORE PEOPLE. 
          IT SOUNDS GOOD. 
          OKAY. 
          NEXT WAS, UH, COLONEL GEIER. 
          THANK YOU. 
          UH, THIS IS GREAT STUFF. 
          UM, I GOT A COUPLE THINGS, UH, TO ASK YOU ABOUT ASHLEY AND THEN DR. 
          UH, STRATOS. 
          I HAVE SOME ISSUES ON NEUROSCIENCE. 
          UH, FIRST OF ALL, LET'S SAY HIS BROTHER'S A NEUROSURGEON, RETIRED. 
          WELL, THAT'S GOOD TO KNOW. 
          , UM, TALK ABOUT COORDINATION WITH OTHER ENTITIES THAT ARE PRO ARE PROVIDING EARLY CHILDHOOD EDUCATION. 
          I'M SPEAKING OF HEAD START CHURCH PRESCHOOLS. 
          UH, MY TWO GRANDSONS WENT TO, UH, SEA ISLAND PRESBYTERIAN, UH, PRESCHOOL FOR, FOR TWO YEARS EACH, UM, HOBBIT HILL WITH SHANNON ERICKSON AND SO ON. 
          WHAT KIND OF COORDINATION HAPPENS? AND ARE WE DOING SUFFICIENT COORDINATION WITH ALL THOSE OTHER ENTITIES SO THAT WHEN THEY COME TO KINDERGARTEN, THEY'RE KINDA ON A SAME PATHWAY? SO, UM, WE, WE STILL HAVE THE BEAUFORT COUNTY EARLY CHILDHOOD COALITION. 
          REMEMBER THAT STARTED BACK IN AROUND 1999, 2000. 
          UM, IT IS A GROUP THAT IS STILL GOING STRONG. 
          PARTNERS IN THAT COALITION, OF COURSE, ARE THE DISTRICT DEPARTMENT OF SOCIAL SERVICES, UM, UNITED WAY HEAD START PROGRAM. 
          UM, LOCAL CHILDCARE PROVIDERS, PEDIATRICIANS. 
          THAT GROUP, UM, STILL HAS A VERY, UM, STRONG FOCUS ON BIRTH TO FIVE AND MAKING SURE THAT THE PARTNERSHIPS BETWEEN THOSE AGENCIES ARE STRONG. 
          UM, WE AS A DISTRICT USED TO DO, AND I I WILL BE THE FIRST TO SAY THAT THIS IS SOMETHING THAT WE NEED TO, TO WORK ON, UM, IS THOSE PARTNERSHIPS WITH THOSE CHILDCARE PROGRAMS. UM, WE IN THE PAST HAVE HELD, UM, TRAINING FOR THOSE CHILDCARE PROVIDERS. 
          UM, WE HAVE HELD AND WHERE THEY CAN GET THEIR, UH, LICENSING CREDITS. 
          SO IF YOU COME INTO THE DISTRICT, YOU CAN GET, UM, LICENSING CREDITS ON DOOR, UH, GROWTH AND DEVELOPMENT. 
          WE PROVIDE A TRAINING AND THEN WE, AND THEN THEY GET THEIR, THEIR FREE CREDIT HOURS FOR THAT. 
          UM, DUE TO FUNDING, THAT IS SOMETHING THAT HAS BEEN SCALED BACK A LITTLE BIT, UM, WHICH WE WERE ABLE TO TRAIN, UH, CHILDCARE PROVIDERS IN THE EARLY LEARNING STANDARDS FROM THE STATE, UH, OR THE INFANT AND TODDLER EARLY LEARNING STANDARDS, AND GIVE THEM THOSE RESOURCES TO BUILD STRONGER, UM, PARTNERSHIPS AND PROGRAMS IN THE COMMUNITY. 
          UM, OUR HEAD START PARTNERSHIP IS STILL, UM, INTACT, AND WE ARE WORKING WITH THEM ON ENSURING THAT WHEN WE BECOME, WHEN WE HAVE A ROADBLOCK OR WE SEE A PROBLEM COMING IN AT KINDERGARTEN, WE GO AND ADDRESS IT AND PUT THOSE RESOURCES IN PLACE AND TO ENSURE THAT THOSE STUDENTS, THE NEXT GROUP COMES IN, UM, WITH THOSE SKILLS OR, OR WHAT'S NEEDED. 
          THAT, THAT'S IMPORTANT. 
          UM, AND I SPECIFICALLY MENTIONED HOBBIT HILL AND REPRESENTATIVE SHANNON ERICKSON. 
          AS, AS YOU KNOW, THE GOVERNOR, HAS STATED THAT HE WANTS TO MAKE EARLY CHILDHOOD EDUCATION A PRIORITY. 
          NOW, HE HASN'T COME UP WITH ANY MONEY YET, BUT 
          [00:40:02]
I THINK, AND, UH, MS. ERICKSON IS ON CHAIRS THE COMMITTEE AND THE, UH, STATE HOUSE. 
          IT WOULD SEEM TO ME THAT IF WE WOULD ACTIVELY REACH OUT TO HER, GET HER INVOLVED IN A COORDINATED PROGRAM, BECAUSE FRANKLY, THERE'S ALSO A INITIATIVE TO HAVE STATE FUNDING GO TO PRIVATE, UH, C CHILDCARE AND EARLY CHILDHOOD PROGRAMS. WOULDN'T IT BE GREAT TO PILOT THAT OF THE STATE WHERE THE CHAIRMAN OF THE ECONOMIC OF THE EDUCATION COMMITTEE, UH, REPRESENTS? THAT'S AN OPPORTUNITY THAT I THINK PROPERLY MANAGED AND PACKAGED AND WE COULD HAVE A GREAT ADVANTAGE. 
          AND SO I WOULD STRONGLY URGE, UH, DR. RODRIGUEZ AND YOUR TEAM, UH, TO FOCUS, UH, THAT EFFORT. 
          ALSO, UM, BEFORE I, JUST TO EARLY CHILDHOOD PIECE, YOU KNOW, AT ROBERT SMALLS, THEY HAVE BEDTIME IN A BOX. 
          AND BEDTIME IN A BOX IS A, A BOX OF STUFF THAT WAS, UH, PROVIDED BY BASICALLY THE FOLKS OUT IN HABERSHAM. 
          AND IN THAT BOX THERE IS A SET OF PAJAMAS. 
          MM-HMM,  TOOTHBRUSH TOOTHPASTE, MATHEMATIC KINESTHETIC GAMES, BOOKS. 
          AND THESE ARE GIVEN TO EVERY PARENT OF THE KINDERGARTENS THAT GO TO ROBERT SMALLS WITH A INSTRUCTIONAL PIECE OF THIS IS HOW YOU ESTABLISH A BEDTIME, UH, STANDARD. 
          THIS IS WHAT YOU USE IT, THIS IS HOW YOU DO IT. 
          THIS IS HOW YOU GIVE THE GAME AND, AND BECOME A HABIT WITH YOUR CHILD. 
          UH, THAT'S BEEN VERY, VERY SUCCESSFUL. 
          UM, LASTLY, AND, AND, AND I'LL QUIT HERE. 
          WE HAVE TO UNDERSTAND SOMETHING THAT'S CHANGED IN OUR CULTURE, IN OUR COMMUNITIES, UH, AT THE AFRICAN AMERICAN HISTORY CONFERENCE. 
          WHEN WE HAVE PEOPLE COME UP AND TALKING ABOUT THEIR, UH, PAST INTERFACE WITH EDUCATION, YOU ASK THEM, WHERE DID YOU LEARN TO READ? YOU LEARN FROM THEIR BIG BROTHER, BIG SISTER. 
          THEY CAME IN AND THEY WOULD COME HOME AND THEY WOULD TEACH THE YOUNGER SIBLINGS HOW TO READ AND SO ON. 
          THOSE ARE THE DAYS. 
          AND YOU ASK 'EM HOW MANY KIDS, KIDS WERE IN THEIR FAMILY, EIGHT, NINE KIDS. 
          BUT WE DON'T HAVE THAT ANYMORE. 
          WE DON'T HAVE THOSE OLDER SIBLINGS. 
          WE HAVE SMALL FAMILIES. 
          AND SO IT SEEMS TO ME THAT THAT CHILD TO CHILD KIND OF, UH, INSTRUCTION IS VERY VALUABLE AND STILL COULD BE ACCOMPLISHED IF WE USED OUR HEADS AND MAYBE USED SECOND, THIRD, FOURTH GRADERS WHO WOULD COME IN AND SERVE AS BIG BROTHERS, BIG SISTERS TO PRESCHOOL KIDS. 
          UH, JUST A THOUGHT. 
          AND I, I'VE GOT SOME OTHER THINGS, BUT I'LL LET SOMEBODY THANK YOU. 
          ALL RIGHT. 
          NEXT, UH, CARLTON DALLAS. 
          THANK YOU, MADAM CHAIR. 
          THANK YOU, MS. UH, HUTCHINSON. 
          AND, UM, DR. 
          STRATUS. 
          UM, I HAVE TWO, TWO POINTS. 
          THREE POINTS, AND THEN A QUESTION, STRATEGIC QUESTION. 
          UH, THE FIRST POINT IS, I WAS SO GLAD TO SEE THAT THE HIGH INCOME INDIVIDUALS HAD 412 OF THE PEOPLE THAT YOU, UH, SCREENED ALSO NEEDED SUPPORT. 
          THAT REFUTES THE CORRELATION THAT SO MANY IN THE PUBLIC ACCEPT THAT IT IS NECESSARILY POVERTY DRIVEN. 
          WE GREW UP IN POVERTY. 
          THEY HAD FIFTH GRADE MOM, 11TH, THEY STRESSED EDUCATION EVEN THOUGH THEY DID NOT HAVE THE LEARNING AND ABILITY TO TEACH US TO FIND THE THINGS THAT ASTUTE THAT TEACHERS DID, THEY INSISTED AS A VALUE SYSTEM. 
          LITTLE CARLTON COULD NOT COME HOME WITH AN F NOT NOT ACCEPTABLE. 
          AND THAT PROPELLED ME AND MY FOUR BROTHERS TO MAKE SURE WHEN WE WENT TO SCHOOL, WE PAID ATTENTION. 
          AND SO I, WHERE I'M DRIVING WITH THIS, I THINK IS, UH, WHAT COLONEL GUYER SAID, AND, UM, MASTER SERGEANT NAY HAS SAID BEFORE, IT'S REALLY CULTURAL. 
          AND I THINK THE SCHOOL DISTRICT, YOU'RE DOING SO MUCH TOO FEW PEOPLE KNOW ABOUT IT. 
          AND SO I'LL RECOMMEND A ROAD SHOW THAT SPECIFICALLY TALKS ABOUT HOW THE SCHOOL SYSTEM CAN STRUCTURALLY FILL THAT GAP BETWEEN BIRTH 
          [00:45:01]
AND FIVE, AND INFORM THE PARENTS THAT THEY ARE THE FIRST TEACHER. 
          BECAUSE I DON'T THINK THERE'S A SINGLE PARENT OUT THERE THAT THEY KNOW THE VALUE OF THEM BEING A TEACHER PROPERLY INFORMED THAT THEY WOULD NOT CARE ABOUT THEIR LITTLE ONES. 
          SO THAT'S, THAT'S, THAT'S ONE OF THE THING. 
          THE OTHER THING IN SECTION THREE I READ WHERE THERE WAS A DISCUSSION OF INTRINSIC VERSUS EXTRINSIC MOTIVATION, I TOTALLY DISAGREE WITH THAT BECAUSE THERE WAS A SENTENCE IN THERE THAT SAID, TEACHERS ARE MORE IMPORTANT THAN PARENTS. 
          IF I ACCEPT THAT, THEN I GOTTA ACCEPT WHY INVEST IN THE GAP BETWEEN OH AND FIVE. 
          MAY I SURE. 
          SORRY. 
          NO, NO, NO. 
          I APPRECIATE THAT BECAUSE THAT WAS WITH REGARD TO THE CLASSROOM, I HAVE, I, I LEFT THAT OUT AND I, I DID WANNA ADD TO THAT. 
          IT'S NO DIFFERENT THAN AN INTERNAL EXTERNAL CASIN. 
          RIGHT? I'M IN CHARGE OF, OKAY. 
          ALL RIGHT. 
          BUT THAT IS WITHIN THE CLASSROOM. 
          THAT WAS THE CONTEXT FOR MY WORK. 
          PERFECT. 
          YES, SIR. 
          THANK, THANK YOU, MA'AM. 
          MAY I CONTINUE? MADAM CHAIR? I HAD THE SAME ISSUE. 
          OKAY. 
          EXCELLENCE. 
          SO THE, GO AHEAD. 
          THE OTHER THING, IN EXECUTIVE CORPORATE PROGRAMS YOU IDENTIFIED EARLIER, LIKE THE FIRST FIVE YEARS OUT OF COLLEGE, WHETHER YOU HAVE IT, YOU KNOW, INTUITIVELY, WHETHER YOU HAVE THE GRIT AND THE GRIND, THE INTELLECTUAL AND PSYCHOLOGICAL PERSEVERANCE TO FAIL AND GET BACK UP. 
          AND IF YOU CONTINUE SAYING YES AND TAKING MORE CHALLENGING ASSIGNMENTS, KEEP MOVING UP. 
          EXECUTIVES GET ABOUT TWO THIRDS THROUGH THEIR CAREER. 
          THEY'VE NEVER HAD A FAILURE BEEN SUCCESSFUL. 
          EVERY STEP STELLA STUDENTS, STELLA, FIRST TWO THIRDS OF THEIR CAREER, AND THEN THEY ARE GIVEN SOMETHING THEY HAVE NO MASTERY OF. 
          AND THEY BEGIN TO UNDERSTAND MASTERY. 
          TECHNICAL MASTERY IS SECOND TO LEADERSHIP ABILITY. 
          WHEN THAT HAPPENS, YOU HAVE TO RETRACT THAT EXECUTIVE, YOU GOTTA TAKE 'EM OUT OF THEIR FAST PROGRESSION AND GIVE THEM A VERY EASY JOB TO REBUILD THEIR CONFIDENCE. 
          OTHERWISE YOU LOSE. 
          AND SO THAT'S ONE OF THE EPIPHANIES I SAW IN WHAT YOU'RE SAYING. 
          AND I THINK THAT'S JUST SOMETHING FOR US TO BE AWARE OF. 
          SO THE QUESTION IS, HOW DO WE, AS COLONEL GUY ALLUDED TO, HOW DO WE DEVELOP STRATEGIES AND DELIVERABLES THAT FILL THAT BIRTH TO FIVE GAP? BECAUSE AMERICAN SOCIETY EDUCATION IS IN THE MID TWENTIES NOW GLOBALLY. 
          I'VE HIRED PEOPLE WHO COME FROM VERY POOR COUNTRIES WHO THEIR PEOPLE OUTPERFORM OURS IN JUST THE TECHNICAL PROBLEM, SOLVED CULTURE. 
          WE, WE PREVAILED. 
          NO OTHER CULTURE COMES CLOSE TO AMERICAN COMPETITIVE CULTURE. 
          BUT THAT'S JUST A QUESTION. 
          HOW DO WE FILL THAT GAP? THANK YOU, MA'AM. 
          THANK YOU, MADAM CHAIR. 
          MAY I, TWO ITEMS. ONE IS HIGH EXPECTATIONS. 
          THERE IS NO EXCUSE, HIGH EXPECTATIONS. 
          THERE IS NO EXCUSE. 
          SECOND IS REALLY  BUSINESS, OF COURSE. 
          'CAUSE YOU WERE TEETERING ON IT IN A BUSINESS COMPONENT. 
          LET ME, LET ME LET YOU STRUGGLE, HELP YOU AT THAT PROCESS, DESCRIPTIVE FEEDBACK. 
          AND LET ME HELP YOU PULL FROM YOUR PRIOR KNOWLEDGE IN ORDER TO GO FORWARD THAT IS BUILDING THAT CAPACITY OF THE EDUCATOR, LETTING STUDENTS OR LEARNERS KNOW THAT IT'S OKAY NOT TO BE SUCCESSFUL. 
          HOW MANY OF YOU FELL OFF A BICYCLE WHEN YOU WERE LEARNING? YOU GOT BACK ON? I KNOW I DID. 
          THAT WAS A GOAL. 
          BUT THERE'S THAT ACADEMIC EFFICACY GOAL THAT YOU HAVE TO HAVE THAT AGENCY OF THE LEARNER, THAT THEY'RE ALSO PART OF THE PROCESS. 
          IT IS A REFORMING OF THE LANGUAGE WE USE AT BUILDING CAPACITY OF THE ADULT IN THE CLASSROOM, THE LEADER OF THE BUILDING AND THE STUDENTS IN THE CLASSROOM. 
          AND I, I WE'RE GOING IN THAT DIRECTION AS A SYSTEM. 
          I HAVE TO SAY THAT BECAUSE THIS IS THE LANGUAGE THAT OUR DIVISION USES. 
          AND I'M HEARING MORE AND MORE OF THAT LANGUAGE AMONGST US. 
          RIGHT? EARL CAMPBELL, I, I AGREE WITH EVERYTHING. 
          COLONEL GAIA AND MR. DALLAS SAID, UM, AND HE'S RIGHT. 
          UM, I GREW UP IN A COMMUNITY ON HILTON HEAD WHERE I WOULD SAY MAJORITY OF ADULTS PROBABLY DIDN'T GO, WENT PAST THE EIGHTH GRADE, BUT THEY ENCOURAGE US TO GET AN EDUCATION. 
          YOU COME HOME IN THE AFTERNOON AND THEY WOULD ASK YOU, HOW DID YOU DO IN SCHOOL? YOU KEEPING THEM GRADES UP. 
          THAT WAS IT. 
          TODAY, UH, WHEN YOU TALK ABOUT THE OLDER CHILDREN COMING HOME AND READING TO THE, THE YOUNGER ONES THAT DON'T HAPPEN ANYMORE. 
          THEY'RE TOO MUCH INVOLVED IN 
          [00:50:01]
THIS. 
          UM, THE OTHER THING IS THAT OTHER COUNTRY OUT PERFORMERS NOW, BECAUSE THEY HAVE A FOUNDATION OF KNOWING ABOUT EDUCATION, WE DON'T, IF YOU LIVE IN A POOR AREA, NOBODY HAS CARE ABOUT YOU GETTING AN EDUCATION. 
          AND I'M GONNA SAY THIS, IT'S GONNA GET WORSE BECAUSE IF YOU LOOK AT SOME OF THE PROGRAMS THAT THE POLITICIANS ARE PUTTING IN PLACE NOW, THE FIRST THING THEY, THEY'RE GONNA ATTACK EDUCATION, YOU KNOW? UM, AND AS FAR AS TALKING TO , MS. ERICKSON, SHE WAS ONE OF OUR BIGGEST CRITIC CRITICS WHEN MR. GREG ATHER STARTED EARLY EDUCATION IN THIS COUNTY, BIGGEST. 
          AND I DON'T THINK SHE'S GOING TO CHANGE, YOU KNOW? SO THAT'S JUST MY THANK YOU. 
          NEXT IS, UM, WILL SMITH, I'M GONNA PICK OFF RIGHT WHERE YOU LEFT OFF AT, UH, MR. UM, CAMPBELL. 
          UM, ALSO, UM, WE ON WONDER, WHAT, WHAT DAY WAS THAT? WEDNESDAY? WHAT WAS THAT, WEDNESDAY OR THIRD? WHAT, WHAT DAY WAS THAT? WE HAD THE, UM, THE, UH, UM, LUNCH, THE LUNCHEON WEDNESDAY. 
          WE HAD A, WE HAD A LUNCHEON ON WEDNESDAY. 
          SO IF ANY, IF ANY OF YOU, UH, STATE REPRESENTATIVES ARE LOOKING AT THIS, LEMME SEE. 
          I'M, I'M, I'M, I'M GONNA SAY THIS AT THE, AT THE BOARD MEETING PUBLICLY TOO. 
          UM, BUT IT'S A SHAME THAT WE HAVE A LUNCHEON AND NONE OF YOU SHOW UP TO ENTERTAINING THE TEACHERS WHO ARE THE KIDS OF THIS DISTRICT. 
          SO I, I I, I THINK THAT THIS, IT WAS A GOOD, UH, GESTURE FOR ONE OF MY COLLEAGUES TO, UH, SAY THAT. 
          BUT IT, BUT, BUT IN THE IRONY OF IT, I GUESS, YOU KNOW, WE DO HAVE SOME OF THESE SAME LEGISLATORS WHO, UH, WHO HAVE GAVE SUPPORT TO HAVE OUR, OUR, UH, I GUESS THE, THE, THE SUPERINTENDENT TO BE A PART OF THE, UH, STATE SUPERINTENDENTS. 
          SO, YOU KNOW, THE, THE, THE QUESTION IS WHERE, WHERE, WHERE, WHERE, WHERE, WHERE'S THE GAP AT? WHERE, WHERE'S THE MIXED EMOTIONS AT? BECAUSE IF YOU COULDN'T HEAR, COME TO HEAR OUR TEACHERS, I'M SURE SOME OF THEM MAY HAVE, SOME OF THEM MAY HAVE HAD LEGITIMATE EXCUSES BECAUSE LIFE DOES HAPPEN. 
          BUT I THINK THERE COULD HAVE BEEN SOME BETTER COORDINATION UPON LETTING PEOPLE KNOW THAT YOU, YOU FELT, I MEAN, THAT, THAT YOU FELT THAT WHAT WHAT THEY DO IS IMPORTANT. 
          BECAUSE THERE WAS SOME PEOPLE IN THAT ROOM WHO FELT, WHO EXPRESSED TO ME THAT THEY THOUGHT THAT THEY, THAT THEY WERE VERY, UH, THEY, THEY WOULDN'T NEGLECT IT. 
          SO THAT'S ON YOU GUYS TO, UH, MAKE, MAKE THE BETTERMENT OF THAT. 
          BUT, UH, TO GET TO TODAY'S PRESENTATION IN, IN, IN TERMS OF, UH, ITS TIDY IN OUR IMPACT, IMPACT FROM FATHER TO BIRTH. 
          MY QUESTIONS IS HOW ARE WE UTILIZING THE RESOURCES THAT WE HAVE? AND ALSO UNDERSTANDING THAT JUST A MINUTE AGO, YOU KNOW, I I, I CONTINUE TO HEAR PEOPLE SAY THAT, YOU KNOW, UH, THAT WE'VE HAD SOME RESOURCES. 
          WELL, BUT I'M UNDERSTANDING AND NOT BEING NAIVE, THAT WE'VE HAD SOME RESOURCES IN THE PAST COUPLE OF YEARS DUE TO COVID THAT WE WON'T HAVE MOVING FORWARD. 
          SO, WHICH TELLS ME IS THAT WE HAVE TO STRATEGICALLY MOVE DIFFERENT. 
          AND IN THE NEXT, IN THE NEXT, AND, AND I'LL JUST SAY WITHIN THE NEXT COUPLE OF OF MONTHS, AND, AND IT IS BEEN A WHILE NOW, I'VE BEEN GETTING VERY SERIOUS ABOUT EDUCATION CASE THAT I WASN'T BEFORE, BUT RAILROAD PEOPLE UNDERSTAND THIS. 
          IN, IN, IN, IN THIS, IN THIS, UH, ROOM AND IN THIS COUNTY, WE HAVE BURIED ABOUT 24 OR 25 YOUNG PEOPLE UNDER THE AGES OF 18, WITHIN THE, WITHIN FROM JANUARY 1ST OF LAST YEAR TO THIS YEAR, WHICH TELLS ME THAT THERE'S A, THERE'S A DIRECT CORRELATION BETWEEN EDUCATION AND SOCIETY. 
          SOME OF THESE KIDS, WE TALK ABOUT, THESE KIDS ACTING ON, WE TALK ABOUT THESE KIDS NOT GETTING IT. 
          IT'S BECAUSE IT'S IMPORTANT THAT THEY GET IT FROM ZERO TO FIVE SO THAT THEY CAN PAY ATTENTION. 
          AND SO THAT THESE TEACHERS CAN TEACH THEM. 
          SO IF WE DON'T GET IT HERE, WE'RE GONNA MISS A BIG CHANCE TO EDUCATE OUR KIDS. 
          BECAUSE IF THEY DON'T GET, THEY DON'T GET THE BASIC SKILLS TO HELP THEM DRIVE THE OTHER SKILLS THAT THEY'RE GONNA GET TAUGHT, THEN WE'VE, WE'VE ALREADY MISSED A BUS. 
          SO, TO GO TO MY QUESTION, MY QUESTION IS HOW IS IS HOW ARE WE INVOLVED IN THE OTHER RESOURCES THAT ARE, THAT ARE GOING ON ACROSS THIS, ACROSS THIS COUNTY FROM HOW, HOW, HOW? BECAUSE WHEN YOU, WHEN I LOOK AT THINGS, SURE, WE GOT, YOU GOT, YOU GOT ALL THESE OTHER SCHOOLS 
          [00:55:01]
OUT THERE, BUT THIS SHOULD BE THE, BECAUSE IT'S THE PUBLIC, THIS SHOULD BE THE HUB, OR OUR, OUR SLOGAN WAS ONCE BIER COUNTY SCHOOL DISTRICT WHERE WE LEAD THE WAY. 
          SO HOW ARE, MY QUESTION IS HOW ARE WE LEADING OTHER ENTITIES TO UNDERSTAND WHEN THEY, WHEN THOSE KIDS ENTER OUR SYSTEM, WHERE WE WANT THEM TO BE, AND ALSO HOW ARE, HOW ARE, HOW ARE WE GETTING THEM ACTIVELY INVOLVED IN WHAT WE'RE DOING? THAT, THAT, THAT, THAT'S MY QUESTION IN, IN, IN, IN, IN TERMS OF, UH, THE, SOME OF THE MONTESSORI, THE HEAD STARTS, THE DAYCARES, THOSE THINGS. 
          HOW ARE WE ACTIVELY ENGAGING AND HOW ARE WE INTERACTING WITH THEM? IF I MAY BUILD ON THAT, I THINK MS. HUTCHINSON POINTED THAT OUT IN A SIMILAR COMMENTARY, THAT THAT IS AN AREA THAT WE NEED TO FOCUS ON HAVING A GREATER COLLABORATION WITH THE OTHER EARLY CHILDHOOD SOURCES. 
          SHE BROUGHT FORWARD THAT OUR HEAD START PROGRAM IS A PRO PROGRAM THAT WE DO WORK WITH. 
          SO, BUT WITH REGARD TO THE PRIVATE ENTITY, AND I'M TRYING TO REMEMBER WHO BROUGHT IT. 
          IT WAS COLONEL GEIER WHO BROUGHT TO HAVE THAT ALIGNMENT OF WHAT EVERYONE IS TEACHING. 
          SHE DID BRING FORWARD THAT THAT'S AN AREA OF IMPROVEMENT THAT WE NEED TO WORK AT. 
          WE NOTED THAT, I THINK, I THINK THERE ARE, UH, THERE IS COLLABORATION THAT EXISTS AND, AND, AND CONVERSATIONS THAT EXIST, UH, UNITED WAY AND THE SCHOOL DISTRICT WORK VERY CLOSELY TOGETHER IN, IN THAT PARTICULAR SPACE. 
          UM, WE HAVE HEAD START. 
          THEY'RE IN OUR BUILDINGS, UH, UH, UH, ACROSS THE SCHOOL DISTRICT. 
          UH, ASHLEY HAS A LOT OF COORDINATION WITH AND COMMUNICATION WITH HEAD START. 
          UM, UH, I THINK YOU MENTIONED, UM, EARLY CHILDHOOD COALITION. 
          YES. 
          MM-HMM. 
           EARLY CHILDHOOD COALITION IS ANOTHER, OR, UH, GROUP THAT WE COORDINATE AND COLLABORATE WITH. 
          I THINK WHAT WE'RE TALKING ABOUT IS, IS, IS, UM, YOU KNOW, THIS IS WHERE WE ARE, RIGHT? WE'VE SET A STRATEGIC PLAN GOAL OF 75, 75, 92, AND WHAT WE KNOW IS THAT THE BEAUFORT COUNTY SCHOOL DISTRICT CANNOT DO THIS ALONE. 
          THIS IS GONNA TAKE THE COMMUNITY TO GET BEHIND 75, 75, 92. 
          ALL OF, YOU KNOW, BEAUFORT COUNTY SCHOOL DISTRICT IS FUNDED IN THE SPACE OF, UH, REALLY K TO 12, WHICH WE'VE EXPANDED INTO PRE-K FOUR TO 12, RIGHT? BUT, UH, BUT THE REALITY IS THAT, UH, THAT, THAT, THAT BIRTH TO FIVE SPACE IS REALLY NOT A SPACE WHERE WE'RE REALLY FUNDED TO DIP INTO TO WORK, RIGHT? UM, SO, SO THIS IS THE INITIATION OF A CONVERSATION AROUND, UM, SPACES THAT WE NEED TO EXPLORE, RIGHT? UH, AND OPPORTUNITIES TO FIND OPPORTUNITIES, UH, WHERE THERE'S POSSIBILITY TO, TO DO MORE. 
          UH, SO THAT, UH, SO THAT, UM, THE CHILD COMING IN THE DOOR AT KINDERGARTEN RIGHT, IS BETTER PREPARED OR KINDERGARTEN SO THAT WE CAN TAKE THEM FURTHER OVER THEIR TRAJECTORY IN THE SCHOOL SYSTEM, IF THAT MAKES SENSE, RIGHT? SO, SO WE KNOW THAT THAT IS A SPACE THAT HASN'T BEEN WITHIN OUR DOMAIN NECESSARILY, BUT WE AS A SYSTEM HAVE, HAVE VENTURED INTO, RIGHT? UM, BUT WE KNOW THAT THERE'S MORE THAT HAS TO HAPPEN WITHIN THAT SPACE. 
          AND SO, YOU KNOW, UH, WE SHOULDN'T KID OURSELVES EITHER, RIGHT? UH, BECAUSE THERE ARE DIFFERENT ORGANIZATIONS THAT EXIST WITHIN THAT SPACE THAT FILL DIFFERENT NEEDS WITHIN THAT SPACE AND MAYBE TERRITORIAL ABOUT THAT SPACE. 
          SO THE APPROACH ABOUT THAT WORK IS A DELICATE CONVERSATION. 
          YOU KNOW, YOU CAN'T JUST BULLDOZE INTO IT, UH, BECAUSE THOSE PARTNERSHIPS AND COLLABORATION, UH, YOU KNOW, HAVE TO BE STRENGTHENED, HAVE TO BE BUILT. 
          UM, AND THE REALITY IS THERE ARE PEOPLE IN THOSE SPACES THAT ARE FUNDED FOR THOSE SPACES THAT, UM, THAT MAY BE TERRITORIAL ABOUT THAT SPACE TOO, RIGHT? WE'RE JUST SAYING WE'RE TRYING TO GET TO 75, 75, 92, AND IN ORDER TO GET THERE, WE KNOW THAT THIS IS A SPACE THAT HAS TO BE IMPACTED AT A, AT A, AT A GREATER LEVEL. 
          PART OF IT TOO IS AN AWARENESS FOR THOSE PARTNERS THAT OUR TRAJECTORY IS TO GET THE 75, 75, 92, AND WHAT ARE THE NEEDS AROUND, UH, KINDERGARTEN READINESS SO THAT, UH, MAYBE THEY CAN BE BETTER, UH, INFORMED OR EQUIPPED ABOUT WHAT THAT KINDERGARTEN READY STUDENT, UH, UH, IS GONNA NEED IN ORDER TO, UH, TO FACILITATE THEIR TRAJECTORY, UH, BEYOND THAT 75, 75 90. 
          [01:00:01]
MAY I ADD SOMETHING? UM, IF YOU LOOK, UM, MR. SMITH ON THE BEAUFORT COUNTY SCHOOL DISTRICT CONTINUUM OF SERVICES PAGE, UNDERNEATH OUR STRATEGIES TARGET POPULATION, IT LISTS OUR COLLABORATING PARTNERS. 
          WHICH PAGE IS THAT? UM, ROBIN, GO TO THE NEXT SLIDE AND ONE MORE DOWN. 
          YES. 
          OH, ONE MORE DOWN. 
          I APOLOGIZE. 
          YES. 
          SO THIS, UM, THIS PAGE RIGHT HERE SHOWS THE STRATEGIES THAT WE'RE CURRENTLY DOING IN THE DISTRICT TO ADDRESS THE NEED, THE TARGET POPULATION, AND THEN THE COLLABORATING PARTNERS THAT ASSIST US WITH THOSE STRATEGIES. 
          UM, TO DR. 
          RODRIGUEZ'S POINT, I, UM, AM TOLD FREQUENTLY BY, UH, OTHER EARLY CHILDHOOD DIRECTORS, UM, THE STATE DEPARTMENT OF EDUCATION, BEAUFORT COUNTY, HAS A VERY COMPREHENSIVE EARLY CHILDHOOD PIECE. 
          MOST SCHOOL DISTRICTS DO NOT HAVE WHAT WE CURRENTLY HAVE IN PLACE. 
          THE, AND TO DR. 
          RODRIGUEZ'S POINT, A LOT OF IT IS BEAUFORT COUNTY HAS CHOSEN TO, TO FUND THOSE AND INVEST IN THOSE. 
          WE, AS BEAUFORT COUNTY HAVE IDENTIFIED THERE'S A PROBLEM JUST BY ALLOWING US TO SAY AND, AND, UH, HAVE THE, THE KNOWLEDGE TO SAY THAT 82% OF OUR FOUR YEAR OLDS ARE NOT READY TO ENTER SCHOOL. 
          SO, WITH THAT BEING SAID, IS THE, IS THE UNFUNDED PART. 
          THAT'S THE DIFFICULT PIECE TO, TO YOUR QUESTION AND TO DR. 
          RODRIGUEZ'S POINT IS, IS THAT, UM, WHEN YOU, NOW WE ALREADY HAVE THE NEED IDENTIFIED, AND NOW WE'VE GOTTA FIGURE OUT WITH THESE STRATEGIES THAT WE'RE CURRENTLY DOING, WHERE TO GO NEXT. 
          UM, RIGHT. 
          AND, AND, AND I DO UNDERSTAND THAT HOW, HOW, HOWEVER, COMING FROM A ONEPARENT HOME COMING, COMING FROM JUST MY MOTHER, UH, AND AS THE BREAD, ONE OF THE HOUSE WE TOOK, SHE TOOK A SMALL AMOUNT OF MONEY AND SHE SCRATCHED IT OUT AND MADE THE, AND MADE THINGS HAPPEN. 
          SO, TO ME, FOR THE LAST, AT LEAST THREE YEARS OF MY TIME ON THIS BOARD, I'VE BEEN NEARLY YELLING IT OUT, YELLING OUT EARLY CHILDHOOD, YELLING OUT, UM, WORKING WITH OTHER ENTITIES. 
          SO NOW I'M TO A POINT WHERE THIS CONVERSATION THAT WE HAD, I FEEL THIS CONVERSATION HAS BEEN HAD LAST, LAST YEAR. 
          SO NOW I WANT THE EVIDENCE TO SHOW, AS IN WE SHOULD BE ABLE TO SEE, LOOK IN OUR KIDS AND BE ABLE TO SEE IN THE COMMUNITY THE EVIDENCE OF WHAT WE'RE TALKING ABOUT. 
          AND I'M GONNA BE KIDDING, I DON'T BELIEVE THAT WE, THAT WE, THAT WE'RE HERE, THAT WE ARE ABLE TO DO THAT TODAY. 
          AND FOR, AND FOR, AND FOR ME, THAT'S A PROBLEM. 
          SO, IN, IN, IN, IN, IN, IN, IN TERMS, IN TERMS OF, I UNDERSTAND WHAT HE'S TALKING ABOUT IN, IN TERMS, IN TERMS OF, OF FUNDING THAT THAT'S ALL GOOD. 
          BUT I DO KNOW THAT WE, MY MY MOM, WE HAVE LIMITED, UH, SHE HAS A LIMITED SALARY, BUT SHE, SHE MADE IT WORK. 
          AND SO I EXPECT THIS DISTRICT TO DO, TO DO THE SAME BECAUSE WE, YES, BEAVER COUNTY SCHOOL DISTRICT, WE HAVE A LOT OF RESOURCES AND WE HAVE A LOT OF FUNDING. 
          WE HAVE MORE FUNDING THAN A LOT MORE, A LOT MORE, A LOT MORE DISTRICTS. 
          SO THEREFORE WE SHOULD, WE, WE, WE SHOULD BE, UM, MAKE IT HEADWAY. 
          AND WE, WE SHOULD BE LEADING THE WAY BECAUSE THERE, THERE ALSO BE, QUITE FRANKLY, THERE ARE ALSO SOME RESOURCES OUT THERE THAT WE CAN'T GET BECAUSE THEY SAY THAT WE HAVE TOO MUCH, TOO MUCH FUNDING IN THIS DISTRICT. 
          SO I, I'M LOOKING FOR THE RESULTS AND I'M LOOKING OF HOW ARE WE, HOW ARE WE MOVING FORWARD? WHAT PROGRAMS DO WE HAVE TOGETHER? WHAT IS, WHAT, WHAT IS BEING DONE? I'M, I'M LOOKING FOR THE EVIDENCE IN THE STUDENT IN, IN THE PROCESS OF IT START TO SHOW, BECAUSE I JUST FEEL LIKE WE'VE BEEN HAVING THIS, THIS SAME CONVERSATION RESPECTFULLY FOR A LITTLE WHILE NOW. 
          SO I'M, I'M, I'M, I'M KIND OF LOOKING FOR THE RE THE RESULT. 
          I'M IN THE RESULTS COLUMN. 
          THAT'S JUST WHERE I'M AT AS A PERSON. 
          THANK YOU. 
          MAD AND CHAIR, IF I COULD JUST BILL? YES, SIR. 
          YES SIR. 
          ALL RIGHT. 
          WE HAVE STILL PEOPLE WHO HAVE NOT COMMENTED YET. 
          UH, MS. BOATWRIGHT, I HAVE A COMMENT AND THEN A QUESTION. 
          AND MY COMMENT IS, I LOVE THE, UH, SELF-EFFICACY PIECE. 
          UM, HAVING THREE KIDS IN THE SYSTEM, THE HARDEST THING YOU CAN DO IS WATCH SOMEONE FAIL OR FALL OFF A BIKE. 
          BUT WE HAVE A PERVASIVE AND TOXIC CULTURAL MOVEMENT OF, OF SAFETY IS RIGHT NOW. 
          UH, THERE WAS A MOTHER THAT WAS ARRESTED FOR ALLOWING HER CHILD TO BIKE TO THE STORE, AND I CAN'T REMEMBER THE AGE OF THE CHILD, BUT SO WHEN YOU TALK ABOUT FALLING OFF SKIN AND YOU'RE GETTING BACK ON, THAT'S NOT HAPPENING. 
          AND THAT IS SHOWING UP IN THE K THROUGH 12 SYSTEM IN THE FORM OF IEPS. 
          UH, I KNOW THAT THERE ARE PEOPLE OF IEPS WHERE THEY'RE NOT REQUIRED TO DO HOMEWORK OR THEY CAN GET OUT OF TESTS, ET CETERA, ET CETERA. 
          AND I WAS HAVING DINNER WITH, UH, SOME FRIENDS IN SEATTLE WHO ARE PRETTY HIGH UP AT UNIVERSITY OF WASHINGTON. 
          THEY SAID 30%. 
          AND UNIVERSITY OF WASHINGTON IS A TOP RANKED SCHOOL. 
          30% OF THE STUDENTS AT UNIVERSITY OF WASHINGTON REQUIRE ACCOMMODATIONS IN THEIR CLASSWORK, ONE IN THREE, AND THEY ARE COMING OUT OF THE AMERICAN EDUCATION SYSTEM. 
          SO I LIKE THIS AT THE K AT THE PRE-K I THINK IT'S A HUNDRED PERCENT. 
          WE GOTTA LET KIDS FALL OFF, 
          [01:05:01]
FAIL. 
          THEY'RE GONNA GET CUT FROM THE TEAM. 
          THEY'RE GONNA NOT GET SOMETHING THEY WANT, AND WE HAVE TO LET THEM. 
          'CAUSE THAT'S PART OF THE LEARNING EXPERIENCE. 
          AND I KNOW THAT WE THINK THAT WAY, BUT WHEN WE'RE TALKING ABOUT 75, 75, 92, IT CAN BE HARD TO BE LIKE, WELL, TO GET KIDS THERE, DO WE HAVE, WHAT LEVEL OF ACCOMMODATIONS ARE WE WILLING TO MAKE? BECAUSE WHAT WORRIES ME IS THAT WE ACTUALLY NOW ALLOW, UM, ACCOMMODATIONS ON THE MCAT, WHICH INCLUDES EXTENDED TIME, A PRIVATE ROOM, ADDITIONAL BREAKS, EXTENDED BREAKS, RIGHT? SO, AND THAT IF YOU HAVE ANXIETY, YOU ARE ALLOWED A PRIVATE QUIET SPACE TO TAKE YOUR TEST. 
          AND THIS TEST IS GRADED ON A CURVE. 
          SO YOU'RE, IF YOU DON'T HAVE THOSE ACCOMMODATIONS, AND I HAVE A DAUGHTER WHO JUST TOOK IT, SHE HAS ANXIETY, BUT SHE'S LEARNED TO COPE WITH IT BECAUSE SHE LIVES IN A RICE PATTY IN THE MIDDLE OF JAPAN. 
          SO SHE'S LEARNED TO COPE WITH ANXIETY, BUT SHE IS COMPETING AGAINST PEOPLE WHO ARE GETTING TWICE AS MUCH TIME AND A PRIVATE ROOM. 
          AND THE PROBLEM IS, YOU DON'T WANT THAT IN A SURGEON, RIGHT? BECAUSE WHEN SOMEONE HITS AN ARTERY AND IT BEGINS TO BLEED, YOU DON'T WANT THEM BEING LIKE, YOU KNOW WHAT? I NEED AN ACCOMMODATION HERE. 
          RIGHT? SO WE NEED TO PREPARE KIDS FOR REAL WORLD. 
          SO I'LL JUST SAY, I, I WOULD LIKE TO HEAR MORE ABOUT SELF-EFFICACY. 
          AND I THINK WE NEED TO THINK ABOUT, WE HAVE SO MANY KIDS ON IEPS NOW, AND WE HAVE SO MANY KIDS THAT DON'T HAVE TO DO HOMEWORK. 
          AND WE HAVE ALL THESE KIDS ENDING UP IN OUR COLLEGE SYSTEMS WHO REALLY ARE STRUGGLING AT THAT LEVEL. 
          SO THAT'S JUST KIND OF A COMMENT FROM A 30,000 FEET AMERICAN EDUCATION SYSTEM. 
          MY QUESTION FOR YOU IS, WE'VE GOT A PRETTY BIG DATABASE OF KIDS NOW THAT HAVE GONE THROUGH OUR PRE-K PROGRAM, RIGHT? BECAUSE HOW LONG HAVE WE BEEN HAD A PRE-K UM, WOULD YOU SAY IT STARTED? UH, WE STARTED, I MEAN, IT WAS BACK LIKE 20 YEARS, RIGHT? YES. 
          YES. 
          SO ARE WE TRACKING THESE KIDS IN OUR OWN PROGRAM AND SEEING HOW THE IMPACT OF OUR PRE-K PROGRAM IS SHOWING UP IN MIDDLE SCHOOL AND HIGH SCHOOL? DO WE HAVE THAT DATA AVAILABLE? THANK YOU. 
          SO WE, WE'VE ACTUALLY TAKEN ALL THE KRA FROM 10 YEARS AGO. 
          WE WERE ABLE TO GET INTO THE FILE, UM, THAT WAS ABOUT A WEEK AGO. 
          AND THAT PROCESS IS ACTUALLY STARTING TO HAPPEN. 
          SO WE CAN DO A LONGITUDINAL YES, MA'AM. 
          WE HAD YES AND YES, BUT THAT PROCESS IS ACTUALLY HAPPENING WITH MR, OUR DIRECTOR FOR DATA SERVICES. 
          BRETT FRITZ. 
          YES, MA'AM. 
          IT'S GONNA TAKE SOME TIME, BUT WE, HE'S BEEN ABLE TO GO 10 YEARS BACK WITH THE KRA. 
          AND THAT'S ACTUALLY WHAT WE WANNA LOOK AT AND TAKE A, A VISIT. 
          NOW, RECOGNIZE KINDERGARTEN READINESS IS THE KRA, THAT'S A STATE REQUIRED ASSESSMENT. 
          SO LOOKING AT WHAT YOUR READINESS WAS WHEN YOU CAME IN AT KINDERGARTEN, OKAY. 
          AND THEN DOING SOME TRACK WORK TO SEE WHERE YOU'RE AT. 
          YEAH. 
          SINCE WE'VE FOCUSED ON THIS NOW IN THE LAST FIVE YEARS, I THINK WE'RE GONNA SEE SOME DATA. 
          THE DATA'S NOT REAL CLEAR. 
          THE SCIENCE ON PRE-K IS NOT SUPER SETTLED AT THIS POINT. 
          SO I THINK LOOKING AT THE CARE, BUT ALSO LOOKING AT IF THEY, IF THEY OBTAINED ADDITIONAL ADVANTAGES, UM, IN ELEMENTARY SCHOOL, DID THAT SUSTAIN TO THE GRADUATION RATE? DID THAT SUSTAIN TO THEIR SUCCESS IN HIGH SCHOOL? I'D BE REALLY INTERESTED TO KNOW OUR OWN INTERNAL NUMBERS. 
          WE'LL HAVE A CONVERSATION TO IDENTIFY THE ADDITIONAL ADVANTAGES, BECAUSE NOW WE'RE TAKING IT ALMOST TO A WHOLE DISSERTATION LEVEL. 
          ANYTIME. 
          ALL RIGHT. 
          NEXT. 
          I APPRECIATE THAT, UH, DAVID CARR. 
          YEAH. 
          THANKS, MADAM CHAIR. 
          UM, THANK YOU BOTH. 
          LOTS OF REALLY GOOD INFORMATION. 
          AND IT SPARKED A WHOLE BACKGROUND IN MY BACKGROUND. 
          SO IT'S, I'M GLAD TO SEE THAT WE'RE INVESTIGATING LOTS OF THINGS. 
          NOW. 
          I'VE BEEN IN TEACHER EDUCATION FOR, WE STARTED KINDERGARTEN, WE'RE NOT PROBABLY DOING ENOUGH AT THE UNIVERSITY LEVEL. 
          WE HAVE EARLY CHILDHOOD PROGRAMS, BUT HOW ARE WE DEVELOPING EARLY CHILDHOOD EDUCATORS AND HOW ARE WE ASSESSING THEIR BACKGROUNDS, ET CETERA, ET CETERA. 
          SO I'D LIKE TO MAYBE LOOK INTO A LITTLE MORE OF HOW ARE WE PREPARING EARLY CHILDHOOD FOLKS AND, AND HOW DOES THAT IMPACT WHAT WE DO, UH, IN THE SCHOOL DISTRICT. 
          ASHLEY, THIS IS PROBABLY A GOOD TIME WITH THAT COMMENT TO TALK ABOUT, UM, THE, THE, UH, CLASSROOM AT HILTON HEAD, UH, OR CHILDHOOD CENTER THAT WE TALKED ABOUT. 
          GO. 
          YES. 
          SO WE RECENTLY, UM, HAVE PARTNERED WITH, UH, THE COMMUNITY FOUNDATION IN HILTON HEAD AND RECEIVED A GRANT. 
          UM, WHAT WE ARE DOING IS, UH, WE ARE GOING TO CREATE A EARLY CHILDHOOD, UM, LAB OBSERVATION CLASSROOM. 
          UH, IT'S SOMETHING THAT I'VE WANTED TO DO FOR YEARS. 
          DR. 
          STRATAS HELPED TREMENDOUSLY WITH THIS. 
          UM, IN ORDER FOR OUR, UH, USCB STUDENTS, SO IN PARTNERSHIP WITH USCB, UH, EARLY CHILDHOOD TEACHERS TO COME INTO THE DISTRICT. 
          AND WE EXPANDED IT NOT ONLY TO USCB, WE WANNA DO OUR CURRENT TEACHERS TOO. 
          SO WE WANNA DO OUR EXISTING TEACHERS AND OUR OWN BUILDINGS WITH THIS PRO, UM, CONCEPT AS WELL. 
          BUT BRINGING OUR STUDENTS IN, UM, AND BEING ABLE, WE'RE CREATING A OBSERVATION AREA WITH A WINDOW, UH, 
          [01:10:01]
A ONE-WAY WINDOW. 
          UM, WE ARE DOING THE TECHNOLOGY PIECE. 
          SO WE HAVE TWO-WAY TALK BETWEEN WHAT'S HAPPENING IN THE CLASSROOM WITH THE TEACHER AND, UM, THE STUDENTS. 
          THE OBSERVATION, UM, IN THE OBSERVATION ROOM. 
          AND THIS WILL BE REALLY ABLE TO FOCUS ON BEING ABLE TO HELP OUR TEACHERS LEARN HOW TO TEACH THROUGH PLAY. 
          SO THAT PLAY-BASED LEARNING APPROACH. 
          UM, I HAVE FOUND THAT, YOU KNOW, THAT THAT'S A SKILL. 
          YOU, YOU, YOU'RE NOT ALWAYS BEING TAUGHT HOW TO TEACH THROUGH PLAY. 
          UM, AND THAT'S HOW OUR STUDENTS LEARN BEST IS, IS THROUGH A PLAY-BASED APPROACH. 
          BUT, WE'LL, THE POSSIBILITIES WITH THIS IS ENDLESS. 
          SO IT'S NOT ONLY JUST A FOCUS ON EARLY CHILDHOOD WITH OUR THREE, FOUR, AND FIVE YEAR OLDS, BUT WE CAN DO BEHAVIOR MANAGEMENT, UM, EARLY INTERVENTION STRATEGIES, UH, CLASSROOM MANAGEMENT THROUGH THIS OBSERVATION TYPE CLASSROOM. 
          AND SO WITH THE, THE GRANT WE RECEIVED FROM THE COASTAL COMMUNITY FOUND COASTAL COMMUNITY, OR LO I GET THEM CONFUSED. 
          COASTAL, COASTAL COMMUNITY FOUNDATION, , UM, THAT THIS OPPORTUNITY IS GONNA, IS GOING TO, UM, START HAPPENING. 
          SO, ADDITION, UM, YOU KNOW, IT'S SOMETHING THAT I WOULD BE INTERESTED IN SEEING AT OTHER FACILITIES THAT HAVE SPACE, UH, TO HAVE A BE BEHIND THE GLASS CLASSROOM. 
          RIGHT? UM, WHEN I FIRST BECAME A PRINCIPAL, I WAS AT A SCHOOL SITE. 
          I WAS AN ELEMENTARY SCHOOL SITE. 
          WE HAD 1200 STUDENTS. 
          UM, AND WE HAD A BEHIND THE GLASS CLASSROOM. 
          AND, UH, MY INSTRUCTIONAL COACHES UTILIZE THAT WITH OUR OWN STAFF, UH, IN TERMS OF, OF, UH, UH, IMPROVING OUR OWN INSTRUCTION IN OUR OWN PRACTICE. 
          UM, WE HAD A, UH, A CAMERA IN THERE THAT THE TEACHERS WHO WOULD GO IN AND MODEL A LESSON THEN COULD GO BACK AND REVIEW THEIR OWN PERSONAL PRACTICE AND INTERACT, JUST MUCH LIKE YOU, YOU KNOW, IN SPORTS, THEY WATCH GAME FILM OR WHATEVER. 
          AND YOU, YOU MAKE ADJUSTMENTS, UH, BASED ON, ON THAT. 
          YOU CAN IMPROVE YOUR PRACTICE BY GOING INTO ONE OF THOSE CLASSROOMS. UH, AND, AND YOU CAN HAVE THAT IN ADDITION. 
          UH, WE HAD, UH, TEACHERS COME IN AND WATCH ANOTHER TEACHER AS WELL. 
          AND, AND WHAT WOULD HAPPEN IS, UH, WE WOULD HAVE CONVERSATIONS ABOUT, UH, THE INSTRUCTIONAL PRACTICE TAKING PLACE. 
          AND, AND, AND BY DOING SO, UH, DEVELOP OUR, OUR OWN STAFF, UH, IN A VERY, VERY SUCCESSFUL WAY. 
          SO, SO THERE'S TREMENDOUS POSSIBILITIES WITH THIS. 
          I WOULD, I WOULD ADD, WE'VE, WE, MY COLLEAGUES, 'CAUSE I WORK BOTH IN ATHLETICS AND I ALSO WORK IN COACHING EDUCATION. 
          MY COLLEAGUES AND I PUT TOGETHER A FORMAT FOR COACHES THAT WORK WITH THE FIVE-YEAR-OLDS AND UP. 
          AND WE'RE NOW STARTING TO SEE KIDS BEING BROUGHT INTO SPORT PROGRAMS AT FOUR AND THREE AND, AND TWO, AND WE'RE ASKING BASICALLY ADULT VOLUNTEERS WHO DON'T HAVE ANY BACKGROUND TO BRING THEM INTO THE SPORT. 
          SO WE, WE ADDRESSED A NUMBER OF THESE BY LOOKING AT YURI BRO AND BRENNER AND ECOLOGICAL THEORY, AND ITS FAMILY RELATIONSHIPS, UM, UH, POL POLITICAL ENVIRONMENT, UM, OTHER STRUCTURES THAT HAVE, UH, INFLUENCES AND RELATIONSHIPS ON THE CHILD. 
          UH, SO THAT'S BEEN PRETTY POWERFUL TO LOOK AT THAT RESEARCH OVER, OVER TIME. 
          UH, THERE'S ANOTHER EDUCATOR FROM HARVARD, EDWARD HOLLOWELL, WHO DEVELOPED A, A, A, YOU'RE FAMILIAR. 
          UM, IT'S HOW DO WE BUILD CONNECTIONS? SO IT'S BUILDING A CONNECTION TO SCHOOLING OR TO WHATEVER IT IS WE'RE TRYING TO GET THEM INTERESTED IN. 
          AND IT'S THROUGH PLAY AND PRACTICE AND FAILURE AND LEARNING HOW TO DO SO, SOME LEVEL OF MASTERY. 
          AND THEN IT'S BEING RECOGNIZED TO BUILD AND STRENGTHEN THE CONNECTION. 
          SO HOW ARE WE GOING THROUGH THAT? WE'VE ALSO ADOPTED FOR US SOCCER AS THE ADOPTED A CONCEPT CALLED PLAY, TEACH, PLAY. 
          SO WE USE THE GAME TO TEACH AND THEN PLAY, AND IT'S WORKING. 
          SO THERE'S A, THERE'S A LOT OF REALLY GOOD STUFF IN ADDITION TO, UM, ALBERT BANDURA AND, AND BRO, YOU KNOW, PGE AND VYGOTSKY AND ALL THAT. 
          I INTERVIEWED ALBERT BANDURA AS PART OF A DOCTORAL PROGRAM PROGRAM BACK IN, BACK IN THE DAY. 
          FABULOUS GUY. 
          HE ABSOLUTELY FABULOUS. 
          SO ANYWAY, THANK YOU FOR, FOR EXPLORING ALL OF THESE THINGS. 
          [01:15:03]
UM, I HAVEN'T SPOKEN. 
          I THINK I'M THE LAST ONE THAT WANTS TO, UM, OKAY. 
          WELL, MUST HAVE GONE UP. 
          OKAY. 
          ELIZABETH, GO BEFORE ME. 
          OKAY. 
          CAN EVERYONE HEAR ME? YES. 
          OKAY. 
          SORRY. 
          THERE WAS AN ISSUE WITH THAT BEFORE. 
          UM, TO ECHO MANY OF THE OTHER COMMENTS OF COLLEAGUES ON THE BOARD, THE IMPORTANCE OF OLDER CHILDREN, UM, BEING INTEGRATED INTO THE YOUNGER CLASSROOMS IS HUGE. 
          IT'S ACTUALLY A GREAT WAY FOR KIDS TO LEARN. 
          UM, AS COLONEL GEIER POINTED OUT AS WELL, UM, THE READING TO YOUNGER CHILDREN, IT CAN ALSO BE A WAY, I THINK I'VE MENTIONED THIS IN PRIOR MEETINGS. 
          FOR OLDER CHILDREN WITH, UM, READING ISSUES OR IF THEY'RE BEHIND, IT CAN ALSO BUILD THEIR CONFIDENCE TO READ TO A YOUNGER CLASS, A YOUNGER CLASS THAT'S PERHAPS LESS JUDGMENTAL. 
          FOR EXAMPLE, IF A THIRD GRADER'S FALLING BEHIND, THEN THEY GO TO READ TO A PRESCHOOL CLASSROOM OR A KINDERGARTEN CLASSROOM, IT BOOSTS THEIR CONFIDENCE AS WELL AS HAVING THE YOUNGER KIDS LOOKING UP TO THEM. 
          I MEAN, THERE'S A REASON THAT THERE IS A BIG BROTHER, BIG SISTER PROGRAM, FOR EXAMPLE, IN LARGER CITIES. 
          UM, THOSE RELATIONSHIPS ARE REALLY IMPORTANT. 
          I'D ALSO TOUCH ON THE IMPORTANCE OF, AS COLONEL GEIER SAID, THE BEDTIME ROUTINE IS SO HUGE BECAUSE IT'S GREAT TO GIVE PARENTS LITTLE PAMPHLETS AND LEAFLETS SAYING, OH, HERE'S THE IMPORTANCE OF READING. 
          HERE'S YOUR IMPORTANT ROLE IN YOUR CHILD'S EDUCATION. 
          BUT IF WE'RE NOT SHOWING THEM HOW TO INTEGRATE IT INTO THEIR DAILY ROUTINE, IT'S GOING TO FALL FLAT. 
          BECAUSE JUST AS WE'VE DISCUSSED WITH THE TEST SCORES, YOU KNOW, NOT SEEING A DIFFERENCE IN TERMS OF INCOME LEVELS, YOU KNOW, PLENTY OF PEOPLE WHO HAVE ENOUGH INCOME WISE, HONESTLY DEFAULT THESE DAYS TO TECHNOLOGY. 
          SO THE KIDS ARE COMING HOME AND GETTING BABYSAT BY A SCREEN, AND THEY'RE NOT INTEGRATING THEMSELVES INTO THEIR CHILDREN'S EDUCATION, INTO READING TO THEIR CHILDREN. 
          SO EVEN GIVING ALL FAMILIES THAT LEG UP INTO HERE'S HOW YOU INCORPORATE THE IMPORTANCE OF THE EDUCATION, THE IMPORTANCE OF READING INTO YOUR DAILY ROUTINE, LIKE THIS ISN'T JUST A ROUTINE FOR THE CHILD. 
          THIS IS A FAMILY ROUTINE THAT NEEDS TO HAPPEN EVERY EVENING. 
          AND THEY CAN START LITTLE. 
          I'D ENCOURAGE, YOU KNOW, STARTING LITTLE 10 MINUTES TO 15 MINUTES, AND THEN AS THEY SEE THAT THEIR CHILDREN LOVE STORY TIME, MAYBE IT GOES TO A HALF AN HOUR OR AN HOUR. 
          SO THAT'S HUGE. 
          I'M JUST ECHOING THE IMPORTANCE OF BEDTIME ROUTINE AND REALLY TEACHING PARENTS THAT ROUTINE IS SO IMPORTANT FOR OUR CHILDREN. 
          UM, THE OTHER THING THAT I JUST GOT REALLY EXCITED ABOUT WAS THE DISCUSSION OF THE LAB CLASSROOM. 
          MY OLDEST CHILD WAS ACTUALLY IN A LAB CLASSROOM, AND I WILL REACH OUT TO DR. RODRIGUEZ AND DR. 
          STRATOS AND GIVE THEM CONTACT INFORMATION. 
          THIS WAS IN NEW ENGLAND, AND IT WAS ATTACHED TO A TECHNOLOGY SCHOOL, BUT THEY WERE DOING EXACTLY THAT. 
          THEY WERE TEACHING TEACHERS HOW TO TEACH. 
          HOWEVER, THERE WAS AN OBSERVATION ROOM AND PARENTS WERE ALLOWED TO BE IN THAT OBSERVATION ROOM. 
          DIDN'T MATTER THE TIME OF DAY, THERE WAS A SEPARATE ENTRANCE. 
          SO CHILDREN HAD NO IDEA THE PARENTS WERE IN THERE. 
          BUT WHAT THAT DOES IS SHOWS PARENTS THE IMPORTANCE AND, AND IT CAN ALSO SHOW THEM, OH MY GOSH, MY CHILD'S BEHAVING A CERTAIN WAY AT SCHOOL THAT I DIDN'T REALIZE WAS PART OF THEIR BEHAVIOR, WHETHER IT'S POSITIVE OR NEGATIVE. 
          UM, AND THOSE DOORS WERE ALWAYS OPEN TO PARENTS, ESPECIALLY THE 15 MINUTES AFTER DROP OFF AND THE 15 MINUTES BEFORE PICKUP THAT PARENTS COULD COME IN AND OUT FREELY. 
          OTHERWISE YOU HAD A CODE YOU COULD PUT IN, UM, TO GET INTO THAT CLASS OR THAT OBSERVATION ROOM. 
          BUT I THINK THAT'S SO IMPORTANT BECAUSE IT'S ACTUALLY LEADING BY EXAMPLE WHERE THE PARENTS ARE SEEING HOW THE TEACHERS ARE TEACHING THEIR CHILDREN, THEY'RE ABLE TO PICK UP ON BEHAVIORAL ISSUES OR JUST LEARN FROM WATCHING. 
          UM, SO THAT LAB ENVIRONMENT WOULD BE HUGE FOR THE COMMUNITY IN TERMS OF, YOU KNOW, REARING OUR EDUCATORS, BUT ALSO SETTING AN EXAMPLE FOR PARENTS. 
          SO ANYWAY, THAT IS ALL BACK TO YOU, MADAM CHAIR. 
          THANK YOU. 
          ALL RIGHT. 
          THANK YOU. 
          UM, I JUST HAVE A COUPLE MAYBE QUESTIONS, COMMENTS. 
          [01:20:01]
UM, ONE IS, UM, ASHLEY, FIRST OF ALL, THANK YOU BOTH FOR AN EXCELLENT PRESENTATION. 
          SO YOU MENTIONED THERE ARE 983, UM, SPOTS AVAILABLE IN OUR PRE-K PROGRAM. 
          AND IT'S FOR PEOPLE, OR EXCUSE ME, FOR, UM, THE FOUR YEAR OLDS THAT ARE 50% AT THE 50 BELOW THE 50% ALL IN DEVELOPMENT OR HAVE ONE OF THESE STRONG RISK FACTORS IN THE HOME. 
          SO DO YOU KNOW HOW MANY, UH, FOUR YEAR OLDS ARE IN BEAUFORT COUNTY? IN OTHER WORDS, WHAT PERCENTAGE OF THE TOTAL 4-YEAR-OLD POPULATION WOULD THAT 9 83 BE? SO, UM, WHAT I TYPICALLY DO WHEN I TALK ABOUT A GRADE LEVEL, I LOOK AT THE KINDERGARTEN GRADE LEVEL. 
          SO WE, UH, WE SERVE APPROXIMATELY 1514 TO 1500 KINDERGARTNERS. 
          OKAY. 
          OKAY. 
          SO WHEN I'M LOOKING AT, UM, THE, THE, HOW TO FIGURE OUT THIS NUMBER AND THE DATA I TAKE THE, THE AVERAGE NUMBER OF KINDERGARTNERS WE HAVE, AND THEN THE NUMBER OF CHILDREN WE HAVE SCREENED. 
          OKAY. 
          WE TYPICALLY, ON AVERAGE SCREEN BETWEEN NINE AND 1,204 YEAR OLDS, WE DO NOT SCREEN ALL THE FOUR YEAR OLDS. 
          IT'S, THIS IS A VOLUNTARY PROCESS. 
          UM, BUT OUT OF THE NINE TO 1,204 YEAR OLDS, THAT IS WHAT 82% OF THEM ARE QUALIFYING. 
          OKAY. 
          AND THAT'S BECAUSE THE ONES THAT YOU'RE SCREENING ARE THE ONES THAT HAVE, THAT ARE BEEN REFERRED BY THE PEDIATRICIAN? YES. 
          OR COME IN TO YES. 
          YES. 
          OKAY. 
          SO WE DO A, A RATHER LARGE, UM, MEDIA CAMPAIGN AROUND KINDERGARTEN AND, UH, PRE-KINDERGARTEN REGISTRATION. 
          UM, AND WE ENCOURAGE ALL FAMILIES TO COME RECEIVE A DEVELOPMENTAL SCREENING, EVEN IF PARENTS, YOU DON'T, YOU DON'T KNOW WHAT YOU DON'T KNOW SOMETIMES. 
          SO, UM, WE ENCOURAGE ALL FAMILIES TO COME. 
          AND EVEN IF THERE'S NOT A CONCERN, YOU, IT'S STILL GOOD INFORMATION FOR PARENTS TO HAVE. 
          IS THE MOST COMMON DEV DEVELOPMENTAL DELAY, UH, SPEECH, UH, DELAY OR SPEECH IMPAIRMENT? UM, I, I WOULDN'T SAY IT'S THE MOST COMMON. 
          I WOULD SAY THAT IS A PROBLEM ACROSS THE NATION THAT IS NOT A, JUST A BUFORT COUNTY PROBLEM. 
          UM, BUT IT IS A PROBLEM. 
          SPEECH AND LANGUAGE IN OUR THREE, FOUR, AND FIVE YEAR OLDS, OR OUR BIRTH TO FIVE POPULATION IS A CONCERN. 
          UM, SPEECH AND LANGUAGE IS ONE OF THE MORE COMMON ONES. 
          YES. 
          UM, BUT YES, IT'S, IT'S CHILDREN ARE NOT HEARING ENOUGH LANGUAGE AND VOCABULARY, UM, AND TALKED TO, UM, OR WITH, FROM THAT BIRTH TO EIGHT TO, UH, FIVE AGE RANGE. 
          SO DOES THE SCREENING THAT YOU DO IN ALSO INCLUDE, OR IS IT DONE BY THE PEDIATRICIAN CENTER? UM, HEARING AND VISION? ABSOLUTELY. 
          SO ONE OF THE LEADING CAUSES OF PRESCHOOL DEVELOPMENTAL DELAYS IS HEARING AND VISION. 
          UM, SO THE DISTRICT ELIMINATED BARRIERS IN THIS SITUATION. 
          AND SO WE ACTUALLY HAVE, UH, PEDIATRICIANS IN OUR COUNTY WHO DON'T HAVE THE MACHINES THAT WE HAVE COME REFER TO US. 
          SO WE HAVE TWO MACHINES. 
          UM, AND ONE'S A HEARING AND ONE IS A VISION. 
          UM, THE VISION MACHINE IS, UH, PLUS OPTICS VISION MACHINE THAT TAKES A PICTURE OF THE CHILDREN'S EYES AND, UM, ANALYZES FOR FIVE DIFFERENT VISION CONCERNS. 
          UM, I ACTUALLY HAD A PEDIATRICIAN, A CO ABOUT A YEAR AGO, COME UP TO ME AND SAY, ASHLEY, I HAVE NEVER SEEN SO MANY LITTLE PEOPLE WITH GLASSES ALREADY. 
          AND I SAID, THAT'S A GOOD THING. 
          THAT MEANS IT'S WORKING. 
          UM, THE OTHER MACHINE, UM, IS AN OAE MACHINE. 
          AND I, I DON'T KNOW WHAT THOSE LETTERS QUITE STAND FOR RIGHT THIS MINUTE, BUT AN OAE MACHINE IS THE SAME MACHINE AS THE NEWBORN HEARING SCREENING AT THE HOSPITAL THAT THEY RECEIVE. 
          SO IT TOOK AWAY ELIMINATED THE RAISE YOUR HAND WHEN YOU HEAR THE BEEP MACH, UH, CONCEPT. 
          UM, IT NOW JUST SENDS, UM, THOSE, UH, SOUND WAVES TO THE EARDRUM AND ANALYZES IT, AND THEN GIVES US A PRINTOUT OF REFER OR, UM, A PASS. 
          THEN THE CHILD OR THE FAMILY TAKES THE RESULTS TO THEIR PEDIATRICIAN, AND THEN THEY GET A REFERRAL TO THEIR, THE SPECIALIST. 
          UM, OAE STANDS FOR OTOACOUSTIC ADMISSIONS. 
          THANK YOU, . 
          AND IT IS, UH, I GREATLY APPRECIATE THAT. 
          IT IS A, A MEASUREMENT OF THE, UH, HEARING SYSTEM, BUT REALLY WHAT THE COCHLEA, WHICH IS THE HEARING ORGAN EMITS. 
          SO IT DOES NOT TEST THE ENTIRE HEARING PATHWAY, WHICH IS REALLY IMPORTANT TO KNOW. 
          YES, YES. 
          IT DOES NOT TEST LIKE THE NEURAL CONNECTIONS TO THE BRAIN. 
          UM, SO, UM, IT'S, BUT IT'S A GREAT SCREENING TOOL BECAUSE IT, THERE'S NO SUBJECTIVITY TO IT. 
          IT'S, IT'S VERY OBJECTIVE. 
          UM, THE, THE, AND I DIDN'T MEAN TO INTERRUPT YOU. 
          NO, YOU GO AHEAD. 
          THE BARRIER PIECE TO THIS WAS WHEN I FIRST CAME TO THE DISTRICT, UM, IF YOU ARE NOT AWARE FOR A CHILD TO RECEIVE A FULL EVALUATION FOR AN IEP OR ANY TYPE OF SPECIAL EDUCATION SERVICES, A CHILD HAS TO HAVE A PASS ON VISION AND, UM, HEARING BEFORE THAT EVALUATION CAN TAKE PLACE. 
          SO WHAT WE WERE SEEING WAS CHILDREN WERE NOT RECEIVING THOSE EVALUATIONS BECAUSE A HEARING OR VISION CONCERN WAS NOTED. 
          WELL, IN BEAUFORT COUNTY, WE DON'T ALWAYS HAVE THE RESOURCES, UM, TO PROVIDE, UM, A 
          [01:25:01]
PEDIATRIC, UH, VISION OR HEARING. 
          SO THEY HAVE TO GO UP TO MUSC. 
          WELL, IF, UM, TRANSPORTATION IS AN ISSUE OR IF IT'S AN ISSUE FOR MOM OR DAD TO GET TO THE PEDIATRICIAN OR ANYTHING LIKE THAT. 
          SO WE PURCHASED THESE MACHINES SEVERAL YEARS AGO, AND WE'VE REALLY SEEN A DIFFERENCE IN ORDER TO MOVE THOSE EVALUATIONS UP AND IN PLACE SO THE CHILDREN CAN RECEIVE THEIR SERVICES. 
          UM, THIS HAS ALSO BEEN TOUCHED UPON, AND, UH, IN PREPARING FOR TODAY'S WORK SESSION, TO ME, THE, ONE OF THE MOST IMPORTANT, UH, UM, ASPECTS OF, UH, STUDENT ACHIEVEMENT IS INSTILLING IN THAT CHILD FROM DAY ONE, THE VALUE OF EDUCATION. 
          AND CARLTON MENTIONED IT, EARL MENTIONED IT, UH, THAT CERTAINLY WAS INSTILLED IN, IN ME, AND I KNOW IT WAS INSTILLED IN DR. RODRIGUEZ FROM HIS PUBLIC SPEAKING ENGAGEMENTS. 
          SO I THINK THAT'S A REAL IMPORTANT THING FOR OUR PARENT EDUCATORS TO GET, UH, ACROSS TO THE, TO THE, UH, FAMILIES THAT THEY'RE VISITING. 
          JUST THE VA JUST VALUE EDUCATION. 
          BECAUSE IF YOU KEEP HAVING THAT , UM, YOU KNOW, OVER AND OVER INTO YOUR CHILD, UH, AS THEY PROGRESS THROUGH SCHOOL, THEY'RE GONNA DO SO MUCH BETTER. 
          JUST LIKE OLD, YOU CAN'T COME HOME WITHOUT A, WITH A LOW GRADE. 
          EARL SAID, YOU KNOW, HIS FAMILY, DID YOU DO YOUR HOMEWORK? I MEAN, THAT IS WHAT HAS TO BE, UH, UM, SAID OVER AND OVER TO A CHILD. 
          AND I THINK THE TEACHER,  IS, IS THE MOST IMPORTANT ASPECT OF CLASSROOM LEARNING. 
          ABSOLUTELY. 
          THE TEACHER IS THE MOST IMPORTANT ASPECT. 
          BUT I THINK, UH, MORE LEARNING GOES ON AT HOME IN TERMS OF GLOBALLY, JUST BECAUSE THE CHILD IS NOT IN THE CLASSROOM AS MUCH AS THEY ARE AT, AT HOME AND WITH THEIR FAMILY. 
          AND I THINK, UH, INGRID'S POINTS ABOUT, YOU KNOW, WE WE'RE TOO PROTECTIVE OF CHILDREN NOWADAYS, AND THAT'S PROBABLY BECAUSE OF, OF THE INTERNET AND, YOU KNOW, LEARNING ABOUT ALL THESE BAD PEOPLE OUT THERE, BAD GUYS THAT ARE, THAT ARE, UM, YOU KNOW, DOING BAD THINGS TO, TO CHILDREN. 
          BUT IN ORDER TO SUCCEED, YOU'VE GOT TO LEARN FROM YOUR, FROM YOUR FAILURES, OR YOU'RE NOT GONNA SUCCEED. 
          AND TO NEVER FAIL IS NOT A GOOD THING. 
          'CAUSE THEN YOU DON'T KNOW HOW TO HANDLE A FAILURE. 
          IT'S ALREADY MENTIONED . 
          UM, IT'S INTERESTING TOO. 
          SO DO WE ALSO TRACK, ONE OTHER THING IS DO WE TRACK WHAT PRESCHOOLS THE CHILD ATTENDED THAT COMES INTO OUR, INTO OUR DISTRICT? BECAUSE I THINK THAT WOULD BE VERY HELPFUL, UM, INFORMATION. 
          UH, AND THEN THAT COULD BE UTILIZED IN A POSITIVE WAY. 
          UM, UH, 'CAUSE MAYBE THE, THE, YOU KNOW, THERE WE HAVE, I KNOW WE HAVE EXCELLENT PRESCHOOLS IN OUR COMMUNITY THAT ARE PRIVATE. 
          UM, COLONEL GEIER MENTIONED HIS GRANDCHILDREN ATTENDED ONE. 
          I THINK THE PRESCHOOLS MY KIDS ATTENDED ON HILTON HEAD WE'RE EXCELLENT. 
          UM, SO, SO YES, WE DO HAVE CAPACITY WHEN WE DO DO THAT. 
          SO WE TRACK, UH, WHERE CHILDREN ARE COMING FROM, NOT ONLY THROUGH THE CHILD FIND THE SCREENING PROCESS, BUT THEN ALSO IN POWERSCHOOL. 
          SO THAT IS A QUESTION DURING REGISTRATION OF WHERE YOU ATTENDED, UH, PRIOR TO, AND IT'S ACTUALLY A STATE REQUIREMENT NOW. 
          MM-HMM. 
          , UM, IT HAS NOT ALWAYS BEEN A STATE REQUIREMENT, BUT IT IS A STATE REQUIREMENT AS THE REGISTRATION NOW. 
          SO THEN OUR OUTREACH COULD ESPECIALLY BE DIRECTED TO, UH, THE PRESCHOOLS THAT YOU CAN SEE. 
          UM, I MEAN, I DON'T KNOW, YOU KNOW, WHERE THE, WHERE THEY COULD IMPROVE YES. 
          YEAH. 
          WITH THE, WITH THE EXPANSION. 
          AND WE COULD GET TO THAT SOONER. 
          YES. 
          WITH THE EXPANSION OF THE TRAVELING PRESCHOOL BUS GROUP. 
          UM, SO WE'VE HAD A FULL-TIME DEDICATED STAFF NOW JUST TO THE TRAVELING PRESCHOOL BUS. 
          UH, ONE OF OUR FOCUSES THIS YEAR AND SOME OF LAST YEAR HAS BEEN, UM, PROFESSIONAL DEVELOPMENT FOR THE, FOR PRESCHOOLS AND FOR HOME DAYCARES. 
          SO THEY, IN BEAUFORT COUNTY, WE STILL HAVE A SEVERAL, UM, HOME CHILDCARE CENTERS. 
          SO YOU ARE WATCHING FOUR OR FIVE CHILDREN IN YOUR HOME. 
          WE WILL TAKE THE BUS TO YOUR NEIGHBORHOOD, AND WE'RE, WE'RE DOING PROFESSIONAL DEVELOPMENT WITH YOUR STAFF, UM, IN THE NEIGHBORHOOD, OR, UM, IF THE PRESCHOOL, UM, REQUEST IT, THEN WE ARE DOING THAT TO SHOW HIGH QUALITY LEARNING EXPERIENCES. 
          YEAH. 
          ONE OF MY SONS ATTENDED A HOME DAYCARE. 
          YEAH. 
          YEAH. 
          AND HE, HE DID GREAT. 
          SO, UH, I WAS VERY CAREFUL ABOUT WHO I CHOSE FOR THAT HOME. 
          UM, ONE LAST THING WITH, UH, UM, ELIZABETH'S COMMENTS. 
          I ACTUALLY WENT TO A, A PRESCHOOL, UH, THAT HAD AN OBSERVATION ROOM FOR THE PARENTS TOO. 
          SO IT'S KIND OF INTERESTING THAT IT, I, IT, MAYBE IT WAS USED TO TEACH THE, THE PRESCHOOL TEACHERS, BUT THIS IS A LONG TIME AGO. 
          UH, I KNOW, UM, I KNOW MY MOM WENT THERE AND WATCHED WHAT WE WERE DOING. 
          SO, AND I THINK IT'S A GOOD POINT WHEN SHE BROUGHT OUT, UH, MS. HAY THAT, YOU KNOW, A PARENT MAY NOT REALLY KIND OF BE COGNIZANT OF HOW THEIR CHILD IS, UH, UH, BEHAVING OR CONDUCTING THEMSELF IN, IN SCHOOL. 
          AND IT MAY NOT BE CONDUCIVE 
          [01:30:01]
TO LEARNING AND ACTUALLY SEEING IT FIRSTHAND AS BEING TOLD, BEING TOLD ABOUT IT, IS TOTALLY DIFFERENT. 
          ONE OF MY GOALS IS TO DO THIS IN THREE LOCATIONS OF THE COUNTY. 
          SO WE'RE GONNA START, UM, WITH, UH, IT'S CURRENTLY LOCATE LOCATION IS HILTON HEAD EARLY CHILDHOOD CENTER. 
          UM, AND THAT'S WHERE WE RECEIVED THE FUNDS. 
          UM, BUT I WOULD LIKE TO DO ONE IN BLUFFTON AND BEAUFORT AS WELL. 
          SO THE NEW EARLY LEARNING CENTER, UM, THAT'S BEEN FUNDED THROUGH THE REFERENDUM, THAT IS THE, WE'VE HAD DISCUSSIONS ABOUT PUTTING AN OBSERVATION ROOM THERE, UM, AND THEN MAKING SURE NORTH OF ABROAD HAS ONE AS WELL. 
          OKAY. 
          BUT KNOW SOME, SOME OF THE MEMBERS WANTED TO MAKE ADDITIONAL COMMENTS, SO WHY DON'T WE TRY TO LIMIT IT TO ONE COMMENT OR QUESTION ON SOMETHING. 
          MAYBE THAT HASN'T BEEN COVERED SO FAR, THOUGH. 
          CARLTON. 
          THANK YOU, MADAM. 
          YOU DID, YOU DID THAT. 
          YOU CUT ME UP. 
          UM, ON, ON THE TOPIC OF THE ELECTRIC OFFICIALS, I GENUINELY BELIEVE THAT THEY WANT TO IMPROVE THINGS IN OUR AREA, THE AREA IN WHICH THEY ARE ELECTED. 
          SO I WANNA PUT THAT OUT THERE. 
          I THINK THE METHODOLOGY, HOW YOU GET THERE VARIES BY WHERE WE SIT IN THAT PARTICULAR EQUATION. 
          UM, AND I THINK IF WE CAN ACTUALLY TAKE THIS INFORMATION DIRECTLY TO THE FAMILIES SO THAT THEY UNDERSTAND, I THINK THAT WILL HELP WITH THE CONVERSION PROCESS OF HELPING THE ELECTED OFFICIALS. 
          THEY WILL HAVE ELECTORAL SUPPORT AS THEY PUSH THIS OFF OF THE SCHOOL DISTRICT INTO THAT SEGMENT BETWEEN BIRTH AND FIVE, SO THAT IT'S FUNDED BY OUR GREAT GOVERNMENTS ALL LEVELS. 
          AND SO THAT WOULD BE THE THING THAT I WOULD SAY ON THE CLASSROOM MEDIA, PART OF THE MEDIA TRAINING THAT ALL OF US HAD TO GO THROUGH, WHO WERE CRISIS MANAGERS. 
          YOU WERE INTERVIEWED AND YOU WERE GIVEN A HYPOTHETICAL CRISIS, AND YOU HAD, YOU HAD A TEAM AND YOU HAD TO HANDLE IT. 
          AND WHAT YOU SAW UNDER THAT STRESS WAS SO INFORMATIVE OF HOW THAT INDIVIDUAL WOULD TEND TO OPERATE IN THOSE TYPE SITUATIONS. 
          AND THEN THERE WAS A REMEDIAL PROGRAM TO HELP LITTLE CARLTON UNDERSTAND HOW BETTER TO HANDLE THAT WITHOUT, YOU KNOW, SORT OF FRAYING THE EDGES, SO TO SPEAK. 
          SO JUST, JUST WANNA SAY THAT. 
          SO THAT'S A GOOD IDEA. 
          THANK YOU, MA'AM. 
          COLONEL GEIER, I'D LIKE TO SHIFT TO THE SELF-EFFICACY AND MOTIVATION PIECE. 
          UM, AFTER FIVE YEARS IN THE ARMY, I DECIDED TO MAKE IT A CAREER. 
          AND WHEN I DECIDED TO DO THAT, I DECIDED I HAD TO LEARN SOME STUFF. 
          I HAD TO LEARN THE TACTICS, TECHNIQUES AND PROCEDURES. 
          I HAD TO LEARN HOW TO TEACH PEOPLE TO ATTACK THE HILL AND TAKE IT AND SO ON. 
          AND THAT WAS RELATIVELY EASY, UM, WITH A LOT OF PRACTICE. 
          WHAT WAS THE CHALLENGE WAS MOTIVATION. 
          AND SO TO LEARN ABOUT HOW TO MOTIVATE PEOPLE. 
          YOU KNOW, I LOOKED AT MILITARY HISTORY AND FAMOUS, UH, MILITARY LEADERS, DIDN'T GET A WHOLE LOT. 
          I WENT TO ANTHROPOLOGY, LEARNED A LOT, ESPECIALLY ABOUT, UH, MARGARET MEAD AND JARED DIAMOND AND, AND HOW HUNTER GATHERERS, UH, ACTED AND HOW THEY MOTIVATED THEIR GROUPS. 
          SO WHEN YOU BROUGHT THIS UP, I JUST HAPPEN TO HAVE GOTTEN, UH, EXPOSURE TO A VERY, VERY IMPORTANT PIECE BECAUSE LATER ON IN MY STUDIES, UH, BRAIN DEVELOPMENT AND, UH, HOW THE BRAIN DEVELOPS WAS NOW BEING CHARTED WITH CAT SCANS AND LOOKING AT DEVELOPMENT OF THE BRAIN OF YOUNG PEOPLE. 
          AND THERE'S A LOT OF, A LOT OF SCIENCE, AND A LOT OF IT HAS BEEN NOW PROVEN BY NEW SCIENCE THAT I JUST LEARNED ABOUT, ABOUT, IT'S NOT WHEN YOUR FRONTAL LOBE, UH, GETS DEVELOPED, BUT HOW IT GETS DEVELOPED. 
          AND I JUST GOT EXPOSED TO A BOOK, UH, BY DR. DAVID YEAGER, WHO'S A, UH, EDUCATOR IN THE STATE OF TEXAS. 
          AND HE WROTE A BOOK CALLED THE NEUROLOGICAL SCIENCE BEHIND MOTIVATING YOUNG PEOPLE, 10 TO 25, THAT'S THE NAME OF THE BOOK, 10 TO 25. 
          I JUST, LAST NIGHT LOOKED AT AN HOUR AND 20 MINUTE VIDEO OF THIS, UH, GENTLEMAN TALKING ABOUT THE MOTIVATION PIECE. 
          I SENT YOU A COPY, I SENT YOU A COPY. 
          I SAID, YOU A COPY. 
          UH, AND, UH, THIS REALLY OPENED MY EYES, AND IT WAS A PRIMER ON HOW TEACHERS 
          [01:35:02]
CAN MOTIVATE STUDENTS IN POSITIVE WAYS. 
          THAT WAS EYE-OPENING TO ME. 
          SO THIS REALLY KIND OF ALL HIT WHEN I, WHEN I READ THIS, UH, TODAY. 
          YOU'RE RIGHT ON THE RIGHT TRACK. 
          THANK YOU. 
          AND THE DATA IS VERY, VERY CLEAR ON THE IMPACT OF MOTIVATION AND TEACHING PEOPLE TO BE, UH, SELF-EFFICACY. 
          HAVING THAT AND LEARNING BY MAKING MISTAKES, MAKING MISTAKES SHOULD NOT BE, THEY SHOULD BE BEAT UP FOR THAT. 
          THEY SHOULD BE LEARNING FROM THAT AND MOVING FORWARD FROM THAT. 
          THERE'S ALSO SOME UNBELIEVABLE TECHNOLOGY THAT HAS TO DO WITH, UM, MAPPING AND AN INDIVIDUAL'S BRAIN TO SEE WHAT'S GOING ON THAT THEY HAVE FOUND OUT FOR MANY TIMES, FOR EXAMPLE, THAT YOU'RE NOT OCD, YOU GOT ANOTHER ISSUE GOING ON IN THE BRAIN, AND RITALIN'S NOT GONNA, MIGHT COVER UP THE ISSUE, BUT IT'S NOT FIXING THE ISSUE. 
          AND TO INGRID'S POINT, YOU WOULD BE AMAZED AT THE PERCENTAGE OF PEOPLE COMING INTO BASIC TRAINING THAT FEEL THAT THEY HAVE TO BE ON RITALIN BECAUSE THEY'VE HAD IT ALL THEIR LIFE. 
          AND IT, IT'S, UH, IT'S VERY SCARY. 
          BUT I THINK WE'VE GOT SOMEBODY THAT'S FIGURING IT OUT ON HOW TO ADDRESS THE ACADEMIC MOTIVATION AND TO CAPTURE THESE FOLKS. 
          THIS IS SOMETHING THAT, UH, I ALSO SENT THIS TO, UH, UH, DR. 
          RELL AT THE RIGHT CHOICES, BECAUSE THERE'S SOME REAL GOOD PIECES IN THERE ABOUT STUDENTS THAT ARE NOT WIRED QUITE RIGHT YET. 
          AND SO THIS IS, UH, THIS IS SOME REALLY GOOD STUFF. 
          I REALLY APPRECIATE YOU BRINGING THIS FORWARD. 
          THANK YOU. 
          ALL RIGHT, EARL. 
          UM, FIRST I WANNA THANK YOU DR. 
          ROB  FOR, UH, THE PROGRAM THAT Y'ALL PUT IN PLACE. 
          UM, I WANNA GIVE YOU AN EXAMPLE OF, OF THE PRO SOME OF THE PROGRAMS THAT HAVE BEEN PUT IN PLACE IN THIS DISTRICT. 
          UH, SEVERAL YEARS AGO, UH, SHE LEFT ALREADY MS. DIXON WHEN SHE WAS THE MIDDLE SCHOOL PRINCIPAL AT THE WHALE BRANCH. 
          AND EVERY ONE OF THOSE STUDENTS THAT WENT THROUGH THERE AND WENT TO THE EARLY COLLEGE HIGH SCHOOL, EVERY ONE OF 'EM WENT TO COLLEGE. 
          EVERY ONE OF 'EM, AT LEAST THAT HAPPENED BECAUSE THE PARENTS GOT INVOLVED AND SUPPORT THE PROGRAM THAT WAS GOING ON. 
          TODAY, WE TALK, WE CRITICIZE SOME OF THE PROGRAM AND SAY, WE DON'T SEE NO RESULTS. 
          THE REASON WHY THEY DON'T SEE THE RESULT, BECAUSE SOME PARENTS DON'T, DON'T GET INVOLVED. 
          AND ALL YOU HAVE TO DO IS GO TO SOME OF THESE PTO AND SCHOOL IMPROVEMENT COUNCIL MEETING AND SEE HOW MANY PARENTS THERE ARE THERE. 
          ME AND MRS. UH, DR. CAMPBELL WENT OUT TO OUR COMMUNITY THIS PAST SUMMER TO FIND OUT HOW MANY KIDS IN THAT COMMUNITY NEEDED SOME HELP. 
          AND WE CAME UP WITH 25 STUDENTS. 
          THE DISTRICT, UH, PROVIDED TRANSPORTATION. 
          ONLY ONE STUDENT SHOWED UP. 
          SO YOU CANNOT BLAME THE DISTRICT FOR THE PROGRAMS THAT THEY PUT IN PLACE. 
          LIKE I SAID BEFORE, IF PARENTS DON'T GET INVOLVED, IT'S NOT GOING TO HAPPEN. 
          NO WAYS. 
          IT'S IMPOSSIBLE. 
          THANK YOU, MR. DAY. 
          THANK YOU, MADAM CHAIR. 
          UH, YOU, UH, DR. 
          STATUS, WHEN YOU TOOK OVER YOUR PORTION OF THE, THE PRESENTATION, MY THANK YOU VERY MUCH FOR THE PRESENTATION, BOTH OF YOU. 
          THANK YOU. 
          UM, YOU, YOU MENTIONED A LOT ABOUT CULTURE, UH, AND, UH, THE CULTURE WITHIN THE SCHOOL, THE CULTURE, THE CULTURE WITHIN OUR EDUCATION, THE TEACHING CULTURE, THE LEARNING CULTURE, SELF-EFFICACY, UH, ALL THAT KIND OF STUFF. 
          AND I LIKE ALL, I'VE STARTED LIKE, WAIT A MINUTE, I'VE HEARD ALL THIS STUFF BEFORE. 
          AND THEN I STARTED LOOKING IT UP AND THE, THE DANIELSON FRAMEWORK, THE, THE FOUR, THE FOUR AREAS OF THE DANIELSON FRAMEWORK YES. 
          LIKE CAME UP IMMEDIATELY AND I'M LIKE, OH YEAH, THAT'S WHERE I'VE HEARD ALL THAT STUFF. 
          IS THIS SOMETHING THAT WE'VE EXPLORED WITHIN OUR SYSTEM? SO LET, LET'S DRIVE THE BUS HERE. 
          I BROUGHT UP CULTURE AND CLIMATE. 
          SO ONE OF THE THINGS, 
          [01:40:01]
FOUNDATIONS THAT WE DO PUT IN WORK IS SINGLE SCHOOL CULTURE THAT IS BUILT, BUILT ON THE CULTURAL COMPONENT. 
          THE RESEARCH IS FROM DANIELSON'S WORK. 
          DANIELSON ALSO CONDUCTED WORK ON TEACHER EVALUATION. 
          SO, UM, KUDOS, SIR. 
          BUT YES, SO SINGLE SCHOOL CULTURE OR PBIS, POSITIVE SCHOOL-WIDE BEHAVIOR, INCREMENTS OF SUCCESS, THE RESEARCH OF ERICA YOUNG, YOU KNOW, STEP BY STEP REINFORCING TO MAKE INCREMENTS OF, WE DON'T WAIT TILL YOU GET THE WHOLE GOAL DONE. 
          WE GIVE YOU BENCHMARKS OF SUCCESS. 
          ALL THAT IS WORK THAT WE ARE DEVELOPING IN COMBINATION WITH STUDENT SERVICES, BECAUSE I DO THE COMPONENT OF THE ACADEMIC AND GETTING THAT PRAISE COMPONENT. 
          BUT THE SCHOOL-WIDE MODEL WORKS COLLABORATIVELY WITH STUDENT SERVICES AS WELL, SIR. 
          AWESOME. 
          UH, AND THEN MY, MY SECOND POINT IS, UM, WHEN WE TALKED ABOUT, ABOUT LIKE THE MOBILE SCHOOL BUSES AND IT TO SOMEBODY TIP ME OFF WHEN THEY WERE TALKING ABOUT HOME, HOME CHILDCARE AND HOME PRESCHOOLS, UM, THAT IS SOMETHING THAT HAPPENS IN THE MILITARY COMMUNITY A LOT, A LOT. 
          ACTUALLY, MY DAUGHTER, WHEN SHE WAS FROM TWO TO FOUR, SHE WAS IN A HOME PRESCHOOL OR HOME WHATEVER, DAYCARE. 
          UM, BECAUSE THAT'S WHAT, YOU KNOW, THAT'S WHAT WE DID ON MILITARY BASIS. 
          YOU KNOW, THERE'S ALWAYS SOME PARENT THAT WANTS TO BE A STAY AT HOME MOTHER AND HAS TAKEN IN THREE OR FOUR KIDS, UM, AND ESPECIALLY, UH, ON LAUREL BAY AND ON PARIS ISLAND. 
          SO HAVE, UH, HAS THERE BEEN ANY ATTEMPTS, UM, TO, TO PARTNER WITH OUR MILITARY? I MEAN, WE, WE ARE MAKING, UM, BRIDGES AND CONNECTIONS WITH, UH, OUR MILITARY PARTNERS HERE IN THE COUNTY. 
          SO HAVE WE STARTED BRANCHING OUT TOWARDS THEM? YES, WE DO. 
          SO, UM, THE CDCS ON BASE, UM, REQUEST THE TRAVELING PRESCHOOL BUS QUITE FREQUENTLY. 
          UM, THE NEW PARENT SUPPORT GROUP, UM, WHICH IS HOUSED ON THE AIR STATION, UM, WE, THEY ARE PART OF THE EARLY CHILDHOOD COALITION AND THE UNIVERSAL STAFFING PROCESS. 
          UM, SO WE RECER WE REFER FAMILIES TO THEM, AND, UM, THEY REFER FAMILIES TO US DEPENDING ON IF THEY'RE LIVING ON A BASE OR THEY'RE NOT LIVING ON A BASE THROUGH OUR HOME VISITATION PROGRAM. 
          UM, BUT YES, WE DO, THE BUS DOES SUPPORT THE MILITARY BASES. 
          UM, QUITE FREQUENTLY SMARTER PEOPLE THAN ME. 
          THANK YOU, THAN MR. SMITH. 
          UH, YOU KNOW, UH, ONE THING I'D JUST LIKE TO, UH, I'M GONNA PUT OUT THERE, YOU KNOW, WE ALL KEEP SAYING ABOUT IN TERMS OF THE PARENTS MUST UNDERSTAND, THE PARENTS GOTTA GET IT. 
          I DON'T THINK THAT THE PARENTS DON'T GET IT. 
          I DON'T THINK THAT THE PARENTS DON'T ALWAYS DON'T UNDERSTAND OR DON'T UNDERSTAND. 
          LEMME, LEMME NOT EVEN SAY, DON'T LET, LET ME SAY THIS. 
          I WAS BLESSED COMING FROM A ONE PARENT HOME THAT MY MAMA, HER PROFESSION WAS EDUCATION. 
          AND ACTUALLY SHE WAS A TEACHER ASSISTANT, BUT PLAYED THE ROLE OF A TEACHER. 
          LEMME MAKE THAT CLEAR. 
          AND I TOO OFTEN HEAR PEOPLE AND MY COLLEAGUES SAY, OH, IT HAS, IT'S NO DOUBT LEARNING STARTS AT HOME. 
          THERE'S NO QUESTION ABOUT THAT FOR, BUT THERE, THERE ARE TWO TYPES OF LEARNING. 
          LET'S MAKE, LET'S JUST BE CLEAR ABOUT THAT. 
          ONE IS MANNERS, RESPECT, NO HOT, COLD. 
          DON'T, DON'T TOUCH THAT. 
          THAT'S WHAT LEARN. 
          THAT'S THE PART OF LEARNING THAT STARTS AT HOME. 
          WE HAVE, THEN YOU HAVE THE SECOND PART. 
          THE SECOND ONE IS CALLED EDUCATORS, PROFESSIONAL EDUCATORS WHO GO TO SCHOOL TO BE ABLE TO TEACH STUDENTS AND TO BE ABLE TO TEACH THEM HOW TO, UM, LEARN BASICALLY, I DON'T NEED TO USE ANOTHER WORD, BASICALLY, TO LEARN HOW TO READ AND WRITE AND DO OTHER THINGS. 
          SO WHEN WE SAY, YOU KNOW, IT STARTS AT HOME AND WE PUT IT ON, KEEP PUTTING IT ON THE PARENTS. 
          IF, IF, IF WE, IF, IF, IF WE, IF WE ARE AT, IF WE'RE PLAYING FOOTBALL AND WE'RE AT THE ONE YARD LINE, AND YOU HAVE THE HEAD COACH, WHICH IS THE DISTRICT, AND HE CAN'T, AND, AND, AND HE, AND, AND THE TEAM CAN'T GET THE BALL ACROSS THE ONE YARD LINE TO MAKE THE TOUCHDOWN TO WIN THE GAME, ARE THEY GONNA SAY, OH, IT'S THE, IT'S THE OFFENSIVE COORDINATOR. 
          IT'S ALL HIS FAULT. 
          YOU HAVE THE HEAD COACH TOO. 
          SO IS IT BECAUSE THE OFFENSIVE COORDINATOR DIDN'T CALL THE RIGHT, THE RIGHT CALL THAT WENT BY THE HEAD COACH? DO WE THEN SAY, OH, IS IS IS ALL HIS FAULT? OR DO WE NOT ALSO SAY IT'S THE HEAD COACH'S FAULT BECAUSE THAT, THAT, THAT TIME MY 10, THAT HE, HE HAD THE HEADSET ON, OR, OR HE SAW THAT PLAY, THAT PLAY CAME BY HIM. 
          HE COULD HAVE STOPPED OR HE COULD HAVE CALLED TOM OUT AND SAID, HEY, LET'S RUN ANOTHER PLAY, MS. SMITH, WHY ARE YOU SAYING THIS? BECAUSE IT TAKES A TEAM. 
          WE CANNOT CONTINUE TO KEEP THROWING THE CAN DOWN THE BUCKET DOWN THE ROAD AND SAYING THAT IT'S ON PARENTS. 
          WE HAVE TO COME UP WITH A CREATIVE, STRATEGIC WAY HOW TO GET THE PARENTS INVOLVED, BECAUSE THIS IS A TEAM THING AND GETTING PARENTS INVOLVED IS VERY HARD. 
          I TALK TO PARENTS ALL THE TIME. 
          I, SO I UNDER, 
          [01:45:01]
I UNDERSTAND, I APPLY, I UNDERSTAND THE PLIGHT THAT WE HAVE BECAUSE IT IS VERY IMPORTANT TO GET PARENTS INVOLVED, BUT TO SIT UP HERE CONTINUOUSLY AND SAYING, WELL, YOU KNOW, I'VE HEARD CERTAIN PEOPLE SAY THAT THIS, OR I, I I, I'VE HEARD, YOU KNOW, UH, I'VE BEEN TO THESE MEETINGS AND THE PARENTS, LISTEN, THAT'S, THAT'S THE WAY, THAT'S THE WORD THAT WE LIVE IN. 
          WE AIN'T GONNA CHANGE THAT. 
          THE QUESTION IS, OH, AS IN, SO SOMEONE JUST TELL ME EVEN YOU GONNA BE A PART OF PROBLEM OR A PART OF SOLUTION. 
          OKAY. 
          WELL, THE QUESTION IS HOW DO WE GET THEM ACTIVELY ENGAGED? HOW ARE WE ENGAGING THE PARENTS? HOW ARE WE TELLING THEM HOW IMPORTANT IT IS? OR HOW, HOW ARE WE TRYING TO HELP THEM OUT? WHAT ARE WE COMING UP WITH TO GET THE PARENTS INVOLVED, MEETING THEM WHERE THEY ARE? BECAUSE THERE'S A LOT OF PLACES THAT THEIR PARENTS WAS GOING THAT THEY'RE NOT GOING TO CURRENTLY. 
          SO ARE, ARE WE TRYING TO HELP EDUCATE PARENTS AND SHOW PARENTS THE, UH, WHAT ACTUALLY GET THEM ENGAGED TO THE EDUCATIONAL PROCESS? THAT'S JUST SOME FOOD FOR THOUGHT. 
          AND SOME PEOPLE MAY NOT LIKE IT, BUT I, I, I GET TIRED OF HEARING AND, AND, AND EVERYONE HAS AN OPINION. 
          BUT ALSO I'VE HAD PARENTS AND PEOPLE WHO COME TO ME AND SAY, LISTEN, WHY DO, WHY DO PEOPLE SIT THERE AND SAY LIKE, THEIR PARENTS DON'T CARE? I'VE HAD PEOPLE COME TO ME SEVERAL TIMES WHO CONTINUE TO COME TO ME AND SAY, WHY DO YOU AND YOUR, AND WHY DO YOU HAVE THE BOY? SO, NO, NOT ME, BECAUSE I UNDER, I UNDERSTAND THAT PARENTS CAN'T ALWAYS GET THERE, BUT PARENTS, I DO UNDERSTAND THAT PARENTS MUST SHOW THAT THEY CARE ABOUT THEIR KIDS' EDUCATION TOO. 
          I UNDERSTAND THAT THEY, THEY'RE TWO SIDES OF THE SPECTRUM. 
          SO, SO WITHIN THAT, THAT'S JUST SOME FOOD TO THOUGHT. 
          IT TAKES A TEAM, IT TAKES A VILLAGE, AND WE HAVE TO FIGURE OUT HOW WE CAN COLLECTIVELY GET PARENTS ACTIVELY ENGAGE AND KIDS' EDUCATION. 
          AND THAT WE BOTH CAN DO CERTAIN THINGS. 
          BECAUSE ONCE AGAIN, TEACHERS ARE PROFESSIONAL EDUCATION, OUR PROFESSIONAL EDUCATORS, AND THEY GET PAID TO TEACH STUDENTS THE LEARNING PROCESS. 
          AND THAT'S WHY THEY ARE THE PROFESSIONALS AND PARENTS, UH, UH, PARENTS. 
          BECAUSE THAT'S WHAT, THAT THEY BRING THOSE KIDS INTO THE WORLD. 
          AND, AND, AND THAT IS THEIR, THOSE ARE THEIR KIDS. 
          SO IT TAKES US BOTH TO GET, TO GET TO GET THE JOB DONE. 
          THANK YOU, MS. MIDDLETON. 
          GOOD MORNING. 
          THANK YOU FOR YOUR PRESENTATION. 
          UM, MRS. SMITH, THANK YOU FOR USING THAT ANALOGY OF FOOTBALL. 
          YOU SAID, YOU KNOW, IT, THE BLAME SHOULD GO NOT JUST ON THE OFFENSIVE COACH, BUT THE HEAD COACH. 
          AND I SEE PARENTS AS BEING THE HEAD COACH. 
          AND I TAKE THAT, I'M GONNA TELL YOU MY STORY. 
          MY MOTHER, UM, MY MOTHER WAS MARRIED TO MY FATHER AT THE AGE OF 17. 
          SHE DROPPED OUTTA HIGH SCHOOL. 
          MY FATHER WAS FIVE YEARS OLDER THAN MY MOTHER. 
          HE HAD JUST COME BACK FROM VIETNAM, UM, A YEAR AFTER THEY WERE MARRIED AT 18. 
          SHE HAD ME, MY MOTHER WAS THE HEAD COACH. 
          I LEARNED HOW TO READ AND WRITE. 
          BY THE TIME I WAS THREE YEARS OLD, WHEN I WENT TO KINDERGARTEN, MY KINDERGARTEN TEACHER WOULD LET ME LEAD SOME OF THE READING GROUPS, ESPECIALLY 'CAUSE I WAS IN THE TOP READING GROUP. 
          SO SHE WOULD LET ME LEAD SOME OF THE READING GROUPS. 
          AND I GUESS THAT'S WHERE MY TEACHING CAREER BEGAN. 
          . 
          UM, BUT WE'RE NOT, I, I DON'T THINK WE'RE SAYING THAT IT'S A NEGATIVE THING. 
          I I THINK YOU'RE SAYING THAT WE NEGATIVELY SAY THAT PARENTS ARE NOT INVOLVED. 
          I DO BELIEVE THEY ARE INVOLVED AT THE LEVEL THAT THEY KNOW HOW, BUT THE, WELL, WE DON'T ALWAYS SAY THAT, BUT HERE WE GO. 
          PARENTS ARE INVOLVED AT THE LEVEL THAT THEY KNOW HOW TO BE INVOLVED. 
          AND THEN WHAT WE NEED TO DO IS WE NEED TO HELP THEM TO GET MORE INVOLVED AND, AND HELP THEM TO UNDERSTAND THE URGENCY OF EDUCATION AND THE URGENCY OF HAVING THEIR CHILDREN IN PRESCHOOL OR, YOU KNOW, IN, IN ANY OF OUR EARLY LEARNING PROGRAMS. SO WE HAVE TO TEACH THAT. 
          UM, AND I THINK THEY'VE DONE A GREAT JOB IN DRAWING PARENTS IN, YOU KNOW, THEY HAVE THE BUS THAT GOES AROUND THEY SCREEN BECAUSE I, HEY, I'VE SEEN THE KIDS COME AT THE BEGINNING OF THE YEAR LINED UP IN THE HALLWAY AND PARENTS ARE BRINGING THEM TO SCREEN THEM. 
          I'VE BEEN HERE DURING THAT TIME, BUT I JUST WANT PARENTS TO KNOW THAT I SEE YOU AND I KNOW THAT YOU'RE TRYING AT THE LEVEL THAT YOU ARE. 
          AND MY MOTHER TRIED AT THE LEVEL THAT SHE WAS, SHE WAS MY FIRST EDUCATOR, AND I READ VERY WELL. 
          I HAD FOUR DEGREES. 
          SHE TOLD ME AFTER THE SECOND ONE, YOU CAN STOP NOW. 
          , GOD REST HER SOUL. 
          UM, BUT I, I GIVE HER KUDOS BECAUSE SHE, SHE DIDN'T EVEN FINISH HIGH SCHOOL. 
          SHE WAS LIKE, I, I DON'T WANNA DO SCHOOL ANYMORE. 
          I'M JUST GONNA BE A PARENT AND A WIFE. 
          UM, AND SHE WAS VERY SUCCESSFUL. 
          SHE OWNED HER, SHE OWNED BUSINESSES. 
          I MEAN, SHE WORKED FOR PE, SHE WORKED IN DIFFERENT AREAS IN OUR COMMUNITY AND WAS VERY ACTIVE. 
          BUT SHE WAS MY FIRST TEACHER. 
          SHE WAS THE HEAD COACH. 
          AND I SEE THE TEACHERS BEING THE OFFENSIVE COACHES. 
          I SEE THE TEACHERS FILLING IN THE GAP. 
          SO I JUST WANT US TO CONTINUE. 
          I DON'T WANT THIS TO BE NEGATIVE. 
          I JUST WANT US TO GO FORWARD TO TRY TO GET MORE CHILDREN TO COME TO SCHOOL 
          [01:50:01]
AND TO HELP PARENTS TO GET THEM THERE. 
          I THINK WE ARE. 
          I, I THINK, YOU KNOW WHAT, I'VE BEEN ON THIS BOARD FOR THREE YEARS. 
          OKAY. 
          THIS IS MY LAST GO ROUND. 
          SO LET ME GO AHEAD AND SPEAK MY PIECE. 
          THAT'S RIGHT. 
          I THINK WE'VE DONE AN EXCELLENT JOB IN THE LAST FOUR YEARS. 
          I'VE BEEN ON THIS BOARD. 
          MATTER OF FACT, THE SECOND YEAR THAT I WAS ON THIS BOARD, ME AND MR. CAMPBELL AND UM, UM, COLONEL GEIER WERE HERE FOR A LUNCHEON. 
          I THINK IT WAS SOME, SOME TYPE OF AWARD LUNCHEON. 
          AND I ASKED MR. CAMPBELL, I SAID, MR. CAMPBELL, WHAT DO YOU THINK ABOUT THE BOARD RIGHT NOW? HE SAID, THIS IS THE BEST BOARD I'VE SERVED ON IN MY ENTIRE CAREER. 
          YOU REMEMBER THAT CONVERSATION? AND I WAS LIKE, WHAT? AND THAT WAS DURING COVID. 
          I SAID, YOU KIDDING, RIGHT? HE WAS LIKE, NO, THIS IS THE BEST. 
          AND THAT RESONATED WITH ME THROUGH THE HARDEST TIMES BECAUSE WE HAD SOME HARD TIMES ON THIS BOARD. 
          BUT THE ONE THING THAT I NOTICE, AND I SAID THIS BEFORE AND I'M GONNA SAY IT AGAIN, AND EVEN IF IT'S THE LAST TIME YOU HEAR MY VOICE, , THIS BOARD HAS BEEN THE MOST COHESIVE BOARD THAT BEAUFORT COUNTY HAS EVER HAD THAT HAS WORKED WITH THE SUPERINTENDENT AND HAS STAFF. 
          AND WE HAVE WORKED HARD. 
          AND THEY HAVE COME FAR. 
          THEY HAVE COME FAR. 
          WHEN I WAS IN THE CLASSROOM HERE, ALL HELL BROKE LOOSE WITH THE BOARD ALL THOSE YEARS. 
          I WAS LIKE, I CAME HERE IN 2012 AND I CALLED THE ISLAND PACKET, EXCUSE ME, ISLAND PACKET. 
          BUT YOU CAN QUOTE ME ON THIS. 
          I CALL YOU THE ISLAND ENQUIRER, BECAUSE THAT'S HOW I FOUND OUT ALL THE DIRT ABOUT THE SCHOOL BOARD AND ABOUT THE SCHOOL DISTRICT. 
          IT WAS BAD, IT WAS REALLY BAD. 
          BUT THIS BOARD, THIS SCHOOL DISTRICT, THIS SUPERINTENDENT, THIS STAFF HAVE COME A LONG WAY. 
          AND OUR CHILDREN HAVE COME A LONG WAY. 
          AND OUR PARENTS HAVE COME A LONG WAY. 
          AND THAT MAKES ME SO PROUD. 
          SO PROUD BECAUSE WE'RE DOING BETTER THAN MOST, BELIEVE ME. 
          BUT THAT'S IT FOR ME. 
          THAT'S MY PIECE. 
          THANK Y'ALL. 
          ALL RIGHT. 
          THANK YOU. 
          THANK YOU. 
          THANK YOU. 
          H DR. 
          GODS AND BOARD MEMBERS. 
          SECOND PRESENTATION FOR TODAY. 
          THANK YOU, MRS. CUSHEN. 
          AND HELLO, MS. CHLOE. 
          LOVE THE RED. 
          I, SO THIS SECOND PRESENTATION ACTUALLY IS AN UPDATE ON OUR SCHOOL ENROLLMENT. 
          YOU HAVE A QUICK SUMMARY. 
          IT IS A ONE PAGER THAT I'M SHARING WITH YOU. 
          SO THE FIRST PART IN HERE, ACTUALLY ON THE EXECUTIVE SUMMARY, IS THE NATIONAL STUDENT ENROLLMENT. 
          I WANTED TO BRING TO YOUR ATTENTION THAT SINCE COVID, THERE HAS BEEN A NATIONAL DECLINE OF ENROLLMENT IN PUBLIC SCHOOLS. 
          THE RECOGNITION OF THAT IS WHAT WELL, WHEN WE WERE CLOSED AS A NATION, OTHER AVENUES FOR SCHOOLING OPENED UP. 
          SINCE THAT TIME, WE'VE ALSO HAD A SIGNIFICANT INCREASE OF CHARTER SCHOOLS NATIONALLY. 
          WE'VE HAD POLITICAL SHIFTS ON THE OPPORTUNITY OF USING PUBLIC DOLLARS FOR PRIVATE ENTERPRISE. 
          MANY OF THOSE OPPORTUNITIES HAS A ACTUALLY GONE BACK AND FORTH INTO, UM, LITIGATION. 
          SO I WANNA TAKE YOU TO THE SECOND ROW, WHICH GIVES YOU OUR TREND FROM 20 22, 20 23, ENROLLMENT OF 21,465 STUDENTS. 
          AND I WANNA SHARE THAT THIS IS A SNIPPET FOR THAT DAY. 
          WHEN THIS IS REPORTED TO THE STATE, ENROLLMENT MAY FLUCTUATE UP AND DOWN. 
          AND LET'S TAKE TOTAL NOTICE THAT NO, NORMALLY OUR ENROLLMENT HAS ACTUALLY INCREASED COME JANUARY AS ANOTHER FLUX OF PEOPLE MOVING INTO OUR COMMUNITY HAPPENS. 
          2023. 
          2024. 
          ENROLLMENT WAS 21,000 492, 24 25. 
          THIS IS ON OUR 45 DAY. 
          UM, EACH ONE OF THESE ARE IS 
          [01:55:01]
20 1058 STUDENTS. 
          I WANTED TO BRING TO YOUR ATTENTION THE NATIONAL INFLUENCES ON PUBLIC SCHOOL ENROLLMENT, IF THAT IS IDENTIFIED WITHIN THE NEXT AREA. 
          SO 19 SCHOOL CHOICE LAWS. 
          LAWS WERE ENACTED LAST YEAR IN 17 STATES, INCLUDING SOUTH CAROLINA AND FLORIDA. 
          WE'RE AWARE OF THAT. 
          ONE. 
          LAW HAS GONE THROUGH, THROUGH LITIGATION, WHICH HAVE, THESE STATES HAVE SEEN A DECLINE OF STUDENTS ENROLLED IN PUBLIC SCHOOL. 
          AS PART OF THE PUSH FOR SCHOOL CHOICE, STATES ARE ELIMINATING INCOME LIMITS AND ELIGIBILITY REQUIREMENTS, ALLOWING HIGHER INCOME FAMILIES TO RECEIVE BENEFITS IN BOTH THE FIRST ROW AND THE SECOND ROW. 
          I GAVE YOU THE CITATION OF THE INFORMATION. 
          THOSE YOU COULD ACTUALLY JUST PUT IN THOSE SITES IN INTO YOUR, UM, SEARCH BROWSER. 
          UM, I KNOW FOR YOU IT'S A, NOT A HYPERLINK IN YOUR DOCUMENT BECAUSE IT'S A, IT'S A DEAD DOCUMENT. 
          BUT YOU COULD JUST TYPE THAT IN. 
          YOU'LL BE ABLE TO RIGHT TO THOSE SITES TO GET THE RESEARCH THAT IS CITED HERE. 
          THANK YOU. 
          THANK YOU. 
          ANY QUESTIONS? COLONEL GEIER? I LIKE COMPETITION. 
          MM. 
          I'M A CAPITALIST. 
          ALWAYS BEEN A CAPITALIST. 
          I THINK COMPETITION IS GOOD. 
          I LIKE TO HAVE COMPETITION ON THE SAME, EVEN PLAYING FIELD. 
          UH, OUR CHARTER SCHOOLS HAVE SOME ADVANTAGES THAT I WISH WE HAD. 
          UH, WE'RE NOT GONNA GET 'EM. 
          AND THAT'S JUST THE WAY, WAY OF THE WORLD. 
          WE NEED TO SPEND MORE TIME ADVERTISING WHAT WE HAVE. 
          AND LET ME GIVE YOU AN EXAMPLE. 
          MY TWO GRANDSONS WERE IN SAL ELEMENTARY SCHOOL. 
          GREAT SCHOOL WAS THEN AND IS STILL NOW. 
          UM, WE TRIED TO GET INTO, UH, GET 'EM INTO RIVERVIEW CHARTER SCHOOL, BUT WERE NOT ABLE TO MAKE IT THROUGH THE LOTTERY THREE DIFFERENT TIMES. 
          SO BRIDGES, CHAR CHARTER SCHOOL STARTED UP, AND THIS WAS, YOU KNOW, THIS IS KIND OF THE, UH, THE SHINY PENNY. 
          YOU, YOU GOTTA REACH FOR THE SHINY PENNY. 
          GO TRY THIS NEW SCHOOL. 
          THEY WERE IN THAT SCHOOL FOR TWO YEARS AND THEY MOVED HIM OUT AND OVER TO LADIES ISLAND MIDDLE SCHOOL. 
          NOW WHY WAS THAT? VERY SIMPLE. 
          BOTH GRANDCHILDREN WERE NOT CHALLENGED AT BRIDGES CHARTER SCHOOL. 
          WHY? 'CAUSE THEY DIDN'T HAVE HONORS PROGRAMS. THEY DID NOT HAVE ATHLETICS. 
          THEY DID NOT HAVE EXTRACURRICULAR ACTIVITIES THAT THEY GOT AT LADIES ISLAND MIDDLE SCHOOL. 
          THE YOUNGEST GRANDSON, UH, IS, UH, PRECOCIOUS, I GUESS IS A GOOD WORD TO SAY IT. 
          UH, HE HAD THE SAME TEACHER FOR TWO YEARS. 
          HE WAS THE SMARTEST KID IN THE CLASS, KNEW HE WAS THE SMARTEST KID IN THE CLASS, AND WAS A WISE ASS AS A RESULT. 
          . 
          SO HE WENT TO THE LADIES ISLAND MIDDLE SCHOOL, AND THERE HE MET ON THE SOCCER FIELD THAT THEY DIDN'T HAVE AT BRIDGES. 
          A YOUNG MAN WHO WAS ALSO ON THE ROBOTICS TEAM, WHICH THEY DIDN'T HAVE AT BRIDGES CHARTER SCHOOL, WHO WAS SMARTER THAN HE WAS. 
          AND THAT WAS LIKE, THAT WAS VERY HUMBLING FOR THAT YOUNG MAN. 
          VERY GOOD FOR THAT YOUNG MAN. 
          UH, THEY WERE, CLASSMATES GRADUATED TOGETHER. 
          UH, HE'S AT MIT AND AT CLEMSON. 
          SO THEY BOTH DID WELL. 
          BUT HAD HE STAYED IN BRIDGES, HE WOULD STILL BE A JERK. 
          I'M CONVINCED BECAUSE THE ECONOMIES OF SCALE THAT LADIES ISLAND MIDDLE SCHOOL HAD HONORS COURSES. 
          IT HAD OTHER PROGRAMS THAT THE CHARTER SCHOOLS CAN'T MATCH. 
          AND SO I HAD A, A GUY COME INTO THE COUNTY AND UH, HE WAS AT A CLUB THAT I'M IN AND HE SAID, YEAH, PUT MY KIDS INTO UH, UH, BUFORD ACADEMY. 
          WHY'D YOU DO THAT? OH, BECAUSE THEY'RE BETTER. 
          REALLY? HOW DO YOU, HOW DID YOU JUDGE THAT? WELL, I, I JUST SEE NOTHING MUCH ABOUT THE PUBLIC SCHOOLS, BUT BEAUFORT ACADEMY. 
          WELL, THAT'S, THAT'S A PRIVATE SCHOOL AND YEAH, IT IS. 
          IT IT'S NOT A BAD PRIVATE SCHOOL. 
          IT DOESN'T HAVE 
          [02:00:02]
WHAT THE PUBLIC SCHOOL SYSTEM HAVE. 
          YOU, YOU REALIZE THAT? NO, I, I DIDN'T BECAUSE WE DIDN'T TELL HIM. 
          I TOLD HIM ABOUT WHAT WE HAD IN A COMPETITION THAT WE ARE IN. 
          WE ARE GOING TO HAVE TO MARKET THE PUBLIC SCHOOLS. 
          THE PIECE YOU GAVE US, THE, UH, LATEST THING, WHAT, WHAT DID YOU CALL THAT? TALKING ABOUT THE YELLOW BOOKLET? YEAH. 
          THE NO, THE THE COMMUNITY REPORT. 
          COMMUNITY REPORT AND SO ON, THAT NEEDS TO GET OUT TO EVERYBODY. 
          WE NEED TO GET A WIDE DISTRIBUTION ON THAT, BECAUSE THAT'S HOW WE'RE GOING TO GROW OUR, UM, ENROLLMENT. 
          THAT'S HOW WE'RE GOING TO START TO SEE PEOPLE LEAVING CHARTER SCHOOLS LIKE MY TWO GRANDSONS DID TO GO TO THE PUBLIC SCHOOL BECAUSE WE'VE, WE'VE GOTTA BE OUT FRONT. 
          UM, OUR ATHLETIC PROGRAMS ARE INFRASTRUCTURES. 
          NOBODY HAS THE WEIGHT ROOMS. NOBODY HAS THE GYMNASIUMS THAT WE DO. 
          NO ONE HAS THE, THE ONE-TO-ONE, UH, TECHNOLOGY. 
          YOU GO INTO THE, GO INTO THE CLASSROOMS OF THESE CHARTER SCHOOLS, THEY DON'T COMPARE TO THE CLASSROOMS THAT WE HAVE. 
          SO WE'VE, WE'VE GOTTA, WE'VE GOTTA GET OUT FRONT. 
          NOW THE GROWTH IS COMING HERE. 
          AND I LIVE DOWN THE ROAD HERE WHERE WE HAVE, UH, A BIG SUBDIVISION GOING IN AND A BIG APARTMENT COMPLEX COMING IN. 
          AND AS I, DR. 
          DRIVE OUT IN THE MORNING, I SEE MORE AND MORE KIDS AT THE PUBLIC SCHOOL BUS STOP. 
          AND THAT'S JUST GONNA GET, WE'RE GONNA GET GROWTH HERE, BUT WE WANNA MAKE SURE THAT WE GET GROWTH COMING TO THE PUBLIC SCHOOLS BECAUSE WE TELL PEOPLE, ESPECIALLY NEW PEOPLE COMING IN PART OF THE, IN PROCESSING FOR A NEW PERSON. 
          YOU KNOW, THEY HAVE WELCOME WAGONS. 
          WE OUGHTA HAVE A WELCOME TO BUFORD COUNTY PUBLIC SCHOOLS AND GIVE THEM THAT INFORMATION OF THE KIND OF PROGRAMS THAT WE OFFER. 
          SO, UH, I URGE THE DISTRICT TO PUT ON A MARKETING CAMPAIGN TO HANDLE THIS ENROLLMENT ISSUE AND DON'T SAY, WELL, IT'S JUST ALL THE, IT'S ALL THE CHARTER SCHOOL'S FAULT. 
          NO, IT'S NOT. 
          NO, IT'S NOT. 
          IT'S OUR FAULT. 
          'CAUSE WE'RE NOT TELLING PEOPLE WHAT WE GOT. 
          MISS BOATRIGHT COLONEL GUY COULD NOT AGREE MORE WITH WHAT YOU'RE SAYING. 
          AND MY PERSONAL EXPERIENCE, MY CHILDREN WENT TO ST. 
          FRANCIS CATHOLIC SCHOOL FOR MIDDLE SCHOOL, AND THEN THE PUBLIC HIGH SCHOOL, WE MOVED TO HILTON HEAD FOR THE IB PROGRAM. 
          WE WERE LOOKING AT BLUFFING, WE WERE LOOKING AT HILTON HEAD. 
          AND THAT WAS THE DEAL BREAKER. 
          'CAUSE AT THAT TIME, YOU COULDN'T GET INTO HILTON HEAD HIGH IF YOU WEREN'T ZONED IN THERE. 
          SO WHAT, THE ONLY THING IS TO FOLLOW UP ON YOUR COMMENTS, I THINK THERE'S A COUPLE OF THINGS WE CAN MARK IT ALL WE WANT. 
          BUT THE OBSESSION THAT THE SOCIETY HAS RIGHT NOW ON STANDARDIZED TEST RESULTS IS KILLING PUBLIC SCHOOLS. 
          'CAUSE THE FIRST THING YOU DO WHEN YOU'RE LOOKING TO BUY A HOUSE IS YOU PULL UP ZILLOW NICHE AND THE SCHOOL, THE SCORES ARE RIGHT THERE. 
          AND I'M NOT SAYING WE NEED TO NOT PAY ATTENTION TO THE SCORES, BUT WHAT WE NEED TO DO, I THINK IN A LOT OF WAYS IS EMPHASIZE THAT YES, WE HAVE STUDENTS THAT WE ARE VERY COMMITTED TO, UM, HELPING THEM FROM PRE-K THROUGH 12. 
          THAT'S ONE PART OF WHAT THE SCHOOL DOES. 
          THE OTHER PART THE SCHOOL DOES IS WE HAVE GIFTED INTELLIGENT, WE HAVE KIDS GOING TO MIT, WE HAVE KIDS GOING TO HARVARD, WE HAVE DECA, WE HAVE WORLD, YOU KNOW, AND WE'RE NOT DOING ENOUGH OF THAT IN THIS BOARDROOM. 
          WE NEED TO TALK ABOUT GIFTED AND TALENTED AP BECAUSE AT THE END OF THE DAY, I'M A BUSINESS OWNER AND I'M A PARENT. 
          AND WHAT I WANNA KNOW IS WHAT SCHOOL SYSTEM IS GOING TO BEST PREPARE MY CHILD FOR THE RAPIDLY CHANGING WORKFORCE, RIGHT? AND THAT'S WHY I'M PASSIONATE ABOUT TECHNOLOGY BECAUSE IN THE FIELD I'M IN, TECHNOLOGY'S TAKEN OVER LIKE A WAVE, LIKE A TIDAL WAVE COMING IN. 
          AND IT'S JUST, WE'RE, WE'RE, EVERYONE'S SCRAMBLING TO KEEP UP. 
          SO I THINK THAT ONE THING THAT WE CAN DO AS A BOARD IS DEDICATE TIME AND RESOURCES AND, AND, UM, DIRECT STAFF TO HELP KIDS WHO ARE IN THIRD, WE SPEND A LOT OF TIME ON THIRD GRADE TEST SCORES, RIGHT? AND WE, BUT WE ALSO NEED TO HIGHLIGHT AND DEMAND, UH, INFORMATION ON WHAT ARE WE DOING FOR KIDS IN HIGH SCHOOL ARTS PROGRAM. 
          WE LOST A LOT OF KIDS OUTTA HILTON HEAD HIGH BECAUSE THE ARTS PROGRAM TANKED AND THEY WENT TO HILTON HEAD, CHRISTIAN, HILTON HEAD CHRISTIAN HAS A THRIVING ARTS PROGRAM. 
          SO I THINK WE NEED TO LOOK AT THOSE OTHER PIECES. 
          AND THAT COMES FROM THE BOARD'S DIRECTION AS WELL. 
          THAT JUST HAS TO BE A PART OF IT BECAUSE IT'S NOT A QUESTION 
          [02:05:01]
OF MARKETING. 
          IF YOU LOOK AT A SCHOOL AND YOU SEE THAT 70% ARE NOT REALLY ON GRADE LEVEL, THERE'S NO BILLBOARD, THERE IS NO WELCOME WAGON IN THE WORLD THAT'S GONNA SAY, BUT WE'VE GOT THESE ATHLETICS. 
          AND YOU KNOW, THAT'S JUST IMMEDIATELY PARENTS ARE GONNA HIT THE ROAD. 
          SO IT'S JUST THE REALITY OF THE SITUATION. 
          AND I AGREE. 
          I PUT MY KIDS IN THE PUBLIC HIGH SCHOOL, IN MY OPINION, AND THIS GOES BACK TO THAT SAFETY IS THING, 85% OF THE GRADES AT YALE LAST YEAR WERE A'S 85% OF GRADES IN EVERY COURSE. 
          WERE A'S, THAT'S NOT GOOD FOR US AS A SOCIETY. 
          AND THAT'S NOT GOOD FOR US AS PARENTS. 
          SO WHAT I WANT IS I WANT A SCHOOL PROGRAM THAT CHALLENGES MY KIDS. 
          I SECRETLY LAUGH WHEN HE COMES HOME AND HE'S LIKE, I CAN'T. 
          I'VE GOT ALL THIS WORK. 
          AND I'M LIKE, SORRY BUD. 
          BUT I'M GLAD BECAUSE IB AND I'M A BIG IB ADVOCATE, HAS AN 80 PLUS PERCENT COLLEGE PERSISTENCE, WHICH IS ANOTHER METRIC WE NEVER TALK ABOUT. 
          AND THAT PARENTS NEED TO HEAR. 
          YOU CAN GET YOUR KID IN TO A SCHOOL LIKE BERKELEY. 
          AND MY, THAT'S WHERE MY DAUGHTER WENT. 
          AND A LOT OF KIDS DROP OUTTA BERKELEY BECAUSE THEY WENT ON AN AP PROGRAM. 
          THEY DIDN'T HAVE TO DO HOMEWORK. 
          THE TEACHERS TOLD 'EM THEY WERE FABULOUS. 
          AND CHARTER SCHOOLS AND PRIVATE SCHOOLS WILL DO THAT MORE SO THAN A PUBLIC SCHOOL. 
          AND WHEN THEY GOT TO ACTUALLY HAVING TO DO THE WORK, IT WAS TOO HARD. 
          AND THEY EITHER DROPPED OUT OR THEY DROPPED RIGOR. 
          SO PUBLIC SCHOOLS HAVE A TREMENDOUSLY HIGHER RATE OF COLLEGE PERSISTENCE, ACTUALLY GRADUATING FROM AN MIT OR A BERKELEY OR A CLEMSON, AND ALSO NOT DROPPING RIGOR. 
          SO IF YOU WENT IN PRE-MED, YOU STAYED PRE-MED. 
          IF YOU WENT IN ENGINEERING, YOU STAYED ENGINEER, YOU DIDN'T DROP RIGOR ON THAT. 
          SO I THINK THOSE KIND OF MESSAGES NEED TO GET OUT, BUT WE REALLY NEED TO, IN THIS, UH, IN THE BOARD, SPEND A LITTLE MORE TIME TALKING ABOUT ALL THE THINGS THAT WE ARE DOING TO GET KIDS READY FOR WHAT, FOR COLLEGE AND CAREER READINESS. 
          AND, UM, AND I THINK IF WE DO THAT, WE WILL SEE A HUGE SHIFT BACK. 
          'CAUSE THESE CHARTER SCHOOLS, I MEAN, I THINK THAT THEY'RE, THEY HAVE THEIR STRENGTHS AND WEAKNESSES, BUT THE PUBLIC SCHOOL SYSTEM, IN MY OPINION, WOULD BE THE SUPERIOR CHOICE EVERY TIME, IF MESSAGE CORRECTLY OUTTA THE GATE. 
          THANKS, VICTOR. 
          AND THEN EARL. 
          THANK YOU, MADAM CHAIR. 
          UH, WITH OUR, OUR DROP OF, UH, WHATEVER, ALMOST 400, UH, STUDENTS, UH, I, I THINK AT SOME POINT WE HAVE TO, UH, WE HAVE TO COME TO TERMS, IS THE PRODUCT THAT WE ARE PRODUCING AS A, AS A SCHOOL DISTRICT, COMPETITIVE WITH THE OTHER PEOPLE THAT ARE IN THIS SPACE, UH, TO BORROW THE WORD THAT, UH, SUPERINTENDENT USED. 
          UM, SO WE HAVE, WE HAVE TO, WE HAVE TO. 
          ARE WE THERE? ARE WE THERE? ARE WE COMPETING WITH ALL THESE PRIVATE AND CHARTER SCHOOLS? UH, AND I SAY THAT WE ARE, BUT, UM, I DON'T THINK, UM, WE, UH, I THINK ARE STILL IN THE WINDOW WHERE WE CAN BLAME COVID FOR STUFF. 
          BUT WE ARE SOON APPROACHING WHERE WE CAN'T BLAME COVID FOR DROP IN THIS OR TEST SCORES LOW OR DROP IN ENROLLMENT. 
          IT'S, UH, IT'S, UH, LIKE EVERY POLITICIAN BLAMING THEIR PREDECESSOR FOR THEIR PROBLEMS AT, AT SOME POINT, WE GOTTA OWN IT AND SAY, OKAY, HERE WE ARE FOUR YEARS RIGHT NOW AT THIS POINT, WE'RE TWO YEARS PAST COVID, SO WE STILL HAVE, WE'RE STILL DEALING WITH IT. 
          I GET IT. 
          UH, BUT IF WE'RE FOUR OR FIVE, HOW MANY, HOW MANY YEARS ARE WE GONNA BE ABLE TO PLAY THAT CARD AND TELL PARENTS WHILE WE'RE TRYING TO, UH, UH, COURT THEM FOR ENROLLMENT? HOW LONG CAN WE PLAY THAT CARD AND SAY, THIS ISN'T OUR FAULT THAT ENROLLMENT'S DROPPING. 
          I, I DON'T KNOW HOW LONG THAT IS. 
          UH, BUT I THINK IT'S GONNA COME EVENTUALLY. 
          UH, BUT WE ALSO BROUGHT UP SOME VERY GOOD POINTS. 
          UH, WE HAVE A COMMUNICATION, UH, BRIEF COMING UP SOON, AND I, I, I BET YOU DR. 
          BRODER IS PROBABLY CHOMPING AT THE BIT, UH, TO SHOW US WHAT SHE'S GOING TO DO TO PROMOTE OUR SCHOOL AND GET THAT MESSAGE OUT JUST TO PROMOTE OUR DISTRICT. 
          UH, SO I'M EXCITED ABOUT THAT, BUT I JUST WANNA SAY THAT AT SOME POINT WE, WE GOTTA STOP BLAMING COVID. 
          'CAUSE IT'S, IT'S, IT'S STARTING TO GET OLD, IN MY OPINION. 
          THANK YOU. 
          ALL RIGHT, EARL? YES. 
          UM, I, I THINK WHEN THESE REAL ESTATE AGENTS, THEY DON'T SEE THE WHOLE PICTURE. 
          AND, AND THE REASON I SAY THAT IS BECAUSE WHEN YOU TALK ABOUT TECOS, YOU HAVE TO LOOK AT HOW THE STATE COME UP WITH THESE TEST GOALS. 
          YOU HAD A MIDDLE SCHOOL PRINCIPAL THE OTHER DAY, TWO POINTS, BUT YOU CLASSIFY A WHOLE SCHOOL AS FAILING. 
          AND THAT, AND THAT IS WRONG. 
          YOU KNOW? UM, THEY ALL WILL BRANCH EARLY. 
          COLLEGE HIGH SCHOOLS SEND MANY OF THESE STUDENTS TO COLLEGE. 
          NOW I'M NOT TALKING ABOUT THE STATE COLLEGE MM-HMM. 
          , THE COLLEGE ALL OVER THIS COUNTRY, YOU KNOW? UM, BUT THERE, I THINK THERE'S A, AN ATTITUDE OR IN THIS, IN THIS, IN THIS COUNTY THAT PRIVATE SCHOOL ARE DOING BETTER. 
          WHEN WE BUILT BEAUFORT HIGH SCHOOL, 
          [02:10:01]
MANY OF THE STUDENTS THAT WENT TO BEAUFORT ACADEMY WENT TO BEAUFORT HIGH SCHOOL. 
          MANY OF THEM DID. 
          SO, YOU KNOW, THE REAL ESTATE COMPANIES DON'T HAVE, DON'T SEE THE, THE WHOLE PICTURE. 
          THEY NOT GET IN THE WHOLE PICTURE. 
          THEY WANNA SELL HOUSES. 
          THEY COULD CARE LESS ABOUT TESTCOS, BUT THAT'S SOMETHING THAT THEY USE TO, TO MAKE THEIR PROFIT. 
          THANK YOU, MADAM CHAIR. 
          JUST A MINUTE. 
          UM, MR. SMITH WAS NEXT, I GUESS. 
          OH, OKAY. 
          UM, MR. DO. 
          YEAH. 
          UM, THE SCHOOL DISTRICT IS MARKETING, AND THEY DO AN EXCELLENT JOB DIGITALLY AND THROUGH SOCIAL MEDIA. 
          UH, THE AMOUNT OF INFORMATION THAT GOES INTO THE PUBLIC IS, IS ABSOLUTELY, UH, IT'S AMAZING. 
          REALLY, THE CHALLENGE IS THAT HUMANS ARE SOCIAL ANIMALS, AND WE LIKE TO TALK TO PEOPLE IN THE SCHOOL DISTRICT, UH, AND DR. RODRIGUEZ AND HIS TEAM. 
          IN THE LAST THREE WEEKS, FOUR WEEKS, MAX HAS ACTUALLY GONE TO VERY KEY INFLUENTIAL GROUPS, THE HILTON HEAD AREA REALTORS, ASSOCIATIONS, UH, AND HE AND HIS TEAM MADE PRESENTATIONS OF ABOUT 30 TO 45 MINUTES. 
          THEY DISTRIBUTED BOOKLETS, AND MY PHONE LIT UP THE NEXT DAY ABOUT WHAT PEOPLE WERE SEEING IN THOSE YELLOW PAMPHLETS THAT YOU ARE NOW DISTRIBUTING, WHICH HAVE BEEN ENLARGED. 
          SO OLDER PEOPLE LIKE MYSELF CAN READ IT A LITTLE BIT BETTER. 
          AND THEN YESTERDAY THEY PRESENTED TO HILTON HEAD PLANTATION, WHICH HAS 10,000 OF THE 20 OF THE 37,000 PEOPLE THAT ARE ON HILTON HEAD ISLAND. 
          I'M PRESIDENT OF THAT POA, AND WE REPRESENT 28% OF THE VOTING POPULATION ON HILTON HEAD. 
          OUR YEAR ROUND RESIDENCY IS 85%. 
          SO PEOPLE LIVE THERE, THEY'RE CLOSE TO THE SCHOOLS. 
          THEY'RE SENDING THEIR KIDS TO OUR SCHOOLS. 
          THEY HAVE A VERY GOOD PERCEPTION OF WHAT'S GOING ON, AND THEY'RE EXTREMELY EXCITED ABOUT WHAT MR. OTTING AND HIS TEAM AND OTHERS ARE DOING TO BUILD A NEW SCHOOL. 
          THE PICTURE SHOWN YESTERDAY, AGAIN, TOPIC OF DISCUSSION THAT PAMPHLET YESTERDAY AFTER THAT PRESENTATION, I TOOK 50 COPIES AS REQUESTED BY THE HILTON HEAD AREA REALTORS ASSOCIATION. 
          THEY'RE GOING TO PUT THEM INTO EVERY NEW SALES PACKAGE WHEN ONE OF THEIR REALTORS HAS SOMEONE WHO SAYS, TELL ME ABOUT YOUR SCHOOL DISTRICT. 
          SO THOSE ARE THE TYPES OF THINGS THAT ARE HIGH IMPACT. 
          THEY REALLY CONSUME A LOT OF TIME. 
          SO KUDOS TO THE, TO THE STAFF ACTUALLY HITTING THE ROAD AND DOING A ROAD SHOW. 
          BUT THOSE ARE THE TYPES OF THINGS. 
          AND WHAT I WOULD SORT OF CHALLENGE MY FELLOW BOARD MEMBERS IS TO LEAD THAT PARADE. 
          ALL OF US ARE ELECTED OFFICIALS. 
          WE GOT ELECTED BECAUSE PEOPLE BELIEVE IN US, THEY TRUST US. 
          SO WHEN YOU SPEAK, YOU CAN ASSEMBLE A GROUP WHO WILL COME LISTEN AND INVITE THE SCHOOL DISTRICT AND THEIR TRAVELING CARAVAN, SAY, IF A GREAT PRAISE, UH, TO PRESENT AND LEAVE THOSE, UH, MATERIALS BEHIND. 
          AND I THINK YOUR PHONE'S GONNA LIGHT UP TOO. 
          SO JUST WANTED TO SHARE THAT. 
          THANK YOU, MA'AM. 
          MR. SMITH. 
          UM, IN TERMS OF SOME OF THESE THINGS THAT MY COLLEAGUES HAVE SAID, I DEFINITELY, UM, DO AGREE WITH IT. 
          AND, UH, THANKS FOR THIS 45 DAY ACCOUNT. 
          UM, BUT ALSO, UM, I THINK THAT THAT, THAT THIS SHOULD ALSO BE, UH, MOVED TO THE, UH, REGULAR, UH, BUSINESS MEETING AS WELL. 
          UH, IN, IN TERMS, IN TERMS OF, UH, THIS IS, UH, A GOOD PLACE TO HAVE AN IN DEPTH, UH, I MEAN, WELL, A CONVERSATION LIKE THIS, BUT I THINK THIS IS ALSO SOMETHING THAT SHOULD BE ON THE, UH, GENERAL MEET GENERAL, THE, UH, MAIN MEETING, UH, UH, SCHEDULE. 
          UH, OR ACTUALLY I SHOULD I SAY AGENDA, BUT, UM, SO THAT EVERYONE IN THE COMMUNITY CAN KNOW, BECAUSE I'VE HAD SEVERAL PEOPLE WHO'VE, WHO'VE ASKED ABOUT THIS, AND THEY ASKED ME, WHAT, WHAT, WHAT ARE OUR NUMBERS? UM, BUT IN THE MEANTIME, UH, LIKE I SAID, I DO AGREE WITH A LOT OF WHAT, UH, SOME OF MY COLLEAGUES HAVE, UH, HAVE SAID IN, IN, IN, IN TERMS WHEN SOMEONE RECENTLY ASKED ME ABOUT THE PUBLIC SCHOOLS AND THE CHARTER SCHOOLS, AND WHAT WAS MY PERCEPTION AND HOW ARE WE TAKING, OH, ONE LADY SAID, HOW TAKE, HOW YOU, HOW Y'ALL TAKE IN HERE PERSONALLY. 
          I SAID, WELL, YOU KNOW WHAT? ONE THING ABOUT LIFE IS THAT YOU HAVE OPTIONS EVERY DAY THAT YOU WAKE UP AND YOUR FOOT HIT THE GROUND. 
          IT'S ABL ONE OF THE FIRST THING THAT'S A BLESSING THAT YOU WOKE UP THAT DAY AND SOMEONE ELSE DIDN'T. 
          THE SECOND THING IS THAT YOU HAVE THE OPTION TO GET TO DECIDE WHERE YOU GO, HOW YOU DO WHAT YOU WANT TO DO. 
          AND, AND, AND, 
          [02:15:01]
AND THIRDLY, I'VE HEARD IN TERMS OF WHAT, UH, WE WERE TALKING ABOUT IN TERMS OF THE CAMPAIGN AND, UH, TECH, UH, COMMUNICATIONS AND ALL OF THAT. 
          WELL, FROM MY UNDERSTANDING, WE DO A HECK OF A LOT OF, A LOT OF COMMUNICATE, LIKE A HECK OF A LOT OF COMMUNICATING WITHIN, UH, CERTAIN, CERTAIN, UH, POCKETS AND CERTAIN VILLAGES, AND ESPECIALLY THESE REALTORS AND, AND ME PERSONALLY, WHERE I'M COMING FROM, THE REALTORS ARE ALMOST LIKE NIGHTMARES OF MY COMMUNITY BECAUSE, UH, UH, IN TERMS OF GENTRIFICATION, AS OF SOMEONE WHO'S BEEN BORN AND RAISED IN BEAUFORT COUNTY, AND, AND, AND, AND, AND JUST LAST NIGHT TALKING TO, TALKED TO A COUPLE, A COUPLE, UH, UH, FRIENDS OF MINES WHO WENT TO SCHOOL AND ACTUALLY SAID, WELL, ACTUALLY A COUPLE ONE, ONE FRIENDS, JUST A COUPLE PEOPLE, WE, WE WERE WORKING OUT TOGETHER, AND THEY WERE JUST, THEY ALL WERE JUST TALKING ABOUT HOW THE REALTORS HAVE PUT BEFORD ON THE MAP, AS PER SE, AND, AND HOW THE COST OF LIVING IN BEFORD IS SO HIGH IN THAT THEY RAISED, THEY LIVED, THEY'RE RAISED UP AND LIVED IN BEFOR. 
          AND HECK, SOME OF THEIR PARENTS ARE PRETTY, YOU KNOW, WELL, AND THEY BEGIN TO EXPRESS THAT BE IS BECOMING LIKE CHARLESTON BECAUSE OF THE REALTORS. 
          AND THAT, HECK, THEY CAN'T EVEN AFFORD TO STAY IN THERE. 
          YOU KNOW, ONE OF 'EM WAS SAYING THAT HE, THAT HE LIVES THAT I LIVE WITH MY MOTHER BECAUSE I, AND YOU KNOW, THEY, THEY, THEY'RE TALKING ABOUT ME GETTING OUT AND I WANT TO GET OUT, BUT THEY COULDN'T AFFORD IT. 
          SO I DON'T MIND US, YOU KNOW, I DON'T WANNA SAY DON MIND. 
          IT IS, IT IS GOOD THAT WE TALK ABOUT ALSO WHEN WE TALK TO HIS REALTORS, HAVE THESE CONVERSATIONS TOO. 
          AND YES, WE CAN RUN A CAMPAIGN ABOUT WHAT WE HAVE, BUT EVERY, EVERY, I'LL SAY EVERY FITTING AIN'T FOR EVERY KID. 
          YES. 
          BEAVER COUNTY. 
          YEAH, SURE. 
          WE WOULD LIKE, WE WOULD LIKE TO SERVE ALL THE KIDS. 
          AND AS SOMEBODY, SOMEONE ELSE SAID, YEAH, WE'D LIKE THE COMPETITION. 
          BUT AT THE, BUT AT THE END OF THE DAY IS, AT, AT THE HYMN OF IT, I BELIEVE, IS THAT APPARENTLY, AS ONE OF MY COLLEAGUES SAID, WHEN THE ART PROGRAM WENT TO ANOTHER SCHOOL IN, UH, ANOTHER SCHOOL IN THIS COUNTY, THEN SOME PEOPLE FOLLOWED IT. 
          SO SOME PEOPLE BEGIN TO GET A SPECIALTY IN, IN CERTAIN THINGS. 
          BUT I, I DO BELIEVE THAT PEOPLE ARE GONNA GO WHERE THEY WANT TO GO FOR THE, FOR THE, WHERE THEY SEE FIT FOR THE BETTERMENT OF THEIR KID. 
          YES, THAT'S, THAT, THAT'S GOING TO HAPPEN. 
          BUT AT THE END OF THE DAY, AS THE PUBLIC SCHOOL SECTOR, I BELIEVE THAT THESE OTHER ENTITIES, AND WHEN YOU LOOK AT THE TIMEFRAME OF THEM COMING, COMING IN, WAS, I BELIEVE A LOT OF 'EM CAME IN THROUGH, UH, A LOT OF 'EM CAME IN DURING THE COVID, DURING, DURING, DURING THE COVID, UH, EPIDEMIC OR HOWEVER, HOWEVER YOU WANNA PUT IT. 
          AND I, AND, AND, AND, AND, AND LET ME CONCLUDE BY, JUST GO AHEAD AND UNDERSTAND SAYING THIS, THEY, THE, THE, THE, THE, THE CLIMATE OF WHERE WE'RE AT IN THIS ECONOMY, SAY THAT. 
          I'M JUST SAYING PEOPLE HAVE OPTIONS. 
          AND, AND THE POINT, THE POINT IN THE, IN THE PERSPECTIVE, OUR PEOPLE HAVE OPTIONS. 
          I BELIEVE THAT WE CONTINUE TO DO WHAT WE DO, BUT ALSO CONTINUE TO, LET'S GET TO SOME OF SOME DIFFERENT PARENTS AND DIFFERENT, DIFFERENT GROUPS AND TO ADVERTISE WHAT WE HAVE. 
          BUT I DON'T THINK THAT SPENDING MONEY IS THE ANSWER, BECAUSE FROM WHAT WE'VE JUST HEARD FROM CERTAIN COLLEAGUES HERE, WE'VE ALREADY HAVE CAMPAIGNS THAT GO ON THROUGHOUT THE YEAR, SEVERAL TIMES A YEAR, AND, AND ADVERTISING WHAT WE HAVE. 
          AND AS MR. DALLAS JUST, UH, I END OUT SO, SO, UH, ELEGANTLY ABOUT THEM, UH, SPEAKING TO THE HILTON HEAD, UH, PLANTATION YESTERDAY. 
          WE CAN DO ALL OF THAT. 
          PEOPLE ARE STILL GONNA MAKE THE DECISIONS THAT, THAT THEY WANNA MAKE FOR THEIR, FOR THEIR KIDS, I THINK IS THAT WE CONTINUE TO DO THAT. 
          BUT PUTTING MONEY INTO EDUCATION, I THINK IS MORE IMPORTANTLY THAN TELLING PEOPLE AND GOING AROUND AND PUTTING MONEY INTO ADVERTISEMENT OF OUR DISTRICT. 
          BECAUSE AT THE END OF THE DAY, IT'S ABOUT RESULTS. 
          IT'S ABOUT EDUCATING THE PEOPLE WHO WANT TO BE HERE, BASICALLY. 
          THANK YOU. 
          THANK YOU, DR. 
          STRATOS. 
          THANK YOU, MADAM CHAIR. 
          HAVE A LITTLE BIT OF SWAG FOR YOU GUYS. 
          AND YOU CAN SEE THE REPORT CARD THAT COLONEL WAS TALKING. 
          [02:20:17]
YES. 
          WE WILL TRY TO BE EFFICIENT HERE. 
          I KNOW YOU'RE PROBABLY, UH, READY FOR LUNCH SOON. 
          UH, THE COMMUNICATIONS DEPARTMENT IS SUPER EXCITED TO BE HERE TODAY AND TALK TO YOU ABOUT OUR RESTRUCTURING OF OUR DEPARTMENT. 
          UM, WE'RE VERY THANKFUL TO MS. CROSBY AND TO MS. WALTON'S DEPARTMENTS FOR HELPING US MAKE THIS HAPPEN. 
          UM, THIS IS GOING TO DEFINITELY, UH, ASSIST THE DISTRICT IN MEETING SOME OF THE THINGS THAT YOU GUYS HAVE BEEN TALKING ABOUT EVEN THIS MORNING. 
          SO WE'RE GONNA TALK A LITTLE BIT ABOUT WHY WE'RE RESTRUCTURING, UM, HOW IT RELATES TO THE STRATEGIC PLAN. 
          UM, I'M GONNA HAVE MY TEAM HERE, YOU ALL PRETTY MUCH KNOW WHAT I DO. 
          UM, BUT I REALLY WANT YOU TO, UM, HEAR DIRECTLY FROM MY TEAM TODAY. 
          AND THEN WE'RE GONNA TALK ABOUT THE BENEFITS OF THE RESTRUCTURE AND SOME, A SUMMARY AND A LITTLE BIT OF NEXT STEPS. 
          AND WE'LL TAKE SOME QUESTIONS. 
          AND WE ALSO HAVE A LITTLE ACTIVITY AT THE END THAT WE'RE EXCITED ABOUT AS WELL. 
          UM, IN TERMS OF THE RESTRUCTURE FOR THE COMMUNICATIONS DEPARTMENT, THIS, UM, INITIATED, UH, VIA A COUPLE OF WAYS. 
          SO WE DEFINITELY TOOK TO HEART THE THINGS THAT, UM, YOU BOARD MEMBERS HAD TALKED ABOUT, COLONEL GEIER, UM, WILLIAM SMITH AND MR. DALLAS ESPECIALLY, UM, IN TERMS OF ENGAGING THE COMMUNITY AND OUR COMMUNICATIONS AUDIT THAT WE HAD PRESENTED AT A PREVIOUS WORK SESSION, IT BASICALLY SAID THAT AS WELL. 
          UM, IT, THEY WORKED WITH FOCUS GROUPS, THEY DID SURVEYS AND ENGAGING, UH, FOLKS IN THE COMMUNITY WAS A TOP, UM, NEED OF OURS. 
          UM, ALSO IN TERMS OF OUR RESTRUCTURE FOR OUR DEPARTMENT, IT'S GONNA HELP WITH THE COMMUNICATION FLOW, OBVIOUSLY, ENGAGEMENT, AND OUR OPERATIONAL EFFICIENCY, WHICH WE'RE REALLY EXCITED ABOUT THAT AS WELL. 
          AND WE ARE SUPER EXCITED FOR THE NEW STRATEGIC PLAN BECAUSE THERE IS AN ENGAGEMENT PILLAR IN WHICH WE HAVE AN IMPORTANT PIECE. 
          SO SPEAKING OF THE ENGAGEMENT PI PILLAR, SO TODAY WE'RE GONNA TALK ABOUT, UM, HOW THIS RESTRUCTURE THESE POSITIONS AND THE DUTIES AS ASSOCIATED WITH THEM ARE GONNA ALIGN WITH THESE INITIATIVES. 
          SO, STRATEGIC INITIATIVE 2.2, UM, IS ALIGNING NEW AND EXISTING COMMUNITY PARENT PARTNERSHIPS, COMMUNITY AND PARENT PARTNERSHIPS. 
          FOR THE PURPOSE OF THIS PRESENTATION, WE'RE TALKING ABOUT COMMUNITY, COMMUNITY PARTNERSHIPS, VOLUNTEERING, BUSINESS PARTNERSHIPS. 
          THE PARENT PIECE IS, UM, MORE OUT OF DR. 
          STRATOS SHOP WITH INITIATIVES BY NIKIA CAMPBELL, WHO WORKS CLOSELY WITH THE PARENT LIAISONS. 
          BUT OBVIOUSLY WE'RE GOING TO COORDINATE, UH, WITH ISD AS APPROPRIATE, UM, IN TERMS OF 2.3, THIS IS ENSURING STAFF, FAMILIES, STUDENTS, AND THE COMMUNITY HAVE TIMELY ACCESS TO INFORMATION AND ENGAGEMENT OPPORTUNITIES. 
          SO I THINK AT THE END OF THE DAY, ALL OF THE THINGS THAT WE'RE GONNA TALK ABOUT WITH THE RESTRUCTURE, UM, IT'S GOING TO HAVE A POSITIVE IMPACT ON OUR STAKEHOLDER RELATIONSHIPS AND THE DISTRICT PERCEPTION. 
          AND THAT'S A LITTLE BIT OF WHAT, YOU KNOW, WHAT YOU GUYS WERE TALKING ABOUT HERE EARLIER. 
          SO THE FIRST ROLE THAT WE'RE GONNA TALK ABOUT IS THE EXTERNAL ENGAGEMENT AND STRATEGIC COMMUNICATION SPECIALIST. 
          UM, THE BIG FOCUS WITH THIS ROLE IS ENHANCING COMMUNITY AND STAKEHOLDER ENGAGEMENT THROUGH STR STRATEGIC PLANNING, VOLUNTEERISM AND BUSINESS PARTNERSHIPS. 
          AND, UM, I'M GONNA HAVE MS. CASPER COME UP AND TALK TO YOU ABOUT SOME THINGS SHE'S GOING TO BE DOING. 
          I WANNA TELL YOU, MS. CASPER'S BEEN IN, UM, WITH THE DISTRICT FOR, I, I THINK ABOUT SEVEN YEARS NOW. 
          SHE IS SOMEONE WHO IS BEHIND THE SCENES A LOT, BUT A DEFINITE ASSET TO OUR DEPARTMENT. 
          SHE IS A STRATEGIC THINKER. 
          SHE WILL ALWAYS BE UPFRONT WITH YOU. 
          IF YOU GIVE HER SOMETHING TO REVIEW, SHE'LL POKE HOLES IN IT. 
          EVERYBODY NEEDS SOMEONE LIKE KRISTEN ON THEIR TEAM FOR THAT REASON. 
          AND IT'S LIKE, KRISTEN TO COME UP. 
          GOOD MORNING. 
          GOOD MORNING. 
          OKAY. 
          SO, UM, AS CANDACE MENTIONED, YES. 
          IS THAT BETTER? YEAH. 
          OKAY. 
          UM, SO MO FOR EVERYTHING I DO, UM, IS GONNA BE RELATED TO, UH, STRATEGIC PILLAR TWO, 2.2 SPECIFICALLY. 
          UM, STARTING WITH STRATEGIC COMMUNICATION PLANNING, SO THAT I WILL BE, I WAS FORTUNATE ENOUGH AND VERY EXCITED TO BE ON THE STRATEGIC PLANNING COMMITTEE WHEN WE DEVELOPED THE FIVE YEAR PLAN, 
          [02:25:01]
AND I'LL REMAIN ON THAT COMMITTEE. 
          UM, AND I WILL, I HAVE STARTED ACTUALLY WORKING ON A STRATEGIC PLAN FOR OUR DEPARTMENT AS AN EXTENSION OF THE STRATEGIC PLAN ITSELF FOR THE DISTRICT. 
          UM, SO I'LL BE DOING THAT AND MAKING SURE EVERYTHING WE DO TOUCHES ON THIS FIVE-YEAR STRATEGIC PLAN, AS WELL AS ADDRESS SOME OF THE, UM, AUDIT FINDINGS THAT, THAT WE'VE RECEIVED. 
          UM, PART OF THAT WILL BE PROVIDING REPORTS. 
          I'LL BE PULLING REPORTS FOR REGULAR STRATEGIC PLAN UPDATES THAT YOU GUYS WILL BE RECEIVING. 
          UM, WE'LL BE USING 'EM FOR OUR INTERNAL MEETINGS TO MAKE SURE THAT WE'RE ON TRACK. 
          WE'LL USE THEM FOR OUR ANNUAL OES, AS WELL AS THE SUPERINTENDENT'S, UM, EVALUATION. 
          THE NEXT THING, WE GOT A VOLUNTEER PROGRAM, MANAGE MANAGEMENT. 
          UM, WE KNOW OUR VOLUNTEERS ARE THERE AND OUR SCHOOL, BUT WE DON'T HAVE A OVERALL DISTRICT WIDE PROGRAM IN PLACE. 
          SO I WILL BE WORKING TO SUPPORT OUR SCHOOLS WITH THEIR, UH, VOLUNTEER NEEDS. 
          YOU KNOW, FINDING THOSE VOLUNTEERS FOR THEM, UM, GETTING WITH THEM ON WHAT THEY NEED. 
          WHAT, WHAT DO OUR VOLUNTEER COORDINATORS NEED AS FAR AS SUPPORT? WHAT DO THE SCHOOLS NEED VOLUNTEER WISE? WHERE ARE THE VOLUNTEERS? I'LL, UH, ASSIST SCHOOLS IN FINDING THEM? UM, WE CURRENTLY HAVE A VOLUNTEER DATABASE THAT IS RAPTOR THAT HAS, UM, A SCHOOL, EVERY SCHOOL HAS ACCESS TO RAPTOR. 
          THAT'S HOW WE SCREEN OUR VOLUNTEERS AND HOW THEY COME IN. 
          UM, THERE IS ALSO PART OF RAPTOR, THEY HAVE AN EVENT SECTION. 
          SO I WILL BE HELPING SUPPORT SCHOOLS AND UPLOADING THEIR VOLUNTEER LIKE EVENTS AND VOLUNTEER NEEDS AND GETTING THOSE OUT WORD FACING TO OUR POTENTIAL, UM, PROSPECTIVE VOLUNTEERS. 
          THEN WE HAVE OUR BUSINESS PARTNER MANAGEMENT PROGRAM. 
          AGAIN, WE KNOW OUR BUSINESSES ARE IN OUR SCHOOLS. 
          WE'RE GONNA DEVELOP A, UM, DISTRICT-WIDE BUSINESS PARTNER PROGRAM. 
          SO WE CAN, UM, AGAIN, HELP SUPPORT OUR SCHOOLS IN THE WORK THAT THEY ARE DOING IN FINDING BUSINESS PARTNERS. 
          AND THEN THAT PART OF THAT IS ALSO RECOGNIZING THOSE BUSINESS PARTNERS AND KEEPING THEM ENGAGED SO THEY'RE NOT DOING ONE THING IN ONE SCHOOL, AND THEN THEY'RE DONE. 
          WE'RE GONNA KEEP THEM, HOPEFULLY KEEP THEM CONNECTED. 
          UM, PART OF THAT, I'LL GET A LIST OF WHO IS CURRENTLY IN OUR SCHOOLS, WHAT THEY'RE DOING. 
          I'LL PUT THAT IN A GOOGLE SPREADSHEET. 
          UM, FOR RIGHT NOW THAT'LL BE ACCESSIBLE BY ALL, ALL DEPARTMENTS THAT MAY NEED ACCESS TO THAT. 
          AND THEN EVENTUALLY, AS WE HAVE OUR COMPREHENSIVE LIST, UH, WE CAN LOOK INTO GETTING SOME KIND OF, UM, DATA DATABASE TO, UM, OR LIKE SOFTWARE DATABASE. 
          UM, WE'RE GONNA DEVELOP A MENU OF GIVING THAT'S KIND OF THE STRUCTURE OF THIS BUSINESS PARTNER PROGRAM. 
          SO A MENU OF GIVING ITEMS COULD BE, UM, UNDER INCREASED ACADEMIC ACADEMIC ACHIEVEMENT BY, UM, TUTORING IN OUR SCHOOLS. 
          IT COULD BE CAREER AWARENESS WITH OFFERING INTERNSHIPS FOR ACADEMIC CREDIT. 
          COULD BE THINGS LIKE BEING A MENTOR OR A CLUB ADVISOR. 
          UM, AND THEN EVENTUALLY WE'LL LOOK INTO A, A MONETARY SCALE OF GIVING IN THE FORM OF SPONSORSHIP PACKAGES. 
          AND THEN THE LAST THING ON, ON MY LITTLE SLIDE HERE IS THE COMMUNITY ENGAGEMENT AND SPECIAL PROJECTS. 
          UM, SO YOU SHOULD HAVE HEARD OF, UH, BUFORT COUNTY SCHOOL DISTRICT UNIVERSITY BY NOW. 
          WE'RE IN OUR SECOND, UM, CLASS FOR THAT IS GOING WELL. 
          THAT WAS DESIGNED TO KIND OF LIKE, UM, THE LEADERSHIP VIEW FOR IT THROUGH THE CHAMBER. 
          IT IS SIMILAR BECAUSE WE INVITE THESE, THESE FOLKS IN. 
          THEY LEARN ABOUT WHAT WE DO ON A, ON A BIG LEVEL. 
          THEY, MOST PEOPLE THAT COME IN DON'T, THEY DON'T KNOW THE DECISIONS OF WHY WE DO WHAT WE DO AND ALL THE FINE TUNE POINTS. 
          SO THEY COME IN, THEY GET PRESENTATIONS BY EVERY DEPARTMENT AND THE DISTRICT, AND THEN THEY GRADUATE WITH A RECEPTION, AND THEY'RE AMBASSADORS FROM MIN ON. 
          SO THEY CAN SAY, HEY, I LEARNED ABOUT THIS AT B-C-S-D-U. 
          UM, THIS IS, YOU KNOW, HOW THIS PIECE WORKS. 
          THIS IS WHY THIS DECISION WAS MADE. 
          BECAUSE THEY HAVE TO, THEY'RE TIED BY FEDERAL LAW OR AS AN EXAMPLE. 
          UM, AND THEN ALSO LIKE SPECIAL PUBLICATIONS. 
          SO YOU ALL HAVE COPIES OF OUR COMMUNITY REPORT CARD. 
          I PULL THE CONTENT, AND THEN MOLLY MERCADO MAKES IT LOOK REALLY GOOD. 
          UM, SO I WILL CONTINUE TO DO ANY KIND OF SPECIAL PUBLICATIONS, UM, LIKE THAT, AS WELL AS REVIEW ANYTHING, UM, THAT'S A FAVORITE OF MINE. 
          I LIKE TO REVIEW DOCUMENTS THAT COME IN. 
          SO IF ANY DEPARTMENT HAS, UM, ANYTHING THEY NEED REVIEWED OR EDITED, UM, I'M HAPPY TO DO THAT AS WELL. 
          [02:30:01]
THAT'S IT IN A NUTSHELL, I THINK. 
          YEAH. 
          THANK YOU. 
          UM, I WANTED TO SAY TOO, UM, MS. CASPER AND I TALKED TO THE STATE THIS MORNING. 
          WE'VE BEEN IN CONVERSATION WITH THEM. 
          THEY'RE LAUNCHING A VOLUNTEER, UM, PLATFORM AS WELL. 
          SO THEY HAVE A, AND THEY'RE GOING TO KIND OF USE US AS A, UM, PILOT AND GET OUR FEEDBACK AS THEY GO THROUGH THEIR PROCESS. 
          THEY LAUNCHED THIS WEEK, THEY'RE DOING A REALLY SOFT LAUNCH, A WEBSITE THAT HAS, UM, VOLUNTEER OPPORTUNITIES AT ALL THE DISTRICTS. 
          LIKE YOU CAN PULL UP A SCHOOL AND SEE THINGS, RIGHT? I'M NOT A SCHOOL, A DISTRICT AND SEE THE NEEDS. 
          IT'S VERY, VERY RUDIMENTARY RIGHT NOW. 
          UM, THEY'RE KIND OF IN THE SAME PROCESS THAT WE ARE IN GETTING IT ALL GOING. 
          UM, BUT I THINK IT'S GONNA BE A NICE OPPORTUNITY FOR US TO COLLABORATE WITH THEM AS WELL. 
          AND SO, UM, THE NEXT POSITION WE'RE GONNA TALK ABOUT IS, WHICH I'M SUPER EXCITED ABOUT, IS OUR INTERNAL ENGAGEMENT AND EVENT SPECIALIST. 
          UM, THIS ROLE IS GONNA BRIDGE GAPS IN STAFF COMMUNICATION. 
          UM, AND JUST THIS POSITION IS REALLY IMPORTANT JUST FOR STAFF MORALE, SO PEOPLE FEEL LIKE THEY'RE INFORMED, THEY'RE PART OF THE PROCESS. 
          UM, SO I'M GONNA, UM, INTRODUCE, UM, DR. PENNINGTON. 
          WE'RE HAPPY TO HAVE DR. PENNINGTON. 
          SHE'S ALSO CERTIFIED, AND IT'S REALLY GREAT FOR US TO HAVE SOMEONE WITH WHO'S BEEN IN THE CLASSROOM IN THE COMMUNICATIONS DEPARTMENT. 
          UM, SO DR. 
          BENNINGTON, GOOD MORNING. 
          SO YOU'LL SEE THAT A LOT OF WHAT I DO FALLS UNDER STRATEGIC, UH, PLAN 2.3 WITH THAT INTERNAL ENGAGEMENT. 
          SO ONE OF THE BIG THINGS THAT I'VE BEEN WORKING ON SINCE COMING OVER TO THE COMMUNICATIONS DEPARTMENT IS PRODUCING AND DISTRIBUTING AN INTERNAL DISTRICT NEWSLETTER. 
          SO A LOT OF OUR SCHOOLS SEND OUT THEIR OWN COMMUNITY NEWSLETTERS WITH THEIR STRATEGIC SCHOOL NEW THAT'S GOING OUT. 
          THEY ALSO SEND OUT A STAFF NEWSLETTER. 
          BUT THIS NEWSLETTER ACTUALLY GOES TO OUR EMPLOYEES ACROSS THE DISTRICT AND PROVIDES THEM WITH UPDATES OF WHAT'S HAPPENING THROUGHOUT THE DISTRICT OFFICE AND ALL OF OUR DIFFERENT DEPARTMENTS. 
          THAT WAY THAT THEY CAN STAY ABREAST OF EVERYTHING THAT'S HAPPENING AND, UM, BE THE FIRST TO KNOW THE NEWS BEFORE IT GOES OUT TO THE PUBLIC. 
          UM, AND WE'VE ALREADY DONE TWO MONTHS OF THAT NEWSLETTER. 
          WE'RE WORKING ON DECEMBER'S ISSUE RIGHT NOW, BUT WE TRY TO GET THAT OUT AT THE BEGINNING OF THE MONTH. 
          THAT WAY THEY HAVE THAT INFORMATION IN A TIMELY MANNER AND CAN USE IT AS THEY SEE FIT. 
          I'M ALSO WORKING ON ENHANCING POSITIVE STAFF NEWS AND ACHIEVEMENTS. 
          SO ANY CELEBRATIONS THAT HAPPEN WITHIN OUR SCHOOLS, WITH OUR STAFF, WITH OUR STUDENTS, UM, HIGHLIGHTING THAT, SENDING OUT NOTICES, UM, SO THAT WE CAN CELEBRATE THOSE WINS ACROSS THE DISTRICT. 
          SO OFTEN WHAT WE HEAR FALLS BACK INTO THE NEGATIVE SIDE OF THINGS. 
          SO WE REALLY WANT TO ENHANCE THAT POSITIVE ELEMENT, KEEP PEOPLE THINKING BEAUFORT COUNTY IS A GREAT PLACE BECAUSE IT IS. 
          AND, UM, ALSO WORKING ON CREATING AND MANAGING THE MIDDLE SCHOOL TEACHER AMBASSADORIAL MA MARKETING CAMPAIGN. 
          WE'VE NOTICED THAT A LOT OF OUR COMMUNICATIONS AND INVOLVEMENT DROPS AT THAT MIDDLE SCHOOL AREA. 
          UM, IT'S THAT HARD POINT TO REACH STUDENTS TO REACH THAT ENGAGEMENT, AND THEN IT COMES BACK DURING HIGH SCHOOL. 
          SO WE REALLY WANT TO WORK WITH OUR MIDDLE SCHOOL TEACHERS IN ORDER TO HIGHLIGHT THE GREAT AND WONDERFUL THINGS THAT ARE HAPPENING WITHIN THEIR SCHOOLS. 
          AND OUR PLAN, UM, AS WE LOOK INTO A NEW TWO-WAY COMMUNICATION APP IN THE FUTURE, IS TO HAVE THOSE MIDDLE SCHOOL TEACHERS INVOLVED AS AMBASSADORS TO REALLY BUILD UP AND MARKET THAT PROGRAM FROM THE GROUND UP BEFORE EXPANDING IT TO OUR ELEMENTARY AND HIGH SCHOOL AREAS. 
          ANOTHER AREA IN WHICH, UH, MY POSITION FALLS IS THE PROFESSIONAL DEVELOPMENT AND LEADERSHIP, WHICH IS WHERE I GET TO BRING IN THOSE ELEMENTS FROM BEING IN THE CLASSROOM. 
          SO WORKING ON, UH, DISTRICT-WIDE COMMUNICATION, UM, DEVELOPMENT PROGRAMS, PROFESSIONAL DEVELOPMENTS, AND PROVIDING THAT TRAINING TO TEACHERS, STAFF, FACULTY THROUGHOUT THE DISTRICT. 
          UH, RIGHT NOW WE ARE WORKING ON OUR, I'M WORKING ON DOING AN AUDIT OF THE SCHOOL COMMUNICATIONS, THE NEWSLETTERS THAT ARE GOING OUT, LIKE I PREVIOUSLY MENTIONED, SEEING WHAT'S WORKING, WHAT'S CONSISTENT ACROSS ALL OUR SCHOOLS, AND DEVELOPING, UM, A BEST PRACTICES BOOKLET FOR, UM, OUR SCHOOLS TO UTILIZE SO THAT WE'RE GETTING A CONSISTENT LOOK ACROSS ALL OF OUR SCHOOLS. 
          I ALSO MANAGE THE INTRANET, THAT'S OUR STAFF PORTAL WHERE, UM, TEACHERS AND EMPLOYEES CAN FIND THE INFORMATION PERTAINING TO, UM, THE MEETING SPACE CALENDAR, THE, UH, FINANCE INFORMATION THAT IS NOT AVAILABLE ON THE PUBLIC FACING, UM, INTERNET. 
          ALSO, I WORK ON EVENT MANAGEMENT AND COORDINATION FOR OUR PRINCIPAL OF THE YEAR, TEACHER OF THE YEAR, ADMINISTRATIVE PROFESSIONALS TODAY, ADMINISTRATIVE PROFESSIONALS TODAY, EXCUSE 
          [02:35:01]
ME. 
          UM, SO THAT, UH, THOSE EVENTS GO SMOOTHLY, ARE EXCITING AND SOMETHING THAT THOSE INDIVIDUALS LOOK FORWARD TO ATTENDING. 
          AND, UM, I ALSO SERVE AS A COLLABORATOR BETWEEN THE VARIOUS DEPARTMENTS WITHIN THE DISTRICT OFFICE AND THE COMMUNICATIONS DEPARTMENT. 
          SO A LOT OF PEOPLE STOP BY MY OFFICE TO PROVIDE UPDATES FROM EITHER ISD STUDENT SERVICES. 
          THAT WAY WE CAN GET THAT INFORMATION OUT. 
          THANK YOU. 
          THANK YOU, DR. PENNINGTON. 
          UM, THE NEXT PERSON I'M GONNA INTRODUCE YOU TO IS MS. GODLEY. 
          I THINK A LOT OF YOU KNOW, MS. GODLEY FROM VARIOUS EVENTS THAT SHE HAS PUT ON THAT ARE TIGHT AND ORGANIZED AND WONDERFUL EVENTS. 
          MS. GODLEY HAS BEEN A GREAT ADDITION TO OUR DEPARTMENT, AND SHE IS TOP NOTCH, I WILL TELL YOU, AND HAS SUCH AN AMAZING WORK ETHIC. 
          UM, SHE'S JUST BEEN GREAT. 
          SO MS. GODLEY WILL TELL YOU A LITTLE BIT ABOUT WHAT SHE DOES. 
          SHE'S A FORMER REPORTER, WHICH HAS ALSO COME REALLY HANDY FOR US ON MANY LEVELS. 
          I GUESS I'LL SAY. 
          GOOD AFTERNOON AT THIS POINT, , I THINK. 
          GOOD AFTERNOON. 
          UM, SO IN MY ROLE AS THE DIGITAL COMMUNICATIONS AND PUBLIC RELATIONS SPECIALIST, UM, MY JOB MAINLY SUPPORTS STRATEGIC INITIATIVE 2.3. 
          UM, I WILL STILL BE CONTINUING THE FOIA PROCESS, WHICH I'M SURE MANY OF YOU ARE FAMILIAR WITH. 
          THIS IS, UM, RESPONDING TO THOSE REQUESTS, COLLECTS COLLECTING THE DOCUMENTS AND SENDING THOSE OUT. 
          AS WELL AS UPDATING THE FOIA LOG ON OUR WEBSITE, MAKING SURE THAT THAT'S ALL PUBLIC AND UPDATED IN A TIMELY FASHION. 
          UM, I'LL ALSO HELP CANDACE WITH PUBLIC RELATIONS AND MEDIA COORDINATION. 
          SO, UM, DRAFTING AND DISTRIBUTING, UH, NEWS RELEASES INTERNALLY AND EXTERNALLY, UM, WHILE ALSO COORDINATING, UH, MEDIA COVERAGE AND, UM, MEDIA INTERVIEWS, MAINTAINING THOSE AND WATCHING HOW THEY PERFORM. 
          UM, I'LL ALSO WORK WITH INDIVIDUAL SCHOOLS ON COORDINATING POSITIVE NEWS, AND I'LL TELL YOU A LITTLE BIT ABOUT HOW I PLAN TO DO THAT A LITTLE BIT LATER. 
          UM, BUT ANOTHER INITIATIVE I'M WORKING ON IS RAMPING UP DISTRICT PHOTOGRAPHY. 
          SOMETHING I NOTICED WAS, WE HAVE A LOT OF GOOD VIDEOS AND VIDEO COVERAGE OF BIG EVENTS, BUT WE DIDN'T REALLY HAVE ANY, STILL IMAGES TO USE AND THINGS LIKE THE COMMUNITY REPORT CARD OR DIFFERENT PRESENTATIONS LIKE THIS. 
          SO THAT WAS ONE THING I REALLY WANTED TO WORK ON, WAS JUST MAKING SURE WE DO HAVE A GOOD PHOTO ARCHIVE THAT SHOWS OUR STUDENTS AND WHAT WE HAVE HERE TO OFFER. 
          UM, I'M ALSO GONNA MANAGE THE WEBSITE OR AM MANAGING THE WEBSITE, UM, AND WORKING ON A DA COMPLIANCE. 
          SO THIS IS JUST UPDATING THE DISTRICT WEBSITE. 
          THIS IS ANYTHING THAT THE PUBLIC SEES. 
          I KNOW THAT KELSEY MENTIONED THE INTERNET. 
          THIS IS THE FORWARD FACING. 
          UM, SO I AM GONNA MEET WITH DEPARTMENTS AND TRY TO UPDATE THE INTERNET. 
          THERE'S A LOT OF THINGS ON THERE THAT ARE OUT OF DATE. 
          SO WORKING AND MAKING SURE THAT THOSE PDFS THAT ARE THERE TOO ARE ALSO ACCESSIBLE. 
          I KNOW THAT, UM, MOLLY MERCADO AND COLLEEN WHO WAS, IS BACK THERE. 
          THEY'VE ALSO BEEN, UM, VERY INTEGRAL IN KIND OF CREATING A PLAN AND PROCESS FOR HOW WE ARE GOING TO, UM, UPDATE THE WEBSITE AND MAKE SURE THAT EVERYTHING IS ACCESSIBLE. 
          UM, I ALSO WILL BE TRAINING WEBMASTERS ON HOW TO USE FINAL SITE AND MAKE SURE THAT THEY ARE AWARE OF A DA COMPLIANCE, UM, DIGITAL PRESENCE AND SOCIAL MEDIA. 
          RON AND I WILL WORK VERY CLOSELY WITH THIS. 
          THIS IS MANAGING OUR TWITTER OR X, UM, FACEBOOK AND INSTAGRAM. 
          UM, ALSO KIND OF A PLAN WE HAVE IN PLACE IS, I'M WORKING ON THIS NOW, BUT, UH, BCSD NEWSROOM, UM, I THINK WE'RE GONNA CALL IT BCSD ENGAGED. 
          UM, MY PLAN FOR THIS AND KIND OF WHAT WE TALKED ABOUT IS TO HAVE ALL OF THE GOOD NEWS THAT IS OUT THERE LINKED IN ONE SPOT SO EVERYONE CAN VIEW IT. 
          SO IT WOULD BE ALL OF OUR NEWS RELEASES, UM, AND THE NEWS. 
          SO GOOD NEWS THAT'S SHARED BY WSAV OR WTOC OR THE ISLAND PACKET, THINGS LIKE THAT. 
          UM, ALSO A SECTION FOR MEETING, KIND OF LIKE OUR, OUR DISTRICT OF THE YEAR. 
          SO OBVIOUSLY WE'LL HAVE A PLACE FOR THE SUPERINTENDENT, HIS BIO TO LIVE, BUT THEN ALSO UPDATING IT EVERY YEAR WHEN WE HAVE A NEW DISTRICT TEACHER OF THE YEAR, SUPPORT STAFF OF THE YEAR, SCHOOL COUNSELOR OF THE YEAR. 
          UM, BASICALLY HAVING AS MUCH GOOD NEWS AS WE CAN IN ONE LOCATION. 
          AND THEN, UM, ANOTHER IDEA I HAD, AND THIS WILL BE A LITTLE DIFFERENT FROM WHAT RON DOES NOW, BUT IT'S A SPOTLIGHT SERIES. 
          SO WORKING WITH THE SCHOOLS AND FIGURING OUT KIND OF WHAT THOSE NICHE STORIES ARE TO TELL THAT WE HAVEN'T TOLD. 
          SO ANYTHING THAT'S KIND OF UNIQUE ABOUT, UM, STUDENTS THAT ARE IN THE SCHOOL, A PROGRAM IN THE SCHOOL, TEACHERS OR ATHLETES, THOSE TYPES OF THINGS. 
          UM, I'M THINKING IT WOULD BE LIKE A MONTHLY TYPE, UM, SERIES THAT WOULD GET SHARED ON SOCIAL MEDIA, BUT THEN AGAIN, IS HOUSED IN THIS ONE PLACE. 
          UM, I ALSO WANNA HAVE A, IN THE COMMUNITY TAB, AND THIS WILL BE, UM, HIGHLIGHTING ANYTIME DR. RODRIGUEZ SPEAKS AT DIFFERENT SPEAKING ENGAGEMENTS, OR I'VE SPOKEN WITH THE RECRUITERS AND, UM, TALKED ABOUT MAYBE THEM GETTING SOME PICTURES, UH, WHEN THEY GO TO DIFFERENT PLACES 
          [02:40:01]
AROUND THE STATE, PLACES THAT WE'RE JUST IN THE COMMUNITY. 
          SO I THINK THIS WILL BE REALLY GOOD FOR GOOD NEWS, OBVIOUSLY. 
          BUT THEN AT THE END OF THE YEAR, WE'LL BE ABLE TO KIND OF REPORT OUT AND SEE WHAT WE'VE DONE THROUGHOUT THE YEAR. 
          SO THAT'S A LITTLE BIT ABOUT WHAT I'M DOING. 
          GREAT. 
          THANK YOU. 
          MM-HMM. 
          . 
          AND ONE REASON I'M REALLY EXCITED ABOUT THIS, UM, BCSD ENGAGE THIS NEW NEWS HUB ON THE WEBSITE IS THAT WE DON'T HAVE TO RELY ON TRADITIONAL MEDIA TO GET OUR NEW, OUR GOOD NEWS OUT. 
          WE'LL HAVE A CENTRAL LOCATION. 
          WE CAN SEND LIKE HILTON PLANTATION, LIKE WHOEVER DOES THEIR NEWSLETTER. 
          WE CAN SEND THEM A LINK TO THAT, THAT THEY CAN JUST DROP INTO THEIR NEWSLETTER. 
          SO IT'S THINGS, I THINK THIS IS GOING TO BE SUPER HELPFUL ON THAT. 
          UM, THE NEXT PERSON I'M GOING TO INTRODUCE WHO REALLY DOES NOT NEED AN INTRODUCTION IS, UH, RON LOPES. 
          UM, AND HIS ROLE IS GOING TO, UM, IM IMPROVE OUR DISTRICT MEDIA STRATEGY. 
          UM, I THINK ONE OF THE BEST THINGS ABOUT RON IS THAT HIS STORIES ARE TOLD REALLY, REALLY AUTHENTICALLY. 
          UM, EVERYONE LOVES RON AND FOR GOOD REASON, AND I'M GONNA LET RON SPEAK TO YOU NOW. 
          GOOD AFTERNOON. 
          HI. 
          UH, MOST OF WHAT I DO FALLS UNDER 2.3. 
          UM, ONE OF THE FIRST THINGS I'M GONNA DO IS I'M GONNA WORK CLOSELY WITH MOLLY ON THAT HUB PAGE, THAT NEWS HUB PAGE. 
          I'LL BE UPLOADING MY VIDEOS THERE. 
          UM, THINGS WE FIND WE'LL PUT THERE. 
          AND I'LL ALSO ASSIST HER WITH HER ENGAGED, UM, IN HER LITTLE SEGMENTS THAT SHE DOES GATHER STORIES FOR HER VIDEO, WRITE SCRIPTS TOGETHER, EDIT FOR HER, WHATEVER SHE NEEDS. 
          SO WE'LL BE WORKING CLOSELY ON, ON THAT NEWS HUB KIND OF PAGE ONCE WE GET IT ALL GOING. 
          ALSO WITH SOCIAL MEDIA NEW THIS YEAR AS WE'VE BEEN TRYING TO REACH OUT TO DIFFERENT PEOPLE, UM, AND TRY TO GET SOME KIDS MORE INVOLVED AS WELL. 
          SO WE STARTED TO MAKE REELS. 
          SO I MAKE SHORTER VERSIONS OF WHAT I DO. 
          USUALLY THEY LIKE AROUND 30 SECONDS, 20 SECONDS. 
          AND WITH THE REELS, YOU CAN SET IT TO REEL MUSIC BECAUSE INSTAGRAM OWNS THE MUSIC AND, AND FACEBOOK. 
          SO I GO BACK THROUGH AND I TRY TO FIND WHEN I RECORD, IT'S LIKE FOR A TV, BUT THEN I GOTTA MAKE IT FIT THE PHONE FOR A REEL. 
          'CAUSE IT'S GOTTA, MOST PEOPLE WATCH 'EM ON THEIR PHONES. 
          SO I FORMAT IT BACK AND I TRY TO FIND THE BEST SHOTS THAT GO IN THAT. 
          AND, UH, WE, I SET IT TO MUSIC AND WE PUT THEM OUT. 
          UM, AND I JUST, IT'S JUST KIND OF LIKE, ALMOST LIKE A TRAILER OR JUST A QUICK LITTLE SNIPPET OF THAT OTHER VIDEO. 
          AND THEY'RE, LIKE I SAID, THEY'RE USUALLY AROUND 30 SECONDS LONG AND KIDS USUALLY LIKE 'EM 'CAUSE IT'S REAL MUSIC AND IT, IT'S FASTER PACED AND ALL THAT STUFF. 
          AND IT WILL POP UP, UM, ON THEIR FEEDS AND THINGS LIKE THAT. 
          AND WE HAVE NOTICED ON INSTAGRAM, WE'VE, WE'VE ADDED A BUNCH OF FOLLOWERS AND WE HAVE ALSO, UM, IT WAS LIKE TWO MONTHS OR THREE MONTHS, WE LOOKED BACK AND WE HAD ABOUT 80,000 VIEWS. 
          AND WE JUST STARTED. 
          THIS WAS, IT WAS THE FIRST DAY OF SCHOOL, WAS LIKE THE FIRST ONE WE DID. 
          UM, SO WE'VE BEEN TRYING TO REACH OUT THAT WAY. 
          UM, AS FOR COMMUNITY ENGAGEMENT VIDEOS, I MAKE THESE A LOT AND I CONTINUE TO, UM, A LOT OF TIMES WHENEVER SCHOOLS BRING COMMUNITY MEMBERS IN, A LOT OF TIMES THEY HAVE ME COME TO HIGHLIGHT WHAT THEY'RE DOING. 
          UM, CUSA JUST HAD A, UM, CAREER DAY LAST WEEK, SO I WAS THERE TO KIND OF HIGHLIGHT THAT. 
          UM, HILTON HEAD MIDDLE SCHOOL IS CURRENTLY DOING A STEM WORKSHOP WITH THE FIRE DEPARTMENT, AND IT'S LIKE A THREE DAY KIND OF VIDEO I'M MAKING WITH THEM WHERE THEY'RE SHOWING THE STEM OF FIREFIGHTING, NOT JUST LIKE THE HANDS-ON, BUT THEY'RE GOING MORE INTO LIKE THE TECHNOLOGY THEY USE AS WELL AS THAT STUFF. 
          UM, SO I'VE GOING BACK THERE THREE TIMES TO KIND OF HIGHLIGHT THAT. 
          BUT I DO A LOT OF VIDEOS WITH, WITH THE COMMUNITY EVENTS AND WITH PEOPLE IN THE COMMUNITY AND BUSINESSES, AND WE'LL CONTINUE TO PUSH THOSE OUT AS MUCH AS I CAN. 
          AND THEN THE LAST THING IS WITH THE EDUCATION CONFERENCES, A LOT OF TIMES PEOPLE WANT VIDEOS FOR IF THEY'RE SPEAKING AT CONFERENCES, EDUCATORS, TEACHERS. 
          UM, SO SOMETIMES I REMAKE SOME VIDEOS FOR THEM OR SOMETIMES THEY WANT ME TO MAKE A VIDEO SPECIFIC FOR WHAT THEY'RE TALKING ABOUT. 
          AND I'VE DONE THAT BEFORE. 
          AND, UM, I'LL ALSO TRY TO WORK WHEN DR. 
          PENNINGTON'S DOING STUFF, WHEN SHE'S KIND OF TRAINING WEBMASTERS, IF THEY NOT NEED SOME HELP WITH VIDEOS, UM, TALKING ABOUT RECORDING, MAYBE EDITING TECHNIQUES. 
          WHATEVER I CAN DO IS TO TRY TO GET THEM SO THEY'RE PUTTING OUT BETTER QUALITY OR THE BEST QUALITY THEY CAN AS WELL. 
          AND I'M JUST OUT THERE MAKING VIDEOS AS MUCH AS I CAN. 
          THANK YOU. 
          YEAH, AND HE IS MAKING VIDEOS AS MUCH AS HE CAN. 
          I THINK YOU SAW IN OUR OES, I THINK IT WAS LIKE SOMETHING LIKE 200 AND IT WAS OVER 240 VIDEOS A YEAR, WHICH IS AMAZING. 
          SO THANK YOU RON . 
          THE NEXT PERSON I'M GONNA TALK ABOUT IS MS. MERCADO, WHO YOU ALL KNOW. 
          AND I HAVE GOT TO TELL YOU, SHE IS ROCKING HER NEW ROLE. 
          LIKE SHE HAS BEEN ABSOLUTELY AMAZING, CHURNING OUT SO MANY THINGS. 
          AND WE'RE JUST SUPER EXCITED TO HAVE HER. 
          SHE'S REALLY, 
          [02:45:01]
REALLY GIVING US NOT ONLY A PROFESSIONAL LOOK, BUT A BRANDED UNIFIED LOOK. 
          UM, SHE'S WONDERFUL WORKING WITH PEOPLE. 
          SHE'S JUST BEEN AWESOME. 
          AND SO BASICALLY, UM, SHE IS GOING TO BE RESPONSIBLE FOR MAINTAINING OUR DISTRICT BRANDING GUIDELINES, MANAGING OUR VISUAL ASSETS. 
          UM, SHE'S CREATING SOME TEMPLATES, SO WE HAVE CONSISTENCY ACROSS THE BOARD SO WE DON'T HAVE TO RECREATE A FLYER FROM SPA FROM SCRATCH FOR EACH INITIATIVE AND THINGS, YOU KNOW, LOOK CONSISTENT. 
          UM, SHE IS ASSISTING DEPARTMENTS WITH THEIR GRAPHIC NEEDS AS NEEDED. 
          AND SHE'S BEEN SUPER ABOUT THAT. 
          UM, THE SWAG YOU HAVE HERE TODAY, YOU CAN SEE LIKE IT'S BRANDED VERY CONSISTENTLY. 
          UM, YEAH, SHE'S JUST BEEN ABSOLUTELY WONDERFUL. 
          SO I JUST WANTED TO THANK MOLLY. 
          UM, I'M PRESENTING ON HER BEHALF BECAUSE SHE'S BUSY WITH YOUR MEETING TODAY. 
          BUT , MOLLY, YOU'VE DONE A GREAT JOB. 
          THANK YOU. 
          UM, DR. 
          BRUDER AND TO YOUR STAFF. 
          SO, UM, MR. DALLAS, AND THEN WE'LL DO BOATRIGHT. 
          WE CAN JUST GO THIS WAY. 
          I HATE TO, UH, REVEAL MY INEPTNESS ABOUT SOME, UM, ACRONYMS. WHAT? SWAG? OH, SWAG. 
          THE, IT'S THE STUFF IN THE BAG. 
          YES. 
          YES, JOSH. 
          OH, OKAY. 
          THANK YOU . 
          ALL RIGHT, MS. SPELLED RIGHT. 
          THANK YOU SO MUCH. 
          AND I LOVE THIS, UH, REALIGNMENT. 
          IT MAKES SENSE. 
          IT LINKS TO THE STRATEGIC INITIATIVES. 
          THE THINGS THAT I'M EXCITED ABOUT, WHICH YOU HIT ON A LITTLE BIT, IS IF WE START TRACKING VOLUNTEERS IN A DATABASE USING RAPTOR, UM, AND I'M ASSUMING THAT THEY CAN BADGE IN AND OUT. 
          SO WE'RE GONNA START TRACKING VOLUNTEER HOURS WITH RAPTOR. 
          YEAH. 
          UM, AND THEN WE START MOVING OUR BUSINESS, ALL THESE THINGS INTO A DATABASE. 
          AT SOME POINT WHEN THE BOARD WANTS TO HEAR OR THE COMMUNITY, UH, THROUGH THE BOARD, HOW ARE WE DOING ON OUR STRATEGIC INITIATIVES? YOU GUYS WILL BE ABLE TO LIKE, MM-HMM. 
           NOT SPITBALL. 
          BE LIKE, HERE ARE THE STATISTICS, HERE ARE THE MONTHS. 
          SO VERY EXCITED ABOUT THAT. 
          UM, ONE THING I DO THINK THE STRATEGIC INITIATIVE, 2.2 IS ALIGN NEW EXISTING COMMUNITY AND PARTNER PARTNERSHIPS, PARENT AND COMMUNITY OUTREACH. 
          I DON'T SEE THE WORD PARENT IN THE, UH, PRESENTATION VOLUNTEER BUSINESS. 
          AND I'M A VOLUNTEER. 
          I'M A BUSINESS OWNER. 
          I'M ALSO A PARENT. 
          LIKE, I THINK WE CAPTURE A LOT OF PARENTS, BUT I'M KIND OF ON THIS KICK BECAUSE AS SOMEONE WHO'S ON THE BOARD AND PARENTING AND HANGING OUT WITH PARENTS, I SEE A WIDENING DISCONNECT. 
          AND IT'S NOT THE COMMUNICATIONS DEPARTMENT'S FAULT, BUT IT'S THE COMMUNICATIONS DEPARTMENT'S OPPORTUNITY TO FIX. 
          PARENTS ARE DISENGAGED IN A LOT OF WAYS, AND THAT'S 'CAUSE THEY'RE BUSY. 
          UM, THERE'S A LOT OF, UH, DEMANDS ON PARENTS' TIME, ON STUDENTS' TIME. 
          SO IF YOU'RE NOT LIKE IN THE SCHOOLS, YOU KNOW, WITH THE KIDS TALKING, I, I HAD A, A VOLUNTEER EVENT THAT I RAN WHERE WE HAD HIGH SCHOOL STUDENTS AND THEY WERE CHATTING WITH ME ABOUT ALL THEIR THINGS. 
          UM, BUT IF YOU'RE NOT IN THAT, YOU MAY NOT CATCH AS MUCH OF WHAT'S GOING ON. 
          SO I THINK AS WE'RE AT THIS REALLY, YOU KNOW, 30,000 FOOT LEVEL AND WE'RE TALKING ABOUT THESE GREAT INITIATIVES, THE PARENTS ARE KIND OF CHECKED OUT. 
          AND I THINK ALSO TO YOUR POINT, TRADITIONAL MEDIA OUTLETS DON'T WORK. 
          MM-HMM. 
          . 
          NOW, THEY MIGHT WORK FOR SOME PARENTS, BUT THE NEW, YOU KNOW, AS WE SAW WITH THIS ELECTION, A LOT OF THE INFORMATION WAS LONG FORM PODCASTS, YOU KNOW, SOCIAL MEDIA. 
          SO I THINK IT'S A REAL CHALLENGE FOR YOU, BUT I THINK IT'S A GREAT OPPORTUNITY TO REALLY TRY AND REENGAGE THOSE PARENTS. 
          SO I THINK WE, IN ALL OF THIS, AND HOWEVER THAT FALLS, AND I WOULD ASSUME WITH MS. CASPER'S, UM, SECTION, I THINK WE NEED TO BE SPECIFIC AND INTENTIONAL ABOUT PARENTS AND FAMILIES. 
          AND NOT JUST PARENTS, BUT YOU KNOW, PEOPLE IN THE HOUSEHOLD MAKING SURE THAT THEY'RE ENGAGED WITH THE SCHOOL. 
          'CAUSE I DO, I MEAN, AS MUCH AS SOMETIMES WE FEEL OVERWHELMED BY PARENT ENGAGEMENT ON CERTAIN ISSUES, I WOULD LIKE TO SEE MORE PARENTS COMING TO MEETINGS. 
          MORE PARENTS. 
          I, I GET NO EMAILS FROM OUTSIDE OF PARENTS THAT I SPECIFICALLY SPEAK TO. 
          'CAUSE THEY'RE JUST DOING THEIR OWN THING. 
          SO I'M HOPING THAT, UM, WE'LL, WE'LL REALLY MAKE THAT A REAL INTENTIONAL PART OF THE STRATEGIC INITIATIVE. 
          OH, GREAT. 
          THANK YOU FOR SHARING THAT. 
          UM, COLONEL GEIER, YOU'VE GOT A REALLY GOOD PRODUCT. 
          MM-HMM. 
          . 
          YES. 
          MY CONCERN IS DISTRIBUTION. 
          AND I'D KINDA LIKE TO KNOW WHO'S THE PERSON THAT CALLS AND MAKES CONTACTS AND, AND I'M JUST GONNA GIVE YOU A LIST. 
          I JUST SAT DOWN AND THOUGHT ABOUT WHO I WOULD WANT TO CALL IF I WAS REACHING OUT TO THE COMMUNITY. 
          I JUST WROTE DOWN A LIST. 
          MM-HMM. 
          . 
          WHO CALLS THE LIONS CLUB? THE SHRINERS, THE MASONS, THE EXCHANGE CLUB. 
          THE MANY ROTARIES KIWANIS WHO REACHES OUT TO TCL AND USCB. 
          SAY, HEY, I'D LIKE TO 
          [02:50:01]
COME IN AND TALK TO YOU AND GIVE YOU AN UPDATE ON BEAUFORT COUNTY SCHOOL DISTRICT WHO REACHES OUT TO COUNTY AGENCIES LIKE THE HEALTH AND HUMAN SERVICES. 
          HEY, I'D LIKE TO COME AND TELL YOU ABOUT WHAT WE'RE DOING HERE AND HANDING THINGS OUT AT EACH PLACE. 
          HOW ABOUT, UH, TWO MAJOR CORPORATIONS AND MAJOR DEVELOPERS LIKE 3 0 3 ASSOCIATES. 
          HOW ABOUT THESE NEW APARTMENTS IN A NEW APARTMENT? OFFICES THAT JUST, UH, STARTING UP HAVING THESE HANDY TO GIVE TO NEW TENANTS, TO COMING IN. 
          UH, HOW ABOUT AMVETS, VFW OR CHURCHES WHO CONTACTS CHURCHES? COLD CALLING. 
          I'M TALKING COLD CALLING, UH, PARIS ISLAND. 
          TALKING TO THE COMMANDER. 
          WHEN CAN I COME INTO A ONE OF YOUR COMMAND AND STAFF MEETINGS AND GIVE YOU A LITTLE SOMETHING ABOUT THE SCHOOL DISTRICT, UH, MARINE AIR STATION, NAVAL HOSPITAL, CHAMBERS OF COMMERCE, YOU KNOW, GOT INVITED TO A CHAMBER OF COMMERCE THING OUT ON LADIES ISLAND, AND THEY HAVE 'EM ALL. 
          THEY HAVE, UH, A CHAMBER OF COMMERCE MEMBER SPONSOR IT, AND THEY COME IN FOR COFFEE. 
          HAVE WE DONE THAT? AND HAVE BY THE CHAMBER OF COMMERCE HERE? UH, MAYBE WE SHOULD EDITORIAL BOARDS. 
          WHO'S GONNA SIT DOWN WITH THE EDITORIAL BOARDS? ISLAND PACKET INSIDE BEAUFORT, UH, BLUFFTON TODAY, HILTON HEAD, I'M SURE HAS A, AS A LOCAL, UH, NEWSPAPER. 
          UM, I GOT A CALL FROM AN INDIVIDUAL FROM THE INSIDE BEAUFORT, AND THEY WANNA KNOW ABOUT THE CLOCK. 
          SO I INVITED THE REPORTER TO COME TO A CLOCK MEETING. 
          I GAVE HER ONE OF THE, I HAD ONE, I GAVE HER ONE OF THESE. 
          AND IT JUST GOT PUBLISHED. 
          I SENT YOU A COPY. 
          UH, TWO WEEKENDS AGO. 
          WE HAD A SHELDON TOWN, UH, TOWNSHIP MEETING COMMUNITY GROUP. 
          SHOULD I SHOULD HAVE HAD THESE, I NEED TO HAVE ABOUT 25 OF THESE ALL THE TIME, AND I NEED TO, WHEN I HAND 'EM OUT, I'LL COME BACK AND GET MORE. 
          WE'RE HAPPY TO GIVE YOU THOSE. 
          THEY, THESE, THESE ARE VERY, VERY IMPORTANT. 
          ALSO, CONSIDER, YOU GOT A GREAT SPEAKER AND OUR SUPERINTENDENT, BUT SOMETIMES HE'S BUSY. 
          YOU HAVE A SPEAKER'S BUREAU. 
          YOU HAVE PEOPLE ON TAP WHO ARE TRAINED AND HAVE THE ABILITY TO GO INTO A GROUP WHEN DR. RODRIGUEZ ISN'T AVAILABLE. 
          YOU, YOU SHOULD HAVE THAT, THAT THAT'S SOMETHING IF YOU'RE GOING TO, IF YOU'RE GOING TO REACH OUT, IF YOU'RE GONNA DISTRIBUTE, YOU HAVE TO PUSH IT. 
          YOU HAVE, YOU HAVE TO HAVE SOMEBODY WHO'S GOT THE ABILITY AND THE PATIENCE TO TRY TO CALL. 
          AND SOME OF THE PLACES, YOU KNOW, THEY HAVE THE SIGNS, LIKE AT HILTON HEAD, WHEN YOU COME INTO HILTON HEAD, THEY GOT ALL THE CLUB THAT ARE THERE IN HILTON HEAD WHO CONTACTS THEM. 
          SOMETIMES YOU HAVE TO FIND OUT WHEN THE MEETING IS AND YOU HAVE TO GO COLD AND SAY, OH, BY THE WAY, WOULD YOU LIKE TO GET A PROGRAM? I MEAN, THAT'S THE KIND OF UPFRONT PRODUCTION OF YOUR FANTASTIC PRODUCT TO GET IT OUT THERE. 
          AND, AND THAT'S MY COMMENTS ON, I HOPE YOU HAVE A PLAN TO DO THAT. 
          NO, YEAH, NO, WE, WE DO, WE DO. 
          AND I, I THINK IT'S IMPORTANT TO NOTE TOO, LIKE, AS YOU KNOW, DR. RODRIGUEZ HAD LIKE 75 PRESENTATIONS LAST YEAR. 
          AND SO WE HAVE POCKETS OF PEOPLE ALL THROUGHOUT THE DISTRICT THAT HAVE CONTACTS AT THOSE ORGANIZATIONS. 
          BUT, SO I THINK WE'RE DOING IT, BUT WE'RE DOING IT MORE ORGANICALLY. 
          BUT WE CAN CERTAINLY FORMALIZE IT, RIGHT? AND WE CAN MAKE OUR LIST, MAKE SURE THAT WE'RE REACHING OUT TO ALL THOSE FOLKS, UM, MAKE SURE WE HAVE THE PAMPHLETS READY AND ALL THAT. 
          I THINK WE WEREN'T QUITE AT THE, WE WEREN'T QUITE READY TO DO THAT, BUT NOW WE ARE WITH THIS RESTRUCTURE. 
          LIKE WE HAVE THE BANDWIDTH TO DO IT, AND WE'RE EXCITED. 
          THANK YOU. 
          UM, MS. GORDON, FIRST OF ALL, I ONLY HAD ONE GRAPHER WHO DID ALL OF THIS. 
          AND, UH, SO I'M GLAD TO SEE, UM, APPRECIATED YOUR, YOUR COMMENTS, WHAT YOU DO, AND SEEING YOUR FACES. 
          UM, COLONEL GEIER SAID WHAT I GONNA SAY, BUT 
          [02:55:01]
MUCH BETTER , I, I APPRECIATE IT. 
          UM, I WAS WRITING DOWN REBUT, AND THERE WAS, AND I THINK IT STILL IS THERE, MY VISION IS NOT AS GREAT, BUT THERE WAS A, UH, A BOARD SIGNED, TALKED ABOUT BEAUFORT COUNTY SCHOOLS, AND THAT'S THE ONLY ONE THAT I REMEMBER SEEING COMMUNITY, UH, PEOPLE IN THE COMMUNITY CAN SEE, BUT IF YOU DON'T DRIVE DOWN REBOOT AND YOU DON'T SEE IT, AND YOU DON'T KNOW WHAT WE'RE DOING. 
          SO I LIKE THE FACT THAT WE'RE GETTING OUT THERE. 
          I LIKE THE FACT THAT YOU ARE PUTTING THESE THINGS TOGETHER AND WORKING IT AND, AND LOOKING AT, UH, COMMUNITY. 
          UH, WE'RE RESPONSIBLE, BUT WE'RE RESPONSIBLE FOR GETTING THE PARENTS ENGAGED. 
          AND IF THEY DON'T KNOW, THEY, THEY, THEY DON'T KNOW. 
          I DRIVE BY, UH, LADIES ISLAND MIDDLE SCHOOL ALMOST EVERY DAY. 
          AND I LOOK AT THE MARQUEE, BUT I'M GOING SO FAST, YOU KNOW, , I'M LIKE, THEY'RE GAMETIME , YOU KNOW, OR, OR WHAT, BUT IT'S ON THE MARQUEE OR, OR IT'S, AND IT'S, IT'S, IT'S, YOU KNOW, THEY'VE GOT IT COMMUNICATED, BUT, UM, PARENTS NEED TO BE ABLE TO SEE THIS, HEAR THIS, UH, FAR BETTER THAN WHAT WE ARE DOING. 
          AND I KNOW FAR BETTER THAN WHAT I'M DOING, BUT, UH, I APPRECIATE WHAT YOU'RE DOING. 
          AND I KNOW RON LOPS USED TO WORK WITH HIM. 
          , I'M SO PROUD OF HIM. 
          , UH, AND, AND MISS MECADO, I KINDA HATE THAT YOU TOOK HER FROM US, BUT I UNDERSTAND GROWTH AND IN SAYING THAT THAT'S WHAT WE NEED IN WE ARE, THAT'S WHAT WE NEED THAT YOU'RE DOING, THAT YOU'RE GIVING US. 
          AND, UH, SO THANK ALL OF YOU FOR PRESENTATIONS TODAY. 
          AND, UH, I'M QUITE SURE I'LL LOOK AT THIS AGAIN. 
          AND I DO NEED 25 AS WELL, , UH, YOU KNOW, SO WHEN I SEE PEOPLE THERE, WHAT WE'RE DOING, I CAN JUST GIVE THEM ONE. 
          SO THANK YOU. 
          GREAT. 
          THAT'S AWESOME. 
          THANK YOU. 
          UH, MR. SMITH, UH, IN TERMS OF, WELL, THANK YOU FOR YOUR PRESENTATION. 
          UM, AND, AND IN TERMS OF, OF GROWTH AND WHERE WE AT, I TOO WAS A, WHEN I FIRST CAME ON THIS BOARD, THERE WAS ONE PERSON, UH, WHO, WHO, WHO, WHO, WHO DID THIS WORK. 
          AND NOW TO OVERNIGHT GO FROM ONE TO ABOUT, UH, SIX . 
          UM, I GUESS I'M GONNA LOOK FOR THE OUTCOME OF WHERE, UH, GETTING THE BETTER BANG FOR, FOR, FOR THE, FOR THE BUCK. 
          UM, BUT ALSO IN TERMS OF, I'VE HEARD A LOT TODAY AND ALSO, UM, I, MR. GUYER BROUGHT UP SOME POINTS AS, UH, SO AS, UH, MRS. GORDON WAS SAYING THAT, SPEAKING UPON THOSE POINTS, YOU KNOW, HE CALLED OUT SOME DIFFERENT GROUPS. 
          BUT I THINK IT'S A SECOND COMPONENT IN THAT. 
          AND THE SECOND COMPONENT IS THAT, IS UTILIZING THE RESOURCES. 
          AND I THINK IT'S VERY IMPORTANT FOR THE DISTRICT NOT JUST CALLING OUT OR NOT JUST HELPING THIS DEPARTMENT UNDERSTAND THAT. 
          BUT I THINK HA HAVING THE DISTRICT AS ITSELF, AS A BRAND TO REALIZE THAT THEY HAVE TO USE BOARD MEMBERS TOO, TO SOME DEGREE. 
          BECAUSE IF YOU DON'T USE BOARD MEMBERS, THAT'S ONE COMPONENT OF THE, UH, OF WHAT, OF WHAT WE ARE DOING. 
          BUT IN TERMS OF SOME OF THOSE NAMES THAT, UH, MR. GARY JUST CALLED OUT, I COULD HAVE A DIFFERENT, I COULD HAVE DIFFERENT ONES. 
          AND I THINK THAT THAT RELATIONSHIPS MM-HMM. 
          ARE EVERYTHING. 
          SO IN TERMS OF THAT, TO SERVE DIFFERENT COMMUNITY, YOU HAVE TO HAVE CONVERSATIONS AND YOU HAVE TO ESTABLISH RELATIONSHIPS TO BE ABLE TO DO THAT, TO HAVE CON THOSE CONVERSATIONS TO SAY, HEY, LOOK HERE, THIS IS WHERE WE'RE GOING. 
          LIKE HOW YOU'RE BRINGING IT FORWARD NOW, HOW YOU BRINGING IT FORWARD NOW, BUT TO SAY WHAT MARKET OR HOW COULD, COULD BE ANOTHER WAY. 
          AND, AND SOME PEOPLE MAY CALL 'EM, UH, THINK TANKS OR DIFFERENT WAY, UH, IN CERTAIN PEOPLE IN YOUR COMMUNITY. 
          OR HOW CAN WE GET IT OUT TO YOUR COMMUNITY? BECAUSE I BELIEVE THAT THE COMMUNITY HAS BEEN YEARNING FOR SOME OF THIS INFORMATION WITHOUT A SHADOW OF A DOUBT. 
          BUT OPENING UP THAT DOOR TO SAY, HEY, LISTEN, YOU HAVE PEOPLE THAT VOTE FOR YOU. 
          HOW DO WE GET TO YOUR VOTERS? OR HOW DO WE GET TO YOUR, THOSE CONVERSATIONS HAVE TO BE, UH, NO PROBLEM. 
          THOSE CONVERSATIONS HAVE TO BE HAD AS WELL. 
          AND, AND, AND, AND FOR SO MANY TIMES, I THINK THAT SOMETIMES, SOMETIMES THEY FEEL AS THOUGH WE GO, WE DON'T, WE DON'T 
          [03:00:01]
GET THOSE, OR WE DON'T HAVE THOSE CONVERSATIONS BECAUSE WE, WE DO THINGS A A LITTLE DIFFERENTLY, DOING THINGS A LITTLE DIFFERENTLY. 
          I DON'T THINK IT'S BEEN GETTING THE JOB DONE. 
          AND, AND IT'S BEEN, IT'S BEEN, IT'S BEEN, IT IS SHOWING TO, TO, TO THIS DEGREE THAT WE HAVE TO ENGAGE BOARD MEMBERS AND WE HAVE TO ENGAGE DIFFERENT POCKETS OF PEOPLE TO UNDERSTAND. 
          THAT'S TO ME, UH, FIRST POINT AND THE SECOND. 
          AND THE SECOND THING IS, I, I'LL LEAVE. 
          I'VE HEARD EVERYONE TALK ABOUT, UH, DIFFERENT WAYS UPON HOW WE PLAN ON TELLING THESE STORIES. 
          AND I MEAN, AND PUTTING OUT THE, PROMOTING THE DISTRICT AND PROMOTING IT, UM, AS ONE PASTOR SAID, UH, NOT LONG AGO, IS THAT UNDERSTANDING MY CHURCH, AND HE WAS TALKING ABOUT HIS CHURCH, EVERYONE IS RELATIVELY NOT PERFECT. 
          IF, IF YOU HAVE A PERFECT PERSON, COME AND JOIN AND JOIN, JOIN THE CHURCH, THEN, UH, IF YOU, UH, THEN YOU MIGHT NOT WANNA JOIN IT. 
          BECAUSE IF YOU, IF YOU JOIN IT PERFECT, THEN CHURCH NO LONGER BE PERFECT. 
          SO WE'RE SAYING THAT AND SAYING THIS, I THINK, AND ALSO I'VE HEARD A LOT, LOT ABOUT PUTTING OUT GOOD TO REALLY UNDERSTAND AND KNOW THAT LET PEOPLE KNOW THAT WE UNDERSTAND THAT. 
          AND BEING INTENTIONAL ABOUT WE UNDERSTAND WHERE WE ARE. 
          YOU HAVE TO PUT THE GOOD, BAD AND UGLY OUT. 
          SOMETIMES I THINK IT'S BETTER FOR US TO TELL OUR OWN NARRATIVE THAN ALLOW, ALLOW OTHER PEOPLE TO TELL THE NARRATIVE. 
          SO IT'S OKAY TO PUT ALL THAT GOOD STUFF. 
          BUT IF YOU'RE JUST PUTTING OUT EVERYTHING GOOD AND YOU'RE NOT TELLING WHEN THINGS HAPPEN, THEN HOW GOOD IS YOUR HOW, HOW, HOW REALLY GOOD ARE YOU? BUT WHEN I CAN TELL MY OWN STORY AND YOU UNDERSTAND WHERE I'M COMING FROM, WELL THEN, THEN THE PERSON WILL SAY, YOU KNOW, WELL, AT LEAST THEY DON'T, THEY JUST DON'T TELL THEIR GOOD SIZE. 
          THEY TELL THE GOOD, BAD, UGLY, AND, AND, AND, AND, AND THEY'RE INCONSISTENT WITH IT. 
          SO THAT'S JUST SOME FOOD FOR THOUGHT THAT I WANNA PUT OUT AS WELL. 
          THANK YOU. 
          NO, THANK YOU. 
          APPRECIATE IT. 
          SO, UM, MAY I, YES. 
          OKAY. 
          COUPLE THINGS. 
          ONE, UM, ON THE BAD NEWS, UH, THE SCHOOL DISTRICT DOES PUT IT OUT. 
          AS A MATTER OF FACT, WHENEVER SOMETHING HAPPENS AT A SCHOOL, WE CONTACT ALL THE FAMILIES OF THAT SCHOOL TO MAKE SURE THAT THEY KNOW, YOU KNOW, WHO DOESN'T DO THAT? OUR COMPETITORS, YOUR CHARTER SCHOOLS AND YOUR PRIVATE SCHOOLS. 
          RIGHT? IN THAT COMES SOME OF THE ISSUES THAT YOU SEE, YOU KNOW, WITH, UH, WITH ENROLLMENT AS WELL. 
          BUT I, I GOT AN IDEA TIME FOR, UH, BOARD MEMBER HOMEWORK ASSIGNMENT, IF YOU WOULD. 
          AND I WANT TO ASK YOU BY DECEMBER 6TH TO SUBMIT A LIST OF ANY OF THOSE GROUPS OR ANY OF THOSE PEOPLE MM-HMM. 
           THAT YOU FEEL NEED TO BE CONTACTED. 
          RIGHT? BUT BY DECEMBER 6TH, IF WE CAN GET A LIST TO MS. BRUDER THAT'LL HELP THEM WITH THEIR, UM, UM, OUTREACH SPREADSHEET OF OUTREACH OF, OF POTENTIAL PEOPLE, , UM, MR. MR. CAMPBELL. 
          BUT YOU PROBABLY HAVE MORE. 
          YOU DIDN'T HAVE TIME TO THINK ABOUT. 
          UH, YES. 
          UM, EVERY TIME THE SCHOOL WAS SENT OUT, SOMETHING, UH, ABOUT SOMETHING HAPPENED AT THE SCHOOL, I INFORM MY COMMUNITY ABOUT IT BECAUSE THIS, THEY, THEY'RE SUPPOSED TO KNOW THAT'S, THAT'S MY RESPONSIBILITY AS A BOARD MEMBER. 
          I CAN'T PUT IT ON, ON THEM. 
          AND ALL OF US GET EMAILS. 
          NOW, WHETHER WE READ 'EM OR NOT. 
          THAT'S, THAT'S UP TO US. 
          AND THAT'S ANOTHER ONE OF THE RESPONSIBILITY AS A BOARD MEMBER. 
          READ EVERY EMAIL YOU GET. 
          THANK YOU. 
          SO, UM, DR. 
          BRUDER, IT SEEMS LIKE THE, UM, 2024 COMMUNITY REPORT WOULD BE VERY HELPFUL FOR EACH BOARD MEMBER TO HAVE 20 OR 25 COPIES. 
          SO DO YOU THINK YOUR TEAM COULD, UH, ASSEMBLE THOSE AND JUST DISTRIBUTE 'EM LATER TODAY? I MEAN, I DON'T KNOW HOW MANY YOU HAVE. 
          WE ACTUALLY GAVE OUT A BUNCH AT OUR EVENT YESTERDAY. 
          AND, UM, MR. DALLAS HAS A LOT OF THEM, BUT MOLLY MERCADO BEING WONDERFUL AS SHE HAS BEEN, HAS ALREADY PLACED ANOTHER ORDER FOR MORE. 
          OKAY. 
          SO WE CAN GET THEM TO YOU ALL. 
          UM, AS SOON AS THAT ORDER COMES IN, IT SHOULDN'T BE TOO LONG. 
          MR. DALLAS, PART OF, UH, PART OF WHAT I THINK, YOU KNOW, SOMETIMES GOES MAYBE UNNOTICED OR RECOGNIZED, I THINK, IS THAT WHEN A PRODUCT, LIKE, I HAVE ONE HERE RIGHT NOW, BUT, BUT LIKE YOU'RE HOLDING UP, RIGHT? IS, IS PUT TOGETHER, RIGHT? SOMETIMES THAT, THAT'S JUST PUT TOGETHER RIGHT HERE BY STAFF. 
          RIGHT? I'LL SHARE IT WITH YOU RIGHT AWAY BECAUSE I'M EXCITED ABOUT IT. 
          'CAUSE IT'S A GREAT PRODUCT AND I THINK YOU'LL BE EXCITED ABOUT IT, RIGHT? BUT RIGHT AWAY WHAT HAPPENS IS, RIGHT, HEY, I I GOT A PRESENTATION TOMORROW I NEED 25, OR I GOT ANOTHER GROUP, I NEED ANOTHER 25. 
          SO ON THE ONSET OF THAT, RIGHT? THOSE INITIAL ONES WERE ALL MADE RIGHT HERE AND PRINTED RIGHT HERE. 
          SO 
          [03:05:01]
ON, ON TOP OF THAT, THIS TEAM BECAME A PRINTING MACHINE,  FOR A LITTLE WHILE UNTIL WE COULD GET 'EM BACK FROM THE ACTUAL PROFESSIONAL PRINTERS THAT WE HAVE TO WORK WITH. 
          YOU KNOW? SO IT'S NOT THAT WE DIDN'T WANT TO GET THEM OUT THERE FAST, IT'S THAT THEY WERE LITERALLY HOT OFF THE PRESS, RIGHT? AND, AND SO WE'RE JUST TRYING TO CATCH UP AND GET AHEAD OF THAT. 
          MM-HMM, . 
          ALL RIGHT. 
          I THINK MR. SMITH, THEN, MR. DALLAS, UM, JUST TO GO BACK TO WHAT WAS UH, SAID, BY NO STRETCH OF MY IMAGINATION, UH, INTENT TERMS OF, TO DIRECT TO MR. CAMPBELL, THAT WE GET THAT INFORMATION OUT AND THAT IS OUR UNDERSTANDING OF GETTING IT TO THE COMMUNITY OR TO WHAT ELSE WAS SAID IN TERMS IN TERMS OF US PUTTING OUT THE BAD INFORMATION. 
          YES. 
          BUT I'M, BUT MY POINT WAS TODAY WHEN WE, WHEN WE TALKED ABOUT WHAT THE VISION AND WHAT THE PEOPLE'S TASKS AT HAND WAS, I JUST WANNA REMIND 'EM AS NEW FOLKS COMING ON, BECAUSE I KNOW THAT MRS. BRUTA PUT OUT 9, 9 99, 90 9% OF THOSE EMAILS, WHAT, WHAT, WHAT I BELIEVE WE'VE BEEN TOLD. 
          SO JUST IN FYI TO THEM AS, AS WELL. 
          AND WHEN THEY'RE, WHEN THEY'RE DRAFTING WHATEVER THEY'RE PUTTING OUT IN IT, JUST THAT AS A DISTRICT, THAT'S WHAT WE, THAT'S WHAT WE DO DO. 
          AND ACTUALLY, THERE ARE A COUPLE OTHER ORGANIZATIONS WHO DO, UH, I'M AWARE OF THAT HAVE PUT OUT SOME THINGS THAT HAVE HAPPENED IN, IN, IN THEIR, IN THEIR, UH, ORGANIZATION THAT WAS NOT UNHEALTHY. 
          SO I DON'T BELIEVE THAT WE THE ONLY ONE, BUT, BUT WHAT WE, WHAT WE DO OWN IT, AND THAT'S THE, THAT'S THE INITIATIVE OF US OWNING IT. 
          AND I DO APPRECIATE THAT, BUT I JUST WANNA PUT THAT OUT, UH, THAT I'M NOT PERSONALLY PUTTING IT IN TERMS OF, NOT THAT WE DON'T DOING IT, BUT I'M JUST SAYING FYI, THAT IS SOMETHING THAT, THAT I DIDN'T HEAR TODAY AND THAT I WOULD LIKE TO MAKE SURE THAT WE ALL ARE AWARE OF AND THAT WE'RE ALL ON THE SAME, ON THE SAME ON THE, THAT WE ALL ARE ON BOARD WITH. 
          THANK YOU. 
          YEAH. 
          I JUST WANNA SPEAK TO THE, UH, I THINK IT WAS SOMEWHERE BETWEEN 175 AND 200 THAT WE GOT YESTERDAY. 
          WE IMMEDIATELY DISTRIBUTED 50 TO THE HILTON HEAD AREA REALTORS. 
          UH, AT THE EVENT THAT YOU FOLKS SPOKE AT YESTERDAY, I THINK WE DISTRIBUTED PROBABLY AROUND 60 TO 70 MM-HMM. 
          . 
          SO WE GOT ABOUT 40, 50 LEFT. 
          THOSE WERE SPOKEN FOR, UM, , JUST MAKING SURE. 
          SO HOPEFULLY THE NEXT BATCH OFF OF THE PRINTERS WILL BE HERE SOON BECAUSE THERE'S, THERE'S STACKING UP AND, AND I'LL TELL YOU LIKE WHAT WAS EXCITING FOR ME, AND I'M SURE YOU SAW IT TOO, UM, MR. DALLAS, BUT I EVEN TOOK PICTURES, LIKE WHEN I WENT BACK AND LOOKED AT THE PICTURES OF THE EVENT, LIKE PEOPLE WERE ACTUALLY READING THOSE, LIKE THOROUGHLY READING THEM. 
          SO THAT WAS GREAT. 
          ALL RIGHT. 
          AND WE DO HAVE A LITTLE ACTIVITY. 
          OKAY. 
          THAT'S OKAY. 
          SO AS PART OF OUR, UM, RESTRUCTURE, I WANNA REVISIT THE TAGLINE BECAUSE IN ORDER FOR US TO MOVE FORWARD, UM, WITH OUR COMMUNICATIONS OUTREACH AND SUPPORTING THE STRATEGIC WORK AND MESSAGING, UM, THAT'S GOING TO BE HAPPENING AS PART OF THE RESTRUCTURE, WE WOULD LIKE TO MOVE FORWARD WITH INCORPORATING A TAGLINE. 
          SO WE WANTED TO HAVE AN ACTIVITY TODAY, UM, USING MENTI, WHICH DR. RODRIGUEZ HAS USED THAT WITH YOU GUYS BEFORE. 
          UM, SO YOU CAN, WE CAN RANK THE UM, TAGLINE OPTIONS. 
          WE'RE JUST GETTING IT ON THE SCREEN. 
          IT'LL JUST BE A MINUTE. 
          PERFECT. 
          THANK YOU. 
          THANK YOU. 
          OKAY. 
          SO, UM, OF THE FIVE OPTIONS, THE FIRST ONES ON THE SCREEN WERE DEVELOPED AS PER THE BOARD'S DESIRE TO SEE NEW OPTIONS FOR TAGLINES. 
          THESE TAGLINES WERE DEVELOPED BY OUR TEAM BY REEXAMINING FEEDBACK FROM THE INITIAL SURVEY FOCUS GROUPS AND POLL IN WHICH THE FOLLOWING THEMES WERE SIGNIFICANT. 
          ENGAGEMENT, OPPORTUNITY EXCELLENCE, OUR COASTAL ENVIRONMENT, AND LEARNING AT THE BEACH. 
          THE LAST TWO OPTIONS, AND YOU'RE GONNA BE ABLE TO PULL THESE UP ON YOUR DEVICES. 
          THE LAST TWO OPTIONS I KNOW, 'CAUSE I CAN'T EVEN SEE. 
          THE LAST TWO OPTIONS, ARE THE TAGLINES THAT WERE PRESENTED TO YOU IN A PREVIOUS WORK SESSION AND A REGULAR BOARD MEETING THAT WERE DEVELOPED BY RHODES BRANDING BASED ON THE SURVEY AND FOCUS GROUPS THEY CONDUCTED. 
          AS YOU RECALL, THESE TWO TAGLINES WERE REVIEWED BY OUR STAKEHOLDERS VIA POLL AFTER THAT INITIAL WORK SESSION WITH RISING TO EXCELLENCE TOGETHER RECEIVING 38% OF THE VOTE AND INNOVATING TODAY FOR A BRIGHTER TOMORROW, RECEIVING 62% OF THE VOTE. 
          WE FELT IT IMPORTANT TO ALSO INCLUDE THESE FOR A COMPARISON 
          [03:10:01]
NOW BECAUSE OF THE PARTICI PUBLIC PARTICIPATION IN THE INITIAL PROCESS. 
          AND I'M GONNA LET, UH, MS. DR. PENNINGTON KIND OF LEAD YOU THROUGH THIS PROCESS HERE. 
          SO, TO ACCESS AND BE ABLE TO VOTE ON YOUR DEVICE, YOU CAN USE A COMPUTER, TABLET, PHONE, WHATEVER'S CONVENIENT FOR YOU. 
          IF YOU'LL OPEN YOUR BROWSER AND GO TO WWW.MINTYMENT.COM. 
          AND WHEN YOU REACH THAT WEBSITE, IT SHOULD ASK YOU TO ENTER A EIGHT DIGIT CODE. 
          THAT CODE IS UP AT THE TOP OF THE SCREEN, BUT I'M GONNA READ IT OUT LOUD AS WELL. 
          YOU ARE GOOD. 
          I'M GONNA GIVE YOU A SECOND. 
          NO WORRIES. 
          YES, YES. 
          WE HAVE A FEW PEOPLE AROUND COLLEEN AND SDR HERE TO ASSIST AS WELL. 
          SO IF YOU NEED ASSISTANCE, JUST RAISE YOUR HAND. 
          SO I'M GONNA READ THE CODE OUT NOW. 
          I'LL READ IT OUT AGAIN IN A SECOND. 
          NO WORRIES. 
          THAT CODE IS 4 4 9 1 7 2 0 9. 
          ONCE AGAIN, THAT CODE IS 4 4 9 1 7 2 0 9. 
          AND ONCE YOU'RE LOGGED IN, IT WILL ACTUALLY ALLOW YOU TO, UM, SELECT YOUR TAGLINES IN ORDER OF YOUR PREFERENCE. 
          THE ONE YOU CHOOSE FIRST WILL BE YOUR FIRST CHOICE, AND FIFTH WILL BE YOUR LAST CHOICE. 
          AND I'LL REVIEW THE RESULTS ONCE EVERYONE HAS HAD A CHANCE TO COMPLETE THIS. 
          SO NO RUSH. 
          TAKE YOUR TIME. 
          YEAH, SHE, YEAH. 
          OKAY. 
          PERFECT. 
          SO, ONE THING I THINK YOU NEED TO MENTION, UM, DR. PENNINGTON, IS THAT WE'VE ALREADY CHOSEN THE, UH, LOGO. 
          YES. 
          AND CAN WE PUT THE LOGO UP, BECAUSE I THINK THAT SHOULD BE CONSIDERED WHEN YOU'RE CHOOSING THE TAGLINE. 
          ABSOLUTELY. 
          I DON'T KNOW IF WE CAN DO IT ON A SCREEN SHARING, 'CAUSE THIS IS COMING FROM MY COMPUTER RIGHT NOW, SO I DON'T HAVE IT PULLED UP. 
          OKAY. 
          BUT IF YOU NEED A REFERENCE, THE LOGO IS RIGHT THERE ON YOUR BAGS AND THE SWAG RIGHT IN FRONT OF YOU. 
          SO YES,  AND OUR AGENDA. 
          PERFECT. 
          YOU APOLOGIZE FOR THE SMALL SIZE ON THE SCREEN. 
          IT WAS AS LARGE AS MENTEE WOULD LET ME MAKE IT WITH THIS MANY OPTIONS. 
          [03:15:46]
SELECT THEIR OPTIONS OR DO WE NEED A LITTLE BIT MORE, MORE TIME. 
          I REVEAL OUR RESPONSES. 
          AND, UM, JUST TO ADD THAT OUR, UM, FIRST OPTION, WHICH WAS EMPOWERING STUDENTS THROUGH ENGAGEMENT, EXCELLENCE, AND OPPORTUNITY DID HAVE, UH, VOTE AS WELL AS BUILDING BRIGHT FUTURES THROUGH ENGAGEMENT AND LEARNING WAS, I BELIEVE, THE TOP CHOICE AS WELL FROM OUR BOARD MEMBER ONLINE. 
          SO TO ME, I THINK THE POLL RESULTS SHOW US THAT OUR FIRST OPTION IS CLEAR. 
          IT'S THE BUILDING BRIGHT FUTURES THROUGH ENGAGEMENT AND LEARNING. 
          AND AT THIS POINT, I'M GONNA TURN IT OVER TO DR. RODRIGUEZ, WHO'S GOING TO TAKE IT FROM HERE. 
          . 
          I WOULD, UM, JUST SUGGEST IF EVERYBODY IS COMFORTABLE, 'CAUSE WE NEED TO MOVE FORWARD WITH A TAGLINE. 
          SO IF, IF, IF THE BOARD IS COMFORTABLE WITH THIS AS A TAGLINE, UM, THAT, THAT, UH, WE SOLIDIFY IT WITH, UH, I WOULD GUESS A VOTE, A MOTION, AND A VOTE IF, UH, IF THAT'S POSSIBLE. 
          SURE. 
          YEAH. 
          UH, I MOVE TO THE BUFORT, UH, BOARD OF EDUCATION. 
          UH, MOVED TO ADOPT THE TAGLINE, OH, I CAN'T READ IT FROM HERE. 
          BUILDING BRIGHT FUTURES THROUGH ENGAGEMENT IN LEARNING, AS IF THE OFFICIAL TAGLINE OF THE BUFORT COUNTY SCHOOL DISTRICT SECOND FROM CARLTON DALLAS. 
          ANY DISCUSSION? ALL RIGHT. 
          ALL IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          HAY A YES, I BELIEVE ONE NO CARR AND ONE ABSTENTION SMITH AND MS. NAY WAS ABSENT FROM THE VOTE, SO THE MOTION CARRIES. 
          BUT YEAH, SHE SAID SHE CHOSE TWO ON HER MESSAGE, ACTUALLY, ONE OR TWO, YEAH. 
          SO, BUT SHE DIDN'T VOTE. 
          JUST NOW ON THE MOTION. 
          ALL RIGHT. 
          NOW , IT LOOKS LIKE WE'RE, IT'S TIME FOR LUNCH. 
          AND ACCORDING TO OUR AGENDA, WE HAVE A 30 MINUTE BREAK FOR LUNCH. 
          AND, UM, IT IS, UH, 1221. 
          SO WHY DON'T WE RECONVENE AT, AT, UM, HOW ABOUT FIVE MINUTES OF, OF ONE. 
          ALL RIGHT. 
          THANK YOU. 
          GOOD AFTERNOON. 
          THIS IS THE BEAUFORT COUNTY BOARD OF EDUCATION WORK SESSION OF NOVEMBER 22ND, 2024. 
          AND WE JUST FINISHED OUR LUNCH BREAK AND WE'LL RESUME OUR AGENDA. 
          OUR NEXT PRESENTATION IS GUIDANCE. 
          OH, GREAT. 
          , PLEASE COME FORWARD. 
          THANK YOU. 
          GOOD AFTERNOON. 
          WELCOME, . 
          THANK YOU ALL FOR ALLOWING ME TO PRESENT TODAY. 
          I'M NATASHA MIDDLETON, THE DIRECTOR OF SCHOOL COUNSELORS FOR THE DISTRICT, AND I'M GONNA TALK TO YOU ABOUT THE SCHOOL COUNSELOR ROLE. 
          SCHOOL COUNSELORS PLAY A CRUCIAL ROLE IN THE EDUCATIONAL SYSTEM BY FOCUSING ON THE ACADEMIC, PERSONAL, AND CAREER DEVELOPMENT OF STUDENTS. 
          COUNSELORS STRIVE TO CREATE A POSITIVE AND INCLUSIVE ENVIRONMENT THAT SUPPORTS EACH STUDENT'S UNIQUE NEEDS. 
          THIS MISSION ALIGNS WITH THE DISTRICT'S GOALS TO FOSTER SUPPORTIVE AND ENRICHING EDUCATIONAL 
          [03:20:01]
EXPERIENCE FOR ALL OF OUR STUDENTS. 
          WE OFFER ACADEMIC GUIDANCE AND SUPPORT TO STUDENTS AND THEIR PARENTS BY SUPPLYING ESSENTIAL ESSENTIAL INFORMATION FOR MAKING INFORMED DECISIONS REGARDING BOTH AND LONG TERM GOALS. 
          WE WORK CLOSELY WITH ALL STAKEHOLDERS TO ENSURE THAT WE MEET THE NEEDS OF EVERY STUDENT. 
          ADDITIONALLY, WE ADVOCATE FOR OUR STUDENTS TO GUARANTEE THAT THEIR NEEDS ARE MET EFFECTIVELY. 
          WE UTILIZE A PROACTIVE DATA DRIVEN APPROACH BY IMPLEMENTING A COMPREHENSIVE PROGRAM DESIGNED FOR ALL STUDENTS. 
          THIS INCLUDES STRATEGIES FOR EARLY INTERVENTION, SPECIFICALLY TARGETING AT-RISK STUDENTS. 
          TO EVALUATE THE EFFECTIVENESS OF THE PROGRAM. 
          WE ASSESS VARIOUS METRICS SUCH AS STUDENT ACHIEVEMENT, ATTENDANCE RATES, AND BEHAVIORAL DATA. 
          WE ALSO PROVIDE ACADEMIC PLANNING, ADVICE AND EVALUATION, OFFER, ORIENTATION, COORDINATION, ACADEMIC ADVISING, AND SO ON AND SO FORTH. 
          SOME GENERAL SCHOOL COUNSELING ACTIVITIES ARE INTERPRETING SCHOOL RECORDS, CONSULTING WITH TEACHERS, ADVOCATING FOR STUDENTS, AND ANALYZING THE DATA TO ENSURE THAT THE MEETING WE'RE MEETING THE STUDENTS' NEEDS. 
          SCHOOL COUNSELING ACTIVITIES DIFFER BASED ON EDUCATIONAL LEVEL. 
          FOR EXAMPLE, ELEMENTARY COUNSELORS FOCUS ON DEVELOPING FOUNDATIONAL SKILLS NECESSARY FOR ACADEMIC, PERSONAL, AND SOCIAL GROWTH. 
          AND THEY DO THIS BY PROVIDING EARLY INTERVENTIONS IN CLASSROOM LESSONS, PROVIDING AND FACILITATING SMALL GROUPS AND INDIVIDUAL COUNSELING, ORGANIZING CAREER FAIRS, PARTICIPATING IN COMMUNITY OUTREACH, AND OFFERING PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS. 
          MIDDLE SCHOOL COUNSELORS, THEY SUPPORT STUDENTS THROUGH PRE-ADOLESCENT IN THEIR PRE-ADOLESCENT DURING THE TRADI TRANSITION TRANSITION OF HELPING THEM BY HELPING THEM, SORRY. 
          THEY SET GOALS, THEY MAKE INFORMED CHOICES, THEY HELP THEM TO RESOLVE CONFLICTS APPROPRIATELY. 
          AND THEY ALSO INTRODUCE VARIOUS CAREER OPTIONS FOR THESE STUDENTS. 
          THEY HAVE SCHOOL TOURS, JOB SHADOWING, AND INVITE GUEST SPEAKERS TO THEIR SCHOOLS. 
          HIGH SCHOOL COUNSELORS HELP STUDENTS GET READY FOR THEIR LIFE AFTER GRADUATION. 
          THEY HAVE ACADEMIC ADVISING, GUIDING STUDENTS ON COURSE SELECTION AND ACADEMIC PERFORMANCE, COLLEGE PLANNING, ASSISTING STUDENTS WITH APPLICATION PROCESS AND CAREER EXPLORATION, HELPING STUDENTS FIND WHAT THEIR NEXT IS GOING TO BE. 
          AS DIRECTOR OF SCHOOL COUNSELING, I PROVIDE A A MONTHLY PROFESSIONAL DEVELOPMENT FOR OUR STUDENTS FOR, I'M SORRY, FOR OUR COUNSELORS. 
          AS A MATTER OF FACT, WE HAD ONE YESTERDAY WHERE WE HAD ADULT ED COME IN TO SPEAK TO OUR COUNSELORS. 
          WE HAD MILITARY SUPPORT. 
          WE ALSO HAD CTE AS WE WORKED VERY CLOSELY WITH ISD TO MAKE SURE THAT OUR STUDENTS ARE GETTING THEIR ACADEMIC AND AS WELL AS THEIR PERSONAL SOCIAL GOALS ACCEPTED, I'M, I'M SORRY, ADDRESSED. 
          WE ENSURE COMPLIANCE WITH THE STATE FEDERAL LAWS. 
          SO I ATTEND STATE MEETINGS TO ENSURE THAT OUR STUDENTS ARE, ARE, SORRY, OUR COUNSELORS ARE GETTING ALL OF THE INFORMATION THEY NEED TO BE ON, BE WITHIN THE LAW. 
          HOWEVER, WEEKLY SUPPORT MEETINGS I PROVIDE FOR OUR COUNSELORS. 
          EVERY TUESDAY AT 10:00 AM WE HAVE A ZOOM MEETING WHERE I'M ANSWERING QUESTIONS, PROVIDING FEEDBACK, PROVIDING COLLABORATION AND TRAINING COUNSELORS. 
          I ALSO CONDUCT SCHOOL VISITS AND PROVIDE INDIVIDUAL TRAINING AND OBSERVATIONS. 
          I ALSO SUPPORT COUNSELORS IN ADDRESSING THE NEEDS FOR OUR STUDENTS. 
          INTRODUCE A PLATFORM THAT HIGH SCHOOL COUNSELORS ARE USED TO AUDIT TRANSCRIPTS. 
          IT IS CALLED THE MESA CLOUD. 
          MESA CLOUD HELPS TEACH, HELPS COUNSELORS TO AUDIT THE TRANSCRIPTS, FIND OUT WHAT STUDENTS NEED FOR GRADUATION. 
          IT TRACKS THEIR PROGRESS. 
          AND IT ALSO ASSIGNS PERSONALIZED PLANS, PLANS AS FAR AS GRADUATION, AND INFORMING OUR PARENTS ABOUT GRADUATION PLANS AND WHAT THEY NEED FOR GRADUATION. 
          WE DO THIS STARTING IN EIGHTH GRADE WITH OUR INDIVIDUAL GRADUATION PLANS. 
          THE COUNSELORS HAVE MEETINGS WITH EACH STUDENT AND THEIR PARENT, AND THEY DISCUSS GOALS AND, AND ALSO WHAT COURSES THEY WANNA TAKE FOR THE FOLLOWING YEAR. 
          PARENTS ARE NOTIFIED AS WELL IN THE, IN THE GRADUATION PLAN MEETING. 
          WE HAVE PARENT NIGHT MEETINGS AND PARENT CONFERENCES. 
          ANY QUESTIONS? UM, THANK YOU 
          [03:25:01]
MS. MIDDLETON. 
          ANY, UH, QUESTIONS FROM THE BOARD MEMBERS? MR. DALLAS? MM-HMM? ? YES. 
          OH YEAH. 
          THANKS. 
          OKAY. 
          TO REPEAT WHAT I SAID, I HEARD YOU GO. 
          OKAY. 
          ALL RIGHT. 
          UM, ONE OF THE, MR UH, WHY DON'T YOU RECAP IT? 'CAUSE I DON'T THINK THE PEOPLE ONLINE CAN HEARD YOU. 
          OKAY. 
          OKAY. 
          SO I ATTENDED ONE OF YOUR PROFESSIONAL DAY DAYS MM-HMM. 
           EVENTS IN BLUFFTON. 
          AND I THOUGHT IT WAS VERY INFORMATIVE, VERY HELPFUL, HEARD POSITIVE COMMENTS. 
          YOU HAD SOME EXERCISES THERE TO CAPTURED A LOT OF WHAT PEOPLE WERE SAYING WOULD NOT HAVE COME UP OTHERWISE. 
          SO KUDOS ON THAT. 
          UH, AS A NEWBIE, ONE OF THE THINGS I HEARD CIRCULATE OUTSIDE OF THAT MEETING A FEW TIMES IN THAT MEETING IS THE WORKLOAD THAT THE COUNSELORS CARRY. 
          AND I THEN LEARNED THAT I THINK THE STATE REQUIREMENTS, LIKE 250 STUDENTS PER COUNSELOR OR SOMETHING LIKE THAT, THE STATE REQUIRES, WELL, THEY ALLOT FOR 300 TO ONE, 300 TO ONE. 
          WE, WE FOLLOW, WE WANNA FOLLOW THE ASCA MODEL, WHICH IS TWO 50 TO ONE. 
          OKAY. 
          OKAY. 
          AND I GUESS WITH THAT, IS THE TWO 50 SUFFICIENT? MM-HMM. 
           FOR THE WORKLOAD THAT THE COUNSELORS AND ENCOUNTER IT IS, UM, COMING BACK FROM COVID? YES, MA'AM. 
          WHEN EVERYTHING WAS ALL HANDS ON DECK. 
          SO COUNSELORS WERE DOING THINGS THAT WERE OUTSIDE OF THEIR SCOPE. 
          SO WE HAVE TO GET EVERYBODY BACK TO UNDERSTANDING THAT, YOU KNOW, WE HAVE SPECIFIC GOALS THAT WE NEED TO, WE NEED TO, UM, ACHIEVE. 
          SO WE SHOULDN'T BE DOING OTHER THINGS. 
          SO WE'RE WORKING TO GET PRINCIPALS AND ADMINISTRATION TO UNDERSTAND THAT, YOU KNOW, SCHOOL COUNSELORS NEED TO WORK ON THEIR PREVENTIVE WORK AND NOT SO MUCH DOING OTHER THINGS THAT, YOU KNOW, TEACHERS DO. 
          YEAH. 
          MADAM CHAIR, VERY QUICKLY, UH, I THINK THE CDFS HAVE BEEN ADDED AND THEY SUPPLEMENT THE YES. 
          WORK IN PARTNERSHIP WITH, THEY DO, THEY SUPPLEMENT THE CAREER PIECE. 
          SO OUR CDFS ARE IN ALL HIGH SCHOOLS, AND WE HAVE FOUR IN MIDDLE SCHOOLS, SO THEY HELP THE COUNSELORS AS FAR AS THE CAREER EXPLORATION, THE, UM, TOURS, THE CAREER FAIRS. 
          SO THEY DO ALL THAT FOR THEM. 
          AND THE SCHOOLS THAT DON'T HAVE ONE RIGHT NOW, WE PARTNER WITH THEM AND WE HELP THEM AS WELL. 
          UM, COLONEL GEIER, THANK YOU FOR THE BRIEFING. 
          COULD, COULD YOU DESCRIBE THE EDUCATIONAL BACKGROUND AND CERTIFICATION REQUIRED TO BE BECOME A, A COUNSELOR? A SCHOOL COUNSELOR MUST HAVE A MASTER'S DEGREE IN SCHOOL COUNSELING EDUCATION. 
          SO THERE ARE MANY COUNSELING DEGREES, BUT IT HAS TO SAY SCHOOL COUNSELING EDUCATION. 
          AND THE BEST PROGRAMS ARE THE KREP KREP PROGRAMS. DO YOU HAVE, UH, CAREER AND TECHNICAL, UH, RECERTIFICATION, UH, STANDARDS THAT YOU HAVE TO FOLLOW? YES. 
          IN THE, IN THE SCHOOL COUNSELING PROGRAM THAT YOU TAKE, YOU WILL HAVE A CAREER CAREER COURSE. 
          SO WE DO HAVE TRAINING IN THAT AS WELL. 
          AND EVERY COUNSELOR, WE ENCOURAGE TO GET THEIR CAREER DEVELOPMENT FACILITATOR CERTIFICATION. 
          MR. SMITH, THANK YOU FOR YOUR PRESENTATION. 
          I REALLY PLEASE APPRECIATE IT. 
          ALSO, UH, FOR THE PUBLIC, COULD YOU JUST TELL THEM WHAT IGP IS? IT'S AN INDIVIDUAL GRADUATION PLAN THAT THE STATE REQUIRES EVERY STUDENT TO HAVE STARTING IN EIGHTH GRADE. 
          SO THE PARENT, THE STUDENT AND THEIR COUNSELOR MUST MEET ONCE A YEAR TO DISCUSS THAT. 
          STUDENT'S POST SECOND POST-SECONDARY PLANS, AS WELL AS WHAT THEY WANNA TAKE FOR CLASSES IN SCHOOL. 
          AND OTHER OUR PARENTS, OUR OUR PARENTS, UH, IN, IN PERSON DURING THOSE IGP MEETINGS, OUR, OUR, OUR, OUR PARENTS PRESENCES, THEY SHOULD BE, OR, BUT, BUT THE STATE HAS CHANGED THE RULES. 
          THEY WANT THE PARENTS INVOLVED, BUT THEY CAN BE ON THE PHONE, ZOOM, AND IF THE PARENT CAN'T COME IN, WE CAN DO IT THROUGH EMAIL CORRESPONDENCE WHERE THE PARENT IS SAYING, OKAY, YES, I SAW THAT YOU MET WITH JOHNNY. 
          I AGREE WITH WHAT YOU ALL SAID. 
          THEY HAVE TO, WE HAVE TO HAVE DOCUMENTATION OF THAT AT THE, AT THE DISTRICT LEVEL. 
          HOW ARE WE, HOW, HOW WELL BETTY AT THE DISTRICT LEVEL DO, DO WE ALL, DO WE AUDIT THAT? DO WE AUDIT WHETHER OR NOT THEY'RE COMING THE THE I-G-G-I-G-P, UH, PROCESS PERIOD AUDIT IN TERMS OF GOING THERE AND SEEING WHAT THEY'RE DOING? AUDIT, AUDIT AS IN AUDITING THE PROCESS AND AUDIT AND AUDITING, AUDITING THE G UH, THE IGP, 
          [03:30:01]
MAKING SURE THAT THEY'RE TAKING PLACE THROUGHOUT THE DISTRICT. 
          YES, WE HAVE TO, I HAVE TO DO A REPORT AT THE STATE EVERY YEAR. 
          SO YES, I'M, I'M REQUIRING THEM TO SEND ME THEIR INFORMATION TO DETERMINE THAT THEY'VE COMPLETED THEIR IGPS. 
          AND HOW MANY TIMES OF THE YEAR ARE WE DOING THAT? IT'S ONLY SUBMITTED ONCE A YEAR. 
          IT'S IN THE END OF, IN JUNE. 
          HOW DO WE DO ATHLETES? ATHLETES? YES, MA'AM. 
          AND, AND, AND TERMS IN TERMS OF, OF ATHLETES. 
          H HOW, HOW DO WE RUN THEIR IGP AS WELL? THEIR IGP IS THE SAME. 
          EVERY STUDENT'S IGP IS BASED ON WHAT THEIR GOALS ARE. 
          SO IF IT'S, IF AN ATHLETE WANTS TO GO TO COLLEGE, THEN WE, WE INCLUDE THEIR, THEIR ATHLETIC DIRECTOR BECAUSE THEY HAVE INFORMATION THAT THEY NEED TO, THEY NEED TO KNOW, WE INCLUDE THE COUNSELOR AND THE CDF IF THEY WANT TO TALK ABOUT GOING TO, YOU KNOW, A CAREER. 
          SO IT JUST DEPENDS. 
          I, UH, BUT THE, AND THE REASON WHY I ASKED THAT IS BECAUSE FROM WHAT I'VE NOTICED, UH, THE, THE IDEA, IT IS, THE INFORMATION IS DIFFERENT FOR A ATHLETE BECAUSE THERE ARE CERTAIN INFORMATION THAT HAS TO, THAT HAS TO BE, UH, DISCLOSED TO THAT UNIVERSITY, DEPENDING ON WHAT THEY'RE GETTING. 
          AND SO THAT'S WHY I'M ASKING ON, ON THE FRONT SIDE, HOW ARE WE, UH, DOING THAT. 
          BUT ON THE FRONT SIDE, AS FAR AS ATHLETES AS A JUNIOR, THEY HAVE TO, THEY HAVE TO QUALIFY THROUGH THE NCAA OR NCAA. 
          RIGHT? SO THAT INFORMATION BEING PROVIDED TO THEM, PROBABLY IN NINTH, IN NINTH GRADE, BECAUSE THEY NEED TO KNOW THAT THE FIRST 10 COURSES YOU TAKE ARE ALREADY LOCKED IN. 
          SO YOU GOTTA MAKE SURE THAT YOU ARE MAKING THE APPROPRIATE GRADES SO THAT YOU CAN HAVE OPTIONS WHEN YOU GRADUATE. 
          NO FURTHER QUESTIONS. 
          UM, MS. GORDON, THANK YOU. 
          THANK YOU FOR THIS PRESENTATION. 
          AND I KNOW MR. SMITH HAS BEEN ASKING FOR THIS. 
          UM, HAVING BEEN A TEACHER HERE IN BEAUFORT COUNTY AND AN ADMINISTRATOR, UM, I HAVE WITNESSED THE IGP MM-HMM. 
           IN PLACE, AND PARENTS WHO COME IN AND, AND SOME, LIKE YOU SAID, WHO CAN'T, BUT THE SCHOOL, UH, COUNSELORS DO A GREAT JOB OF INCLUDING THEM. 
          MM-HMM. 
          . 
          AND WHAT WE HAVE TO UNDERSTAND IS PARENTS, IS IT, IT'S A, IT'S A PLAN FOR YOUR CHILD, AND THAT'S YOUR CHILD, AND YOU NEED TO BE THERE YES. 
          TO GIVE INPUT, UH, IN PERSON IF YOU CAN. 
          YES. 
          BUT IF NOT, YES. 
          BUT THE COUNSELORS MAKE SURE THAT THEY DO. 
          AND LET'S UNDERSTAND, 250 STUDENTS, THAT'S A LOT OF STUDENTS FOR ONE PERSON, THAT'S A LOT OF STUDENTS. 
          AND FOR THE COUNSELORS TO HAVE TO, UH, KEEP EYES ON, UH, AND THE STUDENTS CAN COME IN AND MAKE APPOINTMENTS WITH THEIR COUNSELORS OR NOT TO SEE, UH, HOW THEY'RE DOING AND WHAT THEY'RE DOING. 
          SO IT'S AN ONGOING PROCESS. 
          YES. 
          AND, AND I KNOW SOMETIMES, YOU KNOW, PARENTS WILL GET BUSY AND WE WANT TO SAY, I DIDN'T KNOW THIS, OR, I DIDN'T KNOW THAT. 
          BUT WHEN IT COMES TO SITTING DOWN, GETTING YOUR SCHEDULES FOR YOUR KIDS, LOOKING AT THEIR PLAN, WHETHER THEY'RE ATHLETE OR NOT, IT DOESN'T MATTER IF THEY'RE AN ATHLETE, WE DON'T DO A PLAN FOR AN ATHLETE. 
          WE DON'T DO A PLAN FOR A DANCE STUDENT. 
          WE DO A PLAN FOR THE CHILD YES. 
          TO FIT HIS OR HER, YOU KNOW, NEEDS. 
          AND, UH, AND I'VE WITNESSED THAT, AND I'VE WITNESSED COUNSELORS HAVING TO TRACK DOWN STUDENTS , YOU KNOW, IN THE BUILDINGS, HEY, YOU NEED TO COME ON IN HERE AND GO GET THEM AND BRING THEM IN. 
          SO, KUDOS FOR YOU. 
          AND I'M GLAD THAT THE, UH, STATE HAS IMPLEMENTED, UM, AND GONE OUTSIDE JUST SAYING, PARENTS HAVE TO COME IN. 
          THEY'RE SAYING, HEY, WE CAN ZOOM YOU, WE CAN EMAIL YOU, BUT YOU NEED TO TAKE AN ACTIVE ROLE YES. 
          UH, IN YOUR, IN YOUR CHILD'S EDUCATION, BUT THEIR PLAN, UH, UH, EVERY DAY, UH, IN THEIR LIVES. 
          AND I'VE SEEN KIDS THAT THE COUNSELORS WILL FIND TO SAY, HEY, WE CAN'T LET YOU FALL THROUGH THE CRACK. 
          YOU KNOW, AND YOU CAN'T TAKE ALL THESE ELECTIVES. 
          YOU GOTTA TAKE THIS CLASS WITH THIS CLASS. 
          SO THANK YOU. 
          UM, AND THANK YOU FOR THE TRAINING, UH, THAT THE COUNSELORS GO THROUGH. 
          BUT, UH, THEY HAVE TO TAKE THAT MASTER'S COURSE. 
          YES. 
          AND, UH, QUALIFY TO BE A COUNSELOR WITH OUR KIDS EVERY DAY. 
          SO I, I STILL THINK 250 
          [03:35:01]
IS A LOT . 
          THAT'S JUST ME, BECAUSE I'VE, I'VE SEEN IT. 
          AND, UH, WHEN YOU GO INTO THE COUNSELOR'S OFFICE, AND IF YOU LOOK AT THE PAPERWORK THAT THEY HAVE TO DO, AND WHAT THEY HAVE TO KNOW AND DO TO MAKE SURE THAT AT GRADUATION TIME, UH, OUR KIDS CAN, CAN GRADUATE. 
          BUT SOMETIMES OUR, OUR STUDENTS FALL SHORT. 
          THEY DO. 
          AND SOMETIMES OUR COUNSELORS MAY FALL SHORT, BUT IT'S NOT AN EVERYDAY OCCURRENCE. 
          THINGS HAPPEN AND THEY DO WHAT THEY CAN TO FIX IT AS QUICKLY, YOU KNOW, AS THEY KNOW. 
          SO, KUDOS TO THE COUNSELORS. 
          I APPRECIATE THEM. 
          THANK YOU. 
          AND HAVING WORKED WITH THEM AND, AND SEEING HOW THIS PROCESS WORK, GUYS, IT IS AN AMAZING, UH, PIECE OF WORK THEY DO. 
          SO THANK YOU. 
          THANK YOU. 
          DOES ANYBODY ELSE WANNA SPEAK? MR. SMITH ALSO, UH, IS, IS, AND UNDERSTANDING THE IGP PROCESS, WHEN A, WHEN A STUDENT IS, UM, WHEN A STUDENT GOES OUT TO COLLEGE, WHAT'S THE PROCESS? IS, IS, WELL, BUT YET, IS IT A PART OF THE PROCESS IN TERMS OF HOW DO WE, HOW WE SEND THEIR TRANSCRIPT? THE TRANSCRIPT IS SENT THROUGH PARCHMENT. 
          THE STATE HAS ADOPTED THAT, THAT PLATFORM. 
          SO EVERY STUDENT GETS AN ACCOUNT IN PARCHMENT THEIR JUNIOR YEAR, AND THEY, WE UPLOAD THEIR TRANSCRIPTS EVERY SEMESTER, AND THEY GO INTO THEIR PORTAL AND THEY REQUEST THEIR TRANSCRIPTS, AND WE SEND IT ELECTRONICALLY. 
          SO, SO, SO UN UNDERSTANDING THAT IS WHAT WAS IS, IS, IS, SO MY QUESTION, I'M NOT, I'M, I'M NOT SURE I'M, YOU KIND OF ANSWERED IT. 
          WHEN A STUDENT GO TO A COLLEGE, ARE THEY ACCEPTED? HOW IS THE OFFICIAL TRANSCRIPT SENT? IS, ARE YOU SAYING IT'S, IT IS, IT IS SENT, IT'S SENT ELECTRONIC IN THAT POINT. 
          SO IF IT'S DONE THE JUNIOR YEAR, THEN IF A, IF A, IF A KID CHANGES THEIR MIND, THEIR SENIOR YEAR THAT THEY'RE GOING TO A DIFFERENT UNIVERSITY, OR UPON, YOU KNOW, STUDENTS REALLY MAKE THEIR DECISIONS ON THEIR SENIOR YEAR IN TERMS OF WHAT COLLEGES THEY'RE GONNA GO TO. 
          I MEAN, OR EXCUSE ME, BUT YEAH. 
          WHAT COLLEGE, EXCUSE ME. 
          THEY'VE BEEN ACCEPTED AT THEN, OR APPLY. 
          WELL, WELL EVEN, EVEN EVEN APPLY ME. 
          BUT I, BY THE TIME, HOPEFULLY EVERYONE IS KIND OF APPLY. 
          BUT, BUT MY POINT IS, AT THAT TIME, ONE OF THOSE UNIVERSITIES SEND YOU AN ACCEPTANCE LETTER AND YOU MAKE A DECISION. 
          BUT WHAT IF YOU DIDN'T PUT THAT ON, ON THE FORM YOUR JUNIOR YEAR, AND NOW YOU KIND OF DIDN'T, DIDN'T GET WHERE YOU, WHERE YOU WANNA BE? WHAT, WHAT'S THAT PROCESS I DID? WELL, MY, MY GUESS IS THAT WHEN, WHEN THEY APPLY, RIGHT? WHEN THEY APPLY RIGHT, THEY, UH, THEY'RE NOT GONNA GET ACCEPTED UNLESS THEY HAVE SOME TRANSCRIPTS ALREADY, RIGHT? RIGHT. 
          SO IF THEY GOT AN ACCEPTANCE LETTER, THEY HAVE A TRANSCRIPT, RIGHT? THEY'LL PROBABLY JUST BE GETTING A FOLLOW-UP TRANSCRIPT TO SHOW GRADUATION AS A CONFIRMATION. 
          THE GOAL, THE PURPOSE OF JUNIOR YEAR IS BECAUSE OF NCAA AND ALL OF THAT. 
          SO THEY STILL, WE HAVE TO HAVE, WE SEND IT THROUGH THAT AS WELL FOR NCAA, THEY, THEY CAN REQUEST THEIR TRANSCRIPTS AS MANY TIMES AS THEY WANT, AND IT'S FREE. 
          SO IF THEY CHANGE THEIR MIND, THEY WANNA GO TO DUKE INSTEAD OF USC, THEN THEY JUST GO BACK INTO THEIR PORTAL, REQUEST THEIR TRANSCRIPT TO GO TO DUKE. 
          AND, AND WELL, I'M, I'M, I'M GOING AND LEMME MAKE CLEAR, MAYBE, UH, OKAY. 
          I THINK I'M TALKING ABOUT THE OFFICIAL TRANSCRIPT. 
          WHEN, WHEN THE COLLEGES ASK, BECAUSE IT'S OFFICIAL, LEMME TELL YOU, LEMME TELL YOU WHAT, WHAT, WHAT, HUH? IT, THAT, THAT IS OFFICIAL, THE TRANSCRIPT IS OFFICIAL WHEN IT'S, IS SENT ELECTRONICALLY. 
          AND THAT'S THE BEST WAY, BECAUSE WE ARE ABLE TO TRACK IT TO MAKE SURE THAT IT GETS THERE. 
          THEY CAN'T HAND CARRY IT THEN. 
          RIGHT? NOT, I'M AWARE. 
          I'M, I'M AWARE, I'M AWARE OF THAT. 
          BUT, BUT WHEN I ASK, I'M ASKING FOR A, A, A, A REASON TO BETTER UNDERSTAND IT, BECAUSE I'VE GOTTEN SOME QUESTIONS. 
          AND, AND, AND SO I'M TRYING TO, TO UNDERSTAND IN TERMS OF WHAT THAT PROCESS IS, WHAT THOSE PROCESS IS LIKE. 
          I HAVE AN IDEA, BUT I, BUT, UM, THAT'S WHY I WANT TO HEAR IT FROM, FROM HERE. 
          AND SO IF I HAVE A PARENT WHO ASKED THAT QUESTION, I CAN SAY, I ACTUALLY, CLEARLY YOU CAN GO BACK ON THIS DATE AND, AND, AND LOOK AT THE, LOOK AT THE MEETING. 
          SO IT'S, IT'S NOT THAT I'M ASKING IT BECAUSE I DON'T UNDERSTAND IT, BUT I JUST WANNA MAKE SURE THAT I'M GETTING IT FROM THE PERSON WHO, WHO, WHO'S IN CHARGE OF THAT. 
          OKAY. 
          SO THE, THE PROCESS IS, RIGHT, JUNIOR YEAR, THEY CREATE AN ACCOUNT IN PARCHMENT, RIGHT? THEN THEY'RE ABLE TO REQUEST AS MANY TRANSCRIPTS AS THEY WANT. 
          THEY CAN EVEN REQUEST A SELF VIEW FOR THEMSELVES, RIGHT? SO ONE, AS LONG AS THAT STUDENT HAS A, HAS AN ACCOUNT, THEY CAN REQUEST THEIR TRANSCRIPT. 
          THANK YOU. 
          AND, UH, JUST MY, MY LAST, UH, JUST A READ COMMENT, UH, TOWARD, TOWARDS, UH, UH, I WOULD JUST SAY, UH, I WANNA GIVE KUDOS BECAUSE 250 STUDENTS, UH, PER, PER, UH, ONE GUY'S, ONE GUY'S, UH, UH, ONE GUY'S COUNSELOR, 
          [03:40:01]
IS IT, IT COULD BE LOOKED AT AS A NORM, ENORMOUS NUMBER. 
          BUT THEN WHEN I LOOK AT, WE HAVE SOME PRINCIPALS IN THIS DISTRICT WHO HAS RAISED THE BAR THAT THEY PUT, THEY AS A PRINCIPAL LEADER OF A, OF A BUILDING, THEY THEMSELVES, IMPRESSIVELY GO OVER EVERY SINGLE STUDENT'S IGP, UH, PLAN INDIVIDUALLY THEMSELVES. 
          SO WHEN I LOOK AT WHAT'S, UH, SOME PRINCIPLES HAVE DONE IN TERMS OF ACTUALLY TOUCHING EVERY SINGLE IGB, I MEAN, EVERY SINGLE IGP, UH, PROFILE WITHIN ITSELF AND INDIVIDUAL, NOT EVERY PRINCIPAL MAY DO THAT, THEN THAT JUST MAKES ME, UH, H UM, IT JUST MAKES ME LOOK AT THINGS A LITTLE MORE DIFFERENTLY VERSUS THE 250 PEOPLE, YOU KNOW, THAT, THAT WE, UH, ASSIGN TO E EVERY, UH, GUIDANCE COUNSELOR, BECAUSE FOR A PERSON WILL DO THAT, THAT, THAT, THAT'S, THAT'S A MAGNIFICENT JOB. 
          AND THAT TELLS ME THAT IT, IT, IT CAN BE DONE. 
          AND I'M LOOK LOOKING FOR IT TO BE DONE, BECAUSE THAT LIMIT ERRORS. 
          AND THAT REALLY SPEAKS TO HOW SERIOUS WE TAKE. 
          WE, WE TAKE THESE IGB PRO, UM, UM, UH, PROFILES. 
          THANK YOU. 
          ALL RIGHT. 
          WELL, THANK YOU VERY MUCH. 
          THANK YOU, MS. MIDDLESTON, FOR YOUR PRESENTATION. 
          NEXT ON OUR AGENDA IS THE CALENDAR FOR THE BOARD OF EDUCATION, UH, MEETINGS FOR NEXT YEAR, 2025. 
          UM, SO TO TODAY, YOU HAVE A DRAFT AGENDA IN FRONT OF YOU. 
          AND, UM, THIS WILL BE VOTED ON AT THE NEXT BUSINESS MEETING, WHICH IS DECEMBER 10TH. 
          SO, UM, WE'RE WELCOME TO HAVE ANY DISCUSSION ABOUT IT, UH, TODAY WHILE WE'RE HERE, OR COMMENTS? OH, YEAH. 
          THE, SO ONE OF THE QUESTIONS GOING FORWARD FOR 2025 IS, UH, DOES THE BOARD WANNA CONTINUE THE SIC MEETINGS? UM, I'M NOT GONNA BE HERE, SO I THINK SOMEBODY ELSE SHOULD  BE LEADING THIS DISCUSSION. 
          HOW ABOUT YOU, COLONEL GUYER , HOW YOU ARE THE VICE CHAIR? WELL, UM, WE HAVEN'T GOTTEN LARGE PARTICIPATION, AND WE, I'M NOT SURE THAT A LOT OF VALUE COMES OUT OF IT, ALTHOUGH I WILL SAY THAT THE LAST ONE WE HAD, THE CELL PHONE ISSUE CAME UP, AND WE CERTAINLY TOOK ACTION ON THAT. 
          AND I'D HOPE THAT PERHAPS THERE'S A WAY TO INCREASE PARTICIPATION BY EITHER HAVING IT ON A DATE THAT HAS, UH, LESS CONFLICTS OR A LOCATION THAT IS MORE CENTRAL. 
          UH, SO, YOU KNOW, I, I, I THINK THAT WE SHOULD PROBABLY HAVE IT, BUT I THINK WE SHOULD LOOK AT WHERE AND HOW AND WHEN, UH, WE HAVE IT. 
          MR. SMITH, UH, IN TERMS OF US STILL HAVING THEM, YES, I DO THINK THAT WE NEED TO HAVE 'EM. 
          IN FACT, I WAS JUST AT A, UM, AT A SIC MEETING, AND ACTUALLY THIS TOPIC CAME, UH, UP IN THE SIC MEETING IN TERMS OF THE SIC MEMBERS. 
          WERE LOOKING FORWARD TO, UH, HAVING, UH, HAVING THE JOINT MEETING WITH THE BOARD IN TERMS OF JUST, UH, DISCUSSING DIFFERENT THINGS WITH BOARD MEMBERS. 
          IT ALSO POINTED THINGS OUT, AND ALSO SEEING SOME THINGS OF GETTING BETTER UNDERSTANDINGS FROM THE PARENTS' PERSPECTIVE AS WELL. 
          AND, UM, NOT JUST, JUST WITH THAT ONE, KIRK RECENTLY, BUT ALSO SPEAKING TO ANOTHER SIC, UM, CHAIRPERSON FROM, FROM, FROM A DIFFERENT SCHOOL. 
          AND SO THOSE WERE TWO DIFFERENT PEOPLE WHO THOUGHT THAT THOSE MEETINGS WERE VERY IMPORTANT AND WERE IMPACTFUL. 
          AND THAT ONE SAID THAT THEY LOOKED AT THINGS DIFFERENTLY FROM HEARING FROM US, UH, FROM HEARING FROM THE BOARD AT A PRIOR, UH, JOINT SIC, UH, MEETING THAT THEY WERE AT, BECAUSE THEY WERE KIND OF, THEY FELT AS THOUGH HE SAID HE WAS, HE THOUGHT HE, HE WAS LOOKING OUTSIDE, LOOKING, LOOKING IN, BUT HEARING, INSIDE LOOKING OUT, MADE HIM KIND OF THINK, THINK A LITTLE DIFFERENTLY AND GO TO HIS SI SEE. 
          WITH THE KIND OF A, A DIFFERENT, UM, UH, THE DIFFERENT, A DIFFERENT APPROACH. 
          SO, I, I, SO WITH THAT, I JUST SAID THAT I, I THINK THAT IT MEANS ARE IMPACTFUL. 
          I THINK THAT, UM, THE PLACES THAT WE, WE, WE HAVE 'EM, I JUST THINK OF, UH, ARE, ARE NOT, THEY'RE NOT A PROBLEM WITH THEM. 
          I JUST THINK, UM, IT, IT GOES BACK TO SOME OF WHAT WE SAID, UH, WITH THE, THE, THE PARENT. 
          THE PARENT PARENT INVOLVEMENT IS IF, IF, IF THAT'S WHAT WE'RE GONNA SAY. 
          WE HAVE TO BE CONSISTENT WITH IT. 
          I MEAN, WE JUST HAVE TO, ON A WILLING OF PRAYER THAT IT CONTINUED TO COME AND SHOW UP. 
          THANK YOU, MR. DALLAS. 
          THANK YOU, MADAM CHAIR. 
          UM, I LOOKED AT THE COUNT AT THE SCHEDULE. 
          I ONLY SEE TWO SIC MEETINGS. 
          THAT'S WHAT IT'S TRADITIONALLY BEEN. 
          YEAH. 
          I, I, I THINK THAT'S, UM, REAL MARGINAL 
          [03:45:01]
EFFORT FOR US TO ENDURE. 
          UH, BECAUSE EVERY TIME YOU HAVE A SIC MEETING, YOU ARE TURNING THOSE PEOPLE ON SIC MEETINGS INTO MESSENGERS, AND THEY CAN, THEY CAN GO OUT AND REAFFIRM THAT WE'RE OPEN, THAT WE LISTEN, AND WE EXPEND THAT ENERGY TO MAKE SURE THEY GET AN AUDIENCE WITH US. 
          UH, AND AS FAR AS LOCATION, EXCUSE ME, SINCE THE ONLY TWO, I'LL STILL CONTINUE TO HAVE ONE HERE, AND ONE, ONE OVER 2 78 CARTER AND ONE IN THE HERITAGE HERE, MS. BOATRIGHT. 
          THANK YOU. 
          YEAH, I DON'T THINK THAT IT'S MARGINAL. 
          I MEAN, I THINK IT IS MARGINAL ON OUR PART. 
          I THINK ONE OF THE ISSUES HAS BEEN HOW DO WE MAKE IT MEANINGFUL FOR THE SIC CHAIRS, UH, TO COME, BECAUSE A LOT OF THEM ARE, YOU KNOW, PARENTS, THEY WORK, ET CETERA. 
          SO IT'S HARD. 
          AND I THINK HAVING TWO DIFFERENT LOCATIONS IS HELPFUL, BUT WE HAVEN'T REALLY HAD A STRONG, LIKE, THIS IS WHAT WE'RE TRYING TO GET OUT OF IT. 
          RIGHT? THIS IS WHAT THE POINT OF THESE MEETINGS ARE. 
          SO I THINK IT'S TACTICS WITHOUT STRATEGY, RIGHT? AND I ACTUALLY WENT TO AN SIC MEETING YESTERDAY, AND I REALLY CHALLENGED THE SIC I'M LIKE YOU, BECAUSE I THINK THEY'RE THE PLACE THAT THEY'RE IN THE SCHOOLS. 
          WE'RE NOT GONNA REACH ALL THE PARENTS. 
          WE'RE NOT GONNA, YOU KNOW, AND, AND WE CAN PUT ALL THE PORTALS AND SURVEYS AND LETTERS AND PAMPHLETS. 
          PARENTS ARE JUST BUSY. 
          AND LIKE I SAID, I THINK THE BREAKDOWN OF LIKE THE TRADITIONAL ROUTES OF MEDIA, TEXTING, EMAIL, APPS, EVERYONE'S GETTING BOMBARDED. 
          SO TO ME, THE SIC REALLY HAS A RESPONSIBILITY TO GO TO THEIR SCHOOLS AND THEIR PARENTS AND THEIR TEACHERS AND SAY, OKAY, WHAT DO WE WANNA, YOU KNOW, WHAT'S OUR GOALS FOR THIS YEAR? I DON'T THINK FUNDAMENTALLY A LOT OF S THERE, THERE'S A, THERE'S A WIDE, UM, RANGE OF VERY ACTIVE, WELL-ATTENDED S SIS AND THERE ARE SOME SCHOOLS WHERE THE SIC MEETS MAYBE TWICE A YEAR. 
          THEY CAN'T FIND ANYONE TO CHAIR IT. 
          SO I THINK THAT'S ONE ISSUE WE HAVE. 
          THE SIC IS ACTUALLY A, A STATE STATUTE. 
          IT WAS INTENDED TO BE, UM, THAT IT WAS THE PARENTS AND THE COMMUNITY MEMBERS. 
          IT'S A VERY FORMAL THING. 
          PARENTS, COMMUNITY MEMBERS AND TEACHERS WHO WOULD HELP THE PRINCIPAL SET GOALS AND ASPIRATIONS FOR THE SCHOOL. 
          UM, I THINK OVER THE YEARS IT HAS KIND OF EVOLVED INTO DIFFERENT THINGS FOR DIFFERENT SCHOOLS. 
          AND SOME VARIATION IS GOOD BECAUSE EVERY SCHOOL IS DIFFERENT. 
          BUT I THINK IT MIGHT BE A TIME FOR US TO RECOMMIT OURSELVES TO THAT MODEL, BECAUSE I DO THINK WE ARE STRUGGLING RIGHT NOW, NOT AS A CRITICISM, BUT JUST BECAUSE OF THE MODERN WORLD. 
          AND AGAIN, I REFERENCED THE ELECTION. 
          HOW DO YOU REACH VOTERS? YOU KNOW, PEOPLE WERE KNOCKING ON DOORS. 
          NO ONE WANTS TO ANSWER. 
          THE PEOPLE DON'T EVEN WANT TO ANSWER THE PHONE. 
          THEY SAY IT'S A HUGE PROBLEM WITH PEOPLE APPLYING FOR JOBS UNDER THE AGE OF LIKE 40. 
          'CAUSE THEY DON'T ANSWER THEIR PHONE. 
          THEY, IF YOU SEE A NUMBER THAT YOU DON'T RECOGNIZE, YOU KNOW, AND, AND NO ONE CHECKS VOICEMAILS. 
          SO GIVEN ALL THAT, I WOULD LOVE TO SEE US SORT OF RECOMMIT AND MAYBE HAVE AT A FOLLOW UP MEETING BEFORE THE NEXT JOIN. 
          SIC LIKE, SET A TONE AND AGENDA, WHAT WE WANT TO GET OUT OF IT. 
          BECAUSE I THINK THE SIC CHAIRS SAY, WOW, THIS, IF I GO TO THIS MEETING, I'M GONNA HAVE A SAY IN THE CELL PHONE POLICY OR SOMETHING IMPORTANT. 
          THEY WILL MAKE THE EFFORT IF IT'S JUST SORT OF LIKE, AS WE'VE SAID BEFORE, WELL, IF THEY WANNA SHOW UP AND ASK US SOME QUESTIONS, I THINK THEY'LL BE LIKE, YOU KNOW, I'M, I THINK I'M GONNA STAY HOME AND HAVE DINNER WITH MY FAMILY INSTEAD. 
          SO MY SUGGESTION WOULD BE THAT AT ANOTHER MEETING, THAT WE HAVE A, A BRIEF AGENDA ITEM ABOUT WHAT WE WANT TO GET OUT OF IT, MAKE THAT MEANINGFUL, AND REALLY COMMIT OURSELVES TO THE MODEL AS OPPOSED TO KIND OF DIALING IT IN FROM A DISTANCE. 
          MADAM CHAIR? YES. 
          OH, I JUST WANNA ADD SOMETHING TO THAT. 
          UM, WELL, OUR NEXT JOINT MEETING IS 13 DAYS AWAY. 
          IT'S DECEMBER, THURSDAY, DECEMBER 5TH, I THINK EPTEMBER FOURTH, FIFTH, DECEMBER 5TH. 
          IT'S THE THURSDAY, WHATEVER THAT IS. 
          SO HERE WE ARE, YOU KNOW, AND I DON'T, THE AGENDA'S NOT SET NORMALLY WHAT'S HAP HOW IT APPROACHED TYPICALLY IS, UM, KRISTEN CASPER WILL REACH OUT TO THE SIC CHAIRS, AND, UH, SHE'S DONE THAT AND SHE, RIGHT. 
          AND SHE'LL, AND SHE'LL, YOU KNOW, INQUIRE WHAT, WHAT DO THEY WANT TO DISCUSS? BUT IT'S USUALLY, I DON'T THINK THEY GET A LOT OF FEEDBACK, TYPICALLY. 
          DO YOU KNOW WHAT FEEDBACK SHE'S RECEIVED? SHE'S COMPILING IT. 
          YEAH. 
          SO I STILL DON'T, I DON'T HAVE IT YET. 
          OKAY. 
          GO AHEAD, CARLOS. 
          YEAH. 
          UH, MATT, EXCUSE ME. 
          I SUPPORT WHAT MS. BOATRIGHT SAID. 
          I THINK, UH, US SPENDING SOME TIME AFTER THIS MEETING TO ACTUALLY DEFINE STRUCTURALLY WHAT WE WANT FROM EACH EACH SIC MEETING AND THEN BE ABLE TO VOTE AND COMMUNICATE THAT, AND THEM SORT OF DOING WHAT WE TALKED ABOUT HERE TODAY, WHICH IS PIVOTING AND THEM GOING INTO THE COMMUNITY TO SOLICIT FEEDBACK ABOUT WHAT IS PLANNED TO BE DISCUSSED PRIOR TO. 
          AND I THINK THAT WOULD ADD VALUE AND WE COULD STILL, YOU KNOW, MAINTAIN THOSE AS FAR. 
          SO THAT SEEMS VERY, UM, DOABLE FOR 2025, BUT I DON'T THINK THAT'S DOABLE FOR 13 DAYS FROM NOW. 
          CAN I, CAN I SAY WHAT THE PROCESS HAS BEEN? YEAH. 
          SO THAT, SO IN, IN THE PAST, THE PROCESS, WHAT WE HAVE ADOPTED IS, UH, MS. CASPER SENDS OUT, UM, TO THE SIC CHAIRS AND ASK WHAT THEIR AGENDA. 
          SO WE ASK FOR THREE AGENDA TOPICS, UM, BECAUSE WE ONLY MEET 
          [03:50:01]
FROM SIX TO SEVEN 30. 
          SO THEY'RE ASKED FOR THREE AGENDA TOPICS, AND SHE HAS A VERY HARD TIME GETTING RESPONSE BACK FROM THE SIC SO, AND IS GEN, GENERALLY IT'S THE SAME TWO OR THREE SIC CHAIRS WHO PRESENT TOPICS. 
          IT IS ASKED AMONGST ALL OF THE SCHOOLS, BUT NORMALLY IT'S ONLY THE SAME THREE OR FOUR PEOPLE WHO RESPOND WITH THEIR TOPICS. 
          WE TAKE THE TOP THREE TOPICS AS WELL AS WHAT THE BOARD MEMBERS, WHEN WE SET IT AT THE AGENDA SETTING. 
          WE ROTATE. 
          WE HAVE TRIED VARIATIONS OF BREAKING DOWN A SMALL GROUP. 
          WE HAVE TRIED BREAKING IT DOWN BY LEVELS. 
          UM, JUST ALL ELEMENTARY, ALL MIDDLE SCHOOL, ALL HIGH SCHOOL. 
          WE HAVE TRIED THE VARIATIONS OF GOING INTO DIFFERENT ROOMS, UM, SO THAT YOU CAN FILL, HAVE SMALLER GROUPS TO SPEAK. 
          WE HAVE TRIED THE VARIATION OF HAVING EVERYONE TOGETHER IN THE SAME ROOM. 
          WE'VE TRIED. 
          THE LARGEST PARTICIPATION WE HAVE HAD IS WHEN WE HAD FOOD AND WE OFFERED DINNER. 
          UM, HE, WELL, WE OFFERED, UM, HORS D'OEUVRES. 
          SO THAT WAS THE LARGEST PARTICIPATION THAT WE HAVE HAD. 
          BUT THEN IT WENT BACK TO THE SAME DURING THE COVID TIME. 
          WE ALSO DID IT BY ZOOM, WHERE IT WAS BROKEN DOWN BY GRADE LEVELS. 
          SO WE HAVE TRIED VARIOUS DIFFERENT, UH, DIFF WE HAVE TRIED VARIOUS WAYS OF DOING IT. 
          AND THE LAST TIME, UM, THE LAST ONE THAT WE HAD, COLONEL GUYER LED, AND WE HAD THE U SHAPE. 
          AND SO EVERYONE WAS THE ONES THAT DID COME. 
          UM, IT WAS PROBABLY LESS THAN WHAT WE HAVE WITH THE BOARD MEMBERS. 
          AND THEN THERE WAS A FEW THAT CAME IN LATE THAT THEY SAT OVER THERE. 
          BUT WHAT YOU HAVE HERE WAS WHAT WE HAD THROUGH PARTICIPATION. 
          AND WE SAT IN THE U-SHAPED TABLE. 
          INGRID, I WOULD MAKE A SUGGESTION THAT WHAT WE COULD DO IS, SINCE IT IS SUCH SHORT NOTICE, WE COULD DO IT MORE OR LESS BY ZOOM, YOU KNOW, SO THAT EVERYONE WOULD BE, BECAUSE DECEMBER, WHAT? FOURTH? I MEAN, UM, IS THAT WHAT YOU SAID? THEY, THEY, THEY, THEY HAVE, THEY HAVE THAT BECAUSE IT'S BEEN GIVEN TO 'EM. 
          THE ONLY THING FIFTH, IT'S THE FIFTH. 
          DECEMBER 5TH, IT'S THE FIFTH. 
          THEY JUST DON'T KNOW THAT IT, IT'S A THURSDAY. 
          OKAY. 
          IT'S A THURSDAY AND IT'S AT BLUFFTON HIGH SCHOOL. 
          SO THAT'S PERFECT. 
          AND THEN WE CAN HAVE THE ZOOM FOR PEOPLE, BECAUSE THE HOLIDAYS IS A TRYING TIME TO GET, SO WE COULD HAVE THAT. 
          AND WHAT WE COULD JUST DO IS HAVE A DISCUSSION OF WHAT THEY WANT TO SEE FROM, LIKE, YOU KNOW, TALK ABOUT THE SIC IN GENERAL, LIKE A RECOMMITTING, POST COVID, AND JUST SORT OF SET UP. 
          AND THEN WE'LL TAKE THAT INFORMATION, UH, SURVEYS, ET CETERA, AS PART OF OUR DISCUSSION IN JANUARY TO RECOMMIT OURSELVES TO THE MODEL. 
          SO WE SHOULD JUST, I, I DON'T KNOW IF WE WANNA BRING, I MEAN, YOU'RE PROBABLY AN SIC JOINT MEETING EXPERT, BUT THERE OBVIOUS BE SOMEBODY IN THE DISTRICT THAT KNOWS A LOT ABOUT HOW THE SIC IS SUPPOSED TO RUN. 
          UM, KRISTEN CASPER IS THE ONE CA CASPER, AND YOU CAN SEE THE, UH, RULES AND REGULATIONS THINK TOO ABOUT WHAT THEIR, WHAT THEIR REAL, UH, FUNCTION IS. 
          AND IT'S EXACTLY WHAT YOU SAID EARLIER, IS THEIR FUNCTION IS TO, UH, IMPROVE THEIR SCHOOL. 
          IT'S, IT'S REALLY, UM, WHICH YOU COULD SAY THEN THEREFORE IMPROVES THE DISTRICT, BUT IT'S REALLY VERY LOCALIZED TO EACH SCHOOL. 
          RIGHT? YEAH. 
          UM, SO WE CAN, OUR, OUR NEXT AGENDA SETTING MEETING IS, UM, MONDAY AT 5:00 PM SO I THINK THAT WOULD BE, UM, GOOD FOR, FOR US TO, UH, HAVE THAT AS, AS, UH, ONE OF THE TOPICS ON THE, 'CAUSE WE'RE GONNA SET THE AGENDA FOR THE BUSINESS MEETING OF DECEMBER 10TH AND THIS SIC MEETING OF, OF THE FIFTH. 
          SO WE CAN, UH, HAVE THAT AS, AS A DISCUSSION, DISCUSSION AS ONE OF THE TOPICS, RIGHT. 
          TO HAVE THAT DISCUSSION WITH THEM TO SEE WHAT INPUT OR, UM, IDEAS THEY HAVE ABOUT IT TOO. 
          MR. SMITH, UH, ALSO, UH, JUST TO, JUST, JUST, UH, GOING BACK OVER THIS TOO, UM, ALSO WHEN, WHEN I, WHEN I REMEMBER ABOUT THE SIC MEETING, I REMEMBER A, A COUPLE THAT WE, THIS, A COUPLE THAT WE HAVE IN ATTENDANCE. 
          I CAN'T SAY THAT ATTENDANCE HAS FROM JUST NOW, FROM JUST THIS LAST YEAR TO COMPARES YEARS. 
          I CAN'T SAY ATTENDANCE WAS ALWAYS BAD AT SIC BECAUSE THAT WOULDN'T BE AN ACCURATE STATEMENT. 
          THAT WOULDN'T BE AN ACCURATE STATEMENT. 
          BECAUSE I REMEMBER ONE YEAR WHEN WE HAD SIC OVER AT, UM, WAS IT PRICHARD? WAS IT PRICHARD? IS, UH, WAS IT OAK T ELEMENTARY SCHOOL? THE, THE SCHOOL RIGHT THERE BY, UM, YEAH. 
          YEAH. 
          I THINK IT'S WAS AT OKT OKT, OLD OKT. 
          THEY ALMOST SUPPOSED WAS STANDING THE ROOM. 
          I REMEMBER THE PLACE BEING PRETTY, PRETTY, PRETTY, PRETTY PACKED. 
          AND THEN I ALSO REMEMBER ONE TIME WHEN, UH, MEL CAMPBELL TOO, WHEN HE, WHEN HE, WHEN HE LED, BECAUSE I, I REMEMBER IT WAS WHEN, UH, WE WERE AT THE STATE CHAMPIONSHIP. 
          'CAUSE I REMEMBER ME AND DR. RODRIGUEZ BOTH WERE THERE AND WE BOTH WERE, WE BOTH WERE ON, UH, ON OUR, ON, ON OUR PHONES AT THE, UH, GAME DOING THAT. 
          AND I REMEMBER THERE WAS A LOT OF PEOPLE WHO WERE TRYING TO TALK AND MAKE, UH, JUST DIFFERENT INPUT. 
          AND THEN ALSO WITH THE, MY, MY LAST POINT IS THAT TOO, THAT I THINK AS BOARD MEMBERS, WE HAVE TO TAKE OWNERSHIP. 
          BECAUSE ONE THING I'VE HEARD TOO, FROM ONE OF THE, UH, ONE OF THE, UM, THE SIC CHAIRS IS THAT, WELL, WHY DO YOU ASK 
          [03:55:01]
US FOR TOPICS? AND THEN YOU DON'T SPEAK ON THE TOPICS THAT WE'VE ASKED FOR. 
          AND I TOO EVER HAVE REMEMBERED AT AN AGENDA SETTING. 
          YES. 
          I TOO REMEMBER AS AN AGENDA SETTING ONE TIME I SAID THAT, AND THEY SAID, WELL, THAT MIGHT NOT BE A TOPIC THAT WE MIGHT WANT TO DISCUSS. 
          SO MOVING FORWARD, WE DO HAVE TO TAKE ON, AS A BOARD, WE DO HAVE TO TAKE OWNERSHIP IN THAT TOO. 
          AND REALIZING THAT SOMETIMES IF WE'RE NOT DISCUSSING THE TOPICS THAT, THAT, THAT THEY WANT TO HEAR, THEN, THEN, THEN THEY SAY, WELL, HECK, IF IF THE TOPIC THAT WE WANNA DISCUSS IS NOT GONNA BE ON AN AGENDA, HECK, I'M NOT GONNA GO. 
          BECAUSE THAT'S, THAT MAY BE HOW THEY FEEL, WHICH, THAT MAY NOT BE, UH, HOW, HOW EVERYONE FEELS. 
          BUT THAT, THAT'S JUST LOOKING OUT, LOOKING IN, THAT COULD BE A DIFFERENT WAY OF HOW, HOW IT'S HIGH, HIGH IT COMES ACROSS. 
          SO, I MEAN, JUST, JUST, I MEAN, AND, AND IF THERE'S A QUESTION, YOU CAN GO BACK AND LOOK AT THE VIDEOS. 
          I MEAN, I'M NOT TRYING TO GET INTO A, A, A, A P*****G CONTEST WITH ANYONE, BUT I JUST DO WANT US TO KNOW THAT THAT HAS BEEN CONVEYED. 
          AND I CAN, I CAN REMEMBER THAT. 
          SO THAT'S JUST SOMETHING FOR US TO TAKE. 
          UH, AND, AND, AND REMEMBER US TOO. 
          SO I DO REMEMBER THESE MEETINGS. 
          SOME OF THESE MEETINGS BE, UH, PACKED TO SOME OF THESE MEETINGS. 
          PEOPLE DID, DID, UH, THEY DID, THEY DID COME TO, IN MY, IN MY PRAYER, MY PRIOR YEARS FROM LAST YEAR. 
          THANK YOU. 
          SO LET ME JUST RESPOND TO THAT. 
          SO, SO THE PUBLIC CAN HEAR THIS. 
          SO FIRST OF ALL, UH, THE THREE BOARD OFFICERS ARE THE EXECUTIVE COMMITTEE FOR OUR BOARD. 
          AND THEY'RE VOTED ON, UH, BY THE BOARD COLLEAGUES. 
          BY THE OTHER BOARD MEMBERS. 
          AND THEY ARE THE ONES THAT SET THE AGENDA FOR WHATEVER BOARD MEETINGS THE BOARD IS HAVING. 
          AND SO THE SIC YES, WE ARE, UH, ASKING FOR THEIR INPUT, BUT ULTIMATELY THEY DO NOT HAVE THE POWER OR AUTHORITY TO SET THE AGENDA. 
          IT IS THE EXECUTIVE OFFICERS. 
          AND WE ENCOURAGE ANY BOARD MEMBERS TO ATTEND THOSE MEETINGS, AND WE ENCOURAGE YOUR INPUT. 
          SO IT WILL, IT WOULD BE THE BOARD OFFICERS THAT ULTIMATELY SET THE AGENDA. 
          AND VERY OFTEN, OF COURSE, UH, THERE MAY BE TOO MANY, UH, TOPICS OFFERED. 
          AND AS ROBIN ALREADY STATED, WE HAVE AN HOUR AND A HALF FOR THE MEETING, AND WE WANNA CHOOSE THE TOPICS THAT SEEM TO BE MOST APPLICABLE TO, UH, THE SICS OR THE ONES THAT SEEM TO BE, UH, RECURRING THEMES, EVEN IF THEY DIDN'T SAY NECESSARILY THE EXACT SAME, UH, TOPIC, UH, SUGGESTION IF THEY KIND OF HAVE THE SAME, SAME IDEAS. 
          SO THAT'S, I JUST WANT THE PUBLIC TO KNOW THAT. 
          ALSO WHAT WE'VE DONE IN THE LAST IS THERE WERE TOPICS THAT WERE NOT COVERED. 
          WE PROVIDED A HANDOUT. 
          SO THEY ASKED THE SUPERINTENDENT AND HIS STAFF TO ADDRESS THE QUESTIONS THAT, FOR TOPICS THAT WERE NOT COVERED IN THE HOUR AND A HALF MEETING, AND THEN THEY WERE PRESENTED EITHER AT THE BOARD MEETING OR THEN IT WENT TO THE NEXT SIC MEETING, AND THE HANDOUTS WERE MADE AVAILABLE FOR EVERY QUESTION THAT WAS ASKED THAT WAS ANSWERED. 
          AND SO THAT WAS MADE AVAILABLE. 
          IT WAS PRESENTED AT THE BOARD MEETING THAT WE HAD, AND THEN IT WAS GIVEN AT THE FOLLOWING SIC MEETING FOR THEM TO HAVE. 
          YES, THANK YOU FOR REMINDING ME OF THAT. 
          'CAUSE THAT WAY, YES, EVERYTHING WAS ANSWERED. 
          THERE WERE NOT, SO WE DIDN'T, WE WERE NOT, THERE WERE THINGS THAT PEOPLE WEREN'T LEFT HANGING. 
          YEAH, EXACTLY. 
          THE, UM, TOPICS WERE ADDRESSED IN ONE FORM OR ANOTHER. 
          THANK YOU. 
          ALL RIGHT. 
          SO, SEEMS LIKE, OH, MR. DAY. 
          THANK YOU. 
          THANK YOU, MADAM CHAIR. 
          UH, AS FAR AS THE, THE SIC, UH, I'M, I'M SURE THERE'S SOME GUIDANCE AND DIRECTIVES TO THE, THE INDIVIDUAL GROUPS. 
          UM, DO THEY HAVE ANY TYPE OF, UH, STRUCTURE? I MEAN, UH, LIKE FOR EXAMPLE, IF, IF A, A LOCAL SCHOOL HAS AN SIC MEETING, ARE THEY GIVEN LIKE A LIST OF LIKE FIVE OR SIX DOMAINS? UH, OKAY. 
          TALK ABOUT SCHOOL CULTURE. 
          TALK ABOUT SCHOOL OPERATIONS, TALK ABOUT SCHOOL EVENTS, UM, TO, TO KIND OF GUIDE THEIR MEETINGS, OR IS IT JUST, HEY, WHAT DO YOU GUYS WANNA TALK ABOUT? OH, NOTHING. 
          OKAY. 
          SEE YOU GUYS NEXT MONTH. 
          I MEAN, I MEAN, WHAT'S, WHAT'S THE, WHAT'S THE PROCEDURE OF AN S AN INDIVIDUAL SCHOOL SAC MEETING? GO AHEAD. 
          I'VE ATTENDED SIC MEETING, I JUST ATTENDED ONE LAST WEEK AT, UH, UM, ROYAL ELEMENTARY. 
          AND, UH, I'VE BEEN AT BUFORD MIDDLE, ROBERT SMALLS, BROAD RIVER, SHANKLIN. 
          I'VE BEEN TO THOSE. 
          EVERY ONE OF 'EM IS DONE DIFFERENTLY, AND IT'S KIND OF A BOTTOM UP, UH, AGENDA. 
          BASICALLY, THE CHAIR ASK WHAT THEY WANNA TALK ABOUT A WEEK OR TWO OF FOUR, AND, AND SHE BUILDS THE AGENDA AND THEY TALK ABOUT IT. 
          AND IT ALWAYS GOES FOR AN HOUR AND A HALF. 
          I DON'T MAKE THAT STRUCTURE, BUT IT'S AN HOUR AND A HALF. 
          AND THEY'RE, THEY'RE DONE. 
          UM, I FOUND THEM, I FIND THEM MORE VALUABLE FOR ME THAN THE JOINT MEETINGS BECAUSE THEY, THEY INTERFACE WITH ONE ANOTHER. 
          AND YOU, YOU HEAR SOME THINGS THAT MAYBE THEY DON'T WANNA SAY IN FRONT OF A LARGE GROUP, AND ESPECIALLY OTHER SCHOOLS AS YOU KNOW, HOW COMPETITIVE THEY ARE OF ABOUT THEIR SCHOOL. 
          AND SO I THINK THEY'RE MORE OBJECTIVE ABOUT THE ISSUES THAT THEY HAVE WHEN THEY'RE SPEAKING IN THEIR OWN SCHOOL ABOUT 
          [04:00:01]
IT THAN BRINGING UP AS A, AS A DISTRICT-WIDE ISSUE. 
          I, I REALLY THINK THOUGH, THAT IF WE DON'T HAVE A MEETING AT S SI JOIN SIC MEETING, WE ARE DOING A DISSERVICE, UH, TO THE DISTRICT BECAUSE THEY DESERVE TO HAVE THEIR TOPICS. 
          AND LET'S FACE IT, THE VAPING ISSUE AND THE CELL PHONE ISSUE, THEY GOT OUR ATTENTION AND WE DID SOMETHING ABOUT IT. 
          SO YOU CAN'T GO WRONG WITH THAT. 
          RIGHT. 
          AND I'VE, I'VE BEEN TO, YOU KNOW, A FEW OF MY SCHOOLS. 
          I MEAN, I'VE ONLY ON, ON THE CIRCUS NOW FOR, UH, TWO YEARS NOW. 
          UH, BUT, UH, SO I HAVEN'T ATTENDED A WHOLE LOT OF SIC MEETINGS. 
          UM, UH, CLEARLY NOT AS MANY AS YOU, UH, SOMEDAY. 
          WELL, SOMEDAY. 
          UH, BUT, UH, I'M JUST WONDERING IF, IF THERE'S ANY GUIDANCE GIVEN FROM THE DISTRICT DOWN TO THEM SAYING, OKAY, AT THE BARE MINIMUM IN YOUR MEETINGS, AT LEAST COVER THESE THINGS, A BROAD TOPICS SO THAT WE DON'T HAVE PEOPLE CONSTANTLY GOING, WELL, I DON'T REALLY HAVE ANYTHING TO TALK ABOUT OR ANYTHING LIKE THAT. 
          DID YOU HEAR THE QUESTION, DR. 
          R? NO. 
          NO. 
          OKAY. 
          , UH, MR. NA, GO AHEAD. 
          SAY IT AGAIN. 
          I WAS JUST WONDERING IF THERE WAS A, A BARE MINIMUM OF, UH, GUIDANCE GIVEN TO THE, THE SIC, THE INDIVIDUAL SCHOOL SACS, UM, SO THAT THEY CAN AT LEAST HAVE A, A BROAD FRAMEWORK OF WHICH TO OPERATE THEIR MEETINGS WITH INSTEAD OF EVERYBODY SHOWING UP. 
          WELL, WHAT DO YOU WANNA TALK ABOUT? THE STATE DEPARTMENT OF EDUCATION HAS, UH, AN OFFICE THAT IS SPECIFICALLY ASSIGNED TO, UH, SIC SCHOOL IMPROVEMENT COUNCILS AND THEIR FUNCTION, AND THEIR FOCUS IS TO GUIDE, UH, SCHOOL IMPROVEMENT COUNCILS, UH, UH, ACROSS THE STATE TO RESPOND TO ANY QUESTIONS THEY MIGHT HAVE, PROVIDE ANY TRAINING THAT MIGHT BE NECESSARY. 
          AND THEN THEY ACTUALLY GIVE, UH, SOME AWARDS AT THE END OF THE YEAR FOR, UH, THE, THE WORK THAT SCHOOL IMPROVEMENT COUNCILS HAVE DONE DURING MY TENURE HERE. 
          I KNOW THAT HILTON HEAD, UH, ISLAND HIGH SCHOOL'S, SIC RECEIVED, UH, UH, UH, THE, THE, THE AWARD, RIGHT. 
          UH, FOR, FOR THE STATE FOR, UH, THE MANNER IN WHICH THEIR, UH, SIC CONDUCTED BUSINESS AND THE MANNER IN THE THINGS THEY ACCOMPLISHED AND ALL OF THAT SORT OF THING, UH, ON BEHALF OF THE SCHOOL. 
          UH, OTHER SCHOOLS MAY HAVE HAD IT IN THE PAST. 
          I'M JUST, UH, AWARE OF THIS ONE IN PARTICULAR. 
          UM, AND THEN, UH, I KNOW THAT KRISTEN HAS BROUGHT THEM DOWN IN THE PAST, UH, TO PROVIDE, UH, SOME TRAINING AND SOME GUIDANCE. 
          I BELIEVE, UH, THE GENTLEMAN WHO WAS IN CHARGE OF IT WAS TOM HUDSON. 
          HUDSON, UH, AND I DON'T THINK HE'S DOING ANYMORE. 
          I THINK THEY HAVE A NEW PERSON NOW, IF I'M NOT MISTAKEN. 
          BUT ANYWAY, TO ANSWER YOUR QUESTION, IN A VERY LONG WAY, , UH, THERE IS GUIDANCE OUT THERE AROUND, UH, A STRUCTURE AND, AND A FUNCTION FOR THOSE, UH, S SIS. 
          YEP. 
          UM, OH, MR. KIMBLE. 
          YEAH. 
          UM, THEY DO HAVE A MEETING IN COLUMBIA EVERY YEAR FOR SIC, AND I DON'T KNOW WHETHER THE MEMBERS ATTENDED OR NOT, BUT THEY DO HAVE, HAVE, HAVE MEETING EVERY YEAR. 
          'CAUSE I, I ATTENDED ONE OF THEM. 
          THANK YOU, MS. GORDON. 
          OH, THANK YOU. 
          UH, MS. CUSH BERRY C CORRECT ME IF I'M MISTAKEN. 
          MM-HMM. 
          , BUT THE SI CS CHAIR IN A COMMITTEE, UM, THEY ACTUALLY DETERMINE WHETHER THEY'RE GONNA TALK ABOUT WORK ON FOR THE SCHOOL. 
          THE PRINCIPAL DOES NOT HAVE A MAJOR ROLE IN SIC. 
          CORRECT. 
          I THINK THAT, UM, THE, THE SIC CHAIR AND THE PRINCIPALS WORK TOGETHER, UH, THEY WORK TOGETHER IN SETTING THE AGENDA AND ALL OF THAT SORT OF THING. 
          'CAUSE, BECAUSE ULTIMATELY THE, THE SCHOOL PRINCIPAL IS RESPONSIBLE FOR, FOR THE, FOR THE BUILDING, RIGHT. 
          AND SO, AND FOR WHAT HAPPENS WITHIN THAT BUILDING. 
          AND SO AN SIC CAN'T INDEPENDENTLY, UH, SERVE AS AN ACTION COMMITTEE TO DICTATE WHAT HAPPENS. 
          RIGHT. 
          IT'S SUPPOSED TO BE A COLLABORATIVE WORK, UH, THAT, THAT OCCURS. 
          AND SO I, I BELIEVE SIC CHAIRS AND PRINCIPALS WORK, UH, COLLABORATIVELY ON, UH, AND COOPERATIVELY ON THE AGENDAS. 
          OKAY. 
          YEAH. 
          OKAY. 
          WELL, OH, OH, GO AHEAD, MR. SMITH. 
          OH, SORRY. 
          JUST FEEDING BACK ON WHAT, UM, MR. NAY WAS SAYING ABOUT BASICALLY, IS THERE A STRUCTURED, UM, AGENDA FOR THE SIC? SO WHEN YOU GO TO FORT ROYAL, OR IF YOU GO TO ST. 
          HELENA, YOU SHOULD SEE THE SAME BASIC STRUCTURE FOR THE SIC MEETING THAT'S TAKING PLACE. 
          SO IF THEY'RE COL COLLABORATING WITH THE PRINCIPAL AND LOOKING AT THE ISSUES FOR THAT SCHOOL, BECAUSE THIS SCHOOL IMPROVEMENT 
          [04:05:01]
COUNCIL, SO THEY'RE LOOKING AT IMPROVEMENTS FOR THE, FOR THAT PARTICULAR SCHOOL. 
          UM, I AGREE WITH HIM WHEN I WALK INTO, I'VE GONE TO SIC MEETINGS AT, UM, LADIES ISLAND MIDDLE, AND SO I CAN'T COMPARE IT TO ANYTHING, ANY, ANY OTHER SCHOOL AT THIS TIME. 
          BUT I'M EXPECTING THAT IF I WENT TO BEAUFORT MIDDLE, THAT I WOULD SEE THE SAME KIND OF AGENDA, YOU KNOW, SET UP. 
          AND OF COURSE, THE PRINCIPAL KNOWS WHAT THEY'RE GONNA TALK ABOUT, BUT IT SHOULD BE ABOUT IMPROVING, IMPROVING THE SCHOOL. 
          MR. CAMPBELL SHOULDN'T HAVE TO WALK OUT ON THE GROUNDS OF THE HIGH SCHOOLS AND MIDDLE SCHOOLS AND SAY, HEY, YOU KNOW, GRASS HASN'T BEEN CUT. 
          OR, YOU KNOW, WE NEED A, WE NEED A NEW BAND ROOM. 
          UM, SOUND IS NOT RIGHT. 
          THERE ARE THINGS THAT THE SCHOOL IMPROVEMENT COUNCIL ARE SUPPOSED TO BRING FORWARD TO THE, TO THE COMMITTEE, TO THE PARENTS TO, AND, AND, AND, AND TO THE PRINCIPAL AT SCHOOL. 
          YEAH. 
          I THINK THAT THEY, THEY, I'M NOT GONNA TELL YOU THAT THEY ALL HAVE, UH, THE EXACT SAME STRUCTURE, BECAUSE I DON'T KNOW THAT THEY ALL HAVE THE EXACT SAME STRUCTURE, BUT THEY ALL HAVE AN AGENDA AND, AND THEY DEVELOP AN AGENDA AND, AND THEY WORK THROUGH THEIR AGENDAS. 
          UH, EVERY SCHOOL, YOU KNOW, YOU'VE BEEN IN THEM, YOU WORKED IN 'EM, YOU KNOW, EVERY SCHOOL HAS ITS OWN DNA EVERY SCHOOL'S A LITTLE BIT DIFFERENT. 
          EVERY SCHOOL HAS ITS OWN CHALLENGES THAT THEY WORK THROUGH. 
          AND SO, UM, YOU KNOW, THEY'RE, THEY'RE ALL, THEY'RE ALL WORKING THROUGH THOSE IN THEIR OWN WAY, I THINK. 
          AND, UH, IN, IN COOPERATION WITH WHEN IT COMES TO SICS AND COOPERATIONS WITH, WITH THEIR SICS. 
          SO, UM, UH, I, I FEEL COMFORTABLE IN TELLING YOU THAT, UM, THEY ALL HAVE AN AGENDA, UH, FOR THEIR MEETINGS, AND THEY, AND THEY WOULD FOLLOW AGENDAS. 
          UM, UH, AND PROBABLY SIMILAR STRUCTURE, MR. SMITH. 
          UH, I'LL GO AS FAR AS TO SAY THAT. 
          UM, NOT THEY, THEY, I, I WAS ACTUALLY, I WAS GONNA SAY SOME OF WHAT RODRIGUEZ SAID BACK IN TERMS OF YES, THEY ALL, THEY ALL, I'VE NEVER BEEN TO ONE THAT DON'T HAVE A, HAVE AN AGENDA. 
          I, FROM THE WORLD BRANCH CLUSTER, I'VE BEEN TO SOME OF THEIR MEETINGS. 
          UH, I REMEMBER ONE TIME WHEN, UH, THE BE BEFORD HIGH SCHOOL CLUSTER, ACTUALLY WE HAD, SORRY, THAT WAS A OKAY, , I REMEMBER END OF DISCUSSION, , I REMEMBER THE TIME WHEN THE BEAUFORT HIGH SCHOOL, UH, CLUSTER HAD A JOINT SIC MEETING AT, AT BEAUFORT HIGH SCHOOL. 
          AND IT WAS, UH, IT ACTUALLY, IT WAS A SHOCKING, UH, GOOD, GOOD TURNOUT BECAUSE, UM, IT WAS MORE PEOPLE THAN WHAT THEY REALLY ACTUALLY, UH, THAN, THAN, THAN WHAT WE PREDICTED THAT TIME. 
          AND, UH, AND ACTUALLY THEY HAD ASKED, UH, A COUPLE OF US TO, UH, BOARD MEMBERS TO COME AS WELL. 
          AND SO, UH, SO, SO THAT WAS A, A, A GOOD, UH, A-A-A-A-A GOOD, A GOOD MEETING. 
          AND THEY ALSO, WHAT LEARNED WAS THAT, WELL, WHAT ONE SIC HAD SOME CONCERNS OF, THEY, THEY ALL KIND OF WERE TALKING KIND OF IN CIRCLES AMONGST EACH OTHER. 
          SO NO, THE SICI THINK THE SIC UH, COMMUNITY, THEY TAKE IT SERIOUS. 
          AND THEY DO HAVE AGENDAS. 
          AND ALSO ALL OF 'EM HAVE ALLOWED THE PRINCIPALS, THEY ALLOW, MAKE SURE THAT THEIR PRINCIPAL HAS THE TIME TO TELL WHAT THEY NEED OR WHAT, WHAT THEY MAY, UH, HAVE, WHAT CONCERNS THEY MAY HAVE FROM THE PRINCIPALS DEAF IN TERMS OF COMMUNITY OUTREACH SUPPORT OR FINANCE. 
          SO I THINK THAT IS A, THAT IS A GOOD THING TOO THAT, UH, THAT DOES HAPPENS AT, AT THOSE SIC MEETINGS. 
          BECAUSE LIKE I SAID, I'VE BEEN TO A, A NUMBER OF 'EM MYSELF. 
          AND THERE'S A GOOD BIT OF INFORMATION THAT, UH, THAT GETS DISPERSED BETWEEN COMMUNITY AND PRINCIPAL. 
          AND ALSO THEY, THEY, UH, THERE, THERE, THERE HAVE BEEN SOME OF 'EM, A LOT OF 'EM BEEN, BEEN, WELL-ATTENDED SOME OF 'EM IN LESS THAN OTHERS, BUT THEY ALL, AT DIFFERENT TIMES OF THE YEAR WHEN YOU HAVE BASKETBALL, FOOTBALL, DIFF DIFFERENT GAMES. 
          THEY, THEY, THEY ALL, THEY FLUCTUATE. 
          SO I JUST WANNA PUT THAT OUT THERE. 
          BUT THEY ALL, THEY DO HAVE AN AGENDA. 
          MR. CAMPBELL, UM, AS A FORMER SIC CHAIR AT SEVERAL SCHOOLS, UM, WHAT I DID, I WORKED WITH THE PRINCIPAL, RIGHT? YEAH. 
          AND ASSISTANT PRINCIPALS ON BUDGET AND ISSUE WITHIN THAT SCHOOL. 
          WELL, THAT'S, THAT'S, THAT'S THE RESPONSIBILITY THAT I HAD. 
          THANK YOU, MS. UH, BOATRIGHT. 
          YEAH. 
          I'VE BEEN INVOLVED WITH SICS FOR A LONG TIME, YOU KNOW, AS A PARENT AND AS A BOARD MEMBER. 
          BUT HERE'S WHAT I'LL SAY. 
          MY TAKE ON IT IS THIS, AND I GOT THAT FROM OUR FIRST JOINT SIC UH, MEETING THAT WE HAD. 
          UM, THEY PROVIDED THE MEMBER ROSTER OF EACH S IIC REMEMBER THAT? BACK, BACK IN THE DAY. 
          UM, AND THERE'S, YOU KNOW, THERE WE'RE NOT, A LOT OF THE ICS ARE NOT IN COMPLIANCE, WHICH IS NEITHER HERE NOR THERE. 
          I THINK WHAT HAPPENS IS COVID TURNOVER, NEW PARENTS, NEW PRINCIPAL, AND MY OBSERVATION IS, UM, EVEN THOUGH WE ARE THE TWICE WINNING RILEY AWARD NOMINATED SIC AT HILTON HEAD HIGH,  , IT, IT'S HARD TO KEEP THAT MOMENTUM GOING. 
          IT'S HARD. 
          WE HAD A HARD TIME GETTING SOMEONE TO BE THE CHAIR OF THE NEXT ONE BECAUSE, 
          [04:10:01]
AND I THINK PART OF IT'S BECAUSE THEY DON'T REALLY UNDERSTAND THE IMPACT. 
          THE SIC HAD, AND I HAD THIS DISCUSSION WITH THEM, I'M LIKE, THIS, AND WE'RE GONNA REVIVE HAVING A CLUSTER WIDE SIC MEETING. 
          UM, BUT TO ME, I THINK THAT WITH COV AND, UM, I'M JUST, THIS WILL BE MY LAST TIME, RIGHT? BUT, UM, IT DISRUPTED THE NATURAL FLOW OF PARTICIPATION AND IT BECAME VERY EASY. 
          AND I SEE THAT EVERY ORGANIZATION I'M INVOLVED IN, EVERYONE'S LIKE, CAN I GET A ZOOM LINK? 'CAUSE IT GOT REALLY EASY. 
          YOU'RE LIKE, EH, I'M GONNA BE TIRED. 
          I DON'T WANNA DRIVE OVER THERE. 
          AND WITH THE SICI SAW THAT IN A BIG WAY. 
          BUT AS WE GEAR UP, WE, YOU KNOW, WE PASSED OUR SECOND REFERENDUM, WE'RE GETTING A BUNCH OF NEW BOARD MEMBERS, AND I'M JUST LIKE, WE NEED TO REESTABLISH THAT PARENT TEACHER STUDENT PIPELINE. 
          ONE THING THAT WAS BROUGHT UP BY A STAFF MEMBER IS, YOU KNOW, WE SHOULD HAVE STUDENT GOVERNMENT AT ALL OF OUR MEETINGS. 
          AND, YOU KNOW, WE'VE HAD THAT IN THE PAST HERE AND THERE, BUT THAT'S, WE SHOULD, WE NEED TO REESTABLISH. 
          SO I THINK LOOKING LIKE AT THE SIC HANDBOOK, THERE ARE VERY SPECIFIC THINGS THAT EVERY SIC IS SUPPOSED TO DO. 
          I AM PRETTY CONVINCED NOT EVERYONE'S DOING THAT. 
          AND JUST BECAUSE IT'S JUST KIND OF DRIFTED AWAY. 
          SO I WOULD SAY LET'S CONTINUE THIS DISCUSSION THAT WE'RE HAVING HERE AT THE BOARD, UM, AT A REGULAR SCHEDULED BOARD MEETING IN JANUARY. 
          UM, BUT FOR RIGHT NOW, MAYBE WE JUST LOOK AT THE HANDBOOK, HAVE A MEETING WITH THE CURRENT SIC CHAIRS IN DECEMBER AND SAY, WHERE ARE YOU GUYS AT? AND THEN WE'LL TAKE THEIR, THE ONES THAT SHOW UP, WE'LL TAKE THEIR FEEDBACK, AND THEN WE'LL HAVE, WE'LL CONTINUE DISCUSSION IN JANUARY. 
          ALL RIGHT. 
          SO , NEXT STEPS, UH, ON THE, ON THE BOARD CALENDAR. 
          'CAUSE THAT'S WHAT WE'RE LOOKING AT IS FOR THE, THE, UM, ACTION ITEM WILL BE ON DECEMBER 10TH TO VOTE ON IT. 
          SO PLEASE TAKE A GOOD LOOK AT IT AND HAVE ANY, UH, SUGGESTIONS OR, OR, UH, CHANGES THAT YOU THINK ARE IMPORTANT, UH, READY TO GO ON DECEMBER 10TH? YES, GO AHEAD. 
          UH, UM, IN JANUARY, THERE WILL ONLY BE TWO MEMBERS OF THE BOARD, MYSELF AND MR. SMITH, WHO HAVE BEEN THROUGH THE COHERENT GOVERNANCE, UH, TRAINING. 
          AND I THINK IT WOULD BE A, A, PROBABLY A GOOD THING TO DO IS TO HAVE THE PERSON THAT GAVE US THE TRAINING ABOUT THREE, FOUR YEARS AGO. 
          COME BACK AND HAVE A SESSION ABOUT COHERENT GOVERNANCE. 
          UH, PROBABLY IN, IN, IN JANUARY. 
          THERE'S A JANUARY WORK SESSION, JANUARY WORK SESSION. 
          AND PERHAPS WE, WHEN I FIRST CAME ON THE BOARD, WE WORKED ALL DAY ON FRIDAY AND A HALF A DAY ON SATURDAY. 
          AND WHAT I WOULD ASK YOU TO CONSIDER IS TO HAVE THAT HALF DAY ON SATURDAY, BE NOTHING BUT COHERENT GOVERNANCE, AND, UH, JUST WANNA SEE IF THAT, JUST FOR THOUGHT TO DECIDE NOW. 
          BUT, BUT WHEN WE DO DECIDE ON WHAT WE'RE GONNA BE DOING OR VOTE LIKE , YOU MIGHT BE ABLE TO SCHEDULE THE AGENDA ON THAT FRIDAY TO DO HALF OF A WORK SESSION TYPE OF THING. 
          YEAH. 
          AND THEN HALF OF COHERENT GOVERNANCE. 
          'CAUSE YOU GET TO SET THE AGENDA. 
          YEAH, WELL, AND KNOCK IT OUT ON A FRIDAY. 
          SOMETIMES. 
          SOMETIMES WE RUN OVER AND, AND THERE'S SOME THINGS THAT DON'T GET COVERED. 
          AND THIS IS A, A SEPARATE, COMPLETELY SEPARATE PIECE AS THE INTERNAL OR GOVERNANCE PIECE. 
          SO WHATEVER, WHATEVER THE BOARD DECIDES. 
          YEAH. 
          I'VE BEEN THROUGH AT LEAST TWO SESSIONS WITH, OR, OR THREE MAYBE WITH PEGGY, AND I'M BLANKING ON PEGGY. 
          YEAH. 
          PEGGY, TORY. 
          TORY, THAT'S IT. 
          SHE, I THINK SHE'S A, SHE, I THOUGHT SHE WAS EXCELLENT. 
          EVERY TIME SHE'S COME, COME TO, UH, WORK WITH THE BOARD ON THE, ON THE TOPIC. 
          AND I THINK IT WOULD BE ESPECIALLY IMPORTANT SINCE, UH, MR. CAMPBELL, MS. MIDDLETON AND MYSELF WILL HAVE SUCCESSORS AND WHO ARE GONNA BE ABSOLUTELY BRAND NEW WITH THE, UH, WITH THAT TYPE OF GOVERNANCE. 
          AND I THINK IT WOULD BE VERY HELPFUL. 
          UM, MR. DALLAS? YEAH, I AGREE. 
          I THINK IT'S ESSENTIAL. 
          UH, I REMEMBER MS. TORY, SO I GUESS IT'S WITHIN THE LAST TWO YEARS AND, BUT I DON'T REMEMBER WHETHER I WENT THROUGH IT HERE OR AT ANOTHER ORGANIZATION, BUT FOR PEOPLE WHO ARE COMING ONTO THE BOARD AND UNDERSTAND THAT UN COHERENT GOVERNANCE, THEY DON'T MANAGE THE DAY TO DAY, AND THAT IS REINFORCED THE TIMES I'VE HAD IT, IT HAS BEEN DONE EFFECTIVELY IN LIKE TWO, THREE HOURS. 
          SO IF IT CAN BE HELD TO ONE DAY, I THINK THAT WOULD BE BENEFICIAL. 
          IF WE DID IT, MY, MY RECOMMENDATION WOULD BE THAT WE OPEN THE DAY WITH THAT. 
          OKAY. 
          RIGHT. 
          AND LET THAT DRIVE THE AGENDA, UH, BECAUSE OF ITS SIGNIFICANCE. 
          AND THEN, UH, WE CAN LOOK AT WHETHER WE NEED TO ADD ANYTHING TO THE BACK END OF THAT OR NOT, BUT, SO THAT, AT LEAST THAT IS THE PRIORITY ON THAT DAY. 
          ALL RIGHT, MR. SMITH, 
          [04:15:01]
UM, I, UH, I, I, I ATTEND TO DEFINITELY, UH, AGREE WITH MR. GUYER IN TERMS, IN TERMS, IN TERMS OF, UM, I THINK IT SHOULD BE A, A SEPARATE DAY AND NOT A DAY THAT WE ARE DOING BUSINESS, BECAUSE THAT, THAT BECOMES A LOT TO WORK YOUR MIND AROUND AND TO UNDERSTAND THAT. 
          AND NORMALLY WHEN WE HAVE DONE COHERENT GOVERNMENT, IT HAS BEEN A SPECIAL MEETING TO TAKE, TAKE THAT ON. 
          AND THEN ALSO TO, BEFORE WE, I I THINK BEFORE WE MAKE THE DECISION TO, UH, AS IN THIS BODY AND THIS BOARD TO HAVE THAT MEETING AND TO SCHEDULE THAT, I THINK THERE ARE OTHER WAYS OF GOVERNING TOO THAT WE MAY WANT TO, UM, LET THE, LET OUR, OUR FUTURE BOARD MEMBERS KNOW O OF THAT THERE HAVE BEEN OTHER WAYS, AND THAT ALSO MAKE SURE THAT, THAT, THAT, THAT WE ARE AS A BOARD WANT TO CONTINUE THIS ROUTE AND ALSO UNDERSTAND UNDERSTANDING THE GOVERNANCE THAT WE'RE, THAT, THAT WE'RE, THAT WE'RE CURRENTLY UNDER AND UNDERSTAND WHAT, WHAT THAT LOOKS LIKE AND SEE, UH, YOU KNOW, HOW WE MAY WANT TO MOVE, MOVE FORWARD, UH, WITH THAT. 
          BUT IN, AND, AND IN, IN TERMS OF COMING IN AND TACKLING TWO OR THREE THINGS, UH, TWO OR THREE THINGS UPON UNDERSTANDING THAT G, THAT THAT GOVERNANCE, I, I THINK IT WAS A, A REASON WHY I THINK THE FIRST TIME WE HAD, I THINK SHE, SHE, SHE REQUIRED A CERTAIN AMOUNT OF TIME WITH US, AND I THINK WE DID, WE DID AN ACTIVITY PART. 
          NOW, IN FACT, I THINK SHE, SHE DIDN'T COME TO US ONE TIME, THE FIRST TIME SHE CAME TO US TWO TIMES. 
          AND I THINK WHEN SHE CAME TWO TIMES, SHE WAS VERY, UH, INTENTIONAL ABOUT WHAT SHE WENT OVER THE COUPLE TIMES THAT SHE WAS ACTUALLY HERE. 
          SO I THINK THIS MAY BE A LITTLE MORE COMPLEX THAN, THAN JUST GOING OFF THE DORM RIGHT NOW. 
          I, I DO REMEMBER HER, UH, HAVING A JUST, UH, SOME DI DIFFERENT TABLES AND WORKING TOGETHER AND THIS, AND I SAYING HER TELLING US THAT I THINK THAT IT COULDN'T BE DONE QUICKLY, THAT, THAT SHE HAD A CERTAIN METHOD TO WHAT SHE DO. 
          SO I, SO I JUST WANNA PUT THAT OUT THERE TOO, JUST TO, UH, GET, GET SOME OF US TO REMEMBER WHO, WHO, WHO WAS ACTUALLY AT THAT MEETING. 
          THANK YOU. 
          ALL RIGHT. 
          MS. HAY. 
          HELLO. 
          YES. 
          I JUST WANTED TO CHIME IN BECAUSE MR. DALLAS, MR. NAY, MRS. GORDON AND I ALL DID HAVE COHERENT GOVERNANCE TRAINING WHEN WE WERE ONBOARDED TWO YEARS AGO. 
          THANK YOU, . 
          AND I'M SORRY I DIDN'T SEE YOUR HAND FOR A BIT. 
          . 
          ALL RIGHT. 
          SO I THINK WE'VE EXHAUSTED THAT FOR RIGHT NOW. 
          WE DO HAVE, UH, YEAH, I THINK ONE MORE BUSINESS ON THAT CALENDAR. 
          OKAY. 
          NEXT IS THE, UM, STANDARD, UH, TIME NO, NO, ON THE ACTUAL CALENDAR PIECE. 
          OH, OKAY. 
          GO AHEAD. 
          RIGHT. 
          UM, THE WAY THIS IS LAID OUT ON JANUARY, RIGHT, JANUARY 7TH IS YOUR MEETING WHERE IT'S AN ORGANIZATIONAL MEETING WHERE YOU ELECT OFFICERS AND, AND THAT SORT OF THING AS A BOARD. 
          THEN YOU HAVE A, UM, JANUARY 21ST MEETING. 
          THEN YOU HAVE, UM, JANUARY 31ST MEETING, AND THEN YOU HAVE A, UM, FEBRUARY 4TH MEETING. 
          SO THOSE ARE IN RAPID SUCCESSION, RIGHT? UH, THE, IT'LL FEED INTO WHAT I'M GONNA TALK ABOUT IN A MINUTE, BUT, UM, BUT THERE'S A QUESTION MARK THERE ON THE JANUARY 7TH. 
          I THINK FROM MY PERSPECTIVE, UH, UH, THAT JANUARY 7TH MEETING WOULD BE BEST SERVED AS JUST AN ELECTION OF OFFICERS MEETING, BUT NOT A REGULAR BUSINESS MEETING, UH, IN TERMS OF, UH, ITEMS AND EVERYTHING ELSE. 
          'CAUSE STAFF IS GOING TO BE ON VACATION OVER THE HOLIDAYS, AND SO NOBODY'S GONNA BE AROUND PREPPING, UH, PRESENTATIONS FOR, FOR THOSE MEETINGS AT THAT TIME. 
          RIGHT. 
          THE, THE OTHER THING IS THEN IT SHOULD HAVE SWEARING IN ABOVE THE ELECTION OF OFFICERS BECAUSE THE, THE THREE NEW, UH, BOARD MEMBERS ARE NOT GONNA HAVE ACCESS TO THE DOCUMENTS UNTIL THEY'RE SWORN IN. 
          SO THAT, NO, IT SHOULD BE, THAT SHOULDN'T BE A BUSINESS MEETING, I DON'T THINK FOR THAT REASON. 
          I AGREE EITHER. 
          SO IT MAKES SENSE TO ME. 
          UH, AND I JUST, WE'RE GONNA TALK ABOUT SOME THINGS IN A MINUTE, BUT WHICH WE'LL WANT US ALL CONSCIOUS THAT AS WE MOVE THROUGH THAT CALENDAR, IT WILL BE JANUARY 7TH ELECTION OF OFFICERS MEETING. 
          UH, SWORN SWEARING IN. 
          SWEARING IN, RIGHT. 
          SWEARING, SWEARING IN FIRST. 
          RIGHT. 
          OKAY. 
          YEAH. 
          THEN ELECTION OF OFFICERS. 
          AND THEN, UM, JANUARY 21ST AT, AT THE MIDDLE SCHOOL IS THE BUSINESS, UH, REGULAR BUSINESS MEETING. 
          31ST IS A WORK SESSION, AND THEN THE FOURTH WILL HAVE ANOTHER, UH, BUSINESS MEETING. 
          OKAY. 
          SO, BUT THAT'S GONNA BE A SORT OF A TIGHT TIMELINE BETWEEN THE 21ST AND THE FOURTH, BUT, OKAY. 
          ALL RIGHT. 
          I'M READY IF YOU'RE READY. 
          OKAY. 
          SO NEXT ON OUR AGENDA IS THE, UM, STANDARD TIMELINE AND DOCUMENT FORMAT FOR THE BOARD OF EDUCATION AND COMMITTEE MEETINGS, 
          [04:20:01]
DR. RODRIGUEZ. 
          OKAY. 
          THANK YOU. 
          UM, PUT THIS TOGETHER, UM, AFTER A LITTLE BIT OF, UH, OF DIALOGUE, A LITTLE BIT OF REFLECTION, UM, UM, PARTIAL, PARTIALLY PART OF THE DISCUSSION, UH, DURING MY EVALUATION SETTING AS WELL. 
          UH, AND SO, SO IN ESSENCE, THE FOCUS OF THIS, AND THE PURPOSE OF THIS IS FOR, UM, UH, EFFICIENCY AND I THINK EFFECTIVENESS. 
          OKAY? SO IT ATTEMPTS TO CREATE A STANDARD TIMELINE, UH, AND DOCUMENT FORMAT FOR BOARD OF EDUCATION MEETINGS AND FOR COMMITTEE MEETINGS. 
          OKAY? AND SO WHAT I'M SUGGESTING HERE IS THAT THIS WILL CLA PROVIDE SOME CLARITY, UH, FOR MY STAFF REGARDING, UH, MEETING DOCUMENTS, UH, RESET EXPECTATIONS AROUND A TIMELINE FOR DELIVERY OF DOCUMENTS, AND THEN, UH, ESTABLISH A LENGTH OF MEETINGS, NORMS FOR, UH, COMMITTEE MEETINGS. 
          OKAY? SO IF YOU TURN TO THE NEXT PAGE, WHAT YOU'LL SEE IS, UH, SORT OF A DRAFT IDEA OR CONCEPT HERE, RIGHT? UH, 13 DAYS PRIOR TO A MEETING, WHETHER IT'S A COMMITTEE MEETING OR A BOARD OF EDUCATION MEETING 13 DAYS PRIOR THAT WE HAVE A DRAFT AGENDA CREATED FIVE DAYS PRIOR TO WHATEVER MEETING THAT IS. 
          DOCUMENTS WILL BE DUE FIVE DAYS PRIOR, UH, DOCUMENTS WILL BE UPLOADED, RIGHT? SO THE SAME DAY THE DOCUMENTS ARE DUE, THE DOCUMENTS WILL BE UPLOADED. 
          UM, I'M GONNA HAVE MY STAFF TRAINED ON UPLOADING DOCUMENTS SO THAT THEY'LL BE ABLE TO REVIEW THEIR DOCUMENTS AND UPLOAD IT THEMSELVES DIRECTLY, OKAY? UM, ONE DAY, MY REQUEST IS THEN THAT, UH, AS MUCH AS POSSIBLE, RIGHT? ONCE YOU'VE HAD A CHANCE TO REVIEW THOSE DOCUMENTS, IF BY NOON THE DAY PRIOR TO THE, TO THE MEETING, WHETHER IT'S A BOARD MEETING OR A COMMITTEE MEETING, IF YOU'VE GOT SOME QUESTIONS ON SOME OF THE ITEMS THAT YOU'VE SEEN THERE, THAT YOU SHARE IT WITH, UH, THE PRESENTER OR MYSELF AND STAFF, SO THAT WE'RE PREPARED, UH, TO TACKLE THOSE QUESTIONS THAT YOU KNOW YOU MIGHT HAVE, RIGHT? MY HOPE IS THAT THAT WILL CREATE SOME EFFICIENCY WITHIN, WITHIN SOME OF THE MEETINGS AS WELL. 
          ALL RIGHT? AND THEN OF COURSE, YOU HAVE THE ACTUAL MEETING DATE, RIGHT? WHAT DOES THAT LOOK LIKE? IF WE GO BACK TO THE MONTH OF OCTOBER, RIGHT? MONTH OF OCTOBER IS A PRETTY STANDARD MONTH. 
          WE HAD TWO BOARD MEETINGS ON THAT MONTH, ALL RIGHT? YOU SEE THAT YOU HAVE, IF YOU START AT THE VERY BOTTOM OF IT, YOU SEE OCTOBER 15TH IS THE DATE OF A MEETING OF A BOARD OF EDUCATION MEETING, ALL RIGHT? 13 DAYS PRIOR TO THAT. 
          IN OTHER WORDS, THAT MEANS THE DAY AFTER THE LAST MEETING. 
          SO THE DAY AFTER THE LAST MEETING, OCTOBER 1ST WAS THE FIRST BOARD MEETING OF THE MONTH OF OCTOBER. 
          SO OCTOBER 2ND, WE DRAFT THE AGENDA FOR THE OCTOBER 15TH MEETING, BECAUSE THE WAY IT WORKS RIGHT NOW, WE HAVE THE MEETING ON A TUESDAY, THE FOLLOWING MONDAY, WE DRAFT THE AGENDA AT FIVE O'CLOCK AT NIGHT. 
          WE'VE, WE'VE LOST ALL OF MONDAY TO PREPARE DOCUMENTS OR ANYTHING ELSE. 
          THEN WE HAVE TUESDAY, WEDNESDAY, RIGHT, TO GET OUR PRESENTATIONS READY TO HAVE 'EM REVIEWED, AND THEN, UH, BY THURSDAY, THEY'VE GOTTA BE IN, RIGHT? SO, SO THIS IS, THIS IS PART OF THE ISSUE, I THINK. 
          SO IF WE GO BACK TO AND DO IT 13 DAYS PRIOR TO THE MEETING, SO OCTOBER 1ST, YOU HAVE YOUR MEETING, OCTOBER 2ND, WE DRAFT THE AGENDA. 
          THAT GIVES MY TEAM MORE TIME, RIGHT? BY DEFAULT. 
          SO THEN OCTOBER 10TH WOULD'VE BEEN FIVE DAYS PRIOR TO THE OCTOBER 15TH MEETING. 
          DOCUMENTS WOULD BE DUE. 
          MY TEAM WOULD UPLOAD THE DOCUMENTS DIRECTLY. 
          ALL RIGHT, ROBIN WILL, WILL UPLOAD THE AGENDA. 
          MY TEAM WILL UPLOAD THE DOCUMENTS, OKAY? AND THEN, UH, ONE DAY PRIOR TO THE MEETING, THAT MONDAY BY NOON, ANY QUESTIONS YOU MIGHT HAVE ON ANY OF THOSE DOCUMENTS OR ANYTHING LIKE THAT, IF YOU COULD SEND THEM OUR WAY SO WE CAN FINE TUNE AND BETTER PREPARE FOR TUESDAY AND HOPEFULLY ANSWER YOUR QUESTIONS AHEAD OF TIME WITHIN THE PRESENTATION. 
          AND THEN, UM, UM, I THINK OCTOBER 15TH, WE HAVE THE MEETING. 
          HOPEFULLY THAT'LL CREATE SOME, SOME 
          [04:25:01]
EFFICIENCIES IN THE TIMELINE OF A REGULAR BOARD MEETING. 
          I WOULD ASK, IF POSSIBLE, FOR COMMITTEE MEETINGS THAT WE DO THE SAME THING, THAT WE KEEP THAT, THAT SAME TIMELINE FOR THE COMMITTEE MEETINGS. 
          SO WHAT DOES THIS MEAN FOR YOU AS A BOARD MEMBER? ONE, YOU'RE LOOKING FOR A DRAFT AGENDA THAT ROBIN IS PUTTING INTO DILIGENT TWO, YOU'RE GONNA LOOK FOR STAFF MEMBERS TO UPLOAD DOCUMENTS FIVE DAYS IN ADVANCE. 
          UH, AND I'M GONNA HAVE MY TEAM UPLOAD UP TILL 10:00 PM ON, ON THURSDAY NIGHT AFTER 10:00 PM IF IT'S NOT IN THERE, I WILL REMOVE IT FROM THE AGENDA GONE. 
          WE'LL HAVE TO PUSH IT ONTO THE NEXT ONE, OKAY? AFTER REVIEWING DOCUMENTS, AGAIN, ANY QUESTIONS YOU MIGHT HAVE MONDAY BY NOON. 
          IF YOU COULD, IF YOU COULD, UH, SUBMIT ANY OF THOSE, THEN, THEN THAT'LL HELP US PREPARE. 
          AND OF COURSE, THE DIALOGUE AT THE BOARD MEETING ISN'T GONNA SPUR ON ADDITIONAL QUESTIONS, THAT'S FINE, THAT'S NOT AN ISSUE. 
          BUT IF WE CAN TACKLE AS MANY OF 'EM AHEAD OF TIME, UH, THROUGH OUR PRESENTATION, THEN I THINK THAT'S MORE EFFICIENT AND PROBABLY MORE EFFECTIVE STANDARD DOCUMENT FORMAT FOR OUR COMMITTEE MEETINGS, FOR OUR BOARD OF EDUCATION MEETINGS. 
          THEN WHAT YOU'RE GONNA GET FOR ALL OF THEM WILL BE A ONE TO TWO PAGE EXECUTIVE SUMMARY DOCUMENT, ANY NECESSARY DOCUMENTS THAT YOU NEED TO HAVE, UH, FOR YOUR REVIEW, UH, IN ORDER TO, UH, TO TO KNOW WHAT YOU NEED TO KNOW AND MAKE DECISIONS YOU MIGHT NEED TO MAKE. 
          OKAY? THEN IF THERE ARE ANY RELEVANT DATA GRAPHS OR VISUALS AS APPROPRIATE, WE WOULD INCLUDE THAT IN THERE. 
          SO THESE ARE THE THREE LEVELS OF DOCUMENTS YOU WOULD GET. 
          AND THEN THE FOURTH ONE IS WHAT'S THE ASK? WHAT ARE WE ASKING OF YOU? RIGHT? ARE WE ASKING A PARTICULAR MOTION THAT NEEDS TO BE PASSED? ARE WE NOT ASKING ANYTHING FROM YOU, BUT WE'RE PROVIDING YOU INFORMATION, RIGHT? SOMETHING THAT LETS YOU KNOW THAT, OKAY? AND THEN THAT WAY ALL COMMITTEE MEETINGS WILL BE STANDARDIZED IN TERMS OF OUR, OUR, OUR DOCUMENT FORMAT. 
          ALL BOARD MEETINGS WILL BE STANDARDIZED IN TERMS OF OUR DOCUMENT FORMAT, YOU KNOW, WHAT YOU'RE LOOKING FOR, AND HOPEFULLY CREATE SUFFICIENCY AND, AND, UH, MORE EFFECTIVENESS. 
          UM, THEN IF WE GO TO THE LAST ONE WHEN IT COMES TO COMMITTEE MEETINGS, I'M GONNA ASK IF, IF, AND RECOMMEND AND ASK, UH, OF YOU THAT THE COMMITTEE MEETINGS BE, BE HELD TO 60 TO 75 MINUTES MAXIMUM IF IT'S NECESSARY. 
          NO MORE THAN A 90 MINUTE MAXIMUM, BECAUSE THESE PEOPLE HAVE OTHER JOBS THAT THEY GOTTA DO TO KEEP THE SYSTEM RUNNING, AND THEY GOTTA COME BACK INTO WORK EARLY THE NEXT DAY AND, AND CRANK IT RIGHT UP AGAIN. 
          RIGHT? SO, UM, SO THAT'S MY ASK AS WE, AS WE LOOK THROUGH THIS. 
          AND, UH, I'M GONNA TURN IT OVER FOR YOU ALL TO DISCUSS AND PROVIDE ANY THOUGHTS OR INSIGHT. 
          ALL RIGHT? UM, THANK YOU, DR. RODRIGUEZ. 
          MR. DALLAS. 
          THANK YOU, MADAM CHAIR. 
          THANK YOU, DR. RODRIGUEZ. 
          I AM A MILLION PERCENT IN SUPPORT OF THIS. 
          UM, MAYBE 2 MILLION . 
          UM, MAYBE THREE. 
          ANYBODY FOR FOUR? OKAY. 
          NO. 
          BUT, UM, ONE OF THE THINGS THAT, UH, I'VE EXPERIENCED AS A NEWBIE ON THE OPERATIONS, UH, COMMITTEE GOING AFTER MY COLLEAGUE TO THE LEFT AND MY COLLEAGUE TO THE RIGHT IS OUR MEETINGS HAVE VARIED FROM 17 MINUTES, I THINK THE LAST ONE TO THREE HOURS AND 15. 
          AND THAT MEANS IT'S TOO LATE. 
          SOME OF OUR STAFF MEMBERS HAVE TO DRIVE LONG DISTANCES TO GET HOME AT NIGHT AFTER THAT. 
          SO ONE OF THE THINGS THAT, UH, I REALLY APPRECIATE YOU, YOU, YOU'VE MENTIONED DR. RODRIGUEZ, IS IF YOU DON'T MEET THE DEADLINES, YOUR PRODUCT DOESN'T GET ON THE SCHEDULE. 
          AND THAT IMPOSES ORGANIZATIONAL DISCIPLINE. 
          IT'S GONNA MAKE LIFE EASIER FOR EVERYBODY. 
          THE OTHER THING THAT MIGHT HELP, UH, AND YOU PROBABLY HAVE ALREADY CONSIDERED THIS 'CAUSE THIS IS REALLY, REALLY GOOD STUFF HERE, IS THAT, UM, AT THE LAST MEETING, ACADEMIC MEETING, THERE WERE 28 DOCUMENTS THAT WERE SUBMITTED, AND EACH ONE OF THEM HAVE LINKS IN THERE. 
          THAT'S A HUGE WORKLOAD FOR ONE ORGANIZATION TO BRING FORWARD. 
          I DON'T KNOW IF THIS IS POSSIBLE, BUT IF YOU CAN FLATLINE THE OES, THE ARS RATEABLE OVER A FULL YEAR, SO WE CAN GET A RATEABLE NUMBER FOR EACH MONTH FOR HOWEVER MANY ARE REQUIRED, AND THEN YOU SCHEDULE THAT THROUGHOUT THE YEAR, I THINK IT'D BE A LOT EASIER ON YOUR STAFF. 
          YEAH, WE CONSIDERATION. 
          SO WE, WE, WE'VE, THAT'S A, A GOOD POINT. 
          WE HAVE SCHEDULED, UH, OE, UH, THROUGH OUR WORK PLAN, UH, IN JUNE THAT WAS VOTED UPON, UH, AND APPROVED BY YOU BASED ON WHAT I GAVE YOU, RIGHT? AS I REFLECT AND I LOOK AT IT, UM, UM, THERE ISN'T A LOT OF BALANCE IN THAT ON ANY GIVEN MONTH, RIGHT? SO, UH, WHAT I WILL LOOK TO DO, SOME OES HAVE 
          [04:30:01]
TO HAPPEN WHEN THEY HAVE TO HAPPEN BECAUSE THERE ARE CERTAIN THINGS THAT FINANCE HAS THAT ARE DOING A CERTAIN DATE. 
          THERE ARE CERTAIN THINGS, RIGHT? SO THERE ARE, THERE ARE SOME OF THESE THINGS, UH, HAVE TO HAPPEN WHEN THEY HAVE TO HAPPEN, BUT NOT ALL OF THEM DO. 
          AND THE OTHER ONES THAT DON'T ARE ONES THAT WE CAN SHIFT INTO OTHER MONTHS, RIGHT? AND, AND THAT WILL, THAT WILL SERVE TO DO, I THINK WHAT YOU'RE ASKING FOR IS TO FLATLINE SOME OF THAT, UH, UM, SO THAT, SO THAT IT DOESN'T ALL GET BUNCHED INTO THERE. 
          WE'RE SORT OF LOCKED INTO OUR WORK PLAN, UH, RIGHT NOW. 
          UH, BUT WHEN THE NEXT WORK PLAN COMES TO THE BOARD IN JUNE, UM, I'M GONNA, I'M GONNA, UH, MOVE TO SHIFT SOME OF THOSE, UH, INTO OTHER MONTHS AND, AND SPREAD IT OUT LIKE YOU SUGGEST. 
          YEAH. 
          HERE'S THE, UM, UH, WORK PLAN THAT WE APPROVED AUGUST 23RD. 
          YEAH. 
          2024. 
          AND IT IS KIND OF, I SHOULD SAY IT'S CHUNK IN A CERTAIN TIMES. 
          DECEMBER IS A, IS A HEAVY MONTH. 
          THERE MIGHT BE A JUNE OR JULY ONE THAT'S A HEAVY, NOVEMBER'S HEAVY, YEAH, SORRY. 
          YEAH. 
          UH, MAY. 
          YEAH, YEAH. 
          BUT, BUT THERE ARE THINGS WE CAN PROBABLY SPREAD OUT A LITTLE BIT AND, AND WE SHOULD DO THAT. 
          ALL RIGHT. 
          THANK YOU, MR. SMITH. 
          WELL, UM, I WAS JUST ACTUALLY, I, I WAS GOING TO, UH, JUST ALSO SAY THAT ABOUT TO LET MR. DALLAS KNOW THAT, THAT WE, THAT WE DID HAVE, KIND OF HAVE A SCHEDULE THAT WE GO, THAT WE HAVE, UH, PRE-DONE, BUT ALSO, UH, IN MY, IN, IN TERMS OF MY MIND. 
          UM, WE, WE DO HAVE, UH, COMMITTEE CHAIRS, AND I'VE BEEN THE COMMITTEE CHAIR IN THE, I BE THE COMMITTEE CHAIR, THE DEPARTMENT PERSON. 
          UH, THEY, UH, ALIGNED ABOUT HOW LONG THE MEETING SHOULD BE. 
          AND I, I, I THINK IT'S, I THINK IT'S BEEN UP TO THEM AND THEN THEN DETERRENT AND, AND I'VE SAID THAT A COUPLE MEETINGS THAT I THINK THAT THERE'S A LOT ON THIS AGENDA OR THAT THERE'S A LOT, ME AS A BOARD MEMBER, I'VE SAID THAT KIM TO SOME COMMITTEE MEETINGS AND SAID THAT I THINK THAT'S GOOD THAT IT'S, YOU KNOW, UH, THEY DO NOTICE THAT THERE'S A LOT ON THIS AGENDA. 
          AND THEN ALSO TIMES WHEN THEY, WHEN WE DO HEAR THESE THINGS, UH, THEY LIKE TO BE MOVED TO, UH, THE CONSENT AGENDA. 
          SO IT'S VERY, I THINK IT'S VERY IMPORTANT THAT WE DO THAT. 
          WE DO TAKE THE, UH, THE NECESSARY AMOUNT OF TIME TO GO THROUGH THESE THINGS, AND ESPECIALLY WHEN YOU'RE MOVING IT TO CONSIDER AGENDA, BASICALLY MOVING IT THERE TO ASK THE BOARD TO VOTE AND PUT THE, UH, PUT THUMB, PUT YOUR THUMBS STAMP ON IT. 
          SO, UH, I MEAN, JUST MOVING FORWARD, I JUST WANT TO BRING THAT TO ANYONE WHO'S POSSIBLY A CHAIR AT THE TIME TOO, TO, UH, DO REALIZE THAT, UH, WITH MOVING INTO IT, IF WE DO, UH, ADOPT SOME OF THESE WAYS, THEN DO UNDERSTAND THAT YOU DO HAVE SOME MORE, UH, RESPONSIBILITY ON YOUR PLATE TOO, AS WELL AS WELL AS STAFF. 
          SO I JUST WANT TO, UH, KIND OF POINT, POINT, POINT. 
          I JUST WANNA POINT, POINT THAT OUT, UM, IN TERMS, IN TERMS OF THAT. 
          SO, UH, YEAH, I JUST, I JUST, I JUST, I JUST, I THINK, UH, ONE OF THE, THE, I I, I THINK A PARTICULAR, I DON'T KNOW IF IT'S A SHIFT OR NOT, BUT, UH, BUT A PARTICULAR ITEM IN HERE THAT I THINK WILL SERVE TO HELP SOME OF THAT RIGHT, IS, IS THAT, UM, YOU, YOU KNOW, THE OPPORTUNITY EXISTS THERE FOR ANY PARTICULAR QUESTIONS TO COME TO US PRIOR TO THE MEETING, SO THAT, UM, WE'RE PREPARED TO, TO ANSWER, UH, THOSE THINGS OR PREPARED TO BUILD THOSE INTO, UH, OUR COMMENTS AT, UH, WITHIN THAT PRESENTATION THAT WILL HOPEFULLY, UM, UM, SORT OF FRONT LOADING SOME OF THAT WORK, I GUESS A LITTLE BIT. 
          ALRIGHT. 
          UM, MS. BOATRIGHT. 
          YEAH. 
          SO I ALSO LOVE THIS. 
          UM, YEAH, I THINK THAT MEETING EFFICIENCY IS A, IS A LOFTY GOAL. 
          UM, AND I THINK THERE'S THINGS THAT THE BOARD, UH, CAN DO, UH, BETTER. 
          AND I DID, I TOOK ADVANTAGE OF THAT WHEN I SAW THAT I EMAILED CANDACE MY QUESTIONS IN ADVANCE AND THEN SHE GOT BACK TO ME AND IT WAS GREAT. 
          UM, SO IF THE, IF THE, IF THEY'RE IN IN ADVANCE, I WILL HAVE TIME TO READ ALL THE MATERIALS, ASK MY QUESTIONS IN ADVANCE, AND I PLEDGE TO DO THAT. 
          PART OF THE PROBLEM HAS BEEN, YOU KNOW, I MEAN, WE, THURSDAY MORNING, WE DIDN'T HAVE ANY OF THESE MATERIALS OR EVEN THE AGENDA. 
          YEAH. 
          SO THAT MAKES IT HARD. 
          'CAUSE THEN, ESPECIALLY FOR THOSE OF US WHO ARE WORKING FULL TIME, IT, IT CAN'T SHIFT, UH, SHIFT YOUR SCHEDULE ON AS MUCH. 
          SO THAT'S GONNA BE HUGE. 
          I HAVE A COUPLE OF THOUGHTS THAT I THINK WOULD REALLY HELP. 
          ONE, I DON'T CONSIDER PERSONALLY, AND THIS IS GONNA SOUND REALLY, UM, ARROGANT. 
          I DON'T LIKE POWERPOINTS AS A WAY TO PRESENT INFORMATION TO ME, I WANT THE ONE TO TWO PAGE EXECUTIVE SUMMARY AND DATA THAT SUPPORTS THE CONCLUSIONS. 
          AND IF YOU WANT TO DO A POWERPOINT, HAVE THAT IF YOU'RE TALKING, BECAUSE IT JUST, IF SOMEONE DOES A POWERPOINT AND IF SOMEONE READS THE SLIDES OF A POWERPOINT, IF I HAD ROTTEN FRUIT, I WOULD THROW IT AT THEM. 
          I JUST, IT DRIVES ME CRAZY 'CAUSE I'M GONNA READ IT, I'M GOING TO KNOW WHAT'S GOING ON. 
          THE POWERPOINT SORT OF A NUDGE AS YOU'RE GOING THROUGH IT, RIGHT? YOU DON'T HAVE FRUIT THERE, DO YOU? 'CAUSE I DON'T KNOW IF I READ IT OR NOT. 
          I JUST WANNA MAKE SURE YOU DON'T THROW IT. 
          I DON'T WANNA STAND BEHIND THIS. 
          I'M JUST SAYING, IT'S JUST TO ME, IF YOU TAKE THE TEXT OUT OF A POWERPOINT, YOU'VE GOT THIS LIKE 20 PAGE DOCUMENT TO GO THROUGH. 
          AND A LOT OF TIMES, I'M NOT EVEN SURE WHAT YOU'RE 
          [04:35:01]
REFERENCING 'CAUSE I HA IT'S, YOU'RE GOING TO TALK ABOUT IT. 
          IF YOU TAKE THE TEXT OUT OF A POWERPOINT, IT'S LIKE LESS THAN HALF A PAGE OF INFORMATION, BUT IT LOOKS LIKE YOU'VE GOT THIS 20 PAGE DOCUMENT. 
          SO TO ME, UM, THE ONE TO TWO PAGE EXECUTIVE SUMMARY WITH THE DATA AND SUPPORTING THINGS WOULD BE GREAT. 
          UM, THE OTHER THING IS IF WE'RE GOING TO DO MORE WORK IN THE COMMITTEES, WHICH I'M IN SUPPORT OF, UM, SO I CAN'T MAKE ALL THE COMMITTEE MEETINGS, OBVIOUSLY NO ONE SHOULD. 
          UM, GOING TO YOUTUBE TO WATCH THEM IS TEDIOUS BECAUSE YOU'VE GOTTA LIKE SKIP THROUGH. 
          CAN WE GET AN AI NOTE TAKER THAT WILL CAPTURE THE MEETING THAT'S SEARCHABLE? WE CAN THEN TRACK HOW MUCH TIME AND WE CAN LOOK AT WHERE WE'RE SPENDING TOO MUCH TIME. 
          IT WILL ACTUALLY TRACK THE AMOUNT OF TIME EACH PERSON SPEAKING SPENDS ON CERTAIN ISSUES. 
          BUT FOR ME, I USE IT, I MEAN, I CAN SEND YOU ALL MY LINK WHEN IT COMES OUT BECAUSE IF I AM LOOKING, I DON'T GO TO THE OPERATIONS COMMITTEE MEETING, BUT I HAVE A QUESTION ABOUT SOMETHING, I CAN SEARCH THE TRANSCRIPT. 
          MM-HMM. 
          , I DON'T HAVE TO WATCH THE WHOLE THING. 
          SO I THINK THAT GETTING, REALLY RELYING LESS ON POWERPOINT PRESENTATIONS AS MEETING MATERIALS AND HAVING AN AI NOTE TAKER THAT ONCE THE NOTES ARE GENERATED, EVERYONE, THE BOARD GETS A LINK AND THEN THEY CAN GO IN AND MAKE NOTES AND IT'LL ACTUALLY PULL OUT THE, UH, MOTIONS THAT ARE COMING OUT. 
          IT WILL PULL OUT ACTIONABLE STEPS TO FOLLOW UP ON. 
          AND I THINK THAT WOULD REALLY HELP IF WE'RE GOING TO DO MORE WORK IN THE COMMITTEES SO THAT WHEN WE GET TO THE ACTUAL FORMAL BOARD MEETING, WE'VE READ THE MATERIAL, I'VE REVIEWED THE TRANSCRIPT OF THE MEETING, I'VE ASKED MY QUESTIONS, AND WE SHOULD BE ABLE TO MOVE THROUGH IT QUICKLY. 
          UH, WHO SOMEBODY ELSE HAD THEIR HAND UP. 
          IT WAS EARL. 
          OKAY, I HAVE A QUESTION, UM, BECAUSE I WON'T BE HERE, BUT , BUT, UH, I, I, I LIKE, I LIKE THE WAY YOU HAD THAT SET UP, BUT I, THIS IS JUST SOME ADVICE. 
          YOU ASKED THE QUESTION AT THE COMMITTEE MEETING, DON'T COME BACK TO THE BOARD WHEN IT COMES TO THE BOARD MEETING. 
          ASK THE SAME QUESTION. 
          THAT'S A WASTE OF TIME SO THAT IT, IT, IT LET PEOPLE KNOW THAT YOU, MAYBE YOU DON'T KNOW WHAT YOU'RE TALKING ABOUT. 
          SO YOU ASK IT AT, AT THE COMMITTEE MEETING, WHY ASK IT AGAIN AT THE BOARD MEETING? IT DOESN'T MAKE SENSE. 
          THANK YOU MR. NAY. 
          THANK YOU, MADAM CHAIR. 
          UH, I'VE BEEN A PROPONENT OF, UH, SHORTER MEETINGS, UH, FOR A LONG TIME. 
          SO THIS IS EXCITING TO ME. 
          AND I ABSOLUTELY AGREE WITH MY ESTEEMED COLLEAGUES ON THE OTHER SIDE OF THE U I'M JUST GONNA START CALLING IT THAT, YOU KNOW, ENSS, EWS OVER THERE. 
          UM, BUT, UH, THE, THE, UM, STANDARDIZATION OF REPEATED THINGS PROMOTES EFFICIENCY. 
          SO IF WE CAN DO IT THE SAME WAY EVERY TIME, I'M AWESOME AND I'M, I WOULD CHALLENGE OUR COMMITTEE MEETINGS, UH, TO BE 60 MINUTES. 
          UH, I ONCE HAD AN OFFICER COME IN AND SAID, UH, I, I USED TO HAVE AN HOUR AND A HALF REHEARSALS AND THAT WAS IT. 
          UH, AND MY OFFICER CAME IN AND SAID, NO, YOU'RE, YOU'RE DOWN TO 50 MINUTES NOW. 
          SO I HAD TO LOOK AT WHAT I NEEDED TO DO TO MAKE MY REHEARSALS, MY MEETING TIMES EFFICIENT, AND I TRIMED THE FAT AND I GOT DOWN TO IT. 
          NOW I PREFER THAT. 
          UH, SO I, I THINK THAT CAN BE DONE. 
          UM, SOMETHING ELSE I WANTED TO, TO BRING ATTENTION IS THE QUALITY OF THE PRODUCTS THAT ARE COMING UP TO THE SCHOOL BOARD LATELY. 
          UM, THEY, WE'VE HAD LIKE, UM, WE'VE HAD FORMAT ISSUES, WE'VE HAD STRUCTURED ISSUES, WE'VE HAD GRAMMATICAL ISSUES. 
          UM, SO LIKE, IS THERE A REVIEW PROCESS IN ANY OF THIS? IT'S LIKE, OKAY, WE GOT THE DOCUMENTS, WE, WE POST THE DOCUMENTS, BUT IS ANYBODY REVIEWING THE DOCUMENTS AS A, AS A SENIOR ENLISTED FOR A SINGLE OFFICER UNIT? UH, WHEN AN OFFICER ASKED FOR A PRODUCT FROM ONE OF THE MARINES, THEY DID NOT PUT THAT PRODUCT ON THE OFFICER'S DESK. 
          IT CAME TO ME AND I REVIEWED IT. 
          AND IF THERE WAS ANYTHING WRONG WITH IT, WHAT DO YOU THINK YOU'RE DOING? GO FIX THIS. 
          UM, SO IF, IF THERE'S A PRODUCT COMING TO THE BOARD, IT SHOULD BE OF LOOKED OVER BY AT LEAST THREE SETS OF EYES FOR ALL OF THOSE THINGS. 
          I THINK THIS WILL ALLOW FOR, FOR MORE OF THAT. 
          BECAUSE I THINK WHAT, WHAT WHAT YOU SEE IS, UM, UM, SORT OF THE PRODUCT OF, UM, EVERYBODY RUNNING FROM ONE THING TO THE NEXT THING. 
          YOU KNOW, WE'VE GOT STAFF OUT THERE DOING, UH, PRESENTATIONS NOW, UH, UH, ACROSS THE COMMUNITY. 
          THEY'VE GOT THEIR OWN WORK THEY'VE GOTTA DO, UH, YADA YADA, YADA, YOU KNOW, AND, AND SO, UM, AND THEN COMMITTEE MEETINGS, YOU KNOW, AND THEN, UH, BOARD MEETINGS. 
          SO I THINK, YOU KNOW, THAT, THAT'S ONE OF THE REASONS I HIGHLIGHTED FOR YOU. 
          UH, UH, JANUARY 21ST, JANUARY 31ST, FOLLOWED BY FEBRUARY 4TH. 
          THE NICE THING ABOUT JANUARY 31ST IS THAT WE'VE, WE'VE KIND OF ESTABLISHED HERE ALREADY THAT WE'RE LOOKING TO HAVE, UH, PEGGY TORRY COME, WHICH MEANS THEY DON'T HAVE TO DO IT. 
          RIGHT? YOU KNOW, THAT'S, THAT'S A HEAVIER, HEAVIER LOAD ON PEGGY TORRY FOR THAT DAY. 
          BUT, UM, BUT IN ESSENCE, I THINK THAT'S PART OF IT. 
          AND, AND THAT'S MY, THAT'S WHAT I'M LOOKING FOR THROUGH SOME OF THIS EFFICIENCY, UH, PIECE HERE. 
          EXCELLENT. 
          MR. SMITH. 
          UM, LEMME, LEMME SAY 
          [04:40:01]
THIS. 
          UM, IN, IN, IN, IN, IN TERMS OF THE, UH, ACTUALLY IN TERMS OF WHAT MRS. BOATWRIGHT HAS ASKED FOR, ACTUALLY, UH, THERE WAS A BOARD MOTION TO VOTE ON, UM, AT ONE POINT IN TIME, WE DID HAVE AN, WE DID, WE DID HAVE AN OUTLINE TO WHAT WAS SAID IN THE MEETING DURING, UH, DURING THE TIMES, UH, AT ONE, AT ONE, AT ONE POINT, I'M NOT SURE IF IT WAS BEFORE YOU CAME ON THE BOARD OR NOT, BUT AT ONE POINT YOU COULD GO BACK AND LOOK AT THE BOARD NOTES WHERE I BELIEVE THE BOARD STAFF OR, OR IT WAS IN THE, THE MOTIONAL, IT WAS TALKED ABOUT WHAT WAS SAID, AND THAT YOU COULD GO BACK AND LOOK IT UP A ACCORDING TO, UM, WHAT HAPPENED DURING CERTAIN, CERTAIN MEETINGS. 
          AND I BELIEVE, I BELIEVE THAT WE, I'M NOT SURE IF IT WAS A BOARD VOTE OR NOTHING BUT THAT, BUT I KNOW THAT WE DID STOP DOING THAT. 
          BUT IF YOU GO BACK AND LOOK INTO THE NOTES, UH, I KNOW AT LEAST WITHIN 27, MAYBE 20, 18 AND 17, THERE WERE ACTUAL NOTES AS YOU'RE TALKING ABOUT AI, WHERE YOU COULD GO, BUT COULD GO AND READ AND SEE, OKAY, AT THE, AT THE OPERATIONS COMMITTEE, THEY TALKED ABOUT SO AND SO AND SO, SO AT, AT ONE TIME YOU COULD DO THAT. 
          SO I JUST WANNA JUST WANNA POINT THAT OUT TO YOU. 
          I BELIEVE THE BOARD SAID THAT THEY DID NOT WANT THAT. 
          UH, THEY DID NOT WANT THAT. 
          WHAT YOU CAN DO WITH AI THOUGH, YOU HAVE THE TRANSCRIPT AND YOU CAN SAY, WHAT DID DR. LEE SAY ABOUT ROBERT SMALLS? AND IT WILL FIND THE ACTUAL CONVERSATION, IT'LL HAVE THE VIDEO ATTACHED, IT'LL HAVE, SO, YOU KNOW, YOU'RE NOT LIKE READING THROUGH THE NOTES. 
          YOU CAN ACTUALLY DO LIKE, AS IF YOU WERE TALKING TO THE MEETING, LIKE AS IF YOU'RE IN. 
          SO THAT'S JUST THE NEXT LEVEL THING, RIGHT? WELL, I'M, I'M JUST BRING, I JUST WANNA BRING OUT TO YOU THAT WE DID HAVE THAT BEFORE, AND THE, THE BOARD VOTED, UH, I BELIEVE FOR US TO MOVE TO A DIFFERENT DIRECTION. 
          I WANNA PUT IT OUT THERE. 
          UH, AND THE, THE, THE SECOND THING IS, UH, IN, IN, IN TERMS OF THE POWERPOINT PRESENTATION, YOU KNOW, I JUST HEARD, HEARD MY COLLEAGUE SAID A MINUTE, A MINUTE AGO, UH, WELL, YOU, YOU, YOU, UH, YOU A BOARD MEMBER. 
          SO, UH, IN TERMS OF, OF TIMING, UH, AND THAT, AND, AND, AND, AND YOU SAID THAT, UH, YOU DON'T WANT POWER, UH, POWERPOINT PRESENTATIONS DONE. 
          I'VE SAID THIS A THOUSAND TIMES AND I SAID AGAIN, PEOPLE LEARN DIFFERENTLY. 
          SO SOME PEOPLE VERSUS OTHERS MAY, UH, IT MAY BE BETTER FOR YOU TO HEAR IT A COUPLE TIMES, UH, OR NOT EVEN A COUPLE TIMES HOW YOU MAY INTERPRET IT DIFFERENT UPON READING IT, READING IT, AND THEN UPON SOMEONE GOING OVER IT AND SAYING IT, BECAUSE THEY MAY GO ALSO GO INTO MORE DETAIL UPON A POWERPOINT PRESENTATION. 
          SO IF YOU, IF YOU DON'T LIKE IT, THEN THAT'S KIND OF MORE OF YOUR LEMME FINISH. 
          THAT'S MORE OF WHAT YOU, THAT'S MORE OF YOUR OPINION AND WHAT YOU PREFER. 
          WELL, I DID PREFACE IT WITH OPINION, BUT ALSO I, NOT THAT I DON'T LIKE POWERPOINTS, I JUST DON'T WANT THEM IN LIEU OF AN EXECUTIVE SUMMARY. 
          WELL, AND I, AND I, AND I, AND I, AND I'LL SAY THAT, UH, ADDITIONALLY, ONCE AGAIN, I THINK THAT'S INTERPRETED INTERPRETATION IN TERMS OF, OF OPINION. 
          BUT, UH, I JUST GO BACK TO ELEMENTARY. 
          I WAS AT A SCHOOL ONE DAY AND, AND, AND, AND THE TEACHER HAD A STUDENT TO WRITE, I WILL NOT DO SO AND SO I WILL NOT DO SO. 
          AND SO, AND GROWING UP, YOUR PARENT MAY HAVE YOU WRITE THAT SEVERAL, SEVERAL TIMES. 
          AND BY THE END OF THE DAY, THE POINT OF THEM DO HAVING YOU WRITE IT, IS SO THAT YOU GET IT AND THAT YOU LEARN IT AND THAT YOU DON'T DO IT AGAIN. 
          SO, YOU KNOW, I HEARD SOME PEOPLE SAY, WELL, DON'T ASK IN THE COMMITTEE MEETING, DON'T ASK IT HERE AGAIN, THAT MAY BE HOW YOU LEARN, OR YOU MAY HAVE DONE RESEARCH AND YOU THOUGHT THAT, AND SOMEONE HAVE TOLD YOU SOMETHING IN COMMITTEE MEETING, BUT THEN WHEN YOU DONE SOMETHING ELSE, YOU MAY FIND OUT THAT WHAT THEY SAID IN COMMITTEE MEETING WAS NOT REALLY WHAT'S TAKING PLACE. 
          AND THEREFORE YOU MAY ASK THEM THAT AGAIN TO MAKE SURE THAT YOU HEARD WHAT YOU HEARD. 
          SO, I MEAN, SO, SO I JUST SAY TO MY COLLEAGUES, BUT YET, UH, EVERYONE LEARNS DIFFERENTLY AND EVERYONE UNDERSTANDS THINGS DIFFERENTLY. 
          SO DO TAKE IN A, IN A, IN A DO TAKE, UH, CONSIDERATION TO THAT. 
          I MEAN, SOME OF YOU MAY WANNA JUST READ THE, THE DOCUMENTS AND YOU MAY GET IT, EVERYONE LEARN DIFFERENTLY. 
          AND ALSO, SOMETIMES THE PUBLIC BE MINDFUL, THE PUBLIC DON'T, ALSO DON'T ALWAYS GET DOCUMENTS THAT WE GET AS WELL OR MAY NOT HAVE THE ACCESS IN TERMS OF HOW WE GET DOCUMENTS AS WELL. 
          SO SOMETIMES THEY'RE, THEY'RE CHECKING. 
          SO TO GIVE A BRIEF MAY NOT BE IN THE BEST INTEREST OF, OF SOMETHING THAT WE'RE PUTTING OUT THERE WHEN WE'RE TALKING ABOUT HAVING ALL THESE CAMPAIGNS IN TERMS OF, OF GIVING PEOPLE, UH, INFORMATION AND, AND, AND TELLING PEOPLE WHAT GOOD WE ARE DOING. 
          SO IF WE CAN'T DO THE BOARD LEVEL, THEN WHY IN THE HELL SHOULD, SHOULD, SHOULD, SHOULD WE DO IT AT THE, UH, UH, AT THE, AT THE, UM, UH, UH, THE, THE, THE CAMPAIGN LEVELS? SO WE CAN'T, WE, WE CAN'T SAY ONE THING IN TERMS OF MESSAGING. 
          THE MESSAGE HAVE TO BE CLEAR. 
          AND BASICALLY WHAT SOMEONE BASICALLY SAID IS THAT I GO AHEAD AND SAY, BASICALLY, IF, IF YOU, IF YOU DON'T WANT HEAR IT, THEN WHY SHOULD YOU BE A BOARD MEMBER? THAT'S WHAT WHAT WAS SAID ON, ON, ON, ON THE, ON THE SIDEBAR THERE. 
          SO THEREFORE, IF YOU DON'T WANNA, IF YOU DON'T WANT TO HEAR THE, UH, THE, UH, POWERPOINT PRESENTATION, MAYBE YOU DON'T WANNA BE A BOARD MEMBER. 
          SO I MEAN, IT, IT TAKES TIME TO DEAL WITH IT. 
          I'VE GOT A, UH, JUST ANOTHER PIECE I WANTED TO CLARIFY. 
          JUST A MINUTE, PLEASE. 
          ALL RIGHT, MR. DALLAS. 
          YEAH. 
          UM, UH, 
          [04:45:01]
I DON'T THINK THESE THREE, FOUR ITEMS IN THE STANDARD DOCUMENT FORMAT, I DON'T THINK THOSE FOUR ARE MUTUALLY EXCLUSIVE. 
          WE DON'T HAVE TO TAKE ONE AND NOT TAKE THE OTHER. 
          I THINK YOUR PROPOSAL GIVES THOSE WHO WANNA READ POWERPOINTS, THE POWERPOINT. 
          IF THE DEVELOPER IS COMFORTABLE CREATING THAT AS A MESSAGING DOCUMENT, I'M FINE WITH THAT. 
          IT'LL BE THERE FOR THE PEOPLE MR. SMITH IS TALKING ABOUT. 
          BUT WHEN I SAW MS. BOATWRIGHTS AI TAKER, AND I AM A DIGITAL NEANDERTHAL , SERIOUSLY, I GOT SO INTERESTED. 
          I MADE A NOTE TO MYSELF TO REACH OUT TO HER, AND I'VE ASKED HER TO MEET WITH ME TO SHOW ME HOW IT WORKS, BECAUSE THAT WILL ALLOW PEOPLE WHO ARE INTERESTED TO BE VERY EFFICIENT. 
          AND YOU CAN GO BACK AND RESEARCH CERTAIN PHRASES, YOU CAN ASK A QUESTION AND AI'S GONNA DO THE WORK FOR YOU. 
          SO I LIKE WHAT YOU'VE PRESENTED HERE, AND I AM IN FULL SUPPORT AS WRITTEN BECAUSE I THINK IT'S GONNA MAKE IT A LOT EASIER ON STAFF SEEING 28 DIFFERENT, NO, I'M SORRY, 32, 32 DIFFERENT DOCUMENTS COME IN FROM ONE GROUP. 
          I COULD ONLY SYMPATHIZE WITH THEM HOW MUCH WORK THAT TOOK. 
          AND THEN IT GOES TO MS. CUSHING, BARRY, AND THIS, THE, THE TIMELINES COMPRESSED SO MUCH. 
          IF THERE'S AN ERROR, IT'S RESUBMITTED AND IT BECOMES CONFUSING. 
          SO I THINK THIS IS SUPERB. 
          THANK YOU. 
          MAY I? YES. 
          SO, UM, WHAT I JUST WANT TO CLARIFY FOR EVERYBODY IS, UH, 13 DAYS PRIOR, WE WOULD HAVE THE DRAFT AGENDA. 
          THAT DRAFT AGENDA WOULD BE POSTED, UH, WHEN THOSE DO SAME DAY THAT THOSE DOCUMENTS ARE POSTED. 
          'CAUSE REMEMBER, UH, SOMETHING'S NOT ON. 
          DOCUMENTS AREN'T THERE? I GOTTA TAKE IT OFF. 
          SO IT'S NOT REALLY ON THE AGENDA UNTIL IT'S ON THE AGENDA. 
          RIGHT? OKAY. 
          OH, CHLOE, EXCUSE ME. 
          NOT TO BEAT A DEAD HORSE. 
          , THEN DON'T, I WON'T. 
          UM, I AGREE WITH WHAT YOU'RE SAYING. 
          I CAN'T READ WHAT YOU'RE SAYING. 
          YES. 
          'CAUSE I, I'M HAVING SOME VISUAL YEAH. 
          UH, CONCERNS. 
          BUT GIVING ME OPTION. 
          I'VE BEEN LISTENING INTENTLY TODAY, UH, ABOUT WHAT'S BEING SAID. 
          AND SO WE DO HAVE TO CAPTURE AS MANY OF THE I SEER, YOU KNOW, NO TANKERS. 
          I AI, MY BROTHER-IN-LAW SHOWED ME THAT, UH, A FEW WEEKS AGO, AND I JUST LOST MY MIND. 
          IT'S, IT'S GREAT. 
          IT'S GREAT. 
          BUT TODAY, AS A BOARD, I THINK THAT WE HAVE TO EXPRESS OUR OPINIONS, RESPECT THE OPINION, BUT YOU ALSO HAVE TO BE TRUE TO WHAT YOU BELIEVE. 
          I DON'T HAVE TO BELIEVE WHAT YOU BELIEVE TO BELIEVE WHAT YOU BELIEVE. 
          , I RESPECT WHAT YOU, AND SAME WITH YOU AND MR. SMITH AND EVERYONE ELSE. 
          SO I DON'T THINK WE SHOULD TAKE A PERSONAL, WHAT YOU HAVE PRESENTED TO US, BUT EMBRACE THE OPTIONS THAT YOU'RE GIVING US. 
          AND IF WE HAVE SOMETHING TO ADD, LIKE THE HEARING, I'M, I'M RIGHT NOW, I'M HEARING WHAT I CAN'T READ WHAT, AND SO I APPRECIATE BEING ABLE TO SIT HERE AND HEAR AND HEAR WHAT'S BEING PRESENTED. 
          SO ALL I'M SAYING TO ALL OF YOU, THIS TEAM WORKS HARD. 
          28 OES, 38 HOURS, WHATEVER. 
          THEY WORK HARD, GIVE IT TO US. 
          AND SITTING IN THE ACADEMIC COMMITTEE MEETING, THEY WERE GOING THROUGH THE OES WITH US. 
          I WAS SITTING THERE SAYING, THANK GOD I DON'T HAVE THE PRISON , YOU KNOW, I APPRECIATE DR. 
          STRATUS AT  AND THE OPERATIONS COMMITTEE. 
          EVERYBODY ELSE SAID THAT'S WORKING. 
          SO LET US NOT FORGET THAT WE WORK FOR THE PEOPLE PARENTS, AND THEY'RE EXPECTING TO HEAR WHAT WE'RE SAYING TO MOVE ALONG. 
          AND, UH, I APPRECIATE WHAT YOU HAVE GIVEN US, UH, TODAY, UH, AS, AS OPTIONS HAVE TO TAKE ALL OF THEM. 
          BUT IF YOU TAKE ONE THING AWAY TODAY, HAD A GREAT DAY. 
          SO THANK, THANK YOU DR. 
          UH, RODRIGUEZ. 
          AND I WAS GONNA THANK YOU, BUT I CHANGED, I CHANGED MY MIND BECAUSE THERE IS A LOT OF HOT WORK. 
          . 
          THANK YOU. 
          YOU GOT MINE. 
          DO YOU WANNA I DID THAT FOR HIM. 
          . 
          I, ALL RIGHT, Y'ALL, IT'S FIREFLIES AI. 
          [04:50:01]
TELL HIM I SENT YOU, I GET A FREE MONTH, FIVE DAYS ADVANCE. 
          AND THAT IS, AND I PROBABLY HEAR HIM SPEAK, YOU KNOW, PREACHING TO THE CHOIR, PUNCTUALITY, PLEASE, TO THE, TO THE, ALL THE MEETINGS BECAUSE IT'S NOT FAIR TO THE PEOPLE THAT ARE THERE ON TIME. 
          AND IF YOU'RE ARRIVING 15 OR 20 MINUTES LATE, YEAH, IT'S MUCH HARDER FOR YOU TO UNDERSTAND WHAT'S TAKEN PLACE IN THE MEETING BECAUSE YOU'VE MISSED A GOOD PART OF IT. 
          AND IT'S NOT FAIR TO HAVE TO REPEAT IT FOR A LATE COMER. 
          YOU KNOW, OF COURSE THERE ARE UNUSUAL CIRCUMSTANCES AND EMERGENCIES AND WHATNOT, BUT WE EXPECT ATTENDANCE FROM OUR STUDENTS, GOOD ATTENDANCE, AND WE AS BOARD MEMBERS SHOULD BE HA BE BE PUNCTUAL TO THE MEETINGS, BECAUSE THAT WILL MAKE A HUGE DIFFERENCE OF HOW QUICKLY THEY CAN, UH, TRANSPIRE. 
          ALL RIGHT, NEXT WE HAVE, UH, THANK YOU DR. RODRIGUEZ FOR YOUR PRESENTATION. 
          WE NEED, UH, THE MOTION TO GO INTO EXECUTIVE SESSION. 
          MADAM SECRETARY, MADAM CHAIR. 
          I MOVE THAT THE BOARD GOES INTO EXECUTIVE SESSION FOR THE FOLLOWING MATTERS. 
          DISCUSSION OF PROPOSAL, SELECTION OF CIVIL ENGINEERING SERVICES, CONTRACT RFQ 25 0 0 3 PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 DASH FOUR DASH 70 A TWO EMPLOYMENT MATTER PERSONNEL RATIFICATION REPORT PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 DASH FOUR DASH 70 A ONE ADULT EDUCATION REPORT PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 DASH FOUR DASH 40 A FOUR SECOND. 
          OKAY. 
          ALL RIGHT. 
          SECOND BY MR. CARR. 
          YES, MR. SMITH. 
          YEAH. 
          DAUGHTER, THE, UH, EMPLOYMENT MATTER WHO WILL BE, UH, TALKING TO US ABOUT THAT, I ASSUME, UH, MS. WALTON AS ALWAYS. 
          THANK YOU. 
          YEAH. 
          OKAY. 
          ALL RIGHT. 
          ALL IN FAVOR OF GOING INTO EXECUTIVE SESSION. 
          FOR THE REASONS LISTED, PLEASE SAY, AYE. 
          AYE. 
          AYE. 
          A A AYE. 
          AYE. 
          THANK YOU. 
          SO ANY NAYS, ANY ABSTENTIONS, ? ALL RIGHT. 
          WE, WE GO INTO EXECUTIVE SESSION UNANIMOUSLY. 
          GOT IT. 
          READY? GOOD AFTERNOON. 
          AFTERNOON. 
          AND WELCOME TO THE BEAUFORT COUNTY BOARD OF EDUCATION WORK SESSION OF NOVEMBER 22ND, 2024. 
          THE BOARD WAS JUST, UH, IN EXECUTIVE SESSION, AND WE ARE NOW BACK IN PUBLIC SESSION. 
          AND, UH, COLONEL GEIER, VICE CHAIR, DO WE HAVE ANY MOTION OR ACTION AS NECESSARY OR APPROPRIATE REGARDING MATTERS DISCUSSED IN EXECUTIVE SESSION? YES, MA'AM. 
          I MOVE THAT THE BOARD OF EDUCATION AUTHORIZES THE SUPERINTENDENT TO ISSUE AN AWARD TO WARD EDWARDS, INCORPORATED FOR PROFESSIONAL DESIGN SERVICES FOR CIVIL SITE PROJECTS. 
          SECOND. 
          ALRIGHT. 
          THE BOARD AUTHORIZES THE SUPERINTENDENT TO NEGOTIATE THE CONTRACT AND UPON SUCCESSFUL NEGOTIATIONS, EXECUTES A CONTRACT WITH THE FIRM. 
          SECOND. 
          SAY AGAIN? YEAH, PRACTICE MAKES PERFECT. 
          ARE WE READY? OKAY. 
          ELIZABETH, CAN YOU, CAN YOU HEAR US NOW? YES. 
          HE CAME BACK AND, OKAY. 
          OKAY. 
          SO WE'LL JUST START AG WE'LL JUST START AGAIN. 
          AGAIN. 
          MADAM CHAIR, I MOVE THAT THE BOARD OF EDUCATION AUTHORIZES THE SUPERINTENDENT TO ISSUE AN AWARD TO BOARD EDWARDS INCORPORATED FOR PROFESSIONAL DESIGN SERVICES FOR CIVIL SITE PROJECTS. 
          THE BOARD AUTHORIZES THE SUPERINTENDENT TO NEGOTIATE THE CONTRACT AND UPON SUCCESSFUL NEGOTIATIONS, EXECUTE A CONTRACT WITH THE FIRM, SECOND . 
          ALL RIGHT. 
          UH, DO WE HAVE ANY DISCUSSION? ALL IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          AYE. 
          HEY, A AYE. 
          [04:55:02]
ALL RIGHT. 
          THAT CARRIED UNANIMOUSLY. 
          AND WE ONLY HAVE, UM, MS. MIDDLETON ABSENT FROM THE VOTE. 
          OKAY. 
          MADAM CHAIR, I MOVE THAT THE BOARD OF EDUCATION APPROVE THE SUPERINTENDENT'S RECOMMENDATIONS FOR EMPLOYMENT LISTED ON THE OCTOBER 1ST, 2024 TO OCTOBER 31ST, 2024. 
          PERSONNEL RATIFICATION REPORT. 
          OKAY, MS. BOATWRIGHT, SECOND THE MOTION. 
          ANY DISCUSSION? ALL IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          AYE. 
          A A, AYE. 
          ALL RIGHT. 
          THAT ONE CARRIES UNANIMOUSLY AS WELL WITH, UM, MS. MIDDLETON. 
          ABSENT FROM THE VOTE, MADAM CHAIR, I MOVE THAT THE BOARD OF EDUCATION APPROVE THE SUPERINTENDENT'S RECOMMENDATION FOR THE MONTHLY ADULT EDUCATION REPORT FOR NOVEMBER 1ST, 2024. 
          ALL RIGHT, MS. GORDON SECOND IT. 
          AND ANY DISCUSSION? ALL IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          AYE. 
          A AYE. 
          NAY. 
          OKAY. 
          HEY, AYE. 
          THANK YOU. 
          THANK YOU. 
          THAT'S ALL. 
          ALL RIGHT. 
          THAT MOTION CARRIED UNANIMOUSLY AS WELL, UH, WITH MS. MIDDLETON ABSENT FROM THE VOTE. 
          IS THAT THE, UH, ? YES, MA'AM. 
          ANY MOTION FURTHER? MOTIONS. 
          OKAY. 
          SO, UH, IT LOOKS LIKE WE'VE REACHED THE END OF OUR AGENDA. 
          YES. 
          DR. 
          UM, RODRIGUEZ, THE, THE LAST PRESENTATION, UH, REGARDING MEETINGS AND THE EFFICIENCY AND, AND, UH, EFFECTIVENESS WITH THE MEETINGS. 
          UM, I JUST, I JUST WANNA SAY FOR THAT TIMELINE, I THINK THAT'S SOMETHING WE SHOULD BEGIN WITH THE JANUARY MEETINGS, BECAUSE YOU ALREADY MIGHT HAVE SOME MEETINGS SCHEDULED WITHIN DECEMBER THAT AREN'T GONNA MEET THAT TIMELINE JUST NATURALLY. 
          SO LET'S SAY WE ROLL WITH IT AND JANUARY'S A, A FRESH START FOR IMPLEMENTATION. 
          OKAY. 
          ALL RIGHT. 
          I THINK WE'VE, UH, ADDRESSED ALL THE BUSINESS FOR TODAY'S MEETING. 
          AND THANK YOU FOR ALL OF YOU THAT, UH, ATTENDED AND PARTICIPATED, AND THOSE OF YOU WHO ARE, ARE WATCHING US, UH, VIRTUALLY THANK YOU FOR YOUR ATTENTION. 
          AND WE CAN ADJOURN BY UNANIMOUS CONSENT IF THERE ARE NO OBJECTIONS. 
          WE'RE ADJOURNED. 
          THANK YOU.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.