* 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. [00:00:11] UH, WELCOME TO THE HEALTH ADVISORY COMMITTEE MEETING FOR APRIL THE 28TH, UH, 2025. UM, AND, UM, AT THIS TIME, WE'RE GONNA STAND FOR THE PLEDGE OF ALLEGIANCE. IN A MOMENT OF SILENCE, PLEASE, I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. THESE REMAIN STANDING FOR A MOMENT OF SILENCE. THANK YOU. YOU MAY BE SEATED. OKAY. OUR FIRST ORDER OF BUSINESS IS FOR THE APPROVAL OF THE AGENDA. UM, I BELIEVE I CAN GET UNANIMOUS CONSENT FOR APPROVAL OF THE AGENDA. YES, YES. OKAY. APPROVAL. AWESOME. UH, NEXT WE HAVE PUBLIC COMMENTS AND MS. ROBIN IS GONE TO LET PEOPLE IN. SO I AM GONNA CIRCLE BACK TO THAT, IF THAT'S OKAY. PLEASE. THAT'S FINE, EVERYBODY. UM, NEXT WE HAVE THE MARCH 18TH COMMITTEE MINUTES TO REVIEW OR APPROVE, WHICH I BELIEVE ARE IN EVERYBODY'S PACKET. SO MOTION TO APPROVE. ALL RIGHT. THANK YOU. I SECOND DR. PIERCE OF, UH, MOTIONS AND MS. COLBURN SMITH SECONDS. AND, UH, ALL THOSE IN FAVOR? A. ALL RIGHT. ANY OPPOSED? CAITLIN, ONLINE? ARE YOU NOT OPPOSED? SORRY, . OKAY. YEAH, NO, YOU'RE GOOD. THANK YOU. JUST DIDN'T WANNA LEAVE YOU OUT. OKAY. SO THE NEXT ITEM ON OUR AGENDA IS THE REVIEW OF THE SUPPLEMENTAL MATERIALS. I AM GOING TO ATTEMPT TO SHARE MY SCREEN. THERE'S TWO PEOPLE IN THE CHAT. OH, UM, NO, IT'S OKAY. OH, YOU'RE GONNA HAVE TO APPROVE ME TO SHARE MY SCREEN. OKAY. ALLOW, SEE IF I CAN TRY AGAIN. ALL RIGHT. WORK? YEAH. OKAY. SCREEN. OKAY. ALL RIGHT. SO THIS ALWAYS THROWS ME FOR A LOOP BECAUSE IT'S ALL RIGHT. SO, UM, WE EACH WERE ASSIGNED, UM, TWO REVIEW, TWO MODULES WORTH OF MATERIALS. WHAT WE WERE SUPPOSED TO DO IS IF YOU REVIEWED IT AND IT WAS ALL GOOD, THEN YOU WERE GOOD TO GO THERE. YOU DIDN'T HAVE TO DO ANYTHING. IF THERE WERE ANY CONCERNS ABOUT ANY OF THE MATERIALS THAT YOU REVIEWED, THEN UM, WE WERE TO PLACE IT ON THE FORM ON THE THIRD TAB FOR THE REVIEWER COMMENTS. SO, UM, WE CAN JUST GO IN ORDER, MS. GLAZE, IF YOU FEEL COMFORTABLE STARTING, OR IF YOU WOULD RATHER, UH, NOT BE THE FIRST TO GO GOOD. FIRST BE LAST. YEAH. UM, BE THERE. AND THAT'S WHAT I MADE A COMMENT ON, I THINK, ON LESSON ONE. ALL RIGHT. UM, GO AHEAD. SO YOU WERE SAYING THAT, UM, YOU HAD CONCERN OVER THE AMOUNT OF THINGS THAT HAPPENED. UM, WELL AFTER, UM, YOU KNOW, , I DID THIS SO LONG AGO, RIGHT NOW, I GOTTA REVIEW WHAT I WAS SAYING, , BUT, UM, MERCEDES ALONG WAY. OH, THE, THE, THE RESPONSE WAS, IT WAS ONLY PHYSICAL, BUT I THOUGHT IT WAS PHYSICAL AND MENTAL THAT WAS, WOULD'VE HER IMPACTED HER. OKAY. SO, AND SO AFTER, UH, THAT WAS MY COMMENT, YOU KNOW, SO THIS, SHE WAS FAT, OBESE. PEOPLE THINK IT'S JUST PHYSICAL, BUT THAT CAN AFFECT YOU MENTALLY. THERE WAS A ONE SUGGESTION I MADE, AND THAT'S ALL IT WAS, AND EVERYTHING ELSE WAS FINE. DO YOU REMEMBER WHICH, YEAH, THAT FIRST ONE, UM, WHICH SHEET IT WAS, WHICH, OH, OR WAS IT THE POWERPOINT? IT WAS ON THE POWERPOINT. OKAY. UHHUH. , OKAY. YEAH, [00:05:01] I FOUND THAT IT WAS ON WHATEVER YOU SENT. OKAY. YEAH. NOPE, YOU GOT IT. SO, SO THAT WAS, SO THEY JUST, JUST MAKE NOTE OF THAT ON THE POWERPOINT THAT I CAN PUT IT IN HERE. WHAT, WHAT, OKAY. SO, SO IN, UH, MODULE 10, MIDDLE SCHOOL, MODULE 10, LESSON ONE. RIGHT. UM, AND IT WOULD TALK ABOUT CHANGES IN ADOLESCENCE YES. ON SIXTH GRADE ENRICHMENT ACTIVITY. MM-HMM . AND, UM, THERE'S A CHARACTER, I GUESS, UM, HER NAME IS MERCEDES. CORRECT. AND THAT IT TALKED ABOUT THE PHYSICAL CHANGES EXPERIENCE DURING, UM, PUBERTY, BUT IT DIDN'T MENTION MUCH ABOUT MENTAL EMOTIONAL CHANGES, UM, FOR SIXTH GRADER, BECAUSE IT JUST MADE IT PHYSICAL. AND I THOUGHT IT SHOULD ALSO INCLUDE EMO EMOTIONAL WHEN YOU TALK ABOUT, AND, YOU KNOW, MAKE FUN OF AND THINGS LIKE THAT. THAT, THAT WAS THE ONLY THING I MADE A COMMENT ON. OKAY. MODULE 10. ALL RIGHT, BEAUTIFUL. THANK YOU VERY MUCH. MM-HMM . UM, I'M NEXT, BUT I DON'T HAVE TO STEAL THE SHOW, SO I'M HAPPY TO, BUT I'M HAPPY TO GO TOO. I DON'T WANT ANYBODY TO BE LIKE, OH, SHE WENT FIRST. YOU, WE WILL FOLLOW YOUR LEAD. OKAY. . UM, SO I HAD TWO HIGH SCHOOL MODULES. I HAD MODULE SEVEN AND MODULE 24. UM, MY CONCERNS WITH, UM, THE MAJORITY OF THE THINGS THAT I REVIEWED WAS WHETHER OR NOT WE COULD GET A MORE CURRENT VERSION OF THE MATERIALS. UM, FOR EXAMPLE, UM, ONE OF THEM HAD A PIE CHART FROM 2005, WHICH WAS PROBABLY PRETTY CLOSE TO WHEN THESE CHILDREN, BEFORE THESE CHILDREN WERE BORN, THAT WOULD BE LOOKING AT IT. UM, AND SO JUST GETTING SOMETHING MORE CURRENT, UM, UH, FROM THE PUBLISHER PERHAPS, UM, SO THAT WE'RE NOT CREATING OUR OWN, UM, MATERIALS, BUT, UM, JUST SOMETHING MORE ADVANCED. UM, I ALSO FELT LIKE SOME OF THE, UM, THERE WAS A, THERE WAS A TYPO ON ONE OF THE WORKSHEETS, UM, THE NOTE TAKING WORKSHEET. AND, UM, LESSON ONE, MODULE 24, IT SAID SYMBOLS INSTEAD OF SYMPTOMS. UM, AGAIN, SIMILAR ON THE OTHER ONES THAT I HAVE LISTED HERE. DATA WAS FROM 2007 OR, UM, AND THEN SOME OF THE SCENARIOS THAT WERE IN THE MATERIALS SEEMED OUT OF DATE FOR TODAY'S STUDENT. I JUST, YOU KNOW, I DON'T THINK THAT IT WAS RELEVANT FOR WHAT OUR STUDENTS EXPERIENCE IN LIFE IN 2025. UM, AND THEN, UM, ALSO, AGAIN, SOME OF THE STATISTICS, UM, AND DATA, UM, FOR THE HIV AIDS, UM, LIKE IN, IN THE, UH, WORKSHEET, IT SAID IT WAS CONSIDERED A PANDEMIC. I DON'T KNOW IF AIDS IS HIV AIDS IS STILL CONSIDERED A PANDEMIC LIKE IT WAS WHEN THIS WAS CREATED. UM, AND THEN THERE WAS AN ENRICHMENT WORKSHEET THAT MADE, UM, A REFERENCE TO KIND OF LIKE AN ALTERNATIVE LIFESTYLE. AND I'M NOT SURE IF THAT IS COMPLIANT WITH OUR LEGISLATION THAT ARE WE ALLOWED TO MENTION THAT, UH, OR NOT. UM, AND THEN AGAIN, THE NUMBER OF CASES, UM, AND TREATMENT OPTIONS FOR THOSE WHO HA ARE HAVE HIV AIDS. AND THEN I THINK THAT WAS IT FOR ME. ANY QUESTIONS ABOUT ANY OF THOSE MATERIALS? ALL RIGHT. SO THAT LEADS US TO MR. PIERCE OR DR. PIERCE. EXCUSE ME. I APOLOGIZE. NOT A PROBLEM, DEAR. UM, WELL, UH, I HAD, UM, UH, MIDDLE SCHOOL MODULE TWO, LESSON ONE, UH, BEGINNING TO DATE, UH, UH, AND I REALLY THOUGHT THAT THE TEACHING ON THE SLIDES WERE EXCELLENT, AND I THOUGHT THEY WERE AGE APPROPRIATE. UM, I DIDN'T HAVE ANY COMMENTS, UM, ON THAT. UM, MIDDLE SCHOOL, MODULE TWO, LESSON TWO, HEALTHY DATING RELATIONSHIPS. UM, THE DISCUSSION I THOUGHT WAS APPROPRIATE FOR THE EIGHTH GRADE. UM, I DON'T REMEMBER ALL THE SPECIFICS OF THE DISCUSSION, BUT I HAD SOME CONCERN ABOUT PRESENTING IT TO THE SIXTH AND SEVENTH GRADE. UM, UH, SOME OF THE EARLIER MATERIAL THAT WE'VE REVIEWED [00:10:01] INVOLVED, UM, ANATOMY, PHYSIOLOGY, REPRODUCTIVE ANATOMY FOR MALES AND FEMALES. AND THAT DEFINITELY NEEDS TAUGHT FIRST, YOU KNOW, BEFORE, UM, THIS PART. BUT OTHER THAN THAT, IT ALSO HAD GOOD GUIDING PRINCIPLES AND TEACHING OF SEXUAL ISSUES AND RESPONSIBILITY, AND HAD AN EXCELLENT DISCUSSION. UM, UH, MIDDLE SCHOOL, MODULE TWO, LESSON THREE, ABSTINENCE AND SAYING NO. UM, I THOUGHT EXCELLENT DISCUSSION OF REFUSAL SKILLS. EXCELLENT EXAMPLE OF PRESSURE TO SAY YES, AND WAYS TO SAY NO. AND I THOUGHT IT WAS, UM, AGE APPROPRIATE. I ALSO HAD TWO IN HIGH SCHOOL. UM, MODULE NINE, LESSON THREE. UH, UNDERSTANDING RELATIONSHIPS, UM, THROUGH A GOOD LESSON AND WHY VIOLENCE MAY OCCUR, UM, DISCUSSES WHAT FACTORS, UM, LEAD TO VIOLENCE AND HOW THE STUDENT CAN AVOID RISKY SITUATIONS AND THEREFORE, HOPEFULLY AVOID EXPOSURE TO POTENTIALLY VIOLENT SITUATIONS. UM, GANG VIOLENCE WAS DISCUSSED AND ADDITIONAL MATERIAL DISCUSSES HOW MEDIA AFFECTS VIOLENCE IN THE IMPORTANT FACTS, UH, TO KNOW CONCERNING VIOLENCE. AND I THOUGHT IT WAS, UM, AGE APPROPRIATE. AND MY LAST ONE WAS MODULE NINE, LESSON FOUR, UM, PREVENTING VIOLENCE AND OVERCOMING ABUSE. I THOUGHT IT WAS A EXCELLENT DISCUSSION OF TYPES OF ABUSE, STALKING, RAPE, AS WELL AS, UM, DISCUSSION ABOUT HEALTH THAT IS AVAILABLE FOR SURVIVORS. AND ALSO DISCUSSED HOW TO PROTECT YOURSELF FROM YOU. SO I REALLY DIDN'T FIND A LOT OF PROBLEM AREAS, UM, UM, IN MY MATERIAL. AWESOME. THANK YOU VERY MUCH. SO, NEXT ON OUR SHEET IS CONNIE, ARE YOU READY? UM, OKAY. UM, SO SIMILAR SITUATION. MY TOPIC IS MORE SO THE SOCIAL HEALTH, WHICH WE DIDN'T FIND A LOT WHEN WE DID A LOT OF, UM, OUR SCRUBBING OF THE, UM, THE OTHER MATERIAL WHEN IT CAME TO THE SOCIAL ASPECTS. UH, SO I FOUND NOTHING IN MODULE IN THE BUILDING CHARACTER. UM, PRACTICING COMMUNICATION WAS, UH, I, IN MY MIND, I, UM, REMEMBER THINKING, MAN, THIS IS REALLY APPROPRIATE FOR THE MIDDLE SCHOOL. LIKE, UM, EVERY CONCEPT MAP AND, UM, OTHER ASSIGNMENT, IT, IT WAS, IT WAS A CLEAR DISTINCTION BETWEEN LIKE, THE AGES THAT WE WERE DEALING WITH, YOU KNOW, SO I LIKED THAT, BUT I TRIED TO REALLY MORE SO FOCUS ON THE THINGS THAT WERE THE STOPS. UM, AND I DIDN'T SEE ANY STOPS IN, UM, MODULE TWO, UH, MODULE THREE, UH, NOTHING. SO THE HIGH SCHOOL MODULE EIGHT, WHICH WAS UNDER PEER RELATIONSHIPS. UM, WHAT STOOD OUT FOR ME IN LESSON THREE, THE ENRICHMENT WORKSHEET, THERE WAS SOME DEBATE REGARDING SEXUAL CONTENT AND ITS RELATION TO THE TEEN, UM, LIKE THEIR CHOICES THAT THEY MADE. UM, SO I BELIEVE THAT IT WAS AGE APPROPRIATE FOR THAT GROUP, THEIR HIGH SCHOOL. THEY NEED TO KNOW HOW TO ENGAGE IN, UM, UH, MATURE DISCUSSIONS REGARDING THEIR SEXUAL HEALTH AND, UM, JUST IN GENERAL, UM, HOW TO APPROACH CERTAIN SITUATIONS. UH, THE NOTE TAKING WORKSHEET ALLOWED THEM TO PRIORITIZE THEIR LEARNING INTERESTS. I LIKE THAT THEY REALLY, IT WAS LIKE A, THEY GOT TO, TO SPEAK OR TO NOTE WHAT IN THEIR, UM, IN THEIR LESSON THEY THOUGHT WAS MOST IMPORTANT. UM, SO I REALLY, REALLY LIKED THAT. I WAS SURPRISED THAT I SAW THAT. AND THEN, UM, THE READING ESSENTIALS, THERE WAS A DISCUSSION ON ENGAGING IN SEXUAL ACTIVITY, AND, UM, THEY MENTIONED A LOT ABOUT, UM, STDS, LIKE CONTRACTION CONTRACTING, STDS, UM, TEEN PREGNANCY AND EFFECTS ON MENTAL HEALTH IF [00:15:01] THEY WERE TO ENGAGE IN SEXUAL, UM, ACTIVITIES. SO, UM, IT'S, THAT'S A, IT'S VERY REAL SITUATION, AND IT DIDN'T SEEM TO ME THAT IT WAS ANYTHING, UH, YOU KNOW, THAT WAS CONTRAINDICATED IN THE STATE LAWS FOR THAT. UM, I THINK THAT WAS IT. I DO MINE. YEAH, THIS ONE'S YOURS RIGHT HERE. THIS TYPES OF FAMILIES AND THEIR DEFINITIONS WERE WRITTEN OUT WITH, OH, CONVICTED. THAT WAS THE MODULE ONE, LESSON FOUR IN THE MIDDLE SCHOOL. RIGHT. OKAY. THAT WAS THE ONE THING. UM, THEY REALLY, THEY DEFINED THE TYPES OF FAMILIES BEING NUCLEAR BLENDED, UH, ADOPTIVE, YOU KNOW, SO YEAH, YEAH, YEAH. THAT ONE. UM, AND I, I THOUGHT THAT THAT WAS GOOD. A, A NICE, THE DEFINITIONS WERE WELL WRITTEN AND VERY, UM, DIRECT. THERE WAS NO AMBIGUITY IN THAT. UM, I WAS LOOKING FOR A SAME SEX. UM, 'CAUSE I JUST KNEW THEY WERE GONNA HAVE IT AND THEY DIDN'T. YEAH. SO, BUT GOOD. ALL, WELL, ALL RIGHT. THANK YOU VERY MUCH. MM-HMM . ALL RIGHT. NEXT ON OUR LIST. IT IS MS. CINDY. ALRIGHT. AND UNFORTUNATELY I MISSED THE LAST MEETING, AND I DID CHECK WITH BOTH THE LADIES. I DIDN'T UNDERSTAND THAT WE WERE NOT SUPPOSED TO COMMENT UNLESS THERE WAS A PROBLEM. SO I COMMENTED ON EVERYONE. I DON'T THINK IT'S A BAD THING. CHILDREN NOT, I DON'T THINK IT'S A BAD THING. , . AS FAR AS MODULE SIX, WITH SKILLS FOR HEALTHY RELATIONSHIPS, I THOUGHT MOST OF THOSE WERE APPROPRIATE FOR HIGH SCHOOL. I DID THINK THAT SOME OF THE ACTIVITIES WOULD REQUIRE MORE THAN ONE CLASS PERIOD, LIKE, UH, WRITE A CHILDREN'S BOOK AS A GROUP ACTIVITY. THAT WOULD TAKE MORE THAN ONE SESSION, I THINK. BUT AS FAR AS THE CONTENT, IT WAS APPROPRIATE, UM, THE GOOD EX EXPLANATION OF A LOT OF THE DEFINITIONS. GOOD CONTENT REVIEW, THE, UM, HANDOUT NUMBER ONE, ACADEMIC INTEGRATION SCENARIO ON DATING AND BULLYING. THAT WAS OKAY FOR HIGH SCHOOL. THE NOTE TAKING WORKSHEET FOR LESSON TWO UNDER MODULE SIX. DESCRIBE TWO WAYS TO STOP A BULLY. MY THOUGHT FROM PREVIOUS EXPERIENCE WITH THIS AGE GROUP IS SOME STUDENTS WILL HAVE A CHALLENGE WITH THIS DUE THE CONCEPT, CONCEPT OF SNITCHING, YOU KNOW, CALLING SOMEONE OUT OR TELLING ON SOMEONE WHO'S BULLYING. SO THAT WOULD PROBABLY LEAD TO SOME DISCUSSION IN THE CLASS, WHICH MAY, THEY MAY NOT HAVE ANTICIPATED. BUT AS FAR AS THE OTHER ACTIVITIES, THEY WERE FINE. UM, MODULE SIX, UM, THE ENRICHMENT, THE ACADEMIC INTEGRATION WORKSHEETS, THE RETEACHING, ALL OF THOSE WERE FINE. I DID HAVE SOME CHALLENGES THOUGH WITH MODULE 18. THE LIFECYCLE CONTINUES FOR HIGH SCHOOL. UM, A LOT OF IT, THE STUDENTS WOULD DEFINITELY HAVE TO REFER TO THE TEXTBOOK OR ONLINE MATERIALS IN ORDER TO COMPLETE THE ACTIVITIES, BECAUSE THEY'RE SAYING, TALKING ABOUT YOU DOING RESEARCH ON PUBERTY AND THINGS THAT THEY COULDN'T REALLY DO WITHOUT ACTUALLY DOING RESEARCH. UM, I DID THINK THE GRAPHICS WERE HELPFUL, AND IF THEY HAD READ THE LESSONS, THEY WOULD HAVE NO PROBLEMS WITH THOSE. LESSON TWO, MODULE 18, UH, ACADEMIC INTEGRATION, WHICH WAS A MATH AREA. THEY WERE OUTDATED GRAPH FROM 2001. I DID MENTION THAT, UM, THE ENRICHMENT WORKSHEET, TEEN MARRIAGE, I DIDN'T THINK THAT WAS A REALISTIC SCENARIO. IT NEEDED TO BE UPDATED MORE TO A TEEN MOM HELPING TO RAISE A CHILD THAN WHAT THEY HAD IN THE SCENARIO. UH, THE NOTE TAKING WORKSHEET, I DON'T, I'M NOT SURE IT CORRELATES WITH THE STATE STANDARDS. WHEN YOU SAY THAT, WHAT DO YOU MEAN BY ADULT MARRIAGE AND PARENTHOOD? THEY DON'T REALLY TALK A LOT ABOUT THAT IN THE, THE PREVIOUS. OH, OKAY. I SEE WHAT YOU SAYING. WE HAD REVIEWED, I DIDN'T REVIEW 'EM, BUT IN THE PREVIOUS REVIEW THAT THEY DIDN'T TALK A LOT ABOUT THAT, SO I WASN'T SURE. AND, UM, MODULE, LESSON THREE, UNDER MODULE 18, THE ACADEMIC INTEGRATION I PUT DOESN'T CORRELATE WITH THE STATE STANDARDS. THE ENRICHMENT ACTIVITY CANNOT FIND, THEY TALKED A LOT ABOUT MALE AND FEMALE MENOPAUSE. WELL, THAT IS NOT IN THE STATE STANDARDS ANYWHERE THAT I CAN FIND. SO I DON'T THINK THAT RICHMOND ACTIVITY CORRELATES THE NOTE TAKING. IT TALKED ABOUT TRANSITIONS AND MIDDLE ADULTHOOD. THOSE ARE NOT MENTIONED IN THE SOUTH CAROLINA STATE STANDARDS. [00:20:01] THE RETEACHING ACTIVITY DOESN'T RELATE. UM, AND THE READING STRATEGY ABOUT MIDDLE ADULTHOOD NOT RELEVANT TO THE SOUTH CAROLINA STATE STANDARD. SO THOSE ARE THE THINGS I PICKED UP ON. DOES THAT HELP? YES. OKAY. THANK YOU. OKAY. DOES ANYBODY HAVE ANY QUESTIONS? I APOLOGIZE FOR THE, UH, INTERFERENCE. YOU ARE FINE. ALL RIGHT. SO THAT LEAVES US TO MS. CAITLIN. HELLO. UM, I ALSO DID NOT FIND A TON OF, LIKE, THINGS THAT I DISAGREED WITH. THERE WAS ONLY A COUPLE, UM, WITH SIXTH GRADERS BEING LIKE, THE HEALTH SETTING IN AN ELEMENTARY SCHOOL IS A LOT DIFFERENT THAN THE HEALTH SETTING ONCE THEY GET TO MIDDLE SCHOOL. SO, UM, IN MODULE 17, LESSON ONE, I WAS THINKING A WORD BANK MIGHT BE A LITTLE BIT BENEFICIAL TO THEM SO THAT THEY KIND OF HAVE AT LEAST AN IDEA OF WHAT THEY SHOULD BE DOING TO FILL IN ALL THE BLANKS ON THE, IT WAS LIKE A BUNCH OF FILL IN THE BLANKS ON ALL OF THEIR, UM, DOCUMENTS. SO I JUST THINK MAYBE A WORD BANK WOULD BE HELPFUL FOR THEM, SINCE THEY PROBABLY ARE NEW TO MOST OF THE WORDS AND TERMS THAT THEY'RE GONNA LEARN ABOUT. UM, AND THEN FOR THE SAME MODULE, LESSON THREE ON THE CONCEPT MAP AND THE CROSS CURRICULUM ACTIVITY, IT WAS FROM SIXTH THROUGH EIGHTH GRADE. SO I WAS A LITTLE BIT CONCERNED ABOUT HOW IT WAS EXPECTED THAT THE EIGHTH GRADERS WOULD BE DOING KIND OF THE SAME EXACT THING THAT THE SIXTH AND SEVENTH GRADERS WOULD BE DOING. AND I THINK SOME OF THE INFORMATION ABOUT LIKE, STDS WAS LIKE, FOR A SIXTH GRADER WOULD BE A LOT TO COME INTO FOR AN EIGHTH GRADER. THEY WOULD'VE SEEN IT FOR THE, YOU KNOW, LAST COUPLE OF YEARS. SO IT WOULDN'T BE AS MUCH. SO I JUST THINK SOMEHOW BREAKING THAT DOWN WOULD MAYBE BE BENEFICIAL AS WELL. AND THEN, UM, FOR HIGH SCHOOL, FOR LESSON ONE, ALL OF THE DOCUMENTS, I THOUGHT THEY WERE REALLY GREAT. I LOVED THAT THEY HAD LIKE, KIND OF SIDEBARS THAT THEY COULD TAKE NOTES ON, UM, TO REALLY KIND OF HOPEFULLY MAKE MORE SENSE OF THE KNOWLEDGE. 'CAUSE I KNOW A LOT OF IT IS TOUGH THINGS THAT THEY AREN'T AS RECEPTIVE TO. AND THEN FOR, UH, LESSON TWO, THE READING ESSENTIALS DOCUMENT I ALSO THOUGHT WAS REALLY APPROPRIATE AND SUPER INFORMATIVE. SO I DIDN'T REALLY HAVE MANY COMPLAINTS. WELL, THANK YOU VERY MUCH. AND I WILL SAY TOO, WITH THE CONCEPT MAP AND CROSS-CURRICULAR WITH THE STDS, I THINK THE STATE STANDARDS THEMSELVES KIND OF DICTATE WHAT GRADE LEVEL GETS WHAT. OKAY. AWESOME. YEAH. ALL RIGHT. UM, SO DID ANYBODY FEEL AS THOUGH, OTHER THAN SEEING ABOUT HOW WE COULD GET MORE CURRENT DATA, DATA ON THE HANDOUTS, DID ANYBODY FEEL LIKE THEY HAD ANYTHING THAT WAS JUST OUTRIGHT, WE SHOULD NOT, THIS WOULDN'T BE APPROPRIATE FOR US TO USE, OR IS, IS NOT IN GUIDELINES WITH LEGISLATION FOR US TO USE? WELL, THERE WERE TWO OR THREE AREAS WHERE, I MEAN, I COMMENTED, AND I THINK CAITLIN, DID YOU KNOW ABOUT, UM, THE USE OF THE MATERIAL FOR SIXTH AND SEVENTH GRADERS? RIGHT. AND I THINK, THINK WE MIGHT NEED TO HAVE THEM LOOK AT THAT. OKAY. YOU KNOW? BUT, UM, THAT'S A GREAT, YES. . SO THAT IS A CHALLENGE WITH THE ONE TEXTBOOK AND THREE GRADE LEVELS. OH, FOR SURE. SO IN ANY SUBJECT YES. CHALLENGING. YEAH. ESPECIALLY WHEN THEY, AGAIN, YES, I WENT THROUGH ALL OF EVERY SINGLE POWERPOINT. I SAW NOTHING THAT WAS A NO AS FAR AS STANDARDS OR LAWS OR ANYTHING. THERE WAS NOTHING THAT I SAW OTHER THAN THE TYPOS THAT WE HAD WE'D ALREADY DISCUSSED, OR, OR A CUT PASTE, YOU KNOW, INFORMATION THAT NEEDED TO BE CORRECTED, BUT NOTHING THAT WAS NOT ALLOWED. SO, SO MY UNDERSTANDING IS WE WOULD TAKE THIS AND MAKE A RECOMMENDATION, OR HOW DID, DO YOU REMEMBER HOW THE TEXTBOOK WENT? THE TEXTBOOK, WE, WE DECIDED THAT WHAT WE WERE GONNA RECOMMEND AS AN HAC, AND THEN WE PRESENTED IT AT ACADEMIC COMMITTEE. AND THEN ACADEMIC COMMITTEE DECIDED WHETHER OR NOT IT WAS APPROPRIATE OR NOT TO GET FULL BOARD APPROVAL. OKAY. I'M ASSUMING WE DO THIS SAME FOR THIS. YES. I WOULD ASSUME YES. OKAY. THAT WOULD BE IN THE PROCESS. OKAY. OKAY. WELL, THANK YOU MS. ROBIN . AND I TOOK NOTES FOR DR. STRATAS AND EVERYTHING YOU SAID AS BEST I COULD. SO BETWEEN THIS AND THE RECORDING, SHE CAN BE UPDATED WITH THAT TO THEN KNOW, SHE NEEDS TO KNOW FOR THE NEXT STEP. SO MY QUESTION WOULD BE, JUST TRYING TO THINK AHEAD, BECAUSE IF WE'RE GONNA GO [00:25:01] TO ACADEMIC COMMITTEE AND SAY, WELL, WE RECOMMEND THIS, BUT WE WOULD LIKE TO SEE UPDATED WHATEVER FROM THE PUBLISHER, LET'S SAY, OR, YOU KNOW, MORE AGE APPROPRIATE FOR BLAH, BLAH, BLAH, WHATEVER. UM, IS THAT SOMETHING YOU WOULD DO AS FAR AS REACH SINCE YOU ALREADY HAVE THAT CONNECTION WITH THE PUBLISHER TO SAY UPDATED? YEAH. YEAH. THAT'S SOMETHING I COULD DEFINITELY ASK ABOUT. YEAH. BECAUSE EVEN THOUGH THAT THE STATE MIGHT NOT ADOPT A NEW TEXTBOOK, I FEEL LIKE THE TEXTBOOK COMPANY CAN ALWAYS, THEY'RE, THEY'RE CONSTANTLY UPDATING WHAT THEY'RE OFFERING AS LONG AS IT DIDN'T CHANGE. RIGHT. YOU KNOW, AS LONG AS THE MATERIAL DIDN'T CHANGE. WELL, I WOULD THINK, LIKE IF FOR A PIE CHART, JUST MAKE IT CURRENT INSTEAD OF SOMETHING THAT'S OLDER THAN THE KIDS. RIGHT. LIKE FROM 2001. YES. YES. BECAUSE I CAN, I CAN, THE KIDS WILL KNOW AND THEY, THEY WILL ASK, YOU KNOW, WELL, IT SAYS IT ON THESE DOCUMENTS YEAH. IN 2001. AND I THINK, YOU KNOW, JUST MAKING SURE THAT, YOU KNOW, LIKE, IS H HIV AIDS STILL CONSIDERED A PANDEMIC? I DON'T KNOW. YOU KNOW, ARE THE TREATMENTS THAT THEY TALK ABOUT IN THAT SECTION ARE THOSE CURRENT? YOU KNOW, BECAUSE THAT'S STUFF THAT'S KIND OF CHANGES PRETTY REGULARLY. SO JUST MAKING SURE THAT WE'RE GIVING THE RIGHT INFORMATION. BECAUSE CONSEQUENTLY TOO, I COULD SEE STANDING IN FRONT OF A CLASS AND SAYING THIS, AND THEN THEY GO GOOGLE IT AND THEY'D BE LIKE, OH NO, YOU'RE THE, YOU KNOW, THEY WILL, YEAH, THEY WILL. , . BUT YOU KNOW, WE OWE THAT TO THEM TOO, TO GIVE THEM, GIVE THEM GOOD INFORMATION. AND THAT'S THE HARD THING WITH HEALTH. AND EVEN AT THE STATE LEVEL, JUST CHANGES. YOU KNOW, LIKE NOT ADOPTING A NEW BOOK. THIS IS WHERE FOR SO MANY YEARS, THIS IS WHERE IT KIND OF IMPACTS US, IS THAT WE'RE NOT GIVING OUR KIDS THE BEST OR THE MOST CURRENT. ALL RIGHT. ANY OTHER QUESTIONS? THANK YOU GUYS FOR YOUR WORK. HOPEFULLY THIS WASN'T AS ARDUOUS AS THE TEXTBOOK. 'CAUSE MOST OF THEM WERE ONE PAGERS. SO IT WAS, AND IF IT WAS REALLY OUT IN LEFT FIELD, WE WERE PICKING OUT MORE EASILY. YEAH. YEAH. YOU STARTED TO GET AN EYE FOR IT. YEAH. YEAH. WELL, AND I'M GLAD TOO THAT WE AT LEAST GOT TO REVIEW THE TEXTBOOK BEFORE WE DID THIS, BECAUSE I THINK THAT PROBABLY HELPED A LOT OF US, UM, MR. DALLAS WOULD LIKE TO COMMENT. OKAY. UH, THANK YOU MS. CUSHING. BARRY. THANK YOU. UH, MS. PRYOR AND EVERYONE. I JUST WANNA COMPLIMENT THIS PARTICULAR GROUP. I'VE WATCHED YOUR HAC MEETINGS SEVERAL TIMES. I HAVE SEEN A PHENOMENALLY REASSURING TREND. EVERYBODY ALWAYS COMES PREPARED FOR THE SECTION THAT THEY'VE BEEN DELEGATED. THEY'VE STUDIED, THEY'VE BASICALLY LOOKED AT WHAT THEY WERE GUIDED TO DO. THEY COME BACK IN WITH A LOT OF PRECISION, UH, VERY COGENT REMARKS, SUBSTANTIVE INSIGHTS. AND THAT MAKES FOR A VERY EFFICIENT GROUP. I MEAN, IT SAID LIKE 32 MINUTES, AND WE ACTUALLY, YOU KNOW, HAVE BEEN TALKING ABOUT, UH, 28 MINUTES AND LOOK HOW MUCH YOU'VE ACCOMPLISHED. SO I JUST WANNA SAY SUPER KUDOS TO THE ORGANIZATION AND THE PREPARATION AND THE INPUT THAT EVERYONE ACTUALLY, UH, ON THE GO. SO WELL DONE. THANK YOU. THANK YOU. MR. DALLAS, MS. CORD. YES. YES. UM, I MET WITH, UM, MR. DALLAS ON FRIDAY IN OUR WORK SESSION, AND HE SAID EXACTLY THE SAME THING THERE. AND THAT HE WAS GOING TO MAKE SURE THAT HE TELLS YOU GUYS, YOU KNOW, THIS, THIS, AND THIS HAS BEEN A GREAT COMMITTEE. WHEN YOU THINK ABOUT ALL THE THINGS THAT YOU HAD TO DO, UM, I HAVEN'T MADE IT TO ALL THE MEETINGS IN PERSON, AND I FEEL BADLY ABOUT THAT, BUT YOU GUYS JUST CARRIED ON. AND, UH, AND WE ARE SO MUCH FURTHER THAN I THOUGHT WE'D BE. AND THAT, THAT IS KUDOS TO, TO YOU GUYS AND THAT YOU'RE GOING TO, UH, PRESENT TO, UH, THE ACADEMIC COMMITTEE, DR. STRATOS. AND THAT TEAM IS AWESOME. AND THEN YOU GUYS ARE AWESOME. IT JUST MAKES MY MY LIFE A LITTLE BIT EASIER. , I'LL BE HONEST. BUT I TOO, THANK YOU. THANK YOU. AND I KNOW THE BOARD IS GOING TO BE VERY APPRECIATIVE OF, UH, THE WORK THAT YOU'VE DONE, BECAUSE IF I REMEMBER CORRECTLY, THE, UH, ADVISORY COMMITTEE WAS BEHIND, RIGHT? WE, WE WERE A FEW YEARS BEHIND THE, THE EIGHT BALL HERE, AND YOU GUYS HAVE BROUGHT US UP TO DISPUTE. SO THAT IN ITSELF, THANK YOU. THANK YOU SO MUCH. THANK YOU. UH, I CAN SPEAK AS A TEACHER. UH, YOU KNOW, IT'S BEEN LESS THAN A YEAR THAT WE'VE BEEN MEETING AND REALLY, WE DIDN'T [00:30:01] START TILL THE FALL. FALL, YEAH. THE FALL. YEAH. UM, SO TO BE ABLE TO, YOU KNOW, AT MY SCHOOL, WE'RE, WE'RE IN THE UNITS NOW TEACHING THEM. AND SO LIKE EVERY DAY I AM LIKE, THANKING YOU GUYS, , . UM, BECAUSE LIKE I, YOU KNOW, IT'S BEEN A, I HAVEN'T BEEN ABLE TO TEACH IT. AND SO, LIKE EVEN THE KIDS, LIKE DID WE SHARE THAT, THE DIRECTIVE FOR THAT FOR THE END OF THE YEAR? DID WE SHARE THAT AT THE LAST MEETING? I DON'T KNOW ABOUT ALL SCHOOLS AND THE EXPECTATION, I DON'T KNOW IF WE DID. 'CAUSE WE WERE ABLE TO GET THIS ACCOMPLISHED AS QUICKLY AS WE DID. I FEEL LIKE ALSO, I AGREE, THIS WAS QUICK IN A GOOD WAY. UM, ALL THE MIDDLE AND HIGH SCHOOL SCHOOLS BEFORE THEY DISMISS FOR THE END OF THE YEAR, ARE TO TEACH THIS MATERIAL TO ANYONE. IF IT'S HIGH SCHOOL, ANYONE IN PE ONE AND ANYONE MIDDLE SCHOOL WHO'S CURRENTLY IN PE SO THAT WE CAN COVER THE KIDS FOR THIS SCHOOL YEAR. AND THEN GOING FORWARD, IT WILL ONLY GET BETTER. BECAUSE IF THIS APP, IF THIS IS APPROVED, WE HAVE SUPPLEMENTAL MATERIAL TO USE AND WE HAVE, SO IT'S ONLY GONNA GROW AND BE MORE COMPREHENSIVE AND BETTER FOR THE STUDENTS. SO THAT WAS SOMETHING THAT WE REALLY WANTED TO HAVE HAPPEN. AND WE'RE, I'M IN MY POSITION, I'M SO THANKFUL THAT WE ARE BECAUSE IT'S WHAT'S BEST FOR KIDS. AND I THINK THE PARENTS ARE, UM, AND I THINK THE STUDENTS, YOU KNOW, EVEN THOUGH THEY PROBABLY WOULD NEVER ADMIT IT, TO THE, BUT THEY SIT QUIETLY. LIKE THE BEHAVIOR ISSUES THAT YOU WOULD TYPICALLY HAVE IN A, UH, IN A CLASSROOM, THEY'RE QUIET AND THEY'RE LISTENING AND THEY'RE ENGAGED. AND SO, UM, EVEN THOUGH WE'RE, WE DON'T HAVE ANY SUPPLEMENTAL MATERIALS RIGHT NOW, THERE'S STILL PARTICIPA PARTICIPATORY AND ASKING QUESTIONS. AND, UM, SO, AND IT'S A START. IT IS, IT'S A PLACE TO START. THEY KNOW THAT. THEY KNOW THAT WE HAVEN'T BEEN ABLE TO DO THIS. SO, AND I REALLY SEE IT IN THE EIGHTH GRADERS MORE SO BECAUSE THEY KNOW THAT THEY HAVEN'T HAD IT SINCE THEY'VE BEEN IN THE MIDDLE SCHOOL. AND NOW THEY ARE. SO, UM, AND I THINK THEY WANNA KNOW, YOU KNOW, AND THEY, IT FEELS GOOD THAT THEY TRUST US THAT WE'RE GIVING THEM THE RIGHT INFORMATION. YEP. MAKE SURE YOU TELL THE ACADEMIC COMMITTEE THAT WHEN YOU'RE PRESENTING, AND, UH, SO THAT THEY CAN ALSO RELATE THAT INFORMATION BACK TO THE BOARD. AND WE CAN HEAR IT IN A PUBLIC SETTING. RIGHT. BECAUSE THIS IS WHAT WE'RE SUPPOSED TO BE DOING. AMEN. AND IT'S SUPPOSED TO BE ABOUT THE CHILDREN. AND I DIDN'T HEAR ANY ADULT ANYTHING. UH, I HEARD, I DIDN'T HEAR, OR I DIDN'T READ ANYTHING THAT WAS, YOU KNOW, BUT WE SHOULD DO THIS OR DO THAT. BUT IT WAS ALL ABOUT WHAT THE CHILDREN NEEDED TO HEAR OR SHOULD HEAR OR SHOULD NOT HEAR. AND IT WASN'T ABOUT WHAT THE ADULTS SHOULD SAY OR NOT SAY. BECAUSE BELIEVE IT OR NOT, THEY ALREADY HEAR IT. OH, THERE HAVE BEEN SOME HEARING IT. YEAH. YEAH. YOU KNOW, BUT WE HAVEN'T PUT IT IN THE CONTEXT THAT THEY REALLY NEED TO UNDERSTAND WHAT THEY'RE LISTENING TO SO THAT THEY CAN, YOU KNOW, FEEDBACK CHECKS. SO I'M EXCITED ABOUT THIS. I REALLY APPRECIATE YOU ARE TOO. ALL RIGHT. UM, ANYTHING ELSE ABOUT THE SUPPLEMENTAL MATERIAL? I THINK IT'S MORE THAN ENOUGH. YEAH. IT WAS A LOT. IT WAS A LOT. I MEAN, AS FOR THE TEACHERS, IT'S MORE THAN, OH, WELL, SO I WAS HAVING A CONVERSATION 'CAUSE MY COLLEAGUES KNOW THAT I'M ON THE COMMITTEE AND, UM, SO THEY'VE BEEN ASKING ME ABOUT IT. YOU KNOW, HIGH SCHOOL HAS MORE SUPPLEMENTAL OPTIONS THAN THE MIDDLE SCHOOL. BUT WHAT I THINK IS NICE IS AS A TEACHER, OUR SCHOOL, WE HAVE A LOT OF STUDENTS THAT DON'T SPEAK ENGLISH AS THEIR NATIVE LANGUAGE. SO I, AND I, I HAVE EVERYBODY FROM OUR ADVANCED KIDS TO OUR GENERAL ED KIDS, TO OUR SPECIAL ED KIDS. AND SO THIS GIVES ME OPTIONS FOR DIFFERENTIATION FOR EACH OF THOSE STUDENTS. AND SO I CAN GET SOMETHING THAT'S A LITTLE BIT MORE RIGOROUS AND CHALLENGING TO MY ADVANCED STUDENT WHO'S SITTING IN A CLASS WITH MAYBE A SPED STUDENT, AND THEN I CAN GIVE THEM SOMETHING AND THEY'RE BOTH ON TASK AND THEY BOTH HAVE SOMETHING THAT'S AT THEIR LEVEL THAT I'M ABLE. SO THAT'S WHAT I LOVE ABOUT HAVING THE MULTIPLE, RATHER THAN JUST SAYING, OKAY, THIS IS THE ONE WE'RE GONNA DO FOR EVERYBODY. THE VARIETY IS AVAILABLE. YEAH. THAT'S WHAT I WAS THINKING ABOUT WHEN, UM, IT WAS BROUGHT UP ABOUT CONCERN REGARDING USING ONE TEXT FOR THREE DIFFERENT GRADES. BUT I, I MEAN, I SAW THE CHANGE AND THE, THE CHALLENGE FROM SIXTH TO EIGHTH GRADE ON THE SAME, YOU KNOW WHAT I'M SAYING? WHEN I WAS REVIEWING THAT SAME MATERIAL. SO I THINK THAT THAT'S PROBABLY WHY THEY DO IT. LIKE, OKAY, YEAH, WE CAN DO ONE SOURCE, BUT WE CAN, WE CAN ISOLATE OR [00:35:01] BROADEN THESE, UH, YOU KNOW, SUPPLEMENTAL YEAH. ACTIVITIES AS MUCH AS WE WANT. YEAH. SO THAT, THAT, THAT'S A DEFINITELY A PLUS. WELL, THANK YOU. SO THIS IS GONNA, WELL, BEFORE I GO INTO THE, WE SKIPPED OVER PUBLIC COMMENTS. MS. ROBIN, IS THERE ANYBODY OKAY. , UM, OKAY. SHE ASKED ME. YOU DID BOTH, RIGHT? YOU APPROVED THE MINUTES? YES, MA'AM. OKAY. WE DID. ALL RIGHT. SO THE NEXT THING IS THE REVIEW OF THE RUBICON ATLAS. SO RUBICON IS, UM, OUR CURRICULUM HOUSE FOR ALL CURRICULUM THAT'S TAUGHT FOR EVERY CONTENT AREA. AND IT'S SO THAT EVERYBODY HAS ACCESS TO THE SAME, UM, IT'S LIKE A PACING GUIDE, BUT ALSO THE SUPPLEMENTAL MATERIALS, UNIT PLANS. AND THEN IT GIVES OPTIONS FOR LESSONS AS WELL. AND THAT WAY, ESPECIALLY IN THIS CONTEXT, EVERYBODY'S GOT ACCESS TO THE SAME THING AND EVERYBODY IS TEACHING THE SAME THING SO THAT WE CAN MAKE SURE THAT THERE'S CONSISTENCY ACROSS THE DISTRICT. SO, UM, THAT'S THE ONLINE PLATFORM. SO WHAT I'VE DONE IS GONE IN AND UPLOADED, THESE ARE DRAFTS. TEACHERS DON'T HAVE ACCESS TO THIS YET BECAUSE IT'S NOT APPROVED. BUT ONCE IT'S APPROVED, ALL WE HAVE TO DO IS CHANGE IT FROM DRAFT TO PUBLISHED AND WE'RE GOOD TO GO. SO, UM, I'VE DONE A REPRODUCTIVE HEALTH UNIT FOR SIXTH, SEVENTH, EIGHTH GRADE, AND THEN THE HIGH SCHOOL. SO I LITERALLY TOOK WHAT WAS IN THE TEXTBOOK. UM, AND THIS IS KIND OF THE UNIT OVERVIEW. SO THIS CAME STRAIGHT FROM, UM, THE STATE LEGISLATURE DOCUMENTATION. UM, IT'S JUST AN INTRODUCTION. AND I PUT A HYPERLINK HERE IN CASE ANYBODY WANTS TO SEE WHAT IT IS AND WHAT IT, WHAT ALL THE DETAILS ARE. THEY CAN CLICK ON THAT, UM, AND ACCESS IT. UM, AND THEN I JUST PULLED OUT THE HIGHLIGHTS OF WHAT WE ARE TEACHING AND WHY WE'RE TEACHING IT. UM, THEN I GO THROUGH EACH OF THE MODULES FOR THAT GRADE, UM, AND HIGHLIGHT THE TOPICS FOR EACH ONE OF THOSE MODULES. UM, SO SIXTH GRADE I THINK HAD, WHAT, FIVE MODULES? UM, SO IT GOES THROUGH EACH ONE, UM, AND HIGHLIGHTS THE TOPICS THAT ARE COVERED IN THE TEXTBOOK. THEN, UM, I IDENTIFIED ALL THE STANDARDS FOR THAT UNIT, FOR EACH GRADE LEVEL. AND I'M GONNA SCROLL THROUGH ALL THOSE 'CAUSE YOU'VE ALREADY DONE ALL THAT. UM, AND THEN THERE ARE CLARIFYING STATEMENTS, UM, SO THAT PEOPLE GET A BETTER UNDERSTANDING. SO AS A TEACHER, I'M GOING IN, I'M GOING, OKAY, I'M MODULE ONE, LESSON ONE. WHAT AM I COVERING? WHAT ARE THE DETAILS OF WHAT I'M COVERING? SO THOSE ARE THE CLARIFYING STATEMENTS PLUS THE VOCABULARY THAT GOES WITH EACH ONE OF THOSE LESSONS. UM, AND SO AS A TEACHER, I WOULD KNOW, OH, THESE ARE THE, THE VOCABULARY WORDS THAT I'M COVERING ON EACH OF THESE MODULES AND LESSONS. AND THEN UNDERNEATH THAT, UM, IS THE CONTENT. SO I CREATED A CHART, UM, BECAUSE ADMINISTRATION AS WELL AS DISTRICTS OFFICIALS, UM, LOOK AT THIS AS WELL. AND SO IF, LET'S SAY MY PRINCIPAL'S COMING IN TO DO AN OBSERVATION, THIS IS A REFERENCE FOR THEM TO BE ABLE TO SEE WHAT I'M SUPPOSED TO BE TEACHING. SO I PUT THE MODULE NUMBER, THE LESSON, AND THEN THE CONTENT, THE SPECIFIC CONTENT OF THAT LESSON, AND WHAT PAGE NUMBERS OF THE TEXTBOOK IS TO BE FOUND ON. UM, AND THAT'S KIND OF A QUICK GUIDE TOO FOR A TEACHER. LIKE, OH, A MODULE, WHATEVER LESSON, WHATEVER. THIS IS WHERE I'M GOING TO LOOK FOR THAT INFORMATION. UM, THESE ARE THE SKILLS THAT ARE COVERED. AND THOSE ARE THE EIGHT, UH, STANDARDS FOR HEALTH EDUCATION. SO THOSE ARE THE SKILLS THAT ARE BEING COVERED, UM, IN THE UNIT. AND THEN ALL THE WAY DOWN THERE, UH, I THINK IT'S, UM, LEARNING TARGETS, WHICH ARE BASICALLY I CAN STATEMENTS, UM, WHICH OUR DISTRICT USES TO BE ABLE TO SAY, I CAN, BY THE TIME I LEARN THIS INFORMATION, I CAN WHATEVER. UM, AND SO THAT IS THE UNIT PLAN. AND THEN THERE ARE ALSO LESSONS. SO FOR EACH ONE OF THOSE MODULES AND LESSONS, UM, AND WE TITLED THEM WHAT THE LESSON WAS TALKING ABOUT. SO THAT JUST IN AN EFFORT TO MAKE IT EASIER FOR TEACHERS TO GO, OH, I, I NEED THE FAMILY RELATIONSHIPS [00:40:01] INFORMATION. SO THEY WOULD CLICK AND THEY'RE IN ORDER NUMERICALLY OF HOW THEY ALIGN IN THE BOOK. SO THE FIRST THREE OR FOUR HERE IS MODULE ONE, UM, LESSONS 1, 2, 3, AND FOUR, IF THAT MAKES SENSE. UM, SO IF THEY CLICK ON THE LESSON, UM, IT TELLS 'EM AGAIN WHAT BOOK, WELL, THE UNIT TITLE IS THE MODULE AND LESSON AND THE PAGE NUMBER. BUT THEN THESE ARE THE SUPPLEMENTAL MATERIALS THAT WE JUST REVIEWED. SO THAT TEACHER CAN GO INTO THOSE LESSONS AND SAY, OKAY. UM, AND THEN I TITLED 'EM, OBVIOUSLY MS IS MIDDLE SCHOOL, MODULE ONE, LESSON THREE, THIS IS THE, THESE ARE THE SIXTH GRADE RESOURCES THAT WE JUST REVIEWED. AND THEN THE POWERPOINT THAT GOES WITH LESSON THREE. AND SO I COULD GO IN AND SEE AND PRINT OFF AND DO WHATEVER IT IS THAT I NEED TO DO AS A TEACHER TO GO INTO THE CLASSROOM AND TEACH THAT LESSON. YEAH. I HAVE A QUESTION. AND THIS MAY, UH, I DON'T HAVE ENOUGH INFORMATION TO KNOW THE ANSWER, SO I'M GONNA ASK A QUESTION. THE ONES THAT WE REVIEWED AND JUST PRESENTED, IF THEY DID NOT ALIGN WITH THE STATE STANDARDS, ARE THEY UP THERE? SO IF IT DOES GET PULLED, THAT'S WHY THIS IS IN DRAFT MODE. OKAY. SO, UM, LET'S SAY WE DECIDE, OH, WE'RE GONNA PULL WHATEVER THE, THE SIXTH GRADE RETEACH. THEN I WOULD JUST DELETE IT OUT OF THERE. OKAY. SO ONCE WE GET EVERYTHING OFFICIALLY APPROVED, THOSE WOULD BE FILTERED TO BE APPROPRIATE ACCORDING TO THE SAME STANDARDS? CORRECT. YEAH. OKAY. YEP. SO IF ANYTHING GETS CHANGED OR EDITED OR REMOVED, I WAS SUCCESSFUL IN AN UPDATE, THEN I COULD SHARE IT. WELL, I HAVE EDITING RIGHTS TOO, BUT I COULD GO IN, REMOVE THE OLD AND PUT IN THE NEW. OKAY. I'M JUST THE ONE PIECE. SO YEAH. BUT THAT, YEAH, THAT'S WHY WE LEFT EVERYTHING IN DRAFT MM-HMM . BECAUSE NOTHING IS OFFICIALLY APPROVED, BUT AT LEAST ONCE IT IS, WE'RE GOOD TO GO AND WE CAN RELEASE IT TO THE TEACHERS AND MAKE THEIR LIFE EASIER. YES. , THAT HAS BEEN A POINT OF CONTENTION IS NO, NOTHING BEYOND THE TEXTBOOK. SO OUR GOAL, MY GOAL FOR SURE IS WHEN WE GO BACK IN THE FALL, IS THIS BE A THING THAT WE CAN SHARE SO THAT THEY HAVE SOME VARIATION IN THE LESSONS. AND WE'VE WORKED TO, UM, TO DO THE OTHER UNITS AS WELL. SO HOPEFULLY NEXT FALL EVERYBODY WILL BE LIKE, EH, HERE'S YOUR ALL THE THINGS. HERE'S YOUR CURRICULUM. HAVE FUN. YEP. SO, ARE THERE ANY QUESTIONS OR ANYTHING THAT ANYBODY WANTS ME TO SHOW SPECIFICALLY? OR JUST LOOKS TO ME IT WOULD MAKE MY LIFE REAL EASY IF A TEACHER'S THE GOAL. YEAH. YEAH. AND THEN EVENTUALLY TOO. 'CAUSE I THINK A LOT OF THIS, UM, WITH THE HEALTH SIDE STARTED, BECAUSE THERE'S TALK ABOUT LEGISLATURE WHERE PARENTS ARE GONNA HAVE ACCESS TO VIEW ALL OF THIS. UM, AND SO THIS WAY IT'S ALL RIGHT THERE MM-HMM . AND THEY CAN KNOW, YOU KNOW, WHAT'S WHAT. AND I WAS GONNA USER FRIENDLY . SO, AND THEN YOU CAN EVEN, SO YOU CAN SEE THE OTHER UNITS, AND SO YOU CAN TIME IT OUT AND IT'LL SHOW YOU YOUR WHOLE, SO IN MIDDLE THEY'RE SUPPOSED TO HAVE A QUARTER. SO THIS YELLOW LINE IS FIRST QUARTER, THE PINK LINE IS THE SEMESTER. THIS YELLOW LINE IS THIRD QUARTER, AND THEN THIS WOULD BE THE END OF THE SCHOOL YEAR. SO YOU CAN MAP OUT, THAT'S WHY IT'S CALLED A MAP. YOU CAN MAP OUT THE WHOLE YEAR AND KNOW WHICH UNITS YOU'RE GONNA TEACH. WHAT I REMEMBER WHEN, UM, DFOR COUNTY TEACHERS DIDN'T HAVE A ING GUIDE OR GUIDE, I MEAN, THEY, THEY MADE 'EM UP AS THEY WENT. BUT THIS MAKES IT SO MUCH EASIER TO, TO KNOW WHAT YOU'RE DOING. PARENTS KNOW WHAT YOU'RE DOING. BUT TO UNDERSTAND THAT WHEN YOU OPEN UP YOUR GUIDEBOOK, THIS IS WHAT YOU'RE EXPECTED TO BE TEACHING. AND THE KIDS KNOW, IT'S, IT'S AWESOME. I'M EXCITED ABOUT GUESSWORK. NO GUESSWORK AT ALL. NONE. AND THEN THE ONLY OTHER THING THAT I WAS GONNA COMMENT, SO LIKE, TECHNICALLY WE SHOW THIS AS TWO WEEKS, BUT THERE'S 16 LESSONS. SOME OF THE LESSONS, AT LEAST WHAT WE'RE DOING, WE DO MORE THAN ONE LESSON IN A DAY. SO, FOR EXAMPLE, TODAY AT MY SCHOOL, WE DID THE PUBERTY LESSON, THE MALE REPRODUCTIVE SYSTEM AND THE FEMALE REPRODUCTIVE SYSTEM ALL IN ONE DAY BECAUSE THEY WERE SMALL ENOUGH CHUNKS THAT WE PUT IT TOGETHER. SO WE SAT DOWN AS A DEPARTMENT AND SAID, HOW DO WE WANNA PAIR THESE UP? UM, AND SO THAT'S, THAT'S WHY LIKE, YOU'RE LIKE, OH, THERE'S 16 LESSONS, BUT YOU ONLY HAVE EIGHT DAYS SCHEDULED TO, TO TEACH IT ALL. SO, AND YOU WOULD HAVE TO DO THAT TOO IF YOU NEEDED TO. THOSE WOULD BE SINGLE GENDER LESSONS. CORRECT. SO YOU NEED TO SCHEDULE THAT. IF YOU'RE NOT A SINGLE GENDER CLASS, YOU'D HAVE TO, [00:45:01] SO YOU'RE THE, THE MATH IN THEORY, YOU'RE LOOKING AT IT, BUT YOUR, YOUR SCHOOL AND YOUR SCHOOL, YOU MIGHT HAVE TO ALTER IT SLIGHTLY DEPENDING ON WHAT YOU'RE WORKING WITH. BUT THE GOAL IS TO COVER ALL OF IT IN THAT TIMEFRAME. YEAH. SO ARE YOU MIDDLE OR HIGH? I'M MIDDLE SCHOOL. ALL RIGHT. ANY QUESTIONS FROM ANYBODY? I'M CURIOUS 'CAUSE I DON'T REMEMBER BEING SPLIT UP FROM THE BOYS WHEN I WENT THROUGH THIS INFORMATION. SO WHEN DID THAT HAPPEN? AND IT'S BEEN A WHILE WAS THE YEAH, IT'S BEEN A LONG, IT'S BEEN THAT SINCE I'VE GOT HERE. OH, OKAY. UM, WHEN I TAUGHT BUFORT HIGH REPRODUCTIVE HEALTH AT 94 TO 97, WE SPLIT UP JUST FOR MY PERCEPTION AND SOME OTHER THINGS. OH, MAYBE I'M JUST AND AT THAT POINT KINDA OLD TOO. . OH WOW. IT WAS STRAIGHT LECTURE AND VOCABULARY SHEETS AND BROCHURES AND YEAH. I CAME FROM NORTH CAROLINA WHERE THEY DIDN'T SEGREGATE AND EACH SCHOOL DISTRICT CREATED THEIR OWN CURRICULUM. MY DAY, IT WASN'T DISCUSSED. PERIOD. , WE'VE COME A LONG WAY. . ALRIGHT. I'M, I THINK IT'S MATURITY. YEAH. NOT SHARING GIRLS. OKAY. OKAY. A LITTLE BIT MAYBE THEY'LL SHARE OR QUESTION A LITTLE BIT MORE. THEY'LL, THEIR PEERS. GOT IT. GOT IT. BUT, UH, THE BOYS BEING IN THERE, THEY'RE GONNA GIGGLE. WELL, I WILL SAY, I THINK THAT ESPECIALLY TODAY, UH, WATCHING THE KIDS DOING THE REPRODUCTIVE SYSTEMS, I DO THINK THAT THEY WERE GLAD THEY WERE SEPARATED. YEP. MM-HMM . SOME OF THE VOCABULARY THEY, THEY THINK IS TOO PERSONAL TO BE CO-ED SETTING. EVEN SO, UH, YOU KNOW, IN THE TEXTBOOK ITSELF, IT EVEN MENTIONS THAT BOYS MATURE, THEIR BRAIN DEVELOPMENT IS DELAYED COMPARED TO GIRLS. AND SO I THINK EVEN JUST THAT BIOLOGICAL FACT, YOU KNOW, WHERE THEY ARE AND EMOTIONALLY AND MATURITY WISE, I THINK IS, IS HELPFUL. ALL RIGHT. SO, OH, I'M LEAVING THIS BOOK. YES. . SORRY. . UM, YES, WE'RE GONNA REVIEW THE NEW CULTURE MIDDLE SCHOOL CURRICULUM. SO IT'S, IT'S NOT NECESSARILY A REVIEW. I'M JUST GONNA SHARE WITH YOU SORT OF A BRIEF OVERVIEW, UM, WITH THE HOPE THAT WHEN DR. STRATAS AND I CAN GET TOGETHER, WE'RE GOING TO LOOK THROUGH IT. THE CHALLENGE THAT WE HAVE. SO THE, THE MATERIAL THAT YOU ALL JUST REVIEWED, THE SUPPLEMENTAL MATERIAL IS ATTACHED TO THE TEXTBOOK, WHICH IS STATE ADOPTED MATERIAL. THE STATE. 'CAUSE I HAVE REACHED OUT TO ASK MORE THAN ONCE. THERE IS NO SUPPLEMENTAL MATERIAL BEYOND THE TEXTBOOK FOR THIS AREA. UM, THERE'S NOTHING THAT THE STATE ADOPTED AND APPROVED. SO IT MAKES IT CHALLENGING TO FIND THINGS OUTSIDE OF THE TEXTBOOK TO OFFER TEACHERS BECAUSE YOU WANT TO ALIGN WITH THE STANDARDS, YOU WANNA ALIGN WITH THE LAWS, YOU WANNA ALIGN WITH ALL OF THE EXPECTATIONS THAT THE TEXTBOOK HAD FOR ITS APPROVAL. BUT THERE IS NOTHING THAT THEY STAMP AS APPROVED. DOES THAT MAKE SENSE? SO NEW CULTURE IS THE UPDATED VERSION OF WHAT WE USED TO USE FOUR YEARS AGO THAT WAS CALLED MAKING A DIFFERENCE. IT WAS THE MIDDLE SCHOOL IT MATERIAL THAT I TAUGHT FOR YEARS. UM, IT'S SCRIPTED. IT HAS A PARENT LETTER THAT EVERY LESSON IS PAIRED WITH A PARENT LETTER. SO THAT THE PARENT, UM, AND SUGGESTIONS THAT I READ DOING THE RESEARCH WAS LIKE YOU COULD SEND THE LETTER HOME AND COUNT IT AS A FORMATIVE ASSESSMENT WHERE THEY BRING IT BACK. BUT IT'S TO LET THE PARENT KNOW WHAT WAS DISCUSSED AND ALSO TO HAVE A CONVERSATION WITH THEIR CHILD. UM, IT, THERE'S A MINIMAL, I WENT THROUGH ALL OF THE CURRICULUM, AND AGAIN, I HAVE TO, WE HAVE TO SIT DOWN WITH DR. STRATUS. BUT, UM, THE CHALLENGE IS IT'S NOT STATE ADOPTED AND APPROVED, BUT IT IS SOMETHING THAT WE'VE USED IN THE PAST. SO WE'LL COME TO THAT CROSSROAD AND FIGURE OUT IF THAT'S SOMETHING THAT WE WANNA HAVE COME FORWARD AND, YOU KNOW, MOVE FURTHER WITH. BUT, UM, I JUST WANTED TO YOU, BECAUSE YOU, SOME OF YOUR, YOUR CONCERNS ARE THAT HOW DO YOU USE THIS ONE THING, SIXTH, SEVENTH, AND EIGHTH? SO THAT IS SOMETHING THAT TEACHERS ARE ECHOING ALSO BECAUSE IT'S CHALLENGING ONE TEXTBOOK, THREE GRADE LEVELS. IT'S CHALLENGING. UM, SO SOMETHING THAT WE'RE EXPLORING, SOMETHING THAT I WANNA SHARE, BUT THAT WE NEED TO HAVE HER VETTED AND APPROVE IT AND ALL THE THINGS BEFORE WE GO ANY FURTHER. SO, BUT IT, I JUST WANTED TO MENTION IT AND LET YOU ALL KNOW ABOUT IT AND THAT IT'S PROMISING AND SOMETHING THAT HOPEFULLY, SO NEW CULTURE IS A HEALTH SUBJECT. IT'S REPRODUCTIVE HEALTH. OKAY. BUT IT, IT'S HEAVY IN RELATIONSHIP AND, UM, IT DOES A LOT WITH, UH, BUILDING UP LIKE SELF-ESTEEM AND CONVERSATIONS ABOUT YOURSELF AND YOUR WORTH AND THINGS LIKE THAT. SKILL BASED. SO IT'S A LOT OF HANDS ON ROLE [00:50:01] PLAY, UM, HAVING THEM, YOU KNOW, GIVING THEM A SCENARIO AND HOW, YOU KNOW, DECISION MAKING AND ANALYZING INFLUENCES AND THANK YOU. SO THE, THE TEACHER WOULD HAVE THE TEXTBOOK ONLINE MATERIALS WE JUST REVIEWED. AND THEN THIS ALSO, WELL, THE WAY WE'VE DONE IT, WHEN I TAUGHT IT, THE WAY WE DID IT IN THE PAST WAS MAKING A DIFFERENCE WAS RESERVED FOR SEVENTH GRADE. OKAY. AND SO WE USED THE TEXTBOOK, YOU KNOW, YOU HAD THE TEXTBOOK OPTION FOR, SO THAT YOU CAN DIVERSIFY A LITTLE BIT. OKAY. SO THAT BY THE TIME THEY LEAVE, SAY MIDDLE SCHOOL, THEY'VE HAD THIS, THEY'VE HAD THAT, THEY'VE HAD THAT. AND THEN YOU'RE SENDING 'EM ONTO HIGH SCHOOL, KIND OF A WELL-ROUNDED KNOWLEDGE. KNOWLEDGE. SO LIKE, TYPICALLY JUST THE PROGRESSION, RIGHT? SIXTH GRADE WOULD GET LIKE THE PUBERTY AND THE MALE REPRODUCTIVE SYSTEM. SOME OF THE PHYSI PHYSIOLOGICAL THINGS THAT HAPPEN WHERE SEVENTH GRADE THEY'RE STARTING TO, YOU KNOW, BRANCH OUT A LITTLE BIT AND DATE WHOMEVER. AND, AND SO THEN THEY GET PUT. AND, BUT ALSO TOO, I THINK JUST THE DECISION MAKING BECAUSE THAT PART OF, THAT PART OF THEIR BRAIN IS STARTING TO DEVELOP AND THE REASONING. AND, UM, AND SO, AND THEN IN EIGHTH GRADE, GIVE 'EM MORE OF THE LIKE STDS AND PREGNANCY, UM, TYPE OF MATERIAL MM-HMM . BUT JUST SO THAT THEY'RE, THEY'RE, THEY'RE HEARING IT IN DIFFERENT WAYS. MM-HMM . YEAH. SO, BUT THAT'S, YOU KNOW, STEP FOUR, WE'RE ON STEP. SO WE'LL SEE, WE'LL SEE. STEP ON. WE'RE MOVING ON HALF STEP OR SOMEWHERE. IS THAT ETR? IS THAT THE PUBLISHER? THE, UH, HONESTLY, I DON'T KNOW. I'M NOT SURE. THIS IS SOMETHING THE SCHOOL DISTRICT PURCHASES THE NEW CULTURE. THE SHORT ANSWER TO THAT IS IF, IF IT WAS A YES. OKAY. THERE'S A COUPLE OPTIONS, BUT YES. IT'S SOMETHING THAT YOU WOULD'VE PURCHASED. YEAH. OKAY. ALL RIGHT. ANY OTHER QUESTIONS? UM, SO THAT LEADS US TO FUTURE TOPICS. SO ONE THING WE HAVE A LEFTOVER, KIND OF A LEFTOVER ON OUR FUTURE TOPIC, UM, IS THE UPDATE OF THE BYLAWS WHERE WE WOULD JUST DO THE ONE SENTENCE OR THE PARAGRAPH WHERE YOU MAKE THE DECISION ABOUT HOW MANY MEETINGS, UM, COMMITTEE MEMBERS CAN MISS OR PARTICIPATE IN PRIOR TO A LETTER BEING SENT. SO WE HAVE TO CHANGE THAT IN THE BYLAWS BEFORE WE CAN SEND OUT A LETTER. SO THAT'S A KIND OF LIKE A ONE AND DONE STEP. SO AT THE NEXT MEETING, WE CAN JUST VOTE ON THE PARAGRAPH, THE SENTENCE THAT YOU ALL WANT TO PUT IN ABOUT REGULATING HOW MANY, YOU KNOW, MEETINGS A COM, UM, COMMITTEE PERSON CAN MISS OR NOT PARTICIPATE IN. DO WE CREATE THAT PARAGRAPH OR DO WE GET OPTIONS FROM LEGAL? WE WOULD, WE WOULD PROVIDE YOU OPTIONS FOR LEGAL. UM, AND THEN YOU ALL, UH, PUT YOUR INPUT. OKAY. UH, I DON'T KNOW. I MEAN, IT SEEMS TO ME THAT YOU HAVE TWO UNEXCUSED, UM, ABSENCES. UM, YOU KNOW, THAT, THAT, YOU KNOW, WITH THE, WHAT NEGATE YOU OFF THE COMMITTEE. BUT ON THE OTHER HAND, I MEAN, IF SOMEONE WAS ILL RIGHT. AND THEY WERE, HAD BEEN, HAD SURGERY AND THERE WAS NO WAY THEY COULD DO IT. AND ALTHOUGH, YOU KNOW, MANY PEOPLE WHO ARE ILL COULD DO IT BY ZOOM. RIGHT. YOU KNOW, AND, AND THAT WAS ONE OF THE THINGS YOU CAN LOOK AT IS LIKE, YOU MIGHT NOT BE ABLE, IT'S LIKE CAITLYN HAS NOT BEEN ABLE TO, BUT SHE'S BEEN A, A FAITHFUL PARTICIPANT, UM, ON ZOOM. SO YOU MIGHT NOT BE ABLE TO COME HERE IN PERSON. BUT, UM, WE MAKE THE, THE OPTION AVAILABLE TO PARTICIPATE BY ZOOM. SO YES, MA'AM. PLEASE. I WAS JUST THINKING BACK TO, UM, WEREN'T WE GIVEN BY THE STATE? WAS IT THE STATE OR HOW MANY, UH, PARTICIPANTS? PARTICIPANTS WE COULD HAVE MM-HMM . WE HAVE THAT, BUT THE, WE HAVE THAT, BUT IT DOESN'T SAY HOW, HOW OFTEN YOU HAVE TO PARTICIPATE BECAUSE WE HAVE, WE'VE HAD A LOT OF MEET, WE'VE HAD MORE MEETINGS THAN THE STATE REQUIRES. OKAY. WE STARTED OUT CHECK THAT BOX, BUT WE WOULD, WE GOT ONE, DIDN'T WE START OUT WITH ROUGHLY 12? YES. YES. AND THEN IT BE DOWN TO, WE HAD SEVERAL THAT DROPPED OUT PRETTY QUICKLY OR JUST DIDN'T YES, EXACTLY. SO, WELL, MY, I THINK MY QUESTION THOUGH WAS, SO THE NEXT STUDENTS WHO WAS SUPPOSED TO BE A PART OF THIS, RIGHT? AND UM, THE ONES THAT CAME, IT JUST DID NOT WORK OUT THAT A SCHEDULE PACKAGE. SO WHAT I'M JUST TRYING TO FIGURE OUT LIKE, LIKE WHAT YOU WERE SAYING TO AND DONE, YOU KNOW, WHATEVER. BUT WHEN WE TALK ABOUT KIDS AND RESPONSIBILITIES, THEY'RE NOT AS RESPONSIBLE [00:55:01] AS WE ARE. SOME ARE, BUT IF THEY'RE GONNA BE ON THIS COMMITTEE, I THINK WE REALLY NEED TO STRESS TO THEM. AND THE PROBLEM IS, IT'S, IT'S A STATE REQUIREMENT THAT WE HAVE IT, BUT THERE'S NOTHING TO ENFORCE IT. I MEAN, THEY WERE, I MEAN, YOU KNOW, WASN'T IT A STUDENT BODY PRESIDENT? MM-HMM . THAT WAS, IT IS VERY SPECIFIC. AND SO THEORETICALLY THAT WOULD BE A ROLE THAT WAS, I HATE TO SAY REQUIRED FOR STUDENT BODY PRESIDENT, BUT YET I'M SURE STUDENT BODY PRESIDENT AND WE HAVE, RIGHT. AND WE HAVE SIX HIGH SCHOOLS. SO IT'S LIKE, YOU KNOW, WHICH STUDENT BODY, WHICH PRESIDENT DO WE PUT ON THERE? OR, YOU KNOW, FIND OUT. AND MY SUGGESTION IS MAYBE IF THEY CAN TAG HIM. 'CAUSE EVERYBODY CAN'T COME. SO ONE OF THE THINGS I WAS GONNA RECOMMEND IS, UM, GET WITH THE STUDENT BODY PRESIDENT AT EACH SCHOOL OR WHATEVER AND THEN MAYBE SCHEDULE. IT'S LIKE, OKAY, YOU CAN COME AT THIS MEETING, YOU CAN COME AT THAT MEETING. UM, AND SO FORTH. AND, AND MAYBE THAT WAY WE'LL HAVE, THEY CAN'T COME EACH, BUT WE WOULD HAVE, WE WOULD HAVE A REPRESENTATIVE. I THINK TOO, LIKE THE, THE ZOOM IS NICE BECAUSE I THINK ABOUT LIKE, I DON'T KNOW IF I, WHEN I WAS A SENIOR, IF MY MOM WOULD'VE LET ME DRIVE FROM HILTON HEAD TO BEAUFORT. CORRECT. YOU KNOW, LIKE I, WITH TRAFFIC AND EVERYTHING ELSE, I DON'T THINK THAT THAT WOULD'VE BEEN SOMETHING SHE WOULD'VE ALLOWED ME TO DO. BUT I DON'T WANNA EXCLUDE IF WE HAVE SOMEBODY THAT WANTS TO PARTICIPATE FROM THE SOUTH END. WELL I, OF THAT, UH, I THINK IF WE NOTIFY THE VARIOUS STUDENT BODY PRESIDENT, SO, UH, WHO WE ARE AND WHAT WE'RE DOING AND THE FACT THAT WE WOULD LIKE, UM, STUDENT PARTICIPATION AND, YOU KNOW, SEE, I MEAN HOPEFULLY THERE WOULD BE, YOU KNOW, ONE OR TWO THAT WOULD SAY, THAT SOUNDS LIKE SOMETHING I WANNA DO. THEY MEET AS A COUNCIL. SO WHAT, UH, THEY, THEY MEET DURING THE DAY. SO WHEN I REACHED OUT TO THE ONES WHO WERE RECOMMENDED ON, AND WHEN I CALL THE OTHER ONES, IT REAL, BECAUSE WE MEET IN THE EVENING. THEIR PREFERENCE WAS TO MEET DURING THE DAY. SURE. . AND BECAUSE WE MEET IN THE EVENING, THEY EITHER HAVE ATHLETICS OR THEY AT WORK. THEY'RE AT WORK. SO THEIR SCHEDULE DOES NOT ACCOMMODATE, YOU KNOW, FOR THE ONES THAT I HAD TALKED TO, THEIR SCHEDULE DOES NOT ACCOMMODATE MEETING. THERE WAS AFTER BAND PRACTICE WHEN THEY MOVED FROM BAND, THEY WENT INTO, UH, ATHLETICS AND THEN WENT FROM ATHLETICS. AND THEN THEY HAVE WORK SCHEDULE. SO THEIR PREFERENCES WAS THERE ANY WAY WE CAN MEET AFTER, UH, DURING SCHOOL TIME OR WHATEVER. AND IT'S LIKE, WELL THE REST OF THE COMMITTEE PEOPLE, YOU KNOW, OUR WORK, WE HAVE TEACHERS WHO ARE TEACHING DURING THE TIME PERIOD. SO I DON'T KNOW IF WE MOVED IT TO A WEEKEND OR I MEAN SHOULD THAT WAS THEIR, THAT WAS THE REASON WHY THEY CAN'T AT THE TIME. SO IT REALLY IS A SCHEDULING TIME FOR THE HIGH SCHOOLERS. I LIKE THE IDEA OF OF WE HAVE SIX HIGH SCHOOLS. YEAH. AND, UM, ALL SIX PRESIDENTS AND GIVE THEM A MONTH. YOU KNOW, YOU COME IN JUNE, YOU COME IN MAY, WHATEVER. MM-HMM . AND, UM, GOING FORWARD, YEAH. BECAUSE THEY CAN, YOU KNOW, VIA ZOOM, UM, IF POSSIBLE. UM, BUT I WOULD LIKE TO SEE, YOU KNOW, STUDENT PART PARTICIPATION, THE QUESTIONS OR, OR THOUGHTS. UM, BUT I'M LIKE HIM WITH THE ADULTS. UM, IF YOU CAN'T MAKE IT VIA ZOOM OR YOU CAN'T MAKE IT TO AT LEAST TWO OR THREE MEETINGS AND THAT'S, THAT SHOULD BE A WRAP. UM, BUT AGAIN, I DON'T WANT TO NOT HAVE SOMEONE ON THE, ON THE TEAM, YOU KNOW. SO, UM, WHAT ELSE YOU GUYS DECIDE YOU WANNA DO WITH IT IS, IT'S FINE WITH ME. UM, 'CAUSE I KNOW FOR ME, HEALTH ISSUES FOR ME, BUT I THINK I ATTENDED A COUPLE OF THE ZOOM MEETINGS. MM-HMM . 'CAUSE I CAN'T DRIVE AT NIGHT. WELL NOW I CAN DRIVE BECAUSE, YOU KNOW, IT'S DAYLIGHT, , YOU KNOW, AND I CAN COME, BUT, AND EVERYBODY HAS THEIR OWN ISSUES OR WHATEVER, YOU KNOW. SO, UM, SO BECAUSE THAT'S NOT ON THE AGENDA, WE CAN'T CONTINUE THE CONVERSATION OF THE BYLAWS. IT IS JUST AS A TOPIC. I'M JUST BEING A LITTLE BAD. SO , WELL GIVE US NEXT FOR FUTURE TOPIC. UH, WHAT ELSE DO WE WANT FOR A FUTURE TOPIC? UM, WELL I'M, AS WHEN'S THE NEXT ACADEMIC COMMITTEE MEETING? THE NEXT ACADEMIC COMMITTEE MEETING IS, CAN I HAVE A DELAYED THOUGHT ON THE OTHER, THEN YOU HAVE THE PRESIDENT. IS IT? AND THEN YOU HAVE A VICE PRESIDENT WITH, I KNOW IT'S IN THE LAW. THE PRESIDENT, IS IT [01:00:01] POSSIBLE TO, IF THE PRESIDENT IS NOT THE VICE PRESIDENT OF THE STUDENT BODY SURE. SEND A REPRESENTATIVE. SEND A REPRESENTATIVE, SURE. I THINK THAT'S A, A GREAT IDEA. 'CAUSE THEY'RE EXCLUDING, LIKE THESE PEOPLE ARE OVERACHIEVERS. THEY'RE HAVING ALL THESE HATS THAT THEY'RE, YOU KNOW, SO OUR, THE NEXT ACADEMIC COMMITTEE MEETING IS SCHEDULED FOR MAY 28TH. SO I DON'T THAT'S TENTATIVELY, YES, MA'AM. OH, I WAS ABOUT TO SAY THAT. BECAUSE OF THE GRADUATIONS, RIGHT? THAT'S RIGHT. WE WEREN'T HA BECAUSE GRADUATIONS. SO WE DIDN'T HAVE MORE MAY. THANK YOU. OH, SO WAS GREAT. SO WE DON'T HAVE, WE DON'T HAVE ONE. OKAY. WE WERE TALKING ABOUT MOVING IT UP TO THE 21ST, BUT WE HAD TO GET A, A CONSENSUS. SO WE DON'T HAVE AN ACADEMIC COMMITTEE. TECHNICALLY WE DON'T HAVE ONE SCHEDULED YET. OKAY. SO SHORT VERSION THEN, UM, I'M ASSUMING THAT I'LL, WE WOULD HAVE PRESENTED ACADEMIC COMMITTEE AND POTENTIALLY TO THE BOARD, DEPENDING ON WHAT ACADEMIC COMMITTEE HAS US DO. SO THEN WE WOULD WANNA REPORT OUT BACK TO, SO THEN, UM, UM, WOULDN'T REALLY THEN SCHEDULE AGAIN UNTIL JUNE. UM, WE WERE REPORTING BACK TO ACADEMICS IF WE HAVE ONE IN MAY. UM, BOARD MEETINGS. THERE AREN'T ANY BOARD MEETINGS IN JUNE? YES. YES. BOARD MEETING IN JUNE IS THE EIGHTH AND THE 22ND WRONG, SORRY. BOARD MEETINGS IN JUNE IS THE 10TH AND THE 24TH WAS OF GRADUATION THAT FIRST WEEK. SO ACADEMICS MIGHT BE MEETING THE WEEK OF THE 19TH. OKAY. OF MAY. OF MAY. I'VE GONE A COUPLE WEEKS. YEAH. SO THEN FOR US, I DON'T KNOW WHAT PEOPLE'S SCHEDULES ARE FOR SUMMER AND VACATIONS. DO WE WANNA PUSH IT TO END OF JULY, BEGINNING OF AUGUST, UM, FOR OUR NEXT MEETING? I DON'T KNOW MY SCHEDULE THEN, BUT I'LL WOULD IT HAPPEN BEFORE TEACHER TEACHER REPORT BACK JULY 30TH. SO WOULD IT BE POSSIBLE THAT IT, A MEETING COULD HAPPEN BEFORE THAT? UM, THIS MEETING? I WOULD SUGGEST THAT WE HAVE THIS MEETING AT THE END OF JUNE. OKAY. SO WE CAN DO 1, 2, 3, 4. YOU COULD, WE COULD MEET JUNE 23RD. I WON'T BE HERE. OH, OKAY. OR OKAY. YEAH. MILITARY. JUNE 30TH I WON'T BE HERE. YEAH. I'LL BE GONE FOR 10 DAYS FOR MY MILITARY TRAINING. YEAH. UM, AND THEN YEAH, WOULD BE 1ST OF AUGUST. YOU'RE TRYING TO, YOU'RE TRYING TO GET APPROVED FOR THE TEACHER. WELL, BUT IT'S GOTTA GO TO THE SCHOOL BOARD TO GET APPROVED. WELL, YOU KNOW WHAT, IF YOU WANNA DO THE 23RD, THAT'S FINE. BUT I JUST LIKE IF PD IS TO INFORM THEM THAT IT'S APPROVED. RIGHT. HOPEFULLY NO, NOTHING. WE HAVE TO PRESENT MANY HERE. YEAH. BUT THEY DON'T, TECHNICALLY WE DON'T HAVE TO MEET AGAIN TO SAY THAT IT'S BEEN APPROVED TO PRESENT IT TO THE TEACHERS. ONCE THE BOARD APPROVES IT, THE BOARD APPROVES IT. THAT IS TRUE. AND THERE'S ONLY ONE, THERE'S ONLY ONE MEETING IN JULY FOR THE SCHOOL BOARD. AND THAT'S JULY 8TH. WELL, WHAT WAS APPROVED IN JUNE. YEAH. AND WE CAN WORK ON IT WITH THE INTENT THAT IT WOULD BE READY FOR COMPETING DAYS WHEN THE TEACHERS COME BACK. SO IT COULD BE ANY TIME. SO YOU WANT, WHAT'S THE WORK THAT YOU ALL HAVE DONE HERE? YOU WANT, YOU BE ABLE TO TAKE IT TO THE MAY OR THE JUNE BOARD MEETING. THAT SOUNDS GREAT. THE ONLY THING TOO THOUGH IS UH, WOULDN'T YOU LIKE TO HAVE THE ATTENDANCE PIECE IN PLACE WHEN WE GO BACK IN AUGUST? THAT WOULD BE THE ONLY THING I CAN CHANGE IN FIVE SO WAY. 'CAUSE THE STUDENTS WOULD BE COMING BACK IN AUGUST AND WE CAN GET THEM BEGINNING. AND YOU WOULD HOPE TO MAYBE GET SOME, IF SOMEONE WANTED TO JOIN THE COMMITTEE, AN ADULT. MM-HMM. YOU WANT 'EM TO HAVE THE INFORMATION OF WHAT THE EXPECTATION WOULD BE. WELL, THE QUESTION I WAS JUST LOOKING AT DATES IN MAY THAT ARE ON MONDAYS, BUT YOU ALL HAVE MET ON OTHER DAYS OTHER THAN MONDAYS. SO YOU CAN, I MEAN THAT'S UP TO YOU ALL. AND THIS IS THE SAME THING IN JUNE. YOU CAN MEET ON OTHER DAYS OTHER THAN MONDAY, WHATEVER. YOU'RE, WE ALSO NEED TO CONSIDER DR. STRATAS SCHEDULE. YEAH. WHATEVER WE DO IN JUNE, I'LL PROBABLY VIA ZOOM. YEAH. BECAUSE I'M GONNA BE GONE. MOST OF THE, AND THIS , I'LL JUST PLAN ON ZOOM LONG AS WE DAY. [01:05:01] ALL OF YOU CAN. IT COULD BE A ZOOM MEETING FOR EVERYONE IF YOU WOULD LIKE. WELL, I'M NOT SURE WHAT IT IS THAT THIS COMMITTEE NEEDS TO DO NEXT, BUT WHENEVER Y'ALL DECIDE THAT THIS IS SOMETHING THAT WE NEED TO DO, YOU KNOW, AMY CAN SEND OUT A NOTE TO US THAT SAYS WE NEED TO MEET TO DO THIS. AND THESE ARE A COUPLE OF OPTIONS AND WE CAN, WE CAN DECIDE THAT BY EMAIL. I THINK IF OTHER THAN CURRICULUM COULD SEND YOU OUT THE WORDING IF YOU WANT, YOU KNOW, AS A SUGGESTION, THIS IS WHAT LEGAL AND BASED OFF OF WHAT THE FEEDBACK THAT YOU ALL ARE SAYING ABOUT ME, WE CAN SEND THAT AND YOU CAN SAY YES, YOU AGREE. SURE. DON'T AGREE AND MM-HMM . SO YOU'RE SAYING THAT THAT COULD ACTUALLY BE DONE WITHOUT A MEETING? WELL, IT WOULD BE A ZOOM MEETING OR, YEAH, SO IT WOULD HAVE TO BE A VOTE, BUT, SO IT STILL HAVE TO BE A VOTE, BUT WE COULD DO IT AS YOU KNOW. OKAY. BECAUSE IT STILL WILL HAVE TO GO TO THE ACADEMIC COMMITTEE. CORRECT. ANYTHING COMING OUT OF HERE STILL NEEDS TO GO TO THE ACADEMICS AND THEN FROM ACADEMICS TO THE FULL BOARD. ALL RIGHT. ANY OTHER FUTURE TOPIC? ? OKAY. SO I'VE GOT BYLAWS AND THEN REPORT OUT OF FROM WHATEVER ACADEMIC COMMITTEE OR BOARD, BOARD OF BED, UM, SHIP DECIDES. ALL RIGHT. SO WHATEVER THEY COME UP WITH FOR US, YOU KNOW? YEAH. . WE'LL JUST SO WITH UNANIMOUS CONSENT, WE CAN ADJOURN. * 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.