Link

Social

Embed

Disable autoplay on embedded content?

Download

Download
Download Transcript


I, UM,

[00:00:01]

CALL THE, UM, ACADEMICS COMMITTEE MEETING OF SEPTEMBER 23RD, 2025.

UH, CALL TO ORDER AND WE WILL START WITH A PLEDGE OF ALLEGIANCE.

I PLEDGE ALLEGIANCE, ALL THE FLAG OF THE UNITED, UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS.

STANDS NATION ONE NATION UNDERGONE INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU.

BEFORE APPROVING THE AGENDA, WE HAVE TWO ITEMS TO ADD.

WE'LL HAVE TO ADD ONE FIRST.

OKAY.

OH, UH, THE OTHER ONE'S CONSENT.

YES.

LEAH, COULD YOU, UH, READ THAT? YES, SIR.

UH, ADDITION TO THE AGENDA.

OKAY.

I MAKE A MOTION TO ADD SS 47 DASH ONE TO THE AGENDA.

I'LL SECOND IT.

ALL THOSE IN FAVOR? AYE.

AYE.

.

GOT IT.

OKAY.

UM, UH, APPROVAL OF THE AUGUST 26TH, 2025 COMMITTEE MEETING, UH, MEETING MINUTES.

DO I HAVE A MOTION TO APPROVE THE MINUTE MEETINGS? YES.

I MAKE A MOTION TO APPROVE THE AUGUST 26TH, 2025 COMMITTEE MEETING MINUTES.

AND I WILL SECOND.

AND ALL THOSE IN FAVOR? AYE.

AYE.

.

GREAT.

SO THE NEXT ITEM IS OE 12 INSTRUCTIONAL PROGRAM, UH, 20 24, 25.

UM, AND THIS IS TO BE ADDED TO THE CONSENT AGENDA? NOT YET.

NOT AFTER YET.

YET.

IF YOU ALL APPROVE IT.

OKAY.

CORRECT.

DR.

RADOS IS HERE TO PRESENT.

ALL RIGHT.

DR.

STRADOS.

THANK YOU.

THANK YOU, DR.

CARD.

THANK YOU MS. FRAZIER AND, AND BOARD MEMBERS AT, UH, BCSD.

UH, WHAT YOU HAVE IN FRONT OF YOU IS OE 12.

IF YOU GO TO PAGE TWO, I WANNA MAKE NOTE THAT WE HAVE OUR TABLE OF CONTENTS.

OKAY.

EACH SUB PART OF THE OPERATIONAL EXPECTATION IS IDENTIFIED BY THE PAGE, ASO CASE IN POINT 12.1 IS PAGE FIVE, 12.8 WILL BE PAGE 18.

AS WE'RE FAMILIAR WITH THE OPERATIONAL EXPECTATION HAS WHAT THE SUPERINTENDENT'S NARRATIVE IS, WE GIVE A NARRATIVE OF SUPPORT MATERIAL AND THEN WE ACTUALLY PROVIDE DOCUMENTS OF SUPPORT.

SO IF I COULD WALK OUR BOARD MEMBERS PIECE TO PAGE 36 AND OUR GUESTS, AND THIS SHOULD BE PAGED RESPECTFULLY FOR EACH OF YOU.

I'M NOT GONNA GO THROUGH IN DETAIL ON THE NARRATIVES FOR YOU BECAUSE THIS IS AN EXTENSIVE, UH, OPERATIONAL EXPECTATION.

BUT I DO WANNA WALK THROUGH SOME POINTS OF EVIDENCE AND HOW THE BINDER IS PREPARED FOR YOU BOARD MEMBERS.

THANK YOU.

SO STARTING ON PAGE 36, YOU HAVE THE EVIDENCE FOR SUBPART 12.1, WHICH STATES THAT INSTRUCTIONAL PROGRAMS ARE BASED ON A COMPREHENSIVE AND OBJECTIVE REVIEW OF BEST PRACTICES AND RESEARCH.

SO AS YOU TURN ON TO PAGE 37, ALWAYS INCLUDED OUR REQUIREMENTS OF ADMINISTRATIVE REGULATIONS.

SO BOARD MEMBERS, YOU'RE VERY MUCH FAMILIAR WITH OUR ADMINISTRATIVE REGS, BUT I DO LIKE TO KEEP THEM IN THE FOREFRONT OF OUR WORK.

SO WE PROVIDED IS NINE, WHICH IS THEN SUPPORTED BY STARTING ON PAGE 41, OUR REQUIREMENT.

AND IN THIS CASE, I'M U UTILIZING MATHEMATICS.

AND YOU'LL SEE A THEME OF MATH BEING USED HERE FOR ANOTHER SUBPART OF OUR OE.

BUT WE REQUIRE THAT OUR SCHOOLS UTILIZE THE SOUTH CAROLINA DEPARTMENT EDUCATION STANDARDS.

AND I REALLY WANTED YOU TO HAVE PART OF THIS FOR A REASON.

THE STATE HAS DONE AN OUTSTANDING JOB AT THE DEVELOPMENT OF INSTRUCTIONAL

[00:05:01]

STANDARDS, PUTTING FORTH SKILLS THAT STUDENTS SHOULD BE ABLE TO DE DEMONSTRATE.

BUT EVEN AT THEIR LANGUAGE, WE TURN BEHIND THEIR TABLE OF CONTENTS.

AND I DO APPRECIATE YOU HUMORING ME ON THAT.

IF YOU GO TO PAGE 46, IT STARTS WITH THEIR PROCESS OF WHY THE STANDARDS WERE REWRITTEN.

AND IF YOU'RE FAMILIAR BOARD MEMBERS, WE'VE GONE THROUGH ENGLISH LANGUAGE ARTS, WE'VE GONE THROUGH SCIENCE, WE'VE GONE THROUGH MAP NEW STANDARDS AND THIS LANGUAGE, AND I THOUGHT YOU SHOULD BECOME FAMILIAR.

IT GIVES THE WHY OF BEING ABLE TO KEEP UP TO DATE, AS WELL AS PROVIDING SUPPORT FOR OUR STUDENTS IN CONTEMPORARY TIMES.

SO AS I SHARED, YOU HAVE THE STATE DOCUMENT IN HERE, NOT THE ENTIRE STATE, PLEASE.

BUT IF YOU TAKE A LOOK ON PAGE 50, WE'RE USED TO HAVING A STANDARD.

MARY WILL BE ABLE TO DO TWO STEP DIVISION AND MIDDLETON'S LOOKING 'CAUSE SHE HAS BEEN IN THE CLASSROOM.

YES, SIR.

I GO, YES, SIR.

GO TO PAGE 50.

MR. SMITH IN THE BINDER, WHAT YOU GAVE GAVE US A COUPLE, GAVE US PAGE 36.

YES.

I STARTED ON PAGE 36, WHICH IS WHERE THE EVIDENCE OF PRACTICE STARTS.

AND, UM, I, I JUST WANTED US TO PAUSE A MOMENT TO LOOK AT PAGE 50 SO THAT MEMBERSHIP CAN SEE THAT IT'S NOT JUST THAT THE STATE TELLS YOU MARY WILL BE ABLE TO DO TWO STEP EQUATION, BUT THEY'RE NOW SAYING WHAT THE INDICATORS OF SUCCESS LOOKS LIKE.

THAT IS SIGNIFICANT BECAUSE IT TIES TO THE WORK AS WELL THAT IS BEING DONE IN INSTRUCTIONAL SERVICE DEPARTMENT.

CASE IN POINT, GIVING THE MS. MCKINSEY PRESENTED SCALES AT OUR ACADEMIC CABINET, RIGHT? GIVING EVIDENCE OF WHAT A CHILD MAY BE ABLE TO DO, WHICH SHOWS A SHIFT OF JUST TELLING YOU WE WANNA LOOK AT THE STUDENT WORK AND EVIDENCE 12.1 CONTINUES FOR A PERIOD OF TIME.

WE HAVE SHARED WITH YOU THE MATH TEXTBOOK ADOPTION, RIGHT? OUR COMPLIANCE AND MEETING STANDARDS.

AND I ACTUALLY PROVIDED YOU SOME LANGUAGE ON PAGE 54 OF AB OF A RESEARCH THAT WAS CONDUCTED IN THE AREAS OF MATHEMATICS THAT ALIGNS TO THE LANGUAGE OF THE STATE.

SO I'M TRYING TO GET YOU TO SEE THE WHY AND THAT THE STATE IS NOT ARBITRARILY DEVELOPING AND THAT WE AS A SYSTEM ARE FOLLOWING WHAT THE STATE IS RECOMMENDING AS WELL.

THERE'S ABSOLUTE ALIGNMENT HAPPENING.

AND SO THEN YOU'LL SEE ON PAGE FIVE, I START AGAIN WITH THE EVIDENCE OF 12.2 AND THIS PROCESS CARRIES THROUGH THROUGHOUT THIS WHOLE DOCUMENT.

AND YES, I DO KNOW IT'S 179 PAGES, BUT I DO WANT US TO RECOGNIZE THAT THIS OPERATIONAL EXPECTATION IS 17 PARTS.

HENCE, I THINK IT'S IMPORTANT THAT YOU AS BOARD MEMBERS, CONTINUALLY ALWAYS HAVE THE EVIDENCE OF PRACTICE OF WHAT WE'RE DOING AS A DIVISION BECAUSE IT THEN IT LENDS SUPPORT FOR YOUR LANGUAGE OF WHAT WE'RE DOING WITH OUR PROFESSIONAL DEVELOPMENT AND IN SUPPORT OF THE WORK WE DO FOR OUR SCHOOLS THROUGH OUR EXECUTIVE DIRECTORS AND OUR WORK WITH OUR DEPUTY.

ALRIGHT? IS NOT DONE IN ISOLATION.

WE'RE PART OF THE SCRIPT ON THE STAGE.

AND THEN WE WORK FROM THERE OF PROVIDING THE SUPPORT.

AND A LOT OF IT IS IN OE 12 THEN THAT OUR EXECUTIVE DIRECTORS ARE ABLE TO MONITOR AND CONTINUE TO STRENGTHEN THE WORK THAT'S HAPPENING BY SCHOOL LEADERSHIP.

SO OE 12.2, WHICH IS BASED INSTRUCTION ON ACADEMIC STANDARDS.

I GIVE YOU AN EXAMPLE OF WHAT THAT LOOKS LIKE.

AND WE'VE DONE THIS IN THE PAST, UM, OUR LOCAL BOARD APPROVED COURSE LISTS, RIGHT? I SHOWED YOU THE STANDARDS.

I WANT YOU TO SEE HOW WE ARE ABLE TO TAKE THE STANDARDS AND CREATE LBAS IS THAT WE IS AN ACRONYM.

ACRONYM THAT WE USE A LOCAL BOARD APPROVED COURSES, PROVIDED YOU AN EXECUTIVE SUMMARY OF HOW WE ALIGN OUR WORK WHEN WE CREATE A COURSE WITH THE STATE STANDARDS.

AND THIS HAS BEEN PRESENTED TO YOU LAST OCTOBER, ACTUALLY PRE HALLOWEEN LAST YEAR REFERENCE.

I'M ON PAGE 57.

AND THEN WHAT I SHARED WITH YOU AS WELL.

AND THESE QR CODES ARE A LITTLE DISTORTED, BUT SOME OF THE WORK THAT IS DONE AT OUR SCHOOL SITES, AND THIS IS THROUGH ONE OF OUR GRANTS THAT WE HAVE THROUGH MSAP.

THIS IS OUR HI HILTON HEAD GRANT AND HOW OUR PRO OUR STANDARDS CREATE PROGRAMS FOR OPPORTUNITIES FOR OUR STUDENTS.

ONCE NOW YOU'LL SEE 12.3 IS OUR ALIGNMENT,

[00:10:03]

MY EVIDENCE OF PRACTICE OF THAT.

I DID MAKE REFERENCE BACK TO WHAT YOU HAD SEEN EARLIER, THE MATH STANDARDS.

BUT THEN I'M GIVING YOU EVIDENCE OF PRACTICE.

AND IN THIS CASE IT'S PROJECT LAUNCH.

I WANNA TOUT THIS FOR A MOMENT BECAUSE THIS WAS COLLECTED WORK THAT KAREN, SORT OF TWO YEARS AGO, THREE YEARS AGO, THREE YEARS, THREE YEARS AGO, UH, WHERE WE TOOK THE APPLICATION OF SCIENCE, WE WERE A LITTLE AHEAD OF IT, AND WE BROUGHT IN A PROGRAM CALLED PROJECT LAUNCH THAT COMES THROUGH PROJECT LEAD THE WAY AND A CROSSWALK WAS DEVELOPED THAT SHOWS THE HANDS-ON CLASSROOM EXPERIENCE FOR YOUR, FOR OUR CHILDREN AND OUR STATE STANDARDS.

SO ONCE AGAIN, AS WE'RE BRINGING IN A PROGRAM, WE'RE ENSURING THAT WE ARE ALIGNED TO OUR STATE STANDARDS.

SO THAT'S THE EVIDENCE THAT YOU HAVE ON PAGE 63.

THEN I GIVE YOU ALGEBRA UNIT PACING, , THAT MANY OF YOU FAMILIAR WITH THAT LANGUAGE.

PAGE 65 IS BECOMING QUITE VERY MUCH LANGUAGE THAT WE'RE USING THE TEST BLUEPRINT.

HEY, MAYBE I MISSED SOMETHING IN TERMS OF YOU GIVING US A BUNCH OF INFORMATION AND A BUNCH OF, A BUNCH OF PAGES, I GUESS TO GO BACK AND LOOK AT LATER ON.

UM, AND IN REFERENCE TO YOU GIVING US THIS INFORMATION, UM, GIVING US THESE PAGES, THIS INFORMATION, IT IT, IT IS GIVEN TO US BECAUSE OF, SO IF WE GO BACK EARLIER, LET ME TAKE YOU TO THE BEGINNING ON THE HANDOUT, SIR.

ALL RIGHT.

IN THE VERY BEGINNING OF THE DOCUMENT, GO TO PAGE, BUT I TRIED TO SHOW WAS WE HAVE THE NARRATIVE AND THE OPPORTUNITY TO REVIEW AND READ MUCH OF THIS.

I BELIEVE WE HAD IT IN SUBMITTED TIMELY.

UM, AND SO I WENT FROM WALKING YOU THROUGH OUR NARRATIVE OF PRACTICE FOR OUR OPERATIONAL EXPECTATION TO DIRECTLY THE EVIDENCE OF PRACTICE, MR. SMITH.

AND THAT'S WHY I STARTED AT PAGE 36.

.

YES, SIR.

AND THAT'S WHY I STARTED TO SAY, SO I STARTED AT PAGE TWO TO SHOW YOU HOW I HAD BROKE DOWN OUR NARRATIVES STARTING FROM PAGE FIVE FOR 12.1 TO UM, PAGE SEVEN TO 12.2.

AND THEN I TOOK, I WALKED THIS OVER TO PAGE THREE TO SAY THAT I WAS GONNA START ON PAGE 36 OF OUR EVIDENCE OF PRACTICE.

SO WHAT YOU HAVE ON PAGE 36 SUPPORTS WHAT'S ON THE TABLE OF CONTENT FOR PAGE FIVE.

I WAS TRYING TO GIVE YOU THE EVIDENCE.

HELLO.

SO AS I WAS WALKING THROUGH, I WAS READING WHAT THE SUBSECTION IS WITH THE COMPONENT OF THE OPERATIONAL EXPECTATION AND THEN WALKING THROUGH THE EVIDENCE OF THAT JUST TO GIVE AN IDEA OF HOW THIS BOOK HAS BEEN PUT TOGETHER.

OKAY.

YOU JUST TELLING US BASICALLY HOW THE BOOK HAS BEEN PUT TOGETHER AS MUCH TELL US AND PROVIDING THE EVIDENCE THAT SUPPORTS THE NARRATIVE OF EACH SUBSECTION TO THE OPERATIONAL EXPECTATION.

SO FOR EXAMPLE, ON PAGE SUBSECTION 12.3 IS ALIGNED THE CURRICULUM WITH SOUTH CAROLINA STANDARDS.

THAT'S ACTUALLY WRITTEN OUT ON PAGE 63.

IT'S A COVER PAGE FOR THAT SECTION.

SO 12.3 IS THE ALIGNMENT.

SO I WENT BACK AND I REFERENCED HOW WE, UH, ALIGN OUR WORK TO THE MATH STANDARDS THAT WERE NEW.

AND THAT'S ON PAGE 62.

AND THEN I BROUGHT UP THE, AND YOU JUST HAD IT EXACTLY IN YOUR HAND.

PERFECT.

SO THE BACKSIDE OF THAT WAS THE REFERENCE TO PROJECT LAUNCH TO SHOW THAT AS WE BROUGHT A PROGRAM IN, WE ASSURE THAT WE HAVE A CROSSWALK COMPLETED.

THAT WE MAKE SURE THAT CASE IN POINT FOURTH GRADERS ARE MEETING ALL THE STANDARDS THAT ARE REQUIRED THAT THEY WILL FOR THE TEST THAT THEY'RE GONNA SIT FOR, BUT ALSO THAT THEY'RE HAVING A HANDS-ON EXPERIENCE AT LEARNING SCIENCE.

OKAY? SO THEN YOUR NEXT PIECE OF EXAMPLE OF OUR ALIGNMENT IS ACTUALLY WHAT WE HAVE IN RUBICON IS THE ALGEBRA MATH UNIT.

AND JUST AN EXAMPLE OF IT ON PAGE 64.

AND THEN WE SHARED HOW WE DO, I WAS JUST STARTING TO SHARE THE WORK OF WHAT WE DO WITH THE TEST BLUEPRINT, WHICH IS THE EXAMPLE ON PAGE 65.

WE HAVE AN AR I GET TO KNOW WHO YOU'RE KAREN, AREN'T YOU HAPPY ? YEAH.

WELL THE, THE TEAM DOES AN EXCEPTIONAL GREAT AMOUNT OF WORK.

AND IF YOU LOOK AT PAGE 66,

[00:15:01]

IT, IT DEFINES YOU LIKE WE TRY TO DO OUR WORK IN ALIGNMENT TO THAT TEST BLUEPRINT.

AGAIN, THE EXAMPLE HERE IS ALGEBRA.

MR. CHAIRMAN, MR. CHAIRMAN.

YES.

CAN I ASK A QUESTION? YES, COLONEL, GO.

OKAY.

UH, ALL THIS IS GOOD STUFF.

MM-HMM .

BUT IF I GO IN, WENT INTO AN ALGEBRA ONE CLASSROOM MM-HMM .

IN THAT CLASSROOM, IN THE TEACHER'S DESK OR IN A SHELF OR SOMEPLACE, I WOULD FIND THIS PLACE.

THEY WOULD, THEY SHOULD HAVE IT WITHIN THEIR WORK THAT THEY'RE UTILIZING IN THEIR PLCS.

SO THE ANSWER TO THAT IS YES.

SO, OKAY, SO LEMME ASK, GET DISABILITY INSTRUCTION.

INSTRUCTION, INSTRUCTIONAL REVIEWS.

MM-HMM .

CHECK.

SO DURING INSTRUCTIONAL REVIEWS, AS THEY'RE WALKING THROUGH THE BUILDINGS, NOT ONLY DO THEY CHECK THE ALIGNMENT OF WHERE YOU'RE WORK SHOULD BE AT IN RUBICON, MANY PICK UP THE LESSON PLANS THAT THE TEACHERS HAVE AT THEIR DESK, DEPENDING ON WHAT IS THE PROTOCOL OF PRACTICE OF THAT SCHOOL.

SOME MAY HAVE IT OUTSIDE COLONEL GUY OR SOME MAY HAVEIT IN THE UPPER RIGHT HAND SIDE OF THEIR DESK.

BUT YES, THAT EVIDENCE OF PRACTICE TO LOOK WHERE YOU SHOULD BE.

AND I WOULD SHARE WITH YOU, WE'RE AT THE POINT THAT IF A SCHOOL IS NOT AT PACING, THEY'RE RIGHT IN A COMMUNICATION AND GIVING US A HEADS UP THAT WE ARE THREE, FOUR DAYS BEHIND AND THIS IS OUR PLAN OF IMPROVEMENT.

OKAY.

THANK YOU.

THANKS MR. CHAIR.

SO TO KEEP, KEEP WITH WALKING THROUGH THE FORMAT AND I'M AT 12.4 ON PAGE 67, WHICH SHARES EFFECTIVELY MEASURE EACH STUDENT'S PROGRESS TOWARDS ACHIEVING OR EXCEEDING THE STANDARDS.

I THINK THIS WAS REALLY IMPORTANT TO SHARE WITH YOU UNTIL A POINT OF THE DETAIL THAT OUR SCHOOLS ARE ABLE TO LOOK AT.

I-READY? 'CAUSE WE INVEST A LOT INTO I-READY.

SO THIS IS AN I-READY REPORT FROM DIAGNOSTIC.

I'VE LEFT IT TO KEEP SOME, YOU WON'T SEE SPECIFIC NAMES ON IT, BUT WE'RE ABLE TO MONITOR AT THE DISTRICT LEVEL TO WHERE YOU ARE AT ADMINISTERING.

AND WE CAN SAY, UH, YOU HAVE 48 HOURS TO COMPLETE THIS.

WE WANNA BE AT A HUNDRED PERCENT.

'CAUSE WE RECOGNIZE THAT OUR IREADY IS ADMINISTERED THREE TIMES IN ACCORDANCE TO THE FALL.

AND THEN WHAT I SHARED IS A HANOVER RESEARCH DOCUMENT ON IREADY.

WE HAVE USED THIS DOCUMENT IN DEPTH.

IT IS AN EXCELLENT RESEARCH OF EVALUATING IREADY.

SO I THOUGHT IT WAS VERY IMPORTANT TO SHARE WITH YOU THAT YES, NOT ONLY DO WE ENSURE THAT WE ARE ALIGNED AND THAT WE'RE MEETING WHERE OUR STUDENTS ARE AT STANDARDS, HANOVER RESEARCH RESEARCH PART OF THIS SHARES WITH YOU WHY I-READY AND WHY THEY ARE CONSTRUCTED AND DESIGNED THE WAY THEY ARE.

I THOUGHT THAT WAS AS IMPORTANT FOR YOU AS BOARD MEMBERS AS WELL.

THIS IS EVIDENCE THAT WE USE WITH OUR ELA TEACHERS AND OUR COACHES.

THEY ALL HAVE ACCESS TO THIS ACTUALLY MELISSA MURRAY'S WORK.

THAT RESEARCH FINDING ACTUALLY CONTINUES FOR QUITE SOME BIT FOR YOU WITH BOARD MEMBERS.

AND I WILL SHARE WITH YOU, THIS IS THE ESSENCE OF I-READY TWO LESSONS NOT TO EXCEED 90 MINUTES A WEEK.

BEYOND THAT, IT'S A PLATEAUED EFFECT.

AND WE KNOW THAT THIS GIVES CONFIRMATION OF THAT.

SO IF YOU TAKE YOURSELF TO PAGE NINE, THAT'S WHERE YOU GET TO PAY TO OE 12.5.

THIS PART OF THE OE TALKS ABOUT STUDENTS HA BEING ABLE TO HAVE OPPORTUNITIES FOR INSTRUCTIONAL PROGRAMS THAT DEVELOPS TALENTS AND INTERESTS OF THE STUDENT.

ON PAGE 91, YOU HAVE DIRECT LANGUAGE FROM KAREN GILBERT.

SHE IS OUR DIRECTOR FOR CAREER TECHNICAL EDUCATION ARTIFACTS.

YOU'LL SEE THROUGHOUT THIS SEGMENT OF THE BOOK.

BUT THESE WERE THE GOALS.

AND I WILL SHARE WITH YOU THAT FOR THE LAST YEAR, THE GOALS WERE VERY MUCH OBTAINED.

AND OUR CAREER TECHNICAL EDUCATION WORK, OUR PROGRAM HAS GROWN TREMENDOUSLY WITH OUR STUDENTS AND MEETING SUCCESS.

TO THE POINT THAT THIS YEAR WE'RE LOOKING AT HOW TO PARTNER DEEPER WITH TCL.

SO AS A STUDENT IS COMPLETE, AND WE USE A CULINARY, UM, PROGRAM AS AN EXAMPLE, AS THEY COMPLETE THEIR THREE COURSES IN CULINARY.

WE'RE PARTNERING STARTING IN JANUARY, AND THIS IS WHERE WE STARTED LAST YEAR, WHERE THE STUDENTS WILL BE ABLE TO SIT FOR THE COLLEGE, COLLEGE CULINARY COURSES AND CONTINUE AND HAVE A TIGHTER PIPELINE.

12.6, ENSURE INSTRUCTIONAL PROGRAMS ADDRESS THE DIFFERENCE LEARNING STYLES.

HERE

[00:20:01]

WE WENT INTO OUR COURSE OFFERINGS.

WE HAVE THREE PAGES OF SHARING THAT.

AND YOU, YOU SHOULD BE FAMILIAR WITH THIS DOCUMENT I'VE SHARED, SHARED WITH THE BOARD LAST YEAR.

AND AS WE GET TO 12.7, WE'RE TALKING ABOUT INNOVATIVE PROGRAMS AND INSTRUCTION.

AND THIS HAS ACTUALLY WORKED IN A YOUNG LADY TO MY LEFT HAS ACTUALLY DONE IT AT, AT LENGTH.

AND WE DID BRING FORWARD TO THE BOYS MARZANA ALL RESEARCH BASED INSTRUCTIONAL FRAMEWORK.

UM, AND THAT WE'RE FINDING MORE AND MORE OTHER SCHOOL DISTRICTS IN SOUTH CAROLINA ARE UTILIZING THIS INSTRUCTIONAL FRAMEWORK AT THE DELIVERY OF PROVIDING OPPORTUNITIES OF DEEPER LEARNING FOR OUR STUDENTS AND ACTUALLY BEST PRACTICES FOR OUR TEACHERS IN THE CLASSROOMS. IF YOU SEE PAGE 99, THOUGH, NOT ONLY HAVE WE PUT IN PLACE AN INSTRUCTIONAL FRAMEWORK FROM WHEN WE LAST PRESENTED THIS TO YOU LAST SUMMER BOARD MEMBERS, WE'VE NOW PUT TOGETHER AN OBSERVATION TOOL CALLED LEO, WHERE WE CAN TAKE A LOOK AND SEE ARE, ARE WE ACTUALLY DOING THESE PRACTICES IN THE CLASSROOM? AND WE COACH AND BUILD THAT CAPACITY.

THIS IS NOT AN I GOT YOU.

THIS IS BUILDING CAPACITY OF PRACTICE IN OUR CLASSROOM.

SO I WANTED YOU TO JUST HAVE A SNAPSHOT OF THAT WORK.

THIS WORK WAS ACTUALLY DEVELOPED WITHIN THE DIVISION.

IT IS USED HIGHLY BY OUR COACHES.

WE HAVE OUR, OUR PRINCIPALS, I BELIEVE IT IS A, WHAT IS A 5, 4 20? DR. COX.

IT'S, YEAH, IT'S, SO WE'VE ESTABLISHED, WE'VE REESTABLISHED AS EXECUTIVE DIRECTORS TO THE PRINCIPALS, SOME KIND OF A FRAMEWORK OF EXPECTATIONS OF HOW OFTEN WANT TO SEE THEM IN CLASSROOMS. AND WITHIN THAT EMBEDDED AND WITHIN THAT IS HOW OFTEN THEY SHOULD BE USING THE LEO TOOL THAT WE REFER TO, UM, TO CAPTURE THESE DOCUMENTATION THAT, THAT NOT THAT JUST THEY'RE GOING, BUT IT HELPS THEM PROVIDE AN OVERARCHING FRAMEWORK.

LIKE YOU COULD SEE THE DASHBOARD IN THE BUILDING.

SO IT CAPTURES ALL THEIR OBSERVATIONS TOGETHER TO KIND OF PAINT A PICTURE OF WHAT THEY'RE, WHAT TEACHING LOOKS LIKE IN THEIR SCHOOL.

SO AS WE'RE BUILDING INSTRUCTIONAL LEADERSHIP, BECAUSE THAT IS OUR NUMBER ONE ROLE, UM, OUR EDS ARE ABLE TO WORK WITH THE PRINCIPALS AT THE SCHOOL SITES TO SAY, HEY, I SEE LEARNING HAPPENING.

I SEE A GAP HERE.

I'M LOOKING AT YOUR TEST DATA, BUT I'M NOT SEEING YOU FOCUS IN THIS SEGMENT OF THE INSTRUCTIONAL FRAMEWORK.

LET'S HAVE A BETTER ALIGNMENT.

AND THAT'S THE TYPE OF WORK YOU GET.

WE PROVIDE THE TOOLS.

THEY ARE BASICALLY THE CHEFS, IF THAT MAKES SENSE.

WE'RE LIKE, THE SOUS CHEFS ARE GETTING EVERYTHING READY FOR YOU.

AND THEN THE EDS BECOME THE CHEFS TO MAKE THE MAKE IT HAPPEN AT THE TABLE FOR OUR STUDENTS AND TEACHERS.

12.8 ENSURE THAT ALL INSTRUCTIONAL PROGRAMS INCLUDE BOTH CONTENT AND PRACTICE ARE REGULARLY EVALUATED AND MODIFIED.

SO I DO WANNA TAKE YOU TO THAT COMPONENT.

THIS PASS.

IS IT TWO YEARS AGO WE ACTUALLY HAD THE TRAINING.

WE'RE TALKING ABOUT ACADEMIC RETURN ON INVESTMENT.

SO I'M GIVING YOU, THIS IS THE FORM.

I DIDN'T WANNA GET INTO ALL THE DETAIL, BUT WE HAVE STARTED LOOKING AT OUR WORK AND EVALUATING OUR WORK AND WRITING OUR WORK IN PURPOSE AND ALIGNMENT TO OUR DISTRICT STRATEGIC PLAN.

OUR DEPARTMENTS WORK VERY CLOSE AT HAVING DEPARTMENTAL GOALS.

AND THOSE GOALS ACTUALLY ARE ALIGNED TO THE PROGRAMS THAT YOU MAY ASK FOR.

SO I WANTED TO SHARE THE A-L-I-A-R-O-I, ACADEMIC RETURN ON INVESTMENT, AND THEN A NARRATIVE IN SUPPORT FOR THAT ACT WILL BE, CAN BE FOUND WITHIN THE DOCUMENT ITSELF.

RIGHT? EVEN I CITE THE RESEARCH FOR YOU IN THE DOCUMENT IN 12.9.

AND WITHIN OUR DIVISION, RYAN COPELAND IS OUR KEEPER OF OUR A ROI.

SO I WANT YOU TO SEE THAT SYSTEMS ARE BEING DEEPENED FROM THE TIME THAT WE PRESENTED THIS MAYBE FIVE YEARS AGO, SOME OF THESE ITEMS WE DIDN'T HAVE.

SO IT'S A CONTINUAL IMPROVEMENT MODEL THAT'S HAPPENING WITHIN THE DIVISION AND THE SCHOOL SYSTEM IN SUPPORT OF WHAT WE'RE DOING INSTRUCTIONALLY 12.9, PROTECT INSTRUCTIONAL TIME.

WELL TURN THE PAGE.

IT'S A MA THIS BASICALLY SHARES WITH YOU THE FOCUS ON MASTER BOARDS.

THIS WAS PRESENTED TO OUR PRINCIPALS LAST YEAR.

WHAT IS THE PURPOSE OF MASTER BOARD DEVELOPMENT? WHAT IS MASTER BOARD? I'VE, I'VE HEARD THAT SOME.

WHAT WHAT IS THAT? GREAT PRINCE, MR. SMITH.

SO LET'S GO TO HIGH SCHOOL IN ORDER TO DETERMINE WHO TEACHES WHAT AND WHAT STUDENTS RECEIVE CLASSES.

IT'S CALLED MASTER BOARD HERE YOU USE IT, IT'S POWERSCHOOL

[00:25:01]

IS IS THE HOUSE FOR IT.

BUT WHEN YOU'RE DESIGNING THAT SCHEDULING, IT'S CALLED MASTER BOARD AND WE HOUSE IT IN POWERSCHOOL.

AND THE MASTER BOARD IS DESIGNED FOR THE PURPOSE OF WHO THE STUDENTS.

AND THAT'S WORK THAT IS REVIEWED THROUGH THE DIVISION TO SEE IF WE'RE IN ALIGNMENT TO WHAT THE STATE REQUIRES.

AND WHEN THE DIVISION, I'LL, I'M USING YOU A LOT FOR AS EXAMPLE, BUT AS YOU'RE HERE, AS SHE APPROVES THE SECONDARY MASTER BOARD, SHE SENDS THAT INFORMATION TO THE EXECUTIVE DIRECTOR TO SAY, HEY, I APPROVE THIS.

THIS MIDDLE SCHOOL HAS MET REQUIREMENTS THAT WE HAVE PUT FORWARD AS A SCHOOL SYSTEM.

THIS HIGH SCHOOL IS YES, GIVEN THE ADVISORY TIME, THEY'RE PROVIDING THE RIGHT ALIGNMENT OF MATH CLASSES, SCIENCE CLASSES.

SO WE HAVE A PROCESS IN PLACE THAT IS OUR MASTER'S SCHEDULES OR MASTER IS REVIEWED ANNUALLY BEFORE THEY'RE DEPLOYED.

AND YOU START SCHEDULING STUDENTS.

SO WOULD YOU HAVE A POINT OF EVIDENCE AS WELL AS A PRESENTATION THAT WAS UN TO THE PRINCIPALS.

12 POINT 10 CALENDAR.

THAT'S EASY ENOUGH.

WE FOLLOWED THE LAW.

REAL SIMPLE.

WE FOLLOWED THE LAW.

WE HAVE HAD GREAT OPPORTUNITY AS A SCHOOL SYSTEM TO UTILIZE THE LANGUAGE OF A MODIFIED CALENDAR.

AGAIN, HELLO MS. MCKENZIE.

SHE HAS DONE WORK WITH MYSELF AND THIS PAST YEAR, UM, MR. FLOWERS DID A GREAT JOB.

UM, WE AS A SCHOOL SYSTEM HAVE OUR CALENDARS COMPLETED UP THROUGH 2028 AS KUDOS TO THE WORK OF THE DIVISION AS WELL AS THE WORK OF OUR BOARD.

SO OUR COMMUNITY KNOWS TWO YEARS IN ADVANCE WHAT DAYS YOU COULD PLAN AHEAD OR TEACHER CAN PLAN THEIR WEDDING.

SO IT IS THE ADMINISTRATIVE REGULATION AND IT HAS THE CITATION OF THE LAW AND ALL REQUIREMENTS THAT ARE TIED.

THERE WERE TWO ARS THAT I SHARED WITH YOU THAT WE MAINTAIN COMPLIANCE TO.

ON PAGE ONE 13, YOU'RE FAMILIAR WITH THIS SEGMENT.

WE HA WE SHARED WITH THEM AT A TEXTBOOK MATH ADOPTION.

THAT'S A REFERENCE I USED HERE.

THAT'S WHY I USED THE MATH STANDARDS EARLIER.

I TRIED TO KEEP MATH AS A CONSTANT WITHIN THE DOCUMENT OR, UM, EVIDENCE OF PRACTICE AND PROVIDED THE ADMINISTRATIVE REGULATION, THE SECOND ADMINISTRATIVE REGULATION .

AND THIS IS PROCESS THAT WE OWE.

WE, WE OWE, WE ADHERE TO 1212.

THIS IS ABOUT OUR STANDARDS MEETING OR EXCEEDING STATE STANDARDS OR NATIONALLY RECOGNIZED MODEL STANDARDS HERE.

AND ONCE AGAIN, I GAVE YOU AN EXAMPLE OF RUBICON AND I WANTED TO REFERENCE BACK, IF YOU RECALL, I DID HAVE A PAMPHLET IN HERE FROM CHANGEMAKERS WHERE WE HIGHLIGHT IB AT HILTON HEAD ISLAND HIGH SCHOOL.

I WANNA SHARE AT THIS POINT AS WELL THAT WE HAVE ANO TWO OTHER PROGRAMS THAT WE'RE FA VERY FAMILIAR WITH.

ADVANCED PLACEMENT CAPSTONE IS IN YOUR NARRATIVE AND ALSO ACE CAMBRIDGE.

ONE THING YOU MAY NOT KNOW IS THAT MAY RIVER HIGH SCHOOL HAS PROBABLY HAD THE HIGHEST NATIONAL SCORES ON ACE CAN CAMBRIDGE.

AND I WANTED TO TAKE THIS MOMENT TO TOUT THAT IN HERE AT ACADEMIC COMMITTEE BECAUSE I, I REALLY THINK THAT'S IMPORTANT THAT YOU HEAR THAT BOARD MEMBERS, THE TEACHERS, THE SCHOOL, AND WE WE'RE WORKING TO GET A TIGHTER ALIGNMENT FOR ACE DIPLOMAS.

AND THAT IS WORK THAT'S CONTINUING THIS YEAR.

BUT I THINK IT'S IMPORTANT TO TOUT THAT THEY'VE HAD THE HIGHEST NATIONAL SCORES IN ACE COLLECTIVELY.

AND THAT'S KUDOS TO THE WORK OF THAT SCHOOL AND COMMUNITY IN NORTH, IN NORTH IN NORTH AMERICA.

THAT INCLUDES CANADA.

MM-HMM .

OKAY.

AND HOW LONG HAVE WE, HOW LONG HAVE WE HAD? HOW LONG? I WANNA SAY WE'RE IN YEAR FOUR.

WE'RE STARTING WITH ACE.

WE ARE, I BELIEVE WE'RE IN YEAR FOUR.

IT'S HER SECOND YEAR BEING THE HIGHEST.

YEAH, IT IS HER SECOND YEAR AT THE HIGHEST.

BUT IT'S YEAR FOUR PROGRAM.

THEY STARTED WITH GENERAL PAPER.

YEAH.

UM, WHICH WAS A THINK OF GENERAL PAPER, LIKE A, A A COMBINATION OF ENGLISH ONE AND TWO.

THE WHOLE GOAL IS TO HELP YOU BE A BETTER WRITER.

MM-HMM .

BE ABLE TO WRITE A NARRATIVE PROSE, PERSUASIVE PROSE AND INFORMATIONAL.

UM, THAT'S THE PURPOSE OF GENERAL, LIKE HOW TO HELP YOU WRITE THAT PAPER.

SO, AND THEY'RE IN YEAR FOUR AS IS BATTERY CREEK.

UM, BOTH SCHOOLS, UH, WE HAVE A HAD TO TELL ME WE HAVE QUESTION FROM, FROM MR. DALLAS.

HELLO, UH, EVERYONE.

UM, THIS, THIS IS, UH,

[00:30:01]

FANTASTIC, FANTASTIC INFORMATION AND THANK YOU.

UM, WHEN WE HAVE A SCHOOL LIKE MAY RIVER HIGH SCHOOL THAT IS REALLY SORT OF IN THIS PARTICULAR AREA DOING EXTREMELY WELL, HOW ARE THE LEARNINGS FROM THAT SCHOOL EXPORTED TO OTHER SCHOOLS FOR CONSIDERATION? SO IF, IF, IF I MAY, YES.

SO THAT, THAT IS ACTUALLY IN, AT SHARING THEIR RESULTS.

I'M GONNA USE THE CURRENT PRINCIPLE OF BATTERY CREEK, AND I'M SURE, I'M SURE DR. COX HAS DONE THIS.

SO THERE'S A LITTLE COMPETITION HAPPENING INTERNALLY.

SO BATTERY CREEK NOW WANTS TO OUTPERFORM.

AND NOT THAT THE PRIOR ADMINISTRATION DIDN'T, BUT I HAVE A FEELING DR.

TANSA IS GONNA BE A LITTLE MORE, IS IS A BIT MORE REPETITIVE THAN MANY OF US IN THE ROOM.

AND SHE WANTS TO OUTPERFORM MAY RIVER.

SO IT'S COMMUNICATING AMONGST OUR PRINCIPALS, SHARING THEIR RESULTS.

UM, I KNOW DR.

COGS IS A LITTLE COMPETITIVE AS WELL.

UH, SO BEING ABLE TO HAVE THAT BANTER AMONGST THEM THAT THEY CREATE WITHIN HIGH SCHOOL.

AND I'M GONNA SHARE THIS REFORMED HIGH SCHOOL PRINCIPAL REFORMED HIGH HIGH SCHOOL PRINCIPAL.

HIGH SCHOOL PRINCIPALS ARE WORSE.

THEY ARE HORRIBLY COMPETITIVE.

SO IF I COULD SHARE THAT AS WELL AS I, I, SHE HAS REACHED OUT, UM, ACTUALLY EARLY THIS MORNING, LIKE, WE NEED TO TALK ABOUT CAMBRIDGE.

AND I'M LIKE, OKAY, I DON'T KNOW WHAT THAT MEANS.

'CAUSE IT ALWAYS ENDS UP COSTING US MONEY, .

BUT WE ARE OPEN TO, TO EXPAND DEEPER AND BROADER CASTING THAT NET AT BATTERY CREEK AS WELL.

AND WE'RE OPEN FOR OTHER SCHOOLS TO BRING IN THE PROGRAM, SIR.

BECAUSE EVENTUALLY WHAT HAPPENS, A PROGRAM BECOMES SELF-SUFFICIENT, PAYS FOR ITSELF.

IF WE FOLLOWED A PATH OF WHAT ASSESSMENTS THE STATE SAYS MAY BE USED FOR ACCOUNTABILITY PURPOSES AS WELL.

WE ARE REIMBURSED AS A SYSTEM.

SO AS A SYSTEM, WE PAY FOR THE PROFESSIONAL DEVELOPMENT, BUT THE ASSESSMENTS THEMSELVES THAT THEY FALL WITHIN THE ACCOUNTABILITY WINDOW OF WHAT IS FOR CO UM, COLLEGE READINESS.

WE ARE REIMBURSED.

EXCELLENT.

THANK YOU, MA'AM.

YES, SIR.

PASTOR GORDON HAS A QUESTION.

GOOD AFTERNOON.

ALL I, THE QUESTION I GOT IS, UM, IF A STUDENT, IF A STUDENT FAILS, UM, THE END OF THE, UM, CO UM, FAILED THE EXAM AT THE END OF THE YEAR, BUT PASSES THE CLASS, HOW DOES THAT WORK? SO THERE'S TWO DIFFERENT ONES.

SO THE END OF COURSE EXAM, PASTOR GORDON IS 20% OF A STUDENT'S GRADE.

SO IF MARY WALKS IN WITH AN 80 AND FAILS THE EXAM WITH AN F, SHE WALKS OUT WITH A 60.

I JUST GET OUT WITH THE HAIR IN MY CHIN.

NO DISREGARD, SIR.

I DO APOLOGIZE.

BUT IF MARY WALKS IN WITH A 68 20% AND NOW, NOW I HAVE FAILED THE COURSE.

SO THERE'S THAT 20% MARKER ON AN END OF COURSE EXAM, THAT IS A REQUIREMENT.

OKAY.

CAN THEY RETAKE IT? IF THEY FAIL THE ANSWER THE COURSE, THE ANSWER TO THAT IS YES, IF THEY FAIL THE EXAM, BUT NOT THE COURSE, IT IS NOT A RETAKE OR AN END OF COURSE EXAM.

OKAY.

OKAY.

THANK YOU.

YES, SIR.

UM, MR. SMITH HAS A QUESTION.

YES, MR. SMITH.

I, WOW.

THAT'S A, UH, INTERESTING, UM, PIECE BECAUSE, UM, SO YOU, YOU, YOU CAN RETAKE THE COURSE, BUT YOU CAN'T RE AND AS ANOTHER YEAR OR YOU CAN RETAKE THE COURSE AT, SO THE LANGUAGE IN THE BY REGULATIONS STIPULATE.

SO IF I FAILED A COURSE IN SECOND SEMESTER OF MY, I MAY JUST SAY JUNIOR YEAR, YOU WOULD TO SIT WITHIN THE UPCOMING SEMESTER, YOU SIT FOR THE COURSE THREE, SIT FOR THE COURSE.

NOW THERE'S, BECAUSE I FAILED, WE'RE NOT DOING UNIT RECOVERY.

RIGHT.

AND THESE ARE COURSES THAT YOU NEED IN REGARDS TO GRADUATE HIGH SCHOOL.

MM.

SO IF YOU, WHEN YOU RETAKE THE ENTIRE COURSE, YOU DO RETAKE THE END OF COURSE EXAM.

IT IS THE ENTIRE COURSE.

OKAY.

OKAY.

THAT'S WHAT I WAS TRYING UNDERSTAND WHEN YOU SAID THAT YOU, YOU CAN RE YOU CAN YEAH.

RETAKE THE, UH, THE COURSE, BUT NOT THE EXAM.

IT WAS KIND, KIND OF NO, NO, NO, NO.

YOU RETAKE THE COURSE.

IF I FAILED THE COURSE, RIGHT.

YOU MUST RETAKE THE EXAM.

IF I FAILED THE EXAM, I PASSED THE COURSE WHERE YOU CAN MM-HMM .

YOU CAN, IF YOU WALK INTO A TEST WITH AN A, YOU COULD STILL 20%.

MM-HMM .

STILL BRINGS ME DOWN TO AN 80.

RIGHT? SO YOU HAVE KIDS WHO PLAYED A NUMBERS GAME.

I DON'T WANNA BE THE TOP 10%.

I, I JUST WANNA GET OUTTA HERE.

I GOTTA SHOW UP AT THAT EOC.

RIGHT? I'M WALKING IN WITH A 92.

YOU KNOW WHAT, I'M GONNA WORK.

IT DOES HAPPEN.

SO THAT CHILD CAN STILL PASS THE COURSE.

I MEAN, GRADUATION REQUIREMENTS.

BUT THE REGULATION, MR. SMITH STIPULATES THAT THE CHILD MUST

[00:35:01]

SIT FOR THE EXAM, DOES NOT SAY THE CHILD MUST PASS.

OKAY.

I JUST WANNA, YEAH.

SO THERE, THERE'S HERE, IT'S THE LANGUAGE OF HOW IT'S UTILIZED.

NOW WE TRY TO ENCOURAGE EVERYONE TO DO BEST THEY CAN.

RIGHT.

BECAUSE YOUR GRADE IS BASICALLY YOUR, YOUR RESUME.

RIGHT? SO THAT'S THE CULTURE WE WANNA BE ABLE TO HAVE AT A SCHOOL SITE.

OKAY.

IT JUST PUT ME IN MY, IN MY, UH, IN TERMS OF WRITING.

I LIKE, I, UM, MY SITUATION MAD AT ME BECAUSE, UH, I BLEW, I BLEW THE, THE X EXAM WHEN I WAS IN SCHOOL MM-HMM .

AND I BLEW, I BLEW THAT OUT WATER.

BUT SHE SAID, UM, WHERE WAS THIS WRITING AT? KNEW YOU OVER THERE.

AND SHE WAS, SHE WAS, SHE WAS LIKE, UH, I SAW A LITTLE YOUR SAMPLE ON YOUR LITTLE SAMPLE MM-HMM .

LIKE, SO THAT, THAT'S WHY I ACTUALLY KIND OF JUST WANTED FIGURE OUT WHAT THAT, WHAT THAT LOOKED LIKE.

YOU WERE JUST PLAYING WITH YOUR TEACHERS.

UH, HE JUST WANNA MAKE SURE HE PASSED THAT.

HAS A QUESTION.

GO AHEAD.

THANK YOU.

UH, I NEED TO STEP BACK INTO THE WEEDS A LITTLE BIT.

LET'S TALK ABOUT ALGEBRA ONE TEACHER.

MM-HMM .

UM, UH, THAT TEACHER HAVE HOW MANY CLASSES? THREE.

THREE.

AND THE NUMBER OF STUDENTS THEY WILL HAVE IS 20 TO, WELL, THE STATE ACTUALLY ALLOWS AN ALLOCATION OF 28 TO ONE.

BUT WE HAVE CLASSES IF WE, WE HAVE A SMALLER CLASS SIZE FOR ALGEBRA ONE SUBJECT TO IT BEING AN EOC AND RIGHT.

SO SIX.

YES SIR.

SO 60 STUDENTS, THEY COULD HAVE SUCCEEDED TOTAL, TOTAL SEMESTER FOR A SEMESTER.

MM-HMM .

AND WE'RE ON BLOCK SCHEDULE.

YES, SIR.

SO WE'RE AN HOUR AND A HALF CLASS.

LIKE NINE MINUTES.

YES SIR.

RIGHT.

OKAY.

SO WHEN DOES THE TEACHER, AND HOW DOES THE TEACHER INPUT ALL THIS DATA SO THAT SHE TRACKS THAT INDIVIDUAL STUDENTS, YOU'VE GOT 60 STUDENTS GOT 60 GREAT BOOKS OR, OR SCREENSHOTS OF THAT, THAT STUDENT.

OKAY.

WHEN AND HOW DOES SHE DO THAT KIND OF DATA COLLECTION THAT, THAT TEACHERS HAVE TO DO TO FILL OUT ALL THE REQUIREMENTS THAT I SEE IN HERE? WELL, I DON'T WANNA GIVE YOU A MISNOMER THAT THE TEACHERS ARE DOING THIS.

COLONEL GUYER.

SO LET, LET'S THINK ABOUT RUBICON.

I'M HAVING ELIGIBLE ONE TEACHER.

I AM GOING INTO, ACTUALLY, LET ME BACK UP.

CAN I USE GEOMETRY AND LET ME USE PYTHAGOREAN ETHEREUM THAT HAS ALGEBRA IN IT.

I'M GONNA GO TO THAT SEGMENT IN RUBICON WHERE THE LESSONS WILL BE THERE.

LESSONS ARE NOW WRITTEN THAT TEACHERS CAN DO A PRE ASSESSMENT AND POST ASSESSMENT THAT COULD BE EXECUTED ELECTRONICALLY FOR TEACHERS TODAY.

SO THE DAY OF HAVING TO SIT AND DO ALL THE, UNFORTUNATELY THE ENGLISH TEACHER HAS TO DO IT A LITTLE HARDER, RIGHT? THAT WRITING THOSE ESSAYS, THERE'S A LOT MORE.

BUT EVEN SIT OUT, THERE ARE TOOLS THAT OUR TEACHERS HAVE, WHAT OUR NEW ADOPTED MATERIALS, BUT A LOT OF THAT IS CONDUCTED ELECTRONICALLY, SO IT MAKES IT A LITTLE EASIER FOR THE EDUCATOR.

NOW IF THEY'RE UTILIZING GOOGLE CLASSROOM, YES, YOU'RE ABLE TO GRADE, BUT THEY STILL HAVE THE WALK FROM GOOGLE CLASSROOM INTO EDUCATOR'S HANDBOOK TO PUT TO GRADE.

THERE'S, THERE'S NOT A SIMULTANEOUS BRIDGE.

LIKE YOU MAY BE FAMILIAR FROM BLACKBOARD.

YEP.

OR CANVAS.

YEP.

BLACKBOARD.

BUT EVEN THOSE WERE CUMBERSOME BECAUSE THEY STILL REQUIRED THAT ONE MORE APP INPUTTING.

AND WE, WE ARE IN A SIMILAR SCENARIO.

THERE'S STILL THAT ONE MORE INPUTTING.

THAT'S WHY THEY HAVE A PLANNING PERIOD.

LET'S STICK WITH THE HIGH SCHOOL LEVEL.

IF, UM, MY DUTY DAY STARTS AT EIGHT O'CLOCK, CLASS BELL STARTS AT 8 45.

THEY HAVE TIME AT THAT WINDOW AS WELL, UNLESS THEY DON'T HAVE DUTY.

AND THEN I ALSO HAVE A 90 MINUTE BLOCK PLUS MY LUNCH DURING THE ACADEMIC SCHOOL DAY.

SO THERE'S WOOD TIME AND WINDOWS FOR EDUCATORS TO DO THEIR ADMINISTRATIVE DUTY FROM UPDATING THEIR ATTENDANCE AND UPDATING THEIR GRADE BOOK AND MAKING PARENT PHONE CALLS OR GOING TO THE SCHOOL COUNSELOR THAT IS, IS EMBEDDED IN OUR SCHOOL DAY.

UNLESS THE TEACHER IS TEACHING AN EXTRA PERIOD.

'CAUSE I DID HAVE A TEACHER HELP ME WITH THAT LAST YEAR.

AND THAT PRINCIPAL ALLOWED THAT PERSON TO THEN STAY AFTER SCHOOL AND DO THEIR WORK AS WELL.

UH, MS. FRAZIER ASKS, ARE GRADES IN POWERSCHOOL? YES, THAT IS THE SINGLE IT IS OUR STUDENT INFORMATION SYSTEM, OUR SIS AND THAT'S WHERE REPORT CARDS GET GENERATED FROM.

BUT EDUCATORS HAND HANDBOOK IS ALSO USED.

IS THAT USED ALSO FOR REFERRALS? CORRECT.

YEAH.

UM, THAT THOSE DATA POINTS GET BRIDGED INTO POWERSCHOOL SEAMLESSLY.

THEY DID THESE GUYS NEXT TO IT DO A PHENOMENAL

[00:40:01]

JOB.

OKAY.

THEY REALLY DO.

GOOD QUESTION.

YEAH.

AND THEY EVEN CLOSED THE GRADE.

WE CLOSED THE GRADE BOOKS FIVE DAYS AFTER UPLOADING OF, UM, FOR GRADE, FOR REPORT CARDS.

A GREAT CHANGE FORM, GRADE CHANGE FORM IS THEN REQUESTED.

SO IT'S NOT OPEN THAT YOU CAN GO AND YEAH.

YES, SIR.

WE PARENTS CAN CHECK THAT.

YES, YES, YES.

NO, I KNOW THEY DO.

UM, MS. FRAZIER SAID NO, SHE WAS JUST WONDERING IF THAT WAS WHAT THE QUESTION THE, THE COLONEL WANTED TO KNOW.

SO, THANK YOU, MS. PAGE.

THANK YOU, LEAH.

SO I'M GONNA TAKE YOU TO THE LAST FEW SEGMENTS OF THIS OE.

AND AGAIN, I APPRECIATE YOUR TENDERNESS AND PATIENCE.

12 POINT 13 ADEQUATELY MONITORING PRO CONTROL STUDENT ACCESS TO THE TWO AND UTILIZATION OF ELECTRONIC AND DIS, EXCUSE ME, ELECTRONICALLY DISTRIBUTED INFORMATION.

I CAN'T PUT FORWARD.

IF I SHARE WITH YOU THE EVIDENCE THAT'S COMING FROM, UM, UH, PEOPLE NEXT DOOR WITH REGARD TO THE DIGITAL TOOLS OF SUPPORT, THERE IS ONGOING SUPPORT TO MONITOR AND, BUT AS MUCH AS WE MONITOR PEOPLE CREATE SIMULTANEOUSLY.

SO WE WANNA RECOGNIZE THAT.

AND THAT IS ACTUALLY THE BEAUTY OF THE WORK OF OUR TENURE DEPARTMENT NEXT DOOR.

BECAUSE THEY, THEY ARE EXPEDIENT.

IF THEY HEAR OF SOMETHING, THEY ADDRESS IT LOSS IMMEDIATELY.

BUT I WANTED YOU TO HAVE THE LANGUAGE THAT IS FOOT, FOOT FORWARD.

BUT THEN I WANTED YOU TO SEE THE NEXT FEW PAGES SHARE WITH YOU WHAT, THAT'S 1 26.

OKAY.

SHARE WITH YOU SOME OF THE SOFTWARE THAT WE UTILIZE AND THE STANDARD OF SECURITY TIED TO THEM IN ORDER FOR US TO ACCEPT THEM.

OUR INFORMATION TECHNOLOGY TEAM DISTRICT OF 21,000 STUDENTS JUST SOBER IS COMPARED, THEY CAN COMPETE WITH ANY LARGE DISTRICT.

THE ENGINEERS BACK THERE ARE VERY GOOD.

I, I'M, I'M SAYING THAT OFFLINE, BUT I HAVE AND MARK SHOW AND HERBIE SAY SOMETHING GOOD, SO, HMM.

BUT I'M BEING, THEY'RE EXCELLENT.

THEY'RE A GREAT TEAM AND THEY'RE VERY CONSCIENTIOUS, EVEN DOWN TO OUR ED TECH DEPARTMENT WITH WHICH FALLS PARTIALLY IN OUR DIVISION AND WHAT WE PURCHASE TO ASSURE THAT WE ARE PROTECTING OUR STUDENTS, ESPECIALLY WHEN IT COMES TO DATA SHARING OR BREACHING, THEY HAVE TO MEET OUR STANDARDS.

A VENDOR.

WE DON'T MEET THEIRS.

ARE YOU REFERRING TO, UH, YOU, UH, UM, MRS. ESTE AND THOSE? YES SIR.

YES SIR.

YES SIR.

AND I HAVE TO SAY IT AGAIN.

VENDOR MUST MEET OUR STANDARDS.

UM, I GAVE YOU A LITTLE THING ON PAGE 1 33 OF A MAGIC SCHOOL, AND I WANTED TO SHARE THAT BECAUSE THIS TOOK A YEAR OF ABUSE.

AI IS A REPOSITORY OF INFORMATION.

THE REASON WE OPENED UP MAGIC SCHOOL IS THAT WE CONTROL THAT REPOSITORY.

IT IS NOT AN OPEN PLAYBOOK.

WE ARE STILL HELD TO THE STANDARD OF PROTECTING OUR CHILDREN WHO WE SERVE.

IF WE DON'T HAVE CERTAIN SECURITY LEVELS, WE ARE AT RISK OF WHAT? LOSING OUR E-RATE FUNDING.

HENCE, I LISTENED TO WHAT IT HAS TO SHARE WITH ME ABOUT SECURITY, BECAUSE I WILL NEVER COMPROMISE US AS A SYSTEM THAT I COULD COMPROMISE OUR FISCAL AMOUNT.

ALL RIGHT.

THAT, THAT'S, I GAVE YOU SOME MAGIC SCHOOL.

I GAVE YOU OUR REGULATION.

1214.

I'M ALMOST THERE, KAREN.

ENSURE APPROPRIATE INPUT FROM STUDENTS AND PARENTS.

RIGHT? THIS IS REGARDING SURVEYS.

SO I, I, I WENT TO THE TEXTBOOK ADOPTION SO THAT YOU COULD SEE AGAIN, BECAUSE WE HAD INPUT ACROSS THE BOARD.

WE HAD THE CLIMATE SURVEY THAT COMES OUT AS WELL, THAT WE ARE REQUIRED BY STATE LAW TO ADMINISTER.

OKAY, THAT STARTS ON ONE PAGE, 1 39.

BUT IN THIS PRESENTATION, WHEN WE PRESENTED TO YOU AS A BOARD, WE SHARED WITH YOU HOW WE HAVE RECEIVED THE INPUT FROM OUR EDUCATORS.

AND I WANTED TO REMIND YOU OF THE CLIMATE SURVEY THAT WE UTILIZE AND THAT IT'S EVEN COMPLIANT TO THE STATE LAW, THE PROCESS THAT WE UTILIZE TO RECEIVE INPUT.

SO LET ME GIVE AN EXAMPLE.

AP LIT COURSE AT HIGH SCHOOL X MATERIALS COME IN, THE TEACHERS ACTUALLY GET, RECEIVE THE SAMPLES, AND THEY SHARE IT WITH THE CLASS TO GET THEIR INPUT.

IT IS NOT, THE DECISION IS NOT MADE IN ISOLATION.

AND I JUST PICKED AP JUST BY ARBITRARY, BUT I NEEDED YOU TO RECOGNIZE THAT OUR STUDENTS DO HAVE A VOICE SELECTING OUR MATERIALS.

[00:45:01]

12 POINT 15 ENSURES THAT TEACHERS PARTICIPATE ON, ON PAGE 1 45 IN COLLABORATIVE LEARNING COMMUNITIES AND OTHER PROFESSIONAL LEARNING TO IMPROVE INSTRUCTION, STUDENT LEARNING.

I CAN'T TOUT ANYMORE ABOUT PLC WORK THAT IS DONE WITHIN THE SYSTEM.

I CANNOT VERY PROUD OF THE WORK THAT OUR SYSTEM PUTS FORWARD.

WE'VE HAD CONSULTANTS COME IN, LOOK AT THE WORK THAT THE DIVISION HAS PUT FORWARD THAT ARE USED AND SUPPORTED BY OUR EDS.

AND THEY HAVE SAID WE HAVE ALL THE TOOLS IN PLACE.

THEY HAVE TOUTED, ESPECIALLY ABOUT OUR PLC BOOK HAS RECEIVED GREAT, GREAT RAISE EVEN FROM THE STATE, UM, ALL THE WAY UP TO THE STATE.

SO THIS IS ALSO OUR ALIGNMENT TO MT.

SSI SHARED WITH YOU ON PAGE 1 51 TO SHARE FOR YOU TO KNOW WHAT THE ROLE OF AN INSTRUCTIONAL COACHES, BECAUSE THIS IS PROVIDED TO OUR PRINCIPALS AND TO OUR COACHES.

GUIDANCES HAS BEEN PUT TOGETHER BY MELISSA MURRAY.

AND YES, IT'S EXTENSIVE.

MELISSA ACTUALLY MADE A WHOLE TABLE CHART.

AND IF YOU LOOK ONTO PAGE 1 56, THIS IS AN EXAMPLE.

MR. SMITH, THIS COLOR PAGE ON 1 56, IT'S IN, IT'S IN, UM, LANDSCAPE, NOT PORTRAIT OF A MASTER SCHEDULE WHERE THE TIME FOR PLCS IS EMBEDDED.

AND THAT'S THE THINGS THAT MS. MCKINSEY REVIEWS.

SHE MAKES SURE THAT WE'RE COMPLIANT.

AND SHE PASSES THAT ON TO DR. COX TO SAY THIS SCHOOL IS COMPLIANT IN ORDER FOR HER MASTER SKILL TO GO FORWARD.

12 POINT 16 TALKS ABOUT OUR ENGAGEMENT FOR FAMILIES.

EACH OF YOU ARE VERY FAMILIAR WITH THE WORK OF DR. CAMPBELL AND TEAM.

I'VE GIVEN YOU SOME EXAMPLES OF THE WORK, BUT I DO WANNA TOUT THAT THEY SHOULD ACTUALLY, IT STARTED LAST YEAR.

IT STARTED BRINGING IN THE, UM, BILINGUAL LIAISONS AND THE PARENT, UM, PERSONNEL PAID THROUGH TITLE ONE AND GIVING DEEPER TRAINING TO THEM AS WELL.

WE'RE ON YEAR TWO OF THAT.

SO THIS IS GIVING YOU EXAMPLES OF SOME OF THE WORK THEY'VE EXECUTED.

AND IT, AGAIN, IT'S, IT'S ONLY A SMALL TIP OF IT.

AND WITH IT, I WILL TO ITEM 12 POINT 17, THE LAST SEGMENT OF OUR OPERATIONAL EXPECTATION.

AND THAT IS THE WORK OF OUR SCHOOL COUNSELORS.

THIS IS THE WORK OF LATASHA MIDDLETON AND TEAM.

AND LET MS. MIDDLETON WORKS VERY CLOSE WITH OUR DIVISION.

WE CANNOT GET, WHEN I APOLOGIZE THERE WAS A BLANK PAGE THAT I APOLOGIZE.

BUT ON PAGE 1 69, UM, IT GIVES YOU A PRESENTATION.

IT SHOWS YOU THE RATIO AND THE STANDARDS THAT WE, THE, OUR SCHOOL COUNSELORS MEET.

AND THAT IS MY LAST LEVEL OF EVIDENCE OF PRACTICE FOR OUR 17 POINTS OF OPERATIONAL EXPECTATIONS.

WELL, WOW.

THANK YOU DR.

STRATAS.

THAT WAS AMAZING.

THANK YOU, DR. CARR.

ANY QUESTIONS FROM ANYBODY EITHER IN THE ROOM OR ONLINE? HI, THIS IS MS. GORDON.

CAN YOU HEAR ME? YES.

I WANT TO THANK THE WHOLE TEAM, DR.

STRATAS AND THIS WHOLE TEAM.

THAT'S BEEN A, A GREAT, UH, PRESENTATION.

I'M SORRY I'M NOT THERE IN PERSON, BUT, UM, THIS IS WHAT WE WANNA HEAR.

AND, YOU KNOW, AND TRYING TO UNDERSTAND AND, AND, UH, UNDERSTAND WHAT THE TEACHERS ARE GOING THROUGH.

YOU KNOW, IT'S A LOT GUYS.

IT'S A LOT THAT THEY HAVE TO GO THROUGH TO MAKE SURE THAT WE ARE DOING WHAT WE DO.

SO, SO THANK YOU DR.

STRATAS.

AND THANK YOU, UH, TO YOUR ILLUSTRIOUS TEAM.

I APPRECIATE IT.

THANK YOU, MS. CORDEN.

UM, MS. FRAZIER SAYS SO MUCH WORK YOU GUYS HAVE TO DO.

GREAT JOB.

AND, UM, MR. DALLAS HAS HIS HAND UP.

YES.

UM, UH, AGAIN, JOINING THE OTHERS AND FOLLOWING UP ON COLONEL QUESTION.

AND, UM, IT HA HAVE WE TAKEN A LOOK AT THE ASSIGNMENT OF, UM, SUPPORT TO THE TEACHERS IN THE CLASSROOM? AND HAS THIS OCCURRED STATEWIDE OR HAS IT OCCURRED LOCALLY OR OTHER DISTRICTS? UM, LOOKING AT THE AMOUNT OF INPUT, I JUST WONDER, UM, IF, IF WE MIGHT NEED TO, OR MAY, MIGHT IT BE WORTH CONSIDERATION TO TAKE A LOOK AT,

[00:50:01]

SHOULD THERE BE A POSITION TO HELP THEM WITH THOSE ADMINISTRATIVE REQUIREMENTS SO THEY COULD SPEND MORE TIME, CONTACT, TIME WITH THE STUDENTS? SO THE INCREASE OF STUDENT CONTACT TIME WOULD, WOULD BE A SHIFT IN THE DESIGN OF THE MASTER SCHEDULE TO INCREASE THE AMOUNT OF CLASSES THAT IT, A LOAD THAT A TEACHER MAY HAVE OR A LONGER PERIOD.

AND I THINK THE DESIGN DESIGNED IT.

AND, AND DR. COX CORRECT ME, UM, ON, AND AGAIN, I'LL, I'LL SHARE SECONDARY 'CAUSE MOST OF US RIGHT NOW IN THE ROOM ARE, ARE, ARE THAT THE SECONDARY LEVEL? THEY'RE VERY PROTECTIVE OF THEIR TIME.

YEAH.

THERE'S SOME REGULATIONS THAT WE HAVE TO FOLLOW.

YES.

STATE AS WELL.

AND THEN AT THE ELEMENTARY LEVEL, WE HAVE EARLY DISMISSAL, AND I MEAN EARLY, WHAT I MEAN, DISMISSAL IS 2 15, 2 30, AND THE TEACHER'S CONTRACT CONTINUES.

SO THEY'RE ABLE TO HAVE TIME TO DO THIS WORK WHEN THEY'RE NOT HAVING STUDENT CONTACT.

AND TO TURN THE GRADES OVER TO A THIRD PERSON LENDS HER AMBIGUITY AS WELL AS CONFIDENTIAL CONFIDENTIALITY RIGHT.

OF THAT STUDENT'S GRADE.

SO THAT'S ANOTHER ITEM AT LARGE.

AND CAN I, AND WHEN YOU, WHEN AS AN ELEMENTARY TEACHER, WHEN YOU'RE NOT LOOKING DIRECTLY AT STUDENT WORK, THAT WOULD HINDER YOU A LOT MORE IN A CLASSROOM THAN ANYTHING ELSE WOULD.

MM-HMM .

THANK YOU.

THANK YOU MS. FRAZIER.

OKAY.

THANK YOU.

STUDENT EVIDENCE.

I COULD HEAR MS. MURRAY SAYING IT.

.

THANK YOU.

DO WE HAVE ANY OTHER QUESTIONS? THIS IS WHERE THAT SECOND MOTION WOULD COME IN NOW.

OKAY.

THAT'S KIND OF WHAT I THOUGHT, BUT THANKS ROBIN .

UM, AT THIS POINT, UH, I'LL, I'LL MOVE TO, UH, ADD OE 12 TO THE CONSENT AGENDA.

I SECOND THE MOTION.

THANK YOU MS. FRAZIER.

AND ANY DISCUSSION, IF NOT ALL THOSE IN FAVOR, PLEASE SAY AYE.

AYE.

AYE.

MS. GORDON? AYE.

THANK YOU.

AND AGAIN, DR.

STRATOS, THANK YOU AND YOUR TEAM FOR ALL THE WORK THAT WENT INTO THIS.

AND FOR THE PRESENTATION OF, I TOOK FOUR PAGES OF NOTES, ONLY FOUR.

THANK YOU.

AND BOARD MEMBERS.

THANK YOU.

I, THE TEAM RECOGNIZES THIS SUPPORT THAT YOU PROVIDE US.

AND I, I, I WANNA GRACIOUSLY SAY THANK YOU TO ALL AND I I WANT US TO MAKE SURE THAT WE RECOGNIZE THAT OUR WORK IS NOT IN ISOLATION.

OUR WORK IS TANGENT WITH THE WORK OF OTHER ADMINISTRATORS IN THE SYSTEM.

THANK YOU.

YES, SIR.

THANK YOU.

UM, SO MOVING ON TO 4.1, UH, STUDENT GOALS AND PRIORITY .

UM, OKAY.

GOOD EVENING, MISS.

UM, THANK YOU.

I THOUGHT THAT WAS YOU, BUT I WASN'T SURE.

.

NO, IT'S OKAY.

UM, TONIGHT WE'RE GONNA GO THROUGH SEVERAL A ADMINISTRATIVE REGULATIONS, AS YOU CAN SEE ON THE AGENDA.

UM, THAT IS DUE TO THE WORK THAT HAPPENED THIS SUMMER WITH OUR STUDENT SERVICE DEPARTMENT AND ALSO WITH OUR LEGAL DEPARTMENT.

WE HAVE MANY ADMINISTRATIVE REGULATIONS THAT WILL BE BROUGHT TO YOU.

UM, LAST MONTH IT STARTED, THERE WAS A LITTLE BIT OF CONFUSION DUE TO DR. WHITE LEAVING.

UM, SO A FEW OF THOSE ARE COMING BACK TONIGHT.

UH, WOULD LIKE TO TAKE A MO TAKE A MOMENT TO THANK, UM, KAREN MCKENZIE THIS EVENING.

SHE HAS WORKED VERY HARD WITH OUR STUDENT SERVICE DEPARTMENT AND WITH DR. COX, WHO HAS TAKEN DR.

WHITE'S POSITION TO ENSURE THAT THE ADMINISTRATIVE REGULATIONS ARE ALIGNED WITH THOSE IN ISD, UM, AND TO BE BROUGHT FORTH THIS EVENING.

SO IF YOU ALL ARE OKAY, CAN WE GO AHEAD AND START WITH, UM, AR 47 THAT YOU APPROVED TO ADD? BECAUSE KAREN'S DAUGHTER WILL BE PRESENTING THAT ONE, AND THEN DR. COX WILL BE DOING THE REMAINING OF THE ADMINISTRATIVE REGULATIONS.

ABSOLUTELY.

IS THAT OKAY? WHATEVER WORKS BEST FOR YOU GUYS.

THAT WAY SHE CAN, SHE CAN CUT OUT.

YEP.

NOT SURE ABOUT THIS, BUT, UM, SO THERE WAS A LAW SECTION FIFTY NINE, TEN TWO FIFTEEN MANDATORY SEIZURE TRAINING PROGRAMS HAS TO BE IN OUR SCHOOLS.

THERE WAS NOT AN AR TO ADDRESS THAT.

UM, SO THE AR IS NOW

[00:55:03]

RSS 47 1.

BASICALLY IT WAS, UM, FOLLOWED BY THE LAW OF THE ADMIN ADMINISTRATION REGULATION.

THE PURPOSE OF THE SUPERINTENDENT'S EXPECTATIONS AND GOALS AND PRIOR GOALS AND PRIORITIES OBJECTIVES IS SECTION ONE.

THIS IS THE EXECUTIVE? HUH? THIS IS THE EXECUTIVE SUMMARY.

EXECUTIVE SUMMARY, YES.

IT MAY BE EASIER FOR YOU TO GO THROUGH THE EXECUTIVE SUMMARY AND TELL THEM, JUST GIVE THEM A SYNOPSIS OF EACH PARAGRAPH.

OH, OKAY.

SECTION.

OKAY.

SO THIS, SO THAT SECTION ONE IS THE PURPOSE OF OUR AR.

SECTION TWO IS THE ADDED NON-DISCRIMINATION CLAUSE.

SECTION THREE WAS FOR VISION FOR THE SEIZURE SAFE ACT SCHOOLS ACT.

AND SECTION FOUR IS OUR TRAINING PROGRAM PROGRAM.

SO WHAT YOU, WHAT YOU'RE SEEING HERE, WE PROVIDED YOU, YOU, EACH OF THESE IS, YOU'LL GET A RED LINE VERSION, YOU'LL GET THE CLEAN VERSION, AND YOU'LL GET THE EXECUTIVE SUMMARY.

WHY WE PUT THIS ONE FIRST IS BECAUSE THE REMAINING ADMINISTRATIVE REGULATIONS WERE BEING REVISED AS THINGS CHANGE.

THIS IS A COMPLETELY BRAND NEW BUILT FROM SCRATCH AR SO THAT'S WHY YOU'RE SEEING THE ENTIRE THING IN RED.

I JUST WANT TO BE CLARIFIED.

SO WHEN, WHEN A LAW LIKE THIS CHANGES, THEN SCHOOL DISTRICTS HAVE TO IN TURN PUT IN AN IMPLEMENTATION PLAN FOR IT.

THE THING THAT'S GREAT ABOUT THIS IS WE HAVE OUR NURSES THAT HAVE THEIR MEDICAL EXPERTISE TO HELP US DEVELOP THESE ADMINISTRATIVE REGULATIONS.

SO I THINK THAT IS AN IMPORTANT PART TO THIS, TO UNDERSTAND THAT SHE, ALONG WITH OUR OTHER STAFF HERE FROM A NURSING PERSPECTIVE, HELP US DEVELOP THIS PLAN TO INCLUDE THINGS LIKE A TRAINING PLAN THAT YOU SEE OUTLINED HERE.

UM, AND THAT'S WHY THE, AND THEN THE LEGAL REFERENCES IN SECTION FOUR, I'LL, I'LL GO OVER THIS AGAIN IN JUST A SECOND, BUT SOME OF THESE THINGS ARE GONNA SEEM REPETITIVE AS WE UPDATE THEM.

AND I'LL POINT THOSE OUT.

THE BULK OF THIS, THIS ONE RIGHT HERE TO PAY ATTENTION TO IS REALLY IN SECTION THREE AND SECTION FOUR.

THAT'S WHERE IT OUTLINES LIKE WHY WE HAD TO ESTABLISH THIS AND HOW WE GO ABOUT DOING IT.

UM, AND THE EX, IT'S DIFFICULT TO DEVELOP THESE TYPES OF THINGS WITHOUT HAVING FOLKS THAT HAVE A MEDICAL BACKGROUND, UM, THE TRAINING AND EXPERTISE TO BE ABLE TO, TO DO THAT.

AND SO YOU ACTUALLY WORK TO HELP WRITE THIS ADMINISTRATIVE REGULATION, CORRECT? CORRECT.

BASED ON THE NEW LAW THAT WAS PUT IN PLACE.

CORRECT.

THAT MAKES SENSE.

THANK YOU.

ARE THERE ANY QUESTIONS, UM, ON AR, SS 47.1? THANK YOU, KAREN.

THANK YOU.

THANK YOU.

OKAY.

AND THE REMAINING ADMINISTRATIVE REGULATION UPDATES WILL BE PROVIDED BY DR. COBB.

OKAY.

SO I GOT A LOT OF PAPERS SPREAD OUT.

SO I DID THIS ON PURPOSE.

UM, I ALSO WANT TO SAY THAT OUR LEGAL DEPARTMENT, I WANT TO ADD THAT INTO, BECAUSE THE, THE FOLKS THAT ARE COMING TOGETHER TO WORK THROUGH THESE THINGS, IT'S REALLY SYSTEM THING IN COMING TOGETHER TO TALK THROUGH THESE THINGS TO MAKE SURE THAT WE HAVE CONSISTENT UPDATES AND THEN TRYING TO PUT IT TOGETHER IN A WAY THAT'S, UM, EASILY PRESENTED OUT AND UNDERSTOOD.

SO I'M GONNA GO THROUGH EACH ONE AT A TIME.

I'M GONNA HIGHLIGHT KIND OF A SYSTEM WAY TO DO IT SO WE TRACK AND FOLLOW ALONG.

SO WE'RE GONNA START WITH SS ONE.

OKAY.

SO YOU'RE GONNA HAVE THREE DIFFERENT DOCUMENTS WITH EACH OF THESE.

ALL RIGHT.

THE, UM, AND I KNOW YOU'RE FAMILIAR WITH SEEING THIS, BUT I WANT TO POINT SOMETHING OUT ON THIS FIRST ONE IN SECTION ONE AND TWO, IN EACH OF THE ADMINISTRATIVE REGULATIONS THAT YOU'RE SEEING GOING THROUGH TONIGHT.

THAT PART IS GOING TO BE REDLINED IN EACH OF THE AR THAT WE LOOK AT TONIGHT.

AND IN SECTION ONE AND TWO, THAT'S THE PURPOSE.

AND THEN THE NON-DISCRIMINATION CLAUSE, ALSO THE LEGAL REFERENCES ARE GONNA BE UPDATED AT THE BOTTOM OF EACH OF THE ARS THAT WE TALK ABOUT TODAY.

AND SO SOME OF THE ARS YOU'RE GONNA SEE TODAY, IT'S A SENTENCE, IT'S A LINE, IT'S A WORD, OR IT'S JUST THOSE AREAS THAT WE'RE GONNA TALK TO.

BUT I'LL STILL GO THROUGH EACH ONE.

[01:00:01]

I'LL GIVE US A SECOND TO SHUFFLE TO THE NEW SET OF PAPERS SO WE'RE ALL ON THE SAME PAGE.

'CAUSE WE'RE LOOKING AT THREE DOCUMENTS AT ONCE.

UM, BUT HOPEFULLY WE CAN DO IT IN A SYSTEMATIC WAY WHERE EVERYBODY CAN KEEP TRACKING WITH ME.

SO FIRST WE'RE LOOKING AT SS ONE, UM, AND THERE ARE FOUR AREAS.

YES.

JOIN US.

I HOPE TO GET YOU A STAKE.

.

YEAH.

ALRIGHT, SO I'M MAKING SURE EVERYBODY'S TRACKING.

SO, AND WHEN WE'RE LOOKING AT SS ONE, YOU HAVE YOUR, UM, YOU HAVE YOUR EXECUTIVE SUMMARY, THEN I WILL REFER TO THE LEAD RED LINE VERSION.

AND THEN YOU ALSO HAVE THE CLEAN VERSION THAT YOU HAVE FOR, SO YOU GOT THREE DIFFERENT PARTS.

SO JUST AS I STATED BEFORE, SECTION ONE AND TWO, YOU WILL SEE THOSE TOGETHER.

THAT'S GONNA BE CONSISTENT IN EACH OF THESE ARS THAT WE TALKED ABOUT TONIGHT.

OKAY.

THE, THE THING.

AND THEN SAME WITH, I'M ACTUALLY GONNA SKIP DOWN TO THE LEGAL REFERENCES AS THINGS AS NEW LAWS CHANGE OR GET UPDATED OR IF THEY WEREN'T CITED OR REFERENCE, THEY'VE, WE'VE GONE BACK AND REFERENCED THOSE IN HERE.

SO YOU'LL SEE THAT AT THE BOTTOM.

THE ONLY OTHER PART IN SS ONE THAT WAS UPDATED WAS YOU SEE IN LETTER H IT SAYS COLLEGE CAREER AND MILITARY READINESS.

UM, THAT IS CONSISTENT WITH OUR STATE, UH, THE MODEL CAROLINA PROFILES FOR CAROLINA GRADUATE TO INCLUDE THE ACCOUNTABILITY MODEL FOR COLLEGE THROUGH READINESS, WHICH INCA, WHICH INCLUDES COLLEGE, CAREER AND MILITARY READINESS.

SO THAT'S WHY THAT WAS UPDATED FOR SS ONE.

SO I DON'T KNOW, I'M SUPPOSED TO PROMPT FOR QUESTIONS OR HE IS .

ANYBODY HAVE ANY QUESTIONS ON SS ONE BEFORE WE YEAH, THANKS.

THANKS FOR ASKING .

OKAY.

ALL RIGHT.

SO NOW WE'RE GOING COLLECT OUR PAPERS AND MOVE ON TO SS TWO.

AND THIS ONE, SOME OF THESE WILL BE A LITTLE FASTER THAN OTHERS.

AND SS TWO, THE PURPOSE HAD ALREADY BEEN UPDATED.

THERE ARE ONLY TWO AREAS THAT WE NEEDED TO UPDATE IN SS TWO.

AND THAT IS THE NON-DISCRIMINATION CLAUSE AND THE LEGAL REFERENCES FROM THERE.

RIGHT? AND THEN I'LL GO INTO A LITTLE DETAIL AND SOME, AND AS WE GO INTO THE OTHER AR OF THE ACTUAL, UM, CHANGES THAT WERE THERE, BUT THE OVERALL PURPOSE OF THE ADMINISTRATIVE REGULATION.

OKAY.

ANY QUESTIONS ON SS TWO BECAUSE THOSE ARE JUST SOME OF THE SYSTEMATIC, UM, ADJUSTMENTS WE'RE MAKING.

NOW YOU ARE GONNA HAVE TO LET ME SHIFT AS WE DO THIS.

SO NOW WE'RE ON TO SS FOUR.

SOME OF THESE WERE ALREADY DONE AS WE TALKED ABOUT BEFORE.

SO THE NUMERICAL ORDER IS NOT EXACTLY CLEAN.

SO YOU GUYS HAVE ALREADY SEEN SOME OF THESE BEFORE OR THEY'LL BE BROUGHT BACK AT A LATER TIME.

SO NOW WHEN WE'RE LOOKING AT SS THREE, SS FOUR, YOU'RE GOING TO SEE A LITTLE MORE UPDATES IN HERE.

AGAIN, WE'VE ALREADY TALKED ABOUT ONE TWO IN THE LEGAL REFERENCES, SO WE'RE GONNA GO TO SECTION THREE.

UM, IN SECTION THREE, LETTER B, WE HAD LISTED OUT THERE PREVIOUS, IT HAD AN EXAMPLE OF AN IB.

UM, WE CROSS THAT OUT.

IF YOU REFERENCED WHAT WE DISCUSSED EARLIER, WE HAVE MORE THAN THE IB PROGRAM.

UM, SO INSTEAD OF THAT WE JUST CROSS THAT OUT AND LISTED OUT THE ADVANCED PROGRAMS. THAT ONE, WE HAVE SEVERAL DIFFERENT VERSIONS OF ADVANCED PROGRAMS, UM, WITHIN BEAUFORT COUNTY SCHOOL DISTRICT.

AND THEN THE OTHER PART IN THERE THAT YOU'LL LOOK AT IS THE ADD.

SO IN SECTION A, I'M SORRY, AND SECTION AND LETTER A TALKS ABOUT GRADE PLACEMENT GUIDELINES.

THIS WAS THE WORK THAT WAS DONE IN CONJUNCTION STUDENT SERVICES WITH INSTRUCTIONAL SERVICES.

AND IT JUST ADDED THE REFERENCE IN A OF BASED ON THE STATE GUIDELINES OF PLACEMENT OF STUDENTS.

AND THEN IN LETTER B, THERE WAS AN ADD IN LINE IN THERE ABOUT THERE MAY BE CIRCUMSTANCES THAT WEREN'T A FULL EVALUATION TO DETERMINE THE MOST APPROPRIATE GRADE LEVEL OF A STUDENT.

OKAY.

AND THEN AT THE BOTTOM, YOU WILL SEE IN THIS CASE RIGHT HERE, WHEN YOU SEE THAT MANY LEGAL REFERENCES, YOU WOULD SEE THAT THERE WERE MANY LEGAL REFERENCES WE HAD TO GO BACK AND ADD WHERE SOME, WE JUST HAD TO ADD

[01:05:01]

A CHANGE TO A LAW OR A DIFFERENT PART THAT WAS IN THERE.

SO THAT'S SS FOUR.

ANY QUESTIONS ON SS FOUR? CAN ASK A QUESTION? YES SIR.

HOW IN THE WORLD DO YOU PULL OUT ALL THESE LEGAL? ALL OF THIS IS NEW OF WORK.

SOME OF IT IS NEW.

AND WE ALSO HAD TO ADD THE BOARD COHERENT GOVERNANCE BECAUSE THERE WERE A LOT OF STUDENT SERVICES.

ARS A AR IS THE BOARD.

MM-HMM .

AND WAS COHERENT GOVERNANCE BECAUSE THEY WERE IDENTIFI TO COHERENT OF 2017.

YES.

SO THEREFORE I WENT AND UPDATED AND THERE WERE SOME, YOU KNOW, MAJOR LEGAL CHANGES ON THE STATE AND FEDERAL LEVEL THAT YES, WE HAD TO UPDATE CASES, WE HAD TO UPDATE STATUTE.

THERE HAVE BEEN SOME CHANGE.

SO I SPENT A LOT OF MY TIME LOOKING AT LEGISLATION IN CASES.

YOU HAVE LECTURE? I DO.

UM, IT'S HELPFUL IN SOME WAYS, BUT I HAVE SOME OTHER RESOURCES THAT WORK OUT WITH UH, THAT'S AMAZING.

I MEAN, A LOT, A LOT OF WORK.

MM-HMM .

.

WELL, NO, IT'S A TEST.

IT'S A TEST.

IT'S A TEST.

IT'S SMELL, NO SMOKE, , .

BUT NO, I MEAN, I'M GLAD YOU BROUGHT THAT UP, SIR, BECAUSE ONE, IT TAKES TREMENDOUS AMOUNT OF WORK, UM, AND ATTENTION TO DETAIL.

BUT ALSO IT'S GONNA PROMPT US TO HAVE TO UPDATE THIS.

AND AS THE LAWS CHANGE AND ADDITION TO JUST BEING AWARE OF WHERE THEY ARE, THEY HAVE TO PAY ATTENTION TO THE CHANGES THAT COME UP.

AND SO WE HAVE TO COME BACK AND UPDATE, UPDATE THESE FROM TIME TO TIME BECAUSE LAWS CHANGE.

MM-HMM.

AND, AND LET ME ADD AS WELL, UM, THE DEPARTMENTS, THEY SOMETIMES GET UPDATES BEFORE WE GET THEM.

MM-HMM.

SO THEY WILL CONTACT US AND LET US KNOW, HEY, WE JUST, THIS CAME ACROSS OUR DESK, YOU KNOW, LET US KNOW.

UM, SO WE WORK VERY WELL TOGETHER.

YOU KNOW, WE WORK IN CONJUNCTION WITH EACH OTHER TO MAKE SURE THE THINGS ARE UPDATED.

AND DR.

CO YOU ALSO BRING THIS UP DURING AL MEETINGS, IN YOUR PORTFOLIO MEETINGS? YEAH.

UPDATING THE SCHOOL LEADERSHIPS.

YEAH.

AND SO, AND SOMETIMES IT IS THROUGH A STATE LAW CHANGE.

SOMETIMES IT'S THROUGH A PROVISO CHANGE AND WE HAVE TO UPDATE THESE THINGS.

MM-HMM.

SO THIS IS AN ANNUAL THING THAT WE HAVE TO REVIEW, OR THE SOUTH CAROLINA DEPARTMENT OF EDUCATION WILL COME UP WITH A MEMORANDUM OR, YOU KNOW, SOMETHING THAT WE NEED TO ADD.

SO NOW I, I KNOW WE WERE, WE ARE BACK ON, WE'RE ON SS SEVEN.

UM, AND THAT'S A MISSION OF RESIDENT STUDENTS.

AGAIN.

UM, WE TALKED ABOUT SECTION 1, 2, 4 REFERENCES.

SO I INTO SECTION THREE, UM, THE SECTION THREE THERE IS REQUIRED TRUTH OF BIRTH.

UM, YOU'LL SEE THAT IN SECTION READ THAT WE UPDATED THERE, READ IN, READ.

AND THEN IN SECTION SIX, UM, YOU, YOU SAW THAT ADDITION THERE.

THIS IS IN ADDITION TO, UM, THIS IS ADDED DEPARTMENT OF SOCIAL SERVICES FOR TEMPORARY LIVING SITUATIONS TO INCLUDE TENDER CARE, SAFETY PLACEMENT.

UM, IT IS IMPORTANT THAT WE KEEP UP WITH THOSE KIND OF CHANGES AND STATE PROVIDES ADDITIONAL GUIDANCE ON THOSE.

AND SO WE'VE UPDATED THAT THERE AGAIN.

AND NOW IN SECTION FOUR WE'RE LOOKING AT, UH, B THAT'S ON PAGE TWO.

AND THAT IS TALKING ABOUT THE MILITARY PROVISION BASED ON PENDING TRANSFER.

SO WE ARE A PURPLE, PURPLE STAR, PURPLE STAR MILITARY DISTRICT.

SO WE WANTED TO UPDATE OUR REGULATIONS, UM, IN THERE.

THAT'S SEVERAL CHANGES IN THERE, UM, THAT, THAT ALLOWS FOR FAMILIES IN THEIR ENROLLMENT PROCESS.

YOU HAVE TO, WE HAVE TO PROVIDE SOME FLEXIBILITY AS PEOPLE ARE MOVING TO US.

SO IT GIVES US THE FLEXIBILITY IN ORDER TO ENROLL TO ENSURE THAT WE'RE STILL ASSISTING THEM.

'CAUSE THEY MAY NOT HAVE ALL OF THE DOCUMENTS THAT THEY WERE JUST TRANSFERRED HERE, UM, TO BE ABLE TO ENROLL.

SO WE WANTED TO ASSIST THE PLAN FAMILIES IN DOING SO.

YEAH.

UM, SO THOSE WERE THE MAJOR CHANGES IN THIS ONE.

IF YOU DO LOOK ON PAGE THREE, THE REASON THIS IS GONNA BE SUCH AN EXTENDED DOCUMENT, YOU HAVE TO OUTLINE AND FOLLOW ALL THE STATE, UM, POLICIES AND PROTOCOLS FOR ENROLLMENT OF THE STUDENT.

UM, SO THERE'S SOME UPDATED LANGUAGE AS WELL, AND LETTER E AND G.

AND THEN IN SECTION FIVE, IT JUST ADDED BEHIND THE SUPERINTENDENT OR HIS OR HER DESIGN.

SO THOSE ARE THE MAJOR CHANGES IN SS SEVEN.

THAT AGAIN, UH, OF THE AR

[01:10:01]

WE LOOKED AT TONIGHT.

THIS IS ONE OF THE LONGER ONES THAT WE DO HAVE.

YES, I APPRECIATE IT.

'CAUSE YOU'RE COMPLYING WITH FEDERAL GUIDELINES AS WELL ON THE REGISTRATION OF STUDENTS.

TO YOUR POINT EARLIER, I, I WANNA MAKE SURE THAT WE HAVE EYES ON THIS.

IF YOU LOOK AT, UM, ON PAGE FOUR, IF YOU SEE ON PAGE FOUR WHERE IT ADDS, YOU SEE WHERE THERE WERE SOME EXISTING LAW, BUT THEN YOU HAVE THE RED THERE, THAT MEANS THAT THE LAW HAS CHANGED.

AND SO WHEN THE LAW CHANGES, THAT'S GONNA PROMPT US TO MAKE SOME OF THESE UPDATES AND REVISIONS THROUGHOUT OUR ADMINISTRATIVE REGULATIONS.

SO THAT IS ALL FOR SS SEVEN.

ANYBODY GOT ANY QUESTIONS ON THOSE? OKAY.

LET ME KNOW IF I'M MOVING AT A GOOD PACE.

OKAY.

KNOW WE'RE FLIPPING THROUGH A LOT OF PAPER, SO I WANNA MAKE SURE EVERYBODY HAS A CHANCE TO GET SITUATED.

SO NOW WE ARE ONTO SS NINES, AND THIS IS THE ADMISSION OF HOMELESS STUDENTS.

NOW, DO WANT TO SAY THAT WHEN WE'RE, WE'RE DOING THINGS LIKE THIS, WE DO THE HOMELESS STUDENTS FOR THE PURPOSE OF THIS ADMINISTRATIVE REGULATION IS BASED ON THE STATE DEFINITION OF HOMELESS.

UM, SO THAT IS WHAT'S GONNA DRIVE THIS IN HERE.

THIS IS, UH, SOMETHING THAT WE HAVE TO CLEARLY DEFINE WHOSE GENERAL PUBLIC MAY MIS, UH, MISCHARACTERIZED THAT, UM, THERE ARE SEVERAL OTHER INSTANCES, FAMILIES WOULD FALL INTO THE STATE DEFINITION OF HOMELESS, UM, MORE SO THAN THE GENERAL PERSON WOULD'VE AN UNDERSTANDING OF, OKAY.

SO WE ADDED SECTION ONE AND TWO AND THE LEGAL UPDATES AS WE DISCUSSED.

UM, AND THEN WE MADE AN UPDATE IN SECTION SEVEN.

AND THAT'S REFERRING TO, AND IT'S, WE REMOVED THE MEDICAL RECORDS IS A COMPONENT OF IMMUNIZATION.

SO, YOU KNOW, IT'S ALL IN SECTION SEVEN.

AND IT, WE JUST, IF YOU LOOK AT IT, THERE IS A, IT'S NOT A TYPO, BUT IN SECTION SEVEN, THE WORDS ARE CROSSED OUT.

THEY'RE JUST NOT HIGHLIGHTED IN RED ON THE BOTTOM OF PAGE TWO.

AND AGAIN, WE UPDATED, TALKED ABOUT THE THE LAW STUFF.

YOU WILL, YOU CAN ALSO SEE THE DATE ON SIDE OF THE LAW WHEN SOME OF THOSE CHANGES.

FOR EXAMPLE, UM, THIS SAYS REVISED SEPTEMBER 22, 5.

YOU CROSS-REFERENCED THAT TO SEE WHEN THE LAW ACTUALLY CHANGED WHEN WE CAME BACK AND UPDATED IT.

ANY QUESTIONS ON THAT BEFORE I MOVE ON TO THE NEXT ONE? NO, I KNOW THAT, UM, ON THE, ON ON, I, I BELIEVE THAT AT THE LAW CONFERENCE THEY DID TALK ABOUT MM-HMM .

ABOUT SOME OF THESE LAWS BEING, BEING CHANGED.

I WAS, UM, AND I DO REMEMBER THE, UH, HOME, THE HOMELESS LAW BECAUSE, UM, I DIDN'T WANT THE BOARD MEMBERS BROUGHT IT UP BECAUSE THIS HERE, THIS IS THE FIRST, FIRST YEAR WHERE, UH, WE WERE DOING THE WHERE, WHERE THE KIDS CAN AND ATHLETICS, THE KIDS CAN TRANSFER.

UH, I THINK A SCHOOL, A KID CAN TRANSFER A SCHOOL OR PLAY OUTSIDE.

AND THEY WERE TALKING ABOUT, UM, ABOUT HOW WAS THIS LAWHEAD GOING TO PLAY WITH, WITH, WITH, WITH THOSE RULES AND REGULATION.

AND SO I DO REMEMBER THEM SAYING THAT, THAT THAT'S SOMETHING ABOUT THIS, UH, ABOUT THE, UH, HOMELESS, ABOUT THE HOMELESS LAW WAS WW WHICH WAS, WAS CHANGED.

UM, I DO REMEMBER THE ATTORNEY TALKING ABOUT THAT, ABOUT THAT ON, ON STAGE.

AND I, I DON'T REMEMBER EXACTLY WHAT SHE SAID, BUT I DO REMEMBER THAT IT, UM, SHE DID MENTION SOMETHING ABOUT THIS.

YEAH, YOU'LL COMMONLY HEAR THIS REFERRED TO IN SOUTH CAROLINA AS MCKINNEY PIN TOOK MENTION.

THAT'S WHAT YOU COMMONLY HEAR THAT RE REFER TO IS THE SOUTH DOLLAR.

OKAY.

SO NOW WE'RE ON TO SS 13 AND WE GOT OUR THREE DIFFERENT VERSIONS.

UH, I DO WANT TO POINT OUT THAT OUR FOLKS KEPT ME, ME IN LINE BY HOW I EVEN HAVE THREE DIFFERENT COLOR, UH, PAPER CLIPS TO KEEP ME ORGANIZED.

SO I, I LOVE THOSE COLORS.

I, I DO NOT APPRECIATE THE COLORS, BUT I DO APPRECIATE THE RED, UH, BLACK AND WHITE ON IT BLACK.

THAT WOULD, WOULD NOT HAVE BEEN MY PREFERENCE AND COLOR.

UM, BUT I DO APPRECIATE THE ORGANIZATIONAL FACT BASE THAT THEY HAD.

UM, SO IN THIS ONE WE DID SECTION ONE TWO IN THE LEGAL REFERENCES.

UM, SO THE, THE THINGS THAT I WANT TO POINT OUT TO YOU IN SECTION D, UM, YOU'LL C THE RIGHT TO APPEAL ADMINISTRATIVE DECISIONS.

IT IS THERE AND THEN IN SECTION FOUR YEP.

YOU SEE SOME SLIGHT CHANGES THERE WHERE, UM, MUST

[01:15:01]

WAS TAKEN OUT AND SHALL THAT IT, AND YOU SEE THE OTHER CHANGE OF BOARD TO BE.

OKAY.

ANY QUESTIONS ON SS 13? NO, YOU'RE EXCITED.

WE'RE ONTO THE LAST ONE, .

ALL RIGHT, THE LAST ONE IS SS 15 EASY.

WE HAD A QUESTION.

YEAH.

OH, I'M SORRY.

EXCUSE ME.

WE HAD A QUESTION.

YEAH.

QUICK, QUICK.

STUDENTS RIGHTS.

UM, HOW BEHOLD, HOW, HOW IS THAT, WHAT DOES THAT PROCESS LOOK RIGHT IN TERMS OF, OF LETTING STUDENTS KNOW, KNOW THEIR RIGHTS IN TERMS OF STUDENTS SHARING AWARE, BE AWARE, MADE OF THEIR LEGAL RIGHTS? SO IN SEVERAL WAYS ACTUALLY, AND IT JUST DEPENDS.

SO FOR EXAMPLE, WE HAVE A LOT OF HANDBOOKS THAT WE DO AND STUDENT HANDBOOK.

AND IT'S GONNA, THE REASON I SAY SEVERAL WAYS, SO I CAN POINT TO YOU IN SEVERAL EXAMPLES WHERE THIS IS GOING TO OCCUR.

UM, SO FOR EXAMPLE, IF A STUDENT IN OUR FAMILY IS A ATTENDING A 5 0 4 OR AN IEP MEETING, THEY'RE GONNA BE GIVEN THEIR PROCEDURAL SAFEGUARDS.

AND THAT'S EXAMPLE OF WHEN THEY'RE GIVEN THEIR RIGHTS.

IF THEY'RE A STUDENT THAT IS AN ATHLETE THAT PARTICIPATES IN ECU EXTRACURRICULAR ACTIVITIES, UM, WHEN THEY'RE GIVEN THEIR HANDBOOK FOR THE ATHLETICS, THEY HAVE TO GO THROUGH AND SIGN AND DOCUMENT IT IN THERE.

THAT INFORMS THEM OF THEIR RIGHTS.

AND THEN WE HAVE STUDENT HANDBOOKS THAT STUDENTS ARE GIVEN, AND THAT IS INFORMING THEM OF THEIR RIGHTS.

AND THEN SOME OF THAT IS ALSO DONE IN OUR REGISTRATION PROCESS.

AND SO WHEN STUDENTS ARE REGISTERING, THEY'RE MADE AWARE OF THEIR, THEIR RIGHTS THAT THEY HAVE, DEPENDING ON CERTAIN AREAS.

THAT'S THE CONSTITUTION COHERENCE.

ALSO, IN SOME OF THE FACULTY HANDBOOKS, LET THE FACULTY KNOW OF THE STUDENT RIGHTS AS WELL THAT IT'S IN THE FACULTY HANDBOOK.

CORRECT.

SO IT'S, IT, THE ADULTS NEED TO KNOW IT TOO.

MM-HMM .

SO IT'S NOT DONE IN ONE PLACE.

DR. LEE BROUGHT UP ANOTHER POINT.

UH, IN EVERY DISCIPLINARY HEARING, THE PARENTS ARE MADE AWARE OF THEIR RIGHTS BY THE HEARING BEGINS.

SO IT'S, IT'S EMBEDDED IN PRACTICE IN MANY AREAS ACROSS THE SYSTEM.

AND THIS IS AN OVERARCHING THING SAYING THAT WE'RE RESPONSIBLE FOR MAKING KIDS AWARE OF THE RIGHTS.

OKAY.

DID THAT ANSWER YOUR QUESTION? YES.

THANK YOU.

AND SO WE ARE ON DOWN TO SS 15.

THIS IS A EASIER ONE, UM, BECAUSE IT IS JUST THE THREE AREAS THAT WE HIGHLIGHTED BEFORE.

UM, AND THIS IS STUDENT INVOLVEMENT IN DECISION MAKING, AND THEN THE AREAS THAT YOU SEE THAT WERE UPDATED OR ARE ONES THAT HAVE BEEN CONSISTENTLY IN THAT SECTIONS ONE, TWO AND THE LEGAL REFERENCES.

ANY QUESTIONS ABOUT SS 15? AND THAT IS ALL OF THE ADMINISTRATIVE, THE ARS FOR STUDENT SERVICES.

AND AGAIN, I CAN'T SAY THIS MONTH.

YEAH.

FOR THIS MONTH, UM, I, AGAIN, I REALLY, REALLY APPRECIATE, UH, AND ALL THE WORK, THE COLLABORATIVE WORK THAT GOES INTO READING ALL THESE, UPDATING ALL THESE, THE RESEARCH BEHIND IT, MAKING SURE THAT THEY OVERLAP BETWEEN THE DIFFERENT DIVISIONS ARE IN SYNC.

SO, UM, THANK YOU AGAIN TO THE TEAM FOR ALL THE WORK THEY PUT INTO THIS.

THANK YOU, DR. COX.

GREAT INFORMATION.

IT'S JUST A TEST.

UH, WE'LL MOVE ON TO A HEALTH ADVISORY COMMITTEE UPDATE.

SO THANK YOU DR. CARR.

AND, UH, DR. COX, THANK YOU AGAIN.

I, I WANNA BRING YOUR ATTENTION TO THOSE WHO ATTENDED HEALTH ADVISORY COUNCIL YESTERDAY.

UM, IT WAS ANNOUNCED AT THAT TIME THAT THE SOUTH CAROLINA ASSOCIATION FOR THE ADVANCEMENT OF HEALTH EDUCATION, AND I APOLOGIZE FOR RAISING MY VOICE, BUT I'M COMPETING WITH, UM, TEST, UH, OUR HEALTH ADVISORY COMMITTEE WAS RECOMMENDED FOR AN AWARD FOR THE WORK THAT THEY HAVE CONDUCTED AND THEY RECEIVED IT.

SO I WANNA GIVE KUDOS AND THANK YOU TO THE WORK OF OUR HEALTH ADVISORY TEAM.

UM, AWARD.

THE REC RECEIPT OF THAT WILL BE ON NOVEMBER 14TH.

I WILL WORK THE DETAILS WITH MS. BERRY AS TO WHOM THEY RECEIVE, UM, FOR THIS DISTRICT, THE AWARD ITSELF.

AND I HAVE TO SAY, ONCE AGAIN,

[01:20:01]

KUDOS TO THAT TEAM.

THEY'VE TOOK ON EVERY GRADE LEVEL, EVERY GRADE BAND CURRICULUM, CORRELATED THE STANDARDS TO THE STATE.

PROVISOS THEN CORRELATED THAT TO TEXT.

THAT WAS NOT AN EASY JOB.

AND I HAVE TO SAY GREAT POINTS TO EVERYONE WHO HAS TO PUT IN HOURS.

OF COURSE, THAT WENT FORWARD.

I, SO THAT WAS A AND B AND I, I, I SHOULD HAVE HANDED THIS DOWN TO YOU EARLIER, MRS. , IF YOU MAY, BOARD MEMBERS.

I WALKED YOU THROUGH A 12 POINT 17 POINT OPERATIONAL EXPECTATION, NOT THAT I'M ASKING TO ADD TO THE WEIGHT OF OUR WORK, BUT I DO WANNA ASK THE OPPORTUNITY FOR A MOTION OF CONSIDERATION THAT THE HAC WORK BECOMES PART OF THE EVIDENCE OF OUR OE BECAUSE IT IS A REGULATION PRACTICE.

AND SO WE CAN PROVIDE ANNUALLY THE AGENDA AND THE WORK THAT THE HAC IS PROVIDING OUR SYSTEM.

SO IF PASSED BY NOESIS, CUSH BERRY IS TYPING IT IN FOR ACADEMIC COMMITTEE BOARD MEMBERS.

AND I DO APOLOGIZE AT THAT DELAY.

SO I'LL PAUSE UNTIL THAT IS TYPED IN AND THEN WE COULD HAVE, UM, CONVERSATIONS NECESSARY.

IS THE MOTION, I CAN'T MAKE IT ANY BIGGER THOUGH.

NO, YOU'RE GOOD.

I CAN READ IT.

LEAH, CAN YOU SEE IT? YEAH, I CAN SEE IT.

YOU WANT ME TO READ IT? YEAH, GO AHEAD.

ALL RIGHT.

I MOVE THAT THE BEAUFORT COUNTY BOARD OF EDUCATION INCLUDE EVIDENCE OF WORK OF THE HEALTH DIVIDED COMMITTEE TO OPERATION.

LEMME MOVE YOUR FACE, YOUR FACE.

OPERATIONAL EXPECTATION, EXPECTATION 12.

AND TO BE REFERENCED AS OE 12 POINT 18.

I WILL SECOND THAT.

THOSE IN FAVOR? AYE.

AYE, MS. GORDON? AYE.

THANK YOU.

AWESOME.

YOU, UH, MR. CHAIR, BEFORE WE MOVE ON, I WOULD LIKE TO, UH, COMMENT ON THAT.

YES, GO AHEAD.

MR. SMITH.

UM, IN, IN, IN, IN TERMS OF THE HEALTH ADVISORY COMMITTEE, UH, I, I DON'T KNOW HOW I GOT THE MEETING LAST NIGHT, BUT, UM, UH, I I, I WOULD JUST LIKE TO SAY THAT I REALLY APPRECIATE THE, OR APPRECIATE THAT COMMITTEE.

THEY HAVE A LOT OF INFORMATION TO COVER.

I'M TALKING ABOUT THE BOOKLETS ARE SO THICK.

IT'S LIKE THEY GO THROUGH A LIBRARY OF, OF, OF INFORMATION WITHIN EVERY SEGMENT THAT, UM, AND, AND THE LADY THAT, THAT, THAT HEADS IT UP, UM, HEAVY PRYOR PRIOR, MS. MS. MS. PRYOR, UM, SHE REALLY TAKES, TAKES WHAT SHE DOES SERIOUS AND EVERYONE WHO COMES TO THAT, TO THAT MEETING, I MEAN, THAT WHOLE TEAM IS VERY IN SYNC AND IN SOUND.

ONE PERSON ON THIS ONE PERSON IS NOT THERE, THEN THEY, THEY TRY TO FIGURE OUT, HEY, WHO'S HEAD GOING TO GO AND TAKE THEIR WORKLOAD ON? AND THEY, AND THEY, THEY, THEY TEAM IT.

I JUST WANNA SAY ON, ON BEHALF OF, UH, WATCHING THEM FOR THE LAST HAVE ALONGS DID, I'VE BEEN GOING TO THEIR MEETINGS.

I THINK THAT THE BOARD, WE, THEY, THE LAST TWO YEARS, UH, THEY HAVE REALLY BEEN AN INSTRUMENT TO THIS, TO THIS DISTRICT AND, UH, AND, AND, AND, AND AND TO, TO, INTO, INTO THIS, UH, TO, TO THIS, UH, BOARD AS WELL.

SO I JUST WOULD LIKE TO, UH, DEFINITELY HIGHLIGHT THEM.

AND I SAY THAT KUDOS TO THEM IN THE AWARD.

THEY REALLY DESERVE IT.

THE AMOUNT OF TIME THEY PUT IN, YOU TALK ABOUT OUR CLOCK, THEY PUT, THEY, THEY, THEY PUT SOME TIME AND THEY GO THROUGH A LOT OF INFORMATION AND THEY, YEAH, I JUST, I JUST WANNA SAY I, I REALLY APPRECIATE THEM AND I JUST WANTED TO LET THAT BE KNOWN PUBLICLY THAT, UM, THAT IF YOU HADN'T BEEN, YOU MIGHT WANNA CHECK IT OUT.

I MEAN, IT'S THIS, THEY READ LAW BOOKS .

SO YEAH.

THANK YOU.

MR. SMITH.

UM, ROBIN, COULD YOU PUT THAT SLIDE OF VACANCIES ON THIS, ON THE HAC, UM, THAT YOU JUST HAD UP? YES.

THANK YOU.

THIS, UH, THIS CAME UP YESTERDAY.

THE BULK OF THE WORK OF THIS COMMITTEE HAS BEEN DONE PRIMARILY BY ABOUT FIVE

[01:25:01]

PEOPLE.

UM, THERE ARE A SIGNIFICANT NUMBER OF VACANCIES, UM, THE LIST THAT ROBIN HAS PUT UP, AND I BELIEVE THIS COMES FROM THE STATE, WHICH MAYBE LEAD SHOULD LEAD TO A DISCUSSION, UH, NOT NECESSARILY BY US AND NOT NECESSARILY THIS EVENING.

UM, BUT THE, SOME OF THE PROBLEMATIC ISSUES OF GETTING PEOPLE COMMITTED TO THE COMMITTEE C COMMITTED TO THE WORK.

UM, I THINK IT'S BEEN AN ONGOING PROBLEM TO IDENTIFY STUDENTS TO BE INVOLVED IN THIS PROCESS.

IT DIDN'T SEEM TO BE PARTICULARLY CLEAR TO ME HOW STUDENTS WERE IDENTIFIED, UH, HOW THEY WERE IDENTIFY AND, AND A TIMELINE WHEN THEY WOULD SERVE.

UM, SO AS YOU CAN SEE, IT'S A COMMITTEE OF 13 AND THERE ARE NOW EIGHT VACANCIES.

AND GIVEN THE WORKLOAD THAT MR. SMITH JUST ALLUDED TO, UM, I THINK WE WE'RE, WE'RE FACING SOME DIFFICULTIES OF WORKLOAD AND THE PEOPLE TO ACTUALLY, UH, REVIEW THE MATERIALS.

MATERIALS AND, AND MAKE RECOMMENDATIONS AND REPORTS TO THE BOARD.

SO I JUST WANTED TO PUT THAT INTO THE MINUTES, UM, THAT THIS NEEDS TO PROBABLY BE LOOKED AT MORE CRITICALLY.

UM, MR. CHAIR? YES, GO AHEAD, MR. SMITH.

UM, I, I JUST, I JUST TOLD, UH, IN TERMS OF ONE, THE ONE, THE ONE ONE, UM, THE, THE, UH, THE TWO STUDENTS, I THINK, UH, POSSIBLY THEY'RE THE, ONE OF THE DENTAL PROGRAMS WHERE THOSE KIDS, UH, THEY, THEY READ AND SLEEP.

I THINK THAT THAT, THAT, THAT, THAT POSSIBLY WOULD BE SOMEWHERE WE MAY WANNA START, UH, IN TERMS OF IF THEY HAVE ANY SENIORS OR, I'M NOT SURE EXACTLY WHAT THE, WHAT THE CRITERIA LOOK LIKE EXACTLY, UH, IN TERMS OF THAT ONE YEAR, HOWEVER LONG THEY, THEY THEY SERVE.

THAT MAY BE ONES THAT WANNA BE SOMETHING THAT MAY LOOK AT FOR, FOR THAT.

BUT, UM, AS A COMMUNITY MEMBER, I'M, I'M, I'M ALSO, UH, NOW THAT I HAVE THIS LIST, AND I WILL, UH, UH, LET PEOPLE KNOW THAT THERE, THERE'S O POSSIBLY AN OPENING AND THAT THEY, THEY MAY WANNA APPLY, UH, TO, UH, POSSIBLY FILL WITH THESE POSITIONS.

YES.

BECAUSE I THINK WE WERE GONNA DO IT BEFORE, BUT I THINK WE, WE NEEDED TO AWAIT, BUT I'M, I'M NOT, I'M NOT, I'M NOT SURE.

I'M NOT SURE.

SO YES.

UH, SO NOW THAT WE KNOW THAT, THAT, I THINK THAT'S COMMUNICATION IS EVERYTHING.

I, I APPRECIATE THAT.

SO I THINK WE CAN, BECAUSE I KNOW DR.

WHO WAS, WAS DEFINITELY, UH, WAS, WAS ON, WAS ON IT.

SO IT SHELF FOOT OUT.

SO FOR THE EDIFICATION OF THE BOARD, THERE'S A FORM THAT'S AVAILABLE THAT'S A JOT FORM THAT IS FILLED OUT.

THEN THOSE A APPLICANTS COME FORWARD TO ACADEMIC COMMITTEE RECOMMENDATIONS ARE MADE FROM ACADEMIC COMMITTEE TO THE BOARD FOR A SELECTION.

AND I, I DO, IF YOU DO KNOW SOMEONE, I ENCOURAGE TO REACH OUT TO MS. CUSHEN BARRY.

SHE WILL SEND THE JOT FORM OUT, UH, BECAUSE ADJO WOULD BE GREATLY APPRECIATED.

THE OTHER THING I WANNA ADD AS BOARD MEMBERS, THE ADOPTION OF PHYSICAL EDUCATION TEXTBOOKS HAS IS DISALIGNED WITH THE REGULATION.

THAT'S WHAT PUTS SO MUCH WORK TO THIS GROUP OF PEOPLE FOR OUR HEALTH, ESPECIALLY ON THE, UM, REPRODUCTIVE HEALTH.

SO IN YOUR WORK THAT YOU DO AT THE STATE LEVEL, THEY NEED TO RECOGNIZE THE DISALIGNMENT OF WHAT A LAW IS TO WHAT OUR CLASSROOM TEACHERS HAVE THE OPPORTUNITY OF DELIVERY OF INSTRUCTION.

THANK YOU FOR ADDING THAT.

THANK YOU, SIR.

UM, AND IF THE, THE ONE THING THAT STOOD OUT TO ME, I, I WOULD LIKE TO SEE MORE STUDENTS IN INVOLVED IN THIS PROCESS AND TO LIMIT IT TO THE PRESIDENT OF A STUDENT BODY SEEMS TO BE A MAJOR BARRIER.

AND I'M NOT SURE HOW WE GET THAT.

I, I WOULD LIKE TO SEE RECOMMENDATIONS FROM PRINCIPALS OF UP, UP AND, YOU KNOW, COMING JUNIORS THAT MIGHT BE GREAT STUDENTS TO SERVE IN THIS CAPACITY AS SENIORS.

NOW I, I'D LIKE TO JUST EXPLORE MAYBE HOW WE DEAL WITH THAT BARRIER DOWN THE ROAD.

BUT, UM, ANYWAY, UM, WE HAVE SOME, IF WE HAVE PEOPLE THAT WE'RE AWARE OF, UH, THAT MIGHT BE GREAT.

UM, ADDITIONS TO THIS COMMITTEE.

UH, WE, WE'LL, WE SHOULD WORK TO GET SOME APPLICATIONS AND SEE IF WE CAN BUILD NUMBERS WITHIN THIS GROUP.

SHE'S .

YEAH, THAT, THAT'S AN EXCELLENT CAN I, CAN I RESPOND? THAT'S AN EXCELLENT POINT BECAUSE, UM, MANY OF THE SENIORS THAT ARE, WE HAVE TRIED

[01:30:01]

IN THE PAST, UM, MANY OF THEM HAVE SUCH EXTREME COMMITMENTS AT THIS POINT IN THEIR LIFE.

UM, MANY OF THEM PLAY SPORTS OR ALREADY SERVING ON NUMEROUS OTHER COMMITTEES AT THAT POINT.

I ACTUALLY AGREE WITH YOU, SIR, LIKE BY THE TIME THEY'RE SENIOR, THEY'RE IN FULL PREPARATION FOR THE NEXT STEPS IN, IN COLLEGE.

AND SO YEP.

THAT WOULD GIVE US A LITTLE MORE FLEXIBILITY.

THANK YOU.

APPRECIATE THAT.

UH, MS. BERRY, UH, I THINK WE'RE AT, UH, FUTURE TOPICS.

IF I REMEMBER THE, SO WE HAVE THREE ADMINISTRATIVE REGULATIONS FOR CAREER TECHNICAL EDUCATION COMING FORWARD.

UM, ONE ADMINISTRATIVE REGULATION THAT ACTUALLY WORKS THROUGH OPERATIONS, BUT IT IS FOR THE USE OF ANIMALS IN OUR AGRICULTURAL ENVIRONMENTAL CLASS.

SO SENIOR STAFF, DR. RODRIGUEZ HAS SAID YES TO HAVING THAT, UM, ADMINISTRATOR READ, COME THROUGH ACADEMICS.

WE HAVE TO GIVE THE CHINCHILLA PERMISSION AND THEN THE OPT IN FORM FROM THE WORK THAT WAS DONE FROM THE BOARD, UM, THAT FORM IS READY AND HAS BEEN REVIEWED BY LEGAL.

I'D LIKE TO BRING THAT FORWARD AS WELL.

OKAY.

MY LAST TIME IS TO LOOK AT THE NEXT DATE, SIR.

UM, ONLY BECAUSE MYSELF, I MAY NOT BE HERE AT THE END OF OCTOBER, SO I, I JUST WANNA BRING THAT FORWARD AS WELL.

OKAY.

LET ME, UH, LET ME GET WITH THE COMMITTEE AND UM, OTHERS THAT, AND WE CAN LOOK AT IT HOPEFULLY A DATE WHERE YOU ARE AVAILABLE.

YES SIR.

THANK YOU.

ANYTHING ELSE FOR FUTURE TOPICS? SO OUR NEXT MEETING BE TECHNICALLY SCHEDULED FOR THE 28TH OF OCTOBER.

UM, YEAH, SO WE'LL KEEP THAT AS TENTATIVE AND YOUR ADMINISTRATIVE REGULATIONS, I BELIEVE FOR STUDENT SERVICES AS WELL.

YEAH, WE WERE TALKING ABOUT THAT.

YEAH, JUST WE WILL COME BACK AND REQUEST THAT.

ADD SOME OF THOSE.

WE WERE TRYING TO FIGURE OUT WHERE THE MEETINGS EXACTLY.

WE'RE GONNA FALL TO SEE WHEN EXACTLY WE NEEDED TO ADD THEM.

YOU HAVE AN OE, THE DISCIPLINE OE, UM, AS WELL.

OE 13 AND 14.

MS. GORDON, MS. FRAZIER, DO YOU HAVE ANYTHING TO UH, ADD AT THIS POINT? YES, THE MOTION FOR CHANGING THE, UM, UM, DR.

STRATO SAYS SHE'S LEAVING IN OCTOBER.

THAT'S NOT WHAT DAY WILL SHE BE BACK AFTER OCTOBER? AND COREY MINES WANNA KNOW .

SO THE 28TH IS A TUESDAY.

I'M TRAVELING FOR MAGNET SCHOOLS ASSISTANCE PROGRAM TO WASHINGTON DC THE VOICE ION JUST WANNA, JUST WANNA MAKE SURE IT WASN'T A PERMANENT YES MA'AM.

YOU KNOW, AND LITTLE NOD OR SOMETHING.

UH, AND THEN, UM, IF IT COULD BE THE WEEK PRIOR TO WEEK POST, I'M OPEN TO WHATEVER THE COMMITTEE MAY ALLOW AND I, I THINK THE WEEK POST WITH TRAVELING TO, YEAH, IF IT COULD BE A WEEK PRIOR WOULD HELP.

OKAY.

WE'LL, UM, WE'LL MEET QUICKLY AND TRY TO NAIL A DAY AND TIME.

SOUNDS GOOD.

ROBIN, ANY SUGGESTIONS? UM, I'LL GET WITH HER SCHEDULE PERSON TO SEND IT OUT TO YOU ALL AND OKAY.

YOU'LL KNOW IF YOU'RE AVAILABLE.

THANK YOU.

APPRECIATE THAT.

THANK YOU.

BRING IT UP AT THE OCTOBER, IF THERE IS NOTHING ELSE, I WILL ENTERTAIN A MOTION TO ADJOURN.

I WILL SECOND THAT MOTION.

THANK YOU VERY MUCH.

SUPPOSED TO IT.

NEVERMIND.

YEAH, WE'RE GOOD.

.

APPRECIATE EVERY, EVERYBODY'S WORK.

THANK YOU.