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IT IS THREE O'CLOCK.SO, UM, I LIKE TO CALL THE MEETING OF THE BEAUFORT COUNTY BOARD OF EDUCATION ACADEMICS COMMITTEE TO ORDER, UH, HELD ON OCTOBER 23RD, 2025 AT 3:00 PM DISTRICT EDUCATIONAL SERVICES CENTER, CONFERENCE ROOM KEY, AND ALSO REMOTE HYBRID CONFERENCING.
THIS MEETING WILL BE LIVE STREAMED ON THE SCHOOL BOARD'S YOUTUBE CHANNEL TO SPEAK DURING THE ACADEMIC COMMITTEE.
PUBLIC COMMENTS, PLEASE SIGN UP USING THE PUBLIC COMMENT FORM.
YOU CAN FIND THE BOE PUBLIC COMMENT FORM ON THIS, ON OUR WEBSITE.
YOU, YOU'LL RECEIVE A CALL DURING THE PUBLIC COMMENTS WHERE YOU'LL BE ABLE TO SPEAK AND ADDRESS THE COMMITTEE FOR A MAXIMUM OF THREE MINUTES.
ON ISSUES WITHIN THE COMMITTEE'S DOMAIN FORUM WILL BE LIMITED TO 15 MINUTES.
CITIZENS' DESIRING TO PARTICIPATE IN PERSON MUST FILL OUT A PUBLIC COMMENT CARD THAT CAN BE OBTAINED FROM THE BOARD CLERK ON ARRIVAL.
UM, WE'LL START WITH A PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF UNITED STATES OF AMERICA AND TO THE PUBLIC FOR WHICH IT STANDS.
ONE NATION HONOR INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
SO, YES, WE NEED A MOTION TO APPROVE THE AGENDA WITH THE ADD-ON OF THE OH, YES.
SO THERE'S A, A, A, WE NEED A MOTION TO APPROVE.
WE APPROVE THE, UH, CHLOE, CHLOE NEEDS TO, TO MAKE THE MOTION AND YOU COULD SECOND IT IF YOU, MS. GORDON, CAN YOU, UM, MAKE A MOTION TO APPROVE THE AGENDA, PLEASE? YOU ARE MUTED IF YOU'RE ON, YOU SAID SHE WAS TWO MINUTES OUT.
MS. GORDON, YOU'RE MUTED IF YOU'RE TRYING TO, UM, GET ON.
AND AT THIS MOMENT WE CAN'T DO IT.
SO I, AND HAVE A RESPONSE PHONE TRY TO REMOVE ACTUALLY JUST CAME OFF.
BUT CAN YOU MAKE A MOTION TO APPROVE THE AGENDA? I WOULD LIKE TO MAKE A MOTION TO APPROVE THE AGENDA WITH THE, UM, YOU CAN READ THAT FOR HER.
I MOVE THAT THE ACADEMIC COMMITTEE ADD HEALTH ADVISORY COMMITTEE UPDATE TO THE OCTOBER 23RD, 2025 AGENDA.
YOU'RE ACTUALLY MAKING THAT MOTION.
HE NEEDS YOU TO MAKE THAT MOTION, IF YOU DON'T MIND.
AND, UH, DR. CARR CAN SECOND IT.
I MAKE A MOTION TO ADD THE HEALTH
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ADVISORY COMMITTEE MINUTES OR TOPICS TO THE OCTOBER 23RD, 2025 ACADEMIC COMMITTEE MEETING.UM, ARE THERE ANY PUBLIC COMMENTS? NO PUBLIC COMMENTS.
UM, AND LEAH, CAN YOU MAKE A MOTION TO, UH, ON THE SEPTEMBER 23RD COMMITTEE MEETING MINUTES, I MAKE A MOTION TO APPROVE THE SEPTEMBER 23RD, 2025 ACADEMIC COMMITTEE MEETING MINUTES.
AND, UH, WE WILL MOVE TO, UH, OE 13 DISCIPLINE.
SO FOR THOSE, UH, THOSE IN A PHYSICAL ATTENDANCE, UH, YOU HAVE A BINDER IN FRONT OF YOU.
FOR THOSE THAT ARE ONLINE, UH, THERE'S BEEN A SCANNED PDF VERSION OF OE 13 DISCIPLINE FOR THOSE IN PHYSICAL ATTENDANCE.
SO WHAT YOU WILL DO AS FOLLOWING ME, YOU'LL JUST TURN YOUR BINDER AND BE ABLE TO FLIP AS WE FOLLOW ALONG.
I DO WANT TO SAY THAT THE ARTIFACTS, UM, UNDER EACH AREA OF THIS ARE GOING TO BE EMBEDDED WITHIN EACH, UH, TAB SO THAT YOU WON'T HAVE TO FLIP BACK AND FORTH WHEN WE'RE DONE.
SO THE SLIDES THAT WE'LL GO THROUGH TODAY, THEY'RE BEHIND EACH OF THOSE SLIDES.
THERE WILL BE DURING EACH AREA.
THE ARTIFACT WILL BE EMBEDDED RIGHT IN THERE.
SO AGAIN, THIS IS, UH, WE ARE DOING OE 13, WHICH IS ON DISCIPLINE.
IF YOU GO TO THE SLIDE RIGHT THERE THAT ROBIN'S GOT ON, THAT SHOWS ALL THE DIFFERENT AREAS OF OE 13 THAT WE ARE REQUIRED TO REPORT OUT ON TO THE, THE ACADEMIC COMMITTEE.
UM, AND THEN EACH OF THESE TABS IS A DIFFERENT AREA OF THE OE.
SO IF YOU, BEFORE YOU DO THAT, YOU HAVE AN EXECUTIVE SUMMARY THERE AND IT JUST SUMMARIZES WHAT YOU'RE GOING TO SEE IN THIS MANUAL OR, OR NOTEBOOK THAT WE HAVE HERE TODAY.
AND IT JUST TALKS ABOUT OUR CONTINUED COMMITMENT TO FOSTERING SAFE STRUCTURED AND SUPPORTIVE LEARNING ENVIRONMENTS.
ALSO, YOU'RE GOING TO HEAR IN HERE WHAT'S CALLED MTSS, THAT'S MULTI, MULTI-TIERED SYSTEMS OF SUPPORT.
AND IT TALKS ABOUT OUR FRAMEWORK AND HOW WE DO THAT AND WHAT WE ARE CURRENTLY.
THERE ARE SOME UPDATES IN HERE, BUT I WANNA, UM, REEMPHASIZE THAT THE INFORMATION AND DATA PRESENTED IN THIS IS FROM THE 24 25 SCHOOL YEAR.
DOESN'T IT INCLUDE ANY INFORMATION THAT WOULD BE, UH, FROM THE START OF SCHOOL UNTIL NOW? OKAY.
SO THIS IS YOUR FIRST TAB IN THE BINDER.
THIS IS 13.1, AND IT'S THE STAKEHOLDER INFORMATION AND SHOW IT, IT ESSENTIALLY, THE SLIDE IS UP THERE.
I'M GONNA SUMMARIZE THESE SO I'M NOT READING EACH SLIDE TO EVERYONE.
IF AS I'M GOING THROUGH THESE, IF YOU HAVE A QUESTION OR IF YOU NEED ME TO STOP AT ANY POINT OR SPEED UP OR SLOW DOWN, JUST LET ME KNOW.
SO THE FIRST PART IS ABOUT STAKEHOLDER INVOLVEMENT.
AND SO IT SHOWS THAT, PART OF THAT IS UPDATING OUR POLICIES, NOT JUST OUR ADMINISTRATIVE REGULATION, BUT OUR DISCIPLINE MATRIX THAT WE REVIEW ANNUALLY.
AND IT TALKS ABOUT HOW WE GOT FEEDBACK, INCLUDING SURVEYS, THE DIFFERENT FOCUS GROUPS WE'VE DONE, NOT JUST WITHIN THE SCHOOL BOARD, BUT WITHIN OUR PRINCIPALS, OUR ADMINISTRATIVE STAFF AT THE SCHOOL LEVEL AND DISTRICT LEVEL AND WITH OUR TEACHERS.
AND SO THE NEXT SLIDE IS A LITTLE MORE DETAILED INFORMATION.
UM, SO THE FIRST ONE IS A, UH, DISTRIBUTED MTSS TIERED FIDELITY INVENTORY.
THAT WAS ESSENTIALLY SOMETHING WE DID WITH EACH SCHOOL LAST YEAR.
EACH SCHOOL HAD THE OPPORTUNITY TO KIND OF SELF-EVALUATE THEIR MTSS PROGRAM, SO AT THEIR SCHOOL OR THEIR PROCESS AT THEIR SCHOOL, UM, TO SEE HOW WE COLLECTIVELY AS A SYSTEM COULD DO THAT.
AND SO IT SHOWS IN THE SECOND, UM, POINT THERE TALK SHOWS THE DIFFERENT GROUPS THAT WE REACH OUT TO.
SO EACH SCHOOL PRINCIPAL WAS A PART OF THAT.
SO EACH SCHOOL SITE WILL HAVE A TEAM ESTABLISHED TO MONITOR THEIR PROCESS AND THEN THE BEHAVIOR MANAGEMENT SPECIALIST.
UM, AND THAT WAS TO ALSO, WE CROSS REFERENCE THAT WITH THE SCHOOL CLIMATE.
'CAUSE THERE'S SOME DIFFERENT, WHEN YOU SEE SCHOOL SCHOOL
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CLIMATE REFERENCE IN THERE, IT'S REFERENCING THE SCHOOL CLIMATE PORTION OF THE SCHOOL REPORT CARD.UM, 'CAUSE THERE'S SOME OVERLAPPING INDICATORS ON THERE.
AND SO WE WANTED TO MAKE SURE WE HAD A PROACTIVE APPROACH TO ADDRESS THOSE THINGS.
UM, AND THEN IT TALKS ABOUT THE FAMILY AND COMMUNITY INFORMATION SESSIONS AND IT TALKS ABOUT SCHOOL IMPROVEMENT COUNCIL, PARENT ADVISORY GROUPS, OUR ECUMENICAL PARTNERS AND OTHER COMMUNITY FORUMS TO INFORM STAKEHOLDERS OF SUPPORT, INCLUDING OUR BEHAVIORAL SYSTEM.
ADDITIONALLY GUYS, WHEN WHEN PARENTS REGISTER, SOME OF THE INFORMATION ABOUT DISCIPLINE AND OTHER THINGS ARE GOING TO BE INCLUDED AND THAT INFORMATION WHEN PARENTS, UM, WHEN PARENTS SIGN UP.
AND THEN THE LAST GROUP THAT WE ENGAGED ABOUT THIS WAS WITH OUR SCHOOL COUNSELING DEPARTMENTS.
UM, EACH OF THOSE PLAY A PART IN THE PROCESS OF SCHOOL DISCIPLINE.
OFTENTIMES WHEN WE THINK ABOUT SCHOOL LEVEL DISCIPLINE, WE JUST CONSIDER, A LOT OF TIMES YOU THINK OF A DEAN OR AN ASSISTANT PRINCIPAL, BUT THERE'S REALLY A COLLECTIVE TEAM THAT GOES OUT AND ADDRESSES THOSE.
UM, THE NEXT THINGS THAT YOU'LL SEE ON THERE, THESE ARE ACTUAL ARTIFACTS.
SO I WANTED TO EMBED THE ARTIFACTS WITHIN EACH ONE SO THAT WHEN YOU WERE REFERRING BACK, OR AS YOU GUYS COME BACK, AND I KNOW YOU CAN READ THROUGH ALL THIS INFORMATION, THIS IS AN ACTUAL PRESENTATION.
I'M NOT GONNA GO THROUGH EACH PART OF THE PRESENTATION, BUT THIS IS AN ACTUAL PRESENTATION THAT WAS GIVEN TO PRINCIPALS.
AND SO YOU CAN SEE THE INFORMATION THAT IS THERE.
UM, AND IT ALIGNS TO IT IS JUST KIND OF, I CAN, AS SHE'S SCROLLING THROUGH THOSE, I'LL ACTUALLY TELL HER WHERE SHE WILL SCROLL THROUGH THAT AS YOU'RE FLIPPING UNTIL WE GET TO 13.2.
AND THIS IS JUST A PRESENTATION TALKING ABOUT THE DSS FRAMEWORK.
IT ALSO, I WILL SHOW THERE IS A SLIDE, UH, ON HERE I WANNA REFER YOU TO.
IT'S NEXT TO LAST, IT'S NUMBER 23.
UM, ON HERE IT SHOWS, IT WAS JUST AN EXAMPLE OF WHERE YOU COULD, PRINCIPALS COULD FILL OUT A LINK TO REQUEST ADDITIONAL ASSISTANCE IF THEY NEEDED HELP WITH, UM, THEIR NTSS PROCESS.
SO IT'S JUST GIVING YOU ARTIFACTS TO SUPPORT THE CLAIMS THAT WE JUST MADE.
SO WHEN WE HAVE TO DO, JUST SO YOU'RE AWARE, WE TAKE THE BINDER, SCAN THEM INTO BDS.
SO THE NUMBERING UP THERE, WE'LL BE A LITTLE BIT DIFFERENT THAN IT'S IN YOUR BOOK.
UM, AND THAT'S THE ONLY WAY WE COULD, UH, DO A BINDER LIKE THIS TO BE ABLE TO, SO SHE, SO Y'ALL ALWAYS CALL ALMOST CAUGHT UP.
THE FORM I WAS REFERENCING WAS THE STUDENT SERVICES REQUEST ASSISTANCE FORM.
WE HAVE A LITTLE BIT OF DIFFERENT MODEL FOR THAT THIS YEAR, BUT THIS WAS SOMETHING PRESENTED TO THE PRINCIPALS LAST YEAR.
IF THEY NEEDED ADDITIONAL ASSISTANCE AFTER WE DO PRESENTATIONS, THEY COULD SIGN UP FOR IT IN THE MOMENT WHILE THEY WERE THINKING ABOUT IT.
SO NOW YOU'RE ACTUALLY GOING TO FLIP WITH ME TO THE NEXT TAB IN YOUR BINDER.
AND THAT'S 13.2 INFORMED STAKEHOLDERS.
SO LIKE A GOOD TEACHER, I'LL LOOK AROUND AND MAKE SURE EVERYBODY'S CAUGHT UP.
UM, SO THERE YOU SEE THE DIFFERENT LISTED.
THIS IS MORE ABOUT THE TRAININGS THAT WE DO, UM, AND HOW WE'VE TAUGHT AND REINFORCE THAT ESPECIALLY ANNUALLY, WE'RE GONNA HAVE UPDATES TO OUR DISCIPLINE MATRIX.
SOMETIMES THAT'S BECAUSE THE STATE WILL CHANGE THEIR CODE OR A SOUTH CAROLINA LAW WILL CHANGE.
AND SO AS THOSE LAWS CHANGE, WE HAVE TO UPDATE OUR DISCIPLINE MATRIX.
AND THAT'S ONE OF THE REASONS YOU GUYS WILL GET AN ANNUAL PRESENTATION ON OE 13 SO THAT YOU GUYS WILL BE MADE AWARE OF ANY CHANGES THAT WE HAVE TO GO THROUGH AND HIGHLIGHT IN HERE.
SOMETIMES IT IS JUST A CHANGE IN THE CODING SYSTEM THAT THE STATE USES.
SO THIS IS HOW WE COMMUNICATE THOSE, INCLUDING WE HAVE TO UPDATE OUR WEBSITE IN DIFFERENT PLACES.
THIS IS ANOTHER, UM, AREA HOW WE DEMONSTRATE HOW WE'RE INFORMING ALL OF OUR STAKEHOLDERS OF THESE CHANGES.
OKAY, SO THAT'S THE ONLY SLIDE IN THIS ONE FOR 13.2.
THESE ARE DIFFERENT TOOLS AND DIFFERENT ARTIFACTS TO SHOW HOW WE USE THIS INFORMATION.
AND THERE'S TWO DIFFERENT, THERE'S A PRESENTATION IN HERE.
IT ALSO SHOWS, I WANT YOU TO FLIP WITH ME TO WHERE WE GET TO A PART, KEEP SCROLLING DOWN WHERE IT SAYS EDUCATORS HANDBOOK.
THE FIRST PART'S TALKING ABOUT THE MTSS PART, PORTION OF IT TO INCLUDE MAGIC SCHOOL, WHICH IS A AI TOOL THAT OUR PRINCIPALS CAN USE TO DEVELOP DIFFERENT, UM, MODULES FOR STUDENTS.
SO IF YOU'RE WITH ME ON THE, THIS RIGHT HERE, THIS VERSUS EDUCATOR'S HANDBOOK.
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EDUCATOR'S HANDBOOK IS OUR SYSTEM FOR WRITING OFFICE REFERRALS, BOTH MA WHAT WE CONSIDER WE CALL MAJOR OR MINOR REFERRALS.SO OFFICE, THIS IS A TRAINING SHOWING NEW ADMINISTRATORS HOW TO NOT ONLY LOG INTO THE SYSTEM, THEY CAN SEE IN REAL TIME EACH PRINCIPAL AND ASSISTANT PRINCIPAL THAT HAS ACCESS TO IT.
THEY DON'T JUST SEE THE OFFICE REFERRALS.
THEY CAN SEE REAL TIME THE DATA TRENDS AT THEIR SITE.
SO EVERY SCHOOL ADMINISTRATOR HAS THAT, AND IT'S GONNA HAVE INFORMATION THAT YOU'RE GONNA SEE LATER ON WHEN YOU TALK ABOUT DISCIPLINE DATA.
IT'LL SHOW THEM THE DAY OF THE WEEK, THE CLASS PERIOD, THE TIME OF DAY.
UM, IT WILL SHOW ALL THEIR DIFFERENT OFFENSES THAT ARE OCCURRING IN THEIR SCHOOL.
AND THIS IS A PRESENTATION SHOWING NEWER ADMINISTRATORS HOW TO NOT ONLY LOG IN, BUT TO SORT THEIR DATA IF THEY WANT TO PULL AND EXPORT THAT DATA, SAY A PRINCIPAL WANTED TO PRESENT THAT DATA TO THEIR STAFF.
THIS SHOWS THEM HOW TO PULL AND INFORM PEOPLE OF THEIR DISCIPLINE DATA TRENDS AT THEIR SCHOOL.
OKAY, SO NOW WE WILL GO TO 13.3.
SO WE'LL FLIP OUR NEXT TO OUR NEXT TAB.
AND I WILL, IT'S ROBIN SCROLLING AS FAST AS YOU CAN UP
SO 13.3, YOU'RE GONNA SEE A COUPLE OTHER SLIDES IN HERE.
SO I'LL GO A LITTLE BIT SLOWER.
THIS IS WHERE WE'RE ACTUALLY GOING TO, CAN YOU SAY THE BEGINNING OF 13TH? YEAH.
SO THIS IS THE ONE, I'LL GO A LITTLE BIT SLOWER THROUGH THIS FIRST PART BECAUSE THERE'S GONNA BE SOME ACTUAL DATA PRESENTED IN HERE.
UM, AND THIS TALKS ABOUT THE GUIDED ACTIONS.
SO WE HAVE A DIS THIS IS CONSISTENT ENFORCEMENT OF DISCIPLINE POLICIES.
SO THIS WILL OUTLINE, UM, HOW THE MATRIX IS DESIGNED.
SO IT'S GUIDED ADMINISTRATOR ACTIONS.
SO THAT IS WHERE WE HAVE THE DIFFERENT TIERS WITHIN, UH, UM, THE DIFFERENT TIERS OR LEVELS WITHIN THE DISCIPLINE MATRIX.
AND THEN IT ALSO SHOWS THE SECOND POINT ON THERE, IT SHOWS, UH, WHAT I'M REFERRING TO, THE INFRACTIONS ARE CATEGORIZED IN ONE LEVELS, ONE, TWO, AND THREE.
HERE'S AN IMPORTANT POINT THAT I WANT TO MAKE BECAUSE THIS IS A, THIS WAS REPORTED ON THE LAST COUPLE YEARS, BUT I WANT TO MAKE SURE THAT POINT IS EMPHASIZED.
THERE ARE THREE LEVELS IN THE DISCIPLINE MATRIX.
THAT WAS, THAT WAS A CHANGE THE STATE MADE A COUPLE YEARS AGO.
THERE USED TO BE FOUR LEVELS IN THAT THEY UPDATED THAT.
SO WE HAD TO UPDATE OUR DISCIPLINE MATRIX A COUPLE YEARS AGO TO REFLECT THAT CHANGE.
SO THE STATE DEFINES WITH US WHAT FALLS WITHIN CERTAIN LEVELS.
WE DO HAVE SOME FLEXIBILITY IN THERE TO REPLICATE SOME THINGS IN DIFFERENT, LIKE SIMILAR OFFENSES IN DIFFERENT LEVELS.
ALSO, THE DISCIPLINE MATRIX IS BROKEN DOWN FOR ELEMENTARY.
THERE'S ONE FOR MIDDLE SCHOOL AND ONE FOR HIGH SCHOOL.
SO THAT IS IMPORTANT TO UNDERSTAND BECAUSE WE DO HAVE TWO PRE-K THROUGH EIGHTS AND OUR DISTRICT.
SO IF A PRE-K THROUGH EIGHT STUDENT HAD A DISCIPLINARY FRACTION AND THEY WERE IN SIXTH GRADE, THEY WOULD FALL TO THE MIDDLE LEVEL MATRIX.
IF THEY WERE A PRE-K THROUGH FIVE STUDENT, EVEN WITHIN THE SAME SCHOOL, THEY WOULD FALL TO THE ELEMENTARY MATRIX.
OKAY? NOW THE ADMINISTRATIVE REGULATIONS THAT YOU, YOU SEE THERE, THESE ARE THE, SOME OF YOU'RE GONNA SEE REFERENCE TO SEVERAL ADMINISTRATIVE REGULATIONS IN THIS DOCUMENT.
THE WAY I DID IT FOR YOU IS THAT SS, SO SS 16, 19, 39 AND 40 ARE GONNA BE LISTED HERE.
THEY'RE ACTUALLY PHYSICALLY GOING TO BE PRINTED IN THIS TAP.
LATER ON IN THIS PRESENTATION, YOU'LL SEE ME REFERENCE THESE ARS AGAIN.
BUT ADDITIONAL ARS, I DID NOT REPRINT THE SAME ARS FOR THE DIFFERENT SECTIONS.
OKAY? SO WHEN WE, THAT'S THE ONLY TIME THAT YOU MAY HAVE TO FLIP BACK AND FORTH.
UM, BUT I JUST DID THAT SO THAT WHEN I REFERENCED THE NEXT SET OF AR, I ONLY INCLUDE THE NEW AR A THAT'S NOT, NOT A NEW AR, BUT THE ADDITIONAL AR THAT I DIDN'T REFERENCE HERE.
OKAY? SO THOSE AR WERE OUR IN THE EVIDENCE PART.
MS. ROBIN, AFTER WE GET THROUGH THESE, UH, COUPLE SLIDES, SHE'S GONNA HAVE A LOT OF SCROLLING TO DO TO GET CAUGHT.
THE NEXT SLIDE IS WHAT I GO, THAT THE COMMITTEE OFTEN WANNA LOOK AT.
SO I WILL WALK YOU THROUGH WHAT THESE PRESENTATIONS ARE.
ALRIGHT, I'M GONNA STOP AT THE, UH, GO A LITTLE BIT BELOW.
ABOVE THAT, I WANT YOU TO SEE THIS.
OFTENTIMES WE OPERATE ON A FISCAL YEAR.
AND I KNOW I'M SAYING THAT AS I, I KNOW YOU GUYS ARE AWARE OF THAT.
BUT WHAT I WANNA DRAW ATTENTION TO AT THE HEADER OF SOME OF THESE SLIDES TO MAKE IT CONSISTENT WHEN I REFER TO SCHOOL YEAR 23, THAT MEANS THE 2223
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SCHOOL YEAR.IF I REFER TO SCHOOL YEAR 24, THAT'S THE 2324 SCHOOL YEAR.
SO WE, THE LAST NUMBER OF THE YEAR WHEN WE REFER TO SCHOOL YEAR IS WHAT WE'RE REFERENCING.
OKAY? SO THERE ARE THREE DIFFERENT COLUMNS THERE FOR YOU TO LOOK AT.
STARTING ON OUR LEFT ON THE SLIDE, THE DISCIPLINE COLUMN, THAT IS SCHOOL YEAR 22, 23.
YOU SEE THE SAME THING FOR 23, 24 IN THE MIDDLE.
AND ALL THE WAY ON OUR RIGHT WAS LAST SCHOOL YEAR, 24, 25.
NOW I'M GONNA ON THIS, YOU DON'T HAVE TO SCROLL YET, BUT ON THE SUBSEQUENT SLIDES, AFTER WE PROVIDE THE DATA, THEN WE'LL LIST OUT SOME TRENDS THAT WERE THERE FOR YOU TO SEE.
SO IT IS THERE FOR YOU TO REFERENCE THERE.
SO A COUPLE OF DIFFERENT THINGS THAT WE HAVE, WHEN WE SAY OFFICE REFERRALS, THERE ARE TWO TYPES OF REFERRALS THAT A TEACHER OR A SCHOOL STAFF CAN WRITE, UM, TO DOCUMENT A BEHAVIOR OF A STUDENT.
AND THEN WHAT IS REFERRED TO TWO WAYS, IT'S THESE OFFICE REFERRAL OR A MAJOR REFERRAL.
WE HAVE A WAREHOUSE SYSTEM CALLED EDUCATOR'S HANDBOOK THAT WE PUT IT IN.
THAT'S NOT WHAT THE STATE PULLS.
THE STATE ACTUALLY PULLS FROM WHAT WE CALL POWERSCHOOL.
POWERSCHOOL IS OUR STUDENT INFORMATION SYSTEM.
SO OUR, THIS DATA WE ACTUALLY PULL IS PULLED FROM EDUCATOR'S HANDBOOK AND POWERSCHOOL THAT'S CROSS-REFERENCED TO VERIFY THE ACCURACY OF IT.
'CAUSE IT, THE STATE REPORTING SYSTEM IS EDU IS POWERSCHOOL.
WE ENTER INFORMATION IN THERE.
SO WHAT HAPPENS IS EDUCATOR'S HANDBOOK UPLOADS NIGHTLY INTO POWERSCHOOL SO THAT THE DATA SHOULD ALWAYS REFLECT.
AND WE HAVE TO DO VERIFICATION PORT REPORTS MONTHLY TO ENSURE THAT THE DATA AND EDUCATOR'S HANDBOOK MATCHES THE DATA IN POWERSCHOOL.
OKAY? SO THE DIFFERENT AREAS THAT ARE THERE.
SO IT SHOWS THE TOTAL OFFICE REFERRALS AND WE ALSO WILL SHOW ENROLLMENT AT THE TOP FOR THAT SCHOOL YEAR.
THE TOTAL OFFICE REFERRALS, THE NUMBER OF STUDENTS WITH REFERRALS.
AND THEN IT WILL SHOW THESE TOP FOUR ACTIONS ARE ACTIONS.
SO THAT MEANS ONCE A REFERRAL WAS WRITTEN AND THE SCHOOL ADMINISTRATOR WAS PROCESSING IT, THIS SHOWS THE TOP ACTION TAKEN BY EACH REFERRAL, EACH SCHOOL ADMINISTRATOR FROM YEAR TO YEAR AS THEY WERE PROCESSING.
ALSO, YOU WILL SEE THAT THE TOP THREE GRADES ARE LISTED AND IT'S CONSISTENT EACH YEAR.
ANOTHER THING I WILL HIGHLIGHT OUT, AND I'LL SHOW THE TRENDS, IF YOU LOOKED, AND YOU'LL SEE THE DAY MOST REFERRALS ARE WRITTEN, IT STAYS EXACTLY THE SAME IN THE SAME ORDER, UM, FROM THREE YEARS IN A ROW.
AND THAT'S WEDNESDAY, THEN TUESDAY, THEN THURSDAY.
IT'S JUST INTERESTING WHEN YOU REALLY DIG DOWN INTO THAT MANY REFERRALS AND YOU START TO FIGURE OUT WHERE AND HOW AND THE MOST THE EVEN TO INCLUDE THE DIFFERENT TYPES OF ACTIONS THAT WERE TAKEN.
ALRIGHT? SO THE NEXT LINE IS OUR OFFICE DATA TRENDS.
NOW, SOME OF THESE ARE WRITTEN SMALL.
I AM GOING TO GO THROUGH EACH ONE OF THESE TO, I KNOW THAT THERE ARE SEVERAL ON HERE, BUT WE WANTED TO MAKE SURE THAT WITH THAT MUCH INFORMATION, WE STARTED SHOWING YOU TRENDS.
UM, SO THERE WAS A OVERALL INCREASE IN TOTAL OFFICE REFERRALS FROM 23 TO 25.
THAT'S NOT NECESSARILY, THAT DOESN'T MEAN THAT BEHAVIOR INCREASED DURING THAT TIME BECAUSE I'LL SHOW YOU SOME OTHER DOCUMENTS THERE.
THAT MEANS WE WERE DOING A BETTER JOB OF DOCUMENTING WHAT WAS OCCURRING.
SO WE COULD ALSO, NOT JUST, IT'S NOT JUST ABOUT THE DISCIPLINE SIDE, IT'S ABOUT THE INTERVENTION SIDE THAT THE KID IS RECEIVING.
ALSO, WE BEGAN TO, WE BEGAN TO DOCUMENT TRUANCY WITHIN EDUCATOR'S HANDBOOK AND POWERSCHOOL THROUGH THE DISCIPLINE SIDE.
SO THAT WHEN WE'RE DOCUMENTING THOSE THINGS, IT, WHILE YOU SEE AN OVERALL INCREASE IN TOTAL OFFICE REFERRALS, YOU'LL SEE IN HERE HOW SOME OF THAT GOES TO PROVIDE ADDITIONAL SUPPORT.
BUT THAT'S JUST A HOUSE FOR A DOCUMENTING, DOCUMENTING WHAT WAS OCCURRING.
ALL RIGHT? THE SECOND POINT IS WHAT WE WILL ACTUALLY, THIS IS A VERY POSITIVE THING.
WE HAVE SEEN OVER THE LAST THREE YEARS, A STEADY DECLINE IN HIGH, WHAT WE CALL HIGH SEVERITY REFERRALS.
SO IN PARENTHESES, YOU'RE GONNA SEE WHAT WE CONSIDERED FOR THIS PRESENTATION, A HIGH SEVERITY REFERRAL.
THAT WOULD BE YOUR FIGHTING AND ASSAULT, BULLYING AND HARASSMENT, TOBACCO, ALCOHOL AND DRUG RELATED.
NOW, WHEN WE SAY THESE THINGS IN HERE, WE ARE USING THE STATE'S LEGAL DEFINITION OF THOSE ACTIONS.
SO IF WHEN A REFERRAL IS WRITTEN, THE ADMINISTRATOR HAS TO DO AN INVESTIGATION AND THEY DETERMINE IF WHERE THAT FALLS MEETS THAT DEFINITION.
THAT'S PART OF THEIR INVOLVEMENT IN THAT.
AND WE'LL SHOW SOME ADDITIONAL INFORMATION ON HERE.
WHEN YOU START TO SEE THERE'S MORE DATA TO SUPPORT THESE THINGS.
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INTERVENTION, INITIATED INTERVENTION, YOU'RE GOING TO SEE THAT.AND THAT IS DUE TO OUR EMPHASIS ON THE MTSS PROCESS AND THE REFERRAL PROCESS.
GUYS, WHEN IT'S ON THERE, PART OF THE ACTION THEY HAVE TO TAKE SOME OF THE ACTIONS IS TO REFER THE STUDENT TO THE MTSS TEAM THAT I REFERENCED EARLIER.
SO THAT MAY BE AN OUTCOME OF A DISCIPLINARY INFRACTION THAT A KID HAS.
UM, THEN THE NEXT ONE IS IN-SCHOOL SUSPENSION ASSIGNMENTS PER PER ASSIGNMENTS PERCENTAGE HAD A SLIGHT INCREASE.
SOME OF THESE ARE GOING TO BE DOING BY PERCENTAGE BECAUSE IF YOU LOOK AT THE OVERALL NUMBER OF STUDENTS WE HAVE IN THE DISTRICT, WE HAVE TO LOOK AT A, IF YOU'RE GONNA COMPARE YEAR TO YEAR, IF THE OVERALL NUMBER OF STUDENTS CHANGE FROM YEAR TO YEAR, WE LOOK AT THE, WE'RE LOOKING AT THE OVERALL PERCENTAGE OF A ASSIGNMENT.
AND SO IF THEY HAD A SLIGHT INCREASE, WE'LL SAY THAT.
IF IT'S SLIGHTLY LOWER, WE'LL WE'LL SAY THAT AND WE'LL KIND OF REFERENCE WHAT WE MEAN BY SLIGHTLY HERE IN A LITTLE BIT.
UM, IT WAS A PUSH AS A SYSTEM TO TRY TO OPT FOR WHEN, WHEN APPROPRIATE TO DO IN SCHOOL SUSPENSION AND LITTLE V SCHOOL SUSPENSION.
'CAUSE WE STILL CAN, EVEN THOUGH THAT CHILD MIGHT BE REMOVED FROM A GENERAL CLASSROOM SETTING, WE'RE STILL ABLE TO PROVIDE ADDITIONAL SUPPORTS TO THOSE, UM, STUDENTS WHILE WE WANT THE ACCOUNTABILITY FOR THE INFRACTION.
BUT WE STILL CAN PROVIDE SOME SUPPORTS FOR THE STUDENT WHILE THEY'RE IN THEIR, IN A, NOT NECESSARILY THEIR TRADITIONAL LEARNING ENVIRONMENT, BUT THEY'RE STILL IN A LEARNING ENVIRONMENT.
UM, AND THEN THAT JUST TO REMAIN CONSISTENT, YOU'LL SEE THE OUT OF SCHOOL SUSPENSIONS REMAIN STABLE OR SLIGHTLY LOWER.
UM, AND THAT WAS ALIGNED TO WITH OUR, WITH OUR GOALS THAT YOU SEE LISTED OUT THERE.
THE NEXT ONE IS A RISE IN DOCUMENTATION OF LOWER, LOWER LEVEL BEHAVIORS, CELL PHONES, TRUANCY, OR IN ANY LEVEL OF DESTRUCTION.
WE HAVE TO DOCUMENT THE LOWER LEVEL BEHAVIORS, AN EDUCATOR'S HANDBOOK.
THAT IS THE REFERRAL SYSTEM IN ORDER TO ENACT OUR MTSS SUPPORT SYSTEM.
IF WE DON'T DOCUMENT THE BEHAVIOR, THEN WE CAN'T GO AND PROVIDE THE INTERVENTION.
SO THAT SYSTEM IS SET UP TO DO IT THAT WAY.
OKAY? AND THEN REFERRAL DISTRIBUTION BY GRADE LEVEL, THIS IS SOMETHING I REFERRED TO EARLIER AND DAY OF THE WEEK, REMAIN CONSISTENT.
UM, THAT'S JUST SHOWING OVERALL PATTERNS ARE STABLE IN SOME OF THOSE AREAS.
AND THEN IMPROVE COMMUNICATION WITH FAMILIES.
YOU'LL SEE THAT THROUGH THE DOCUMENTATION OF, UH, COMMUNICATION WITH FAMILIES TO INCLUDE DOCUMENTED PARENT LOGS CONFERENCES AND REENTRY MEETINGS FOLLOWING ISS AND OSS, ONE OF THE THINGS THAT EDUCATORS HAND, THE REASON THAT SCHOOL DISTRICTS USE SYSTEMS LIKE EDUCATORS HANDBOOK, IT HAS A LOT OF FORM TEMPLATES IN THERE BASED ON THE DISCIPLINARY INFRACTION THAT SCHOOLS CAN USE TO HELP EXPLAIN A PROCESS TO A FAMILY.
AND WE DO THOSE, WE DO HAVE THOSE FORMS AN EDUCATOR'S HANDBOOK AVAILABLE, NOT JUST IN THE ENGLISH, BUT IN A VARIETY OF LANGUAGES FOR OUR FAMILIES.
OKAY? THE NEXT ONE IS OFFICE REFERRAL COMPARISON BY ONCE OFFICE REFERRAL COMPARED TO MY STUDENT.
THIS TO ME PROBABLY IS ONE OF THE MOST IMPORTANT SLIDES YOU'RE GOING TO SEE IN THIS ENTIRE PRESENTATION.
SO I'M GONNA START WITH THE LEFT BECAUSE EVEN WHEN I WAS, I WAS RUNNING THROUGH THIS AND LOOKING AT IT, I HAD TO SAY IT OUT LOUD A COUPLE TIMES TO MYSELF AND DO A COUPLE OTHERS I WAS PRACTICING WITH.
SO I UNDERSTOOD IT, OKAY? THE FIRST COLUMN, THE NUMBER OF STUDENTS THAT HAD ONE REFERRAL, AND YOU COULD SEE THAT NUMBER FROM THE THREE DIFFERENT SCHOOL YEARS.
THE SECOND COLUMN IS STUDENTS THAT HAVE TWO TO FOUR REFERRALS.
AND YOU COULD SEE THAT TREND THROUGH SCHOOL YEARS.
THE LAST ONE'S PROBABLY THE MOST IMPORTANT ONE.
THE COLUMN OF STUDENTS THAT HAD FIVE OR MORE, FOUR, FIVE OR MORE REFERRALS.
OKAY? SO WHEN YOU SEE THAT, YOU GET A TOTAL NUMBER OF STUDENTS IN THERE THAT HAD REFERRALS.
SO WE GAVE YOU A REFERRAL COUNT BY YEAR.
THIS BREAKS IT DOWN TO IF THAT STUDENT, IF YOU GO ALL SCHOOL YEAR ALONE, YOU GOT ONE OFFICE REFERRAL, YOU'RE IN THAT FIRST COLUMN.
YOU GOT BETWEEN TWO AND FOUR, YOU'RE IN THE SECOND COLUMN, YOU GOT FIVE OR MORE, YOU'RE IN THE LAST COLUMN.
THEN WE GO OVER PERCENTAGE BY REFERRAL.
OKAY? SO HERE IS, HERE'S ANOTHER WAY TO EXPLAIN IT.
AND I'M GONNA GO ALL THE WAY TO THE RIGHT SIDE.
[00:30:01]
OF OUR STUDENTS ARE THE 22% ARE THE ONES THAT ARE OCCURRING.THAT MEANS THAT 78% OF OUR STUDENTS HAVE FOUR REFERRALS OR LESS.
AND THEN YOU CAN CONTINUE TO DO THE NUMBERS THE OTHER WAY.
AND SO THAT SHOWS THAT PERCENTAGE.
HOWEVER, IF YOU LOOK AT THE PERCENTAGE ON THE RIGHT HAND SIDE, OKAY, THIS IS BY PERCENTAGE.
THAT NUMBER IS DECLINING OVER TIME, THE FIVE OR MORE REFERRALS, THAT'S WHERE YOUR MTSS SYSTEMS WILL KICK INTO PLACE.
THAT'S WHERE YOUR, THAT'S WHERE YOUR, THESE ARE THE REPETITIVE DISCIPLINE.
THAT'S WHAT IT'S REFERRING TO.
AND IT SHOWS THE OVERALL INTER, THIS SPEAKS TO WHEN THAT PERCENTAGE IS DECLINING OVER TIME.
THAT'S THE EVIDENCE YOU LOOK FOR TO, TO VE TO VALIDATE IS YOUR, ARE YOUR MTSS SYSTEMS WORKING.
AND SO THAT SHOWS, THAT SHOWS A PATTERN OVER THE YEARS.
SO THAT'S SOMETHING THAT YOU, WE ARE ALWAYS GOING TO MONITOR AS A VALIDATION POINT.
THE NEXT SLIDE IS ADDITIONAL TRENDS.
SO OF THE STUDENTS THAT WERE WRITTEN UP, HERE'S ANOTHER WAY TO EXPLAIN IT.
47% OF THE STUDENTS THAT WERE WRITTEN UP LAST YEAR HAD ONE REFERRAL.
AND THEN THAT'S UP FROM 43% SHOWING IMPROVED TIER ONE PREVENTION AND CONSISTENCY IN HANDLING FIRST TIME BEHAVIORS.
OKAY? SO THAT MEANS THAT, AND I'LL USE MR. COPELAND AS AN EXAMPLE, RIGHT? HE GETS ONE REFERRAL, HE GETS ONE REFERRAL, THAT CALL TO THE PARENT OR WHATEVER ACTION WAS TAKEN IS SHOWING THAT IT IS EFFECTIVE FOR HIM NOT TO CONTINUE THAT BEHAVIOR TO GO INTO THESE OTHER TIER.
THIS ALSO THE NEXT POINT BREAKS DOWN THAT STRATO AND TEARS.
NOW WE'RE TALKING ABOUT, NOW WE'RE TALKING ABOUT DR.
SHE HAD FIVE OR MORE REFERRALS LIKE IN 2023.
BUT WE'VE BEEN WORKING HARD WITH DR.
STRATOS AND WE'VE CONFIRMED THAT OUR TIER TWO AND OUR TIER THREE INTERVENTIONS, SO THIS YEAR, DR.
STRATOS 2025, SHE DID NOT GET FIVE FOR MORE REFERRALS.
SO THAT'S WHERE YOU'RE SEEING WE DIDN'T GET RIGHT CHOICES.
WELL, WE HAVE A VARIETY OF INTERVENTIONS AND SOME WERE MORE EFFECTIVE THAN OTHERS.
SO THAT'S WHY I SAID, THAT'S WHY I HIGHLIGHTED THE IMPORTANCE OF THAT SLIDE.
THAT'S WHY WE DID A SEPARATE DATA TREND FROM THAT SLIDE.
UM, THE TOTAL STUDENTS WITH REFERRALS, YOU WILL SEE AN INCREASE.
DON'T FORGET THAT INCREASE ALSO INCLUDES THE NEW STATE POLICY ON CELL PHONES.
SO WE HAVE TO DOCUMENT EACH OF THOSE INCIDENTS AND CELL PHONES.
SO YOU'RE GOING TO SEE THAT IN THERE.
AND WE ALSO WANTED TO HIGHLIGHT, WE DID PUT SOME THINGS IN BOLD IN THERE AND IT REFERENCES THE ACT THAT MANDATED THAT IN SOUTH CAROLINA.
SO YOU'RE GOING TO SEE SOME OF THAT.
UM, REMEMBER THIS LAST PART, DON'T LOOK AT THE INCREASE IN OFFICE REFERRALS TO LOOK AT THE INDICATOR OF BEHAVIOR OR CLIMATE.
WE HAVE DIFFERENT METRICS TO MEASURE BEHAVIOR AND IN CLIMATE.
SO IN CLIMATE WE HAVE THE SCHOOL REPORT CARD SURVEY, WE HAVE ALL THOSE THINGS TO MEASURE CLIMATE.
WE ALSO WITH BEHAVIOR, YOU WANNA LOOK BACK AT YOUR INFRACTION KIND OF DATA THAT I WENT THROUGH THE SEVERITY TO MEASURE THOSE THINGS.
THE OFFICE REFERRAL SYSTEM IS MORE OF A SYSTEM TO HOUSE GUYS.
I KNOW I SLOWED DOWN TO GO THROUGH THAT PART, BUT I WANTED TO MAKE SURE WE HAD A REAL CLEAR UNDERSTANDING OF THE DISCIPLINE DATA.
THE NEXT ONE IS GONNA FURTHER MM-HMM
CAN I INTERJECT THE QUESTION? YES SIR.
JUST BECAUSE I'M TRYING TO WRAP MY HEAD AROUND MM-HMM
WHAT WOULD BE OTHER THAN CELL PHONE? MM-HMM
WHAT WOULD BE AN EXAMPLE OF A KID BEING WRITTEN UP FOR A MINOR FRACTION? SO A MINOR INFRACTION, I'M GONNA GO BACK TO THAT.
FIRST OF ALL, THAT'S HANDLED AT THE CLASSROOM LEVEL.
SO MINOR INFRACTION DOESN'T GO BEYOND TO A SCHOOL LEVEL ADMINISTRATOR TO HANDLE.
THEY CAN SEE IT IN THE EVENT THAT THEY NEED TO ASK THEM TO SEE THEIR SCHOOL COUNSELOR.
OR MAYBE THEY'RE JUST GONNA, SO YOU WERE TALKING TOO MUCH IN CLASS TODAY AND I TALKED TO YOU TWO OR THREE TIMES.
THAT'S WHERE THEY DOCUMENT THAT THEY CALLED YOUR PARENT TO TALK TO YOU ABOUT YOU GOING IN CLASS.
BUT IT DOESN'T NECESSARILY MEAN IT WAS THERE WAS A REFERRAL, CORRECT? CORRECT.
THE MINOR PART MEANS THAT THERE WAS NO REFERRAL.
[00:35:01]
WHERE ARE WE COUNTER, YEAH, WHEN DON'T YOU START, WHEN DOES THAT REFERRAL COUNT? YEAH.SO THERE'S A PROGRESSION TO IT.
THAT'S WHY WE HAVE WHAT'S CALLED A PROGRESSIVE DISCIPLINE PLAN.
SO AFTER, IT DEPENDS ON THE TYPE OF BEHAVIOR.
THERE ARE SOME BEHAVIORS THAT GO STRAIGHT TO AN OFFICE REFERRAL.
BUT THE MINOR, LIKE CLASSROOM TYPE, LIKE FOR EXAMPLE, TALKING TOO MUCH IN CLASS CHEW.
SO LET'S SAY THAT DR. LEE IS TALKING TOO MUCH IN CLASS.
OKAY? THE FIRST TIME I TALK TO HER, I MAY SAY, HEY LISTEN, I'LL PULL YOU OUTSIDE.
IT'S INTERRUPTING INSTRUCTION.
THEY HAVE THE, THE PROGRESSIVE DISCIPLINE PLAN GUIDES OUR TEACHERS.
WHEN WE SAY GUIDED ACTION, IT'S ALSO IMPORTANT FOR THE TEACHER TO UNDERSTAND THAT THE FIRST TIME THEY HAVE TO TALK TO YOU, THEY HAVE TO TALK TO DR. LEE ABOUT TALKING IN CLASS.
THEY DON'T HAVE TO GO WRITE THEM AN OFFICE REFERRAL FOR AN ADMINISTRATOR TO COME IN AND GET IT GIVES THE TEACHERS SOME FLEXIBILITY TO INTERVENE IN THE CLASSROOM.
THAT'S NOTED IN THE MINOR OFFICE REFERRAL.
WHAT WE ARE LOOKING AT AND REALLY GOING THROUGH HERE ARE OFFICE REFERRALS.
THE, THE REASON THAT IT'S CLEAR DISTINCTION, THE OFFICE REFERRALS ARE PROCESSED BY AN ADMINISTRATOR THAT DOES GO ONTO A STUDENT'S DISCIPLINE RECORD.
OKAY? SO THE GOAL IS TO START WITH THE MINOR REFERRALS TO PROVIDE INTERVENTION TO TRY TO PREVENT THE OFFICE REFERRAL.
DR. COX, WOULD IT BE CLEAR TO SAY THOSE REFERRALS ARE THE TEACHER CLASSROOM MANAGEMENT, CLASSROOM MANAGE BEHAVIORS AS YOU PUT FORWARD THAT ADMINISTRATOR HALL PARKING TICKET.
ALRIGHT, THAT'S ACTUALLY A GOOD ANALOGY.
LAW ENFORCEMENT PULLS YOU OVER FOR SPEEDING.
ANOTHER WAY TO LOOK AT IT AS THOSE CLASSROOM MANAGEMENT REFERRALS.
THOSE ARE YOUR WARRANTS, ESSENTIALLY.
THE NEXT SLIDE SHOWS SOME OF OUR SHOWS, SOME OF OUR MAJOR INCIDENTS.
YOU'RE GOING TO SEE A HYPHEN IN BETWEEN FIGHTING SLASH ASSAULT, BULLYING SLASH HARASSMENT AND DRUGS, TOBACCO AND ALCOHOL.
THE REASON THEY'RE GROUPED THAT WAY IS THAT'S HOW THE STATE WILL GROUP THOSE CATEGORIES.
AND DEPENDING ON THE LEVEL OF INVESTIGATION OF THE ADMINISTRATOR, ONE MAY FALL INTO ONE CATEGORY VERSUS THE OTHER BASED ON THE LEGAL DEFINITION GIVEN BY THE STATE.
OKAY? YOU CAN SEE NOT JUST THE NUMBER OF A RAW NUMBER OF INCIDENTS THAT OCCURRED DURING THAT TIME AND DECLINE ON THE RIGHT HAND COLUMN.
SO IS THE PERCENT CHANGE IN THOSE ACTIONS OVER THE LAST THREE YEARS.
AND SO WHEN YOU'RE MEASURING DISCIPLINE DATA, THAT'S WHY I TALKED ABOUT NOT THE OBSTACLE ROLES.
THESE ARE THE TYPES OF THINGS THAT I WOULD REFER YOU TO THAT WE MONITOR TO LOOK AT TRENDS OVER TIME.
OKAY? ON THE OTHER SIDE, THE THINGS THAT ARE AN INCREASE IN BEHAVIOR THAT WE'VE SEEN OVER THE LAST FEW YEARS, BECAUSE WE WANT TO SHOW YOU BOTH.
IF WE'RE HAVING A DECLINE IN ONE AREA, WE WANNA SHOW THAT.
HOWEVER, IF WE'RE HAVING AN INCREASE IN THAT AREA, WE WANT TO BE TRANSPARENT AND SHOW YOU OUR DATA.
WELL, THE FIRST ONE SHOULD NOT BE A SHOCK TO YOU
NOW, UM, AND 23, 24 20, YOU HAD 323.
AND THAT IS GOING TO BE A FIVE HUNDRED AND TWENTY THREE, FIVE HUNDRED TWENTY SIX 0.3% INCREASE SINCE 2324.
AND THAT'S BECAUSE TWO, ONE, THE LAW WENT INTO PLACE AND NEW CODES WENT INTO PLACE.
HISTORICALLY, IF YOU HAD A CELL PHONE AT SCHOOL AND YOU WERE HAVING AN ISSUE WITH THE SCHOOL BEFORE THIS LAW, THAT WOULD GO UNDER LIKE A REFUSAL TO ABATE.
SO TEACHER WOULD ASK FOR YOUR PHONE, YOU DIDN'T WANNA GIVE UP YOUR PHONE.
THAT WOULD GO INTO A REFUSAL TOOL, OBEY THE NEW WAY IN TWENTY FOUR, TWENTY FIVE, THERE'S A PHONE VIOLATION CODE IN THERE THAT SCHOOLS WILL DO.
SO IT ACTUALLY, IT'S A MORE, IT'S A MORE ACCURATE REPORTING METRIC FOR THAT.
THE OTHER SH OTHER IS YOU'LL SEE TRUANCY WITH CUTTING.
I'M REALLY GONNA REFER YOU TO TRUANCY.
AND THIS IS BECAUSE WE BEGAN TO DOCUMENT WORKING WITH THE STATE, NOT JUST OUR DISTRICT, BUT DISTRICTS ALL OVER.
THAT'S WHERE WE DOCUMENT TRUANCY FOR A STUDENT.
SO HISTORICALLY, IT'S BEEN DOCUMENTED IN A VARIETY OF PLACES FOR DISTRICTS, THIS IS WHERE WE HAVE BEEN DOCUMENTING THAT AND ADDING TIGHTER DOCUMENTATION.
WE HAVE SYSTEMS IN PLACE FOR IF A STUDENT, AFTER THE THIRD ABSENCE, WE HAVE DIFFERENT THINGS KICK INTO PLACE.
AND AS THEIR ABSENCES INCREASE, THOSE THINGS KICK INTO PLACE.
[00:40:01]
SO THAT'S INCREASED.THAT IS A LITTLE BIT MISLEADING.
THAT DOESN'T MEAN THAT THAT NECESSARILY BASED ON THAT NUMBER, THAT TRUANCY OR CUTTING HAS INCREASED.
THAT MEANS THE VOLUME OF DOCUMENTATION WE'VE PUT IN THERE HAS INCREASED OVER THE LAST COUPLE THIS PAST SUMMER.
YES, THEY SET THE MEMORANDUM FOR THAT QUALIFIER.
AND THESE ARE THE, THESE ARE THE TRENDS THAT WE TALKED ABOUT.
UM, YOU'LL SEE I'M NOT GONNA GO THROUGH EACH ONE THE SAME LEVEL OF DOING, 'CAUSE I REALLY JUST WENT AND EXPLAINED SOME OF THOSE.
UM, BUT IT DOES LIST OUT THE DIFFERENT THINGS THAT WE ARE USING WITHIN EACH ONE TO TRY.
IT GIVES A LITTLE FURTHER EXPLANATION OF EACH LEVEL.
AND IT SHOWS LIKE THE IMPLEMENTATION AND DIFFERENT THINGS THAT WE'VE TRIED TO DO TO PREVENT THOSE THINGS.
THOSE THINGS DIDN'T JUST, THE DECLINES DIDN'T JUST OCCUR.
UM, BY CHANCE WE PUT INTERVENTIONS IN PLACE TO REALLY TARGET THOSE THINGS, UM, TO TRY TO IMPROVE OUR OVERALL SCHOOL ENVIRONMENT.
OKAY? AND AGAIN, WE'RE, WE'RE HIGHLIGHTING, THIS IS THE SECOND YEAR.
I REFERENCED THIS EARLIER AS THE DISCIPLINE MATRIX CHANGED.
YOU'LL SEE THIS, THIS IS SOMETHING THAT WE DID AS A SYSTEM.
WE HAD THE FLEXIBILITY, THE STAKE GIVES US A FRAME.
WE HAVE THE FLEXIBILITY TO, TO MAKE SOME ADJUSTMENTS WITHIN THE MATRIX.
SO YOU'LL SEE THAT CHANGE IN 22, 23.
AND THAT HOW THE CHANGE WAS EMBEDDED FROM 23, 24 AND 24, 25.
SO THE TWO AREAS WE MADE CHANGES TO AS A SYSTEM WERE SIMPLE ASSAULT AND DRUG RELATED OFFENSES.
THERE'S TWO MORE YOU'RE GONNA SEE ON THE BACKGROUND THAT FOLLOW ON THE NEXT SLIDE, THAT FOLLOW SUIT.
THE OTHER TWO THAT HAD CHANGES AT SEVERITY WERE THE MAJOR DISRUPTION AND FIGHTING.
OKAY, I DO WANT TO POINT, I AM GONNA FLIP BACK, BUT YOU DON'T HAVE TO.
THE REASON YOU HAVE ASSAULT SIMPLE AND FIGHTING SEPARATED IS BECAUSE WE FOUGHT, WE FOLLOWED STATE DEFINITION FOR THOSE TWO THINGS.
SO THEY'RE ACTUALLY SEPARATED OUT.
AN ASSAULT AND A FIGHT ARE TWO DIFFERENT THINGS AS LEGALLY DEFINED BY THE STATE.
AND SO BOTH OF WHICH WERE VIOLENT OFFENSES.
AND SO THEY'RE INFRACTION LEVEL INCREASED.
SO AS YOU'RE LOOKING AT FIGHTING, I WILL SHOW UP THERE.
IT JUST SHOWS A MORE SEVERE CONSEQUENCE FOR THOSE ACTIONS.
THAT WAS THE MAJOR CHANGE THAT YOU SAW OVER THE LAST TWO YEARS IN OUR SCHOOL.
WHAT WOULD A FIRST OFFENSE FOR FIGHTING TYPICALLY RESULT ON? SO WE'RE GONNA HAVE, YOU'RE GOING TO HAVE DIFFERENT FACTORS ON THERE.
SO YOU'RE GOING, SO TO ANSWER THAT QUESTION FIRST, YOU HAVE TO LOOK AT IT BY ELEMENTARY, MIDDLE, AND HIGH, NUMBER ONE.
AND NUMBER TWO, YOU'RE GONNA HAVE TO LOOK AT WHAT WE CALL AGGRAVATING AND MITIGATING CIRCUMSTANCES.
SO THAT IS A DIFFICULT QUESTION TO ANSWER BECAUSE IT IT, IT IS, IT IS A SCALE.
SO THE THE EASIEST EXAMPLE FOR ME TO GIVE, TO SHOW WHY THAT WOULD BE A SCALE.
IF TWO STUDENTS GET INTO A FIGHT IN CLASSROOM, THERE MAY BE DISRUPTION TO THAT CLASSROOM, BUT THERE MAY NOT BE DISRUPTION SCHOOL WIDE.
TWO STUDENTS GET INTO A FIGHT AT LUNCH IN FRONT OF EVERYONE THAT CAUSES SUBSTANTIAL, SUBSTANTIAL DISRUPTION TO THIS.
OR THERE COULD HAVE BEEN INTERVENTION LIKE BETWEEN THE, WITH THE STUDENTS PRIOR TO THAT AND THEY FOUGHT ANYWAY.
OR I MIGHT BE STANDING RIGHT BESIDE YOU AS AN ADULT AND NO MATTER WHAT WE TRIED, YOU STILL FALL.
SO THE, ALL THOSE ARE A MITIGATING AND AGGRAVATING CIRCUMSTANCES.
I DO REALLY WORK HARD TO ANSWER SPECIFIC QUESTIONS LIKE THAT.
THOSE ARE, THAT, THAT'S HELPFUL 'CAUSE TRYING TO GET A HANDLE ON BIG PICTURE.
AND THEN THE LAST ONE YOU'RE GOING, THIS IS WHERE SHE'S GONNA START TO SCROLL.
SO THERE ARE A VARIETY OF DOCUMENTS IN HERE.
THERE ARE QUITE A FEW THAT YOU CAN REFER BACK TO.
SO AS SHE'S SCROLLING, I'M JUST GONNA SUMMARIZE THOSE.
THESE ARE THE FIRST LITTLE ONE IS SOME DOCUMENTATION THAT WE HAVE IN HERE OF, UM, WHERE STUDENTS REFER TO ALTERNATIVE PLACEMENT.
UM, THERE ARE, THERE'S A PRESENTATION HERE THAT SHOWS HOW WE DOCUMENT AND DEAL WITH, UM, SCHOOL BUS VIOLATIONS THAT ARE THERE.
I DON'T EXPECT YOU TO KEEP UP WITH ME ON THESE.
AND ALL THE ADMINISTRATIVE REGULATIONS THAT WILL REFERENCED FOR THAT AREA ARE ALL PRINTED OUT HERE FOR YOU.
SO THAT WITH YOU, WHEN YOU GO BACK THROUGH THIS, ALL THE SUPPORTING DOCUMENTATION FOR THOSE, THEY ARES ARE GOING TO BE IN THAT ONE.
SO IT'S GONNA TAKE A SECOND FOR HER TO CATCH UP WITH US.
[00:45:01]
THE NEXT ONE IS GOING TO BE 13 4 4 INFORMING THE BOARD.SO AS YOU'RE FLIPPING THROUGH THOSE, I'LL WAIT ON HER TO CATCH UP WITH US.
THEN WE'LL GO TO OUR NEXT TAB.
I KNOW THERE'S A LOT OF INFORMATION IN THERE, BUT I WANTED YOU TO HAVE ALL THE STUFF THAT WE REFERENC, UM, WHY SHE, SHE'S DOING, SO YEAH, THERE WE GO.
WHEN WE UPLOAD THESE DOCUMENTS SO THAT THEY CAN SEE THAT, AGAIN, THE PDFS ARE SO LARGE, WE HAD TO DO TWO SEPARATE ONES.
THEY'RE IN THERE IN PART ONE AND TWO, AND THEN THERE IS A LINK IN THERE AS WELL FOR THE WHOLE THING.
SO, OKAY, SO NOW WE'RE TALKING ABOUT 13.4, WHICH IS INFORMING THE BOARD.
THIS IS WHAT I REFERENCED EARLIER.
IF I HAVE ALREADY PROVIDED YOU EVIDENCE OF THE ADMINISTRATIVE REGULATION PREVIOUSLY, I DID NOT REPRINT THAT HERE.
THIS MIGHT BE THE ONLY AREA THAT'S THERE.
THIS IS HOW WE, IN ADDITION TO PRESENTING OE 13, THIS IS HOW WE KEEP THE BOARD INFORMED OF THESE DISCIPLINE CHANGES.
SO THIS IS, THESE ARE THE ARS THAT WERE EITHER PRESENTED TO THE BOARD OR TO THE BOARD OR MADE AWARE OF THAT WERE INVOLVING SCHOOL LEVEL DISCIPLINE.
SO YOU'LL SEE, AND I AM GONNA READ THESE SS 16 IS DISCIPLINE STUDENTS WITH DISABILITIES, WE HAVE TO HAVE A SEPARATE AR FOR THOSE TO KEEP US COMPLIANT, BUT NOT JUST STATE OR FEDERAL LAW.
SO THAT'S WHY YOU WILL SEE SOME DIFFERENT AR REVOLVING DISCIPLINE.
IT IS NOT A ONE SIZE FITS ALL THING.
UM, OUR CODE OF CONDUCT IS THERE, AND THAT'S WHAT I REFER TO AS A PROGRESSIVE DISCIPLINE PLAN.
UM, STUDENT CONTACT, UH, CONDUCT ON BUSES.
IN THE PREVIOUS ONE YOU SAW HOW WE, WHEN WE UPDATE OUR ARS, WE ALSO HAVE TO GO INFORM OUR SCHOOL STAFF OF THOSE THINGS.
SO YOU'LL SEE THAT IN THERE, 39 IS THE GUIDANCE FOR SUSPENSION, EXPULSION AND ALTERNATIVE PLACEMENT.
UM, 39 AND 40 ARE PAIRED TOGETHER BECAUSE THAT IS A REENTRY PROCESS FOR STUDENTS.
SO WHAT THAT MEANS IS FOR SS 39, IT SHOWS HOW A STUDENT IS EITHER SUSPENDED, EXPELLED, OR REFERRED TO ALTERNATIVE PLACEMENT.
40 IS WHAT HAPPENS AFTER THAT HAS CONCLUDED.
OKAY? SO THEY'RE DONE IN A PROGRESSION THAT WAY.
THAT INCLUDES STUDENTS THAT ENROLL WITH US FROM OTHER SYSTEMS THAT HAVE BEEN EXPELLED OR AN ALTERNATIVE PLACEMENT.
THAT IS AN IMPORTANT THING FOR YOU GUYS TO NOTATE AND LOOK AT WHEN YOU'RE LOOKING AT THOSE AR.
SO SAY A STUDENT MOVES HERE FROM ANOTHER STATE, IF THEY WERE UNDER EXPULSION FROM THAT OTHER STATE, WE HAVE TO HAVE AR IN PLACE BECAUSE THOSE EXPULSIONS OR THOSE ALTERNATIVE PLACEMENTS WILL FOLLOW THEM.
SO WE HAVE TO HAVE A PROCESS IN PLACE FOR REENTRY WHEN THAT OCCURS.
AND SO THAT'S WHAT THESE AR DO.
THERE'S ONLY ONE SLIDE IN THIS ONE, BUT BEHIND THE SLIDE ARE THE ADDITIONAL AR AND THAT IS SS 18, THE PROGRESSIVE DISTAL PLAN.
SO IT IS, THERE'S NOT AS MUCH SCROLLING FOR, FOR HER
ALL RIGHT, WE'RE GETTING THERE GUYS.
ALL RIGHT, NOW WE ARE ON TO 13.5 WHEN SHE CATCHES UP.
SO 13.5 ARE THE POLICY GUIDELINES.
UM, AND THIS IS WHERE WE HAVE TO SHOW THAT WE'VE DOCUMENTED AND FILLED THOSE.
UM, AND THIS IS WHAT IN HERE WE'RE GONNA TALK ABOUT THE PARENT NOTIFICATION FOR LIKE HEARINGS AND INTERVENTION, UM, CHECKLIST TO INCLUDE PARENT NOTIFICATION, UM, WHERE WE MONITORED OUR STUDENT DISCIPLINE DATA AND THEN PROVIDING ONGOING PD FOR OUR DISCIPLINE PRACTICE OR WHEN WE DO PD FOR OUR DISCIPLINE PRACTICE.
WE DO THOSE IN DIFFERENT TIERS AND DIFFERENT LEVELS.
SO YOU'RE GONNA GET THAT AT THE ADMIN, THE SCHOOL ADMINISTRATOR LEVEL, INCLUDING PRINCIPALS AND ASSISTANT PRINCIPALS.
BUT THEN WHEN WE TALK ABOUT OUR DIFFERENT LEVELS TO INCLUDE OUR CLASSROOM TEACHERS AND FOLKS LIKE OUR BEHAVIOR MANAGEMENT FOLKS THAT ARE HELPING PROVIDE INTERVENTION TO OUR STUDENTS, YOU ARE GOING TO SEE HEARING DISCIPLINE DATA IN THIS AREA.
SO AGAIN, TO REMAIN CONSISTENT IN THE PRESENTATION,
[00:50:01]
AFTER WE SHOW YOU THE ACTUAL DATA, THE NEXT SLIDE WILL BE GOING TO THE TREND DATA.SO AFTER YOU LOOK AT THAT DATA IN THERE, THIS IS 23, 24 AND 24 25.
AND IT SHOWS YOU THE DIFFERENT TYPES OF, SO THE FIRST COLUMN UP HERE IS ALTERNATIVE PLACEMENT.
THAT MEANS THAT LEAVING WHATEVER DISCIPLINE OCCURRED AT THE SCHOOL, THE PRINCIPAL RECOMMENDED ALTERNATIVE PLACEMENT.
THE BOTTOM COLUMN IS WHEN THE PRINCIPAL RECOMMENDED EXPULSION.
SO THOSE ARE TWO DIFFERENT TYPES OF DISCIPLINE HEARINGS THAT STUDENTS MAY HAVE.
SO THEN IT SHOWS ON THE RIGHT SIDE THE HEARING DECISION, IF THEY WERE REFERRED TO ALTERNATIVE PLACEMENT, IT SHOWS THE OUTCOME OF WHAT OCCURRED.
AND THEN WITH THE EXPULSION, IT DOES THE SAME THING.
THEY WERE REFERRED TO THAT AND IT SHOWS THE OUTCOME.
AND THEN YOU COULD SEE A COMPARISON FROM YEAR TO YEAR.
AND THE NEXT SLIDE, I WILL GO THROUGH THE TRENDS BECAUSE I KNOW THE FONT IS A LITTLE SMALL THERE, BUT WE WANT TO FIT IT ON ONE SLIDE.
UM, FROM 23 TO 24, THE TOTAL DISTRICT LEVEL HEARINGS DECLINE BY NEARLY 50%.
THAT IS A VERY STRONG INDICATOR THAT YOUR TIER ONE AND YOUR TIER TWO INTERVENTIONS ARE WORKING.
UM, IT TALKS ABOUT THE RESTORATIVE AND INSTRUCTIONAL APPROACHES THAT ARE THERE.
AND THEN WE HAVE SOME DIFFERENT, UM, POINTS DOWN THERE TO SHOWING A SHIFT FROM MORE PUNITIVE ACTIONS TO STRUCTURE STRUCTURED SUPPORTIVE RESPONSES.
A DECREASE IN EXPULSION, THAT'S A 57% DECREASE IN EXPULSION, IMPLE, IMPROVED FIDELITY AND DECISION MAKING.
THE IEP AND 5 0 4 TEAMS FOR STUDENTS WITH DISABILITIES HAVE A ROLE IN THIS PROCESS.
SO IT SHOWED HOW THE ACTIONS THAT THEY WERE TAKING AND IF THEY WERE EFFECTIVE OR NOT WITH STUDENTS.
IT ALSO SHOWS A SAFER, MORE SUPPORTIVE SCHOOL ENVIRONMENT.
THOSE ARE INDICATORS YOU LOOK FOR WHEN YOU'RE LOOKING AT THOSE THINGS.
AND THEN AFTER THAT, IT'S JUST A MORE DETAILED AND A DIFFERENT WAY.
THE FONT, I WANTED TO FIND A LITTLE BIGGER FOR YOU.
SO YOU COULD SEE THE TABLES AND DATA WE PULLED FOR THE DISCIPLINE DATA THAT WAS THERE TO, TO BUILD THE COMPARISON FROM ONE TO THE NEXT.
IT'S A FURTHER DOCUMENTATION OF THE FIRST DATA SLIDE I SHOWED YOU, BUT IT'S JUST A LITTLE BIT BIGGER.
AND IT, YOU CAN SEE THE FONT A LITTLE BIT BETTER.
NOW WE'RE ONTO 13.6 CONSISTENCY ACROSS SCHOOLS, AND THAT'S WHERE WE TALK ABOUT THE TIERED INTERVENTIONS AND CONSEQUENCES FOR FRACTIONS.
THAT'S WHY WE TALK ABOUT THE DIFFERENT LEVELS, AND THAT'S WHY WE BUILD THE DISCIPLINE MATRICES.
HERE'S THE DIFFICULT PART TO YOUR QUESTION EARLIER.
HOWEVER, EACH INDIVIDUAL DISCIPLINARY ACTION HAS TO BE REVIEWED.
STUDENTS HAVE TO BE GIVEN THEIR DUE PROCESS AND THEIR MITIGATING AND AGGRAVATING CIRCUMSTANCES.
SO WE BUILD OUR PROCESS IN PLACE AND TRY TO FRAME THAT AS BEST AS POSSIBLE.
UM, AND THEN THE DIFFERENT LEVELS OF THE MATRIX ARE BROKEN OUT TO BE AGE APPROPRIATE FOR THE STUDENTS.
I THINK ONE OF THE THINGS THAT HE DID AS WELL AFTER WORK WAS THE PRINCIPAL TEAMS WHO WORKED WITH THE DISCIPLINE MATRIX.
WE DEFINED THAT AS A RESULT THAT THE DECLINE, BECAUSE THAT ACTION AT THE ELEMENTARY YOU FELT WAS NOT THE SAME AS THE SECONDARY.
AND YOU PUT DIFFERENT TEAMS TOGETHER TO REDEFINE AND DO THAT WORK A LITTLE DEEPER AS A SYSTEM.
SO WHEN WE REFERENCED THAT EARLIER, UM, WE DON'T JUST ASK THE PRINCIPALS FOR FEEDBACK ON THE DISCIPLINARY MATRIX.
WE ACTUALLY TALK TO THEM AND GO THROUGH AND LOOK AT WHAT CONSEQUENCES ARE WORKING.
WHERE DO WE NEED TO INCREASE CONSEQUENCES? WHERE DOES THIS NOT FIT IN THE RIGHT LEVEL WHERE WE HAVE FLEXIBILITY? SOMETIMES WE DON'T HAVE FLEXIBILITY SOMETIMES WITH SOME OF THESE INFRACTIONS, THEY ARE IN, UH, LEVEL ONE, TWO, OR THREE AS DEFINED BY THE STATE.
FOR, FOR SOME OF THE DISCIPLINE CODES, WE HAVE A LITTLE BIT OF FLEXIBILITY OF WHERE WE'RE GONNA PLACE THOSE IN OUR DISCIPLINE MATRIX.
UM, AN EXAMPLE OF THAT WOULD BE LIKE CUTTING CLASS.
OKAY? THAT'S AN EXAMPLE OF THAT, OF WHERE WE COULD MOVE THAT ON OUR TIERS.
UM, BUT LISTENING TO OUR PRINCIPALS, THE ONES THAT ARE CARRYING OUT THIS DISCIPLINE IN ADDITION TO WHAT OUR DI THE DATA IS TELLING US, HELPS US DO THESE THINGS.
ESPECIALLY SOMEONE LIKE ME WHO HAS A PREDOMINANTLY HIGH SCHOOL BACKGROUND, LISTENING TO OUR ELEMENTARY PRINCIPALS OF WHAT THEY'RE SEEING DAY TO DAY
[00:55:01]
AND MAKING SURE THAT IT'S AGE APPROPRIATE FOR THEM IS VERY, VERY CRITICAL BEHIND THAT IS REPRESENTING EXACTLY WHAT SHE'S TALKING ABOUT.UM, SO THESE ARE THE STUDENT SERVICES PRESENTATIONS.
WE HAVE PRINCIPAL PORTFOLIO MEETINGS.
PORTFOLIO MEETINGS ARE DONE AND LED BY THE EXECUTIVE DIRECTOR BY THE LEVEL.
BUT WHAT IT IS, IS WE HAVE OUR PRINCIPAL MEETINGS THAT WE HAVE IN THE DISTRICT OFFICE, AND THAT'S FOR ALL PRINCIPALS TOGETHER.
THE PORTFOLIO MEETINGS ARE DONE WITH PRINCIPALS BY LEVEL.
SO THE MIDDLE AND HIGH PRINCIPALS WILL BE TOGETHER AND THE ELEMENTARY PRINCIPALS ARE KIND DIVIDED OUT.
BUT WE BRING IN OTHER DISTRICT STAFF IN ADDITION TO THE EXECUTIVE DIRECTOR TO GIVE A PRESENTATION.
THIS IS WHAT THIS ARTIFACT IS, AND IT SHOWS HOW WE WORK ON THESE THINGS WITH THE PRINCIPALS.
SO THIS IS WHAT THIS PRESENTATION, THIS IS AN EXAMPLE OF ONE OF THE PRESENTATIONS THEY GET TO ILLUSTRATE THE POINT THAT DR.
AND SINCE WE REFERENCED OUR AR THERE, THERE IS AR THE ONE WE HADN'T PRE PRESENTED YET.
I KNOW IT'S A WE THAT BECAUSE IT'S AN IN, IT'S CONSIDERED AN INSTRUCTIONAL PROGRAM.
SO IT'S LISTED UNDER IS NOT SS, BUT IT IS PRINTED THERE FOR YOU.
AND THAT IF, REMEMBER IF IT'S PRINTED, THAT MEANS WE HAVEN'T REVIEWED IT YET, OR I HADN'T REFERENCED IT YET PREVIOUS TO THE, IN THIS PRESENTATION.
YOU SAID IT WAS PRINTED AS WHAT? NOW IF IT'S PRINTED HERE, THAT MEANS I DIDN'T REFERENCE IT PREVIOUSLY AND ONE OF THE OTHER 13.1 AND 13.2.
AND 13.7, THESE ARE OUR INTERVENTIONS THAT WE'RE DOING.
THERE'S GONNA BE A LOT OF SUPPORTING DOCUMENTATION IN HERE.
UM, SO WE TALKED ABOUT THE CHANGE IN THE DISCIPLINE MATRICES TO ACCRUE DIFFERENT GRADE LEVELS, EARLY INTERVENTION AND THE PROACTIVE SUPPORT.
AND THEN THE ADDITIONAL MTSS BEHAVIOR, UM, CURRICULUM THAT WE HAVE.
IT LISTS THESE THINGS OUT TO INCLUDE, YOU ARE GOING TO SEE, AND I KNOW, UM, FOLKS ARE ALWAYS CURIOUS TO THIS YOU WOULD USE AI TO CREATE MODULES FOR, IS TO GO THROUGH IF THEY'RE STRUGGLING WITH A PARTICULAR THING.
SO YOU DON'T PUT, YOU DON'T PUT, DR.
STRATOS IS STRUGGLING WITH TALKING TOO MUCH IN CLASS.
YOU PUT A STUDENT IS TALKING TOO MUCH IN CLASS AND IT HELPS BUILD A MODULE FOR THE KID.
OR MAYBE THEY DON'T UNDERSTAND, MAYBE AT THAT LEVEL OR AGE, THEY DON'T UNDERSTAND THAT BY ME DOING THIS IN CLASS HOW IT'S IMPACTING OTHERS.
UM, SO THAT IS JUST ONE OF THE THINGS THAT I WANTED TO POINT OUT.
AND YOU'LL SEE THE OTHERS IN THERE.
UM, THE SECOND SLIDE GOING WITH THAT STV AT THE TOP IS A GRANT THAT WE HAD.
UM, AND THOSE ARE THE PSP EXPANSION.
PSB IS A PROMISING STUDENT PROGRAM.
IT'S FOR, UM, ELEMENTARY AGE STUDENTS AND IT'S TO PROVIDE BEHAVIORAL SUPPORT TO STUDENTS THAT ARE PRE-K THROUGH FIVE.
UM, REALLY K THROUGH FIVE, UM, TO DO IN THERE.
WE, AND IT, WHAT IT DOES IS IT PROVIDES EARLY INTERVENTION WITH JUST BEHAVIOR, NOT ONLY TO PREVENT, UM, THAT DISCIPLINE FROM INCREASING AS THEY'RE GOING ON.
MANY OF OUR STUDENTS IS THEY, YOU HAVE TO REMEMBER THAT WE ENROLL STUDENTS FROM ALL OVER THE COUNTRY.
THEY ALSO, IT WAS IMPORTANT FOR US TO MAY HAVE A PROGRAM LIKE THIS NOT JUST TO SUPPORT OUR EXISTING STUDENTS, BUT WE WILL HAVE STUDENTS ENROLL WITH US THAT WERE IN A PROGRAM LIKE THAT AND WE HAD TO HAVE SERVICES AVAILABLE TO MATCH THAT.
WHEN IT'S THERE, THE ACRONYM AT THE TOP, YOU'LL SEE IT SAYS STV.
THAT'S BECAUSE THAT'S HOW THE GRANT SPECIFICALLY.
UM, IT'S TO STOP THE VIOLENCE GRANT THAT WE WERE PARTICIPATING IN AND THAT HELP FUND OUR EXPANSION OF THOSE TRAUMAS.
AND IT'S REALLY MORE OF A THERAPEUTIC ENVIRONMENT FOR THE K THROUGH FIVE STUDENT.
AND THEN THE CORE FOCUS, UM, TALKS ABOUT THAT EXPANSION, THE THERAPEUTIC DAY PROGRAM THAT, THAT'S REFERRING TO THE PSP PROGRAM.
UM, WORK ON WELLNESS, MENTAL HEALTH ACCESS, FAMILY ENGAGEMENT AND EVALUATION AND SUSTAINABILITY.
THOSE ARE THE CORE FOCUSES FOR FOCA OF THE GRANT.
SHADOWS SMILING BECAUSE, YOU KNOW, I WAS GONNA SAY FOCUS, FOCUS SLOWER.
UM, WE HAVE TO SHOW SUSTAIN REGULATION TO WORK.
UH, IT JUST SHOWS HOW WE HAVE TO HAVE A PLAN IN PLACE TO SUSTAIN THESE THINGS WHEN IT'S DONE.
SO THERE IS A LOT OF DOCUMENTATION IN THIS LAST AREA AND IT JUST, IT GOES THROUGH AND HIGHLIGHTS THE DIFFERENT THINGS THAT JUST TALKING ABOUT AND THE DIFFERENT PARTNERS THAT WE HAVE TO
[01:00:01]
HELP US CARRY OUT THESE TYPES OF PROGRAMS AND TO HELP US ACCOMPLISH OUR GOALS.UM, SO THERE'S A LOT OF IN THERE.
THE ONLY DOWNSIDE TO DOING THE PRESENTATION THIS WAY DOES TAKE US GOING SLOW THROUGH IT, AND IT TAKES A LITTLE LONGER.
BUT I THINK WHEN YOU REFER BACK TO THESE THINGS, IT'S ORGANIZED FOR YOU TO BE ABLE TO ACCESS QUICKLY.
THE LAST SLIDE IS ACTUALLY, I WANTED YOU TO BE ABLE TO SEE OUR UPDATED DISCIPLINE MATRIX.
THIS IS, I SEPARATED THIS OUT 'CAUSE I WANTED TO HIGHLIGHT IT FOR YOU.
THIS IS AN EXAMPLE OF A, THE BEGINNING PORTION OF OUR DISCIPLINE MATRIX.
IT ACTUALLY WILL SHOW AN INFRACTION AND THEN IT WILL GIVE THE DEFINITION.
WE DO NOT CREATE THESE OUR OWN DEFINITIONS.
THERE ARE TIMES THOUGH THAT WE FEEL THAT THERE IS A DEFINITION NEEDED, AND THERE HAVE BEEN TIMES THAT ACTUALLY THE STATE HAS CHANGED THEIR DEFINITION AND PUT IT OUT STATEWIDE BASED ON NOT OUR RECOMMENDATION, BUT RECOMMENDATIONS OF OTHER SCHOOL DISTRICTS ACROSS THE COUNTRY.
SO THIS IS JUST AN EXAMPLE OF INFRACTION OF DEFINITION.
NOW, ON THE RIGHT HAND SIDE, THIS IS WHAT WE TALKED ABOUT FROM MAINTAINING CONSISTENCY AND IT SHOWS POSSIBLE INTERVENTIONS OR POSSIBLE ACTIONS THAT COULD BE TAKEN FOR THESE TYPES OF INFRACTIONS.
I WANTED YOU TO GIVE YOU A REAL CLEAR SNAPSHOT JUST AS AN EXAMPLE OF THE DIFFERENT THINGS THAT WE TALKED ABOUT AND DOC YEAH.
THIS IS THE TEACHER MANAGED DISCIPLINE.
THIS IS THE SECOND REITERATION OF THE DISCIPLINE MATRIX SINCE 2019.
OKAY? THE DISTRICT DID NOT HAVE AN UPDATED ONE FOR 2016.
THEY GOT UPDATED IN 2019 WHEN YOU, BOTH OF YOU EARLY ON PRE COVID, BECAUSE AS MCKENZIE FIRST CAME TO THE BOARD, THE STATE DID A SECOND UPDATE.
AND THAT HAS BEEN UP TO, SO IF YOU REMEMBER GOING BACK TO 2019, WAS BROUGHT TO HIS A BOARD AND IT WAS UPDATED AGAIN TO
I SAT WITHIN, WHAT, FIVE YEARS.
SO IN MY PREVIOUS ROLE AS THE SUPERVISOR OF THE MIDDLE HIGH SCHOOLS, I'VE WORKED WITH NOT ONLY MYSELF, THE EXECUTIVE DIRECTORS TO LEAD THIS KIND OF ON BEHALF OF DR. WHITE AT THE TIME WITH THE PRINCIPALS TO GET THEIR INVOLVEMENT SO THAT WE COULD GET THE DISCIPLINE MATRIX THE BEST THAT WE COULD.
I CAN SAY SOMETHING AS WELL, WE'VE NEVER HAD A BRIEFING OF THIS, THIS MUCH COMPREHENSIVE DATA.
THIS IS, THIS IS REALLY GOOD WORK.
AND IT, AND THIS IS SOMETHING, YOU KNOW, I'VE HAD, MY YOUNGEST GRANDSON HAD THREE REFERRALS WITH SUSPENSION.
SO I'M KIND OF FAMILIAR WITH
BUT WHEN HE, WE WERE DEALING WITH THAT, NONE OF THIS WAS AVAILABLE.
AND, AND MY SON, A LAWYER WAS JUST, UH, YOU KNOW, HE SAID, WELL, THIS IS CRAZY.
THERE'S, THERE'S NO, NO BACKGROUND OR BACKGROUND WORK, REFERENCE WORK THAT HE COULD REFER TO.
NOW THIS IS, THIS IS REALLY GOOD STUFF.
UH, MAN, I I'M YOU, WE, YOU KNOW HOW IT USED TO BE.
IIII WILL AGREE THAT THAT HAPPENS NOW.
IT, UH, IT, IT NARROWS SOME THINGS DOWN.
AND NOW, NOW THE DISTRICT LEVEL, I BELIEVE THAT DISTRICT SHOULD JUST START OF A, UH, OF A UNIVERSAL, UH, UM, PLAYGROUND IN TERMS NOT PLAYGROUND, SAY A UNIVERSAL, WELL, THAT'S NOT REALLY WHAT, WHAT I'M LOOKING FOR AS IN TERMS OF, UH, SCHOOL BASED TO, TO DISTRICT TO SCHOOL BASED AS IF THERE, THERE'S A STABLE PLACE AND EVERYONE IS, EVERYONE'S PUTTING UNDER THE SAME, UNDER THE SAME RULES AND EVERYBODY'S UNDER THE SAME UMBRELLA.
AND I THINK THAT THIS RIGHT HERE IS WHAT IS, IS, IS WHAT PROVIDE THE, THE DISTRICT BASED VERSUS THE SCHOOL BASE, UM, YOUR
SIGNIFICANT TO SEE IS THAT THE COMPLEXITY OF DISCIPLINE HAS, AND THAT IT WAS A VERY STRONG HIGHLIGHT THAT YOU BROUGHT UP AS WELL, UM,
BUT COMPLEXITY IS HIRING ALWAYS
I ALSO THINK THAT, UM, I WOULD SAY TWO THINGS.
ONE, I WAS A LITTLE CONCERNED OF HOW LONG IT WAS, BUT I WANTED TO GIVE A OE 13 WITH DISCIPLINE.
I, IT IS, IT IS AN IMPORTANT TOPIC BECAUSE OF THIS LAST SLIDE.
WE WANT TO HIT OUR 75, 75 92 GOAL.
EVERY DIVISION, EVERY PERSON, ALL HANDS ON DECK TO, TO OCCUR TO THAT.
AND AS FAR AS THE PRESENTATION ITSELF, I HAVE A VERY DEMANDING SUPERVISOR,
[01:05:01]
SO IF, IF ALL INFORMATION WAS NOT INCLUDED, IT WAS FAR MORE COMPREHENSIVE.
I HAD PRESENT IT TO HER ON NUMEROUS OCCASIONS TO HAVE ALL THIS COMPREHENSIVE INFORMATION.
SO, SO, AND, AND I'LL ALSO SAY MS. MCKENZIE HELPED WITH THE STRUCTURE OF WHERE TO PUT THESE THINGS.
SO I GIVE HER CREDIT FOR THAT.
SO I, I HOPE THAT IT WAS INFORMATIVE FOR YOU.
E EVERY WE, WE MADE, WE MADE A COPY.
WE MADE BOTH BINDERS OF, I'M GONNA TAKE THIS BECAUSE I GET CALLS ALL THE TIME FROM PARENTS ABOUT JOHNNY DID THIS OR SALLY DID THAT.
NOW I GOT SOMETHING THAT I CAN, SO WE DO HAVE COPIES FOR, UM, NOT JUST THE FOLKS THAT WERE HERE TODAY, BUT WE WENT AHEAD AND MADE COPIES FOR EVERYONE.
SO THE FIVE THAT YOU, YOU HAVE TODAY, YOU NEED TO TAKE WITH YOU
THE DEVELOPMENT OF HELP STUDENTS.
AND I THINK THAT'S A VERY STRONG COMPONENT, CAME OUT
THE GOAL IS SELF-REGULATION, BEING ABLE TO TEACH AND TRAIN KIDS AT A YOUNG AGE TO SELF-REGULATE BEFORE CONFLICT OCCURS.
AND THAT'S NOT JUST CONFLICT, THEIR PEERS CONFLICT WITH ASSAULT PEOPLE TO AUTHORITY.
AND SO THAT IS EXTREMELY IMPORTANT.
SO AS WE CONCLUDE HOOD 13, ARE THERE ANY OTHER QUESTIONS OR ANYTHING ELSE? I, OH, WELL, I DID HAVE, UM, IN, IN, IN TERMS OF THE, UM, UM, IN, IN, IN TERMS OF BEHAVIOR, BEHAVIORAL, UM, THE BS, UH, HOW DO WE INTERTWINE THEM? I KNOW WE'VE TALKED ABOUT IN TERMS OF THE TEACHERS HAVING THE, THE, THE COURSE OF IN THE CLASS REFERRAL THAT WE WOULD SAY, BUT HOW, HOW, HOW, HOW DO, HOW DO WE ENTWINE THEM TO EMPOWER THEM TO, UH, HAVE A MONITORING SYSTEM TOO? AND, AND, AND, AND, AND HOW THEY, HOW DO THEY HAVE, DO THEY TAKE OUT, BECAUSE I'M SURE AT SOME POINT IN TIME THAT I SEE WHAT, WHERE THEY, WHERE THEY WILL GET PASSED OFF.
KIDS SAY, HEY, THIS KID IS, IS, IS, IS DOING THIS.
H HOW, HOW ARE THEY, UH, INVOLVED IN THIS? OH, THAT'S A GREAT QUESTION.
SO OF COURSE IN HERE YOU WILL SEE SOME OF THE TRAININGS THAT THE BMS HAS SPECIFICALLY RECEIVED.
IN ADDITION TO THAT, WHAT WHAT HAS REALLY STRENGTHENED OVER THE PAST COUPLE YEARS, UM, DR.
SCAGGS WORKS DIRECTLY WITH THE BMS, UM, PERSONNEL WITHIN OUR DIFFERENT SITES IS IN ORDER TO BE ON A BMS CASELOAD, THEY HAVE THE SCHOOL OUT NOW HAS TO GO THROUGH A PROCESS.
THAT DOESN'T MEAN A TEACHER CAN'T ASK OR GO TO THE ADMINISTRATION AND SAY, HEY, I NEED HELP WITH THIS STUDENT OR THIS CLASSROOM.
BUT WE NOW HAVE WHAT'S CALLED A CASELOAD THAT EACH BMS HAS TO CARRY.
AND SO THAT MEANS THAT THE STUDENT HAS HAD REGULAR ISSUES OR PROBLEMS. AND NOW THE BMS IS WORKING WITH NOT JUST THAT STUDENT, BUT SOMETIMES GROUPS OF STUDENTS.
SO SOMETIMES THEY WILL, AND THEY HAVE TO PROVIDE DOCUMENTATION ON THEIR CASELOAD IN THE MTSS PROCESS, RIGHT? SO THAT'S PART OF THE MULTI-TIERED SYSTEMS OF SUPPORT THAT WE TALKED ABOUT EMS AND THEIR LEVEL OF INTERVENTION.
IT'S DOCUMENTED THROUGH THE MTSS PROCESS.
SO ONCE THEY'RE ON THEIR CASELOAD, THAT MEANS THAT THEY'RE IN THE NTSS PROCESS IN ORDER TO BE ON THE BMS CASELOAD.
IT DOESN'T MEAN THEY CAN'T HELP OTHER STUDENTS THAT ARE OUTSIDE OF THAT CASELOAD.
THAT MEANS THAT THEY HAVE TO MEET WITH EITHER INDIVIDUALLY OR IN SMALL GROUPS OR PROVIDE INTERVENTIONS OR OBSERVATIONS OF THAT KID ON A REGULAR BASIS.
AND THEY HAVE TO GO BACK INTO WHATEVER SYSTEM WE HAVE DEFINED FOR THEM OR THEIR SCHOOL LEVEL OR DISTRICT LEVEL SYSTEMS. AND THEY HAVE TO PROVIDE UPDATES AND DOCUMENTATION ON HOW, WHAT IS THE PROGRESS LIKE OF THAT STUDENT.
AND SO WE USE, WE'RE TRYING TO HAVE A STRONGER SYSTEM IN PLACE BEFORE IT GETS TO THAT LEVEL OF ALTERNATIVE PLACEMENT.
THOSE THINGS NEED TO BE DONE BEFORE THEY'RE REFERRED TO ALTERNATIVE PLACEMENT, UNLESS IT FALLS INTO ONE OF YOUR MORE SEVERE CATEGORIES THAT WE HAVE LISTED IN OUR MATRICES.
AND, BUT FOR OUR REGULAR DAY-TO-DAY TYPES OF STUFF, THAT'S WHERE OUR BMS ARE MAKING A BIG TIME IMPACT.
THAT'S WHAT I WAS JUST GETTING READY TO SAY.
OUR BMS IS THAT THE, THE REASON WHY WE'RE SEEING OUR, OUR INTERVENTIONS WORK AND OUR NUMBER OF REFERRALS GOING DOWN, OR THE PERCENTAGE GOING DOWN, IT'S THE WORK OF THE BMS. AND DR.
SKAGGS PLAYS A HUGE PART OF THAT.
[01:10:01]
INVOLVED WITH OUR STUDENTS THAT ARE STRUGGLING OR THERE BEFORE, AND THAT HAS ALL THE DOCUMENTATION SO WE CAN KEEP TRACK OF IT WHEN A STUDENT STARTS TO HAVE ISSUES, ALL OF THE THINGS THAT THE SCHOOL HAS DONE, THE BMS HAS DONE.SO WE CAN KEEP TRACK OF THAT SO THAT WE CAN HOPEFULLY DETER THE FUTURE INCIDENTS WITH THAT STUDENT.
AND ALSO, A COUPLE YEARS AGO, DR. RODRIGUEZ WORKED WITH THE SYSTEM TO PUT, UM, SO COMMUNITY BMSS IN PLACE.
THAT MEANS THAT IF THEY CAN FLOAT TO DIFFERENT SCHOOLS FOR A COUPLE REASONS AND SOMETHING'S GOING ON AND WE NEED TO PROVIDE ADDITIONAL SUPPORT, THEY CAN GO TO THAT AREA.
ALSO, IF A BMS IS, SAY A BMS IS OUT AT A SCHOOL SITE, UM, THAT BMS CAN COME IN AND COVER, SO THAT SCHOOL DOESN'T GO WITHOUT SUPPORT DURING THAT TIME.
AND SO WE'VE ACTUALLY FURTHERED THE DOCUMENTATION PROCESS THAT'S, SO SCHOOL NOW CAN PUT IN REQUEST TO HAVE THAT ADDITIONAL BMS. AND SO DR.
SK ABILITY SCHEDULE FOR THAT BMS, IT MAY BE THAT ADDITIONAL BMS SPLITS BETWEEN SCHOOL TO SCHOOLS FROM AM TO BM.
AND THEN WE MEASURE WAS THAT ADDITIONAL, UM, SUPPORT EFFECTIVE DURING THAT TIMEFRAME.
AND SOMETIMES WE HAVE TO PULL AND THEN SAY SOMEONE HAS TO GO OUT FOR SURGERY AT SCHOOL A AND THEY ONLY HAVE, THEY EITHER ASSIGNED ONE BMS, WE MAY PULL THAT COMMUNITY BMS TO COVER THAT SCHOOL SO THAT SCHOOL DOESN'T GO WITHOUT SUPPORT DURING THAT TIME.
FEELS SO CLOSELY MONITORED YOUR
THAT WAS NOT A SYSTEM THAT THAT HAPPENED.
ALSO, I KNOW, I, I NOTICED THAT, UM, WHEN WE, UM, WE, WE, WE WENT IN AHEAD AND WE TALKED ABOUT THE AMOUNT OF REFERRALS AND THE, UH, FROM YEAR TO YEAR, FROM YEAR TO YEAR NOW.
UM, SO ONCE A, ONCE A, ONCE A STUDENT INFORMATION GOES, GOES INTO THE DATABASE UP UPON THE REFERRALS, CAN THE NEXT YEAR TEACHER SEE, AND ALL OF THEM HAVE ACCESS TO HOW MUCH REFERRAL, HOW MUCH, HOW MUCH REFERRALS, UH, A KID PRIOR TO, TO THAT YEAR, UH, RECEIVED.
SO THE SHORT ANSWER IS, IT DEPENDS.
UM, SHORT ANSWER IS, IT DEPENDS.
SO WE HAVE TO MAKE SURE THAT WE PROTECT CERTAIN THINGS, UM, FROM YEAR TO YEAR, RIGHT? SO CERTAIN EYES CAN ONLY SEE CERTAIN THINGS, RIGHT? THERE ARE SYSTEMS IN PLACE, UM, TO WORK FROM, ESPECIALLY IF THEY'RE GOING SAY FIFTH GRADE TO SIXTH GRADE, THEY CAN SEE SOME OF THE ANSWERS IN THERE.
THEY MAY NOT BE ABLE TO SEE THE COLLECTIVE GOAL OF EVERYTHING.
BUT YES, THERE ARE PROCESSES IN PLACE TO NOT JUST, I WILL TELL YOU THE BIG ONE THAT WE'VE HAD TO STRENGTHEN TO YOUR QUESTION, THE BIG ONE IS WHEN THEY GO FROM SCHOOL TO SCHOOL, NOT JUST FROM GRADE LEVEL TO GRADE LEVEL.
SO IT IS STRONGER FROM GRADE LEVEL TO GRADE LEVEL OF THAT TRANSITION WHERE WE'VE PUT A LOT OF WORK IN AND TRYING TO CREATE DISTRICT WIDE SYSTEMS. AND SO IF A STUDENT IS LEAVING SCHOOL A, GOING TO SCHOOL B, STRENGTHENING THAT COLLABORATION BETWEEN THE SCHOOLS OF LETTING 'EM KNOW THAT, HEY, THIS, THIS IS WHAT'S GOING ON.
THIS IS WHY THIS KID IS MOVING.
BUT YOU NEED TO BE AWARE OF THESE THINGS THAT HAVE, WE'VE BEEN DOING, THE SUPPORTS WE'VE HAD IN PLACE SO THAT THERE'S A CONTINUITY.
SO IF THAT STUDENT WAS SAYING A TIER TWO FOR MTSS, WE STARTED HERE, THESE INTERVENTIONS WEREN'T EFFECTIVE.
SO WE MOVED INTO TIER TWO, BUT THAT STUDENT MOVES FROM YOUR SCHOOL TO YOUR SCHOOL.
IT WAS TIER TWO AT YOUR SCHOOL.
WE WANT TO ENSURE THAT THEY ENTER WITH THE TIER TWO SUPPORTS AT THE, THE NEXT SCHOOL.
SO THAT HAS BEEN A GAP IN THE PAST THAT WE'VE REALLY HAD TO WORK HARD ON, UM, BRANCHING MINDS.
SO WE HAVE A SYSTEM NOW THAT WE'VE BROUGHT IN PLACE CALLED BRANCHING MINDS.
AND THAT'S, THAT'S SOMETHING THAT MS. SACKMAN, WHO'S NOW AN ISD, IS WORKING MORE ACROSS THE SYSTEM SO THAT WE CAN HAVE A STRONGER DOCUMENTATION.
SO WHEN A CHILD LEAVES FROM ONE SCHOOL TO THE ANOTHER, THEY CAN SEE MORE OF THE INTERVENTIONS AND STRATEGIES WILL PUT IN PLACE FOR THEM, SO THAT THAT CAN BE, THERE CAN BE CONTINUITY IN THAT.
ANY OTHER QUESTIONS? IS THERE ANY QUESTIONS ONLINE? MS. FRAZIER? NO, SIR.
UH, STEVE, YOU HAVE A IN THE ACADEMIC COMMITTEE FOR YOUR OH, OH, NEVER DONE THAT BEFORE.
YOU'RE GONNA HELP ME WITH THAT
DOES SHE HAVE IT NOW? UM, DID I HAVE IT
SHE CAN GO AHEAD AND MAKE IT IF SHE'S READY.
LEAH, YOU CAN, UH, MAKE THAT, UH, MOTION FOR THE ACADEMIC COMMITTEE.
[01:15:01]
NUMBER TWO, OKAY.IT'S NUMBER TWO, BUT I JUST MOTION IS HER TO GO TO CONSENT AGENDA.
I WOULD LIKE TO MAKE THE MOTION TO PLACE THIS OE 13 ON A CONSENT AGENDA.
I WILL SECOND ALL THOSE IN FAVOR? AYE.
I KNOW WE'RE GONNA GO FASTER THIS TIME, I PROMISE.
SO WE HAVE FOUR AR OUT OF STUDENT SERVICES IN FULL TRANSPARENCY.
THE MINUTE THAT I FINISH SS 34 GOING THROUGH THAT, YOU'RE GONNA SEE ME JUMP UP AND SPRINT TO THAT DOOR BECAUSE MY SON IS PLAYING TONIGHT AT BISHOP ENGLAND.
AND I WANT TO GET TO THE GAME
SO I'M GONNA BE RUNNING TO THAT.
SO SS 30, JUST LIKE AS YOU HAVE ALL OF THE AR, WE'RE GONNA HAVE THE, YOU'RE GONNA HAVE THREE SETS OF EACH, AND I'LL HIGHLIGHT THAT AND THEN WE'LL GET ROLLING.
SO, UM, THE FIRST FOR SS 30 THAT I WILL POINT YOU TO, UM, THERE ARE FOUR DIFFERENT ONES THERE.
EACH OF THEM ARE DIFFERENT WAY, THOSE ARE EXECUTIVE SUMMARIES.
THAT'S WHAT I WILL SPEAK FROM TODAY.
AND IT'S GONNA SHOW THE CHANGES THAT YOU WERE MADE.
YOU ALSO HAVE WHAT'S CALLED A RED LINE VERSION, ALTHOUGH SOME OF THE LINES ARE BLUE, UM,
AND THEN YOU HAVE A CLEAN VERSION.
SO YOU'RE GONNA HAVE THAT FOR EACH OF US.
OKAY? SO FOR SS 30, YOU'RE GOING TO SS 30 ARE STUDENT CONCERNS, PLUNK COMPLAINTS, AND GRIEVANCES.
YOU'RE GOING TO SEE THE DIFFERENT SECTIONS ON THERE.
SECTION ONE AND TWO ARE GOING TO BE CONSISTENT IN ALL OF OUR AR AS WE UPDATE THEM.
UM, AND THAT IS GOING TO BE SOMETHING THAT AS WE UPDATE ALL ARS IN THE FUTURE THAT WE HAVE, ANYTIME WE DO THOSE AND BRING IT FOR YOU, YOU'RE GOING TO SEE THAT.
UM, AND SECTION THREE, WE JUST CHANGE THE WORDING TO MAKE IT A LITTLE MORE COHERENT IN THERE.
AND WE DO HAVE OUR LEGAL DEPARTMENT REVIEW THOSE, REVIEW ALL OF THESE TO MAKE SURE THAT THEY ARE, THEY ARE COMPLIANT WITH SOUTH CAROLINA LAW THAT I SAID THAT TO REFERENCE.
UM, SECTION FOUR AND FIVE, WE PUT LINES SPECIFICALLY IN THERE REFERENCING TITLE IX COMPLAINTS AND HOW THOSE WOULD BE FOLLOWED TO INCLUDE SEXUAL HARASSMENT AND DISCRIMINATION.
AND THEN THE EQUAL OPPORTUNITY AND NON-DISCRIMINATION FALLS OUT LOUD IN SECTION FOUR.
AND THEN SECTION FIVE, UM, WE HAD TO DO ANOTHER LEGAL AMENDMENT TO REVISE THE SECTION TO SPECIFICALLY ADDRESS SECTION 5 0 4.
AND, AND IT ADDRESSES THE 5 0 4.
WE HAVE A 5 0 4 HANDBOOK IN GENERAL INFORMATION.
WANTED TO REFERENCE THOSE THINGS THERE.
THIS IS STUDENT INITIATED, NON-SCHOOL SPONSORED EXTRA CLASS ACTIVITIES.
SO AGAIN, SECTIONS ONE AND TWO ARE GOING TO BE THE SAME UPDATES.
YOU'RE GONNA SEE IN ALL AR SECTION THREE, IT'S REFERENCING THE, THEY HAD TO REMOVE A SENTENCE AND REMOVE SECTIONS, SUBSECTION A AND B.
THOSE HAD TO BE AMENDED BECAUSE OF WHAT WE REVISED IN SECTION SIX.
SO WHEN YOU ADD THE WAY FROM THE PREVIOUS ARS WERE WRITTEN, WHEN YOU DO SOME OF THE, UM, UPDATES THAT WE'RE DOING TO ALL THE AR, THE NON-DISCRIMINATION CLAUSE AND THE SUPERINTENDENT EXPECTATION, THAT PROMPTS US TO HAVE TO REVISE THE LANGUAGE AND SOME OF THE OTHER AREAS.
THE ONLY ONE I WOULD REALLY POINT TO THAT'S OUTSIDE OF THAT IS IN SECTION FOUR, WE EXPANDED THE DEFINITION OF STUDENT.
ANY, ANY, ANY INITIATED THE DEFINITION OF STUDENT INITIATED AND PROVIDED SOME CLARIFYING LANGUAGE THERE.
AND SO THAT AR HAS ALL THE, AND IT SHOWS ON THE RIGHT HAND AGAIN IF YOU WANT TO SEE ALL THE STRIKING OUT.
AND WE HAD TO DO, THAT'S IN THE RED LINE VERSION THAT WE PROVIDED.
[01:20:01]
SO THAT IS SS 32.SO THE GENERAL STATEMENT OF POLICY IS ACTUALLY, ACTUALLY THREE, CORRECT? NOT FOUR.
SO WHEN WE ADDED SOME OF THOSE IN IT, IT, IT HAS LIKE A CHAIN REACTION OF, OF, UH, UPDATE.
ANY QUESTIONS ON 32? I HEAR THERE ARE.
AND THIS IS STUDENT FUNDRAISING ACTIVITIES.
ALSO, I THINK IT'S IMPORTANT TO NOTE THAT WHEN WE DO THESE, UM, ADMINISTRATIVE REGULATION CHANGES, EVEN THOUGH IT SAYS STUDENT SERVICES AT THE TOP, OTHER DEPARTMENTS AND DIVISIONS SIT AND GO THROUGH THESE.
SO LIKE I BRING THAT UP BECAUSE THIS IS A FUNDRAISING THING.
SO PEOPLE FROM HIS CROSSES TEAM WILL SIT WITH US AND GO THROUGH THE REVISION PROCESS.
SO WE START WITH THAT PROCESS, THEN IT GOES THROUGH, UM, OUR LEGAL DEPARTMENT TO REVIEW AS WELL AND UPDATE AND ALL THAT OCCURS BEFORE IT COMES THROUGH.
UM, SO YOU'LL SEE THE RED LINE VERSION, THE CLEAN VERSION, THE FIRST TWO AREAS, AGAIN, REMAIN CONSISTENT.
SECTION THREE, UM, WE JUST UPDATED SOME LANGUAGE TO REPLACE CAMPAIGNS WITH ACTIVITIES THAT CAN BE CONFUSING.
UM, AND WE CHANGED SOME OF THE WORDING AROUND, UM, TO BE A LITTLE MORE COHERENT.
UM, SECTION FOUR IS KIND OF WHAT YOU REFERRED TO EARLIER.
IT CHANGES THE SECTION NUMBER AND SECTION SEVEN, EIGHT, AND NINE.
THOSE ARE TO DIFFERENT UPDATES WE MADE TO INCLUDE.
UM, WHEN FINANCE ADDED SOME ADDITIONAL, UH, PROCEDURES IN DIFFERENT PARTS OF THE SYSTEM, WE WANTED TO REFERENCE THOSE IN HERE.
FINANCES ADDED THOSE SOME D DIFFERENT THINGS BECAUSE OF STATE OR BECAUSE THEY THOUGHT THAT IT NEEDED TO BE IN THERE.
LIKE BE BE ALIGNED WITH THEIR OWN INTERNAL POLICY FOR AUDITING PROCEDURES.
SO THEY HAVE THEIR OWN FINANCE MANUAL THAT THEY ARE, IS LOOKED AT FOR AUDITING PURPOSE.
SO IT'S, AND FINANCE, I DON'T WANNA USE POLICY, BUT PROCEDURES 'CAUSE IT MAKES PROCEDURES.
SO WHEN THEY WILL PUT A PROCEDURAL MANUAL OUT OR CHANGE PROCEDURAL, KIND OF LIKE WHEN I REFERENCED THE CHANGE IN WITH OUR EARLIER AR WHEN WE DEVELOPED A 5 0 4 HANDBOOK OR GUIDEBOOK, WE HAVE TO GO BACK AND UPDATE THE AR TO REFERENCE THAT.
AND SO WHEN A DIFFERENT DEPARTMENT OR DIFFERENT DIVISION DOES SOMETHING THAT'S GONNA IMPACT ONE OF THESE THINGS, WE HAVE TO COME BACK AND UPDATE THE AR TO REFLECT THAT THAT NEW POLICY OR PROCEDURE WOULD EXIST.
ANY OTHER QUESTIONS ON 33? NOW WE'RE MOVED.
RIGHT? LAST IS, LAST ONE FROM STUDENT SERVICES IS SS 34.
AGAIN, FINANCE PARTICIPATED IN THIS.
UM, SS 34 IS ABOUT STUDENT ACTIVITIES FUNDS, AND YOU ARE GOING TO SEE THE SECTION OVER THE LEFT.
SAME THING AS WE PREVIOUSLY STATED.
SECTION THREE, UM, IT TALKS ABOUT THE, IT REFERS BACK TO THAT MANUAL AGAIN, WHICH CHANGES? THE PROMPTED CHANGES IN SECTION THREE.
AND THEN SECTION FOUR WAS ALSO DONE TO THE ANNUAL.
IT REFERS TO THE ANNUAL AUDIT THAT WAS DONE DURING THAT TIME AND THERE WERE NO CHANGES TO SECTION FIVE.
AND THE CODE OF LAWS ARE UPDATED ON ALL THESE AT THE BOTTOM AS WELL.
SO THOSE ARE, THAT IS ALL OF THE STUDENT SERVICES.
LIKE, WELL, WE'RE NOT DONE WITH THE MEETING, BUT I'M DONE.
SO WITH THAT BOARD MEMBERS, WE'RE GONNA TRANSITION AS THE OE HAS BEEN APPROVED TO GO TO CONSENT AGENDA.
I'M GONNA TURN THE FLOOR OVER TO OUR ADMINISTRATIVE REGULATIONS UPDATES.
I HAVE MS. GILBERT HERE WHO ACTUALLY FOR IS 20, BY THE WAY, BEFORE DR.
COLEY, YOU'RE A HARD ACT TO FOLLOW
I WOULD PLEASE, LIKE, IF I COULD DRAW YOUR ATTENTION TO MS. GILBERT, WHO'S GONNA WALK YOU THROUGH.
I WANNA MAKE NOTE AS WELL THAT, UH, THIS IS QUALITY THROUGH A PROCESS THAT YOU'RE FAMILIAR WITH.
AND MS. MS MS MS. MCKINZIE MCKINZIE HAS BEEN OUR
[01:25:01]
FACILITATOR TO MAKE SURE THAT WE MEET THE EXPECTATIONS THAT SET FORWARD BY THIS COMMITTEE.SO GOOD EVENING BOARD MEMBERS AND ONLINE.
UH, AGAIN, THANK YOU FOR THE OPPORTUNITY TO COME BACK BEFORE YOU.
UM, ALL THREE OF THESE HOURS, UH, THAT WE HAVE UPDATED FOR YOUR REVIEW ARE ALL RELATED TO WORK-BASED LEARNING.
UH, WORK-BASED LEARNING PER THE STATE DEFINITION, IT CAN BE AS INFORMAL AS A ONE OR TWO DAY JOB SHADOWING THAT OUR STUDENTS PARTICIPATE IN ALL THE WAY TO A FORMAL INTERNSHIP WHERE A STUDENT CAN RECEIVE A CREDIT.
AND IT CAN ALSO COUNT TOWARD OUR CAREER READINESS ACCOUNTABILITY MODEL.
SO WE WILL, UH, AS DR. COX SAID, UM, WE DO HAVE A STATE WORK-BASED LEARNING MANUAL, A PROCEDURAL MANUAL THAT WE, UH, USE TO, UM, UH, REFERENCE.
AND SO WE'LL START WITH THE FIRST ONE.
AND, UH, AGAIN, THE SAME, UH, PROCESS OF, IF WE CAN FILE THE EXECUTIVE SUMMARY AND YOU HAVE THE, UH, COPY THAT'S IN THE RED LINE.
AND THEN THE FINAL COPY, UH, CLEAN COPY, SHOUT OUT TO MY COLLEAGUE MS. UH, KENZIE.
'CAUSE SHE HAS REALLY HELPED US STREAMLINE THIS PROCESS.
SO THE, SO THE THE THREE ARE DIVIDED UP INTO YOU THINK, WHILE WE JUST COMBINE THEM ALL.
BUT ONE IS, HOW ARE WE HELPING YOUNG PEOPLE TO TRANSITION TO, TO GAIN INFORMATION ABOUT THE WORLD OF WORK? IT'S CALLED CAREER TRANSITION TO WORK EDUCATION.
THE SECOND ONE IS, IF A EMPLOYER HAS A JOB AND THEY WANNA DO SOLICITATION OF THAT JOB, WHAT DOES THAT ENTAIL? AND THEN THE THIRD ONE IS THE OVERALL, UH, HOW DO WE MANAGE THE PROCEDURES WITH WORK-BASED LEARNING GUIDELINES? SO THIS, WITH THIS FIRST ONE, AS DR. COX MENTIONED, UH, MRS. CARTILAGE AND MS. MIDDLETON, HER, HER TEAM WANTED TO ADD IN VERBIAGE IN ALL SECTIONS FOR SECTION ONE, WE JUST ADDED, UM, WHERE THE SUPERINTENDENT, UM, UH, UH, SHALL, UH, ESTABLISH PER THE SUPERINTENDENT EXPECTATION.
SO SECTION ONE FOR ALL THREE JUST ADDED THAT VERBIAGE.
AND THEN SECTION TWO FOR ALL THREE JUST ADDED THE NON-DISCRIMINATION STATEMENT BECAUSE WE HAD NOT HAD THAT ON OUR, OUR, UH, EARLIER AR.
SO I'LL CALL YOUR ATTENTION TO THE FIRST ONE ON REGULATION IS 20.
SO SECTION THREE, UH, BASICALLY I TOOK THIS AND JUST ADDED UPDATED VER UH, VERBIAGE FOR WHAT'S CALLED EEDA.
SO WE STILL HAVE IN SOUTH CAROLINA, IS A REQUIREMENT THROUGH LEGISLATIVE LEGISLATION THAT SAYS, THOU OUT HAS, UH, OPPORTUNITIES FOR STUDENTS TO LEARN ABOUT JOBS AND CAREERS, UH, THROUGH THIS EEDA ACT.
AND THAT ALSO DRIVES THE INDIVIDUAL GRADUATION PLAN, THE IGP PROCESS.
SO I JUST WANTED TO MAKE SURE THAT THAT WAS REFERENCED BECAUSE THAT IS STILL ACTIVE ON THE BOOKS.
AND THEN FOR SECTION FOUR, I WANTED TO MAKE SURE THAT IT NOTED, UM, THAT WE HAVE A NEW, UH, FRAMEWORK, UH, BOARD MEMBERS.
YOU MAY RECALL LAST YEAR, WE, WE IMPLEMENT, OR WE INTRODUCED THAT THE STATE OF SOUTH CAROLINA IS GOING TO A NEW NATIONAL UPDATED MODEL.
IT HAD BEEN UPDATED FOR 40 SOMETHING YEARS.
AND SO THIS IS OUR YEAR FOR, UH, PLANNING.
AND THEN IT GOES INTO FULL EFFECT 26, 27.
SO I WANTED TO MAKE SURE THAT THAT REFLECTED.
SO AS SCHOOL COUNSELORS AND OUR CAREER DEVELOPMENT FACILITATORS ARE HELPING OUR YOUNG PEOPLE, UH, DO CAREER INTEREST INVENTORIES AND SO ON, THEY'RE GONNA BE REFERENCING THIS NEW MODERNIZED, UPDATED, UH, FRAMEWORK.
SO WE ADDED THAT AND SECTION FIVE DIDN'T MAKE ANY CHANGES BECAUSE THOSE ARE OUR SCHOOL COUNSELORS.
AGAIN, THIS IS WHAT IS REQUIRED PER, PER THE EEDA AT.
AND THEN, UM, ON STILL UNDER SECTION FIVE, PART B, I JUST, THE OLD, UH, FORMER ENGLISH TEACHER IN ME, I DID WANT TO UPDATE THE, UH, THE, THE VERBIAGE IN THERE TO SHOW THAT WE NEED TO FOLLOW THE, THE, UH, STATE'S ANNUAL SUBMITTED, UH, WORK-BASED LEARNING, PROCEDURAL GUIDES AND PROCESSES.
AND THEN PART C, WE NO LONGER HAVE WHAT'S CALLED HSPW HIGH SCHOOLS THAT WORK.
WE, WE CERTAINLY, UH, FOLLOW THE 10 PRINCIPLES.
HOWEVER, THE STATE NO LONGER HAS THAT AS A SEPARATE, UM, REQUIREMENT FUNDING STRUCTURE.
SO I JUST UPDATED THAT AGAIN TO REFERENCE THE NEW, UH, COLLEGE AND CAREER FRAMEWORK THAT WE, WE WILL HAVE TO FOLLOW IN A SECTION OF, UH, SIX.
I JUST ADDED ALL GRADE LEVELS INSTEAD OF JUST HIGH SCHOOL STUDENTS BECAUSE AGAIN, UH, COLLEGE AND CAREER TRANSITION TO WORK, UH, INVOLVES ALL GRADE LEVELS.
AND THEN, UH, MS. MILTON, LATASHA MILTON WILL BE PROUD OF ME.
[01:30:01]
GUIDANCE IN, IN SECTION SEVEN TO SCHOOL COUNSELORS BECAUSE OF, OF THE UPDATED VERBIAGE.AND THERE WAS NO CHANGES IN SECTION EIGHT AND, AND NINE.
AND THEN I APPRECIATE OUR LEGAL TEAM.
THEY ADDED ALL OF THE, UH, FEDERAL AND STATE LAW, UH, THAT PERTAIN TO THAT.
SO, PRETTY STRAIGHTFORWARD ON THAT.
THE NEXT ONE IS A SHORT ONE, THIS KIND IMPORTANT ONE.
AND THIS IS GUIDELINES FOR SOLICITATION OF STUDENTS FOR THE PURPOSE OF EMPLOYMENT.
AND SO, AGAIN, WE JUST ADD A NON SCREEN STATEMENT.
IF YOU'LL, UH, UH, PLEASE CALL YOUR ATTENTION TO SECTION THREE.
I DID DO, UH, SEVERAL, UM, VERBIAGE UPDATES IN THERE.
IF YOU'RE LOOKING AT THE RED LINE COPY.
UH, I, I BASICALLY WANTED TO UPDATE TO, TO, AGAIN, NOTE, WE NEED TO FOLLOW THE STATE, UH, WORK-BASED LEARNING ACTIVITIES AS, AS, AS NOTED IN THE STATE, UM, MANUAL AND GUIDELINES.
ALSO FOR LETTER A, THEY ONLY HAD APPRENTICESHIPS.
AND SO, AS I SAID, THE DEFINITION OF WHAT COUNTS AS WORKPLACE LEARNING HAS REALLY MORPHED OVER THE YEARS.
SO I WANNA MAKE SURE IT CAPTURED ALL OF THAT.
AND THEN IF YOU LOOK IN V THEY JUST HAD, UH, AND OUR OLD A AUDIT JUST REFERENCED PHYSICISTS.
I WANTED TO PUT INDUSTRY IN INTERESTED COMMUNITY ORGANIZATIONS AND BUSINESSES BECAUSE WE HAVE SOME STUDENTS THAT'LL GO OUT, UH, KAPPA THEY'LL GO OUT WITH SOME NONPROFIT ORGANIZATION, GET A GREAT LEARNING WORK EXPERIENCE FOR THAT.
SO I JUST WANNA MAKE SURE THAT THAT WAS THERE.
UM, AND ALSO I FELT IT WAS IMPORTANT THAT WE WROTE TRAINING AGREEMENT.
AND THAT'LL ACTUALLY GO INTO MORE DETAIL INTO THE LAST ONE.
AND THEN FINALLY IN LETTER C, I JUST, AGAIN, IT WAS JUST REFERENCING JUST APPRENTICESHIP.
SO I WANTED TO MAKE SURE THAT, UM, IT WAS A MORE MODERN, UH, VERBIAGE ON THAT AND THAT IT HAS TO BE TIED TO THE, UM, STUDENT'S, IGP, UH, THAT'S FOR OUR CAREER READINESS NOW.
AND SO I JUST WANNA MAKE SURE THAT THAT WAS IN THERE.
AND ON THE SUMMARY, MY APOLOGIES, UH, THE, THE EXECUTIVE SUMMARY WON'T SHOW THE UPDATE FOR SECTION FOUR, BUT MS. CARTILAGE DID IT IS NOTED IN THE RED LINE VERSION.
SHE JUST WANTED TO MAKE SURE THAT, SO THAT WE'RE IN ADHERENCE AND ANYTIME THE COURTS ARE WORKING WITH MINORS, JUST TO MAKE SURE THAT WE HAVE THE WORD SHALL INSTEAD OF THEY, UH, JUST TO MAKE SURE THEY HAVE A PROCESS FOR CRIMINAL BACKGROUND CHECKS, HISTORY CHECKS, UH, SO THAT, UH, OUR STUDENTS ARE SAFE WORKING INVOLVED.
AND THEN AGAIN, THEY, UH, APPRECIATE THEY ADDED THE LEGAL REFERENCES, UH, FOR THAT.
AND THE MAIN THING, I'M GLAD WE STILL HAVE THIS ON RECORD, IS BECAUSE, UM, IT'S A BALANCE ACT.
WE DON'T WANNA BECOME A, UM, UH, EMPLOYMENT AGENCY OR SOUTH CAROLINA DO, WHERE WE'RE ALWAYS POSTING VACANCIES FOR EMPLOYERS.
BUT IF THERE IS AN OPPORTUNITY UNDER WORK-BASED LEARNING, THEN THAT WOULD BE THE EXCEPTION FOR THAT.
SO, UM, SO THOSE ARE THE UPDATES FOR THAT.
AND KAREN, THAT ALSO ALLOWS A STUDENT TO HAVE THE OPPORTUNITY FOR BOTH LEAVING EARLY FOR AN INSTRUCTIONAL BLOCK WHEN THIS IS ALL ALIGNED AND SCHEDULED PROPERLY, CORRECT? YES.
AND THAT'S ACTUALLY COVERED IN THIS NEXT ONE.
I JUST WANTED TO MAKE NOTE FOR THE BOARD TO RECOGNIZE.
AND THEN LASTLY, UM, I 20.2, UH, FOR YOUR REVIEW THAT WE HAVE UPDATED AND THANK YOU CHRISTIAN BARRY FOR BRINGING THAT UP AGAIN.
SECTION ONE TWO IS THE SAME, UH, FOR THE NON-DESCRIPT STATEMENTS.
SO I'LL CALL YOUR ATTENTION TO SECTION THREE.
UM, WANTED TO, AGAIN, THE STATE FOR THEIR DEFINITION AND IN THE WORK-BASED LEARNING MANUAL HAS UPDATED THE DEFINITION FOR NON-CREDIT BEARING BECAUSE AGAIN, WE, HAVING POWER SCHOOL, WE CAN CAPTURE, UM, SERVICE-BASED LEARNING, WE CAN CAPTURE A CLINICAL EXPERIENCE THAT MIGHT NOT HELP TOWARD A A CARD UNIT OF CREDIT.
AND WE CAN ACTUALLY LIST THOSE IN POWER SCHOOL FOR OUR REPORTING PURPOSES.
SO I WANTED TO MAKE SURE THAT THAT REFLECTED THE STATE VERBIAGE, UH, THAT AN IMPROVED NON-CREDIT BEARING WORK-BASED LEARNING MAY MUST ALSO MEET THE SOUTH CAROLINA CAREER RATINGS INDICATORS.
SO THAT IS IN THERE AND IT REFERENCES THAT IF THEY WANNA GET IT ON OUR ACCOUNTABILITY SYSTEM IN POWER SCHOOL, THE STUDENT MUST BE EVALUATED A LEVEL THREE OR HIGHER BY THE EMPLOYER, WHICH I THINK IS VERY FAIR.
AND THAT WAY, IF WE'RE GETTING THE CREDIT OR THE SCHOOL'S GETTING THE CREDIT FOR IT, THE EMPLOYER HAS SAID, HEY, THEY DID A GOOD JOB WHEN THEY WERE OUT WITH THEM ON, ON THE, ON THE, UH, WORK-BASED LEARNING EXPERIENCE.
I ALSO, IN THIS ONE, 'CAUSE IT'S JUST OVERALL ABOUT WORK-BASED LEARNING PROCESSES, YOU'LL SEE IT HAD THE OLD C-C-C-A-T-E,
[01:35:01]
WHICH WE STILL REFERENCE IT.BUT I DID, UH, UH, AGAIN, THE ENGLISH TEACHER MAD.
I WENT IN AND ADDED A SLASH CTE.
'CAUSE IT'S, THAT'S, THAT'S TECHNICALLY WHAT THE STATE LOOKS AT.
BUT FOR SECTION FOUR, THAT PRETTY MUCH, THERE'S NO CHANGES AS FAR AS FOR CREDIT BEARING.
IT'S VERY BLACK OR WHITE IS WHAT WE CAN OR CAN'T DO.
WHEN A STUDENT IS GONNA DO A WORK-BASED LEARNING, THAT'S GONNA COUNT AS A CARNEGIE UNIT ON THEIR TRANSCRIPT.
UM, THERE WERE SOME, SOME CHANGES ON PART C OF, UM, SECTION FOUR.
AGAIN, I JUST, I WANTED TO, UH, UH, CLARIFY A LITTLE BIT, MAKES IT A LITTLE BIT CLEARER.
IT, THE EXAMPLE THAT WAS IN THE OLD PART WAS ABOUT AN ACCOUNTING FIRM THAT BASICALLY THIS IS SAYING THAT IF A STUDENT IS GONNA GET A CREDIT ON THEIR TRANSCRIPT, THE HEALTH SCIENCES TEACHER CAN'T BE THE ONE IN POWERSCHOOL THAT'S SUPERVISING THE KID THAT'S MAYBE GONNA DO, UM, UH, A WELDING PROJECT.
IT NEEDS TO BE THE TEACHER WHO'S WHO IS CERTIFIED IN THAT AREA.
THE CAREER DEVELOPMENT FACI FACILITATOR CAN HELP, UH, WITH THE COLLABORATION PROCESS AND THE SCHOOL COUNSELOR.
BUT THE TEACHER'S THE ONE REALLY WHERE THEY NEED TO BE CHECKING ON THE STUDENT AND MAKING SURE, HEY, ARE YOU LEARNING WHAT YOU LEARNED IN MY CLASS? AND APPLYING THAT ON JOB.
SO I WANTED TO MAKE SURE THAT WAS CLARIFIED, UH, AND, AND WHEN TO TAKE IT.
UM, AND THEN LASTLY ON, UH, PART E I'VE ADDED THE TRAINING AGREEMENT THERE.
UM, THE ON PART G UNDER SECTION FOUR, UM, I DID AGAIN WANT TO REFERENCE THAT.
UH, WE, THE STATE DOES REQUIRE A WORK SITE EVALUATION TO BE CONDUCTED AT THE MIDDLE AND THE END OF EACH INTERNSHIP EXPERIENCE.
AND IT IS BASED ON THE PROFILE OF, OF SOUTH CAROLINA GRADUATES.
AND THEN THE OTHER MAJOR CHANGE THAT WAS NOT WHEN THESE AR ROUTE, UM, SEVERAL YEARS AGO, WE ARE REQUIRED BY THE STATE TO KEEP, UM, IF IT'S A CREDIT-BEARING CO UH, COURSE FOR INTERNSHIP OR FOR CAREER READINESS, WE HAVE TO KEEP THAT ON FILE FOR TWO YEARS.
SO THE ROLE OF THAT CAREER DEVELOPMENT FACILITATOR IS VERY HELPFUL FOR THAT.
AND THEN OF COURSE, WE, WE ADDED THE, UM, WORK WORKPLACE, UM, REFERENCES TO FEDERAL, STATE APPLICATIONS.
AND THEN, UH, IF, IF OUR BOARD MEMBERS EVER NEED TO, WE TAKE THE STATE MANUAL, WE ADD IN OUR CAREER DEVELOPMENT CONTACTS, WE HAVE OUR FORMS THAT WE USE, UH, TO, UH, THAT HELPS THE TEACHER, THE SCHOOL COUNSELOR, AND THE CREATIVE DEVELOPMENT FACILITATOR.
WE HAVE A TRAINING AGREEMENT THAT IS SIGNED BY ALL PARTIES.
THIS IS AVAILABLE VIA THE, THE BEAUFORT COUNTY SCHOOL WEBSITE UNDER THE CTE SECTION FOR THAT.
SO, SO THANK YOU SO MUCH FOR ME BRINGING SURE.
SO, SO, SO SAID THAT I ACTUALLY HAD SOMEONE ONE THE OTHER DAY WHO WAS ASKING ME SOME, SOME OF THAT.
SO, SO, SO ARE YOU SAYING THAT, UM, BASICALLY, AND FOR THE, SAY FOR INSTANCE, WE HAVE, UM, UH, LET'S SAY WE HAD SUTCLIFFE AUDIO OUT THERE.
AND SO, SO SUTCLIFFE AUDIO WANTS TO HAVE THE STUDENT COME AND EXPERIE, UH, EXPERIENCE THAT THEN THERE, THERE'S A PACKET FOR HIM TO GO ONLINE AND SAY, HEY, WE'LL TAKE A STUDENT.
IS IS, IS THAT, IS THAT WHAT THIS, UH, SECTION IS, IS SHOWING? IT CAN BE, SIR.
UM, IF, IF THEY'RE IN A, THE BEAUFORT FEEDER AREA OR BATTERY CREEK FEEDER AREA, THEY'RE WELCOME TO, THERE'S A CONTACT FOR THE CAREER DEVELOPMENT FACILITATOR.
OR THEY'RE WELCOME TO CALL, UH, OUR OFFICE.
I, I'D FILLED A LOT OF CALLS AS WELL, AN EMPLOYER IS INTERESTED.
AND THEN WE JUST GO THROUGH A VETTING PROCESS.
AND THEN THEY, THEY SAY, WELL, WE WANT A STUDENT WHO'S GOING TO, UH, SET IT SOUND, UH, THEY'RE GONNA LEARN TO WIRE SOUND SYSTEMS FOR, UH, VARIOUS THINGS.
SO WE SAY, OKAY, WELL, LET'S CHECK, SEE, WITH OUR CAREER DEVELOPMENT FACILITATORS, WE HAVE SOME STUDENTS THAT HAVE BEEN TAKING A SIMILAR, UM, AREA THAT MAY MAYBE WOULD BE INTERESTED.
IT'S WE'LL GO FROM THERE ALIGNED TO THE COURSES AS WELL AS THE STUDENTS', IGP.
AND, AND ACTUALLY, BECAUSE THE, ALSO, THE FACT THAT WE WERE, UH, SOME OF US WAS TALKING OTHER DAY ABOUT, UM, ABOUT IFF AND, UH, SOME OF US ACTUALLY USED TO GO AFTER SCHOOL AND DO DIFFERENT THINGS.
AND ALSO I USED TO, UH, I USED TO GO TO WBTB, BUT THAT WAS THAT, BUT I WAS ABLE TO DO DUE TO THE, THAT BEING A PART OF MY IEP.
BUT IN TERMS OF SOMEONE ASKING ME, THEY WERE ASKING, WELL, HOW COULD WE GET THOSE TOOLS? SO HOW COULD WE A ALLOW OF STUDENTS TO GET THAT? I SAID, I'M NOT REALLY SURE.
I, I THINK THAT YOU, YOU HAVE TO BE GO THROUGH A MOU, BUT APPARENTLY IT'S NOT THE MOU, UH, IT'S, IT'S, IT'S A TRAINING AGREEMENT.
BUT, UH, THE FIRST STEP IS JUST POINT OF CONTACT.
AND WE JUST DO, WE FIND OUT, OKAY, WHAT ARE YOUR
[01:40:01]
NEED? UH, AGAIN, UH, IT HAS TO BE MORE OF A TRAINING OPPORTUNITY.UM, THEN THE, THE NICE THING ABOUT THAT, EMPLOYERS LIKE IT BECAUSE WITH THE TRAINING AGREEMENT, YES, THEY CAN PAY THEM, BUT IF, UH, IF IT DOESN'T WORK OUT, THEY'RE NOT OBLIGATED BY THE DEPARTMENT OF LABOR BECAUSE IT WAS PART OF A, A MUTUALLY AGREED, UH, PLAN.
BUT WE'VE HAD A LOT OF STUDENTS, THEY DID INTERNSHIP, AND THEN THEY GET, THEY GET HIRED ON.
SO, AND THAT'S ULTIMATE GOAL TOO, I THINK.
THOSE CONNECTION, HE'S WELCOME TO REACH OUT TO ME.
AND, AND FOR MINE, ACTUALLY, I, I DID, I DIDN'T TELL, YEAH, I DID, UM, ACTUALLY WORK WITH MR. GALLOWAY, TELL YOU CURRENTLY BE ME.
BUT, UH, YEAH, SO YEAH, MY MINES DID BECOMING A REAL, A REAL ROLE INTO, UH, THE COMMUNITY AND DEALING THE CONFERENCES.
BUT YEAH, HAVE REACH OUT TO GLAD TO
ANY OTHER QUESTIONS? THANK YOU.
WITH THAT BOARD, BOARD MEMBERS I'D LIKE TO DRAW ATTENTION TO IS 38.1 PROCEDURES FOR HANDLING QUESTION OR CHALLENGE SCHOOL LIBRARY MATERIALS BOARD MEMBERS.
YOU HAD HAD A VERY LARGE ROLE IN THIS
I, I AM SAYING THIS IS THE HIGHEST, THIS IS A FOLLOW UP OF THE PARENT LETTER BEING ADDED INTO THE ADMINISTRATIVE REGULATION.
WITH THAT, I HAVE RYAN COPELAND, WHO WE HAVE BEEN VERY LUCKY TO, UM, ADD TO OUR DIVISION WHO WORKED ACTUALLY UNDER, UM, DR.
SO SHORT, SHORT TERM, WE GOT, WE GOT, WE GOT A SHORT TERM, WHAT IS IT NOW? SO WE'RE UPDATING A LETTER BECAUSE THERE WAS, I DON'T WANNA MISSTATE THIS, BUT THERE WAS CONCERN REGARDING THE 96 TITLES THAT WE HAD REVIEWED AND SOME OF THEM TO BE REVISITED.
WE HAD HAD A REQUEST, THE MEETING OF VINE FROM OUR BOARD ATION APPROVAL THROUGH THE BOARD WAS TO HAVE THE MATERIALS PUT THAT A PARENT WOULD OPT IN TO HAVE ACCESS TO THESE TITLES TO READ.
SO WE PUT TOGETHER A LETTER THAT HAS GONE THROUGH LEGAL, LEGAL AND LEGAL, AND WE WANT TO BRING IT FORWARD TO THE BOARD TO UPDATE FEED TO KNOW THAT THIS IS OUR FOLLOW UP TO THE BOARD ACTION IN REGARD TO IS 38.
SO, UM, I WANNA TURN THIS OVER QUICKLY TO MR. COPELAND AS WELL.
IF THERE'S ANY QUESTIONS, FOLLOW UPS.
THANK YOU, DR. TRAVIS, AND THANK YOU FOR HAVING GLAD YOU'RE HERE.
UH, AND MS. MCKENZIE WHO HELPED US WITH THE, UH, RED LINE VERSION AND ALL OF THE UPDATING OF ARS, UH, AND PUT TOGETHER THIS, UH, LOVELY EXECUTIVE SUMMARY FOR US, IF I COULD DRAW YOUR ATTENTION TO THAT.
AND, UH, IT ONLY UPDATES SECTION SEVEN, UH, ROMAN NUMERAL SEVEN, SUBSECTION D BY REVIEW OF THE BOARD OF CHALLENGED MATERIALS.
SO THE NINE MATERIALS THE BOARD VOTED ON IN AUGUST TO, UH, BE ALLOWED TO BE CHECKED OUT BY STUDENTS AT THE SCHOOLS WHERE THESE TITLES EXIST, REQUIRES A PARENTAL OPT-IN FORM, ESSENTIALLY A PERMISSION FORM.
UH, AND, AND THE FORM THAT WE USE FOR THAT, THE REQUEST TO OPT IN IS ALMOST AN EXACT, UM, MIRROR OF OUR OPT OUT FORM.
UH, THAT KEPT IT EASIEST FOR US.
WE ONLY ADDED THE NAMES, THE TITLES OF THE NINE TITLES THAT CAME BEFORE THE BOARD, AS WELL AS THE ONE ADDITIONAL TITLE THAT WAS VOTED ON BY THE STATE, STATE BOARD, UM, WHICH WAS AN ELLEN HOPKINS TITLE.
SO THOSE 10 ARE LISTED ON THIS FORM, AND PARENT HAS THE OPPORTUNITY TO, UM, ALLOW ALL 10, ALLOW ONE OF THE 10, HOWEVER MANY, UH, THE FORM GIVES THEM THE OPTION.
SO CAN YOU WALK THROUGH, SO IF I WENT TO YOUR LIBRARY AND I WANTED TO TAKE ONE OF THOSE TITLES, WHAT WOULD IT LOOK LIKE FOR ME, FOR MYSELF? SO IF YOU WENT AND FOUND ONE OF THESE TITLES ON THE SHELF, BROUGHT IT TO THE LIBRARIAN, TO THE CIRCULATION DESK, AS SOON AS THAT TITLE GETS SCANNED, IT SHOWS IN OUR SYSTEM THAT'S ALREADY BEEN UPDATED.
OUR ONLINE CATALOG, IT SAYS THIS TITLE REQUIRES PARENTAL PERMISSION.
[01:45:01]
AT THAT POINT, THE EMAIL GETS SENT TO THE PARENT AS WELL AS A PHYSICAL COPY, JUST LIKE WE DO WITH THE OPT.ARE YOU TELLING ME THAT THOSE THEY ARE IN GENERAL, ON THE SHELF WITH ALL THE OTHER BOOKS THEY'RE SUPPOSED TO BE BEHIND, RIGHT, ARE RESTRICT, BE THEY'RE IN A RESTRICTED, RESTRICTED AREA.
I, BUT I GO TO YOU TO GET TITLE X AND CORRECT.
THEY'RE BEHIND THE CIRCULATION DESK.
NOW, YOU KNOW, WE HAVE NOT EVER HEARD STATE, UH, LETTER OUR RESPONSE.
NO, WE HAVEN'T HEARD ANYTHING.
SO IN MY VIEW, UH, NON-RESPONSE IS A CON CONCURRENCE, RIGHT? AND THAT'S, WE'LL JUST GO WITH THAT BECAUSE THIS COULD CHANGE IF WE GET SOMETHING BACK.
I'M GLAD YOU'RE HERE THIS EVENING.
SO THEN THE STUDENT WOULD HAVE TO BRING THAT LETTER BACK OR ELECTRONIC RESPONSE, OR, OR IN ORDER FOR ME TO HAVE ACCESS TO THAT TITLE TO TAKE IT OUT.
AND THAT NOTATION IS MADE ON THAT STUDENT RECORD AS WELL IN THE ONLINE CATALOG.
AND BASICALLY THAT PARENT SIGN SIGN OFF THAT IT IS OKAY FOR THAT STUDENT TO BE ABLE TO HAVE ACCESS TO THAT BOOK, THAT TITLE.
I DON'T KNOW ABOUT NOBODY ELSE.
I'M WILLING TO GO AHEAD AND SAY THAT.
SO IF THERE'S NO QUESTIONS, I'M GONNA TAKE YOU QUICKLY TO, IS 43 NOW I'M GONNA SAY THIS WITH TONGUE IN CHEEK, BECAUSE THIS IS ALL ABOUT SEAT TIME AND THAT EACH OF YOU PUT A LOT OF SEAT TIME IN THIS EVENING.
SO, WHAT MS. MCKENZIE HAS BEEN VERY QUICKLY ENABLED TO DO FOR US, BECAUSE WE HAVE FOUND IN SOME STATE RECORDS THAT SEAT TIME MAY BE ACQUIRED ELECTRONICALLY IF YOU ARE ABLE TO CLOCK THE TIME THAT THE STUDENT IS ACCESSING ELECTRONIC MATERIAL.
WE HAVE A SIGNIFICANT AMOUNT OF COURSES AND MODULES THAT ARE ALIGNED TO OUR STATE STANDARDS THROUGH EDGE ANNUITY.
SO WHAT WE'VE ADDED ONTO THIS AR AND IS 38, SECTION 18 IS A SIMPLE WORD, ELECTRONIC.
SO SEAT TIME CAN BE DONE AT HOME WHERE STUDENTS JUST DON'T HAVE TO SIT IN A CLASS.
AND WE COULD UTILIZE RESOURCES FOR TUTORING VERSUS SEAT TIME.
UM, OBVIOUSLY DID THE UPDATE ON THE SUPERINTENDENT'S EXPECTATION BEING COMPLIANT WITH PCSD NOTIFICATION.
BUT I DID WANNA BRING BOTH THE ELECTRONIC OPPORTUNITY NOW EXISTS FOR OUR SCHOOLS, FOR OUR HIGH SCHOOLS OR HIGH SCHOOL, HIGH SCHOOL CREDIT VOICES.
AND THAT IS A QUICK SUMMARY ON THAT.
UH, I THOUGHT IT WAS SIMPLE
SHE TALKED TO US AT, OKAY, THIS MEETING THAT I WAS AT THIS MORNING, AND I I HAD, IT WAS NOT ONLY TALKING SEAT TIME, IT WAS ALSO TALKING ABOUT, UM, TRUANCY.
AND I HAD NO IDEA NUMBERS OF TIMES YOU HAVE TRUANCY EQUALS SEEK TIME EQUALS OH YEAH.
IF IT'S, IF IT WAS FIVE, IF YOU HAVE MORE THAN FIVE, YOU HAVE MORE THAN FIVE AND A BLOCK.
AND THEN 10 TECHNICALLY ON THE 11TH HAVE FAILED THE COURSE ON AN A, RIGHT? YES, SIR.
UH, SO THAT'S MY QUESTION IS WHAT'S, WHAT'S THEIR THE DIFFERENCE BETWEEN C TIME AND TRUANCY? SO IF A STUDENT HAS FAILED A COURSE SUBJECT TO ATTENDANCE, THE REGULATION REQUIRES THAT STUDENT TO RETAKE THE COURSE, WHAT WE CALL ON AN FA GRADE VERSUS SEAT TIME, THAT I HAVE BEEN ABSENT THREE OUTTA THOSE FIVE TIMES.
BUT ON A BLOCK, ONCE YOU GET TO THAT FIFTH ABSENCE, YOU'RE AT 10 AND TECHNICALLY THE 11TH, YOUR HONOR, FAILED THE COURSE SUBJECT TO ATTENDANCE.
TION STIPULATES THAT YOU MUST MAKE THAT COURSE UP IN THE FOLLOWING SEMESTER
[01:50:01]
OF YOUR ACADEMIC SCHOOL YEAR AND START THAT WITHIN THE FIRST 30 DAYS IN ORDER TO HAVE THE APPROPRIATE SEAT TIME ALL OVER AGAIN.AND IT IS ONLY THROUGH MITIGATING CIRCUMSTANCES.
AND KAREN, MS. MCKAY AND MYSELF ARE VERY TIGHT ON THIS, THAT WE WOULD EVEN ALLOW THAT TO BE OUR INITIAL CREDIT ELECTRONICALLY.
IT HAS TO BE THAT I AM IN A BODY CAST AND WE ARE VERY TIED ON THAT COMPONENT.
SO TO HAVE THE ACADEMIC INTEGRITY, DO YOU WANNA SHARE THAT? OKAY.
SHE SAID DOES IT NEED TO STATE REMOTELY AS WELL AS ELECTRONICALLY? IT IS A GOOD QUESTION BECAUSE THERE, 'CAUSE THEY'RE NOT BUILDING, RIGHT? THEY'RE NOT IN THE BUILDING.
I A LITTLE BIT, I, MY QUESTION WAS, OKAY, SOMEBODY IS HOME, IT'S DOCUMENTED, THEY GET ON THEIR COMPUTER, WHICH CAN CREATE A TIME BOMB MM-HMM
THE EDGENUITY COURSE GIVES YOU THE AMOUNT OF TIME AND YES, SIR.
SO YOU, YOU ACTUALLY SIT, LET ME ANSWER THAT.
WE'LL GO BACK TO MR. MRS. FRAZIER.
YOU ACTUALLY SIT FOR A PRETEST AND IT CLOCKS YOUR AMOUNT OF TIME ON, ON A SEAT TIME SCENARIO.
THE CATCHER VERSUS A INITIAL CREDIT WHERE YOU HAVE TO DO THE FULL RIGHT.
BUT WITH THE LANGUAGE REMOTE COULD BE PUT IN BECAUSE SLASH REMOTE, BECAUSE I COULD BE COMPLETING THAT MAYBE IN LIEU OF NOT BEING AT WORK TODAY.
'CAUSE I'M ON WORK FOR CTE AND MAYBE MY PRINCIPAL LETS ME SIT IN THE LIBRARY POINT WILL TAKE.
SO WE WILL ADD THAT IN WITH THAT RECOMMENDATION.
AND I WILL TELL YOU THE HIGH SCHOOL PRINCIPALS WILL BE THROUGH VERY, AND AS WILL OUR PARENTS.
BUT THAT'S A DIFFICULT PHONE CALL TO MANAGE.
WHY IS MY CHILD SITTING IN A GYM ON A SATURDAY? WELL, UH, I
WELL, I I THINK THAT THIS COULD POSSIBLY, UH, OPEN UP PANDORA'S BOX, BUT I'M LEAVE IT, I'M GONNA LEAVE IT RIGHT NOW.
WE HAVE TO, LIFE IS NOT WHERE IT WAS YESTERDAY AND WE HAVE TO WORK WITH SOME TYPE OF CONTENT BEING A LITTLE MORE CONTEMPORARY AND MEETING SOME OF THE NEEDS AND STILL BEING WITHIN THE REGULATION.
I MEAN, AND, AND, AND, AND I DEFINITELY DO HEAR THAT.
UM, AND, AND I, I'M REALLY SAYING THAT I UNDERSTAND THAT YOU HAVE TO ALSO, AND, AND IN THE SAME SONG TOO, YOU HAVE TO MEET PEOPLE WHERE THEY ARE SOMETIMES FROM TIME TO TIME.
SO I GET IT, BUT I'M JUST WANTS TO BE READY PLAYING DEVIL'S ADVOCATE.
THAT IS, THAT'S THAT IT COULD OPEN UP PANDORA AND, YOU KNOW, SO I JUST, SO I JUST WANNA SETTLE ON, ON, ON THE FRONT END.
UH, I I WILL DEFINITELY MY SUPPORT, BUT I, I, IN TERMS OF, I DO ACTUALLY, I APPRECIATED MEETING PEOPLE WHERE THEY ARE.
AND I UNDERSTAND THAT EVERYONE HAVE DIFFERENT SI SITUATIONS, BUT I JUST WANNA PUT THAT OUT THERE.
SO I DON'T WANT BE SURPRISED AND SAY, OH YEAH, YOU KNOW, THAT, DID Y'ALL NOT KNOW? I, I JUST WANNA SAY I'M TELL THE FRONT END.
UNDERSTANDING THE AMOUNT OF CALLS AND THE DIFFERENT THINGS THAT, THAT HAPPENED IN THE PAST.
THE OTHER STATE COME BACK AND SAY, OH, IT DOESN'T MATTER THIS YEAR.
WHY DID I MEAN EXCUSE? WHY DIDN'T YOU TELL US THAT PRIOR TO THIS? SO, YOU KNOW, SO I MEAN, IT IT, IT CAUSED A REAL STRAIN AT THAT TIME.
I THANK Y'ALL FOR, FORGOT EYE ON, ON, ON, ON THIS AS WELL.
SO WITH THAT BOARD MEMBERS, I WANNA TAKE YOU FOR OUR LAST BULLET ON THE AGENDA.
WE ALSO HAVE, UM, LBAS AND I BELIEVE OUR CHOICE APPLICATIONS COMING FORWARD TO YOU.
THIS, I UNDERSTAND IT'S BEEN A LONG EVENING.
IF I COULD JUST KEEP YOU FOR A FEW MORE, I WOULD APPRECIATE THAT BECAUSE THESE ARE ITEMS THAT WE ARE HELD TO BRING FORWARD.
UM, THE LBA LISTS AN ANNUAL REVIEW THAT, THAT'S BROUGHT FORWARD.
THIS DIVISION HAS DONE A SIGNIFICANT JOB OF MONITORING DECREASING THAT.
IF YOU RECALL BACK ON YOUR INSTITUTIONAL HISTORY, AT ONE POINT WE HAD OVER 380 LBAS.
SO WE HAVE STREAMLINED THAT SIGNIFICANTLY.
WE'VE, WE WENT FROM MULTIPLE PAGES TO A FRONT BACK.
AND WITH THAT, I WANNA TAKE THE OPPORTUNITY TO TURN THE PAGE UPON OVER TO, UM, MS. MCKENZIE, KAREN, PLEASE.
BOARD MEMBERS, I WILL TRY TO BE QUICK.
I KNOW WE'VE GONE THROUGH A LOT THIS EVENING, BUT THIS, THESE ARE SOME IMPORTANT OPPORTUNITIES
[01:55:01]
FOR OUR STUDENTS.SO AS YOU CAN SEE ON OUR CURRENT ACTIVE LBA LIST, ONE THING THAT I'VE REALLY THOUGHT WE NEEDED TO START DOING WITH TRACKING WHEN THEY OPENED UP, WHAT SCHOOLS ACTUALLY ARE UTILIZING THEM AT THE TIME.
SO THIS IS SUMMARY FROM THE FIRST SEMESTER OF OUR YEAR AS TO WHAT WE HAVE.
I HAVE TO GET A LITTLE CAVEAT THOUGH THAT I, I, I BROUGHT TO Y'ALL, YOU KNOW, GRACIOUSLY ALLOWED ME TO BRING AN LBA IN, UM, AUGUST FOR OUR HILTON HEAD CLUSTER FOR AVID.
SO I HAVE NOT ADDED THAT ONE YET.
UM, SO THIS IS JUST A REVIEW OF THOSE.
AND AS YOU CAN SEE, WE WENT DOWN ACTUALLY FROM 386, UM, LBAS.
AND WE MAKE SURE THAT THOSE ARE, UM, HELD TO THAT INTEGRITY OF OUR STATE STANDARDS.
SO WHAT YOU HAVE THIS UTILIZATION PRIOR YEAR HAVE, IT WILL BE ADDED AS WELL.
THIS IS NOT UU UTILIZ AT THE, UM, MIDDLE SCHOOL THOUGH.
THAT'S NOT, THAT'S A NEW COURSE THAT CAME IN THIS CLASS NOVEMBER.
THAT, THAT AND IT, IT IS AT A BEAUFORT HIGH, RIGHT AT BLUFF AND UM, ON BATTERY CREEK.
I THOUGHT WE MIGHT HAVE THAT OPEN.
WHY YOU THINK THAT? YEAH, BECAUSE I JUST THOUGHT THE SAME THING WHEN I LOOKED AT IT.
OUR MUSIC TEACHERS AND OUR THEATER TEACHERS WORK OFTEN TOGETHER.
SO WE END UP WITH MUSICAL THEATER AT MIDDLE SCHOOL NATURALLY, WHICH IS WHY THEY'RE NOT USING THE CODE.
IT'S USUALLY AN AFTERSCHOOL PRACTICE WHEN THEY'RE DOING A PLAY.
SO THEY'LL LEARN THE SONGS IN MUSIC, THEY'LL LEARN THE ACT IN THEATER AND THEN PUT IT TOGETHER.
BUT THEY ARE OPEN TO USE THAT COURSE IF THEY CHOOSE TO.
I'M HOPING WE MOVE MOVING TOWARDS THAT.
MS. FRAZIER HAS THE MOTION FOR THE LBA.
SO BECAUSE THIS, THEY DON'T HAVE TO APPROVE IT.
OR, OR APPROVED TO TAKE 'EM TO THE BOARD.
THE BOARD IS THE NEXT, IS THE NEXT ONE? YES, MA'AM.
AND THE ALGEBRAIC APPLICATION.
SO I DO WANNA BRING TO THE ATTENTION AS WELL THAT, THAT LIST COMING FORWARD TO YOU RIGHT NOW FROM YOU AS AN ACADEMIC COMMITTEE, WE DO BRING IT APPROVAL TO THE BOARD TO KEEP IT LIVE FOR THE MASTER SCHEDULE FOR USE AND POWER SCHOOL.
SO THERE IS A MOTION THAT IS TIED TO THE CHART THAT YOU JUST REVIEWED? YES.
WE'VE DONE THAT AFTER WE'VE GOTTEN THESE APPROVED.
IF WE WANNA DO THAT NOW WE CAN, BUT WE, WE'VE BEEN ADDING YEAH, YOU WANNA, ASSUMING THAT Y'ALL APPROVED, JUST FOR CLARIFICATION, 'CAUSE KAREN ASKED, GILBERT ASKED A QUESTION THAT'S GONNA BE THE FULL MOTION TOGETHER, INCLUDING THE LBA LIST AND THE TWO NEW.
SO BASICALLY THAT'S TO MOTION TO MAKE IT A LI A LIVING DOCUMENT.
IS THAT, IS THAT WHAT I MEAN TO INCLUDE IT FOR FULL BOARD REVIEW WITH THE TWO LBAS THAT WE'RE GONNA GO OVER THE WHOLE LIST COMING? YEP.
AND THANK YOU KAREN, FOR CATCHING THAT FOR DR.
UH, BUT THIS IS A LI A LI A LI A LIVING DOCUMENT.
CORRECT? TECHNICALLY IT IS MR. SMITH.
IT'S, IT'S, IT'S NOT STAGNANT.
IT'S AS SOON AS SOON AS THEY'RE APPROVED, WE PUT THEM ON ONCE THEY GO INTO ACTION, WHAT'LL HAPPEN IS IF, IF THE FULL BOARD APPROVES, THEN I'LL GO TO OUR DATA SERVICES, THEY'LL GIVE ME A COURSE CODE.
AND ON THAT DAY IS THE DAY THAT I ADDED ON HERE SO THAT WE KNOW WHEN IT BECAME ACTIVE FOR OUR SCHOOLS.
AND THAT'S HOW YOU HAVE THE WORK PLAN DESIGN THAT LBAS MUST BE BY BY THIS TIME OF YEAR IN ORDER TO GET IT TO OUR SCHOOLS FOR
MOVE PRACTICE OF YOUR POLICY AS ON BOARD.
IT REALLY DOES CLOSE TO CHOICE APPLICATIONS, YOUR DESIGN PURPOSE DESIGN PURPOSEFULLY.
[02:00:01]
WELL.SO OUR FIRST LBA IS ONE THAT'S COMING FROM DR. DIXON AND HER EXTREME TEAM.
UM, AS YOU KNOW, THEY'RE DOING A TREMENDOUS AMOUNT OF WORK RIGHT NOW IN OUR MATH, UM, TRYING TO BOOST THAT, UH, MATH SUCCESS FOR OUR STUDENTS.
AND THIS ONE IS CALLED ALGEBRA APPLICATIONS I FLUENCY.
AND WHAT SHE REALLY WANTED TO DO WITH THIS WAS SHE WANTED TO WORK ON STUDENTS HAVING MORE OF A CONCEPTUAL UNDERSTANDING OF MATH, BEING ABLE TO TRULY UNDERSTAND VERY BASIC WHAT IS ADDITION, WHAT DOES IT NEED TO ADD THINGS TOGETHER RATHER THAN JUST BE ABLE ONE PLUS ONE IS TWO.
SO WE STILL WANTED 'EM TO KNOW THOSE FACTS AND BE FLUENT WITH IT.
BUT, UM, THIS COURSE IS REALLY DESIGNED TO HELP STUDENTS BUILD THAT CONCEPTUAL UNDERSTANDING.
THIS WAS MENTIONED AT THE, UH, MEETING THIS MORNING AS WELL.
TAPPING INTO OUR FOLLOWING OUR, THEY'RE, THEY'RE GONNA COPY
AND I DO, UM, APPRECIATE, UM, DR. DIXON AND UM, MS. ROL FOR THE WORK THAT THEY DID BECAUSE THEY REALLY LOOKED AT A, A CLEAR CUT WAY TO PROVIDE THIS OPPORTUNITY TO STUDENTS.
SO THAT IF YOU LOOK AT THAT SECTIONAL STUDENT OPPORTUNITY, THEY'RE REALLY LOOKING AT MULTI DATA POINTS IN ORDER TO MAKE SURE THAT WE DON'T ALLOW ANY OF THOSE STUDENTS TO FALL THROUGH.
AND THAT KIND OF COINCIDES WITH WHAT DR. COX WAS SAYING EARLIER ABOUT INTERVENTION INTERVENTIONS AS THEY'RE LOOKING AT STUDENT BEHAVIOR.
THEY ALSO LOOK AT STUDENT ACADEMIC SUCCESS.
SO THAT'LL GIVE THEM AN OPPORTUNITY TO SUGGEST A COURSE LIKE THIS THAT WILL HELP BUILD UP THOSE CONCEPTS.
THEY'RE TALKING ALSO ABOUT CHANGING THAT YOU HAVE TO TAKE GEOMETRY THAT HAS EFFECT THIS YEAR.
THAT'S EXACT LOOK I HAD WHEN THEY MENTIONED THAT
WE'RE TALKING ABOUT, UH, THE HAVING THE VISIBLE COMPONENT OF GEOGRAPHY, WHICH MAKES THE MORE ETHEREAL COMPONENT OF ALGEBRA WORK.
SO TAKING PYTHAGOREAN RIGHT AS YOU DO THE AD ABRA FORMULA FOR THE 90 PUT APPROVED.
THEN YOU DO IT WITH, WITH THE TRIANGLE AND, AND YES.
AND I, I STRONGLY UNDERSTAND THAT, BUT THERE'S OTHER LOOPHOLES TIED TO THAT.
BUT I DO WANNA BRING FORWARD ONE THING THAT'S UNIQUE.
THIS WAS WRITTEN TO BE FOR MIDDLE SCHOOL AND HIGH SCHOOL.
SO SHE MASTERED THE RESOURCES AND EVERYTHING BOTH INTO THE ONE LBA.
IT'LL BE DIFFERENTIATED ONCE WE GO TO DATA SERVICES.
I WANNA BRING THAT TO YOU AS WELL.
UM, COLONEL GUY, I MIGHT FEAR WITH THAT MATH SEQUENCING, IT COULD REALLY BE THAT AT THE HIGHEST MATH THAT A CHILD MAY GET IS ALGEBRA TWO AS THEY GRADUATE.
THAT IS A, SO THERE'S MULTIPLE LENSES.
AND THEN I JUST WANT KEEP THAT LENS TO IN FRONT OF YOU AS BOARD MEMBERS AS WELL.
THIS WAS BROUGHT UP BY OTHER BOARD MEMBERS THAT SAYING THAT THE, THE MATH THEY TEACH TODAY IS NOT LIKE
IT'S SO CONFUSING AND IT'S JUST TERRIBLE.
AND, AND THEY, THEY REALLY DON'T UNDERSTAND.
AND I WENT THROUGH THE TR THE TRADITIONAL MATH PROGRAM AT ALGEBRA.
AND GEOMETRY AND TRIGONOMETRY,
CALCULUS DIDN'T HAVE, I GOT CALCULUS IN COLLEGE.
AND CALCULUS IS A COMPLETELY DIFFERENT, IS A FOREIGN LIFE BEAST.
AND WHAT, WHAT I FOUND WITH MY GRANDSON, HAVING TO GO TO KHAN ACADEMY TO, TO LEARN, UH, HOW MATH IS TAUGHT TODAY IS MATH IS TAUGHT TODAY AT STARTING AT, UH, MIDDLE SCHOOL SO THAT WHEN YOU GET TO CALCULUS, IT IS NOT HUGE BECAUSE YOU'RE GETTING CALCULUS, KIND OF THINKING IN THE WAY YOU DO ALGEBRA.
AND SO, YOU KNOW, I, I UNDERSTAND WHY I EDUCATOR IN HIS BUT HUGGING NARRATIVE, SIR.
SO THIS, THIS IS A, THIS IS DIFFICULT.
AND, AND WE REALIZED THAT TOO.
AND ONE OF THE THINGS THAT, UM, DR. DIXON WAS SAYING WHEN SHE WAS PUTTING THIS FORCE IN, BECAUSE OF COURSE KAREN GILBERT WILL TELL YOU, I CALL IT HARASS THEM WHEN I'M WORKING ON THESE THINGS.
WELL, WHAT DOES THIS MEAN? I DON'T KNOW ABOUT THIS.
SO WHEN I CALLED DR. DIXON, I WAS LIKE, SO
[02:05:01]
YOU WANT THIS FOR EVERY SCHOOL? SHE GOES, YEAH.I SAID, DOES EVERY SCHOOL NEED IT? SHE BET THAT WAS HER.
AND SHE SAID, THEY NEED THE OPPORTUNITY TO HAVE IT IF A STUDENT NEEDS IT.
AND I SAID, THANK YOU SO MUCH.
SO THAT KIND OF OPENED IT UP, WHICH IS WHY THIS ONE WON'T BE SPECIFICALLY TAGGED FOR A SPECIFIC SCHOOL THAT'S LOOKING FOR IT.
WHEREAS IF YOU LOOK AT THE NEXT ONE, BATTERY CREEK REALLY WANTS THIS PROGRAM.
SO THAT'S A, A TRUE DIFFERENCE TOO.
THIS IS SOMETHING WE'RE PUTTING IN PLACE AS A BEAUFORT COUNTY SCHOOL DISTRICT, UM, TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF THAT WILD MATH SEQUENCE THAT WE NOW HAVE.
UM, IT DOES, HOWEVER, CORRELATE OUR MATH STANDARDS.
AND THE OTHER THING I REALLY DO LIKE ABOUT THIS LBA THAT THEY PUT FORWARD IS IT'S NOT GOING TO COST OUR SCHOOLS TO PUT IT INTO PLACE.
UM, WHAT IT REALLY IS DOING IS IT'S USING THE MATERIALS WE ALREADY HAVE, BUT GOING BACK TO THE CONCEPTS OF MATH RATHER THAN THE FOREIGN LANGUAGE OF IT,
SO A PRINCIPAL WOULD HAVE TO GIVE UP ANOTHER COURSE AT THE HIGH SCHOOL.
BECAUSE I WANT US TO RECOGNIZE THIS WILL NOT MEET THE STATE ACCOUNTABILITY COMPONENT STUDENT SUCCESS.
BUT IT, SOME STUDENTS REQUIRE MAYBE A LITTLE MORE TIME FOR ACQUISITION AND THAT'S WHAT WE'RE PUTTING IN PLACE AS WELL.
BUT BASED ON THIS COURSE, SHE DID SAY, AND SHE WANTED THAT CLEARLY MARKED THAT SHE REALLY WANTS A SECONDARY MATHEMATICS PERSON TO TEACHING THIS COURSE, EVEN THOUGH IT WOULD FALL INTO THAT ELECTIVE ELECTIVE.
SHE STILL WANTS THAT HIGHLY QUALIFIED EDUCATOR AND THOSE HIGHLY QUALIFIED INSTRUCTIONAL MATERIALS BEING USED.
ANY OTHER QUESTIONS ON THE, ON THE ALGEBRA? ALGEBRA? SO THE NEXT ONE IS MOCK TRIAL AND OUR COURTS, AND THIS IS A COURSE THAT IS GOING TO FOCUS ON OUR SOUTH CAROLINA BAR ASSOCIATION, PROVIDES VARIOUS OPPORTUNITIES FOR KIDS TO GET INVOLVED.
I'LL BE HONEST, I WAS REALLY EXCITED ABOUT THIS ONE.
I DID MOCK TRIAL FOR ABOUT 20 YEARS, HAD A STATE, STATE WINNING TEAM.
I WOULD LOVE TO SEE THAT COME BACK TO THE DISTRICT.
ONE OF THE GREAT THINGS ABOUT THIS AND, UM, PROGRAM FOR KIDS IS WE UTIL THEY UTILIZE ATTORNEYS FROM AROUND THE AREA TO WORK WITH THOSE STUDENTS.
AND THAT'S A, THAT'S A REAL INTERESTING THING TO WATCH THOSE KIDS LEARN FROM A TRUE ATTORNEY.
UM, IT, THERE ARE SOME GONNA BE SOME PREREQUISITES FOR THIS.
THEY'RE GONNA BE LOOKING AT, UM, DIGGING INTO SOME LAW EDUCATION AND WHAT IS LAWS ABOUT, WHAT DOES A COURT SYSTEM LOOK LIKE.
UM, THEY DO NEED TO HAVE A POSITIVE GPA AND BEING GOOD STANDING.
THEY DO NEED AT LEAST ONE TEACHER REFERRAL.
UM, SO THOSE ARE THE THINGS THAT THEY WERE TALKING ABOUT PRIOR TO AN INTERVIEW AND IT'S VERY TYPICAL.
UM, ONE OF THE THINGS THAT THE SOUTH CAROLINA BAR SUGGESTS WHEN YOU'RE DOING ONE OF THESE LRE LAW RELATED EDUCATION PROGRAMS IS INTERVIEW YOUR STUDENTS AHEAD OF TIME.
UM, GIVE THEM THAT OPPORTUNITY TO TELL YOU WHY THEY'RE INTERESTED IN IT.
'CAUSE IF I'M THAT KID THAT REALLY CAN'T GET TO WHERE I NEED TO BE, I HAVE GREAT THINGS THAT I WANNA DO.
THAT INTERVIEW MIGHT BE THE PLACE WHERE YOU CAN MAKE THAT HAPPEN.
I WILL SAY THAT THIS WAS PROBABLY ONE OF THE MOST, IF NOT THE MOST DETAILED APPLICATION I HAVE EVER RECEIVED.
THIS IS BATTERY CREEK HIGH SCHOOL, BATTERY CREEK.
UM, THE TWO TEACHERS THAT DID THIS ARE WILLIAM KINZIE, WHO I WOULD READ HIS CERTIFICATIONS, BUT WE'VE HAD A LONG NIGHT ALREADY, SO WE DON'T WANNA BE HERE FOR ANOTHER HOUR.
UM, AND MS. CAHOON, SO THE TWO OF THEM WORK TOGETHER AND THEY WILL BE TEACHING THIS IN DIFFERENT SEGMENTS, BUT THEY LAID THIS THING OUT.
I MEAN, I WISH SOMEONE HAD DONE THIS WHEN I TOOK IT IN.
ANOTHER BIG THING WITH THEM WAS AS THEIR ML POPULATION CONTINUES TO RISE, THEY WANNA MAKE SURE THAT THEY HAVE OPPORTUNITIES FOR ML STUDENTS IN PLACE, BUT THAT THEY HAVE SUPPORT IN THOSE OPPORTUNITIES.
AND THE SAME THING, THEY WERE VERY DILIGENT ABOUT ADDING THINGS IN FOR STUDENTS WITH IEP STUDENTS WITH FIVE OH FOURS.
SO I DID INCLUDE SOME OF THAT.
SO YOU COULD SEE THEY DUG THAT DEEP IN HOW THIS WOULD LIVE AT BATTERY CREEK HIGH SCHOOL GUESS ACCOMMODATIONS.
IT WAS, IT WAS THE MOST COMPREHENSIVE LBA APPLICATION I'VE EVER SEEN.
TONY SAID THAT ONE OTHER TIME FOR THE PRE LIP COURSE.
EXACTLY THE TIME THAT WE, WE'LL GET THIS TO MY, TO MY SON AND, UH, HE CAN, HE CAN GIVE IT OUT TO THE LOCAL BOARD NOW.
AND HE'S AN ATTORNEY? YES, HE IS.
[02:10:02]
HE'S SAID THAT YOU WANNA BRING BACK THE, UM, THIS MOCK TRIAL PROGRAM.SO WHAT WOULD IT TAKE FOR US TO BRING THAT BACK WHEN THIS GOES TO THE FULL BOARD FOR Y'ALL TO I'LL SAY YES,
WE HAVE TO HAVE BOARD AND THEN WE HAVE TO ENCOURAGE SCHOOLS TO ADOPT IT.
AND I, I DID THIS ACTUALLY WITH A MIDDLE SCHOOL, UM, FOR YEARS AND TO SEE THOSE KIDS BECAUSE THEY BECOME, THEY GET A TRUE CASE AND ALL THE EVIDENCE, THEY BECOME THE ATTORNEYS.
SO THEY HAVE TO REALLY DIG INTO, IT'S, IT'S FUN TO WATCH THEM.
WELL, WELL ACTUALLY, TO BE HONEST WITH YOU, I WOULD SAY THAT WE HAVE A FORM OF THAT NOW, UM, WITH THE, UM, THE DEBATES, UM, THE DEBATE.
LISTEN, I MEAN, I'M TALKING ABOUT THOSE KIDS ARE, THEY'RE WARRIORS.
I MEAN, I'M TALKING ABOUT THOSE KIDS.
ARE THEY, THEY, THEY, THEY'RE, THEY'RE FURIOUS.
I MEAN, WHEN THEY GO IN THERE, THEY, THEY ONLY KNEW, THEY ONLY HAVE A, A CERTAIN AMOUNT OF TIME TO SPIT IT OUT AND, AND DEBATE, I GUESS, I GUESS I SAY THAT, BUT, SO I WOULD SAY THAT THERE'S DEFINITELY A NEED FOR THAT AS THIS DISTRICT, AL ALREADY, BECAUSE WE ALREADY HAVE KIDS WHO, UM, WHO ARE, ARE MOVING IN THAT DIRECTION AND, AND WHO, UH, PARTICIPATE AT, AT A CERTAIN LEVEL.
'CAUSE UH, I KNOW WE SENT THE, A COUPLE KIDS, UH, UH, UH, FOR FAR ACROSS THE, UH, THE OUTSIDE OF THE COUNTY TO REPRESENT COUNTY.
ONE OF OUR, ONE OF OUR SCHOOLS DID NOT, UH, DID NOT WANNA WANT SOME STUDENTS TO, TO, TO IMPART IN THAT.
I, I WASN'T VERY HAPPY ABOUT THAT, BUT, UH, BUT I WOULD SAY, UH, UH, WHAT WE DO FOR ONE, WE HAVE FOR ALL THAT I'M TALKING ABOUT THE, UH, SUPPORTING CONSENT IN TERMS OF, UH, AT THE BOARD LEVEL VERSUS SCHOOL LEVEL, BECAUSE WE DO ONE THAT WE NEED TO DO FOR ALL.
SO THAT'S, YOU KNOW, THAT THAT'S, THAT, THAT NEED TO BE TRANS TRANSFERRABLE DECISIONS.
SO, YEAH, I, I WOULD, LONG STORY SHORT, WE, UH, APPROVE, UH, UM, SUPPORT THAT AND BEING MORE FULL HERE.
AND IF I COULD JUST SAY THIS, YOU HAVE NO IDEA HOW SPOT ON YOU ARE WITH THAT COMMENT.
BECAUSE MR. KINZIE IS ONE OF OUR INCUBATE DEBATE COACHES, AND THAT'S WHERE THIS ORIGINATED FROM.
HE'S LIKE, MY KIDS ARE LOVING BEING ABLE TO DEVELOP A EVIDENCE-BASED ARGUMENT AND GET OUT THERE AND PROVE THEIR POINT.
AND HE, HE, WHEN HE REACHED OUT, HE SAID, I WANT SOMETHING ELSE.
AND I WAS LIKE, WHAT'S GAVE ME MY WINDOW TOO TO YEAH, OF COURSE.
SO THEN WE'LL BE, UH, MOTION TO MOVE THESE TWO FORWARD TO THE FULL BOARD.
I MOVE THAT THE ACADEMIC COMMITTEE MOVE THE ALGEBRAIC APPLICATIONS AND THE MOCK TRIAL AND COURT SYSTEM, LOCAL BOARD APPROVED COURSES AS PRESENTED ON OCTOBER 23RD, 2025 TO THE FULL BOARD FOR APPROVAL.
I WILL SECOND SET ALL THOSE IN FAVOR.
ARE WE READY? WE CAN READY, WE CAN MOVE TO HAC.
UM, LET, LET ME, ARE YOU DOING HAC FIRST? OH, GO AHEAD BUDDY.
THERE'S TWO OF THEM AND TWO SCHOOLS THAT HAVE PUT FORWARD, UM, ALSO WELL DETAILED APPLICATIONS.
IT TOOK ME A WEEK TO GO THROUGH ON THE EYES.
IT WAS SO COMPREHENSIVE, BUT, WELL, BRANCH ELEMENTARY SCHOOL IS PUTTING FORWARD, UM, TO BE DESIGNATED AS A STEAM SCHOOL.
AS YOU KNOW, THEY'RE ONE OF OUR MED TECH SEVEN SCHOOLS.
WHEN I SPOKE WITH MR. WILLIAMS, THE PRINCIPAL THERE, HE SAID, THAT'S BEEN SO RICH FOR OUR STUDENTS.
SO WE WANT THAT TO CONTINUE AND WE WANT IT TO SPREAD OUT JUST, UH, ACROSS OUR SCHOOL.
THEY'RE GONNA ALREADY USE SOME OF THE THINGS THEY HAVE IN PLACE.
THEY HAVE THE Z SPACE IN PLACE.
THEY HAVE, UM, PROJECT LEAD THE WAY IN PLACE AND THOSE SORT OF THINGS.
BUT THEY WANTED THAT DESIGNATION BECAUSE THEY WANT THAT TO CONTINUE TO BE A FOCUS WITHIN THEIR SCHOOL AND FOR THEIR PARENTS TO KNOW THAT AND FOR THE COMMUNITY TO KNOW.
THAT'S SOMETHING THAT THEY OFFER THERE AT, WELL, BRANCH ELEMENTARY SCHOOL.
AND HE'S EXPANDING HIS Z SPACE USAGE AS WELL AS THE, UM, TALBOT USAGE ASSOCIATED WITH THE PLTW LAUNCH.
UM, AND THAT AGAIN, IS AT NO COST, CORRECT.
SUBSCRIPTION FEES FOR C SPACE.
HE HAS BUNDLED INTO HIS TITLE ONE ACCOUNTS.
SO HE MAINTAINS SUBSCRIPTION ANNUALLY FOR A 3D DIMENSIONAL WORK.
AND IT'S, HIS IDEA IS NOT JUST HAVING IT IN A LAB, BUT THIS IS HOW WORK
[02:15:01]
THROUGHOUT THE SCHOOL.AND THAT'S, THAT'S, THAT IS AT THE CORE OF HIS APPLICATION AND SHIFTING THE CAMPUS DIRECTION INSTRUCTIONAL.
AND THE OTHER, THE, UM, OTHER SCHOOL CHOICE APPLICATION THAT WAS SUBMITTED THIS YEAR FOR DESIGNATION WAS HILTON HEAD ISLAND HIGH SCHOOL FOR VISUAL AND PERFORMING ARTS.
UM, AND I WILL JUST SAY HILTON HAD HIS LONG STAND HEALTH, THEIR HEADS ABOVE PRETTY MUCH THE ENTIRE STATE.
UM, THEY ARE INVOLVED ON ARTS AND I'VE BEEN KIND OF GNAWING ON, UH, THE PRINCIPAL A LITTLE BIT FOR THIS ONE FOR A COUPLE YEARS.
AND I FINALLY SAID, THIS IS YOUR YEAR TO GET THIS DONE, TO GET IT OUT THERE.
YOU'RE GETTING READY TO REALLY BE ABLE TO MARKET THE WHOLE PACKAGE.
YOU'RE GONNA HAVE A BEAUTIFUL NEW BUILD IN.
YOU'RE GONNA BE A DESIGNATED VISUAL AND PERFORMING ART SCHOOL.
YOU KNOW, YOU'VE GOT AVID, YOU'VE GOT IB, YOU, YOU'VE GOT SOME REALLY STRONG THINGS HAPPENING THERE.
THERE IS CHANGE BEING MADE THERE.
UM, ALONG WITH THAT GRANT, I'M EXCITED ABOUT THIS AND I WENT THROUGH, WHEN I WAS LOOKING THROUGH THEIR APPLICATION, THEY CURRENTLY OFFER 47 UNIQUE COURSES IN THE ARTS AT THAT SCHOOL.
AND THEY HAVE FOUR THAT THEY'RE LOOKING AT ADDING FOR NEXT YEAR.
SO YOU ARE THINKING THAT, THAT, THAT IS MASSIVE.
SO, UM, I WOULD LIKE, UH, TO BE ABLE TO TAKE THESE FORWARD TO THE BOARD AS WELL FOR APPROVAL.
NEXT ONE, LEAH, CAN YOU, UH, READ THE MOTION NUMBER THREE, PLEASE? ABSOLUTELY.
I MOVE THAT THE ACADEMIC COMMITTEE MOVE THE WHALE BRANCH ELEMENTARY SCHOOL STEAM AND THE HILTON HAD ISLAND SCHOOL VISUAL AND PERFORMING ARTS REQUEST FOR CHOICE PROGRAM DESIGNATIONS AS PRESENTED ON OCTOBER 23RD, 2025 TO THE FULL BOARD FOR APPROVAL.
I WILL SECOND ALL THOSE IN FAVOR, AYE.
SO BOARD MEMBERS, I HAVE TO SAY THANK YOU.
BECAUSE SHOULD THIS BE APPROVED AT NOVEMBER 4TH, THIS WILL BE PART OF THE CHOICE APPLICATION FOR THE UPCOMING ACADEMIC SCHOOL YEAR.
UM, THAT CHOICE WINDOW WILL BE OPENING EARLIER THIS YEAR ON NOVEMBER 10TH.
IS WITH REGARD TO A QUICK UPDATE ON HEALTH ADVISORY COUNCIL.
IT IS PROBABLY THE LAST PAGE IN YOUR HANDOUTS.
IF I COULD DRAW YOUR ATTENTION TO THE TOP OR IT HAS ROMAN NUMERAL NINE UNDER ATTENDANCE.
WHAT THE HEALTH ADVISORY COUNCIL IS ASKING TO BE IS A LITTLE MORE DEFINITIVE.
IF, IF A MEMBER IS ABSENT FROM TWO OR MORE MEETINGS, BECAUSE IT WAS NOT EXPLICIT IN THE BYLAW, THE MAJORITY OF THE HAC MEMBERS MAY RECOMMEND TO THE BOARD THE REMOVAL OF THAT MEMBER.
THAT MEMBER SHALL BE GIVEN WRITTEN NOTICE BY THE BOARD CHAIR AND THE, AND THE OPPORTUNITY TO BE HEARD BEFORE WE MOVE.
SO AT THIS POINT, THERE WAS NO LIMIT IN REGARD TO YOUR MEMBER, BUT YOU MAY HAVE ONLY COME ATTENDED ONCE DURING THE YEAR.
SO IS THIS, I'M TRYING TO GET A HANDLE ON TIMELINE.
I DON'T KNOW HOW OFTEN I MEET.
AND, AND WE HAVE MET BIMONTHLY AS WELL, BUT WE MEET GENERALLY ALMOST MONTHLY.
SO IT WOULD START WHEN AND AND WHAT, WHAT WOULD BE THE TIME LIMIT OF, SO TERMS RUN ABOUT TWO YEARS.
UM, BUT THE WAY IT IS SITUATED RIGHT NOW, WE WON'T GIVE NOTICE TO SOMEONE WHO HASN'T BEEN AT ATTENDANCE BECAUSE YOU REALLY DON'T HAVE ANY LANGUAGE OF SAYING WHAT SAYS THAT YOU SHOULD BE WITHDRAWN FROM CLASS.
AND I COULD PUT IT INTO THAT CONTEXT.
AND AGAIN, THIS, THIS COMES FROM THE BOARD.
UM, HAC, THE UNDERSTANDING THAT THEY MAKE THE RECOMMENDATION.
'CAUSE IT COULD BE MITIGATING CIRCUMSTANCES AGAIN.
AGAIN, I'LL GO TO THE BODY CAST.
SO THAT'S WHY THEY WANTED THAT.
IT COULD CLA TO THAT, THAT IT IS NOT JUST A CUT.
AND THEY MAY RECOMMEND YES, THEY MAY RECOMMEND TO THE FULL BOARD.
LEAH, ANY QUESTIONS? THIS IS COMING FROM THE FULL BOARD OR IT COMING FROM THE CHAIR PANEL? THIS IS COMING FROM THE FULL H-A-C-H-H-C.
FROM THE HEALTH ADVISORS? YES.
FROM THE FULL HAC, NOT JUST THE CHAIR, SIR, BUT IT'S THE FULL, THIS ACTUALLY CAME, THEY SET A WORDSMITH.
THEY, AND WE WOULD NOT SEND OUT LETTERS WITHOUT, BECAUSE THERE'S NOTHING THAT SAYS WELL, WHEN IS IT THAT WE GIVE YOU NOTICE.
[02:20:02]
OKAY.LEAH, CAN YOU UH, READ NUMBER FOUR? YES, ABSOLUTELY.
I MOVE THAT THE ACADEMIC COMMITTEE APPROVES THE UPDATES PRESENTED BY HAC TO THEIR BYLAWS AND MOVE TO THE FULL BOARD FOR APPROVAL.
I WILL SECOND ALL THOSE IN FAVOR, AYE.
ALMOST LIKE AN OPERATIONS COMMITTEE.
I'VE NEVER BEEN TO HAVE A, UM, I'M GONNA TELL YOU SARAH, I WATCHED HER.
UM, SO THE LAST THING WE NEED TO TALK ABOUT, SHE AS WELL AS, DID YOU SPEAK ABOUT THE R? YEAH.
BUT SHE WAS TRULY WONDERFUL WATCHING THE STUDENTS.
WELL SHE SAID THAT AND SINCERE.
SHE SAID THAT'S THE BEST, YOU KNOW, SHE'D SEEN STUDENTS RESPOND AND REACT.
WE HAVE ONE MORE THING THAT WE NEED TO DO BEFORE WE DO PAUSE.
ONE FUTURE TOPICS, FUTURE TOPICS.
AND THE OTHER IS, IS TALKING ABOUT THE NOVEMBER MEETING THAT WE, THE NOVEMBER MEETING IS SCHEDULED THE DAY BEFORE THE THANKSGIVING VACATION.
SO IT WAS RECOMMENDED THAT WE MOVE IT TO DECEMBER 2ND.
UM, I THINK THAT'S THE DATE I'M IN GREEN.
SO ONE TIME IN SIX YEARS I WANNA GO TO THAT INSTRUCTIONAL ROUND TABLE.
BUT YOU'RE DO GOOD FOR DECEMBER.
SO WHAT'S GOING TO BE FOR TUESDAY, DECEMBER 2ND? SHE'S BE NEEDED SOMEWHERE BECAUSE WE ONLY HAVE ONE BOARD MEETING, WHICH WOULD BE DECEMBER 9TH.
SO, SO WE MEET BEFORE THE BOARD MEETING, WHICH WOULD BE GOOD.
SO IF I MAY SUBJECT TO THE AMOUNT OF WORK THAT WE BROUGHT FORWARD NOW, I DON'T KNOW IF WE'RE GONNA HAVE MUCH MORE AN AGENDA BECAUSE YOU HAVE BEEN SO GRACIOUS AT APPROVING OUR CHOICE, OUR LBAS APPROVING OUR LBA LISTS.
THERE'S STILL, WE HAVE AR FROM STUDENT CIRCLE.
WE GOT SOME MIGHT A SHORTER MEETING.
WE WE WE HAVE FOUR AR AND E THAT OE STUDENT 14? YES.
SHE MIGHT NOT BE AVAILABLE ON THE DECEMBER 2ND.
WHAT ABOUT ON'S NOT AVAILABLE ON THE SECOND? NO.
OKAY, SO, SO THERE'S NO OTHER DATE.
THE WHOLE LAST WEEK IS THANKSGIVING, WHICH IS JUST A MESS, MESS FOR EVERYBODY.
AND I DO UNDERSTAND THAT, BUT MY CONCERN IS THAT, THAT I'M, I KNOW NOW THAT, THAT WE'RE BEGINNING TO SKIP MONTHS IN MEETINGS, WHAT WE'RE TALKING WE'RE DOING AND, AND I, I, I'M NOT A COMPONENT OF NOT HAVING THEM MEETING DURING, DURING, DURING THE MONTH BECAUSE THEN THINGS GET, GET BEHIND AND, AND IF WE GO AND IF OUR BREAKS CALLS FOR US TO, TO DO THINGS AT A CERTAIN POINT IN TIME, WE NEED TO STICK WITH THEM.
JUST BECAUSE WE CAN'T MEET ON THAT CERTAIN DATE.
DOES THAT, DOES NOT MEAN THAT THAT, THAT THAT CAN'T DEAL DOWN ANOTHER DAY IN A MONTH.
SO FOR THE MONTH OF NOVEMBER, WE DON'T HAVE ANY OTHER DATES BECAUSE THE LAST WEEK IS THANKSGIVING.
SO THERE ARE ALREADY MEETINGS SCHEDULED THE WEEKEND, THE WEEK BEFORE.
THE WEEK BEFORE, BEFORE IT'S CLO UP WITH ALL THE OTHER COMMITTEE MEETINGS.
SO THERE WEREN'T OTHER MEETINGS.
THERE AREN'T OTHER DAYS AVAILABLE BECAUSE OF THE OTHER COMMITTEE MEETINGS THAT ARE SCHEDULED.
SO WE COULDN'T, WE COULDN'T GO EARLY IN THE DAY, LIKE AS TIME WE WENT TO THE AT THREE O'CLOCK.
I THE, BESIDES THE FACT THAT WE CAN HANDLE THE BUSINESS WITHOUT HAVING A MEETING EVERY SINGLE MONTH.
SO THE COMMITTEE MEMBERS ARE NOT AVAILABLE TO MEET IN NOVEMBER.
WE'RE WORKING TO MAKE IT MEET.
STRADDLES IS SAYING THAT WE MAY NOT EVEN NEED TO MEET THEY, BUT, BUT IT WAS JUST
CAN WE MAYBE LOOK AT MONDAY THE DAY BEFORE THE MEETING IF IT'S EVEN NECESSARY? IF NOT, I SIGNED IT FURTHER BACK DECEMBER.
BUT ALSO THERE WAS JUST BROUGHT TO THE ATTENTION THAT THERE WILL NEED TO BE, THAT THERE WILL NEED TO BE A MEETING BECAUSE THERE ARE FOUR, UH, THERE ARE FOUR OR FIVE, UH, OES AND ALSO SOME OTHER THINGS.
UH, THERE ARE, THERE'S ABOUT SIX THINGS THAT DO NEED TO BE, UH, MET WITH.
AND, AND MY, MY THING ABOUT IT IS,
[02:25:01]
AND YOU MISS MEETINGS AND YOU COME TO BOARD MEETINGS AND, AND WE HAVE ALL THESE THINGS THAT MAY NEED TO BE TALKED ABOUT AND THAT MAKES THE AGENDA LONG.SO ALL THIS STUFF PLAYS ALL THIS STUFF PLAY A PART AND THAT AS, THAT'S WHAT MY EXPERIENCE AS A VETERAN BOARD MEMBER COMES IN THAT.
AND THEN, YOU KNOW, SOME, SOME PEOPLE ARE SAYING THAT THE MEETINGS ARE, OR THEY, THEY NEED TO LEAVE OR DIFFERENT THINGS.
SO THEREFORE I'M TRYING TO, TRYING TO PREVENT THOSE THINGS FROM HAPPENING SO THAT WE ALL GET THE TIME THAT WE NEED FOR THESE MEETINGS.
IS IT POSSIBLE TO MEET ON DECEMBER 1ST? RECOGNIZING THAT THE 25TH OF NOVEMBER THE FIRST, ISN'T IT PEOPLE MAY BE TRAVELING? I I'M NOT AVAILABLE THANKSGIVING.
I CAN DO THE FOURTH, FIFTH, OR EIGHTH.
'CAUSE I, I WOULD LOVE TO DO DECEMBER 8TH.
THAT WAY WE CAN GET STUFF DONE BEFORE THE BOARD MEETING.
LOOK, IT'S EITHER THE 25TH WHEN I'M TRAVELING, BUT, OR I GIVE UP MY BIRTHDAY.
I KNOW, THAT'S WHAT I JUST THOUGHT I WAS, I I WAS GONNA SAY
LEAH, CAN WE HAVE A MOTION TO ADJOURN? NO.
DO YOU HAVE ANYTHING? NO, WE DON'T.
WE'RE GONNA HAVE THE, WE HAVE THE AR AR COMING AND THE OE 14.
SO THAT REALLY WILL BE OUR AGENDA.
BECAUSE OPERATIONALLY, YOU GUYS ARE EIGHT MORE THE GENEROUS AT FOUR O'CLOCK, CORRECT? FOUR O'.
I WOULD LIKE TO MAKE A MOTION TO ADJOURN THIS MEETING.
AND I'LL SECOND ALL THOSE IN FAVOR? AYE.
YOU SOUND LIKE A BUNCH OF PIRATES.