* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting. [00:00:02] OKAY. ALL RIGHT. WE ARE ON. GOOD AFTERNOON, EVERYBODY, AND WELCOME. WE'RE GONNA CALL THIS MEETING TO ORDER. UH, THIS IS THE NOVEMBER 17TH HEALTH ADVISORY COMMITTEE MEETING, AND WE'D LIKE TO WELCOME EVERYBODY, UM, TO START OUR MEETING. WE'RE GONNA START WITH THE PLEDGE, SO I'M GONNA ASK EVERYBODY TO PLEASE STAND. THANK YOU, DR. STRATOS , ALL ELANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INVIS WITH LIBERTY AND JUSTICE FOR ALL. PLEASE REMAIN SEEN FOR A MOMENT OF SILENCE. THANK YOU. SO, UM, AT THIS POINT IN TIME, WE NEED TO APPROVE OUR AGENDA. SO, UM, DO I HAVE A MOTION? THANK YOU, DR. PIERCE. DO I HAVE A SECOND? SECOND. MS. COLBURN SMITH. ALL THOSE IN FAVOR? A. ANY OPPOSED? ALL RIGHT. OUR AGENDA'S APPROVED. MS. ROBIN, DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM. ALL RIGHT. MOVING ON. UM, OUR NEXT ORDER OF BUSINESS IS TO APPROVE THE 20 SEPTEMBER 22ND COMMITTEE MEETING MINUTES. I DON'T GET TONGUE TIED, SO WE'LL GIVE EVERYBODY AN OPPORTUNITY TO, ANYBODY HAVE ANY, WANNA OFFER ANY EDITS OR HAVE ANY QUESTIONS? MOTION FOR APPROVAL? HAVE A SECOND. SECOND. ALL RIGHT. THANK YOU, MS. GLAZE. SO, UM, ALL THOSE IN FAVOR? ANY OPPOSED? ALL RIGHT, WONDERFUL. OUR MINUTES ARE APPROVED. AND THAT BRINGS US TO OUR NEXT ITEM ON OUR AGENDA IS THE SURVEY DATA FROM TEACHERS. SO I'M GONNA PASS THE TORCH TO MS. EMILY. SURE. OKAY. SO IN YOUR FOLDER, YOU HAVE, UH, IT LOOKS LIKE SOME BAR, SOME PIE CHARTS AND BAR GRAPHS. UM, THE, SO WE SENT OUT A SURVEY TO TEACHERS ASKING SOME QUESTIONS, UH, ABOUT THEIR EXPERIENCES SO FAR. ANY, UM, THE QUESTIONS? I THINK THERE WERE 14 IN TOTAL. UM, AND SO THE RESULTS WERE PUT TOGETHER. MS. MCKENZIE HELPED PUT THEM TOGETHER. AND SO HERE IS WHAT WE FOUND, UM, THE FIRST PIE CHART THAT SAYS TO ENSURE THE CONTEXT OF TEACHING MEETS DISTRICT EXPECTATIONS. WE HAD 80% OF THE TEACHERS REPORTED THAT THEY DID HAVE A PLACE IN THE BUILDING TO USE A CLASSROOM. UM, WE HAD ONE SCHOOL HAD LIMITED SPACE, AND THE TEACHERS WERE USING THE GYM FOR HEALTH INSTRUCTION. THAT POSED SOME CONCERNS, UM, TO WHICH MS. MCKENZIE AND I HAVE REACHED OUT TO THAT PARTICULAR SCHOOL, AND WE ARE WORKING WITH THEM ABOUT MAKING SURE THAT THEY HAVE A CLASSROOM TO USE. SO THAT WAS VERY HELPFUL IN, IN GETTING THAT INFORMATION SO THAT WE COULD HELP THAT ALONG. UM, THE NEXT, THE NEXT POINT, UM, TEACHERS WERE ASKED IF THEY FELT ADEQUATELY PREPARED. 80% FELT THAT THEY, THEY DID FEEL PREPARED. UM, AND 20% SAID THAT THEY NEEDED ADDITIONAL RESOURCES, UH, TO MANAGE. IT WAS STUDENT ENGAGEMENT, BUT THERE WERE A LOT OF DIFFERENT THINGS THAT THEY SHARED, UM, THAT WERE TROUBLESHOOTING SPOTS FOR ME. AND IF I COULDN'T HELP FACILITATE MM-HMM . I'M USING MS. MCKENZIE CALL. UM, SO THERE'S THAT, UH, NEXT QUESTION, OR NEXT LUMP TOGETHER INFORMATION TO ENSURE ADEQUATE INSTRUCTION. TIME IS PROVIDED FOR HEALTH INSTRUCTIONS. TEACHERS WERE ASKED TO PROVIDE INSTRUCTIONAL MINUTES PROVIDED IN THEIR SCHOOL MASTER CALENDAR, MASTER SCHEDULE. ONE, ONE. UM, ALL STUDENT, ALL TEACHERS REPORTED THAT THEY DID HAVE ADEQUATE INSTRUCTIONAL TIME. UM, I WILL REMIND YOU THAT, UM, THE RULES FROM THE STATE DEPARTMENT DON'T HAVE MINUTES ATTACHED. SO WE DO HAVE SOME, SOME AREAS THAT WE CAN WORK ON AS FAR AS HOW FREQUENTLY TEACHERS ARE TEACHING, BUT THAT, AGAIN, THAT'S INSTRUCTIONAL SERVICES, SOMETHING THAT WE CAN HELP FACILITATE. MAY I ASK A QUESTION? YES. THEY HAD SUFFICIENT TIME TO TEACHING SCOPE OF THE AREAS COVERED THROUGH HAC IN PARTICULAR, ? YES. YES. THANK YOU. AND THOSE ARE THE ANCHORS THAT DO HAVE TEETH IN THE RULES AND THE LAW . AND SO THOSE ARE THE ONES THAT THEY, [00:05:01] THEY FIND NEED TO BE ADDRESSED THE MOST EFFICIENTLY. SO, YES. EXCUSE, YOU SAID, PROBABLY, AND I DIDN'T HEAR YOU, HOW MANY TEACHERS WERE THIS? THIS WENT OUT TO, UM, THIS WENT OUT TO ALL MIDDLE SCHOOL PE TEACHERS. WHICH, WHAT? UM, I THINK IF YOU, I WAS JUST, I KNOW WE HAD HUNDRED PERCENT ATION. OKAY. AND I COULD PULL UP MY EMAIL AND TELL YOU IF YOU ASK ME. NO, IT'S MORE THAN THAT. I WANT 21. OKAY. WELL, SOME SCHOOLS HAVE THREE. WE HAVE ONE FOR THE ASKED JUST A HEALTH TEACHER. I CAN GIVE YOU THAT NUMBER THOUGH. I CAN LOOK IT UP. . YEAH. UM, OKAY. THE NEXT, UH, POINT ON THE BACK TO ENSURE CONTENT INSTRUCTION IS SUPPORTED BY ADEQUATE INSTRUCTIONAL MATERIALS, TEACHERS WERE ASKED IF THEY FELT THE CURRENT MATERIALS PROVIDED WERE ADEQUATE FOR INSTRUCTION. THIS ONE HAD SOME VARIANCE. UM, SOME FELT THAT THEY, 60% SAID THAT THEY DID, AND 40% SAID THAT THEY NEEDED ADDITIONAL MATERIALS. CAN YOU GIVE US AN EXAMPLE OF WHAT THEY MEAN? 'CAUSE THAT'S THE SECOND TIME THEY'VE MENTIONED THAT. ADDITIONAL RESOURCES, ADDITIONAL MATERIALS. YEAH. WHAT IS AN EXAMPLE OF THAT? I DON'T KNOW. UM, OKAY. SO AS IT'S, AS IT WAS PASSED AND APPROVED IT, THEY HAVE THE, UM, PHYSICAL TEXTBOOK, RIGHT? DO YOU REMEMBER? YES. SO THEY ONLY HAVE, THE CHALLENGE IN MIDDLE SCHOOL IS THAT THERE'S ONE TEXTBOOK AND THREE GRADE LEVELS. OH, OKAY. GOTCHA. AND IT'S REQUIRED FOR EACH GRADE LEVEL. SO THEIR CHALLENGE IS, UM, USING THE SAME MATERIAL IN REPEAT. MM-HMM. AND THAT, THAT IS A, THAT'S A CHALLENGE. I KNOW. WELL, IT CAME OUT IN MY CLASS TODAY, BECAUSE WE STARTED AT HILTON HEAD MIDDLE TODAY, AND ONE OF MY EIGHTH GRADE KIDS WAS LIKE, THIS IS THE SAME STUFF WE HAD LAST YEAR. AND I'M LIKE, AND TODAY WAS THE FIRST DAY, SO, SO SOMEBODY WAS PAYING ATTENTION LAST YEAR. YEAH. SO YOU HAD AN EXCELLENT TEACHER. I TELL . SO ONE TEXTBOOK FOR THREE GRADE, BASICALLY. YEAH. YES. INTERESTING. NOT ONLY SAME TEXTBOOK, BUT IT'S THE SAME PAGE NUMBER, SAME, THE SAME ASSESSMENT, THE SAME VOCABULARY. SO, SO IS THAT THE MAJOR OF THE BOOK ADOPTION CYCLE BY THE STATE? BECAUSE WHEN I LOOK AT THE LISTING, THEY DON'T GIVE VARIANCES BY GRADE LEVEL. WELL, THAT THE, THAT'S NOT NECESSARILY THE STATE'S FAULT. THE RESOURCES NATIONALLY ARE NOT NECESSARILY, IT IS BEEN A LONG TIME SINCE I'VE SEEN A CURRICULUM BREAK IT DOWN BY SEVEN AND EIGHTH GRADE. IT'S BEEN PROBABLY 20 PLUS YEARS SINCE I'VE SEEN TEXTBOOK. IF THE STATE, THE CHALLENGE OF, OF CHUNKING OUT IN SIXTH GRADE, WE'RE GONNA COVER STDS IN SEVENTH GRADE, WE'RE GONNA DO THIS, THEN YOU WOULD HAVE SOME VARIANCE. BECAUSE BY THE TIME THEY LEFT EIGHTH GRADE, THEY WILL HAVE SEEN ALL OF IT. BUT THE WAY THE THE RULES READ IS EVERY MATERIAL, MATERIAL, MATERIAL. AND THEN THERE'S NO OTHER MATERIAL. SO YEAH. OR THE ONE SET OF MATERIAL, THE ONLY VARIANCE WOULD BE SOME OF THE ANCILLARY MATERIALS ARE DIFFERENT BY GRADE. BUT NOT EVERY LESSON IS THAT WAY. SO LET ME GO BACK AND FIND, AND PICK UP. CINDY WAS GONNA, DO, WE HAVE THE LATITUDE TO DEFINE WHAT STANDARDS FOR WHICH REGULAR OIL UNDERSTAND SPECIFIC AND ITS REPRODUCTIVE HEALTH. MM-HMM . AND I THINK MAYBE THAT'S AN AVENUE TO PUSH BACK TO THE STATE, THOUGH, IF YOU UNDERSTAND WHAT I'M ASKING. YEAH. RIGHT. SO I AGREE. INSTEAD OF INCURRING 150, BY THE TIME YOU'RE GONE TO 150,000 JUST FOR MIDDLE SCHOOL, CAN WE STEP THE STANDARDS MM-HMM . SO WE'RE NOT HAVING, HAVING REPETITION AND NOT PROVIDING TEACHERS THAT CLASSROOM MANAGEMENT IS GONNA HAVE TO, OR THAT PUSHES TEACHERS TO UTILIZE MATERIAL THAT IS OUTSIDE OF THE SCOPE AND SOME ON A DIVING BOARD INTO A POOL WITH NO WATER. AND I ASKED HIM SPECIFICALLY, DR. BEN AT THE STATE LEVEL, UHHUH ABOUT MATERIAL BEYOND THE TEXTBOOK AND THE STATE. THEY JUST WON'T TOUCH THAT. SO HE JUST PUSHING IT BACK ON OUR HAC. WHEN YOU SAY PUSHING BACK, HELP ME UNDERSTAND THAT. HE SAID, HE SAYS, WELL, SO HE'LL SAY, LIKE, WHEN I SPOKE WITH HIM TODAY, HE SAID THAT, YOU KNOW, IT'S NOT UP TO THEM, IT'S UP TO EACH DISTRICT AND THEIR HAC. SO THE HAC MADE A DECISION IN ORDER TO DO A STEP ON CURRICULUM, CHUNKING IT, WE USE THE MARZANO LANGUAGE, CHUNK IT BY GRADE LENGTH LEVEL, BUILDING STUDENTS' KNOWLEDGE AND A PROGRESSION. THE ONLY THING IS IN THAT PROGRESSION WHERE WE HAVE A SUMMARY, BECAUSE WHAT HAPPENS TO A STUDENT WHO'S NEW COMING IN AT EIGHTH GRADE DOES, DOES MAKE SENSE. MM-HMM. RIGHT. BECAUSE THEY SHOULD HAVE SOME UNDERSTANDING OF, ESPECIALLY REPRODUCTIVE HEALTH. YEP. MM-HMM . I MEAN THAT WITH GREATEST RESPECT. YEP. I AGREE. ARE YOU SAYING THAT THAT THEN WOULD BE LEFT FOR THE LATITUDE OF HAC? CAN WE, WE CAN GET THAT IN WRITING. I, I, I'M, I WON'T GO ON A DIVING BOARD WITHOUT ORDER. I'M YEAH. BUT IF I CAN GET IT IN WRITING, I, THAT IS MY, [00:10:01] IT IS OUR ORDER TO NAVIGATE. DOES THAT MAKE SENSE WHAT I'M ASKING? MM-HMM. WELL, SHOULD I BRING UP THE ONLINE OR SHOULD I FINISH IACTUALLY? AND I, AND I APOLOGIZE BECAUSE THIS, YOU'RE A GOOD PLACE FOR YOU TO INSERT THAT. SO I WOULD DISCUSS THAT NOW. SO, SO IN THE, IN THE SAME VEIN OF FOLLOWING UP WITH TEACHERS, AFTER THE SURVEY, UM, I HAD A ZOOM. SO WE LEARNED, KAREN AND I HAVE DONE SOME DIGGING ON THE ONLINE TEXTBOOK OPTIONS BECAUSE THE TEACHERS WERE VERY, UM, FRUSTRATED THAT THE ONLINE TEXTBOOK WAS TAKEN AWAY AND DIDN'T UNDERSTAND WHY. IF THERE'S NOTHING CONTROVERSIAL IN THE TEXTBOOK, WHY THE ONLINE TEXTBOOK, TO WHICH WE RESPONDED THAT THE HAC PERMITTED THAT THE, THE WHAT WAS APPROVED WAS ONLY THE, THE PHYSICAL TEXTBOOK. PHYSICAL TEXTBOOK. BUT WHEN YOU GO IN AND SEE THE ONLINE TEXTBOOK, WE WERE TOLD FIRST THAT THE TEXTBOOK COMPANY SAID IT'S ALL OR NOTHING. YOU CAN EITHER HAVE ALL ACCESS OR NO ACCESS, TO WHICH WE SAID THERE HAS TO BE A WAY TO HIDE CERTAIN CHAPTERS OR BLOCK THEM. BECAUSE THE TEACHERS WHO ARE TEACHING HEALTH SHOULD STILL HAVE ONLINE RESOURCES FOR NUTRITION MM-HMM . OR THERE'S A LOT OF OTHER COMPONENTS TO HEALTH BEYOND JUST THIS TOPIC. MM-HMM . SO THE, SHE GOT BACK TO US. AND INDEED THERE IS A WAY TO DO IT. BUT THE BURDEN FALLS ON THE TEACHER. THE BURDEN FALLS ON THE TEACHER TO, UH, MONITOR THAT, TO ASSIGN IT TO EACH INDIVIDUAL TEACHER, TO EACH INDIVIDUAL SUIT. SO WHAT THEY CAN DO IS ROSTER IT TO YOUR CLASS. BUT IF YOU WOULD HAVE TO GO INTO THAT CLASS AND YOU WOULD HAVE TO SLIDE OVER ON APPROVED, APPROVED, APPROVED. HIDDEN, HIDDEN, HIDDEN. YOU CAN'T DO A MASS. WE, WE CANNOT. BUT WE SPOKE WITH TECH. IS THAT OKAY? YEAH. GO FOR, WE SPOKE WITH TECH. WHAT THEY SAID IS FIND OUT THE TEACHERS THAT ARE DOING IT, AND THE TIME THAT THEY FINISH, TECH CAN GO IN BEHIND THEM AND DO IT, AND CHECK TO SEE THAT IT'S DONE. THEY CAN'T MASS DO IT ALL. UNLESS THEY DO IT ALL. THEY CAN'T HIDE. SO LET'S SLOW THE CONVERSATION DOWN SO COMMITTEE MEMBERS UNDERSTAND MM-HMM . SO WHAT YOU'RE SAYING IS, IN ADDITION TO HAVING THE TESTS, HAVING ADDITIONAL MATERIAL, 'CAUSE WE WANNA BE ABLE TO GO DEEPER RIGHT. DIVE DEEPER INTO TWO AREAS THAT THE ELECTRONIC VERSION, ALTHOUGH WE KNOW THAT THERE ARE ITEMS THAT, WELL, THAT WE HAVE THIS NOT PUTTING FORWARD. RIGHT. WE RIGHT. WE CANNOT GO FORWARD SUBJECT TO FOLLOWING WHAT IS BY REGULATION. BUT THERE'S MATERIAL THAT, THAT WOULD HELP DEEPEN MY LESSON. YES. AND THE TEACHER WOULD HAVE TO INDIVIDUALLY, WE'LL SEND IT OUT. ALL THE TEACHER WILL HAVE TO INDIVIDUALLY GO THROUGH AND HIDE THOSE UNITS THAT WE ARE NOT SENDING OUT OUR CATCH TO THAT, NOT THAT WE DON'T OUR TEACHERS TO DO THAT, BUT THEN THEY COULD TURN AROUND, TECH WOULD TURN AROUND ON THE BACK END AND JUST ENSURE THAT IT'S BEEN DONE. BUT IT MEANS, LIKE, I HAVE A HUNDRED AND YES, SOMETHING STUDENTS ON MY ROSTER RIGHT NOW. I WOULD HAVE TO DO THAT FOR EVERY CHILD. FOR EVERY, YOU WOULD, YOU WOULD, WELL, YOU WOULD SET IT UP, BUT THE RISK OR THE BURDEN WOULD BE IT'S A MONDAY MORNING, YOU'VE GOT A CLASS OF 40, YOU HAVE A BRAND NEW STUDENT, AND YOU DIDN'T THINK TO CLICK THE BUTTONS YEP. TO HIDE THE MATERIAL FOR THAT STUDENT. AND NOW YOU'VE GOT A STUDENT WITH A FULLY LOADED ACCESS TO ALL THE THINGS. SO I'M HEARING TWO THINGS AGAIN. SO CAN TECH GO AHEAD AND ROSTER THAT CHAPTER 2, 4, 6, 8 IS AVAILABLE ONLY FOR TEACHER MARY? YEAH. SO THE TEACHERS ALL OR NOTHING WITH THE BOOK, THE TEACHER HAS TO DO. SO WHEN WE PRESENTED IT, WE DID GET WITH THE TEACHERS AND WE SAID, HERE ARE THE WORK THAT IT WILL ENTAIL FOR YOU. IS IT WORTH IT? AND FIVE TEACHERS SAID, I WOULD, IT'S WORTH IT TO ME. I I FEEL THAT STRONGLY ABOUT IT. SORRY. AND HOW MANY WOULD TOTALLY MAKE THAT WITHIN THE MEETING? BUT WE ZOOM WITH EVERY SINGLE MIDDLE SCHOOL TEACHER. SO OUT OF THE 21 5 SAID YES. YES. THE OTHER TEENTH OR 16 SAID NO, TOO. THEY SAID TOO MUCH RISK TOO. I'M NOT INTERESTED. AND I SAID, I UNDERSTAND THAT, BUT THAT'S WHY I WANTED, OH, I'M SORRY. THAT'S WHY I WANTED TO MEET WITH THEM BECAUSE, UM, I WANTED TO HEAR WHAT THEIR VOICES WERE, YOU KNOW, LIKE, WHAT IS YOUR OPINION TO SEE IF YOU, IF YOU HAD A STRONG OPINION ONE WAY OR THE OTHER. SO THAT'S, IT SEEMS CUMBERSOME. AND I UNDERSTAND THAT FOR THE EACH INDIVIDUAL TEACHER AND WHY THEY WOULD BE HESITANT AND THE FIVE, PROBABLY JUST WILLING TO GO OUT ON A LIMB AND GET THE THINGS THAT COULD HELP THEM. AND IT, IT'S FRUSTRATING BECAUSE AS A PE AND HEALTH TEACHER, YOU HAVE TWO CURRICULUMS. YES. TWO SET OF STATE, STATE STANDARDS. YOU'RE ONE PERSON. YES. AND THERE'S, THERE'S A WHOLE BUNCH OF OTHER THINGS THAT ARE INVOLVED IN HEALTH BEYOND SEX ED. YES. BUT SEX ED AT THIS POINT IS JUST, IS, IS SORT OF LEADING THE SHIP. AND IT'S LIKE, THIS IS TWO WEEKS OF THE WHOLE CLASS, AND YET I, HE TOOK AWAY ALL MY RESOURCES FOR THIS ONE THING. AND THEN I'M THE, YOU KNOW, THE SOUNDING [00:15:01] BOARD OF I HEAR YOU. I HEAR YOU. I HEAR YOU. BUT, SO THAT WAS THE NEED FOR THE SURVEY AND THE NEED FOR THE RESPONSES, BECAUSE, YOU KNOW, AND I KEEP ENCOURAGING THEM TO COME AND SPEAK UP, DO A PUBLIC COMMENT, PLEASE JOIN THE HEALTH ADVISORY COMMITTEE. LIKE, PLEASE COME AND BE AN ADVOCATE AND SPEAK UP. BECAUSE I, THAT IS THE MISSING PIECE IS THAT PEOPLE WANNA HEAR FROM YOU BECAUSE YOU ARE DOING THE WORK. YOU KNOW. SO THE NEXT BEST THING IS A, IS A SURVEY, BUT HEARING IT, HEARING THE FRUSTRATION FROM SOMEONE I THINK MIGHT BE HELPFUL. YOU KNOW, WHAT DID OTHER CONSTRUCTIVELY SAY? WHAT DID THE OTHER 16TH, LIKE DID, WERE THEY ON THE FENCE? MAYBE THEY CAME TO, YEAH, THEY CAME TO THE, TO THE MEETING WITH THE OH, YES, YES, YES. AND THEN WE EXPLAINED IT. IT WAS JUST NOT, IT WAS THE RESPONSIBILITY BEHIND IT. , YOU'VE ONE MORE THING. RIGHT? I GUESS ANOTHER THAT'S WHAT YEAH, YEAH, YEAH. THAT, THAT, THAT RESPONSIBILITY OF TIME WOULD EFFORT WAS SPENT ALL, AND WE, WE, WE DID SAY THAT THOSE FIVE TEACHERS WHO WANT IT, WE ARE WILLING TO GO THROUGH AND DOUBLE CHECK BEHIND THEM. AND SO IS, UM, TECH. AND YOU KNOW WHAT, NOW THAT I'M THINKING ABOUT IT, WE, THAT ZOOM INCLUDED HIGH SCHOOL. WE, IT WAS HIGH SCHOOL. HIGH. YEAH. HIGH SCHOOL BECAUSE OF THE FIVE WAS A HIGH EMAIL, HAD 33 PEOPLE IT MM-HMM . ONE WAS A HIGH SCHOOL TEACHER. YEAH. THE STATS THAT WAS I SEE. HIGH SCHOOL. HOWEVER, IT HAS TO BE A WAY TO HAVE A RESIGNATION TO GO DEEPER IN KNOWLEDGE WITH STUDENTS. AND WE STARTED THIS CONVERSATION STAGGERING. RIGHT. STANDARD. THAT'S CORRECT. MARY, YOU HAVE TO SPEAK UP A LITTLE BIT SO THEY CAN HEAR. SO WHAT I WAS SAYING WAS THERE, HAS, WE HAVE TO FIGURE SOME TYPE OF RESOLUTION, EITHER WITH THE STATE IN REGARDS THAT THE STANDARDS HAVEN'T, WE HAVEN'T HAD A NEW ADOPTION. WE WOULD LIKE THE OPPORTUNITY TO VISIT MAYBE USING THE ARGUMENT OF STAGGERING THE STANDARDS AS SUCH. THE EXISTING TEXT IS OBSOLETE BECAUSE I, I KNOW FISCALLY IT'S NOT WITHIN THE DIVISION. WE CAN'T DO IT. I, I COULDN'T. AND, AND WHEN WE THOUGHT WE COULDN'T USE THE ONLINE, I, I REACHED OUT TO THE OTHER HEALTH TEXTBOOK THAT IS APPROVED. I HAVE A COPY ON MY DESK MM-HMM . AND IT'S, IT'S PRETTY MUCH THE SAME. SAME, MM-HMM . I WAS HOPEFUL. BUT IT'S THE SAVA TEXTBOOK. OH, THE OTHER ONE IS THE GOOD . THIS IS VIS LIKE 2014. OH, IT WENT OFF AND IT, YEAH, IT'S A LATERAL MOVE. YOU KNOW, IT TO, TO HAVE TO GO THROUGH THIS COMMITTEE AGAIN AND ALL THE RESEARCH AND ALL THE DIGGING. IT IS JUST, I DON'T KNOW. SO I'LL READ THE LAST TWO, UH, THE TWO SPOTS, AND THEN WE CAN, IF ANYBODY HAS ANYTHING, ANY QUESTIONS. AGAIN, UM, THE TEACHER COMMENTS. SO THEY FELT, UH, THEY SAID A HUNDRED PERCENT ARE USING THE REPRODUCTIVE HEALTH LETTER, WHICH IS WONDERFUL BECAUSE THAT IS A LAW . UM, PRIMARY CHALLENGES INVOLVE ENGAGING STUDENTS IN CONTENT, WHICH YOU'RE HEARING THAT REPEATED THING. MM-HMM . UM, REQUEST GUIDANCE ON HOW TO HANDLE VALID STUDENT QUESTIONS. THEY, THERE, THERE'S SOME, SOME CONCERNS WITH, UM, STICKING TO WHAT THEY'RE ALLOWED TO, YOU KNOW, WHAT, WHAT'S PERMITTED, WHAT'S NOT PERMITTED. AND THEN THEY HAVE STUDENTS THAT ASK QUESTIONS AND SOMETIMES THEY DON'T KNOW WHAT TO DO WITH THE QUESTIONS OR CAUGHT OFF GUARD. UM, SO STRUGGLING WITH WHAT THEY'RE ALLOWED TO ADDRESS OR NOT ADDRESS AT ALL. UM, AND THE LAST POINT WAS, IT CAN BE DIFFICULT TO SCHEDULE WHEN THE SCHOOL HAS ONLY ONE HEALTH TEACHER OR IS LIMITED IN SPACE. UM, AND I THINK THAT THAT'S JUST RELEVANT. THAT'S ABOUT HEALTH IN GENERAL. SOME, SOME, UM, SCHEDULING IN THE BUILDING. AND THEN THE LAST ONE WAS, UM, DISTRICT FOLLOW UP FOLLOW UP TO ENSURE ALL HEALTH TEACHERS HAVE ADEQUATE CLASSROOM SPACE, WHICH KAREN AND I DID ADDRESS THAT. UM, ONE SCHOOL IS AT CAPACITY WITHOUT ADDITIONAL CLASS SPACE. UM, AND THE GYM IS BEING UTILIZED FOR HEALTH AND PE THAT'S THE SAME SCHOOL. AND WE'VE ADDRESSED IT. UM, WE MET WITH THE STATE AND THE BOOK COMPANY, UM, WHICH WE ALREADY SHARED, AND SHE DID SHARE THAT WE DO HAVE THE ABILITY TO, WITH THE CHALLENGES THAT WE JUST TALKED ABOUT, HIDE SOME OF THE MATERIAL AND USE SOME OF THE MATERIAL ONLINE. UM, PROVIDE FOLLOW-UP TRAINING ON MATERIALS AND RESOURCE USE. AND WE DID MEET WITH THE PRINCIPALS TO SHARE. KAREN HAS SENT THAT OUT MORE THAN ONCE. UM, ABOUT ASKING FOR HAC FOR STUDENT INVOLVEMENT, TEACHER INVOLVEMENT, UM, PARENT INVOLVEMENT. I MEAN, WE'VE EVEN AT BOARD MEETINGS MM-HMM . MM-HMM . AND I SHARED EVERY FRIDAY EMAIL HEALTH ADVISORY COMMITTEE, ENTRY FORM ADVISORY COMMITTEE, JUST TRYING TO GET PEOPLE TO ADVOCATE FOR THEMSELVES. BUT, UM, REVIEW ANY ADDITIONAL STATE ADOPTIVE MATERIAL, SUPPLEMENTAL MATERIALS, UM, AND MAINTAIN COMPLIANCE. AND YES, MAINTAINING COMPLIANCE IS, NO ONE WANTS TO GO BACKWARDS, SO MM-HMM. THAT'S SORT OF THE SUMMARY. SO WE'VE COME A LONG WAY, [00:20:01] BUT THERE'S STILL A LOT OF CHALLENGES. YEAH. THANK YOU. THANK YOU. I'LL OPEN IT UP TO THE COMMITTEE. ARE THERE ANY QUESTIONS OR THINGS THAT YOU WANT TO SEE FURTHER OR SOMETHING THAT YOU DOESN'T HAVE ANSWERED ON THE CHAT? THERE'S FOUR. THIS SAYS FOUR. OH. YEAH. SEE THAT? OH, SORRY. I, , . NO, IT'S THERE. UM, STANCE SAYS GOOD EVENING TO EVERYONE. OKAY. OKAY. ONE IS MINE ASKING WHO'S ON THE IPHONE AND IT'S WENDY CARTILAGE. AND, UH, THE OTHER TWO ARE THE, UM, OKAY. NOTE TAKERS. WELL, I DON'T WANNA ADD TO THE BURDEN, BUT WOULD IT BE HELPFUL AS WE MOVE FORWARD TO GET SOME IDEAS FROM THE TEACHERS ABOUT THE QUESTIONS THEY DIDN'T KNOW HOW TO ADDRESS? OR COULD THEY SEND IN THE QUESTIONS AND MAYBE WE COULD TALK ABOUT 'EM AND SEE WHAT IT IS THAT'S CAUSING THEM? YOU KNOW, YOU ASK MY HONEST OPINION AND YOU COULD FILL INTO, I THINK THAT THE QUESTIONS THAT THEY DON'T KNOW HOW TO ADDRESS ARE PROBABLY QUESTIONS THAT AREN'T ALIGNED WITH WHAT THEY'RE ALLOWED TO SAY. SO THEN I DON'T THINK IT'S A CONFUSION OF HOW TO ADDRESS IT. I THINK IT'S A HESITATION IN I AM. YEAH. I'M NOT ALLOWED TO. SO DO THEY SAY THAT TO THE STUDENT? THIS IS NOT MATERIAL THAT CAN BE DISCUSSED IN CLASS, THAT THOSE ARE SOME OF THE RESPONSES? YES. OKAY. THEY JUST FEEL LIKE THEY LEAVE THE STUDENTS HANGING. BUT AGAIN, YOU HAVE TO ALIGN WITH WHAT OH, SURE. YEAH. AND THAT'S WHAT I TELL 'EM. YEAH. YOU KNOW, SO THEY'RE BEING COMPLIANT. YES. AND A GOOD NOTE, COMPLIANCE MEANS WE'RE BEING LUNCH. WELL, THE CURRICULUM SAYS THAT YOU SHOULD TALK TO A TRUSTED ADULT. THE CHALLENGE THEN WOULD BE, YOU KNOW, WE ARE CONSIDERED AS TEACHERS AS A TRUSTED ADULT. YES. BUT I CAN'T TALK ABOUT THAT. YES. YOU KNOW, SO I WOULD HAVE TO REFER TO A GUIDANCE COUNSELOR OR, YOU KNOW, TALK TO YOUR PARENTS OR SCHOOL NURSE OR WHATEVER. BUT YEAH. SO. ALL RIGHT. ANYTHING ELSE? DO WE HAVE ANYTHING ELSE THAT WE WOULD LIKE FOR THEM TO FIND OUT FOR US OR TAKE IT TO THE NEXT STEP WITH, YOU KNOW, WHAT ARE WE DOING WITH THOSE THAT WE'RE NOT COMFORTABLE WITH? 16, BASICALLY. AND WHAT, WHAT CAN WE, HOW CAN WE HELP THEM? THAT IS A QUESTION THAT I THINK AND CHEW ON ALL THE TIME, BECAUSE IT'S JUST A, IT'S SUCH A WIDE GAMUT OF, I DON'T WANT, YOU KNOW, THERE'S, THERE'S REASONS BEHIND NOT WANTING OR NOT EVERYONE HAS COMES AT IT WITH A DIFFERENT APPROACH. SO YOU JUST TRY TO MEET THEM WHERE THEY ARE. AND, AND I TRY TO HONESTLY, TRANSPARENTLY ASK THEM, HOW CAN I HELP YOU? BUT I DON'T, I DON'T HAVE THE ANSWERS. I DON'T HAVE A BLANKET. THEY HAVE, THEY HAVE A TEXTBOOK AND THEY HAVE THE ONLINE, AND THEY HAVE A TEACHER TEXT. THEY HAVE, THEY HAVE OUR, YOU KNOW, UH, WHAT, WHAT WE PROVIDED, YOU KNOW, AS WELL. RIGHT. SO THEY SHOULD MM-HMM . AND, UH, SO, UH, I WOULD THINK THAT, YOU KNOW, EACH TEACHER HAS A DIFFERENT SITUATION AND THEY'RE GOING TO, UM, USE ALL OF THE MATERIAL, THE TEXTBOOK, WHAT'S ONLINE, WHAT WE'VE PROVIDED, AND THEY HAVE THAT IN THEIR HEADS, PLUS THEIR OWN MATURITY AND BACKGROUND. AND THEN THEY, YOU KNOW, HAVE GOT TO USE THEIR OWN JUDGMENT, YOU KNOW, IN TERMS OF, UH, THE MATURITY OR WHAT IS, UH, QUOTE UNQUOTE REQUIRED, WHAT OUR CONCERNS WERE. AND, YOU KNOW, THEY'RE GONNA HAVE TO USE THAT TO PROVIDE THE REQUIRED MATERIAL. UH, AND I'M NOT SURE WHAT WE AS A COMMITTEE CAN GIVE THEM MORE THAN WHAT WE'VE DONE TO HELP. UM, BUT I'M WILLING TO TRY IF, IF YOU, THE TEACHERS HAVE MORE CONCERN SPEAKING AS ONE OF THE 16, UM, THAT, AND MY ISSUE WASN'T SO MUCH AS GOING IN AND INDIVIDUALLY DOING IT. I, MY WHOLE THING IS I THINK OUR KIDS ARE ON TECHNOLOGY TOO MUCH. SURE. AND SO I DON'T, I WANT THEM TO ANYWAY. I THINK OUR CHALLENGE IS NOT SOMETHING THAT WE CAN CONTROL. UNFORTUNATELY. IT COMES DOWN TO THE RESOURCE WE HAVE, AND IT'S THE RESOURCE WE HAVE. IT'S NOT THE BEST OR MOST EFFICIENT RESOURCE OUT THERE. AND SO, UM, YOU KNOW, AND I'M SURE AT ONE TIME IT WAS GOOD, BUT IT'S VERY ANTIQUATED NOW. AND THAT'S THE BIGGEST PROBLEM. AND THEN THE OPPORTUNITIES TO HAVE MORE ENGAGING LESSONS OR DO A HANDS-ON ACTIVITY, WHICH I THINK MOST OF US WOULD RATHER DO, UM, BECOMES A CHALLENGE. BECAUSE I, I DON'T FEEL CONFIDENT OR I KNOW I CAN'T STRAY FROM THAT. SO I'M USING A POWERPOINT THAT'S AN OLD POWERPOINT [00:25:01] THAT'S NOT ENGAGING FOR STUDENTS. AND THEN I HAVE HANDOUTS WHICH ARE NOT NECESSARILY ENGAGING FOR STUDENTS. AND SO THAT'S NOT HOW I TEACH. SO THAT BECOMES A CHALLENGE, BUT THERE'S NOTHING I CAN DO ABOUT IT. THE INFORMATION THAT THE STUDENTS ARE NOT OBTAIN, WHAT ARE THE RAMIFICATIONS? I'M TRYING TO THINK OF WHAT, WHAT SOMETHING IS, AND THEN WHAT SOMETHING'S NOT. SO WE MAKE A BLANKET REGULATION AT A STATE LEVEL SAYING, ONE SHOULD NOT DO X, Y, Z. WHAT ARE THE RAMIFICATIONS OF STUDENTS NOT HAVING KNOWLEDGE AND EDUCATING THOSE WHO MAKE THESE TYPE OF REGULATIONS IN REGARDS TO WHAT ARE THE RAMIFICATIONS WHEN A STUDENT DOESN'T LEARN ABOUT X, Y, ZI, I, I'M JUST ASKING. UM, I'M NOT IN EITHER, BUT DOES THAT MAKE SENSE WHAT I'M MM-HMM . YOU KNOW, AND, AND BY NO MEANS IS IT MY BACKGROUND TO THE COMPLEXITY OF THOSE OF YOU WITH THE COMMITTEE, AND THAT'S WHAT I'M JUST MM-HMM . POSTURING THAT QUESTION MM-HMM . RIGHT. THAT IF THERE WAS A WAY OF ADDRESSING LOGICALLY THAT THIS IS WHAT WE HAVE TO ABIDE BY, THIS IS WHAT WE'RE NOT BEING ABLE TO PROVIDE. CAN WE HELP PUSH THE PEN TO APPROVE, THEN MM-HMM . THE AVAILABILITY OF UPDATED MATERIALS. DOES THAT MAKE RIGHT? YEAH. I THINK THAT'S GOOD. UH, AND I AGREE WITH YOU, AND I THINK THAT'S GOING TO TAKE, GETTING THE STATE ON BOARD WITH UPDATED MATERIALS. WE NEED TO, THERE NEEDS TO BE THAT THE STANDARD, THAT GONNA BE THE STANDARDS BEFORE THE MATERIALS. WE NEED THAT. AND THAT'S THE PIECE THAT IS A LITTLE LAGGING BEHIND. AND IF YOU LOOK ACROSS THE BOARD, THIS STATE'S BEHIND ON A COUPLE AREAS TO BE A SECOND, THIRD TIME. AND DR. CHER WAS 20 YEARS, HE'S A ONE MAN DEPARTMENT ON THE STATE LEVEL, WHICH SHOWS, AND HIS, THESE WERE HIS WORDS THAT SHOWS THE PRIORITY ON THE STATE'S LEVEL, BECAUSE HE SAID IF YOU, IF YOU'RE IN THE MATH DEPARTMENT, THERE'S A WHOLE PARKING LOT OF MATH MM-HMM . SO, UM, HE, HE IS LITERALLY OVER ALL THE THINGS FOR THE ENTIRE STATE. HE IS A ONE-MAN SHOW. AND I CAN SAY, JUST GOING BACK FROM THE SKATER CONFERENCE, WHICH IS THE HEALTH AND PHYSICAL EDUCATION CONFERENCE, I LITERALLY GOT BACK LAST NIGHT, UM, WAS THIS PAST WEEKEND. AND SOME, SEVERAL OF THE SESSIONS THERE WERE, UH, ONE IN PARTICULAR THE UNIVERSITY PROFESSORS FROM ABOUT FOUR OR FIVE DIFFERENT SOUTH CAROLINA UNIVERSITIES, UM, THAT TEACH HEALTH AND PHYSICAL EDUCATION. AND IT'S A FRUSTRATION FOR THEM TOO, BECAUSE THEY'RE TRYING TO ADVOCATE AS WELL. UM, THERE'S A WHOLE GROUP OF US THAT ARE LIKE READY TO SEE STANDARDS CHANGE AND, AND UPDATED AND, UM, GET BETTER RESOURCES FOR OUR KIDS. BACK TO YOUR QUESTION, I THINK HISTORICALLY, IF YOU LOOK AT DATA OF INSTANCES OF TEEN PREGNANCY AND STD RATES AND, UM, YOU KNOW, ALL THOSE COMPONENTS THAT ARE INVOLVED IN REPRODUCTIVE HEALTH THAT ARE CAPTURED WHEN YOU GO TO A MEDICAL OFFICE IN DHC, WHICH I KNOW IS A DHC ANYMORE, BUT, UM, AND SHOW LIKE WHEN CURRICULUM IS BEING IMPLEMENTED VERSUS WHEN CURRICULUM IS NOT, IT SPIKES IN DATA. RIGHT? RIGHT. UM, THE FIGHT TO THAT IS, YOU KNOW, I TEACH ABOUT STDS, PEOPLE GO TO THE DOCTOR AND OH, THERE'S A SPIKE IN STDS BECAUSE, YOU KNOW, PEOPLE ARE NOW EDUCATED AND THEY KNOW THEIR SIGNS AND SYMPTOMS, AND SO THEY'RE GOING TO THE DOCTOR. BUT OVER TIME, THAT SHOULD PLATEAU AND START TO FALL, BECAUSE NOW WE HAVE EDUCATED OUR STUDENTS ON OUR COMMUNITY ON WHAT TO DO. AND, AND WE SHOULD BE LOOKING AT THE DATA OF REMEDY, NOT ON THE DATA. OKAY. RIGHT. RIGHT. IF IT'S A REMEDY, THAT'S ACTUALLY THE GOOD THING. RIGHT. SO, BUT HISTORICALLY, 'CAUSE WHEN I WAS IN NORTH CAROLINA, WE WENT THROUGH A SIMILAR, A SIMILAR PROCESS. SO CONSTANCE, COMMUNITY ENGAGEMENT TOPIC, IT SOUNDS LIKE THERE'S IS ALWAYS GOING TO BE A GAP IN EDUCATION ROLE IN THIS TOPIC. MAYBE WE CAN LEAN ON COMMUN COMMUNITY TO FILL IN THE GAP NOT TO COME INTO SCHOOL. SHE JUST MEANS TO USE THEM. MM-HMM . AS AN OUTSIDE RESOURCE, LIKE REFER KIDS FOR THIS. HEY, THERE'S A GREAT, BUT IS THAT A SLIPPERY SLOPE TOO? ARE WE NOW LIABLE BECAUSE I REFER, REFERRED A STUDENT TO X, Y, Z AND YOU DON'T REFER A SCHOOL COUNSELOR YET. SO WE, AND THERE'S GROWING PAINS BECAUSE I MEAN, BEFORE THIS COMMITTEE REALLY TOOK IT SERIOUSLY, THIS WAS, WE WERE NOT, THIS WAS, THIS WAS WAY IN THE RED. YES. SO THERE'S GONNA BE GROWING PAINS. AND I'VE REMINDED A COUPLE OF TEACHERS WHO WERE HIRED BETWEEN THE GAP, OH, WE'VE NEVER DONE THIS. WE'VE NEVER DONE THIS. YOU'VE NEVER DONE THIS BECAUSE YOU'VE ONLY [00:30:01] BEEN HERE FOR THIS MANY YEARS. WE ACTUALLY HAVE BEEN DOING IT. IT JUST GOT IN THE WRONG DIRECTION FOR A MINUTE. AND NOW IT'S BACK TO WHERE IT IS. SO THERE'S GONNA BE, YOU'RE GONNA HAVE TO GET SOME PATTERN AND SOME TRACK, YOU KNOW, SUBTRACTION TO MAKE IT NICELY SAID. YEAH. IT'S NOT GONNA BE A SMOOTH TRANSITION. NO. BUT WE'RE MOVING IN THE RIGHT, AND THAT'S WHY I DON'T TAKE COMMENTS PERSONALLY WHEN THEY SOMETIMES SEEM REALLY AT THIS POINT, REALLY EDGY, BECAUSE IT'S LIKE, I, I HEAR WHAT YOU'RE SAYING. IEI EMPATHIZE WITH YOU AND I, BUT HOW CAN I HELP, YOU KNOW, HOW CAN I MAKE IT BETTER? WHAT CAN I DO? WELL, I DON'T KNOW WHAT WE CAN DO FOR THEM. I DON'T IN THE SHORT RUN, BUT I MEAN, YOU KNOW, WE, WE TALKED LAST YEAR ABOUT THE PROBLEMS WITH THE MATERIAL. AND, UH, AND WE'RE, UH, MENTIONING THAT AGAIN TONIGHT, AND WE'RE, UH, ACKNOWLEDGING THAT THERE'S A LIMIT TO WHAT WE CAN DO ABOUT THE MATERIAL. IT'S UP TO THE STATE TO DO THAT. BUT THERE'S NO REASON WHY WE CAN'T, YOU KNOW, UH, LET THE SCHOOL BOARD KNOW AND LET THE, UH, STATE KNOW THAT, YOU KNOW, WE BELIEVE THAT IT'S TIME TO UPDATE MATERIAL. IT'S NOT GONNA HAPPEN LIKE THAT. BUT AT LEAST, UH, IT'S GOTTA START FROM SOMEWHERE. AND SO FOR US TO LET THEM KNOW THAT, THAT THAT'S SOMETHING THAT NEEDS TO BE, BE DONE MM-HMM. WILL HELP SOME, YOU KNOW, I, I STILL NEED TO LISTEN MORE AS TO, UH, WHAT WE CAN DO IN THE SHORT, YOU KNOW, TO HELP. BUT I'M NOT SURE I HAVE AN ANSWER. WELL, ANOTHER THOUGHT THAT I HAD WAS, UM, THE DISTRICT I CAME FROM, WE TOOK THE STATE MATERIAL, BUT WE CREATED OUR OWN PACKET OF LESSONS FOR OUR TEACHERS. FOR ALL GROUPS. YEAH. UM, YES, MOSTLY MIDDLE AND HIGH. UM, BECAUSE ELEMENTARY WAS TAUGHT DIFFERENTLY. BUT, UM, THAT WE COULD HAVE A LITTLE HANDS-ON ACTIVITY TO REINFORCE, BECAUSE I WOULD SAY ALSO TOO, PROBABLY 90 TO 95% OF THE LESSONS IN THIS CURRICULUM IS LIKE, UM, CHARACTER DEVELOPMENT AND SOCIAL HEALTH AND FRIENDSHIPS AND PEERS, AT LEAST AT THE MIDDLE SCHOOL LEVEL. UM, WHERE I FEEL LIKE THERE'S A LITTLE BIT MORE ROOM TO HAVE THAT HANDS-ON ACTIVITY THAT'S GONNA GIVE 'EM THAT QUICK. OH, OKAY. I UNDERSTAND NOW WHAT ACTIVE LISTENING IS, OR OH, I UNDERSTAND NOW. UM, YOU KNOW, WHAT IT MEANS TO SHOW EMPATHY, UM, VERSUS IT BEING, YOU KNOW, OBVIOUSLY WHEN YOU START GETTING INTO STDS AND CONTRACEPTION AND THAT SORT OF THING, IT'S A LITTLE BIT DIFFERENT. UM, BUT WOULD THAT BE SOMETHING THAT WE COULD DO AS A DISTRICT TO HAVE A CORE OF TEACHERS, YOU KNOW, HELP CREATE SOMETHING, QUOTE, CURRICULUM WRITING? YES. , IT'S WHICH IT HAVE TO BE THROUGH C. YES. YES. SO THAT'S QUOTE, CURRICULUM WRITING WORK FOR THE COORDINATED SERVICES THAT EMILY PUTS FORWARD. AND THEN FROM EMILY'S TEAM OF CURRICULUM WRITERS THAT WOULD COME FROM HAC FOR REVIEW OF WHAT IS UNDER THE HAC PURVIEW. RIGHT. SO THE FEELING GOOD TYPE OF, OF LESSON WOULD NOT BE HAC, RIGHT. OR THE GOOD TOUCH WOULD BE HAC BY PUTTING IT IN THAT LANGUAGE. RIGHT. 100. SO YOU CAN SEPARATE THE TWO. AND THAT MEANS STARTING CURRICULUM WRITING EARLY ENOUGH. BUT I WANNA GO BACK TO THE FACT WE NEED TO TRY IDENTIFY THE GAPS THAT EXISTS FIRST. AND AS WE'RE GOING BACK TO WHAT CINDY SAID, TO ASK THE TEACHERS THE QUESTION OF, YOU KNOW, HEAR FROM THEM, LIKE, WHAT IS MISSING? WHAT ARE THE GAPS? WORK OFF OF THOSE QUESTIONS FIRST TO DEVELOP PAT, RIGHT? WE ALREADY HAVE A FOOTPRINT, WE HAVE A FORMAT, RIGHT? MM-HMM . FRAMEWORK DESIGN. WHAT IS MISSING FROM THAT FRAMEWORK IN ORDER THEN TO HAVE CURRICULUM WRITING, THEN BRING THAT WRITING TO THE HAC FOR REVIEW. I THINK THAT, AND DOES THAT MAKE SENSE WHAT I'M SAYING? MM-HMM . WHO DOES THE CURRICULUM WRITING THE MAGICAL WORK. OKAY. CURRICULUM WRITING TEAM HAS PUT TOGETHER, ASSEMBLY, IDENTIFIES IT, AND WE COULD ADD THAT SADDLE KNOW THE AREAS THAT WE WERE LOOKING FOR BASED ON YOUR GREAT QUESTION ABOUT THE GAPS. WE COULD ADD THAT ON. THESE ARE THE AREAS THAT WE REALLY WANT TO MAKE SURE WE HAVE COVERED. YES. WE COULD ADD THAT TOO THERE. THAT WOULD GIVE US OUR CHECK-IN POINT, BUT I STILL WOULD NOT STOP AT NOT GETTING AN AWARENESS CREATED. OH, FOR SURE. TO THE STATE LEVEL. OH. OF WHAT IS NUMBER ONE, WHAT IT IS AND WHAT IT'S NOT. AND WHAT IT'S NOT IS REALLY HURTING US. IT'S HURTING THE WHOLE STATE. WELL, I'M GONNA PLEAD IGNORANCE 'CAUSE I DON'T KNOW, BUT IS THERE [00:35:01] A METHOD OF COMMU OF REGULAR COMMUNICATION BETWEEN THIS DISTRICT AND THE STATE DEPARTMENT OF EDUCATION? HIS FAMILY INTO OUR STATE COURT COORDINATOR? IS HE A DIRECTOR COORDINATOR? HE, HE'S A COORDINATOR. HE'S A COORDINATOR. BUT I MEAN, TO MOVE IT UP BEYOND THAT, IF HE HAS THERE IS ONE. OKAY. THERE IS ONE, BUT IT IS TECHNICALLY OUT OF THIS ROOM. OKAY. BUT THERE IS ONE, IT ACTUALLY CAN GO TO A FEW PLACES. AND OUR INSTRUCTIONAL ROUND TABLE MM-HMM . WHICH INDIVIDUALS AS MYSELF OR DIRECTORS OF SECONDARY EDUCATION, WHERE CAMERON REPRESENTS US BIMONTHLY NOW. YEAH. AND THAT COULD BE BROUGHT FORWARD AS WELL TO THE INSTRUCTIONAL ROUND TABLES, THE SECONDARY ROUND TABLES. AND THEN THERE ARE OTHER AVENUES OUTSIDE OF OUR SCOPE, BUT I'LL FOCUS ON WHAT'S IN MY LANE. MM-HMM. SO WE, WE DO HAVE A, A, SO DR. BENNETT AND I TALK OFTEN WHEN HE, HE'S HOW I FEEL. I, I APPLAUD THAT. BUT HE SEEMS TO BE, HE FEELS LIKE HE'S, HE'S POWERLESS. YES. HIS HANDS ARE TIED AND YOU NEED TO FIND THE POWER THAT YOU CAN, IT NEEDS TO GO ABOUT THAT. SO DID SHE PUT INSTRUCTIONAL, ABBY? WHAT IS HER LAST NAME? SHE, SHE'S VERY GOOD. SHE'S VERY GOOD. AND I LIKE HER. SHE MAY BE SOMEONE, UM, SO WHAT IF WE INVITED MAYBE SOMEBODY FROM THE STATE BOARD, OR OUR LOCAL LEGISLATOR ISN'T THE LADY WHO'S THE HEAD OF THE SHANNON EDUCATION COMMITTEE. NURSE SHANNON LADY, MAYBE. I MEAN, SINCE WE ZOOM, WOULD IT BE POSSIBLE TO HAVE THEM MAYBE COME TO ONE OF OUR MEETINGS AND SAY, AND HAVE THAT CONVERSATION? I WOULDN'T GET TO THAT PATH UNTIL WE GET TO A LEVEL THAT WE'RE VERY DEFINITIVE AT PRACTICE. YEAH. UM, ONLY BECAUSE IT OPENS UP, COME BACK AROUND YEP. INTO A WHOLE DIFFERENT LIGHT. GOT IT. RIGHT. WE HAVE TO KNOW WHAT IT IS AND WHAT IT'S NOT. AND I MEAN THAT YEAH. WITH HIGH RESPECT. AND WHAT IS THE RESULT OF NOT TEACHING THIS? DOES THAT MAKE SENSE WHAT I'M SAYING? WELL, OR THE POTENTIAL RESULT. 'CAUSE IT'S NOT DEFINITIVE, BECAUSE IT, WE HAVE MEASURED IT. IF WE VERY CAREFUL THAT AND WHAT, AND WHAT IF THEY HEAR WHAT YOU, YOUR FIRST SUGGESTION WAS TO, TO ALLOW THE SCAFFOLDING OF SOME OF IT TO WHERE, YOU KNOW, I THINK THAT WOULD BE A, THAT WOULD BE AN AMAZING FIX. THAT WOULD BE, IT WOULD BE. BUT NOW I HAVE TO ALIGN INSTRUCTIONAL MATERIALS. I THINK WE NEED TO BE VERY INTENTIONAL ABOUT WHAT WE ASK ABOVE US. IF WE'RE GOING TO REACH OUT TO THE STATE, I THINK WE NEED TO HAVE A PLAN THE ROUTE THESE GAPS ARE, GET IT CLEAN. AND I THINK IT SHOULD BE IN WRITING. SO THE CURRICULUM WRITING NEEDS TO BE DONE FIRST, OR I THINK DEEPER INQUIRY FIRST. YES. I WOULD NEEDS TO BE REFINED YEAH. AS TO WHAT'S THE NEXT BEST STEPS. AND AGAIN, I, I PITCHED THAT TO YOU AS THE COMMITTEE MEMBERS. UM, BUT I WOULD, THAT WOULD BE A RECOMMENDATION. AND WE'LL DO THE CURRICULUM WRITING. EITHER WAY. WE DO THAT EVERY SUMMER, BUT BASED ON DR. STRATA SAID, WE JUST SAID WE COULD MOVE THAT UP IF I'M NOT MISTAKEN. ABSOLUTELY. SO WE'LL MOVE THAT OUT TO VERY SHORTLY AND GET STARTED ON THAT TOMORROW. NOT TOMORROW. WELL, I JUST MEAN TO ADD TO YOUR WORKLOAD, BUT I THINK THE TEACHERS WOULD BE EXCITED TO KNOW THAT SOMEBODY'S LISTENING ALWAYS. BUT, YOU KNOW, AS A GENERAL RULE, SOMEBODY'S PAYING ATTENTION AND WE, WE NEED SOME HELP HERE. AND OH, THEY'RE WORKING ON IT. AND THAT'S, AND, AND ALWAYS APPRECIATIVE WHEN SOMEBODY COMES BACK WITH A, HEY, SO I HEARD YOU SAY THIS AND THIS IS WHAT I'M TRYING TO HELP YOU UNDERSTAND. I MEAN, THAT'S, THAT'S THE JOB OF BEING THE PERSON THAT TRIES TO BRIDGE THE TWO, IS YOU WANNA HELP. I KNOW I 46 COUNTIES, THERE ARE COUNTIES WHERE THIS WHOLE THING THAT IS PROBABLY NOT BEING ADDRESSED AT ALL. SO WE ARE IN THE FOREFRONT BY AT LEAST GOING THROUGH ALL OF THESE EFFORTS AND THEN WANTING TO MAKE IT EVEN BETTER, MAKE THINGS MORE ACCESSIBLE FOR THE TEACHER SO THEY CAN CONTINUE THEIR COMMUNICATION WITH THE STUDENTS. EXCESSIVE FACULTY HAD SO MANY EDUCATORS AND REPRESENTED FROM EVERY SCHOOL SHOWS INTEREST IN ITS PROFESSIONALS. AND I CAN TELL YOU FROM PREVIOUS EXPERIENCE, IT'S BEEN A MINUTE, BUT THE STUDENTS WANT TO KNOW MM-HMM . THEY WANT TO KNOW WHAT'S GOING ON BECAUSE WHAT THEY HEAR OR READ ON THEIR PHONES OR WHATEVER ELSE, IT'S NOT ALWAYS ACCURATE. AND, UM, IT'S BETTER FOR THEM AS THEY MOVE FORWARD IN LIFE TO HAVE FACTS. AND THEIR TEACHER MIGHT BE THE ONLY PERSON THAT TOLD THEM YES. ACCURATE INFORMATION. YES. BECAUSE THEY MIGHT NOT HAVE AN ADULT AT HOME. AND I CAN TELL YOU MOST PARENT, MANY, MANY PARENTS DON'T WANT TO APPROACH REPRODUCTIVE HEALTH. YES. THEY DO. NOT TO THIS LEVEL, NO. OR EVEN THE CONVERSATION OF ABUSE. YES. MM-HMM. UM, BECAUSE ALL THE FEEDBACK [00:40:01] PREACH TOO MUCH, BUT HAS BEEN VERY EFFECTIVE. THE WORK THAT'S BEEN CONDUCTED BY KAPPA MM-HMM . AND STUDENTS. IT IS HEARTBREAKING. IT IS HEARTBREAKING BECAUSE IT'S, IT'S, IT'S, IT'S MOVING MOUNTAINS. IT'S REALLY, IT'S REALLY EFFECTIVE ON A CONFIDENTIAL SPOT, BUT IT'S BEEN BENEFICIAL, REALLY BENEFICIAL HEARING. YEAH. GREAT CONVERSATION. THANK YOU. I'LL BELIEVE THAT MR. SMITH WOULD LIKE TO SPEAK. GO AHEAD, MR. SMITH. OH, YEAH. NO, I WAS JUST GONNA SAY, I, I BELIEVE THAT, THAT, THAT, THAT, THAT IS VERY TRUE. AND, UM, IT'S INTERESTING BECAUSE, UM, I'VE TALKED TO SOME PARENTS WHO SAID THAT, YOU KNOW, UM, THEY WOULDN'T EVEN SURE HOW TO EVEN START THE CONVERSATION WITH THE BIRDS AND THE BEES WITH THEIR KIDS AND, AND DIFFERENT THINGS LIKE, LIKE, LIKE, LIKE THAT. SO, UH, WE TALK ABOUT SOMETHING THAT, OF THIS MAGNITUDE. I THINK THAT IS, THAT, THAT IS VERY TRUE. SOME PARENTS DON'T, UH, ALWAYS KNOW HOW OR ARE EVEN AVAILABLE TO EVEN SOMETIMES TO HAVE THOSE CONVERSATIONS. SO THE, SO, SO THIS, THIS TOPIC IS, IS VERY, IS VERY RELEVANT. WANNA PUT THAT OUT THERE? THANK YOU ALL FOR YOUR HARD WORK. THANK YOU. IS THAT THAT SEGUE INTO THE YEAH, WELL, NO, ALMOST. SO UNDERNEATH IT, IT SAYS, AND I DON'T KNOW, WE KINDA JUST WANNA MAKE SURE WE ADDRESS IT. THE NEXT THING UNDER THAT IS THE PROGRAM ALIGNMENT AND ACTION STUFF. SO I GUESS THAT'S KIND OF, I THINK WE, I THINK WE HAVE, WE, I JUST WANNA MAKE SURE THAT NOBODY ELSE SAID, GUIDE ALL THAT AND THEN BRING IT BACK. SO IN ORDER, I, I THINK INCREASING SOME MORE FEATURE INPUT. MS. MCKINSEY, I'M OPPOSED TO FIND OUT WHAT ARE THE AREAS THAT THEY'D LIKE TO GO DEEPER IN. WHAT IS SOME OF THE AREAS THAT SUBJECT, YOU KNOW, TO REGULATION HAS NEGATIVE IMPACT RIGHT. ON STUDENT LIVES. I THINK THAT'S IMPORTANT SO THAT, THAT CAN COME TO THE TABLE AS WELL. OKAY. AND THEN LOOK AT A WAY TO, UM, DEVELOP SOME CURRICULAR IN THAT AREA. MM-HMM . AND THEN ALSO LOOK AT THE OPTION OF BREAKING IT UP WITHIN THREE YEARS. OKAY. BECAUSE THAT IN ITSELF WILL, THE REGULATION DOESN'T SAVED BY MINUTES. YEAH. WE CAN SO COMPLIANCE WITH THE CONTENT. YES, MA'AM. OKAY. GOTCHA. SO IT'S FOUR UNITS INSTEAD OF SIXTH YEARS AND SIXTH GRADE. YES. I LIKE IT WITH A REVIEW. THERE HAS TO BE THAT CUMULATIVE REVIEW THAT YOU START, THAT ACTUALLY IS A REALLY GOOD WAY FOR US TO LOOK AT IT THOUGH. YEAH, I THINK, YEAH, I DEFINITELY WANNA START OFF. OKAY. THANK YOU. YES, MA'AM. ALL RIGHT. SO I JUST WANNA ASK THIS COMMITTEE AGREEMENT THAT I APOLOGIZE, , I'M GETTING , IF, ARE YOU ALL IN AGREEMENT WITH THAT APPROACH? YES, MA'AM. MA'AM. ALL RIGHT. SO, UM, MS. EMILY AND I ATTENDED THE SOUTH CAROLINA ASSOCIATION FOR HEALTH PHYSICAL EDUCATION, RECREATION AND DANCE, ALSO KNOWN AS SKYFORD CONFERENCE. UM, THIS PAST WEEK IN MYRTLE BEACH AND ON THIS PAST FRIDAY, UM, WE WERE PRESENTED WITH THE OUTSTANDING CONTRIBUTION TO HELP AWARD FOR THE HAC. SO WE HAVE A VERY NICE PLAQUE THAT WILL GET, BUT WE ALSO WERE, UM, RECEIVED CERTIFICATES FOR ALL THE HAC MEMBERS. SO, AND IF YOU WANTED A A PROGRAM, WE, WE, WE WENT AROUND AND SNACKS AT THE END OF THE NIGHT. MAKE SURE WE HAD ENOUGH. HERE'S HERE, I KNOW YOU TWO ARE DOWN THERE. OH, HERE WE GO. I CAN PASS THOSE DOWN. GO AHEAD. SO THANK YOU ALL AGAIN. I MEAN, I, AND I THINK TODAY'S CONVERSATION WAS JUST ANOTHER THANK YOU. UM, JUST THANK YOU. EXEMPLARY REASON WHY, UM, CONSTANT YOU GUYS WERE, UM, RECOGNIZED FOR THIS AWARD. JUST YOUR THOUGHTFULNESS AND YOUR HARD WORK AND DEDICATION, UM, AND, YOU KNOW, IN A VOLUNTEER POSITION, UM, MONTH AFTER MONTH, UM, AND THE HOURS THAT YOU GUYS HAVE PUT INTO IT. UM, ARE WE GONNA SHOW THE, THE, I DID DO A VIDEO FROM MY PHONE, BUT WELL, YOU COULD JUST, IF YOU SUBMITTED IT, CAN, CAN YOU WANNA JUST READ WHAT IT, WHAT THEY, SHE REPEATED BACK? WHAT? OH, OKAY. YEAH, YEAH. LET'S SEE. GIMME A SECOND TO PULL IT UP. WE CAN THINK ABOUT THAT. YOU SAY, IT SAYS SOMETHING WHEN COMMITTEE HAS, HAS NOT BEEN WORKING FOR MANY, MANY, MANY YEARS, BUT FOR A SHORT TIME FOR THE WORK TO BE RECOGNIZED AT A STATE LEVEL SAYS SOMETHING. AND IT MIGHT [00:45:01] GO BACK TO THE COMMENT YOU MADE A MINUTE AGO, IS HOW MANY YOUNGER DISTRICTS ARE STRUGGLING WITH THIS? AND I THINK NOW WE CAN SAY THAT WE'RE KIND OF LIKE AHEAD OF THAT PACK THANKS TO ALL OF Y'ALL'S WORK. UM, SO PASS THIS DOWN. CONGRATULATIONS. YES. WHAT A WONDERFUL, SO, UM, THE BIO THAT I WROTE WAS THE BUFORD COUNTY SCHOOL DISTRICT HEALTH ADVISORY COMMITTEE IS A VOLUNTEER GROUP OF DEDICATED COMMUNITY MEMBERS THAT CONTINUES TO POUR INTO B-B-C-S-C WITH THEIR EXPERTISE IN GIVING UP THEIR TIME. OVER THE PAST YEAR, THE COMMITTEE HAD GONE ABOVE AND BEYOND EXCEEDING THE NUMBER OF REQUIRED MEETINGS BY ALMOST TRIPLE AS THEY WORKED THROUGH THE REVIEW OF HEALTH EDUCATION MATERIALS INVOLVING REPRODUCTIVE HEALTH CAREER. THIS INCLUDES REVIEWING TWO ENTIRE TEXTBOOKS, TOTALING OVER 1200 PAGES OF TEXT, 40 POWERPOINT PRESENTATIONS IN 89 ANCILLARY RESOURCES. ADDITIONALLY, THEY REVIEWED PROGRAMS AND MATERIALS FOR AARON'S LAW AND GAVIN'S LAW. THEIR REVIEW WAS PRESENTED TO THE BUFORD COUNTY SCHOOL DISTRICT ACADEMIC COMMITTEE, AND ULTIMATELY THE WHOLE BUFORD COUNTY SCHOOL DISTRICT SCHOOL BOARD. EACH COMMITTEE MEMBER DEDICATED MANY HOURS OVER AND ABOVE WHAT WAS REQUIRED IN AN EFFORT TO NOT ONLY BE IN COMPLIANCE WITH THE STATE, BUT ALSO EQUIPPED THE DISTRICT'S TEACHERS IN SCHOOLS WITH CURRICULUM APPROPRIATE FOR ALL STUDENTS. CONSEQUENTLY, THEIR EFFORTS AND COMMITMENT TO BEAUFORD COUNTY SCHOOL DISTRICT HAS MADE A SIGNIFICANT IMPACT ON EVERY STUDENT AND HEALTH EDUCATION TEACHER IN THE DISTRICT FROM TRAINING TEACHERS AND OTHER SCHOOL PERSONNEL TO LESSONS BEING TAUGHT IN ALL SCHOOLS. AND IF YOU TOLD US ALL THOSE PAGES BEFORE WE STARTED , IT WAS NOTHING AND FEEDBACK. OKAY. FIRST SHARING. OH, YEAH. THEIR FEEDBACK WAS VERY DETAILED. YES. DOWN PAGE SENTENCE PARAGRAPH. BEAUTIFUL. AND WHEN I WENT OVER IN THE CORNER AND I HAD ALL THIS IN FRONT OF ME, MY WIFE CAME IN AND SHE SAID, WHAT ARE YOU DOING? AND I SAID, MY HOMEWORK AWAY FROM WORK BACK WITH THE PICTURES. I'LL JUST SHARE IT WITH YOU. OKAY. YOU GOT A COMMENT? WILLIAM HAS HIS HAND RAISED. OH, OKAY. YEAH. OH, YOU READY? ARE YOU READY FOR ME TO SPEAK OR? YES. OH, I WAS GONNA SAY, UH, COULD WE BRING THIS TO, UH, BEFORE THE FULL BOARD BECAUSE, UH, UNDER ACADEMICS OR SOMETHING, BECAUSE, UH, YOU ALL DEFINITELY SHOULD BE, UH, SHOULD BE PUBLICLY APPRECIATED AND THE PUBLIC SHOULD, SHOULD KNOW ABOUT THIS IS DEFINITELY SOMETHING GOOD AND APPRECIATIVE. AND YOU ALL SHOULD BE PUBLICLY ANONYMOUS ABOUT THIS. AND I UNDERSTAND Y'ALL WAS ANONYMOUS SOMEPLACE ELSE, BUT UPON THE FULL BOARD. I, I, I THINK IT IS. WHAT IS, WHAT THIS DESERVES? WELL, IF, IF MR. SMITH, UM, I, I'LL SPEAK STEPHEN PERSPECTIVE FROM ISD, UM, THAT WOULD HAVE TO HAPPEN THROUGH YOUR AGENDA SETTING. IF YOU CAN MAKE THAT RECOMMENDATION, UM, BOARD MEMBER I CANNOT, BUT IT CAN, AND I CAN MAKE A RECOMMENDATION TO, UM, COMMUNICATIONS FROM A POINT OF CELEBRATION FROM THAT PERSPECTIVE, OR THROUGH THE SUPERINTENDENT. I COULD ASK DR. RODRIGUEZ ON A SUPERINTENDENT ANNOUNCEMENT. SO THOSE ARE OPTIONS THAT I COULD, I COULD LOOK INTO TWO OUTTA THE THREE OF 'EM. WELL, GOT YOU. I GOT YOU. BUT I, I FIGURED, I THOUGHT THAT MAYBE SOME OF THE, SOME OF THE, UH, ACADEMIC I, I, I WOULDN'T SURE I WAS, I WAS THINKING MAYBE SOME OF THE ACADEMICS COMMITTEE MEMBERS COULD POSSIBLY BRING THIS FORWARD AND, AND, AND WELL MAKE ACKNOWLEDGEMENT TO THE, TO THE BOARD BECAUSE THEY, BEING THAT THEY FALL UNDER ACADEMICS, I WAS WONDERING COULD THEY, I WENT UNDER THE ACADEMIC, UM, UPDATE. COULD THIS BE SOMETHING THAT, THAT, THAT I WAS PRESENTED AFTER THAT. THAT'S, THAT'S, UH, BUT YET, BUT WE, BUT YEAH, IT WAS MORE, I THOUGHT WAS MORE OF THAT. UH, MRS. UM, UH, MRS. UH, DR. DR. UM, HOLD ON. S YES MA'AM. IT'S AN EXCELLENT, WHERE YOU GOING? THERE IS AN ACADEMIC COMMITTEE BEING CONDUCTED ON THURSDAY AGENDA. I COULD ASK FOR A MOMENT FOR ANNOUNCEMENT AND THEN I CAN BE PART OF OUR ANNOUNCEMENT. I'LL, MS. MCKINSEY WILL BRING THIS FORWARD, THE AWARD TO ACADEMIC COMMITTEE ON THURSDAY. I'LL BE AVAILABLE ELECTRONICALLY AND, UH, ABSOLUTELY. IS THAT OKAY? YES. THAT'S AN EXCELLENT RECOMMENDATION. AND I'VE ALREADY, SO THANK YOU. THE PICTURE, IF YOU WANNA USE THIS. YEAH. THANK, OKAY. THANK YOU. YES MA'AM. THANK YOU. SO MAYBE YOU COULD SHOW THE VIDEO AT THAT TIME. I BELIEVE THERE WAS A VIDEO THAT Y'ALL HAD THERE. WELL, IT'S JUST WHAT AMY JUST SAID AND THEY USE THAT. SO LET, I'LL JUST FORWARD YOU THE, IF YOU'LL FORWARD IT TO, [00:50:01] I CAN HAVE TO SEND IT. IT'S MRS. BERRY. YEAH, I'LL SEND IT TO BOTH OF YOU. OKAY, THANK YOU. I DO THINK THE WORK OF THIS GROUP SHOULD BE I ABSOLUTELY AGREE. UM, JUST AS AN FYI, THE NEXT, UH, FULL BOARD MEETING, DECEMBER 9TH IS DECEMBER 9TH AND THAT MEETING WILL BE HELD ON YEAH. HEAD. YES. SO THAT'S JUST TO LET YOU CLEAR. WOULD YOU RECOGNIZE PEOPLE ELECTRONICAL? YES. LET'S SEE. CASE. OH, EXCUSE ME. I SEE FRIENDS SEND TEXT MESSAGES. ALRIGHT. UM, ARE THERE ANY FUTURE TOPICS THAT WE WANNA HAVE FOR OUR NEXT, UM, DR. STRATAS? UM, ONE IS TO RECOGNIZE JUST ON, FOR BYLAWS, I JUST WANNA SHARE THAT THE BOARD FULLY, UH, APPROVED THE MOTION. SO IT'S NOT TECHNICALLY A FUTURE TOPIC, IT'S JUST INFORMATION. OKAY. ON THE TWO DAYS. UM, ABOUT THE ATTENDANCE, UM, ABSENCES. OKAY. I WANTED TO SHARE THAT. SO THAT UPDATE TO OUR BYLAWS. SO I THINK BRINGING THAT FORWARD, JUST A COMPLETED BYLAW BACK TO THE TABLE. OKAY. WOULD BE RESPECTED. AND WE CAN BRING MAYBE SOME OF THE INFORMATION THAT WE ASKED TODAY. ADDITIONAL INPUT FROM THE TEACHERS. I HAVE THAT. I'LL GIVE THAT, THAT, SO WE'LL HAVE AN UPDATED HOT COPY. THE BYLAW AND THEN ADDITIONAL. ADDITIONAL, YES MA'AM. OKAY. RIGHT. ALRIGHT. ANYTHING ELSE FROM ANYBODY? NO, IT'S JUST, UH, ACTUALLY HADN'T REALLY READ ALL THE, UH, LAST MONTH SINCE I WASN'T HERE. AND I WAS LOOKING AT LAST MONTH ACTION AND I WASN'T SURE WHAT THIS TRAFFIC BOOTH AC IS ABOUT. THAT'S THE GAVIN'S LAW. AARONS LAW. THAT'S, THAT'S WHAT THAT IS. THAT'S THE PROGRAMMING WE'RE USING FOR THE HIGH SCHOOLS. MM-HMM . THROUGH THE ATTORNEY GENERAL'S OFFICE. IT'S A BRAND NEW PROGRAM THAT THEY PUT TOGETHER. AND SO WE JUST SORT OF DID AN OVERVIEW OF IT. THANK YOU. MM-HMM . ALL RIGHT. UM, ARE YOU ALL MEETING IN DECEMBER? ARE YOU MEETING IN JANUARY? WHEN WOULD YOU WANT YOUR, WHEN, WHEN? OR JUST CALL IT WHEN IT'S AVAILABLE. SO SOMETHING LATTER PART OF JANUARY, BECAUSE I KNOW TEACHERS ARE GONNA BE, SEPTEMBER HAS EOCS. SEPTEMBER HAS SEMESTER EXAMS. YOU MEAN DECEMBER? DECEMBER, YEAH. MCS DECEMBER. SORRY. YEAH. YEAH. SO JANUARY, JANUARY GRADE. SO, UM, SO THAT WOULD BE THE FIFTH, 12TH TEENTH. 26TH. IT WOULD BE THE 19TH IS DR. KING DAY. SO IT WOULD BE THE 26TH. OKAY. 1, 2, 3. USUALLY MEET YOU. TRY TO MEET ON THE LA THE LAST, OKAY. MONDAY OF THE MONTH, TENTATIVELY JANUARY 26TH. THAT'S TENTATIVELY SO THAT NEXT MEETING WOULD BE JANUARY 26TH, IF THAT'S FINE. IF YOU'LL MM-HMM . KAREN, I'M NEVER GONNA LOOK AT A CALENDAR AND TALK AND I'LL SEE TIME AGAIN. . AT LEAST IT'S THE RIGHT ONE, THE WRONG ONE ON. WE LOOK AT IT LIKE, ALL RIGHT. SO IT'S NOTHING ELSE. WE CAN ADJOURN BY UNANIMOUS CONSENT. MM-HMM . ALL THANK YOU GUYS. EVERYBODY. THANK YOU. WE ADJOURN AND NOW I CAN DEFINITELY, I. * This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.