* 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]
          ALL RIGHT, ALL ORDER, HONOR A PLEASURE WITH THIS, PLEASE. 
          , FOR WHICH IT STANDS, ONE NATION UNDER GOD AGAINST ALL LIBERTY JUSTICE FOR NO MOTION FOR APPROVAL OF THE AGENDA. 
          A SECOND. 
          ALL THOSE IN FAVOR A. 
          AYE. 
          ANY PUBLIC COMMENTS REMAIN. 
          OKAY. 
          NOW WE ACTUALLY NEED A MOTION TO REMOVE THE COMMITTEE MEETING MINUTES OVER 20. 
          OE 13 DISCIPLINE. 
          SO I ACTUALLY DID A FULL PRESENTATION OF THIS LAST TIME, BUT THE, UH, HEAD, NOT THE HEART. 
          THIS IS MY FIRST TIME BRINGING AE FORWARD IN MY NEW ROLE. 
          SO I SKIPPED SOME STEPS, SO I'M GOING BACK TO  THAT TONIGHT. 
          UM, SO WE'RE NOT GOING BACK THROUGH THE ENTIRE OE, BUT WHAT IF REALLY I PROVIDED FOR YOU TODAY IS AN EXECUTIVE SUMMARY OF THE OE. 
          UM, THERE, AND YOU'LL SEE THAT, UM, IT HAS THE TWO SIGNATURES THERE. 
          WE WOULD, WE WOULD NOT ADD, AS I'VE LEARNED THE FOURTH SIGN, THE THIRD SIGNATURE FOR, UH, THE BOARD CHAIR UNTIL THIS PART WAS DONE. 
          I SHOULD, AND TONIGHT WHEN I DO OE 14, THIS PART IS DONE . 
          UM, SO WHEN WE DO THAT TONIGHT, I DID CHANGE THE FORMAT A LITTLE BIT GOING FORWARD. 
          UM, I DID ADD SOME, A COUPLE, ONE PARTICULAR ADDITIONAL THING. 
          IT'S JUST SHOWING WHERE WE, UM, WHERE PARENTS ACKNOWLEDGE THE CODE OF CONDUCT AND WHERE WE HAVE A CODE OF CONDUCT ON OUR WEBSITE. 
          UM, BUT I PREVIOUSLY GONE THROUGH EACH OF THESE AREAS. 
          THIS IS JUST A HEIGHTENED EXECUTIVE SUMMARY OF IT. 
          SO EVERYTHING THAT WAS IN THE PRESENTATION HAD ALREADY BEEN PRESENTED TO THE BOARD ONTO TO COMMITTEE. 
          UM, REALLY IT WAS JUST AN ADDITIONAL ADDING OF THE COVER PAGE TO MAKE SURE I WAS FINE WITH THE  REQUIREMENTS OF THE WEEK. 
          OKAY, I ON THAT PART. 
          THAT'S IT. 
          OKAY. 
          14. 
          LEARNING ENVIRONMENT TREATMENT OF SLEEP. 
          YEP. 
          SO NOW WE DO HAVE A PRESENTATION ON THIS. 
          SO I KIND OF WANTED TO TALK ABOUT FORMATTING FOR YOU GUYS. 
          IT DEPENDS ON WHICH ONE YOU WANT TO FOLLOW. 
          SO I HAVE A SEPARATE DOCUMENT THIS TIME. 
          I TRY TO REALLY MODEL AND CATER THE PRESENTATION THAT'S GOING TO BE IN YOUR BINDERS WITH THIS SEPARATE DOCUMENT. 
          SO WE'LL FOLLOW ALONG WITH ON THE SCREEN THAT YOU'LL HAVE WILL BE WHAT'S IN YOUR BINDER. 
          WHAT'S IN THE SECOND DOCUMENT IS A CONDENSED VERSION OF IT. 
          OKAY? SO A LOT OF THE, ALL THE INFORMATION THAT IS IN HERE IS ALSO IN THIS BINDER. 
          DID THE BINDER IS MORE OF THE POWERPOINT PRESENTATION THAT WE'LL PUT UP HERE. 
          THIS IS JUST THE SEPARATE WORD DOCUMENT THAT HAS ALL OF THE REQUIREMENTS OF O 14 AS WELL. 
          SO AS SHE'S GETTING THAT SET UP, JUST LIKE LAST TIME, WE'LL BE ABLE TO FLIP THROUGH OUR BINDER. 
          SO IF YOU HAVE YOUR BINDER, YOU'LL BE ABLE TO TURN IT SIDEWAYS. 
          IT MAKES IT EASY FOR YOU TO KEEP UP THERE. 
          THERE'S A LOT OF DOCUMENTS IN THERE. 
          YOU READY? MM-HMM. 
          RIGHT. 
          SO OE 14, WHEN WE ARE GOING THROUGH OE 14, I WANT GIVE YOU SOME INFORMATION ON FROM YOU. 
          SO SOME OF THE INFORMATION THAT WE'RE PRESENTING ABOUT OUR OE 14 IS VERY SENSITIVE WITH STUDENTS. 
          SO I HAVE TO BE VERY MINDFUL OF THAT WHEN WE'RE TALKING ABOUT, UH, DATA AND THE DATA PRESENTATIONS OF STUDENTS. 
          I HAVE TO BE FERPA AND HIPA COMPLIANT WHEN I'M PUTTING THESE PRESENTATIONS TOGETHER. 
          UM, SO WE'LL START THERE. 
          THERE'S FOUR AREAS OF OE 14. 
          UM, OE 14 IS LEARNING ENVIRONMENT AND TREATMENT OF STUDENTS. 
          TREATMENT OF STUDENTS. 
          AND SO THEN YOU HAVE ALL THE OPERATIONAL EXPECTATIONS LAID OUT THERE. 
          UM, SO AFTER THIS PAGE, THE FORMAT WILL GO, WE'LL GO 14.1. 
          I'LL TALK ABOUT SOME OF THE THINGS WE'VE DONE IN THERE, AND THEN YOU'LL HAVE ARTIFACTS FOR EACH ONE AS WE GO. 
          SO THEY'RE TAB OUT THAT WAY SO THAT IF YOU NEED TO REFER BACK TO ANYTHING IN HERE, IT'S EASY FOR YOU TO NAVIGATE ANY LARGER BINDER, RIGHT? SO THERE IS AN OVERALL EXECUTIVE SUMMARY THAT'S IN THERE AND THAT REALLY JUST EMPHASIZES THE MAJOR PARTS YOU'RE GONNA SEE. 
          SO NTSS IS THE FIRST PART I WANT TO, UH, I'M NOT GONNA READ VERBATIM, BUT OUR MTSS 
          [00:05:01]
PROCESS IS, IT IS THE LAW IN SOUTH CAROLINA, BUT IT'S ALSO OUR PROCESS. 
          WHEN STUDENTS ARE HAVING ACADEMIC OR BEHAVIORAL CHALLENGES IN SCHOOL, IT IS A WAY TO PROVIDE A SUPPORT SYSTEM FOR THAT STUDENT. 
          ONE OUTCOME COULD BE THAT THE STUDENT ENDS WITH A 5 0 4 PLAN OR ANOTHER POTENTIAL OUTCOME AS THE STUDENT COULD END WITH AN IU. 
          ALRIGHT, THE OTHER MAJOR THING THAT YOU'RE GOING TO SEE TODAY IS THAT ENHANCED STAFF TRAINING FOR CRISIS MANAGEMENT, BEHAVIORAL INTERVENTION MENTAL HEALTH, AND SUPPORTED BY INCREASED COMMUNITY PARTNERSHIPS. 
          I DID READ THAT PART BECAUSE THAT IS VERY, VERY COMPLEX. 
          YOU'RE ALSO GONNA SEE SOME DATA IN HERE TO SUPPORT WHY WE TOOK THESE ADDITIONAL, UM, UH, STEPS TO SUPPORT OUR KIDS AND FAMILIES. 
          AND THE LAST PART I THINK IS ONE OF THE MOST IMPORTANT PARTS, ESPECIALLY LEADING INTO THIS, IS DOCUMENTING AND CAPTURING ALL THE SERVICES THAT WE ARE PROVIDING. 
          UM, THAT IS NOT NECESSARILY EASY TO DO, BUT WHILE YOU'RE DOING THAT SAFEGUARDING AND PROTECTING STUDENT INFORMATION, UM, SO I'M GONNA DO MY BEST TODAY TO BE ABLE TO SHOW YOU THESE THINGS WHILE REMAINING COMPLIANT. 
          UM, THAT LAST, UH, POINT THERE. 
          AND AS ALWAYS, LIKE LAST TIME, I'M GONNA KEEP ROLLING. 
          IF YOU HAVE A QUESTION OR COMMENT, UM, JUMP RIGHT IN THERE AND I WILL MORE THAN GLADLY, UH, STOP AND AND STAND UPON ANY AREA. 
          SO, 14.1 IS A SUPPORTIVE CLIMATE THAT PROMOTES HIGH HIGH STUDENT ACHIEVEMENT. 
          UM, YOU'RE GONNA SEE IN THERE WE REALLY DO BELIEVE IN THE WHOLE CHILD APPROACH, AND THAT'S THE ACADEMIC AND BEHAVIORAL PUR REPORT. 
          UM, YOU'LL SEE THE DIFFERENT AREAS THAT ARE LISTED OUT IN THERE. 
          THERE ARE MANY ADMINISTRATIVE REGULATIONS THAT WE UPDATE AND PRACTICE THAT GUIDE OUR BEHAVIOR IN THESE AREAS. 
          UM, YOU'RE GOING TO LOOK AT THOSE. 
          I WILL LIST THOSE OUT ON THE NEXT PAGE AND I'LL KIND OF GO THROUGH SOME OF THEM ANYTIME I REFERENCE AN ADMINISTRATIVE REGULATION. 
          THESE DOCUMENTS, I DID PRINT THEM AGAIN TO SEPARATE THEM OUT FOR YOU, FOR YOU TO REFER BACK TO. 
          SO I'VE GOT THEM ORGANIZED BY EACH AREA. 
          SO 14 POINT ONE'S GOT A SET OF ADMIN REGULATIONS, TWO'S GOT THEIR OWN SET, BUT IT'S GONNA BE SEPARATED OUT THERE. 
          SO IF YOU DO COME BACK AND REFER BACK TO THIS, UM, IT'S EASIER FOR YOU TO REFERENCE. 
          UM, ONE OF THE THINGS I WANT TO, WE ACTUALLY TALKED ABOUT THIS SOME IN OE 13 AS WELL, BUT THE FIDELITY INVENTORY REVIEW FOR ALL SCHOOLS TO MEASURE WHERE THEY WERE IN THAT PROCESS. 
          AND HONESTLY THAT HAS BEEN A PIVOTAL POINT TO HELP US, TO GUIDE US WHERE WE ARE, UM, FOR 25, 26 IS CURRENT SCHOOL YEAR. 
          ALSO OE, I MAY BE PRESENTING THIS ON BEHALF OF STUDENT SERVICES, BUT MANY OF THE THINGS YOU'RE GONNA SEE HERE TODAY IMPACT ALL ALL DEPARTMENTS WITHIN THIS OFFICE. 
          SO FOR EXAMPLE, WITH NTSS, THERE IS AN ENTIRE, UM, FOCUS WITHIN ISE INSTRUCTIONAL SERVICES WITH MS. SACKMAN. 
          SHE IS NOW OVER, THAT'S ONE OF HER PRIMARY RESPONSIBILITIES IN NTSS FOR THE ACADEMIC SIDE. 
          AND WE COLLABORATE AS DEPARTMENTS WITH STUDENT SERVICES. 
          AND ISD STUDENT SERVICES IS ADDRESSING THE BEHAVIORAL SIDE OF M-T-S-S-I-S-D IS PARTNERING WITH US ON WORKING ON THE ACADEMIC SIDE OF THE TSS. 
          SO THAT WAY THAT IS AN EXAMPLE OF SHOWING HOW WE'RE GOING INTO WHOLE TRIAL TO IMPROVE SUPPORT FOR THEM. 
          OKAY, SO WE'RE GONNA GO TO THE NEXT ONE. 
          THESE ARE ALL OF THE DIFFERENT ADMINISTRATIVE REGULATIONS. 
          I ACTUALLY WENT BACK AND REVIEWED, UM, THE PAST COUPLE YEARS OF HOW OE 14 WAS PRESENTED. 
          IT MAY NOT LOOK EXACTLY THE SAME THAT IT HAD BEEN PRESENTED IN THE PAST, BUT WANTED TO HAVE A SYSTEMATIC WAY TO SHOW 'EM THAT WE'RE MEETING THE EXPECTATIONS OF THE ELITE, UM, AND BEING ABLE TO DEMONSTRATE THAT. 
          SO WHEN WE HAVE ADMINISTRATIVE REGULATIONS THAT FOLLOW ONE OF THOSE CATEGORIES THAT HELPS GUIDE OUR ACTIONS, I FELT LIKE IT WAS IMPORTANT FOR YOU TO REFERENCE THERE. 
          UM, AND SO THAT YOU CAN SEE, YOU DON'T HAVE TO CLICK WITH THEM. 
          SO THIS IS GONNA BE A FORMAT AND THINGS THAT EVERYBODY SEES. 
          SO AFTER 14.1, WHEN YOU SEE AN ADDITIONAL TAB THAT PUT IT UP, THESE NEXT DOCUMENTS ARE HERE. 
          AND I'M NOT GONNA GO THROUGH ALL OF THESE. 
          THESE ARE THE SUPPORTING DOCUMENTATION THAT SUPPORTS 14.1. 
          SO REALLY IN THIS FIRST SECTION, YOU'RE NOT GONNA HAVE THE CHARTS AND GRAPHS. 
          THESE ARE ALL THE ADMINISTRATIVE REGULATIONS THAT GUIDE US WITH MEETING THE OPERATIONAL EXIT, THE 14.1 PORTION OF THE OPERATIONAL EXPECTATION. 
          SO WHAT IT DOES DO THOUGH IS FOR MS. ROBIN HAS TO GROW QUITE A BIT, UM, IN ORDER FOR TO CATCH UP. 
          HOWEVER, IT MAKES IT EASIER FOR YOU IN THE FUTURE TO REFER BACK TO IF YOU WANTED TO SEE A SPECIFIC ARTIFACT THAT'S IN THERE. 
          AND YOU ALL, YOU WILL SEE IN THE FUTURE DOCUMENTS IN THIS PARTICULAR ONE, 
          [00:10:01]
THIS IS JUST ADMINISTRATIVE REGULATIONS SUPPORTING THAT AND FUTURE TABS, YOU WILL SEE HANDBOOKS OF DIFFERENT KIND OF THINGS IN THERE, UM, THAT SUPPORT THE OE. 
          FOR NOW WE'RE FLIP INTO 14.2. 
          AND THAT IS SUPPORT FOR STAFF ADDRESSING BEHAVIORAL CHALLENGES AND CRISIS INTERVENTION. 
          DO WANT TO TELL YOU, THERE'S A LOT OF OVERLAP WITHIN THIS OE BETWEEN 14 POINT, 14.2 AND 14.4. 
          MANY OF THE SUPPORTING DOCUMENTS THAT I PUT IN FOR 14.2 COULD HAVE EASILY GONE INTO SUPPORTING OUT 14.4. 
          OKAY? SO I WANTED TO DIG INTO SOME OF THESE THINGS AND I HIGHLIGHTED SOME AREAS THAT I REALLY WANTED TO TO MANY TO UNDERSTAND. 
          UM, STAFF TRAINING AND TRAUMA-INFORMED PRACTICES, ACES AND MENTAL HEALTH NEEDS. 
          ACE ACES STANDS FOR ADVERSE CHILDHOOD EXPERIENCES. 
          SO WHEN A CHILD'S HAD SOME TRAUMATIC EXPERIENCES IN THE HOME, IN THEIR, OR AT HOME, OUTSIDE OF SCHOOL OR WHEREVER, AT ANY POINT IN LIFE, UM, THOSE EXPERIENCES, IF NOT TREATED WELL WITHIN SCHOOL, CAN HAVE ADVERSE, UM, OUTCOMES FOR STUDENTS BOTH BEHAVIORALLY. 
          AND, UM, SO YOU'RE GOING TO SEE THAT'S WHERE THE TRAUMA INFORMED OR PORTION GOES. 
          AND ACE IS JUST A SCALE THAT HELPS KIND OF MEASURE, UM, THE DIFFERENT TYPES OF EXPERIENCES THAT A CHILD MAY HAVE EXPERIENCED. 
          THE PREPARED CRISIS RESPONSE TRAINING, THAT IS SOMETHING THAT WE DO AT, AT OUR DISTRICT OFFICE. 
          UM, WE HAVE TRAINERS HERE. 
          IF WE HAVE A TRAINER, THE TRAINER MODEL, UM, OUR TRAINER ACTUALLY CANNOT JUST TRAIN OTHER STAFF. 
          DID THIS TRAINING ON MRS. ANDREA MURRAY. 
          AND SHE'S ALSO QUALIFIED CERTIFIED TO GIVE THE PREPARE TRAINING. 
          THE PREPARE TRAINING IS CENTERED AROUND HOW YOU RESPOND TO A CRISIS, THE MENTAL HEALTH SUPPORT. 
          UM, IT IS PREPARING OUR STAFF TO RESPOND TO A SCHOOL IF THERE'S BEEN A TRAUMATIC EVENT OR A CRISIS TYPE OF THING. 
          AND THEN WE HAVE OTHER TYPES OF ASSESSMENTS. 
          AND YOU'RE GONNA SEE SOME ACRONYMS IN HERE. 
          I'M GONNA DO MY BEST TO NOT ONLY EXPLAIN THEM, BUT DEMONSTRATE HOW MANY WE HAVE DONE. 
          YOU WILL SEE SOME DATA CHARTS AND GRAPHS THAT MAY NOT BE IN THIS PARTICULAR SECTION, BUT THERE WILL BE IN OTHER SECTION. 
          SO WE DO A LOT OF TRAINING FOR STAFF IN THIS AREA. 
          SO THERE'S TWO PARTS IN HERE. 
          UM, WHEN IT SAYS 267 STAFF TRAINING, REMEMBER THIS IS FOR THE SCHOOL YEAR 24 25. 
          WE DO ONGOING TRAINING WITH OUR STAFF AS WELL. 
          SO THERE'S, THERE'S TWO TYPES OF ASSESSMENTS THAT OUR STAFF ARE GOING GIVE HERE. 
          THE FIRST ONE IN HERE IS CALLED BA AND THAT IS THE THREAT ASSESSMENT TRAINING. 
          SO IF A CHILD MAKES A THREAT IN ANY FORM OF WAY, THE SCHOOL HAS TO EVALUATE IT, EVEN IF IT IS DONE. 
          SO IN JEST, EVEN IF A CHILD MAKES THE EVER SO SLIGHTEST COMMENT, IF IT MEETS A CERTAIN THRESHOLD, WE GO THROUGH AN ENTIRE PROCESS. 
          IT DOES IT CUT THE OUTCOMES COME AND YOU'LL SEE THE DIFFERENT LEVELS THAT THEY COME OUT. 
          BUT WE HAVE TO TAKE ALL THESE VERY, VERY SERIOUSLY. 
          SO WE HAVE A PROCESS FOR THAT. 
          AND WE HAVE A PROCESS FOR DOCUMENTING THOSE. 
          THE LAST PORTION OF THIS ONE, THOSE SYSTEMS ARE NOW, ALL THOSE ASSESSMENTS ARE NOW UPLOADED INTO AN ONLINE SYSTEM AND IT HELPS US KEEP TRACK OF THOSE. 
          IT HELPS US DOCUMENT THOSE AND IT HELPS US DOCUMENT THE INTERVENTIONS THAT OCCURRED AFTER THE FACT. 
          OKAY, 267 TRAINING LAST YEAR. 
          MM-HMM  SOME MORE , RIGHT? SO YOU'RE GONNA HAVE MORE THIS YEAR. 
          WE SCHEDULED MORE TRAININGS, NOT JUST PREPARED, WE SCHEDULED MORE PREPARED TRAININGS THIS YEAR. 
          UM, AND WE'VE SCHEDULED MORE ONGOING. 
          SO WE HAVE INITIAL THREAT ASSESSMENT TRAINING, AND THEN WE HAVE REFRESHER TRAINING. 
          UM, SO WE'RE REALLY GONNA PUSH TO MAKE SURE THAT MANY STAFF POSSIBLE ARE TRAINED TO INCLUDE, UM, DR. LEE COLLABORATED WITH EXECUTIVE DIRECTORS LAST YEAR, STUDENT SERVICES AND ENSURING MANY OF OUR PRINCIPAL ARE ALSO TRAINED TO UNDERSTAND WHAT THEIR STAFF ARE, CARE HOW. 
          SO WE RAISE THAT LEVEL OF AWARENESS WITH THE PRINCIPAL. 
          MORE AND MORE STAFF ARE GETTING TRAINED AS WELL. 
          PRINCIPAL ACTUALLY HAVE THE RESOURCES SERVICES AS WELL MM-HMM  AND WE HAVE A LOT OF OUTSIDE PARTNERSHIPS TO HELP US DO THAT. 
          UM, WE'VE WORKED WITH HOPEFUL HORIZONS ON THOSE. 
          WE'VE WORKED WITH CAPA ON THOSE. 
          THEY'RE ALSO CERTIFIED TO DO SOME OF THESE TRAINING. 
          SO INSTEAD OF JUST RELYING ON THOSE OUTSIDE AGENCIES, WE'VE HAD OUR OWN STAFF GET TRAINED TO BE ABLE TO, SO THIS IS AN EXAMPLE OF SOME SUPPORTING EVIDENCE WHEN YOU SEE THAT THESE ARE AN EXAMPLE OF, 
          [00:15:01]
UM, THE DIFFERENT TYPES OF, OF THE DIFFERENT THREAT ASSESSMENTS THAT WE WERE CONDUCTED AND AS THE GRAPHIC SHOWS WHERE THEY FELL OUT. 
          SO SOME ARE HIGH, SOME ARE RESCREEN. 
          UM, SOME WHEN YOU SEE MANY AS THE LOW LOW, YOU SEE THAT NUMBER, IT GOES UP TO 200, UH, 237. 
          IT MAY BE FRUSTRATING FOR FOLKS, BUT WHEN CHILDREN MAKE COMMENTS JUST LIKE THIS HAPPENS WITH ADULTS, WE STILL HAVE TO TAKE HOME SERIOUSLY AND WE HAVE TO PUT THEM THROUGH A PROCESS. 
          UM, SO, AND THAT PROCESS IS TIME CONSUMING. 
          BUT THEN YOU DON'T WANNA LEAVE ANY STONE UNTURNED WHEN COMMENTS ARE MADE EITHER IN WRITING OR IN IN WORD. 
          UM, AND SO WE'RE GONNA GET INTO THAT A LITTLE MORE, UM, IN THIS PRESENTATION. 
          WE HAVE MECHANISMS IN PLACE TO KIND OF FLAG WHEN CERTAIN COMMENTS ARE MADE, EITHER IN EMAIL OR  DOCUMENTS OR ANY OF THE WORK. 
          UM, WE HAVE A PROCESS TO DO THAT, BUT I WANTED TO BE ABLE TO SHOW YOU A DIGITAL REPRESENTATION IN 24, 25 OF HOW MANY GOT IN THERE AND THE OUTCOME. 
          THEN IN ADDITION TO THAT, SO THESE ARE THE ADMINISTRATIVE REGULATIONS THAT YOU'RE GONNA SEE. 
          SOME OF THESE ARE IN THE PROCESS OF BEING UPDATED NOW AS WELL. 
          UM, SO SOME OF THOSE ARE ON THE DOCKET TO BE UPDATED TO THE BOARD, UM, IN THE NEXT, ACTUALLY IN THE NEXT COUPLE MONTHS. 
          AND WE'LL GO THROUGH. 
          THEY'RE ALREADY IN PLACE, BUT WE ARE PROVIDING UPDATES TO SOMEBODY. 
          WELL, THE NEXT TAB, AND ROBIN AS SCROLLING, THIS IS SOMETHING I DO WANT YOU TO REFER BACK TO AFTER THE PRESENTATION. 
          THESE ARE OUR DASHBOARDS THAT WE HAVE. 
          WHEN WE PULL THIS DATA, YOU'LL BE ABLE TO SEE AND GO THROUGH SOME OF THIS DATA. 
          THE REASON THAT I DIDN'T DIG INTO THIS A LITTLE FURTHER AND DISPLAY IT, SOME OF THE NUMBERS WITHIN CERTAIN SCHOOLS IS THEY'RE SPLIT OUT ARE LOW NUMBERS OF KIDS. 
          ANYTIME THERE ARE LESS THAN 20 STUDENTS INVOLVED IN A CATEGORY, YOU'RE NOT REALLY GOING TO SEE ME GET REAL DEEP INTO THAT. 
          AND SO WE DON'T IDENTIFY A SPECIFIC STUDENT AT SUICIDE, BUT THERE ARE LOTS OF COLORFUL AND THESE, THESE ARE ALSO IN, UM, SOME OF THESE, SOME OF THESE CHARTS AND GRAPHS, IF I CAN FIT IT IN. 
          THERE ARE ALSO IN THE WORD DOCUMENT AS WELL. 
          THEY WANT IT TO BE JUST A BORING FORM DOCUMENT FOR YOU. 
          BUT THERE ARE LOTS OF THESE DOCUMENTS IN THERE TO INCLUDE APP. 
          THE AFFIDAVITS WE DO FOR STUDENTS, UM, THE DIFFERENT TYPES OF ASSESSMENTS, IT BREAKS IT OUT BY SCHOOL, UM, AND EMBRACE IT OUT BY GRADE LEVEL AS WELL. 
          SO THERE'S LOTS OF DATA AND INFORMATION IN THERE TO INCLUDE AFTER THAT TO INCLUDE ALL THE ADMINISTRATIVE REGULATIONS. 
          , THAT TRUE, I DON'T SEE CHARTER SCHOOL YOUTH TRACKING IN THEIR, NOT THE SAME WAY WE SUPPORT THEM THROUGH SOME OF THESE SERVICES BECAUSE WE DON'T TRACK THIS LEVEL OF DATA. 
          SHE'S GONNA GET DOWN TO 14.3, RIGHT? THIS ONE IS A, THIS IS PROTECTION AND APPROPRIATE USE OF CONFIDENTIAL STUDENT INFORMATION. 
          THIS IS WHAT MAKES THIS TYPE OF PRESENTATION A LITTLE BIT OF A CHALLENGE, , BECAUSE WE ARE BOUND TO DO THIS PART. 
          SO, UM, WE HAVE ANNUAL SAFE SCHOOLS TRAINING. 
          WE HAVE A ONLINE SYSTEM CALLED VECTOR THAT WE USE FOR ALL STAFF. 
          UM, I'VE PROVIDED SOME EVIDENCE OR SOME SCREENSHOTS OF WHAT THAT LOOKS LIKE. 
          UM, REGULAR MONITORING OF CLIMATE, ATTENDANCE AND DISCIPLINE DATA. 
          THAT IS SOMETHING THAT THIS YEAR, UM, AS I'M NEW IN THIS ROLE, THAT WE'RE REALLY PUSHING TO PRESENT MORE DATA TO THE PRINCIPAL THROUGH REAL TIME. 
          UM, AND WE'VE HAD SOME OPPORTUNITIES TO DO THAT. 
          BUT THOSE ARE LESSONS FROM LAST YEAR TO GET, ESPECIALLY IN THE AREA OF STUDENT INCIDENTS. 
          UM, THAT IS SOMETHING THAT WE ARE GEARING UP TO REALLY TAKE ON AND ADDRESS THOSE SYSTEM. 
          UM, AND SO, BUT IT STARTS WITH PROVIDING THE DATA FROM THE SCHOOLS TO WE, WHAT AREAS WE NEED TO FOCUS ON. 
          UM, A COUPLE. 
          OUR ARE THE TOOLS THAT WE'RE USING IN THERE THAT WE'LL TALK ABOUT OUR POWER SCHOOL EDUCATOR'S HANDBOOK. 
          THE POWER SCHOOL IS OUR STUDENT INFORMATION SYSTEM. 
          UM, THAT'S WHAT WE USE IN THE STATE OF SOUTH CAROLINA EDUCATOR'S HANDBOOK IS OUR REFERRAL MANAGEMENT SYSTEM. 
          UM, THOSE THAT ARE FOR DISCIPLINE AND FOR TRUANCY. 
          UM, GAGGLE AND STUFF THAT, UH, 
          [00:20:01]
FROM LAST YEAR ARE TWO OF OUR PROGRAMS. SO GAGGLE IS IN, I'LL GET INTO THAT A LITTLE BIT FURTHER IN HERE, BUT GAGGLE IS ONE OF OUR SYSTEMS THAT WE USE IN TWO WAYS. 
          IT MONITORS, UM, THINGS THAT, UH, ASSOCIATED WITH BEAVER COUNTY SCHOOL DISTRICT FOR OUR STUDENTS. 
          IF THEY WRITE OR TYPE OR EMAIL MESSAGES OR THINGS THAT MEET CERTAIN CRITERIA, WE GET NOTIFICATIONS ON. 
          UM, SO IT IS SOMETHING THAT HAS BEEN BOTH DURING SCHOOL AND AFTER SCHOOL HOURS. 
          UM, AND STOP IT IS OUR SELF-REPORTING SYSTEM FOR, FOR BULLYING AND OTHER THINGS OF THAT NATURE. 
          THINGS HAVE CONCERNS. 
          UM, STOP IT. 
          PREVIOUSLY, WOULD IT REPLACED SAFETY. 
          UM, SO THAT WAS A NEW PLATFORM THAT WE HAVE. 
          UM, SO THERE'S TWO DIFFERENT PLATFORMS. THERE IS SOME OVERLAP BETWEEN THE TWO. 
          UM, BUT STOP IT IS MORE THE SELF-REPORTING MECHANISM. 
          THE REASON I SAID OVERLAP BOTH GAGGLE AND STOP IT. 
          HAVE A LAW ENFORCEMENT AUTOMATED SYSTEM IN THERE. 
          SO IF SOMETHING GETS REPORTED BOTH DURING SCHOOL OR AFTER SCHOOL, IT, IT MEETS A CERTAIN THRESHOLD. 
          IT IMMEDIATELY CONTACTS LAW ENFORCEMENT. 
          UM, AND LAW ENFORCEMENT WILL GO TO A HOME OR TO A SCHOOL IMMEDIATELY IF THEY GET PROPORT FROM THE SYSTEMS. UM, SO IT'S CONTACTING US SIMULTANEOUSLY IS CONTACTING THEM. 
          UM, AND THEN YOU'RE ALSO GONNA SEE OUR COLLABORATION WITH OUTSIDE AGENCIES. 
          I HIGHLIGHTED A COUPLE HERE. 
          THE ONES I HIGHLIGHTED HERE ARE STATE AGENCIES. 
          EXCUSE ME. 
          TWO OF THESE ARE STATE AGENCY, WHICH IS THE DEPARTMENT OF SOCIAL SERVICES AND DEPARTMENT OF JUVENILE JUSTICE. 
          AND THEN WE HAVE PARTNERSHIPS WITH SEVERAL MENTAL HEALTH AGENCIES AS WELL. 
          UM, SO THAT'S ACTUALLY MY CERTIFICATE. 
          I JUST DIDN'T CLICK MY NAME ON IT, SO WE DIDN'T SEE IT. 
          UM, BUT OUR STAFF ANNUALLY ARE HAVE TO GO THROUGH TRAINING. 
          AND ONE OF THE TRAININGS THAT THEY HAVE TO DO THROUGH THE SYSTEM IS THE FER TRAINING FOR TRAINING. 
          AND THAT'S THE CONFIDENTIALITY OF RECORDS. 
          SOMETHING THAT WE TAKE EXTREMELY SERIOUSLY, BOTH IN RELEASE OF RECORDS TO OUTSIDE PARTNERSHIPS AND AGENCIES. 
          IT'S NOT JUST US IN THESE PRESENTATIONS, IT'S, IT'S WHEN WE'RE WORKING WITH, ESPECIALLY WHEN WE'RE WORKING WITH OUR OUTSIDE PARTNERS, MAKING SURE THAT WE'RE SHARING RECORDS APPROPRIATELY AND WE HAVE STRICT PROTOCOLS THAT WE HAVE TO FOLLOW, WE SHARING INFORMATION ABOUT. 
          UM, SO THAT'S SOMETHING THAT'S ONGOING. 
          AND THEN WE DO TRAINING. 
          IF THERE'S A NEED FOR RETRAINING FOR STAFF, WE HAVE THE ABILITY TO DO THAT AS WELL TO INCLUDE ACCOUNTABILITY FOR STAFF WHEN THEY DON'T CONDUCT THE TRAININGS. 
          UM, WE HAVE TO GO IN THERE. 
          WE HAVE A MONITORING SYSTEM FOR THAT AS WELL. 
          UM, AND THAT IS ACTIVE, UM, THAT WE GO THROUGH AND ENSURE THAT ALL STAFF NEED TO REQUIRE THRESHOLD. 
          THAT IS AN EXAMPLE OF THAT. 
          UM, THERE ARE LESS ADMINISTRATIVE REGULATIONS FOR THIS ONE, BUT THEY'RE ACTUALLY VERY IMPORTANT. 
          SO THIS OUTLINES, I DO WANT TO TALK ABOUT A COUPLE OF THESE FOR A SECOND. 
          UM, THE TECHNOLOGY ACCEPTABLE USE POLICY. 
          THAT'S THE ONE THAT ARE MOST COMMONLY KNOWN BY PARENTS. 
          PARENTS USUALLY DON'T KNOW. 
          UH, THE CAN'T USUALLY CALL BY NAME, UH, IN AR, BUT THEY'RE GONNA KNOW THAT ONE, THEY MAY NOT KNOW IT'S AN ADMINISTRATIVE REGULATION, BUT THEY'RE GONNA SEE THAT THE OTHER TWO DON'T DO REALLY HELP GUIDE OUR PRACTICE. 
          AND THOSE ARE OUR SYSTEMS THAT HOW WE MAINTAIN RECORDS OVER. 
          AND SO THOSE ARE OUTLINED IN THE NEXT TAB. 
          YOU'RE GONNA BE ABLE TO SEE THE SUPPORTING DOCUMENTS THERE. 
          SO THE, THE SCREENSHOT OF THE, OF THE VECTOR TRAINING, I DID NOT PULL OUT MORE TO PUT IN HERE. 
          IT IS DIFFICULT FOR ME TO PULL OUT VECTOR TRAININGS WITHOUT IDENTIFYING SPECIFIC EMPLOYEES. 
          SO THAT'S WHY I TOOK THE SCREENSHOT ROUTE. 
          SO NOT TO HIGHLIGHT THOSE, I HAD TO DO THE SAME THING. 
          SO I CAN TELL YOU THEIR THREAT ASSESSMENT TRAININGS. 
          I CAN TELL YOU THEIR PREPARED TRAININGS, BUT I TRY NOT TO IDENTIFY SPECIFIC EMPLOYEES OF WHO HAS OR HAS NOT BEEN TRAINED. 
          UM, SO THAT'S WHY I PROVIDED SOME SCREENSHOTS FOR IT AND JUST GIVE YOU THE NUMBERS, UM, TO DEMONSTRATE THAT WE, WE MET THAT OPERATIONAL EXPECTATION. 
          NOW THIS LAST ONE IS GONNA BE THE HEAVIEST PART OF THIS PRESENTATION, AND THIS IS WHERE THE FALL FOCUS IS GOING TO FALL. 
          UM, AND THERE'S GONNA BE SOME KEYWORDS IN THERE. 
          AND I'M GONNA LET HER GET CAUGHT UP FOR A SECOND. 
          THERE MAY BE A SEPARATE DOCUMENT THAT SHE HAS TO PULL UP. 
          SO RIGHT THERE, CORRECT. 
          YEP. 
          STARTS RIGHT THERE. 
          SO AS WE PRESENT THESE UP HERE, THE SUPPORTING DOCUMENTATION IS SO LARGE FOR THESE THAT WE CANNOT PUT INTO ONE PDF FOR THAT. 
          SO I APOLOGIZE THAT WE HAVE TO CHANGE. 
          SO THIS IS EQUAL EDUCATION OPPORTUNITY IN A SAFE, NON-DISCRIMINATORY ENVIRONMENT, NON-DISCRIMINATORY ENVIRONMENT. 
          WHEN YOU SEE THAT WORD SAFE, YOU'RE GONNA HAVE A LOT OF DOCUMENTATION TO SUPPORT PRACTICES. 
          UM, SO THIS IS A HIGHLIGHT. 
          IT LISTS OUT, UM, THE NTSS 
          [00:25:01]
FRAMEWORK. 
          UM, YOU'RE GONNA TALK ABOUT, THIS IS WHERE THE OTHER PARTS OF STUDENT SERVICES THAT AREN'T WIDELY KNOWN IN STUDENT SERVICES. 
          YOU'RE GONNA COVER NURSING SERVICES, SOCIAL WORKER SERVICES, SCHOOL COUNSELING SERVICES. 
          THOSE ARE ALL GOING TO BE HIGHLIGHTED IN HERE. 
          AND THAT WORK IS VAST. 
          IF YOU WANT TO KNOW WHY STUDENT IS BEFORE OUR SERVICES, THIS IS THE AREA. 
          THIS IS WHERE MUCH OF THE WORK, WHEN PEOPLE THINK OF STUDENT SERVICES, THEY IMMEDIATELY THINK OF DISCIPLINE, ATTENDANCE. 
          GRADES. 
          GRADES ACTUALLY IS A OVERLAP BETWEEN ISD AND STUDENT SERVICES. 
          BUT THIS IS WHERE A LOT OF THE WORK COMES FROM. 
          IT'S GONNA BE, RIGHT. 
          SO IF WE GO TO THIS, THEY'LL GO TO THE PICTURE ONE, THE NEXT SLIDE. 
          SO EVEN THOUGH OUT OF ORDER ON THERE, OKAY, EVOLUTION. 
          SO THIS IS AN ANNUAL TRADITION. 
          YOU COUNTY, IT'S STILL CALLED THE SEE SOMETHING, SAY SOMETHING. 
          UM, EVEN THOUGH THAT WAS NAMED AND MODELED, THIS WAS SOMETHING THAT WAS CREATED AT BUFORD HIGH SCHOOL YEARS AGO. 
          UM, AND IT IS A PERFORMANCE OF THE AN BULLET PERFORMANCE. 
          THEY'VE ACTUALLY RECEIVED STATEWIDE RECOGNITION. 
          IT'S A NATIONAL RECOGNITION FOR THIS AFTER COVID. 
          IT IS BEEN A STRUGGLE TO GET IT BACK, BUT I'M HAPPY TO STAY IN UP AND RUNNING AGAIN. 
          WE DID IT. 
          WE DID IT. 
          THIS IS, THIS IS ACTUALLY, I WANTED TO SHOW, THIS IS THE ONLY ARTIFACT I'M GONNA HAVE IN THERE. 
          THAT'S FROM 25, 26. 
          BUT I WAS JUST SO HAPPY WE'RE ABLE TO GET IT DONE AGAIN. 
          UM, I WANTED TO SHOW THIS, THESE IS A PICTURE OF OUR PRESENTATION. 
          UM, AND THIS IS, WE DID IT AT BUFORT HIGH SCHOOL AND WE ACTUALLY WENT TO SEVERAL OTHER SCHOOLS AROUND THE COUNTY AND WE GOT A TARGET SIXTH GRADE STUDENTS. 
          WE A LOT OF POSITIVE FEEDBACK FROM THE FAMILY COMMUNITIES AND THE SCHOOLS ABOUT THE PRESENTATION. 
          THEY WERE VERY, IF YOU KNOW MS. FEST AT BUFORD HIGH SCHOOL, SHE WILL TELL YOU ALL ABOUT THIS PRESENTATION. 
          . 
          UM, THE KIDS WERE VERY, VERY HARD TO PREPARE FOR THIS. 
          UM, AND IT'S JUST SOMETHING THAT, IT'S A SHINING LIGHT SOMETHING. 
          UM, THE NEXT AREA WE'RE GONNA TALK ABOUT IS THE STOP IT REPORTING SYSTEM. 
          I HIGHLIGHTED THAT BEFORE. 
          THESE ARE THE STUDENT SELF-REPORTED IN THERE. 
          IT IS MONITORED 24 HOURS A DAY. 
          THAT IS SOMETHING THAT YOU NEED TO BE AWARE OF IF YOU'RE GONNA WORK IN THE WORLD OF STUDENT SERVICES. 
          WE ARE LEGITIMATELY ON CALL, UM, 24 HOURS A DAY. 
          SO AGAIN, LIKE I TOLD YOU BEFORE, IF, UM, IF THE THRESHOLD MEETS A CERTAIN THING ON THEIR AGENTS, THEY MONITOR THOSE SUBMISSIONS AND THEN THEY REACH OUT TO US OR DIRECTLY TO LAW ENFORCEMENT. 
          UM, WE GOT AUTOMATED EMAILS, TEXT MESSAGES AS WELL LETTING US KNOW THAT THERE'S SOMETHING HIGH LEVEL THAT'S GOING TO STOP IT. 
          UM, AND THEN WE MONITOR AND WE HAVE TO GO BACK INTO THE SYSTEM TO CLEAR IT OUT WITHOUT THEM. 
          SO WE CAN'T JUST LET IT SIT THERE AND THERE BE NO, UM, FOLLOW UP WITH IT. 
          UM, SO THAT IS THE STOP IT SYSTEM THAT'S IN THERE. 
          YOU WILL SEE THE STOP AT SOME THE NEXT PAGE. 
          THOSE ARE JUST SOME DOCUMENTATIONS WITH THEIR DASHBOARDS. 
          I WANTED YOU TO, I WANTED TO PROVIDE YOU FULL ARTIFACTS IN THE SYSTEM THAT WE, UM, SO THOSE ARE THE NUMBER OF SUBMITTED AND WANT, THEY'RE OPEN AND THOSE ARE ABOVE THE REASON THAT YOU WON'T SEE SOME OF THE, SOME OF THEM ARE GONNA BE CLOSED, BUT SOME OF THEM ARE SUBMITTED THAT THEY WEREN'T TIED TO A SPECIFIC SCHOOL . 
          THEY PUT IT IN THERE AND IT WASN'T, THE STUDENT DOESN'T EXIST. 
          THE PERSON THEY'RE REPORTING ON DOESN'T EXIST. 
          LIKE THEY COULD SOMEONE TO REPORT OVER MICKEY MOUSE, FOR EXAMPLE. 
          UM, YOU HAVE A TOOL LIKE THIS AND YOU DEAL WITH CHILDREN, YOU WILL HAVE SOME SUBMISSIONS TO PUT. 
          NOT THAT I WOULD'VE EVER DONE ANYTHING LIKE THAT WRONG, BUT UM, THAT IT'S GOING THERE. 
          WELL. 
          ALL RIGHT, THE NEXT TIME WE'RE GONNA KIND OF SKIP AROUND A LITTLE BIT IS OUR, OUR STUDENT SERVICES WORLD COVERS A LOT OF AREAS. 
          NOW WE'RE GONNA TALK ABOUT OUR ACADEMIC COUNSELING SERVICES. 
          UM, SO WE, EACH STUDENT HAS WHAT THEY CALL AN  TO GETTING AN EIGHTH TO 12TH GRADE. 
          THIS IS SOMETHING THAT THERE IS A LOT OF OVERLAP BETWEEN STUDENT SERVICES AND IXD. 
          THIS IS WHERE OUR STUDENTS, THEY CREATE THEIR PATHWAY AND THEIR PLAN FOR HIGH SCHOOL. 
          UM, AND THAT'S HELPS GUIDE THEIR SCHEDULE AND IT HELPS THE SCHOOL BUILD THEIR MASTER SCHEDULE, UM, TO BE ABLE TO SERVE OUR KIDS. 
          AND SO THOSE ARE JUST SOME DATA AND INFORMATION ON HOW MANY IGP CONFERENCES WERE DONE. 
          UM, AND IT KIND OF EXPLAINS WHAT THE IGP PROCESS LOOKS LIKE. 
          AND THAT IS TO BUILD A PLAN FOR NOT JUST NOT THE MINIMUM TO GRADUATE, BUT WHAT THEIR OTHER CLIENTS ARE. 
          [00:30:03]
THE NEXT ONE IS THE NURSES SERVICES. 
          AND I'M GONNA SHOW YOU SOME DATA IN HERE THAT IS GOING TO AREA IN ADVANCE THAT IS GOING TO BE ALARMING. 
          UM, THERE ARE A LOT OF METRICS IN HERE. 
          UM, SO THE NURSES SERVICES WERE ABLE TO PULL AND SHOW HOW MANY OF THOSE THERE. 
          I'M NOT GOING TO READ TO YOU IN HERE, BUT I DO WANT YOU TO REFER BACK TO THIS BECAUSE IT REALLY GOES INTO WHAT THE NURSES DO IN OUR SCHOOL. 
          THE GRAPHICS IN HERE ARE GOING TO BE VERY INFORMATIVE FAILURE. 
          NOW THESE ARE SELF-CREATED GRAPHICS. 
          SO THE DISTRICT STUDENT ACUITY RATE 2021 TO 2025. 
          IF YOU DON'T REMEMBER ANYTHING FROM THIS PRESENTATION TODAY, THIS IS WHAT I WANT YOU TO REMEMBER. 
          THESE ARE SELF-REPORTED, UM, AREAS THAT FAMILIES REPORT UPON ENROLLMENT UPON RE-ENROLLMENT EVERY YEAR. 
          I WANT YOU, I'M GONNA GO ACTUALLY TABLE BY TYPE TABLE 'CAUSE I WANT YOU TO SEE THE CHANGE THAT'S OCCURRED POST COVID. 
          SO IN 21, 22, I'M JUST GOING TO GO INTO ASTHMA. 
          I'M GONNA GO INTO EACH AREA. 
          AND REMEMBER, THIS IS NOT US REPORTING THIS INFORMATION. 
          THIS IS WHAT FAMILIES ARE REPORTING TO US BASED ON ENROLLMENT. 
          SO IN THE SCHOOL YEAR 21, 22, WE HAD 171 STUDENTS THAT REPORTED TO US THAT THEY HAD ASTHMA. 
          IN 24 25 WE HAD 1,402 DIABETES. 
          AND 2122, WE HAD 12 STUDENTS REPORT THAT THEY WERE DIABETICS. 
          WE HAD 77 TO 24 25 ALLERGIES IN TWENTY ONE, TWENTY TWO, A HUNDRED SEVENTY FIVE, TWENTY FOUR, TWENTY FIVE, FIFTEEN HUNDRED AND FORTY, FORTY NINE GRAND. 
          THE LAST TWO, THESE ARE ALARMING SEIZURE DISORDERS. 
          UM, WE HAD 25 STUDENTS REPORT TO US HAD SEIZURE DISORDERS. 
          AND I WANT I SAY THAT 'CAUSE IF YOU JUST REMEMBER, WE JUST UPDATED A COUPLE OF MEETINGS AGO, THE, UM, THE AR THAT THE STATE HAS PUT IN PLACE. 
          I WANT YOU TO KNOW THAT AS WE LOOK AROUND THE STATE OF SOUTH CAROLINA IN THE COUNTRY, THESE NUMBERS THAT YOU'RE SEEING HERE ARE CONSISTENT WITH WHAT'S HAPPENING ACROSS THE COUNTRY, WHICH IS NOT SOMETHING THAT'S LOCALIZED TO US. 
          THE SEIZURES WENT FROM 25 AND 21, 22 TO 147. 
          AND THE LAST ONE IS WHAT YOU SHOULD ALREADY BE AWARE OF IF YOU, YOU OR NOT. 
          THESE ARE STUDENTS THAT ARE REPORTED SELF-REPORTED MENTAL HEALTH DISORDERS. 
          IN 2122, WE HAD 137 SELF-REPORTED. 
          AND IN 24 25, 1,100 AT IT LOOKED AT AND WHEN, WHEN THEY REPORT THIS, WHEN ACTUALLY REQUIRED REGISTRATION. 
          MM-HMM. 
          ANOTHER THING, AWARENESS. 
          YEAH, I WOULD SAY, AND, AND THERE'S OTHER, SO I'M NOT GOING TO BEGIN TO SPECULATE AS TO THE CAUSE OF SOMETHING THIS LARGE. 
          UM, BUT IT'S, THIS IS, THIS IS NOT LOCALIZED, BUT IT IS ALARMING ENOUGH. 
          UM, WE HAVE REALLY HAD TO CHANGE PRACTICE ON THE WAY THAT WE HAVE DONE THINGS. 
          HONESTLY, EVERYTHING THAT YOU SEE HERE, ALL OF THESE DIFFERENT AREAS THAT ARE HERE, THEY'RE DONE IN SUPPORT. 
          THEY ARE ROOTED IN THE FOUNDATION OF THIS KIND OF LIBRARY. 
          UM, ALL THE SUPPORTS THAT ARE IN PLACE, THE THINGS THAT WE HAVE DONE, ADDITIONAL TRAININGS THAT WE'RE NOW DOING. 
          UM, IF YOU THINK BACK TO THE THREAD ASSESSMENT SLIDE I SHOWED AND YOU SAW HOW MANY OF THEM WERE DONE AT A LOW LEVEL, BUT WHEN WE KNOW THESE THINGS THAT I JUST PRESENTED TO YOU, WE HAVE TO CONSIDER THAT THAT'S, THERE'S SOMETHING YOU THERE. 
          UM, AND I JUST, I WANTED TO MAKE SURE THAT NOT JUST THE COMMITTEE UNDERSTOOD THAT EVEN OUR OWN SYSTEM UNDERSTOOD OF THESE TREATMENTS. 
          BECAUSE WHEN YOU SEE A DATA TREND WITH A SHARP INCREASE, THAT'S ONE THING. 
          THIS IS A STRAIGHT LINE INCREASE. 
          UM, THAT THAT VOLUME IS HELP. 
          THE NEXT SLIDE THAT IS THERE. 
          SO YOU'RE GOING TO SEE SOME OVERLAP IN NUMBERS. 
          [00:35:01]
UM, IF YOU LOOK AT 24, 25, UM, GOING ACROSS THAT LINE, SOME OF THE VISITS TO THE NURSES MAY CHECK MORE THAN ONE BOX. 
          UM, SO THAT'S WHY YOU ARE GOING TO SEE SOME VARIATION, UM, THAT'S IN THERE. 
          UM, SO FOR EXAMPLE, IF, UM, IF THERE WAS A, TO, IF THERE WAS CHILD HAD AN INJURY AND CAME TO THE NURSE, BUT ALSO I HAVE ONE OF THESE OTHERS AND I NEEDED TO UNDERSTAND THIS MYSELF, I REALLY WORKED HARD TO TRY TO UNDERSTAND. 
          SO TOTAL ILLNESS VISIT, IT IS KIND OF A SUMMARY, BUT IF YOU SAW A KID MORE THAN ONCE, THEY, THEY MAY NOT BE MORE THAN ONCE IN A DAY. 
          THAT MAY BE COUNTED UH, TWICE. 
          UH, BUT THE, THE SAME STUDENT WAS COUNTED ONCE OTHER HEALTH VISITS AND NON ENCOUNTER VISITS. 
          THAT'S A NON ENCOUNTER IS LIKE ANSWERING EMAIL OR PHONE CALL. 
          THAT'S WHEN THEY DIDN'T PHYSICALLY ENCOUNTER THE STUDENT, BUT THEY PROVIDED SERVICES TO THEM. 
          OTHER HEALTH VISITS, WHETHER THEY HAD SOME SORT OF, UM, IF WE HAD OUTSIDE PARTNERSHIP THAT THEY WERE ASSISTING WITH LIKE BLOOD PRESSURE SCREENINGS, DENTAL SCREENINGS, UM, DID SETTING THEM UP WITH ADDITIONAL HEALTH SUPPORTS. 
          UM, MEDICATION ADMINISTRATION. 
          THAT IS A ROLE THAT OUR NURSING DO, UM, TO PROVIDE THAT SUPPORT TO FAMILIES K THROUGH 12, 12. 
          THERE'S AN ENTIRE PROCESS AS TO BE IN PLACE IN ORDER FOR THEM TO NOT JUST PRESCRIBE IT THAT UH, TO ADMINISTER PRESCRIBE MEDICATION, BUT TO ADMINISTER IF WE NEED OTHER FORM OF MEDICATION TO A STUDENT THROUGHOUT THE SCHOOL DAY. 
          UM, AND THEN THE SCREENINGS, TREATMENT VISITS, THOSE ARE THE ONGOING THINGS THAT THEY HAVE TO COME AND SEE THE NURSE FOR. 
          AND THEN THE SCREENINGS, WE HAVE HEALTH SCREENING, UH, VISION SCREENINGS, HEARING SCREENINGS THAT OUR NURSES HAVE CONDUCTED. 
          UM, NOT JUST FOR THE NURSES BUT WITHIN OUR OUTSIDE PARTNERSHIPS. 
          AND SO THOSE ARE REFLECTED THERE. 
          COMMUNITY. 
          SO THEY ARE GAINFULLY IMPORTANT. 
          MM-HMM . 
          SO IF A, IF A KID GOT WH IN PD CLASS AND WE PUT A M ON IT HAS BE DOCUMENTED OR ME WITHIN OR THAT THOSE WOULD BE TREATMENTS, THAT WOULD BE AN INJURY. 
          TREATMENT IS WHEN THEY HAVE SOME SORT OF ENVOY, IF THEY HAVE TO COME GET A BREATHING TREATMENT. 
          IF THEY HAVE, UM, EVEN EVEN SAY IT'S LIKE A, IF THEY HAVE TO COME GET AN INSULIN CHECKED OR SOMETHING LIKE THAT, THAT'S GONNA FALL INTO THOSE CATEGORIES. 
          THERE ARE SOME STUDENTS THAT ARE NURSES OPT TO HAVE, UM, DOCUMENTED MONITORING OF DAILY OR, AND ACTUALLY FOR SOME STUDENTS, UH, WE HAVE, WE HAVE SOME STUDENTS THAT ARE MEDICAL ISSUES. 
          THEY ACTUALLY HAVE A NURSE ASSIGNMENT THAT HAVE VERY SEVERE PREVENT, PREVENT WOULD BE A CONSENT. 
          MM-HMM  THE NEXT ONE IS CHRONIC ABSENTEEISM. 
          THIS RATE IS, IS NOT EASY TO UNDERSTAND. 
          UM, THIS IS SOMETHING THAT IS A PRIORITY FOR ME NEW TO THIS ROLE. 
          UM, SO WE HAVE SOME EXISTING INITIATIVES. 
          THERE IS A LINK BETWEEN STUDENT ABSENTEEISM AND STUDENT ACHIEVE. 
          IT IS, IT IS CLEAR. 
          UM, AND THAT'S NOT OUR DATA TO OUR DATA SUPPORTS THAT, BUT NATIONALLY DATA IS VERY CLEAR ON THAT. 
          SO I'M GOING TO FLIP TO THE SLIDE. 
          AND THIS IS THE CHRONIC ABSENTEEISM RATE. 
          THIS IS AN EXTREMELY DIFFICULT NUMBER TO DEFINE. 
          UM, THAT IS BECAUSE WHEN YOU LOOK AT THE RATE, THERE ARE A COUPLE FACTORS THAT GO INTO THIS. 
          UM, AND THE NUMBER OF STUDENTS. 
          SO BASICALLY YOU TAKE THE NUMBER OF STUDENTS THAT WERE CONSIDERED THE CHRONICALLY ABSENT VERSUS THE TOTAL NUMBER THAT WAS EVER IN THE DATABASE FOR THAT YEAR. 
          IT IS NOT THE TOTAL NUMBER OF KIDS THAT WERE ENROLLED WITH US AT OUR 45 DAY COUNT, 135 DAY COUNT AND THEN 180 DAY COUNT. 
          UM, YOU ARE GOING, THE EDUCATION OVERSIGHT COMMITTEE JUST RELEASED A REPORT, UM, ON CHRONIC ABSENTEEISM. 
          THEY HAVE DIFFERENT METRICS. 
          ONE OF THE CHALLENGING THINGS ABOUT PUTTING THIS NEIGHBOR NUMBER IN FRONT OF YOU, I'M GOING TO TELL YOU THAT THIS IS OUR NUMBER THAT WE WOULD REPRESENT FOR OURSELVES. 
          WE ACTUALLY FOUND SOME STATE ERRORS IN THEIR DATABASE. 
          SO THOSE ARE FOR OUR BOARD MEMBERS THAT LOOK AT DATA FOR RESEARCHERS ON THE, ON THE SITE. 
          WE FOUND AN ERROR FROM THE STATE COUNTY. 
          I'M PROUD THAT WE DID THAT BECAUSE THEY HAD TO GO BACK AND DO A STATEWIDE CORRECTION ON CHRONIC ABSENTEEISM. 
          AND THEY'RE CURRENTLY DOING THAT RIGHT NOW. 
          THEY JUST ACCIDENTALLY DUPLICATED THEIR NUMBERS FROM 2324 TO 24 25 ON THE REPORT CARD. 
          SO IF YOU LOOK AT, IF I GIVE YOU A NUMBER THAT YOU'RE GONNA FIND INCONSISTENT ON THIS DISTRICT WEBSITE, UM, THE DATA SERVICES TEAM DISCOVERED THAT WHEN I WAS SEEING WHY DOES THIS, WHY DOES OUR SCHOOL 
          [00:40:01]
REPORT CARD, UH, NUMBER NOT MATCH THE NUMBER THAT I HAVE AND IT DOESN'T MATCH THE NUMBER THAT WE PULL. 
          IT'S BECAUSE THERE WAS ERROR IN THE DATA, UM, FROM THE STATE. 
          UM, SO THIS IS WHEN A STUDENT MISSES A A THRESHOLD OF DAYS WHEN THEY MISS MORE THAN 10 DAYS IN THE SCHOOL YEAR. 
          THAT'S WHERE THE CHRONIC ABSENTEE IS DONE RIGHT THEN. 
          UM, SO THAT'S, YOU SEE A SLIGHT REDUCTION IN THAT. 
          BUT AS WE BEGIN TO PUSH ON THIS, THIS IS SOMETHING THAT WE REALLY, WE ARE SLIGHTLY LOWER THAN THE STATE. 
          UM, BUT THAT THIS IS SOMETHING THAT WE WANT TO ADDRESS LOCALLY AND WE REALLY BELIEVE THIS IS GONNA HAVE AN IMPACT ON US. 
          AND THIS IS SOMETHING THAT WE REALLY HAVE TO ENGAGE OUR STUDENTS AND OUR FAMILIES ON UNDERSTANDING THE IMPORTANCE FROM SCHOOL. 
          THAT'S A, THAT NUMBERS DRIVE. 
          ALRIGHT, UM, THIS IS, WE ARE UNDER THE MCKINNEY INFO ACT. 
          UM, THIS IS WHERE WE TALK ABOUT HOMELESSNESS. 
          WITHOUT READING ALL THESE THINGS, I WILL SAY YOU THE MOST MISUNDERSTOOD THING WITH HOMELESS, WHEN WE SAY HOMELESS IN THE GENERAL CITIZEN, THEY ENVISION A CHILD OR SOMEONE LIVING ON THE STREET. 
          THE DEFINITION OF HOMELESS IS FAR EXCEEDS THAT WHEN THERE'S NOT A CONSISTENT PLACE FOR A FAMILY TO LIVE THAT WILL QUALIFY AS HOMELESS. 
          UM, AND SO WE PROVIDE A LOT OF SERVICES TO FAMILIES GONNA BE IN THERE. 
          UM, YOU SEE THE NUMBER, THE TOTAL NUMBER OF STUDENTS SERVED AND THE, THE NUMBER DECREASED FROM 2324 TO IN 24 25, THE NUMBER OF FAM THE STUDENTS WERE SERVED. 
          THAT DOESN'T NECESSARILY MEAN NUMBER OF FAMILIES, IT'S NUMBER OF STUDENTS THAT NUMBER ONE FROM 3 42 TO 2 59 FROM WHICH THAT IS A GOOD ONE. 
          UM, AND SO WE HAVE SOME ADDITIONAL GRANT FUNDING WE'VE UTILIZED TO PURCHASE, UM, OF TRANSPORTATION TO HELP SUPPORT THESE FAMILIES SO THEY CAN MAINTAIN THEIR EDUCATIONAL SETTING WHEN THEY'RE EXPERIENCING HOMELESS. 
          AND THERE'S SOME OTHER SUPPORTS THAT WE GET FAMILIES IN CONNECTION WITH OUR PARTNERS AND FOOD, CLOTHING, SHELTER. 
          THOSE ARE THE PRIMARY AREAS THAT WE WANT FOCUS ON THE FAMILIES. 
          UM, NOW WE'RE GONNA TALK ABOUT GAGGLE. 
          UM, GAGGLE IS THE SYSTEM THAT WE TALKED ABOUT BEFORE. 
          IT'S A ONLINE MONITORING SYSTEM, BUT THERE'S ACTUALLY TWO PARTS TO GAGGLE. 
          UM, WE HAVE A PORTION IN HERE TO GAGGLE AND YOU ARE NOT GONNA SEE ME WRITE ABOUT IT A TON IN HERE. 
          THERE'S THE GAGGLE REACH OUT SERVICE, GAGGLE REACH OUT. 
          SO I THINK YOU ALL ARE AWARE OF THE MONITORING SYSTEM FOR THE THREATS OR UNSAFE BEHAVIOR. 
          GAGGLE HAS ANOTHER, A COMPONENT THAT WE HAVE STARTED, UM, USING IN YOUTH COUNTY SCHOOL DISTRICT. 
          IT'S CALLED GAGGLE REACH OUT. 
          UM, THAT'S WHERE THAT TRAINED CRISIS  KIDS AND PARENTS CAN REACH OUT TO IF THEY ARE IN CRISIS AND IS MONITORED 24 HOURS A DAY. 
          DO NOT HAVE A TON OF DATA TO PUT IN FRONT OF YOU FOR THAT. 
          FOR TWO REASONS. 
          ONE, IT IS A NEWER SYSTEM. 
          SO WE ACTUALLY STARTED USING IT IN JANUARY OF LAST YEAR. 
          I DO HAVE SOME , BUT THIS IS WHERE IT GETS VERY, VERY SENSITIVE AND IDENTIFYING THAT ARE REACHING OUT FOR MENTAL HEALTH SUPPORT. 
          SOMETIMES IT'S THE, UM, THE STUDENT REACHING OUT FOR SUPPORT. 
          SOMETIMES IT'S THE PARENT REACHING OUT ON BEHALF OF STUDENT. 
          I, WE HAVE PUSHED SOME OF THIS TO OUR SCHOOLS, BUT THIS IS SOMETHING THAT WE ARE ABOUT TO REALLY EXPAND. 
          WE'VE ADDED IT TO CLASS LINK. 
          WE ACTUALLY ADDED IT TODAY TO CLASS LINK SO IT'S MORE ACCESSIBLE TO STUDENTS. 
          AND THIS IS SOMETHING WE WANTED TO MAKE SURE THAT THE NEW SERVICE WAS ABLE TO SUPPORT OUR FAMILIES. 
          WE'VE ACTUALLY, ANDREA MARY ACTUALLY TESTED IT HERSELF. 
          SHE DOES SPOT CHECKS ON IT AND SHE ACTUALLY CALLS TO MAKE SURE THAT SOMEONE'S THERE RESPONDING TO US. 
          UM, SO WE HAVE USED THAT, BUT IT'S A 24 7 THING TO MAKE SURE THAT WE HAVE HEALTHY AND SAFE AND ENVIRON YOU THE DATA INSIGHTS FROM GAGGLE. 
          I BELIEVE IN ALL THE, THE DIFFERENT PARTNERSHIPS WE HAVE ARE EXCELLENT. 
          UM, SO LAST YEAR GAGGLE HAD 18,591 ACCOUNTS. 
          NOW YOU DO NEED TO UNDERSTAND, IT SHOWS THE BREAKDOWN AND YOU'RE GONNA SEE A, UM, THE DIFFERENT TYPES OF DIFFERENT TYPES OF CATEGORIES THAT WERE IN THERE. 
          YOU'VE GOT TO REMEMBER, IF THE STUDENT'S WRITING A SHORT STORY IN ELA AND THEY'RE WRITING A , EVEN WHEN THEY'RE ON RUNNING MAY, MANY OF WHICH TURN OUT TO BE HARMLESS, IT'S STILL GONNA FLAG IT. 
          PARENTS ARE STILL SURPRISED THAT WE CAN SAY ANYTHING IN GOOGLE DOCS OR ANYTHING THAT'S IN THERE. 
          THE SYSTEM DOES MONITOR THAT. 
          ANDREW MURRAY IS APPOINTED. 
          OKAY? YES MA'AM. 
          ALRIGHT, AND THESE ARE THE 
          [00:45:01]
ADMINISTRATIVE REGULATIONS THAT YOU'RE GOING TO SEE AND ADDRESS THIS AREA. 
          THEY'RE ALL PRINTED IN HERE. 
          I DO WANT TO TAKE YOU THROUGH SOME OF THE SUPPORTING DOCUMENTS. 
          CAN YOU SCROLL UP TO THE NEXT ONE PLEASE? ALRIGHT, SO THESE ARE SOME OF THE THREAT ASSESSMENTS, BEHAVIORAL THREAT ASSESSMENTS. 
          YOU'LL SEE, YOU CAN SEE A BREAKDOWN BY SCHOOL. 
          UM, AND YOU CAN SEE THE TOTAL NUMBER OF IN, OF, IN THERE AND HOW MANY WERE ACTUALLY, WHICH GRADES ARE IMPACTED. 
          AND SOME OF THE GRAPHS THAT ARE CUT OFF, I DON'T KNOW WHY THAT IT'S JUST SHOWING. 
          THESE ARE THE, THE FIRST LITTLE GRAPH OVER HERE TO THE RIGHT. 
          THAT'S ONE SHOWING IN PRE-K TO K IMPACT THE OTHERS. 
          SO OBVIOUSLY YOU'LL SEE THE TOTAL NUMBER. 
          AND SO THESE ARE JUST EXAMPLES OF SOME OF THE FOUR BACK AND FORTH FROM THERE. 
          UM, ALSO THE DATA INSIGHTS, IT BREAKS IT DOWN A LITTLE BIT MORE BY CATEGORY. 
          YOU'RE GONNA SEE THAT IN THERE AND IT SHOWS THE TIMEFRAMES THAT WE REPORT. 
          SO THIS SPECIFIC REPORT, UM, IT, IT IS AN EXAMPLE OF HOW WE CAN PULL ACTIVE AND REAL TIME REPORTS AND BREAK IT DOWN BY CATEGORY. 
          AND YOU CAN SEE THE DATE RANGE AT THE TOP. 
          SO THE FIRST OVERALL GRAPHIC THAT I PUT IN THERE WAS A YEAR LONG SUMMARY. 
          BUT THIS IS AN EXAMPLE OF HOW WE CAN PULL A PERIOD. 
          THERE ARE, WE DO HOWEVER, AND I'M GOING TO, I WANT YOU TO SCROLL, THIS IS A KEEP SCROLLING UNTIL YOU SEE SUICIDE CASE MANAGEMENT. 
          THIS IS SOMETHING THAT IS A NOT EASY TO REPORT ON, IT'S NOT EASY TO TALK ABOUT. 
          UM, BUT WE DO HAVE STUDENTS, WE DO HAVE STAFF THAT, UM, WE TALKED ABOUT THE BEHAVIORAL THREAT ASSESSMENTS WHEN A CHILD THROUGH WRITING OR THROUGH WORD, UM, DISCLOSES INTENT OR SELF HARM, WE DO HAVE, OUR STAFF ARE TRAINED TO DO WHAT'S CALLED A SUICIDE RISK ASSESSMENT. 
          UM, AND THIS SHOWS THE, THE NUMBER THAT IS THERE. 
          IT SHOWS THE IMPACT BY GRADE LEVEL AND EVEN IF IT SHOWS THE NUMBER OF THAT ARE CONSIDERED LOW, THE NUMBER THAT ARE CONSIDERED HIGH, UM, IT'S ALL BROKEN OUT BY THERE. 
          AND THE DEPENDING ON THE ANSWERS AND RESPONSES TO THE INTERVIEWS THAT THEY'RE GOING, THAT'S WHERE IT'S DETERMINED, UH, THE LEVEL THAT IT COMES OUT TO, DEPENDING ON WHERE IT FALLS, DEPENDING ON THE SUBSEQUENT ACTION THAT OCCURS FROM THAT. 
          UM, WHEN YOU SEE RESCREEN, THAT'S WHEN SOMETHING WAS SAID. 
          BUT THERE, WHAT THEY NEEDED FURTHER FOR CLARIFICATION, IT MAY NEED TO BE RESCREENED AS A THREAT ASSESSMENT INSTEAD OF THE SUICIDE RISK ASSESSMENT. 
          BUT YOU CAN SEE THE INFORMATION THERE IS SOMETHING WE TAKE VERY SERIOUSLY, UM, WITHIN OUR SCHOOL DISTRICT. 
          BUT I WANTED, IT IS NOT A COMFORTABLE TOPIC FOR ME TO SIT IN FRONT OF YOU TO TALK ABOUT, BUT I WANTED YOU TO BE AWARE OF THE ACTIONS AND STEPS THAT WE HAVE WHEN THERE'S A CONCERN FOR THAT. 
          ALL OF THESE THINGS ARE CONNECTED TO ONE ANOTHER AND GAGGLE FOR, SO FOR EXAMPLE, IF A STUDENT WRITES SOMETHING AND GAGGLE, IT MAY LEAD TO A SUICIDE RISK ASSESSMENT, UM, THAT WE HAVE TO CONDUCT WITH A STUDENT PLAN. 
          THIS ONE? YES. 
          WHAT'S GOING ON GRADE? WELL, IT MIDDLE GRADE THERE ARE SOMETIMES WHEN A PARTICULAR STUDENT, SO I WILL, I WILL ANSWER TO GRADES, UM, STUDENTS BEGIN TO, UM, LIKE I'M NOT HAVING BURDENSOME BE TALK, UH, STUDENTS, STUDENTS DEVELOP IN DIFFERENT AGES IN DIFFERENT WAYS DEPENDING ON THE LEVEL OF TALK. 
          UM, SO WHERE A STUDENT MAY, UH, GO THROUGH PUBITY, UH, IN MIDDLE SCHOOL IN SOME PLACES, FOR SOME THAT EXPERIE A LOT OF TRAUMA, THEY BEGIN TO GO THROUGH THAT FOURTH AND FIFTH GRADE. 
          UM, WHEN THEY BEGIN TO HIT THAT AGE, THE HORMONES BEGIN TO ALL OVER THE PLACE. 
          AND WHEN THEY'RE UPSET ABOUT SOMETHING AND THEY MAY MAKE COMMENTS OR STATEMENTS WHERE YOU SEE PEAKS AT CERTAIN SCHOOLS, THAT IS WHEN, UM, I HAVE TO BE CAREFUL WHAT I SAY IN THE NEXT COUPLE STATEMENT. 
          YOU MAY HAVE A STUDENT THAT THIS IS A REPETITIVE BEHAVIOR FOR THEM AND WE HAVE TO CONDUCT NUMEROUS ASSESSMENTS FOR THE SAME STUDENT, EVEN THOUGH WE KNOW THAT IT IS NOT NECESSARILY A, UH, IT'S MORE OF A BEHAVIORAL ISSUE. 
          BUT IF THEY MAKE THOSE CERTAIN COMMENTS, WE HAVE TO GO THROUGH THAT PROCESS AND THAT'S WHERE YOU'RE GOING TO SEE THERE MAY BE ME, BUT THERE MAY, MAY COME BACK AS A LOWER LEVEL, EVEN IF IT'S LOW LEVEL. 
          EVERY TIME THESE COMMENTS ARE MADE, WE HAVE TO GO THROUGH THAT PROCESS. 
          SO, BUT THAT'S WHERE YOU SEE IN THE 
          [00:50:01]
LOWER LEVELS IN FOURTH, FIFTH, AND MIDDLE SCHOOL. 
          THAT'S WHERE YOU'RE GONNA SEE THE MORE ERRATIC BEHAVIORS BECAUSE OF THE ASIAN STUDENT AND WHERE THEY ARE. 
          UM, MIDDLE SCHOOL STUDENT WILL SAY JUST ABOUT  . 
          SO, UM, THAT'S WHY YOU'RE GONNA SEE THAT THROUGH THAT GRADE. 
          THAT'S WHERE YOU SEE A SPIKE THERE. 
          THOSE ARE, SO YOU TALKING ABOUT THE IMPACT LEVELS? TWO DIFFERENT ONES. 
          SO SOME OF THAT IS THE DIFFERENT, IT'S A BAD VISUAL REPRESENTATION FOR ME. 
          SO IT'S SUPPOSED TO SHOW THE IMPACT LEVELS AND THE DIFFERENT TYPES OF THAT BY THERE. 
          BUT WHEN I CONDENSED THE GRAPH, IT CUT OFF SOME OF THAT. 
          SO I NEED TO GO BACK AND RE REDO THAT BECAUSE IT IT'S SHOWING THE DIFFERENT IMPACT LEVELS OF THE SCHOOL. 
          BUT WHEN I CONDENSED IT TO TRY TO PUT IT ON BASE AND WE CAN, IT MESSED UP THE VISUAL REPRESENTATION. 
          SO I JUST WANTED YOU TO BE ABLE TO SHOW THAT WE HAD A WAY TO MEASURE BY SCHOOL, BUT IT'S NOT SHOWING ALL THE DIFFERENT IMPACT LEVELS. 
          NOT, I THINK SOME SCHOOLS ARE LEFT OFF. 
          YEAH. 
          AND SOME SCHOOLS ARE LEFT OFF ON THAT. 
          UM, I THINK MONTREAL SHOWED MAIN MAJOR HAS LEARN SPECIAL KIT. 
          IMAGINE THERE'S A CORRELATE AT  WITHOUT IDENTIFYING SPECIFIC STUDENTS. 
          THERE, THERE IS, THERE WOULD BE A CORRELATION BETWEEN STUDENTS BE SOME, CAN'T SAY SPECIFICALLY A CERTAIN SCHOOL SITE. 
          WE COULD ALSO AND ANY ENFORCEMENT, BUT THERE ARE A LOT OF SUPPORTING DOCUMENTS IN HERE. 
          I DO WANT, UM, MS. ROBINSON SCROLL TO A COUPLE MORE THAT HAVE BEEN THERE. 
          YOU CAN SEE OUR PORTAL AS YOU'RE FLIPPING. 
          YOU CAN SEE OUR QUARTERLY REPORTS. 
          I DO WANT HER TO KEEP SCROLLING UNTIL YOU GET TO SOME OF OUR MANUALS THAT ARE IN THERE AS WELL. 
          WE MAY SEE OUR CRISIS MANAGEMENT FILE THERE NEVER LOT REPORTING DOCUMENTS. 
          AND YOU CAN SEE THAT WAS AN ACCURATE STATEMENT. 
          , YOU ARE GOING TO SEE A CRISIS FROM QUAS COUNSELING COUNSEL AS SHE SCROLL TO THERE. 
          IT'S GOING TO, IT'S GONNA TAKE HER A WHILE TO CATCH UP. 
          THIS IS AN EXAMPLE OF OUR MANUAL THAT WE'VE USED IN PAST WE DO, I DID NOT INCLUDE, WE DO HAVE ONE UPDATED FOR 25.6 I, BUT I DID NOT INCLUDE IT IN HERE. 
          ANY OF YOU. 
          I COULD PROVIDE IT. 
          AGAIN, I'VE TRIED TO REMAIN CONSISTENT AND ONLY REPORT ON WHAT WAS THERE FOR THE 24 25. 
          UM, BUT THOSE ARE SOME EXAMPLES. 
          WE'VE GOT THESE, THIS OUTLINES OUR PROCESS. 
          UM, IT OUTLINES EVERYTHING WE DO FOR THE KIND OF CRISIS RESPONSE COUNSELING. 
          UM, SO IT, IT KIND OF ALIGNS TO ALL THE DIFFERENT THINGS WE TALKED ABOUT HERE BECAUSE WE AGAIN, FURTHER EVIDENCE TO SUPPORT. 
          UM, WE OPERATE BY EXPECTATION OF THERE. 
          AND YOU DO SEE ALL THE DIFFERENT AR THAT WE TALKED ABOUT THAT ALIGN TO THIS. 
          THEY'RE GOING TO BE THERE. 
          AND THEN YOU ALSO WILL SEE SOME OF THE PROTOCOLS THAT WE GO THROUGH WHEN WE'RE CONDUCTING THESE ASSESSMENTS. 
          UM, I WANTED YOU, IT WAS IMPORTANT FOR YOU TO HAVE THIS SO YOU CAN BE ABLE TO SEE THE PROCESS. 
          WE KNEW THAT GOES BACK AND REFLECTS THE DATA THAT WE SHARED TODAY, RIGHT? SO AS SHE IS SCROLLING, I'M GOING TO END WITH WE'RE, WE'RE, WE'RE GETTING THERE. 
          THE LAST LITTLE TAB THAT'S THERE IS JUST AN OVERVIEW OF THE DIFFERENT THINGS THAT WE ARE DOING. 
          AND I, I'M PROUD OF WORK TOO. 
          THIS WORK IS NOT EASY. 
          UM, WE DEALING WITH KIDS AND FAMILIES THAT ARE, WHEN THEY ARE IN THE CRISIS, UM, I'M PROUD 
          [00:55:01]
OF OUR FOLKS. 
          UM, AND SO THEY ARE, WE'RE ONGOING TO REFINE OUR PROCEDURES, PARTICULARLY OUR DATA MANAGEMENT OF IT AND THEN OUR PRESENTING OF DATA TO PRINCIPAL TO LOOK TRENDS TO SEE HOW WE CONDUCT OUR PRACTICE. 
          UM, BUT I WANTED TO BE AS INFORMATIVE AS POSSIBLE ON SOME VERY SENSITIVE, UM, TOPICS FOR OUR STUDENTS. 
          ONE OF THE THINGS I THINK IS GREAT FROM HAVING THE BACKUP , YOU SHOW THAT STUDENT SERVICES IS NOT JUST DISCIPLINE, BUT IT IS THE SUPPORT AND THE HOLISTIC COMPONENT OF THE STUDENT AND THE SERVICES THAT CAN BE PROVIDED TO HELP. 
          IT'S NOT JUST THIS IS THE HALLWAY YOU GO TO . 
          THIS IS THE AREA OF SUPPORT THAT WE PROVIDE TO HELP YOU . 
          SO THANK YOU. 
          I WANTED TO BE ABLE TO, TO SHOW THAT ALMOST I CLEAN, UM, BOTH FOR ACADEMICS AND FOR BEHAVIOR AND SUPPORTING KIDS AND FAMILIES THROUGH A VARIETY OF CHALLENGES. 
          UM, SO I WANT TO BE ABLE TO TRULY DOCUMENT THAT AND SHOW YOU GUYS THIS STEP. 
          AND I'M REALLY WANTED TO REFLECT OUR WORK WITH YOU. 
          UM, YOU KNOW, THERE ANY QUESTIONS ABOUT A 14-YEAR-OLD? WE'RE GONNA NEED A MOTION FOR O 13. 
          WELL, O 13 AND 14. 
          SO WE YES. 
          DID WE ADOPT O 13? WE SHOULD GO BACK. 
          I NOW THAT ONE I'M NOT REALLY QUITE SURE BECAUSE IT CAME OUT OF THE FULL MEETING AND I THINK IT HAS TO GO BACK TO THE FULL BOARD BECAUSE IT WAS THE FULL BOARD THAT PULLED IT ON OF CONSENT, UM, AND ASKED FOR IT TO COME BACK. 
          SO I THINK THAT ONE WILL GO BACK TO THE FULL BOARD. 
          AND THIS ONE IF YOU WANT, CAN GO ONTO CONSENT AGENDA IF THAT'S WHAT YOU ALL WANT. 
          TAKE 13 TO TAKE 13. 
          THIRTEEN'S GONNA COME BACK. 
          13. 
          I'LL HAVE TO GO BACK TO THE FULL BOARD BECAUSE THAT EDITED . 
          YES. 
          SO MY CLARIFICATION, CLARIFICATION FROM 13, YES, IT HAS TO BE EDITED ITEMS TO CONSENT. 
          I I THINK IT GOES TO BECAUSE SHE TOOK IT OFF CONSENT TO OFF CONSENT. 
          SO IT NEEDS TO GO BACK TO THE FULL BOARD UNDER COMMITTEE UPDATES. 
          MM-HMM . 
          YES SIR. 
          YES SIR. 
          THEN MOTION WOULD BE PROVIDED AT THAT TIME. 
          ARE WE READY TO MOVE ON TO PR? EXCITED IF YOU ARE. 
          OH, BUT WE'RE GONNA ROLL THROUGH THE FORMAT. 
          SO I'VE GOT EVERYTHING, UM, IN THE STACK HERE TO REMAIN CONSISTENT WITH WHAT WE'VE DONE IN THE PAST. 
          YOU'RE GONNA HAVE THE CLEAN VERSION. 
          SO WE'RE GONNA START WITH SS 35. 
          UM, YOU'RE GONNA HAVE A CLEAN VERSION, UH, UH, EDITED VERSION AND THEN YOU'RE GONNA HAVE THE, UM, THE, SO AND I SAY EDITED VERSION. 
          WE'LL TYPICALLY CALL THE RED LINE VERSION AND THEN WHERE YOU'RE, AND THEN YOU WILL HAVE AN EXECUTIVE SUMMARY THAT SHOWS THE CHANGES THAT WERE THERE. 
          UM, SO AN SS 35, THIS IS CONTEST FOR STUDENTS. 
          UM, AND IT GOES THROUGH WHAT THAT LOOKS LIKE IN THERE AND IT'S GONNA ADDRESS THE, BASICALLY YOU WERE UPDATED THE NON-DISCRIMINATION SUPERINTENDENT'S EXPECTATION AND INCORPORATED FULL NAME IN DIFFERENT COUNTY SCHOOL DISTRICT. 
          WE ADDED A NEW SECTION TITLED NON THE NON-DISCRIMINATION TITLE, WHICH YOU'RE GONNA SEE CONSISTENTLY THROUGH MANY OF OUR AR THAT WE HAVE TO UPDATE. 
          THERE ARE REALLY NOT MANY CHANGES TO THE, UM, THE, THE, THE INTENT OF THE OE, I MEAN ON THE AR. 
          UM, AND THEN IT TALKED ABOUT CONTEST EMPHASIZES EDUCATIONAL VALUE RATHER THE PRIZES. 
          THIS CONCEPT WAS ALREADY ADDRESSED SO WE 
          [01:00:01]
JUST CLEANED UP AND STREAMLINED A LITTLE BIT AND THERE ARE NO CHANGES THERE. 
          UM, AND SO THAT IS SS 35 SS 41. 
          FEEL LIKE WE'RE SIGNING ALONG HERE. 
          SAME THING, SAME FORMAT. 
          THIS IS STUDENT INSURANCE COVERAGE. 
          THE ONLY THING I DO WANNA HIGHLIGHT IS EVEN THOUGH THAT THIS, UH, IS COMING OUT OF STUDENT SERVICES, ANYTIME THAT WE HAVE AN AR THAT IMPACTS DIFFERENT DEPARTMENTS WITHIN THE SYSTEM, WE DO SIT AND MEET AND GO THROUGH THESE. 
          UM, I, I HAVE TO CALL OUT AND HIGHLIGHT AND THANK DR. 
          STRATOS AND, BUT THE LADY SITTING AT THE END OF THE TABLE REALLY HELPS US GO THROUGH THESE AR AND MAKE SURE THAT THEY ARE WRITTEN WELL. 
          UM, THAT LADY SITTING BACK THERE ALSO TO, WELL, UM, THESE ARE THE TEAM FOLKS THAT HELP. 
          THEY'RE THE ONES THAT MAKE ALL THESE RED LINE VERSIONS TO MAKE SURE THAT ALL OF THIS IS UPDATED AND DONE. 
          UM, SO WENDY, OUR LEGAL DEPARTMENT, THEY ALL COLLABORATE IN SAVANNAH. 
          UM, IT'S STUDENT SERVICES. 
          WE GOT A REALLY GOOD TEAM THAT DOES IT TO HIGHLIGHT THAT. 
          'CAUSE WHEN THERE'S GOING TO BE A STUDENT INSURANCE COVERAGE LIKE WE TALKED ABOUT HERE, IT'S GONNA LISTED IT OUT. 
          WE ARE GOING TO SIT WITH FINANCE AND THE OTHER DEPARTMENTS TO MAKE JUST STATEMENT RISK MANAGEMENT TO MAKE SURE THAT THESE THINGS ARE IN LINE. 
          UM, SO SECTION ONE, SAME SECTION ONE AND TWO ARE THREE THAT WERE THERE. 
          SECTION THREE UM, WAS REMOVED AND THEN OTHER THINGS WERE REMOVED FROM THIS TORE. 
          AND IT IS JUST BASICALLY CLEANING THE WORK LANGUAGE UP AND MAKING IT CONSISTENT. 
          AND THEN YOU COULD SEE THE CHANGES THAT WERE DONE HERE TO GET IT TO, YOU COULD SEE WHAT IT WAS IN THE ORIGINAL FORM VERSUS WHERE IT WAS, UH, CHANGED TO DO THAT AND TO MAKE SURE ALL, EVERYTHING WAS CONSISTENT WITH THE PROTOCOL. 
          SO THERE WAS NO THROUGH, THERE'S NO THROUGH THERE. 
          SO THE NEXT ONE WENT THROUGH, SO THE NUMBER CHANGED. 
          SO IT WENT, THERE WERE FOUR SECTIONS. 
          SO WHEN THEY CHANGED THAT AND THERE ARE NOW ONLY THREE SECTIONS. 
          SO THAT'S WHY I'D SAY REMOVE. 
          SO SECTION FOUR BECAME SECTION THREE. 
          HERE IT SAYS FOUR. 
          JUST BACK THIS, THIS IS NOTHING. 
          THIS WOULD, YEAH, IT SHOULD HAVE STRUCK IT RIGHT ON THIS ONE. 
          SHOULD, WE SHOULD HAVE STRUCK THROUGH FOUR ON THE RED LINE VERSION, BUT I BELIEVE IT IS CORRECT ON THE, YEAH, THE ERROR IN RED. 
          BUT THE POINT AND WHAT THE IMPORTANT PART IS THE CLEAN VERSION CAME OUT. 
          OH NO, IT SHOWED YOUR READING WITH, SO IN ALL THE EDITING, UH, THE TEAM MADE ALL THE CORRECT EVIDENCE EDITING. 
          THAT WAS MY EDITING MISTAKE. 
          ALRIGHT, SO WE HAVE SS 53. 
          THESE ARE STUDENT FEES, FINES, AND CHARGES. 
          YOU AGAIN, WE'LL SEE THE UPDATES THAT ARE THERE. 
          HOPEFULLY I THINK WE THEY DID IT RIGHT. 
          THIS ONE'S CORRECT, . 
          ALL RIGHT. 
          AND SO THE SECTION ONE AND TWO WERE REVISED IN THERE. 
          YOU SEE IN SECTION FOUR. 
          UH, SECTION THREE, UM, SECTION SUBSECTION B, IT REVISED THE LANGUAGE TO STATE ANITA. 
          B, C, S, D, THEY CHARGE OR BI THINK THOSE WERE MOVED AROUND. 
          UM, AND THEN ADDED A LANGUAGE IN THE SECTION STATED MAY EVALUATE THE CLAIM TO HARDSHIP. 
          SO YOU'LL SEE HOW D WAS REMOVED. 
          UM, I THINK THAT, I'M NOT SURE THAT WE DID IN OUR MYSELF THERE. 
          I THINK THAT, I KNOW THAT THE CLEAN VERSION CAME OUT RIGHT? I THINK THE EDITS CAME OUT RIGHT. 
          I'M NOT SURE THAT WHEN WE'RE LISTING OUT THE CHANGES THAT WE ARE LISTED. 
          YEP. 
          BUT THAT'S WHAT THE FINAL OUTCOME WAS. 
          PERFECT. 
          OKAY, LAST ONE. 
          THANK GOODNESS MORE. 
          YEAH, IT IS THE LAST ONE FOR ME AND 
          [01:05:01]
I GET TO LISTEN TO THE OTHER STUFF. 
          SO THIS IS COST ASSISTANCE FOR ACADEMIC COMPETITION WINNERS. 
          UM, THERE ARE THREE AREAS ON THERE THAT REVERT, REVISE THE SECTION TO IMPROVE LANGUAGE PLAY EXPECTATIONS. 
          SECTION TWO IS THE SAME. 
          THERE WERE NO CHANGES MADE TO SECTION THREE, ALTHOUGH LOOKS LIKE THE NUMBERS WERE. 
          AND YOU'LL SEE AS ALWAYS THE UPDATED LEGAL RECORDS. 
          I'M DONE NOTE THAT STUDENT SERVICES AS THEIR  FOR CATCHING UP AND DEFINING, NOT THAT BUT  TO GET EVERYTHING IN LINE. 
          SO EXCITED THAT UM, AS WE TRANSITION TO AR FOR  PURPOSES, I HAVE THIS EVENING DIANA KY, OUR DIRECTOR, DIRECTOR OF ALTERNATIVE PROGRAMS AND  PROGRAMS DIRECTOR NICHOLAS FLOWERS IS JOINING US AS WELL. 
          ACCOUNTABILITY AND OUR DIRECTOR AND  SECONDARY TEACHER LEARNING, YOU'LL HAVE ITEMS COMING FORWARD. 
          YOU PLEASE RECOGNIZE IT'S LISTED AS BELIEF THAT IN I 25 WAS PROVIDED TO YOU MULTILINGUAL LEARNER PROGRAM E AND IT'S PROVIDED TO YOU IN SPANISH AS WELL. 
          BUT I, SPANISH PROVIDED 44, BUT THEN I OUT, SO THE ONLY THING ELSE TO GO GO THROUGH I 25 WITH US. 
          IT A LITTLE, UM, NOTATION BEFORE MR. FLOWERS SHARES I 44 RIGHT AFTER MS. . 
          THAT ONE IS A LITTLE BIT DIFFERENT BECAUSE WE HAVE THREE AR THAT DEALT WITH ASSESSMENTS, EXAMINATIONS AND TESTING. 
          AND AS WE STARTED TO LOOK AT IT, IT WAS REALLY MR. MC FLOWERS HAVE SAID, YOU KNOW, THIS MIGHT BE CONFUSING FOR SOME OF OUR FAMILIES. 
          WE MANY COME IN, BUT I THE TESTING AR DID YOU LOOK AT THE TYPE ONE? SO HE DID A LITTLE BIT OF DOUBLE TRIPLE WORK BECAUSE WHAT HE DID WAS TAKE ALL THREE OF THOSE ARS TO FREE CREATE NEW ORLEANS COMPREHENSIVE ON, UM, ASSESSMENT. 
          SO BEFORE THEY STARTED, I JUST GONNA NOTE THAT, AND COURSE, UM, MS. RUSKY DOES DO WELL ANYWAY, BECAUSE SHE HAS TO PUT IT IN CHANCE SPANISH. 
          SO I'LL TURN IT OVER TO MS. RUSKY IN. 
          OKAY. 
          UM, LIKE DR. COX SAID IN FRONT OF YOU, YOU'LL HAVE THE EXECUTIVE SUMMARY, THE RED LINE VERSION, AND THE UPDATED VERSION. 
          AND I WILL SAY TO SPEAK TO THE COLLABORATION OF THIS GROUP, DR. COX AND I AND, UH, THE DIRECTOR OF, UH, EXCEPTIONAL LEARNERS, MS. DIETRA HOLMES, WE MET AND WE DISCUSSED SOME THINGS THAT WE'RE WORKING NOW TOWARDS ASSISTING OUR FAMILIES WITH L AS WELL AS MLP STUDENTS, WHO BASICALLY, AS WE SAY IN BCSD, THEY'RE ALL OUR STUDENTS. 
          SO THERE'S A LOT OF WORK BEING DONE BEHIND THE DOORS AND THE WINDOWS AND THE WALLS THAT WE HAVE, UM, TO HELP OUR STUDENTS AT BEFORD COUNTY SCHOOL DISTRICT, AS WELL AS, UM, NICK HELPING TREMENDOUSLY WITH WRITING THIS, WITH HAVING TO DO WITH ACCOUNTABILITY AND ASSESSMENT, AS WELL AS DOING THE RIGHT THINGS FOR OUR STUDENTS AND WITH MS. MCKENZIE'S EDITS. 
          SO, THANK YOU VERY MUCH, . 
          I'LL JUST GET TO KIND OF PRESENT ABOUT IT. 
          ALL RIGHT. 
          SO YOU WILL SEE THAT IN SECTION ONE, THERE WERE NO CHANGES. 
          SECTION TWO, WE ADDED THE BCSD NON-DISCRIMINATION CLAUSE. 
          SECTION FOUR, WE ADDED CALENDAR TO DELINEATE DAYS ALLOWED FOR ENROLLMENT AND SCREENING. 
          THAT IS FEDERAL AND STATE GUIDANCE. 
          WE ADDED LANGUAGE TO PROFICIENCY LEVEL. 
          THAT'S TO CLARIFY ENGLISH LANGUAGE PROFICIENCY LEVEL THAT OUR STUDENTS ARE TO ACQUIRE WITHIN A FIVE YEAR TIME PERIOD. 
          WE ADDED ACCESS, ALT CLARIFICATION AS ASSESSMENT FOR TIER ONE INSTRUCTION BECAUSE THEY NOT ONLY GET ACCESS, UM, FOR REGULAR STUDENTS, BUT OUR LS TAKE ACCESS ALT, SOME OF THEM, NOT ALL, THEY HAVE TO BE IDENTIFIED THROUGH AN IEP. 
          THEN WE HAVE SECTION SIX, WE ADDED LANGUAGE FOR IAPS. 
          THAT IS, I WILL FIND THE WHOLE WORD FOR YOU. 
          IT IS THE INDIVIDUALIZED LANGUAGE ACQUISITION PLAN THAT IS SPECIFIC TO LANGUAGE, NOT A DISABILITY. 
          THAT IS HOW WE SUPPORT AND MONITOR FOR A LANGUAGE. 
          [01:10:05]
CORRECT. 
          THE TWO ARE, YES, THE TWO MUST BE IN PLACE FOR STUDENTS TO BE, UM, OFFERED AN ALTERNATE TESTING ASSESSMENT FOR ANY STATE ASSESSMENT, ET CETERA. 
          IT CAN'T BE ONE WITHOUT THE OTHER. 
          THEY SUPPORT EACH OTHER. 
          AND WE CHANGED THEM LP COORDINATED TO DIRECTOR, AND THEN ALL THE WAY AT THE BOTTOM, WE ADDED A STATEMENT THAT PCSD PARTICIPATES IN ALL REQUIRED MONITORING VISITS AND AUDITS AS REQUIRED BY FEDERAL AND STATE EXPECTATIONS. 
          WE ACTUALLY HAD ONE LAST YEAR, AND WE DID WELL, WE GOT, UM, LOVELY RESULTS. 
          AND EVEN THE STATE MENTIONED HOW WELL WE DO THINGS, FOR EXAMPLE, HAVING BILINGUAL LIAISONS IN OUR SCHOOLS, ET CETERA. 
          SO WE WANTED TO ADD THAT ON THERE, STATEMENT ABOUT THAT. 
          AND WE UPDATED TO INCLUDE ALL PERTINENT FEDERAL, STATE, AND COUNTY REFERENCES WITH MEMORANDUMS, ET CETERA. 
          AND WE ADDED, UM, ANOTHER FEDERAL LAW CASE TO SUPPORT OUR STUDENTS AND JUST DOING THE RIGHT THING BY THEM. 
          WHEN WE ADDED LOUD VERSUS NICHOLS, WE ONLY HAD PLOW VERSUS DEATH. 
          YES, MA'AM. 
          AND WE DON'T HAVE IT IN AN AR AND I, WE THOUGHT IT WAS EXTREMELY IMPORTANT TO ADD IT. 
          YOU ARE WELCOME. 
          WE HAD A, A CAROLINA TSOL CONFERENCE OVER IN CHARLOTTE, AND IT WAS LOVELY TO SEE THAT WE ARE DOING THINGS AT BCSD THAT ARE BEING MODELED ACROSS TWO STATE LINES. 
          SO THAT'S LOVELY TO SEE AND TO PRESENT AT THOSE CONFERENCES AND TAKE BACK WHAT WE'RE CREATING HERE, I THINK IS, UM, COMMENDABLE FOR US. 
          CAN YOU SPEAK TO WHY THAT CASE IS? SO, UM, WHY IS IT, WHY IS IT, UH, IMPORTANT? WELL, I THINK BECAUSE IT'S IMPORTANT THAT OUR STUDENTS ARE PROTECTED AND OUR FAMILIES ARE PROTECTED IN TERMS OF, THEY ARE BASICALLY LANGUAGE INSTRUCTION IN A PUBLIC SCHOOL FOR STUDENTS WITH LIMITED ENGLISH PROFICIENCY, IF THEY ARE NOT GIVEN THAT OPPORTUNITY IS A VIOLATION OF THEIR CIVIL RIGHTS. 
          SO THAT SHOULD BE NOTED HERE. 
          YES. 
          LANGUAGE, MM-HMM . 
          SO IT IS A . 
          THIS MIGHT BE REALLY, REALLY, REALLY, REALLY MINOR. 
          GO FOR IT. 
          DR. CARR, UM, IN A OR B. 
          OKAY. 
          YOU ADDED THE WORD CALENDAR. 
          THERE'S A DIFFERENCE BETWEEN A DAY AND CALENDAR DAY. 
          CALENDAR YEAR, MEANING WE INCLUDE WEEKENDS. 
          SO IT, IT USED TO SAY 14 DAYS, AND THEN IT BECAME, PART OF OUR COMPLIANCE ISSUES WERE THAT OUR STAFF WAS SAYING, OH, WE HAVE COUNT 14 DAYS TO GET THIS SCREENING AND THIS PAPERWORK DONE. 
          AND THE STATE SAID CALENDAR DAYS, INCLUDING THE WEEKEND. 
          YEAH. 
          SCHOOL DAYS VERSUS CALENDAR DAYS. 
          YOU'RE WELCOME. 
          SO I GET THE AR THAT OUR STUDENTS ENJOY COMING TO SCHOOL THE MOST TO, UM, PARTICIPATE IN, AND THAT IS TESTING . 
          SO, SO THIS IS BEING DRIVEN BY CONSOLIDATING, UM, THREE ARS THAT DEAL WITH TESTING AND SOME ASPECT, UM, BUT ALSO ALIGNING IT TO SOME OF THE THINGS THAT THE STATE IS SEEING. 
          AND THE STATE IS PUSHING DISTRICTS TO, UM, REALLY FIRM UP WITHIN, UM, THEIR OWN PROCESSES AND PROCEDURES. 
          SO, SO FOR THIS AR THEN, UM, WE ADDED THE NON-DISCRIMINATION, UM, IN SECTION TWO, SECTION THREE, THE ADHERENCE TO TESTING GUIDELINES. 
          UM, THIS WAS PULLED FROM AR 51, SECTION TWO, UM, AND ADDED INTO HERE SECTION FOUR, UM, WAS MOVED FROM AR 51, SECTION THREE. 
          UM, AND IT LOOKS AT THE TESTS THAT WE ADMINISTER HERE. 
          UM, REALLY THE BIG ONES BEING THAT, UM, FORMATIVE ASSESSMENTS, UM, IT USED TO REFER TO MAP, BUT, BUT IT'S FORMATIVE ASSESSMENTS, UM, THAT WE DO THAT ARE STATE APPROVED. 
          UM, ALONG WITH, UM, THE TRADITIONAL STATEWIDE ASSESSMENTS, UM, COLLEGE INTEREST EXAMS, READINESS ASSESSMENTS THAT WE ARE MANDATED TO, UM, TO PROVIDE 
          [01:15:01]
STUDENTS. 
          UM, SECTION FIVE UPDATED OUR EOC, UM, END OF COURSE ASSESSMENTS. 
          IT UPDATED SOME LANGUAGE THERE AROUND THE WAITING. 
          UM, AND IN THE PAST IT USED TO BE ENGLISH ONE, BUT NOW IT IS ENGLISH TWO. 
          SECTION SIX LOOKS AT THE, UM, ALTERNATE ASSESSMENT FOR STUDENTS. 
          SO THIS IS, UM, WHENEVER WE ARE WORKING ON, UM, THE ALTERNATE ASSESSMENT, I WORK VERY CLOSELY WITH DR. COX AND HIS TEAM, UM, SPECIFICALLY, UM, MS. HOLMES, THE DIRECTOR OF SPECIAL EDUCATION, UM, TO BE ABLE TO MAKE SURE THAT WE ARE CORRECTLY IDENTIFYING THESE, UM, THE STATE DEPARTMENT IS REALLY FIRMED UP THAT, UM, DISTRICTS ONLY HAVE 1% OF STUDENTS PARTICIPATE, UM, IS WHAT THEY WANT TO SEE. 
          AND IN ORDER TO PARTICIPATE, IT'S A VERY SPECIFIC CRITERIA. 
          AND, AND EVEN AS TIME HAS GONE ON, THEY HAVE FIRMED IT UP. 
          SO, UM, THIS SECTION WAS ADDED TO REALLY MAKE SURE THAT WE ARE CRYSTAL CLEAR ON THE EXPECTATIONS ON SC ALT BECAUSE IT IS AN AREA THAT THE STATE AND THE FEDERAL, UM, GOVERNMENTS ARE BOTH VERY HYPER-FOCUSED ON. 
          SO WE WANTED TO MAKE SURE WE CAPTURED IT LIKE WE WOULD EOCS. 
          UM, THE NEXT SECTION FOR FINAL ASSESSMENTS IS NONE, NO CHANGE THERE. 
          WE ADDED, UM, IN SERVICE TRAINING. 
          IT WAS MOVED FROM AR 52, SECTION FOUR, UM, TO PUT INTO HERE. 
          WE DO PROVIDE, UM, REGULAR TRAINING TO OUR SCHOOL TESTING COORDINATORS WHO PROVIDE IT TO THEIR TEACHERS. 
          UM, THE NEXT ONE, UM, NOTICE OF DEFICIENCIES WAS MOVED FROM, UM, AR 52, SECTION FIVE, UM, TO BE PLACED INTO HERE. 
          THEN I MOVED, UM, ASSISTANCE TO THE STUDENT, UM, COMING FROM 52 SECTION SIX. 
          SECTION 11 IS LOOKING AT MAKEUP TESTS. 
          AND THIS JUST HELPS US ALIGN THAT, UM, IF THE STUDENT'S UNABLE TO PARTICIPATE, THAT THEY WILL PROVIDE TESTING BACK WHEN, UM, WHEN THEY RETURN TO SCHOOL. 
          UM, EACH YEAR WE USUALLY DO RECEIVE UPDATED GUIDANCE FROM THE STATE DEPARTMENT OVER THE RULES THAT COME INTO PLAY THERE, UM, ESPECIALLY AS TEST SECURITY BECOMES STRICTER. 
          SO, UM, THIS JUST ENSURES THAT WE HAVE LANGUAGE THERE, BUT WE WILL ALWAYS COMPLY WITH, UM, ANY UPDATED GUIDANCE FROM THE STATE DEPARTMENT. 
          UM, SECTION TWELVES REMAINED SECTION 13 TEST SECURITY. 
          UM, THE STATE IS PUTTING A GREATER EMPHASIS ON HERE BECAUSE IT COULD TAKE FROM $60,000 TO A HUNDRED THOUSAND DOLLARS TO REWRITE, UM, ONE OR TWO TEST QUESTIONS. 
          UM, SO AS EACH TEST QUESTION GETS JEOPARDIZED, UM, THEY ARE, UM, FIRMING IT UP. 
          UM, IT ALSO COULD TAKE TWO TO THREE YEARS FOR AN ITEM TO BE DEVELOPED AND BECOME FULLY OPERATIONAL. 
          SO IF WE DO NOT HAVE ENOUGH TEST QUESTIONS IN THE BANK AS A STATE FOR EOCS SC READY, FOR EXAMPLE, THEN UM, IT, IT BECOMES A GREATER PROBLEM ON BOTH THE, THE SYSTEM AS A WHOLE TO GET ENOUGH QUESTIONS TO MEASURE STUDENTS, BUT ALSO ON THE TAXPAYERS. 
          SO, UM, THE, THE STATE IS PUSHING TEST SECURITY, UM, TO, TO STAY ABOVE. 
          UM, I WILL JUST SAY FROM WHEN I, UM, STARTED MY CAREER TILL NOW, I REMEMBER WHEN SMART WATCHES BECAME JEOPARDIZING TEST SECURITY, UM, AND NOW THE BIG CONVERSATION IS AROUND SMART GLASSES, UM, BECAUSE THEY ACTUALLY EMBED CAMERAS IN THERE, UM, ALL THE WAY DOWN TO STUDENTS USING BURNER PHONES. 
          SO WE USED TO BE FOCUSED ON A CELL PHONE. 
          NOW WE ARE FOCUSED ON A STUDENT CELL PHONES, PLURAL. 
          SO, UM, TRYING TO STAY ABOVE THEM, UM, IS VERY DIFFICULT. 
          SO YES. 
          YEP. 
          AND IT IS NOT EASY FOR US. 
          MM-HMM. 
          IT, IT TAKES THE WRITERS ABOUT ONE. 
          THE FIRST YEAR IS USUALLY JUST LIKE GETTING THEIR THOUGHTS ON PAPER, WRITING IT. 
          UM, THEN THEY HAVE TO TAKE IT TO COMMITTEES THAT LOOK AT THE BIAS OF THE QUESTION, UM, THE ACCURACY OF THE QUESTION, UM, AND RATE THE QUESTION IN VARIOUS WAYS. 
          YEP. 
          YES, MA'AM. 
          ONCE THAT'S DONE ABOUT A YEAR, YEAR AND A HALF, IT COULD THEN, IT THEN GOES TO FIELD TESTING WHERE YOU JUST NEED TO COLLECT DATA ON THE QUESTION. 
          IF IT IS TOO HARD OR TOO EASY, THEY GENERALLY THROW THE QUESTION OUT, AND THEN IF THE DATA COMES IN OR THE QUESTION'S KIND OF IN THE MIDDLE, IT'S JUST RIGHT. 
          UM, THEN THEY WILL MOVE 
          [01:20:01]
THE QUESTION THAT FOLLOWING YEAR TO BE OPERATIONAL. 
          UM, SO IT IS A VERY LONG PROCESS TO GET IT RIGHT. 
          UM, SO THEN JUST WITHIN TEST SECURITY, WE IDENTIFIED, UM, OUR PROCESS IN THERE. 
          UM, DO KNOW THAT, UM, THEY WILL REFER, UM, VIOLATIONS OR POTENTIAL INFRACTIONS TO SLED, UM, FOR FUTURE INVESTIGATION OR FOR INFORMATIONAL PURPOSES ONLY. 
          UM, SO WHENEVER WE ARE MANDATED, SO IF ANYTHING HAPPENS THAT IS ANY TYPE OF IRREGULARITY, SCHOOLS ARE MANDATED TO REPORT IT, UM, DIRECTLY TO THE DISTRICT, AND THEN WE ARE REQUIRED TO REPORT IT IN A TIMELY MANNER DIRECTLY TO THE STATE. 
          UM, AND THEN DEPENDING ON THE INFRACTION OR, OR IRREGULARITY, UM, THE STATE TRIAGES, UM, SO YOU DO SEE SOME REFERENCES IN THE SLED, AND THAT IS A STATE PROCESS. 
          SO JUST MAKING SURE THAT WE ARE FULLY TRANSPARENT WITH OUR TEACHERS AND PARENTS OVER THAT PROCESS. 
          UM, THEN, UM, JUST KIND OF CAPTURING IN THERE, UM, THE VIOLATIONS IN RELATION TO THE LAW AND STATE REGULATIONS. 
          AND THEN IN ORDER TO BE VERY TRANSPARENT WITH, UM, OUR TEST ADMINISTRATORS MONITORS PROCTORS, UM, WE DID ADD AND CLARIFIED SOME LANGUAGE AROUND, UM, THE PROCESS IN WHICH IT GOES FOR ANY TYPE OF DISCIPLINARY ACTION THAT, UM, MAY COME INTO PLAY, UM, AND NOTIFYING THE PRINCIPAL AND GETTING THEM INVOLVED WITHIN THAT PROCESS. 
          AND THEN THAT LAST SECTION, UM, ADDS LANGUAGE SPECIFIC TO ELECTRONIC DEVICES. 
          UM, WOULD NOT BE SHOCKED IF THIS IS NOT UPDATED IN THE FUTURE, UM, AS ELECTRONICS, UM, CONTINUE TO EVOLVE, BUT THE STATE IS PUSHING DISTRICTS TO, UM, GETTING SOME LANGUAGE IN THERE AS ELECTRONICS ARE BECOMING, UM, MORE AND MORE BURDEN SENT ON THE TESTING ENVIRONMENT. 
          UM, AND THEN THE LAST SECTION, UM, IS, UM, JUST UNIFYING LANGUAGE AROUND HOMESCHOOL. 
          SO IT ADDED A SECTION IN REGARDS TO, UM, PROVIDING THE OPPORTUNITY, UM, TO ASSESS OUR HOMESCHOOL FAMILIES IF THEY WOULD LIKE TO TAKE, UM, THAT PSAT ASSESSMENT OR THE PRE A CT, UM, OUTSIDE OF USUALLY NINTH GRADE OR 11TH GRADE, UM, BECAUSE THAT IS NOT STATE FUNDED, SO WE ARE ABLE TO DO IT, BUT JUST PROVIDING THAT THEY NOTIFY THE SCHOOL WILL BE TESTING WITHIN 30 DAYS, UM, THAT WAY OUR SCHOOL TESTING COORDINATORS HAVE THE TIME THEY NEED TO GET, UM, COMPUTERS SET UP AND, AND PAYMENT AND PROPERLY PUT IN THE SYSTEM. 
          THANK YOU SO MUCH, . 
          MM-HMM . 
          UH, IN THE, UM, UH, BACK IN, I THINK THE LAST SECTION THAT, UH, THAT WE'RE REQUIRED TO TELL PARENTS, UM, ABOUT THE, UM, ABOUT, UH, THAT WE WERE REQUIRED TO TALK TO ABOUT SCHOOL PARENTS? NO, YOU SAID, UH, I THINK WAS, I THINK IT WAS ABOUT INFORMATION ABOUT, UH, YEAH, YEAH, YEAH. 
          THAT, THAT PART, UM, HOW ARE WE TELLING PARENTS THAT QUESTION? SO IF IT INVOLVES, UM, IF WE ARE NOTIFIED DIRECTLY, THEN WE WILL GO DIRECTLY TO, IF WE ARE NOTIFIED BY THE STATE THAT THEY REFERRED SOMETHING INVOLVING A STUDENT, UM, WE WOULD GO TO THE PRINCIPAL, UM, AND WORK WITH THEM TO NOTIFY THE PARENT. 
          UM, GENERALLY WHAT HAPPENS IS, UM, IT IS A CELL PHONE THAT'S IN QUESTION. 
          UM, AND OUR TEST MANUAL THAT, UM, SCHOOLS RECEIVE, UM, EXPLICITLY LAYS OUT THAT THEY WILL, UM, LOOK THE, AN ADMINISTRATOR, USUALLY THE PRINCIPAL WILL LOOK AT THE CELL PHONE WITH THE PARENT. 
          SO THE PARENTS USUALLY BROUGHT IN FROM THE GET GO BEFORE THEY EVEN TOUCH THE DEVICE. 
          UM, WE HAVE NOT HAD A SITUATION WHERE ANY OF OUR, UM, STUDENTS HAVE BEEN REFERRED TO SLED. 
          SO, UM, WE'VE NOT HAD ANY OF THOSE INSTANCES OF A STUDENT SITUATION, UM, THANKFULLY SO, BUT IT WOULD BE FROM THE GET GO WHEN THEY'RE, THEY'RE NOTIFIED WITH THE PARENT FROM THE BEGINNING. 
          AND THEN IF WE RECEIVE, AS SOON AS WE RECEIVE A LETTER, WE WOULD REACH OUT TO THE PARENT WITH THE, IS A CD CHART. 
          THE STATE MAY ANALYZE. 
          THERE ARE RESPONSES WAY TOO SOON AND MAY HAVE BEEN ABLE TO DETECT IT TO DETECT THAT PROBABLY. 
          AND 
          [01:25:01]
THE LETTER THE STATE TO MR. MR. PRINCIPAL INVESTIGATION. 
          AND PREDOMINANTLY STUDENTS ARE VERY HONEST TO SAY THAT, YEAH, HE PAID ME A DOLLAR. 
          THAT'S HOW SOPHISTICATED THE STATE LEVEL IS NOW AT THE ANALYSIS OF ASSESSMENTS THAT THEY COULD DETERMINE THAT TEACHER. 
          SORRY. 
          YEAH. 
          IT'S, AND EVERY TEACHER IN THE DISTRICT IS REQUIRED WHEN THEY ADMINISTER A STATE ASSESSMENT, THEY ARE REQUIRED TO PROVIDE, UM, OUR DISTRICT TESTING COORDINATOR, MYSELF A COPY OF THE SEATING CHART. 
          SO, AND, AND WE DO KNOW THEY HAVE PULLED SEATING CHARTS AND, AND THEY MAY LOOK AND BE LIKE, OKAY, DR. COX SAT BESIDE NICK. 
          AND SO, AND THEIR ANSWERS ARE TOO SPOT ON MATHEMATICALLY WHEN THEY DO IT AND, AND DO A DEEPER DIVE. 
          AND SO, UM, WE TURN IN A LOT OF INFORMATION EVEN OUTSIDE OF TEST SCORES. 
          SO FOR THE STATE TO ANALYZE HOW LONG, HOW LONG, HOW LONG HAVE THIS, UH, HOW LONG HAS THIS BEEN IN TERMS OF THIS IS SOMETHING NEW OR IS THIS SOMETHING THAT BEEN IN EXISTENCE FOR LAST COUPLE YEARS OR? YEAH. 
          YEP. 
          SO IT'S BEEN PROBABLY THE SEATING CHARTS AND ALL THAT HAVE PROBABLY BEEN ABOUT FIVE YEARS, I WOULD SAY, IF NOT A LITTLE MORE THAN THAT. 
          YEP. 
          AND, AND WHAT HAS HAPPENED IS AS MORE AND MORE VIOLATIONS HAPPEN, THE STATE, UM, WANTS US TO TURN IT INTO THEM NOW, RIGHT? SO IT MAY BE THAT WE COLLECT IT OURSELVES, BUT NOW WE COLLECT AND, AND SUBMIT THEM. 
          UM, ANYBODY THAT ENTERS INTO A, UH, TESTING ENVIRONMENT IS REQUIRED TO SIGN A STATE DOCUMENT FOR THEIR TEST SECURITY AGREEMENT. 
          UM, AND IT USED TO BE THAT SCHOOLS WERE REQUIRED TO, UM, TO MAINTAIN COPIES OF THEM. 
          UM, NOW THE STATE'S PUSHING FOR THE DISTRICT TO ALSO MAINTAIN A COPY. 
          UM, AND THEN WE'VE ALSO HAD IN SOME, IN A FINANCIAL AUDIT, THEY ACTUALLY REQUESTED PRINCIPAL AND SCHOOL TESTING COORDINATOR TO HAVE A COPY OF THEIR TEST SECURITY AGREEMENT. 
          SO THE STATE IS MONITORING THAT ALSO. 
          UM, SO WE ARE STARTING TO SUBMIT THOSE DOCUMENTS EVEN TO THE STATE. 
          SO WE HAVE ANY , WE HAVE HAD TESTING VIOLATIONS, BUT NOTHING THAT HAS BEEN SO EGREGIOUS THAT IT HAS CAUSED ANY MAJOR PROBLEMS. SO IT, THERE'S ALWAYS GONNA BE THINGS LIKE, YOU KNOW, A STUDENT FOR DOES SOMETHING TO THEIR COMPUTER JEOPARDIZES IT. 
          UM, A A LOT OF IT IS TRULY INNOCENT MISTAKES FROM OUR TEACHERS THAT JUST HAVE A LAPSE IN, UM, THEY, THEY FORGET FOR SOMETHING. 
          UM, AND YES. 
          YEP. 
          OR THE PHONE'S NOT OFF, BUT IT'S ON MUTE. 
          YES. 
          THINGS LIKE THAT. 
          IF THE BELLS GO OFF DURING STATE TESTING, I HAVE TO BE NOTIFIED, UM, BECAUSE IT DISRUPTED HAVING A, UM, THE TEST FIRE ALARM. 
          YES. 
          RIGHT, RIGHT. 
          THINGS LIKE THAT. 
          YEP. 
          RIGHT? YES. 
          YEP. 
          SOME OF IT IS OUT OF OUR CONTROL. 
          YEAH. 
          IF A TEACHER, AND WE'VE HAD, UH, THEY'VE HAD TESTING TICKETS FOR EVERY STUDENT, AND IF THE TEACHER SETS THEM IN THE TEACHER'S LOUNGE WHEN THEY WERE GETTING A QUICK DRINK ON THE WAY TO THE ROOM AND THEY FORGET THEM THERE, AND THEY ARE NO LONGER WITH THAT TEACHER, THAT'S A TESTING VIOLATION. 
          TRULY. 
          SOMETIMES AN INNOCENT MISTAKE BY THE TEACHER, BUT IT IS A, A TESTING VIOLATION. 
          YEAH. 
          WHICH NORMALLY, YOU KNOW, IF THE STATE ASKS, YOU KNOW, MR. FLOWERS FOR INFORMATION, THEN WE HAVE TO SUBMIT WHY IT HAPPENED AND, YOU KNOW, EVERYBODY HAS TO WRITE THEIR OWN, UM, PERSONAL NARRATIVE EXPLAINING WHAT HAPPENED. 
          SO YEAH, IT'S VERY DETAILED AND WE HAVE A GREAT PROCESS TO GET IT DONE. 
          YES. 
          . 
          OH MY GOD. 
          THAT'S RIGHT. 
          YOU ARE CORRECT. 
          THE BOX IS GOING WITH ME TO THE LADIES ROOM. 
          YES, THAT IS, THAT IS CORRECT. 
          THAT IS CORRECT. 
           SAYS, SAYS ALL THE TESTING ADMINISTRATORS , WELCOME. 
          THANK YOU. 
          TECHNOLOGY COMMITTEE. 
          SO THAT THEY'RE CHAIR, I'M GONNA HAVE THIS RECOGNITION CHAIR. 
          SO WHAT I'M GONNA READ TO YOU WHEN IT'S READ AT THE SOUTH ASSOCIATION, THE ADVANCEMENT OF HEALTH EDUCATION AND TION OF HEALTH, THE COUNTY SCHOOL DISTRICT HEALTH ADVISORY COMMITTEE, A VOLUNTEER GROUP OF DEDICATED COMMUNITY MEMBERS THAT CONTINUE TO POUR INTO THE BEFORD COUNTY SCHOOL DISTRICT WITH THEIR EXPERTISE AND THE GIVING OF THEIR TIME OVER THIS PAST YEAR, THE COMMITTEE HAS GONE 
          [01:30:01]
ABOVE AND BEYOND EXCEEDING THE NUMBER OF REQUIRED MEETINGS BY ALMOST TRIPLE. 
          THEY'VE WORKED THROUGH THE REVIEW OF HEALTH EDUCATION MATERIALS INVOLVING THE REPRODUCTIVE HEALTH CURRICULUM. 
          THIS INCLUDED REVIEWING TWO INSPIRE TEXTBOOKS, CODING OVER 1200 PAGES OF TEXT, 40 POWERPOINT PRESENTATIONS, AND 89 AUXILIARY RESOURCES. 
          ADDITIONALLY, THEY REVIEWED PROGRAMS AND MATERIALS FOR AARON'S LAW AND GAVIN'S LAW. 
          THE REVIEW WAS PRESENTED TO THE BEAUFORD COUNTY SCHOOL DISTRICT ACADEMIC COMMITTEE, AND ULTIMATELY THE FULL BEAUFORD COUNTY SCHOOL DISTRICT SCHOOL BOARD. 
          EACH COMMITTEE MEMBER DEDICATED MANY HOURS OVER AND ABOVE, ABOVE WHAT WAS REQUIRED, AND AN EFFORT TO NOT ONLY BE IN COMPLIANCE WITH THE STATE, BUT ALSO TO EQUIP THE DISTRICT'S TEACHERS AND SCHOOLS WITH   FOR ALL STUDENTS. 
          CONSEQUENTLY, THEIR EFFORTS AND COMMITMENT TO THE BEFORD COUNTY SCHOOL DISTRICT HAS MADE A SIGNIFICANT IMPACT ON EVERY STUDENT AND EDUCATION TEACHER FROM TRAINING TEACHERS AND OTHER SCHOOL PERSONNEL TO THE LESSONS THAT ARE BEING TAUGHT IN ALL SCHOOLS. 
          AND I WOULD LIKE, IF I CAN, TO SHARE THE NAMES OF OUR COMMUNITY MEMBERS. 
          THESE ARE THOSE HARDWORKING WHO'VE DONE QUITE THREE TIMES. 
          THE NUMBER OF MEETINGS, CYNTHIA COBURN SMITH, CONSTANCE POPE, WANDA DELAYS, TON PIERCE, CAITLYN SCHLOCK. 
          AMY PRYOR IS OUR CHAIR OF OUR COMMITTEE. 
          EMILY GRAY SERVES AS THE COORDINATOR OF FISCAL EDUCATION AND HEALTH FOR OUR DISTRICT. 
          SITS ON THE COMMITTEE, AND DR. 
          MARY STRATUS HELPS LEAD THAT AS OUR CHIEF OFFICER. 
          NO FURTHER ADO. 
          WE HAVE A SITE THAT WE WOULD LIKE TO PRESENT. 
          LET, UH, THIS WE WOULD LIKE TO, LIKE, WE, WE WOULD LIKE TO, THAT WOULD BE YOUR RECOMMENDATION. 
          THIS IS HUGE. 
          IT REALLY IS. 
          I, I, THAT'S ALRIGHT. 
          WOULD YOU COMMITTEE YES. 
          MEMBERS. 
          PERFECT. 
          IS THAT FINE? PUT ON, PUT IT ON THE, PUT IT ON THE AGENDA. 
          THANK YOU. 
          THANK YOU. 
          GOT THAT. 
          THANK . 
          I THANK CHAIR. 
          ANY FUTURE TOPICS? ALL THE QUESTIONS ARE DECEMBER 9TH IS THE ONLY MEETING THAT WE'RE MEETING HAVING IN DECEMBER. 
          SO DOES THE COMMITTEE NEED TO MEET IN DECEMBER? ALTHOUGH START AGAIN IN JANUARY BECAUSE YOU WOULDN'T MEET MEETING, IS THERE A NEED FOR YOU TO MEET, UM, IN DECEMBER PRIOR TO THE DECEMBER 9TH MEETING? NOT, WE HAVE A HANDFUL OF, YOU HAVE, MY ONLY QUESTION FOR THAT WOULD BE IF I WAIT TILL, IS THERE ANY WAY OF HAVING ACADEMIC COMMITTEE PRIOR TO SOMEHOW, SEE, I'M TRYING TO FIGURE OUT THAT IF I ACADEMIC YES, EXACTLY. 
          I HAVE TO WAIT. 
          FEBRUARY THE FIRST MEETING IN JUNE, THE FIRST BOARD MEETING IN JANUARY. 
          YES MA'AM. 
          IT IS JANUARY 6TH. 
          SIXTH, YEAH. 
          SO THESE SECOND BOARD MEETING WOULD BE ON THE 20TH. 
          IS THERE A POSSIBILITY THERE IS NOT GOING TO, IT'LL BE A WORK SESSION AND THEY WOULD SEND, SO EITHER WAY I WOULD HAVE TO WAIT TILL FEBRUARY OR I'M NOT SURE IF YOU'ALL HAVE READY. 
          WE HAVE TWO DATES THE FIRST WEEK OF JANUARY, DECEMBER THAT IS AVAILABLE IF YOU WANT TO GET IT FOR THE DECEMBER 9TH MEETING. 
          WHAT DATES ARE BACK? THE FIRST AND THE SECOND. 
          I WILL BE AGREED THAT I WAITED FOR ROUND TABLE EVERY YEAR. 
          I CAN WANNA SEND SOMEONE ELSE. 
          YEAH. 
          LAST WEEK OF DECEMBER IS MY LAST WEEK. 
          THAT'S RIGHT. 
          SO THEN WE WILL MEET IN JANUARY. 
          I, I I I WILL IT JUST NEXT WEEK IS HOLLOW'S HOLLOW? YEAH. 
          I DON'T THINK IT'S THREE A TEAM. 
          I DO HAVE TO ASK THAT. 
          BOARD MEMBERS. 
          SORRY. 
          THEN WE, IN JANUARY. 
          [01:35:02]
MM-HMM. 
          , I HAVE TO HAVE A DISCUSSION ON, WE HAVE ALL OF THE RESULTS OF THE STATE SYSTEM, BUT, UM, I'D LIKE TO MAYBE LEARN A LITTLE BIT MORE ABOUT WHAT WE DO MOST MAYBE IN THE MIDDLE. 
          LISTEN TO THE MIDDLE, RIGHT. 
          INSTRUCTIONAL SUPPORT. 
          YEAH. 
          LOOKING AT THE DATA. 
          SO YES. 
          AREA. 
          SO WE WILL TRY TO THE HIGH SCHOOL  C AREAS. 
          OKAY. 
          HOW, HOW WE'RE ADDRESSING THOSE. 
          YES. 
          YES SIR. 
          THANK YOU. 
          MM-HMM . 
          THANK YOU GUYS FOR TAKING NOTES. 
          YES, SIR. 
          WE FOLLOW.
* 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.