* 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. [00:00:14] OKAY, SO YOU HAVE A ROOKIE AT THE HELM, SO BLAME IT ON ME, BUT WE WILL GET THIS THING ON THE ROAD, UH, SHORTLY. OKAY. SO THE AGENDA FOR THE BEAUFORT COUNTY BOARD OF EDUCATION BOARD WORK SESSION JANUARY 23RD, IS BEING HELD AT THE DISTRICT EDUCATIONAL SERVICES CENTER. MEDIA CENTER, 2,900 MAKE POINT BOULEVARD IN BEAUFORT, SOUTH CAROLINA 2 9 9 0 6 HYBRID VIDEO CONFERENCING. THE MEETING WILL BE LIVE STREAMED BY THE COUNTY CHANNEL IN ACCORDANCE WITH NEW SAFETY AND SECURITY GUIDELINES. BAGS, BACKPACKS AND PURSES ARE PROHIBITED BY THE PUBLIC AT BEAUFORT COUNTY BOARD OF EDUCATION MEETINGS. PUBLIC COMMENTS LIMITED TO THREE MINUTES PER SPEAKER ON BCSD AND SCHOOL RELATED TOPICS. CITIZENS WISHING TO PARTICIPATE IN PUBLIC COMMENTS CAN DO SO IN PERSON OR VIA PHONE REQUEST TO PARTICIPATE IN PUBLIC COMMENTS VIA PHONE WILL BE ACCEPTED ELECTRONICALLY. YOU CAN FIND THE BOE PUBLIC COMMENT FORM ON OUR WEBSITE AT H HTTPS SLASH SLASH WW DOT BEAUFORT SCHOOLS.NET/ABOUT US SLASH BOARD OF ED SLASH PUBLIC COMMENTS, PLEASE SIGN UP USING THE PUBLIC COMMENTS FORM 24 HOURS FROM THE DAY OF THE MEETING, REQUESTERS WILL RECEIVE A PHONE CALL DURING THEIR PROSPECTIVE PUBLIC FORUM TIME AND SHOULD BE READY TO SPEAK. CITIZENS DE UH, DES DESIRING TO PARTICIPATE IN PERSON MUST FILL OUT A PUBLIC COMMENT CARD THAT CAN BE OBTAINED FROM THE BOARD CLERK UPON ARRIVAL. THE MISSION OF THE BEAUFORT COUNTY SCHOOL DISTRICT THROUGH A PERSONALIZED LEARNING APPROACH WILL PREPARE GRADUATES WHO, WHO COMPETE AND SUCCEED IN AN EVER-CHANGING GLOBAL SOCIETY AND CAREER MARKETPLACE. ARE THERE ANY PUBLIC COMMENTS? OKAY. IS THERE A MOTION TO APPROVE THE AGENDA? SECOND, PROPERLY. MOTION. AND SECOND. UH, ALL IN FAVOR SAY AYE. AYE. AYE. ONLINE, PASTOR GORDON AYE. MS. BOATWRIGHT AYE. A. AYE. AYE. OKAY. MS. BOATWRIGHT AYE. OKAY. MS. BOATRIGHT AYE. MS. HAY A AYE. OKAY. MOTION PASSES. UH, PLEASE JOIN FOR, UH, A PLEDGE OF ALLEGIANCE, A MOMENT OF SILENCE AND STATEMENT OF MEDIA NOTIFICATION PLEDGE PLEDGE ALLEGIANCE TO FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. OKAY. THANK YOU. MS. CUSHING BARRY, HAS THE PUBLIC BEEN SUFFICIENTLY AND PROPERLY NOTIFIED? YES. IN THE MEDIA? OKAY. UH, PUBLIC COMMENTS. OKAY. WE'LL HAVE THREE MINUTES. WE'LL PUT YOU ON SPEAKER. STATE FIRST AND LAST NAME. ARE YOU READY? GO AHEAD, SIR. OKAY. GOOD MORNING. THIS IS DAVID COOK. I'M GONNA SPEAK ON MY RELATIONSHIP WITH THE SCHOOL DISTRICT THAT HAS DETERIORATED SEVERELY SINCE JANUARY OF 2023. UM, FIRST I WANNA START BY READING THIS BIBLE VERSE AND EXPLAIN A LITTLE BIT ABOUT IT AND USE THAT AS A JUSTIFICATION AS TO WHY I'M SAYING OUR RELATIONSHIP HAS DETERIORATED. BUT WHO SO, BUT WHO SO SHALL CAUSE. ONE OF THESE LITTLE ONES WHO BELIEVE IN ME TO FALL IF WERE BETTER FOR HIM THAN A MILLSTONE WERE HUNG ABOUT HIS NECK AND THAT HE WERE DROWNED IN THE DE THAT'S A VERSE FROM MATTHEW 18 SIX. LEGALLY SPEAKING, THIS IS A RELIGIOUS TEACHING, A MORAL WARNING, [00:05:01] A STATEMENT OF DIVINE JUDGMENT. IT'S SPOKEN IN THE THIRD PERSON WITH NO ONE IDENTIFIED. IT'S NO CALL TO ACTION. THERE'S NO IMMINENCE, THERE'S NO INTENT TO HARM, AND THERE'S NO CAPABILITY. THIS SCRIPTURE VERSE ALONG WITH MANY OTHERS OVER THE COURSE OF SEVERAL MONTHS, WERE COMPILED BY DAVID CHRIS, AND FORMULATED INTO A POLICE REPORT THAT INCLUDED OVER 250 DOCUMENTS, INCLUDING EMAILS TO YOU, EMAILS TO MY CHILDREN'S TEACHERS, NONE OF WHICH WERE REDACTED AS REQUIRED UNDER FERPA. NOW, WHAT I DON'T APPRECIATE IS THE FACT THAT HE USED THAT INFORMATION, WHICH IS PROTECTED FREE SPEECH, TO THEN GO AHEAD AND GET A TREPAS NOTICE, UH, AGAINST ME, PROHIBITING ME TO, UM, PARTICIPATE IN MY CHILD'S EDUCATION. SINCE THEN, HE HAS STEADILY AND INCREASINGLY RAMPED UP HIS ENFORCEMENT OF THE TRESPASS NOTICE WAS, WHICH WAS ORIGINALLY SIMPLY MEANT FOR ME TO CONTACT HIM WHEN I WAS GOING TO PARTICIPATE IN MY KIDS' ACTIVITIES. NOW, I'M ACTUALLY BEING REFUSED, UH, OPPORTUNITIES TO VOLUNTEER AND PARTICIPATE IN MY KIDS' SCHOOL ACTIVITIES. AND THIS CREATES A LITTLE BIT OF A PROBLEM. AND, UH, I'M NOT GONNA CONSULT WITH AN ATTORNEY NOW BECAUSE I THINK IT'S POINTLESS. AND I'M KIND OF CURIOUS AS TO WHERE THE BOARD WOULD STAND SINCE YOU DID TAKE, UH, AN OATH TO SUPPORT THE CONSTITUTION OF THE UNITED STATES THAT YOU WOULD SUPPORT MY CONSTITUTIONAL RIGHTS AS A PARENT TO BE ABLE TO ENGAGE IN MY CHILDREN'S EDUCATION. SO AS YOU CAN SEE, UH, THE MAJORITY OF WHAT'S HAPPENED OVER THE LAST TWO AND A HALF YEARS HAS BEEN AT THE HANDS OF A MAN, UH, DAVID GRISSOM, WHO WAS, UH, ALLEGEDLY, UH, ACCUSED OF BRUTAL POINT OF ORDER. MR. CHAIR, THE AUDIO'S COMPLETELY GARBLED NOW AND UNLISTENABLE, UH, UNDE, DECIPHERABLE. HEAR US ONLINE. I CAN HEAR YOU INGRID, AND YOU'RE NOT, UH, GARBLED OR ECHOING, BUT I CAN'T UNDERSTAND ANY OF THEM IN THE ROOM. I JUST COULDN'T TELL IF THE MEETING WAS GOING ALONG AND THEY DIDN'T KNOW OR IF THEY, THEY HEAR US. WELL, I, HOW YOU DOING, ISAAC? PASTOR GORDON, HOLD ON. IF ANYONE CAN HEAR US, CAN SOMEBODY TYPE IT IN THE CHAT IF ANYONE IN THE ROOM CAN HEAR US? OH, MR. CARR, YOU RAISING YOUR RESPONDING? MR. CARR, DID YOU RAISE YOUR HAND? 'CAUSE YOU CAN HEAR US THUMBS UP SOMEBODY. WE [00:10:01] CAN, WE CAN ALL, WE CAN HEAR ALL OF YOU. OKAY. UNDERSTAND ANY, THAT'S OKAY. NOW IT SEEMS OKAY. NO, STILL IT'S JUST, YEAH, I STILL THINK IT SOUNDS MUFFLED OR LIKE THEY'RE UNDERWATER. IT'S LIKE YOU'RE DRIVING THROUGH LEMON ISLAND AND WE JUST HAVE TO WAIT UNTIL YOU GET TO THE OTHER SIDE. CAN YOU TEXT HIM? WHEN YOU RESPONDED. NO, IT SOUNDS LIKE IT'S FIXED. I WILL SAY I TRIED TO SEE IF IT WAS AFFECTING THE LIVE STREAM AND I COULDN'T FIND THE LIVE STREAM. SO IF SOMEONE CAN TEXT ME WHERE THE LIVE STREAM IS, UH, COUNTY CHANNEL'S COVERING NORTHERN INFRASTRUCTURE, START HERE. SHE'S TEXTING ME. JUST SPIN OFF. IT'LL BE ON THE BEFORD COUNTY. SHE SAID GIVE HER A SECOND COUNTY CHANNEL'S TRYING TO BRING IT BACK UP. COUNTY CHANNELS, TRYING TO BRING IT BACK UP. SO GIVE THEM A SECOND. NO WORRIES. I'M JUST HANDING OFF. HELPFUL MISSIVES FROM THE TROOPS ON THE GROUND HERE. THANK YOU. YOU GOOD? GOOD. OKAY. UM, WE HAVE, UH, THE SUPERINTENDENT AND I HAVE A CHAT. HE GAVE SOME REALLY GOOD IDEAS THAT I'D LIKE TO MY MIC. OKAY. OH, OKAY. UH, THE SUPERINTENDENT AND I HAVE A CHAT AND HE HAS SOME GOOD IDEAS THAT I STRONGLY SUPPORT. AND THAT IS THAT THE TECHNOLOGY AND THE BOARD SECRETARY MEET AT THIS FACILITY WHERE WE ARE HAVING A PRESENTATION AND TESTING TECHNOLOGY RECEPTION. AND WHEN IT COMES TO ACTUALLY, UH, MAKING SURE THAT PEOPLE ONLINE CAN HEAR AND WE CAN HEAR THEM, LET'S HAVE SOME OF OUR THAT FOLLOW HERE AND CALL IN AT THAT 30 MINUTES BEFORE. SO THE, SO WHEN THE TIME MEETING IS START TRIGGER IT, THAT'S FINE, BUT WE DON'T GET THE LINK UNTIL 15 MINUTES IN ADVANCE. SO WE'LL NEED TO MAKE SURE THE LINK COMES 30 MINUTES BEFORE THEY'LL GET THE LINK EARLIER IF WE'RE DOING THIS. YEAH. SO WE ARE GOING TO THE LINK UP SO THAT YOU GET IT. UH, SO THAT YOU HAVE ANY TIME FOR THE 30 MINUTES. MR. SMITH HAS VOLUNTEERED TO BE ONE CALLER. ANY OTHER BOARD MEMBER THAT WANTS TO CALL IN JUST TO MAKE SURE WE HAVE A QUALITY CONTROL MECHANISM AND DON'T GET THE EMBARRASSMENT HAVING TO DELAY OUR, OUR LEADERS. ALRIGHT. OKAY. WITH THAT, GOING BACK TO COHERENT GOVERNANCE, WE HAVE TWO PEOPLE WHO IN, UH, JUNE, OCTOBER ACTUALLY, UH, SPENT, UH, TWO AND A HALF DAYS HELPING ME BECOME MORE CONVERSANT ON COHERENT GOVERNANCE. THE THING THAT WE LIKE ABOUT COHERENT GOVERNANCE MYSELF, UH, IS THAT IT REALLY REINFORCES THAT THE BOARD HAS ONLY ONE EMPLOYEE AND THAT EMPLOYEE IS THE SUPERINTENDENT. THAT'S THE ONLY PERSON WE PERFORM A PERFORM A REVIEW ON. AND THAT PERSON WORKS WITH THE BOARD CLOSELY INTEGRATED IDEAS, AND THEN THEY GO AND ENGAGE THEIR STAFF, WHICH IS EVERYONE OUTSIDE OF POLL AND COME UP WITH SOLUTIONS TO MEET THE TARGETS THAT A DELEGATION. AND SOME OF THE THINGS I LEARNED UP IN OCTOBER, BACK IN OCTOBER IN [00:15:01] PHILADELPHIA IS HOW TO ACTUALLY EXECUTE THIS. WE'VE HAD COHERENT GOVERNANCE FOR SEVERAL YEARS, I THINK PROBABLY SEVEN OR EIGHT, SOME OF THE VETERANS THAT HAVE BEEN HERE. SO THIS IS A GOOD TIME TO ACTUALLY HAVE THE TWO PEOPLE WHO ARE EXPERTS IN THIS AREA, UH, THEY PRESENT AND HELP REFINE STATEWIDE COUNTRYWIDE. SO WITH THAT, I'D LIKE TO HAVE THEM INTRODUCE THEMSELVES AND, UM, LEAD US INTO THE PRESENTATION. THANK YOU CHAIRMAN DALLAS. AND IT'S A PLEASURE BEING HERE. I NEED TO TURN THIS. YES, SIR. THANK YOU CHAIRMAN HERE FOR INVITING US FOR THIS. UM, MY NAME IS JOHN STE AND I AM THE, UH, CEO OF ASPEN GROUP INTERNATIONAL FOR COHERENT GOVERNANCE. JUST AS A WAY OF MY BACKGROUND, I ORIGINALLY STARTED OFF AS AN ENGINEER, UM, WORKED ON THE HAMPER NUCLEAR RESERVATION, MAKING PLUTONIUM AND THEN CLEANING UP PLUTONIUM. ENDED UP ON A SCHOOL BOARD FOR EIGHT YEARS, DECIDED I LIKED EDUCATION MUCH MORE THAN PLUTONIUM. WENT BACK, GOT AN MBA WITH AN EMPHASIS IN SCHOOL FINANCE, HUMAN RESOURCES, STEPPED DOWN OFF THE BOARD AND THEN WAS HIRED BY THE DISTRICT RUN SUPPORT SERVICES. EVENTUALLY MOVED TO HR, WENT BACK TO SCHOOL AGAIN. GOT A DOCTORATE IN EDUCATION, SUPERINTENDENT CREDENTIALS, THAT DISTRICT THE DEPUTY. AND THEN I WAS THE SUPERINTENDENT IN BOTH WASHINGTON AND OREGON. UH, MY LAST SUPERINTENDENCY 25,000 STUDENT DISTRICT IN VANCOUVER, WASHINGTON. UM, AND THEN LANDED WITH CEE. AND NOW I'M WORKING BEFORE. SO AS I WORK WITH YOU TODAY, I JUST WANT YOU TO KEEP IN MIND THAT I SPENT EIGHT YEARS AS A BOARD MEMBER AND EIGHT YEARS AS A DEPUTY OR A SUPERINTENDENT. AND SO I'D LIKE TO BE ABLE TO PUT BOTH HATS ON AND SEE BOTH PERSPECTIVES OF COHERENT GOVERNANCE AND HOW SHOULD DAVID INTRODUCE HIMSELF? GOOD MORNING, CHAIRMAN DALLAS. THANK YOU FOR HAVING US. UH, MY NAME IS DAVID TUDOR. UH, I WORK, UH, WITH JOHN, UH, SUPPORTING, UH, A GI AND ALSO, UH, THE CENTER FOR EDUCATIONAL EFFECTIVENESS. UM, I'M THE DIRECTOR OF K 12 CHANGE MANAGEMENT EDUCATION SUPPORTS. UM, AND, UH, AS SEAN HAS, UH, SHARED, UH, MY, MY CAREER, I STARTED OFF AS SPECIAL EDUCATION TEACHER, UH, AND THEN MOVED, UH, UH, TO, UH, A STATE LEVEL POSITION WHERE I MANAGED, UH, UH, WASHINGTON'S, UH, IMPLEMENTATION OF RESPONSE INTERVENTION FRAMEWORK. UM, AND THEN ACTUALLY WENT BACK TO DISTRICT. SO I SERVED IN A DISTRICT LEVEL CAPACITY AND ALSO, UH, BUILDING LEVEL PRINCIPAL, UH, AND ENDED UP, UH, MOVING TO CE MANAGE, UH, IMPLEMENTATION, UH, OF A PROJECT THAT WE HAD THE COUNTY PUBLIC. SO, UH, BUT IT'S A PLEASURE TO BE HERE. SO THANK, SO I WANNA JUST START OFF WITH A LITTLE BIT OF, OF SELF-REFLECTION AND, AND DISCUSSION ON A TOPIC BEFORE WE GET INTO DETAILS. AND SO THE FIRST QUESTION I HAVE FOR YOU TO, I WANT YOU TO THINK ABOUT IT FOR A MINUTE, AND I WAS, I WASN'T SURE HOW MANY BOARD MEMBERS WE WERE GONNA HAVE IN PERSON, UM, FACILITATE A DISCUSSION WE COULD HAVE, BUT I, I THINK WHAT I WANT YOU TO DO IS THINK ABOUT IT AND THEN WE'RE JUST GONNA HAVE A COUPLE PEOPLE SHARE OUT THEIR REFLECTIONS. BUT I WANT YOU TO THINK ABOUT WHAT DOES ACCOUNTABILITY MEAN TO YOU AT THE DIFFERENT LEVELS OF THE ORGANIZATION? FIRST, FOR THE BOARD, WHAT DOES IT MEAN FOR THE BOARD TO BE ACCOUNTABLE FOR THE SUPERINTENDENT? WHO IS THE SUPERINTENDENT ACCOUNTABLE? AND WHAT DOES SUPERINTENDENT ACCOUNTABILITY LOOK LIKE? WHAT DOES ACCOUNTABILITY LOOK LIKE AT A SCHOOL LEVEL? AND THEN WHAT DOES ACCOUNTABILITY LOOK LIKE FOR CLASSROOM? I WANNA GIVE YOU JUST, AND I KNOW THE TELEVISED MEETING DEAD IS NEVER THAT GREAT, BUT I WANNA GIVE YOU ABOUT A MINUTE TO JUST KIND OF REFLECT ON THOSE AND THEN HOPEFULLY WONDER IF YOU'RE WILLING TO SHARE YOUR PERSPECTIVES WITH ME ON WHAT, WHAT DOES THAT MEAN TO YOU? UM, HOW WOULD YOU DEFINE ACCOUNTABILITY OR AT ONE? I'LL WEIGH IN BECAUSE I'VE BEEN DOING THIS FOR A WHILE, UM, IN MY TEACHING, UH, WE GO THROUGH A, A SERIES OF RESPONSIBILITIES THAT PEOPLE TAKE ON, UH, SO ON COACHING, WHAT ARE YOUR RESPONSIBILITIES? TEACHING? THEY MIGHT BE SIMILAR, BUT THERE MIGHT BE SOME LITTLE DIFFERENCES HERE AND THERE. UM, ACCOUNTABILITY IS, IS ONE OF THOSE COMMONLY REFERRED TO QUALITIES THAT IS EXPECTED, UH, ACROSS THE BOARD. SO IT'S KIND OF PRETTY HIGH ON THE LIST. AND WE [00:20:01] CAN, WE BLEND THIS SOMETIMES WITH CORE VALUES, AND IT OFTEN APPEARS AS SOMEWHAT AS CORE VALUE. I WANT TO BE RESPONSIBLE. I HAVE A JOB THAT'S DETAILED AS TO WHAT I'M SUPPOSED TO DO WHEN I DO IT, HOW I DO IT, AND I MIGHT BE ASSESSED IN HOW WELL I DO. SO THERE'S FEEDBACK FROM MULTIPLE SOURCES. SO I THINK EACH OF US MIGHT HAVE OUR OWN PERSONAL ASSESSMENT, SELF ASSESSMENT OF HOW WELL DID I DO, HOW, HOW, HOW AM I DOING, DOING MY JOB? HOW, WHAT KIND OF IMPACT AM I HAVING? UH, ARE MY STUDENTS ENJOYING THE LEARNING IF IT'S IN THE CLASSROOM OR ON FIELD OR WHERE, UH, WHO AM I ACCOUNTABLE TO AND WHAT IS THEIR VIEW OF MY WORK? SO IT'S, AND IT'S ONGOING AND IT'S ALMOST DAILY. AND IT, IT MIGHT GET MESSY AT TIMES IN TERMS OF HOW WE DETERMINE OURS, OUR OVERALL VIEW OF WHAT WE, WHAT WE'VE DONE OR WHERE WE'RE GOING OR WHAT I NEED TO DO BETTER. SO IT'S, IT'S AN, I THINK IT'S REALLY AN IMPORTANT THING TO HAVE THAT CONVERSATION. AND I'M GLAD YOU BROUGHT, AND YOU HIT SOME, SOME OF THE KEY TERMS. YOU TALKED ABOUT RESPONSIBILITY, YOU TALKED ABOUT ASSESSMENT. WHO ARE YOU ACCOUNTABLE TO? WHAT DOES THAT LOOK LIKE? AND ALSO THAT PERSONAL ACCOUNTABILITY. ANY OTHER REFLECTIONS? ALL OF MR. MAY, UH, I SEE IT AS THE TAKING ON OF RESPONSIBILITY, UH, AND THEN OWNING THE RESULTS OF ANY PRE-DESCRIBED, UH, UM, PARAMETERS THAT ARE SET IN THAT PARTICULAR JOB DESCRIPTION AT ALL FOUR OF THESE LEVELS. UM, AS, UH, SOME OF OUR SAID, UH, NOBODY MADE THIS RUN. UH, WE AGREED TO TAKE ON RESPONSIBILITY FOR MEMBERS. UH, EVERYBODY ASKED THOSE FOUR LEVELS TO TAKE ON RESPONSIBILITIES OF THOSE PARTICULAR THINGS. UM, BUT THE ACCOUNTABILITY COMES IN OWNING THE RESULTS. CAN YOU ASK YOUR QUESTION AGAIN? I, WHAT I'M LOOKING FOR IS FOR YOU TO REFLECT ON HOW DO YOU DEFINE ACCOUNTABILITY FOR THE BOARD. THAT'S THE ULTIMATE DISCUSSION I WANTED TO GET INTO. BUT I WAS LOOKING AT THE DIFFERENT LEVELS OF THE ORGANIZATION AND GIVING YOU TO THINK ABOUT WHAT DOES A CLASSROOM TEACHER, WHAT DOES ACCOUNTABILITY LOOK LIKE AS A CLASSROOM TEACHER? WHAT DOES IT LOOK LIKE AS A BUILDING PRINCIPAL, AS A SUPERINTENDENT, AND AS A BOARD PRIMARILY WHAT I WANT YOU TO REFLECT ON IS WHAT DOES IT MEAN FOR YOU TO BE ACCOUNTABLE AND SUPPORT? WELL, I THINK ACCOUNTABILITY STARTS AT UNDERSTANDING WHAT THE MISSION OF WORK IS. THAT, THAT, THAT'S THE, THAT'S THE NUMBER ONE. UM, THAT'S THE, THE IN BETWEEN. THAT'S THAT, THAT, THAT HELPS YOU KEEP YOU GROUNDED, UNDERSTANDING WHAT'S THE BOARD MISSION, BECAUSE, BECAUSE THE BOARD IS THE HEAD OF THE HEAD OF THE MISSION AND, AND WHAT IT'S TAKEN OUT. AND THAT'S HOW YOU, UH, UNDERSTOOD THAT THAT'S HOW YOU BE FINE WITH YOUR LEVEL OF, AND, AND IN TERMS OF THAT, ONE OF, OF OUR, ONE OF OURS IS IN TERMS OF, UH, SO I, THAT THAT IS ONE THE ULTIMATE REASONING FOR THE, FOR WHAT WE EXPECT. AND MR. SMITH, THANK YOU MR. SMITH, MS. BOATRIGHT, MS. HAY, OR MR. GORDON, PASTOR GORDON. I'M GOOD RIGHT NOW. I'M GOOD. MS. HAY OR MS. BOATRIGHT, I DON'T HAVE A LOT TO, UM, EXPAND UPON AND ACCOUNTABILITY BECAUSE TO ME, THE INTERESTING PART OF THE DISCUSSION IS NOT WHAT IS ACCOUNTABILITY, BUT WHAT ARE YOU ACCOUNTABLE TO, RIGHT? TO ME, ACCOUNTABILITY IS SIMPLY KEEPING PROMISES, HONORING COMMITMENTS, AND, YOU KNOW, PURSUIT OF GOALS. WHAT GETS CHALLENGING IS HOW DO YOU BECOME ACCOUNTABLE WHEN THOSE GOALS ARE NOT EASILY DEFINED? SO IF YOU'RE ACCOUNTABLE TO YOUR CONSTITUENTS, THAT'S MUCH MORE COMPLEX THAN IF YOU'RE ACCOUNTABLE TO REDUCING THE BUDGET BY 2%. SO WHEN YOU'RE IN EDUCATION, WHEN YOU'RE IN GOVERNANCE, WHEN YOU'RE IN, YOU KNOW, THESE HUMAN DRIVEN SERVICES, I THINK ACCOUNTABILITY IS THE LESS INTERESTING QUESTION, IS IT'S WHAT ARE YOU ACCOUNTABLE [00:25:01] TO? HOW DO YOU DEFINE THE GOAL? THE ACTUAL ACT OF ACCOUNTABILITY, IN MY OPINION, IS PRETTY STRAIGHTFORWARD. AND, AND I WOULD AGREE, UM, THAT THE DEFINITION IS CRITICAL. AND I THINK THAT'S MAYBE ONE OF THE REASONS WHY THE PRIOR BOARD DECIDED TO IMPLEMENT COHERENT GOVERNANCE WAS TO TRY TO CREATE THOSE DEFINITIONS. SO IF YOU TRULY COULD HAVE ACCOUNTABILITY, UM, ULTIMATELY WHEN YOU THINK OF BOARD ACCOUNTABILITY, YOUR ULTIMATE ACCOUNTABILITY COMES DOWN TO YOUR REELECTION. WHETHER THE COMMUNITY THINKS THAT YOU'RE SUPPORTING THEIR INTEREST IN SUPPORTING THE SCHOOL SYSTEM OR TO CREATE THE BEST POSSIBLE SCHOOL SYSTEM FOR THE STUDENTS OF BUFORD COUNTY AS A SUPERINTENDENT, ACCOUNTABILITY COMES DOWN TO IS HE GONNA HAVE A JOB IN THE FUTURE IN THIS SCHOOL DISTRICT? SAME THING GOES FOR YOUR PRINCIPAL, SAME THING GOES FOR YOUR CLASSROOM TEACHERS. EVEN THOUGH IT'S A CAREER OF PASSION AND COMMITMENT, IT IS A CAREER AND IT IS A JOB. AND ULTIMATELY THAT COMES DOWN TO ARE YOU DOING THE JOB THAT YOU WERE HIRED TO DO BASED ON THOSE DEFINITIONS THAT YOU PROVIDED? ONE OF THE CRITICAL ELEMENTS OF ACCOUNTABILITY IS ACCOUNTABILITY AND RESPONSIBILITY HAVE TO GO HAND IN HAND. IT'S NOT FAIR FOR THE BOARD TO HOLD THE SUPERINTENDENT ACCOUNTABLE FOR A DECISION THAT THE BOARD MAKES. AND THAT THAT IS AT THE HEART OF COHERENT GOVERNANCE, IS THE DELEGATION OF THE ITEMS THAT YOU'RE GOING TO HOLD THE SUPERINTENDENT ACCOUNTABLE TO AND ALLOWING THE SUPERINTENDENT TO EXECUTE AND THE FREEDOM TO EXECUTE WITHIN THE PARAMETERS THAT YOU WE'RE GONNA TALK ABOUT THAT IN A LITTLE BIT MORE DETAIL. BEFORE WE GET TO THAT, I GUESS I FLIPPED THESE AROUND. ONE OF THE THINGS I WANTED TO DO IS TALK ABOUT, UM, JUST THE EVOLUTION OF PUBLIC EDUCATION AND GOVERNANCE IN GENERAL AT SCHOOLS. AND SO BACK IN 1647, WE HAD THE FIRST LAW IN THE UNITED STATES THAT SAID EVERY TOWN WOULD HAVE MORE THAN 50 FAMILIES THAT HAVE AN ELEMENTARY SCHOOL. AND IF YOU HAVE MORE THAN A HUNDRED FA A HUNDRED FAMILIES, YOU HAVE TO HAVE A SECONDARY OR LATIN GRAMMAR. SO THERE WAS NO GOVERNANCE SET UP WHATSOEVER. IT WAS JUST, YOU HAVE TO HAVE SCHOOLS FIGURE OUT HOW TO MAKE THAT, MAKE THAT WORK. IT WASN'T UNTIL 74 YEARS LATER THAT IN BOSTON, WE ACTUALLY HAD THE FIRST SCHOOL BOARD IN THE UNITED STATES. SO FOR 74 YEARS, THERE WAS ABSOLUTELY NO GOVERNANCE MODEL WHATSOEVER ON WHAT HAPPENED AT SCHOOLS. ANYBODY HAVE ANY IDEA? YOU S HOW LONG IT TOOK UNTIL A SCHOOL DISTRICT ACTUALLY HIRED A SUPERINTENDENT STARTING IN 1721. THE DID EVERYTHING 1830 BUFFALO, NEW YORK FIRST SUPERINTENDENT GETS HIRED, 109 YEARS OF SELF-GOVERNING BY SCHOOL BOARDS OF DOING EVERYTHING. AND EVEN IN, IN, IN 1830 WHEN THAT FIRST SUPERINTENDENT HAD HIRED, WAS HIRED, THEY WERE NOT MUCH MORE THAN JUST A LEAD TEACHER. THEY HANDLED CURRICULUM AND LEARNING, AND THAT WAS IT. ALL THE BUSINESS ASPECTS, THE HR ASPECTS, ALL OF THAT WAS STILL MAINTAINED BY THE SCHOOL BOARDS IN THE 1830S. AND SO WHEN SCHOOL BOARDS, YOU ASK SCHOOL BOARDS, WHY DO YOU DO WHAT YOU DO? AND THEY SAY, WELL, WE'VE ALWAYS DONE IT THAT WAY. THIS WAS THE ORIGIN OF, WE'VE ALWAYS DONE IT. THAT. BUT AS SCHOOL SYSTEMS GREW AND GOT MUCH MORE COMPLEX, IT BECAME DIFFICULT FOR A BOARD OF NON-PROFESSIONAL EDUCATORS 24 7 TO MAINTAIN CONTROL OVER A SCHOOL SYSTEM OF 25 30, OR IN GWINNETT COUNTY'S CASE, 180,000 STUDENTS. YOU KNOW, WHEN THEY HAVE 23,000 TEACHERS IN THAT SCHOOL SYSTEM, HOW DOES A BOARD DO THAT? WELL, THE BOARD DOESN'T, THEY HIRE A CEO, JUST LIKE IN THE CORPORATE. AND IN ESSENCE, THAT'S WHAT SCHOOL SYSTEMS STARTED TO DO, IS THEY GOT MORE COMPLEX. WE HIRED A CEO OR A SUPERINTENDENT WHO SAID, YOU'RE GONNA HANDLE NOT JUST THE TEACHING AND LEARNING, BUT THE DAY-TO-DAY DETAILS OF HOW WE'RE GONNA DO THIS. SO WHEN YOU THINK OF GOVERNANCE MODELS, AND MANY OF YOU ARE ON OTHER, IF YOU'RE ON SCHOOL BOARDS, OFTEN YOU GET SUCKED INTO OTHER BOARDS AS WELL, OR AT LEAST OTHER COMMUNITY ORGANIZATIONS. YOU HAVE SEVERAL DIFFERENT OPERATIONAL MODEL OR MODELS FOR, FOR GOVERNING. ONE IS YOU HAVE SMALL ORGANIZATIONS, THEN THE BOARD IS THE ORGANIZATION. MY WIFE WORKS IN A CHILDREN'S THEATER AND IT'S A NONPROFIT AND IT'S ALL VOLUNTEERS. AND EVEN THE BOARD IS ALL VOLUNTEERS. AND SO THE BOARD, IT HAS THEIR FINGERS IN EVERYTHING. THEY DO ALL THE WORK. THEN YOU GET TO SOMETHING LIKE, I'M ON THE BOARD [00:30:01] FOR COMMUNITIES AND SCHOOLS IN WHAT COUNTY? AND WE HAVE A, UM, A-A-C-E-O OR A, A EXECUTIVE DIRECTOR THAT WE HIRE AND THAT EXECUTIVE DIRECTOR ACTUALLY RUNS THING. AND WE HAVE A LITTLE MORE OF A HANDS OFF MANAGERIAL FIELD WHO SET EXPECTATIONS. WE CHECK THE FINANCES, BUT WE ALLOW THEM THE FLEXIBILITY. THEN YOU THINK OF THE TRADITIONAL MODEL OF A A SCHOOL BOARD, AND I'VE BEEN IN A SCHOOL BOARD IN, IN OREGON OF 5,000 STUDENT DISTRICTS ON FIRST BOARD. AND IT WAS A LOT OF, THEY WANTED THEIR FINGERS IN LITERALLY EVERYTHING STILL. I COULDN'T GET 'EM AWAY FROM THE BARGAINING TABLE WHEN I WAS THE SUPERINTENDENT AND LEAD NEGOTIATOR, THEY SAID, WE'RE STILL GONNA HAVE TWO BOARD MEMBERS ON THE BARGAINING TEAM WITH YOU SITTING AT THE BARGAINING TABLE. EVEN THOUGH AS A FORMER HR DIRECTOR, I, I DIDN'T LIKE IT. THEY WERE MY BOSS AND I AGREED, BUT THEY DID A LOT OF THINGS THAT I FELT OVER AND IT MADE IT VERY DIFFICULT FOR ME TO FIGURE OUT WHAT WAS I ACCOUNTABLE FOR WHEN THEY WERE MAKING DECISIONS AND THEY HAD THEIR FINGERS IN EVERYTHING, BUT THEN THEY WANTED TO GIVE ME AN EVALUATION THAT D ME ON THINGS THAT THEY MADE DECISIONS ON, AND I WAS CLEANING UP THE MESS OF THEIR DECISIONS. IT WAS PRETTY FRUSTRATING AS A SUPERINTENDENT UNDER THAT KIND OF A MODEL. THEN YOU HAVE A GOVERNANCE THROUGH POLICY, WHICH A VERY, WHICH IS A VERY INTENTIONAL, UM, COHERENT GOVERNANCE DID STEM FROM POLICY GOVERNANCE. RANDY AND LINDA WORKED FOR CARVER FOR MANY YEARS, AND THEN THERE WAS A FALLING OUT BECAUSE RANDY AND LINDA SAID, SCHOOLS NEED MORE FLEXIBILITY. AND THEN CARVER WAS WILLING TO GIVE, CARVER PUT HIS FOOT DOWN AND SAID, YOU WILL NOT HAVE, YOU WILL NOT HAVE AN OE ON PERSONNEL AND HUMAN RESOURCES THAT IS DELEGATED. HE SAID, YOU WILL NOT HAVE AN OE ON THE INSTRUCTIONAL ENVIRONMENT. AND THEY DISAGREED. THE SCHOOL DISTRICTS THEY WORK WITH DISAGREED, AND THAT WAS THE DIVISION BETWEEN POLICY GOVERNANCE AND COHERENT GOVERNANCE. SO, BUT BOTH OF THOSE MODELS ARE INTENDED TO CLEARLY DEFINE ROLES AND RESPONSIBILITIES, DEFINE DELEGATION, AND BUILD AN ACCOUNTABILITY MODEL WITHIN THAT TO WHERE IF YOU ARE GOING TO DELEGATE SOMETHING TO THE SUPERINTENDENT, YOU HAVE A WAY TO HOLD THE SUPERINTENDENT ACCOUNTABLE TO BOTH RUNNING THE DISTRICT THE WAY YOU WANT IT RUN AND GETTING THE RESULTS FOR KIDS THAT YOU WANT YOUR STUDENTS TO GET OUT OF THE SCHOOL SYSTEM. NOW I THINK I HAVE A LITTLE SCENARIO I WANTED TO RUN BY AND I WANTED TO GET SOME THOUGHTS OF YOURS. AND THIS IS AN ACTUAL SCENARIO FROM LAST YEAR WHERE THE DISTRICT THAT I WAS WORKING, SO A STATE NOTIFIED A DISTRICT THROUGH THE SUPERINTENDENT THAT THEY QUALIFY FOR A FOUR DAY SCHOOL, AND WASHINGTON'S BEEN WORKING ON DOING MORE OF THIS, UM, AS A COST CUTTING AND QUALITY OF LIFE, UM, INITIATIVE. SO THE SUPERINTENDENT SHARES IT WITH THE BOARD CHAIR IN A WEEKLY DISCUSSION. THEY BOTH FEEL THAT THE COST SAVINGS AND OTHER ASPECTS, IT IS WORTH HAVING EXPLORING THE IDEA. SO I WANT YOU TO THINK FOR A SECOND AND THEN LET'S DISCUSS WHAT WOULD THE NEXT STEPS BE FOR THE BOARD AND THE SUPERINTENDENT AND WHY YOU FEEL THOSE WOULD BE THE APPROPRIATE STEPS FOR EACH THE BOARD AND THE SUPERINTENDENT TO PAY WHAT MEMBER TO WEIGH IN? I WANT COMPARE WHAT THE PERCEIVED BENEFIT IS TO WHAT'S THE DOWNSIDE? SO THAT AS A BOARD, YOU'D WANNA HAVE A DISCUSSION AROUND THAT. I WOULD WANT TO, UH, I I THINK IT'D BE APPROACH TO HAVE THE, THE SUPERINTENDENT AND STAFF BRING FORWARD THE, UH, THE PROS AND CONS OF MAINTAINING THE STATUS QUO WE'RE GOING TO AFFORD. UH, AND THEN I THINK IT'S UP TO THE BOARD TO DEVELOP POLICY TO, TO, AS LONG AS MINIMUM STANDARDS ARE MET, THEN, UH, DELEGATE THE AUTHORITY, UH, YOU KNOW, SO MANY HOURS OF INSTRUCTION ARE MET, UH, TEST SCORES ARE MET, THEN, UH, THE POLICY IS MET AND THEN IT CAN BE DONE, DONE IN FOUR. MR. CHAIRMAN, I CAN'T FIND MY HAND RAISING. DO YOU MIND IF I SPEAK? I CAN'T SEE. GO AHEAD, MA'AM. GO AHEAD. OKAY. YEAH, I AGREE WITH, UH, MR. NAY. NAY. I WOULD, I THINK IT'S IMPORTANT. OH, WE'RE GONNA ECHO AGAIN. I THINK IT'S IMPORTANT THAT SCHOOL BOARD MEMBERS RECOGNIZE THAT THEY ARE NOT EDUCATORS THEMSELVES, THAT THEY HAVE AN OVERSIGHT ROLE. SO I WOULDN'T BE COMFORTABLE MAKING A DECISION. I WOULD WANT MORE INFORMATION. I WOULD WANT THE SUPERINTENDENT'S RECOMMENDATION, AND THEN I WOULD WANT TO SAY WHAT THINGS I THINK NEED TO GO INTO THAT, UH, DISCUSSION, WHAT THEY NEEDS TO WE, IF WE VOTE ON HIS RECOMMENDATION, WHAT THINGS, UM, ARE WE EXPECTING TO SEE AND HOW IS HE GOING TO DEMONSTRATE THAT HE'S ACHIEVED THE RESULT OR SHE, THAT HE OR SHE HAS ACHIEVED THE RESULTS, UH, THAT THIS PROGRAM WOULD SET OUT TO ACHIEVE. THANK YOU, MS. BOATRIGHT. MS. HAY, WOULD YOU HAVE ANY INPUT, MA'AM? EXCUSE ME. [00:35:01] I DO NOT AT THIS TIME. THANK YOU. THANK YOU, MA'AM. PASTOR GORDON. PASTOR GORDON, DON'T EITHER. MR. SMITH, WHEN IT COMES TO THIS, I WOULD, I WOULD LIKE TO, AS, UM, WHAT MY COLLEAGUES SAID, I WOULD LIKE TO SEE, UM, IN TERMS OF WHAT, WHAT'S THE PROS AND CONS OF, UH, AS A BOARD MEMBER, BECAUSE AT THE SAME TIME, WE DO HAVE THE RESPONSIBILITIES BECAUSE RESPONSIBILITY TO MAKE SURE THAT THE CHECK IS, UM, IN TERMS, IN TERMS OF YOUR, UM, YOUR, YOUR, YOUR FINANCES AS A SCHOOL BOARD, YOU'RE C FOR THAT. SO THEREFORE, I, I THINK THAT WE DO ALL COMMUNITY AND THE PUBLIC PEOPLE PUT TRUST TO, AS HE SAID, TO LISTEN, TO BE ABLE TO SEE, UH, WHERE AT COULD BE SOMETHING THAT COULD ACTUALLY, UH, PUT US, PUT US FORWARD, PUT US FORWARD ON THE FINANCIAL PART OF IT. I DO TO ASK TO CHECK IT OUT. I THINK ALL BOARD MEMBERS WAITING. UM, MY PERSPECTIVE WOULD BE, UM, THAT IF YOU'RE GOING TO DELEGATE AUTHORITY, RESPONSIBILITY, AND THE ABILITY TO ACTUALLY MOBILIZE RESOURCES, TRAIN, DEVELOP PEOPLE, YOU HAVE THE WHOLE PURVIEW. I THINK WITH THAT, I WOULD JUST TURN IT OVER TO THE SUPERINTENDENT AND SAY, HERE'S A NEW THAT'S COMING DOWN THE PIPE. CAN YOU GO GATHER YOUR STAFF? HOW ARE YOU GONNA DO IT? AND THEN YOU COME BACK AND RECOMMEND TO THE BOARD, HOW DO YOU THINK IT COULD BEST BE HANDLED? LOOKING AT THE COST BENEFIT ANALYSIS, LOOKING AT THE QUALITY AND THE CALIBER OF TALENT THAT WOULD BE NEEDED TO DEVELOP IT. AND YOU GIVE US A COMPREHENSIVE PLAN. TWO THINGS HAVE TO BE INHERITED IN THAT PLAN. ONE IS THE TIMETABLE WHEN YOU GONNA FINISH, OKAY? SO NEED ANY TIMELINES AS TARGET, BUT THEN THE RESOURCES THAT YOU NEED THAT THE BOARD HAS TO SUPPORT YOU. SO THAT WOULD BE HOW I WOULD TEND TO HANDLE. AND WHEN I, WHAT I'VE SEEN IS WHEN PEOPLE ARE GIVEN THAT LIBERTY, THEY EXPLODE BECAUSE TOO FEW PEOPLE GET THAT. SO THAT WOULD BE MY RIGHT. SO THE TRICKY PART OF THIS IS WHO MAKES THE FINAL DECISION WHETHER OR NOT YOU'RE GONNA DO THIS? AND IN THE DISTRICT, THE REASON THIS CAME SCENARIO CAME TO ME IS I WAS WORKING WITH THE SUPERINTENDENT PLANNING THEIR ANNUAL BOARD WORKSHOP, AND I'VE BEEN FACILITATING THEIR BOARD WORKSHOP FOR A COUPLE YEARS NOW. AND SHE SHARED THIS WITH ME AND SAID, THE BOARD MADE THIS DECISION. AND I ASKED HER, SO WHY DID THE BOARD MAKE THIS DECISION? SAID, WELL, THE BOARD LOOKED AT A COUPLE THINGS AND THEY WANTED COST SAVINGS. THEY FELT IT WAS GONNA IMPROVE STUDENT OUTCOMES. THEY THOUGHT IT WOULD IMPROVE STAFF MORALE BECAUSE IT WOULD GIVE PEOPLE A BETTER WORK LIFE BALANCE WITH THE FOUR DAY SCHOOL WEEK. IT WOULD HELP WITH THE SUBSTITUTE SITUATION, UM, BECAUSE THEY THINK THEY'D HAVE LESS ABSENTEEISM AND IT WOULD INCREASE PROFESSIONAL DEVELOPMENT OPPORTUNITIES BECAUSE WHAT THEY WERE ABLE TO DO IS ELIMINATE EVERY HALF DAY IN THE CALENDAR FOR THE ENTIRE YEAR FOR STUDENTS AND TEACHERS COME IN ONE FRIDAY A MONTH AS A PD AND STAFF MEETING. SO, I MEAN, IT IS, THERE'S A LOT OF POSITIVES TO THIS. SO I SAID, OKAY, WHO'S ACCOUNTABLE FOR, AND, AND WHEN I, I ASKED THE BOARD THE EXACT SAME QUESTION THAT SUMMER WHEN WE DID THE WORKSHOP. I SAID, SO YOU MADE THIS DECISION WHO'S ACCOUNTABLE FOR STUDENT OUTCOMES? PROFESSIONAL DEVELOPMENT? TEACHER MORALE SAID, DID YOU JUST TAKE YOUR SUPERINTENDENT OFF THE HOOK FOR ALL OF THOSE THINGS BECAUSE YOU MADE THE DECISION AND NOT THE SUPERINTENDENT. YOU HAVE CHANGED THE CONDITIONS OF THE DISTRICT IN SUCH A WAY THAT THE SUPERINTENDENT NOW DOES NOT HAVE PATROL OVER THE KEY ELEMENTS THAT THEY'RE RESPONSIBLE FOR, THAT YOU'RE HOLDING THEM ACCOUNTABLE TO IN YOUR RESULTS POLICIES, AND IN YOUR OPERATIONAL EXPECTATIONS. BOARD HAD A PRETTY AWKWARD SILENCE AT THAT POINT, SAID, I THINK WE KIND OF MESSED UP, DIDN'T WE? YOU DIDN'T THINK THROUGH THE WHY YOU'RE MAKING THE DECISION OF WHAT THE OFFER, BECAUSE IT'S THE WHY YOU'RE MAKING THE DECISIONS OF THE OUTCOMES THAT YOU EXPECT TO GIVE. THAT REALLY DEFINED WHO'S RESPONSIBLE BECAUSE WHO'S GONNA BE HELD ACCOUNTABLE IN THE END, WE HAD A FURTHER DISCUSSION AND I SAID, SO SAID, BECAUSE I SAID, SO, DO WE NEED TO GO BACK AND UNDO THE DECISION AND GO THROUGH? THEY WENT THROUGH A MASSIVE PUBLIC PROCESS, PUBLIC INPUT BOARD HAD LISTENING SESSIONS, ALL STUFF. THE SUPERINTENDENT WAS THERE FACILITATED, DID, BUT I REALLY WAS TRYING TO STRESS THE POINT OF WHO MADE THE FINAL DECISION BECAUSE THAT'S THE OWNERSHIP. AND IN THE END, WHAT, WHAT THEY SAID IS, I [00:40:01] TOLD 'EM, YOU DON'T HAVE TO GO BACK AND UNDO IT AND LET THE SUPERINTENDENT DO IT. WHAT YOU OUGHT TO DO IS, I SAID, WHO SETS THE CALENDAR? I SAID, WELL, THE BOARD ALWAYS SETS THE CALENDAR. I SAID, OKAY. SO WHAT YOU NEED TO DO IS YOU GO IN TO DO YOUR OE ON INSTRUCTIONAL ENVIRONMENT, AND YOU NEED TO REPHRASE YOUR OEN INSTRUCTIONAL ENVIRONMENT SAYING THE BOARD RETAINS AUTHORITY OVER THE SCHOOL DISTRICT CALENDAR AND THE STRUCTURE OF THE CALEND OF THE SCHOOL THING. AND YOU'RE GONNA SAY THAT'S SOMETHING THAT YOU'RE GONNA MAINTAIN. NOW YOU NEED TO HAVE A DISCUSSION WITH YOUR SUPERINTENDENT ABOUT, THERE'S GONNA BE IMPLICATIONS OF THIS ON THE MUSIC PROGRAM. YOUR MUSIC TEACHERS ARE GONNA TELL YOU, WE'RE ONLY PRACTICING FOUR DAYS A WEEK INSTEAD OF FIVE DAYS A WEEK. OUR QUALITY ISN'T GONNA BE THERE. YOUR MATH TEACHERS ARE GONNA COMPLAIN BECAUSE THEY DON'T HAVE TIME ON TASK ON A REGULAR BASIS. I MEAN, I'VE LOOKED AT FOUR PERIOD DAYS BEFORE, AND I'VE HEARD EVERY ARGUMENT, EVERY DEPARTMENT IN THE DISTRICT AS TO WHY THEY NEED FIVE, FIVE DAYS A WEEK IN CONTACT WITH KIDS FOR, FOR THEIR DEPARTMENT AND THEIR CURRICULUM. SO NOW THE BOARD AND THE SUPERINTENDENT REALLY OUGHT TO BE HAVING A DISCUSSION ON, YES, THE BOARD MADE THIS DECISION, THE SUPERINTENDENT WOULD'VE MADE THE EXACT SAME DECISION. BUT WHAT IS THE AGREEMENT ON? ARE THERE IMPLICATIONS TO THE OUTCOMES OR THE RESULTS POLICIES AND THOSE MONITORING REPORTS YOU'RE GONNA BE LOOKING AT THAT YOU ARE GOING AGREE THAT IT'S A JOINT RESPONSIBILITY AND YOU'RE NOT GONNA DING THE SUPERINTENDENT FOR NOT MAKING ADEQUATE PROGRESS OR REASONABLE PROGRESS BECAUSE OF THIS. FOUR. CURIOUS ABOUT YOUR THOUGHTS ABOUT THAT LINE OF THINKING AROUND THAT DECISION. UM, MS. BOATRIGHT, MS. HAY, OR PASTOR GORDON? DID I GIVE YOU SOMETHING TO THINK ABOUT? NO. YES. I THINK YOU, UM, GAVE US SOMETHING TO THINK ABOUT, BUT I ALSO THINK WHAT YOU'RE REFERENCING A LITTLE BIT IS, YOU KNOW, IN THE OPERATIONAL EXPECTATION, WHAT ARE THE GUARDRAILS OF THE DECISION, RIGHT? LIKE YOU CAN HAVE THE 30,000 FOOT, THIS IS WHAT WE WANT TO DO, 'CAUSE WE THINK IT'S A GOOD IDEA FOR THE DISTRICT AS A WHOLE, BUT THEN YOU'VE GOTTA FIGURE OUT WHERE ALL THE, UH, VARIABLES ARE. UM, WHAT ARE, AND THAT'S WHERE I THINK THE OES ARE USEFUL. THIS IS WHAT YOU CAN ACHIEVE THESE GOALS AS LONG AS YOU DON'T DO THIS, OR YOU CAN ACHIEVE THESE GOALS, BUT YOU MUST ACCOMPLISH THIS OR YOU MUST USE THESE RESOURCES. SO, UM, I THINK WHAT YOU'RE DRIVING AT IS TRYING TO WEIGH ALL THE DIFFERENT VARIABLES. I DON'T, TO ME, AGAIN, I THINK ACCOUNTABILITY IS NOT EXACTLY THE WORD I WOULD USE. I MEAN, I THINK IT'S A GOOD UMBRELLA TERM, BUT IT'S SORT OF WHO, UM, AT WHAT POINT, I GUESS WHO HAS THE MOST INFORMATION? WHO IS GOING TO BE PUT IN CHARGE OF THAT? I UNDERSTAND WHAT IT'S, WHAT YOU'RE SAYING ABOUT ACCOUNTABILITY. I'M JUST TRYING TO THINK OF A DIFFERENT WAY TO PUT IT. SO MAYBE I'LL THINK ABOUT THAT AND, UH, POP BACK IN HERE LATER. THANK, THANK YOU, MR. CHAIR. UH, I, I, I THINK SOMETHING WE, WE OFTEN OVERLOOK IN MAKING THESE, THESE, UH, GIANT DECISIONS LIKE THIS ARE THE SECOND, THIRD ORDER EFFECTS. UM, AND, AND, AND SOMETIMES WE FIXATE ON, YOU KNOW, UH, THIS ONE PARTICULAR ASPECT OF A DECISION LIKE THIS, UM, AND WE THINK IT'S THE MOST IMPORTANT THING. UM, BUT WHEN THE RIPPLES GO ACROSS THE POND, IT AFFECTS MORE THAN JUST THE IMMEDIATE DECISION. UH, AND I I THINK THE ACCOUNT, GOING BACK TO THE ACCOUNTABILITY ASPECT IS, UM, IF, IF YOU'RE OWNING THE RESPONSIBILITY OF A SET TASK, UH, AND YOU MAKE A DECISION, THEN YOU OWN ALL THE RESULTS, UH, TO INCLUDE THE SECOND AND THIRD ORDER EFFECT. UH, AND I THINK THAT SHOULD THOSE, EVERYTHING SHOULD, SHOULD REST ON THE SUPERINTENDENT. UH, I'M, I, I TRY TO VIEW EVERYTHING AND SOMETIMES I FAIL BECAUSE I'M HUMAN. UH, BUT I TRY TO DO EVERYTHING, UH, FROM THE LENS OF, OKAY, WHERE WHERE DOES THE POLICY, UH, COME INTO PLAY, UH, SO THAT WE CAN EXERCISE THE POLICY APPROPRIATELY, UM, SO THAT THE POLICY DICTATES, UH, WHAT IS, WHAT IS THE RESPONSIBILITY OF THE SUPERINTENDENT, UM, TO INCLUDE ALL THOSE SECOND, THIRD EFFECTS THAT WE DON'T THINK ABOUT BECAUSE WE'RE NOT IN THE WEEDS, WE'RE NOT, YOU KNOW, UH, WE'RE NOT IN THE TRENCHES, UH, AND WE'RE NOT SUPPOSED TO BE. UM, SO I, I I, I TRY TO STAY OUT AS MUCH AS POSSIBLE. UM, UH, TRY TO STAY IN OUR LANE TO 24 YEARS IN THE MARINE CORPS. I TRY TO TRY TO BRING THAT EXPERIENCE FORWARD WITH, UH, STAYING THAT OTHER PEOPLE'S LANES, SO TO SPEAK. UM, BUT, UH, THAT, THAT, THAT'S RIGHT. THANK YOU, MS. MAY. DR. YES. FIRST THING THAT, OKAY, IT BENEFITS THE SCHOOL OR THE DISTRICT ACADEMICALLY AND MAYBE A WHOLE HOST OF POINTS YOU RAISED. A COUPLE OF GOOD POINTS WERE DO WE HAVE ENOUGH INSTRUCTION OR ENOUGH TIME ON, UH, CONTENT DEVELOPMENT OR [00:45:01] WHATEVER IN DIFFERENT DISCIPLINES. I RE I IMMEDIATELY WENT TO WHAT BURDEN DOES THIS CHANGE IN THE SCHOOL CALENDAR BRING ON TO THE PARENTS OF THE KIDS IN THE DISTRICT WHO ARE WORKING AND MAY ALL OF A SUDDEN WE GOTTA FIND ANOTHER DAY OF CHILDCARE, OR THERE'S SOME OTHER TIMELINE BURDEN, OR THERE'S SOME OTHER SUPERVISORY RESPONSIBILITY, OR HOW ARE THEY GONNA REACT TO THAT? AND IS THAT A GOOD PLAN IF IT DISRUPTS DOZENS AND DOZENS AND DOZENS OF FAMILIES? YEAH, AND THAT'S A GREAT POINT. AND IN THIS CASE, IT'S A KIND OF A RESORT TOWN COMMUNITY IN CENTRAL WASHINGTON. AND SO DURING THE, THERE REALLY A SUMMER RESORT CAMP. AND SO DURING THE SCHOOL YEAR, IT WASN'T AN ISSUE, BUT THAT'S WHERE THE BOARD ISN'T COMPLETELY ADVOCATING THEIR RESPONSIBILITY ON THE DECISION. IT COMES BACK TO THE PREVIOUS COMMENT THAT I HEARD, WHICH IS AROUND GUARD RAILS. AND THE ANALOGY I TYPICALLY USE IS, LIKE, IN FOOTBALL, WHAT YOU'RE DOING WITH YOUR OES IS DEFINING THE SIZE OF THE FIELD AND THE RULES OF ENGAGEMENT FOR THE TEAM. YOU'RE PLAYING US FOOTBALL, NOT CANADIAN FOOTBALL, NOT AUSTRALIAN RULES FOOTBALL. YOU'RE PLAYING US FOOTBALL WITH THE RESULTS, POLICIES, YOU'RE DEFINING, THESE ARE THE OUTCOMES WE WANT FOR KIDS, YOU'RE SETTING FOR YOUR COACH. THE EXPECTATION OF THE OTHER TEAM'S NEVER GONNA SCORE MORE THAN 10 POINTS. AND WE'RE GONNA, WE'RE GONNA DIG IT OUT IN THE MUD AND WE'RE GONNA WIN GAMES BY TWO POINTS, BUT THAT'S BECAUSE THEY'RE NEVER GONNA SCORE MORE THAN 10. OR WE WANNA SCORE 50 POINTS, YOU KNOW, LIGHT IT UP. THOSE, THAT'S WHAT THE RESULTS ARE DEFINING, WHICH IS GONNA DRIVE HIM TO MAKE CERTAIN DECISIONS ON THE ORGANIZATION TO GET THE OUTCOMES THAT YOU WANT, GIVEN THE, THE SIZE OF THE FIELD AND THE RULES THAT YOU'VE ESTABLISHED. SO WHEN YOU ENTER INTO SOMETHING LIKE THIS AS THE REPRESENTATIVES OF THE COMMUNITY, AND YOU'RE SAYING, I'M WORRIED ABOUT OUR FAMILIES HAVING TO COME UP WITH CHILDCARE POTENTIALLY ON FRIDAYS, THAT'S THE TIME TO SAY, DOES THIS CHANGE THE PLAYING FIELD IN SUCH A WAY THAT WE WANNA REDEFINE THE PLAYING FIELD? BUT THE WAY TO DO IT IS NOT TO MAKE THE DECISION WHETHER TO CHANGE THE FOUR DAY SCHOOL WEEK OR NOT, IS TO SAY, WE WANNA MAKE SURE THAT WHATEVER DECISION YOU MAKE, IT TAKES INTO ACCOUNT WHAT FAMILIES NEED. YES. HELPFUL. THAT'S MS. SMITH. I MEAN, UH, MS. BOATRIGHT. MS. BOATRIGHT? NO, GO FOR MS. ALBRIGHT. SORRY. WAS THAT MS. BOATWRIGHT? IT MUFFLED JUST A LITTLE BIT. WE CAN'T HEAR. WE CAN'T HEAR YOU, MS. BOATRIGHT. CAN YOU, LITTLE LOUDER, PLEASE. OH, IT MIGHT JUST BE ME. I SWITCHED TO MY PHONE, SO IT'S POSSIBLE. IT'S JUST ME, MR. SMITH. UM, MS. BOATRIGHT, WE'RE GONNA ASK MR. SMITH PROCEED WHILE THEY'RE WORKING ON THE, UH, WELL, WELL, JUST AS YOU KIND OF AS YOU STATED, UM, MY QUESTION, YOU GUYS, YOU SAID, DID I GIVE YOU SOMETHING ABOUT, AND I SAID NO, I RESPONDED. NO, BECAUSE, UM, WE HAD A FORMER, UH, A BOARD MEMBER WHO WOULD ALWAYS TOLD BOARD WOULD ALWAYS TELL US, ONCE YOU EDIFY ANY CHANGE, ONCE YOU GIVE TO THE SUPERINTENDENT, THAT AS A BOARD, WE OWN THAT AS A BOARD COLLECTIVE GUY WOULD SAY, FOR THE MOST PART, WE HAVE ALWAYS OWNED THE THINGS THAT WE GIVE THE SUPERINTENDENT. ALSO, WE KEEP TALKING ABOUT TOO, ALWAYS TALKING ABOUT TOO, THAT THE SUPERINTENDENT HAS TO, THE THINGS THAT, THE TASK THAT WE DO GIVE THAT THE SUPERINTENDENT, WHOEVER HE OR SHE'S, THEY HAVE TO OWN THAT AS WELL. I MEAN, THAT, THAT, THAT, THAT'S SOMETHING, SPEAK ABOUT THAT, BUT ALSO IN ADDITION, THAT'S PERSONALLY, PERSONALLY I'M NOT, TO ME, THIS, THIS TYPE OF, OF COHERENT GOVERNANCE, TO ME, YOU A BOARD MEMBER, YOU, YOU, YOU, YOU, YOU ALMOST, UH, YOU A YOUR AUTHORITY TO THE SUPERINTENDENT AND, AND WANNA BACK AND FORTH WITH. BUT, YOU KNOW, UH, AND I'VE EVEN HAD A COUPLE WHEN I FIRST GOT THIS, UH, THIS, THIS TYPE OF GOVERNANCE THAT, UH, I'VE HAD SOME PEOPLE SAY THAT THAT'S GOVERNANCE. NOT, NOT MANY SCHOOL BOARDS OR KIND OF GOVERNMENTS DO THIS TYPE OF GOVERNANCE, BECAUSE IT'S BEEN BEEN, IT'S BEEN SAID THAT SOME OF IT IS KIND RE YOUR AUTHORITY TO THE CEO. UH, AND HE HAD A LOT OF TRUST IN THEM, DID DIFFERENT THINGS. SO, YOU KNOW, THERE'S BEEN SOME QUESTIONS OUT THERE, BUT, UM, IN, IN TERMS OF IT, [00:50:01] WE'VE ALWAYS, UH, WE'VE ALWAYS, UH, GAVE EM WHAT THEY GIVE WHAT THEY NEED, AND THEY ASK, UH, AND WE'VE ALWAYS GIVE THEM THE, THE, UH, TIME TO GO OUT AND DO WHAT NEEDS TO HAPPEN. AND EVEN IF THINGS DIDN'T HAPPEN DIRECTLY, THE HAVE TOOK THE, UH, CHIN. SO I THINK THOSE ARE THINGS TOO, IN, IN TERMS OF WHEN YOU SAY, OF OWNING IT, THAT THAT HAS TO BE UNDERSTANDABLE WHEN YOU CHANGE THOSE, WHEN, WHEN YOU CHANGE, WHEN YOU EDIFY AS OF WHAT, WHAT HE JUST SAID IN TERMS OF THOSE THINGS. WE'RE ASKING THOSE QUESTION BECAUSE WE HAVE TO, THAT WE'RE, WE HELD STANDARDS BECAUSE WE OURSELVES PEOPLE WHO, WHO ARE WHO WE SUPERINTENDENT IS, IS HIS I EMPLOYEE. WE ALSO, WE ALSO HAVE PEOPLE WHO ARE BOSSES AS WELL. THANK, THANK YOU, MR. SMITH. UH, MS. BOATRIGHT MIGHT BE ON AGAIN. MS. BOATRIGHT. OKAY. CAN YOU GUYS HEAR ME NOW? NO, WE STILL CAN'T HEAR YOU. TELL WE, WE STILL CAN'T HEAR HERE. MS. HAY, WOULD YOU LIKE TO SAY SOMETHING WE'RE WAITING FOR, FOR THE, UH, COMMUNICATIONS TO PICK UP MS. UH, MISS PASTOR GORDON? OKAY. WHILE WE ARE WAITING, SO LET, LEMME RESPOND. DIRECTOR SMITH, CAN, CAN, CAN I ASK YOU TO HOLD ON? OKAY. WE DON'T, WE WANT EVERYBODY TO SPEAK FIRST. OKAY. WE'LL GO SECOND ROUND. UM, FOR, FOR ME, I THINK IT'S IMPORTANT THAT, AND ONE OF THE CHALLENGES I SEE IN PUBLIC ORGANIZATION IS WE HEAR THE PUBLIC AND WE WANT TO INTERVENE IMMEDIATELY. AND THAT MEANS THERE'S ALWAYS THAT TENDENCY TO STEP ACROSS THE LINE. IF I'M WORKING IN PRIVATE INDUSTRY, I WANT YOU TO TELL ME WHAT YOU WANT, WHAT YOU WANT IT BY, AND HOW'S IT GONNA LOOK, RIGHT? AND NORMALLY THE CONSTRAINTS ARE CALLED, AND YOU HAVE TO BE ETHICAL, MORAL, AND LEGAL ALL THE TIME. AND WITH THAT, I KNOW WHAT THE PARAMETERS ARE, BUT ONE OF THE THINGS THAT MADE IT VERY EASY IS THAT WE MANAGED BY RESULTS, FEWER ACTIVITIES AS THE SUPERINTENDENTS. AND AT THE END, SUPERINTENDENT CAN SAY, I WANT TO DECIDE IF WE'RE GOING TO GO TO FOUR DAYS. AND THAT PERSON WILL LOOK AT ALL THE INFLUENCES THAT COULD BE GOOD OR BAD IN TERMS OF ACHIEVING THAT GOAL. AND THEN THAT WAY WE FREE UP SUPERINTENDENT TO USE ALL THEIR CREATIVITY AND RELATIONSHIPS. AND AT THE SAME TIME, WE DON'T IMPEDE AND CREATE A LOT OF CONFUSION, WHICH IS WHAT I'VE SEEN. SO THAT'S JUST ONE PERSPECTIVE, BUT CERTAINLY LOOKING, UH, THIS HATE ACIDITY. ANY OTHERS? OKAY, I DEFER TO YOU. SO ONE OF THE, YOU KNOW, ONE OF THE KEY CRITICISMS OF THIS IS PEOPLE SAY THAT THE BOARD GAVE AWAY THE DISTRICT AND THE SUPERINTENDENT, YOU KNOW, YOU'VE GIVEN THE SUPERINTENDENT, YOU'VE DELEGATED ALL OF THESE THINGS. WHAT I'VE FOUND IS WITH DISTRICTS, ONE OF THE, A, A COMMON MISTAKE DISTRICTS MAKE IS THEY ADOPT POLICIES AND THEY THINK THAT THEIR POLICIES ARE SET IN STONE. AND I REMEMBER WHEN, WHEN I WAS A SUPERINTENDENT IMPLEMENTING THIS, LINDA WOULD ALWAYS TELL ME, GO BACK TO THE POLICY FOR HELD MY BOARD. GO BACK TO THE POLICIES. I'M TRYING TO REPHRASE THAT IN A WAY THAT'S MUCH MORE MEANINGFUL. THAT WHENEVER YOU GET ANY, IN ANY SITUATION THAT YOU THINK MAYBE THE PLAYING FIELD ISN'T DEFINED, RIGHT? THE HEALTHY BOARD DISCUSSION IS TO SAY, WE HAVE THIS TOPIC THAT HAS COME UP. HAVE WE DEFINED THE BOUNDARIES THAT THE SUPERINTENDENT PROPERLY IN OUR OBS NOT, ARE WE GONNA MAKE THE DECISION, BUT HAVE WE DEFINED THE BOUNDARIES AND HAVE WE DEFINED THE OUTCOMES THAT WE WANT OUT OF THIS? EVERY TIME THAT YOU'RE LOOKING AT ONE OF YOUR POLICIES, YOU SHOULD BE ASKING THE QUESTION. UM, FIRST OF ALL, WHEN YOU GET A MONITORING REPORT, IS IT COMPLIANT FOR AN O OR IS HE MAKING RECENT PROGRESS FOR OUR RESULTS? THE NEXT THING YOU SHOULD ASK IS, DO WE ACTUALLY HAVE THE CURRENT BEST INDICATORS THAT ALLOW US TO MAKE THAT DECISION? BECAUSE THE INDICATORS DON'T HAVE TO BE SET IN STONE. YOU CAN CHANGE THOSE FROM YEAR TO YEAR. IF YOU GET A BETTER INDICATOR OR YOU FIND THAT SOMETHING IN THE DISTRICT, THE CONTEXT IS CHANGED IN SUCH A WAY THAT THE INDICATORS AREN'T REALLY GIVING YOU THE INFORMATION YOU NEED. TELL SUPERINTENDENT, I NEED NEW INDICATORS FOR THIS. WE WANT A BETTER INDICATION THAT YOU'RE REALLY COMPLYING, OR WE WANNA KNOW EXACTLY HOW OUR STUDENTS ARE DOING. AND THEN THE THIRD QUESTION YOU NEED TO ASK WITH EVERY MONITORING REPORT IS, IS THE POLICY STILL RELEVANT TO TODAY'S CONTEXT? HAS THE DISTRICT EVOLVED TO THE POINT WHERE OR THE BOARD TURNOVER HAS CHANGED TO THE POINT THAT THIS [00:55:01] POLICY DOESN'T REFLECT OUR VISION? I JUST HAD A NEWSLETTER ARTICLE THAT I PUT OUT LAST WEEK, AND I DUNNO WHETHER YOU SAW IT, BUT IT TALKED ABOUT THE BOARD SHOULD ASK THOSE THREE QUESTIONS. WHAT I FIND IS BOARDS THAT HAVE BEEN DOING THIS FOR 7, 8, 9 YEARS, THAT DON'T ACTIVELY FORCE THEMSELVES TO ASK THOSE QUESTIONS OR BRING THE POLICY QUESTION EVERY TIME SOME EVENT COMES TO THE COURT AS OPPOSED TO LOOKING AT THE DECISION. BUT GOING AND LOOKING AT THE POLICY, THERE'S THE ONES THAT ARE SAYING, THIS ISN'T REALLY WORKING FOR US RIGHT NOW. WE DON'T FEEL LIKE WE HAVE CONTROL OF THE DISTRICT. WE GAVE EVERYTHING TO THE SUPERINTENDENT. AND WE GET THROUGH REPORTS THAT ARE JUST ALMOST RUBBER STAMPS EVERY YEAR BECAUSE WE'VE SEEN THE INDICATORS. YEAH, IT'S THE SAME INDICATOR, IT'S THE SAME REPORT WE GOT LAST YEAR, THE YEAR BEFORE, THE YEAR BEFORE. AND YES, IT'S COMPLIANT, BUT WHAT'S OUR ROLE IN THIS? AND YOUR ROLE IS TO MAKE SURE THAT YOUR VALUES ARE STILL REPRESENTED IN THOSE POLICIES EVERY SINGLE YEAR. WHEN YOU LOOK AT THOSE MONITOR AND EVERY EVENT THAT COMES UP, IF THE FOUR DAY SCHOOL WEEK COMES UP THROUGHOUT COVID, THAT'S WHAT DISTRICTS SHOULD HAVE BEEN LOOKING AT IS THEIR OISE TO SAY, DO WE HAVE OISE USE AI COMING INTO, INTO BEING, YOU KNOW, WE TALKED ABOUT, IT WAS INSURANCE CONFERENCE A COUPLE YEARS AGO. I DID THIS SESSION ON AI AND EDUCATION, AND I WANTED TO HAVE THE BOARDS TELL ME, DO YOU THINK WE NEED, YOU NEED TO CHANGE YOUR POLICIES BASED ON THIS CHECK CHAT GPT COMING OUT. AND I GAVE HIM FOUR ARTICLES TO LOOK AT. ONE WAS, UM, THE POTENTIAL IMPACT OF CHAT GPT ON TEACHER PREPARATION AND LESSON PLANNING. ONE WAS, UH, THE POTENTIAL IMPACT OF CHAT ON STUDENT LEARNING. ONE WAS POTENTIAL IMPACT ON THE 21ST CENTURY JOB MARKET AND WHAT JOBS WERE GONNA BE IN DANGER. AND THE FOURTH ARTICLE THEY LOOKED AT WAS A RETROSPECTIVE LOOK AT THE IMPACT OF CALCULATORS ON MATH INSTRUCTION FROM THE 19. I GAVE THAT ARTICLE FOR A REASON BECAUSE IN THE 1970S WHEN POCKET CALCULATORS WERE AVAILABLE FOR $7 A PIECE, EVERYBODY SAID, NO KIDS ARE EVER GONNA BE ABLE TO DO MATH AGAIN. THEY'RE JUST GONNA USE CALCULATORS AND IT'S A TOOL. AND AFTER WE WENT THROUGH THE DISCUSSION, THE BOARDS THAT WERE PRESENT THAT WERE BOARD MEMBERS THAT WERE IN THE DISCUSSION, THEY SAID, THERE'S NOTHING IN THE OES THAT WE THINK WE NEED TO CHANGE. THIS ISN'T A SIGNIFICANT IMPACT ON THE INSTRUCTIONAL ENVIRONMENT. HOWEVER, FROM A CAREER READINESS STANDPOINT, WE MAY NEED TO LOOK AT OUR RESULTS POLICIES AND SAY, WE NEED TO TWEAK SOMETHING OF ON OUR RESULTS POLICIES RELATIVE TO, UM, TECHNOLOGY LITERACY. BUT THAT'S THE KIND OF DISCUSSION AS THINGS EVOLVE, THAT COHERENT GOVERNANCE THAT I RECOMMEND IN COHERENT GOVERNANCE THAT YOU'RE HAVING AS A BOARD IS LOOKING AT THE BIG PICTURE, LOOKING AT THE PLAYING FIELD AND LOOKING AT THOSE OUTCOMES, NOT MAKING THE DECISION AS TO WHETHER WE'RE GONNA RESTRICT CHECK GT USE IN SCHOOLS. THAT'S HIS JOB, MR. CHECKBOARD ORDER. UH, IF OUR THREE PEOPLE ONLINE CANNOT ENGAGE AND CONTRIBUTE , WE HAVE A FORUM. BUT, UH, WHERE IS TECHNOLOGY? IS IT WORKING? CAN THEY HEAR US? THEY HAVEN'T RESPOND. I REACHED TO AND SHE I CAN HEAR YOU GUYS, CAN YOU GUYS NOT HEAR ME? UH, WE HEAR HER NOW. WE HEAR THEM SAYING SOMETHING, WE JUST CAN'T HEAR THEM. COULD SHE SAY SOMETHING AGAIN? CAN YOU GUYS HEAR ME NOW? THERE YOU GO. YES. HEY, HOW Y'ALL DOING? DOING? UM, I DON'T KNOW IF NOW WOULD BE AN APPROPRIATE TIME TO SPEAK. I'M HAPPY TO WAIT UNTIL CALLED UPON. YOU WILL CALL UPON THERE. OKAY. SO, UH, THANK YOU, UM, TO WHOMEVER, I'M ASSUMING DR. LEE WAS GIVING THAT, UH, THAT EXPLANATION JUST A MINUTE AGO. HERE'S WHERE I STRUGGLE WITH CON COHERENT GOVERNANCE. I LIKE THE IDEA OF COHERENT GOVERNANCE. AND IF YOU TAKE THIS EXA SPECIFIC EXAMPLE OF A FOUR DAY SCHOOL WEEK, AND I THINK, AGAIN, ONE OF MY GOALS AS A SCHOOL BOARD MEMBER IS TO KEEP IN MIND THAT I AM NOT SOMEONE WHO WORKED, HAS WORKED IN THE SCHOOL DISTRICTS FOR 30 YEARS, RIGHT? SO I [01:00:01] HAVE IDEAS OF MY OWN, BUT I DEFER. SO WE'RE LOOKING AT THIS AND THE IDEAS ARE BEING PRESENTED. ONE OF THE QUESTIONS I WOULD HAVE IS, AND IT SOUNDS LIKE WHAT YOU'RE SUGGESTING IS THAT WE SHOULD ALREADY HAVE THIS FRAMEWORK IN PLACE WITH THE OE. SO I'M ASSUMING WE HAVE AN OE RELATED TO INSTRUCTION, AND WE HAVE, YOU KNOW, WE HAVE CERTAIN GUARDRAILS BUILT IN, AND THEN WE'RE MORE OR LESS SAYING, OKAY, IF YOU CAN ACHIEVE THESE RESULTS THAT YOU'RE PROPOSING, WHICH WOULD BE, YOU KNOW, PART OF OUR RESULTS SECTION, WHICH SIDEBAR, WE DON'T HAVE ONE, BUT LET'S SAY WE DID HAVE A RESULTS SECTION THAT SAID STUDENT ACHIEVEMENT. AND DR. RODRIGUEZ COMES TO US AND SAYS, I THINK THIS IS REALLY GOING TO IMPROVE STUDENT R OR STUDENT ACHIEVEMENT. SO NOW WE'RE, WE'RE POINTING IN THE RIGHT DIRECTION, RIGHT? SO WE GO TO THE OE AND THERE ARE GUARDRAILS THAT SAYS YOU CANNOT, YOU KNOW, YOU, YOU CANNOT AFFECT PARENT. I DON'T EVEN KNOW WHAT THE, THE POLICIES WOULD BE. SO WE SHOULD ALREADY HAVE THAT LENS IN PLACE OR FRAMEWORK IN PLACE. AND THEN IF SOMETHING COMPLETELY NEW COMES IN LIKE AI OR COVID OR SOMETHING THAT WE COULD NOT HAVE ANTICIPATED, THEN WE NEED TO DISCUSS IT IN POLICY COMMITTEE FIRST, RIGHT? SO THAT'S WHAT I UNDERSTAND YOU TO BE SAYING. IF I'M CORRECT, MY QUESTION IS HOW DO WE NOT RUN INTO THE RISK FACTOR OF OUR OES BECOMING SPECIFIC TO, YOU KNOW, AND REACTIVE AS OPPOSED TO PROACTIVE AND HIGHER LEVEL? WHAT I'M DOING IS, I'M GOING INTO THE SLIDE A LITTLE BIT ALREADY, WHICH WHAT I WAS GONNA PUT UP IS THE 10 PRINCIPLES OF GOOD GOVERNANCE. AND I'M HOPING THAT ALL THE BOARD MEMBERS HAVE SEEN THESE BEFORE. THESE 10 PRINCIPLES ARE IN THE . RANDY AND LINDA, THEY'RE VERY SIMILAR TO CARVER'S 10 PRINCIPLE. THIS IS WHAT COHERENT GOVERNANCE IS ATTEMPTING TO ACCOMPLISH. AND NUMBER FIVE IS THE BOARD EXPRESSES ITS POLICY AND BROADEST VALUES AND CONCERNS BEFORE DECIDING SMALLER VALUES. SO WHEN YOU'RE CREATING THE RULE BOOK AND JUST ESTABLISHING THE PLAYING FIELD, YOU WANNA BE AS BROAD AS POSSIBLE. AND IT'S, IT'S REALLY COMES DOWN TO SELF DISCIPLINE IN DOING THAT OF SAYING, I, IF YOU'RE GONNA PUT SOMETHING IN AN OE, IT OUGHT TO BE IN LANGUAGE THAT YOU FEEL IS GONNA BE ENDURING, THAT YOU'RE NOT GONNA HAVE TO TWEAK EVERY SINGLE YEAR. AND THAT IT'S HARDER TO DO IT THAT WAY. AND TO THINK THROUGH HOW IS THIS GONNA HAVE THE RIPPLE EFFECTS TWO AND THREE, YOU KNOW, RIPPLES AWAY? WHAT'S THAT GONNA LOOK LIKE IN THE FUTURE IF WE MAKE THIS TOO NARROW? BECAUSE IF YOU MAKE IT TOO NARROW NOW YOU'RE BASICALLY TRYING TO, YOU'RE TRYING TO BE THE SUPERINTENDENT AND YOU'RE TRYING TO DO IT IN WRITING AND THINKING AHEAD, AND THAT'S A NO-WIN SCENARIO. MR. CHAIR, MAY I ASK A FOLLOW UP TO THAT? UH, UM, MS. BOATWRIGHT? YES. OKAY. JUST QUICKLY, WHAT TO RESPOND TO WHAT YOU WERE SAYING IN THE SCENARIO. 'CAUSE THIS IS WHAT I'M ENVISIONING IN MY HEAD AND I'M TRYING TO OP, I LIKE THE IDEA OF COHERENT GOVERNANCE. I'M TRYING TO OPERATIONALIZE IT. SO YOU'VE RESPONDED THAT, YOU KNOW, WE WANNA STAY BROAD, WHICH I AGREE WITH. SO NOW YOU'VE GOT THIS QUESTION THAT COMES UP AND DR. CARR IS VERY CONCERNED, AS ARE HIS CONSTITUENTS ABOUT THE IMPACT TO, UH, PARENTS NEEDING TO GET ADDITIONAL DAYCARE, WHICH IS A REAL CONCERN, RIGHT? THAT IS NOT IN OUR OES. ARE YOU SAYING THAT IF THAT, SO WHAT WOULD HAPPEN THEN IF DR. CARR SAYS, I'M OPPOSED TO DOING THIS BECAUSE OF, UM, EVEN THOUGH THE SUPERINTENDENT HAS SAID THAT IT WILL HELP US ACHIEVE THE RESULTS OF, UH, OF INCREASING STUDENT ACHIEVEMENT. DR. CARR SAYS, I AM NOT COMFORTABLE WITH THIS AS A SCHOOL BOARD MEMBER. I'M HEARING FROM MY CONSTITUENTS TO WHOM I AM ACCOUNTABLE. HOW DOES THAT OPERATIONALIZE? ARE WE THEN SAYING, ARE WE THEN ACTING OUTSIDE THE SCOPE OF COHERENT GOVERNANCE TO, TO, TO VOTE IT DOWN BECAUSE WE HAVEN'T PUT THAT OE IN? ARE WE GOING TO HAVE TO TRY AND TIE IT TO AN OE AND HOPE THAT WE HAVE AN OE IN THERE THAT SAYS, YOU CAN DO THIS, BUT NOT IF IT IMPACTS PARENTS WITHOUT THEIR, YOU KNOW, INPUT. THAT WOULD BE A VERY BROAD OE. OR DO WE MEET AS A POLICY COMMITTEE OF SOME SORT OR HAVE A DISCUSSION ABOUT WHAT THIS MIGHT LOOK LIKE? LIKE HOW WOULD WE OPERATIONALIZE THIS SPECIFIC EXAMPLE IN COHERENT GOVERNANCE BASED ON WHAT YOU JUST SAID? SO YOU DO HAVE AN OE FOR COMMUNITY COMMUNICATIONS. COMMUNITY RELATIONS. CAN'T REMEMBER EXACTLY WHAT YOU YOUR CALLS IT, BUT IT SAYS THAT FOR ANY ANY IMPORTANT DECISION ON THE DISTRICT, THE SUPERINTENDENT WILL ENGAGE, UM, FAMILIES IN THE COMMUNITY. IT IS WRITTEN IN THERE. THIS IS AN IMPORTANT DECISION. IF HE DOESN'T DO THAT AND GO THROUGH THAT PROCESS AND BRING YOU EVIDENCE AND BE ABLE TO SHOW YOU EVIDENCE THAT THEY TALKED TO THE COMMUNITY, AND THE COMMUNITY ISN'T IN REVOLT ON THIS, THEN YOU HAVE THE RIGHT TO SAY YOU [01:05:01] VIOLATED THE OE ON COMMUNITY RELATIONS AND NOT INCLUDED THEM IN THIS DECISION. YOU ALSO, YOU ALWAYS HAVE THE BAIL SAVED THAT SAYS, AND THIS IS WHY I TOLD THAT SCHOOL BOARD CHANGE YOUR OE THAT SAYS THE BOARD RETAINS THE AUTHORITY OVER THE SCHOOL CALENDAR. AND IF YOU'RE GETTING FEEDBACK AND YOU'RE GETTING UNEASY AND YOU THINK THE SUPERINTENDENT'S GONNA DO IT, YOU JUST SAY, WE OWN THE CALENDAR. YOU DON'T, AND YOU CAN'T PLAY WITH THAT. WE'RE NOT GONNA LET YOU DO THAT. AND THEN IF HE COMES BACK AND SAYS, NOW I'VE GOT OTHER THINGS THAT, UM, I'M STRUGGLING WITH, WHETHER IT'S BUDGET, PROFESSIONAL DEVELOPMENT, ANY OF THOSE THINGS THAT THE BOARD LISTED AS THE REASONS THAT THEY DID THIS, NOW IT BECOMES A NEGOTIATION BETWEEN YOU AND THE SUPERINTENDENT ON THE IMPACT. AND WHETHER THAT IN YOUR EVALUATION OF THE MONITORING REPORTS IS GONNA BE DETERMINED TO BE THE FAULT OF THE SUPERINTENDENT OR THE BOARD'S TAKING ACCOUNTABILITY AND SAYING, OKAY, WE OWN THAT. WE'RE NOT GONNA D YOU FOR THIS BECAUSE YOU WANTED, YOU WANTED TO FIX THE PROBLEM IN THIS WAY AND WE WOULDN'T LIKE IT. YEAH, I REALLY LIKE THAT ANSWER. THANK YOU. YEAH, I THINK ONE OF THE THINGS THAT, UH, MS. BOAT'S QUESTION HIGHLIGHTED IS FLEXIBILITY THAT HAS TO EXIST BETWEEN THE SUPERINTENDENT AND BOARD THAT EXISTS HERE. UH, THEY'RE VERY PLEASED WITH THAT. UM, THE OTHER THING IS WE HAVE DONE SORT OF LIKE A 15 DAY REVIEW FOR IMPROVEMENT, A LITTLE BIT MORE MOTIVATIONAL DISCIPLINE. AND ONE THING, MS. BOATRIGHT HIGHLIGHTED THAT IN THE LAST MEETING ABOUT THE POLICY MANUAL. THE POLICY MANUAL HAS TO BE UPDATED. WE HAVE GONE FORWARD AND WE HAVE ENLISTED THE BOARD'S ATTORNEY TO WORK WITH MS. CUSHING, UH, ON STAND UP THE POLICY COMMITTEE AND HAVE THEM GO THROUGH AND LOOK AT WHAT'S OUTDATED, WHAT'S CURRENT, WHAT FLEXIBILITIES NEED TO BE ADDED SO THAT THE SUPERINTENDENT AND BOARD FEEL LIKE WE'RE OPERATING WITHIN THE PARAMETERS. THAT'S ONE OF THE THINGS WE, MR. SMITH, DID YOU HAVE YOUR HAND RAISED, SIR? NO, I, I, I DID, BUT I JUST, I, I, OKAY, THANK YOU. HAS EVERYONE SPOKEN? HAS EVERYONE SPOKEN MOST THE WAY IN? IF NOT, TURN IT OVER TO YOU, DOC. SO A COUPLE THINGS WERE JUST MENTIONED. ONE IS SAYING YOU DON'T HAVE RESULTS POLICIES, WHICH YEAH, LOOK, THOSE POLICIES KIND OF SHOCKED THE ABSENCE OF THEM. AND THAT WOULD BE ONE OF MY RECOMMENDATIONS IS GOBOARD GO THROUGH A PROCESS AND IT WOULD BE A COMMUNITY PROCESS OF SIMILAR, IF YOU WERE GONNA DO A STRATEGIC PLAN AND YOU WANTED TO CREATE THE PROFILE OF GRADUATE, THAT IS THE PROCESS I RECOMMEND FOR DEVELOPING YOUR RESULTS. SO YOU COME UP WITH YOU, YOU WORK WITH THE ADMINISTRATION, YOU COME UP WITH SOME DRAFT IDEAS, YOU TAKE OUT THE COMMUNITY, DO LISTENING SESSIONS, PUT TOGETHER WHAT ARE THOSE ACADEMIC EXPECTATIONS, SOCIAL, EMOTIONAL OR 21ST CENTURY SKILLS, CITIZENSHIP, CAREER READINESS, WHAT ARE THOSE THINGS THAT YOU BELIEVE DEFINE WHAT YOUR GRADUATE SHOULD LOOK LIKE? AND THAT SHOULD BE THE BASIS OF YOUR RESULTS, POLICIES. AND YOU OUGHT TO HAVE MONITOR REPORTS ON YOUR RESULTS POLICIES THAT COME IN ANNUALLY THAT LOOK AT THOSE ELEMENTS THAT YOU THINK ARE CRITICAL. UM, THE OTHER THING, AND I'M GONNA JUST KIND OF SIDEBAR A LITTLE BIT, YOU MENTIONED POLICIES, INCOHERENT GOVERNANCE. IF YOU'RE TRULY, TRULY DOING THIS THE WAY IT'S INTENDED, YOUR POLICIES ARE LIMITED TO THE OES, GCS, THE BSRS AND THE RESULTS. WHEN I BECAME, WHEN I WAS A SUPERINTENDENT, MY BOARD WANTED TO IMPLEMENT THIS. WASHINGTON HAD A POLICY MANUAL THAT IF I PRINTED IT OUT, PUT IT IN THREE BINDER, IT WAS TWO AND WIDE, AND THE BOARD DELEGATED 98% OF THOSE POLICIES. TO ME, I HAD BOLD CHANGE AUTHORITY OVER THOSE. THE ONLY ONES I DID NOT WERE THE WHAT IN WASHINGTON IS THE 1000 SERIES, WHICH ARE THE BOARD POLICIES THEMSELVES TO TALK ABOUT BOARD AREA DIRECTOR DISTRICTS, BOARD REORGANIZATION, AND THOSE THINGS THAT WERE TRULY THE BOARDS. IF THEY WERE IN THE GCS, WE DELETED 'EM. IF THEY WEREN'T, WE MAINTAINED THEM. AND THEN I WENT THROUGH AND IDENTIFIED ABOUT EIGHT OTHER POLICIES THAT THE STATE SAID THE BOARD HAD TO HAVE, AND THE BOARD HAD TO DO. SO THE BOARD HAD THIS VERY SMALL SECTION OF THE POLICY MANUAL THAT THEY MAINTAINED THE REST OF IT. WHEN THE LEGISLATURE FINISHED EVERY YEAR, AND THEY WOULD GIVE US ALL THE CHANGES, I'D HAND 'EM OUT TO MY CABINET, SAY, GIVE ME YOUR, GIVE ME YOUR POLICY CHANGES IN TWO WEEKS. THEY'D BRING 'EM IN, WE'D PASS 'EM AROUND THE TABLE, SAY, EVERYBODY REVIEW, YOU GOT TWO WEEK REVIEW. AND THEN I WOULD SIGN 'EM AND THEY WOULD BE DONE. AND I'D PUT OUT A SUMMARY MEMO THAT THE BOARD WOULD GET, AND EVERY EMPLOYEE WOULD SAYING THIS, ALL THE POLICY CHANGES. NO MORE FIRST READINGS, SECOND READINGS. NONE OF THAT. ALL OFF BOARDS CALENDAR. JUST [01:10:01] FOR, OKAY. LOOKS LIKE EVERYBODY SAYS BACK TO YOU, SIR. OKAY. UM, THESE ARE THOSE 10 PRINCIPLES. AND I'M WATCHING THE CLOCK AS WELL, BECAUSE I HAVE ONE OTHER EXERCISE I WANNA DO THAT I, I WANNA MAKE SURE WE HAVE TIME FOR. UM, WHAT I HAD THOUGHT TO DO IS JUST TO READ THROUGH THESE. HAS EVERYBODY, HAS EVERYBODY SEEN THESE? YES. YES. OKAY. WE, UM, WE PRESENTED IT THAT YOU PRESENTED IN COHERENT GOVERNANCE. RIGHT. SO, A QUESTION I WAS GONNA HAVE IS, WHICH OF THESE 10 PRINCIPLES DO YOU FEEL YOU STRUGGLE WITH THE MOST? INCOHERENT GOVERNANCE. SO, AIRSPACE, , WE GOT, UM, SURE. , I'M NOT SCREWED. UM, I, I STRUGGLE WITH, UM, SOME OF THESE, UH, I, I GUESS, UH, THE RUB BETWEEN SOME OF THESE, UH, UH, SO, UH, THE BOARD IS ACCOUNTABLE TO DISTRICT'S, OWNERS AND CITIZENS. THE BOARD POWERS THE SUPERINTENDENT. SO, UH, IT, IT'S, THAT'S THAT, THAT, THAT FRICTION BETWEEN THOSE TWO. YOU KNOW, IT'S, I'VE NEVER THOUGHT THAT OUR JOB AS A BOARD WAS TO BE THE WATCHDOG. OUR, OUR JOB IS NOT TO CATCH THE SUPERINTENDENT DOING SOMETHING WRONG OR TO, TO PEEL BACK THE ONION HOPING TO FIND SOMETHING. BECAUSE WHEN, WHEN YOU GO LOOKING FOR SOMETHING, YOU'RE GONNA, YOU'RE GONNA FIND SOMETHING, WHETHER YOU, SO ESPECIALLY GO, WE'RE LOOKING FOR SOMETHING SPECIFIC. UH, I'VE NEVER FELT THAT OUR, OUR JOB IS AT. BUT HOW ALSO, UH, AS, UH, AS THE, THE CHAIR NOTED EARLIER, UM, HOW, HOW ARE YOU WANT TO, UH, BECAUSE WE'RE HUMAN, UH, AND WE THINK, UH, YOU KNOW, LIKE, UH, ESPECIALLY, YOU KNOW, AS, AS A, YOU KNOW, WHITE FORMER OCCUPATION AND A DAD, YOU KNOW, AS WE'RE, I MEAN, WIRED TO WANT TO FIX THINGS. UH, SO WHEN YOUR CONSTITUENTS COME TO YOU AND SAY, HEY, YOU KNOW, WHAT ABOUT THIS A, B, AND C? AND, YOU KNOW, CONSTITUENTS ARE NOT HANDING YOU AND SAYING, HEY, YOU KNOW, WHAT ABOUT THIS? UM, IT'S, IT'S DIFFICULT TO, TO, TO BALANCE NUMBER ONE AGAINST NUMBER NINE AND SAY, OKAY, UH, HOW DO WE GET TOGETHER? HOW DO WE SOLVE THIS THROUGH POLICY, REVIEW THE POLICY, MAKE SURE IT'S IN THERE, AND THEN GET 11 PEOPLE TO AGREE, UM, ON THAT IF, IF THE POLICY NEEDS TO BE CHANGED FOR MY CONSTITUENTS? 'CAUSE THERE ARE 10 OTHER DISTRICTS, UM, HOW, HOW, HOW DO WE, HOW DO WE MANAGE THAT? HOW DO WE NAVIGATE THAT? SO ON THAT, I THINK THAT TENSION COMES ABOUT. 'CAUSE I'VE BEEN A SUPERINTENDENT IN BOTH ORGAN, BOTH UNDER COHERENT GOVERNANCE AND TRADITION. AND IN THE TRADITIONAL, I HAD THE, UH, I HAD THE BELIEF FROM MY BOARD THAT MY JOB WAS TO NOT GO UNTIL I WAS TOLD TO GO. IF ANYTHING CAME ACROSS MY DESK THAT I THOUGHT THEY MIGHT WANNA CHIME IN ON, I WAS TO TAKE IT TO THEM FIRST AND FIND OUT WHETHER THEY WANTED TO DEAL WITH IT OR NOT. IN COHERENT GOVERNANCE, I WENT UNTIL I WAS TOLD TO STOP. AND IF YOU'RE BEING RESPONSIBLE TO THE CITIZENS IN THIS COMMUNITY, AND YOU WANT AN ORGANIZATION THAT IS MEAN, LEAN, AND FLEXIBLE, YOU NEED TO GO UNTIL YOU'RE TOLD TO STOP. NOT ALWAYS WAIT TO SAY MOTHER MAY. I, AND THAT'S HOW, TO ME, THOSE THINGS, YOU ARE SUPPORTING THE COMMUNITY BY EMPOWERING YOUR SUPERINTENDENT TO MAKE REAL TIME DECISIONS DECISION AND KEEP YOU INFORMED, NOT JUST THROUGH THE MONITORING REPORTS, BUT THROUGH REGULAR COMMUNICATIONS THAT'S BUILT INTO BSR POLICIES AND YOUR OES THAT IF YOU SEE SOME SOMETHING THAT YOU THINK IS A RED FLAG THAT YOU WANT TO CHIME IN ON, YOU HAVE THE ABILITY TO SAY, HOLD ON, THAT WE'RE GONNA MEET AS A BOARD AND WE'RE GONNA TAKE OUR TIME. BUT EVERYTHING KEEP DOING EVERYTHING ELSE. JUST THIS ONE TOPIC, WE WANNA MAKE SURE WE'RE OKAY WITH YOU DOING IT IN THE PLAYING FIELD AND THE RULES. UH, ANYONE LINE? OH, YES. SO I THINK IF I'M REFLECTING ON, ON MY TIME HERE OVER, UM, UH, SEVEN AND A HALF YEARS, OKAY, UH, I THINK AT LEAST WHAT I'M AWARE OF, RIGHT? UM, THE MAJORITY OF THINGS THAT COME TO OUR BOARD MEMBERS, RIGHT? FROM CONSTITUENTS OUT THERE, AND WE WENT THROUGH DIFFERENT PHASE, RIGHT? I MEAN, WE HAD THE COVID PHASE AND YOU HAD A HOST OF THINGS, RIGHT? BIG, BIG, BIG ITEM ISSUE. BUT, UH, BUT I WOULD SAY 98% [01:15:01] OF THE THINGS THAT OFTEN COME TO THEM, AND THEY'LL, THEY'LL TELL ME IF I'M WRONG, BUT 98% OF THE THINGS THAT ARE OFTEN COME TO THEM ARE, ARE NOT NECESSARILY POLICY RELATED CHANGING THINGS, BUT IT'S CONSTITUENTS WITH, WELL, I DON'T LIKE HOW, UH, I DON'T LIKE THE DISCIPLINE THAT WAS SUPPLIED TO MY CHILD, OR I DON'T LIKE, UH, THIS, OR I DON'T, I DON'T LIKE IT. IT IS THOSE KINDS OF THINGS, WHICH, UH, A A, A GOOD PORTION OF THE TIME, RIGHT? THEY INDIVIDUALLY CALL AND SAY, HEY, I GOT THIS, YOU KNOW, OR THEY'LL SEND ME AN EMAIL AND, AND RESPOND TO THEIR CONSTITUENT AND SAY, HEY, UM, YOU KNOW, RECEIVED YOUR NOTICE. UH, THIS IS AN OPERATIONAL MATTER OF PUTTING IT IN THE HANDS OF THE SUPERINTENDENT, RIGHT? SO EITHER A PHONE CALL OR IN THAT FASHION GENERALLY, GENERALLY HAPPENS. THAT'S SORT OF WHERE THAT SELF DISCIPLINE COMES IN THAT YOU, YOU WERE SPEAKING ABOUT AS WELL, RIGHT? SO I, IT, THERE MAY NOT BE MAJOR POLICY THINGS THAT, THAT COME TO THEM ON AN ONGOING BASIS FROM CONSTITUENTS, BUT AT SOME POINT THEY MAY LOOK AT SOMETHING AND SAY, UM, HEY, I THINK MAYBE WE CAN BENEFIT FROM A SHIFT. RIGHT? AND THEN THEY'VE GOT BOARD COMMITTEES AND UH, AND THOSE SORTS OF THINGS THAT, THAT, THAT COULD BE EXPLORED FURTHER. SOMETIMES THE BOARD REFERS SOMETHING TO AN OPERATIONS COMMITTEE OR TO A FINANCE COMMITTEE TO TAKE A DEEPER DIVE INTO, ALONG WITH MY STAFF, RIGHT? SO I THINK, UH, UH, THE VAST MAJORITY OF THINGS I SAY ALL THAT SAY THE VAST MAJORITY OF THINGS MAY NOT RISE POLICY LEVEL MM-HMM . RIGHT. HAS THAT BEEN YOUR EXPERIENCE? YEAH. YES. YEAH, DEFINITELY. DEFINITELY AS A BOARD MEMBER AND AS A SUPERINTENDENT, I EXPERIENCED IT ON BOTH SIDES. OKAY. ANY OTHER BOARD MEMBERS INPUT? PASTOR GORDON WAS TRYING TO SPEAK PASTOR GORDON? YES. UM, I GUESS MY ONLY, MY ONLY THOUGHT IS THAT, YOU KNOW, BEING A BOARD MEMBER FOR ABOUT A, FOR ABOUT A YEAR, UM, UNDERSTANDING COHERENT GOVERNANCE IS, IS BASICALLY LISTENING TO THIS, UM, THIS PRESENTATION TODAY. THAT THERE ARE GUARDRAILS AND THERE ARE ARE BOUNDARIES, YOU KNOW, AND PRINCIPLES THAT ARE PUT IN PLACE. YOU KNOW, I, AS A BOARD MEMBER, JUST COMING ON, BEING ON FOR A YEAR, I GUESS MY POINT IS JUST BEING CLEAR ABOUT THOSE BOUNDARIES OR THOSE GUARD RAILS, MAKING SURE THAT, YOU KNOW, IN DAY TO DAY OR, OR PHONE CALLS FROM CONSTITUENTS, YOU KNOW, MAKING SURE THAT I'M NOT BEING, I'M NOT VIOLATING, YOU KNOW, ANY OF THE, THE GUARD RAILS OR THE POLICIES THAT ARE PUT IN PLACE, YOU KNOW, AND MAKING SURE I'M NOT MICROMANAGING ANYTHING THAT'S GOING ON FAR AS THE SUPERINTENDENT'S CONCERNED, YOU KNOW, IT, IT'S JUST CLARITY TO ME. AND I THINK THE, THE KEY TO THAT IS ONBOARDING AND, UH, GETTING A SOLID UNDERSTANDING OF WHAT IS COHERENT GOVERNANCE, WHAT IS YOUR ROLE AS A BOARD MEMBER, UM, ANNUALLY WHAT WE RECOMMEND IS YOU READ THROUGH AS A, THOSE GC POLICIES ONCE A YEAR AS PART OF YOUR SELF ASSESSMENT. I KNOW, WHEN HAVE YOU, WHEN'S THE LAST TIME YOU GUYS DID A SELF TIME? THIS BOARD HAS NOT YET . OKAY. AND, AND WE ALSO HAVE A, A SURVEY THAT'S ALIGNED TO THIS THAT WOULD, THAT HIGHLIGHTS SOME OF THE AREAS POTENTIALLY FOR IMPROVEMENT. THAT ALSO ALIGNS TO THE IMPLEMENTATION RUBRIC THAT WE'RE GONNA BE LOOKING AT IN A LITTLE BIT BECAUSE, UM, YOU KNOW, PART OF WHAT DAVID BRINGS TO THE TABLE IS THAT IMPLEMENTATION SCIENCE AND IS DAVID IS, I, I'VE BEEN SPENDING MORE TIME IN COHERENT GOVERNANCE, BROUGHT DAVID IN TO TAKE A LOOK AND SAY, WHERE HAVE WE NOT SUPPORTED BOARDS PROPERLY AND PUTTING THIS IN INTO PRACTICE? AND SO WE DEVELOPED THIS RUBRIC LAST SUMMER AS A WAY FOR BOARDS TO BE ABLE TO TAKE A LOOK AT THIS AND SAY, WHERE ARE WE ON A CONTINUUM FROM JUST STARTING INTO COHERENT GOVERNANCE OR A HIGH FUNCTIONING, COHERENT GOVERNANCE BOARD? AND SO I'M HOPING AS WE LOOK AT THAT, IT'LL GIVE YOU SOME INDICATION, BUT AS A BRAND NEW BOARD MEMBER, I MEAN, THIS IS THIS BIG MYSTERIOUS THING AND, UM, I'M GONNA COMMIT TO DOING A WEBINAR THIS SPRING THAT IS JUST A NEW BOARD MEMBER ORIENTATION. I'M GONNA TRY, I'LL REPORT IT AND THEN WE'LL MAKE IT AVAILABLE WEBSITE FOR DISTRICTS. SO WHEN YOU DO GET A BRAND NEW BOARD MEMBER, YOU CAN WATCH AT LEAST THIS 90 MINUTE WEBINAR AND GET, [01:20:01] AND IT'S GONNA COVER SOME OF THE STUFF WE'RE COVERING RIGHT NOW, JUST THE BASICS ON HOW YOU START TO FUNCTION AS BOARD MEMBER, WHAT'S YOUR ROLE? BUT THEN ADDING TO THAT, THE SELF ITSELF BOARD SELF-EVALUATION IS A GOOD TIME TO BE ABLE FOR YOU TO BE ABLE TO ASK QUESTIONS OF YOURSELF AND LOOK AT YOUR GOVERNANCE CULTURE POLICIES AND SAY, IS THIS STILL RELEVANT BOARD? SEVEN YEARS AGO IF PEOPLE, BUNCH PEOPLE I DON'T EVEN KNOW, SAT DOWN IN A ROOM AND SAID, THESE ARE THE RULES THAT WE'RE GONNA LIVE BY THE BOARD. IF WE REAFFIRMED THAT AND DO WE AGREE WITH THOSE RULES? WE NEED TO CHANGE THOSE RULES. THIS NEEDS TO BE A LIVING THING. YOU NEED TO BE PRACTICING COHERENT GOVERNANCE, WHICH MEANS YOU DO IT. YOU DON'T JUST LOOK AT IT AND LET IT HAPPEN. PASSION BOARD AND, YOU KNOW, BROUGHT UP A, A GOOD POINT THAT YOU HONED IN ON. UM, AND, AND, AND THAT'S THE, THE ONBOARDING. I MEAN, I, I FEEL FOR NEW BOARD MEMBERS WHEN THEY GET ON TO THE BOARD, BECAUSE, UM, THE, THE, THE ONBOARDING, I MEAN, IT'S LIKE DRINKING THROUGH A FIRE, RIGHT? I MEAN, IT'S MASSIVE, RIGHT? AND, UM, AND IT, IT HAPPENS REALLY FAST. IT'S, IT'S LIKE A ONE DAY OR TWO DAY OF JUST, UH, MASSIVE DATA DUMP, YOU KNOW, AND INFORMATION, RIGHT? AND, AND I DON'T KNOW IF YOU HAVE SOMETHING THAT WE COULD BENEFIT FROM ALONG THOSE LINES THAT WOULD BE HUGE IN, IN, IN ONBOARDING, YOU KNOW, NEW BOARD MEMBERS INTO GOVERNANCE, UH, APPROACH BECAUSE, UH, I DO, I FEEL FOR THEM, IT'S, IT'S, YOU KNOW, IT'S MASSIVE. YEAH. SO, YEAH, BUT AT LEAST HAVING BEEN A BOARD MEMBER COMING ONTO A TRADITIONAL BOARD AND SAT, MY, MY ORIENTATION WAS THEY SAT ME WITH EACH DIRECTOR FOR 30 MINUTES. THEY GAVE ME AN OVERVIEW OF WHAT THE DEPARTMENT DOES, AND THEN THEY, I TOOK THE POLICY MANUAL AND MY DAD HAD JUST HAPPENED TO HAVE A HEART ATTACK. IT WAS A HOSPITAL FOR THREE WEEKS. AND SO I TOOK THE POLICY MANUAL UP TO THE HOSPITAL AND READ THE STUPID TWO AND HALF FOOT WHITE POLICY. YEAH, IT'S, I MEAN, IT'S, IT'S, SO ANYWAY, THAT'S PROBABLY DOESN'T EVEN MATTER. GOVERNANCE SYSTEM OR NOT, YOU KNOW, UH, UH, AN ONBOARDING PROCESS THAT, UH, THAT HELPS THEM, UM, INTEGRATE. ANYBODY ELSE HAVE ANY OF THESE PEN THAT THEY STRUGGLE WITH? I FIRST, ONE THING THAT I'D LIKE TO SAY IS THAT I THINK THAT IT'S THE FIDELITY TO THE POLICY THAT'S AN ISSUE THAT WE GOVERN BY POLICY. UM, I DON'T THINK WE'VE DONE THAT PARTICULARLY SUCCESSFULLY. I THINK THE BIGGEST GLARING ERROR IS THAT WE DON'T HAVE RESULTS, BECAUSE IF YOU DON'T HAVE RESULTS, EVERYTHING DERIVE TOWARDS THAT. BUT THEN I THINK IT GETS VERY LOOSE VERY FAST AS TO WHAT'S, WHAT IS COVERED ON THE AGENDA. SO I WOULD LOVE SOME MORE CLARIFICATION ON THAT. FOR, AS AN EXAMPLE, THERE WAS A MOTION MADE BACK IN THE DAY THAT EVERY SINGLE, UM, ADMINISTRATIVE REGULATION HAS TO GO THROUGH, HAS TO BE, UH, BROUGHT FORWARD TO THE BOARD TO NOTIFY US. TO ME, THAT'S LIKE THE 98% OF, UM, THE THINGS, THE WASHINGTON STATE, WHICH I'M FROM, BY THE WAY, MY PARENTS LIVED IN LACEY'S, WASHINGTON. SO, UH, JUST A LITTLE SHOUT OUT TO GO SEAHAWKS. SO, UM, BASICALLY THAT WOULD NOT BE SOMETHING THAT WE WOULD DO UNDER COHERENT GOVERNANCE. WE, IF THE, IF THE SUPERINTENDENT IS DELEGATED WITH THE ADMINISTRATIVE REGULATIONS AND HE MAKES A CHANGE, THAT'S NOT SOMETHING THE BOARD NEEDS TO REVIEW, WOULD THAT BE YOUR ASSESSMENT? THE BOARD SHOULDN'T BE APPROVING THAT IN MEETING WHAT YOU, THE SUPERINTENDENT SHOULD, YOU SHOULD HAVE A COMMUNICATION FROM THE SUPERINTENDENT SO THAT YOU'RE AWARE OF WHAT WAS MADE. THAT WOULD BE MY RECOMMENDATION, CLARITY THAT OUR BOARD AGENDA ITEM AND BOARD MEETING FOR INFORMATION OR AN EMAIL, UH, I JUST USED AN EMAIL AT POLICY NUMBER TITLE, AND THEN A LIKE TWO SENTENCE SUMMARY OF WHAT WAS CHANGED. AND THAT WAY I COULD GIVE IT TO EVERY STAFF MEMBER IN THE DISTRICT TOO. SO PEOPLE ACTUALLY KNEW WHAT WAS CHANGING FOR DISTRICT POLICY AND . SO IF I COULD SORT OF JUST TAG ONTO THAT, WE ARE [01:25:01] IN THE PROCESS AND ALREADY HAVE COMMITTED ABOUT POLICY REVIEW. OUR POLICY MANUAL HAS NOT BEEN UPDATED FOR I THINK SIX YEARS. SO DECISIONS HAVE BEEN MADE AND PASSED BY BOARD, BUT THEY HAVEN'T BEEN INCORPORATED. SO WE ALSO NEED TO DO THAT WITH OTHER ELEMENTS OF GOVERNMENT. SO ONE OF THE THINGS YOU GONNA HEAR YOU SAYING, YOU GOING TO HEAR US TALKING ABOUT INVESTING IN BOARD MEMBERS, ON BOARD RETREATS, INDIVIDUAL DEVELOPMENT 360, SO THAT EVERY PERSON GETS FEEDBACK FROM HOW THEY VIEWED, HOW THEY COME ACROSS AND IMPROVE OUR EFFECTIVENESS OF LEADERS. SO WE ARE PLANNING AS LONG AS THE BOARD CONTINUES TO SUPPORT, AND WE ARE GOING TO INVEST IN BOARD MEMBERS, PARTICULARLY OUR, THOSE THAT ARE NEW AND LEGACY ONES WHO'VE BEEN HERE FOR A WHILE, LIKE MYSELF, WHO WOULD ALSO BENEFIT. SO THAT'S SOMETHING THAT, UH, YOU THANK YOU. YEAH. I WORKED WITH A BOARD ABOUT A MONTH AGO, A MONTH, I GUESS TWO MONTHS AGO NOW. AND THEY WERE STRUGGLING BECAUSE I WENT THROUGH AND LOOKED AT ALL THEIR BOARD AGENDA FROM THE LAST YEAR, AND I MADE A LIST OF ALL THE THINGS THEY TALKED ABOUT, PUT IT UP ON THE SCREEN IN FRONT OF 'EM. AND I, I WAS GONNA DO THAT HERE, BUT I ONLY HAVE TWO HOURS. SO I DIDN'T FIGURE WE HAD, AND I WAS JUST GONNA ASK THEM WHY WAS THIS ON THE AGENDA? AND THAT'S WHAT I ASKED THEM. AND WHEN THEY FINALLY CAME AND THEY LOOKED AT ME AND SAID, WELL, LEGALLY WE'RE, WE'RE RESPONSIBLE TO APPROVE THAT. I SAID, WHAT DO YOU THINK THE SUPERINTENDENT'S CONSENT AGENDA IS? I SAID, WITH THE SUPER, THE REASON YOU HAVE A SEPARATE BOARD CONSENT AGENDA AND SUPERINTENDENT CONSENT AGENDA, THE SUPERINTENDENT'S CONSENT AGENDA IS INTENTIONALLY DESIGNED TO RECOGNIZE THAT YOU HAVE DELEGATED THIS TO THE SUPERINTENDENT, BUT THERE IS SOME LEGAL REASON THAT YOU HAVE TO APPROVE IT. BUT YOU IN GENERAL AREN'T EVEN GONNA LOOK AT IT. YOU'RE JUST GONNA THROW IT ON THE SUPERINTENDENT'S CONSENT AGENDA BECAUSE IT'S BEEN DELEGATED. IT SHOULDN'T BE ON ACTION ITEMS FOR THE BOARD FOR EVERY SINGLE ONE OF THESE THINGS. AND I, THE OPENING EXERCISE ON ACCOUNTABILITY WAS THE ONE I USED WITH THEM. AND ABOUT AN HOUR AND A HALF, I HAD A FULL DAY WORKSHOP, ABOUT AN HOUR AND A HALF IN, THEY LOOKED AT ME AND SAID, WE'RE NOT DOING THIS VERY WELL, ARE WE HATE TO TELL YOU, BUT NO, AND YOU'RE KILLING YOUR SUPERINTENDENT BECAUSE YOU'RE MAKING 'EM GOOD. GENERATE ALL OF THESE MONITORING REPORTS THAT ARE TIME CONSUMING. THERE'S A LOT OF DATA AND MAN HOURS THAT GO INTO ALL OF THESE REPORTS. AND THEN YOU'RE PACKING THE AGENDA WITH HONEYDEWS AND MAKING THE SUPERINTENDENT AND THE ADMINISTRATION SUPPORT THAT AS WELL. THEY'RE BASICALLY SUPPORTING TWO DIFFERENT SCHOOL BOARDS AND YOU'RE GONNA BURN OUT YOUR SUPERINTENDENT IF YOU DON'T PICK ONE WAY OR THE OTHER. AND I'M NOT GONNA TELL YOU, YOU HAVE TO DO COHERENT GOVERNANCE, BUT PICK ONE, DON'T DO BOTH BECAUSE YOU'RE KILLING THEM. AND SO, NOT QUITE TO THEIR DEGREE, BUT I THINK THERE'S SOME OF THAT, AS I LOOK THROUGH YOUR BOARD MEETING MINUTES THE PAST YEAR, YOU, YOU POSE A QUESTION, WHY DID WE INVITE YOU HERE BECAUSE OF THIS? OKAY. ALRIGHT. SO WE COULD HAVE AN HONEST STANDING DIALOGUE WITH THE ENTIRE BOARD. YEAH. KEY STAFF LEADERS ARE HEARING THIS AS WELL. WE WANT TO IMPROVE, HAVE A COLLABORATIVE COLLEGIAL BOARD THAT MAKES TOUGH DECISIONS WITH EXPEDITION. YES. BUT YEAH, WE'VE ALREADY HIGHLIGHTED SEVERAL THINGS I THINK MOVE FORWARD OR, YEP. AND I THINK TO BACK TO WHAT YOU WERE JUST SAYING, THAT ALSO GOES BACK TO WHAT I SAID EARLIER. I JUST WANNA NO LATE, NO LATE NOTATION OF THAT. UM, BECAUSE TO ME IT'S VERY IMPORTANT TO, AND WHEN YOU TALK ABOUT, WE TALK ABOUT PUBLIC, UH, PUBLIC, UH, WE TALK ABOUT, UH, WE TALK ABOUT PUBLIC, UH, PUBLIC LEVEL, BUT ALSO NOT JUST THAT IS THE STAFF. AND, UH, AND BASICALLY SAYING THIS PUBLICLY, I I, I THINK THAT THAT IN TERMS OF THIS DISTRICT, EVERY CULTURE IS DIFFERENT. EVERY CULTURE IS DIFFERENT. SO HOW SOMETHING THAT MAY BE FEASIBLE FOR MICHIGAN MAY NOT BE FEASIBLE FOR BEAUFORD COUNTY IN BE SOUTH CAROLINA. SO THAT'S SOMETHING TOO, IN TERMS IN TERMS OF UNDERSTANDING AND, AND PEOPLE BENDING TO THIS COHERENT GOVERNANCE. I THINK THAT'S SOMETHING ALSO UNDERSTAND THAT JUST GIVING IT TO MUCH EMAIL AND SAYING, HEY, F YI MAY NOT BE ACCEPTABLE. YEAH. AND, AND, AND, AND SO THEREFORE THAT MAY BE WHY IT'S ON THE AGENDA. SO, SO, SO I, SO I, THERE'S NO, THERE'S NO, UH, PLACE INTENTIONALLY TO, TO BE DONE. THERE'S A PROBLEM WITH IT BEING ON THE AGENDA. YOU JUST REALLY GOING BACK, HEY, THIS IS WHAT IT, AND A DISCUSSION ABOUT UNDERSTANDING AND SAY, HEY, [01:30:01] THIS IS WHAT IT IS, WHAT IT'S, AND SO THEREFORE THERE'S A CLEAR UNDERSTANDING PUBLICLY AND PUBLIC TRANSPARENCY, I THINK, AND, AND, AND IN THIS CLIMATE, IN THIS CULTURE IS DEFINITELY SOMETHING THAT, THAT THAT, THAT, UM, THAT OUR CONSTITUENTS, ONCE AGAIN, MAY, MAY MADE DEMAND JUST A QUICK SNIPPET OF IT. I DON'T THINK IT'S A PROBLEM, BUT I THINK IT'S BASICALLY THE, SO I I, I GET WHAT YOU'RE SAYING ABOUT PREPARING GOVERNOR SAY THAT, OH, HE CAN JUST LET US KNOW, BUT HOW HE LET US KNOW IS SAY, SOMETIMES IT'S NOT ABOUT WHAT YOU SAY, IT'S ABOUT HOW YOU SAY. AND IT GOES BACK TO THAT. AND I'M NEVER, I'M NEVER GONNA CRITICIZE ANYBODY FOR CUSTOMIZING THIS TO THEIR OWN CONTEXT, THEIR NEEDS. I, I THINK THAT'S WHAT YOU NEED. YOU NEED TO MAKE SURE YOU'RE WRITING THESE POLICIES THAT WORK FOR YOU. SO YEAH, MY EXAMPLE WORKED FOR US. IT'S JUST WHAT I WAS TRYING TO ALSO GET YOU TO IS NOT SPENDING YOUR TIME AS A BOARD. I MEAN, YOU HAVE 11 PEOPLE AND THERE'S A LOT OF MONEY AND MAN HOURS THAT GO INTO EVERY SINGLE BOARD MEETING. AND WHAT IS THE VALUE YOU'RE GETTING FROM THOSE BOARD MEETINGS? HOPEFULLY THE VALUE IS YOU'RE IMPROVING STUDENT LEARNING BECAUSE THAT'S WHY YOU'RE ALL HERE. AND IF YOU'RE FOCUSED ON IMPROVING STUDENT LEARNING RESULTS AND ALSO COMPLIANCE TO MAKING SURE HE'S RUNNING THE DISTRICT THE WAY YOU WANNA RUN, THOSE ARE THE THINGS THAT YOU, YOU, YOU AS A BOARD SHOULD BE FOCUSING ON. OKAY. BEFORE WE MOVE ON, UM, FOR WELL TAKEN BY BOTH OF YOU. OKAY. UH, WE HAVE, UM, YOU, WE ALLOCATED TWO HOURS TO YOU AND YOU SAID YOU HAD AN EXERCISE YOU WANTED US TO DO. YEAH. AND WE FOLLOW UP. GO AHEAD. SO I WAS TRYING TO MOVE FORWARD ON THE SLIDE DECK. I RUN OVER THERE QUICK COMPUTER. UM, THIS THING BUILDS IN WITH, UH, 10 CLICKS. JUST CLICK ABOUT 10 TIMES, GO FORWARD, THEN FORWARD. THERE YOU GO. AND THAT'S PROBABLY GOOD RIGHT THERE. UM, SO THIS IS THE OVERALL STRUCTURE OF COHERENT GOVERNANCE AND I THINK, UM, CHAIRMAN DALLAS PRESENTED THIS DISPUTE BEFORE, AND I THINK IT'S A GOOD IMAGE 'CAUSE IT SHOWS KIND OF THE BOX YOU PUT THE SUPERINTENDENT IN AND IT REALLY IS A BOX BY DEFINING THE PLAYING FIELD, DEFINING THOSE GUIDELINES, BUMPERS, GUARDRAILS, WHATEVER YOU WANNA CALL THEM. BUT THERE'S ALSO THAT COMPONENT OF SYSTEM ACCOUNTABILITY AND, AND SYSTEM RESPONSIBILITY THAT'S BUILT IN. I THINK YOU PROBABLY HAVE TO CLICK ONE MORE TIME. OH, ACTUALLY GET A CLICK AT 10 MORE TIMES. BECAUSE WHAT I DID IS I OVERLAID ON THIS, THOSE 10, UM, PRINCIPLES OF GOOD GOVERNANCE AND WHERE THEY FIT WITHIN THIS MODEL. THE NEXT SLIDE GETS US TO, UM, A VIEW OF THE ORGANIZATION THAT YOU ARE RESPONSIBLE TO CITIZENS AND YOU'RE REPRESENTATIVE OF THE CITIZENS. AND THEN IF YOU BUILD IN, AGAIN, THE SUPERINTENDENT IS PART OF THAT TEAM, BUT HE'S A DIFFERENT PART OF THAT TEAM. HE IS PART OF THAT OVERALL GOVERNANCE TEAM. AND, BUT THE SUPERINTENDENT IS ALSO PART OF THE STRATEGY TEAM. AND WHAT, WHAT, THE REASON I USE THAT FOUR, FOUR DAY SCHOOL WEEK EXAMPLE IS TO SHOW THE DIFFERENCE BETWEEN GOVERNANCE AND STRATEGY. THE FOUR DAY SCHOOL WEEK IS A STRATEGY TO OPTIMIZE SOME THINGS AND HOPEFULLY IMPROVE RESULTS. IT'S NOT A GOVERNANCE ITEM. AND THEN THE OPERATIONS TEAM, WHICH IS YOUR CAMPUS ADMINISTRATORS THAT ACTUALLY HAVE TO IMPLEMENT EVERYTHING, UM, TO GET TO THE EXERCISE BECAUSE WE'RE RUNNING SHORT ON TIME, THE NEXT SLIDE, AND IT DOESN'T HAVE TO BUILD IN, IT JUST SHOWS UP. AS I TALKED ABOUT A LITTLE BIT AGO, WE HAVE AN IMPLEMENTATION RUBRIC THAT WE'VE PUT TOGETHER AND WE GOT A REVIEW OF A BUNCH OF DIFFERENT DISTRICTS AT OUR CONFERENCE BACK IN OCTOBER IN PHILLY. OVERALL, I THINK IT WAS VERY WELL RECEIVED AND WHAT I WAS HOPING TO DO, AND I WASN'T SURE HOW MANY PEOPLE WE WERE GONNA HAVE, I THOUGHT WE WERE GONNA HAVE MOST PEOPLE IN PERSON AND BE ABLE TO PAIR UP. AND MY VISION WAS TO HAVE YOU IN PAIRS LOOK AT ONE AREA OF THIS AND EVALUATE WHERE YOU FELT YOU AS A BOARD WERE ALONG THIS CONTINUUM OF ADOPTING, DEVELOPING, IMPLEMENTING, OR MASTERING, UM, RELATIVE TO. AND, AND, YOU KNOW, THIS IS JUST ONE SHEET OF IT. THERE'S A COUPLE MORE SECTIONS STILL NOT WORKING. OKAY. RIGHT THERE. I ONLY PUT ONE PAGE IN ON THE BOX. SO WHAT I WANTED THE BOARD TO DO IS TO TAKE A MINUTE AND LOOK AT, GIVEN WHAT WE'VE GOT RIGHT NOW, I WANT YOU TO EACH INDIVIDUALLY TAKE A LOOK, PICK A SECTION AND TAKE A LOOK AT IT. AND THEN I WANT YOU TO SHARE OUT WHICH SECTION YOU CHOSE [01:35:01] AND WHERE YOU THINK YOU ARE AS A BOARD RELATIVE TO IMPLEMENTATION. OKAY. REPEAT THAT AGAIN. SO HE WANTS TO PICK OUT, JUST PICK ONE OF THE, ONE OF THE LINES. YOU DON'T HAVE TO DO THE WHOLE SECTION. JUST PICK ONE LINE WITHIN ONE SECTION. CAN YOU REPEAT THAT AGAIN? ELIZABETH SAID THE LAST PART OF YOUR QUESTION WAS GARBLE. OKAY. SO IF YOU COULD SAY IT IN THE MICROPHONE, PICK ONE LINE OUTTA ONE SECTION AND REVIEW IT FROM YOUR PERSPECTIVE ON WHERE YOU THINK YOU AS A BOARD MEMBER ARE IN THE FOUR STAGES OF AMPLIFICATION. LINE FINISH. OKAY. UH, WE HAVE I THINK FOUR OF US HERE. OH, YES. OKAY. SO WE GOT FOUR OF US HERE. SO, UH, UM, WOULD YOU LIKE TO LEAD OFFICER? UH, YES. SURE. UM, IT SEEMS, UH, I FEEL LIKE A LOT OF THIS STUFF WE KIND ARE TEEING IN BETWEEN IMPLEMENTING AND MASTERING. UM, FOR EXAMPLE, THE ANNUAL PLAN. UH, I DO BELIEVE THAT THE ANNUAL PLAN DRIVES OUR MINI CONTENTS AND MONITORING AND PLANNING THE BOARD. UH, UH, I DON'T KNOW THAT I WOULD SAY PLANNING IS EMBEDDED IN OUR BOARD CULTURE. UH, SO I DON'T KNOW THAT WE MEET, UH, ALL THE CRITERIA IN THAT PARTICULAR BOX OF THE ROOF BRIDGE. UH, BUT I, WHEN I LOOK AT, UH, AGENDA, FOR EXAMPLE, AGENDA IS A PRIMARY POLICY DRIVEN, MONITORING CENTERED AND TIED TO ANNUAL PLAN. UM, UH, AGENDAS REFLECT DISCIPLINE, GOVERNMENT FOCUS. EVERY ITEM ALIGNS WITH RESULTS. UH, THAT SENTENCE DOESN'T, UH, MAKE. SO I, I THINK, UM, BECAUSE, UH, IN, IN, UH, IN, IN, UH, UM, OUR FITNESS REPORTS IN THE MARINE CORPS, IN ORDER TO QUALIFY FOR THAT BOX, YOU HAVE TO HAVE EVERYTHING IN THAT BOX. THAT'S CORRECT. UH, SO IF YOU'RE NOT, YOU'RE HALFWAY IN BETWEEN. SO, UH, I DON'T THINK WE QUALIFY FOR, UH, FOR WHAT I'M LOOKING THROUGH MASTERY. WE DON'T QUALIFY FOR ANY OF THAT IN ANY OF THOSE CATEGORIES. SO I, I THINK WE'RE SOMEWHERE IN BETWEEN IMPLEMENTING AND MASTERY. HUH? I PICKED THE WORD ACCOUNTABILITY PRACTICE AND IT DIDN'T, I GOT TO THE FIRST BOX AND HAD QUESTIONS IS, I'M NOT SURE WE'RE EVEN IN THE FIRST BOX YET. UH, IT SAYS, UH, I DON'T KNOW IF WE HAVE HAD A CONVERSATION ABOUT THAT. SO BOARD DOES NOT EVALUATE ITS OWN GOVERNANCE PERFORMANCE OR ADHERENCE TO POLICY. WE HAVEN'T HAD VERY MANY CONVERSATIONS IN THE LAST YEAR RELATIVE TO, SO THAT KIND OF WHERE, OKAY, THAT'S WHERE I WENT AND I DIDN'T HAVE ANYBODY ONLINE. IF NOT, I'LL CONTINUE GOING AROUND THE PORTION. UM, MS. HAY, MS. HAY, MS. HAY SAID ANNUAL PLANNING HITS ALL FOUR, BUT MOST OTHERS FALL SHORT OF A FULL FOUR RANKING OF MASTERY. OKAY. THANK YOU, MS. HAY. UM, THEN I'LL GO FORWARD. I ACTUALLY HAD ANNUAL PLANNING AND I THINK WE DO A FAIRLY GOOD JOB, PARTICULARLY RELATIVE TO BUDGETING. UH, THE ADMINISTRATION OF THE SUPERINTENDENTS SOLICIT FEEDBACK. THEY INVERTED THE, UM, BASICALLY THE TORNADO, SO THAT INSTEAD OF GOING FROM THE TOP DOWN, IT GOES FROM THE BOTTOM UP. SO BY THE TIME IT COMES TO THE BOARD, IT'S REFLECTIVE OF WHAT THE COMMUNITY'S INPUT IS AND WHAT THE STAFF INPUT IS AND WHAT HAVE YOU. SO I THINK THAT'S AN AREA THAT WE WE'RE COMING THREE ON FOLKS THERE. I PUT IT SQUARELY FOR, THAT'S THE ONLY ONE THAT I, MR. GOOD. OKAY. [01:40:02] ANYONE ON LINE? LIKE THE WAY, WHAT I WOULD ASK OF THE BOARD MEMBERS, IF YOU'D BE SO KIND AS TO, NOT NOW, BUT CONTINUE, GO THROUGH THIS AND CIRCLE IN WHERE YOU ARE. WE'LL, LIKE TO HAVE A FOLLOW UP CONVERSATION CANID ABOUT BE, WELL, JUST TO BE, TO BE CANDID FROM MY TIME HERE TO UNDERSTAND WHAT FIRST MM-HMM. UM, UM, AND ADOPT ADOPTED THIS. I, I THINK THAT, UH, SOME OF WHICH YOU SAID, I THINK THAT WE, WE ARE NOT, WE FOLLOWING A, UM, PROTOCOLS AND, UM, WHAT IS HERE, BUT I, IT IS JUST LIKE, UM, AS MY GRANDMA WOULD SAY, WAS THAT, UM, I'LL GIVE YOU MY RECIPE, BUT YOU, YOU CAN EDIT IT TO MAKE IT, UH, MORE, UH, YOU YOU MORE MEANINGFUL AND TASTE FOR, TASTE FOR, OR ADVERTISING FOR YOU. AND I BELIEVE THAT'S WHAT THIS, THIS BOARD FOR MAKING LONG STORY SHORT, UH, JUST TO ADDRESS THAT WITH GOVERNMENT, THAT'S WHAT THIS BOARD HAS, HAS BEEN ALONG THE WAY, BUT ALSO UNDERSTANDING THAT ANYTIME YOU CHANGE SOMETHING IN THIS, UH, GOVERNANCE, DEPENDING ON HOW AND WHO, WHERE, WHY, HOW AS A BOARD THAT YOU HAVE TO OWN IT. AND I BELIEVE THIS BOARD HAS DONE EXACTLY JUST THAT. AND, AND ABOVE AND BEYOND, I BELIEVE THAT THIS BOARD HAS, HAS, HAS TAKEN EVERYTHING ON THE WITHIN ITSELF PERSPECTIVE RANKINGS. SO, I MEAN, BUT YEAH. SO YEAH, I AGREE WITH THEM. A LOT OF THE STUFF WE'RE, WE'RE ON TOP OF STUFF. WE WE'RE DOING SOME, SOME OF IT WE JUST KIND OF, YOU KNOW, UM, MAKE IT MORE TOUCH. I'LL LEAVE IT. THANK, THANK MR. SMITH TO YOU, GENTLEMEN. SO IT'S KIND OF INTERESTING YOU SAY THAT BECAUSE YOU KNOW, I TOLD YOU THE HISTORY OF HOW RANDY AND LINDA BROKE OFF FROM HARBOR AND BECAUSE SHE WASN'T FLEXIBLE ENOUGH. AND THEN WHEN I CAME IN, I DID A LOT OF LISTENING TO DISTRICTS AND WATCHING. AND WHAT I FOUND WAS THAT THERE WAS A WHOLE LOT OF WHAT I REFERRED TO AS FERAL PRACTICES WHERE PEOPLE DIDN'T WANT TO TELL RANDY AND LINDA THEY WERE DOING THINGS BECAUSE THEY KNEW THEY WOULD BE TOLD THAT'S NOT COHERENT GOVERNANCE. YOU SHOULDN'T DO IT THAT WAY. AND SO I VERY CLEARLY, WHEN I TOOK OVER, UM, ASPEN GROUP, I TOLD DISTRICTS UP FRONT, I SAID, I WANNA HEAR WHAT YOU'RE DOING BECAUSE I WANNA UNDERSTAND WHY YOU DID WHAT YOU DID AND WHAT WAS, YOU KNOW, WHAT'S THE CONTEXT THAT DROVE THE SHIFTS AND THE CHANGES? BECAUSE IF, IF IT'S GOOD AND IT'S WORKING FOR YOU, WE NEED TO SHARE THOSE PRACTICES WITH OTHER PEOPLE THAT MIGHT BENEFIT SAME PRACTICES. SO I'M NOT CONDEMNING ANYTHING THAT YOU'RE DOING THAT'S NOT WHAT YOU WERE ORIGINALLY TOLD TO DO. AND I WANNA MAKE SURE I DON'T COME ACROSS AS, AS, AS CONDEMNING IT. I WANNA BETTER UNDERSTAND IT AND I'M GONNA CHALLENGE AND ASK THE WHY. I WANNA KNOW WHY YOU DID IT, AND IS IT WORKING FOR YOU? WHAT'S IT ACCOMPLISHING? BECAUSE THEN I CAN LEARN FROM YOU POTENTIALLY, OR YOU CAN FIGURE OUT A WAY TO TWEAK IT, MAYBE A LITTLE BIT BETTER TO ALIGN IT TO THE PHILOSOPHY OF THE GOVERNANCE MODEL AND STILL ACCOMPLISH WHAT YOU'RE TRYING TO OFFER. OKAY. DEFINITELY, DEFINITELY. APPRECIATE THAT, KYLE. OKAY. YEAH. SO, AND I KNOW WE'RE RUNNING IT OUT OF TIME. THIS, I DON'T KNOW WHAT'S CAUSING INTERMITTENT GO. IT'S JUST SLOW GO FORWARD. THAT'S BACK. OTHER WAY, OTHER WAY. I I DIDN'T TOUCH IT. . YOU DIDN'T? NO. . DO YOU WANT ME TO MOVE IT? YES, PLEASE. YEAH. OKAY. YEP. GO FORWARD AGAIN. SO ONE OF THE THINGS THAT I, I ALREADY HIT ON THIS, BUT I WANNA REEMPHASIZE IT, IS THAT THESE NEED TO BE LIVING POLICIES. SO YOU'RE GONNA CLICK IT PROBABLY THREE MORE TIMES BECAUSE, YOU KNOW, THE BOARD CREATES THE POLICY, THE SUPERINTENDENT INTERPRETS THE POLICY. AND SO, YOU KNOW, HAS SUPERINTENDENT RODRIGUEZ DONE HIS OWN INTERPRETATIONS OR DID YOU RELY ON INTERPRETATIONS OF YOUR PREDECESSOR BEFORE YOU, BEFORE YOU? SO WE WENT THROUGH AN EXERCISE, UH, WE MENTIONED EVERY OE UH, I CAN'T REMEMBER NOW, BUT I WANNA SAY 53 YEARS AGO, UH, WE WENT THROUGH, WAS THAT ABOUT RIGHT ROBERT? YEAH. WENT THROUGH EVERY OE AND WENT THROUGH THE PROCESS OF JUDGE INTERPRETATION. OKAY. UM, INDICATED AND, AND THINGS I EMPHASIZE HERE IS THIS, YOU KNOW, THE SUPERINTENDENT SELECTS [01:45:01] THE INDICATORS AND THE BOARD APPROVES THEM. AND THE BOARD CAN SAY NO, YOU CAN SAY, THESE AREN'T THE INDICATOR, THESE DON'T TELL US THE STORY, WE NEED TO KNOW. AND AS I'M WORKING WITH, WITH BOARDS ON INDICATORS, YOU KNOW, THAT'S WHAT I TELL 'EM, IS IT TELLING YOU A STORY? YOU NEED TO SEE A VIEW OF THE SYSTEM. YOU DON'T NEED TO KNOW ALL THE DETAILS. YOU DON'T NEED TO GET BURIED IN DATA. AS WE WENT THROUGH THAT PROCESS, THERE WERE A COUPLE THAT WERE SENT BACK TO. YEAH. SO THAT WAS PART OF THE, AND THEN THE OTHER THING I WAS GONNA HIGHLIGHT ON THIS SLIDE IS WHEN YOU GET TO THE POINT OF MONITORING THOSE, THOSE THREE QUESTIONS THAT I EMPHASIZED EARLIER. FIRST, FOR AN OE, IS IT COMPLIANT? DOES IT HAVE THE RIGHT INDICATORS STILL? OR WE NEED TO LOOK AT NEW INDICATORS AND IS IT THE RIGHT POLICY THAT TRULY REFLECTS OUR VALUES AND POLICY? YOU'VE GOT A NEW, EVERY TIME THERE'S A NEW BOARD MEMBER, IT'S A NEW BOARD, AND THE NEW BOARD NEEDS TO LOOK AT THOSE POLICIES AS IF YOU'RE A BRAND NEW BOARD. AND THIS IS THE FIRST TIME YOU'VE LOOKED AT 'EM AND SAY, OUR, OUR VALUES CHANGE BECAUSE OF THE MIX OF OUR, OF OUR BOARD CHANGE. DOES THIS STILL REFLECT WHAT WE WANT? BECAUSE THE WORST THING YOU CAN DO IS JUST ACCEPT WHAT THE PRIOR BOARD DID WITHOUT QUESTIONING IT. AND THAT'S HOW THIS BECOMES IRRELEVANT. AND I WORKED WITH A DISTRICT IN WASHINGTON THAT THEY ADOPTED 20 YEARS AGO, POLICY GOVERNANCE, AND THEY BROUGHT ME IN AND NOBODY KNEW WHY. NO, THEY HADN'T UPDATED THE POLICY IN 15 YEARS AND IT WAS COMPLETELY USELESS TO THEM. AND NOW THEY'RE THE DISTRICT THAT DID THE FOUR DAY SCHOOL WEEK AND REALLY IS HAVING IN-DEPTH DISCUSSIONS. AND THEIR SUPERINTENDENT WAS JUST NAMED SUPERINTENDENT OF THE YEAR IN WASHINGTON. SO THE NEXT SLIDE, IF YOU GET TO IT, IT'S JUST, IT'S THE SAME THING WITH THE, UH, RESULTS POLICIES OTHER THAN THERE'S, THERE'S AN ADDITIONAL STEP THAT IF YOU HAVE RE IF YOU CAN GET YOUR RESULTS POLICIES DEFINED IN ADDITION TO THE INDICATORS, IT'S THE SUPERINTENDENT'S RESPONSIBILITY TO BRING YOU THOSE GROWTH TARGETS THAT YOU JUDGE, JUDGE REASONABLE PRODUCT. AND BECAUSE IT'S A VERY NUANCED THING, IF YOU'RE DOING A NEW READING CURRICULUM ADOPTION, YOU MAY HAVE A DIP IN THAT FIRST YEAR AND THERE MAY BE A RECOMMENDATION THAT WE ARE ACTUALLY GONNA SEE A DECREASE IN READING SCORES FOR ONE YEAR, THEN WE'RE GONNA SEE AN INCREASE AND A HUGE INCREASE IN YEAR THREE. THAT'S THE TYPE OF THING THAT HE NEEDS TO BRING TO YOU AS A RECOMMENDATION. AND THAT YOU CAN EITHER SAY YES OR NO TO THAT RECOMMENDATION. FROM THERE, THE LAST SLIDE JUST SAYS, WHAT'S YOUR NEXT STEPS? SO WE TALKED ABOUT A LOT OF THINGS I TRIED TO GIVE YOU FOR THOUGHT, TRY TO PROVOKE SOME QUESTION, FEEDBACK, COMMENT. THANK YOU. THANK YOU, MS. BOATRIGHT, MS. HAY, OR PASTOR GORDON, PLEASE FEEDBACK FOR COMMENTS OR DR. SPEECH. AND MR. UM, MS. BOATRIGHT HAD TO SIGN OFF AND WE'VE LOST PASTOR GORDON, JUST SO YOU KNOW. OKAY. ALRIGHT. SO, UM, THANK YOU. AND, UM, WE'LL, WE'LL TAKE A BREAK NOW. PROBABLY GOOD EVERYONE, WE'RE GOING TO RECONVENE. WE NO LONGER HAVE A QUORUM, BUT WE ARE ABLE TO MOVE FORWARD AND HAVE THE CONVERSATIONS ON ANY TOPIC AND EVEN IF THE TOPIC WOULD NORMALLY REQUIRE, BUT WE'RE NOT GONNA TAKE A VOTE TODAY, BUT WE WANNA MAKE SURE ALL THE EFFORTS YOU PUT INTO INFORM THE PUBLIC AND THE BOARD THAT THAT DOES NOT GO WASTE AND WE'LL KEEP THINGS MOVING. SO WITH THAT NEXT ITEM ON THE AGENDA IS, I WANTED TO SHARE SOME OF THE THOUGHTS THAT I HAD AS I'VE GONE AROUND SPEAKING TO INDIVIDUAL BOARD MEMBERS AND SOLICIT DEAN, GOT THEM AS TO HOW WE SORT OF IMPROVE OUR EFFICIENCY, UH, AND EFFECTIVENESS AS A BOARD. AND SO THERE ARE THREE TOPICS THAT I WOULD LIKE TO SPEAK ABOUT VERY. THE FIRST ONE IS, UH, IN TERMS OF ACTUALLY IMPROVING OUR EFFECTIVENESS AS AN ORGANIZATION, OUR EXECUTION, UM, WE WOULD LIKE JUST INDIVIDUALLY THAT, UH, WE COMMIT WHAT WILL BE DONE AND THEN WE CONFIRM. AND THAT IS JUST SOMETHING THAT'S ROUTINE IN LARGE ORGANIZATIONS, WE MAKE A LOT OF COMMITMENTS. THINGS ARE COMING AT US RAPID SPEED, BUT ALWAYS [01:50:01] WE ARE HOPING THAT AS A ORGANIZATION TO SORT OF DEVELOP PROTOCOL WHERE WE GO BACK AND SAY, YES, I PROMISE THIS AND I DELIVER ON TIME SO EVERYONE CAN, CAN FEEL REALLY BAD ABOUT IT. THE SECOND ONE IS SOMETHING THAT HAS COME UP REPEATEDLY. I THINK GOD AND EVERYBODY KNOWS I'M NOT A TECHIE. I'M A TECHNICAL FO MORE THAN A TECHNICAL FO I FORCE MYSELF. UM, I ALWAYS LAUGH, LAUGH AT ME. UH, THEY HAVE NO SYMPATHY FOR THAT WHATSOEVER. BUT ONE THING I HAVE DONE IS LEVERAGED TECHNOLOGY IN MY PROFESSIONAL ROLE. SO EVEN THOUGH I'M A TECHNICAL POOL, ONE OF MY LAST ASSIGNMENTS WAS TO DEPLOY SAP THREE IN THE GLOBAL PETROLEUM AREA OF SOUTHERN AFRICA. AND I CAN ONLY, I'M SURE YOU CAN IMAGINE HOW DIFFICULT THAT IS. NOW, I WAS NOT THE TECHNOLOGY PERSON, NOW WAS A BUSINESS PERSON. SO THAT ALLOWED ME TO PROVIDE MOTIVATIONS, REWARDS, SANCTIONS, MAKE SURE EVERYTHING MOVED FORWARD. BUT WE WERE, TWO THINGS HAPPENED. WE DEPLOYED SAP THREE. BUT THEN THE OTHER THING IS MOTHER CHEVRON BASICALLY ALWAYS HELD THEIR CHEMICAL COMPOSITION AND MOLECULAR CONSTRUCTION RIGHT THERE IN THE BAY AREA WHERE HEADQUARTERS, BIG CHEMICAL ENGINEERING GROUP, SOUTH AFRICA WAS FIRST FOREIGN AREA THAT THEY ACTUALLY ALLOWED US TO DEVELOP OUR OWN MOLECULAR MOLECULAR COMBINATION WHEN WE HAD TO GO FROM 500 PARTS PER MILLION IN DIESEL TO 50. SO WE ACTUALLY WERE GIVEN AUTHORITY TO ACTUALLY CREATE A NEW DIESEL FUEL RIGHT THERE. SOUTH AFRICA, ONE OF THE MORE TECHNICALLY ADVANCED COUNTRIES IN THE WHOLE WORLD. SO THAT'S WHAT WE JUST WANNA SAY. I CAN'T LEAD YOU TECHNOLOGICALLY WISE, BUT BOY, I CAN SUPPORT YOU IN TERMS OF YOUR EFFORTS, IN TERMS OF IDEAS AND COLLABORATIONS THAT YOU BRING FORWARD. SO DON'T HESITATE, I PERSONALLY WILL ALWAYS BE. SO THAT'S COMMITMENT AND, AND, UH, CONFIRMATION. THE SECOND THING I HOPE WE CAN ESTABLISH AS A CULTURE IS ALWAYS BE COLLEGIAL, COLLABORATIVE ENGAGEMENT. BUILD BRIDGES. ABOUT FOUR YEARS AGO I HAD A SPEAKING ENGAGEMENT FOR BAT MITZVAH. AND, UH, GOING THERE, UM, ONE OF THE THINGS I COINED WAS ONE, THE NUMBER ONE, CAPITAL G, CAPITAL D, MALL A, CAPITAL D. AND I'M SPEAKING THERE, I SEE EVERYBODY'S LIKE, WHAT THE HECK IS HE TALKING ABOUT? THAT STANDS FOR ONE GOOD BEAT A DAY. AND IF YOU WILL DO THAT, WE WILL AUTOMATICALLY IMPROVE WHETHER IT'S OPENING THE DOOR FOR SOMEONE, WHETHER IT'S SAYING THANK YOU, WHETHER GOING FORWARD AND TRYING TO HELP A COLLEAGUE ME WHO'S NOT TECHNOLOGICALLY PROFICIENT, BUT LET'S EXPOSE THE HUMANITY THAT EACH OF US HAS. AND YOU'LL FIND THAT I DON'T CARE WHAT TYPE OF SITUATION YOU ENCOURAGE, IT'LL GET EXPONENTIALLY BETTER IN TERMS OF TEAMWORK AND HOW PERFORM IN ORGANIZATIONS. SO PLEASE REMEMBER THAT BRIGHTEN SOMEONE'S DAY. THE SECOND THING UNDER CULTURE IS I'M PERSONALLY COMMITTED TO INVESTMENTS IN BOARD OF EDUCATION MEMBERS. SO SOME OF THE THINGS IN MY ONE-ON-ONE BOARD MEMBERS HAVE BEEN THINGS SUCH AS A BOARD OF EDUCATION RETREAT. COLONEL GUY TOOK THE LEAD ON THIS. SO IT'S NOT MY IDEA, BUT I'M TRYING TO SUSTAIN IT AND CONTINUE. WE LIKE INTO, WHICH MEANS LIKE THE COUNTY, THE CITY, THOSE ORGANIZATIONS, WE GO OFFSHORE AND WE ACTUALLY GET TO KNOW EACH OTHER AND DEVELOP AND UNDERSTAND THE HUMANITY IN EACH AND EVERYONE. AND IT'S HUGE. AND IT'S A FORCE MULTIPLIER BEYOND IMAGINATION WHEN WE DO THIS. THE NEXT THING IS, I'M ALSO COMMITTED TO 360 DEVELOPMENTAL FEEDBACK FOR BOARD MEMBERS. MEANING WE WOULD ENLIST A STATISTICALLY VALID FEEDBACK MECHANISM. I HAVE, I HAVE IN MY CAREER. THAT WAS PART OF WHAT WE WERE BASICALLY CHARACTERIZED ON AND WHAT HAPPENED WITH OUR CAREER AND IS FEEDBACK FROM YOUR COLLEAGUES OR ABOVE. IT IS FEEDBACK FROM YOUR PEERS. IT IS FEEDBACK TO WHOM YOU ARE DELIVERING OUTCOMES. AND WHAT THAT DOES IS ALL OF THAT FEEDBACK IS AGGREGATED UP. IT IS NOT IDENTIFIABLE, NO NAMES ARE ASSOCIATED WITH IT. I DON'T MIND SHARING MINE WITH ANYBODY FROM 20, ALMOST 18, 19 YEARS AGO. AND IT REALLY CRITICAL BECAUSE INSTEAD OF SAY MICROPHONES AND COFFEE DEFICIENT AND THIS, I'LL SEE MULTIPLE POINTS WHERE THAT HAS BEEN REINFORCED BY DIFFERENT INDIVIDUALS. SO IT'S HARD FOR ME. NO, THAT'S [01:55:01] NOT WHAT HAPPENS. I MAY BE PRESENTING THAT UNKNOWINGLY AND THAT'S WHAT PEOPLE ARE RECEIVING. I'M UNAWARE. SO IT'S JUST RAISING AWARENESS. SO 360, UH, DEVELOPMENT FEEDBACK. WE ALSO WANNA CONTINUE SOMETHING THAT'S BEEN CREATED BY PRIOR BOARDS AND PRIDE CHAIR, WHICH IS WE ARE GOING TO ASK BOARD MEMBERS TO ACTUALLY ENGAGE IN THE COMMUNITY AS YOU'VE BEEN DOING. ALL OF YOU HAVE TREMENDOUS NETWORK AND YOU HAVE ALLIANCES. AND WE WOULD ASK THAT IN AN ELECTION YEAR AND GOING FORWARD, PAST AN ELECTION YEAR TO LEVERAGE YOUR RESOURCE, YOUR NETWORKS, TO INFORM THEM. NOT ASKING YOU TO BE POLITIC. WE'RE JUST ASKING YOU LIKE THE COMMUNITY REPORT. THAT IS A PHENOMENAL DOCUMENT. I HAVE THEM IN THE BACK OF MY POCKET. I GIVE THEM OUT WHENEVER I GET AN OPPORTUNITY. AND IT IS A TREMENDOUS DOCUMENT, TELLS GOOD THINGS THAT I HAPPEN. SO THAT'S WHAT NUMBER TWO IS IN TERMS OF INCREASING AND IMPROVING CULTURE. NOT SAYING IT'S BAD NOW, JUST SAYING THAT WE WANT EVERYBODY TO FEEL VALUED AND APPRECIATED. THE THIRD ITEM THAT I'D LIKE TO TAKE ON IS SUPPORTING THE RESULTS COMMITTEE. AND I'VE HAD CONVERSATIONS WITH THE SUPERINTENDENT NOT TO USE HIS AUTHORITY AT ALL, NOT IT'S A CONTINUED GREAT WORK DONE BY SUPERINTENDENT AND SUPERINTENDENT'S TEAM ADMINISTRATION. SO YOU GET TO USE ALL OF YOUR CREATIVE CHOPS TO PROMOTE SOLUTIONS. SUPERINTENDENT BRINGS IT BACK TO THE BOARD, AND AS YOU HEAR HEARD TODAY, WE'RE TRYING TO LEARN MORE ABOUT HOW TO PROPERLY MAKE SURE THAT SUPPORT IS CREATED FOR, AND THAT WILL LEAD TO MORE OF THE RESULTS BY MANAGEMENT, BY RESULTS. NOW PEOPLE SAY, WELL, WHAT'S THE DIFFERENCE? I'VE HEARD MANAGEMENT BY OBJECTIVE, MANAGEMENT BY OBJECTIVES CAME OUT OF THE AFTERMATH. WORLD WAR II FOR JAPAN. W WENT TO JAPAN, THE PERSON WHO PROCEEDED W UH, DE AND THAT WAS ED SLATE. AND I ACTUALLY WORKED ON THE ED SLATE FOR ABOUT A YEAR, 12, 15 MONTHS IN THE TURNAROUND SITUATION. AND HE'S THE ONE THAT COINED THE PHRASE, MAN EARLY, NO LATE 1950, UH, WITH THE HERCULES CORPORATION. AND THAT'S WHERE YOU GIVE PEOPLE THE LATITUDE WITH THE END RESULT, AND THEN YOU ENSURE THAT THEY HAVE THE RESOURCES. BUT AS DR. STEVE AND MR. TU IS SHOWING TODAY, IT'S VERY IMPORTANT THAT WE GIVE SUPPORTIVE PARAMETERS SO THEY KNOW EVERYBODY TOGETHER. SO IT'S ALL ABOUT HELPING PEOPLE BE SUCCESSFUL. SO THOSE ARE THE THINGS THAT, UM, WE'RE LOOKING AT AND WE REALLY WANT TO WORK ON OUR RELATIONSHIPS, LOCAL, STATE, AND FEDERAL ORGANIZATIONS. THERE'S SO MUCH MONEY FLOATING OUT THERE, AND THAT HAS BEEN A GREAT JOB DONE BY THAT. THOSE ARE THE THREE AREAS I HOPE THAT YOU'LL ALLOW ME TO SUPPORT BOARD AND THE SUPERINTENDENT, THOSE, THOSE PARTICULAR AREAS. SO LET STOP THERE AND ASK THERE ANY COMMENTS, BRING BACK WHAT HAPPENED. I'LL STOP BY SAYING APPRECIATE YOU, YOUR, UH, PLAN, SUPPORT BOARD, UM, AND, AND HOW, HOW WE'RE MOVE FORWARD TO ENHANCING EVERYTHING. AND, AND ALSO LET US KNOW WHERE YOU'RE STRONG AT, WHERE YOU CAN HELP. YOU KNOW, LOT I'M, I HELP ANY THESE WAYS AND APPRECI TAKING ME, TAKE MEETINGS AND HAVING MEETINGS WITH INDIVIDUAL JUST TO SEE, YOU KNOW, WHAT, WHAT OUR WHAT WHAT SOME, WHERE WE IMPORTANT TO UNDERSTANDING, UH, ALL, NOT JUST NOT SAY THE OPERATION, BUT TO UNDERSTANDING HOW, UH, THE BOARD GETS TOGETHER TO MESH AS A A WHOLE ORGANIZATION. THAT GOES BACK TO ONE QUESTION ASKED EARLIER. I, I, UH, RESPONSE THE MISSION AND UNDERSTAND UNDERSTANDING, UNDERSTANDING THE MISSION IS, IS HOW, HOW WE'RE BEING DRIVEN AND, AND, AND WHAT YOU'RE DOING. YOU GIVING PEOPLE THE OPPORTUNITY TO BE ABLE TO BE INVOLVED AS FAR IN TERMS OF THE MISSION TO WHAT DIRECTION THE BOYS HAT OFF. APPRECIATE FORWARD TO WORKING WITH YOU WHERE SEEING HOW WE PRETTY MUCH, UH, MOVE FORWARD, FORWARD. THANK, [02:00:01] THANK YOU FOR YOUR TIME. UNLESS THERE ARE MORE QUESTIONS FOR ME, I TURN IT OVER TO BUDGET PRIORITIES. THANK YOU, SIR. UH, MS. CROSBY, UH, IS ON HER WAY UP OR SHE'S FLYING, SOLD, UH, MS. CROSBY'S ON HER WAY UP. AND, UH, SHE AND HER TEAM HAVE GONE THROUGH PRETTY EXTENSIVE WORK, UH, ALREADY IN, IN THE BUDGET PROCESS, HAD A COUPLE OF BUDGET MEETINGS HAD SURVEYED OUT, UH, AND WE'VE GATHERED, UH, THEY'VE MET WITH, UH, UH, DIFFERENT CONSTITUENTS AND HAVE, HAVE GATHERED FEEDBACK IN ETHICAL RESPECT, . AND SO AS PART OF OUR BUDGET PROCESS, UH, THIS IS ONE OF THE STEPS THAT IS REALLY IMPORTANT TO US. AND THIS IS, UH, THE CONNECTION WITH THE BOARD TO WEIGH IN ON, UH, SOME BUDGET PRIORITIES AS PART OF THE PROCESS. SO, UH, TODAY BUDGET PRIORITIES IS THE TOPIC. AND , GOOD MORNING. MORNING, GOOD MORNING. ME DISAVOW ANY TECHNOLOGICAL TESTING, TESTING, TESTING, TESTING, TESTING. OKAY. ALRIGHT, GOOD, GOOD MORNING. UM, SO, UH, AS CONTINUED, UH, AS WE CONTINUE OUR PROCESS OF, UH, GETTING STAKEHOLDER FEEDBACK ON THE BUDGET, UH, WE ARE GOING TO PROVIDE A VERY BRIEF SUMMARY TODAY OF WHAT WE'VE DONE SO FAR. AND THEN WE'RE GONNA MOVE INTO AN EXERCISE THAT YOU MAY, YOU ARE FAMILIAR WITH WE'VE DONE BEFORE. AND THAT IS, UM, EE METER EXERCISE WITH PRIORITIZATION. SO WE'RE GONNA GIVE YOU A LIST OF SOME PRIORITIES THAT WE'VE GATHERED AND WE'LL ASK YOU TO JUST MOVE THEM AROUND. LET'S GET, GET SOME IDEA AND WE CAN HAVE SOME, AN OPPORTUNITY FOR SOME DISCUSSION ABOUT THE ITEMS AS WELL. SO, UH, FIRST OF ALL, NO ACTIONS ARE GONNA BE REQUESTED OF YOU TODAY AS FAR AS A VOTE OF THE BOARD JUST MOVING AROUND A FEW PRIORITIES. UM, SO IT'S INFORMATION ONLY. UM, AND SO, UM, MS. ABAR, KATIE ABAR IS, UH, IS GOING WORK, MEET HER TODAY. SHE'S THE DIRECTOR OF BUDGET. SO, UM, SHE IS RESPONSIBLE FOR PUTTING ALMOST ALL OF THIS TOGETHER. I, UM, I'M LEADING HER IN THAT EFFORT AND, AND WE'RE WORKING TOGETHER TO MAKE SURE WITH THE BUDGET TEAM TO MAKE SURE THAT EVERY, UM, ASPECT OF BUDGET FEEDBACK, WE TOUCHING ALL OF THE CATEGORIES AND MAKING SURE THAT EVERYTHING IS PREPARED FOR THE BOARD AS WELL. SO, AS DR. RODRIGUEZ MENTIONED, UH, WE HAVE ATTENDED SIX STUDENT ADVISORY COUNCILS, THREE PRINCIPALS MEETINGS, INCLUDING A MENTORING MEET EXERCISE LIKE YOU'RE GOING TO DO TODAY. THREE PUBLIC FORUMS INCLUDING THE BOARD JOINT, UH, JOINT, UH, SCHOOL IMPROVEMENT COUNCIL MEETING, THAT WE HAVE TWO SENIOR STAFF MEETINGS, UH, WITH EXECUTIVE AND EXECUTIVE DIRECTORS MEETINGS. UM, WE HAVE THE PCS D CONNECTED BUDGET SURVEY THAT'S OUT THERE. WE'VE HAD OVER 500 VIEWS OF THAT. UH, NOT AS MANY, UH, UH, RESPONSES AS WE WOULD LIKE. UH, A LITTLE UNDER 60 RESPONSES. UH, AND THEN AGAIN HERE TODAY WITH YOU. SO THAT TOTALS ABOUT 15 MEETINGS THAT WE, OR IN HITS MEETINGS THAT WE'VE HAD IN PERSON IN ADDITION TO THE SURVEY. SO BETWEEN OCTOBER AND TODAY, UH, WE'VE DONE A LOT OF WORK AROUND MAKING SURE THAT WE'RE GETTING, UH, GETTING AS MANY, UH, AREAS AS WE CAN AND GETTING AS MUCH FEEDBACK AS POSSIBLE. AND SO ALL OF THIS WORK IS, IS GEARED TOWARD THE ALIGNMENT WITH THE STRATEGIC PLAN FOR THE BENEFIT OF THE STUDENTS IN THIS DISTRICT. UM, SO WE HAVE A VERY CLEAR GOAL OF 75 75 9 2. AND EACH OF THE ELEMENTS OF THIS, UM, OF THE, UM, BUDGET ITEMS TODAY AND THEIR ALL OTHER FEEDBACK THAT WE HAVE, UH, ACCUMULATED HAS LED US TOWARD THIS GOAL. UM, SO WE'RE GOING TO MOVE INTO, [02:05:02] UH, THE EXERCISE. SO, UM, I'M GONNA ASK THAT YOU, UH, LOG INTO EE LEADER, UM, AND IN JUST A MOMENT, BUT REALLY, UM, WE HAVE WHAT WE'RE GOING TO DO TODAY. THERE'S SO MANY MORE RESOURCES THAT THE DISTRICT NEEDS THAN WE'RE ABLE TO, UH, HAVE FUNDING FOR. SO REALLY WE'RE GOING TO NARROW THAT DOWN. WE'RE GONNA START AT 10. WE'LL MOVE DOWN TO FIVE AND THEN TO THREE. AND SO WE'LL GIVE YOU AN OPPORTUNITY IN, IN A FEW MOMENTS TO DISCUSS THE ITEMS THAT ARE ON THE LISTING. UM, THESE, AND THIS EXERCISE, OF COURSE, IS NOT A VOTE OR ANY KIND OF FORMAL BOARD ACTION, IT'S JUST TO HELP US UNDERSTAND, HELP STAFF UNDERSTAND WHERE THE BOARDS, UM, THAT THEY'VE HAD AN OPPORTUNITY TO REFLECT ON THE ITEMS THAT HAVE BEEN, UM, THAT HAVE EMERGED FROM THE COMMUNITY MEETINGS, AND THEN WE CAN REFINE THOSE RECOMMENDATIONS AND PREPARE FUTURE BUDGET ACTIONS AS A RESULT OF THEM. UM, SO WE ARE GOING IN ORDER TO PARTICIPATE, UM, PLEASE USE YOUR PHONE, TABLET, OR LAPTOP TO GO ON WWW DOI COM. SO IF I CAN GET THOSE OF YOU WHO, SO IF IN YOUR SAFARI OR YOUR, UH, YOUR URL IF YOU CAN IN WWW DOI.COM AND I, IF I COULD GET A THUMBS UP WHEN YOU ARE READY HERE IN PERSON AND IF THEY HAVE A CAPABILITY ONLINE AS WELL, YOU CAN UTILIZE THAT. OF COURSE, YES, WE CAN. IT GONNA BE, IT GONNA BE ANOTHER WAY TO, UM, AND TO EXPRESS HOW, HOW WE FEEL JUST BESIDES MENTEE COM. WELL, WE'RE GONNA HAVE A DISCUSSION ABOUT THE ITEMS. UM, SO WE CAN, YOU'LL BE ABLE TO SEE THE LIST OF ITEMS. UH, WE DO HAVE A PAPER COPY IF YOU ARE UNABLE TO SEE THE SCREENS. SO IF YOU'D LIKE US TO CAST THOSE OUT, WE CAN CERTAINLY DO THAT. AND IF YOU'RE NOT, UM, NOT INTERESTED IN PARTICIPATING IN MINTY, THEN YOU COULD RANK THEM, UH, PERSONALLY ONLINE AND, AND SAVE THEM FOR US LATER TO, TO REVIEW. IT JUST WOULDN'T BE REFLECT IN THE PRIORITIES THAT AS A, WHAT WE'RE TRYING TO DO IS, AND THESE ARE, UM, RESPONSES SO WE'RE ABLE TO CAPTURE THE CONSENSUS OF THE GROUP, BUT IF YOU WOULD LIKE TO DO IT, UH, IN A DIFFERENT WAY, WE CAN ACCOMMODATE THAT. WELL, I, I, I GET THE MENTEE DO COM WAY, BUT I THINK SOMETIMES VERBALIZING HAVE CONVERSATION AND TO ME, YOU KNOW, WE TALKING ABOUT KIDS NOT USING LAPTOPS AND KIDS NOT USING CELL PHONES. AND TO ME, THIS KIND OF TAKING AWAY THE ACTUAL CONVERSATION OF WHAT BRINGS ABOUT, WE UNDERSTAND YOURSELF, SOME OF THIS, UH, IN, IN TERMS OF OUR HEALTHY BACK AND FORTHNESS, AND THIS MAKES.COM TO ME, KIND OF TAKE THAT AWAY, TAKE THAT AWAY FROM US. MM-HMM. AND SO THAT'S JUST MY, UM, THAT'S MY CONCERN WITH USING OKAY, BUT I'LL, I'LL USE THIS, UH, MECHANISM TODAY, UM, AND NOT BE ABLE TO, BUT, UM, I JUST WANT BRING YOUR ATTENTION THAT THIS DOES BRING SOME, SOME CONCERNS IN TERMS OF, UH, ME VERBALIZING UNDERSTANDING CONVERSATIONS, WHAT THIS LOOKS LIKE, BECAUSE I MEAN, IT DRIVES A LITTLE DIFFERENT DRIVES. SO AS PART OF THIS EXERCISE, WE HAD INTENTIONS OF HAVING CONVERSATIONS ABOUT HAVING A BOARD DISCUSSION ABOUT THE ITEMS. SO THERE WILL BE AN OPPORTUNITY TO DO THAT BEFORE WE GET STARTED SO WE CAN, UH, LOOK AT THE ITEMS AND SEE WHAT THEY ARE. AND THEN IF YOU'RE THEN ABLE TO PULL IT UP ON YOUR SCREEN, WE CAN PROVIDE A PAPER COPY AND YOU CAN, SO I, I, I UNDERSTAND WHAT YOU'RE, WHAT YOU'RE LOOKING FOR. SO I, I THINK YOU'LL GET THAT OPPORTUNITY THROUGH THE PROCESS, RIGHT? THE, THE MENTEE.COM PART OF IT, RIGHT? IS ONCE YOU SAID WHATEVER IT IS YOU NEED TO SAY ABOUT ANY OF THE ITEMS OR ANYTHING ELSE THAT, THAT YOU WANNA, UH, ADDRESS IN THERE, RIGHT? UM, AT SOME JUNCTURE IT JUST FACILITATES THE PROCESS OF BRINGING IT DOWN TO WHAT ARE THE TOP ONES, RIGHT? UM, THAT HELPS GUIDE THE BUDGETING PROCESS. BUT, BUT YOU'RE INTERESTED IN THE DIALOGUE AND CONVERSATION AROUND CERTAIN ITEMS OR CERTAIN TOPICS. YOU'LL HAVE THAT OPPORTUNITY THROUGH THIS PROCESS. IT'S JUST, JUST THINK OF THE MENTI.COM AS THE MECHANISM TO JUST GET US DOWN TO THREE THINGS, [02:10:01] RIGHT? THAT'S ALL FOUR OR FIVE THINGS. JUST FEW MORE AND FEW MORE PEOPLE ON. UM, ARE ANY OF THE FOLKS ONLINE ABLE TO PARTICIPATE? I THINK MS. HAYES, MS. HAYES HAS PUT MS. HAYES. SO SHE, WE JUST WANNA CONFIRM SHE HAS ACCESS TO MENTEE AS WELL, RIGHT? YES. ANYONE ONLINE, UH, IS THAT, IS ABLE TO ENTER THIS. MS. HAY HAS PUT A FOIA DOCUMENT IN, UM, CHAT OKAY. OF CONCERN. OKAY, WE'LL CONTINUE. OKAY. OKAY. SO WE'RE READY TO BEGIN AND DISPLAY THE ITEMS, UM, ITEMS. SO AS A RESULT OF ALL OF THE MEETINGS WE HAVE COMBINED THESE AND THE MOST, UH, COMMONLY, MOST COMMON ITEMS ARE APPEARING BEFORE YOU TODAY. SO THOSE OF YOU IN, UM, ON, ON YOUR COMPUTERS, ON YOUR PHONES ARE ABLE TO SEE IT ON YOUR DEVICES. IT IS RATHER SMALL UP ON THE SCREEN. UM, SO IT IS A LITTLE MORE DIFFICULT TO SEE, BUT HEY, YOU HAVE ANY NEED, ANY ASSISTANCE WITH THAT? WE CAN CERTAINLY PROVIDE RIGHT HERE, ELIZABETH. JUST, OKAY, SO WE'VE BEEN ASKED IF WE CAN DO STOP THIS AND HOLD THIS AFTER LUNCH. WE'LL CONTINUE. BUT WE DO HAVE A FULL SCHEDULE. YES, YOU, YES, SIR, THAT'S FINE. UH, THIS IS AVAILABLE TO ANYONE OUT IN THE PUBLIC THAT'S VIEWING AND THERE WILL STILL BE OPPORTUNITY PROVIDE FEEDBACK, INDIVIDUAL. THANK YOU. YES, SIR. STOP. GO AHEAD. NO, WE'RE GONNA CONTINUE. OKAY. I, I, I'M SORRY, I WAS CONFUSED. UM, OKAY. THE FIRST ITEM IS EMPLOYEE COMPENSATION THAT'S LISTED THERE. UH, WE HAVE RECRUITING AND RETENTION INCENTIVES AND INITIATIVES, ADDITIONAL SPECIAL EDUCATION SUPPORT, SPECIAL EDUCATION SUPPORT STAFF, UH, BEHAVIOR INTERVENTIONISTS AND SOCIAL WORKERS, ADDITIONAL MULTILINGUAL LEARNERS STAFF, UM, AND EXPANDED EDUCATIONAL OPPORTUNITIES. THOSE COULD BE DUAL ENROLLMENT COURSE VARIETIES, TIDES PROGRAM TUTORING, EXTENDED LEARNING, OR SOME OF THE OPTIONS THAT WE'RE GONNA PROVIDE YOU TO YOU LATER TODAY THAT PROVIDE MORE FLEXIBLE OPTIONS FOR STUDENTS, EARLY CHILDHOOD EXPANSION, CLASS SIZE REDUCTION, ADDITIONAL FINE ARTS FUNDING, ONGOING SUSTAINABLE PROFESSIONAL DEVELOPMENT, EXPANDING IT TO CLASSROOM ASSISTANCE, FOR EXAMPLE. AND CONTRACTORS, UH, ARE OFFERING ONGOING SUSTAINABLE TRAINING, SCHOOL SAFETY AND WELLNESS. AND THAT WOULD INCLUDE ENCOMPASS, UH, MIDDLE, UH, WEAPONS DETECTION SYSTEMS ONGOING THAT WE, UH, FOR MIDDLE SCHOOLS, FOR EXAMPLE, UH, VAPE DETECTIONS DEVICES AS WELL. THAT WAS ONE OF THE HOT TOPICS FOR OUR STUDENTS IN SOME OF THE ADVISORY MEETINGS. SO, UM, THOSE ARE THE 10 MOST, UH, PRIORITIZED ITEMS FROM ALL THAT WE GATHER THE MOST COMMON THEMES OF ITEMS. SO, UH, WE CAN ASK YOU IF YOU'D LIKE TO JUST, UH, LET'S GO AHEAD AND RANK THESE AND THEN WE'LL HAVE A DISCUSSION AS WE LEAVE FORWARD, MOVE, UH, FORWARD TO THE FIVE, UH, FIVE HIGHEST PRIORITIES. SO WE'LL RANK A 10 TODAY WITH ONE BEING THE HIGHEST, AND THEN WE WILL MOVE ON TO A DISCUSSION. HANG ON ONE ADDITIONAL. OH, ACTUALLY NO, [02:16:03] IT IS NOT, IT'S NOT GRADED SUBMIT IF YOU DID IT. SO THERE ARE NO WRONG ANSWERS HERE. UM, SO WE ARE JUST MAKING SURE THAT WE CAPTURE YOUR, UM, YOU KNOW, HIGHEST PRIORITIES OF YOUR PARTICULAR AREA. READY? YES. ALL RIGHT. ALRIGHT, SO I JUST WANTED TO OPEN UP FOR DISCUSSION AT THIS POINT. SOME OF THE ITEMS ON THE, ON THE LIST, UH, IT LOOKS AS IF, UM, FINE ARTS IS NUMBER ONE. UH, I CAN'T ACTUALLY SEE ALL OF THOSE, BUT, UH, SO, UM, JUST OPEN UP FOR DISCUSSION OF WHAT THE, UM, WHAT THE THOUGHTS WERE AND, UH, AND HOW MANY PEOPLE, HOW MANY PEOPLE PARTICIPATED? FIVE. FIVE. OFFICER FOUR, SOMEONE. OKAY, WE JUST NEED ONE MORE PERSON. JUST SUBMIT, IF YOU HAVEN'T ALREADY, IF YOU MIGHT JUST TAKE A LOOK AND SEE IF THERE WAS A SUBMISSION THERE. BUT, UM, SO I'LL, I'LL JUST OPEN IT UP FOR DISCUSSION. UM, MR. SMITH, YOU WANTED TO HAVE SOME TALK, UH, ABOUT SOME OF THESE ITEMS. SO DID ANYTHING SURPRISE YOU? IS THIS, YOU KNOW, THE RANKINGS AND, UM, YOU JUST WANNA REFLECT BACK ON KIND OF HOW THINGS ARE CATEGORIZED? THEY'RE TOGETHER. SO NUMBER ONE NOW IS ADDIT. YES, ACTUALLY A LITTLE BIT. UM, BUT IN TERMS OF EARLY CHILDHOOD AND, AND, UM, EARLY, EARLY CHILDHOOD SOCIAL WORK, SOCIAL SOCIAL WORKERS, UH, AND, UM, AS WELL AS, AS SO SOCIAL WORKERS AND UM, AS WELL IN TERMS OF WHERE WE AT, IT JUST MAKES, I WAS, I REMEMBER A WHILE BACK ASKED QUESTION AND, AND IN TERMS OF HOW WE WILL GIVE YOU THESE FUNDS [02:20:01] AND, AND, AND IN, IN TERMS OF POTS, YOU KNOW, I DEFINITELY WANNA MAKE SURE THAT EVERYONE WILL BE TOUCHED, BUT TO, BUT YOU HAVE A POT VERSUS NEED VERSUS, AND IN TERMS TO UNDERSTAND THE REAL NEED FOR, UH, WHAT WE WANT, I THINK THAT WE MAY NEED A LITTLE, MAY NEED A LITTLE SUBSTANCE TO KIND OF BE THE DRIVING FORCE TO UNDERSTAND SOME OF IT. BECAUSE, YOU KNOW, I MAY WANT A PIECE OF CAKE, BUT YOU MAY LOOK AT ME AND SAY, YOU DON'T NEED , YOU KNOW, BUT, UH, YOU KNOW, SO IT, IT IS JUST THE, THE UNDERSTANDING OF THESE VERSUS ONE, BUT ALSO UNDERSTANDING HOW, UH, WHAT'S THE, HOW DO WE GET TO OUR BOLD GOALS? THAT, THAT MAKING SENSE? I, I UNDERSTAND WHAT WE HAVE ALSO, BUT WOULD THEY BE ANYTHING ELSE OUT THERE THAT WE MAY NOT HAVE ON THIS SCREEN THAT COULD BE A LEAD VERSUS ONE THAT'S JUST, YOU KNOW, THAT'S ONE MY DETERMINE HOW DO WE ARRIVE AT THESE TOPICS? FROM THE COMMENTS OF THE 15 MEETINGS THAT WE ATTENDED, WE CAPTURED THE DATA AND COMPILED THAT TO THE MOST COMMON THEMES OF THE, OF THE, THOSE THAT RESPONDED. SO THESE EMERGED AS THE TOP MOST COMMON ITEMS. UM, SO THERE ARE MANY OTHERS AS WELL. UM, BUT THEY, UM, THESE VALVE, THESE WERE MOST COMMONLY USED. SO THERE ARE PLENTY OTHERS OF ITEMS THAT, UH, ARE IN THE BUDGET THAT ARE IN DIFFERENT CATEGORIES. BUT THESE WERE ITEMS, FOR EXAMPLE, THE, THE PRINCIPALS DID A NEEDS ASSESSMENT AND THEY FOCUSED STRICTLY ON 75, 75 9 2, HOW WILL THEY GET TO THOSE NUMBERS? HOW WILL THEY GET TO CERTAIN, UM, UH, REPORT CARD SCORES IN THEIR SCHOOLS? AND THIS, WHAT THEY CHOSE WOULD REFLECT, UM, GETTING STUDENTS TO ACHIEVE THOSE GOALS OR GETTING, MOVING THEM TOWARD THOSE GOALS. AND IT, IT IS INTERESTING THAT, UH, SUPPORT STAFF FOR SPECIAL ED AND DISABILITY STUDENTS WITH DISABILITIES AND MULTILINGUAL LEARNERS WERE REALLY AT THE TOP OF THE PRINCIPAL'S LISTING. THOSE ARE CATEGORIES OF STUDENTS THAT, THAT ARE GROWING, BUT MAY NOT BE GROWING AS FAST AS WE NEED, WANT THEM TO BE. SO THAT'S IMPORTANT. SO, YOU KNOW, THE DOUBLE DOWN ON, ON WHAT MS. CROSBY IS, IS SHARING WITH YOU, WE'RE A SYSTEM, WE'RE A SCHOOL SYSTEM THAT HAS ONE DOUBLED, RIGHT? THE MULTI-LINGUAL LEARNERS AND THE STATE HAS, RIGHT? AND, AND THOSE ARE STUDENTS WHO MAY BE TWO YEARS HERE, RIGHT? OR TAKES YOU FIVE YEARS OR SO TO REQUIRE LANGUAGE, RIGHT? UH, BUT THEY'RE TAKING THAT TEST ON DAY ONE, RIGHT? WHEN IN YEAR ONE SHOULD SAY, YOU KNOW, THEIR FIRST YEAR, RIGHT? SO, UM, SO PRINCIPALS ARE SAYING, WE'VE GOT A LARGE POPULATION OF MULTI LEARNERS, RIGHT? IF WE'RE GONNA HIT 75, 75, RIGHT. THAT'S A PLACE OF INVESTMENT, RIGHT. UH, UH, TO, TO ADDRESS. RIGHT. UM, SPECIAL EDUCATION. RIGHT. SO, SO THOSE, I I THINK THAT'S WHAT, UM, SHE'S ARTICULATED. THEY'RE, THEY'RE LOOKING AT THE STUDENTS THEY SERVE AND THEY'RE SAYING, THESE ARE PLACES THAT MAYBE A LITTLE MORE INVESTMENT OR SOME MORE INVESTMENT. UH, IT'S THE PLACE WE NEED INVESTMENT IF WE'RE GOING TO, UH, TO MOVE THOSE NUMBERS BACK. OKAY. ANY OTHER, ANY I WOULD ASK, I WOULD ASK YOU, UM, I'M GONNA, IT SEEMED EARLIER LIKE THERE WAS SOMETHING YOU WANTED TO, TO ADDRESS WITH, WITH THE, THESE TOPICS THAT ARE UP HERE. DO THEY FALL IN LINE WITH THE KINDS OF THINGS THAT YOU HAD IN MIND? OR IS THERE SOMETHING THAT'S NOT THERE THAT YOU WANNA THROW ON THE TABLE TODAY? WELL, ONE OF THE THINGS THAT I'M, I'M KIND, KIND OF FIGHTING, UH, WAS WHEN I, WITH, I, I ACTUALLY SAY, UH, KIND OF QUESTIONING SECOND. SECOND, UH, IN, IN TERMS OF FINE ARTS, WE HAVE, WE HAVE, WE HAVE, WE HAVE SPORTS AND WE HAVE DIFFERENT THINGS THAT, UH, I ROBOTIC, I WAS, I WAS AT A ROBOTIC, UM, COMPETITION AT HIGH A COUPLE WEEKS AGO. AND IN TERMS OF [02:25:01] THOSE, THOSE, THOSE COACHES AND, AND I'M LOOKING TO AS IN THINGS, IN, IN TERMS OF WE WANT TO EDUCATE, BUT WE ALSO HAVE TO, WE ALSO HAVE TO KIDS AND WE HAVE TO, ONE OF THE WAYS TO, TO GET KIDS BUY IN IS TO SUPPORT THINGS THAT OF SPORTS AND LIKE OUR ROBOTS S AND THINGS OF, OF THAT MAGNITUDE IS HOW, HOW WE HAVE TO PULL THEM IN AND JUST IN TERMS OF ARE WE SUPPORTING EVERYONE? HOW WE SUPPORTING THOSE OTHER, UH, IN TERMS OF THIS PHYSICAL PLAN MOVING FORWARD. UH, BECAUSE, YOU KNOW, ONE OF, ONE OF THE, ONE OF THE THINGS I OFTEN HEAR, SOMETIMES, SOMETIMES YOUR COACHES SAY THAT, YOU KNOW, IN, IN, IN TERMS OF OUR COMPENSATION VERSUS DISCOUNTING OR, YOU KNOW, WE FOCUS SOMETIMES ON TEACHERS, BUT NOT THE WHOLE, THE WHOLE TOUR PACKAGE IS EVERYONE COACHES AND, YOU KNOW, JUST D DIFFERENT THINGS. AND TO BE, TO BE COMPETITIVE, YOU KNOW, ARE WE REALLY, ARE WE REALLY, UM, MAKING IT, MAKING IT OPPORTUNITY COMPETITIVE? AND IN TERMS OF, OF, OF THE STATE AND ALSO OF THIS AREA, IN TERMS, IN TERMS OF ALSO WHEN I WAS IN SCHOOL ONE TIME, WE HAD A SIXTH GRADE TEAM AND SEVENTH GRADE TEAM. AND SO WHAT YOU'RE DOING NOW IS YOU, YOU ARE RINGING MORE KIDS INTO SPORTS AND BECAUSE THEY KNOW THAT THEIR GRADES ARE NOT CORRECT, OR THEIR GRADES ARE NOT RIGHT, THEN THEY CAN'T BUILD THOSE TEAMS. SO THAT'S MORE KIDS IN THAT SCHOOL THAT WE ARE GETTING DIRECT CORRELATION INVOLVED BECAUSE VERSUS FOOTBALL THAN MAY BE 40, 40 KIDS VERSUS AALL TEAM CAN BE SHORT NUMBER. SO NOW YOU'RE ACTIVELY ENGAGING MORE LEADERS IN YOUR SCHOOL. AND WHEN YOU'RE, WHEN SOME OF THESE, UH, PROGRAMS ARE BEING SUCCESSFUL, THEN THAT'S DRIVING KIDS TO BE MORE INVOLVED IN SCHOOL. SO THAT, THAT'S, THAT'S KIND OF THE WHOLE KID. AND I'LL DIGS. SO LEMME MAKE A RECOMMENDATION. UH, MR. SMITH IS MIC, OH, SORRY. MR. SMITH IS ELABORATING ON THE DATA THAT BEEN TO SHOW FAR, AND THERE ARE FOUR BOARD MEMBERS HERE. WE WEIGH IN, WE HAVE SIX MORE. SO WHAT I'M GONNA SUGGEST IS THAT YOU USE THIS AS A TALKING POINT TO SHOW THE REMAINING FOUR WHAT HAS BEEN ADJUDICATED HERE NUMERICALLY, AND THEN DO THE SAME THING WE JUST ASKED, ALLOW SMITH TO DO, TO WEIGH IN VERBALLY ON OTHER TOPICS THEY'D LIKE. AND MAYBE YOU CAN NUMERICALLY RANK THOSE TOGETHER. IS THAT FAIR? YES. AND UM, AND THE REASON I WALKED OVER HERE IS SO I COULD SEE, UH, THAT THAT SCREEN A LITTLE CLEAR. UM, AND ONE OF THE THINGS I THINK YOU'RE TAPPING INTO WHEN YOU TALK ABOUT THINGS LIKE ROBOTICS AND SOME OF THOSE OTHER OPPORTUNITIES AND EXPERIENCES THAT THERE'S FOR, FOR STUDENTS, UM, I THINK FALLS UNDER AN EXTENDED LEARNING KIND OF OPPORTUNITY BECAUSE LIKE ROBOTICS IS, UH, THERE ARE SOME, SOME, UH, UH, COURSES, STEM COURSES, UH, YOU KNOW, DURING THE DAY. BUT GENERALLY SPEAKING, I CAN TELL YOU THIS BECAUSE MY SON WAS IN, IN ROBOTICS, UM, THAT, THAT HAPPENS A LOT OF THEIR WORK AND THAT HAPPENS AFTER SCHOOL, RIGHT? AND AS PART OF THE CLUB AND AS FAR AS THE TEAM, AND THEN THEY HAVE COMPETITIONS AND THEY, THEY DO COMPETE, UH, BY GRADE LEVEL. THEY HAVE, UH, THEY MAY HAVE, LIKE RIVER RIDGE HAD COMPETITIONS AS AN EXAMPLE, AND DIFFERENT SCHOOLS CAME, UH, TO COMPETE THERE. AND YOU LIKE RIVER RIDGE, UH, I, I THINK AT ONE TIME HAD LIKE FOUR, UH, SIXTH GRADE TEAMS, RIGHT? SO THEY COULD HAVE NUMEROUS TEAMS AT GRADE LEVELS, RIGHT? THEY COMPETE THROUGH AND THEY MOVE ON, UH, WHERE THEY COMPETE AT, UH, AT THE STATE LEVEL. THEY, IF THEY, IF THEY ARE SUCCESSFUL AT THE LOCAL LEVEL, THEY COMPETE AT THE STATE LEVEL, THEY'RE SUCCESSFUL THERE, THEY COMPETE AT THE NATIONAL LEVEL. AND THEN IF THEY'RE ACTUALLY SUCCESSFUL THERE, THEY HAVE A WORLD CHAMPIONSHIP COMPETITION, WHICH IS USUALLY HELD IN DALLAS. AND, UH, I REMEMBER ONE YEAR MY SON'S TEAM GOT TO GO COMPETE THERE. AND, AND RIVER RIVERRIDGE HAD, UH, FEW, UH, TEAMS THAT COMPETED THERE. UH, LADIES ISLAND HAS, HAS COMPETED THERE. BEAUFORT HIGH HAS COMPETED THERE AT THE WORLD CHAMPIONSHIP LEVEL. SO, SO THAT TO ME FALLS IN THAT EXTENDED LEARNING OPPORTUNITY FOR KIDS. OKAY. SO LET ME, LEMME, UM, USE YOUR MIC, SORRY. [02:30:01] SO LEMME DRAW A CONCLUSION AND YOU'VE GOTTEN FEEDBACK FROM MR. SMITH NON REBUTTAL, BUT ADDITIONAL INFORMATION SUPERINTENDENT, WE GOT FIVE. SO, SO SOLICIT THEM AND CLICK THAT AND GIVE US A SUMMATIVE VIEWPOINT IF YOU HAVE TO RUN ANOTHER NUMERICAL VERSION. ALRIGHT, ANYTHING ELSE? MOVING RIGHT ALONG, WHICH IS AVAILABLE IF YOU, SO WELL, LET ME JUST RUN THROUGH THE NEXT STEPS REAL QUICK AND THE REST OF THE REMAINING REMAINDER OF THE PRESENTATION. SO WE HAD PLANNED TO DO NARROW DOWN TO FIVE AND THEN NARROW DOWN TO THREE. SO WHAT I'M HEARING IS THAT IF WE'D LIKE TO INCLUDE THE OTHER BOARD MEMBERS IN MORE OF A CONVERSATION ON THIS, SO, UH, SO WE WILL NOT DO THOSE NARROW THOSE DOWN TODAY. UH, WE'LL REGROUP AND, AND, AND DETERMINE HOW TO MAKE THAT HAPPEN. UM, SO WE'RE GOING TO REMOVE, UH, THE MENTI METER AND GO BACK TO THE POWERPOINT PRESENTATION IF WE COULD. AND IT, I'LL JUST HAVE, UH, ANOTHER NOTE OR TWO TO MENTION, UH, ABOUT, UH, ONGOING BUDGET ACTIONS AND, AND ACTIVITIES THAT WE'RE GONNA BE HAVING. SO THE STATE BUDGET PROCESS IS UNDERWAY. CAN I RECOGNIZE THE STATE? THANK YOU, MR. CHAIR. YES. UH, I KNOW WE, ON THE TIMELINE, UH, I'M NOT, I'M NOT DISAGREEING. I DO BELIEVE WE NEED TO MOVE THIS. IS THIS GONNA AFFECT OUR TIMELINE AS FAR AS BUDGET? I DON'T BELIEVE SO. UH, WE HAVE, UH, WE ARE BEGINNING TO SOLICIT INFORMATION FROM BUDGET INFORMATION FROM DEPARTMENTS AND SCHOOLS. SO WE HAVE PUT THOSE, UH, PACKETS OUT AND WE ARE WAITING FOR ABOUT A MONTH TO GATHER THAT INFORMATION BACK. SO WE HAVE TIME WE'RE BUILDING, AND THEN INTERNALLY, WE'RE ALREADY WORKING ON EXPENDITURES, LIKE PROJECTING, UH, ENERGY COSTS AND ALL THOSE KINDS OF THINGS. SO WE HAVE IT, WE ARE FLEXIBLE RIGHT NOW. IT WON'T AFFECT US UNTIL WE GET MUCH LATER IN THE BUDGET. SO THANK, THANK YOU, MS. MAY. YES, MA'AM. SO, UM, IN ONE OF OUR SLIDES EARLIER, OR I, I MENTIONED, OR IN SOME COMMUNICATION I MENTIONED THAT WE HADN'T RECEIVED THE GOVERNOR'S, UM, UH, BUDGET YET. BUT ACTUALLY AS OF TODAY, OR AS OF JUST A FEW DAYS AGO, UM, THE GOV GOVERNOR DID PROVIDE A STATE BUDGET TO THE LEGISLATURE. SO, UM, TO THE GENERAL ASSEMBLY WITH SOME BUDGET ITEMS. UM, AND SO THAT GOES THROUGH A LONG PROCESS AND WE ULTIMATELY, THROUGH HOUSE WAYS AND MEANS COMMITTEE, THEN THE FULL HOUSE SENATE FINANCE COMMITTEE, THEN THE FULL SENATE. THEN IF THERE ARE DIFFERENCES, THEY GO BACK TO A CONFERENCE COMMITTEE AND THEN MAY GO BACK TO THE HOUSE OF REPRESENTATIVES ANOTHER TIME BEFORE THE GOVERNOR FINALLY VOTES AND DETERMINES WHAT, AND THAT'S BEFORE WHAT THEY DETERMINE WHAT THE, WHAT THE APPROVED BUDGET IS. THAT'S CRITICALLY IMPORTANT FOR US BECAUSE, UH, SOME OF THE MANDATES IN THAT INCLUDE CHIEF SALARY, THE MINIMUM TEACHER SALARY OF NOW, UH, THAT THESE, UH, WILL BE INCREASING. SO, UM, THERE'S A LOT OF FUNDING, A LOT OF REVENUE INFORMATION THAT WE STILL DO NOT HAVE. WE HAVEN'T EVEN, I THINK WE RECEIVED DECEMBER TAX REVENUES YESTERDAY, SO, UH, WHICH WE HAVEN'T HAD, UH, AN OPPORTUNITY TO FILE. SO WE'LL BE WORKING THROUGHOUT THE NEXT SIX MONTHS TO CAPTURE INFORMATION AND, AND, UH, THEN WE'LL BE BRINGING BACK TO YOU IN, UH, I THINK WE HAVE AN UPDATE IN MARCH OF THE WORK SESSION. AND, UH, AND THEN AGAIN IN APRIL WITH A, WITH A FINAL, UH, PRELIMINARY BUDGET FOR YOU TO, UM, TO REVIEW. SO, UH, WITH THAT, I WILL CONCLUDE MY PRESENTATION AND, UH, WE DO HAVE A LISTING THERE OF THE UPCOMING MEETINGS. AND THEN AFTER THE BOARD, UH, WITH A, UH, UH, DATE OF MAY 18TH FOR PRESENTATION AND BOARD CERTIFICATION, EXCUSE ME, MAY 19TH, THE BOARD CERTIFICATION, AND THEN THREE COUNTY COUNCIL VISITS AS WELL IN ORDER TO GET EXECUTION OF BUDGET BY JULY ONE. OKAY, SO CONCLUDES MY PRESENTATION. THANK YOU VERY MUCH. YES, SIR. AND NEXT UP IS PERSONALIZED LUNCH. LUNCH. EVERYBODY WANTS A LUNCH? SAY WE WERE GONNA, WE DOING LUNCH? WE DOING YOU EVER DOING TIME? NOW? IT'S WHEN WHENEVER IT'S, IT'S AVAILABLE TO THE RECORDING STOPPED ONCE, ONCE AGAIN. UM, THANK YOU FOR THE OPPORTUNITY TO PRESENT ALONG DI ALONGSIDE DRDO AS WE DISCUSS PERSONALIZED EDUCATION OPPORTUNITIES. [02:35:01] THIS IS AN INITIATIVE THAT WE ARE UNDERTAKING TO PROVIDE SOME, EXPAND OUR PROGRAMS BY BEING FLEXIBLE CENTERED PATHWAYS FOR BUFORD FAMILIES. UM, AS WE WERE GETTING STARTED THIS MORNING, AND YOU WERE READING THE MISSION STATEMENT CHAIRMAN, UH, I NOTICED THAT OUR MISSION IS BEAVER COUNTY SCHOOL DISTRICT THROUGH A PERSONALIZED LEARNING APPROACH. IN OUR TITLE OF THIS OPPORTUNITY IS PERSONALIZED EDUCATION OPPORTUNITY. SO IT ALIGNS DIRECTLY WITH OUR MISSION. UM, IT IS, IT IS OUR MISSION. AND, UH, SO THAT WE'RE GONNA TALK TO YOU ABOUT OPPORTUNITIES THAT WE HAVE TO EXPAND OPPORTUNITIES FOR STUDENTS AND ALSO HAVE THE BENEFIT THE STUDENT, THE SCHOOL DISTRICT BENEFIT AS WELL. OKAY? SO, UH, THE FIRST ITEM, FIRST SLIDE IS, UH, ACTUALLY TALKS ABOUT, UH, THE OPPORTUNITIES, UH, EDUCATIONAL NEEDS THAT WE, THERE'S AN INCREASING DEMAND, SO FOR EDUCATIONAL OPPORTUNITIES IN OUR COUNTY ACROSS NATION, UH, AND AND OR NON-TRADITIONAL ACADEMIC OPTIONS AMONG FAMILIES AND STUDENTS. AND WE'VE SEEN THAT PARTICULARLY, UH, EXAGGERATED SINCE THE PANDEMIC. SO, UH, IN THE, IN THE YEARS WHERE MY CHILDREN WERE IN, ME OR MY CHILDREN WERE IN SCHOOLS, WE WERE VERY, UH, STRICT ON BRICK AND MORTAR. EVERYONE SHOWED UP, AND THAT'S, THAT WAS THE ONLY OPPORTUNITY THAT WAS AVAILABLE UNTIL THINGS EXPANDED LATER, LATER ON AND, AND MOST RECENTLY. AND SO THE DEMAND FOR THAT IS HIGH, AND WE HAVE TO ADAPT TO THAT, UH, CHANGE. SO WE'RE EVOLVING AGAIN, BEYOND THE TRADITIONAL ONE SIZE FITS ALL MODEL AND CREATING OPPORTUNITIES TO ENHANCE ENGAGEMENT AND ACHIEVEMENT FOR ALL LEARNERS. UH, SO ALIGNING WITH THE STATE AND NATIONAL PRIORITIES FOR INNOVATION AND EDUCATION AND STUDENT CENTERED LEARNING. SO AGAIN, THIS IS SOMETHING THAT WE'RE UNDERTAKING, UM, DOES NOT REQUIRE A BOARD VOTE TODAY, BY THE WAY. UH, WE ARE JUST, UH, PROVIDING INFORMATION ABOUT WHAT WE WILL BE, UH, UNDERTAKING. SO WHY AM I STANDING UP HERE AS THE FINANCE PERSON, UH, FOR A, AN ACADEMIC PATHWAY? UH, SO FROM A, THERE IS A PARTNERSHIP BETWEEN, UH, INSTRUCTIONAL SERVICES AND FINANCE THAT WE ARE BEGINNING THIS EFFORT. IT WILL THEN INVOLVE, EXPAND TO INVOLVE OTHER DEPARTMENTS AS WELL, SUCH AS HUMAN RESOURCES, UH, MAY OR MAY NOT INVOLVE FACILITIES, MAYBE STUDENT SERVICES AS WELL, UH, AND DEFINITELY TECHNOLOGY. BUT, UH, SO I STAND HERE BEFORE YOU WITH A PARENT LENS TO PROVIDE, UH, TALK ABOUT OPTIONS AND PATHWAYS THAT WE ARE, ARE GOING, ARE LOOKING VERY CLOSELY AT. SO, UH, THESE OP OPPORTUNITIES, UH, ARE FLEXIBLE. UH, STUDENTS CANNOT, UH, TAKE OPTION, HAVE OPTIONS TO DO, UH, THEIR COURSES, UH, COURSE WORK ANYWHERE, ANYTIME IN SOME, IN SOME INSTANCES, NOT JUST IN THIS, IN THIS TRADITIONAL CLASSROOM. UH, AND SPECIFICALLY WE ARE LOOKING AT TWO PATHWAYS THAT INCLUDE THE EDUCATION SCHOLARSHIP TRUST FUND, ALSO KNOWN AS THE VOUCHER PROGRAM. AND THEN ANOTHER PATHWAY FOR VIRTUAL AND HYBRID LEARNING. THOSE TWO MODELS ARE WHAT WE'RE GOING TO TALK ABOUT STRICTLY TODAY, AND WE'LL TALK ABOUT, UH, WHAT ARE THEY AND, AND HOW WILL OUR STUDENTS BENEFIT FROM THAT. SO HOW, HOW WILL THE DISTRICT REMAIN COMPETITIVE IN THE WORLD THAT WE ARE IN TODAY OF TECHNOLOGY AND FLEXIBILITY AND INNOVATION? UM, SO WE HAVE, UH, THE PROJECT, THIS WHOLE PROJECT, BOTH PATHWAYS INCREASED STUDENT SUCCESS BY PROVIDING DIVERSE AND FLEXIBLE EDUCATION OPPORTUNITIES THAT ARE TAILORED TO EACH INDIVIDUAL NEEDS. AND AGAIN, THAT'S PART OF OUR MISSION THAT WE ARE LOOKING, UM, TAILORING OUR EDUCATION OPPORTUNITIES TO INDIVIDUAL NEEDS OF STUDENTS. UM, IT HAS AN ENHANCED ENROLLMENT, UH, COMPONENT. SO WE HAVE THE OPPORTUNITY TO ENHANCE OUR ENROLLMENT, INCREASE ENROLLMENT THAT WOULD BE DRIVEN BY INCREASED EXPOSURE TO THESE PROGRAMS. SO AS A RESULT OF THE INCREASE ENROLLMENT COMES, THE INCREASE IN POTENTIAL REVENUES TO THE DISTRICT AS WELL. SO FROM THE, UH, HYBRID VIRTUAL MODEL THAT MIGHT LOOK LIKE A, AN ADDITIONAL STUDENT IN ONLINE ENROLLMENT, PARTICIPATING IN AN ONLINE OR VIRTUAL OPTION AS THE EARLY, UM, THE EDUCATION SCHOLARSHIP TRUST FUND, THAT MIGHT LOOK LIKE AN ADDITIONAL PAYMENT [02:40:01] FOR SERVICE OF THE SPECIFIC SERVICE FOR STUDENTS SUCH AS SPEECH OR, UM, UH, OT, PT, A SPECIFIC CLASS, MAYBE CALCULUS CLASS, MAYBE. UH, SO A WHOLE SLEW OF OPTIONS THAT WILL BE AVAILABLE TO STUDENTS THAT WE WOULD CATER AND CREATE AND OFFER TO STUDENTS. SO IN O BOTH OPTIONS, WE HAVE THE ABILITY TO, UH, GENERATE EITHER REVENUE OR INCREASE ENROLLMENT, WHICH ARE, AND ALSO ENTER, INCREASE THE ACCESS FOR OUR FAMILIES AND OUR COMMUNITIES. SO IT HAS A, A LOT OF OPPORTUNITIES FOR ALL OF US. AND LASTLY, ON THIS SLIDE, UH, THE FINANCIAL MANAGEMENT AND TRANSPARENCY, USING THE, UH, EDUCATION SCHOLARSHIP TRUST FUND, THERE IS AN ACCESS TO A SOFTWARE SYSTEM CALLED CLASS WALLET IN WHICH PAYMENT WOULD BE, UH, LOADED FROM. SO DR. STRATAS WILL TALK ABOUT THAT A LITTLE MORE, BUT, UM, THEY WOULD BE ABLE TO ACCESS PAYMENT THROUGH THAT SYSTEM TO THE SCHOOL DISTRICT FROM, FROM STATE RESOURCES. SO ALL OF THESE HAVE, UM, OPPORTUNITIES FOR, UH, FOR OUR DISTRICT TO ACHIEVE AND OUR STUDENTS TO ACHIEVE AS WELL THROUGH EXPANDING THESE LEARNING PATHWAYS. AND THIS TOO ALIGNS DIRECTLY WITH ONE OF THE BUDGET PRIORITIES THAT WE MENTIONED EARLIER. SO EXPANDING OPPORTUNITIES FOR STUDENTS IN FLEXIBLE PATHWAY. SO, UH, SO IT ALL SORT OF FITS TOGETHER. AND SO I'M GONNA TURN IT OVER TO DR. STRATAS AND SHE'LL WALK US THROUGH THE PROCESS AND THE ACTIONS THAT REQUIRED ARE REQUIRED TO BRING THIS, THESE PATHWAYS TO LIFE. WELL, DR. RAOS IS COMING UP. LEMME LEMME JUST, UH, PLACE SOME CONTEXT TO TRY TO TIE THESE THINGS. SO THE EDUCATIONAL LANDSCAPE HAS CHANGED, HAS CHANGED, BEGUN CHANGING EITHER, UH, THE INITIATION OF VOUCHER OR SCHOLARSHIP TRUST FUND KNOWLEDGE THAT EXISTS MEANS THAT PARENTS WHO OPT INTO THAT AND PARTICIPATE IN THAT CAN TAKE THE, CAN RECEIVE THOSE DOLLARS FROM THE STATE, TAKE ON OTHER OPTIONS, FOR EXAMPLE, HOMESCHOOL, RIGHT? RIGHT. THEY CAN TAKE THE DOLLARS THAT STATE WOULD ALLOCATE TO SCHOOL DISTRICT, PROVIDE THOSE TO THE PARENTS, AND THE PARENT CAN TAKE THOSE DOLLARS, SHOP FOR THE EDUCATION OF THEIR CHILDREN HOMESCHOOL, RIGHT? THEY NEED TO BUY A HOMESCHOOL CURRICULUM PROGRAM FOR IT, TIE INTO A PROVIDER. AND, AND THAT'S HOW THEY SPEND THOSE DOLLARS. WHAT IT ALSO DOES, IT ALLOWS THE SCHOOL DISTRICTS TO DABBLE IN THAT MARKET, OKAY? SO MAYBE YOU HAVE A CHILD THAT IS LIVING IN A HOMESCHOOL SPACE, RIGHT? BUT YOU KNOW WHAT, THEY DON'T HAVE OR MAY NOT HAVE ACCESS OR A CHILD WHO, WHO, WHO, UH, IS IN AN ONLINE SCHOOL, WHAT THEY MAY NOT HAVE ACCESS TO. PERHAPS CAREER TECHNICAL EDUCATION PROGRAMS, RIGHT? SO IF WE HAVE SEAT AVAILABLE OR IF WE CAN RUN A CAREER TECH ED COURSE AFTER SCHOOL HOURS, RIGHT? THERE'S TWO VARIABLE POSSIBILITIES, FOR EXAMPLE, FOR ONE OF THOSE PARENTS WHO'S SITTING IN HOMESCHOOL SPACE TO SAY, OH, I DO WANT MY KID TO TAKE ADVANTAGE OF A CAREER TECH ED COURSE AS AN EXAM SO THEY CAN SPEND SOME OF THOSE DOLLARS AND PAY FOR THAT COST EXACT HORSE IN THE BEAUFORD COUNTY SCHOOL DISTRICT AND CAN PARTICIPATE IN THAT. SO WHAT WE'RE LOOKING TO DO, YOU, YOU EDUCATIONAL LANDSCAPE HAS CHANGED, THE CHEESE IS MOVED AS IF YOU DON'T ADJUST, RIGHT? SO THIS IS, THIS IS OUR FORAY STEP INTO THIS SPACE WHERE I'M CAPTURING SOME OF THOSE, UH, EDUCATIONAL DOLLARS THAT ARE OUT THERE THAT WE CAN PROVIDE A GREAT SERVICE TO, TO STUDENTS AND CAPTURE THEM BACK INTO THE SYSTEM THROUGH OPPORTUNITIES THAT WE HAVE AND CAN MAKE A IT. SO THAT'S THE BIG PICTURE, HOW THE MECHANICS OF HOW THAT HAPPENS AS PART OF WHAT, UH, MS. CROSBY WAS TALKING ABOUT THROUGH THE WALLET, UM, AND PROGRAM OPPORTUNITIES IS WHAT DR. [02:45:01] STRADDLE IS GONNA LAY OUT FOR YOU AS, AS WE STEP INTO THE SPACE THAT HELPS. DR. RODRIGUEZ, THANK YOU SO MUCH. BOARD MEMBERS. I WANNA AS WE GO FORWARD, I'M GONNA PAUSE HERE FOR A MOMENT AT THIS SLIDE, BUT I ALSO WANNA BRING TO YOUR ATTENTION SUMMARY THAT, THAT YOU'RE IN POSSESSION OF. I THINK IT'S IMPORTANT THAT YOU TAKE A MOMENT TO LOOK AT THIS, UM, FOR YOUR OWN EDIFICATION BECAUSE IT'S ACTUALLY GIVES YOU INFORMATION REGARDING THE DEFINITION OF SOME OF THE TOPICS IN NEW HAVE BROUGHT OUT IN FRONT OF YOU. SO, NUMBER ONE, TAKE A LITTLE TIME. I KNOW PUN TO THIS, IT'S AN EXECUTIVE SUMMARY, BUT IT'S MORE THAN A SUMMARY. I TOOK SOME TIME TO GIVE YOU SOME LESSONS IN CLASS OR DEFINITION, BUT THERE'S TWO OTHER THINGS I WANNA BRING FORWARD TO YOU. THAT NUMBER ONE, PUBLIC EDUCATION IS OUR BEST CHOICE AND THIS IS OUR, ONE OF OUR NEEDS IN ORDER TO BE COMPETITIVE. AND NUMBER TWO, AT WORKING WITH MS. CROSBY, NOT ONLY IS SHE OUR CFO, SHE WAS VERY MUCH BROUGHT FORWARD TO YOU THAT SHE'S A MOTHER, SHE'S A GRADUATE THROUGH OUR SYSTEM AS HER CHILDREN HAVE. AND WHEN WE SAT TOGETHER REVIEWING ALL THIS, YOU CAN SEE THE POINT OF A PARENT WITHIN OUR SYSTEM ON THE OPPORTUNITIES THAT WE ARE BRINGING FORWARD TO OUR FAMILIES. AND I HAVE TO SAY THAT TO OUR FAMILIES, THIS IS NOT JUST A ONE SIZE FITS ALL. SO I APPRECIATE YOU. IF WE CAN GO TO THE VERY LAST PAGE. I JUST, ON THAT EXECUTIVE SUMMARY IS ONE ITEM I DO WANT YOU TO BRING THAT CAME OUT POST THIS WRITING. IF YOU COULD TAKE A MOMENT TO WRITE DOWN A WEBSITE I WOULD LIKE YOU TO LOOK AT TO NAVIGATE THAT THE PAST FEW DAYS. AND IT IS PALMETTO, P-A-L-M-E-T-T-O NAVIGATED.ORG. IT WILL GIVE YOU SOME MORE PERSONALIZED INFORMATION IN SUPPORT OF THE EXECUTIVE SUMMARY. I FOUND IT PROBABLY ONE OF THE MOST LAYMAN LANGUAGE TO UNDERSTAND THE EDUCATION SCHOLARSHIP TRUST FUND. OKAY, THANK YOU MRS. ARY. SO WE CAN GO BACK TO THE POWERPOINT PRESENTATION. WE WANTED YOU TO KNOW WHERE WE ARE IN THE PROCESS. WE'RE IN THE PROCESS RIGHT NOW THROUGH FINANCE COMPLETING WHAT MS. MRS. CROSSLEY BROUGHT FORWARD TO YOU. THE CLASS WALLET APPLICATION, THAT IS A TOOL THAT ALLOWS STATE FUNDS TO BE PUSHED TO GENERAL FUNDS TO SCHOOL SYSTEMS IN ORDER TO OPERATE IN PSTF OR AGAIN, THE EDUCATION SCHOLARSHIP TRUST SOUTH CAROLINA. WE MISSED PART OF CLASS. THAT'S A STATE REQUIREMENT. THE SECOND ITEM THAT WE'RE IN PROCESS OF, IF YOU'VE SEEN THAT FIRST SITE CIRCLE, IS A VIRTUAL SC APPLICATION IN THE PAST WAS AN EASY APPLICATION, UM, KIND HERE THE PREDOMINANTLY GENTLEMEN AND OUR LADIES ONLINE, IT IS NOW A LONGER APPLICATION. IT IS ACTUALLY CIRCULATING TO OUR SYSTEM TO HR AND NETAPP HR. IT'S GONNA GO BACK TO EDUCATION TECHNOLOGY FOR THEIR REVIEW AND FIND LINE ON THAT. NEXT ITEM IS THE ANALYSIS OF AVAILABLE CLASSES. MS. CROSSING BROUGHT TO FORWARD TO YOU, THE CHILD WANTS TO TAKE A COUNT CLASS, A PHYSICS CLASS. WELL, HOW MANY SEATS DO WE HAVE AVAILABLE IN THE SYSTEM? WHAT IS OUR TREND? OVER THE PAST FIVE YEARS THAT ANALYSIS HAS JUST BEEN COMPLETED WORKING WITH . SORRY, WHO DOES THE MAGIC EXCEL? I HAVE TO GO AND DO A HAND ANALYSIS. HE WAS ABLE TO TABLES THAT SAVED ME HOURS AFTER I SAT THERE TRYING. UM, NEXT PART'S A PARTNERSHIP WITH OUT THAT COMPANY IS OUT SCHOOL ORG. THERE ARE TWO COMPANIES OUT THERE I'D LIKE YOU TO DIFFERENTIATE. ONE IS ACOM, ONE IS A DO ORG. PLEASE LOOK AT ORG. THEY ARE CONTRACTED TO THE STATE OF SOUTH CAROLINA. THEY ARE FREE TO THE SCHOOL DISTRICTS WITHIN THE STATE. AND WHAT THEY PROVIDE IS AN EASIER AVENUE FOR OUR PARENTS WHO ARE ELIGIBLE FOR ESTF TO SELECT CLASSES OR SERVICES. AND WE'RE STILL GOING THROUGH THAT PROCESS OF IDENTIFYING AND POINT A REFERENCE YOU THAT THIS IS ALL INCORRECT INFORMATION ONLY OF YOU'RE NOT TRYING TO MAKE DECISIONS OR ANY MOTIONS TODAY. NEXT ITEM IS PROGRAM PROFESSIONAL DEVELOPMENT AND MARKETING. AND THAT IS ACTUAL, WE'RE STARTING SET THE TWO. HOW DO, ONCE WE GET APPROVED, HOW DO WE GET THIS INFORMATION OUT THERE? AGAIN, AS I OPENED UP AS PUBLIC EDUCATION CHOICE. SO THAT'S WHAT ALL EQUALS OUR PEO OF OUR PERSONALIZED EDUCATION. UM, OPPORTUNITY. WE GO TO THE NEXT SLIDE. SO I BASICALLY ALMOST WALKED THROUGH, THROUGH THIS SLIDE TO GIVE IN. UM, AND WHY I, WHERE ARE WE? IF YOU LOOK AT THE FIRST TWO ITEMS ON THE COLUMN, WE'VE ACTUALLY ACCOMPLISHED THAT ALREADY SINCE THE TIME THAT THIS PRESENTATION WAS BROUGHT FORWARD TO YOU. THE TEAM IS WORKING DILIGENTLY TO COME FORWARD BECAUSE THE APPLICATION FOR VIRTUAL ESSAY IS DUE ON JANUARY 30TH TO THE STATES. WE'RE ALSO IN THE PROCESS [02:50:01] BY BRINGING TO THE THIRD ITEM IS IMPLEMENTING THE CLASS WALLET, RIGHT? ONCE WE GET IT APPROVED, WE'RE GONNA START IMPLEMENTING IT. AND THAT WILL HAVE COMMUNICATION WITH OUTSOURCE, I MEAN, SORRY, OUT SCHOOL.ORG. MY NEXT ITEM THERE FOR YOU SEE IS I PARTNER WITH STATE AND DISTRICT EDUCATIONAL PROVIDERS, RIGHT? IT SAYS WE'RE DEVELOPING OUR MENU OF SERVICES. AND AGAIN, IT'S THE ENTIRE SLIDESHOW. THERE IS A MARKETING OF THE PROGRAM. WE WORK DILIGENTLY WITH OUR COMMUNICATIONS DEPARTMENT. SO I KNOW IT'S A LOT OF INFORMATION. I THINK ONE OF THE MOST IMPORTANT PARTS RIGHT NOW, YOU BOARD PLEASE, IS GETTING FAMILIAR WITH THE SUMMARY, THE LANGUAGE WE'RE OUR AS SAID, IT'S NOT THE SAME. IT IS CHANGING. AND WE WANNA HAVE A COMPETITIVE EDGE EDUCATION AND THANK OH, YES SIR. THANK YOU, MR. CHAIR. UM, SO CORRECT ME IF I'M WRONG, UM, MAYBE SUPERINTENDENT, YOU SEE THE, THE, MAYBE THE WRITINGS ON THE WALL THAT WE'RE HEADING TOWARDS ALMOST MORE OF A MARKET CASE EDUCATION WHERE, UM, HOMESCHOOL OR MAYBE EVEN PRIVATE SCHOOL, UH, STUDENTS CAN COME TO US FOR A SPECIFIC NEED. UM, PRIVATE SCHOOL DOESN'T HAVE ROBOTICS CLUB. THEY CAN COME TO US FOR ROBOTICS CLUB, PRIVATE SCHOOL DOESN'T HAVE A FOOTBALL TEAM. MAYBE THEY CAN PARTICIPATE AND WE USE SOME OF THE SCHOLARSHIP FUND MONEY TO JUST, BUT HOW, HOW MUCH, UH, AND WHICH THAT IN ITSELF IS THE WHOLE PARADIGM SHIFT. UH, AND IF WE'RE HEADING THAT WAY, THIS IS GONNA BE AN INTERESTING, AN INTERESTING, UH, UH, TRANSITION. UM, I SEE BENEFITS, OF COURSE, I SEE SOME, UH, SOME, UH, NOT BENEFITS, BUT WHAT I, RIGHT, RIGHT NOW, I GUESS MY, MY QUESTION RIGHT NOW IS OF, OF A STUDENT THAT PULLS OUT A PUBLIC SCHOOL AND WANTS TO BE HOMESCHOOLED OR EVEN A PRIVATE SCHOOL, WHAT IS THE MAXIMUM AMOUNT OF SUPPORT THAT WE CAN GIVE THEM AT THIS TIME BEFORE WE SAY, WAIT A MINUTE, YOU'VE TAKEN YOUR SCHOLARSHIP FUND, BUT NOW YOU'VE COME BACK TO US THROUGH THE MARKETPLACE, SO TO SPEAK, AND YOU'RE, YOU'RE ASKING US TO GIVE YOU THE SAME EDUCATION THAT YOU WOULD IF YOU JUST WOULD'VE BEEN IN SCHOOL, ESSENTIALLY, YOU KNOW, LIKE IF THEY, IF IF THE, THE, THE PRIVATE SCHOOL OR HOMESCHOOL INDIVIDUALS COMING AND THE STUDENTS COME BACK TO US, I NEED TO TAKE, UH, MY GEOMETRY, I NEED TO TAKE AP ENGLISH AND I WANNA TAKE, UH, YOU KNOW, UH, CHEMISTRY, BUT MY ELECTIVE I'M GONNA TAKE AND HOMESCHOOL. SO I MEAN, WHAT, WHAT'S THE WHAT, WHAT, WHAT OR HOW DO WE MANAGE THAT? BECAUSE I MEAN, WE'RE AT THAT POINT WE'RE STILL PROVIDING THE KIDS EDUCATION, BUT NOT WITH THE SAME FUNDING. WELL, YES AND NO. WE ARE, WE ARE, YES AND NO. PROVIDING THE SCHOOL, THE STUDENT, YOU KNOW, UH, SO THAT'S THE FIRST QUESTION, RIGHT? UM, I MEAN, TO BE CLEAR, PUBLIC SCHOOLS ARE THE LION'S SHARE OF EDUCATION ACROSS THE COUNTRY. THAT HASN'T CHANGED, YOU KNOW, BUT THERE IS SOME SHIFTING THAT'S TAKING PLACE. OUR SCHOOLS OPEN UP, UH, VOUCHER PROGRAMS ALLOW PARENTS TO TAKE THOSE DOLLARS AND GO SOMEPLACE ELSE. UH, EITHER TAKE 'EM TO PRIVATE SCHOOL OR TAKE 'EM TO, UH, HOMESCHOOL PROGRAMS WHERE THEY, WHERE THEY ARE. UH, THE HOMESCHOOL PROGRAM IS, IS THE PROVIDER, RIGHT? SO WE'RE SIMPLY LOOKING AT THIS AND SAYING, OKAY, THE STATE'S CREATED A SYSTEM IN WHICH THEY OPPORTUNITY EXISTS TO DIVERT DOLLARS FROM THE PUBLIC SCHOOL SYSTEM THAT'S PROVIDING THE WHOLE, THE HOLISTIC EDUCATIONAL PROGRAM INTO OTHER SPACES, RIGHT? SO THIS, ONE OF THE THINGS WE KNOW, ESPECIALLY AFTER COVID, IS OUR PARENTS LIKE THE FLEXIBILITY, RIGHT? EVEN IN THE EDUCATION OF THEIR CHILDREN, UH, YOU KNOW, YOU HAVE SOME, SOME PARENTS THAT SAY, YOU KNOW, I I WANT TO GO TAKE MY KID, UH, ON VACATION WHEN I WANT TO TAKE MY KID ON VACATION. I WANT DO THAT IN THE MIDDLE OF OCTOBER FOR A MONTH OR TWO. THAT'S WHAT I WANT TO DO. SO THAT'S WHY I WANT TO GO HOMESCHOOL, RIGHT? AND THAT'S THE REASON, YOU KNOW, UH, SOMETIMES IT'S RELIGIOUS AND SOMETIMES IT'S OTHER REASONS THEY GO HOMESCHOOL. SO ALL WE'RE SAYING IS THERE ARE STILL, THERE'S STILL A MARKET THERE, SOME EDUCATIONAL OPPORTUNITIES OR EXPERIENCES. AND AS SUCH, IT PROVIDES US WITH AN OPPORTUNITY TO MEET THAT MARKET DEMAND THAT THAT IS OUT THERE. SO THAT, UH, SOME OF THOSE, SOME OF THOSE DOLLARS THAT WOULD NORMALLY JUST LEAVE YOU AND, AND SOMEBODY MAY DO WITHOUT ONE OF THESE EDUCATIONAL OPPORTUNITIES [02:55:01] OR EXPERIENCES, WE'RE ABLE TO OFFER THAT EDUCATIONAL EXPERIENCE. AND SO, SO THEIR HOMESCHOOL IS THEIR PRIMARY EDUCATIONAL ROUTE. UM, BUT THEY MIGHT SAY, I, I'D LIKE TO TAKE ADVANTAGE OF A CAREER TECH ED PROGRAM WHERE I CAN'T DO PHYSICS, BUT YOU DO HAVE PHYSICS AND, AND I WANT MY CHILD TO TAKE PHYSICS. SO CAN WE CAN COMFORT AN ELECTIVE THERE. RIGHT NOW THE ANSWER IS NO. BUT IS THERE AN OPPORTUNITY TO CAPTURE SOME OF THAT? UH, BECAUSE I HAVE CRYSTAL BALL, BUT I DON'T SEE VALVE GOING AWAY ANYTIME SOON, RIGHT? SO THEY'RE BECOMING A PART OF THE EDUCATION, WELL, THEY'RE A PART OF THE EDUCATIONAL LANDSCAPE AND IT SEEMS LIKE THAT POSSIBILITY GROWS. SO, SO THIS IS AN OPPORTUNITY TO RECAPTURE, UH, SOME OF THOSE DOLLARS AND EXPERIENCES FOR, FOR, FOR KIDS. AND, UM, I SUSPECT THAT A LOT OF TIMES, UH, THEY'LL DO THAT AND THEY'LL SAY, YEAH, THAT'S NICE, RATHER BE IN SCHOOL AT THE SCHOOL. YOU KNOW, SO THERE'S, THERE'S A LITTLE OF ALL THAT THERE. SO, I MEAN, THAT'S A GREAT QUESTION. THERE'S A LOT OF CHANGE THAT'S OUT THERE AND UH, AND WE WANNA BE THE BEST CHOICE, PICK FAMILY'S BEST CHOICE FOR THEIR CHILD'S SITUATION, AND, UH, THEY MAY HAVE REASONS WHY THEY CHOOSE A FEW OTHER THINGS. UM, BUT THERE ARE ALSO REASONS WHY THEY MAY WANT TO CHOOSE SOME OF THE THINGS WE HAVE TO OFFER. AND IN THAT SPACE, FOR THOSE FAMILIES THAT CAN TAKE ADVANTAGE OF THOSE, UH, OF, OF THOSE OPPORTUNITIES, SCHOLARSHIP OPPORTUNITIES, WHEREVER THEY'RE CALLED, WE WANNA BE IN THAT ONE TOO. SO NICK, YEAH, I'M SORRY. ANYTHING ELSE, MARY? THE, THE MAXIMUM, THE MAXIMUM AMOUNT OF SUPPORT, IF SOMEBODY PULLS THEIR SCHOLARSHIP FUNDS? I MEAN, IS THERE A MAXIMUM AT THIS TIME? THE ANSWER TO THAT IS YES, SIR. AT THIS TIME IT'S 7,500. YOU'RE LOOKING AT A NEW INCREASE IN 7,600 STARTING ON FEBRUARY 8TH. I DO WANT US TO RECOGNIZE THAT A STUDENT WAS RIGHT NOW IN HOMESCHOOL AND ONE OF THE THREE OPTIONS, OPTION ONE, TWO, OR THREE, LET ME SHARE. OPTION ONE IS THAT THE SCHOOL DISTRICT IS A SPONSOR. OPTION TWO IS THAT THE STATE HOME SCHOOL IS A SPONSOR OPTION THREE, IT IS A PRIVATE HOMESCHOOL ASSOCIATION. THEY CANNOT ENROLL INTO THE ESTF, HENCE THAT'S WHY WE ALSO BROUGHT FORWARD TO YOUR KNOWLEDGE, THERE ARE OPPORTUNITIES SEEKING TO DO A VIRTUAL SCHOOL. SO WE CAN HAVE ANOTHER TOOL. SO LET'S SAY YOU WANNA HOMESCHOOL, YOU COULD HOMESCHOOL THROUGH US THROUGH VIRTUAL EDUCATION AS WELL. IF YOU QUALIFY THE ESDF, THAT'S ADDITIONAL FUNDS THAT THAT PARENT MAY BE ABLE TO USE, BUT THEY WILL HAVE TO PAY US FOR THE VIRTUAL CLASSES FOR THE ESTF IS MORE ON THAT REGARD TO WHAT WE CAN COMPETE AT. AND, AND THAT WOULD BE COME STRAIGHT THROUGH CLASS WALL. SORRY, THAT WOULD COME STRAIGHT THROUGH CLASS WALL. SO THE LIKE, WE DON'T HAVE TO WORRY. HEY, YOU'RE CHECK BALANCE. NO SIR. THAT BE HELD ALMOST LIKE A VOUCHER, BUT THE VOUCHER IS THEIR BANK. BANK. YOU, THANK YOU. YEAH. AND IN ESSENCE, YOU KNOW, UH, YOU PROVIDE THAT, THAT VIRTUAL LANDSCAPE IN ESSENCE, YOU'RE LIKE A PROVIDER, RIGHT? AND MARKETPLACE IN THE MARKETPLACE, YES. YOU WOULD ACTUALLY BECOME AN EDUCATIONAL SERVICE PROVIDER, DISTRICTLY. YEAH. AND WE WOULD HAVE A MENU OF SERVICES WITH A MENU OF FEES FOR SPECIFIC COURSES OR, OR TECHNOLOGY OR EQUIPMENT OR OTHER WRAPPING CALCULATOR OR WE TALKED ABOUT THIS MORNING, UH, LAPTOP POTENTIALLY. SO THERE COULD BE A FEES FOR, UH, EQUIPMENT AS WELL. THE POINT I WAS GONNA ASK, AND YOU JUST CLARIFIED, IS THAT PRETTY MUCH ANYTHING THAT WE WOULD BE ABLE TO MAKE A BILL, THERE WOULD BE A FEE STRUCTURE OR COST FACTOR. THAT'S EXACTLY RIGHT. ANY, ANY OTHER QUESTIONS? ANYBODY ONLINE? NO QUESTIONS. THANK YOU FOR THIS, UM, PRESENTATION, BUT, UH, MORE OR LESS COMMENT, I LIKE HOW YOU CAME UP HERE. PUT, PUT SOME THE SAFETY TIP. THIS IS ONE THE MENU IS GONNA CONSIST OF AND THIS IS WHAT YOU GET SERVICES OF AND THIS IS WHAT WE CAN, WE CAN PROVIDE. AND THIS IS WHAT, UH, [03:00:01] PRETTY MUCH IT WILL COST SERVICES. UH, ACTUALLY I WAS GONNA ASK IN OF, UM, I HEAR WHAT YOU'RE SAYING ON THE SURFACE, BUT GONNA MAKE IT EVEN MORE COMPLICATED ARE IN TERMS OF, UH, . AND SO I SAY GO AHEAD VERY, MR. SMITH, YOU READ ME VERY WELL AND I'M MAKING SURE THAT AS A STUDENT IS ENROLLED IN ONE OF THESE AVENUES, VIRTUAL, THEY'RE ENROLLED IN BCSD, WE FOLLOW THE IEP ON THE ESCF AND APPARENTLY HAVE THE RIGHT TO PURCHASE SERVICES AS WELL. SO THAT IS FEDERAL LAW, THAT WOULD NOT CHANGE. OKAY. THAT, THAT WOULD BE THE ONLY, THEY DON'T HAVE THINGS ON. WITH THAT, I'M DONE. THANK YOU. ANY OTHER QUESTIONS? YES, SIR. THIS IS, UH, YOU KNOW, INNOVATION INTO A SPACE THAT EXISTS AND, YOU KNOW, IT COULD BE BE THE BEST OPTION IN THIS ANY, UM, SO THEN I HAVE A QUESTION. SO WHAT I'M UNDERSTANDING IS WE'RE GONNA TAKE SPACE THAT WE HAVE AND WE'RE GOING TO USE IT TO EDUCATE STUDENTS WHO HAVE THE ESTS FUNDING THROUGH THE WATER. CORRECT? SO WHAT WOULD THE COST SCHEDULE LOOK LIKE? AND THE REASON FOR THAT IS, IF IT'S ME AND I'M EXPANDING INTO A NEW MARKET, THAT NEW MARKET HAS TO CARRY THE FULLY ALLOCATED COST OF MY ENTIRE OPERATION JUST AS AN EXISTING CUSTOMER THERE. SO IF THEY'RE JUST COMING IN WITH THE INCREMENTAL COST OF INDICATING THAT ONE STUDENT, BUT YOU GOT ALL THIS OVERHEAD, YOU GOTTA PAY DEPRECIATION, HOW'S THAT GONNA BE FROM YOU? I'M GONNA GO BACKWARDS WITH THIS. YES MA'AM. WE WERE OFF BY $32 BETWEEN THE TWO AND COMPLETING OUR ANALYSIS OVER TO THE SIDE EARLIER THIS MORNING. . YEAH, RIGHT. SO, AND FROM MY SIDE I SAID, WELL, 83% OF THE DOLLARS UTILIZED FOR OPERATION. SO I STARTED DOING THE SIMPLE MATH, LOOKING AT SECONDARY HIGH SCHOOL, POTENTIALLY EIGHT CLASSES WITHIN A YEAR. WHAT DOES THAT COST ON A TEACHER'S SALARY? BACK OUT THE 83% OF WHAT THAT COST IS AND THEN REMAINING BALANCES BY COST FOR THE CLASS. AND WE LANDED ON A COMMON COST FOR ALL CLASSES. AND THE LINE FOR THAT IS INCLUDE, SO WE WERE $32 DIFFERENCE BETWEEN THE TWO OF US. AND THEN LOOKING AT ELECTRONIC SCENARIO, UM, WORKING WITH BOTH THESE BRAINS IS A DEPRECIATION MODEL IN THE SENSE OF HOW THEY DO THE COURSE OF AN UNSTABLE LAPTOP. AND I'LL, I'LL HAVE OUR CPA HAVE ONE OF THAT CONVERSATION, BUT WE LANDED IN A COMMON AREA AS WELL. WE DID SOME INITIAL RESEARCH, UH, OF THE SCHOOL DISTRICTS AND THESE STRUCTURES THAT ALREADY EXISTED. SO WE HAVE SORT OF A DRAFT OF RANGES AND THEN WE LOOKED AT SPECIFIC COSTS, UH, AND WE WENT, UH, FIRST TO INITIALLY TO THE COST PER PUPIL THAT'S CALCULATED AND MANDATED FOR US TO CALCULATE BY THE STATE. AND SO IT'S A PRIOR YEAR EXPENDITURES DIVIDED TOTAL EXPENDITURES IN THE GENERAL FUND DIVIDED BY THE NUMBER OF PUPILS. SO THAT WE GOT THAT COST IS 14,500 OVERALL PER PUPIL IN OUR HISTORY AS FOR LAST YEAR'S NUMBERS. UM, SO WE TAKE THE CALCULATIONS THAT WE'RE TALKING ABOUT, WERE BASED ON THAT 14,500 AND THEN BACKING OUT CERTAIN OP UH, OPTIONS BASED ON WHETHER THEY'RE VIRTUAL OR THEY'RE IN, IN PERSON. UM, SO IT WOULD DIFFER. SO WHAT WE WOULD WRITE IN THE RANGE OF THE ANALYSIS THAT WE DID OR, SO I THINK WE'RE IN A GOOD SPOT. UM, IT'S A LITTLE DIFFICULT TO TO TALK TO OTHER DISTRICTS ABOUT IT BECAUSE THIS IS VERY INNOVATIVE AND NOT A LOT OR AREN'T DOING THIS YET, BUT I THINK, UH, THAT WE ARE GOING TO SEE IT, UH, REPLICATE THROUGHOUT THE STATE AND WE MAY BE LEADERS IN THAT EFFORT. I THINK ONE OF THE SURE, SURE. ALRIGHT, SO WHAT I RECOMMEND, AND I THINK WHAT I'M HEARING YOU SAY IS YOU'RE TAKING OUR THREE 70 MILLION OPERATING BUDGET AND YOU DIVIDED BY THE NUMBER OF STUDENTS ENROLLED IN OUR STUDENTS, RIGHT? YES. THAT GIVES US A TOTAL ALLOCATED COST FOR EVERY STUDENT IN THE DISTRICT. SO THAT BECOMES CARRYING COSTS FOR EACH INCREMENTAL STUDENT. IF YOU, IF I'M JUST PRICING IT ON THE INCREMENTAL [03:05:01] COST OF THAT ONE STUDENT, THEN THE SLOPE GOES DOWN BECAUSE I'M NOT CAPTURING THE FULL COST, WHICH I'M HAVING TO PAY. SO JUST WANNA MAKE SURE, BECAUSE I'VE SEEN BUSINESSES GO DOWN THAT SLOPE AND SAY, OH, I CAN GET INTO THIS MARKET FOR LIKE FIVE LESS THAN WHAT'S BEING CHARGED, BUT YOU AREN'T ALLOCATING ALL OF YOUR TOTAL EXPENSES. AND THEN WALL STREET MURDERS YOU FOR THAT. OKAY. AND THAT 14,500 WOULD BE A STUDENT THAT'S THERE ALL DAY AND ALL YEAR. SO, UH, SOME OF THESE STUDENTS WOULD ONLY BE PARTICIPATING IN JUST CERTAIN SERVICES AND WORK. THERE'LL BE MORE FLEXIBLE OPTIONS OF TIME AND, AND SPACE AS WELL. THEN I THINK YOU NEED TO BE VERY PRECISE IN HOW YOU RUN THE PROGRAM. YES. BECAUSE YOU'RE GOING TO END UP JUST LIKE THAT. YES. THANK YOU. YES. UH, MR. SMITH EXCUSE MENTIONED, WILL YOU HAVE SOMEONE AS THEY SAY, UH, KIND, ARE YOU BRINGING SOMEONE TO HAVE KIND OF THIS OR TO KIND BE OVER THIS? BECAUSE I WAS THINKING I DIDN'T WANNA GO TOO DEEP INTO, I KIND OF GET A CLEAR, CLEAR UNDERSTANDING OF A LITTLE BIT, BUT SINCE, YOU KNOW, BRING THAT UP, THAT THAT'S, THAT MAKES MEE THAT QUESTION TO MYSELF AGAIN, THAT'S DONE, THAT CANNOT OPERATE THIS PROGRAM WITHOUT HAVING LEADER MANAGING IT SERVE. SO WE'RE HOLDING A POSITION IN ORDER FOR MANAGEMENT AND BLEND IN WITH ALL THE EXPERTISE WE ALREADY HAVE, BUT IT'S GONNA TAKE SOME TIME AS WE CONTINUE BUILDING. BUT THERE IS POSITION ON RESERVE. OKAY. AND, AND, AND NOT JUST GOES WHO, HOW, BECAUSE WILL THIS CREATE A NEED IN TERMS OF FACILITY WISE? THE TECHNICALLY NO. OKAY. OKAY. THANK YOU. SO THIS IS, YOU KNOW, THIS IS SORT OF, WE'VE BEEN WORKING ON THIS FOR SOME TIME, YOU KNOW, UH, SOMETIME OVER THE SUMMER I CONTACTED, UH, UM, ACTUALLY, UH, UH, STATE LEGISLATOR. SO, HEY, YOU KNOW THIS, TELL ME ABOUT THIS PIECE. TELL ME ABOUT, UH, THE OPPORTUNITY FOR BEING A CULTURAL PROVIDER. SO THEY, THEY PUT ME IN CONTACT WITH INDIVIDUAL IN THE STATE DEPARTMENT AND, AND WORKING THROUGH THAT A LITTLE BIT. UH, SO REALLY IT IS BEEN SOMETHING WHEN I, I CAME BACK AND SPOKE TO OUR TEAM AND SAID, THIS IS, THIS COULD POSSIBLY BE A VENTURE OF INTEREST, RIGHT? WE NEED TO SEE WHAT'S POSSIBLE. SO, UH, YOU KNOW, DR. RADDLE TOOK OFF TRYING TO FORMULATE SOME OF THIS. SHE GOT IN CONTACT WITH THE PEOPLE I'VE BEEN TALKING TO AND, AND SO IT, IT'S JUST SORT OF GROWN OUT OF THAT GRADUAL CONVERSATION AND RESEARCH AND INVESTIGATION. SO, UM, WE JUST THINK WE'RE AT A POINT WHERE IT WOULD BE GOOD TO, UH, JUST TALK ABOUT IT AND, AND LET'S SEE, UM, ADDITIONAL THOUGHTS AROUND IT. SO WE APPRECIATE ALL YOUR COMMENTS TODAY ON THIS PIECE. GIVES US ADDITIONAL THINGS. JUST ONE LAST THING. UH, I THINK YOU ARE IMPLICIT IN THE 14,500. SO IS THE FACT THAT IF THERE'S A HUNDRED PERCENT CONVERSION THAT EVERY STUDENT TAKES THIS PROGRAM, ARE WE STILL ABLE TO CARRY FORWARD UNDER THAT DATA? SO THAT'S ONE WAY OF SORT OF TESTING BECAUSE I THINK IT'S A GREAT PROGRAM TO BE VERY ATTRACTIVE, UH, TO STUDENTS BECAUSE AT LEAST 75, 14,000 TO PAY FOR BLACK GOVERNMENT BY TAXPAYER. SO THAT WOULD BE A PRETTY HIGH CONVERSION. JUST THANK YOU. THANK YOU. OH, THERE YOU ARE. READY FOR ME NOW? ALWAYS READY FOR YOU AND . YES. AND SHE WILL HAVE HOST THIS. I JUST REALLY QUICK WANNA DO THE INTRODUCTION OR LET YOU KNOW THAT ALSO IN YOUR PACKAGE IS THE OE EIGHT FACILITIES. I KNOW YOU WON'T BE VOTING ON THAT TODAY. SO I WILL TAKE THAT FORWARD TO THE OPERATIONS COMMITTEE. UM, WE WILL BE, UH, JUST PRESENTING FACILITIES MASTER PLAN AND UM, DO WE HAVE A FORUM? WE DO HAVE YOU, ME TO GO THROUGH EIGHT, WHICH, UH, THIS IS THE LAST PIECE OF I BE GLAD PASTOR GORDON AND [03:10:01] MS. PASTOR GORDON AND MS. HAY BOTH ARE WRONG. SO ARE YOU OKAY WITH US MOVING TO, OKAY, SO I DID PROVIDE FOR YOU, AND I'LL BE REAL BRIEF, THIS WAS PROVIDED AT THE FRONT. YOU KNOW, I WAS A LITTLE NERVOUS WITH OUR GUESTS EARLIER TALKING ABOUT OE, LIKE, OH NO. SO ANYWAY, UM, WE HAVE IN HERE, YOU KNOW, THE ORIGINAL POLICY IS THE SUPERINTENDENT WILL ENSURE THAT ALL FACILITY PHYSICAL FACILITIES SUPPORT THE ACCOMPLISHMENT OF THE COURT'S RESULT POLICIES ARE SAFE, SECURE, AND PROPERLY MAINTAINED. AND THEN WE DO HAVE OUR MONITORING INDICATORS ALONG WITH OUR INTERPRETATIONS. AND THEN FOR EACH OF THOSE, I LIST, UH, THE ITEMS THAT, UH, UH, WE HAVE TO SUPPORT THAT WE MET, UM, THE INTERPRETATION AND THE MONITORING INDICATOR. SO WITH THAT, I, I'LL JUST OPEN IT IF YOU HAVE ANY QUESTIONS ABOUT ANYTHING TO DO WITH THE OE BEING THAT THE FACILITIES MASTER PLAN IS ONE OF THE LARGEST PARTS AND IT'S KIND OF THE LAST PIECE OF THIS, AND THAT'S WHY WE BRING IT FORWARD WITH THAT MASTER PLAN. ANYONE ONLINE HAVE QUESTIONS? NO QUESTIONS. THANK PASTOR. DO THE OPERATIONS COMMITTEE. HE HAS NOT. I CAN'T, HE DIDN'T HAVE. THAT WOULD BE MY NEXT ROUTE. UM, IF YOU'D LIKE, I CAN TAKE THAT TO THEM AS WELL. UM, I PREFER PROCEED OPERATION. OKAY. YEP, THAT'D BE FINE. THEM JUST WENT ON EITHER. ONE OF THE REASONS THIS IS SOMETHING TO THINK ABOUT, ONE OF THE REASONS WHY WE BRING IT HERE IS IT'S ON THE CALENDAR FOR JANUARY. THERE WAS AN OPERATIONS COMMITTEE IN JANUARY. SO THAT'S KIND OF WHY. AND, AND IF I CAN ON THAT TOPIC REAL QUICK, JUST SO YOU KNOW, UM, ONE OF OUR REQUIREMENTS THIS OE IS TO REPORT MONTHLY ON CONSTRUCTION. SO WE WOULD BE SENDING YOU AN OUT AN EMAIL WITH JUST A CONSTRUCTION UPDATE, UM, JUST BECAUSE THERE'S NOT AN OPERATION MEETING IN JANUARY. THAT WAY WE CAN AT LEAST FILL OUR REQUIREMENT OF GIVING YOU A MONTHLY REPORT ON INSTRUCTIONS. WITH THAT, I WANNA HAND IT OVER TO MS. CRUTCHFIELD TO TALK ABOUT FACILITIES MASTER. THANK YOU SIR. PAUL. AND SO YOU HAVE A BOOK, LET'S SEE, COPIES, NEW BOOK, NEW BOOK. DID YOU NOTICE WE NOTICED THE REAL FANCY, YEAH. . UM, I JUST WANTED TO DO A SHOUT OUT TO THE NEW BOOK THAT CAME FROM THE COMMUNICATIONS DEPARTMENT, UH, MOLLY IN HERE, BUT SHE DID THIS. AND I DON'T KNOW ABOUT Y'ALL, BUT I, I LOVE, SO WITH THAT, I'M JUST GONNA, ROBIN, I'M GONNA WALK THROUGH, I'LL TRY TO TALK ABOUT WHAT PAGE NUMBER SO WE CAN KIND OF MOVE THROUGH TOGETHER. SO PAGE NINE STARTS WITH AN EXECUTIVE SUMMARY. LIKE WE, LIKE WE ALWAYS DO, AND WE TALK ABOUT THE REFERENDUM, WE TALK ABOUT CLOCK, UM, TALK ABOUT 23 REFERENDUM, TALK A LITTLE BIT ABOUT WHAT'S HAPPENING IN THE CONSTRUCTION INDUSTRY. AND THEN WE TALK ABOUT, UM, PLANNING AND FUTURE CAPITAL PROJECTS. SO YOU GET AN OVERVIEW THERE OF ALL OF THOSE THINGS. PAGE 15 STARTS THE PROGRAM SECTION. UM, AND AS ALWAYS, YOU CAN SEE MY PLANNING TRIANGLE. AND THIS BOOK IS OUTLINED LIKE THE PLANNING TRIANGLE. IT TALKS ABOUT PROGRAMS, IT TALKS ABOUT THE FACILITIES AND THE DEMOGRAPHICS. THE STUDENT IS THERE AND ALL OF THIS IS WITHIN A, A SNAPSHOT PICTURE OF 45 DAY ENROLLMENT. THAT'S OUR, JUST THAT WE LOOK AT EVERYTHING OVER TIME EVERY YEAR AT THAT 45 DAY. AND WE'LL TALK ABOUT 45 DAY DATA IN A MINUTE. AND THIS IS ALL USED, THAT SNAPSHOT IS USED FOR, FOR PLANNING PURPOSES. UM, PAGE 31. I WANT JUST WANNA BRING THIS TO YOUR ATTENTION. THE BUILDING CAPACITY VERSUS PROGRAMMATIC CAPACITY. AS WE MOVE FORWARD WITH FUTURE CONVERSATIONS CONTINUED ABOUT STUDENT ASSIGNMENTS, IT WILL BE IMPORTANT FOR YOU ALL TO UNDERSTAND THE DIFFERENCE BETWEEN THOSE TWO. SO THIS PAGE KIND OF STARTS THAT CONVERSATION JUST AS A REMINDER. AND THEN ON PAGE 33, YOU'LL SEE A TABLE THAT SHOWS YOU THE ENROLLMENTS WITH THE DIFFERENCE IN THOSE CAPACITY [03:15:01] USAGES. UM, AND OUR GOAL FOR, FOR THE DIFFERENT CLUSTER AREAS, REMEMBER, IS TRYING TO BALANCE EVERYTHING WITH OUR STUDENT REASSIGNMENT PLANNING TOWARDS THAT 85% CAPACITY. THAT'S JUST ONE. THEN ON PAGES 35 AND 36 Y Y'ALL HAVE HEARD A LOT ABOUT, UM, OUR ACADEMIC FUTURE. UH, I HAVE TO SAY WE HAVEN'T CAPTURED WHAT, UM, MS. CROSBY, AND DR. JUST TALKED ABOUT, BUT KNOW THAT THAT WILL BE IN OUR MINDS AS WELL. BUT ANYWAY, OUR ACADEMIC FUTURE IS KIND OF OUTLINED HERE, BUT KNOW THAT THAT IS ALWAYS EVOLVING AND ALWAYS CHANGING AND, AND WE WILL TRY TO KEEP ABREAST OF ALL OF THOSE THINGS. WHAT WE JUST HEARD IS NOT A REALITY. IT'S NOT, BUT WE, BUT WE ARE PAGE 41, THAT STARTS THE CONVERSATION ON THE DEMOGRAPHICS, THE STUDENT DATA. AND I WANNA, I'M KIND OF GONNA READ THIS BECAUSE, UM, BRETT AND I KIND OF PUT THIS VERBIAGE TOGETHER TO MAKE SURE THAT YOU ALL UNDERSTAND HOW 45 DAY DATA SUPPORTED VERSUS HOW I USE 45 DAY DATA AND WHY THEY DON'T ALWAYS MATCH. 'CAUSE THIS YEAR THEY CAN'T. AND HERE'S WHY. SO THE DISTRICT TYPICALLY USES FOR PLANNING THAT SNAPSHOT 45 DAY ENROLLMENT PICTURE. I GRAB THE STUDENTS, I APPLY THEM ON THE MAP. THIS IS THE NUMBER OF STUDENTS WHO WERE ENROLLED ON THAT DAY WHEN I'M PULLED THAT DATA. BUT EVERY YEAR THE SOUTH CAROLINA DEPARTMENT OF EDUCATION HAS DISTRICT SUBMIT TWO FINANCIAL REPORTS GENERATED OUTTA POWER STRIP, THE 45 DAY AND THE HUNDRED 35 DAY. UM, THE SOUTH CAROLINA DEPARTMENT ED 45 DAY FUNDING REPORT USES A DIFFERENT METHOD OF REPORTING. INSTEAD OF REPORTING THE NUMBER OF STUDENTS ENROLLED ON THAT DAY, THEY UTILIZE AVERAGE DAILY MEMBERSHIP. SO THE A DM TAKES INTO ACCOUNT ANY STUDENT THAT WAS ENROLLED IN THE SCHOOL DISTRICT STUDENT INFORMATION SYSTEM FROM THE FIRST DAY OF SCHOOL TO THE 45TH DAY. SO IT IS AN EXAMPLE STUDENT THAT STARTED ON THE FIRST DAY AND MOVED OUT OF THE DISTRICT ON THE 40TH DAY WOULD NOT BE COUNTED IN MY ENROLLMENT DATA, BUT IT WOULD FACTOR IN TO THE A YEAR. SO THAT IS WHAT THE DIFFERENCE IS. IT'S COMPLICATED, BUT JUST KNOW FOR PLANNING, WE DO THE SNAPSHOT SO THAT I CAN PUT THE STUDENTS ON THE MAP. I NEED A REAL STUDENT REAL, NOT AN AVERAGE. I KNOW THAT'S CONFUSING, BUT I KIND OF WANTED TO MAKE SURE WE'RE UNDERSTANDING THAT. OKAY, PAGE 43, THAT STARTS A CONVERSATION ABOUT THE ENROLLMENTS AND WE TALK ABOUT THE ATTENDING STUDENTS VERSUS THE ZONE STUDENTS OR RESIDENTIAL STUDENTS. AND AGAIN, THIS IS GONNA BE IMPORTANT DISTINCTION AS WE MOVE THROUGH THOSE CONVERSATIONS IN THE FUTURE ABOUT STUDENT ASSIGNMENT PAGES. THEN ON PAGE 51, WE TALK ABOUT, UM, THE ENROLLMENT COMPARISON FOR ETHNICITY. AGAIN, THIS MEETS OUR RE REPORTING REQUIREMENT FOR THE OFFICE OF CIVIL RIGHTS. WE ARE STILL UNDER THAT AGREEMENT. AND THIS, THIS MEETS THAT CRITERIA, PAGE 66 THAT STARTS THE DEMOGRAPHIC SHEETS AND THE MAPS THAT YOU ALL ARE FAMILIAR WITH. SO THERE IS ONE OF THOSE FOR EACH SCHOOL PAGE. PAGE 1 31, UM, STARTS THE CONVERSATION ON HOW OUR PROJECTIONS ARE CREATED. LOOKING AT, UM, WHICH PAGE, THE BIRTH RATE ONE THIRTY ONE. ONE THIRTY ONE, UM, TALKS ABOUT, WE LOOK AT BIRTH DATA IN THE COUNTY AND HOW THAT TRANSLATES THROUGH A COHORT SURVIVAL TO WHO SHOWS UP IN PRE-K, WHO SHOWS UP IN KINDERGARTEN AND FIRST GRADE AS OUR STARTING POINT FOR, FOR PROJECTIONS. AND THEN FOR SECOND THROUGH 12TH GRADE, WE LOOK AT A GRADE LEVEL COHORTS TOP PAGE 1 33, YOU'LL SEE, UM, DISTRICTWIDE PROJECTION CHART AND YOU'LL SEE THAT THAT IS RELATIVELY FLAT. PAGE 1 57 STARTS THE CLUSTER DISCUSSIONS PROJECTIONS. SO YOU CAN SEE THOSE. UM, WHAT YOU'LL SEE IN THE CHARTS ARE THE PROGRAM CAPACITY, THE NEEDED CAPACITY BASED ON WHAT WE SEE AS A PROJECTION [03:20:01] AND WHAT THAT PROJECTION IS. SO YOU SEE THREE LINES THERE. THAT'S WHAT THOSE ARE. WHAT PAGE IS THAT? THAT IS PAGE 1 37 FOR THE CLUSTER DISCUSSION. GOTCHA. YEAH. THEN PAGE 1 45, UH, PAUSE ABOUT PLANS, CHANGES IN STUDENT ASSIGNMENT. WE HAVE NO PLANS FOR NEXT YEAR. REMEMBER OUR PLAN CHANGES FOR THE START OF 27 28 SCHOOL YEAR THAT HAVE TO BE APPROVED BY OCTOBER OF 26. WE HAVE THAT PROCESS ALREADY BEGUN. WE'RE RIGHT IN THE MIDDLE OF IT. UM, WE HAVE THE TIMELINE CHART THAT, THAT YOU ALL SAW BEFORE ON PAGE 1 49. YOU'LL SEE THAT SAME THING AND WE'RE RIGHT IN THE MIDDLE OF THAT. UM, WE HAD SUCCESSFUL PUBLIC INPUT SESSIONS. I PUT THE INFORMATION FROM THOSE SESSIONS IN HERE FOR YOU ALL TO SEE. AND THAT WAS THROUGH THE SESSIONS THEMSELVES AND THE ONLINE FORUM FOR PEOPLE TO BE ABLE TO LOG IN AND GIVE US FEEDBACK. I THINK THAT WAS PRETTY SUCCESSFUL. THEN PAGE 1 57 STARTS THE CONVERSATION ABOUT FACILITIES. UM, WE ADDED A LITTLE MORE DETAIL IN HERE THIS YEAR TALKING ABOUT HOW CAPITAL PROJECTS ARE FUNDED. THERE SEEMS TO BE SOME CONFUSION WITH FOLKS IN PUBLIC AND, UM, EVEN WITH OUR OWN STAFF AND PRINCIPALS, EXACTLY HOW EVERY PROJECT GETS FUNDED REFERENDUM VERSUS 8%, HOW THE 8% PROCESS ACTUALLY WORKS. SO THERE'S QUITE A BIT OF DETAIL IN HERE ABOUT THAT. WE WENT THROUGH THAT WITH YOU ALL AND WE WENT THROUGH THAT WITH THE PRINCIPALS AS WELL. UM, ROBERT AND I KIND OF CHANGED OUR PROCESS THIS YEAR. SO WE ACTUALLY, WE HAD THE TWO OF US AND FRED ACTUALLY MET WITH PRINCIPALS TO GO THROUGH THIS PROCESS TO, THEY UNDERSTOOD THAT WE'RE ALWAYS ASKING FOR FUNDS AHEAD OF TIME. SO JUST BECAUSE THE FUNDS WERE APPROVED ONE YEAR DOESN'T NEED TO GET DONE THAT YEAR. BUT IT IS IN THE PROCESS OF PIPELINE FOR PLANNING AND DESIGN TO GET COMPLETED. AND SO WE ARE ALSO DOING FOLLOW UP MEETINGS WITH PRINCIPALS, UM, THIS MONTH AND NEXT MONTH TO ACTUALLY GO THROUGH THEIR LIST, WHAT WE HAVE DOCUMENTED, THINGS THAT THEY MAY WANNA INCLUDE ON THE LIST OR SEE AS A REAL NEED, AND THEN PRIORITIZING WHAT'S ON THE LIST BECAUSE WE KNOW THAT WE HAVE MORE PROJECT LIST IS BIGGER THAN OUR FUNDING AVAILABLE. SO WE WANT TO BE ABLE TO PRIORITIZE TO HELP YOU ALL HAVE THOSE TOUGH CONVERSATIONS. UM, PAGE 1 63, WE TALK ABOUT, YOU KNOW, FINISHING UP THE 2019 BOND REFEREND. WE'RE PRETTY EXCITED ABOUT THAT. FEEL LIKE WE'VE BEEN VERY SUCCESSFUL WITH THAT. AND I THINK A BIG PART OF THAT IS DUE TO THE CAN'T GIVE THEM ENOUGH PRAISE. THEY HAVE CAP US ON OUR TOES. THEY HAVE MADE US ALL BETTER IN OUR JOBS. UM, THEN ON PAGE 1 65 WE TALK ABOUT 2023 BOND GROWTH AND THE HIGHLIGHTS OF THAT. PAGE 1 66, YOU'LL SEE, UM, OUR ENERGY REPORTING. THAT IS ALSO I THINK PART OF OUR REPORTING REQUIREMENTS. UM, 1 68 STARTS THE CONVERSATIONS ABOUT OUR FACILITIES NEEDS. A LOT OF THESE PROJECTS YOU'VE SEEN BEFORE, WE CARRY THEM FORWARD BECAUSE THEY ARE REAL NEEDS. THEY'VE BEEN IDENTIFIED THROUGH THE PUBLIC PROCESS. WE MET THEM THROUGH YOU ALL AND WE CONTINUE TO CARRY THOSE AS NEEDS UNTIL SUCH FUNDING BECOMES AVAILABLE TO ACTUALLY DO THOSE THINGS. AND 1 74, WE TALK ABOUT SOME NEW PROJECTS FOR THIS, UM, PARTICULAR BOOK, UM, A MAY RIVER HIGH SCHOOL, WEIGHT ROOM AND SAFETY AND SECURITY IMPROVEMENT. I THINK WE CAN ALWAYS IMPROVE OUR SAFETY AND SECURITY. UM, WE'VE TALKED ABOUT THIS BEFORE. IT'S IN HERE AGAIN. REPLACEMENT SCHOOLS FOR MAOS LADIES ISLAND ELEMENTARY AND BROAD RIVER ELEMENTARY. THOSE ARE JUST AGING FACILITIES AND THERE BECOMES A POINT WHERE WE NEED TO DISCUSS REPLACING SOME OF THOSE. THE MAY RIVER HIGH SCHOOL THAT'S LISTED IN, HERE'S A TRAFFIC CIRCLE, BUT I THINK WHAT WE'RE GOING WITH A, A TRAFFIC SIGNAL INSTEAD AND THERE'LL BE SOME SHARED COSTING WITH, UM, THE NEIGHBORS PAGE. UM, 1 77. WE TALK ABOUT FUTURE MOBILE NEEDS. WE DON'T THINK RIGHT NOW WE'LL ACTUALLY NEED TO ADD MORE MOBILES, BUT WE WILL NEED TO [03:25:01] KEEP TO HAVE MOBILES AT THE MIDDLE SCHOOL AND HIGH SCHOOL IN THE TON AREA. THEN UM, PAGE 180 1 IS LAND USE SECTION. UM, AGAIN, THAT WAS A REQUIREMENT UNDER A PROVISO FROM THE DEPARTMENT OF EDUCATION TO TALK ABOUT SURPLUS PROPERTY. SO WE HAVE THOSE LISTED. AND THEN, UM, ON PAGE 180 4 WE TALKED BRIEFLY ABOUT NEGOTIATIONS TO PURCHASE LAND AT CHAIR. THOSE ARE THE ITEMS I WANTED TO HIGH AND I'LL TAKE ANY QUESTIONS I HAVE. ANY QUESTIONS, COMMENTS? YES SIR. I HAVE QUESTIONS. AFTERNOON. THANK YOU FOR YOUR PRESENTATION. THANK YOU FOR INFORMATION. UM, MY FIRST QUESTION IN TERMS OF, UH, 57 AND ALSO INFORMATION I HAVE, YOU ASKED ME, UH, IN THE PAST, HOW DO WE FORMULATE THE INFORMATION TO THIS BOOK AND WHAT, WHO, WHERE, WHAT, WHEN, WHY, HOW, AND UNTIL WE DO FOR THE PAGE 57. UH, YES. PERIODS BASIC WHAT NOT. HOW DO YOU FORMULATE THE INFORMATION FOR THE SOURCES? WELL, THIS IS A COMPILATION OF INFORMATION FROM LOTS OF PEOPLE IN OUR DEPART. AND I DO A LOT OF THE INFORMATION. DO OTHER PEOPLE DO SOME OF THE RESEARCH, BUT OUR DEPARTMENT COMPILES THIS INFORMATION FROM A VARIETY OF SOURCES. IF YOU'RE TALKING ABOUT THAT PARTICULAR ZIP CODE INFORMATION THAT'S BASED OFF OUR STUDENTS, OUR STUDENT INFORMATION AND WHERE THEY LIVE BASED ON ZIP CODE. RIGHT? SO, AND, AND, AND IN TERMS OF COMPILING THIS AND ALSO BEING PREPARED DOWN THE ROAD IN TERMS OF TALKING ABOUT BUILDING DIFFERENT ADDITIONAL COMPILATION TWO YEARS, THREE YEARS, THAT MAY BE HELP, HELP UNDERSTAND THAT PROCESS. YOU'RE WHAT? YOU DON'T WANT ME TO TALK? NO, I MEAN I, I MEAN YOU, YOU'RE, YOU'RE THE EXPERT IN THIS, BUT I I I THINK WHAT YOU'RE, WHAT YOU'RE, WHAT YOU'RE ASKING IS HOW DO WE GET TO THAT FORCE ON THAT PROJECTION AROUND, AROUND SOME. SO, YOU KNOW, SHE'S DEFINITELY THE EXPERT IN PULLING THIS, THIS STUFF TOGETHER. BUT ONE OF THE THINGS YOU HAVE TO LOOK AT IS HOW ONE, HOW MANY KIDS YOU HAVE NOW, WHAT SPACE DO YOU HAVE AVAILABLE WITHIN YOUR FACILITIES, PROGRAMMATIC SPACES THAT YOU HAVE WITH FACILITIES, YOU HAVE TO LOOK AT, UH, WHAT IS HAPPENING WITHIN THE COMMUNITY, HOW MANY APARTMENT BUILDINGS, HOW MANY SINGLE FAMILY HOMES ARE GOING UP, RIGHT? ALL OF THOSE. ALL ALL THESE OTHER FACTORS, YOU KNOW, BIRTH RATES SHE TALKED ABOUT, RIGHT? RIGHT. ALL THESE OTHER FACTORS, UH, COME INTO THE EQUATION IN ORDER TO GET TO A PROJECTION THAT SAYS, HEY, NEED WE PROJECT THAT OVER THE NEXT FIVE YEARS OR 10 YEARS IN THIS PARTICULAR AREA, IT LOOKS LIKE IT'S GONNA BE, YOU KNOW, STEADY ENROLLMENT OR IT LOOKS LIKE, UH, WE MAY HAVE AN INCREASE IN STUDENTS OR, OR, OR WHAT HAVE YOU. RIGHT? AND, AND SO I THINK BASED ON, ON DIFFERENT, UH, DATA THAT COMES TOGETHER, THE MODEL IN ORDER TO PROVIDE HER, UM, WITH INSIGHT INTO THE PROJECTIONS THAT ARE MADE, RIGHT? SO IT'S, IT'S, IT'S NOT ONE THING. IT'S UH, IT'S MULTIPLE THINGS THAT COME TOGETHER INCLUDING, UH, WHAT'S HAPPENING OUT IN THE COMMUNITY IN TERMS OF THE DEVELOPMENT LIVING SPACES AND, AND WHAT TYPE OF LIVING SPACES ARE, ARE BEING BUILT AS AN EXAMPLE. I DUNNO IF THAT ANSWERS YOUR QUESTION, BUT I'M TRYING TO GET AT WHAT YOU'RE, WHAT I THINK YOU'RE ASKING. I WOULD JUST ADD THAT, YOU KNOW, A LOT OF WHEN WE GO ABOUT FOR A REFERENDUM, IT'S JUST NOT JUST US SAYING WE NEED THIS. WE, IN THE PAST TWO REFERENDUM WE HAD THE COMMUNITY PROJECT REVIEW COMMITTEE AND THEY WERE THE ONES WHO ACTUALLY, THEY LOOKED AT ALL THIS INFORMATION. THEY HEARD FROM LOTS OF OTHER PEOPLE, YOU KNOW, COUNTY PLANNING, LOTS OF OTHER TOWN OF LOCKTON, LOTS OF OTHER FOLKS TO ALSO LOOK AT THIS DATA AND THEY MADE DECISIONS AND THEY MADE THOSE PRIORITIES OF, TO PUT FORWARD TO YOU ALL TO MAKE THAT VOTE. SO IT'S Y'ALL'S DECISION WHAT WE DO, UH, ESPECIALLY . ALRIGHT. SO, UH, THIS IS A VERY EXCELLENT [03:30:01] DOCUMENT AND IN LOOKING THROUGH IT, THERE WAS ONE SLIDE THAT MIGHT, UH, REALLY HELP ME UNDERSTAND WHAT MR. SMITH IS SAYING. WAS PRESENTED OKAY. BEFORE YOU CAME. AND THE QUESTION, AND THAT'S THE ONE THAT SHOWS THE PERCENTAGE OF BIRTHS THAT ACTUALLY GO INTO OUR SCHOOLS AT K MM-HMM . VERSUS PERCENTAGE OF BIRTHS THAT ACTUALLY GO INTO OUR SCHOOLS AT PRE-K. AND IF I RECALL CORRECTLY, K WAS 38% OF BIRTHS ARE GONNA COME INTO OUR SCHOOLS. SO THAT'S ONE OF THOSE PROJECTION THAT SAYS, OKAY, WE KNOW WHAT THE BIRTH RATE IS ON THAT PARTICULAR TIME, 30%, 30% OF, BUT THERE ARE COUPLE, THERE ARE WAY MORE THAN THAT. THAT WAS ONE THAT REALLY STOOD OUT TO ME, HELPED ME FEEL THAT. I ALSO BRING THIS UP BECAUSE, UM, MY BACKGROUND, I WAS AT A TOWN HALL AND I, I HAD THE, UH, THE OTHER BOOK, THE ACTUAL BOOK THAT WE GIVE, THAT WE GIVE OUT. THERE WAS A COUPLE PEOPLE WHO, UH, ONE GUY, HE SAID, WELL, HE, WELL, HE DID, HE DID, UH, RECOGNIZE THAT HE, HE WENT THROUGH THAT BOOK, BUT HE SAID HE QUESTIONED SOME OF INFORMATION IN BOOK AND WAS WONDERING, YOU KNOW, JUST GEOGRAPHIC INFORMATION. HOW, HOW DO WE GET SOME OF THAT INFORMATION AND HOW WOULD WE, AND I TOLD HIM FROM OUR PERSONAL BACKGROUND, FROM WORKING FOR THE US CENSUS, UH, NOT ONCE BUT TWICE, SEVERAL TIMES BEING DOING FIELD WORK AND OFFICE WORK AND UNDERSTANDING HOW THE US CENSUS WORK. I SAID, YOU KNOW, THAT THAT TOO COULD BE A WAY OF TAPPING INTO UNDERSTANDING INFORMATION. BUT I SAID, BUT NOT SAYING THAT THAT IS A METHOD THAT IT WAS USED FOR THIS BOOK, BUT JUST UNDERSTANDING THAT SORT WE'RE IN THE FUTURE OF JUST UNDERSTANDING THE INFORMATION OF WHAT, WHAT THEY MAKE THEM LOOK LIKE IN, IN, IN TERMS OF GRASPING, UNDERSTANDING THE GRASSROOTS OF, OF WHAT'S, WHERE INFORMATION IS GALVANIZED TO, UH, BECOME, UH, WANT TOGETHER TO, TO TO MAKE THIS WHOLE, TO MAKE THIS THING WORK AND TO PUT IT INTO THESE DIFFERENT, UM, THESE, THESE DIFFERENT PROJECTS AND UM, AND INFORMATION. YEAH. SO, SO, SO THAT, THAT WAS KIND OF WHERE SOME OF MY QUESTION STIMULATES FROM. I JUST, LIKE I SAID, I KNOW THE, THE, WE DO THE CENSUS EVERY TWO YEARS AND THAT, THAT GIVES A, A, A, A HARD PRESS IN TERMS OF UNDERSTANDING WHO, WHERE, WHAT AND WHY IN AREA AS WELL. AND THAT'S JUST FOOD FOR THOUGHT. THAT IS A GREAT JOB AND IT'S ALWAYS SOMETHING TO SORT OF THAT INFORMATION TO OVERLAY ON TOP OF WHAT WE KNOW FROM OUR STUDENTS AND WHAT WE KNOW FROM WHAT WE SEE. YOU KNOW, DEVELOPMENTS COMING IN, THINGS BEING BUILT, BUT ALSO THAT LOCAL KNOWLEDGE OF JUST BECAUSE THEY'RE BUILDING A HUNDRED HOUSES DOESN'T MEAN WE'RE GONNA GET STUDENTS BECAUSE THAT MIGHT BE 55 AND UP COMMUNITY, OR IT MIGHT BE PRICED SO THAT FAMILIES ARE NOT GONNA BE ABLE TO AFFORD THEM. SO ALL THOSE THINGS FACTOR IN TOGETHER TO KIND OF CREATE WHAT WE ARE DOCUMENT. OKAY. MY LAST QUESTION IS MM-HMM . YOU MAY, YOU TALKED ABOUT I 1 57, A GREAT PACE, UH, WHICH I CAN APPRECIATE, BUT ALSO, UM, YOU TALKING ABOUT YAHOO ADMINISTRATORS AND TALKING ABOUT FINANCES AND THAT EVEN THOUGH YOU MAY GET APPROVED OR GET AIRMARK THAT MONEY FOR A CERTAIN PERIOD OF TIME, YOU GO FOR A CERTAIN PROJECT FIRST. RIGHT? BUT THE MONEY WOULD BE APPROVED. BUT, BUT YOU'RE NOT, BUT WHAT IT, LIKE YOU WERE SAYING THAT YOU WEREN'T SURE ABOUT, HEY, THEY WOULDN'T BE EXACT, EXACT TIMELINE. AND IN TERMS OF THE COMPLETION OF THOSE PROJECTS, SO WE WERE EXPLAINING TO THEM HOW THE, WE THE, GO AHEAD . THEY NEED TO UNDERSTAND WHAT THE PROCESS IS LIKE, BECAUSE WHAT HAPPENS, THERE'S AN ASSUMPTION SOMETIMES MADE THAT, BECAUSE I SAID I NEED THIS, AND IT GOT ON A LIST THAT THAT WAS GOING TO BE FUNDED AND GONNA BE DONE. RIGHT? BUT WHAT HAPPENS IS THE NEEDS ARE IDENTIFIED MAY GO ON THAT LIST, RIGHT? BUT THEN YOU ONLY HAVE SO MUCH MONEY TO ALLOCATE TO 8%, RIGHT? AND THEN THAT'S WHERE, YOU KNOW, DECISIONS ARE MADE ON, ON A PRIORITIZATION BASIS, RIGHT? AND THIS IS WHERE WE'RE GONNA SPEND THE MONEY FIRST, AND THIS IS WHERE WE'RE GONNA SPEND THE MONEY TO THIS AND THIS, AND THIS AND THIS. AND THEN THAT COMES TO THE BOARD, RIGHT? AND THE BOARD LOOKS AT THAT AND HAS, HAS TO MAKE THE ULTIMATE, UH, APPROVAL, I THINK ON, ON WHAT THE RECOMMENDATION IS. BUT SOMEWHERE ALONG THAT LIST, THERE'S A LINE WHERE THAT 8% DOLLAR RUNS OUT. SO ANYTHING THAT, THAT FELL BENEATH THAT LINE, RIGHT. MAY NOT HAVE GOTTEN FUNDED. IS THAT FAIR TO SAY? THAT'S FAIR. SO THEN WHATEVER'S ABOVE HERE MAY HAVE GOTTEN FUNDED FOR PROJECTS, RIGHT? [03:35:01] SO THE NEXT YEAR WHEN YOU GO THROUGH THIS PROCESS AGAIN, RIGHT? THERE MAY BE THINGS THAT DIDN'T, DIDN'T MAKE THE LIST, AND THEY MAY PUT THOSE THINGS BACK ON THE LIST AGAIN, RIGHT? AND YOU GO THROUGH ANOTHER PRIORITIZATION PROCESS. BECAUSE, BECAUSE, UH, YOU END UP MAKING DECISIONS. THERE ARE OTHER THINGS WITHIN THAT 365 DAYS WHEN YOU COME BACK TO THAT, AGAIN, THAT MAY HAVE BEEN LIFE SAFETY ISSUES AND JUMPED ALL THE WAY UP TO THE TOP OF THE LIST, RIGHT. THAT ARE NEW, YOU KNOW? SO WE JUST, SHE JUST WANTED THEM TO UNDERSTAND WHAT THE PROCESS WAS BECAUSE WE QUICKLY REALIZED THAT, THAT THEY WERE MAKING AN ASSUMPTION THAT BECAUSE THEY SAID THESE WERE THE NEEDS, THOSE NEEDS ALL GOT ON A LIST, THAT THEY WERE MAKING THE ASSUMPTION THAT JUST BECAUSE IT GOT ON THE LIST, IT WAS, IT, IT WAS GONNA BE DONE THROUGH. RIGHT. WELL, MY CONCERN, I THOUGHT, HOLD ON, PLEASE. OKAY. ALRIGHT. CAN I GIVE AN EXAMPLE? OPERATIONS, WHEN I WAS IN OPERATIONS A FEW YEARS AGO AGO, WE BROUGHT IN I THINK ABOUT $40 MILLION FOR 8%. MM-HMM . OUR NORMAL PLATFORM HAS BEEN 30 MILLION. SO ALL OF A SUDDEN, ALL THE THINGS THAT WERE ABOVE THAT, 30 TO 40 MILLION, WE HAD TO RATIONALIZE EVEN AFTER IT WAS RATIONALIZING SAID IT WAS GOING DO THESE $30 MILLION PROJECT, WE HAD SOME MAJOR HVAC ALLERGENS IN THE MIDDLE SCHOOLERS, WHICH BLEW IT UP AGAIN. SO WE HAD TO REPRIORITIZE THOSE THAT WERE UNDER THE $30 MILLION CEILING. AND THAT MAY BE SOMETHING WHAT MR. SMITH, I WHAT YOU'RE SAYING, WHEN WE GO OUT, GIVE AN EXAMPLE LIKE THAT, SO PEOPLE KNOW THIS IS REALITY. WE CAN'T, AND I THINK THE IMPORTANT THING TO REMEMBER IS WE DON'T LOSE TRACK OF THAT PROJECT ONCE IT'S ON A LIST. IT'S ON THE LIST, RIGHT. UNTIL USUALLY A PRINCIPAL TAKES IT OFF OR IT'S BEEN, YOU KNOW, DONE SOME OTHER WAY. I THINK MY NOTES, YOU SAID, EVEN I THINK YOU SAID EVEN IF IT WAS APPROVED AND WE HAVE THE MONEY THE PROJECT TAKE WHEN THEY EXPECT IT TO, THAT WAS, THAT WAS MY CONCERN, THAT IF WE HAVE A PROJECT THAT WAS APPROVED AND WE HAVE THE FUNDING THAT THAT GAP BEEN ALLOCATED FOR THAT PROJECT, THEN WHAT I THEN HOW SOON ARE WE WAITING TO DO THAT PROJECT? BECAUSE WHAT I DO SET ABOUT CONSTRUCTION AND COST IS THAT THE LONGER YOU TAKE TO DO IT, THEN THE PRICE OF CONSTRUCTION GOES UP. SO IF WE HAD, WE HAD THAT PROJECT APPROVED, THEN WHY WOULD WE BE WAITING TO GET THAT PROJECT DONE? BECAUSE WE HAD THAT, WE'VE HAD THAT, UH, WE'VE HAD THAT WORK THAT, UH, HOW DO I PUT, WE'VE HAD THAT SITUATION IN, IN, IN THE PAST WHERE WE HAD SOME MONEY THAT WE HAD TO MAKE SURE IT WAS WENT, WAS ALLOCATED. RIGHT. WE LEFTOVER THAT. WE DID THAT WE TO DO WITH IT. AND SO MY THING IS, MY CONCERN IS IN THE HAND WITH HIM, YOU SOUND LIKE YOU SAID THAT EARLIER, IS THAT EVEN IF THE PROJECT IS APPROVED, THAT IT MAY NOT BE DONE WHEN THEY WANT IT TO BE DONE, BUT IT WILL BE DONE UPON TIME. THAT Y SEE TO SEE BEFORE BE DONE. MY TIME WAS, MY QUESTION WAS HOW WAS THE ALLOTTED TIME ON THAT? BECAUSE I HAVE A CONCERN THAT WE DO THAT AS SOON AS POSSIBLE. BECAUSE AS I STATED FEW MINUTES AGO, AGREED, COST GOES UP AND EVERYTHING DOES GO. SO, SO MY, THAT, THAT WAS BASICALLY MY QUESTION. OKAY. SO THAT WAS THE UNDERSTANDING THAT PRINCIPALS HAD, LIKE IF I PUT IT ON A LIST IN JANUARY, IS GONNA GET THIS DONE THIS SUMMER. AND SO PAGE 1 59 GIVES YOU THAT TIMEFRAME OF WHAT THAT OUTLINE IS THROUGH THAT WHOLE APPROVAL PROCESS, ASSUMING YOU ALL APPROVE IT, YOU ALL DON'T APPROVE IT TILL JUNE, DEPENDING ON WHAT THAT PROJECT IS. IT, IT HAS TO BE PLANNED AND DESIGNED. REMEMBER, 8% ARE USUALLY BIGGER PROJECTS. THEY'RE NOT MAINTENANCE PROJECTS. THESE ARE BIGGER PROJECTS. THEY HAVE TO HAVE TIME FOR DESIGN AND TO BE PLANNED AND SCHEDULED BECAUSE YOU'VE GOTTA HAVE A CERTAIN AMOUNT OF WINDOW TO BE ABLE TO DO THIS. SO USUALLY MONEY'S APPROVED ONE YEAR AND IT GETS DONE THE NEXT SUMMER. AND THAT WAS THE CONFUSION THAT SOME OF THE PRINCIPALS HAD. THEY THOUGHT, WELL, IT'S ON THE LIST, IT GOT DONE, WHY AREN'T YOU DOING IT THIS SUMMER? SO THAT'S WHAT I'M TALKING ABOUT. WE WERE TRYING TO MAKE SURE SURE. THEY UNDERSTOOD THAT. THANKS. SO WE PUT THAT IN THE BOOK FOR YOU ALL TOO. AND SO THERE'S A TIMELINE THAT SHOWS THERE, AND AGAIN, THERE'S, AND THERE'S A GRAPHIC THAT'S VERY CONFUSING, , BUT IT OUTLINES WHAT THAT PROCESS IS THROUGH, THROUGH THAT WHOLE TWO YEAR CYCLE TO GET SOMETHING DONE, ASSUMING THAT IT'S CAN BE DONE IN A SUMMER. IF IT'S CAN'T BE DONE IN A SUMMER, YOU'VE GOTTA PHASE IT OUT. THAT COULD GO TO EVEN [03:40:01] A THIRD. YOU MOVE. YEAH. ASK MY QUESTION. THANK YOU. MAY I JUST MADE ONE MINOR SUGGESTION. TAKE AN EXAMPLE OF TIMELINE AND HOW A PROJECT THAT HAS BEEN SET, APPROVED GONNA DO WITHIN THIS TIMELINE. IT GETS CANNIBALIZED BY SOMETHING MORE URGENT, MORE ING IN TERMS OF HEALTH OR WHAT YEAH, LIKE THAT HVAC. RIGHT? AND THAT'S USUALLY ON THE APPROVAL, NOT ONCE THE MONEY'S BEEN APPROVED. YEAH. BUT JUST IN TERMS EXAMPLE, ANSWER THE QUESTION MAKES IT REAL. YEAH, IT MAKES IT THANK, THANK YOU. SET. THANK YOU. THE HARD COPIES. EXCUSE, WE HOPE BY OUR SECOND MEETING IN FEBRUARY. AWESOME. WE ARE AT THE MERCY OF TO DO FOR US. YES. UH, THANK YOU DR. RODRIGUEZ AND BOARD MEMBERS. UH, YOU QUESTION? YES SIR. WE STILL HAVE A QUORUM, RIGHT? THIS IS AN ITEM THAT THERE SHOULD BE A MOTION YOUR HANDOUTS SHARE WITH YOU THE ITEMS THAT YOU SHOULD HAVE. IF THERE COULD BE AN EXECUTIVE SUMMARY FOR YOU. I DIDN'T PUT THEM IN. I'LL PROVIDE INFORMATION REGARDING UNDER PERFORMING SCHOOLS, WHICH IS A STATE CLASSIFICATION. I WANNA BRING YOUR ATTENTION. THESE ARE WE BELOW, UM, SCHOOLS. THEY ARE ON THREE. YOU SHOULD ALSO HAVE WITH YOU A POWERPOINT PRESENTATION. AND THEN AS WE PROVIDED YOU LAST YEAR, YOU SHOULD HAVE IN POSSESSION A SUMMARY OF EACH RESPECTIVE SCHOOL, ST. HELENA ELEMENTARY, ROYAL BRANCH MIDDLE SCHOOL, AND BATTERY CREEK HIGH SCHOOL, OF THEIR GOALS AND BUDGET AS IT RELATES TO THEIR PERFORMANCE PLAN. AND I DO BELIEVE THERE MAY BE A MOTION AT THE END FOR OUR CHAIR. THANK YOU, MS. BERRY. SO, WITH THAT, IF I COULD PLEASE HAVE YOU LOOK AT THE POWERPOINT PRESENTATION AT STATE UPDATE AND JOINING THIS AFTERNOON. AFTERNOON IS NICHOLAS FLOWERS, OUR DIRECTOR FOR ACCOUNTABILITY, OUR PRINCIPAL FORE TELE ELEMENTARY, CONSTANCE BLUE WINE LOOPS. OUR PRINCIPAL FOR WELL BRANCH MIDDLE SCHOOL, BRADLEY WILSON. AND OUR PRINCIPAL FOR BATTERY CREEK HIGH SCHOOL. DR. ELDEEN INE THOMPSON. I'M THE, SHE HAD OBTAINED HER DOCTORATE. SO WITH THAT, I, MRS. KUSH, IF YOU THINK GOOD. NEXT SLIDE. I'D LIKE TO BRING FORWARD MR. FLOWERS ON OUR DESIGNATIONS AND OF OUR INFORMATION. ALRIGHT, SO WE ARE HERE THIS AFTERNOON REGARDING SCHOOLS ON THE SCHOOL REPORT CARD BASED ON STATE LAWS THAT RECEIVED A BELOW AVERAGE RATING. SO, UM, THIS IS JUST LOOKING STRAIGHT AT THE, THE REPORT CARD THAT SCHOOLS RECEIVED. UM, AND NOVEMBER FROM THERE, EACH SCHOOL'S REQUIRED TO, UH, REACH OUT TO THEIR PARENTS GUARDIANS, THEIR SIC ENGAGE THEIR STAKEHOLDERS, UM, AND GIVE NOTIFICATION. ALL OF OUR SCHOOLS COMPLETED THOSE STEPS IN THE TIMELINE. AND THEN FROM THERE, THEY HAD TO DEVELOP A SCHOOL TURNAROUND PLAN THAT IS HELPING TO, UM, BE CONNECTED TO THEIR SCHOOL RENEWAL PLAN. ALSO, UM, THAT WILL IDENTIFY, UM, THREE GOALS IN THERE, A RESOURCE EQUITY GOAL, A MATH GOAL, AND AN ELA GOAL, UM, FOR READING. AND THEN SPECIFIC ACTION STEPS THAT THEY'RE GONNA BE PUTTING FORWARD, UM, TO, UM, ADDRESS THEIR, THEIR SCHOOL GOALS AND THE SCHOOL. SO I WILL TURN OVER TO PRINCIPAL LEWIS TO DISCUSS LEN ELEMENTARY. THANK YOU, MR. FLOWERS. I'M GONNA HAVE PRINCIPAL LEWIS SPEAK FROM THE SENIOR, THE PODIUM SO YOU CAN SEE HER. THANK YOU. THANK YOU. EVERYONE HEAR ME? OH, GOOD AFTERNOON. AND THANK YOU TO DR. RODRIGUEZ AND DR. STRATUS FOR TAKING CARE OF ME. AND THANK YOU FOR ALLOWING ME TO. SO I'M HERE TO TELL YOU ABOUT THE GAMES, LOOK AT THE SMILE ON MY FACE, UM, THAT ARE HAPPENING AT ST. HELENA ELEMENTARY [03:45:01] SCHOOL. AND YOU HAVE OUR ACTIVITIES THERE AND YOU HAVE OUR GOALS. AND WE WERE WANTING 8% GAIN AND PROFICIENCY OR GREATER. AND I'M HAPPY TO SHARE THAT WHEN I ARRIVED AT ST. HELENA, ONLY 29% OF OUR STUDENTS WERE PROFICIENT IN READING. BUT AT THE END OF LAST YEAR, 37% WERE PROFICIENT. AND RIGHT NOW WE ARE PROJECTED TO HAVE 44% PROFICIENT FOR THIS COMING YEAR WHEN WE TAKE OUR STATE STATE ASSESSMENT. SO FEEL FREE TO CLAP . UM, BECAUSE REMEMBER WE WERE HALF STAFF LAST YEAR JUST SAYING, UM, FOR MATH, SAME THING. WE WON UP 8% OR MORE INCREASE. WE DIDN'T YIELD SO HIGH IN MATH. WE DID GROW. WE CELEBRATE ALL GAIN. WE WENT UP 1% LAST YEAR FROM 31 TO 30. BUT RIGHT NOW WE ARE PROJECTED TO BE AT 39. AND OF COURSE WE AIM FOR GREATER. WE EXPECT GREATER. SO THAT IS, I'M JUST EXCITED AND PROUD OF THE STAFF. THEY'RE WORKING REALLY HARD, VERY COMMITTED. UM, I APPRECIATE THE SUPPORT THAT WE RECEIVED FROM ISD. UM, I HAVE AN AMAZING EXECUTIVE DIRECTOR. THEY'RE ALL GREAT COLLABORATORS AND THOUGHT PARTNERS. UM, WE APPRECIATE HUMAN RESOURCES. I DIDN'T TAKE ANY TIME OFF THIS SUMMER, AND SO THEY COULDN'T EITHER BECAUSE I KEPT BOTHERING THEM TO, UM, ENSURE THAT WE WERE FULLY STAFFED AS POSSIBLE. WE LANDED WITH TWO VACANCIES, ONE READING COACH VACANCY, AND ONE, UM, SCHOOL LIBRARIAN THAT I'M PROUD TO SHARE THAT TODAY WAS THE FIRST DAY FOR MY READING COACH. YAY, . SO WITH THAT, LET ME TAKE THE OPPORTUNITY TO DO, TAKE OUR NEXT PRINCIPAL WHO IS OUR MIDDLE SCHOOL PRINCIPAL. MAY I HAVE YOU BRING THE PODIUM, SIR? SIT. SIT. HOW'S THAT TO YOU? AND AS THE PODIUM COMES BACK AND SIT FRONT, I WANNA ATTENTION PLEASE TO OUR EXECUTIVE RECORD REFERENCED. MS IS HERE, THE AUDIENCE. SO LADIES AND GENTLEMEN, SHE'S NEW TO OUR TEAM THIS YEAR. AS AN EXECUTIVE DIRECTOR, WE RECOGNIZE WE HAVE DR. FULL NAME DR. AND WE ALSO HAVE WHO WORKING OUR HIGH SCHOOLS. THANK YOU FOR THE OPPORTUNITY, UM, THAT, SO WILL BRANCH MIDDLE SCHOOL DID EXPERIENCE REPORT RATING. THERE ARE SEVERAL AREAS ON THE REPORT CARD THAT CONTRIBUTES TO THE OVERALL RATING WHERE WE SAW THE MOST CHALLENGING OUR STUDENT PROGRESS. SO WE ACTUALLY DID MAKE OVERALL IMPROVEMENTS IN OUR ACADEMIC ACHIEVEMENT AS A SCHOOL. SO THE SCHOOL REACHED THE HIGHEST POINT THAT WE'VE HAD SINCE COVID. IN TERMS OF OVERALL ACADEMIC STUDENT POINTS, THE GROWTH WAS, I'M SORRY, WAS AN ELA. OUR, UH, ELA TEAM WAS ABLE TO BRING SCHOOL FORWARD, A LITTLE OVER NINE POINTS HOLISTICALLY. SO THE STUDENTS VERY SIGNIFICANT GROWTH. AND WE'VE HAD AN OPPORTUNITY TO BE ABLE TO REFINE THOSE STRATEGIES. SO AS YOU LOOK AT THE PLAN, YOU'LL SEE THAT WE'VE GIVEN A LOT OF FOCUS TO WHAT WE'RE GOING TO DO TO TRY TO EQUITABLY SUPPORT OUR MATH GROWTH AS WELL AS WAYS WE CAN REFINE, CONTINUE TO IMPROVE THE WORK WE'RE DOING IN OUR ELA AREAS. SO IN TERMS OF RESOURCE EQUITY, UM, WE LOOKED AT WHAT WE HAVE BEEN PORTIONING IN TERMS OF STAFF TIME AND RESOURCES TOWARDS THE ELA GROWTH AND HOW WE MORE DO THAT FOR STUDENTS. AND SO WE HAVE INCREASED OUR TIERED MATH INTERVENTION PROGRAMS. WE'VE OFFERED SOME AFTERSCHOOL PROGRAMMING THAT INCLUDES BLESSING AND, UH, MEALS FOR STUDENTS TO MAKE SURE THAT WE'RE ELIMINATING BARRIERS AND WE'VE BEEN IDENTIFYING DATA. SO AT THE START OF THE SCHOOL YEAR, WE UTILIZED INFORMATION ABOUT STUDENTS PERFORMANCE IN THEIR CORE CLASSES AND THEN PROVIDED SUPPORT FOR THOSE STUDENTS WITH BOTH SOFTWARE PROGRAMMING AND LIVE IN-PERSON SUPPORT FROM TEACHERS TO WORK THROUGH WITH THAT. AND WE'VE ALSO BEEN ABLE TO UTILIZE OUR DIAGNOSTIC DATA FROM THE START OF THE YEAR AND HAVE A GOOD POINT TO UNDERSTAND SOME SPECIFIC STUDENT NEEDS AND TO DEFINE OUT SOME MAP STRATEGIES AND INTERVENTIONS AS WELL AS REFINE OUR ELA INTERVENTIONS. SO WE HAVE A TIERED SYSTEM THAT WE'VE IMPLEMENTED IN BOTH OF THOSE AREAS, UH, THAT WE ARE SUPPORTING BOTH IN THE SCHOOL DAY BEFORE SCHOOL PROGRAMMING AND IN AFTER SCHOOL PROGRAMMING. WE DID COMMUNICATE THAT TO PARENTS AND GOT THEIR FEEDBACK AS WELL TO TRY AND MAKE SURE THAT WE'RE RESPECTING OTHER FAMILY OBLIGATIONS THAT MAY PREVENT THEM FROM ONE, SO THEIR OPTIONS OPEN IN THE MORNING, DURING THE SCHOOL DAY AND THE AFTERNOON TO TRY AND ENSURE THAT WE CAN DO SOMETHING THAT SUPPORTS THEIR INDIVIDUAL FAMILY NEEDS. UM, WE ARE SEEING SOME REALLY SIGNIFICANT INCREASE IN STUDENT PARTICIPATION IN THOSE AREAS. WE HAVE SOME DEFINITE MEASURABLE GROWTH IN TERMS OUR ELA, UH, ARY PROMISING IN TERMS OF WE'RE SEEING IN THE MATH MOVING FORWARD. UM, LIKE PRINCIPAL LEWIS SAID, STAFFING HAS BEEN AN ISSUE. AND SO IN THE PAST YEAR THERE WERE SOME AREAS WHERE WE HAD TO UTILIZE STAFF MEMBERS FOR THINGS THAT, UM, THEY WERE QUALIFIED TO DO , LIKE AN INSTRUCTIONAL COACH OR INTERVENTIONIST. SO WE STARTED THE FULL YEAR OFF THIS YEAR WITH MUCH BETTER POSITION IN STAFFING. WE HAVE HAD SOME TURNOVER DUE TO UNPREVENTABLE THINGS SUCH AS RETIREMENT [03:50:01] AND, UH, MILITARY ORDERS THAT SOMEONE, BUT WE'VE HAD LOT OF SUPPORT IN TRYING TO FILL THOSE POSITIONS EITHER WITH PERMANENT REPLACEMENTS OR HIGHLY QUALIFIED, UH, SUPPORTS WHILE WE'RE FILL THOSE POSITIONS. SO AT THIS TIME WE DO HAVE, UH, TEACHERS WHO ARE IN THE CLASSROOM IN OUR MATH AREAS. WE HAVE MATH INTERSECTION INTERVENTION SECTIONS THAT ARE BUILT, POPULATED WITH STUDENTS. AND WE'RE ALSO, UH, GONNA BE WORKING WITH STUDENTS IN SMALLER GROUPS WITHIN THAT FOR VERY TARGETED SPECIFIC MATH SKILL REALLY. SO THOSE ARE, THOSE ARE SOME ESSENTIAL ELEMENTS OF THAT IN TERMS OF OUR INTERVENTIONS. AND IN LOOKING AT OUR TIER ONE SUPPORT, WE HAVE NEW MATH STANDARDS AS WELL AS RESOURCES. AND SO WE PUT A LOT OF WORK INTO LOOKING AT OUR SCHEDULE AND HOW WE UTILIZE TIME, AND THEN HOW WE PRESENT THE INSTRUCTION AND ASSESS STUDENTS AND RESPOND TO WHAT WE SEE. ONE AREA OF FOCUS ACROSS OUR SUBJECTS HAS BEEN SMALL GROUP INSTRUCTION. AND SO WE'VE PROVIDED SOME INFORMATION FOR TEACHERS SPECIFIC TO CONTENT AREAS THAT STARTED THIS PAST SUMMER IS WE'RE UNDERSTANDING BROAD CURRICULUM AND HOW TO BEST UTILIZE THOSE RESOURCES. WE HAD MEMBERS OF THE EXTREME TEAM WHO CAME AND WORKED WITH OUR TEACHERS TO TRY AND LOOK AT HOW THEY WOULD DO THAT IN MATH AS WELL AS FROM OUR, OUR A TEAM LA GROUP HERE, THE DISTRICT TO WORK ON WHAT THE EXTENDED BLOCK. WE INCREASED OUR PERIOD OF TIME FOR FOUR INSTRUCTION FROM 60 TO 75 MINUTES TO ACCOMMODATE THAT OPPORTUNITY FOR SMALL GROUP CONSTRUCTION AND ROTATIONS. AND OUR INSTRUCTIONAL TEAM HAD A PLAN THAT WAS BUILT OUT FOR PROGRESSIVELY IMPLEMENTING THAT THROUGHOUT THE DAY. AND I THINK THAT'S BEEN VERY WELL RECEIVED AND VERY POSITIVE IN TERMS OF WHAT THE TEACHERS WERE DOING. SO WE WERE ABLE TO HAVE SOME TEACHERS WHO WERE EARLY ADOPTERS IN BEING ABLE TO IMPLEMENT AND MODEL THOSE STRATEGIES EFFECTIVELY WITH THE NEW CURRICULA IN THEIR CLASSES. AND THEN THEY OPENED UP THEIR SPACES FOR PERIOD TO COME IN AND OBSERVE OUR FEEDBACK AND HAVE SOME REFLECTIVE CONVERSATIONS BY IMPLEMENTATION WITH OUR COACHES. UM, SO IN ALL I BELIEVE WE'RE IN A VERY PROMISING PLACE AND I'M VERY GRATEFUL FOR DISTRICTS AND CONTINUING TO MOVE FORWARD PURSUIT. SO BOARD MEMBERS, AS DR. THOMPSON COMES FORWARD, I I, I DO WANNA BRING FORWARD TO YOUR ATTENTION. HE'S A YEAR TWO PRINCIPAL. I WANT YOU TO KNOW LEVEL EFFICIENT SO WE COULD JUST GET SOME RECOGNITION TO, UH, DR. YEAH. HOW ARE THE STUDENTS RESPONDING TO THE CHANGES? I, I, I WOULD SAY, UM, YEAH, SO, UM, IT VARIES. SO IT, IT DEPENDS ON WHICH CHANGES I GUESS YOU'RE SPEAKING ABOUT. WE HAVE TRIED TO KIND OF BALANCE, SO IN TERMS OF THE ADDITIONAL INTERVENTION TIME THERE, THERE'S A LITTLE BIT OF, YOU KNOW, PUSHBACK FROM SOME STUDENTS BECAUSE OF THE ALLOCATION OF THAT TIME. UM, BUT WE'VE ALSO BALANCED THAT WITH OPPORTUNITIES. AND SO WE HAVE SOME THINGS ON FRIDAY SCHEDULE GIVEN THE STUDENTS TO DO CLUBS THAT ARE STILL VERY ACADEMICALLY FOCUSED AND SUPPORTIVE, BUT THERE'S CHOICE IN WHAT THEY GET TO DO WITH THAT. UM, WE ALSO HAVE A RECESS PROGRAM THAT WE'VE BUILT ON FRIDAY WHERE STUDENTS, AGAIN HAVE KIND OF DIFFERENT STATIONS THEY CAN GO TO. AND SO IT'S, IT'S A GIVE AND A TAKE, YOU KNOW, UM, BUT I THINK IT'S GOING VERY WELL IN TERMS OF THEIR, THEY'RE COMMITTED TO IT AND IT'S GROWING ON. I APPRECIATE THAT. THANK, THANK YOU. MAY I JUST, UH, YES. HAVE THERE BEEN ANY GLIMPSE THAT STUDENT TO TEACHER RATIO ON STUDENT IN SCHOOLS IS A REAL SWEET SPOT? IF YOU LOOK, IS THAT ME OR, WELL, I THINK IT'S BOTH. SO IF, IF I MAY 1ST, YES MA'AM. SO, MR. DALLAS, THE RESEARCH JOURNAL, 15 JULY IS THE MOST CUSHION STOCK. AND THAT IS BECAUSE OF THE OPPORTUNITY OF ROTATING WITHIN A CLASSROOM TO ASSURE THAT WE'RE GIVING DESCRIPTIVE, IMMEDIATE FEEDBACK. BUT A STUDENT WHO NEEDS IS BELOW , BUT A STUDENT NEEDS ADDITIONAL SUPPORT FOR ENGAGEMENT FOR A STUDENT WHO MAY BE A MARRIED AND GETS LOST IN THE CLASS, RIGHT? THAT 15 TO ONE. BUT A STUDENT WHO'S SELF ENGAGED, SELF MOTIVATOR, AS MANY OF YOU UNDERSTAND LANGUAGE BREAK THAT RATIO COULD BE 18 TO 1, 21 TO 1 25, 20 BECAUSE MARY IS GONNA PERSEVERE. SO I HAVE TO SAY THAT IT THIS LEND TO WHO THE CHILD IS, AM I AT GRADE LEVEL, BUT WE ALSO WANNA BE ABLE TO PUSH FORWARD STUDENTS AT GRADE LEVEL AND THEIR CHARACTERISTICS AS WELL NEEDS TO TAKE INTO IDENTIFICATION. SO IT'S A VARIED RESPONSE. AND I HAVE TO SAY THAT TOO. I THINK THAT'S SPOT ON, IS THE ONLY THING I WOULD ADD IS THAT AT, AT SOME JUNCTURE, THERE'S SORT OF A LAW OF DIMINISHING RETURNS WHERE YOU GO BELOW A CERTAIN NUMBER AND IT'S ACTUALLY DETRIMENTAL BECAUSE THERE'S LESS COLLABORATIVE THINKING THAT TAKES PLACE IN THE CLASS TO BUILD KNOWLEDGE, RIGHT? AND SO, SO YOU DO NEED, UH, A CERTAIN LEVEL, RIGHT? WHERE, WHERE YOU CAN, YOU CAN, YOU CAN HAVE THOSE VARIOUS ENGAGEMENTS. SO I MEAN, UH, IT, I WOULD SAY IT'S NOT RIGHT TO MAKE THE ASSUMPTION THAT, UH, WE'LL KEEP DRIVING, [03:55:01] YOU KNOW, DRIVING DOWN. I'M NOT SAYING THAT'S WHAT YOU'RE DOING. I'M JUST THROWING THAT INTO THE ATMOSPHERE, RIGHT? THAT JUST GO DRIVE IT DOWN 7 1, 6, 5, 1. RIGHT? THAT'S WHAT YOU HAVE SMALL GROUP INSTRUCTION WITHIN THE TIME BLOCKS, YOU KNOW, SO, SO, UH, THAT, THAT, THAT GROUP THING AND THAT COLLABORATIVE THING AROUND, UH, THE CONTENT, UH, THAT, THAT AND THE INSTRUCTIONAL CONTENT, UH, IS IMPORTANT DURING THAT DELIVERY THAT, THAT, UH, PEOPLE CONTRIBUTE TO THE ONGOING KNOWLEDGE BASE THAT'S GROWING WITHIN THE CLASS. THAT'S AN IMPORTANT PART. SO THAT SOME JUNCTURE DROPPING, UH, COULD GET DETRIMENTAL. THE, THE SMALLER NUMBERS BECOME, UH, MORE EFFECTIVE FOR SMALL GROUP CONSTRUCTION OR INTERVENTION FULL OUT KIND OF THING. SO IT, IT JUST MIGHT BE WORTHWHILE TO ACCUMULATE SOME DATA ON STUDENT TEACHER RATIOS, UH, AND, AND HELP INFORM THE BOARD. THERE ARE THINGS WE NEED TO DO TO HELP IMPROVE THE BUDGETING PROCESS IF THAT'S A TRIGGER. YEAH. BUT YOU FOLKS TELL US WHAT THE TRIGGER ARE. YOU CAN RESPOND. YEAH, I GOT IT. I THINK YOU'RE LOOKING FOR, YOU KNOW, IF, IF, IF THAT'S A PRIORITY BECAUSE IT'S EFFECTIVE MM-HMM. THEN YOU WANNA KNOW, BECAUSE THAT'S WHERE GOING THROUGH THE BUDGET PROCESS, THAT'S WHAT YOU WANNA BE ABLE TO SUPPORT AND DO. I GOTCHA. ALRIGHT. YES SIR. MS. SMITH. MM-HMM. UH, ALSO, CAN YOU TELL ME WHAT YOUR, UH, WHAT YOUR, WHAT'S YOUR PARENT ENGAGEMENT? WHAT, WHAT DOES, WHAT THAT LOOK LIKE? HOW, HOW, WHAT, WHAT WAS THAT? SO THERE, THERE ARE SEVERAL THINGS THAT WE'VE DONE. WE HAVE A PARENT LIAISON WHO WORKS ON OUR CAMPUS. UM, SHE'S FROM THE COMMUNITY, WENT THROUGH THE COMMUNITY SCHOOLS AND HAS SOME, SOME CONNECTIONS THERE. SHE'S BEEN VERY ACTIVE IN REACHING OUT IN PARENTS. SO SOME OF THE WAYS THAT WE TRY TO ENGAGE PARENTS STRATEGICALLY. UM, WE DO AN AWARDS PROGRAM ONCE A MONTH. SO WE CALL OUR HOUSE PARTY. THE SCHOOL USES THE RON PARKING HOUSE SYSTEM AS A WAY TO KIND OF ENCOURAGE SOME COLLABORATION AND SOME FRIENDLY COMPETITION AS WELL AS ATTRACT STUDENTS INDIVIDUAL PERFORMANCE. RECOGNIZE THAT, UH, TOKEN ECONOMY WHERE THEY GET DIFFERENT POINTS FOR MEETING ACADEMIC GROWTH AND YOU KNOW, BEHAVIORAL EXPECTATIONS. UM, SO WHEN WE DO THOSE PROGRAMS, WE RECOGNIZE THEIR ACHIEVEMENT IN GROWTH. WE'VE SEEN A GREAT INCREASE THIS YEAR IN THE PERCENTAGE OF PARENTS, THE NUMBER OF PARENTS AND COMMUNITY MEMBERS WHO PARTICIPATE. AND I THINK THAT'S VERY IMPORTANT. WE HOLD UP THE STUDENTS' ACCOMPLISHMENTS AND WE CELEBRATE THEIR GROWTH IN FRONT OF THEIR PEERS IN FRONT OF THEIR PARENTS. THAT'S BEEN REALLY EFFECTIVE. SO THAT'S ONE WAY THAT WE'VE ENGAGED PARENTS. ANOTHER WAY IS JUST MAKING THE SCHOOL MORE OPEN PLACE. AND SO WE HAVE SOME EXPECTATIONS FOR SAFETY REASONS AND COMPLIANCE WITH DISTRICT EXPECTATIONS OF COURSE. BUT PARENTS CAN COME IN AND THEY CAN ENGAGE IN THE CAMPUS ACTIVITIES, BE AS VOLUNTEER. THEY QUALIFY FOR THAT, OR JUST AS AN OPPORTUNITY TO COME AND SHADOW A CHILD IN THE CLASS. SO WE DO HAVE A FORM THAT THEY HAVE TO FILL OUT THAT BE OUR RAPTOR, YOU KNOW, SYSTEM COME THROUGH THAT PROCEDURE. BUT IT'S, IT'S NOT CUMBERSOME. SO WE'VE SEEN SOME PARENTS COME IN TO BE ABLE TO HAVE AN OPPORTUNITY TO ENGAGE WITH THE KIDS IN AN AUTHENTIC SPACE. I THINK THAT'S REALLY POSITIVE AS WELL. AND THEN OF COURSE WE HAVE OTHER SPACES LIKE OUR OPEN HOUSE. UM, WE INVITED STUDENTS, WE CAN SCHOOL YEAR, WE HAVE, UM, PARENT CONFERENCE NIGHTS WHERE IN CONJUNCTION WITH THE HALF DAY SCHEDULE WE OPEN UP TIMES THAT MAY NOT BE AVAILABLE AND REACH OUT AND INVITE THEM IN FOR SPECIFIC CONFERENCES. UM, BUT I DO THINK THE HOUSE PIECE AND THE VISITING CAMPUS VOLUNTEERING CHATHAM PIECE. AND THEN I'LL ALSO, AND I, I KNOW ALSO TALKING IN TERMS OF UM, LACK LACKING OF SOME STAFF AT ONE POINT LAST IN DECEMBER, WERE YOU AFFORDED SOME STAFF TOO? AND I GUESS THAT, THAT, THAT ALSO, I'M SURE ALSO A TON OF BECAUSE SWITCH FROM STAFF FROM MIDDLE, FROM MIDDLE HIGH SCHOOL HELP OUT, UM, HIGH SCHOOL FROM HIGH SCHOOL TO MIDDLE SCHOOL. SO, UM, DID, DID, DID THAT MAKE AN EXTREME HUGE DIFFERENCE OR YOU, YOU SAW RESULTS FROM THAT AND NEXT THIS? YEAH, IT'S REALLY, IT'S REALLY DIFFICULT TO QUANTIFY EXACTLY WHEN YOU HAVE DIFFERENT PEOPLE WITH YOU STUDENTS. BUT I'LL, I'LL SUMMARIZE TO SAY AS AN EXAMPLE, ONE OF THE STAFF MEMBERS WHO WAS TRANSFERRED TO OUR SCHOOL, UM, YOU RECENTLY RECOGNIZED AT A BOARD MEETING BECAUSE SHE MADE SUBSTANTIAL GROWTH AND WE HAVE BEEN ABLE TO PARTICIPATE IN THE STATE PILOT COMPENSATION PROGRAM. AND SO THEY MEASURE ABOVE THE MIDLINE. SO KIND OF ABOVE THE EXPECTATION OF WHAT WE WOULD WANT STUDENTS TO DO IN A YEAR'S GROWTH, WHEN TEACHERS ARE ABLE TO MOVE STUDENTS ABOVE THAT POINT AND MORE STUDENTS ABOVE THAT POINT THERE, THERE'S A TABLE WHERE IT QUANTIFIES AN ACTUAL FINANCIAL COMPENSATION. SO ONE OF THE TEACHERS THAT WAS PRESENTED AN AWARD AT THE HILTON HEAD MEETING WAS ONE OF THOSE TEACHERS WHO TRANSFERRED OVER TO, TO POSITION TO SERVE OUR STUDENTS FOR THE BALANCE OF THE OBJECTION. ALRIGHT. ALRIGHT. THANK YOU. YES MA'AM. DR. THOMPSON, PLEASE CREEK. [04:00:02] GOOD AFTERNOON. GOOD. IT IS A PLEASURE. THANK FOR YOU AGAIN. UM, SCHOOL THINGS I WANNA TELL YOU. UM, ONE OF THE THINGS THAT WE'VE BEEN AT BATTERY CREEK HIGH SCHOOL, UPON MY TENURE, THERE IS OUR PROMISE TO OUR STUDENTS, OUR FACULTY, OUR STAFF COMMUNITY TO TURN THE TIDE. AND ONE OF THE WAYS WE DO THAT IS TO BUILD BACK BETTER. BATTERY CREEK HIGH SCHOOL HAS A SOLID FOUNDATION OF SOLID LEGACY AND A SOLID PLACE IN OUR COMMUNITY. LEVERAGING THAT HAS BEEN QUITE THE, UM, KEY TO MAKING SURE THAT WE ARE GOING IN THE RIGHT DIRECTION. UM, SO WE DO HAVE SOME CELEBRATIONS. SO THE WORK THAT WE'VE DONE THIS SEMESTER, THIS PAST SEMESTER HAS BEEN FOCUSED ON SCHOOL CLIMATE AND CULTURE. NOT ONLY THE FEEL GOOD PART OF THAT, BUT THE ACADEMIC SIDE OF THAT. MAKING SURE THAT OUR STUDENTS ARE VERY, VERY PREPARED TO TAKE ON THAT 21ST CENTURY LIFE THAT'S IS OUT THERE. THAT'S VERY COMPETITIVE. THE OTHER PIECE THAT WE'VE DONE WORK AROUND IS MAKING SURE THAT OUR TEACHERS ARE PREPARED AS WELL. SO A LOT OF THAT HAS INCLUDED MONITORING, UM, CLOSE MONITORING OF INSTRUCTION AS WE BUILT THOSE SYSTEMS, BEING TRANSPARENT ABOUT WHAT THE DATA TELLS US AND WHAT IT DOES NOT AND WHAT IT, YOU KNOW, WHAT IT NEEDS TO, TO TRY AND LEARN FROM . WE'VE OFFERED CONTENT SPECIFIC COACHING TO OUR TEACHERS, ESPECIALLY THOSE WHO ARE NEW TO THE CONTENT AREA THAT THEY'RE TEACHING OR NEW TO SOUTH CAROLINA OR NEW TO BATTERY CREEK EVEN. AND WE'VE DONE A LOT OF LEVEL SETTING ABOUT WHAT GOOD SOLID TIER ONE INSTRUCTION IS AND IS NOT. UM, OUR FOCUS IS ALSO ON LOOKING AT THOSE KIDS WHO ARE SITTING OUT THERE ON THE OUTER EDGES. THERE ARE ON THE CUSP OF THE NEXT LEVEL. WHAT DO WE DO TO TIP THAT? IN SOME CASES IT'S INCENTIVES. SO ONE OF THE, UH, STRATEGIES YOU'LL SEE IS BUILDING AN INCENTIVE PROGRAM THAT ALLOWS STUDENTS TO BE CELEBRATED. YOU KNOW, PRINCIPALS GET A BAD REST. THEY'RE LIKE, OH, THERE'S PEOPLE WHO CATCH KIDS DOING BADLY. WE WANNA CELEBRATE THE STUDENTS WHO ARE DOING SO WELL. 'CAUSE THERE'RE FAR MORE OF THEM. AND THAT IS OUR APPROACH. WE ARE HAVING, UH, GRADE LEVEL MEETINGS, CLASS MEETINGS THIS WEEK AS WE'RE TALKING ABOUT ALL THE THINGS, THE WHY WE HAVE LOCKDOWN, WHAT ARE WE DOING? ALL THINGS THAT CREATE THE SYSTEM FOR THAT POISES US FOR SUCCESS. WE TALK A LOT ABOUT ATTENDANCE. SO WE ARE TARGETING ATTENDANCE, WE ARE DOING A LOT OF TARGETING IN FIDELITY AND GRADING WITH OUR TEACHERS AND MAKING SURE THAT WE'RE EXECUTING INSTRUCTION THAT IS ON PAR WITH LEVEL OF THE STANDARD, THE RIGOR OF THE STANDARD. SO OUR WORK ISN'T DONE. I WILL STAND HERE AND BE VERY TRANSPARENT ABOUT THAT, BUT WE'RE GOING, THE TIDE IS AT US AS IS NOT GOING OUT AND STARTING TO COME BACK IN AND OUR DATA BEARS THAT STORY. I LOVE THE IDEA OF PENSION BEING GOOD, GOOD. UM, THE HEAD COACH OF THE 1999 US WORLD CUP WOMEN'S CHAMPIONSHIP, WHO WAS A FRIEND OF MINE, A GOOD FRIEND OF MINE, HIS NAME IS TONY DECO. HIS BOOK IS CATCH THEM BEING GOOD. AND IT IS, FIND OUT ALL OF THE DIFFERENT THINGS THAT DOING MAKE DIFFERENCE AND BE POSITIVE IN HOW EVERYBODY IT AN IMPORTANT PART OF. AND, UM, THOMPSON, LEMME LEMME START BY SAYING THIS. UM, I CAN, I APPRECIATE YOU. I CAN APPRECIATE THE WHAT THE WIND WAY. UM, AND I DO TAKES A VILLAGE. I BOARD MEMBERS SUPPORTING YOU AND BEING ABLE, BEING AROUND YOU TO ADMIT TO I'M, I'M ON THE WAY. UM, BUT, AND, AND TO SAY WHAT THE WIND'S BLOWING, I APPRECIATE LEAVING WHEN I'M THERE, I'M THERE CERTAIN THINGS AND I, I CAN, I CAN FEEL THE ATMOSPHERE CHANGING. I CAN HEAR THE GREAT THINGS AND THE POSITIVITY OF THE STUDENTS SAYING THAT WE BATTERY CREEK THE CREEK IS RISING. THAT WAS, WE HAD, WAS IT WEEK BEFORE LAST? WE HAD A, A, UH, BUDGET OF LOOKED. I SAID, NAH, NAH ON THIS. AND YOUR KID HAS HAD YOUR KIDS HAVE A MESSAGE TO ME. THEY TOLD ME, WE KNOW OUR PERSONABLE NAME AND THE CREEPS [04:05:01] ON THE RISE AND WE'RE GONNA KILL THAT STATE, THE STATE OUT THERE ABOUT US AND WE'RE NOT GONNA MAKE Y'ALL PROFIT. AND I CAN I, MY COLLEAGUES TODAY, THAT'S WHAT YOUR STUDENTS TOLD ME AND I CAN APPRECIATE THAT MADE ME FEEL SO MUCH SO GOOD WALKING OUTTA THAT BUILD BUILDING, COMING TO A, COMING FROM A BUDGET MEETING AND BEING ABLE TO GO TO YOUR STUDENTS AND HEAR YOUR STUDENTS GURGITATE, THOSE WORDS THAT I JUST, I JUST SPIT OUT NOW SO THAT I DON'T HAVE MUCH QUESTION YOU CHANGING THE CULTURE AND THEMSELVES. APPRECIATIVE. APPRECIATE WHAT YOU'RE DOING. I SAID I DON'T, I DON'T HAVE MUCH. JUST I APPRECIATE WHAT YOU'RE DOING. HE JUST, HE JUST STAYED AT THE TOP BECAUSE BOB WAS DEFINITELY TOO PROUD. THANK YOU. WELL, I WILL TELL YOU THIS. AND THEN I LOOK PART DOING SOMETHING THAT I'M NOT, UM, THAT IS NOT MY DOING. THAT IS THE DOING OF THE AMAZING TEAM THAT WE HAVE MASTERED THERE. BUT IT'S ALSO THE DOING OF EVERYONE YOU SEE IN THIS ROOM AND SEVERAL FOLKS YOU DON'T SEE EVERY FROM HR, SENIOR STAFF, OUR ISD DEPARTMENT, STUDENT SERVICES. EVERYONE HAS REALLY COME AROUND THE TABLE TO PARTNER TOGETHER TO SUPPORT BATTERY CREEK HIGH SCHOOL. UM, I LOVE THAT YOU SAID PRAISE IN PUBLIC. I NEED YOU TO KNOW THAT WITHOUT THAT SUPPORT, I DON'T THINK WE WOULD HAVE MADE IT AS FAR AS WE HAVE IN THE SHORT PERIOD OF TIME. UM, AND FOR THAT I'M VERY GRATEFUL. SO I I ACCEPT YOUR PRAISE. I THANK YOU THAT I'M THANK YOU ON BEHALF OF A TEAM. 'CAUSE IT'S AMAZING AND I NEED Y'ALL TO WATCH US NO PROBLEM. BECAUSE, YOU KNOW, YOU GOT SOME PREACHERS COMMUNITY, THEY'RE VERY, THEY'RE VERY ACTIVE WHEN THEY SEE DAY. HEY, HEY, HEY. SO THAT'S WHY'S NO QUESTION. THANK Y'ALL. Y'ALL HAVE, THANK YOU. THANK YOU'ALL AND FOR ONLY THREE PRINCIPLES AND EXECUTIVE DIRECTOR WANNA THANK YOU FOR ALL THE TEAMWORK YOU'VE DONE TO MAKE THESE IMPROVEMENTS OF THESE THREE SCHOOLS, WHICH ARE NOT GONNA BE ON THIS LIST FOR LONG. YES, SIR. BEFORE YOU GET DONE TOO, UH, BEFORE YOU GET DONE, UM, I WAS WAITING TO, UH, SPEAK TO MRS. GOODWIN LEWIS. AND, UH, WE POSSIBLY HAVE AT THE END, UM, IS THOUGH I'LL DEFINITELY GIVE YOU YOUR TERMS OF, UH, I ADMIRE HOW YOU, YOU YOU HAD A PROGRAM, I THINK IT WAS YOUR CHRISTMAS PROGRAM AND HOW YOU ENGAGE YOUR PARENTS. THAT'S WHY I WAS ONE ASKING THE OTHERS, UM, HOW THEY WERE ENGAGED, ENGAGED, ENGAGING ME, THE PARENTS OF THE COMMUNITY. AND I THANK GOD THAT I APPRECIATE THE TOUGH CONVERSATION THAT YOU DID HAVE. THAT I, THAT I WITNESSED AND, AND AND WATCHED, UM, HOW YOU STOOD THERE ON YOUR, I SEE, I SEE SPEAKER TODAY, BUT I AIN'T KNOW MY BUSINESS. BUT, UH, HOW YOU SAT ON THAT, ON THAT CHAIR WITH YOUR, WITH YOUR LEG AND YOU GOT THE PARENTS SAID, LISTEN, I NEED YOU TO BUY IN. THAT'S VERY IMPORTANT BECAUSE IT TAKES A VILLAGE AND FOR YOU CREATE THE ATMOSPHERE TO SAY, LISTEN, I, YOU COME TODAY TO ENGAGE INTO THIS BULLY, BUT WE HAVE A CONVERSATION TODAY THAT, THAT'S, THAT'S NOT AN EASY TASK. ESPECIALLY WHEN PARENTS GO AND THEY WANNA COME AND GO AND WATCH THIS, WATCH THE PERFORMANCE AND THAT'S IT. AND YOU MAKE THEM PARTICIPATE. UH, KUDOS TO YOU AND I, I SEE THE WORK THAT YOU'RE DOING. I'M LOOKING FOR YOU TO CONTINUE, CONTINUE THAT, CONTINUE THAT HARD WORK AND ALL THOSE YOU HAVE. AND I I, I DO UNDERSTAND THAT YOU WORSHIP OFF SOME STAFF LAST YEAR, BUT YOU STILL PUSHED THROUGH THAT. AND THAT'S, THAT'S WHAT YOU DO. TAKE WHAT YOU'VE GOT, YOU PUSH THROUGH AND YOU MAKE, TAKE, MAKE, CONTINUE THAT. THANK YOU. THANK YOU. ALRIGHT. YES MA'AM. CHAIRMAN DALLAS. THANK MAY WE HAVE A MOTION. YEP. THANK YOU. VICE CHAIR. I MOVE THAT THE BOARD OF EDUCATION APPROVED THE SCHOOL TURNAROUND PLAN'S SUBMISSION TO THE SOUTH CAROLINA DEPARTMENT OF EDUCATION FOR ST. HELEN ELEMENTARY SCHOOL. WELL BRANCH MIDDLE SCHOOL AND BATTERY CREEK HIGH SCHOOL. SECOND. THAT MOTION. OKAY, THIS BEEN PROPERLY MOTION. AND SECOND. ALL IN FAVOR HERE, RAISE YOUR RIGHT HAND. OKAY, THAT'S FOUR HERE PEOPLE LINE, GORDON. AYE ANYONE? MS. HAYES ONLINE? SHE HASN'T ANSWERED YET. GORDON, I OKAY. THAT'S SICK. BEVERLY. NO, THAT'S FINE. MS. HAY HAS NOT ANSWERED. MS. HAY HAS NOT ANSWERED YET. OKAY. SO I'M NOT SURE THAT, THAT, IF MS. HAYES DOESN'T VOTE, THEN WE DON'T. OKAY. [04:10:01] YOU CAN TAKE VOTE TO DO FEBRUARY. YES, SIR. THANK YOU. THANKS ALL. THANKS. OKAY. YES. A SI GOOD AFTERNOON. UM, UM, MAYBE ARE READY. WE ARE. OKAY. WHAT'S, WHAT'S TV? YEAH, I JUST WANNA SEE. OKAY, DR. TODD. AFTERNOON EVERYBODY. UM, MR. ROBIN, I'LL COME NEXT. UM, I WANTED TO BE BIT SUCCINCT, BUT I WANTED TO MAKE SURE WE GAVE YOU AN UPDATE ON WHAT WE'RE, UM, SO WE EXCITED TO TALK TO YOU ABOUT A STRUCTURED SUPPORT DATE PROGRAM. AND THIS IS WHERE OUR, WHO'S DIAGNOSED WITH AUTISM, UM, WITH THE DIAGNOSIS OF AUTISM, THERE COMES A VARIETY OF NEEDS AND CURRENTLY HAVE FAMILIES THAT GO OUTSIDE OF COUNTY SCHOOL DISTRICT TO RECEIVE SOME SPECIALIZED SERVICES. AND SO, KIND OF JUST FRAMING OUR INTENT BEHIND THIS, OUR INTENT IS TO IMPROVE OUR THIRD FREE MODEL, UM, IN THE MOST COST EFFECTIVE WAY. RIGHT? SO ROBIN'S GONNA SCROLL UP TO NEXT. I'LL WANT YOU NOW GET THIS CHART FOR A MOMENT. THIS IS FOR IF YOU'VE GOT YOUR IN FRONT OF YOU. THIS IS THE DATA CHART ON HERE. GIVE A SECOND TO LOOK AT THAT, EXPLAIN WHAT THAT IS. SO ESSENTIALLY WE HAVE, THIS IS OUR ENROLLMENT PROJECTION OF BY DIAGNOSIS WITH AUTISM. OKAY? SO YOU CAN SEE 20, 21, 22 THROUGH 20, 24, 25 THROUGH ACTUAL CURRENT DATA FOR THE SCHOOL YEAR. THE TREND THAT WE'RE SEEING AT SCHOOL DISTRICT, UM, IT'S SAFE TO SAY THAT WE'VE NOT JUST SEEN AN INCREASE IN ENROLLMENT. WE'RE SEEING A SHARP INCREASE ENROLLMENT, THE STUDENTS THAT ARE DIAGNOSED WITH AUTISM. NOW, UNDERSTANDING THIS DIAGNOSIS IS VERY COMPLEXITY. THE NUMBER THAT I WANT YOU TO REMEMBER IS ABOUT 10 TO 12% OF THAT POPULATION REQUIRES SPECIALIZED SERVICES AND THEY'RE MORE MEDICAL IN NATURE. AND THIS ALLOWS, DID THE MODEL THAT WE'RE GONNA MOVE TO ALLOW SOME SERVICES TO OCCUR IN A MORE EDUCATIONAL SETTING. NOW I'M GONNA GET INTO A LITTLE DEEPER EXPLANATION OF WHAT I MEAN BY THAT HERE A LITTLE BIT. BUT THE MODEL THAT WE'RE ABOUT TO SHOW YOU REQUIRE ALLOWS US TO, FOR THE STUDENTS AND THE FAMILIES TO BE MORE CONNECTED TO THE SCHOOL SETTING. AS I SAID PREVIOUSLY, THEY'RE GOING OUTSIDE THE SCHOOL SETTING TO RECEIVE SOME OF THESE SERVICES. UM, THE PROGRAM IS GOING TO BE LOCATED WITHIN TWO SCHOOL SITES WITHIN JUNIOR COUNTY SCHOOL DISTRICT. IT'S GOING TO GOING BE TWO CLASSROOMS. THERE'S GOING TO BE A K TO SIX CLASSROOM THAT'S GONNA BE IN BOSTON ELEMENTARY SCHOOL. AND THEN A SEVEN TO 12 PROGRAM GONNA BE, AND SCHOOLS AND IS GOING TO SERVE OUR ENTIRE COUNTY, UM, FOR THAT 10 TO 12% POPULATION. WE DIDN'T JUST PICK A PLACE WE STRATEGICALLY PLACED ON THIS PROGRAM THERE BECAUSE TWO THIRDS OF THE STUDENTS THAT THIS APPLIES TO, THEY LIVE RIGHT AROUND THAT VICINITY. SO IT IS THE STRATEGIC WAY TO THE NEED TO FAMILIES. AND I'LL GO INTO MORE DETAIL OF WHAT THAT MEANS. PLACE. ALRIGHT, SO THIS IS CALLED, UM, AND YOU'LL SEE AT THE TOP THAT IT ACTUALLY STANDS FOR SPECIALIZED EDUCATION SERVICE. THAT IS THE COMPANY. THEY'RE VERY EASY TO PROVIDE THE SERVICE. SO IF WE SOUGHT OUT TO PROVIDE THESE SERVICES WITHIN OUR DISTRICT CLASSROOMS, UM, IT IS THE FIRST OF ITS KIND IN SOUTH CAROLINA. NOW, I, I, AS YOU CAN [04:15:01] SEE UP THERE, THAT'S NOT TRUE NATIONALLY. MANY SCHOOL DISTRICTS AROUND THE COUNTRY HAVE STARTED IMPLEMENTING THIS TYPE OF MODEL OF OUTSIDE SERVICES THAT ARE TYPICALLY RECEIVED IN MEDICAL SETTING INTO A CLASSROOM SETTING BECAUSE, BUT I WANTED TO YOU THE KIND OF IMPACT OUTREACH THEY'VE HAD NATIONWIDE, UM, THE COMPANY TO PARTNER WITH THE NEXT SLIDE, OR YOU DO THIS, I WANT TO PROVIDE THIS TO YOU IN A VARIETY OF WAYS. SO ON THIS SLIDE, THERE'S GOING TO BE, SO IF YOU'RE AT HOME, SO I REALIZE SOME BOARD MEMBERS PHYSICALLY BE HERE. THAT IS A LINK TO THE PDS THAT I ACTUALLY PROVIDE TO YOU. UM, SO BEFORE WE GET INTO THOSE PDS, I WANNA HIGHLIGHT A COUPLE OF BENEFITS BEFORE WE GET INTO THAT. UM, WE TALK ABOUT THE GOING OUTSIDE OF THE SCHOOL SYSTEM TO RECEIVE THESE SERVICES IS MORE IN A THERAPEUTIC SETTING. WE WANTED TO BRING THAT THERAPEUTIC SETTING INTO OUR DISTRICT CLASSROOMS. UH, PARTNERING WITH THIS COMPANY, , IT DOES ALLOW FOR MORE CONNECTIVITY WITH THE FAMILY AND THE STUDENTS. IT IS LIKE THEY'RE A PART OF THE SCHOOL SETTING INSTEAD OF THEY'RE IN A SCHOOL, THEY'RE AROUND OTHER STUDENTS THAT ARE GOING BE IN A GREATER SETTING, UM, FOR FAMILIES. IT ALSO MAKES, IT GIVES GREATER STABILITY AND PREDICTABILITY OF WHAT THEIR DAY LOOKS LIKE. UM, AND IT PROVIDES BALANCE IN THEIR DAILY LIVES. FOR THE SCHOOL SYSTEM, IT IS THE MOST COST EFFECTIVE WAY TO OFFER THE SERVICE. AND SPECIFICALLY IN THE AREA IT'S COMP CLAIMS, STAFFING CHALLENGES. AND THEN THIS GIVES US THE ABILITY TO BRING IN STAFF THAT HAVE HIGHLY SPECIALIZED TRAINING THAT SPEAK TO BEST MEET THE NEEDS OF STUDENTS THAT REQUIRE SPECIALIZED SERVICES. AND THEN, SO ESSENTIALLY WE HAVE WORKED TO CREATE A HYBRID MODEL WHERE WE'RE ABLE TO PROVIDE INTENSIVE SUPPORT WITHIN OUR SCHOOLS IN AN EDUCATIONAL SETTING. AND THAT'S WHAT WE'RE ABOUT TO TALK ABOUT HERE. SO BEFORE WE GO TO THE ACTUAL LAST SLIDE OF THIS, I WANT YOU TO LOOK AT THE PDF THAT SHE IS DISPLAYING UP THERE. DISPLAY. AND SO THE MODEL THAT WE'RE USING IN THE , WE CALL THE BEST MODEL. UM, SO TESSI HAS DIFFERENT TYPES OF PROGRAM AROUND THE COUNTRY. UM, IT'S ACTUALLY GOING TO BE CALLED HIGHROADS. THAT IS NOT SOMETHING THAT WE'RE BRANDING OR NAMING. SO IF YOU OPEN THIS PROGRAM IN LEXINGTON COUNTY, IT WOULD BE HIGH ROADS OF LEXINGTON COUNTY OR HIGH ROADS OF JASPER COUNTY. UM, THAT IS JUST THE, THEIR, THEIR WAY TO IDENTIFY DIFFERENT TYPES OF PROGRAMS. SO ON THE FIRST PAGE THAT YOU'RE GOING TO SEE A COUPLE DIFFERENT THINGS AND IT OUTLINES THE DIFFERENT SKILLS THAT THEY'RE WORKING ON. SO THE MOTOR LABS, THOSE ARE THE FINE MOTOR SKILLS BECAUSE THE KIDS ARE GONNA HAVE A VARIETY OF NEEDS. UM, THE DISCRETE TRIAL TRAINING IS SOMETHING THAT IT IS TAKING BITS AND PIECES AND TRYING A TRIAL OF A BEHAVIOR OR A TRIAL BASED SKILL TO SEE HOW IT'S DOING THIS RESEARCH BASED PROCESS, JUST KIND OF GIVING YOU AN OVERVIEW. BUT THE NATURAL ENVIRONMENT TEACHING THAT IS ONE OF THE BIG COMPONENTS OF THIS. SO INSTEAD OF RECEIVING THESE SERVICES IN A THERAPEUTIC CLINICAL SETTING OUTSIDE OF THE SCHOOL SYSTEM, THEY'RE RECEIVING THEM IN A MORE TRADITIONAL CLASSROOM ENVIRONMENT. AND AT THE BOTTOM OF THAT PDF UNDER THAT, IT GOES INTO A GREATER BREAKDOWN AS YOU SCROLL JUST A LITTLE BIT MORE, THAT PART RIGHT THERE. INCREASE SHOWS OUT THE DIFFERENT SKILLS AND LEVELS. I WANT YOU TO REMEMBER THAT ALTHOUGH WE HAVE STUDENTS SEPARATED IN THE CLASSROOM BY GRADING THE SKILLS, THE SKILL LEVEL IS WHAT WE'RE TRYING TO GET. SO THE AGE OF THE CHILD DOES HAVE AN IMPACT, BUT WE'RE REALLY LOOKING AT SKILL LEVEL OF THE CHILD IN DIFFERENT CLASSROOM SETTINGS. AND ALTHOUGH THERE'S A RANGE OF A K TO SIX AND SEVEN TO 12, IT IS A NON-TRADITIONAL DAY. THESE CLASSROOM SETTINGS ARE, ALTHOUGH IT IS SIMILAR GRADE BAND, NOT ALL THE STUDENTS WILL BE IN THE SAME CLASSROOMS AT THE SAME TIME. UM, TO DEMONSTRATE THAT A LITTLE MORE, IF YOU LOOK AT THE SECOND PAGE OF THIS, SHE'S BEGINNING IT OUT THERE. SO THE STUDENTS WILL ROTATE ESSENTIALLY FOR DIFFERENT PATH AND EACH, AS THEY GO THROUGH THE DIFFERENT LABS, THE SPACES THAT WE CHOSE FOR THIS ALSO WILL ALLOW FOR STUDENTS TO BE IN THAT POPULATION WHILE STILL BEING ABLE TO KEEP THEM A GROUP OF KIDS THAT HAVE SIMILAR SKILLSET AND SIMILAR NEEDS. UM, AND SO IT SHOWS YOU JUST KIND OF A OVERVIEW OF WHAT WE MIMIC AND IN OUR TWO CLASSROOM SETTINGS THAT ARE, AND FOR THE EYES OF THE PARENT, [04:20:01] IF YOU GO TO THE VERY LAST PART OF THIS, THIS IS WHAT THE SCHEDULES OF THE PARENT IS LOOKING AT, WHAT THEIR CHILD'S SCHEDULE IS GONNA REQUIRE. UM, AND THESE ARE, THESE ARE MATERIALS NOT CREATED BY BU COUNTY SCHOOL DISTRICT. THESE ARE MATERIALS CREATED. UM, SO JUST AS A PARENT, YOU'RE GOING TO BE ABLE TO SEE WHAT THEIR STRUCTURED DAY LOOKS LIKE. NOW, NOT EVERY CHILD IS GOING TO HAVE THE SAME LEVEL DAY, DEPENDING ON THE NEEDS. THEY MAY NOT BE THERE, UM, THROUGH EVERY PORTION OF THIS OUTLINE. OR THEY MAY START LATER THAN SOME, OR SOME STUDENTS MAY START EARLIER DAY MATTERS. REALLY WORKING HARD TO NOT ONLY MEET THE NEEDS OF THE STUDENTS, BUT MEETING THE NEEDS OF . UM, SO THAT'S KIND OF JUST AN OVERVIEW. I REALLY WANTED TO JUST MAKE SURE TO GIVE YOU AN UPDATE. UM, I JUST APPRECIATE THE BOARD FOR THINKING AHEAD. UM, THIS IS ACTUALLY BROUGHT BACK TO YOU GUYS IN AUGUST. UM, WE APPROVED THIS AND GETTING READY TO LAUNCH. SO WE JUST WANTED COME BACK AGAIN AND UPDATE BECAUSE THERE'S A LOT OF PLANNING THAT HAS GONE INTO THIS, BUT IT BEGAN WITH YOU GUYS INTO THAT, THAT WAS A BIG DEAL. UM, SO WE JUST APPRECIATE THAT. AND WE REALLY BELIEVE THAT THE SAVINGS REALIZED FROM CURRENT EXPENDITURES, UM, FROM OUTSOURCING THESE SERVICES TO WORKING'S COMP CLAIMS AND INCREASED STABILITY OF MEDICAID BILLING. UM, THEY WILL ACTUALLY BELIEVE OVER TIME BE ABLE TO COVER THE HOSPITAL PROGRAM. UM, AND SO THAT'S SOMETHING THAT'S NOT JUST IMPORTANT FINANCIAL STANDPOINT, BUT A SUSTAINABILITY STANDPOINT. UM, AND AFTER DOING OUR DUE DILIGENCE AND EXTENSIVE RESEARCH ON THIS, AND ALSO I WANT TO SAY THAT OUR, THIS WASN'T JUST SOMETHING THAT'S COMING OUT, OFFICE OF STUDENT SERVICES. UM, EVERY DEPARTMENT IN THIS DISTRICT OFFICE HAS WORKED TO MAKE THIS HAPPEN. THIS IS THE EQUIVALENT OF OPENING TO RURAL MINI SCHOOLS. AND SO WE'VE REALLY HAD STRONG COLLABORATION FROM HUMAN RESOURCES TO COMMUNICATIONS TO FACILIT. EVERYONE HAS HAD TO COME TOGETHER TO MAKE THIS HAPPEN. UM, BUT IN TRYING TO ENSURE SOME TRANSITION, WE REALLY GETTING CLOSE TO OPENING, IT'S GONNA BE MID FEBRUARY, WE ACTUALLY SENT A THEME OF PEOPLE TO VISIT AS FULL SITE. UM, AND I BROUGHT THEM HERE TODAY SO THAT YOU CAN, UM, I'M NOT GONNA HAVE ALL, I'M GONNA ASK ONE OF THE, I WANNA INTRODUCE THEM TO YOU AND THEN I'M GONNA ASK, UH, ONE OF THEM TO KIND OF GIVE YOU A OVERVIEW OF THEIR EXPERIENCE. LIKE, OH, THEY'RE ALREADY STANDING BEHIND ME, . SO FIRST WE HAVE, WE HAVE DR. DIETRA HOLMES. UM, SHE IS OUR DIRECTOR OF EXCEPTIONAL LEARNING IN BE COUNTY SCHOOL DISTRICT. AND THEN WE HAVE GINGER ABBOT. SHE IS OUR AUTISM PROGRAM MANAGER. AND THEN LAST WE HAVE, UM, BRANDY BULLOCK. SHE IS GOING TO, HER SCHOOL WILL HOST ONE OF THESE CLASSROOMS. UM, IF YOU'RE FAMILIAR WITH THAT SETTING, IT IS ACTUALLY ONE CAMPUS KIND OF SETTING. UM, AND SO THEY RECENTLY WENT INTO, UM, AND VISITED AND SPENT THE DAY GOING THROUGH A CLASSROOM. SO SHE'S JUST HERE TO BRIEFLY SHARE ABOUT HER EXPERIENCE, UM, FAMILY VISIT. YEAH. THANK YOU FOR LETTING ME BE HERE TODAY. UM, I'M EXCITED ABOUT BEING A SMALL PART OF THIS PROGRAM. I THINK IT'S GOING TO HAVE A GENERATIONAL IMPACT FOR OUR FAMILIES IN OUR COMMUNITIES. UM, YOU KNOW, WHEN THERE'S SOMETHING NEW, YOU'RE ALWAYS A LITTLE WORRIED. YOU'RE ALWAYS A LITTLE SCARED. YOU SAY YES, BUT THEN YOU'RE LIKE, OOH, WHAT'S THIS GONNA BE LIKE? UM, AND SO THE TEAM THERE WAS SO DEDICATED TO THESE STUDENTS AND THEY WERE SO WELL ORGANIZED AND THEY DID EVERYTHING BASED ON DATA. AND THEY GOT TOGETHER EVERY DAY TO SAY, WHAT'S DIFFERENT ABOUT OUR KIDS TODAY POSITIVELY OR NEGATIVELY? AND WHAT DO WE NEED TO DO TO CHANGE THAT? AND I THINK THIS PROGRAM'S REALLY GONNA MAKE A DIFFERENCE FOR FAMILIES WHO HAVE THOSE KIDS THAT THEY FEEL LIKE, ARE WE EVER GONNA GET THEM IN A REGULAR CLASSROOM? ARE WE EVER GONNA GET THEM OUT AMONG THEIR PEERS? I THINK WE SAW KIDS THAT DAY WHO WERE READY FOR THAT. AND THAT'S A BIG DEAL FOR OUR FAMILIES. THAT'S A BIG DEAL FOR OUR STUDENTS. THAT'S A BIG DEAL FOR OUR TEACHERS AND FOR US IT'S ADMINISTRATORS AND IT TAKES A LOT OF LOAD OFF OF THE SCHOOLS. SO, UH, I THOUGHT IT WAS A WONDERFUL PROGRAM. I'M REALLY EXCITED ABOUT IT COMING AND EXCITED THAT IT'S HAD THE OPPORTUNITY TO SEE IT. THANK YOU GUYS. SHE SAID SOMETHING I ALSO COLLECTED TO SAY IS THAT THE OVERALL GOAL, THIS PROGRAM IS TO GET THE SKILLS PREPARED TO BE ABLE TO RETURN TO A TRADITIONAL CLASSROOM SETTING. UM, THE, THE NEEDS OF EACH CHILD ARE VERY DIFFERENT. WE HAVE TO DO THAT ON INDIVIDUAL CASE BY CASE BASIS. UM, SO THAT IS THAT, BUT THAT IS THE ULTIMATE GOAL. [04:25:01] AND DEPENDING ON THE AGE, IT MAY BE PREPARING FOR AFFORDABILITY, IT MAY BE PREPARING FOR JUST A SUSTAINABLE LIFESTYLE. UM, SO THAT'S ALL THE INFORMATION THAT I HAVE. THANK YOU GUYS HAVE ANY QUESTIONS, ANY FOLLOW UP THAT I NEED PROVIDE AND THAT'S WHY THE TEAM IS HERE, HERE AS WELL. AND THERE'S A QUESTION IN THEIR AREA. EXPERTISE MAY FURTHER. DO YOU HAVE ANY QUESTIONS THAT, LET'S START WITH ANYBODY THAT'S ONLINE. UM, PASTOR GORDON? NO, I'M, I'M GOOD. NO QUESTIONS? NO. DR. FOX. UM, APPROXIMATELY HOW MANY KIDS WILL FILTER THROUGH EACH OF THESE CLASSROOMS AT A GIVEN TIME OR THROUGHOUT THE DAY? I'M JUST KIND OF CURIOUS. YEAH, SO THE REAL ANSWER IS GOING . UM, SO WE HAVE THE ABILITY TO SERVE UP TO 16 STUDENTS AT A TIME, AT A TIME. THAT DOESN'T MEAN WE CAN'T SERVE OTHER STUDENTS THROUGHOUT DIFFERENT PARTS OF THE DAY, RIGHT? DOES THAT MAKE SENSE? YEP. BECAUSE WE REALLY HAVE TO BE CREATIVE AND FLEXIBLE WITH FAMILIES AND STUDENTS THAT HAVE EAT SOMETIMES THEY ALSO HAVE ADDITIONAL THERAPIES OUTSIDE OF, OUTSIDE OF THIS THAT, THAT ARE MORE MEDICAL IN NATURE IN ADDITION TO THE, WE TALKED ABOUT. SO WE HAVE TO REALLY WORK FLEXIBLE SCHEDULING. IT'S A BIG PART OF THIS FAMILIES. THAT DOESN'T MEAN ALL 16 ARE GONNA BE IN THE SAME ROOM AT THE SAME TIME. HOWEVER, WE CAN SERVE UP TO 16 TIME. OKAY. THANKS. I YOU MY QUESTIONS. OF COURSE. THAT WAS ONE OF MY QUESTIONS. UM, ALRIGHT, QUICK QUESTION. LEMME START OFF BY ASKING, UM, YOU SAID THAT BOTH, THAT BOTH OF THESE CLASSES WILL BE ON THE SOUTH OF ABROAD, SO I MIGHT UNDERSTAND THAT THERE'S NO NO STUDENTS COMING FROM NORTH. THERE ARE, THERE ARE, UM, SO WE WILL HAVE STUDENTS FROM ALL OVER THE COUNTY THAT WILL BE COMING TO THAT ONE CENTRALIZED LOCATION. AND THAT IS DUE TO . IF WE SPREAD THE CLASSROOMS, WE'RE NOT ABLE TO PROVIDE THE SAME QUALITY OF SERVICE FOR THE FAMILIES. AND MANY OF THE FAMILIES ALREADY, DUE TO THE NATURE OF HOW MANY OF THESE OUTSIDE AGENCIES ARE ALREADY SET UP, THEY'RE ALREADY TRAVELING TO OUTSIDE FACILITIES THAT ARE LOCATED IN SOUTHERN BEFORD COUNTY. SO FOR SOME OF THE FAMILIES, IRONICALLY, THIS WILL BE CLOSER FOR THEM. UM, BECAUSE SOME OF THE STUDENTS THAT I HAVE TO BE VERY, VERY CAREFUL THE WAY I PHRASE SOME OF THESE THINGS. SOME, UM, SOME OF THE STUDENTS HAVE CHALLENGES WRITING AND TRADITIONAL STUDENTS. AND SO OFTENTIMES PARENTS WORK WITH SOME OTHER ORGANIZATIONS TO TRANSPORT OUR STUDENTS TO THESE LOCATIONS. ALREADY WE'RE DOING THAT. AND SO BECAUSE OF THAT, THE, THE GENERAL LOCATION TO THAT WASN'T AS MUCH OF A CHALLENGE FOR THE FAMILIES AS YOU GUYS MIGHT IS THAT, IF THAT MAKES SENSE. Y YEAH. UM, YEAH, BECAUSE THAT, THAT, WELL THAT DID GO INTO MY NEXT QUESTION IN TERMS OF DID WE, UM, DID WE TAKE IN ACCOUNT THE, THE TRAVELING THAT IT WOULD BE ON THESE STUDENTS TO GO FROM SOUTH TO, TO GO FROM THIS SIDE TO THE SIDE? THAT WAS ONE OF ONE OF MY QUESTIONS. AND KNOW THAT, UM, WE ELEMENTARY SCHOOL IN TERMS OF THE K TO SIX, BEEN A SCHOOL THAT IT SEEMS LIKE COULD HAVE POSSIBLY BEEN, UM, ABLE TO, COULD TO THAT'S ALREADY OPERATIONAL TO TO, TO DEAL WITH THAT TYPE OF CAPACITY POSSIBLY. YEAH. BUT, UM, YES, THAT, THAT WAS JUST ONE OF ONE OF MY QUESTIONS. REMEMBER THE FLEXIBILITY, THE KEYBOARD, SO IT'S NOT GOING TO RUN LIKE A TRADITIONAL SCHOOL DAY OF LIKE 7 45, 2 45 OR ELEMENTARY SCHOOL OR 8 45 TO 3 45. WE WILL WORK WITH EACH FAMILY TO BE INDIVIDUALIZED SCHOOL DAY. SO BEST FITS THEIR NEEDS. WE WORK WITH THE TRANSPORTATION PART OF ALL THIS. AND WHEN WE ARE OPENING, GET INTO THE OPENING, THE FAMILY HAS AN ENTIRE ORIENTATION PROCESS THAT THEY'LL GO THROUGH. AND SO WE'VE WORKED THROUGH, IF ANY CHALLENGES NEEDS COME UP, WE WE WORK THROUGH THOSE AT THAT TIME. BUT YEAH, WE TOOK ALL THOSE THINGS GENERATION WHEN, WHEN DECIDING TO, THERE'S A LOT OF ALSO IN TERMS BEING, UH, FOOT FULL. [04:30:01] HOW, HOW WILL THESE PUT THESE PROGRAMS OVER IN THESE BUILDINGS? HOW WILL THEY AFFECT, AFFECT THE GROWING SIDE OF THE, OF THE, THE CAPACITY OF JUSTICE BUILDINGS, HOW, HOW, HOW THIS AFFECT THESE, THOSE BUILDINGS. SO WE ACTUALLY THOUGHT OF THAT TOO. SO WE UTILIZE SPACE RARELY BEING UTILIZED AT THE SCHOOL SITES BY SOME STUDENTS THAT WERE ALREADY AT THAT LOCATION, IF THAT MAKES SENSE. SO EVEN THOUGH IT IS WITHIN THE SCHOOL, IT'S MORE OF A PARTNERSHIP. SO THE CURRENT STUDENTS THAT ARE STOLEN FOR THAT SCHOOL ARE BENEFITING FROM THIS. IT JUST GIVES US THE ABILITY TO ADD STUDENTS FROM PUBLIC SITE TO THAT SETTINGS . SO IT REALLY DOESN'T HAVE A NEGATIVE IMPACT ON IT. SO WE TOOK A SPACE THAT WAS BEING UTILIZED BY BOTH SIDES WE JUST ADDED TO IT. SO YOU'RE NOT REALLY REPLACING CURRENT SETTING. DOES THAT, DOES THAT MAKE SENSE? YEAH, DOES MAKE SENSE. AND I JUST, I'LL JUST, I'LL FINISH OFF WITH, UM, UM, I'M MRS. BULLOCK, YOU'RE AN AWESOME PERSON. I WATCH, UH, I WATCH HOW YOU DIGGING AND WITH THE KIDS AND I ACTIVELY ENGAGED. SO I'M NOT BY NO STRETCH OF MY IMAGINATION WORD ABOUT YOU TAKING CARE OF SOME MY KISS FLOWERS IN, IN THIS, THIS MOVEMENT. SO I'M ACTUALLY, I'M HONORED HAPPY THAT IT WILL BE UP ON YOUR TOOLS THAT YOU PUT BECAUSE YOU DO AN AWESOME JOB AND YOU ARE VERY ENGAGED. I DON'T CARE WHO IT'S, I APPRECIATE THAT . THANK YOU. OKAY, THANK YOU. AND, UM, JUST WANNA CONGRATULATE ALL OF YOU FOR YOUR EFFORTS AND YOUR COMMITMENT TO HELPING TO REALLY WONDERFULLY IMPORTANT STUDENTS IN OUR COMMUNITY AND OUR, OUR SOCIETY. SO LET'S GIVE THEM A LINE OF THOUGHT. OKAY. I THINK THE NEXT ITEM IS THE BOARD. OKAY. THE NEXT ITEM IS THE BOARD MEETING. YES. OKAY. SO MS. BERRY, YOU WANNA REPEAT THIS OFF BECAUSE WE TALKED ABOUT THIS, IT CAME OUT OF A PRIOR BOARD MEETING WHERE WE CHANGED THE TIMES THAT WE WOULD BE HAVING CERTAIN SEGMENTS AND ONE OF THE THINGS CONFLICTS THAT WE IDENTIFIED IS IT COULD POTENTIALLY MAKE AN CONVENE STUDENTS TO GET HERE AT THE TIME THAT WE TALKING ABOUT STARTING THIS PARTICULAR ONE COMPLIES WITH WHAT WE WERE TALKING ABOUT. BUT, UH, WE WANTED TO BRING BEFORE YOU AND IT MAY CARRY OVER INTO THE, UH, FEBRUARY MEETING, UH, FEBRUARY 3RD. BUT WE DID WANT YOU TO BE AWARE THAT WE'RE TRYING TO MAKE SURE WE FOLLOW WHAT THE VOTE WAS. BUT AT THE SAME TIME YOU MADE SOME OF THE, UH, PROBLEMS THAT YOU WANT ME TO TALK ABOUT THE TAPE. MM-HMM . UM, THE CHANGES ON THE AGENDA IS A SUGGESTION AT, UH, THE LAST WORK SESSION. YOU ALL MAY TOOK A VOTE TO START THE MEETING AT FIVE O'CLOCK BY STARTING THE MEETING THE BUSINESS SECTION AT FIVE O'CLOCK. UM, BY DOING THAT, HOWEVER, IT WAS CAUSING SOME CONFLICTS FOR LIKE STUDENT PERFORMANCE AND POINTS OF CELEBRATION. SO MS. BOATRIGHT, I CAME UP WITH A SUGGESTION THAT IF WE START THE MEETING AT FIVE O'CLOCK, WE REARRANGED THE AGENDA BY MOVING, UM, BUSINESS SECTION OF THE BOARD OF BOARD MEETING UP TO THE FRONT. THAT WOULD BE AT FIVE O'CLOCK COMMITTEE REPORTS THE SUPERINTENDENT, UM, REPORT. THEN SOMEWHERE AROUND SIX O'CLOCK OR SIX 30, WE WOULD GET TO, UH, STUDENT PERFORMANCE SUPPORTS OF CELEBRATIONS. AND YOUR VOTE ALSO WAS THAT EXECUTIVE SESSION HAPPENS AT THE END OF THE MEETING. SO THIS WAS JUST A SAMPLE OF WHAT THE AGENDA COULD LOOK LIKE TO ACCOMMODATE, UM, THE PUBLIC AS WELL AS KEEPING IN WHAT YOUR VOTE WAS. SO IF THERE ARE, UH, NO COMMENTS. YES, SIR. I THINK MR. SMITH COMMENTS? NO, SIR. UH, SO, UH, SO FAR I DON'T OBJECT TO ANY OF THIS. HOWEVER, THE PUBLIC COMMENTS AT THE END, UH, SEEMS A LITTLE OUT OF PLACE. SECOND OF SESSION, PUBLIC COMMENTS ACTS NECESSARY OUT OF THAT, THAT THAT'S OUT OF ORDER IN MY OPINION. IT SHOULD BE PUBLIC COMMENTS FIRST. THAT WAY, UH, IF WE NEED TO GO INTO EXECUTIVE SESSION, DISCUSS THE COMMENTS, WE CAN USE THAT. AND THEN AS SOON AS WE COME OUT OF THE EXECUTIVE SESSION, THEN ADDRESS ANY ACTION NECESSARY. YES. SO THE, I JUST FORGOT TO MOVE THAT, THAT SECOND PUBLIC COMMENTS, THAT'S OH, OKAY. YEAH, YEAH, YEAH. SO YEAH, THAT, THAT, YEAH. I JUST FORGOT TO MOVE THAT SECOND PUBLIC COMMENTS. YEP. SO THAT, YEAH, THAT SHOULD BE RULE FOR YES. THAT'S THE ONLY, THAT'S THE ONLY COMMENT. THANK YOU. [04:35:01] WELL, WE HAD THE, WE HAD THE SAME, SAME THING. SO, AND I, I WOULD I GUESS, UH, SUGGEST THAT BECAUSE OTHER BOARD MEMBERS MIGHT HAVE SIMILAR CONCERNS OR ISSUES OR QUESTIONS THAT WE CARRY IT OVER TO THE NEXT MEETING. SO THAT EVERYBODY OKAY. ISAAC'S THE ONLY ONE LISTED. YEAH, NO COMMENTS. OKAY. ALRIGHT. SO WE'LL CARRY THIS OVER UNTIL FEBRUARY 3RD. WE'LL IDENTIFY THE CHALLENGES POTENTIALLY ARE AND WHAT WE'RE TRYING TO BE ACCOMPLISHED. OKAY. UM, QUESTION THEN FOR THAT FEBRUARY, THE QUESTION CAME UP FOR STUDENT PERFORMANCE AND POINTS OF CELEBRATION. SO SHOULD WE JUST KIND OF HAVE THEM COME AT SIX O'CLOCK AND WE JUST KIND OF YEP. REMOVE, WE'LL LOOK, WE'LL LOOK OUT. ALRIGHT, WELL HOLD ON. YEAH, I APOLOGIZE. THANK YOU. UH, SO WE'RE NOT GONNA IMPLEMENT ANYTHING. I MEAN, RIGHT NOW, OUR NEXT MEETING, BECAUSE WE HAVEN'T DECIDED ON ANYTHING IS GONNA BE STATUS QUO. WE'RE GONNA CONTINUE WITH THE FORMAT THAT WE'RE CURRENTLY USING EXCEPT WHERE WE HAVE TO START AT FIVE O'CLOCK. YEAH, START AT FIVE BECAUSE YOU'VE ALREADY PASSED THAT MOTION FOR THE MEETING TO START AT FIVE O'CLOCK. 'CAUSE THAT WAS AT THE, UH, LAST WORK SESSION THAT WE SHOULD BE HAVING OUR MEETING AT FIVE O'CLOCK IN EXECUTIVE SESSION AT THE END OF, AT THE END OF, UH, THE, THE BOARD MEETING. ONLY THING IS THAT I WAS TRYING TO CHANGE THE AGENDA TO ACCOMMODATE THAT, BUT IF WE'RE MOVING THINGS TO STATUS QUO, THEN IT HAS TO BE, WE START THE BUSINESS. I MEAN, WE START MEETING AT FIVE O'CLOCK AND IT WOULD BE STUDENT FORMS, BLAH, BLAH, BLAH, BLAH, BLAH. I MEAN THAT'S, OR DID WE DO EXECUTIVE SESSION FIRST? YEAH, I THINK THAT WOULD I, I'LL YOUR MOTION WAS FOR EXECUTIVE SESSION TO BE AT THE END OF THE MEETING. THAT WAS THE MOTION THAT YOU ALL VOTED ON AND PASSED. YOU ALL WOULD HAVE TO REVOTE THAT TO CHANGE THAT TODAY. AND YOU DON'T HAVE A CALL. OKAY. I, I UNDERSTAND. ALRIGHT. SO LIKE, BECAUSE OF THE MOTION THAT WE VOTED ON, WE HAVE TO START AT FIVE O'CLOCK PERIOD, THE END. YEAH. ALRIGHT. BUT OTHER THAN THAT, STARTING AT FIVE O'CLOCK, IS OUR TYPICAL FORMAT GOING TO BE FOR NEXT, OUR NEXT MEETING AND NOT THIS FORMAT THAT WE'RE PROPOSING? Y YES, BECAUSE, SO YOU CANNOT HAVE NOT CHECKED TO CHANGE IT. OKAY. I WANNA MAKE SURE THAT'S WHAT WE'RE CLEAR ON. YES. WE'RE USING OUR STANDARD FORMAT AS OF RIGHT NOW. HOWEVER, OUR NEXT MEETING, WE'RE STARTING AT FIVE. YES. AND THEN WE WILL REVIEW THIS AND VOTE ON IT AT OUR NEXT MEETING. OKAY. AND WE, AND FOR, SO YOU WON'T HAVE, FOR EVERYBODY IDENTIFICATION, WE'RE JUST TRYING TO BE DISCIPLINE ADHERENCE TO WHAT SO FAR. OKAY. UM, YEAH, JUST POINT MM-HMM . SO, UM, STUDENT PERFORMANCE WOULDN'T HAVE ONE IS PROBABLY NOT GONNA BE VIABLE ON THAT BECAUSE, UH, MOVING EARLIER STUDENT'S, I'M EXCUSE YOU MEAN STUDENT PERFORMANCE, I'M NOT GONNA BE, UH, ON APPLICABLE BASIS. IT WON'T HAPPEN THAT DAY OR IT WON'T BE ABLE TO HAPPEN THAT DAY OR CORRECT. THAT PARTICULAR MEETING, RIGHT? YES. THAT BECAUSE BECAUSE WE'RE GOING WITH THE NORMAL, I'M SORRY, THAT PARTICULAR MEETING, BECAUSE WE'RE GOING WITH THE NORMAL AGENDA STRUCTURE, WE'RE JUST STARTING AT FIVE. RIGHT. AND, AND WE CAN'T, WE HAVE, AS IT IS, WE HAVE A HARD TIME GETTING THE STUDENTS THERE FOR THAT SIX O'CLOCK STARTING TIME. SO WITH THE BUSES DELIVERING STUDENTS FROM THE EXIT OF, FROM DISMISSAL AT HIGH SCHOOLS AND MIDDLE SCHOOLS, THEY WILL BE ABLE TO COME BACK AROUND AND PICK UP STUDENTS AND BRING THEM TO THE WE THAT MONDAY. YEAH. SO I MEAN ON THAT FEBRUARY 3RD, RIGHT. SO LET'S JUST GET IT SETTLED WITH ANOTHER REVIEW, BOTH WITH THE FULL BOARD AND THEN WE CAN MAKE SURE WE CATCH CATCH UP. RIGHT. RIGHT. I GET MR. BUT I WAS GONNA SAY THAT NORMALLY EVEN WE DO HAVE THOSE ISSUES WHENEVER STUDENTS GET THERE, WE NORMALLY WE'LL JUST PAUSE IT AND STILL A ALLOW OF PEOPLE TO PERFORM BE BECAUSE I'M, I'M JUST HOPING THAT WE'RE NOT TAKING A SLOT FROM A, FROM A SCHOOL THAT WAS ALREADY ALLOTTED, UH, TO POSSIBLY HAVE PERFORM AND PERFORM AT THAT TIME. THAT THAT'S IN TERMS OF, THAT'S ALL, THAT'S, THAT'S KIND OF WHAT I WANNA MAKE SURE OF, BUT BECAUSE I MEAN, I FIGURED THAT WE KIND OF DID KIND TAKE A LITTLE BREAK, BUT FINE. THAT'S JUST, BUT THAT IS, THAT IS MY CONCERN. SO, SO YOU THANK YOU FOR THAT CONCERN AND TO MAKE, WE'RE TRYING TO MAKE SURE WE VERY DISCIPLINED TERMS HEARING. OKAY. I'LL DO ONE TIME. ALRIGHT, NEXT. SO YOU DON'T HAVE A QUORUM TO HAVE A MOTION TO GO INTO EXECUTIVE SESSION, SO I'M NOT SURE WHAT YOU WANT TO DO. [04:40:01] WELL, I MEAN, WE DON'T HAVE QUORUM THINK OF, UNLESS THEY HAVE SOMETHING ELSE WE CAN TALK ABOUT, UH, PUBLICLY IN THE FUTURE AGENDA. NO. SO DIRECTION. HAVE A FORM? NO. OKAY. NOT UNLESS YOU CALL THE SPECIAL MEETING BEFORE FEBRUARY 3RD. YOU CAN CALL SPECIAL EXECUTIVE SESSION MEETING BEFORE FEBRUARY 3RD. NO, WE HAVE BEFORE NEXT TUESDAY. WE HAVE TO CALL IT MONDAY. I PROBLEM. SO, I MEAN I THINK WE'RE OKAY. WHAT'S, WHAT'S THE TIMELINE THAT WE'RE OPERATING ON? THAT DECISION HAS TO MADE BY TUESDAY. SO, SO WE NEED TO CALL A, A SPECIAL MEETING ON MONDAY. WELL, LET'S, LET'S WAIT. IF YOU CALL A MEETING ON MONDAY, I HAVE TO NOTICE IT TODAY. YEAH, YEAH, LET'S WAIT. OKAY. GO AHEAD AND CLOSE THAT CONVERSATION. OKAY. SO FUTURE AGENDA TOPICS. NONE AT THIS TIME. ALRIGHT. OKAY. YOU HAD AN ANNOUNCEMENT? NO, YOU WERE OR YOU WERE GONNA WAIT? OH, OH, NO, NO, NO. WE HAVE, I WANT TO ANNOUNCE THAT, UM, UM, MS. FRAZIER, LEAH FRAZIER HAS RESIGNED FROM THE BOARD. UH, IT WAS WITH HER OF HER OWN VOLITION. MIKE? YES, MS. LEAH FRAZIER, UH, HAS RESIGNED FROM THE BOARD. UM, AND WE HAD ACCEPTED HER RESIGNATION. IT'S OFFICIAL AND WE ARE ACTUALLY ENGAGED THE ELECTION, HOW, WHAT TIMELINE WE HAVE TO OPERATE BY IN COMPLIANCE WITH FOR, UH, A REPLACEMENT ELECTION. AND SO JUST WANTED TO SHARE THAT WITH EVERYONE. UM, AND WE WISH HER WELL, WELL, WHAT FUTURE ENDEAVORS ARE, BUT WE'RE GOING FORWARD AND SO THANK YOU FOR ALL OF THAT. ANY QUESTIONS OR COMMENTS? ALRIGHT, FOR THE GOOD ORDER THERE. MOTION ADJOURN. ABSOLUTELY, SIR. OKAY. YES SIR. SECOND. ALL IN FAVOR? ALL. OKAY. SO I, I UNDERSTOOD. THIS IS LARRY ROWLAND AND THIS IS A BEAUFORT COUNTY MOMENT. ONE OF THE, UH, MOST FASCINATING ARTIFACTS IN BEAUFORT COUNTY TO TOURISTS AND RESIDENTS ALIKE ARE THE RUINS OF THE OLD SHELDON CHURCH. THE PROPER NAME IS THE PARISH CHURCH OF PRINCE WILLIAM PARISH, SOUTH CAROLINA. PRINCE WILLIAM PARISH WAS FOUNDED IN 1745. IN RESPONSE, IT WAS THE SECOND ANGLICAN PARISH IN THE BEAUFORT DISTRICT. AFTER ST. HELENA PARISH FOUNDED IN 1712. THE ORIGINAL PARISH, PRINCE WILLIAM PARISH IN 1745 WAS IN THE MIDST OF AN ECONOMIC BOOM BECAUSE RICE PLANTATION SURROUNDED THE SITE ON HUSSAH NECK WHERE THE CHURCH EVENTUALLY WAS BUILT, AND THOSE RICE PLANTERS WERE VERY WEALTHY. IN 1745, THE COMMONS HOUSE OF ASSEMBLY ESTABLISHED PRINCE WILLIAM PARISH, AND IN 1751, THEY LAID THE CORNERSTONE FOR PRINCE WILLIAM PARISH CHURCH. THE CHURCH WAS FINISHED BY 1755 AND WELL APPOINTED. IT HAS THE DISTINCTION OF BEING THE FIRST OR OLDEST TEMPLE FORM GREEK REVIVAL BUILDING IN THE WESTERN HEMISPHERE. SO THAT RUINED AT SHELDON, WHICH FASCINATES PEOPLE ABSOLUTELY SHOULD FASCINATE PEOPLE BECAUSE IT IS THE FIRST EXAMPLE OF A TYPE OF ARCHITECTURE THAT BECAME ASSOCIATED WITH AMERICAN DEMOCRACY IN AMERICAN PUBLIC BUILDINGS. PRINCE WILLIAM PARISH CHURCH, OR THE OLD SHELDON RUINS, WAS BURNED BY BRITISH TORRIES DURING THE AMERICAN REVOLUTION. IN 1779, IT LAND RUINS UNTIL 1826. CHARLES FRAZIER, THE FAMOUS LOW COUNTRY ARTIST, PAINTED A PICTURE OF IT IN 1819 AFTER IT WAS RESTORED TO USE AND [04:45:01] SERVICES. IN 1826, HE CAME AND LOOKED AT IT AND HE SAID, MY GOD, THEY'VE TAKEN A BEAUTIFUL RUIN AND TURN IT INTO AN UGLY CHURCH. SO THE UNION ARMY AND THE EVENTS OF THE CIVIL WAR RESTORED IT TO A BEAUTIFUL RUIN. WE THOUGHT FOR MANY YEARS THAT PRINCE WILLIAM PARISH CHURCH HAD BEEN BURNED BY SHERMAN'S FORCES AS THEY MARCHED THROUGH THIS DISTRICT. THAT TURNS OUT NOT TO BE TRUE. THE CHURCH WAS INTACT AFTER THE CIVIL WAR AND WAS DISMANTLED BY LOCAL FOLKS WHO USED THE PARTS OF THE CHURCH TO BUILD THEIR HOMES AND BARNS. AND SO THE WOOD BASICALLY WAS TAKEN OUT. THE ROOF FELL IN THE CHURCH, BECAME A RUIN, AND WAS IN DISUSE UNTIL MODERN TIMES IT HAS REMAINED. AS CHARLES FRASER SAID, A BEAUTIFUL AND ENTICING RUIN. THIS IS LARRY ROWLAND. THIS HAS BEEN A BEAUFORT COUNTY MOMENT. TO SEE MORE BEAUFORT COUNTY MOMENTS GO TO THE BEAUFORT COUNTY LIBRARY HOMEPAGE AND CLICK ON THE LOCAL HISTORY TAB. * 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.