* 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.
          [00:00:01]
          CLOSED CAPTIONING PROVIDED BY BEAUFORT COUNTY. 
          PERFECT. 
          THE BEAUFORT COUNTY 
          [Call to Order]
BOARD OF EDUCATION IS BEING CONVENED AT HILTON HEAD ISLAND MIDDLE SCHOOL MEDIA CENTER, 55 WILBORN AVENUE ON HILTON HEAD ISLAND. 
          TODAY IS SEPTEMBER THE 15TH. 
          PUBLIC SESSION WILL BE, WILL BE BETWEEN FIVE AND 9:15 PM WITH HYBRID VIDEO CONFERENCING. 
          THE MEETING WILL BE BROADCAST UP 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. 
          REQUEST TO PARTICIPATE IN PUBLIC COMMENTS VIA PHONE WILL BE ACCEPTED ELECTRONICALLY. 
          YOU CAN FIND THE BOARD OF EDUCATION PUBLIC COMMENT FORM ON OUR WEBSITE AT HTTPS SLASH SLASH WW DOT BEAUFORT SCHOOLS.NET/ABOUT US SLASH BOARDED SLASH PUBLIC COMMENTS, PLEASE SIGN UP USING THE PUBLIC COMMENT FORM 24 HOURS FROM THE DAY OF THE MEETING. 
          REQUESTERS WILL RECEIVE A PHONE CALL DURING THEIR RESPECTIVE PUBLIC FORUM TIME AND SHOULD BE READY TO SPEAK. 
          YOU MAY ADDRESS THE BOARD FOR A MAXIMUM THREE MINUTES ON ISSUES WITHIN THE BOARD'S DOMAIN. 
          THE FORUM WILL BE LIMITED TO 30 MINUTES. 
          CITIZENS DESIRING TO PARTICIPATE IN PERSON MUST FILL OUT A PUBLIC COMMENT CARD THAT CAN BE OBTAINED FROM THE BOARD CLERK UPON ARRIVAL. 
          REQUEST FOR THE SECOND PUBLIC COMMENTS WILL BE IN THE SAME MANNER AS ABOVE. 
          THE SECOND PUBLIC COMMENTS WILL TAKE PLACE PRIOR TO ADJOURNMENT NO LATER THAN 9:00 PM THE SECOND FORUM WILL BE LIMITED TO 15 MINUTES IN THE EVENT THE BOARD HAS NOT FINISHED ADDRESSING ALL ITEMS LISTED ON SEPTEMBER THE 15TH, 2026 AGENDA. 
          THE BOARD WILL RECONVENE AT 5:00 PM ON SEPTEMBER THE 16TH, 2026, THE NEXT BUSINESS DAY TO FINISH THE AGENDA ITEMS. AND WITH THAT, WE WOULD LIKE TO CALL THE, UM, MEETING TO ORDER. 
          SO MOVED. 
          IS THERE I SECOND. 
          SECOND. 
          PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR, SAY AYE. 
          AND RAISE YOUR RIGHT HAND. 
          AYE. 
          AYE. 
          ALL OPPOSED? ARE WE APPROVING THE AGENDA? YES, WE APPROVING THE AGENDA. 
          THAT WASN'T THE MOTION. 
          THE MOTION WAS TO START. 
          WE BEGIN THE MEETING. 
          YEAH. 
          YEAH. 
          I'M SORRY. 
          START THE MEETING, CORRECT? YEAH. 
          SO LET'S DO IT AGAIN. 
          OKAY. 
          SO 
          [Approval of Agenda]
IS THERE A MOTION TO START THE MEETING? APPROVE THE AGENDA. 
          APPROVE THE AGENDA. 
          SO MOVED. 
          IS THERE A SECOND? SECOND. 
          SECOND. 
          PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR SAY AYE. 
          RAISE YOUR RIGHT HAND. 
          AYE. 
          AYE. 
          OPPOSED SQUADS. 
          OKAY. 
          ANYONE ONLINE? OPPOSE. 
          THANK YOU. 
          ANYONE ONLINE? I DON'T SEE ANYONE. 
          OKAY. 
          ALRIGHT. 
          TO APPROVE THE AGENDA. 
          OH, I THOUGHT WE CALLED IT DOOR. 
          NO, WE JUST DID THAT. 
          AND THE, SAY THAT AGAIN. 
          WE JUST DID THAT AND THE AGENDA WAS APPROVED. 
          TWO WERE NOT A PROBLEM. 
          YEAH. 
          THANK YOU. 
          OPPOSED? IF YOU'LL JOIN ME IN THE PLEDGE OF ALLEGIANCE, 
          [Pledge of Allegiance, Moment of Silence, Statement of Media Notification ]
A MOMENT OF SILENCE AND STATEMENT OF MEDIA, MEDIA NOTIFICATION, ALLEGIANCE TO THE 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. 
          EVERYBODY. 
          MS. CUSHING BERRY, HAS THE MEDIA BEEN NOTIFIED? YES. 
          OKAY, THANK YOU. 
          AND I SEE THAT WE DO 
          [First Public Comments]
HAVE SOME PUBLIC COMMENTS. 
          PUT A SECOND NOW. 
          OKAY. 
          ALRIGHT. 
          SO WITH THE MOVING 
          [Chair’s Report ]
RIGHT ALONG TO THE CHAIR'S REPORT, WOULD LIKE TO NOTE AND HIGHLIGHT FOR THOSE IN ATTENDANCE THAT WE ARE SEEKING TO HAVE A JOINT BEAUFORT COUNTY COUNCIL MEETING WITH THE SCHOOL DISTRICT BOARD. 
          WE ARE LOOKING AT THE DATES OF OCTOBER THE 14TH OR 15TH. 
          AND WE HOPE THAT, UH, THAT WORKS OUT. 
          AND WE ASK THAT IF THERE ARE ANY TOPICS, PLEASE SEND THEM IN SO THAT WE CAN MAKE SURE WE ARE CONTRIBUTING A LIST OF TOPICS 
          [00:05:01]
THAT ARE GERMANE TO BOTH, UH, GROUPS. 
          THE OTHER THING I'D LIKE TO, UH, NOTE IS THAT THERE'S A SOLICITATION FOR CHAMPIONS OF EDUCATION, WHICH IS SPONSORED BY THE SOUTH CAROLINA SCHOOL BOARD ASSOCIATION. 
          AND WE'RE ASKING ALL OF OUR 72 DISTRICTS IN THE STATE OF SOUTH CAROLINA, IF YOU HAVE A PARTICULAR ENTITY THAT YOU BELIEVE IS, IS HAS EARNED THAT, PLEASE FORWARD IT TO US SO THAT WE COULD, UM, FORWARD THEM, HAVE THE BOARD VOTE ON IT. 
          AND AS THAT IS PASSED, LET'S HAVE THEM FORWARDED TO FOR CONSIDERATION. 
          THE OTHER THING THAT MANY OF YOU PROBABLY HAVE BEEN READING ABOUT IS THE WHOLE ISSUE OF AI. 
          AI HAS BEEN JUST ABSOLUTELY EXPANDING EXPONENTIALLY, LIKE AN EXPLODING STAR. 
          BUT THEN TWO WEEKS AGO, THERE WAS A GENTLEMAN WHO WAS DEEPLY INVOLVED WITH, UH, ANTHROPIC IN TERMS OF HELPING ADVANCE AI. 
          AND HE RESIGNED. 
          NOT ONLY DID HE RESIGN, BUT HE, HE PITCHED THAT AI IS A THREAT TO HUMANKIND, WHICH NO ONE HAD SAID THAT BEFORE. 
          AND SO THERE THE LAST TWO WEEKS, THERE'S BEEN A TREMENDOUS AMOUNT OF ENERGY THAT'S DEVOTED TO THAT. 
          I ONLY THAT BECAUSE SO MANY SCHOOL DISTRICTS ARE CONSIDERING, AND I KNOW WE'VE MENTIONED AI AND HOW IT MIGHT BE INCLUDED IN THE CURRICULUM OR NOT. 
          AND SO THAT'S ONE OF THOSE THINGS WE JUST WANT TO, UM, SHARE THAT WITH YOU. 
          THESE ARE SOME INTERESTING TIMES IN THE HISTORY OF OUR GREAT COUNTRY, AND WE HOPE THAT EVERYONE IS PAYING ATTENTION AND CONTRIBUTING AND TRULY UNDERSTANDING AS BEST THEY CAN, ALL THE OPPORTUNITIES AND SOME OF THE POTENTIAL THREATS THAT EXIST AT THIS PARTICULAR POINT IN TIME. 
          SO THAT CONCLUDES THE CHAIR'S REPORT. 
          AND I SEE THERE'S NO BOARD BUSINESS ACTION. 
          AND SO 
          [Committee Reports]
WITH THAT COMMITTEE REPORTS OPERATIONS. 
          THANK YOU, MR. CHAIR. 
          UH, THIS, UH, LAST COMMITTEE'S, UH, THE LAST, UM, OPERATIONS COMMITTEE. 
          UH, WE BROKE UP INTO TWO MEETINGS, UM, SO THAT WE COULD FACILITATE A MEETING SPECIFICALLY FOR THE REZONING, UH, AND ALLOW PUBLIC COMMENTS FOR, UH, FROM THE PUBLIC. 
          UH, SO, UH, I WILL BRIEF THEM AS TWO DIFFERENT MEETINGS. 
          OUR FIRST MEETING, UH, DURING PUBLIC COMMENTS CONCERNS WERE RAISED REGARDING THE COMPLETENESS AND FORMAT OF THE DISTRICT'S FINE ARTS INSTRUMENT INVENTORY RECORDS. 
          DURING THE CONSTRUCTION UPDATE, ALL 2023 BOND REFERENDUM PROJECTS WERE PROJECTED AS GREEN ON BOTH BUDGET AND SCHEDULE WERE CONTINUES, UH, AT ALL LOCATIONS. 
          AS OF AUGUST 31ST, APPROXIMATELY 365.67 MILLION WAS PAID OR COMMITTED WITH APPROXIMATELY 84.18 MILLION REMAINING AVAILABLE. 
          THERE WAS NO PROGRAM CONTINGENCY ACTIVITY DURING AUGUST. 
          THE REMAINING PROGRAM CONTINGENCY WAS APPROXIMATELY 5.56 MILLION WITH AN ADDITIONAL 3.07 MILLION IN PROJECT LEVEL CONTINGENCY. 
          THERE ARE STILL SEVERAL, UH, 8% CAPITAL IMPROVEMENT PROJECTS. 
          UM, IN PROGRESS. 
          WE REVIEWED OE NINE CONSTRUCTION MANAGEMENT AND, UH, THE MONITORING REPORT AND VOTED TO RECOMMEND APPROVAL BY THE FULL BOARD THROUGH THE CONSENT AGENDA FOR THE NOVE HEALTH EASEMENT. 
          THE COMMITTEE CONSIDERED NOVE HEALTH'S REQUEST FOR AN EASEMENT CONNECTING ITS PROPOSED HEALTHCARE FACILITY TO WK AUSTIN DRIVE. 
          NOVE HEALTH PRESENTED ADDITIONAL TRAFFIC INFORMATION AND DESCRIBED A POSSIBLE THREE QUARTER ACCESS DESIGN THAT WOULD ELIMINATE LEFT TURNS FROM THE NEW ACCESS INTO WK AUSTIN DRIVE, SUBJECT TO, UH, SOUTH CAROLINA DOT APPROVAL. 
          THIS IS INTENDED TO LIMIT TRAFFIC TRAVELING FROM, UH, IN FRONT OF ROBERT SMALLS LEADERSHIP ACADEMY. 
          NOVI AND THE DISTRICT HAVE FINALIZED AN EDUCATION PARTNERSHIP THAT WILL PROVIDE STUDENTS WITH HEALTHCARE CAREER EXPLORATION FACILITY TOURS, PAID AND UNPAID INTEN INTERNSHIPS, CERTIFICATION PATHWAYS, AND EXPOSURE TO CAREERS IN NURSING, MEDICAL IMAGING, SURGICAL TECHNOLOGY, PATIENT CARE, AND NONCLINICAL HOSPITAL OPERATIONS. 
          THE COMMITTEE UNANIMOUSLY, UH, RECOMMENDED TO THE FULL BOARD FOR APPROVAL, AND THAT MOTION IS THUS I MOVE THAT THE BOARD OF EDUCATION APPROVE THE EDUCATIONAL AGREEMENT AND THE REQUESTED EASEMENT WITH NOVANT HEALTH AND AUTHORIZE THE SUPERINTENDENT TO FINALIZE NEGOTIATIONS. 
          SECOND. 
          OKAY. 
          PROPERLY MOTION AND SECOND DISCUSSION. 
          DISCUSSION, YES, MS. BOAT. 
          RIGHT. 
          UM, I JUST WANTED TO POINT OUT THE BUSINESS PARTNERSHIP EDUCATION PARTNERSHIP THAT WE'RE TALKING ABOUT. 
          I THINK THERE'S TWO IMPORTANT COMPONENTS. 
          ONE IS THAT IT'S, UH, IN-PERSON HANDS-ON EXPERIENCE TRAINING, UH, WHICH I THINK WE'VE BEEN DOING BEAUFORT MEMORIAL AND IS DESPERATELY NEEDED, UM, ON, ON THIS SIDE OF THE BROAD RIVER. 
          ADDITIONALLY, I THINK THAT IT IS REALLY CRUCIAL THAT PEOPLE START THINKING ABOUT HEALTHCARE AS THE FASTEST GROWING INDUSTRY IN THE COUNTRY. 
          AND IT'S CERTAINLY THE FASTEST GROWING INDUSTRY IN BEAUFORT COUNTY. 
          AND, UM, TO, UH, MR. TAYLOR'S POINT, IT IS NOT JUST NURSES AND DOCTORS. 
          WE ARE IN DESPERATE NEED OF RADIOLOGY TECHS, MRI TECHS. 
          THEY'RE WELL PAYING JOBS, NURSE ANESTHETISTS, HEALTHCARE, 
          [00:10:01]
MEDICAL TECHNOLOGY, UH, PEOPLE. 
          SO I THINK THAT THOSE ARE REALLY IMPORTANT THINGS TO BRING FORWARD. 
          I THINK THIS IS REALLY GONNA BE A BENEFIT TO THE STUDENTS. 
          THANK YOU, MR. SMITH. 
          AND I'LL JUST GO AHEAD AND DITTO WHAT MRS. UH, WHAT MRS. BOATRIGHT SAID, BUT I ALSO JUST, UH, I'LL ALSO BRING TO THIS. 
          NORMALLY I WOULD DEFINITELY, UM, WANTING TO SEE WHAT WE'RE GETTING OUT OF IT, BUT ON THE FIRST HAND, WE'RE DEFINITELY GETTING, UH, EVERY KID, EVERY DAY EDUCATION IN TERMS OF PUTTING OUR KIDS FIRST. 
          AND, UH, SO WE'RE DEFINITELY GETTING THAT OUT VERSUS JUST GIVING THEM, JUST GIVING UP AN EASEMENT OF THE PEOPLE'S MONEY. 
          SO WE ARE LOOKING FORWARD TO WHERE THIS, UH, RELATIONSHIP'S GONNA GO AND THAT HOW MUCH JOBS AND HOW MUCH, UH, ON HAND ON, ON THE JOB TRAINING THAT THIS IS GONNA GIVE FOR OUR YOUNGER PEOPLE. 
          SO I WILL DEFINITELY BE IN SUPPORT OF THIS TODAY AND I APPRECIATE THAT. 
          LOOKING FORWARD, LOOKING FORWARD TO WORKING WITH YOU GUYS. 
          MOVING ON. 
          OH, SORRY. 
          I'M RUBBING OFF ON YOU. 
          NO, DANG IT. 
          ALL IN FAVOR? AYE. 
          AYE. 
          OPPOSED? IS ANYONE ONLINE? I WON'T SEE ANYONE. 
          OKAY. 
          THE PASSES YOU GOT PASS . 
          ASKING ONCE. 
          ASKING TWICE. 
          MOVING ON. 
          ALRIGHT, HERE WE GO. 
          MAINTENANCE AND CUSTODIAL, UH, CUSTODIAL REPORTS SHOWED 55 DISTRICT INSPECTIONS AND 568 VENDOR INSPECTIONS WITH A DISTRICT INSPECTION AVERAGE OF 92.4. 
          ALL THREE CUSTODIAL VENDORS EXCEEDED THE 90% STAFFING TARGET, ALTHOUGH ONE CONTRACTUAL DEFICIENCY WAS NOTED. 
          FACILITIES MAINTENANCE RECEIVED 5,000 529 25 WORK ORDERS DURING THE JULY AND AUGUST WITH, UH, 1900, UH, ALMOST 2000 STILL IN PROGRESS. 
          THE COMPLETION RATE IS 70.26 BELOW. 
          THE DISTRICT'S USUAL 80% BENCHMARK, LARGELY BECAUSE MORE THAN 3 3200 NEW WORK ORDERS WERE SUBMITTED DURING AUGUST. 
          STAFF WILL MONITOR THE BACKLOG, CONDUCT A SU UH, UM, SEPTEMBER COMPLIANCE AUDIT AND CONSIDER CONTRACTUAL PENALTIES AND PERFORMANCE REQUIREMENTS WERE NOT MET HVAC GENERATED 709 WORK ORDERS. 
          BIG SURPRISE WITH MAY RIVER HIGH SCHOOL REPORTING THE HIGHEST NUMBERS. 
          STAFF REPORTED THAT THE DISTRICT WAS BETTER PREPARED FOR HVAC DEMANDS THAN PREVIOUS YEARS. 
          ALTHOUGH EXTREME HEAT AND STORMS CONTINUE TO STRAIN OLDER SYSTEMS, FACILITY MAINTENANCE IS NOW FULLY STAFFED FOR THE FIRST TIME IN TWO CONTRACT CYCLES. 
          THE DISTRICT IS ALSO IMPROVING PREVENTATIVE MAINTENANCE THROUGH UPDATED EQUIPMENT INVENTORIES, STANDARDIZED CHECKLISTS, AND A NEW GIS AND QR CODE BASED WORK ORDER SYSTEM. 
          THAT IS THE FIRST OPERATIONS MEETING. 
          ANY QUESTIONS? OKAY. 
          OUR SECOND MEETING AGAIN, UH, WAS, UH, SPECIFICALLY FOR THE STUDENT REASSIGNMENT. 
          DURING PUBLIC COMMENTS, WE HEARD EX EXTENSIVELY FROM OKAT T ELEMENTARY PARENTS AND STAFF REGARDING THE PROPOSED BLUFFTON AREA STUDENT REASSIGNMENT PLAN. 
          THE CONCERNS FOCUSED ON THE NUMBER OF STUDENTS PROPOSED TO BE MOVED, THE EFFECT ON OKAT T'S CULTURE, DIVERSITY, STAFFING AND STAFFING AND RESOURCES, THE TREATMENT OF SCHOOL CHOICE STUDENTS, TRANSPORTATION, AND THE NEED FOR COMPLETE ENROLLMENT AND CAPACITY. 
          DATA ADMINISTRATION REVIEWED THE PUBLIC ENGAGEMENT PROCESS FOR THE BLUFF DEARY STUDENT REA ASSIGNMENT PROPOSAL. 
          SIX COMMUNITY MEETINGS WERE HELD IN AUGUST WITH APPROXIMATELY 110 ATTENDEES, AND THE DISTRICT RECEIVED NEARLY 400 SURVEY RESPONSES. 
          THE PUBLIC FEEDBACK SHOWED STRONG SUPPORT FOR GRANDFATHERING STUDENTS. 
          62% SUPPORTED THE MAXIMUM THREE YEAR GRANDFATHERING PERIOD FOR ELEMENTARY STUDENTS. 
          71% SUPPORTED TWO YEARS FOR MIDDLE SCHOOL STUDENTS, AND 67% SUPPORTED THREE YEARS FOR HIGH SCHOOL STUDENTS. 
          TRANSPORTATION TRAFFIC, SCHOOL PROXIMITY, CONT CONTINUITY FOR EXISTING STUDENTS AND THE EFFECT ON OT ELEMENTARY WERE REOCCURRING CONCERNS. 
          APPROXIMATELY ONE QUARTER OF THE WRITTEN RESPONSES SPECIFICALLY ADDRESSED OKAT T ELEMENTARY. 
          IN RESPONSE TO THE COMMUNITY FEEDBACK ADMINISTRATION PRESENTED A REVISED PROPOSAL IDENTIFIED AS OPTION TWO A. 
          AMONG THE SIGNIFICANT REVISIONS, ROSE HILL AND UNIVERSITY PARK WILL REMAIN ASSIGNED TO OKAT T ELEMENTARY AT THE HIGH SCHOOL LEVEL. 
          OPTION TWO A WOULD ASSIGN SEVERAL ADDITIONAL NEIGHBORHOODS INCLUDING ROSE HILL AND BELFER TO BLUFFTON HIGH SCHOOL. 
          THIS WOULD USE THE ADDITIONAL CAPACITY CREATED BY THE BLUFFTON HIGH SCHOOL CTE EXPANSION AND REDUCED PROJECTED ENROLLMENT AT MAY RIVER HIGH SCHOOL. 
          PROJECT UTILIZATION FIGURES PRESENTED FOR OPTION TWO A INCLUDED OCA T ELEMENTARY AT 83% PRITCHER ELEMENTARY AT 78% RED CEDAR ELEMENTARY AT 73% BLUFFTON MIDDLE SCHOOL 85% H HE MCCRACKEN 90% BLUFFTON HIGH SCHOOL, 93% MARY RIVER HIGH SCHOOL AT 92%. 
          ADMINISTRATION EXPLAINED THAT ENROLLMENT PRIORITY WOULD BE APPLIED IN THIS ORDER. 
          FIRST ZONED, GRANDFATHERED STUDENTS. 
          SECOND CHOICE WOULD BE SCHOOL CHOICE APPLICANTS, AND THIRD WOULD BE INTER-DISTRICT TRANSFER. 
          APPLICANTS CAPACITY WOULD GENERALLY BE LIMITED TO APPROXIMATELY 96% SIBLINGS OF GRANDFATHER STUDENTS COULD APPLY THROUGH SCHOOL CHOICE AND ACCEPTED REMAINED AT THE SCHOOL'S GRADE SPAN. 
          TRANSPORTATION STAFF INDICATED THAT ELIMINATING ISOLATED ZONE HOLD, UH, ATTENDANCE AREAS SHOULD IMPROVE BUS ROUTE EFFICIENCY OPENING MAY RIVER ELEMENTARY WILL ALSO ALLOW SOME STUDENTS WHO ARE CURRENTLY TRANSPORTED ELSEWHERE TO ATTEND THE SCHOOL WITHIN A WALKING DISTANCE. 
          FINAL EFFECTS ON CAR RIDER TRAFFIC AND TRANSPORTATION CANNOT BE FULLY DETERMINED UNTIL GRANDFATHERING AND SCHOOL CHOICE NUMBERS ARE KNOWN. 
          THE COMMITTEE ALSO DISCUSSED THE NEW INTERDISTRICT TRANSFER PROGRAM. 
          ADMINISTRATION ESTIMATED THAT ADDITIONAL COST OF 
          [00:15:01]
APPROXIMATELY $13,500 PER STUDENT AFTER THE APPLICANT'S STATE CONTRIBUTION, PARTICIPATING FAMILIES COULD RE REMAIN RESPONSIBLE FOR APPROXIMATELY $7,000. 
          FAMILIES WOULD PROVIDE TRANSPORTATION AND STUDENTS WOULD BE REQUIRED TO MEET ACADEMIC ATTENDANCE DISCIPLINARY REQUIREMENTS. 
          ADMINISTRATION STATED THAT, UH, ANTICIPATED REVENUE FOR I TRANSFERS SHOULD NOT, WERE NOT FACTORED IN DEVELOPING THE REASSESSMENT PROPOSAL. 
          AND THE, AND THE DISTRICT DOES NOT EXPECT A LARGE NUMBER OF PARTICIPANTS. 
          NO FINAL RECOMMENDATION ON OPTION TWO A WAS MADE BECAUSE OPTION TWO A CONTAINS MEANINGFUL CHANGES FROM THE PROPOSAL. 
          ADDITIONAL PRE, UH, PRESENTED TO THE PUBLIC. 
          THE COMMITTEE DIRECTED ADMINISTRATION TO REOPEN THE COMMUNITY SURVEY WITH ADDITIONAL QUESTIONS FOCUSED ON THE RE REVISED ELEMENTARY, MIDDLE, AND HIGH SCHOOL BOUNDARIES. 
          THE RESULTS ARE EXPECTED TO RETURN TO THE OPERATIONS COMMITTEE AT A SPECIAL CALL MEETING AT THE END OF SEPTEMBER. 
          BEFORE RECOMMENDATION IS FORWARD TO THE FULL BOARD ADMINISTRATION, REMI REMINDED THAT COMMITTEE THAT THE BOARD WILL BE IN NEED OF TO COMPLETE A, A REASSIGNMENT PROCESS BY THE END OF OCTOBER. 
          THAT BEING SAID, UM, UH, THE SPECIAL CALL MEETING WILL BE HELD AT, UH, ON, I'M SORRY, ON SEPTEMBER 30TH. 
          AND THE COMMITTEE'S NEXT SCHEDULED MEETING IS GOING TO BE OCTOBER 13TH. 
          AND THAT CONCLUDES THE OPERATIONS COMMITTEE REPORT. 
          DR. 
          WA UH, YES, I HAVE A QUESTION. 
          AND THIS MIGHT BE BEST DIRECTED TO CAROL CRUTCHFIELD AND OR ROBERT OTTING. 
          SO LOOKING AT THE, UM, HANDOUT RELATED TO THE CHANGE FROM TWO TO TWO A, LET'S SEE, 2, 4, 6, 7 NEIGHBORHOODS WERE SWITCHED FROM MAY RIVER HIGH SCHOOL TO BLUFFTON HIGH SCHOOL. 
          AND THOSE INCLUDE BARTONS WERE ON BELL FAIR, THE GRAYS VISTA VIEW, HAGER BOULEVARD, LINDEN PLANTATION, ROSE HILL, AND WOODBRIDGE. 
          AND I WAS JUST WONDERING, UH, UM, MY NEIGHBORHOOD IS VERY CLOSE TO BLUFFTON HIGH SCHOOL AND IT'S CALLED GAS GOING BLUFF. 
          AND IT IS NOT ONE OF THESE, AND THEY TRAVEL MUCH FURTHER TO GO TO MAY RIVER HIGH SCHOOL. 
          UH, SO ONE, WHY IS THAT? AND TWO, ARE THERE OTHER NEIGHBORHOODS THAT ARE GEOGRAPHICALLY CLOSER? UM, 'CAUSE THAT'S THE WHOLE POINT I THOUGHT OF THIS, UM, RESHUFFLING AND I KNOW REZONING BECAUSE WE WERE OPENING A NEW ELEMENTARY SCHOOL. 
          SO, UH, YOU'RE TALKING ABOUT JUST THE HIGH SCHOOL AND YOU'RE TALKING ABOUT NEIGHBORHOODS THAT WENT FROM BLUFFTON HIGH TO MAY RIVER OR THE OTHER WAY MAY RIVER TO BLUFFTON HIGH. 
          IT'S, SO WHEN, WHEN MAY RIVER HIGH SCHOOL OPENED, I BELIEVE THOSE STUDENTS WENT TO MAY RIVER HIGH, BUT NOW HERE WE ARE, WE'RE LITERALLY ACROSS THE STREET FROM BARTON'S RUN AND WE'RE SHUFFLING. 
          WHY ARE THEY STILL GOING TO MAY RIVER HIGH? I AM. 
          IT'S JUST, I'M, I I DON'T LIKE AN ANSWER. 
          SO WHAT I CAN TELL YOU IS, UM, A FEW OF THE NEIGHBORHOODS THAT WERE SELECTED REQUESTED, LIKE PARENTS CAME TO MEETINGS AND SAID, UH, AND THESE ARE THE ONES, UM, ROSE HILL, THAT AREA UP THERE, UM, THEY WERE TALKING ABOUT THEIR TRAFFIC PROBLEMS GETTING TO MAY RIVER AND HOW HARD IT WAS AND IT TOOK THEIR CHILD 30 MINUTES SO THEY COULDN'T GO TO PRACTICES. 
          SO THEY SPECIFICALLY REQUESTED, AND WE DIDN'T GET ANY NEGATIVE FEEDBACK FROM IT, THAT THEY WANTED TO MOVE, UM, FROM MAY RIVER TO BLUFFTON HIGH. 
          'CAUSE BLUFFTON HIGH WAS SO MUCH SHORTER. 
          UM, THE REST OF IT WAS KIND OF, YOU KNOW, A NUMBERS GAME AND WHAT KIND OF MADE SENSE AS FAR AS LOCATION. 
          IS THERE ANY REASON WE COULDN'T ADD MORE? THERE IS NOT. 
          IF THAT IS SOMETHING THAT YOU WOULD LIKE US TO LOOK INTO OR SWITCH SOME AROUND RIGHT NOW OUR NUMBERS ARE IN A PRETTY GOOD SPOT. 
          UM, AND I DON'T THINK THERE ARE MASSIVE NUMBER OF KIDS IN THE LOCATIONS YOU'RE TALKING ABOUT. 
          NO, I, THEY'RE, I THINK MOST OF THE CHILDREN, IF NOT HALL, GO TO PRIVATE SCHOOL IN MY NEIGHBORHOOD. 
          BUT, UM, IT IS A LEFT HAND TURN, UH, OUT ONTO 46 IN THE MORNING TO GO TO MAY RIVER, WHICH IS CLEARLY FAR MORE DANGEROUS THAN MAKING A RIGHT HAND TURN TO GO THE TWO MILES OVER TO BLUFFTON HIGH. 
          THAT'S, THAT'S ALL YOU KNOW. 
          I WILL, I MEAN THE ONE THING WE HAVE NOT PRESENTED IS THAT AT AN OPTION, BUT I'LL DO WHATEVER Y'ALL WOULD LIKE US TO DO IN REGARDS TO THAT. 
          DO YOU HAVE ANY THOUGHTS, DR. RODRIGUEZ? UM, ROBERT, I WOULD, OH, MR. RODING, I WOULD SUGGEST THAT, UH, YOU TAKE, YOU TAKE THAT FEEDBACK AND YOU GO BACK WITH YOUR TEAM, REVIEW IT AND SEE, SEE WHAT IT LOOKS LIKE. 
          OKAY. 
          WE CAN DO THAT. 
          OKAY. 
          THAT SOUNDS GOOD. 
          THAT'S WHAT I WOULD LIKE , WE CAN BRING THAT TO THE SPECIAL CALL TO OPERATIONS COMMITTEE MEETING. 
          ANY OTHERS? OKAY. 
          ALRIGHT, MOVING ON. 
          POLICY. 
          WELL, I WAS GONNA ASK, UH, I WAS GONNA ASK A QUESTION. 
          DO WE HAVE AN UPDATE ON ON WHAT ONE OR WHAT THESE SURVEYS, UH, PARTICIPATION SO FAR LOOK LIKE? THE, THE, THE 
          [00:20:01]
THE NEWEST SURVEY THAT I JUST, UH, ASKED FOR THE PORTAL TO BE OPEN, THOSE RESULTS WILL BE BROUGHT BACK TO THE SEPTEMBER 30TH MEETING. 
          RIGHT. 
          AND, AND, AND, AND, AND I FIGURE AT THIS POINT IN TIME, ONE THING I'VE KNOWN ABOUT SURVEYS IS WHEN YOU HAVE SURVEYS, YOU GET THE, WHEN PEOPLE FI DO THE SURVEYS, YOU CAN GET WHOEVER'S GETTING THEM IMPORTED. 
          YOU CAN SEE SOME OF THE RESULTS NOW. 
          AND I'M JUST WONDERING WHAT THE PARTICIPATION IS REALLY LOOK IS REALLY IS LOOKING LIKE AND SEEING YOU VISIT, IT'S SOMETHING THAT POSSIBLY WE NEED TO SHOOT OUT THE PARENTS AND LET THEM KNOW, HEY, UH, THIS SURVEY IS OUT HERE. 
          PLEASE FILL IT OUT. 
          OR JUST WANTED TO SEE UP TO THIS POINT AND WHAT THAT, WHAT THAT MAY LOOK LIKE IF THAT'S AVAILABLE. 
          I THINK OUR, WHAT I WOULD, WHAT I DON'T, I DON'T HAVE THE ANSWER TO THE QUESTION IN TERMS OF ANY NUMBER OF PARTICIPATION OR ANYTHING, BUT IF YOU WOULD LIKE, I THINK OUR TEAM COULD JUST SHOOT OUT ANOTHER REMINDER EMAIL THAT THAT SURVEY'S OUT THERE IF THEY HAVEN'T TAKEN IT TO POLICE TAKE IT. 
          THAT WORK WE'VE DONE . 
          I APPRECIATE THAT. 
          THANK YOU. 
          YEP, YEP, YEP. 
          OKAY. 
          ALRIGHT. 
          MOVING ON TO POLICY. 
          THE POLICY COMMITTEE MET ON SEPTEMBER 2ND TO BEGIN A STRUCTURED REVIEW OF THE BOARD COHERENT GOVERNANCE MANUAL. 
          UH, OUR FIRST THREE, UH, WE REVIEWED THE FIRST THREE DRAFT POP PACKAGES. 
          OUR PURPOSE WAS TO MAKE POLICY CHANGES EASIER TO TRACE CLARIFY THE COMMITTEES, UH, REMAIN ACCOUNTABLE TO THE FULL BOARD AND DISTINGUISH AN INDIVIDUAL MEMBER'S INFORMATION REQUEST FROM AN OFFICIAL BOARD DIRECTIVE. 
          THESE ITEMS WERE BROUGHT BEFORE US TONIGHT FOR FIRST READING ONLY. 
          WE'LL BRIEFLY SUM, I WILL BRIEFLY SUMMARIZE THE COMMITTEE'S WORK AND IDENTIFY THE POINTS IN WHICH WE WELCOME BOARD QUESTIONS AND OR DIRECTION. 
          SO FOR GC TWO 15 AND TWO POINT 18, UM, POLICY AMENDMENT, PROCESS AND GOVERNANCE MANUAL MAINTENANCE. 
          UH, WE RECEIVE THE REVISED DRAFT OF COMMITTEE'S RATIONALE PROVIDED QUESTIONS AND DIRECTION BEFORE OR LATER FINAL READING. 
          SO ALL THAT STUFF IS ALL OF THESE. 
          UM, THE SECOND ONE WAS GC 5.1 THROUGH FIVE POINT 15 CREATION AUTHORITY, CONDUCT REPORTING AND REVIEW OF BOARD COMMITTEES. 
          AND THEN BSR 2.1 THROUGH 2.7 INDIVIDUAL REQUESTS COMPARED WITH OFFICIAL BOARD DIRECTIVES. 
          EVERYBODY HAS HAD THESE SINCE LAST WEEK AND HAVE HAD, UM, UH, AMPLE TIME TO REVIEW THEM. 
          UH, I DON'T WANT TO, UH, TO WASTE ANYBODY'S, UH, TIME, UH, BY READING ALL THE STUFF DIRECTLY. 
          UM, BUT HOWEVER, WE DID NOTICE THAT SOME CORRECTIONS DIDN'T MAKE IT TO THE, THE, THE DRAFT FOR TONIGHT. 
          UM, SO DR. WATTS, I BELIEVE, UH, YOU WERE READY TO POINT THOSE OUT. 
          UM, YES. 
          THANK YOU. 
          UH, CHAIR NAY. 
          SO THIS THE ONE WE'RE ON NOW, UM, UNDER, UH, SO THIS IS GC 2.1 15. 
          I NOTICED THAT A PROPOSED THIS WOULD BE B AND THE PART THAT'S MISSING IS POSTED ON THE AGENDA. 
          SO IT'S, IT SHOULD READ A PROPOSED POLICY REVISION OR AMENDMENT SHALL BE POSTED ON THE AGENDA PRESENTED TO THE BOARD FOR DISCUSSION AT ONE BOARD SESSION BEFORE FINAL ACTION IS REQUESTED. 
          AND THE PROPOSAL THEN IT GOES ON SHOULD IDENTIFY THE POLICY PROVISION AFFECTED AND INCLUDE THE PROPOSED REVISED LANGUAGE. 
          SO I THINK IT'S REAL IMPORTANT THAT IT'S POSTED ON THE AGENDA. 
          IT'S PROBABLY REQUIRED BY LAW. 
          GO TO THE NEXT ONE. 
          YES, PLEASE. 
          OKAY, . 
          THANK YOU. 
          SORRY. 
          UM, THE NEXT ONE WERE THE COMMITTEES OR WERE THE, UH, OR THE, UH, BOARD SUPERINTENDENT RELATION. 
          WHICH ONE IS NUMBER TWO? THE SECOND ONE WAS, UH, GC FIVE. 
          YEAH. 
          OKAY. 
          GC FIVE. 
          SO THESE WERE, UM, UH, THE COMMITTEES OF THE BOARD AND UNDER, UM, RIGHT AFTER THE PURPOSE WHERE, WHERE I BELIEVE IT SAYS THE BOARD MAY ESTABLISH STANDING OR AD HOC COMMITTEES TO ASSIST THE BOARD IN CARRYING OUT ITS GOVERNANCE RESPONSIBILITIES BY CONDUCTING DETAILED REVIEW OF MATTERS ASSIGNED BY THE BOARD IN MAKING RECOMMENDATIONS TO THE FULL BOARD. 
          THE NEXT SENTENCE SHOULD READ AND IT'S MISSING QUITE A BIT OF THIS. 
          COMMITTEES EXIST TO WORK ON BEHALF OF THE BOARD AND EXIST TO IMPROVE BOARD EFFICIENCY. 
          AND THEN IT GOES ON AND SHALL NOT DIMINISH THE AUTHORITY OR RE RESPONSIBILITY OF THE BOARD ACTING AS A WHOLE. 
          AND THEN THE LAST ONE WAS THE BOARD SUPERINTENDENT, UH, RELATIONSHIP, UH, NUMBER TWO. 
          AND, UM, SO WHAT'S ON OUR, UM, WHAT THE POLICY COMMITTEE DETERMINED WAS THIS ENTIRE BOARD REQUESTS AND DIRECTIVES SHOULD REPLACE THAT ENTIRE POLICY EXCEPT FOR NUMBER FOUR. 
          AND NUMBER FOUR SHOULD BE, 
          [00:25:01]
UH, KEPT. 
          SO I THINK IT WILL BE A HIGHER NUMBER NOW. 
          YEP. 
          OKAY. 
          WHICH WOULD BE THE NUMBER SEVEN. 
          THE NEXT NUMBER. 
          ALRIGHT. 
          UM, LET'S SEE, BECAUSE THIS IS THE FIRST READING, WE CAN STILL VOTE TO APPROVE THE FIRST READING WITH CORRECTIONS, CORRECT? YES. 
          OKAY. 
          SO, UM, ALRIGHT, I MOVE THE BOARD OF EDUCATION EXCEPT THE CHANGES TO POLICY GC 2.5 FOR THE FIRST READ A PROPERLY MOTION AND SECOND NO QUESTIONS, COMMENTS. 
          UH, STATE, SAY THAT AGAIN? 'CAUSE YOU WENT REAL QUICK. 
          YOU, YOU SAID YOUR, YOUR, YOUR STATEMENT. 
          WHAT WAS YOUR STATEMENT AGAIN? UH, ABOUT, ABOUT THE CORRECTIONS? REPEAT YOUR MOTION. 
          I MOVE THAT THE BOARD OF ECA EDUCATION ACCEPT THE, THE CHANGES TO POLICY. 
          TWO, 2.5, 2.15 WITH CORRECTIONS FOR THE FIRST READ. 
          THE CORRECTIONS THAT, UH, HOLD ON. 
          I'M THINKING. 
          I, I UNDERSTAND THAT, BUT WHAT I, WHAT I'M THINKING IS THAT IF WE, IF IF THIS IS THE DOCUMENT ITSELF AND THIS IS THE FIRST READING AND, AND, AND, AND IN TERMS, IN TERMS OF CHANGES, I THINK WE SHOULD ACCEPT THE, ACCEPT THE, THE CHANGES TO THE, I'M TRYING TO FIGURE OUT SHOULD WE ACCEPT THE CHANGES TO THE DOCUMENT VERSUS SAYING ACCEPT THE DOCUMENT AND THE CHANGES. 
          BECAUSE IF YOU ACCEPT THEM BOTH, THEN, THEN, THEN YOU HAVE BOTH. 
          BUT IF YOU'RE ACCEPTING THE CHANGES OF IT IS, IS, IS WHAT I'M THINKING IS WHAT I'M THINKING. 
          I'M TRYING TO MAKE SURE THAT WE'RE DOING THIS CORRECT. 
          WELL, WHAT I'M, IN TERMS OF WHAT I'M, WHAT I'M VOTING, I'M TRYING TO UNDERSTAND WHAT YOUR, THAT'S WHY I ACTUALLY REPEAT YOUR MOTION. 
          'CAUSE YOU SAID IT KIND QUICK. 
          I'M PROCESSING AS YOU SAID IT. 
          CORRECT. 
          IF, IF, IF THE MOTION IS TO INCLUDE, TO ACCEPT THE, THE, THE NEW POLICY, RIGHT, PLUS THE RECOMMENDED CHANGES, WHICH, UH, DR. 
          WASS JUST MENTIONED, THEN THAT STILL IS COVERED IN ONE MOTION. 
          TRUE. 
          OKAY. 
          OKAY. 
          THAT'S OKAY. 
          THAT'S OKAY. 
          I CAN GO WITH THAT. 
          OKAY. 
          I THINK IT'S IMPORTANT TO, UM, POINT OUT THAT THE, THE COMMITTEE OF THREE, IT'S VICTOR, DAVID, AND MYSELF. 
          THIS IS WHAT WE APPROVED TO COME TO THE BOARD. 
          AND SO THESE MINOR THINGS THAT WERE LEFT OUT, THEY NEED TO BE IN THERE BECAUSE THAT'S WHAT WE SAID WE WERE GONNA BRING FORWARD TO THE BOARD. 
          SO YOU CAN THINK OF IT THAT WAY. 
          OH YEAH. 
          I DON'T HAVE A PROBLEM. 
          I JUST WANTED TO MAKE SURE THAT WE WERE, EVERYTHING WAS CO WAS COVERED BECAUSE WE STILL, WE STILL HAVE, UH, WE STILL HAVE, WE STILL GONNA HEAR THESE SAME THINGS, I BELIEVE. 
          WHAT, TWO, TWO MORE TIMES? TO, TO, UH, OKAY, WELL ONE MORE. 
          OKAY. 
          WELL WE CHANGED, I'VE GOT TWO TWO READINGS. 
          SO WE STILL HAVE ANOTHER READING ON IT, BUT I JUST WANTED TO MAKE SURE THAT, THAT EVERYTHING WAS COVERED ON THIS ONE SO WE WOULDN'T HAVE TO GO BACK AGAIN AND DO ANOTHER READING ON IT ON THAN THAT. 
          I, I ALSO HAVE MY VOTE AND THEN I AGREED ON IT FOR CLARITY. 
          THANK YOU. 
          OKAY, SO YOU HAVE THE CHANGES. 
          THERE'S A MOTION AND A SECOND. 
          MM-HMM . 
          ALRIGHT. 
          ALL ALL. 
          READY TO VOTE. 
          ALL IN FAVOR? AYE. 
          AYE. 
          AYE. 
          AYE. 
          OPPOSED? NOPE. 
          NEXT ONE IS I MOVE THE BOARD OF EDUCATION EXCEPT THE CHANGES TO POLICY GC GC 2.18 WITH CORRECTIONS FOR THE FIRST READ. 
          OKAY. 
          PROPERLY MOTION. 
          AND SECOND WHO GOT IT, MS. HAY OR NO, THAT'S FINE. 
          OKAY. 
          UH, WE'LL GIVE IT TO MS. HAY 'CAUSE YOU'VE ALREADY GOTTEN A COUPLE. 
          THAT'S FINE. 
          SO MS. HAY, PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR? AYE. 
          AYE. 
          AYE. 
          OPPOSED? OKAY. 
          MOVING RIGHT ALONG. 
          I MOVE THAT THE BOARD OF EDUCATION ACCEPT THE CHANGES TO POLICY GC 5.1 THROUGH 5.13 WITH CORRECTIONS FOR THE FIRST READ. 
          I'LL SECOND. 
          OKAY. 
          PROPERLY MOTION. 
          AND SECOND. 
          YES, MS. BOATRIGHT, I HAVE SOME FEEDBACK ON THIS MOTION THAT I WOULD LIKE THE COMMITTEE TO, I DIDN'T REALIZE WE WERE GONNA VOTE ON THE FIRST READING. 
          WE DON'T ALWAYS HAVE TO VOTE, BUT I, I WOULD BE, I WOULD LIKE TO SEE A LITTLE BIT MORE ON THIS ONE. 
          THERE'S TWO AREAS I'M, UM, TALKING ABOUT. 
          ONE AREA IS WE HAVE A COUPLE PLACES WHERE WE SAY, UM, UH, I'LL TRY AND SHELL DEFINE EACH COMMITTEE'S PURPOSE AND RESPONSIBILITIES, BUT WE DON'T HAVE THAT YET. 
          CORRECT. 
          AND THE OTHER THING IS, UM, ON HERE IT'S BY A SHELL, BY A PROCESS DESIGNED BY THE BOARD. 
          I'M A LITTLE HESITANT BECAUSE WE'RE BUILT, WE'RE GONNA APPROVE HALF A POLICY. 
          I'D LIKE TO GET THOSE THINGS KIND OF TALKED ABOUT BEFORE WE DO THAT. 
          THE OTHER ISSUE IS THAT, UM, CAUGHT MY ATTENTION IS THAT, UH, THE COMMITTEE IS INFORMATIONAL. 
          LET ME FIND MY, I MADE ANNOTATIONS COMMITTEE REPORTS SHALL BE INFORMATIONAL UNLESS ACCOMPANIED BY A MOTION REQUIRING BOARD ACTION. 
          I DISAGREE WITH THAT. 
          I THINK THAT THE COMMITTEES SHOULD BE, UM, TAKE ACTION. 
          THEY SHOULD MAKE A RECOMMENDATION TO THE BOARD IN A FORM OF A MOTION AND THEY SHOULD REVIEW REPORTS INFORMATIONALLY FOR, UH, OES. 
          SO YOU WOULD 
          [00:30:01]
THEN HAVE A RECOMMEND THAT THE BOARD APPROVE THIS OE. 
          UM, SO THAT WOULD BE ONE THING THAT I'M NOT COMFORTABLE SUPPORTING AT THIS POINT. 
          I DON'T THINK THAT THE PURPOSE OF COMMITTEES IS INFORMATIONAL. 
          AND IN FACT, I WOULD SAY THAT SOME OF THE PROBLEMS WE HAVE WITH COMMITTEE MEETINGS IS THAT THEY'RE VERY FOCUSED ON INFORMATIONAL AND THEY SHOULD BE FOCUSED PRETTY MUCH ON REVIEWING OES AND MAKING A RECOMMENDATION. 
          SO IF THERE'S AN ISSUE THAT SOMEONE BRINGS UP THAT THEY WANT A DEEPER DIVE ON, THE COMMITTEE WOULD BE ASSIGNED TO THE APPROPRIATE COMMITTEE AND THE COMMITTEE WOULD MAKE A RECOMMENDATION. 
          ONE OF THE THINGS THAT I HAVE COMPLAINED ABOUT MULTIPLE TIMES ABOUT, UM, FOR OVER MANY YEARS ABOUT COMMITTEES IS THAT COMMITTEES SHOULD NOT HAVE THE OPTION OF NOT BRINGING SOMETHING FORWARD TO THE BOARD. 
          SO IF, UM, SORRY, I LOST MY TRAIN OF THOUGHT FOR A SECOND. 
          UH, IF SOMETHING GOES TO THE COMMITTEE, IT NEEDS TO COME BACK BEFORE THE BOARD AND I DON'T THINK IT SHOULD COME BACK AS SORT OF LIKE A HIGHLIGHT REPORT. 
          I THINK IT SHOULD COME BACK AS A RECOMMENDATION THAT THE BOARD TAKES ACTION ON. 
          SO AT THIS MOMENT WITH THIS READING, I WOULD NOT BE IN SUPPORT OF, UH, APPROVING THIS COMMENTS. 
          THEN I HAVE A QUESTION. 
          UM, SO IF, IF IT'S DELEGATED TO A COMMITTEE BY THE BOARD AND THE COMMITTEE WITH THIS COMPOSITION REVIEWS IT AND ARE THEY ABLE TO VOTE YES OR NO TO BRING IT BACK TO THE BOARD? SO THEY STILL HAVE THAT LATITUDE? THEY DON'T, THEY DO. 
          OKAY. 
          ALRIGHT. 
          SO THE COMMITTEE STILL WILL HAVE THE LATITUDE AND THE AUTHORITY TO, TO RESEARCH IT THOROUGHLY, BRING IT BACK IN ITS TOTALITY WITH PROS AND CONS AND EXPLAIN HOW THE COMMITTEE GOT TO WHERE IT'S, IS THAT CORRECT? I MEAN, IF, IF WE'RE GONNA TAKE IT BACK TO, TO THE POLICY COMMITTEE, THEN I WOULD TAKE THE, THE BOARD MEMBER'S RECOMMENDATION, GO OVER THOSE THINGS AND IF, UH, THE BOARD WANTS A FLUSHED OUT, UH, PROCESS, UH, FOR EXAMPLE, UH, THERE'S NOTHING IN THE CURRENT POLICY THAT WE WERE VOTING ON TONIGHT THAT ACTUALLY NAMES OUR STANDING COMMITTEES YET. 
          SO, SO IF THE BOARD WANTS US TO DIRECT OR WANTS TO DIRECT THE POLICY, CAN IT BE TO GO BACK AND DO SOME MORE WORK ON IT AND FLUSH OUT THOSE THINGS THEN? YEAH, WE CAN DO THAT. 
          THAT'S ALRIGHT. 
          EVERYBODY CUT? AND I THINK, UM, INGRID, YOUR POINTS WERE VERY VALID. 
          I'M GOOD. 
          YES. 
          WELL, ONE, ONE THING I QUESTION IS KIND OF WHAT MR. DALLAS HIT, I HIT IT ON BECAUSE EVERY TIME A COMMITTEE MEETS, SOMETIMES THEY MAY NOT NEED AN ACTION BECAUSE FOR, FOR, FOR AC FOR INSTANCE, YOU MAY HAVE ACADEMICS MEETING, THEY MAY BE KIND OF GIVING UPDATES ABOUT DIFF DIFFERENT THINGS AND THAT MAY NOT TAKE EMOTION. 
          SO I MEAN, YOU CAN BRING THAT UPDATE BACK, BUT THERE'S NO NEED TO BRING A MOTION IF THERE'S NO MOTION TO BRING, IF THEY'RE JUST GIVING AN UPDATE ON SOMETHING. 
          AND, AND MAYBE I'M NOT UNDERSTANDING, BUT THAT, THAT'S KIND OF, YOU SAID THAT WHEN WE MEET, WE SHOULD BRING MOTIONS. 
          BUT IF, IF THEY'RE GIVING AN UPDATE OR THEY'RE GIVING A, IN OTHER WORDS, LIKE A COUPLE WEEKS AGO, I THINK WE HAD, UH, THEY, THEY WERE TELLING US ABOUT THE GRADE SKILLS OR SOMETHING ABOUT THE CHANGE THEY WAS DOING THIS. 
          THAT'S NOT, MAY NEED ANY MOTION FOR THAT. 
          IT MAY JUST NEED TO BE AN UPDATE OR, OR AN FYI. 
          SO I THINK THAT THAT MAY BE SOMETHING DIFFERENT. 
          BUT YOU CAN SPEAK TO THAT MS. BOATRIGHT. 
          THAT'S EXACTLY WHAT I'M TALKING ABOUT. 
          IF YOU'RE TALKING ABOUT, LET'S TAKE FOR EXAMPLE, THE ARS THAT ARE NOT SOMETHING WE VOTE ON THAT ARE PRESENTED AT ACADEMIC COMMITTEES. 
          WE SEE A LOT OF THAT, THAT IS PART OF OUR OE. 
          SO YOU CAN HAVE A REVIEW AND A MONITORING OF OES, BUT AS FAR AS JUST SAYING, WELL, WE WANT TO TALK ABOUT THIS INSTEAD OF THE ACADEMIC COMMITTEE, IF IT'S NOT RELATED TO AN OE AND IT DOESN'T REQUIRE BOARD ACTION, IT SHOULD BE PRESENTED TO THE FULL BOARD AND NOT THE COMMITTEE. 
          SO IF THERE'S AN UPDATE, IF DR. 
          STRATAS NEEDS TO BRING AN UPDATE THAT'S OUTSIDE OF WHAT WE ALREADY MONITOR AND IT DOESN'T REQUIRE ACTION, SHE SHOULD PRESENT IT TO THE FULL BOARD AND NOT TO THE COMMITTEE BECAUSE THERE'S NO CHANCE FOR THE BOARD TO GIVE FEEDBACK. 
          SO LET'S SAY THREE MEMBERS OF THE ACADEMIC COMMITTEE GET THIS UPDATE, THE ACADEMIC COMMITTEE CHAIR REPORTS ON IT, THERE'S REALLY NOT AN OPPORTUNITY FOR BOARD MEMBERS TO GIVE FEEDBACK DIRECTLY TO OR ABOUT THIS ISSUE. 
          SO I THINK IT'S IMPORTANT IF YOU ARE GOING TO LEGITIMATELY STICK TO, UM, COHERENT GOVERNANCE, THE COMMITTEE SHOULD NOT BE REVIEWING THINGS FOR INFORMATIONAL PURPOSES ONLY. 
          UH, LET, LEMME GO MS. SMITH, THEN I'LL COME TO YOU. 
          OKAY. 
          WELL NOW I, I HEAR YOU MS. BOATRIGHT, BUT THIS IS SOMETHING THAT WE OH, MS. SMITH, JUST IN GENERAL, NOT DIRECTING IT TO MS. BOATRIGHT, BUT GO AHEAD AND MAKE YOUR POINT. 
          OKAY. 
          WELL, I, NO, I, I, NOW I HEAR HER POINT MM-HMM . 
          BUT TO HER POINT, THIS IS SOMETHING THAT WE'VE TALKED ABOUT BEFORE. 
          YOU CAN'T HAVE YOUR CAKE AND EAT IT BECAUSE WE'VE TALKED ABOUT BEFORE ABOUT BRINGING DIFFERENT THINGS TO THE BOARD. 
          BUT ON THE, ON THE, ON THE FLIP SIDE, BOARD MEMBERS SAID WE WANNA SHORTEN BOARD MEETINGS. 
          SO THAT'S WHY WE TAKE SOME OF THOSE THINGS TO COMMITTEES. 
          SO, AND ONE HAND, BEFORE, PRIOR, PRIOR TO DOING THAT, WHEN, WHEN, WHEN I, WHEN THIS WAS A POINT THAT I BOUGHT UP THAT SOME THAT EVERYONE DIDN'T GO TO COMMITTEE MEETING. 
          SO WHEN YOU'RE GIVING AN AN, AN UPDATE IN A, IN A, IN A COMMITTEE MEETING, THAT, THAT, THAT, THAT, THAT UPDATE NEEDS TO COME TO THE COMMITTEE. 
          SO HERE AGAIN, NOW WE'RE TALKING ABOUT, 
          [00:35:01]
WE'RE REVERSING IT. 
          AND THIS IS A POINT THAT I BOUGHT OUT BEFORE, SO THAT'S WHY I SAID YOU CAN'T HAVE YOUR CAKE AND EAT. 
          SO WE, SO WE REALLY, BEFORE WE KEEP FLIPPING IT, WE NEED TO FIGURE OUT WHERE DO WE REALLY WANT OUR UPDATES? DO WE WANNA MAKE COMMITTEE MEETINGS OR DO WE WANT 'EM IN PUBLIC IN PUBLIC MEETINGS? THAT'S ONE THAT, THAT'S THE FIRST PART OF IT. 
          THE SECOND PART OF IT IS THIS, WE CAN'T SAY WE WANNA SHORTEN OUR, OUR BOARD MEETINGS. 
          AND THAT'S PROBABLY THE POINT OF HAVING COMMITTEE MEETINGS IS SO THAT WE CAN HAVE SOME OF THOSE THINGS AND WE CAN TALK ABOUT SOME OF THESE THINGS AND THOSE COMMITTEE MEETINGS SO THAT THEY WON'T TAKE PLACE AND WANT PROLONG BOARD MEETINGS. 
          SO WE HAVE TO KIND OF REALLY FIGURE OUT WHERE DO WE WANNA PUT OUR TIME OR HOW, HOW, HOW WE WANT TO WORK, WORK IT OUT TO WHERE IT, IT BALANCES. 
          IT BALANCES OUT. 
          BECAUSE THIS IS, THIS IS SOMETHING THAT HAS BEEN BOUGHT BEFORE AND WHEN, AND THAT'S WHY I KEPT SAYING IN TERMS OF HAVING TO HAVE THESE CONVERSATIONS AT, AT, AT THE CORRECT TIME WE'RE HAVING IN BOTH. 
          AND THEY WERE LIKE, NO, WE, WE WANNA SHORTEN BOARD MEETINGS. 
          THIS IS, BUT THIS IS ONE OF THE THINGS THAT HAPPENED WHEN WE FOCUS ON SHORTENING BOARD MEETINGS. 
          I'LL PUT THAT OUT THERE. 
          THANK YOU. 
          OKAY, LET ME, I'LL PASS FOR RIGHT NOW. 
          YOU WILL. 
          I'LL I'LL PASS RIGHT NOW. 
          OKAY, GO AHEAD. 
          YES. 
          YOU GOTTA, THE WHOLE, THE WHOLE UH, SEGMENT OF MAKING, UH, COMMITTEE MEETINGS INFORMATIONAL IS TO MAKE IT SPECIFIC THAT THE COMMITTEES DO NOT TASK THE DISTRICT STAFF TO DO THINGS. 
          MM-HMM . 
          THAT'S WHAT THAT LITTLE BIT WAS ABOUT. 
          BUT WE CAN DEFINITELY FLUSH IT OUT TO, AND THEN BRING IT BACK TO THE BOARD. 
          MAY I? OKAY. 
          YEAH. 
          MY CONCERN IS WE DO NOT WANT TO NEUTER THE COMMITTEES AND THAT'S WHERE A LOT OF THE EXPERTISE AND THE STAFF PEOPLE RESIDE AS WELL. 
          AND SO THEY GIVE US THAT FIRST BLUSH AS TO WHAT ARE THE ISSUES. 
          THEY HASH IT OUT AND THEN THEY BRING IT FORWARD. 
          I'VE BEEN RELATIVELY COMFORTABLE JUST BEING ABLE TO SEE WHAT THE COMMITTEE HAS BROUGHT FORWARD. 
          SO AS I THINK WHAT I'M HEARING, THE REFINED PORTION IS THAT WHAT YOU'RE TALKING ABOUT DOESN'T TAKE AWAY THE COMMITTEE'S ABILITY TO SAY, YES, WE SUPPORT THIS, OR NO WE DON'T. 
          AND BRING IT TO THE BOARD WHERE THERE CAN BE A FULL CONVERSATION. 
          AM I, AM I CORRECT ON MY INTERPRETATION? YEAH, YOU CAN. 
          I THINK IN COHERENT GOVERNANCE, IF YOU LOOK AT IT, THERE'S, THERE'S TWO BUCKETS WE'RE TALKING ABOUT. 
          AND THERE SHOULD NOT BE THINGS THAT FALL OUTSIDE OF THAT BUCKET. 
          THINGS THAT WE ARE UNDER OUR OPERATIONAL EXPECTATIONS AND THINGS THAT NEED BOARD ACTION. 
          UM, SO IT'S KIND OF HARD TO THINK OFF THE TOP OF MY HEAD OF THINGS THAT WOULD BE AN UPDATE, BUT I ACTUALLY DISAGREE WITH THE IDEA THAT IF THERE'S TO FLUSH THINGS OUT IN COMMITTEE, I THINK WE START DOWN A BAD ROAD OF JUST FINDING OUT STUFF IN A COMMITTEE BECAUSE WE WANNA KNOW MORE ABOUT SOMETHING. 
          AND I THINK IT'S REALLY IMPORTANT FOR EFFICIENCY THAT WE STICK TO THE COHERENT GOVERNANCE. 
          THE GENTLEMAN THAT'S COME OUT HERE, UM, AND TALKED ABOUT IT, AND THE EFFICIENCY IS NOT ABOUT OUR BOARD MEETINGS. 
          THE EFFICIENCY IS ABOUT HOW THE BOARD OVERSEES DISTRICT STAFF. 
          SO IF WE'RE JUST TALKING ABOUT SHIFTING IT INTO THE COMMITTEES, BUT WHAT HAS ALSO MY BIGGEST CONCERN AND WHAT I HAVE TALKED ABOUT MULTIPLE TIMES IS THE COMMITTEE GETS A REPORT, DECIDES THEY DON'T THINK IT'S WORTH BRINGING TO THE BOARD, AND THERE'S NO ACTION. 
          THEY DON'T COME IN AND SAY, WE, OUR MOTION IS TO RECOMMEND THAT WE DON'T DO THIS OR WE DO DO THIS. 
          AND IT JUST NEVER COMES BEFORE THE FULL BOARD. 
          BECAUSE THEN I DO THINK THAT THERE'S AN ELEMENT WHERE THE BOARD NEEDS TO HAVE SOME INSIGHT AND SAY OVER THINGS THAT ARE BEING UPDATED TO THE BOARD. 
          IF IT'S NOT IMPORTANT ENOUGH TO BRING IT TO THE BOARD, WAIT TILL IT'S IMPORTANT ENOUGH. 
          AND THEN ALSO FROM PUBLIC STANDPOINT, PEOPLE DON'T KNOW THE COMMITTEE'S SCHEDULES AS MUCH. 
          SO IF THERE'S AN UPDATE THAT THE BOARD NEEDS TO HEAR, THE PUBLIC ALSO NEEDS TO HEAR AND IT SHOULD BE DONE IN A FULL BOARD MEETING. 
          BUT AGAIN, I GUESS MY BIGGEST CONCERNS ARE THAT THINGS DIE IN COMMITTEES OR THAT, UM, WE ARE BRINGING, WE'RE WE'RE GETTING TOO MUCH INTO THE, I JUST WANT SOME MORE INFORMATION ABOUT THIS. 
          SO I JUST FEEL STRONGLY THAT, AND THAT THIS IS VERY MUCH PART OF COHERENT GOVERNANCE. 
          IF THERE'S SOMETHING THAT NEEDS ACTION, THE COMMITTEE BRINGS IT FORWARD. 
          IF THEY ARE MONITORING ONE OF THE OPERATIONAL EXPECTATIONS THAT DOESN'T REQUIRE ACTION, THAT THEN GOES ON THE CONSENT AGENDA. 
          OR THAT'S JUST SORT OF THE, UH, COMMITTEE KEEPING TRACK OF WHAT THEIR OE IS. 
          SO, DID I ANSWER THE QUESTION? WELL, I, I WOULD ADD TO IT IF I MAY. 
          GO AHEAD. 
          YEAH. 
          UM, A GOOD EXAMPLE OF, UH, INFORMATIONAL, UM, UH, INFORMATIONAL OR INFORMATION GIVEN IN COMMITTEES IS FOR EXAMPLERS. 
          'CAUSE THE BOARD DOESN'T VOTE ON ARS. 
          THOSE ARE ADMINISTRATIVE REGULATIONS. 
          THOSE HAVE TO BE UPDATED FAIRLY FREQUENTLY DUE TO STATE OR FEDERAL LAWS OR THINGS LIKE THAT, STATUTES. 
          BUT IN THE COMMITTEES, OFTEN THE COMMITTEE WILL SUGGEST, OR A MEMBER OF THE COMMITTEE WILL SUGGEST, YOU KNOW, UH, DIFFERENT WORDING OR JUST, YOU KNOW, A LITTLE TWEAK OR WHATEVER. 
          AND THEN IT'S BROUGHT BACK TO THE FULL BOARD FOR JUST, NOT FOR APPROVAL, BUT JUST SO WE CAN, CAN SEE IT. 
          SO THEY HAVE SOME INFORMATIONAL SENSE. 
          I AGREE WITH YOU THAT, YOU KNOW, YOU KNOW, THE WHOLE PURPOSE OF A COMMITTEE IS TO DO THE BOARD'S WORK, NOT THE DISTRICT'S WORK. 
          AND I THINK SOMETIMES THAT'S, YOU KNOW, HARD TO, UH, NOT TO GET CONVERSATIONAL ON OUR POLICY. 
          THAT'S A, THAT AR IS PART OF OUR POLICY. 
          SO THEN WE'RE DOING THE WORK OF, THAT'S IN THE POLICY. 
          WHAT I'M CONCERNED ABOUT 
          [00:40:01]
IS GETTING OUTSIDE OF THAT. 
          YEAH. 
          OKAY. 
          SO YOU KNOW WHAT WE COULD DO TONIGHT? I WAS THINKING , WE CAN APPROVE IT THE WAY IT IS BECAUSE IT'S TWO READINGS ANYWAYS. 
          IF, IF THAT'S THE BOARD'S WILL AND, UM, AND THEN THE THREE OF US CAN TAKE INTO ACCOUNT WHAT THE DISCUSSION WAS, UH, TONIGHT AND, UH, AND TRY, YOU KNOW, TWEAKING THIS PARTICULAR POLICY AND THEN THE BOARD CAN VOTE IT UP OR DOWN ON THE SECOND READING. 
          YEAH. 
          AND I, AND, AND, AND, AND EVEN IN, IN THE THREE OF Y'ALL TAKING IT, I, I, I, WHAT I DON'T WANT TO GET LOST IS I, I DO UNDERSTAND, UH, WHAT MRS. BOATRIGHT IS SAYING IN TERMS OF, UH, OF, OF, OF BREAKING IT UP IN WHEN BRINGING THINGS TO THE FULL BOARD. 
          BECAUSE IT'S LIKE LAST NIGHT I WAS AT COUNTY COUNCIL MEETING AND THEY WERE TALKING ABOUT THE, UM, THE BUILDING OF THE AIR STATION WHEN, AND COUNTY COUNCIL WAS LIKE, THEY CAME, THEY, THEY WAS GOING THE, THE AIR, THE PEOPLE FROM THE AIR STATION WENT BEFORE COUNTY COUNCIL AND WAS TALKING TO 'EM ABOUT, UH, WE WERE GONNA BE STEWARDS OF SOME MONEY. 
          AND I, AND, AND YOU KNOW, THAT WAS SOMETHING THAT WE TAUGHT AT THE FOOTBALL THAT, WELL ACTUALLY AT THE COMMITTEE LEVEL, BUT THEN WE ALSO TALKED ABOUT IT AT THE FULL BALL, AT THE FULL BOARD LEVEL. 
          BUT I WAS LOST. 
          AND I WAS WONDERING, DID, DID WE TALK ABOUT IT AGAIN THAT WE DIDN'T KNOW THAT WE COULD NOT AID THEM IN THAT AT THE FULL, AT THE FULL LEVEL? OR DID WE, UH, DID WE NOT GET AN UPDATE? SO, I MEAN, SO THO SO HAVING THOSE UPDATES AS A FULL BOARD WHERE EVERYONE IS HELD ACCOUNTABLE AND ENGINE IS GIVING INFORMA EQUALLY INFORMATION I DO UNDER, I DO UNDERSTAND THAT. 
          SO DON'T THINK THAT I'M, UH, TAKING, UH, SPEAK, SPEAKING AGAINST THAT. 
          BUT I JUST WANTED TO SAY, YOU KNOW, THIS WAS SO THAT THIS WAS SOMETHING THAT WE BROUGHT OUT AND I JUST WANNA FIGURE OUT WHEN, WHEN WILL IT BEST SERVE THE WHOLE BOARD, NOT JUST THE, THE, AT THE COMMITTEE LEVEL. 
          SO I JUST WANTED TO, TO LET YOU KNOW THAT I DO UNDERSTAND WHERE YOU'RE COMING FROM IN TERMS OF THAT LAST NIGHT WAS A REALITY CHECK, SO THANK YOU. 
          SO THE, THE MOTION WAS MADE A SECONDED AND THAT WAS OUR DISCUSSION AS, UH, DR. WATTS POINTED OUT, IF WE APPROVE IT, THE THE COMMITTEE WILL GO BACK, FLUSH IT OUT, AND COME WITH CHANGES TO THE SECOND READING. 
          OR IF IT'S DENIED, WE'LL STILL GO BACK AND FLUSH IT OUT AND BRING IT BACK FOR, UH, ANOTHER FIRST READING. 
          OKAY. 
          SO IT'S BEEN PROPERLY MOTIONED AND SECOND. 
          SO I THINK WE ARE SO WHAT NOW? OH, I DON'T THINK WE HAVE TO VOTE ON THE FIRST READING, BUT WE VOTED ON THE FIRST READING WITH CORRECTIONS. 
          WE'RE NOT, YOU'RE VOTING ON A FIRST READING WITH SORT OF A PROMISE TO TALK ABOUT IT. 
          SO I DON'T KNOW IF WE NEED TO VOTE ON IT. 
          IT HAD CORRECTIONS ALSO. 
          YES. 
          YOU SAY LIKE, TO TAKE THE FEEDBACK, I DON'T KNOW, BE THE CORRECTIONS THAT WE, WE PUT IN THE MOTION OR THE CORRECTIONS THAT DR. 
          GUUS HAS MADE. 
          IF WE'RE GOING TO MAKE A MOTION AND APPROVE IT TONIGHT, IT'S GOING TO THE, THE NEXT READING IS GOING TO HAVE NEW INFORMATION THAT WAS NOT DISCUSSED TONIGHT. 
          GOT IT. 
          SO, SO FAIRLY, SO FAIRLY BEING THAT, BEING THAT THIS IS GONNA HAVE NEW INFORMATION, THEN WE'RE NOT GONNA VOTE ON THIS TONIGHT. 
          CORRECT. 
          BE BECAUSE IF YOU'RE BRINGING IN NEW INFORMATION, THEN THAT'S GONNA CHANGE THE WHOLE, THE WHOLE MOTION, UH, THE, THE WHOLE WORDING OF THAT MOTION. 
          SO I THINK IT WOULD JUST, IT WOULD JUST BE A HOOVER. 
          SO JUST LET Y'ALL GO BACK AND CHANGE THAT AND THEN BRING IT BACK. 
          THEN WE ANALYZE THAT AND THEN WE GET A SECOND READING ON IT. 
          OR I CAN REMOVE THE MOTION. 
          I THINK THAT WOULD BE MORE, I THINK REMOVE THE MOTION WOULD BE, UH, WOULD BE SUFFICE FOR EVERYONE THAT POINT OF ORDER. 
          GO AHEAD. 
          YOU REALLY CAN'T, ONCE A SECOND, YOU REALLY CAN'T REMOVE IT. 
          WE HAVE TO VOTE IT UP OR DOWN. 
          MY APOLOGIES. 
          YES, THANK YOU. 
          THAT'S OKAY. 
          . 
          SO I WOULD SUGGEST WE VOTE AND VOTE IT UP OR DOWN AND WE'LL COME BACK NEXT TIME WE HAVE A MEETING ON THE 22ND AND WE'LL VOTE IT UP OR DOWN AGAIN. 
          OKAY. 
          WELL I THINK EVERYONE'S HAD A CHANCE TO SORT OF VOICE YOUR OPINION. 
          SO IF IT'S OKAY, LET'S MOVE FORWARD WITH THE VOTE. 
          ALRIGHT. 
          OH, SORRY, I DON'T KNOW THE ANSWER TO THIS. 
          JUST A QUESTION, RIGHT? IF YOU GO BACK, ADJUST IT AND THEN BRING IT FORWARD, IS IT THEN COMING BACK FORWARD, COMING BACK AGAIN AS A FIRST READING OR IS IT COMING BACK AS A SECOND READING? I BELIEVE IT'LL BE COMING BACK AS A FIRST READING BECAUSE IT CONTAINS INFORMATION THAT WOULD NOT BE HERE TONIGHT. 
          IT'S FINE EITHER WAY. 
          I JUST WAS BRINGING THAT UP FOR YOUR CONSIDER. 
          I'M NOT SURE . 
          SO, SO, SO WAIT, WAIT, WAIT, WAIT. 
          MS. SMITH, JUST, JUST, JUST A MINUTE PLEASE. 
          SO I GUESS THE OPTIONS ARE, IT'S BEEN READ, THERE ARE RECOMMENDATIONS FOR EDITING AND ADJUSTMENTS NOW AS A BOARD WE ARE GOING TO HAVE TO VOTE ON DO WE GO WITH THE FIRST READING, RIGHT? EVERYBODY AGREE? I'M NOT SURE I AGREE 'CAUSE I REALLY DON'T KNOW . 
          I THINK IT MIGHT, I THINK IT'S HONESTLY STILL PART THAT IT GOT US TO SECOND READING. 
          IF I HAD TO TAKE A GUESS, I WOULD SAY THAT THE, THAT'S THE WHOLE PURPOSE OF A FIRST READING IS TO MAKE CHANGES. 
          SO WHEN IT GOES TO THE SECOND READING YOU VOTE, I REALLY THINK THAT'S THE WAY IT IS. 
          BUT 
          [00:45:01]
THE FIRST AND SECOND READING, THEY SHOULD BE FUNDAMENTALLY THE SAME INFORMATION. 
          SO YOU WOULD HAVE TO BRING BACK EXACTLY WHAT WE VOTED ON WITH CORRECTIONS. 
          BUT NONE OF THE CHANGES. 
          I'M GONNA MAKE A MOTION TO TABLE THE FIRST READING UNTIL THE NEXT BUSINESS, UNTIL THE NEXT BUSINESS MEETING AFTER YOUR POLICY MEETING. 
          THAT'S WHAT I WAS. 
          OKAY, SO CAN WE GET A VOTE ON THAT ROBERT, RIGHT NOW? BECAUSE I KNOW, I KNOW YOU CAN TABLE A MOTION. 
          YOU OKAY WITH? OKAY. 
          IF THAT'S, THAT'S REALLY POSTPONING UNTIL, WHAT'S THE DATE WE'RE OUR MEETING'S ON THE 22ND? SO IT WOULD BE THE FIRST MEETING IN OCTOBER. 
          WE CAN TWO OCTOBER. 
          WE CAN DO TWO WAYS. 
          WE CAN TABLE IT AND THEN HE CAN BRING IT BACK WHEN HE'S READY TO BRING IT BACK. 
          WE CAN POSTPONE IT TO A SPECIFIC DATE. 
          IT'S UP TO YOU GUYS. 
          I'M JUST SAYING, BASICALLY I'M ASKING THAT WE NOT VOTE ON THIS RIGHT NOW. 
          IF I WILL SECOND THAT MOTION? YEP. 
          TABLE. 
          YEP. 
          ALRIGHT, SECOND IT. 
          THANK YOU. 
          THANK YOU. 
          ALL IN FAVOR OF VOTING? YEP. 
          ALRIGHT. 
          ALL IN FAVOR OF TABLING THE MOTION. 
          RAISE YOUR RIGHT HANDS. 
          AYE. 
          AYE. 
          OKAY. 
          PASSES. 
          UNANIMOUS. 
          IT WAS LABORIOUS. 
          ALRIGHT, HERE WE GO. 
          AND THE LAST ONE, I MOVE THE BOARD OF EDUCATION EXCEPT THE CHANGES TO POLICY BC 2.1 THROUGH 2.7 WITH CHANGES FOR FIRST READ. 
          SAY AGAIN? I WAS DRINKING WATER SO I DIDN'T I THE LAST MOTION. 
          I JUST MADE THE LAST MOTION. 
          OKAY. 
          IS THERE A SECOND? IS THERE A SECOND? AND WHAT WAS THE LAST MOTION? I MOVE THAT THE BOARD OF EDUCATION ACCEPT THE CHANGES TO POLICY BSR 2.1 THROUGH 2.7 FOR FIRST READ. 
          I'LL SECOND. 
          ALRIGHT. 
          PROPERLY MOTION AND SECOND QUESTIONS, COMMENTS? ALRIGHT. 
          ALL IN FAVOR? NO, NO, I, I'M SORRY. 
          YOU GOT A QUESTION? YOU POINTED AT ME. 
          YEAH, SORRY. 
          I DIDN'T KNOW WE WERE VOTING ON THE FIRST YEAR. 
          I THOUGHT WE WERE DOING IT FOR, OKAY. 
          THE REASON I HAVE A  QUESTION WITH THIS ONE IS, WHEN WE READ THROUGH THIS, I LIKE EVERYTHING YOU GUYS DID ON THE POLICY. 
          I THINK POLICY COMMITTEE'S DOING AMAZING WORK. 
          BUT WHAT I WORRY ABOUT AS I READ THIS ONE, UM, I DON'T WANT TO MAKE IT UP TO THE DISCRETION OF THE SUPERINTENDENT, WHETHER OR NOT HE'S GOING TO HONOR WE, I THINK WE NEED TO TIGHTEN THAT UP BECAUSE WHAT I WORRY ABOUT IS IT'S GOING TO PUT OUR SUPERINTENDENT IN AN AWKWARD POSITION TO DETERMINE WHETHER OR NOT IT'S SUBSTANTIAL DIS IT'S JUST TOO VAGUE FOR ME. 
          AND I, I FEEL LIKE IF THIS BECAME THE RULE, YES, WE GOTTA WALK THAT LINE BETWEEN, UM, YOU KNOW, REACHING OUT AND SAYING, HEY, THERE'S A CONCERN THAT SOMEONE BROUGHT UP TO ME ABOUT MY SCHOOL AND I WANTED TO LET YOU KNOW, VERSUS I WANNA CHANGE THE BUDGET. 
          RIGHT? THERE'S, THERE'S SOME SORT OF A SPECTRUM, BUT I DON'T WANT TO MAKE IT HIS DECISION WHETHER OR NOT HE'S GOING TO COMPLY WITH AN INDIVIDUAL BOARD MEMBER'S, UM, REQUEST. 
          'CAUSE I THINK I, I, I SEE POTENTIAL PROBLEMS WITH THAT. 
          SAY THAT. 
          SO JUST FOR A FRAME OF REFERENCE, URI COUNTY, WHICH ALSO USES COHERENT GOVERNANCE, I LOOK TO SEE HOW THEY HANDLE IT AND THEY JUST SAY FLAT OUT BOARD ACTION OR NOT AT ALL. 
          ANY OTHER COMMENTS? MS. BORAY, WHICH, WHICH NUMBER? FOUR? FOUR. 
          OKAY. 
          JUST SO I'M ON THE SAME PAGE, ARE YOU GONNA SAY SOMETHING DR. 
          GUUS, YOU GETTING READY TO SAY? I THINK, WELL,  I UNDERSTAND WHAT YOU'RE SAYING, BUT I WOULD SAY THAT I THINK IT'S FINE THIS WAY BECAUSE SOMETIMES IT'S JUST INFORMATIONAL, UH, THINGS THAT THE BOARD MEMBER NEEDS TO KNOW AND THE SUPERINTENDENT CAN PROVIDE THAT QUITE EASILY. 
          HE KNOWS EXACTLY HOW MUCH STAFF TIME AND EFFORT AND FINANCES OR RESOURCES IT WOULD TAKE FOR WHATEVER THE REQUEST IS. 
          AND I MEAN, THAT'S WHY WE HIRED HIM. 
          I WOULD, I WOULD GIVE HIM THAT DISCRETION PERSONALLY. 
          OKAY. 
          PROPERTY MOTION. 
          SO, SO ARE YOU, ARE YOU, ARE YOU SAYING THAT YOU KNOW, FOR FOUR YOU DON'T WANT IT, YOU DON'T WANT HIM TO GIVE OUT INFORMATION AT ALL TO BOARD MEMBERS? OR YOU WANT 'EM, BECAUSE I KNOW NORMALLY WHEN I, ESPECIALLY WHEN I FIRST ON THE BOARD, WHAT WE ALWAYS DO IS WHEN A BOARD MEMBER ASKS A QUESTION, THEN THEY WOULD SAY HE WOULD SEND IT OUT TO THE BOARD AND SEND IT TO BOE TO BOARD MEMBERS ONLY. 
          SO I MEAN, IF, IF WE'RE DOING IT THAT WAY, EVEN IF YOU ARE REQUESTING IT AND HE'S GIVING IT TO THE FULL BOARD, THEN I DON'T SEE, UH, AN ISSUE WITH THAT. 
          BUT IF IT'S JUST, UH, KIND OF A, A ONE OFF AS IN THE, THE CHAIR OF THE BOARD, THEN THAT, THAT IS WHAT, YOU KNOW, KIND OF, KIND OF CONCERNS ME. 
          OR WHEN I'M TALKING TO SOMEONE, GO TO GO TO THE DISTRICT OFFICE AND YOU KNOW, I RUN THROUGH THE CHANNELS AND THEY SAY, WELL, THE SUPERINTENDENT'S NOT THERE, OR SOMETHING LIKE THAT, THEN, AND I DON'T KNOW, HE'S OUTTA TOWN OR SOMETHING. 
          MAYBE IS IS THAT THE, HELP ME UNDERSTAND WHERE WE, WHERE WE'RE GETTING AT. 
          JUST, OH, SORRY. 
          UM, I REPORT TO A BOARD. 
          I WOULD NOT WANT THIS LEVEL OF DISCRETION BECAUSE THE PROBLEM IS THIS. 
          LET'S SAY I ASK HIM TO DO SOMETHING OR I ASK THE SUPERINTENDENT, WHOEVER THAT MAY BE, AND I SAY, I'D LIKE INFORMATION ABOUT THIS. 
          AND HE SAYS, YOU KNOW WHAT, THAT'S TOO MUCH STAFF TIME. 
          THEN MR. SMITH ASKS THE SUPERINTENDENT AND HE'S, HE'S GUESSING HOW MUCH STAFF TIME IT'S GONNA BE. 
          AND HE SAYS, THAT'S OKAY. 
          I CAN, THAT'S, THAT IS NOT THE AMOUNT 
          [00:50:01]
OF STAFF TIME. 
          I MIGHT BE UPSET. 
          AND IT MAY TURN OUT THAT YOUR REQUEST WAS MORE LIKE, I JUST FEEL LIKE IF IT'S NOT CLEAR, I HAVE SEEN A LOT OF BOARDS NOW THIS IS IN THE NONPROFIT SECTOR AND THE PRIVATE SECTOR, NOT THE SCHOOL BOARD. 
          SO I'M NOT TALKING ABOUT US SPECIFICALLY, BUT I THINK IF I WAS, UM, REPORTING AND I DO HAVE TO REPORT TO A BOARD, I WANT CLEAR DIRECTIONS AS TO WHEN, BECAUSE YOU DON'T WANT SOMEONE TO FEEL THAT IT WAS A, THIS PERSON GETS THEIR REQUEST, GRANTED THIS PERSON DOESN'T. 
          UM, SO THAT IS JUST MY TAKE ON IT. 
          MAYBE I'M SENSITIVE BECAUSE I HAVE TO DO THAT. 
          AND I'VE SEEN, UH, SEVERAL EXAMPLES OF WHERE SOMEONE THINKS THAT THE, UH, PERSON THAT'S BEING ASKED FAVORS CERTAIN BOARD MEMBERS OVER OTHERS. 
          I DON'T KNOW HOW DR. RODRIGUEZ FEELS, BUT I DON'T WANNA PUT 'EM ON THE SPOT. 
          I JUST LOOKING AT HOW OTHER COHERENT GOVERNANCES, UH, PEOPLE HAVE DONE IT, IT'S JUST BEEN CLEARER AND NOT AS MUCH DISCRETION AS TO WHETHER OR NOT THE SUPERINTENDENT IS GOING TO HONOR A INDIVIDUAL BOARD MEMBER'S REQUEST. 
          AND I, UM, CAN I, GO AHEAD. 
          OKAY. 
          SO ONE OF THE THINGS I, I'M HEARING AND, AND I READ, I THINK ALL THE PAGES, IT WAS LIKE 80 SOMETHING OR SOMETHING LIKE THAT. 
          IT'S A PHENOMENAL NUMBER, BUT THERE WAS A LOT OF PRECISION IN WHAT THIS COMMITTEE HAS PUT TOGETHER AND IT SEEMED PRETTY CLEAR TO ME, UH, THAT YOU WERE SAYING, TAKE A LOOK AT THESE THINGS, WORK WITH THE SUPERINTENDENT, AND I THINK YOU TIGHTENED A LOT OF THE HOLES THAT WE'VE HAD IN OUR POLICIES GOING UP UNTIL NOW. 
          SO, I MEAN, I JUST WANT TO SAY THAT I THINK THERE'S BEEN A TREMENDOUS AMOUNT OF WORK, THERE'S BEEN A LOT OF TALK ABOUT DISCIPLINE, WHICH I THINK WE BENEFIT FROM HERE AND GOING FORWARD. 
          SO, UM, THERE'S SOME POSSIBILITIES BUT TO NOT NEUTER THE COMMITTEES SO THAT THEY CAN COME FORWARD AND SAY YAY NAY, WHAT HAVE YOU. 
          AND THEN THE BOARD HAS REPEATEDLY HAS SAID IN THESE DOCUMENTS, THE BOARD HAS TO BE DECISIVE IN TAKING A VOTE. 
          AND THAT'S SOMETHING WE, WE SHOULD BE DOING. 
          AND I FEEL WITH THIS PARTICULAR COMMITTEE, WE HAVE A PRETTY GOOD CHANCE OF, OF MAKING THAT COME TO FRUITION. 
          SO I AM COMFORTABLE, BUT WE NEED TO VOTE ON IT SINCE A MOTION HAS BEEN MADE. 
          AND SECOND OR, OR WHAT? UM, I, I MEAN, I, I DON'T HAVE A, I DON'T HAVE A PROBLEM WITH ANY OF THE DISCUSSION. 
          IIII WELCOME THE DISCUSSION. 
          MM-HMM . 
          UM, UH, AS, AS FAR AS THE, THE, THE LATEST COMMENT THOUGH, UM, WHAT ABOUT, UH, LANGUAGE? UH, IT, IT, IT SAYS, UH, DURING BOARD MEETINGS, BOARD MEMBERS MAY REQUEST ADDITIONAL INFORMATION IN FUTURE DENIAL REPORTS OR ANALYSIS FOR BOARD CONSIDERATION UNLESS ADOPTED BY FORMAL BOARD ACTION OR OTHERWISE AUTHORIZED BY BOARD POLICY. 
          THESE REQUESTS ARE INFORMATIONAL, SHALL NOT BE CONSIDERED OFFICIAL BOARD DIRECTIVES TO THE SUPERINTENDENT. 
          UM, WOULD, UH, WOULD IT BE BETTER TO ADD SOME, SOME LANGUAGE THAT SAYS, UH, IN THE, IN THE EVENT THAT THE SUPERINTENDENT, UM, QUESTIONS THE, THE DIRECTIVE BY AN INDIVIDUAL MEMBER, THE SUPERINTENDENT CAN BRING IT BACK TO THE FULL BOARD FOR APPROVAL? IS, IS THAT WHAT YOU'RE GETTING AT? THAT'S HOW HORRY COUNTY DOES IT. 
          IS THAT IF THE SUPERINTENDENT GETS A REQUEST, HE IS PER POLICY. 
          HE, SHE, UM, PER POLICY IS REQUIRED TO REFER IT BACK TO THE BOARD AND SAY, YOU NEED TO GET BOARD APPROVAL. 
          I UNDERSTAND THAT THERE ARE DEFINITELY SMALLER FISH ITEMS. I DON'T WANT TO PESTER THE SUPERINTENDENT, BUT THERE THE LANGUAGE IT IS FOR, AND THAT IT'S ALSO JUST TO MAKE WHERE I THINK THAT THE LANGUAGE COULD BE A LITTLE BIT TIGHTER. 
          UM, INDIVIDUAL BOARD MEMBERS MAY REQUEST PUBLICLY AVAILABLE INFORMATION OR SEEK CLARIFICATION REGARDING DISTRICT OPERATIONS. 
          WELL, THAT'S A PRETTY WIDE RANGE OF, OF IDEAS. 
          SO WHAT MY MAIN GOAL WITH THIS IS THAT I FEEL A LITTLE BIT, I DON'T WANT HIM OR HER TO HAVE TO MAKE AN ON THE SPOT CASE BY CASE DECISION ABOUT WHAT REQUESTS HE WILL HONOR. 
          UM, MAY I COME TO YOU, DR. 
          BLAUS, AS SOON AS MM-HMM . 
          OKAY. 
          SO ONE OF THE THINGS THAT I THINK HAS, HAS HELPED US WORK EFFECTIVELY ON THE COHERENT GOVERNANCE IS THAT, UM, YOU KNOW, WE HAVE, UH, WE'VE ABIDED BY THE CONCEPT THAT THE SUPERINTENDENT MANAGES THE ADMINISTRATION. 
          AND SO THAT WAS VERY CLEARLY STATED. 
          AND I THINK WE DON'T WANNA VEER TOO FAR FROM THAT BECAUSE, AND IT SAID REPEATEDLY IN THE DOCUMENTS I READ, IF THERE ARE INDEPENDENT BOARD MEMBERS, INDIVIDUAL BOARD MEMBERS WHO ARE SAYING, I WANT THIS, AND GOING DIRECTLY TO THE SUPERINTENDENT, THAT PERSON CAN BECOME INUNDATED AND THEIR STAFF CAN, EVEN THOUGH THEY MAY BE EXHIBITING DISCIPLINE TO NOT GUIDE THEIR STAFF TO WORK ON THINGS THAT ARE NOT THE SUPERINTENDENT'S PRIORITIES, I JUST WANT US TO BE CAUTIOUS ABOUT THAT. 
          SO WITH THAT, HAVE WE HAD SUFFICIENT DISCUSSION TO, I THINK THERE'S A MOTION YES. 
          I'D JUST LIKE TO ADD YEAH, GO AHEAD. 
          HAVING SAID, BUT IS PART OF THIS DISCUSSION IS, YOU KNOW, UH, DR. 
          STRE, THE GENTLEMAN THAT CAME FOR THE COHERENT GOVERNANCE, ONE OF THE BIG THINGS HE EMPHASIZED WAS, POLICY HAS TO BE BROAD. 
          SO I WOULD SAY THAT IT'S MUCH BETTER TO, I THINK, TO KEEP IT BROAD AND, YOU KNOW, WE, WE GET TO DETERMINE WHO WE HIRE AS A SUPERINTENDENT, AND THAT'S HOW YOU HONE IT DOWN IS BY WHO YOU'VE HIRED. 
          [00:55:01]
AND, UM, THE SECOND THING IS, I KNOW, UM, MS. BOATWRIGHT, UH, HAS POINTED OUT HORRY COUNTY HAS THE, UH, COHERENT GOVERNANCE AND OUR 2021 MANUAL, WHICH I WAS VERY INVOLVED WITH DRAFTING ALONG WITH, YOU KNOW, OBVIOUSLY THE BOARD HAD TO APPROVE IT. 
          WHAT WAS, UH, WE REALLY LOOKED VERY CAREFULLY AT THE HORRY COUNTY, UM, COHERENT GOVERNANCE, THEIR COHERENT GOVERNANCE MANUAL. 
          'CAUSE IT WAS THE ONLY, YOU KNOW, EXAMPLE WE REALLY HAD OF, OF A, OF A BOARD IN SOUTH CAROLINA. 
          SO I'LL JUST SAY THOSE TWO THINGS. 
          OKAY. 
          WOW. 
          WELL, I WAS JUST GONNA SAY THAT, THAT YOU, UH, HAVE, THE WAY YOU ANALYZED IT WAS VERY CLEAR, WAS VERY, GAVE ME A VERY CLEAR PERSONA. 
          AND I THINK THAT THAT ALSO, LETS BE REMINDED THAT THAT'S WHY WE PAY THE SUPERINTENDENT, OR, OR, OR THAT'S WHY, THAT'S WHY WE PAY HIM TO MANAGE THESE, THE LARGE ORGANIZATION. 
          AND I THINK THAT THAT SHOULD BE HIS, THAT TO SOME DEGREE THAT STILL BE HIS DECISION. 
          AND ALSO, AND THERE HAS BEEN MEETINGS WHERE HE HAVE SAID, HEY, IF YOU KNOW WHAT SOMETHING OF THAT CALIBER I THINK YOU SHOULD BRING TO THE FULL BOARD AND BRING, I HAVE HEARD HIM TOLD INDIVIDUAL BOARD MEMBERS TO DO THAT. 
          SO I THINK THAT WE, WHAT WE, WHAT YOU'RE SAYING IS ALREADY IN INVOKED ALREADY. 
          I THINK THAT THAT'S SOMETHING THAT, THAT, THAT, AS WE HAVE, WE HAVE ALREADY INJECTED AND HE INJECTS ON HIS OWN AT THAT TIME TO TIME. 
          HE WOULD SAY, IF THAT'S SOMETHING THAT YOU FEEL STRONG ON, THEN YOU MAY WANT TO, UH, BRING THAT TO THE FULL BOARD. 
          SO OUTSIDE THAT, I THINK THAT, I THINK WE ALREADY, IN THAT PRACTICE IN SWING, I THINK HE'S PRETTY COMFORTABLE WITH THAT. 
          SO I, I'LL GO, GO WITH THAT. 
          OKAY. 
          SO WE GOT A MOTION. 
          SECOND. 
          MOTION'S BEEN MADE. 
          MADE AND SECONDED. 
          YES, SIR. 
          COULD, COULD WE REREAD THE MOTION PLEASE? ? GOOD IDEA. 
          I MOVE THAT THE BOARD OF EDUCATION ACCEPT THE CHANGES TO POLICY BSR 2.1 THROUGH 2.7 FOR WITH CORRECTIONS FOR FIRST READ. 
          SECONDED. 
          ACTUALLY SECOND IT. 
          THAT'S FINE. 
          SHE GOT YOU SECOND. 
          ALRIGHT, SO IT'S BEEN PROPERLY MOTIONED. 
          AND SECOND. 
          ALL IN FAVOR. 
          RAISE YOUR RIGHT HAND AND SAY AYE. 
          AYE. 
          AYE. 
          OPPOSED? THANK YOU, MS. UH, VOTE RICK. 
          UH, ALRIGHT. 
          ALRIGHT. 
          UM, LET'S SEE. 
          AND, UM, SEEKING THE, WHERE DO I SHEET GO? TOO MANY PAPERS UP HERE. 
          UM, SEEKING THE BOARD'S APPROVAL. 
          UH, I MOVE THAT, UH, THE BOARD DIRECT THE POLICY TO THE COMMITTEE TO TAKE ON THE NEXT THREE POLICIES, WHICH IS, UH, IN THE IMPLEMENTATION PRIORITIES WOULD BE NUMBER FOUR, NUMBER FIVE, AND NUMBER SIX, THE STANDARDIZING MONITOR, REPORT, FORMAT AND CONTENT, ALIGNING OFFICER RESPONSIBILITIES, GOVERNANCE LEVEL DUTIES, AND CLARIFY THE RELATIONSHIP BETWEEN BOARD PROCEDURES AND PARLIAMENTARY AUTHORITY. 
          OKAY. 
          IS THERE A SECOND? YES. 
          WE'LL, WE'LL COME BACK, UH, WITH, UH, THE CHANGES TO THE, UM, TO GC FIVE. 
          YES. 
          I'LL SECOND I PROPERLY MOTION. 
          AND SECOND. 
          NO. 
          ALL IN FAVOR. 
          RAISE YOUR RIGHT HAND. 
          SAY AYE. 
          AYE. 
          AYE. 
          OPPOSED? NO. 
          PASSES UNANIMOUSLY. 
          AND THAT CONCLUDES THE POLICY REPORT. 
          AND I'M DONE TALKING TONIGHT. 
          OKAY. 
          UM, IF I MAY JUST OPINE BRIEFLY, I, THIS IS A GARGANTUAN TASK THAT THIS COMMITTEE HAS TAKEN OFF BECAUSE WE ASKED THEM TO GO BACK AND, AND GO THROUGH THE ENTIRE POLICY MANUALS, LOOK FOR WHAT IS NOT THERE, BUT SHOULD BE THERE. 
          LOOK FOR WHAT'S THERE AND IS SUPERFLUOUS AND WE DON'T, MAYBE NOT NEED IT IN TODAY'S ENVIRONMENT. 
          AND SO, I, I JUST WANNA APPLAUD THE, THE COMMITTEE AS WELL AS THE OTHER COMMITTEES. 
          BUT, UH, THIS ONE HAS TAKEN ON JUST A HERCULEAN TASK AND SO THANK YOU ALL FOR YOUR EFFORTS ON THAT. 
          ALRIGHT. 
          MOVING RIGHT ALONG. 
          ANYTHING? OKAY. 
          UH, SUPERINTENDENT'S REPORT, STATE ASSESS. 
          THANK YOU. 
          UH, MR. DALLAS. 
          I, 
          [Student Performance]
I WOULD ASK, UH, IF, IF THE BOARD IS OKAY WITH IT, WE HAVE THE BAND HERE FOR THE STUDENT PERFORMANCE FROM, UH, BAND FROM MAY RIVER, UH, HIGH SCHOOL. 
          AND IF WE COULD GO AHEAD AND MOVE TO THAT SECTION AND THEN COME BACK, UH, UH, WE COULD, WE COULD DO THE, UH, THE BAND AND, AND THEN DO THE POINT OF CELEBRATION AND THEN COME BACK. 
          AND THAT WAY OUR STUDENTS AND FAMILIES AND BAND WON'T HAVE TO. 
          OKAY. 
          SO, UH, READING THROUGH THE, THE POLICY MANUAL, UH, I THINK IN VIEW OF HOW WE'RE TRYING TO BE VERY DISCIPLINED, I THINK A MOTION TO DO THAT IS, IS APPROPRIATE. 
          CORRECT. 
          'CAUSE WE JUST, THERE ARE NO OBJECTIONS. 
          WE, BUT AREN'T WE CHANGING THE AGENDA? WE ARE NOT CHANGING THE AGENDA. 
          WE'RE JUST CHANGING THE ORDER THOUGH. 
          CHANGING THE ORDER? YEAH. 
          OH, OKAY. 
          ALRIGHT. 
          SOUNDS GOOD. 
          WELL DONE. 
          NO OBJECTIONS. 
          NO OBJECTIONS HERE. 
          EVERYBODY. 
          OKAY. 
          ALL RIGHT. 
          DR. 
          STRATUS JUST WENT AND GOT HIM. 
          [01:00:02]
THERE WE GO. 
          THERE'S AN INSTRUMENT. 
           RAIN DAY. 
          SOMETIMES I SEE, SOMETIMES I SEE THOSE LITTLE KIDS BIG TOO. 
          OH, THESE ARE BIG KIDS. 
          LADIES AND GENTLEMEN, THANK YOU SO MUCH FOR BEING HERE. 
          UM, I'M MRS. HAMNER, THE BAND DIRECTOR FOR THE MAYOR OF HIGH SCHOOL BAND, UM, WITH THE EXHIBITION AT BUFORT HIGH SCHOOL LAST SATURDAY. 
          HOPEFULLY YOU GUYS GOT A CHANCE TO, TO GO TO THAT. 
          WE'RE GONNA BE IN WALTERBORO AT COLLEGE AND COUNTY ON TWO NOW. 
          AND THEN WE WE'RE INTO THE MARK FOR TWO OF THE SONGS. 
          THIS IS A CUT DOWN VERSION OF THE BAND. 
          UM, I ALWAYS GIVE THEM AN OPTION WHEN IT'S NOT ACTUALLY ON THE SCHEDULE BEFORE WE START THE SCHOOL YEAR. 
          SO ALL OF THEM HAVE VOLUNTEERED TO COME OUT AND PLAY FOR YOU TONIGHT. 
          SO WE ARE GOING TO DO, WE'RE GONNA PLAY A TWO, TWO STAND TUNES. 
          FIRST IS GONNA BE SIDE OF YOUR NECK. 
          THANK YOU SO MUCH FOR, ESPECIALLY FOR ALLOWING US TO GO FIRST. 
          IT'S SUCH A PRIVILEGE TO BE HERE. 
          UM, BUT WE ALSO HAVE A COMMUNITY BAND. 
          IF ANYBODY EVER FOLLOWS THE KIN SYMPHONIC BAND, WE HAVE REHEARSALS FROM SEVEN TO NINE EVERY TUESDAY AS WELL. 
          AND ABOUT 10 OF THE STUDENTS ARE WITH ME FOR THAT AS WELL. 
          BRAVO. 
          WONDERFUL. 
          [01:05:07]
I ALMOST WANTED ENCORE . 
          WE WANT MORE. 
          WOULD'VE BEEN NICE. 
          . 
          THANK YOU FOR THE SU FOR THE SUGGESTIONS, SUPERINTENDENT. 
          YES, SIR. 
          [Superintendent’s Report]
AND OUR, UM, UH, POINT OF CELEBRATION, UH, DOESN'T LOOK LIKE OUR STUDENT IS HERE YET, SO WE'LL MOVE FORWARD IF THAT'S OKAY WITH YOU. 
          ABSOLUTELY. 
          OKAY. 
          SO DR. 
          STRADOS, UH, IS GONNA COME FORWARD AT ONE OF THE, I BELIEVE IT WAS A WORK SESSION. 
          ONE OF THE, UH, REQUESTS FROM ONE OF THE BOARD MEMBERS WAS TO HAVE, UH, GET A CHANCE TO SEE, UH, WHAT'S ON THOSE STATE ASSESSMENTS. 
          WELL, STATE ASSESSMENTS ARE SECURE. 
          YOU CAN'T SEE ITEMS ON STATE ASSESSMENTS, BUT THE STATE DOES RELEASE SOME ITEMS. UH, AND SO WHAT WE'RE GOING TO, TO DO IS SHARE WITH YOU, UH, SOME OF THE RELEASED TEST QUESTIONS OR TEST ITEMS FROM DIFFERENT STATE ASSESSMENTS, DR. 
          STRADDLES. 
          THANK YOU, DR. RODRIGUEZ AND BOARD MEMBERS. 
          GOOD EVENING. 
          IN YOUR HANDOUTS THIS EVENING, BOARD MEMBERS, YOU HAVE TWO ITEMS. ONE IS A POWERPOINT, THE SECOND IS SUPPORT DOCUMENTS. 
          AND I'LL WALK YOU THROUGH HOW IT IS DESIGNED. 
          ALSO, JOINING ME THIS EVENING IS NICHOLAS FLOWERS, OUR DIRECTOR FOR ACCOUNTABILITY. 
          HE HELPED PUT THESE QUESTIONS TOGETHER, PULLING THEM FROM THE STATE WEBSITE. 
          SO I'M GONNA DRAW YOUR ATTENTION TO THE VERY BEGINNING, WHICH WOULD BE SLIDE NUMBER TWO, MRS. BERRY, 'CAUSE THIS IS GONNA BE MY BEST EXAMPLE FOR YOU. 
          IF YOU LOOK AT SLIDE NUMBER TWO AT THE BOTTOM, IT WILL IDENTIFY, THIS SAYS, SEE HANDOUT PAGES ONE AND TWO. 
          SO YOUR HANDOUTS ACTUALLY HAVE PAGE NUMBERS. 
          LOOK AT THE TOP, THEY'RE WRITTEN IN WHAT A, A MAGIC MARKER IN MY WORLD. 
          I RIP IT APART IN YOUR WORLD. 
          DO AS YOU PLEASE. 
          I DO WANNA SHARE THE OPPORTUNITY THAT THESE QUESTIONS, THERE'S ONE OR TWO THAT PROBABLY GO AS FAR BACK AS WHEN I WAS IN SCHOOL, AND I'M GONNA LET LET YOU DECIDE WHICH ONE OF THOSE QUESTIONS IT MAY BE. 
          SO THE FIRST EXAMPLE YOU HAVE IS ACTUALLY A GRADE FIVE ENGLISH LANGUAGE ARTS. 
          IT RELATES TO A READING, WHICH IS ON YOUR HANDOUTS FOR PAGE ONE AND TWO. 
          AND IT TALKS ABOUT, OR ACTUALLY, I'M GONNA LET YOU TAKE THE OPPORTUNITY AND READ, OR I MAY WALK YOU THROUGH IN A TESTING ENVIRONMENT AS A STUDENT, YOU WOULD START USING SOME OF YOUR TESTING STRATEGIES AND YOU HAVE THE OPPORTUNITY OF DOING HIGHLIGHTING HERITAGE DICTIONARY. 
          THOSE ARE SOME OF THE TOOLS IN YOUR TOOLBOX THAT YOU MAY UTILIZE. 
          THE FIRST QUESTION THAT IS THIS FOCUS ON THIS FIRST READING IS ABOUT NATIONAL CHERRY FALL FESTIVAL. 
          IF YOU HAVEN'T READ BEFORE CLASS, I'M NOT GONNA STAND HERE AND READ TO YOU. 
          YES, YOU WENT FOR MUSIC, NOW YOU'RE IN ELA, BUT I WANNA DRAW YOUR ATTENTION TO THE QUESTION. 
          HOW DO THE HEADINGS BEST CONTRIBUTE TO, TO THE OVERALL MEANING OF NATIONAL CHERRY FESTIVAL? THOSE OF YOU IN CLASS WHO DID YOUR HOMEWORK IN ADVANCE, YOU MAY BE LOOKING AT ANSWER NUMBER. 
          ALPHA D, THEY HELP SEQUENCE, THEY HELP BREAK UP THE READING FOR YOU. 
          THIS ALIGNS WITH THE STATE'S STANDARD OF MEASURING STUDENTS' UNDERSTANDING OF SEQUENCING. 
          THAT'S WHERE THE QUESTION RELATES TO THE STANDARD, JUST TO GIVE YOU A LITTLE BACKGROUND INFORMATION. 
          SO WITH IT, I'M GONNA ASK YOU NOW IF WE CAN GO TO SLIDE NUMBER THREE. 
          IF YOU NOTICE THERE'S NO READING RELATED TO THIS, AND THERE'S A PURPOSE FOR THIS SLIDE. 
          IF YOU TAKE A MOMENT TO JUST READ THE SHORT CAPTION THAT'S HERE IN ITEM 13. 
          IN THAT SLIDE, IT REALLY IS MEASURE MEASURING HOW A STUDENT IS ANALYZING HOW THEY USE THE TEXT, AND HOW A DISTRACTOR MAY CAUSE A STUDENT NOT TO ANSWER THE CORRECT ANSWER. 
          IT'S A GRADE EIGHT STANDARD, A GRADE EIGHT ELA QUESTION. 
          THE DISTRACTOR IN THAT NET SHORT NARRATIVE IS ACTUALLY THE LAST SENTENCE IN THAT NARRATIVE. 
          EACH SPACE TELESCOPE NEEDS TO BE BIGGER THAN WHAT FITS INTO THE ROCKET. 
          [01:10:01]
IT HAS NOTHING TO DO WITH ANYTHING FROM THE READING THAT WAS ASSOCIATED WITH THIS. 
          NOTHING REALLY TO DO WITH THE SHORT NARRATIVE AND OUT TO THE WORLD OF WRITING. 
          ON SLIDE NUMBER FOUR. 
          SLIDE NUMBER FOUR IS SUPPORTED BY TWO PAGES OF READING WHERE STUDENTS HAVE TO READ A COMPLETE NARRATIVE. 
          IN THIS CASE, IT IS WITH REGARD TO THE NET NETHERLANDS, ON MY HANDOUTS, AND I'LL ACTUALLY SHOW YOU, I PRETENDED I WAS A STUDENT TAKING THIS, I'M NUMBERED BY PARAGRAPHS. 
          THIS IS WHAT STUDENTS ARE TAUGHT. 
          THEY HIGHLIGHT IMPORTANT PARTS OF THE READING. 
          STUDENTS HAVE, ALMOST AS MR. FLOWERS WILL SHARE WITH YOU THE ENTIRE DAY TO WRITE THEIR ESSAY. 
          AND FOR THE GRAMMAR COMPONENT OF THIS TEST, TEXT DEPENDENT WRITING IS BASICALLY THE STUDENT'S READING AND THEN RESPONDING TO A QUESTION. 
          AND THIS CASE, IT'S REGARDING SHOULD THE NE NETHERLANDS CLAIM LAND FROM THE C I'LL HAVE YOU GO TO SLIDE NUMBER FIVE SAYS, AS WE LOOK INTO ENGLISH TWO, WHICH RELATES TO THE HANDOUTS ON PAGES FIVE AND SIX, THIS IS AN EXAMPLE I HAVE OF HOW THEY, YOU COULD HAVE A QUESTION THAT IS MULTIPLE PARTS. 
          THE STUDENTS MAY EARN PARTIAL CREDIT. 
          AGAIN, IF YOU'VE DONE YOUR HOMEWORK, YOU KNOW THE ANSWER. 
          I'LL GIVE YOU A HINT. 
          IT'S NOT A, IT'S NOT C, NOR IS IT D IF YOU SAY B, THAT WAS ABSOLUTELY CORRECT. 
          WELL, THANK YOU , TE TEACHER. 
          MAY I SAY THANK YOU FOR THE HELP? YES, SIR. 
          , I'M TRYING NOT TO BE AN ENCOURAGEABLE EDUCATOR HERE, BUT I AM GONNA GO NOW LET'S START GETTING INTO A LITTLE MORE COMPLEXITY. 
          AND I DO LIKE THIS QUESTION THAT YOU HAVE IN SLIDE NUMBER SEVEN. 
          AND I'LL GIVE YOU SOMETHING IN ADVANCE. 
          IT MEASURES TWO AREAS. 
          IT, IT ME, IT MEASURES THE STUDENT'S UNDERSTANDING OF A CONCEPT IN THE APPLICATION. 
          IT'S ANOTHER TWO PART. 
          AS YOU READ THE STATE STANDARDS, AND I'LL, I'LL USE COMMON LANGUAGE, RIGHT? YOU HAVE THE CONTENT AND YOU HAVE THE SKILLS OR THE INDICATOR. 
          AND THAT IS WHY I WILL SAY SOUTH CAROLINA'S NEW STANDARDS MAY BE DIFFERENT THAN OTHER STATES. 
          WE ARE MEASURING CONTENT AND APPLICATION. 
          NOW, IT IS A BIG SHIFT IN THIS CASE, BY THE WAY. 
          ITS ANSWER IS B AND CI ACTUALLY DID LIKE THIS ONE. 
          IT WAS ABOUT THE ELECTRICAL POWER AND THE DAMS. WELL, YEAH, YOU KNOW, SIMPLE THINGS LIKE THAT. 
          YOUR NEXT ONE ON SLIDE EIGHT IS SIXTH GRADE SCIENCE. 
          THIS ONE FOCUSES, FOCUSES UPON ANALYZING AND INTERPRETING DATA. 
          I, IF I WASN'T AN A, I WOULD BE A B AND A B IS THE RESPONSE FOR BOTH PARTS. 
          THIS IS CUSH BERRY. 
          I'M GONNA HAVE YOU TAKE ME TO BIOLOGY. 
          NOW WE'RE, ONCE AGAIN, WE ARE MEASURING STUDENTS' UNDERSTANDING OF CONTENT. 
          WELL, THIS IS ON SLIDE NINE. 
          AND A SKILL, THE APPLICATION OF THE LOWER LANGUAGE, THE PROPER RESPONSE IS C. 
          AND THIS QUESTION IS ACTUALLY IDENTIFIED AT A DOK AS MANY BE KNOW, YOU KNOW, DEPTH OF KNOWLEDGE AT A LEVEL THREE PREDOMINANT AMOUNT OF THE TESTS THAT OUR STUDENTS SIT FOR AT A DOK, TWO AND THREE. 
          ONE IS RECALL. 
          SO WE DON'T WANT, WE CAN GOOGLE THAT. 
          TWO WOULD BE CONTENT THREE PREDOMINANTLY HAS THE APPLICATION OF THAT CONTENT. 
          SO NOW LET'S GO TO SLIDE 10, FIFTH GRADE MATH. 
          I'M NOT GONNA GIVE YOU THE ANSWER. 
          I CAN'T. 
          SO IF YOU COULD TAKE A MOMENT, AND WHAT I WILL SHARE WITH YOU, AND I'LL, AS YOU READ THE NARRATIVE, A PARALLELOGRAM, THE STUDENTS NEED TO UNDERSTAND THAT 
          [01:15:01]
VOCABULARY, WHAT IT IS. 
          BUT WHAT IT CONTINUES IS IT HAS A COMPARISON CONTRAST IN THE READING. 
          SO THE STUDENTS GOING FROM, AGAIN, WHAT IS THE VOCABULARY WORD AND COMPARING IT TO OTHERS. 
          AND IF I WAS A CAT, THE ANSWER MAY BE, SEE YOU. 
          DID YOU LIKE IT, MR. SMITH? I GAVE IT AWAY, . 
          SO NOW FOR THE QUESTION THAT I ACTUALLY REMEMBER FROM WHEN I WENT TO SCHOOL AND THE ESSENCE OF THOSE IN MY DIVISION, THEY WILL TELL YOU THAT I WAS A FAR, FAR, FAR AWAY. 
          AND A LONG, LONG TIME AGO, IT WAS, I WAS SO SURPRISED WHEN I SAW THIS QUESTION. 
          THIS IS JANET WHO BUYS POTATOES. 
          WHAT THIS IS MEASURING AS A STUDENT'S UNDERSTANDING OF ORDER OF OPERATIONS AND BEING ABLE TO TAKE A WORD PROBLEM INTO AN EQUATION. 
          SO IT DOESN'T MATTER HOW OLD IT IS THAT MATHEMATICAL FUNCTION TRANSCENDS GENERATIONS. 
          I GOT IT RIGHT. 
          BUT IT WAS A COMPLEXITY LEVEL TWO. 
          SO NOW WE ALL HAVE A COMPLEXITY LEVEL THREE AT SEVENTH GRADE MATH ON SLIDE 12. 
          AND I KNOW I HAVE A MATH EXPERT IN THE ROOM, BUT SHE DOESN'T HAVE THE HANDOUTS WITH HER. 
          SO DR. DIXON MAY NOT CHEAT, BUT YOU COULD ALWAYS CALL A FRIEND AND GET AN ANSWER. 
          THREE VOCABULARY WORDS ARE IDENTIFIED HERE TO MEAN MEDIAN AND MODE, AND THE APPLICATION OF THAT IN A TABLE IN ORDER TO READ A DATA TABLE. 
          THE CORRECT ANSWER FOR THIS IS ACTUALLY D, ANYBODY WOULD LIKE TO HANDLE THE EOC ALGEBRA. 
          ONE QUESTION THAT YOU WOULD FIND ON SLIDE 13. 
          A HINT, A LINEAR EQUATION WILL GIVE YOU A STRAIGHT LINE. 
          A LINEAR EQUATION WILL GIVE YOU A S STRAIGHT LINE. 
          AGAIN, VOCABULARY. 
          AND AS YOU READ THE QUESTION IS ACTUALLY THE APPLICATION. 
          YOU NEED TO UNDERSTAND THE DIFFERENCE OF WHAT A LINE WILL LOOK ON AN EQUATION THAT HAS EXPONENTS VERSUS A LINEAR EQUATION. 
          THAT IS BASICALLY TWO PLUS TWO. 
          UM, EE EQUALS, UH, UP AT THIS 0.2 PLUS TWO PLUS SX EQUALS, HE GIVES YOU A STRAIGHT LINE ON A GRAPH. 
          THE ONLY WAY I MADE, I MADE IT THROUGH ALGEBRA IN THAT CASE WAS THAT MY BROTHER ALIGNED IT TO, TO SKIING FOR ME IN SLOPE. 
          AND I'M GLAD I'M NOT THE TEACHING MATH, HENCE, I HAVE MONA. 
          OKAY, NOW YOU'RE IN MY WORLD. 
          SLIDE 14, US HISTORY IN THE CONSTITUTION INTERPRETING A COMIC. 
          IF YOU LOOK AT THE COMIC AT THE FEET OF UNCLE SAM, YOU HAVE TWO ITEMS. IT'S BASICALLY A T YOU SEE IT THAT THE MONROE DOC DOCTRINE IS TIGHTENING, AND YOU COULD SEE THAT IT IS A WIDER PATHWAY AT UNCLE SAM'S SPEED. 
          SO KEEP THAT IN MIND AS YOU LOOK AT THE NARRATIVE THAT SAYS THAT CARTOON BEST SUPPORTS WHICH STATEMENT ABOUT THE UNITED STATES IN THE LATE 19TH CENTURY. 
          THE ANSWER IS A, IT WAS A SUN SETTING OF THE MONROE DOCUMENT. 
          NOW, THIS WAS A QUESTION NUMBER 15 THAT I'D LIKE YOU TO LOOK AT THE HANDOUT IF YOU HAVE IT ON, ON PAGE 10, BECAUSE MARY HAD AN ISSUE AND HAD TO ASK PEOPLE ABOUT IT. 
          WHAT IS, YOU READ THE FIRST SENTENCE UNTIL THE LATEST OF A WORLD CONFLICTS, THE UNITED STATES HAD NO ARMAMENTS INDUSTRY. 
          SECOND SENTENCE, AMERICAN MAKERS OF PLOW SHARES 
          [01:20:01]
COULD WITH TIME, AND AS REQUIRED, MAKE SWORDS AS WELL. 
          I HAD NO IDEA WHAT A PLOW SHARE WAS. 
          I HAD TO CALL A FRIEND AND ASK FOR HELP. 
          THE MOST THING THAT I FOUND INTERESTING IS THE CITATION ON THE BOTTOM. 
          THAT THIS WAS SAID BY PRESIDENT EISENHOWER IN 1961. 
          AND A PLOW SHARE IS ACTUALLY THE TIP OF A PLOW THAT POINTS THE BIG METAL. 
          PI HAD NO IDEA. 
          YOU COULD TELL I WASN'T BROUGHT UP WITH A PLOW SHARE. 
          I SPOKE TO PIGEONS. 
          ALL RIGHT. 
          SO I WANTED TO POINT THAT OUT BECAUSE I HAD A LITTLE STRUGGLE WITH THIS AND I TAUGHT HISTORY. 
          AND WITH THAT, LADIES AND GENTLEMEN, BOARD MEMBERS AND DR. RODRIGUEZ, THOSE ARE SOME EXAMPLES OF WHAT OUR STUDENT STUDENTS ENCOUNTER. 
          I WANTED TO BRING SOME INFORMATION TO SHARE WITH YOU SOME OF THE UNIVERSAL, UH, UM, ACCOMMODATIONS THAT OUR STUDENTS GET. 
          AND I SHARED WITH YOU ALREADY, THE COMPUTER CAN HIGHLIGHT, THERE'S A COLOR OVERLAY THAT COULD BE USED. 
          SCRATCH PAPER MAY BE USED WITH MATH, OKAY? AS WELL AS, UM, HERITAGE LANGUAGE DICTIONARIES MAY BE USED AS WELL, BUT CANNOT GIVE THE DEFINITIONS. 
          THAT'S THE CLOSE OF A PRESENTATION. 
          THANK YOU. 
          QUESTIONS, ANSWERS. 
          I, IF, IF I MAY PLEASE. 
          I THINK IT WAS, UM, MS. BOATWRIGHT AND COLONEL GEIER THAT SAID, SHOW US WHAT THAT LOOKS LIKE. 
          THIS IS AN EPIPHANY TO UNDERSTAND THIS IS WHAT KIDS ARE GOING THROUGH NOW AS OPPOSED TO WHAT I WENT THROUGH 50 YEARS AGO. 
          AND I UNDERSTAND, I, I GUESS THE QUESTION WHERE I'M GOING IS HOW DO WE TEACH THESE KIDS TO BECOME PROFICIENT IN THIS? BECAUSE SOME OF THE NARRATIVES ARE SO SUBTLE, IT'S KIND OF HARD TO LEAP FROM HERE TO THERE, AT LEAST ON FIRST BLUSH FOR ME, EMBEDDED IN, IN A LOT OF THESE QUESTIONS. 
          YOU KNOW, IT, IT'S, IT'S NOT JUST CONTENT. 
          YOU KNOW, WHERE STUDENTS, YOU KNOW, MIGHT MEMORIZE INFORMATION AND, AND THEN REGURGITATE THAT ON AN ASSESSMENT, RIGHT? I MEAN, THOSE DAYS, YOU KNOW, HAVE PASSED, RIGHT? I MEAN, THIS IS THE, THERE, THERE, THERE IS CONTENT THAT MEETS STANDARDS, RIGHT? FOR, FOR INSTANCE, YOU USE CONTENT IN TEACHING A LOT OF THOSE STANDARDS. 
          UM, BUT AT THE SAME TIME, THERE ARE SKILLS THAT ARE INHERENT WITHIN EACH OF THOSE STANDARDS. 
          AND THEN THERE'S COMPLEXITY, UH, UH, OF THOSE STANDARDS, RIGHT? AND COMPLEXITY OF THE MANNER IN WHICH THE STANDARDS ARE ASSESSED OR MEASURED. 
          YOU CAN SEE VARIATIONS IN THE, IN THE, UH, DIFFICULTY OF THE QUESTION, UH, IRRESPECTIVE OF THE CONTENT, RIGHT? SOMETIMES, SOMETIMES THE CONTENT, YOU KNOW, IS YOU MIGHT READ A READING PASSAGE, IT'S, YOU CAN READ IT, IT'S FINE. 
          THE QUESTION YOU GET, UH, MIGHT BE JUST A COMPREHENSION QUESTION, WHICH IS REALLY, UH, A LOWER LEVEL ON, ON THE, UH, CRITICAL THINKING SKILL OR ON THE COMPLEXITY OF THE QUESTION. 
          BUT THEN SOMETIMES, UH, YOU ARE GONNA GET MORE COMPLEX QUESTIONS ABOUT THOSE MAYBE REQUIRING GREATER ANALYSIS OR, UM, OR, UH, BE ABLE TO SYNTHESIZE INFORMATION FROM MAYBE TWO SECTIONS AND BRING THAT TOGETHER. 
          SO, SO HOW DO YOU, HOW DO YOU DO THAT? THIS IS WHY PROFESSIONAL LEARNING COMMUNITIES ARE SO IMPORTANT, BECAUSE IN PROFESSIONAL LEARNING COMMUNITIES, PART OF WHAT TEACHERS DO IS BREAK DOWN WHAT THOSE STANDARDS ARE ACTUALLY ASKING AND REQUIRING STUDENTS TO KNOW AND BE ABLE TO DO, RIGHT? AND SO YOU HAVE TO, YOU HAVE TO BE ABLE TO, TO BREAK THE STANDARD DOWN TO UNDERSTAND, UH, WHAT THAT STANDARD IS REALLY ASKING OF STUDENTS. 
          THAT'S A LOT OF THE DIALOGUE THAT GOES ON WITHIN PROFESSIONAL LEARNING COMMUNITIES. 
          IT ALSO REQUIRES, UH, THEM TO LOOK THROUGH THOSE STANDARDS AND TRY TO IDENTIFY, UH, THE COMPLEXITY OF, AT WHICH THOSE STANDARDS ARE GOING TO BE ASSESSED. 
          SO YOU'RE NOT JUST AIMING LIKE THIS TO ALIGN THE STANDARD WITH THE CONTENT OR WITH THE SKILL, BUT YOU'RE ALSO, YOU KNOW, IN A SENSE, AIMING UP AND DOWN TO ALIGN IT WITH THE RIGOR OF THE QUESTIONS THAT STUDENTS ARE GONNA BE EXPECTED, UH, TO, TO BE ABLE TO HANDLE ON THOSE ASSESSMENTS. 
          AND STUDENTS COME TO THE TABLE WITH A VARIANCE OF SKILLSET, PERSONAL SKILL SETS AND, AND EVERYTHING ELSE, AND EXPERIENCES, RIGHT? AND SO, SO THOSE ARE THE KINDS OF THINGS THAT WE HAVE TO GO THROUGH IN THOSE PROFESSIONAL LEARNING COMMUNITIES. 
          IT'S NOT, YOU KNOW, YOU'RE, YOU'RE DISSECTING THE STANDARD, YOU'RE IDENTIFYING WHAT'S EXPECTED. 
          YOU'RE 
          [01:25:01]
LOOKING AT INDIVIDUAL STUDENTS WITHIN YOUR CLASSROOM TO TRY TO IDENTIFY AND DETERMINE, UH, WHAT NEEDS THEY HAVE IN ORDER TO, UH, SCAFFOLD MAYBE YOUR SUPPORT FOR EACH INDIVIDUAL STUDENT IN REACHING AND MASTERING WHAT EACH OF THOSE STANDARDS ARE ASKING OF THEM, UH, THROUGHOUT THE YEAR. 
          SO THIS IS WHY IT'S SUCH A COMPLEX PROCESS. 
          THIS IS WHY IT'S NOT, IT'S NOT JUST AN EASY, WELL, I DON'T UNDERSTAND WHY THEY CAN'T READ IT AND ANSWER THE QUESTION, RIGHT? IT'S, IT'S CERTAINLY MUCH MORE COMPLEX THAN, THAN THAN WHAT WE EXPERIENCED. 
          THAT'S PART OF THE PROCESS THAT OUR TEACHERS, UH, ENGAGE IN, UH, THROUGH THOSE, UH, PROFESSIONAL LEARNING COMMUNITIES IN ORDER TO, UM, UH, IDENTIFY WHAT THAT INSTRUCTION IS GOING TO LOOK LIKE. 
          AND THEN FROM THE PLANNING ROOM TO THE CLASSROOM, MAKING SURE THAT IT DOESN'T EITHER WATER DOWN OR MAKING SURE THAT IT DOESN'T, UH, LOSE THE ESSENCE OF WHAT'S REQUIRED IN THERE SO THAT THEN INSTRUCTION THAT'S PLANNED OUT CAN, CAN BE DELIVERED AND EXECUTED, UH, IN THAT MATTER. 
          DR. 
          STRADDLES, ANYTHING ELSE THAT I THINK, YOU KNOW, YOU MIGHT WANT TO ADD TO IT? WELL, THIS APPLICATION FOR WHAT YOU'VE ASKED MR. DALLAS, I'LL USE THE EXAMPLE IN SOCIAL STUDIES, US HISTORY AND CONSTITUTION, THERE ARE FIVE STANDARDS. 
          WHEN I TAUGHT US HISTORY, THE BOOK WAS THE THICK FOR STANDARDS. 
          HOWEVER, WITHIN THOSE FIVE STANDARDS OR INDICATORS, AND AS DR. RODRIGUEZ HAS SHARED OUT FOR ONE STANDARD, FOR EXAMPLE, HAS SIX INDICATORS WITHIN THOSE INDICATORS ARE COMPLEXITY LEVELS. 
          SO YOU MAY HAVE FIVE STANDARDS, BUT WHEN YOU ADD THE FACT THAT THERE ARE POTEN SIX INDICATORS PER STAN PER STANDARD, SO THERE'S TECHNICALLY 30 AREAS OF MASTERY FOR A STUDENT, AND THE STATE PROVIDES BLUEPRINTS THESE TESTS. 
          AND OUR DIVISION HAS WORKED VERY HARD TO ALIGN OUR CURRICULUM PACING TO THE STATE BLUEPRINTS, AS WELL AS PUTTING IN PLACE FORMATIVE ASSESSMENTS TO HELP DRIVE OUR PLCS TO MEASURE STUDENTS' KNOWLEDGE AND TO HELP FOR PLANNING. 
          IF MARY DOESN'T HAVE IT, HOW DOES THAT TEACHER PLAN TO DIFFERENTIATE IN THE CLASSROOM? BUT I WANT YOU TO ALSO RECOGNIZE THAT YOU SAW ONE OF THE EXAMPLES HAD A TABLE. 
          SO THAT'S, YOU'RE SEEING MORE AND MORE APPLICATION FROM ONE CONTENT TO ANOTHER, WHERE SCIENCE HAS THAT ANALYSIS DEEPER AND DEEPER. 
          ONE OF THE ADVANTAGES RIGHT NOW, AND I, IF MELISSA MARY WAS HERE, SHE WOULD SAY, WELL, MY CONTENT REPEATS ITSELF, WHICH IS BEAUTIFUL. 
          IT HAS MORE OF A SPIRAL CURRICULUM. 
          IT REPEATS ITSELF, IT TURNS TEACHERS, STUDENTS GET TO SEE SOMETHING MORE THAN ONCE. 
          DR. DIXON WILL TELL YOU, MY CONTENT DOESN'T, I HAVE 12, YOU KNOW, EIGHT TEST BLUEPRINTS THAT ARE EACH DIFFERENT. 
          AND THAT IS WHY WE HAVE TO HAVE MASTER AND BE SO TIGHT IN THE AREA OF MATH BECAUSE IT'S MORE OF A STEP CURRICULUM AND EACH STEP IS BUILT UPON THE PRIOR. 
          THAT'S WHY IT'S SO IMPORTANT. 
          HAVING OUR CHILDREN HA DEVELOPING THE MASTERY AND HAVING OUR STUDENTS THE WORK OF ATTENDANCE. 
          YOU HAVE TO BE IN IT TO LEARN IT, AND WE HAVE TO BE ABLE TO DIFFERENTIATE YOUR NEEDS IN THE CLASSROOM TO HELP FILL YOUR GAPS. 
          YES, MS. BOATWRIGHT, THANK YOU. 
          UM, I THINK I'M WELL IDENTIFIED AS SOMEONE WHO THINKS THESE TESTS ARE VALID, BUT OVERVALUED IN THE EDUCATIONAL EXPERIENCE. 
          AND I WANTED TO TALK ABOUT THAT FOR JUST A SECOND. 
          'CAUSE IT ALSO TIES INTO CHAIRMAN DALLAS'S COMMENTS ABOUT ARTIFICIAL INTENT, UH, INTELLIGENCE EARLIER, UM, ABOUT IT DESTROYING HUMANITY. 
          AND THAT IS ACTUALLY AN INTERESTING DEBATE THAT'S GOING ON IN THE AI COMMUNITY BECAUSE, UH, ANTHROPIC HAS BEEN SAYING THIS FOR YEARS. 
          DARIO MODI'S FAMOUS FOR IT. 
          HE HAS SAID 30% CHANCE IT KILLS US ALL. 
          THEY KEEP CHANGING THE DATES. 
          IT'S GOTTEN TO THE POINT WHERE MOST PEOPLE KIND OF GO, THERE WE GO AGAIN. 
          THERE'S A, WHAT WAS DIFFERENT THIS TIME WAS THE GENTLEMAN WHO QUIT MADE THIS RATHER DRAMATIC STATEMENT ABOUT IT. 
          BUT THEN THE TRICKY PART ABOUT IT WAS, AND WHAT MADE IT SUCH A BIG DEAL WAS THAT, UM, ANDRO THEN PROPOSED A REGULATORY FRAMEWORK. 
          AND THE REASON THAT THAT'S IMPORTANT IS BECAUSE ANTHROPIC AND OPEN AI AND THE FRONTIER MODELS ARE CLOSED. 
          THEY'RE FOR PROFIT, AND THEY'RE ABOUT TO LAUNCH A MULTI-TRILLION DOLLAR IPO. 
          AND I'M, I'M GONNA, I'M GONNA BRING THIS ALL HOME IN JUST A SECOND. 
          UH, BUT I WANTED TO PUT IT OUT THERE, 'CAUSE THERE'S TWO SIDES TO THIS ARGUMENT. 
          UH, OPEN WEIGHT, UH, AND OPEN MODELS, WHICH ARE MUCH NIMBLER AND ARE NOT IN THE IPO, UH, SPHERE ARE MAKING TREMENDOUS PROGRESS DRIVING THE CO THE PROFIT MARGINS DOWN OF THESE COMPANIES. 
          SO THERE'S AN ARGUMENT TO BE MADE THAT WHEN DARA MODI CAME OUT AND SAID, AI IS GONNA KILL US ALL, AND WE NEED TO REGULATE IT, AND HE WOULD LIKE TO BE THE ONE IN CHARGE OF THE REGULATION. 
          SO MY POINT WITH THIS IS, IS 
          [01:30:01]
I JUST WANTED TO PUT THAT IN CONTEXT, BUT IN PART OF THIS DEBATE, ONE OF THE, UH, PEOPLE I CAN'T REMEMBER WHO SAID, IF YOU THINK AI WILL END HUMANITY, YOU PLACE TOO HIGH A PREMIUM ON INTELLIGENCE AS A CHARACTERISTIC OF THE HUMAN EXPERIENCE. 
          AND I THOUGHT THAT WAS AN INTERESTING AND RELEVANT TO WHAT WE'RE TALKING ABOUT HERE, BECAUSE WHAT THIS TESTS DO IS TEST FOR A VERY SPECIFIC KIND OF INTELLIGENCE THAT IS GEARED TOWARDS OUR SCIENTIFIC AND COMPUTER ERAS OF WHICH WE'RE STILL IN, BUT WHICH WE'RE EVOLVING THROUGH. 
          IT DOES NOT TEST A PATIENT'S, UH, A PATIENT, SORRY, WORK ALL DAY. 
          IT DOES NOT TEST A STUDENTS' CREATIVITY. 
          IT DOES NOT TEST THEIR ABILITY TO WORK IN A GROUP. 
          IT DOES NOT TEST THEIR PERSUASION. 
          IT DOES NOT TEST THEIR CRITICAL THINKING. 
          SO IT IS VALID THAT WE USE THIS, AND I APPRECIATE YOUR PRESENTATION, BUT I'M AGAIN GONNA SAY, I THINK THAT WE HAVE GOT TO GET TO A POINT WHERE WE GO BEYOND THESE TESTS AS WELL AND BEYOND THE TRAVERSE CITY CHERRY FESTIVAL AND JUST HAND KIDS BOOKS UNTIL THEY FIND SOMETHING THEY LIKE TO READ. 
          OR UNTIL WE START LOOKING AT HOW ARE YOU GONNA APPLY WHAT YOU'VE LEARNED ABOUT THE TRAVERSE CITY CHERRY FESTIVAL? WOULD YOU LIKE TO START A, A CHERRY FESTIVAL HERE? OR, YOU KNOW, THESE SORTS OF APP APPLY LEARNING. 
          AND AS THE AI ERA COMES ON, WHICH, WHETHER DAR ALMADI LIKES IT OR NOT, IT IS GOING TO COME ON AND IT'S GOING TO, IT'S GOING TO BE LIKE NUCLEAR POWER. 
          IT'S GOING TO BE SOMETHING THAT WE CANNOT PUT BACK IN PANDORA'S BOX. 
          WHAT ARE WE PREPARING OUR KIDS TO DO? SO I APPRECIATE THIS, BUT WHEN I READ THAT, I JUST THINK, OKAY, SO YOU IDENTIFIED THE DISTRACTOR SENTENCE AND YOU LEARN SOMETHING ABOUT TRAVERSE AND TRAVERSE CITY'S LOVELY ABOUT THEIR CHERRY FESTIVAL, BUT HOW, WHAT ARE YOU GONNA DO WITH THAT INFORMATION? AND I THINK THERE ARE A LOT OF KIDS, SOME WHO ARE VERY TALENTED READERS WHO WOULD DO POORLY ON THESE TESTS BECAUSE THEY WOULD APPLY A DIFFERENT SET OF, UM, PARAMETERS. 
          THEY MIGHT FIND IT BORING, BECAUSE IF YOU'RE READING THERE ARE FIFTH GRADERS READING AN 11TH, 12TH GRADE LEVEL, THIS IS NOT SOMETHING THAT'S GONNA HOLD THEIR INTEREST. 
          SO MY POINT WITH ALL THIS, I APPRECIATE YOU BRINGING IT OUT. 
          I'M NOT SURE HOW OTHER PEOPLE VIEW IT WHEN THEY LOOK AT IT. 
          FOR ME, IT JUST REINFORCES THE IDEA THAT THIS IS A USEFUL WAY TO ASSESS SOME MANNER OF LEARNING, BUT THAT HOWEVER, WE NEED TO DO THIS IN SOCIETY, IN THIS COUNTRY, IN THIS STATE, WE NEED TO FIGURE OUT HOW NOT TO MAKE THIS THE PRIMARY FEEDBACK TO STUDENTS AND TEACHERS. 
          YOU CAN BE A FABULOUS EDUCATOR AND REACH KIDS AND STILL DO POORLY ON STANDARDIZED TESTS. 
          YOU CAN BE A SUPER SMART KID AND JUST NOT BE A GREAT TEST TAKER. 
          SO THAT, I JUST WANTED TO THROW THAT OUT THERE. 
          THANK YOU. 
          THANK YOU. 
          OKAY. 
          UH, THAT, THAT CONCLUDES, UH, SUPERINTENDENT'S REPORT. 
          WE DO HAVE 
          [Points of Celebration]
OUR STUDENT HERE FOR POINT OF CELEBRATION, SO THAT, UH, WE'LL MOVE FORWARD TO, TO THAT ITEM. 
          AND TODAY WE'RE CELEBRATING, UH, CHARACTER EDUCATION FOR AUGUST AND TONIGHT, UH, THE STUDENT OF THE MONTH FOR AUGUST AND SOUTHERN BEAUFORT COUNTY IS WHO WE ARE CELEBRATING, UH, AUGUST'S CHARACTER TRAIT. 
          WERE FRIENDSHIP AND KINDNESS AND FRIENDSHIP IS DEFINED AS THE EMOTIONS OR CONDUCT OF FRIENDS, THE STATE OF BEING FRIENDS. 
          KINDNESS IS DEFINED AS THE QUALITY OF BEING FRIENDLY, GENEROUS, AND CONSIDERATE. 
          THE AUGUST STUDENT OF THE MONTH FOR SOUTHERN BEAUFORD COUNTY IS ARIANNA ELIZABETH LUNO LNA, A THIRD GRADE STUDENT AT RIVER RIDGE ACADEMY. 
          AND HERE TO INTRODUCE ARIANNA IS RIVER RIDGE ACADEMY PRINCIPAL. 
          MR. BRIAN RYMAN. 
          YES. 
          GOOD EVENING EVERYONE. 
          GOOD EVENING. 
          UH, I'D LIKE TO SHARE, UH, A LITTLE BIT OF, UM, THE, UH, WHAT DO I SAY,  THE PROPOSAL, I GUESS, OR THE, UM, THE APPLICATION PART, UH, THAT, UH, MS. MCNAMARA SUBMITTED ON BEHALF OF ARI. 
          SO, ARIANA HAS BEEN SELECTED BY HER CLASSMATES FOR DEMONSTRATING EXCEPTIONAL FRIENDSHIP AND KINDNESS. 
          THIS RECOGNITION IS TRULY SPECIAL AND SPEAKS VOLUMES ABOUT THE POSITIVE IMPACT SHE HAS MADE IN OUR CLASSROOM COMMUNITY IN JUST A SHORT AMOUNT OF TIME TOGETHER. 
          WHAT MAKES THIS HONOR EVEN MORE REMARKABLE IS THAT ARI RECENTLY RETURNED TO THE CLASSROOM AFTER BEING ON MEDICAL HOME BOUND INSTRUCTION FOR THE PAST TWO AND A HALF YEARS. 
          HER TRANSITION BACK HAS BEEN NOTHING SHORT OF IMPRESSIVE. 
          SHE HAS BEEN EMBRACED EVERY OPPORTUNITY TO CONNECT WITH HER CLASSMATES, SHOWING RESILIENCE, WARMTH, AND GENUINE CARE FOR OTHERS. 
          DESPITE THE CHALLENGES OF REENTERING THE CLASSROOM ENVIRONMENT, ARI HAS APPROACHED EACH DAY WITH JOY AND ENTHUSIASM, HER HAPPINESS TO BE BACK AT SCHOOL, TO LEARN ALONGSIDE HER PEERS AND BUILD MEANINGFUL FRIENDSHIPS IS EVIDENT IN EVERYTHING SHE DOES. 
          HER CLASSMATES HAVE CLEARLY RECOGNIZED HER KIND HEART AND WELCOMING SPIRIT, MAKING HER A NATURAL CHOICE FOR THIS CHARACTER AWARD. 
          [01:35:01]
I'M SO PROUD OF ARI AND GRATEFUL TO WITNESS HER GROWTH BOTH SOCIALLY AND EMOTIONALLY. 
          SHE IS A WONDERFUL REMINDER OF THE POWER OF KINDNESS AND THE IMPORTANCE OF FRIENDSHIP IN OUR RIVERRIDGE COMMUNITY. 
          WE ARE SO PROUD OF HER. 
          DEFINITELY DESERVE A OVATION. 
          THAT CONCLUDES, UH, POINTS OF CELEBRATION. 
          THANK YOU SUPERINTENDENT, AND THANK YOU MS. ARIANA. 
          AND LET'S SEE, BARRING ANY OBJECTIONS, 
          [Consent Agenda]
IS THERE A MOTION FOR APPROVAL OF THE CONSENT AGENDA? I'LL SECOND. 
          OKAY. 
          MOTION MOVE. 
          JUST FOR POINT OF, JUST FOR POINT OF CLARIFICATION, COULD WE LET THE COMMUNITY KNOW WHAT OE UH, OE OE NINE IS? AGENDA? REPEAT THE QUESTION. 
          YOU JUST OVER THE TOP OF WHAT? OE NINE IS? OE NINE IS THE CONSTRUCTION MANAGEMENT OE. 
          UH, SO IN OPERATIONS COMMITTEE, WE REVIEWED ALL THE EVIDENCE AND IT'S BASICALLY JUST A LIST OF ALL THE DUTIES WE HAD FOR CONSTRUCTION MANAGEMENT. 
          THANK YOU. 
          OKAY. 
          IT'S BEEN PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR? AYE. 
          AYE. 
          OKAY. 
          PASSED UNANIMOUSLY. 
          UH, FUTURE TOPICS? 
          [Future Agenda Topics]
YES, DR. 
          GU? YEAH. 
          UH, MY TOPIC WILL BE IN EXECUTIVE SESSION. 
          UH, TOPIC. 
          UM, WOULD LIKE THE BOARD MEMBERS TO BE ABLE TO REVIEW ALL THE LEGAL PROFESSIONAL SERVICES THAT HAVE BEEN PAID FOR WITH BOARD FUNDS AND TO HAVE THE DOCUMENTS INCLUDE BUT NOT LIMITED TO THE LETTER OF ENGAGEMENT WITH EACH ATTORNEY'S OR FIRM, THE BILLING STATEMENTS AND THE PRODUCT THAT WAS PROVIDED TO THE BOARD, SUCH AS, YOU KNOW, A LEGAL OPINION, ADVICE, AND MAYBE LETTER, MAYBE EMAIL, WHATEVER IT IS. 
          THANK YOU. 
          OKAY. 
          THANK YOU. 
          ANY OTHERS? I, OKAY. 
          UH, 
          [Announcements]
ANY ANNOUNCEMENTS? YES, SIR. 
          OH, I JUST WANTED TO SAY THAT I, UM, I DID HAVE A COMMUNITY MEETING AND I JUST WANTED TO LET THE COMMUNITY KNOW THAT, UM, ACCORDING TO BOARD, TO THE FULL BOARD, UM, AND, AND I KNOW THAT THERE WAS A LITTLE ROOM OUT THERE THAT ST. 
          HALL ELEMENTARY SCHOOL WAS CLOSING. 
          AND I JUST WANTED TO MAKE IT CLEAR THAT THAT IS NOT TRUE. 
          ST. 
          HALL ELEMENTARY SCHOOL IS NOT, IS NOT CLOSING. 
          AND THIS BOARD HAVE NOT MADE ANY MO MOTION OR MENTION OF THAT, AND WE HAVE NOT HAD THAT CONVERSATION. 
          SO THAT IS NOT TRUE. 
          AND I JUST WANTED TO GO AHEAD AND SQUISH THAT WAY, WAY TO PUT THAT WAY, THAT WAY IT NEEDS TO BE PUT BECAUSE THAT IS NOT TRUE. 
          THANK YOU. 
          OKAY. 
          THANK YOU. 
          ALRIGHT. 
          NO FURTHER ANNOUNCEMENTS. 
          SECOND PUBLIC 
          [Second Public Comments]
COMMENTS. 
          MR. MILLER? YES, SIR. 
          FIRST I'D LIKE TO THANK BOTH DISTRICT LEVEL PEOPLE AND YOU, THE BOARD THAT ATTENDED LAST SATURDAYS, UH, BAND PERFORMANCES, BOTH PARENTS AND TEACHER AND THE BAND DIRECTORS REALLY APPRECIATE YOUR INVOLVEMENT. 
          THE SUBJECT TONIGHT I SAID WAS, UH, USS CALIFORNIA. 
          MAYBE I SHOULD PREFACE THAT BY SAYING, AND THE, AN THE EX THE EXTRA ACTIVITY AND LEARNING THAT IS LEARNED BY A GOOD MUSIC EDUCATION. 
          I'M LOOKING FOR THE TIME. 
          THE USS CONSTITUTION, OR USS CALIFORNIA WAS A BATTLESHIP LOST IN PEARL HARBOR. 
          IT DIDN'T GO DOWN IN FLAMES, IT JUST HAD A TOED THAT, UH, SUN. 
          IT, THERE WAS MANY CASUALTIES, UH, BUT IT WASN'T A MAJOR SITUATION. 
          UH, 
          [01:40:02]
IT WAS RAISED AND TAKEN TO THE, UH, DRY DOCK REFURBISHED, AND THE MEMBERS OF THAT CREW HAD EXTRA WORK TO DO TO RE GET IT BACK IN OPERATION. 
          BUT IN THOSE DAYS, BATTLESHIPS HAD THEIR OWN BAN. 
          THE BAN HAD NOTHING TO DO. 
          IT WAS ASSIGNED TO THE INTELLIGENCE PEOPLE THAT HAD EXPERIENCE AND TAUGHT HOW TO RE UH, DECODE THE INFORMATION BEING SENT BY THE JAPANESE. 
          THEY HADN'T BEEN ABLE TO DO THAT. 
          I'M NOT SAYING THE BAND HELPED. 
          I, I AM SAYING THE BAND DEFINITELY HELPED THAT SITUATION AND THEY FIGURED OUT WHAT THE JAPANESE WERE SAYING PLACE THEN AT THE BATTLE OF MIDWAY WHERE FALSE FLAGS WERE PUT UP, THAT THE ISLAND WAS OUT OF FRESH WATER. 
          AND, UH, WE, THE US NAVY WAS ABLE TO TRACK HOW THE JAPANESE WERE GOING TO ATTACK SHIPS, BRINGING IN FRESH WATER. 
          AND THEY DID NOT KNOW THAT THIS INFORMATION WAS NOW DECODED. 
          AND THAT TURNED AROUND THE BATTLE OF MIDWAY. 
          THANK YOU. 
          THANK YOU MR. MILLER. 
          OKAY, IS 
          [Executive Session]
THERE A MOTION FOR EXECUTIVE SESSION? MR. CHAIR? I MOVE THAT THE BOARD GO INTO EXECUTIVE SESSION FOR THE FOLLOWING REASONS. 
          RECEIPT OF LEGAL ADVICE AND ATTORNEY CLIENT PRIVILEGE COMMUNICATION REGARDING PENDING WORKERS' COMPENSATION CLAIM PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 T FOUR TAX 78 2. 
          DISCUSSION OF NEGOTIATIONS INCIDENT TO PROPOSED AMENDMENT NUMBER 35 WITH THOMPSON TURNER CONSTRUCTION FOR THE BEAUFORT HIGH SCHOOL. 
          PHASE TWO HVAC REPLACEMENT. 
          SCOPE OF WORK GUARANTEED MAXIMUM PRICE USING 2023 BOND REFERENDUM FUNDS PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 T FOUR TAX 70 82. 
          DISCUSSION NEGOTIATIONS INCIDENT TO PROPOSED AMENDMENT NUMBER 36 WITH THOMPSON TURNER CONSTRUCTION FOR THE CONSTRUCTION OF THE RIGHT CHOICES. 
          KITCHEN EDITION. 
          SCOPE OF WORK GUARANTEED MAXIMUM PRICE USING 2023 BOND REFERENDUM FUNDS PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 T FOUR TAX 70 82. 
          AND DISCUSSION OF NEGOTIATIONS INCIDENT TO PROPOSED AMENDMENTS NUMBER 37 AND 38 WITH THOMPSON TURNER CONSTRUCTION FOR THE DISTRICT EDUCATIONAL SERVICES CENTER PHASES SIX B AND SEVEN RENOVATIONS GUARANTEED MAXIMUM PRICE USING 8% CAPITAL IMPROVEMENT PROJECTS FUNDS FISCAL YEAR 2023 THROUGH FISCAL YEAR 2027 PURSUANT TO SOUTH CAROLINA CODE ANNOTATED SECTION 30 T FOUR T 70 82. 
          SECOND, SECOND VOTE. 
          OKAY, IT'S BEEN PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR? I I, EXCUSE ME, I HAVE A QUESTION. 
          OKAY. 
          I'D LIKE YOU TO KNOW WHO WILL BE GIVING US LEGAL ADVICE ON THIS FIRST, UH, RESEAL LEGAL ADVICE ATTORNEY CLIENT PRIVILEGE, MR. CARTILAGE. 
          SO AND SO BASICALLY MS. CAR, UM, SHE'LL BE GIVING US LEGAL ADVICE ON, ON EVERYTHING. 
          STAFF IS GONNA BE PRESENTING THE, UM, THE, THE BOTTOM THREE ITEMS, UH, AGENDA ITEMS, UM, UM, MS. CARTILAGE WILL BE PRESENTING THE NUMBER, THE FIRST ONE ON LEGAL ADVICE AND SHE'LL BE PRESENT IN CASE THERE'S ANY OTHER LEGAL ADVICE THAT WE MIGHT NEED. 
          THANK YOU. 
          APPRECIATE THAT. 
          THANK YOU. 
          THANKS. 
          OKAY. 
          ALL IN FAVOR? AYE. 
          RAISE YOUR RIGHT HANDS. 
          ALRIGHT, CAN I JUST, UM, ADD ONE THING TO MY AGENDA TOPIC? I DIDN'T GIVE YOU DATES. 
          JANUARY 1ST, 2026 TO PRESENT. 
          OKAY. 
          OKAY. 
          ALRIGHT. 
          ALL RIGHTY. 
          MR. CHAIR THERE 
          [Action as Necessary or Appropriate Regarding Matters Discussed in Executive Session]
FOR CHAIR. 
          UH, FOUR MOTIONS COMING OUT OF EXECUTIVE SESSION. 
          FIRST, I MOVE THAT THE BOARD OF EDUCATION APPROVED SETTLEMENT AUTHORITY IN THE PENDING WORKERS' COMPENSATION CASE INVOLVING THE FEMALE COMPLAINANT CONSISTENT WITH THE TERMS DISCUSSED IN EXECUTIVE SESSION. 
          SECONDED A PROPERLY MOTION. 
          ALL RIGHTY, MR. CHAIR FOR CHAIR. 
          HAVE FOUR MOTIONS COMING OUTTA, THAT'S JUST WHAT YOU SOUND LIKE TOO. 
          LEMME TELL YOU , YOU DO THAT. 
          ALRIGHT, PROPERLY MOTION AND SECOND. 
          ALL IN FAVOR RAISE YOUR AYE. 
          AYE. 
          OPPOSED? I'M RECUSING. 
          OKAY, 
          [01:45:05]
SECOND, I MOVE THAT THE BOARD OF EDUCATION APPROVE AMENDMENT NUMBER 35 WITH THOMPSON TURNER CONSTRUCTION FOR THE BUFORT HIGH SCHOOL PHASE TWO HVAC REPLACEMENT SCOPE OF WORK WITH THE GUARANTEED MAXIMUM PRICE OF $6,988,801 USING THE 2023 BOND REFERENDUM FUNDS. 
          SECONDED. 
          OKAY, PROPERLY MOTION. 
          AND SECOND. 
          ALL IN FAVOR? RAISE YOUR RIGHT HAND. 
          AYE. 
          AYE. 
          OKAY, THIRD, I MOVE THE BOARD OF EDUCATION APPROVE AMENDMENT NUMBER 36 WITH THOMPSON TURNER CONSTRUCTION FOR THE RIGHT CHOICES. 
          KITCHEN EDITION SCOPE OF WORK WITH A GUARANTEED MAXIMUM PRICE OF $3,400,589 USED IN 2023 BOND REFERENDUM FUNDS. 
          OKAY, PROPERLY MOTION. 
          SECOND. 
          ALL IN FAVOR? RIGHT? QUESTION? YES. 
          I WAS JUST THINKING, IS THAT WHERE THE WATER WAS SPILLED AT AT THE, THE WORK SESSION? IS IS THAT WHERE THAT WAS? YEAH, THAT AREA. 
          YES SIR. 
          SO DID WE GET, DID WE GET EVERYTHING FIXED WITH THAT ALREADY? ALREADY? HOW WOULD THAT AFFECT THIS  KEPT UP WITH THIS SAGA? I'LL TRY TO KEEP THIS SHORT. 
          UH, WE'VE BEEN TRY, THERE'S BEEN A LEAK AT THE DISTRICT OFFICE. 
          WE'VE BEEN TRYING TO LOCATE IT WHILE THEY WERE TRYING TO LOCATE A LEAK IN THAT AREA, THEY BUSTED A PIPE, SO IT WAS FIXED THAT DAY. 
          UM, WE HAVE LOCATED THE LEAK TO BE IN THAT GENERAL AREA AND THEY'RE GONNA START REROUTING A PINE. 
          IT HAD ALREADY BEEN PLANNED TO BE REROUTED AS PART OF THIS CONSTRUCTION. 
          THEY HAVE TO REROUTE THE WATERLINE AROUND THE AREA. 
          THAT WORK WILL START AS SOON AS THIS WEEK. 
          SO, UM, WITH THAT, THAT LEAK AT THE DISTRICT OFFICE SHOULD BE NO MORE, BUT IT, BUT IT IS PLANNED AS PART OF THE CONSTRUCTION FOR THE RIGHT, FOR THIS KITCHEN TO REMOVE THAT WATER LINE ALREADY. 
          OKAY. 
          SO, SO THAT WOULD BE THE, THE, UH, WATER I THINK THAT I THINK COLONEL GUY ALLUDED TO WAS WONDERING WHERE THAT, WHERE WHETHER, WHERE THAT, WHAT THAT LEAK WAS? YES. 
          SO DID WE, DID, DID WE FIGURE OUT WHAT DID THAT COST US? DID WE FIGURE OUT WHAT THAT COST US OR DID THEY, NO, LET ME, SO FIRST OF ALL, UM, THERE'S, UH, ADDITIONAL OPPORTUNITY THAT WE'RE SEEKING WITH BUFORT JASPER WATER FOR, UM, UH, REBATES OR REIMBURSEMENT, REIMBURSEMENT FOR ANY OF THAT. 
          BUT WE'LL LET YOU KNOW AS SOON AS WE GET THROUGH THAT PROCESS. 
          BUT UNTIL THIS IS ALL SQUARED AWAY AND SETTLED, UH, WE CAN'T REALLY TELL YOU THAT ANSWER. 
          OKAY. 
          OKAY. 
          IF THAT, SO, OKAY. 
          OKAY, SO THAT'S, THAT'S, SO THIS WILL BE ONES I FIX OUT, BUT WE'RE LOOKING FOR, FOR SOME OF THAT. 
          OKAY. 
          OKAY. 
          QUESTION. 
          OKAY. 
          YOU PROPERLY MOTION AND SECOND. 
          ALL IN FAVOR? AYE. 
          OKAY, LAST ONE. 
          AND FINALLY I MOVE THAT THE BOARD OF EDUCATION IMPROVE, UH, APPROVE AMENDMENT 37 AND 38 WITH THOMPSON TURNER CONSTRUCTION, INCORPORATED WITH THE DISTRICT EDUCATIONAL SERVICES CENTER, PHASE SIX B AND SEVEN RENOVATIONS BASED ON THE COMBINED GUARANTEED MAXIMUM PRICE PROPOSALS VALUE OF $4,107,001. 
          SECOND. 
          , YOU WERE LEANING BUT YOU DIDN'T LEAN PAST ENOUGH. 
          THAT'S OKAY. 
          AYE. 
          ALRIGHT. 
          ALRIGHT. 
          PROPERLY MOTION AND SECOND. 
          ALL IN FAVOR? RAISE YOUR RIGHT. 
          AYE. 
          AYE. 
          OPPOSED? ABSTAIN. 
          ABSTAIN. 
          OKAY. 
          MORNING ABSTAIN. 
          ALRIGHT. 
          PUBLIC SESSION IS ACTUALLY, I THINK WE'VE DONE THAT. 
          ALRIGHT. 
          BARRING ANY OBJECTIONS, WE ARE READY FOR ADJOURNMENT. 
          I SECOND. 
          I PRAY FOR YOU. 
          ADJOURNS UNANIMOUS. 
          I MEAN, YOU, YOU MAKE THE MOTION. 
          I MEAN, I MOVE THAT WE, I MOVE THAT WE ADJOURNED. 
          EXCUSE ME. 
          AND ALL SECOND. 
          THANK YOU. 
          MOTION IN SECOND. 
          ALL IN FAVOR? AYE. 
          AYE. 
          AYE. 
          OKAY. 
          NOW PLEASE. 
          UH, CAN WE GET THE PICTURE SO WE CAN GET THE GROUP? YEP. 
          YOU ARE WATCHING BEAUFORT COUNTY TV, LIVE, WORK, PLAY. 
          THE COUNTY IS ONE OF THE OLDEST FORMS OF LOCAL GOVERNMENT IN THE UNITED STATES. 
          EARLY SETTLERS FROM ENGLAND BROUGHT THE TRADITION OF COUNTY GOVERNMENT TO AMERICA. 
          TODAY MORE THAN 3000 COUNTY GOVERNMENTS PROVIDE SERVICES THAT AFFECT ALMOST EVERY CITIZEN'S LIFE. 
          SOUTH CAROLINA'S 46 COUNTIES ARE VERY REPRESENTATIVE OF HOW COUNTY GOVERNMENT HAS EVOLVED NATIONALLY. 
          THE COUNTY UNIT IN SOUTH CAROLINA 
          [01:50:01]
WAS REGARDED AS A LOCAL EXTENSION OF STATE GOVERNMENT, BUT A STATE CONSTITUTIONAL REFORM MOVEMENT IN THE EARLY 1970S LED TO THE SOUTH CAROLINA GENERAL ASSEMBLY, PASSING THE LOCAL GOVERNMENT LAW, ALSO KNOWN AS THE HOME RULE ACT. 
          IN 1975, THE HOME RULE ACT GREATLY EXPANDED COUNTY AUTHORITY AND CHANGED THE NATURE OF COUNTY ORGANIZATION AND ADMINISTRATION TO WHAT WE KNOW TODAY. 
          BEAUFORT COUNTY WENT FROM HAVING A BOARD OF DIRECTORS TO A COUNTY COUNCIL. 
          MEMBERS OF THE 1975 COUNCIL INCLUDED CHAIRMAN ARTHUR HORN, VICE CHAIRMAN, GRADY THAMES, LEROY BROWN, GARY FORDHAM, WILLIAM GRANT, HARRIET KAISER LING, DAVID JONES, BILL MCBRIDE, AND BOOKER WASHINGTON. 
          AS THE NEW COUNCIL SOUGHT TO DISTINGUISH ITSELF, COUNCIL MEMBERS DESIRED AN OFFICIAL SYMBOL THAT WOULD REPRESENT THE JURISDICTION'S IDENTITY AND UNIQUE CHARACTER COUNCIL APPOINTED AN AD HOC COMMITTEE TO UNDERTAKE THE TASK AND CARRY OUT A CONTEST FOR THE BEST COUNTY SEAL DESIGN. 
          HARRIET KLIN WAS A MEMBER OF COUNTY COUNCIL AND IT WAS HER IDEA BECAUSE WE DIDN'T HAVE ANYTHING THAT COULD SIGNIFICANTLY IDENTIFY OUR BEAUTIFUL BEAUFORD COUNTY. 
          WE MET THEN UP AT, UH, I THINK IT WAS A CAROLINA BANK AND SOME YEARS AGO, BACK THERE ON WEST STREET. 
          AND THEN WE PUT 'EM IN PILES. 
          YOU KNOW, LIKE, GOOD, BAD MAYBE UNTIL WE FINALLY GOT IT DOWN TO THE ONE THAT WE NOW USE. 
          COUNTY COUNCIL APPROVED THE SEAL COMMITTEE'S RECOMMENDATION, WHICH REFLECTED THE COUNTY'S HISTORY, TRADITIONS, AND NATURAL BEAUTY. 
          THE SEAL'S COLORS OF BLUE AND GREEN REPRESENT THE COLORS OF THE COUNTY'S OUTDOOR ENVIRONMENT WITH ITS MANY WATERWAYS, MARSHLANDS, AND MARITIME FOREST. 
          THE FIVE IMAGES WITHIN THE SEAL DEPICT SOME OF THE COUNTY'S DISTINGUISHING FEATURES. 
          ANCIENT LIVE OAK TREES, THE SEAFOOD INDUSTRY, RICH NATURAL RESOURCES, AND RARE MARINE ECOLOGY, LOW COUNTRY ARCHITECTURE, AND MILES OF RIVERS, CREEKS, AND INLETS. 
          I WAS REALLY IMPRESSED. 
          I THOUGHT IT ENCOMPASSED WHAT THE, WHAT WE AS A BODY WERE LOOKING FOR A SEAL THAT WOULD, WHEN YOU LOOKED AT IT AND JUST THOUGHT ABOUT IT A LITTLE BIT, IT REALLY COVERS THE ASPECTS OF BEAUFORT COUNTY. 
          SO HE DID A GOOD JOB OF BRINGING TOGETHER THE THINGS THAT WE, UH, WHOLE, SO DEAR AND WHAT WE REALLY LIKE ABOUT BEAUFORT COUNTY. 
          COUNCILMAN BILL MCBRIDE WAS IN OFFICE WHEN THE CONTEST WAS HELD AND WAS PRESENT WHEN THE COMMITTEE REVEALED THE WINNING DESIGN. 
          I THINK COUNCIL WAS ECSTATIC ABOUT IT. 
          UH, WE THOUGHT THAT THE, THE SIMS ON THE SEAL REPRESENTED, UM, ASPECTS OF LIFE IN BEAUFORT COUNTY. 
          THERE IS A SLIGHT CHANGE IN THE ORIGINAL, UM, DRAFT THAT WAS PRESENTED TO US WHERE YOU HAVE THE SHRIMP BOAT TODAY. 
          INITIALLY, THAT WAS A PLEASURE CRAFT, A SAILBOAT AND YACHT TYPE BOAT. 
          AND, UH, IT WAS CHANGED BY COUNTY COUNCIL BECAUSE WE FELT THAT THE SHRIMP BOAT WAS A BETTER REPRESENTATION, UM, OF A MORE COMPREHENSIVE, UH, ASPECT OF BEFORD COUNTY LIFE BECAUSE YOU HAD OTHER THINGS ON THE SEAL THAT REPRESENT THE PLEASURE AND RECREATION, THE FISHING AND THE BEACH. 
          SO THEY THOUGHT THE SHRIMP BOAT, WHICH WAS A VERY IMPORTANT PART OF BEFORD COUNTY CULTURE, SHRIMPING, ESPECIALLY AT THAT TIME, WOULD BE REFLECTED ON THE SEAL. 
          THE WINNER OF THE CONTEST WAS AN ARTIST FROM HILTON HEAD ISLAND, THE LATE LEE PAYNE, WHOSE DESIGN WAS SELECTED FROM MORE THAN 126 CENTURIES SUBMITTED FROM AS FAR AWAY AS INDIANA AND TENNESSEE. 
          HE WAS AWARDED $250 FOR HIS DESIGN. 
          BUT MORE IMPORTANTLY, HE CAPTURED THE LEGACY OF OUTDOOR BEAUTY, CULTURE, AND HISTORY THAT HELPED TO DEFINE IMPORTANT ASPECTS OF LIFE IN BEAUFORT COUNTY. 
          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.