* 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.
          [00:02:16]
          CALLED THIS ACADEMIC COMMITTEE MEETING TO ORDER, UH, IT IS BEING CONDUCTED BY VIDEO CONFERENCING. 
          AND I DO BELIEVE THE COUNTY CHANNEL IS BROADCASTING. 
          THIS. 
          I SEE THAT THEY ARE ON SO WONDERFUL. 
          WELL THEN LET'S GO AHEAD AND START OUT WITH THE PLEDGE OF ALLEGIANCE. 
          IF WE COULD. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES, FOR WHICH ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE. 
          THANK YOU VERY MUCH. 
          ALL RIGHT, LET'S TAKE A LOOK AT THE AGENDA. 
          ANY QUESTIONS OR COMMENTS? IF NONE, WE HAVE A MOTION TO APPROVE THE AGENDA. 
          I MOVE. 
          WE APPROVE THE AGENDA. 
          OKAY, GREAT. 
          SO ARE THERE ANY THOUGHTS ON IT? ANYTHING MISSING? NOPE. 
          OKAY. 
          THEN GO AHEAD. 
          LET LET'S, UH, LET'S VOTE ALL THAT. 
          AYE. 
          OKAY. 
          UNANIMOUS. 
          GREAT ROBIN. 
          DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM OKAY. 
          LET'S MOVE ON TO THE APPROVAL OF THE SEPTEMBER 30TH, 2020 COMMITTEE MEETING MINUTES. 
          APPROVE THE MINUTES AS WRITTEN SECOND. 
          WONDERFUL. 
          ANY DISCUSSION? OKAY. 
          ALL IN FAVOR. 
          AYE. 
          HI UNANIMOUS. 
          THANK YOU VERY MUCH. 
          AND THEN OUR FIRST ORDER OF BUSINESS IS TO, UM, P E 1.2. 
          WE HAD A TREMENDOUSLY GREAT CONVERSATION ABOUT THIS AT OUR LAST MEETING, BUT WE DID ASK FOR SOME FOLLOW-UP TO IT AND, UH, DR. 
          NIKIA CAMPBELL IS GOING TO, UM, SHARE THAT WITH US. 
          I JUST WANTED TO PREFACE BEFORE WE BEGIN, ONCE AGAIN, THE IMPORTANCE OF THESE PES, UM, AS YOU ALL KNOW, OUR SCOPE HAS NOW BEEN DELINEATED TO JUST TO THE PES AND ANY OTHER TOPIC THAT THE BOARD OR THE CHAIR MAY ASSIGN TO US. 
          SO THIS IS THE WORK THIS P THESE PES ARE THE WORK THAT YOU ALL ARE DOING AND EVIDENCE OF THAT WORK. 
          UM, ANOTHER PURPOSE FOR IT IS ALSO A MOMENT OF REFLECTION. 
          I WOULD HOPE THAT AS THESE PES ARE BEING DEVELOPED AND UPDATED AND, UM, INFORMATION PRESENTED THAT THAT IT'S A TIME 
          [00:05:01]
OF REFLECTION AS TO HOW, UH, PRACTICES ARE BEING CONDUCTED AND A TIME FOR GOOD POSSIBILITIES FOR, FOR FUTURE CHANGE. 
          SO I JUST WANTED TO MAKE SURE THAT ALL ARE AWARE OF THE IMPORTANCE OF THESE PES. 
          ALL RIGHT. 
          SO DR. 
          CAMPBELL, ARE YOU READY? THANK YOU SO MUCH, DR. 
          CAMPBELL, DO I HAVE THE RIGHT DOCUMENT OF THAT YOU WANT TO START WITH, OR IS IT THE OTHER ONE? WELL, THIS IS THE SUMMARY OF THE DOCUMENT THAT WE DID ON SEPTEMBER 30TH. 
          UM, I THINK BOTH WILL BE IMPORTANT AS WE MOVE FORWARD, BUT TODAY I WAS GIVEN THE DIRECTION OF A SUMMARY OF, OF LAST PRESENTATION AND WHAT THE FOLLOWUP, UM, FEEDBACK FROM THE ACADEMIC COMMITTEE. 
          RIGHT? I, DR. 
          CAMPBELL, I THINK THAT THIS WOULD SUFFICE, UM, BECAUSE YOU'RE BASICALLY RESPONDING TO ANY QUESTIONS HAD ABOUT THE LAST ONE OR REQUESTS. 
          UH, AND SO THIS WOULD BE THE ADDITION TO THE COMPLETED. 
          YES. 
          MA'AM. 
          THAT WAS MY INTENT. 
          IT WAS TO ADD ONTO WHAT WE PRESENTED FROM LAST. 
          RIGHT, RIGHT. 
          MR. HILL CAMPBELL OR, OR MS. ROBOT, DO YOU HAVE ANYTHING TO ADD ABOUT THAT? NO, I THINK THAT THIS IS THE, THESE ARE ANSWERS TO THE, THE FEEDBACK QUESTIONS THAT ARE DELINEATED ON THE FIRST PAGE OF THIS, MOST OF THEM. 
          RIGHT. 
          OKAY. 
          DO YOU WANT ME TO GO THROUGH THE REPORT OR JUST ANSWER QUESTION? I'D LIKE YOU TO GO THROUGH THE SUMMARY YES. 
          GO THROUGH THE SUMMARY TRAIN. 
          ALL RIGHT. 
          SOUNDS GREAT. 
          SO, UM, AT OUR LAST MEETING, WHICH WAS SEPTEMBER 30TH, I HONESTLY WANT TO SHARE THIS INFORMATION. 
          I APPRECIATE THE FEEDBACK FROM THE ACADEMIC COMMITTEE. 
          IT FORCED ME TO LOOK AT THINGS A LITTLE DIFFERENTLY IN TERMS OF, UM, THE PRESENTATION FOR OUR PROFESSIONAL LEARNING. 
          UM, NOT ONLY DID I FEEL THAT I WAS REFLECTIVE IN THE WORK FOR THE LAST MONTH, BUT ALSO THE PRINCIPAL. 
          SO I'LL JUST TELL YOU FROM THE TIME THAT I PRESENTED THE FIVE AREAS THAT I CAPTURED IN, UM, IN THAT WHAT I NEEDED TO PROVIDE SOME FEEDBACK ON, UM, THAT WAS ADDITIONAL PROFESSIONAL DEVELOPMENT DATA. 
          SO IT'S, DATA-DRIVEN QUANTUM QUANTIFYING THE INFORMATION, NOT QUALIFYING THE INFORMATION. 
          UM, ALSO PROVIDING EVIDENCE FOR ONE OF OUR INTERIM, UH, GOALS FOR OUR STRATEGIC PLAN WAS TO INCREASE OUR ELC RATES FOR ALGEBRA ONE, AS WELL AS ENGLISH TWO AND PROVIDING THE PROFESSIONAL DEVELOPMENT THAT'S ALIGNED TO THAT. 
          SO I INCLUDED THAT INFORMATION IN THE SUMMARY AS WELL ALSO. 
          UM, WHEN WE LEFT IN SEPTEMBER, UM, WE REALLY CHARGED OUR PRINCIPALS WITH DIGGING DEEPER IN THEIR DATA BEFORE THEY SUBMIT THEIR PROFESSIONAL DEVELOPMENT PLAN. 
          AND A PART OF THAT PROCESS WANTS TO GIVE THEM, UM, A ROOT CAUSE ANALYSIS DOCUMENT, WHICH WE CALL THE FISHBOWL BONE AND HAVE THEM REALLY, REALLY DIG INTO THE ACHIEVEMENT GAP DATA. 
          UM, THE INFORMATION THAT WAS SUBMITTED PRINCIPALS STARTED SUBMITTING THAT DOCUMENTATION TO ME, UM, LAST WEEK, AS WELL AS THIS WEEK, BECAUSE OUR PROFESSIONAL DEVELOPMENT PLANS ARE DUE AT THE END OF THE MONTH. 
          AND I FELT THAT IT WAS IMPERATIVE THAT OUR PRINCIPALS REFLECT ON THE ROOT CAUSES BEFORE PROVIDING THE PROFESSIONAL DEVELOPMENT WITH, WE REALLY NEED TO KNOW WHAT ARE CAUSING OUR GAPS. 
          AND ONCE WE IDENTIFY SOME OF THOSE CAUSES, THE PROFESSIONAL DEVELOPMENT IS A REMEDY TO THAT. 
          IT CAN FILL SOME OF THOSE NEEDS AND GAPS SO THAT WE CAN, UM, BECOME A GOAL ORIENTED. 
          AND WE GET CLOSER TO THE GOALS THAT WE, UM, ARE ASSIGNED. 
          UM, ROBIN, CAN YOU, SO IN THIS SUMMARY REPORT, I WILL TRY TO ADDRESS THE FIVE BULLETED AREAS. 
          SO THE FIRST ONE WAS PROFESSIONAL DEVELOPMENT DATA. 
          UM, IN THE PREVIOUS REPORT, I TALKED ABOUT THE FACT THAT WE HAVE NEW HIRES AND THERE'S TRAINING THAT IS ASSOCIATED WITH THOSE HIRES THROUGH HR, AS WELL AS INSTRUCTIONAL SERVICES. 
          AND THAT TRAINING BEGINS IN MAY, UM, THIS YEAR TO DATE AS, UH, A WEEK AGO. 
          UM, WE HAD 300 FOR NEW HIRES THAT INCLUDES OUR TEACHERS, OUR ADMINISTRATORS, AS WELL AS OUR CLASSIFIED, UM, AND 304 OF THOSE PEOPLE WERE TRAINED THROUGH THAT HIRING CYCLE. 
          UM, THE TRAINING OCCURRED EVERY MONDAY AND WE ALSO INCREASE, 
          [00:10:01]
UM, OUR PROFESSIONAL TIME, WHICH WAS MONDAY AND THURSDAYS TO GET PEOPLE IN AND TRAIN, UM, TO THEIR PERSPECTIVE. 
          LOCATION CAN SCROLL UP A LITTLE BIT. 
          THE NEXT IS TO QUANTIFY OUR BOOK STUDY. 
          WE HAVE 31 PRINCIPALS WITHIN OUR DISTRICT. 
          UM, ALL OF OUR PRINCIPALS PARTICIPATED IN THE PRINCIPAL BOOK STUDY ONWARD AND LEVERAGED LEADERSHIP WITH OUR CODE FACILITATORS IN JULY. 
          WE'LL CONTINUE OUR BOOK STUDY AT THE END OF THE MONTH, BEGINNING, OCTOBER 27TH THROUGH THE 30TH. 
          UM, WE DIVIDED OUR PRINCIPALS UP INTO SIX GROUPS. 
          SO WE HAVE A MORE INTIMATE SETTING BECAUSE WE'RE TALKING ABOUT REALLY PROVOCATIVE, UM, TOPICS. 
          UM, WE'RE TALKING ABOUT OUR ACHIEVEMENT GAP WITH OUR, UM, STUDENTS OF COLOR AND, UM, REALLY DIGGING INTO SOME OF OUR ROOT CAUSES WITH THAT. 
          SO WE THOUGHT IT WAS ADVANTAGEOUS FOR OUR GROUPS TO BE SMALL SO THAT WE CAN HAVE THOSE CONVERSATIONS AND WE CAN LEARN FROM EACH OTHER WITH NOT ONLY OUR PRINCIPALS WERE INVOLVED. 
          WE ALSO HAD OUR DIRECTORS OF PACE, AS WELL AS RACHEL PARTICIPATE IN THIS. 
          AND THUS FAR 100% OF THE 33 PRINCIPALS HAVE PARTICIPATED AND ARE, UM, WE'RE LOOKING FORWARD TO, FOR THEM TO PARTICIPATE IN THE SECOND PART OF THE BOOK STUDY AT THE END OF THE MONTH. 
          UM, OUR LEAP WEEK, WHICH I DESCRIBED WAS A STATE OF INITIATIVE. 
          UM, IT WAS OPTIONAL, BUT WAS HIGHLY ENCOURAGED. 
          UM, BASICALLY LEAD WEEK WAS DESIGNED FOR OUR PRE-K THROUGH EIGHTH GRADE TEACHERS. 
          SO IT WASN'T FOR HIGH SCHOOL. 
          SO WE, WE PULLED THE HIGH SCHOOL NUMBERS FROM THE TOTAL NUMBER OF TEACHERS THAT COULD PARTICIPATE. 
          AND OF THAT 753 OF OUR 11, 1,175 TEACHERS PARTICIPATED, UM, IN OUR WEEKLY. 
          BUT I DO WANT TO PREFACE THAT YOU ONLY REQUIRED THE PROFESSIONAL DEVELOPMENT CREDIT FROM THE STATE IF YOU CAME INTO THE BUILDING. 
          SO PRINCIPAL, I'M SORRY. 
          SO TEACHERS WHO PARTICIPATED HAD TO ACTUALLY COME INTO THE BUILDING TO PARTICIPATE IN THE VIRTUAL TRAINING. 
          UM, THEY WERE COMPENSATED THAT WAS ALL BUILT INTO THE BUDGET. 
          SO OF THAT 64% OF OUR PRE-K THROUGH EIGHTH GRADE TEACHERS PARTICIPATED IN OUR LEAP WEEK, WHICH ARE BUILT IN PROFESSIONAL DEVELOPMENT DAYS PRIOR TO OUR PRE-SERVICE DAYS. 
          IN ADDITION, I MENTIONED THIS IN OUR, IN THE LAST PART OF THE REPORT THAT OUR NEW TEACHER TECHNOLOGY TRAINING WAS OFFERED BEGINNING IN JUNE WEEKLY, THROUGHOUT THE MONTH OF JULY. 
          AND THESE WERE FOR OUR TEACHERS, NEW TEACHERS. 
          UM, WE HAD 238 NEW TEACHERS PARTICIPATE IN THE TRAINING AND WELL, WE HAD 238 NEW TEACHERS AND ALL OF THEM PARTICIPATED IN THE TRAINING IN ADDITION, UM, UH, PART OF OUR AUP IS THAT OUR TEACHERS ARE, UH, FAMILIARIZE AND, UH, WITH OUR CYBER SAFETY AND CYBER CITIZEN SHIP WITH THE DEVICES THAT THEY HAVE ACCESS TO. 
          AND ALL OF OUR TEACHERS HAVE, UM, GONE THROUGH THAT PROCESS. 
          IN ADDITION TO OUR DISTRICT PROFESSIONAL DEVELOPMENT PRINCIPALS ARE GIVEN A I'M SORRY, SUBMIT A, A WEEK OF PROFESSIONAL DEVELOPMENT THAT WILL OCCUR IN THEIR BUILDINGS. 
          SOME OF THE TRAINING THAT OCCURRED ROMANEK YOU CAN GO UP JUST A LITTLE BIT, JUST GO ON JUST A LITTLE BIT. 
          OKAY. 
          SOME OF THE TRAININGS THAT OCCURRED, UM, FOR OUR SCHOOL PROFESSIONAL DEVELOPMENT INCLUDED, UH, STRENGTHENING OUR ONLINE STRUCTURED AND , WHICH IS OUR STUDENT LEARNING, UM, OBSERVATION GOALS FOR OUR TEACHERS, RTI, MTSS, UM, AND ADAPT TRAINING, AS WELL AS, UH, OUR K-12 LEARNING TRAINING. 
          ALSO, WE HAD SOME OF OUR STUDENTS REALLY WORKING ON HOW TO BUILD COMMUNITIES OF SO HOURS SCHOOL-BASED PROFESSIONAL DEVELOPMENT OCCURRED AUGUST 31ST AND SEPTEMBER 4TH. 
          UM, WE TRY TO GIVE OUR PRINCIPALS, UH, AUTONOMY ON THE AUGUST 31ST, AND THAT'S TECHNICALLY THE FIRST DAY THAT THEY WILL RECEIVE THEIR TEACHERS. 
          UM, MANY OF OUR TRAININGS OCCURRED, UM, THE TUESDAY THROUGH FRIDAY OF THAT PARTICULAR WEEK. 
          UM, WE 
          [00:15:01]
HAD OVER 85 SESSIONS THAT WERE OFFERED DURING THE WEEK OF, UM, OUR SCHOOL-BASED PROFESSIONAL DEVELOPMENT. 
          UM, THOSE TRAININGS THAT WE PROVIDED 1,717 OF OUR TOTAL NUMBER OF TEACHERS AND ADMINISTRATORS PARTICIPATED. 
          AND AGAIN, WE'RE PULLING THIS DATA FROM MY LEARNING PLAN. 
          SO WE MAY HAVE SOME ERROR THERE, BUT BASED ON DOCUMENTATION, THIS IS WHAT WE WERE ABLE TO PULL. 
          SO IF THEY DIDN'T SIGN UP, THEY DIDN'T GET CREDIT. 
          SO THEY WEREN'T COUNTED IN THE 96% OF TEACHERS, OUR STAFFING TRAIN. 
          DR. 
          CAMPBELL, CAN I ASK A QUESTION? YES. 
          MA'AM SO, SO THE, THIS TRAINING WAS NOT NECESSARILY REQUIRED, SO SOME OF THESE TEACHERS COULD HAVE BEEN ALL RIGHT. 
          SO THE FIRST WEEK OF AUGUST 31ST OF THE YEAR, RIGHT, YOU SAID YOU FELT, SO IT'S TWO THINGS GOING ON. 
          UM, MS. KENDRICKS, THERE IS THE SCHOOL-BASED PROFESSIONAL DEVELOPMENT, WHICH THE PRINCIPALS ARE RESPONSIBLE FOR, RIGHT? AND SO PRINCIPALS ARE ALSO RESPONSIBLE AND PUDDING, UM, MAKING SURE THAT THOSE ARE DOCUMENTED IN MY LEARNING PLAN SO THAT WE PULL THE DATA, WE KNOW WHO SIGNED UP FOR THAT. 
          SO THIS IS WHAT WAS PRESENTED IN MY LEARNING PLAN FOR THE NUMBER OF SCHOOL-BASED PROFESSIONAL DEVELOPMENT TRAININGS OFFERED THAT FIRST WEEK, ALONG WITH THE SCHOOL-BASED, THE DISTRICT ALSO PROVIDED PROFESSIONAL DEVELOPMENT, WHICH IS IN THE NEXT TAPE. 
          OKAY. 
          AND OF THAT BASED AROUND MY LEARNING PLAN DOCUMENT, 1,484 OF THE TOTAL NUMBER OF TEACHERS PARTICIPATED IN THE TRAINING THAT THE DISTRICT PROVIDED AND THE DISTRICT PROVIDED 83 SESSIONS THROUGHOUT THAT WEEK FOR TEACHERS TO PARTICIPATE. 
          OKAY. 
          ALL RIGHT. 
          THANK YOU. 
          AND SO I WANT TO FOLLOW UP ON MS.  QUESTION. 
          I UNDERSTAND HOW IT WAS DONE. 
          UM, SO I HAVE A COUPLE OF QUESTIONS. 
          UM, IF YOU WERE ABSENT ON THOSE DAYS AND DIDN'T PARTICIPATE IN THE IN-SERVICE, UM, IS THERE A WAY TO STILL GET THE TRAINING? OH, OKAY. 
          AND THEN THE OTHER QUESTION IS, UM, IF ONLY 83% ARE PARTICIPATING IN THE DISTRICT PROFESSIONAL DEVELOPMENT, THEN I WOULD GUESS THAT IT'S NOT REALLY REQUIRED BECAUSE YOU WOULD THINK THAT IF IT'S REQUIRED THAT EVERYBODY DO IT HIGHER NUMBERS, UNLESS THEY WERE ABSENT AND THEN DO THEY GO BACK AND MAKE IT UP, THAT, THAT TYPE OF THING. 
          YEAH. 
          SO THOSE ARE ALL THE QUESTIONS. 
          AND I CAN'T ANSWER THAT. 
          SO OUR GOAL IS TO PROVIDE TRAINING FOR ALL, ALL CONTENT AREAS. 
          I DO WANT TO PREFACE THAT IF THERE WERE TEACHERS THAT PARTICIPATED IN LATELY, WE REPEATED SOME OF THOSE SESSIONS FOR TEACHERS IN THE DISTRICT TIME. 
          SO IF TEACHERS PARTICIPATED IN LATE, WHEN THEY DIDN'T REPEAT THE TRAINING AGAIN, DURING THE, UM, THE DISTRICT TIME. 
          SO FOR EXAMPLE, WE HAD, K-12 LEARNING TRAINING OFFERED DURING OUR WEEKLY, IF PEOPLE COULD NOT PARTICIPATE IN THAT, WE OFFERED IT AGAIN DURING, UM, OUR FIRST WEEK, OUR PRE-SERVICE DAYS. 
          SO THAT COULD BE SOME OF THE DIFFERENCE OF WHY THE NUMBERS AREN'T CLOSER TO THE 1789. 
          BUT AGAIN, UM, I COULD DIG DEEPER TO FIND OUT THE REASON WHY, BUT YES, THIS WAS THE DOCTOR DOCUMENTATION THAT WAS PULLED FROM MY LEARNING PLAN. 
          AND IT ACQUAINTED TO 83%, BECAUSE REGARDLESS OF WHEN THEY TOOK IT, IF THEY TOOK IT DURING LEAP WEEK OR A DIFFERENT TIME, IT SHOULD SHOW UP IN THEIR, MY LEARNING PLAN, IF THEY'RE, UM, HAVE ACTUALLY COMPLETED IT, I GUESS. 
          RIGHT. 
          THEY SHOULD. 
          MARY'S RE DR. 
          STRATUS IS RAISING HER HAND BECAUSE THE PERCENTAGE ARE WEEK SPECIFIC. 
          OKAY. 
          I SEE STATE SPECIFIC, NOT CONTENT SPECIFIC. 
          YES. 
          YES. 
          SO THEY'RE ACTUALLY, THAT'S THIS WEEK SPECIFIC, THE 96% VERSUS THEIR CONTENT. 
          SO THEY'RE ACTUALLY SPECIFIC ON CERTAIN THINGS AND YOU BACK OUT OF THE PERSONNEL ON THESE, BECAUSE LIKE COUNSELORS MAY NOT HAVE BEEN. 
          RIGHT. 
          RIGHT. 
          OKAY. 
          [00:20:02]
OKAY. 
          CAUSE LIKE, IF YOU GO TO THE NEXT ONE, THE CYBER SAFETY TRAINING THAT'S REQUIRED FOR EVERYBODY. 
          RIGHT. 
          I MEAN, THAT'S A, YOU KNOW, YOU GOT TO HAVE THAT TRAINING. 
          CORRECT. 
          AND SO, YOU KNOW, THERE'S A HUNDRED PERCENT THERE BECAUSE EVERYONE MADE SURE THEY GOT IT. 
          RIGHT. 
          OKAY. 
          ALL RIGHT. 
          NEXT IS OUR, OUR SCHOOL, I'M SORRY. 
          OUR SAFE SCHOOLS TRAINING. 
          UM, THIS DATA WAS DUE AT THE END OF SEPTEMBER. 
          SO IT WAS KIND OF LIKE AT THE CASINO WHEN I PULLED THAT. 
          AND I'M SURE THAT WE INCREASE THIS SINCE THEN. 
          AND THE WAY THAT THE SAME SCHOOLS TRAINING, UM, PRODUCES THEIR DATA IS BASED ON SCHOOL PARTICIPANTS, SCHOOL COMPLETION. 
          SO, UM, THE SCHOOL IS 23%, I'M SORRY. 
          23 SCHOOLS HAVE 95 TO A HUNDRED PERCENT COMPLETION OF OUR 16TH STREET. 
          WE HAVE TWO SCHOOLS THAT FELL INTO 92, 94% COMPLETION. 
          AND SIX SCHOOLS WERE LESS THAN A 9% COMPLETION OF OUR SAFE SCHOOL. 
          UM, WHEN I HOLD THE DATA FOR DR. 
          CAMPBELL AT LAST, MAY I TOWARD MEETING, AM I RECALLING THAT THERE IS A NEW SAFE SCHOOL MODULE THAT TEACHERS ARE REQUIRED TO HAVE COMPLETED? AND COVID YES. 
          MA'AM. 
          UM, SO WHEN I TOOK THE SAFE SCHOOLS TRAINING, THAT WAS, I THINK, ONE OF THE FIRST TWO MODULES THAT I COMPLETED. 
          SO IT IS A PART OF THAT CULTURE THAT'S INCLUDED IN THIS. 
          YES, MA'AM, THAT'S INCLUDED. 
          OKAY. 
          I THOUGHT I GOT THE IMPRESSION THAT IT WAS SOMETHING NEW, BUT IT WAS OUT BEFORE THE DEADLINE THAT THESE WERE REQUIRED. 
          IT WAS ONE OF THE MODULES. 
          SO WHEN I COMPLETED IT, THAT WAS ONE OF THE SECOND, UM, MODULES THAT I COMPLETED IT. 
          I RECOGNIZED THAT IT WAS SOMETHING NEW AND WHAT I HAD BEFORE. 
          OKAY. 
          YES. 
          ALL RIGHT. 
          SO THEN PERSPECTIVE. 
          SO THEN THAT, THAT, UM, BEGS THE QUESTION. 
          IF SIX SCHOOLS HAVE 89% OR LESS COMPLETED AND COVID, YOU KNOW, SUCH A BIG THING. 
          I MEAN, WHAT'S BEING DONE TO GET THOSE SCHOOLS UP TO A HUNDRED PERCENT. 
          HOW ARE YOU SUPPORTING THAT TO, SO I DO KNOW THAT, UM, WHO WORKS IN HR, SHE'S A PART OF THE RISK MANAGEMENT. 
          UM, SHE SENT OUT SEVERAL EMAILS AFTER I PULLED THIS DATA. 
          CAUSE SHE KNEW THAT IT WAS FOR THIS REPORT SPECIFICALLY. 
          AND SINCE THEN, UM, THE NUMBERS HAVE INCREASED. 
          UM, AND SO EVERY, I THINK TWICE A WEEK, SHE PULLS THAT DATA, UM, AND PROVIDES THAT THE LAST EMAIL THAT I RECEIVED, I THINK IT WAS ON MONDAY AND THERE WERE AN ADDITIONAL 50, UM, STAFF MEMBERS THAT COMPLETED THE TRAINING. 
          AND I THINK SHE SUBMITTED ANOTHER DOCUMENT LAST WEEK. 
          SO EVERY WEEK WE GET AN UPDATE OF COMPLETION, BUT AGAIN, WHEN I PULLED THIS DATA, THAT'S WHERE WE WORK. 
          UM, AND WE'LL CONTINUE TO, UM, TO ENCOURAGE OUR TEACHERS AND STAFF TO COMPLETE IT BECAUSE IT'S SO IMPORTANT. 
          RIGHT. 
          OOH, WHO GETS THAT ENCOURAGEMENT THAT IT, DOES IT GO DOWN THROUGH IT? MINISTRATIVE OR ARE YOU, DO YOU GO TEACH US SPECIFIC? OKAY. 
          I PULLED THE DATA FROM HR, SO THAT'S REALLY AN AIDS, OUR AREA. 
          I DO KNOW THAT EMAILS WERE SENT TO PRINCIPALS WHO FELL LOW IN THE LOWER CATEGORY OF COMPLETION. 
          UM, SO I DON'T KNOW IF I ANSWERED THE QUESTION. 
          WELL, UH, YEAH, I MEAN, I THINK YOU GET THAT PERCENTAGE BECAUSE, BECAUSE SOME TEACHERS DIDN'T COMPLETE THEM, THE LIST OF THINGS THEY'RE SUPPOSED TO GO THROUGH FOR CLOTHING. 
          I, I ASSUME, AND IF, IF YOU GOT 80 AND A HALF PERCENT DOWN THERE, A CERTAIN NUMBER OF TEACHERS, I WANT TO KNOW WHO'S TARGETING AND REMINDING THOSE TEACHERS TO GET IT DONE. 
          IS IT THE ADMINISTRATOR? IS IT THE DISTRICT? DID THEY GET A LETTER FROM THE DISTRICT SAYING THEY HAVE TO GET THIS DONE WITHIN A CERTAIN TIME PERIOD? OR DOES THE DISTRICT JUST GO TO THE PRINCIPAL OF THE SCHOOL AND SAID, LOOK, WE WANT YOU TO GET YOUR NUMBERS UP. 
          RIGHT. 
          SO, BECAUSE WE'RE SEEING INCREASES, I WILL GUARANTEE THAT THAT INFORMATION IS BEING SENT TO THE PRINCIPALS SO THAT TEACHERS CAN GET THE INFORMATION. 
          I'M SORRY, THE COMPLETED. 
          AND I WAS JUST HAPPY THAT SHARED WITH ME THAT IT'S BEING COMMUNICATED OUT THERE. 
          THAT'S WHY THAT FROM MARY TO, YES. 
          OKAY. 
          [00:25:01]
I JUST HAVE TO SAY THAT I WOULD HOPE THAT GIVEN WITH, YOU KNOW, ALL THE EXTRA DEMANDS THAT ARE ON EVERYBODY RIGHT NOW, UM, THE TOTAL NUMBER OF ITEMS IN THE SAFE SCHOOLS TRAINING THAT YOU HAVE TO TAKE. 
          I MEAN, IT CAN EQUAL UP TO SEVEN HOURS. 
          IT IS LONG, AND IT'S ALWAYS BEEN DONE ON TEACHER'S TIME. 
          IT'S NEVER BEEN A PAID TYPE OF THING. 
          YOU KNOW, YOU'RE GETTING TRAINING, BUT YOU'RE NOT GETTING PAID. 
          YOU HAVE TO SQUEEZE THIS IN BEFORE SEPTEMBER 30TH, BUT YOU'RE STARTING SCHOOL. 
          SO I WOULD HOPE THAT PRINCIPALS COULD FIND A WAY TO THESE PEOPLE THAT HAVEN'T FINISHED, YOU KNOW, UM, JUST FIND A WAY TO SUPPORT IT. 
          I REMEMBER ONE YEAR A LIST CAME OUT AND IT WAS SUCH A PUNITIVE THING. 
          YOU KNOW, A SLAP ON THE HAND BECAUSE YOU DIDN'T GET IT DONE BY SUCH AND SUCH A DATE MAILED YOU'RE NODDING YOUR HEAD, AREN'T YOU? YEAH, BECAUSE THAT'S THE COMMON THEME AND I, YOU KNOW, BUT AT THE SAME TIME, I TRICIA YOU HAVE SUCH A HIGH PERCENTAGE OF PEOPLE WHO HAVE DONE IT, YOU KNOW, AND IT'S SUCH A SMALL PORTION OF PEOPLE WHO HAVEN'T DONE IT. 
          SO YOU WANT THEM, YOU WANT TO DIG DEEPER INTO WHAT IS THE PROBLEM? WHAT IS THE REASON WHY THEY HAVEN'T GOTTEN IT DONE? THAT'S WHY I WANTED TO KNOW WHETHER IT WAS GOING DIRECTLY TO THOSE TEACHERS, WHICH THEY WILL NOT RESPOND TO THIS FIXED DIRECTIVE, BUT THERE, YOU KNOW, ALL DOES IT GO TO THE PRINCIPAL? AND SHE SAID, IT DOES TO THE PRINCIPAL COULD ZERO IN ON PARTICULAR, THE LOAD OF THOSE TEACHERS. 
          AND, AND AS A BOARD, THEY WOULD NEED TO GET THAT DOWN. 
          WE'RE SAYING THE SAME THING, MEL, I'M HOPING THE PRINCIPALS WILL WE'LL DIVE INTO IT AND DO WHATEVER THEY CAN TO SUPPORT THOSE TEACHERS BECAUSE WHAT'S THE REASON THEY HAVEN'T FINISHED IT YET. 
          RIGHT. 
          I COULD SHARE THEM THE LIST THAT WE HAD CIRCULATING IN THE DISTRICT OFFICE. 
          THERE WERE PERSONNEL WHO HAD, UM, RE TIRED ALREADY, STILL ON THE LIST AS WELL. 
          I DON'T KNOW IF THAT WAS BACKED UP FROM YOUR NUMBERS, DR. 
          CAMPBELL. 
          UM, THERE WERE SOME PERSONNEL WHO HAD RECENTLY RESIGNED, UM, ON THAT AS WELL. 
          YEAH. 
          SO, AND IT WASN'T BACKED OUT ON THE DISTRIBUTION WHEN THAT REMINDER WENT OUT, BUT SAFE SCHOOLS ALSO SENDS OUT REMINDERS TO US, BUT MRS. FRIGIDAIRE CORRECTED IT IS TEDIOUS. 
          IT DOES TAKE A LOT OF TIME. 
          DOES THAT MAKE NOTE SOMETHING TO SHARE WITH PRINCIPALS? I COMPLETED IT. 
          I THINK THERE WERE AT LEAST 11 TO 12 MODULES THAT YOU HAVE TO COMPLETE AND YOU HAVE TO STICK WITH IT. 
          SOME MODULES WERE AT LEAST 30 MINUTES. 
          OH YEAH. 
          AND THEN THE QUIZ AT THE END THAT'S RIGHT. 
          BUT YOU KNOW WHAT? YOU CAN FIGURE THAT QUIZ OUT WITHOUT WATCHING THE WHOLE THING. 
          I THINK THAT I'VE MEMORIZED THAT WHOLE THING. 
          IT'S DIFFERENT. 
          IT'S DIFFERENT. 
          WE, WE MASTER FORMAT. 
          OKAY. 
          DO IT DURING A FACULTY MEETING WITH DONUTS. 
          I SEE. 
          BUT NOW WE'RE NOT ALL IN PERSON, SO THAT'S HARD. 
          RIGHT, RIGHT. 
          BRING IN THE CLOCK AND DONUTS AND BRIBE THEM AND THEY DO IT. 
          IT IT'S DIFFERENT NOW. 
          I THINK IN THE PAST YOU COULD FAST FORWARD THE VIDEOS, BUT YOU CAN'T DO THAT ANYMORE. 
          NOW YOU CAN. 
          NOW THAT, I MEAN, IT'S JUST DIFFERENT. 
          THEY DO MINI QUIZZES. 
          SO AFTER YOU WATCH A NEW VIDEO, THEN THERE'S A MINI QUIZ THAT YOU HAVE TO TAKE. 
          SO IT MAKES YOU STAY ENGAGED. 
          LIKE YOU CAN'T JUST LEAVE IT. 
          YEAH. 
          RIGHT. 
          I MEAN, IT'S IMPORTANT INFORMATION. 
          IT'S JUST LIKE, AFTER YOU'VE TAKEN IT THE FIRST YEAR AND YOU KNOW, I UNDERSTAND WHY WE HAVE TO TAKE IT EVERY YEAR, BUT IT STILL, THEN THAT'S WHEN IT GETS A LITTLE TEDIOUS. 
          SO, BUT IT IS MANDATORY TRAINING. 
          SO IN MY MIND IT HAS ALWAYS BEEN THAT, YOU KNOW, IF IT'S MANDATORY TRAINING, THERE SHOULD BE A TIME DURING THE WORKDAY OR, OR SOMETHING DURING PD WEEK WHERE TEACHERS ARE GIVEN THE TIME TO FINISH IT. 
          I DON'T KNOW. 
          SO IT'S SOMETHING TO THINK ABOUT. 
          OKAY, WELL, I'LL CONTINUE DR. 
          CAMPBELL. 
          YES. 
          MA'AM. 
          UM, ROBIN, I CAN GO UP TO THE NEXT ONE. 
          SO WE SHARED THIS, UM, THE MANDATORY ZOOM TRAINING IN THIS, THIS TRAINING STARTED, UM, PRIOR TO THIS SCHOOL YEAR IS WHEN WE BROKE FOR THE PANDEMIC. 
          AND WE HAD TO SHIFT OUR TEACHERS AND IN THE DELIVERY MODEL OF INSTRUCTION, 
          [00:30:01]
UM, IT WAS MANDATORY THAT ALL OF OUR TEACHERS GOT ZOOM TRAINING AND ALL OF OUR TEACHERS IN A VERY SHORT PERIOD OF TIME WERE TRAINED FOR ZOOM. 
          UM, AND THE INFORMATION WAS SHARED IN THE PREVIOUS REPORT. 
          AND WHAT ABOUT OUR NEW TEACHERS THAT JOINED US AFTER THIS MARCH TRAINING DATE? YEAH. 
          SO THAT'S A PART OF THE NEW TEACHER TRAINING THAT A PART OF THE VIRTUAL CATALOG THAT'S ATTACHED TO THE REPORT THAT I PROVIDED. 
          THAT'S A PART OF THE TRAINING THAT'S THAT OCCURS FOR THE NEW TEACHERS AS WELL, FOLLOW UP TRAINING WITH TECH COACHES. 
          UM, IF THERE'S LIKE ANY AREA OF DEFICIENCY OR, YOU KNOW, THEY NEED MORE SUPPORT THEY'RE THERE TO, OKAY. 
          UM, SO WE HAVE 167, UM, SPECIAL EDUCATION TEACHERS. 
          AND WHAT DR. 
          WHITE DID SHE PROVIDED, UM, A PLETHORA OF TRAINING FOR, UM, OUR SPECIAL ED TEACHERS DURING THE MONTH OF I'M SORRY, DURING THE LEAP WEEK, AS WELL AS OUR DISTRICT, UM, PROFESSIONAL DEVELOPMENT WEEK. 
          AND THESE WERE SOME OF THE TRAININGS THAT WERE PROVIDED FOR OUR SPECIAL EDUCATION TEACHERS. 
          THE REASON WHY WE DON'T SEE A HUNDRED AND I ASKED DR. 
          WHITE ABOUT THAT SOME OF THE TEACHERS, SHE HAD A COUPLE OF TEACHERS THAT WERE HIRED AFTER THESE DATES. 
          SO, YOU KNOW, THEY HAD TO PROVIDE THAT PARTICULAR TRAINING. 
          A COUPLE OF PEOPLE WERE OUT, BUT WHAT DR. 
          WHITE DID TELL ME SHE HAS ONGOING TRAINING, UM, FOR HER TEACHERS. 
          UM, I DO KNOW THAT THERE WAS A TRAINING JUST THIS WEEK FOR SOME OF HER SPECIAL ED, UM, SPECIAL EDUCATION TEACHERS. 
          SO SHE SAID THIS NUMBER IS MORE THAN LIKELY INCREASED FROM THE TIME THAT I PULLED IT. 
          AND ANYTIME THAT THERE IS TRAINING, THEY PROVIDE THAT ACCESS FOR TEACHERS TO BE TRAINED, OKAY. 
          READ TO SUCCEED. 
          SO AT THE END OF EACH CERTIFICATION CYCLE, OUR TEACHERS ARE REQUIRED TO, UM, HAVE OUR READERS EXCEED ENDORSEMENT. 
          SO IN OUR PREVIOUS REPORT, THERE WAS 141 TEACHERS THAT HAVE COMPLETED THE READ TO SUCCEED CERTIFICATION FOR THIS CYCLE. 
          AND THE CYCLE IS JUNE OF 2021. 
          THERE ARE 299 OF OUR STAFF THAT NEED TO COMPLETE THE READ TO SUCCEED, UM, CERTIFICATION. 
          SO 141 HAVE COMPLETED IT. 
          WE CURRENTLY HAVE A TOTAL OF 30, 33 TEACHERS THAT ARE CURRENT CURRENTLY IN A REDIS SUCCEED COHORT THROUGH, UM, VIRTUAL SC IN THE DISTRICT. 
          AND, UM, SO OUR GOAL IS THAT BY THE END OF THE YEAR, EVERYONE WILL HAVE THEIR READING SUCCEED ENDORSEMENT ON THEIR CERTIFICATION. 
          SO I KNOW THE NUMBERS LOOK A LITTLE LOW, BUT BASED ON THIS SCHOOL YEAR, UM, I FEEL THAT WE CAN GET THERE, UM, ONCE THE COHORT COMPLETES AND THEY COMPLETE THEIR TRAINING NOVEMBER THE 22ND. 
          SO WE'LL BE ABLE TO ADD THE ADDITIONAL 33, UM, TRAINED, CERTIFIED PEOPLE IN OUR DISTRICT TO THAT NUMBER. 
          BUT THAT LEAVES WELL OVER, YOU KNOW, WHAT, 123, YEAH. 
          THAT WAS STILL NEEDLE. 
          WHAT WAS THAT ABOUT OVER 120 TEACHERS THAT WILL NEED IT BY JUNE OF 2021 TO GET THEIR CERTIFICATION, RIGHT. 
          SO THERE ARE MULTIPLE OPPORTUNITIES FOR THEM TO JUMP INTO THE READER, SUCCEED COURSES, THEY'RE OFFERED ALMOST ON A MONTHLY BASIS. 
          UM, AND WE HAVE BETWEEN 25 TO 35, UM, JOIN EVERY MONTH THROUGH THE VIRTUAL, BUT THIS IS ONLY ONE OPPORTUNITY TO PROVIDE, TO GET THE RECERTIFICATION. 
          UM, I'M SORRY, THE READ TO SUCCEED ENDORSEMENT. 
          UM, YOU CAN DO IT ON YOUR OWN, BUT THE REASON WHY WE, WE HAVE CONTROL OVER, YOU KNOW, THE NUMBERS OF PEOPLE WHO THAT PARTICIPATE IN OUR READ TO SUCCEED, UM, COURSES THAT WE OFFER THROUGH VIRTUAL SC. 
          BUT WE DO HAVE OTHER TEACHERS THAT GAIN THEIR READ TO SUCCEED ENDORSEMENT IN OTHER AVENUES THAT AREN'T A PART OF BUFORD COUNTY. 
          SO I JUST WANT TO PUT THAT AS WELL. 
          THESE ARE THE TEACHERS THAT ARE TAKING ADVANTAGE OF OUR PARTNERSHIP BETWEEN OUR VIRTUAL SE. 
          AND THEN THE OTHER THING THAT I WANT TO MENTION IS THAT EVERY YEAR WE HAVE, EVEN THOUGH THE CERTIFICATION IS UP, WE HAVE TEACHERS THAT ARE GOING 
          [00:35:01]
TO RETIRE THAT KNOW THAT THEY'RE GOING TO RETIRE AT THE END OF THE YEAR, AND THEY'RE NOT GOING TO PURSUE THE CERTIFICATION. 
          SO WE HAVE TO, EVEN THOUGH THEY'RE A PART OF THE TWO 99 AT THE END OF THE YEAR, THEY'LL LET US KNOW IF THEY'RE GOING TO RETURN OR NOT. 
          SO WE WOULD HAVE TO LOOK AT THOSE NUMBERS AS WELL. 
          SO WHO INFORMS THE, UH, THE TEACHERS THAT IT'S THEIR RECERTIFICATION RENEWAL? I MEAN, YOU WOULD THINK THAT THE TEACHERS WOULD BE AWARE HR IS CAROLYN JENKINS. 
          SHE WORKS WITH MY LEARNING PLAN, CAROLYN JENKINS UPDATES TO ALL OF OUR TEACHERS AND THEIR CERTIFICATION, WHAT THEY NEED IN ORDER TO BE CERTIFIED EACH YEAR. 
          UM, SHE SENDS THAT NOTIFICATION OUT AT THE BEGINNING OF THE YEAR, MID YEAR, KEEP MAKING SURE THAT THEY HAVE AMPLE OPPORTUNITIES TO GET THE RE CERTIFICATION AS WELL AS THE ENDORSEMENT FOR REDIS. 
          GREAT. 
          THE NEXT IS SHELTERED INSTRUCTION, OPERA, UM, OBSERVATION PROTOCOL. 
          OKAY. 
          UM, THIS, THESE ARE OUR NUMBERS OF TRAINED TEACHERS IN OUR DISTRICT. 
          UM, WE CURRENTLY HAVE A COHORT OF CYA TEACHERS THAT ARE IN TRAINING AND IT'S, I THINK 56, NO, 58, I'M SORRY, 58 ARE INVOLVED IN THAT PARTICULAR TRAINING. 
          SO THOSE NUMBERS WILL INCREASE. 
          I WASN'T REALLY IMPRESSED WITH THE NUMBERS, BUT I DUG A LITTLE DEEPER WITH THE PERCENTAGE. 
          UM, I DO KNOW THAT THERE WAS ENERGY AND EFFORT TO HAVE OUR SOUTHERN SCHOOLS TRAINED IN OFF BECAUSE WE SAW MORE OF OUR ELL STUDENTS ON THE SOUTHERN PART OF OUR DISTRICT. 
          SO WHEN I LOOKED AT THE SCHOOLS IN OUR DISTRICT, ALL 78% OF OUR SOUTHERN SCHOOLS WERE ABOVE THE DISTRICT PERCENTAGE. 
          SO MANY OF OUR SOUTHERN SCHOOLS HAD 90%, UM, TRAINED TEACHERS. 
          WE EVEN HAD ONE ELEMENTARY SCHOOL THAT HAD 100%, 100% CYA TRAINED TEACHERS. 
          SO I HIGHER PERCENTAGES OR WHERE WE NEED IT THE MOST. 
          HOWEVER, WE DO DO KNOW THAT WE HAVE GROWTH ON THE NORTHERN SIDE. 
          SO WE JUST NEED TO EMPHASIZE THE IMPORTANCE THAT THESE, THE CYOP STRATEGIES ARE GOOD FOR OUR ELL STUDENTS, BUT THEY'RE GOOD FOR ALL STUDENTS BECAUSE IT'S GOOD TO HAVE. 
          SO, UM, WE'RE WORKING WITH MAY CHALK ON ADDITIONAL OPPORTUNITIES TO TRAIN, UM, OUR TEACHERS WITH CYA, AS WELL AS OTHER STRATEGIES THAT WILL HELP OUR ARE STUPID. 
          AND ONE THING THAT'S NEW THIS YEAR WITH THE CYA, BECAUSE TO ADD IS THAT I BELIEVE WE ARE WORKING WITH THE CITADEL, THE TRAINING AND CONFESS HIS, PROVIDE THE TRAINING NOW. 
          AND WE DO INCUR THAT THROUGH TITLE THREE, UM, FOR THE TEACHERS. 
          YEAH. 
          THANK YOU, DR. 
          STRADDLES. 
          YES, MA'AM ALL RIGHT. 
          UM, I DID TALK ABOUT THE ALGEBRA BOOTCAMP TRAINING THAT I DID NOT MENTION HER LAST REPORT. 
          UM, THERE WERE A TOTAL OF EVERY HIGH SCHOOL HAD REPRESENTATION OF AN ALGEBRA TEACHER FOR TRAINING FOR OUR ALGEBRA BOOTCAMP. 
          SO I WANTED TO EMPHASIZE THAT. 
          SO WE ALSO TALKED ABOUT HOW, AS A DISTRICT, WE ELIMINATE BARRIERS FOR PROFESSIONAL DEVELOPMENT OPPORTUNITIES. 
          ONE THING THAT I CAN SAY IN OUR FIRST BULLET IS THAT THE MAJORITY OF LEARNING PROFESSIONAL LEARNING OPPORTUNITIES OCCUR, UH, NOT DURING OUR INSTRUCTIONAL TIME. 
          WE TRY TO MAKE THAT SACRED. 
          I'M NOT GOING TO SAY IT'S A HUNDRED PERCENT, BUT WE TRIED TO PLAN TRAINING BEFORE, OUTSIDE OF OUR CALENDAR YEAR AND ALSO THE HOURS. 
          UM, WE'VE OFFERED 118, UM, PROFESSIONAL DEVELOPMENT OFFERINGS BEFORE THE FIRST DAY OF SCHOOL. 
          SO ALL OF THE TRAININGS, LIKE IN THE SUMMER, TOTAL 118 SESSIONS THAT WE'VE OFFERED BEFORE, BEFORE WE STARTED OUR SENIOR YEAR WITH OUR STUDENTS. 
          THE OTHER IS THAT WE WOULD, THERE'S A FOCUS AND ENERGY AROUND OUR GIFTED AND TALENTED, UM, PROGRAM, AS WELL AS MAKING SURE THAT WE IDENTIFY, WE INCREASED OUR NUMBER OF UNDER-REPRESENTATIVE STUDENTS WITHIN OUR DISTRICT. 
          SO WE HAVE TWO INTERIM GOALS THAT WE'RE WORKING ON TO INCREASE THOSE NUMBERS WITH OUR GIFTED AND TALENTED POPULATION. 
          SO A PART OF THAT IS OUR GT ENDORSEMENT COURSES THAT WE OFFER, WHICH ARE THE TWO THAT ARE LISTED, UM, THE INTRO TO CURRICULUM FOR GIFTED AND TALENTED STUDENTS IN OUR NATURE NEEDS COURSE. 
          BUT I WANTED TO KIND OF GIVE YOU A MORE INFORMATION, UM, ABOUT THAT. 
          SO SINCE WE OFFERED THIS OPPORTUNITY FOR TEACHERS TO, UM, 
          [00:40:01]
PARTICIPATE IN THESE GRADUATE LEVEL COURSES, WE'VE HAD, UM, APPROXIMATELY APPROXIMATELY 80 TEACHERS GO THROUGH THIS. 
          WE CURRENTLY HAVE HIT 45 TEACHERS WHO ARE INVOLVED IN OUR FALL COHORT COURSES. 
          AND WHEN I TALKED TO CARMEN DILLER AND SHE SAID THAT THERE IS AN INTEREST OF 55 ADDITIONAL TEACHERS WILL, WHICH THEY WILL BEGIN IN THE NEXT COHORT. 
          SO I JUST FEEL LIKE THIS IS ONE WAY THAT WE ELIMINATE THE BARRIERS IN THAT WE PAY FOR THE COURSES WE PAY FOR THE BOOKS, UM, SO THAT WE CAN GET ADDITIONAL TEACHERS ENDORSED, UM, IN GIFTED AND TALENTED AND JUST LIKE OUR CYA. 
          THESE ARE GOOD BEST PRACTICES FOR ALL STUDENTS. 
          WE SAY THE SAME THING ABOUT OUR GIFTED AND TALENTED TRAINING. 
          IT'S GOOD FOR ALL STUDENTS. 
          UM, SO THIS IS AN AREA THAT I WANTED TO, TO EMPHASIZE HOW WE'VE ELIMINATED THE BARRIERS. 
          SO WE KNOW THAT THESE COURSES ARE NEEDED, BUT WE PAID FOR THE COURSES AS WELL AS, UM, THE SUPPLIES THAT ARE ASSOCIATED WITH DR. 
          CAMPBELL. 
          ONE OF YOUR BULLETS THERE SAYS THAT INSTRUCTIONAL COACHES ARE AVAILABLE TO SUPPORT TEACHERS WITH ANY PROFESSIONAL DEVELOPMENT NEEDS ARE OUR, MY, MY PURPOSE BEHIND THAT IS THAT A LOT OF TIMES WE PROVIDED PROFESSIONAL DEVELOPMENT TRAINING, BUT OUR NEW TEACHERS ARE, YOU KNOW, TEACHERS THAT STRUGGLE, SOMETIMES NEED ADDITIONAL TRAINING TO SUPPORT SO THAT PEOPLE, IT WAS REALLY TO SUPPORT THE PD THAT HAD ALREADY OCCURRED. 
          UM, WE SAW THAT WHEN WE HAD OUR K-12 LEARNING SOLUTIONS, EVEN THOUGH WE HAD THE TRAINING AND TEACHERS PARTICIPATED IN IT, A LOT OF TIMES OUR COACHES HAD TO FOLLOW UP WITH TEACHERS TO PROVIDE ANOTHER LAYER OF SUPPORT. 
          SO THAT'S THE REASON WHY I PROVIDED THAT BULLET. 
          I UNDERSTAND THAT, BUT, BUT THAT WAS MY QUESTION WAS GOING TO BE, UM, SO THEN ARE OUR INSTRUCTIONAL COACHES REQUIRED TO HAVE THE GT CERTAIN ENDORSEMENT? ARE THEY REQUIRED TO HAVE THE PSYOP TRAINING? ARE THOSE CORRECT? ARE THOSE VARIOUS CRITERIA THAT OUR INSTRUCTIONAL COACHES ARE REQUIRED TO HAVE IN ORDER TO HELP SUPPORT PROFESSIONAL DEVELOPMENT IN ALL TEACHERS? YES. 
          SO IT'S NOT GOING TO BE A REQUIREMENT MS. FREDRICKS, I'M NOT GOING TO TELL YOU THAT OUR INSTRUCTIONAL COACHES ARE REQUIRED, BUT THEY'RE ENCOURAGED BECAUSE THEY'RE THE INSTRUCTIONAL LEAD. 
          ONE OF THE INSTRUCTIONAL LEADS IN THE SCHOOL. 
          SO THEY HAVE TO SUPPORT THAT, THAT TRAINING THAT WORKED. 
          UM, MANY OF OUR COACHES, I DON'T HAVE A NUMBER AND I KNOW WE'RE TALKING ABOUT QUANTIFYING DATA, BUT MANY OF OUR COACHES DO FALL IN THOSE CATEGORIES WITH THOSE SPECIFIC TRENDS. 
          I MEAN, THAT WOULD BE AN ADDITIONAL REPORT THAT I WANT TO HAVE TO DO, BUT, UM, IT'S NOT A REQUIREMENT TO HAVE THOSE TRAININGS TO BE AN INSTRUCTIONAL COACH. 
          THIS IS THE CAMPBELL. 
          AYE. 
          AYE, AYE. 
          LET YOU RESPOND FIRST AS DR. 
          STRADDLES. 
          AND THEN I'LL, YOU KNOW, MAYBE YOU'RE GOING TO SAY WHAT I, WHAT I WANT TO SAY OR ASK. 
          WELL, WE'VE STARTED THAT PATH ON OUR COACHES WITH MELISSA MARIE, LOOKING AT REQUIREMENTS, LOOKING AT THE, FINDING WHAT OUR RESPONSIBILITIES AND LOOKING AT WHAT WE WOULD LIKE THEM TO HAVE AS, YOU KNOW, CAPACITY WITHIN THEM. 
          WE'RE JUST STARTING THAT WORK RIGHT NOW. 
          I'VE HAD A CONVERSATION WITH HR REGARDING THAT, AS WELL AS LOOKING AT OUR COACHES WHO ARE PART PAID, PROVIDE A STATE, I'M LOOKING AT A SIGNATURE, YOU KNOW, THE TEST COLLATIONS AS YOU AS A PRINCIPAL, THAT THIS COACH IS GOING TO BE DOING THIS, NOT THIS. 
          SO WE'RE JUST STARTING HAVING THAT CONVERSATION TO COVENT THAT THESE ARE COACHES, THIS IS WHAT THEY DO. 
          AND WE WOULD LIKE TO HAVE THEIR CAPACITY TO INCLUDE SOME OF THIS. 
          SO WE'RE JUST STARTING THAT BRIDGE RIGHT NOW. 
          IT'S A CONVERSATION ABOUT A WEEK AGO, DR. 
          CAMPBELL DOESN'T EVEN KNOW ABOUT IT YET. 
          PRIZE DOC, SORRY. 
          YEAH, I WOULD, YOU KNOW, I WOULD THINK THAT THAT WOULD BE A REQUIREMENT FOR THEM, BUT INSTRUCTIONAL LEADERS, PARTICULARLY GIFTED AND TALENTED AND SIGN OUT. 
          BUT I WANT TO GO FURTHER IN TERMS OF WHAT'S OUR TARGET FOR THE, FOR THE GREATER POPULATION OF EDUCATORS IN TERMS OF HAVING THOSE TWO ENDORSEMENTS. 
          AND, AND IS THERE A TIMETABLE ON HOW, HOW LONG CAN A TEACHER REMAIN IN THEM THIS WEEK WITHOUT ACQUIRING THOSE ENDORSEMENTS? I THINK THE, YOU KNOW, I THINK ALL OF THOSE THINGS GOTTA BE PUT IN PLACE. 
          IF WE, IN FACT IMPROVE, I WOULD INSTRUCT YOU THOUGH, YOU KNOW, UH, TALENT, UH, ALMOST TO THE POINT WHERE, YOU KNOW, I COULD NOT RECOMMEND 
          [00:45:01]
A PERSON TO BE A COACH UNLESS THEY ABSOLUTELY GOT THOSE TWO ENDORSEMENTS. 
          SO THAT'S WHERE IT CROSSES IT AT HR COMPONENT. 
          THAT'S WHY I STARTED REACHING OUT THAT WAY, BECAUSE, UM, WHEN WE ARE IN LIKE-MINDEDNESS AT THAT EQUAL IS YOU SHOULD HAVE THE BAG OF TRICKS AS THE COACH THAT WE'RE ALSO WERE RESPONSIBLE TO PROVIDE THIS OPPORTUNITY FOR PEOPLE AS WELL. 
          RIGHT. 
          BUT WE'RE, WE'RE UNLIKE MINDEDNESS AND IT'S A PATH THAT WE'RE JUST STARTING, UM, WITH, UM, WITH YOU, MR. CAMPBELL. 
          UM, AND THIS IS WHAT THEY'RE SUPPOSED TO BE DOING. 
          NOT THAT, YEAH. 
          IS THERE A WAY TO ADD INCENTIVES FOR TEACHERS, PARTICULARLY THE, THE NEW TEACHERS TO ACQUIRE THOSE, YOU KNOW, THOSE ENDORSEMENTS? YOU KNOW, I, YOU KNOW, I, I RECALL YEARS AGO THE MESSIAH OF TRAINING, I THINK I HAD AN OPPORTUNITY TO GET CREDITS FOR THE TRAINING OR, YOU KNOW, GRADUATE CREDITS AND, OR, OR, OR STIPEND. 
          AND THAT WAS VERY, AT LEAST 20 YEARS AGO, PROBABLY AT LEAST 15 YEARS AGO. 
          SO THERE, THERE IS, YOU KNOW, A DESIRE, I THINK, UM, MANY OF THE TEACHERS PART, BUT WE ALSO HAVE TO ENCOURAGE BY GIVING SOMETHING, YOU KNOW, TO ENCOURAGE. 
          SO, BECAUSE I, YOU KNOW, I THINK THAT'S, THAT'S A BIG PART OF OUR BALL GAME RIGHT THERE. 
          YOU DON'T HAVE TO BE TEACHING GIFTED AND TALENTED TO HAVE THOSE SKILLS. 
          RIGHT. 
          IT WORKS VERY WELL WITH WHAT THE LOW LEVEL STUDENTS. 
          ABSOLUTELY. 
          SO, YEAH, SO WE ARE HAVING, UM, JACOB'S LADDER TRAINING, UM, COMING FORWARD AT A VERY GOOD COST EFFECTIVE PRICE. 
          UM, LOOKING AT WHAT YOU'RE TALKING ABOUT AND OPENING IT FOR ALL TEACHERS FOR FREE FOR THEM. 
          UM, WE'RE JUST IN THE PROCESS OF COMPLETING THAT, UM, REVIEW AND INFORMATION THAT CONTRACT, BECAUSE WE'D LIKE TO HAVE AS MANY TEACHERS AS POSSIBLE GT SOME, SOME TYPE OF TRAINING IN GTB BEYOND JUST THE COURSES, GIVE A LITTLE TASTE FIRST AND SAVE YOU, GO PUT A COURSES AS WELL. 
          THAT, I MEAN, CAUSE ON OUR HAND, UH, YOU KNOW, I DON'T KNOW IF FISHER AND KATHY AGREES, BUT OH MAN, WE WERE LOOKING FOR, FOR RESULTS. 
          BUT WE AS EDUCATORS KNOW THOSE RESULTS, IT'S GOT TO BE, THEY GOTTA BE SOMETHING OUT OF THE BOX TO GET THE RESULTS WE'RE LOOKING FOR. 
          WE CONTINUE TO DO THE SAME THINGS. 
          WE ARE GOING TO GET THE SAME RESULTS. 
          SO, UH, YOU KNOW, ENCOURAGING MOVEMENT IN THIS DIRECTION IS SOMETHING THAT MAY REQUIRE MORE RESOURCE DIRECTED IN THAT AREA. 
          AND THAT'S, YOU KNOW, SOMETHING THAT YOU, YOU KNOW, DURING BUDGET TIME WOULD BRING TO THE BOARD AS SOMETHING YOU WANT TO DO. 
          AND IN MY MINDSET, YOU KNOW, AND IT CAN BE, YOU KNOW, A LOT MORE THAN YOU PROBABLY GONNA GET, BUT YOU NEED TO ASK FOR THINGS TO GET THE TEACHERS WHERE WE WANT THEM TO BE. 
          AND IT CAN'T BE AT THEIR OWN DESIRE BECAUSE MANY TEACHERS, YOU KNOW, DON'T MAKE THAT DECISION THAT THEY'RE GOING TO EVEN REMAIN IN THE PROFESSION. 
          I TELL THEM I'VE BEEN IN THERE FOR SEVEN YEARS OR SO, BUT AT THE SAME TIME, WHY WAIT SEVEN YEARS BEFORE A TEACHER IS PROPERLY, YOU KNOW, TRAINED DRAIN THAT'S CORRECT. 
          I JUST WANTED TO JUMP IN ON HERE, HERE AND SAY, YOU KNOW, UM, OUR GOAL, ONE OF OUR MAJOR BOARD GOALS AND THE SCHOOL DISTRICT SCHOOL IS TO DECREASE THE ACHIEVEMENT GAP. 
          AND SO OUR PD SHOULD BE REALLY FOCUSING ON MANDATORY TRAINING THAT WE BELIEVE WILL HELP US GET THERE AND CERTAINLY PSYOP TRAINING. 
          YOU KNOW, I THINK IT'S ONE OF THE KEYS THAT WILL GIVE US THERE. 
          UM, YOU KNOW, THE GIFTED AND TALENTED TRAINING, THE STRATEGIES THAT YOU USE FOR GIFTED AND TALENTED KIDS ARE MIRACLE WORKERS WITH STRUGGLING STUDENTS. 
          LET ME TELL YOU, BECAUSE THEY'RE ALL ABOUT ENGAGEMENT, UM, AND NOT THE STAND AND DELIVER. 
          SO, BUT I JUST THINK THAT'S WHAT WE HAVE TO THINK ABOUT THAT. 
          IF THESE ARE OUR GOALS, LIKE MEL SAID, THEN OUR PD NEEDS TO, UM, YOU KNOW, NOT, WE NEED TO BE A LITTLE BIT MORE DELIBERATE IN TERMS OF REQUIRING, 
          [00:50:02]
YOU KNOW, OUR GOAL IS EVERY TEACHER'S GOING TO BE PSYOP TRAINED. 
          LET'S JUST SAY THAT LET'S JUST PUT IT OUT THERE AND THEN WORK TO GET THAT MAYBE THAT'S OUR GOAL FOR NEXT YEAR OR, AND THEN THE FILE WE NEED, BUT THAT THAT'S JUST MY 2 CENTS. 
          WELL, I THINK THAT IT WAS ENCOURAGING MARY TO HEAR YOU SAY THAT, UM, YOU'RE NOT WORKING IN A SILO BECAUSE, UM, YOU KNOW, WHEN I ASKED ABOUT THE INSTRUCTIONAL COACHES, ARE THEY TRAINED IN THESE THINGS? IT'S LIKE THE HIGH EXPECTATION SHOULD BE, YES, YOU ARE. 
          THERE'S JUST, YOU SHOULDN'T EVEN BE CONSIDERED, YOU KNOW, I MEAN, WE'RE IN A NEW ERA, THINGS ARE MOVING, THEY'RE MOVING. 
          AND, UM, YEAH, YOU KNOW, IT, IT'S AN, IT'S A HIGH EXPECTATION. 
          THIS IS WHAT OUR COACHES WILL DO, AND THEY'RE NOT GOING TO BE THE ONES THAT COME IN THE CLASSROOM AND HELP A TEACHER, UH, IMPROVE HER INSTRUCTION OR HIS INSTRUCTION AND NOT HAVE BEEN TRAINED TO WHAT THE DISTRICT OBVIOUSLY FEELS PSYOP IS THE WAY TO GO OR A GIFTED AND TALENTED. 
          SO ANYWAY, THAT'S, UM, I THINK THAT WAS A GOOD CONVERSATION. 
          SOME VERY IMPORTANT POINTS THERE. 
          THANK YOU. 
          ONE MORE POINT THAT MIGHT ADD TO THE POINT IS, YOU KNOW, MTST ARE THREE, YOU KNOW, YOU ALMOST HAVE TO HAVE THESE ENDORSEMENTS TO EXECUTE THAT PROPERLY. 
          SO AS WE GO AROUND IN A VICIOUS CYCLE WITH NOTHING HAPPENING THAT'S RIGHT. 
          YEAH. 
          GOOD POINT NOW. 
          OKAY. 
          DEFINITELY. 
          THE NEXT IS OUR ROOT CAUSE ANALYSIS, WHICH I MENTIONED EARLIER, UM, OUR PRINCIPALS DID THIS ACTIVITY. 
          UM, WE ASKED THEM TO DO THE ACTIVITY WITH THEIR LEADERSHIP TEAM, UM, STAKEHOLDERS AT THE SCHOOL. 
          I PROVIDED TWO, I'M SORRY, THREE EXAMPLES, ELEMENTARY, MIDDLE AND HIGH. 
          OF COURSE I HAVE THE OTHER, UM, ROOT CAUSE ANALYSIS DOCUMENTS. 
          THIS WAS, UM, I WAS, I, WE ASKED THE PRINCIPALS TO REALLY DIG DEEP INTO THEIR ROOT CAUSES. 
          UM, MR. CAMPBELL AND OUR LAST, UH, ACADEMIC COMMITTEE MEETING REALLY WANTED TO KNOW OUR ASS. 
          UM, YOU KNOW, WHAT ARE THE SPECIFIC GOALS AT THE SCHOOL? SO I WANTED TO PROVIDE JUST EXAMPLES OF SPECIFIC KEY CHALLENGES, BUT THESE KEY CHALLENGES WHEN WE RECEIVED THE PROFESSIONAL DEVELOPMENT GOALS SHOULD BE ALIGNED. 
          SO I SHOULD SEE GOALS THAT ARE ASSOCIATED WITH THESE P CHALLENGES THAT, UM, WERE A PART OF THE ROOT CAUSE ANALYSIS, FISHBOWL ACTIVITY. 
          I GOT ONE EMAIL FROM A PRINCIPAL. 
          I'M NOT GOING TO CALL THAT PRINCIPAL'S NAME. 
          AND THE PRINCIPAL SAID, THANK YOU FOR THIS ACTIVITY. 
          IT WAS REALLY REFLECTIVE. 
          IT REALLY, UM, FORCED ME TO LOOK AT, YOU KNOW, AREAS THAT I'M NOT LOOKED AT BEFORE. 
          AND, UM, SHE GIVING AWAY WHAT THE PERSON SAYS THAT DEFINITELY, UM, ALIGN THE PROFESSIONAL DEVELOPMENT NEEDS TO THE ROOT CAUSES IN THAT PARTICULAR SCHOOL. 
          SO ONE EXAMPLE OF THE ROOT CAUSES FROM AN ELEMENTARY SCHOOL, AND THIS WAS THE KEY CHALLENGE THAT IN THE SPRING OF 2019, 19.9% OF THEIR THIRD AND FOURTH GRADE STUDENTS WOULD EARN MEETS EXCEEDS ON THE SOUTH CAROLINA READY AND ELA. 
          SO THAT'S THE CHALLENGE. 
          SO I WANT TO SEE THE GOALS THAT ARE ASSOCIATED AS WELL AS THE PROFESSIONAL DEVELOPMENT NEEDS. 
          BUT THE POINT THAT I'M TRYING TO MAKE IS THAT THESE KEY CHALLENGES ARE ALIGNED TO OUR STRATEGIC GOALS THAT WE'VE MENTIONED, UM, AT THE END OF SEPTEMBER. 
          SO I WE'RE BEGINNING TO SEE SOME ALIGNMENT. 
          UM, I'VE NOT RECEIVED THE MAJORITY OF THE PROFESSIONAL DEVELOPMENT PLANS, BUT I THINK THAT'S A GOOD THING. 
          I THINK IT'S JUST NOT JUST SOMETHING THAT THEY'RE CHECKING OFF, BUT THEY'RE REALLY LOOKING AND MAKING THOSE CONNECTIONS. 
          AND THEY KNOW THAT THAT IS WHAT THE EXPECTATION IS AT THE, AT THIS LEVEL. 
          THE OTHER IS MIDDLE SCHOOL, THIS PARTICULAR MIDDLE SCHOOL. 
          UM, THE KEY CHALLENGE IS THAT 63% OF THE STUDENTS AFTER LOOKING AT THE FALL MAP, UM, ARE NOT READING ON GRADE LEVEL. 
          THAT THAT'S HUGE. 
          UM, SO WHEN I SEE THIS PARTICULAR PROFESSIONAL DEVELOPMENT PLAN, IT NEEDS TO SCREAM LITERACY. 
          SO THIS TO ME WAS REALLY AN IMPORTANT FIRST STEP INTO WHAT WE, HOW WE NEED TO CONNECT THOSE DOTS WITH OUR PROFESSIONAL DEVELOPMENT. 
          SO 
          [00:55:01]
THIS WAS REALLY LIKE A CHEAT SHEET BEFORE I ACTUALLY SEE THE PROFESSIONAL DEVELOPMENT PLAN. 
          THE ACTIVITY WAS ASKED OF THE PRINCIPALS TO COMPLETE PRIOR TO TURNING THAT IN. 
          SO I HAVE RECEIVED, UM, THE MAJORITY, I THINK I'M MISSING TWO. 
          AND, UM, BUT THE PROFESSIONAL DEVELOPMENT PLANS WILL NOT COME UNLESS, UM, I HAVE THIS DOCUMENT FIRST AND I THINK IT WAS A VERY REFLECTIVE PRACTICE FOR OUR PRINCIPALS. 
          AND I WANT TO CONTINUE DOWN THAT PATH WHO WORK IF YOU CAN GO ON TO THE NEXT ONE, ROBIN, CAN YOU ROBIN, ARE YOU THERE? HMM. 
          YEAH, SHE MIGHT'VE MAYBE DROPPED WELL, THERE SHE IS. 
          THERE SHE IS ROBIN. 
          UH, THERE YOU GO. 
          THANK YOU. 
          ALL RIGHT. 
          AND UM, THIS PARTICULAR HIGH SCHOOL WAS FOCUSED ON THE ELL LEARNERS, WHICH CONNECTS BACK TO THE IMPORTANCE OF OUR PSYOP TRAINING AND HOW, UM, WE ARE ALIGNED TO OUR INTERIM INTERIM GOAL OF INCREASING OUR EOC SCORES FOR ALGEBRA AND ENGLISH. 
          ALL RIGHT. 
          ANY QUESTIONS MR. CAMPBELL? YOU'RE MUTED? WELL, WHILE YOU'RE READING MR. CAMPBELL, I JUST WANT TO SAY, UH, DR. 
          CAMPBELL, UM, TH THIS IS SO THANK YOU. 
          YOU, YOU ADDRESSED OUR CONCERNS. 
          UM, I AM SO GLAD TO HEAR YOU SAY THAT IT WAS A REFLECTIVE, UM, EXERCISE, MAYBE MORE THAN AN EXERCISE, BUT WHEN THAT BECOME A REFLECTIVE PRACTICE, UM, THAT THINGS ARE ALIGNED LIKE THIS. 
          AND IF I MAY ASK YOU AFTER DOING THIS, WHAT IS JUST ONE THING THAT YOU MIGHT'VE DONE DIFFERENTLY THIS YEAR? SO FAR WITH THE INFORMATION YOU SHARED SEPTEMBER EARLIER ON? I THINK IT WOULD HELP WITH MY PLANNING FOR PROFESSIONAL DEVELOPMENT. 
          LOOK FOR US. 
          UM, THIS IS REALLY, THIS WAS, AND I'M NOT SAYING THIS JUST TO SAY IT WAS REALLY, UM, I TOOK IT. 
          I MET WITH DR. 
          STRADDLES. 
          I TOLD HER, I SAID, I LEARNED FROM THE QUESTIONS THAT YOU ASK. 
          SO I APPRECIATE THAT IT PUSHED ME IN THAT DIRECTION. 
          I JUST FEEL LIKE WE NEED TO ESTABLISH SOME DISTRICT GOALS. 
          WE NEED TO HOLD OUR ADMINISTRATORS ACCOUNTABLE FOR THOSE SPECIFIC GOALS. 
          THE GOALS NEED TO BE ALIGNED TO WHAT WE HAVE. 
          WE HAVE THE PIECES, WE JUST NEED TO ESTABLISH THE EXPECTATION. 
          SO, UM, I WOULD SAY FIVE YEARS I'VE BEEN IN THE DISTRICT 23 YEARS, FIVE YEARS AGO, WE HAD DISTRICT GOALS. 
          IT WAS AN EXPECTATION THAT I THINK AT THAT POINT WE WANTED 100% OF ALL OF OUR SOUTHERN SCHOOLS TO BE PSYOP TRAINED. 
          SO WE NEED TO REVISIT THOSE KINDS OF GOALS AND ATTACH THOSE, OR ALIGN THOSE GOALS TO THE WORK THAT WE HAVE TO DO WITH OUR STRATEGIC PLAN. 
          AND THEN WHEN WE SEE OUR PLANS, EVERYTHING JUST FALLS INTO PLACE. 
          SO, UM, IT IS MY GOAL TO WORK WITH DR. 
          STRADDLES, DR. 
          RODRIGUEZ, AS WELL AS DR. 
          BRADLEY AND, AND JUST ESTABLISH SOME INSTRUCTIONAL SERVICES, EXPECTATION AND GOALS FOR OUR SCHOOL, SO THAT WE CAN CLOSE THIS GAP. 
          UM, I'M GOING TO SAY THIS. 
          I DON'T WANT TO TALK ABOUT IT TO YOU AGAIN. 
          I WANT US TO CLOSE THE GAPS AND WE CAN MOVE FORWARD, BUT THERE'S A LOT OF WORK THAT WE HAVE TO DO, AND I APPRECIATE YOU CHALLENGING ME TO, UM, TO, TO BETTER SERVE, UM, OUR PRINCIPALS AND TEACHERS. 
          VERY NICE. 
          THANK YOU. 
          THANK YOU, MALE CATHY, ANYTHING TO ADD? I'M JUST LIKE, OKAY. 
          I WOULD JUST LIKE TO SAY, UM, YOU KNOW, I THINK THAT THE, UH, WHAT, WHAT, WHAT I'M LOOKING FOR, AND I THINK FOR MY COLLEAGUES ARE LOOKING FOR ARE NOT JUST GENERAL STATEMENTS, BUT THIS QUANTIFIABLE, OKAY. 
          WE SAID WE WERE OFFERING THIS, HOW MANY PEOPLE ACTUALLY TOOK ADVANTAGE OF IT, WHICH IS WHAT YOU'VE JUST PRESENTED, BECAUSE I DON'T THINK UNTIL WE KNOW, UM, WE REALLY WILL BE ABLE TO JUDGE THE EFFECTIVENESS OF WHAT TRAINING WE'RE OFFERING. 
          AND IS IT HAVING AN IMPACT ON OUR, UM, OUR ACHIEVEMENT GAP OR IS IT NOT? UM, SO I THINK THIS IS A STEP IN THE RIGHT DIRECTION AND, YOU KNOW, MOVING, I'D RATHER SEE YOU GET FEWER, LESS INFORMATION, 
          [01:00:01]
BUT MORE SPECIFIC INFORMATION THAN THIS BROAD UMBRELLA OF LET'S THROW EVERYTHING IN HERE THAT EVERY SCHOOL'S DOING. 
          AND IN A SENSE, SOMETIMES THAT TO ME, HAVING WORKED IN MANY DIFFERENT DISTRICTS, UM, I THINK THAT THERE ARE, THERE DO NEED TO BE SOME DISTRICT COMMONALITIES THAT, THAT EVERYONE'S ON THE SAME PAGE WITH, SO THAT'S, I THANK YOU FOR GOING BACK AND GIVING THEM THE DATA. 
          YEAH. 
          I I'M IMPRESSED THAT, THAT YOU DO GET ONE RESPONSE FROM, UH, FROM ONE OF THE ADMINISTRATORS WITH COURAGE, MORE RESPONSE, BUT I'M SURE FACT IS THAT THE CONVERSATION HAVE PROVOKED SOME THOUGHT AND CURVES OF ADMINISTRATORS LOOKING AT THEIR RESULTS, THAT TATTLY WITH THE IDEA THAT YOU'RE LOOKING AT, HOW THEY RESPOND TO THE RESULTS. 
          SO MANY TIMES SCHOOLS IN A VACUUM THEY'RE WORKING AROUND IT THEMSELVES, AND THEN COMPARE THEMSELVES WITH THE OTHER SCHOOLS AT BASKETBALL, ALWAYS AN EFFECTIVE THOUGHT AS KATHY JUST ALLUDED TO IN TERMS OF, OF WHAT YOU'RE PRODUCING, BECAUSE IF YOU GOT MORE THAN YOU SHOULD PRODUCE MORE, AND SOMETIMES THAT'S MEL, YOU WENT MUTED THERE. 
          REALLY, WHEN WE LOOK DEEP INTO YOUR PARTICULAR SCHOOL POPULATION, AND I THINK BY THEM HIGHLIGHTING CERTAIN THINGS AS IT WAS DONE HERE, THEY CAN LOOK AT IT AND FIND WAYS TO IMPROVE WHAT THEY'RE DOING. 
          AND THAT THAT'S THAT'S IN MY MIND, I, I WORKED IN THE SCHOOLS WELL, ALMOST 40 YEARS. 
          THAT'S VERY IMPORTANT IN TERMS OF WHAT SCHOOLS DO, WHAT TEACHERS DO IN TERMS OF IMPROVING. 
          AND SO WE, WE, WE'RE NOT OFF TARGET AND WE JUST NEED THE WHOLE STRONG TOOL TO WHAT YOU, WHAT YOU, WHAT YOUR PLANS ARE. 
          I MEAN, STAY WITH IT AND ENCOURAGE THE ADMINISTRATORS TO STAY WITH IT, OR ELSE WE'D, YOU KNOW, THEN WE CAN SEE SOME GROWTH, BUT WE HAVE TO BE ABLE TO SUPPORT THAT FROM A BOARD STAMP ON, IT'S EASIER FOR US TO KNOW WHERE YOU'RE GOING. 
          IF YOU'RE ALWAYS GOING, WHERE YOU SAY YOU'RE GOING, AND YOU ARE MOVING, IF THAT MAKES ANY SENSE. 
          BUT IF YOU SAY YOU'RE GOING SOMEPLACE AND ENDED UP GOING IN A DIFFERENT DIRECTION, UH, EVERY OTHER YEAR OR SO, THAT WEEKEND, YOU WOULDN'T GET BEHIND WHERE YOU'RE GOING. 
          AND WE CERTAINLY NOT GOING TO BE CONTENT THAT YOU ARE MOVING IN THE RIGHT DIRECTION. 
          DOES THAT MAKE SENSE? I MEAN, SO WE, YOU KNOW, BOARD PEOPLE, UH, MOSTLY IT'S JUST NOW WE'RE LUCKY ENOUGH THAT WE'RE EDUCATED. 
          SO WE KINDA KNOW THE INSIDE OUT, BUT BOY PEOPLE ARE, AND WE MAY NOT BE THERE FOR A LONG, THE BOARD EXPECTS YOU TO SAY, WE AIN'T GONNA GO ABC. 
          AND WE GONNA GET TO D AND THAT'S GOTTA BE THE SITUATION LONG ENOUGH AS AN EDUCATOR. 
          I CAN TELL YOU THAT. 
          SO YOU CAN GET TO B, IF YOU GO A B, AND THEN D DEVIATE TO F AND YOU'RE PROBABLY NOT GOING TO GET THE B. 
          SO THAT'S WHAT BULLS LOOK AT. 
          THEY'RE VERY STOIC AT GENERAL LIES PEOPLE. 
          AND I, YOU KNOW, MY EXPERIENCE WITH THE TWO YEARS AND THE 40 YEARS WORKING SCHOOL DISTRICTS KNOW THAT MANY TIMES THE EDUCATION IS DRIVEN BY THE ADMINISTRATORS WHO HAVE TO BE DRIVEN BY THE DISTRICT. 
          SO THAT'S THAT'S, AND I KNOW, YOU KNOW, I ALREADY KNOW THAT, BUT THAT'S, WE'RE JUST ENCOURAGING YOU TO PUSH ON WITH YOUR, WITH YOUR AGENDA, PUSH YOUR ON WITH YOUR AGENDA WITH A GOAL IN MIND. 
          CAUSE EVERYBODY WANTS TO BE SUCCESSFUL. 
          AND I KNOW YOU FOLKS WANT TO BE SUCCESSFUL. 
          GREAT. 
          ALL RIGHT. 
          THANK YOU MIL. 
          WELL THEN, UH, AT THIS POINT, CAN I HAVE A MOTION AS TO WHETHER TO MOVE THIS FORWARD TO THE FULL BOARD? I MOVE, WE MOVE IT FORWARD THROUGH THE FULL BOARD. 
          THANK YOU. 
          I SECOND. 
          OKAY. 
          ANY MORE DISCUSSION ABOUT IT? NOPE. 
          ALL IN FAVOR. 
          AYE. 
          AYE. 
          DR. 
          CAMPBELL. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          THE ALIGNMENT, THE EXTRA WORK, UM, THE INFORMATION, THE REFLECTION, UM, ON PRACTICES. 
          THIS IS REALLY, REALLY GOOD JOB. 
          WELL 
          [01:05:01]
DONE. 
          THANK YOU. 
          AND THAT'S MY OLD COMPUTER THAT WAS MAKING A NOISE, NOT THE AC THEIR, NO, NO, NO. 
          I GAVE HER A COMPUTER. 
          I WAS MAKING A LOT OF NOISE FOR MYSELF. 
          THAT'S A SHAME. 
          OKAY. 
          WELL, WE HAVE, UM, ABOUT AN HOUR LEFT. 
          SO, UH, MS. HENDERSON, WOULD YOU LIKE TO GO AHEAD AND START? YES. 
          PULL UP MY PRESENTATION HERE. 
          OKAY. 
          CAN YOU ALL SEE MY SCREEN? UM, EVERYONE CAN SEE THE SCREEN WITH PERFORMANCE EXPECTATION 1.9. 
          YES. 
          OKAY. 
          VERY GOOD. 
          UM, GOOD AFTERNOON BOARD MEMBERS. 
          AND THANK YOU FOR THIS OPPORTUNITY TO PRESENT ON THE PROFESSIONAL SCHOOL COUNSELING PROGRAM FOR BUFORD COUNTY SCHOOL DISTRICT, UH, PERFORMANCE EXPECTATION, 1.9 GOD AND SERVICES. 
          THE PRESENTATION TODAY, UM, WILL BE EVIDENCE AND DOCUMENTATION THAT SHOWS THE SCHOOL COUNSELING PROGRAM ALIGNS WITH THE SCHOOL COUNSELING. 
          UM, THE STUDENT SERVICES POLICY OF 49 AND ALSO MORE IMPORTANTLY, THE DISTRICT STRATEGIC PLAN, UM, AND THE DISTRICT STRATEGIC PLAN. 
          THERE ARE SEVERAL OUTLINED AREAS WHERE SCHOOL COUNSELORS ARE DIRECTLY RESPONSIBLE FOR SUPPORTING THE SCHOOL I E THE SCHOOL DISTRICT. 
          AND IN, IN, IN REGARDS TO ADVANCED PLACEMENT, DUAL ENROLLMENT, CAMBRIDGE ASSESSMENT, CURRICULUM COLLEGE, AND CAREER READINESS, INTERNATIONAL BACCALAUREATE, INDIVIDUAL GRADUATION PLANS, MULTI-TIERED SYSTEM SUPPORT, MTSS, SPECIAL EDUCATION AND PROFESSIONAL DEVELOPMENT. 
          AND THE DISTRICT STRATEGIC PLAN. 
          AS I MENTIONED, A MOMENT AGO, IT SPECIFICALLY STATES THAT THE COUNSELORS HAVE TO BE INVOLVED IN ALL OF THOSE AREAS. 
          I JUST MENTIONED ADDITIONAL DOCUMENTATION AND, UH, THE PERFORMANCE EXPECTATION PACKAGE THAT I SUBMITTED, UH, OF DIRECT AND INDIRECT SERVICE PROVIDED BY SCHOOL COUNSELORS, UH, INCLUDED IN THE PACKET OF SUBMISSION WAS THE SCHOOL COUNCIL PROPOSAL, THE SCHOOL COUNSELORS NEWSLETTERS NEWSLETTER FOR THE MONTH OF SEPTEMBER, OCTOBER, NO, OCTOBER, 2020, THE AMERICAN SCHOOL COUNSELORS ASSOCIATION DOCUMENTATION FROM HG MCCRACKEN, WHICH I'LL BE SHARING SOME OF THOSE WITH YOU ALL THE AGENDA FROM OUR MOST RECENT MEETING, I SHARE THAT SOCIAL AND EMOTIONAL TRAINING THAT THE COUNSELORS HAVE GONE THROUGH ON THE 14TH, BUT ALSO ADDITIONAL DOCUMENTATION THAT'S AVAILABLE THAT I WILL BE PRESENTING THE GOAL OF THE SCHOOL COUNSELING PROGRAM AS ALIGNED WITH THE AMERICAN SCHOOL COUNSELORS ASSOCIATION. 
          AND ALSO, AS I'VE MENTIONED WITH THE DISTRICT POLICY IN SOUTH CAROLINA, COMPREHENSIVE SCHOOL COUNSELING GUIDE, HIS MODEL IS TO UNDERGIRD RESEARCH THAT IN WHICH A SCHOOL COUNSELOR PROVIDE EACH SOCIAL AND EMOTIONAL AND ACADEMIC SUPPORT TO STUDENTS, AND IT MUST BE DATA DRIVEN IN 2005, THE EDUCATION AND ECONOMIC DEVELOPMENT ACT WAS PASSED ALONG WITH PERSONAL PATHWAYS TO SUCCESS. 
          AND AS EDUCATORS WE'LL CHARGE AND SCHOOL COUNSELORS, OUR EDUCATORS WERE CHARGED WITH THE RESPONSIBILITY OF PROVIDING K-12 STUDENTS WITH STRONG ACADEMIC AND REAL WORLD PROBLEM SOLVING SKILLS. 
          ALL STUDENTS AT EVERY GRADE LEVEL MUST BE PROVIDED AN INDIVIDUALIZED EDUCATION, ACADEMIC AND CAREER ORIENTATED CHOICES WITH GREATER EXPOSURE TO CAREER INFORMATION AND OPPORTUNITIES. 
          AND I WON'T READ ALL OF THIS TO YOU ALL. 
          YOU ALL HAVE THE PACKET THAT I SUBMITTED, THE EDUCATION ECONOMIC DEVELOPMENT ACT WHEN IT WAS PASSED IN 2005, THE SCHOOL COUNSELORS TO STUDENT TO COUNSELOR RATIO WAS 500 TO ONE. 
          HOWEVER, THE, UH, THAT WAS REVISED WITH THE EDA ACT TO THE RATIO OF 300 TO ONE. 
          AND IN ADDITIONAL CAREER SPECIALIST ASSIGN AT EVERY MIDDLE AND HIGH SCHOOL TO RAISE CAREER AWARENESS, EXPLORATION AND GUIDANCE SERVICES. 
          AND CURRENTLY WE HAVE FOUR CAREER DEVELOPMENT FACILITATORS IN OUR DISTRICT. 
          AND I'LL TALK ABOUT THAT MORE, A LITTLE LATER THE BEAVER COUNTY SCHOOL DISTRICT GOAL FOR THE SCHOOL COUNSELING PROGRAM IS TO USE AVAILABLE RESOURCES AND ENSURE COMPLIANCE WITH THE SOUTH CAROLINA MANDATES TO DESIGN AND DELIVER PROGRAM WITH EACH OF OUR SCHOOLS THAT ALIGN WITH OUR DISTRICT MISSION, VISION AND STRATEGIC PLAN. 
          AS I MENTIONED A MOMENT AGO, AND I'LL GO OVER THE SPECIFIC DATA IN THE AREAS THAT'S MENTIONED IN OUR CON OUR CURRENT STRATEGIC PLAN SCHOOL COUNSELING COUNSELORS DELIVER CURRICULUM. 
          THAT INCLUDES CLASSROOM ACTIVITIES, 
          [01:10:01]
SUCH AS COUNSELORS, TEACH, TEACH, TEACH, TEACH, AND ASSISTANT TEACHING GODDESS, CURRICULUM, LEARNING ACTIVITIES OF UNITS AND CLASSROOMS AND GUIDANCE CENTERS, AND OTHER SCHOOL FACILITIES. 
          ALSO SCHOOL COUNSELORS ARE RE RESPONSIBLE FOR GROUP ACTIVITIES INDIVIDUALLY NOT ONLY INDIVIDUAL, BUT GROUP COUNSELING ACTIVITIES OUTSIDE THE CLASSROOM TO RESPONSE TO THE STUDENTS IDENTIFY INTERESTS OF NEEDS. 
          AND THAT IS SOMETHING THAT WE'LL TALK ABOUT IN REGARDS TO THE INDIVIDUAL GRADUATION PLAN. 
          THAT WAS A PART OF THE  ACT OF 2005 INDIVIDUAL PLANNING INCLUDES COUNSELING ACTIVITIES TO ASSIST ALL STUDENTS IN PLANNING, MONITORING, AND MANAGING THEIR OWN ACADEMIC ACHIEVEMENT, AS WELL AS THEIR PERSONAL AND CAREER DEVELOPMENT, INDIVIDUAL PLANNING, EMPHASIZED TEST PREPARATION, EDUCATION COUNSELING, INCLUDING POST-SECONDARY AND CAREER PLANNING. 
          AS WE KNOW, THE INDIVIDUAL GRADUATION PLAN ANNUAL REVIEW IS CONDUCTED ANNUALLY IN THE GRADES EIGHT THROUGH 12, AND INCLUDED IN THAT ANNUAL REVIEW IS THE STUDENT, THE PARENT GUARDIAN OR DESIGNATE. 
          IT CAN BE SOMEONE DESIGNATED BY THE PARENT AND A PROFESSIONAL SCHOOL COUNSELOR, A LICENSED SCHOOL COUNSELOR, INDIVIDUAL APPRAISAL FOR SCHOOL COUNSELORS, WORK WITH STUDENT AGAIN, ANALYZING AND EVALUATING THEIR ABILITIES, CONDUCTING INTEREST INVENTORIES AND ACHIEVEMENT TEST INFORMATION. 
          THOSE ARE THE THINGS THAT ARE REVIEWED WITH THE SCHOOL COUNSELOR, UH, ALONG WITH THE PARENT AND THE STUDENT DURING THAT IGP, BUT ALSO, UH, IT IS IMPORTANT AND MUST AND MANDATED IN THE EDA ACT THAT CAREER AWARENESS IS HELD AND CONDUCTED AT THE ELEMENTARY SCHOOL CAREER EXPOSURE AT THE MIDDLE SCHOOL AND CAREER PLANNING AT THE HIGH SCHOOL, BECAUSE ONCE THEY'RE IN HIGH SCHOOL, IT'S TIME TO IMPLEMENT THAT PLAN FOR POST-SECONDARY ENDEAVORS, INDIVIDUAL ADVISEMENT, SCHOOL COUNSELORS WORK WITH STUDENTS AND USING PERSONAL SOCIAL EDUCATIONAL CAREER AND LABOR MARKET INFORMATION. 
          AND A BIG PART OF THAT IN A PARTNERSHIP IS THE CVS THAT WE HAVE IN THE SCHOOL. 
          AS I MENTIONED A MOMENT AGO, AND I'LL TALK GREATER LATER, WE DO HAVE FOUR CAREER DEVELOPMENT FACILITATORS. 
          AND THANK YOU, DR. 
          STRATOSE FOR ADDING ON TO MORE CAREER DEVELOPMENT FACILITATORS. 
          THIS YEAR, WE HAVE A ONE, A TWO NORTH OF THE BROAD AND TWO SOUTH OF THE BROAD PLACEMENTS SCHOOL COUNSELORS ASSIST STUDENTS IN MAKING THE TRANSITION FROM SCHOOL TO SCHOOL, TO SCHOOL, TO WORK OR SCHOOL, TO ADDITIONAL EDUCATION ON OLD TRAINING, RESPONSIVE SERVICES, UH, ADDRESS THE IMMEDIATE NEEDS OF A STUDENT AND CONCERNS SUCH AS SERVICES INCLUDE PERSONAL COUNSELING PRICES MANAGEMENT. 
          AND THAT, THAT IS SOMETHING THAT UNFORTUNATELY, BUT FORTUNATELY THAT OUR DISTRICT, I THINK WE HAVE GOTTEN IT DOWN AS FAR AS CRISIS RESPONSE. 
          WHENEVER WE ARE DEALING WITH CRISIS IN PARTICULAR, WHEN WE'RE DEALING WITH DEATH OF STUDENTS OR DEATH OF EMPLOYEES IN OUR DISTRICT, I DISTRICT STRIKE CRISIS TEAM AND SCHOOL CRISIS TEAM HAS DEVELOPED A MODEL THAT HAS BEEN IMPLEMENTED THROUGHOUT THE STATE. 
          AND WE HAVE BEEN SOUGHT AFTER, AND WE SHARED OUR DISTRICT PRICE'S PLAN WITH DISTRICTS THROUGHOUT THE STATE. 
          AS A MATTER OF FACT, I SHARE THE, WHAT THEY WOULD, MY COLLEAGUES AT THE STATE LEVEL THIS MORNING. 
          AND I'LL TALK A LITTLE BIT MORE, MORE ABOUT THAT. 
          ONCE I TALK ABOUT THE CRISIS RESPONSE TEAM CONSULTATION, SCHOOL COUNCILS CONSULT WITH PARENTS, TEACHERS, AND EDUCATORS AND COMMUNITY AGENCIES. 
          WE HAVE NUMEROUS APPROVED COMMUNITY AGENCIES THAT COUNSELORS WORK VERY CLOSE WITH WHEN WE'RE REFERRING STUDENTS OR PARENTS TO OUTSIDE AGENCIES THAT HAVE BEEN VETTED AND APPROVED BY OUR SCHOOL DISTRICT. 
          PERSONAL COUNSELING COUNSELING IS PROVIDED IN SMALL GROUPS OR INDIVIDUAL BASIS FOR STUDENTS EXPRESSING DIFFICULTIES, DEALING WITH RELATIONSHIP PERSONAL ISSUES OR DEVELOPING DEVELOPMENTAL TASKS, PERSONAL COUNSELING ASSIST STUDENTS IN IDENTIFYING PROBLEMS CAUSE PROBLEMS CAUSES ALTERNATIVES AND POSSIBLE CONSEQUENCES. 
          SO APPROPRIATE ACTION IS TAKEN AND WE SEE THAT PERSONAL COUNSELING, NOT ONLY WITH THE SCHOOL COUNCIL, BUT THAT THOSE PROBLEMS MAY BE AGAIN ACADEMICS. 
          AND WE'LL TALK ABOUT THE EMPTY SS MODEL AGAIN HERE SHORTLY PRICE'S COUNSELING. 
          AS I MENTIONED, A MOMENT AGO, CRISIS COUNSELING, OUR SUPPORTS ARE PROVIDED TO STUDENTS FACING EMERGENCY SITUATIONS, SUCH A IS NORMALLY SHORT TERM, A TEMPORARY IN NATURE WHEN NECESSARY APPROPRIATE REFERRAL SOURCES ARE USED. 
          CAN WE MANDATE A STUDENT TO GO TO COUNSELING OUTSIDE SOURCES AT SCHOOL COUNSELORS? NO, WE CAN NOT. 
          IF A SCHOOL COUNSELOR OR AN EDUCATOR MANDATED, THEN WE'RE RESPONSIBLE FOR THE FINANCIAL ASPECT OF THAT. 
          WE DO REFERRAL SCHOOL COUNSELORS. 
          YOU USE REFERRAL SERVICES TO DEAL WITH PRICES SUCH AS SUICIDE, VIOLENCE, ABUSE, AND TERMINAL ILLNESS. 
          THESE REFUELED REFERRAL SERVICES MAY INCLUDE FOLLOWING MENTAL HEALTH AGENCIES, EMPLOYMENT AND TRAINING PROGRAM, VOCATIONAL REHABILITATION, JUVENILE SERVICES AND SOCIAL SERVICES. 
          SO WE HAVE A WONDERFUL PARTNERSHIP WITH OUR LOCAL COMMUNITY AGENCIES SYSTEMS. YES MA'AM YES. 
          JARED, YOU SAID YOU, WEREN'T GOING TO READ ALL THIS TO US, 
          [01:15:01]
BUT I DON'T WANT TO SEE THAT YOU'RE NOT READING IT ALL TO US, BUT YOU'RE RELAXED WHEN I GET NEAR DONE WITH ALL THIS STUFF THAT YOU HAVE. 
          AND SO FOR GIVING US SOME GENERAL INFORMATION ABOUT IT AND SOME NEEDS, AND SOME, YOU KNOW, SOME, SOME, SOME DIRECTIONS ON WHERE YOU WERE, WHERE, WHERE, WHERE WE NEED TO GO TO, TO HELP IMPROVE THIS PARTICULAR PART OF OUR DISTRICT GOAL OR LEAVE IT ALONE BECAUSE YOU'RE FUNCTIONING WELL. 
          AND, YOU KNOW, I'M ASSUMING THAT ALL THESE THINGS OF BEING HELD ACCOUNTABLE BY SOMEONE IN THE, IN THE DISTRICT, BUT, UH, WE WOULDN'T KNOW ANY MORE ABOUT IT BY YOU TELLING HER OKAY, WHAT I WOULD, I WOULD EXPEDITE. 
          AND I HIGHLIGHT SOME OF THE SIGNIFICANT EVENTS, UH, AS YOU MENTIONED THAT I DID SUBMIT A WEALTH OF INFORMATION. 
          I ALSO PREPARED FOR YOU ALL, AND I'LL GO TO THAT. 
          SOME HIGHLIGHTS AND BULLETS, EVERYTHING THAT I'M GOING TO SHARE WITH YOU RIGHT NOW, HIGHLIGHTS, UH, WHAT, WHAT WAS, WHAT WAS INCLUDED IN THE PACKET, UM, IS, UH, IT'S OH, AS AN OVERVIEW OF THE DATA AND SOME OF THE WORK SAMPLES THAT ARE INCLUDED IN PERFORMANCE, 1.9, AS WE KNOW, WE HAVE APPROXIMATELY 21,235 STUDENTS, EIGHT THROUGH, UH, AND OUR DISTRICT AND THERE, THE DATA'S BROKEN DOWN THERE. 
          AND, UH, WE HAVE 12,000 STUDENTS PLUS RECEIVING FACE-TO-FACE AND, UH, 8,000 STUDENTS RECEIVING VIRTUAL SCHOOL COUNSELORS WERE IMPAIRED, UH, IMPERATIVE WITH THEIR DUTIES AND RESPONSIBILITIES. 
          IT WAS IMPORTANT THAT THEY PROVIDE SUPPORT FOR THOSE STUDENTS IN PREP, PREPARING FOR THE SCHOOL YEAR IN PARTICULAR, UH, WITH THEIR SCHEDULING. 
          SO SCHOOL COUNSELORS, NOT ONLY DID THEY, THEY DIDN'T START WORKING IN AUGUST. 
          THEY WORKED BASICALLY THE ENTIRE SUMMER SCHOOL COUNSELORS. 
          WE HAVE 64 OF THEM. 
          WE HAVE FOUR CAREER DEVELOPMENT FACILITATORS. 
          WE HAD FOUR SCHOOL COUNSELORS TO REDESIGN THIS SCHOOL YEAR. 
          ALL POSITIONS ARE FILLED EXCEPT ONE. 
          RIGHT NOW WE HAVE A VACANCY THAT'S BEING FILLED BY THE SCHOOL COUNSELORS OF RIGHT CHOICE. 
          THAT WAS A SPIRIT, A COUNSELOR OVER HERE AT RIGHT CHOICE. 
          HOWEVER, THERE ARE NO STUDENTS THAT RIDE CHOICE CURRENTLY. 
          SO THAT SCHOOL COUNSELORS SCHOOL COUNCIL WAS PLACED OVER AT HILTON HEAD ISLAND HIGH SCHOOL TO PROVIDE SUPPORT. 
          SO THEY'RE FULLY STAFFED UNTIL RIGHT CHOICE. 
          UH, STUDENTS START COMING OVER HERE WHERE THERE'S A NEED THAT INDIVIDUAL WILL STAY OVER THERE. 
          UH, DURING THE COURSE OF, UM, WHEN THE SCHOOL WAS DISMISSED INTO A TOTAL VIRTUAL FORMAT IN MARCH, WHEN YOU LOOK THROUGH THE PACKAGE, THERE'S A LIST, A LINK WHERE I REQUIRED SCHOOL COUNSELORS TO DON'T KNOW, NATE NOTATE, WHAT WERE THEY DOING DURING THAT TIME? BECAUSE IF YOU'RE IN A VIRTUAL LEARNING ENVIRONMENT, HOW ARE YOU SUPPORTING YOUR STUDENTS? THERE WAS A TASK LOG THAT THE SCHOOL COUNSELORS WERE RESPONSIBLE FOR COMPLETING EVERY WEEK. 
          AND SOME OF THAT INFORMATION, I KNOW DR. 
          STRATA SHARED WITH YOU ALSO IN THE PE DASH ONE, YOU WILL SEE OUR YEAR LONG PROFESSIONAL DEVELOPMENT PLAN. 
          OUR EMPHASIS THIS YEAR, UH, IT WAS, I WAS BEING PLACED ON SOCIAL AND EMOTIONAL TRAINING, BULLYING, DUAL ENROLLMENT, IGP, AND COLLEGE READINESS. 
          UM, IN REGARDS TO COLLEGE AND CAREER READINESS, AS YOU ALL ARE AWARE FOR THE LAST SIX YEARS, WE HAD NABI NABI ON HIS CONTRACT EXPIRED AUGUST 25TH. 
          IT WAS CANCELED. 
          THAT CONTRACT WAS $450,000. 
          AND WE TERMINATED THAT CONTRACT BECAUSE OF LOW, LOW, LOW USAGE. 
          AND BECAUSE OF THE EXTREME COSTS ASSOCIATED WITH IT, WHAT DID WE DO TO REPLACE NAVIANCE, TO RAISE COLLEGE AND CAREER AWARENESS WITH STUDENTS? UM, WE REPLACED IT WITH A GREAT, UM, WITH SEVERAL GREAT PROGRAMS TO INCLUDE PARCHMENT, WHICH IS FREE. 
          THE STATE ABOUT FOUR YEARS AGO, PURCHASED I CONTRACT WITH PARCHMENT. 
          NOW WE CAN TRANSMIT ALL ELECTRONIC DOCUMENTS AT THE HIGH SCHOOL LEVEL FOR FREE. 
          WE ALSO, UH, UH, WENT INTO A CONTRACT WITH SCORE SCORE IS A COLLEGE AND CAREER READINESS ONLINE PROGRAM. 
          ALL THE HIGH SCHOOLS HAVE ACCESS TO THAT AS FOR STUDENTS CAN NOW DO COLLEGE SEARCH, THEY CAN DO COLLEGE MATCH, THEY CAN ALSO LOG INTO ANY INSTITUTION IN THE UNITED STATES THROUGH SCORE. 
          AND ALSO WE CAN DO ELECTRONIC TRANSMITTAL OF DOCUMENTS THROUGH SCORE. 
          IT IS FREE SCO AS, AND AS FOUR IS FOR HIGH SCHOOL STUDENTS SKO AS IS ALSO A FREE DOCUMENT, ELEMENTARY, MIDDLE AND HIGH SCHOOL THAT ALSO RAISED COLLEGE AND CAREER AWARENESS. 
          IT MAY INTERRUPT US FOR REAL. 
          UM, I DON'T THINK WE'RE IN THAT MUCH OF A HURRY. 
          UM, I'M HAVING TROUBLE FOLLOWING, UH, BECAUSE I'M TRYING TO LOOK AT SOME OF THE DOCUMENTATION THAT YOU'RE REFERENCING ON MY OTHER COMPUTER. 
          AND, UH, SO COULD WE KIND OF FOLLOW ALONG WHAT YOU HAVE BECAUSE WE HAD TO PRESENT THIS TO THE FULL BOARD, SO THEY'RE GOING TO LOOK AT THE DOCUMENTATION. 
          OKAY. 
          SO DO YOU WANT ME TO, UH, THESE WERE JUST MY HIGHLIGHTED NOTES. 
          I CAN GO BACK TO THE PE AND JUST SKIP OVER SOME OF THOSE ITEMS 
          [01:20:01]
ALSO, THAT WOULD BE ADVANTAGEOUS TO HAVE THE VISUAL WITH THE AUDITORY IN, AND YOU DON'T HAVE TO READ IT TO, BUT YOU COULD HIGHLIGHT IT FROM THE VISUAL. 
          OKAY. 
          SO WHAT PAGE, WHERE ARE YOU AS FAR AS WHAT YOU'RE SHARING WITH US? OKAY. 
          I WILL SKIP THROUGH THE DOCUMENTS HERE. 
          THAT'S MENTIONED WHERE THERE ARE REFERENCES FOR EVIDENCE AND I WILL GO THROUGH, UH, AS I MENTIONED, WE HAVE 64 COUNSELORS THERE, THE LIST OF ALL THE SCHOOL COUNSELORS IN SCHOOLS, WHERE THEY'RE LOCATED. 
          OKAY. 
          I'M WITH YOU NOW TO INCLUDE THE CAREER DEVELOPMENT FACILITY FACILITATORS. 
          OKAY. 
          THAT THE NEXT PAGE HAS THE STUDENT TO COUNSELOR RATIO FOR EVERY SCHOOL IN OUR DISTRICT. 
          YOU'LL NOTICE THE STUDENT TO COUNSELOR RATIO WHERE THERE'S ONE, OBVIOUSLY ONE, TWO, A THAT'S THE TOTAL NUMBER TO THE LEFT AND TO THE RIGHT IS THE NUMBER FOR THE PARTICULAR COUNSELOR CASELOAD. 
          OKAY. 
          AND YOU SAID THAT FOUR COUNSELORS LEFT. 
          DID YOU DO AN EXIT INTERVIEW? DO YOU KNOW WHY THEY LEFT? UH, YES. 
          IN HR MAINTAIN ON FILE WHILE THEY LEFT, UH, ONE COUNSELOR CHOSE TO GO TO, SHE WANTED TO MOVE UP NORTH AND, UH, AND I WILL TELL YOU, TWO OF THEM LEFT ACTUALLY THREE OF THEM LEFT AND CHOSE TO SEEK EMPLOYMENT WITH ONLINE INSTITUTION BECAUSE OF THE CHALLENGES THAT EXIST WITH, UH, THE, THE INSTRUCTIONAL ENVIRONMENT OR A HYBRID LEARNING ENVIRONMENT. 
          IT WAS, IT WAS TOO DEMANDING. 
          AND AT TWO WENT TO ONLINE AND ONE ACTUALLY RESIGNED AND SAID IT WAS TAKING TOO MUCH TIME FROM HER FAMILY. 
          OKAY. 
          YES. 
          HMM. 
          GOOD INFORMATION TO HAVE TO SEE WHERE YOU MIGHT NEED TO SUPPORT THE CURRENT GUIDANCE COUNSELORS. 
          SO WE DON'T LOSE OR MORE. 
          AND, AND WITH THE POPULATION OF 64, FOUR, MAKE A GREAT IMPACT, BUT I WILL SHARE WITH YOU ALL THAT, WE'RE VERY FORTUNATE THAT WE DID HAVE SCHOOL. 
          WE HAD INDIVIDUALS THAT HAD COMPLETED SCHOOL COUNSELING PROGRAMS. SO WE WERE ABLE TO PLUG THEM RIGHT IN, THEY WERE MISSING. 
          THEY WERE EITHER IN THE DISTRICT AS A BEHAVIOR MANAGEMENT SPECIALIST. 
          SO WE WERE ABLE, BUT THEY HAD COMPLETED THE SCHOOL COUNSELING PROGRAM. 
          AND AS I USED TO THE SCHOOL COUNSELOR THAT WAS AT RIGHT CHOICE, WE PUT HOME AT HILTON BECAUSE THERE ARE NO KIDS HERE ON THIS PAGE RIGHT HERE, PAGE NINE. 
          COULD YOU WALK THROUGH THE DISTRIBUTION OF THE RATIO A LITTLE BIT, BECAUSE I KNOW YOU GET A CITATION EARLIER REGARDING REQUIREMENTS AND IN RELATION TO THE PE REGARDING ACCESS. 
          SO IF YOU COULD WALK THROUGH THAT IS TO SEVEN 49, THE SCHOOL WHO ARE BLOCKED IN THE SCHOOL POPULATION. 
          SO EACH COUNSELOR IS CARRYING A LOAD OF THREE 74. 
          THAT IS CORRECT DR. 
          STRATOS, THESE, THESE STATE AND THE NATIONAL GUIDELINES, AS WE MENTIONED IS 300 TO ONE. 
          AND, UM, WHEN WE SEE 374, WE DON'T SPRAIN BECAUSE IT'S 74. 
          HOWEVER, IF THOSE, IF THOSE NUMBERS WERE 950, THAT'S WHEN WE WANT TO LOOK AT INCREASE OF PERSONNEL RIGHT NOW, WITH HUNDRED AND 74 AT AN ELEMENTARY SCHOOL LEVEL, WE DON'T, WE WILL NOT DEMAND OR REQUEST AN INCREASE AS FAR AS SCHOOL COUNSELING BECAUSE THE SCHOOL COUNSELING RATIO AND THE DEMAND IS DIFFERENT AT THE HIGH SCHOOL LEVEL THAN IT IS AT THE MIDDLE SCHOOL LEVEL, WHERE SCHOOL COUNSELING AT THE ELEMENTARY SCHOOL LEVEL IS DELI, CLASSROOM GUIDANCE, UH, INDIVIDUAL AND GROUP COUNSELING. 
          THEY ASSIST WITH, UH, TESTING. 
          HOWEVER, WHEN WE'RE LOOKING AT HIGH SCHOOL, THERE ARE ADDITIONAL LAWS AND POLICIES IN WHICH WE HAVE TO ADHERE TO FOR STUDENTS TO MEET THE SOUTH CAROLINA GRADUATION REQUIREMENT ARE THESE NUMBERS ARE SAME. 
          THIS RATIO IS THE SAME AS THE ONES YOU GAVE US LAST YEAR, BECAUSE NO EXCELLENT QUESTION. 
          I WILL TELL YOU, I, I PURPOSELY WENT AND DID THESE NUMBERS ARE TOP OF DAYS AGO BECAUSE I WANTED THEM TO BE ACCURATE. 
          THE NUMBERS HAVE BIG AND ADOPT A STRATEGY. 
          AND I TALKED ABOUT THIS, THIS SCHOOL NUMBERS HAVE DECLINED OVER A THOUSAND STUDENTS. 
          SO THE NUMBERS HAVE DECLINED FROM LAST YEAR. 
          WE, WE HAVE STUDENTS WHERE PARENTS ELECTED TO WITHDRAW THEIR STUDENTS FROM BUFORD COUNTY SCHOOL DISTRICT. 
          SO THESE NUMBERS ARE ACTUALLY LOWER TOTAL, BUT IT'S A LITTLE OVER A THOUSAND. 
          AM I CORRECT? DR. 
          STRATOS THE RELATIONSHIP IS BETTER THIS YEAR IS MOST, DEFINITELY BETTER THIS YEAR, UNFORTUNATELY, BECAUSE STUDENTS WERE PARENTS WITHDREW THEIR STUDENTS, RIGHT? SO THAT'S WHAT DR. 
          STRATIS AND I HAD THIS CONVERSATION EARLIER THAT THE NEED IS NOT AS GREAT BECAUSE OF THE DECLINE OF THE NUMBER OF STUDENTS WE HAVE. 
          OKAY. 
          WELL, I GOT A QUESTION. 
          I, I SEE IT, THE BOTTOM OF YOUR SLIDE RIGHT THERE. 
          UH, THE RATIO, EXCEPT THAT I THINK THEY HAD THIS DISCUSSION LAST YEAR, BUT THE AMERICAN SCHOOL COUNSELOR MODEL WAS 250 TO ONE, YES. 
          300 TO ONE. 
          BUT AS YOU'RE SAYING, THAT'S THE OTHER GUIDELINE THAT WE'RE GOING BY? THE STATE, THE STATE GUIDELINES IS 300 TO ONE IN THE EEG ACT THAT THE AMERICAN SCHOOL POUNCE AND MODEL RECOMMENDS 
          [01:25:01]
TWO 50. 
          RIGHT, RIGHT. 
          NOW, HOW DO WE RELATE TO, TO EITHER W W WE ADHERE TO THE STATE GUIDELINES OF 300 TO ONE? I MEAN, HOW ARE WE CONFORMING AT EVERY SCHOOL? WELL, LOOKING AT A LIST, LOOK AT THE, AS WE ARE CONFORMING AT EACH SCHOOL WITH THE EXCEPTION OF  HR, HR WILL, WILL NOT, UH, I WILL SAY, WILL NOT SUPPORT GETTING A CASE WHERE THERE'S 350 OR 360 STUDENTS, AND THERE'S OVERALL 700 STUDENTS IN A SCHOOL AND TWO SCHOOL COUNSELORS. 
          WE'RE NOT GOING TO SEE ANOTHER SCHOOL COUNSELOR PLACED THERE GENERALLY UNTIL THOSE NUMBERS UP. 
          LIKE, FOR INSTANCE, I GIVE AN EXAMPLE, HQ, MCCRACKEN, THEY HAVE THE NUMBER HERE. 
          THEY JUST INCREASED IT NOVICE FOR THEIR SCHOOL. 
          THE HR PROGRAM IT'S FIND IT HERE. 
          THEY HAVE A HERE, PERFECT EXAMPLE, 932 COUNTS, 932 STUDENTS. 
          THEY, UP UNTIL THIS SCHOOL YEAR, THEY ONLY HAD TWO SCHOOL COUNSELORS THIS YEAR. 
          THAT WAS AN INCREASE TO THREE SCHOOL COUNSELOR. 
          NOW THE RATIO IS 310. 
          THAT'S THE KIND OF, THAT'S THE KIND OF CONVERSATION I WANT TO HAVE BECAUSE, YOU KNOW, YOU JUST MADE A STATEMENT THERE THAT THAT'S IMPORTANT TO US, THAT HR WOULDN'T SUPPORT SUCH AND SUCH WHO SAID THE HR. 
          I WOULDN'T SAY THEY WOULDN'T SUPPORT, UH, THEY ARE AWARE OF THE NUMBERS. 
          UH, AND, AND WHEN, WHEN I, WHEN I TALKED TO DR. 
          STRATUS ABOUT THIS LAST YEAR, UM, AND WE HAD THE CONVERSATION WITH THE HUMAN RESOURCE, UM, JUST LIKE WITH 80 MCCRACKEN, WE KNEW THE NUMBERS WERE INCREASING IN BLUFFTON AREAS GROWING EXTREMELY FAST. 
          SO TH THAT WAS, UH, HONORED WHERE WE WERE GIVEN THAT, THAT THIRD COUNSELOR. 
          OKAY. 
          I UNDERSTAND THAT. 
          I'M JUST TRYING TO MAKE SURE THAT WE GOT COUNSELORS THAT WE NEED AND THE COUNSELORS IN THE RIGHT PLACES THAT WE NEED. 
          ALL OF THOSE THINGS GOT TO JOSH IN TERMS OF THE ABUSE OF THE COUNSELORS. 
          AND WE ASKING FOR THE NUMBERS TO BE RELEVANT TO THE REST OF THE STAFF THAT WE WERE ASKING FOR FROM A YEAR LATE BASIS. 
          I, YOU KNOW, YOU DON'T HAVE ANY CONTROL OF THAT DIRECTLY, BUT YOU CAN SUPPORT, YOU KNOW, WHERE THE COUNSELORS ARE GOING. 
          PARTICULARLY DR. 
          STRATAS HAS SOME GENERAL, SOME DIRECTORS HAVE DRIVE THROUGH THIS BECAUSE SHE CAN DICTATE WHERE SHE WANTS HER COUNSELORS TO GO AND HOW MANY WE'D NEED. 
          AND THAT CAN BE, UH, A FIST SWIPE BETWEEN DR. 
          STRATUS, DR. 
          RODRIGUEZ AND MS. WALTER. 
          BUT BOTTOM LINE IS I WANT TO KNOW THAT WHERE THEY COME FROM IT IS WHERE IT'S NOT. 
          AND THEN I, I, MYSELF PERSONALLY, WOULD LOOK AT THE SCHOOL'S EFFECTIVENESS IN TERMS OF WHAT THEY'RE DOING IN TERMS OF THOSE GRADUATION, ET CETERA, ET CETERA, ET CETERA. 
          SO THOSE ARE THE THINGS THAT I, YOU KNOW, THAT'S WHY I WANT TO KNOW, YOU KNOW, I DON'T KNOW HOW MUCH CONFORMING I SAW WERE RENTED AS 571 TO ONE. 
          AND LIKE, YOU KNOW, HOW DOES THAT RELATE TO THEIR EFFECTIVENESS? I MUST ALSO ADD TO THAT. 
          UH, MR. CAMPBELL AND MRS. FIELDS IS THAT ELEMENTARY GUIDELINES ARE DIFFERENT THAN HIGH SCHOOL AND MIDDLE SCHOOL GUIDELINES IN TERMS OF THE RATIO OR TO THE RATIO. 
          IT IS DIFFERENT FOR ELEMENTARY THAN IT IS FOR HIGH SCHOOL AND MIDDLE SCHOOL, THE NUMBER THE RATIO IS HIGHER, WHAT IS IT? WHAT IS IT? IT'S 650. 
          I WOULD, I WILL EMAIL YOU DEFINITIVELY THOSE NUMBERS FOR ELEMENTARY. 
          I WANT TO SAY 650 TO ONE. 
          YES. 
          ELEMENTARY IS DIFFERENT. 
          YOU KNOW, THAT'S WHY I HAVE THE RATIO AT THE BOTTOM MIDDLE SCHOOL. 
          AND HIGH SCHOOL IS 350 TO ONE, RIGHT. 
          THAT GIVES ME SOMETHING TO STUDY NOW. 
          THANK YOU. 
          I MEAN, CAUSE NOW I CAN SEE SOME THINGS ABOUT THIS THAT I WOULD LIKE TO FIND TUNE IF FOR SIX 50 TO ONE. 
          AND, AND, AND THAT IS, AND TO BE, THAT IS A, THAT IS A LARGE LOAD, BUT UNFORTUNATELY, UM, I WOULD JUST SAY THE POLICY STATES, SOUTH CAROLINA, STATE REGULATION, 43, THEY DEFINE THOSE POLICIES, NOT OUR DISTRICT, NOT HR. 
          IT IS DEFINED BY STATE REGULATION. 
          IT IS NOT US HERE AT THIS LEVEL THAT DEFINE THOSE NUMBERS. 
          UM, YEAH, , AS I MENTIONED A MOMENT AGO, IS THAT WE DO NOT DEFINE THOSE NUMBERS. 
          AS I MENTIONED, YOU'LL NOTICE AT THE BOTTOM STATE REGULATION, CHAPTER FOUR 43, DEFINED THE NUMBER OF STUDENTS TO RATIO, UH, EVEN THOUGH THE AMERICAN AND THE NATIONAL MODEL SAYS 250, WE HAVE TO ADHERE TO THE 
          [01:30:01]
STATE GUIDELINES. 
          YOU MEAN ONLY, OR I MEAN, WHICH WAY, WHICH WAY WE, WE HAVE NATIONAL STANDARDS AND WE HAVE STATE GUIDELINES STANDARDS. 
          WE ADHERE TO SOUTH CAROLINA, NATIONAL, UH, SOUTH CAROLINA GUIDELINES AS NOTED AND STATE REGULATIONS, CHAPTER 43, WHICH IS FOR HIGH SCHOOL AND ELEMENTARY HIGH-SPEED SECONDARY AND ELEMENTARY. 
          RIGHT. 
          BUT IF WE'RE BETTER ELEMENTARY THAN WE HAVE TO BE, UH, FOR EXAMPLE, LADIES OUT, I MEAN, IF YOU ADHERING TO STATE GUIDELINES AND THEN NEED ONE COUNSELOR, ACCORDING TO THE GUIDELINES, WELL, AM I CORRECT? TWO FOR 500 STUDENTS, 513 STUDENTS, LADIES ISLAND ELEMENTARY, WOULDN'T HAVE NOTICED THAT THE TOP HAS 223, BUT WHEN YOU LOOK AT RED CEDAR AND THOSE SCHOOLS, MIDDLE LADIES OUT OF THE MIDDLE, IS THAT ALSO LADIES OUT OF THE MIDDLE HAS A NC YOU, THAT THEY'RE IN COMPLIANCE. 
          THEY HAVE TWO COUNSELORS AND THEY'RE 256 EACH. 
          OKAY. 
          THAT'S WHAT I, THAT'S WHAT I WANT TO WANT TO BE ABLE TO READ THAT CORRECTLY. 
          BEFORE I LOOK AT THE RED CEDAR AND SAY, THEY, YOU SAID THEY'RE IN COMPLIANCE BECAUSE THEY GOT LESS THAN 600. 
          YES, YES. 
          RIGHT IN MIDDLE. 
          OKAY. 
          BLUFFTON, MIDDLE, UM, BLUFFTON MIDDLE HAS TWO COUNSELORS AND THEY'RE OVER. 
          AND, AND, AND, AND IF YOU, YOU KNOW, WHEN WE'RE TALKING ABOUT THAT CASE LOAD IS, IS THAT X, IS THAT EXTREME? I WOULD SAY WE NEED TO START LOOKING AT A SCHOOL LIKE THAT. 
          YES. 
          MA'AM, THAT'S EXACTLY WHAT WE'RE TALKING ABOUT. 
          AND NOT ONLY THAT, BUT WE LEAD THE LOOK AT THE RESULTS AND BLUFFTON THE MIDDLE IN TERMS OF WHAT THEY'RE DOING IN TERMS OF THE STUDENTS IN ARENA HIGH SCHOOL, WITH THOSE PLANS IN PLACE, ET CETERA, AND HOW IT RELATES TO THE COUNSELOR, AS OPPOSED TO SOME SCHOOLS WHO MAY NOT NEED TO, ALTHOUGH THE RULES SAID TO BLOCKED, THAT IS OVER AND NOBODY IS THE STATE ISN'T HAMMERING DOWN ANYTHING BECAUSE WE'RE OVER AT BLUFFTON. 
          CORRECT? CORRECT. 
          RIGHT. 
          SO, YOU KNOW, I THINK WE CAN MANAGE WITHIN OUR SYSTEM WITHOUT BEING PUSHED AND PULLED BY THE STATE. 
          RIGHT. 
          KATHY, YOU WANTED TO SAY SOMETHING. 
          YEAH. 
          I THINK THAT, UM, IN ADDITION TO LOOKING AT PURE NUMBERS, WE HAVE TO LOOK AT THE CHALLENGES AT THE SCHOOL. 
          I CAN TELL YOU, I'VE BEEN AT SEVERAL MEETINGS AT HILTON HEAD HIGH SCHOOL. 
          THEIR GUIDANCE PROGRAM HAS BEEN IN DISARRAY FOR THE PAST COUPLE OF YEARS. 
          I THINK EVERYONE WOULD AGREE WITH THAT. 
          THEIR DEFENSE SHORT THEY'VE BEEN. 
          AND SO WHEN I GET CALLS FROM PARENTS, THEY DIDN'T HAVE ANY IEP MEETINGS LAST YEAR. 
          THEY DIDN'T HA SO THAT'S NOT, YOU KNOW, THAT'S GOTTA BE ADDRESSED IMMEDIATELY. 
          AND, UM, YOU KNOW, I THINK WHEN YOU LOOK AT THE GUIDE, THE HIGH SCHOOL NUMBERS, YOU KNOW, BUFORD HIGH SCHOOL, 242 IS A GREAT NUMBER THAT'S WITHIN. 
          AND THEN YOU LOOK AT HILTON HEAD THREE 40. 
          WELL, THAT'S NOT THAT HUGE. 
          LIKE THEY BEEN SO INCONSISTENT WITH KEEPING STAFF THERE. 
          THAT THAT MAKES A DIFFERENCE. 
          AND, AND I JUST THINK, UM, YOU KNOW, OUR HIGH SCHOOLS, YOU KNOW, HIGH SCHOOL GUIDANCE COUNSELOR, YOU'RE GONNA HAVE TO DO ALL THE COLLEGE RECOMMENDATION. 
          SO MANY IMPORTANT THINGS THAT I KNOW THAT, UM, THE HILTON HEAD ISLAND PARENTS ARE VERY CONCERNED. 
          AND I, AND I WILL, I WILL TOTALLY AGREE WITH YOU. 
          WHEN I SAY COUNSELORS HAVE LEFT. 
          THEY HAVE PRIMARILY LEFT FROM HILTON HEAD ISLAND HIGH SCHOOL. 
          AND I'M, I'M GOING TO BE TOTALLY HONEST WITH YOU. 
          IF WE HAVE A CHALLENGE RIGHT NOW IN A GODDESS DEPARTMENT, IT WOULD BE HILTON HEAD ISLAND HIGH SCHOOL BECAUSE WE, THE COUNCIL, REMEMBER, I JUST MOMENT MENTIONED A MOMENT AGO. 
          THAT'S WHEN RIDE CHOICE IS OVER THERE RIGHT NOW, WORKING AT HILTON HEAD ISLAND HIGH SCHOOL, I'VE HAD THREE COUNSELORS TO LEAD THERE IN THE LAST YEAR, A YEAR AND A HALF. 
          THREE. 
          OKAY. 
          SO, SO THAT'S THE KIND OF DATA THAT WOULD LIKE TO BE IN, WHAT ARE WE DOING ABOUT IT? WHAT, WHAT, WHAT CHANGES, HOW, WHAT, WHAT WHAT'S HAPPENING BE GIVEN THAT INFORMATION AND THAT DATA. 
          AND I WILL TELL YOU, GARY, CAN I JUST SLIDE IN A SECOND? CAUSE THERE'S A FEW THINGS THAT I, I, I WANT TO BRING PHONE ONE. 
          I THINK WE NEED TO ON THIS ON PAGE NINE IS THE IDEA THAT ALSO PUT IN THE ELEMENTARY REQUIREMENT HERE. 
          YEAH. 
          I THINK THAT'S IMPORTANT. 
          YES. 
          I THINK WE NEED TO LOOK AT FOLLOWING THE STATE GUIDELINE, NOT BECAUSE THERE'S CONFUSION BETWEEN THE AMERICAN SCHOOL COUNSELOR GUIDELINE AND 
          [01:35:01]
THE STATE REG 43. 
          I ALSO WANT TO SHARE THAT AS WE'RE LOOKING AT THE NEEDS OF SCHOOLS, BECAUSE JERRY FIRST I HAVE TO BACK THE DOOR THAT JERRY DOES A GREAT JOB AT GROWING OUR OWN AND PUSHING AND WORKING WITH ACTUALLY A CITADEL FOR PROGRAMS AT GROWING OUR COUNSELORS, AS WELL AS OUR, OUR CAREER PERSONNEL. 
          I THINK WE NEED TO LOOK ALSO AT THE NEEDS AND HOW ARE WE ADDRESSING OUR KIDS, ALL KIDS. 
          AND WHAT, WHAT CAN WE LOOK AT RECOMMENDATIONS THAT I PUT A SIDEBAR HERE? LIKE, YOU KNOW, KNOWING THE DISTRICT EXPECTATIONS FOR HIGH SCHOOL, DO WE LOOK AT HAVING SOME CONVERSATION THAT WE HAVE SOMETHING THAT STIPULATES, THE STATE SAYS THIS, BUT WE WANT TO BE ABLE TO HAVE THIS BECAUSE OF WHAT EACH OF YOU SPEAKING ABOUT AND, AND, AND, AND WHAT, AND I, ONE THING THAT I DO, AND I WORK CLOSE WITH HR WHEN ONE OF THE HIRING PRACTICES AND WE HAVE TO BE MINDFUL OF IT IN REGARDS TO THE PRINCIPALS IS MAKE SURE WE LOOK AT THIS BEAT COUNSELORS BACKGROUND. 
          THEY'RE COUNSELORS THAT STATE, AND I WILL SHARE WITH YOU ONE THAT LEFT IT. 
          I DON'T WANT TO BE AT A HIGH SCHOOL. 
          I WOULD WORK AT AN ELEMENTARY AND MIDDLE SCHOOL THAT NEED TO BE A PART OF THE CONVERSATION WHEN WE'RE HIRING SCHOOL COUNSELORS, EVEN THOUGH YOU'RE, K-12 CERTIFIED, THE DEMAND AT A HIGH SCHOOL IS MUCH GREATER THAN THE DEMAND. 
          ELLA AT A, AT A ELEMENTARY, MIDDLE SCHOOL IS DEMANDING, BUT THE HIGH SCHOOL, IT IS MORE SO DEMANDING BECAUSE WE HAVE TO PREPARE STUDENTS FOR POST-SECONDARY. 
          WE HAVE TO PREPARE THEM FOR WHETHER THAT'S COLLEGE, MILITARY, OTHER WORKFORCE. 
          WE HAVE TO MAKE SURE THEY'RE COLLEGE AND CAREER READY. 
          WE HAVE TO CONDUCT IGPS WITH EVERY ONE OF THOSE STUDENTS AND THE LAW STATES, IT MUST BE FACE-TO-FACE OR IT CAN BE VIRTUAL. 
          NOW THEY'VE MADE CONCESSIONS. 
          WE HAVE GUIDELINES FOR THAT, BUT IT MUST INCLUDE THE STUDENT, THE PARENT, THE GUARDIAN GUARDIAN, OR A DESIGNEE. 
          I, UH, WHEN I TALKED TO PRINCIPALS AND THEY CALLED ME IN REGARDS TO WHEN THEY, UH, HIRE A SCHOOL COUNSELORS, I SHARED WITH THEM, MAKE SURE YOU KNOW EXACTLY WHERE THE SCHOOL COUNSELOR WANTS TO GO, UH, DO NOT PLACE A HIGH SCHOOL, UH, ELEMENTARY SCHOOL COUNSELOR WHO EXPRESSED HER DESIRE TO ULTIMATELY MOVE TO A HIGHER, UH, ELEMENTARY SCHOOL AND THE HIGH SCHOOL, THE CHALLENGES ARE MUCH GREATER. 
          AND, AND, AND LIKE I SAID, THE COUNSELORS THAT WE'VE LOST THIS YEAR, OTHER THAN ONE OF THEM SPECIFICALLY STATED TO THAT EFFECT. 
          OH, THAT'S, YOU KNOW, AND THAT'S ALSO PART OF HOW WE HAVE TO HAVE THE BASELINE KNOWLEDGE OF OUR SCHOOLS TO KNOW WHAT THE DEMANDS DRE, YOU KNOW, HILTON HEAD HIGH SCHOOL THAT MAN'S, UH, ABSOLUTELY HIGH FOR HELPING THE JUNIORS AND SENIORS GET THE SCHOOLS THEY WANT THEIR LEAD TO GO TO. 
          AND SO WE HAVE THIS SLANT, THAT CONSTANT LOSE RULE IN THAT DIRECTION WHERE THEY, THAT THEY CAN SERVICE THE STUDENTS, YOU GOT 80% OF THE STUDENTS GOING ON TO POST-SECONDARY SCHOOLS. 
          SO THEY GOT TO LEAVE SOCIAL SKILLS AND HOW TO FACILITATE THOSE STUDENTS. 
          AND THAT MAY NOT BE TRUE AT WHALE BRANCH OR BATTERY CREEK. 
          YOU KNOW, HE MIGHT LEAD SOMETHING ELSE THERE, YOU KNOW, SOMETIMES DIFFERENT KINDS OF COUNSELORS SKILLS, BUT, UH, I'M SAYING ALL THE THINGS YOU READ THERE, WE ALL WERE READING. 
          I READ THROUGH A LOT OF THIS STUFF ALREADY GUZZLERS CAN'T POSSIBLY GET HER DONE BY WHEN THEY HAVE 300 STUDENTS AND 40 STUDENTS TO DEAL WITH AND ALL WAS IMPOSSIBLE. 
          SO WE GOT THE KIND OF GENERATE THE DIRECTIONS THAT THESE CAUSAL IS, CAN DELIVER, AND THEN COMMUNICATE THAT TO THE PARENTS. 
          AND I WILL, I WILL AGREE WITH YOU MR. CAMPBELL, BUT I WILL TELL YOU ALL COUNSELORS RECEIVE COMPREHENSIVE TRAINING DURING OUR PROFESSIONAL DEVELOPMENT. 
          WE BRING IN A STATE REPRESENTATIVE BECAUSE I WANT THEM TO, I WANT TO ENSURE THAT EVERY ONE OF THE SCHOOL COUNSELORS TO HAVE THE SAME KNOWLEDGE AND LEVEL OF EXPERTISE AS EXPERTISE, AND I'LL GIVE YOU EXAMPLE. 
          AND AS I SHARE WITH THEM, WE WORK FOR THE SCHOOL DISTRICT. 
          WE WORK AT A SCHOOL. 
          I HAD A SCHOOL COUNSELOR LEAVE MAY RIVER THAT SAID, WELL, BRANCH THIS YEAR. 
          SO THEY, BUT HOW, AND THAT'S WHY I SAID WHEN WE HAVE TO BE STRATEGIC WHEN WE EMPLOYED OUR SCHOOL COUNSELORS OR ANYONE FOR THAT FACT, BECAUSE, BUT, BUT IF AN INDIVIDUAL VOICE WHERE I ULTIMATELY I'M WORKING AT WELL BRANCH TODAY, BUT I DO WANT TO MOVE TO BLUFFTON. 
          WE HAVE TO HEAR THAT DURING THAT INTERVIEW PROCESS, ALSO, WE NEED TO BE MINDFUL OF THAT FACT BECAUSE STUDENTS NEED CONTINUITY AND WHAT WE'RE GOING THROUGH AT HILTON HEAD, I WILL TELL YOU, WE WENT THROUGH THAT SEVERAL YEARS AGO AT BATTERY CREEK AND MR. COX CAME IN AND, AND HE AND I HAD WORKED TOGETHER AT THE SCHOOL LEVEL. 
          HE, HE REVAMPED HIS PROGRAM AND NOW THE 
          [01:40:01]
COUNSELING DEPARTMENT IS, UH, THERE'S NO TRANSFERRING OUT. 
          I DON'T, I, YOU KNOW, I DON'T WANT TO LEAVE. 
          I LOVE WHERE I WORK. 
          WE HAVE TO GET A GROUP OF COUNSELORS TOGETHER. 
          AND I OVER AT HILTON HEAD, THIS IS WHERE WE'RE FACING SOME OF THE CHALLENGES NOW THAT WANT TO STAY THERE. 
          UH, THE, UH, FOUR OF THE THREE THAT'S OVER THERE, I AM SURE THEY WILL BE THERE FOR THE LONG HAUL. 
          WE HAVE FOUR GRADE COUNSELORS. 
          THE ONE THAT WE HAVE OVER THERE TEMPORARILY, WHEN THOSE STUDENTS COME BACK THE RIGHT CHOICE, THEY WILL, SHE WILL BE BACK OVER HERE. 
          AND THAT'S SOMETHING WE HAVE ACKNOWLEDGED. 
          AND I'VE HAD THAT CONVERSATION WITH THE PRINCIPAL. 
          WE'RE LOOKING AT ANOTHER SCHOOL COUNSELOR IN THE DISTRICT THAT WANTS TO GO TO HILTON HEAD HIGH SCHOOL. 
          SHE'S AT ANOTHER SCHOOL IN THE BLUFFTON AREA, BUT SHE RESIDES IN HILTON HEAD ABOUT A MILE DOWN THE STREET. 
          SO IF WE CAN PUT HER THERE WHO HAS A BACKGROUND OF HIGH SCHOOL EXPERIENCE, WE KNOW THAT THAT COUNSELOR WILL BE, AND THAT TIME WOULD BE COHESIVE BECAUSE WHENEVER THERE'S TURNOVER, IT'S NOT GOOD FOR IT. 
          NONE OF THE STAKEHOLDERS. 
          RIGHT? RIGHT. 
          UM, MR. CAMPBELL, MR. EARL CAMPBELL WOULD LIKE TO SAY SOMETHING YOU'RE MUTED. 
          I WAS JUST GOING TO ASK MS. HENDERSON, HOW MANY COUNCILOR WE SHOT RIGHT NOW, HOLLY, THE ONLY POSITION THAT WE'RE NOT, WE DO NOT HAVE A PERMANENT COUNSELOR IS HILTON HEAD. 
          BUT LIKE I SAID, THE COUNSELOR THAT IS FROM RIGHT CHOICE IS OVER THERE FILLING IN UNTIL PROBABLY THE END OF THE SCHOOL YEAR. 
          SO WE CAN EMPLOY A COUNSELOR THAT WILL REMAIN THERE AND NOT MOVE OR RESIGN A YEAR FROM NOW. 
          UH, SO RIGHT NOW WE'RE SHORT ONE SCHOOL COUNSELOR ONE, AND, AND THE, I WON'T SAY IT'S THE WORST PLACE, BUT WHENEVER THAT'S THE CASE AT A HIGH SCHOOL, THAT THAT IS NOT A GOOD SITUATION. 
          BECAUSE AGAIN, STUDENTS NEED CONTINUITY. 
          PARENTS NEED TO BE ABLE TO BE COMPETENT, THAT THEY'LL BE ABLE TO COMMUNICATE WITH THE SAME SCHOOL COUNSELOR. 
          IF MY CHILD IS IN THE NINTH GRADE, THAT COUNSELOR WOULD BE THERE FOUR YEARS FROM NOW. 
          THAT'S HOW YOU DEVELOP THOSE RELATIONSHIPS. 
          THANK YOU. 
          YOU'RE WELCOME. 
          UM, SO MS. HENDERSON FOR THIS PARTICULAR DOCUMENT, UH, YOU ARE GOING TO GO BACK AND JUST INCLUDE THE SOUTH CAROLINA REQUIRED RATIO WHO, AND YOU'RE ALSO GOING TO PUT IN THE ELEMENTARY SCHOOL RATIO WHO, AND ONE SCHOOL THAT WE NOTED A GREAT CONCERN IS, IS BLUFFED AND MIDDLE ALSO. 
          AND I WAS LOOKING AT WHALE BRANCH MIDDLE. 
          UM, BUT THAT DOES INCLUDE FIFTH GRADE. 
          IS THAT NOT CORRECT? FIFTH GRADE IS AT THE MIDDLE SCHOOL AT WELL BRANCH. 
          RIGHT? SO MAYBE AN ASTERISK NEEDS TO BE PUT NEXT TO THAT SO THAT IT REALIZES IT'S FIVE THROUGH EIGHT. 
          YOU KNOW WHAT I MEAN? CAUSE THAT GETS WITH JUST SAYING MIDDLE SCHOOL. 
          IT MAKES IT SEEM LIKE IT'S IT'S UM, OUTSIDE THE, SO I DON'T KNOW WHAT THAT, WHAT THE NUMBER SHOULD BE WHEN IT'S FIVE THROUGH EIGHT. 
          I CAN ADJUST THAT ACCORDINGLY. 
          RIGHT? OKAY. 
          THIS HAS BEEN REALLY IMPORTANT CONVERSATION. 
          AND ONE THING I'VE TAKEN AWAY FROM THIS, AND THIS IS SOMETHING THAT OUR ACADEMIC COMMITTEE HAS TALKED ABOUT FOR TWO YEARS, WE ARE HERE TO, TO SEE WHAT YOU NEED BASED ON THE DATA AND JUSTIFYING WHAT YOU NEED. 
          BUT ONE THING WE'VE ALWAYS SAID IS THAT WE HAVE TO LOOK AT THESE SCHOOLS AND PUT WHAT IS NEEDED AT THE SCHOOLS WHERE IT'S NEEDED. 
          YOU KNOW, IT'S NOT JUST A ONE SIZE FITS ALL. 
          AND SO, UM, I THINK IT'S JUST CRUCIAL FOR YOU TO ADVOCATE THAT WE NEED MORE COUNSELORS. 
          IT NEEDS, YOU KNOW, HR, WE CAN'T WORK IN SILOS. 
          WE CAN'T WORK IN SILOS. 
          AND SO IF IT'S NEEDED AND THE EVIDENCE IS THERE, THAT THINGS ARE NOT MOVING FORWARD, THEN, THEN PLEASE BRING IT TO US AND, AND THE DATA SHOWING SOME OF THE JUSTIFICATION FOR IT. 
          SO, MARY, WHAT WERE YOU GOING TO SAY? I THINK AN INITIATIVE THAT WAS OUR GOAL. 
          IT GOES BEYOND HR. 
          IS IT A BUDGETED LINE ITEM IN ORDER TO PROVIDE THE GOAL THAT WE'RE SETTING BOTH. 
          RIGHT. 
          SO WHAT IS THE GOAL AS WELL? YES. 
          SO WHAT IS THE GOAL? BECAUSE WE ARE SHORT CAREER, UM, PERSONNEL AT SCHOOLS AS WELL. 
          RIGHT. 
          YOU KNOW, SO WHAT IS TO GO WITH EVERYBODY TO GET FOUR ON? WE, YOU KNOW, I THINK BLUFFTON MIDDLE IS SOMETHING THAT WE NEED TO LOOK, IT'S A SCHOOL WE NEED TO LOOK AT. 
          CAUSE THAT'S A LOT, ESPECIALLY AT EIGHTH GRADE, THERE'S A LOSS THINGS THAT HAVE TO HAPPEN THERE. 
          YOU KNOW, WHAT, WHAT DO WE WANT AS A DISTRICT SO THAT WE COULD WORK WITH OUR CHIEF FINANCIAL OFFICER TO BRING THIS BOAT AND SAY, LOOK, THIS IS OUR GOAL. 
          HOW CAN WE ALSO MAKE THIS HAPPEN? AND PART OF THE THINGS THAT I BROUGHT UP TO JERRY IS, YOU KNOW, RECOGNIZING, YOU KNOW, EVEN OUR ESL POPULATION IS 
          [01:45:01]
NO REPRESENTATION FOR COUNSELORS OR EVEN ENOUGH PERSONNEL THERE. 
          RIGHT? SO I THINK AN ACADEMIC COMMITTEE, AS WE GO FORWARD WITH SOME OF OUR PES, I, I COULD BRING FORWARD TO TANYA AND SAY, HEY, TANYA, THIS IS COMING FROM ACADEMIC COMMITTEE FOR US. 
          DOES THAT? YES. 
          YES. 
          BUT IN ORDER TO, TO, TO SAY, THIS IS COMING FROM ACADEMIC COMMITTEE, IT WOULD HAVE TO BE HERE'S THE GOAL. 
          YES. 
          WHERE ARE WE AT IN ACHIEVING THAT GOAL AND ALL THE JUSTIFICATION BEHIND IT? UM, BECAUSE YOU KNOW, RIGHT NOW THIS LOOKS SIMILAR TO LAST YEAR, BUT IF WE HAD SEEN THIS IN A FORMAT OF, OKAY, OUR GOAL WAS THIS TO INCREASE X NUMBER OF CDF, YOU KNOW, AND HERE WE ARE. 
          BUT OUR FIVE-YEAR PLAN IS TO INCREASE IT BY X AMOUNT PER YEAR. 
          I MEAN, I THINK THAT WOULD BE WHAT MR. CAMPBELL WAS SAYING. 
          WE WENT FROM A TO B TO C TO GET TO D AND, AND, AND, AND, UH, MRS. FEDRICK MA AND TH THAT WAS BECAUSE WE WERE NOT IN ALIGN WITH STATE GUIDELINES LAST YEAR, WHEN I DID SUBMIT THIS IDEA, SUBMIT A PROPOSAL THAT INCLUDED EXACTLY WHAT YOU STATED. 
          AND IT'S ALSO IN THE PROPOSAL THAT I SUBMITTED WITH THE DOCUMENTS TODAY. 
          SO IT CLEARLY OUTLINES WHAT YOU'RE SAYING. 
          OKAY, JERRY, HOW MANY CDS DO WE NEED RIGHT NOW? WE'RE SUPPOSED TO HAVE A CDF IN EVERY MIDDLE AND HIGH SCHOOL IN THE DISTRICT. 
          THAT'S A TOTAL OF 13 SCHOOLS. 
          WE HAVE FOUR CDS AND WE'RE SHARING THE THEY'RE HOUSED AT THE MIDDLE SCHOOL, BUT THEY'RE SUPPORTING, I MEAN, THEY'RE HOUSED AT THE HIGH SCHOOL. 
          WE HAVE ONE FOR BATTERY CREEK AND WELL BRANCH. 
          THEY SHARE THAT ONE COUNSELOR SHARE WORK. 
          BOTH OF THOSE SCHOOLS, CAN I MAKE CDF? THAT'S IMPOSSIBLE. 
          LET'S BE HONEST THAT SHE'S SUPPORTING TWO CLUSTER OF SCHOOLS. 
          WE HAVE ONE FOR THE BUFORD CLUSTER. 
          WE'RE SUPPOSED TO HAVE A CAREER DEVELOPMENT FACILITATOR BY LAW AT EVERY HIGH SCHOOL AND MIDDLE SCHOOL WITH, WITHIN OUR DISTRICT, WE HAVE A TOTAL OF FOUR CDS. 
          AND THE LAW STATES THAT THEY WORK UNDER THE DIRECT SUPERVISION OF SCHOOL COUNSELORS AND THE PRINCIPAL PROVIDING CAREER AND COLLEGE AWARENESS TO THOSE STUDENTS SHARED JERRY, WHAT WAS A PRIOR ADMINISTRATIONS PHILOSOPHY? THAT'S ME AND DOCTOR AND DR. 
          STRATUS AND DR. 
          RODRIGUEZ DEFENSE. 
          THEY INHERITED THIS. 
          DR. 
          STRATUS CAN ATTEST WHEN SHE CAME HERE LAST YEAR, WE HAD TWO CDS. 
          OH, YES. 
          WE KNOW. 
          SO IN 2011, WE HAD CDFIS IN EVERY MIDDLE AND HIGH SCHOOL. 
          UH, UM, THE DECISION WAS MADE THAT WE WOULD MAKE SURE ALL SCHOOL COUNSELORS ARE, ARE ALSO CDF TRAINED AND WE'LL GET RID OF THE CDS. 
          AND I THINK THAT WAS A MISTAKE BECAUSE YOU CANNOT EXPECT A SCHOOL COUNSELOR WITH A CASE LOAD OF 360 OR 411 STUDENTS TO ALSO BE, UH, COMPLETELY AND THOROUGHLY CARRY OUT THE DUTIES AND RESPONSIBILITIES OF A CDF. 
          THAT'S NOT REALISTIC. 
          AND IT'S AN INJUSTICE TO THE STUDENTS. 
          I REMEMBER WHEN THAT HAPPENED. 
          AND, AND WHEN WE LOST THEM, THE SCHOOL WHERE I WAS, WE LOST THAT PERSON. 
          YES. 
          UM, SHE, I HAD SUCH RICH RELATIONSHIPS WITH STUDENTS TO HELP GUIDE THEM AS WHERE THEY, YOU KNOW, WHERE THEY WERE GOING. 
          AND IT WAS A BIG, BIG LOSS, THE SCHOOL. 
          AND I WENT TO END IT ADVERSELY IMPACT THE SCHOOL COUNSELING DEPARTMENT. 
          LET'S SAY, FOR INSTANCE, RIGHT NOW, IF WE HAD A CITY OF OVER THERE SUPPORTING THE SCHOOL COUNSELORS AT HILTON HEAD HIGH SCHOOL, THAT'S ANOTHER PERSON THAT CAN ALSO PROVIDE COLLEGE AND CAREER AWARENESS COUNSELING FOR THE STUDENTS BECAUSE THAT'S, THAT'S IN THE SCOPE OF THEIR DUTIES. 
          RIGHT? SO ONE OF THE THINGS, YOU KNOW, WHEN WE LOOK AT BUDGETARY AND ADDING THINGS TO OUR LINE ITEMS, YOU KNOW, WE DID, UM, GET RID OF $450,000 NABI BECAUSE IT WASN'T BEING USED. 
          NOW WE PICKED UP SOME OTHER THINGS, BUT PERHAPS, YOU KNOW, DID WE LOOK AT, LET'S TAKE SOME OF THAT MONEY AND ADD ANOTHER PERSON INSTEAD. 
          I MEAN, THOSE ARE THE TYPES OF DECISIONS, I GUESS, THAT WE NEED TO BE TALKING ABOUT. 
          YES. 
          BECAUSE WE WERE ABLE TO TAKE, AND JERRY COULD HAVE TESTS BETWEEN THEM. 
          YOU KNOW, THIS YEAR WE HAVE A SERIES OF COURSE FACTOR FOR GUIDANCE SERVICES. 
          WE BROUGHT SCORE IN. 
          AND THEY WERE EVEN IN COMPARISON TO NABI ON SCORE WAS ORIGINALLY GOING TO BE 15,000, 16,000. 
          AND, UM, THEY CHOSE TO WORK WITH BUFORD COUNTY SUBJECT TO OUR AMOUNT OF STUDENT SCHOOLS THAT ARE TITLE ONE. 
          AND OUR TITLE ONE NUMBER IS AS A DISTRICT AND THEY DIDN'T CHARGE US. 
          OH YEAH. 
          NICE. 
          RIGHT. 
          SO CATHY, THE ONLY THING ABOUT TAKING THAT ONE-TIME COST SAVINGS AND APPLYING IT TO RECURRENCE. 
          [01:50:01]
YES. 
          THAT'S TRUE. 
          BUT AT LEAST YOU GET IT STARTED, RIGHT? YEAH. 
          YEP. 
          YEAH. 
          OKAY. 
          BUT THERE WOULD HAVE BEEN A REOCCURANCE FACTITIOUS WE REMAINED WITH NAVION. 
          SO WE ALSO DIDN'T RENEW RENEW ROSETTA STONE, WHICH WAS ANOTHER SIGNIFICANT COST TO THE DISTRICT. 
          WE MONITORED THE DATA FOR USAGE REPORTS FOR MONTHS. 
          I COULD INGEST THEM BY RENEWAL FOR THE PRICE POINT. 
          SO THERE ARE THINGS THAT WE COULD BRING PHOTON AS A RECOMMENDATION, PLEASE DO. 
          OKAY. 
          AND WE LOOK AT THE FACT THAT WE HAVE WHAT, EIGHT MIDDLE SCHOOLS, HIGH SCHOOLS, 14. 
          SO YOU'RE LOOKING AT THE, YOU KNOW, THE PAY SCALE OF 10 PERSONNEL. 
          YEAH. 
          RIGHT, RIGHT. 
          SO IT'S A RECOMMENDATION. 
          UM, BUT I AM GOING TO SAY, WE NEED TO GET SOME BILINGUAL PERSONNEL. 
          YES. 
          I HAVE TO SHARE THAT. 
          I THINK THAT'S CRITICAL. 
          UM, ESPECIALLY SOUTH AND ABROAD. 
          UM, WHEN YOU LOOK AT THE NUMBERS IN RELATION THAT WAY, RIGHT. 
          HOW MANY STUDENTS ARE BEING SERVED AS PARENTS, YOU KNOW, OF OTHER LANGUAGES, UM, WE'RE MISSING OPPORTUNITY AS WELL TO SERVE, TO SERVE AS, AND GROW POPULATIONS. 
          I AGREE. 
          I AGREE. 
          SO I THINK THOSE, THOSE THINGS SHOULD BE BROUGHT FORWARD. 
          LET'S GET IN COMPLIANCE WITH OUR COUNSELORS AT LEAST GET LEFT IN MIDDLE, YOU KNOW, IN COMPLIANCE, UM, MS. CDS AND, UH, YOU KNOW, BRING THOSE IDEAS FORWARD. 
          AND I'M SORRY, MR. SPEAKER. 
          WELL, DR. 
          FOOD, WHICH WOULD BE GREAT. 
          AND I'M DR. 
          STRATUS. 
          AND I HAD THIS CONVERSATION EARLIER THIS MORNING, BUT THAT IS INCLUDED IN THE PROPOSAL BECAUSE THIS IS A PART OF THE PERFORMANCE EXPECTATION. 
          BUT IN BRINGING THIS TO YOUR ATTENTION, WE ALSO PUT A RECOMMENDATION FOR SOLUTION. 
          AND THAT ALSO, YEAH, YOU'RE LOOKING AT $814,000 ANNUALLY. 
          AND HOW MUCH DID WE APPROVE ELEMENTARY SECURITY? I'M NOT, NO, I'M NOT. 
          NO, NO, NO, NO, NO, NO, NO. 
          I DON'T KNOW. 
          I DON'T KNOW. 
          UM, THE SECURITY SITUATION WAS OVER A MILLION DOLLARS IS 1.2. 
          YEAH. 
          YES. 
          AND AS QUICKLY AS SOME OF THIS IS EVIDENCE OF THE STUDENTS THAT WE SERVED AS FAR AS PARTNERSHIP WITH FRIENDS OF CAROLINE HOSPITAL, A REAL QUICK EXAMPLE. 
          UM, YOU KNOW, WE HAVE RECENTLY HAD THE FAMILY THAT PASSED AWAY OFF OF THE BUFORD BREADS. 
          AND THESE ARE THE FOLKS THAT ARE WORKING HAND IN HAND WITH US TO PROVIDE SUPPORT BECAUSE WE'RE IN A VIRTUAL LEARNING ENVIRONMENT. 
          WE DID SOMETHING DIFFERENT IN THAT SITUATION BECAUSE WE HAD TWO SCHOOLS AND IT WORKED IN LEARNING ENVIRONMENTS. 
          WE DO, I WORKED WITH THE COUNSELORS AND WE CREATED A VIRTUAL GRIEF COUNSELING ROOM. 
          AND IT REALLY WORKS FLAWLESSLY WHEN THE STUDENTS ARE, THE TEACHER COULD REPORT STUDENT A SCHOOL COUNSELOR AND A SCHOOL PSYCHOLOGIST AND SOCIAL WORKER MANDATE THAT LINE FOR THE ENTIRE SCHOOL DAY FOR SEVERAL DAYS AND SUPPORT THE STUDENTS AND STAFF MEMBERS WHO NEEDED COUNSELING. 
          AND THAT INFORMATION WAS SHARED WITH THE STATE ACTUALLY THIS MORNING. 
          AND THEY WILL BE IMPLEMENTING THAT ALSO ACROSS THE STATE. 
          WOW, EXCELLENT. 
          AND THOSE ARE THE FOLKS WE SERVE. 
          WE LOST STUDENTS THE LAST TWO YEARS FROM THE SCHOOLS LISTED THERE ON THE SCREEN AND THOSE BATTERY CREEK AND ROBERT SMALLS WERE THE MOST RECENT ONE. 
          AND THOSE ARE THE STUDENTS THAT WE PROVIDED SERVICES TO THE LAST THREE YEARS THAT KNOW THAT THEY ARE, AND THESE ARE APPROVED, UM, OUTSIDE PARTNERS THAT PROVIDE COUNSELING TO STUDENTS. 
          AND WE CAN REFER THAT. 
          WE SHARE THIS MISS WITH PARENTS, ALSO ALL THE STAKEHOLDERS AND NOT ONLY FOR STUDENTS, FOR STAFF MEMBERS ALSO. 
          AND, UH, THOSE ARE JUST SOME OTHER DUTIES LISTED THERE OFF SCHOOL. 
          COUNSELORS ARE PART OF THE RTI MTSS TEAM. 
          UM, THIS SCHOOL YEAR, UH, WE HAVE OVERALL, UH, RIGHT NOW 690 STUDENTS THAT ARE PENDING RTI PLANS. 
          SCHOOL COUNSELORS ARE INVOLVED WITH THAT, BUT WE'RE TALKING ABOUT DUTIES AND SCOPES THAT ALIGN TO OUR STRATEGIC PLAN WHERE I MENTIONED EARLIER, THOSE ARE THE NUMBER OF STUDENTS THAT SCHOOL COUNSELORS ARE SERVING THIS SCHOOL YEAR. 
          AND ALSO LAST SCHOOL YEAR. 
          THEY ARE A TOTAL OF 2,823. 
          IF WE, BEFORE WE GO ON, UM, I DID HAVE SOME QUESTIONS ABOUT THIS SLIDE RIGHT HERE. 
          OKAY. 
          AND I BELIEVE WE HAD SOME OF THESE SAME QUESTIONS. 
          LAST TIME YOU PRESENTED. 
          I WAS VERY SURPRISED AT MAY. 
          RIVER HAS NO. 
          CAN YOU GO UP A LITTLE BIT, ROBIN, PLEASE MAY RIVER HAS NO RTI PLANS. 
          AND, AND, AND THAT IS AN ISSUE OF CONCERN. 
          AND, AND I HAVE, I'VE WORKED WITH TODD . 
          HE HAS AN MTSS COORDINATOR AND, UH, HE AND I WILL BE MEETING AND DISCUSSING THIS MORE DETAILED BECAUSE IT'S IMPERATIVE. 
          AND AS A MATTER OF FACT, I HAD A MEETING NOT ONLY WITH HIM WITH BUFORD HIGH SCHOOL, THE HIGH SCHOOLS, YOU NOTICE THE RTI PLANS ARE SMALLER, BUT THE NEEDS ARE KNOWN. 
          THEN THE NEEDS ARE STILL THERE. 
          RESTART SHOW. 
          10% 
          [01:55:01]
OF YOUR STUDENTS AT ANY SCHOOL SHOULD HAVE AN RTI PLAN AT ANY GIVEN TIME. 
          AND THAT IS NOT 10% OF ANY SCHOOL LAST SCHOOL YEAR. 
          WELL, IT'S ALSO, YOU KNOW, LOOKING AT HILTON HEAD ISLAND, MIDDLE SCHOOL, THAT'S SURPRISING FOR A MIDDLE SCHOOL, ESPECIALLY THEIR PRIORITY PRIORITY SCHOOL. 
          THAT WAS THE NUMBERS FROM LAST YEAR YET WHEN I PULLED THOSE YET, THEY WERE THE NUMBERS AS OF MARCH, AUGUST WHEN SCHOOL WAS OUT HERE. 
          RIGHT. 
          SO AT, SO I BELIEVE WE MET, YOU REPORTED TO US IN NOVEMBER, NOVEMBER 20TH, 2019. 
          SO THESE ARE THE SAME NUMBERS. 
          THAT'S WHY I SAID THESE WERE LAST YEAR NUMBERS THAT I REPORTED TO YOU. 
          AND AS OF RIGHT NOW AT THE TOP TIER ONE, YOU SEE TIER ONE, TIER TWO AND TIER THREE. 
          THOSE ARE THE NUMBERS THAT WE HAVE PENDING RIGHT NOW. 
          OKAY. 
          WELL, I WOULD THINK THAT FOR THIS PE WE CAN'T HAVE THE SAME INFORMATION WE HAD LAST YEAR. 
          SO I WOULD THINK THAT NEEDS TO BE UPDATED. 
          UM, SCHOOL IS IN SESSION, ALTHOUGH VIRTUALLY, BUT WE STILL HAVE RTI PLANS. 
          I WILL, YES. 
          I WILL BREAK THOSE TEAR DOWNS BY SCHOOLS FOR YOU, THE ONES THAT WE HAVE CURRENTLY THAT'S IN THE TOP OF THE SCREEN. 
          YEAH. 
          YES, BECAUSE THIS WAS, IT WAS A LITTLE DEJA VU BECAUSE I DO REMEMBER, WE ALSO TALKED ABOUT, YOU KNOW, HOW IS IT POSSIBLE THAT, UM, BLUFFTON MIDDLE HAD 144 STUDENTS IN RTI AND NOW ALL OF A SUDDEN THEY GO TO THE HIGH SCHOOL. 
          I MEAN, THERE WERE FOUR AT THE HIGH SCHOOL. 
          SO I MEAN, THIS, THIS, THIS HAS CONCERN FROM LAST YEAR AS WELL. 
          WELL, AND I WOULD BREAK THOSE DOWN. 
          OKAY. 
          OKAY. 
          THANK YOU. 
          YOU'RE WELCOME. 
          ANYBODY ELSE REGARDING THAT? DARRELL CAMPBELL HAS HIS HAND UP. 
          THANK YOU, MR. CAMPBELL. 
          YOU'RE MUTED. 
          MR. CAMPBELL. 
          I'M SORRY. 
          I SHOULD HAVE TOOK IT DOWN. 
          OKAY. 
          SORRY. 
          ALL RIGHT. 
          AND FOR EACH SCHOOL WE HAVE, WHEN WE TALKED ABOUT THE IEP, WHAT I WANTED TO ALSO SHARE WITH YOU, WE HAVE A TIMELINE THAT WE CREATED AT THE DISTRICT LEVEL IS IMPORTANT. 
          SO WE CAN ASSURE ALL OF THOSE SCHEDULES IN REGARDS TO THE STUDENTS, STUDENTS IEP FROM THE EIGHTH GRADE, THROUGH THE 12TH GRADE, THOSE ARE COMPLETED PRIOR TO THE END OF APRIL BECAUSE THE STATE LOCK WILL BE CALLED A LOCK ALL THE IDPS IN THE MONTH IN MAY. 
          AND THAT'S WHEN THE STATE CHAMBER OF COMMERCE PULLED THE DATA. 
          THE STATE PULLED THE DATA SHARED WITH THE STATE LEGISLATURE AND THE CHAMBER OF COMMERCE AT THE STATE LEVEL. 
          AND YOU'LL NOTICE HERE RIGHT NOW, THE HIGH SCHOOLS ARE DOING THE IGPS FOR THE CLASS OF 2021. 
          OKAY. 
          AND THIS IS THE DATA AS OF TWO DAYS AGO, WHERE THEY ARE, AS FAR AS IGPS THE RED NOTE TYPE, THEY'VE NOT STARTED AT EACH SCHOOL, GRAIN IS COMPLETED. 
          AND AGAIN, THEY HAVE THAT TIMELINE AND ALL THE HIGH SCHOOLS START WITH THAT. 
          THE SAME USE BECAUSE THOSE STUDENTS ARE PREPARED TO TRANSITION. 
          YOU HAD NOTICED THAT AGAIN, HIGH SCHOOLS, THEY NOT STARTED AS RAMP DEEP IN HIGH SCHOOL, BLUFFTON HIGH SCHOOL, YOU'LL NOTICE BLUFFTON HIGH SCHOOL HAVE A 212, OR THEY'RE SENIORS COMPLETED ALREADY 54 REMAINING. 
          THEY HAVE TO THE END OF NOVEMBER TO HAVE ALL THE SENIORS COMPLETED RUNNING OUT OF TIME, HAVE TO PAY IT. 
          BUT THIS IS THE DATA THAT'S INCLUDED IN THE REPORT TO INCLUDE MIDDLE SCHOOL, THE EIGHTH GRADERS AND DUAL ENROLLMENT FOR FALL. 
          THIS YEAR, WE HAVE 230 STUDENTS WITH A TOTAL FOR 550 CLASSES ENROLLED. 
          AND THERE'S A BREAKDOWN OF EACH SCHOOL. 
          AND IT HAS LAST YEAR DATA ALSO CORRECTLY. 
          COULD YOU SHARE THE, UM, CHANGE FOR SECOND SEMESTER WITH DUAL ENROLLMENT, UH, PER SECOND, AS OF MARCH COLLEGE BOARD AND ACE COLLEGE BOARD AND ACT CS NATIONAL ASSESSMENT TESTS SUCH AS SAP AND ACT DUE TO THE CORONAVIRUS AND INSTITUTIONS THROUGHOUT THE COUNTRY, STOP REQUIRING THE SAT AND ACT TO INCLUDE US CB. 
          SO GOING FORWARD FOR SECOND SEMESTER FOR DUAL ENROLLMENT, THE REQUIREMENTS FOR STUDENTS TO ENROLL WOULD BE THE GPA 3.0 UNWEIGHTED, WHICH IS OUR NORMAL REQUIREMENT RECOMMENDATION FROM THE SCHOOL COUNSELOR APPROVED BY THE PRINCIPAL. 
          THEY WILL ALSO LOOK AT FACTORS SUCH AS ATTENDANCE. 
          THEY WILL LOOK AT DISCIPLINARY RECORDS TO ENSURE THAT WE'RE NOT SETTING STUDENTS UP FOR FAILURE. 
          SO THEY'RE IN THE PROCESS NOW OF PULLING THOSE ROSTERS OF STUDENTS THAT ARE 3.0 OR HIGHER AND MEETING WITH SCHEDULING MEETINGS WITH THOSE STUDENTS AND THEIR PARENTS, UH, TO SEE IF THAT IS SOMETHING THAT THEY WANT TO PURSUE SECOND SEMESTER. 
          SO WE, WE DROPPED THE TEST REQUIREMENT FOR, UH, USC B MTC L FOR SECOND SEMESTER. 
          OKAY. 
          ALL RIGHT. 
          UM, I DO HAVE A QUESTION. 
          OKAY. 
          ABOUT THE DUAL ENROLLMENT. 
          GO AHEAD. 
          [02:00:01]
AND TH THE SECOND SET OF DATA IS FOR USC BEING, ARE THERE, UH, DID THE NUMBERS GO DOWN, UH, THIS YEAR, UH, FOR FALL? YES, THEY DID GO DOWN SOME OF YOU AND YOU'LL BE ABLE TO COMPARE AND CONTRAST WHEN YOU LOOK AT THE NUMBERS. 
          OKAY. 
          I WAS ACTUALLY LOOKING AT YOUR POWERPOINT THAT YOU'VE COMPLETED, AND THERE'S A CHART ON THE POWERPOINT. 
          UM, COULD YOU ROLL THAT UP A LITTLE BIT, ROBIN? LET'S SAY I'M LOOKING AT DUAL ENROLLMENT ENROLLMENT FOR SPRING OF 2020 AT BOTH SCHOOLS AND THAT'S FALL. 
          OKAY. 
          THAT'S PAUL AND HIS BRAIN. 
          OKAY. 
          SO THERE'S SPRINT. 
          OKAY. 
          SO HERE'S, HERE'S WHAT I'M, I'M WONDERING ABOUT WHEN YOU LOOK AT TCL FOR SPRING OF 2020. 
          YES. 
          YOU'RE. 
          YOU'RE LOOKING AT, UM, MOST OF YOUR STUDENTS COVER BATTERY CREEK, BUFORD HIGH WHALE BRANCH. 
          OKAY. 
          UM, YOU HAVE 78 OUT OF 264 COMING FROM SOUTH OF THE ABROAD NOW THROUGH OVER TO USC D. 
          AND I WOULD USE B YOU HAVE ONE, I'M SORRY, LESS THAT NOT YOU. 
          WE, I DO NOT MEAN THIS, JERRY. 
          I DON'T MEAN THAT ONE BIT AT ALL, BUT THERE IS 1%, LESS THAN 1%, RIGHT? BUFORD HIGH SCHOOL HAS ONE STUDENT GOING TO USC BE AT 113. 
          ALL THE REST ARE FROM SOUTH OF THE BROAD. 
          NOW WE HAVE THE US CB RIGHT HERE AT BRIEF BUFORT OKAY. 
          YOU'VE GOT THE MAIN CAMPUS OF TCL, YOU KNOW, DOWN IN BLUFFTON. 
          I, I DON'T UNDERSTAND THE, THE DIFFERENCE WHY WE HAVE SUCH DIFFERENT NUMBERS FOR THE DIFFERENT GEOGRAPHIES. 
          I MEAN, I UNDERSTAND WHALE BRANCH, THEY'RE TIED, YOU KNOW, WITH TCL. 
          WELL, EXCELLENT QUESTION. 
          TO BE HONEST WITH YOU. 
          WHEN STUDENTS QUALIFY FOR DUAL ENROLLMENT, THE DECISION TO WHAT A CAMPUS OR INSTITUTION THEY WILL ATTEND, THAT DECISION IS ULTIMATELY MADE BY THE STUDENT AND THE PARENT. 
          WE, WE, WE SHARE WITH THEM ALL THE INFORMATION. 
          WHEN WE HOST DUAL ENROLLMENT NIGHT, WE HAVE IT FOR TCL AND US CB. 
          THEIR ADVISORS ARE THERE AT EVERY, UH, DUAL ENROLLMENT PARENT NIGHT. 
          WE SHARE THE INFORMATION WITH THEM SO THEY CAN MAKE AN INFORMED DECISION. 
          UM, STUDENTS NOT ABROAD CAN DEFINITELY ATTEND USC B OR USB CAMPUS DOWNTOWN. 
          WE DID NOT IN ONE WAY OR THE OTHER, BECAUSE THEY MADE THAT DECISION. 
          WHEN WE'VE ESTABLISHED A SHIP WITH US CB ABOUT THREE YEARS AGO, IT WAS LIKE A YEAR LONG PROCESS WHERE I MET WITH THE SENIOR LEADERSHIP AT UCB, UH, DR. 
          MORIATTI AND HER TEAM. 
          THEY HAD, THEY HAD TERMINATED THE RELATIONSHIP FOR SEVERAL YEARS, FOR REASONS, UNBEKNOWNST TO ME, AND BEFORE MY TIME IS WORTH COMING TO THE DISTRICT LEVEL. 
          BUT WHEN WE RE-ESTABLISH THAT WE KNEW THE, THE PRIMARY REQUEST TO GO TO USC B, WHEN WE REESTABLISHED THAT PARTNERSHIP DID COME FROM SOUTH ABROAD, BUT THE OPPORTUNITY IS AVAILABLE TO EVERY STUDENT AT ALL SIX HIGH SCHOOLS WITHIN OUR DISTRICT. 
          OKAY. 
          UM, YOU KNOW WHAT I'M GOING TO RECOMMEND BECAUSE IT'S AFTER FOUR O'CLOCK AND I KNOW THAT, UH, MS.  IS TRAVELING ALL THE WAY TO THE DISTRICT OFFICE, UH, FOR THE SIX O'CLOCK MEETING. 
          SO I WOULD LIKE, LIKE TO RECOMMEND THAT WE CONTINUE THIS CONVERSATION ON NOVEMBER 18TH, WHICH IS OUR NEXT SCHEDULED MEETING DATE FOR THE ACADEMIC COMMITTEE. 
          SOUNDS LIKE A PLAN. 
          OKAY. 
          YEP. 
          YEP. 
          SO, MS. HENDERSON, THANK YOU SO MUCH. 
          YOU JUST HAVE A WEALTH OF INFORMATION HERE FOR US TO DIGEST AND, AND YOU CAN SEE WHERE IT BUBBLES UP, ALL KINDS OF CONVERSATIONS. 
          SO, AND YOU'RE A WEALTH OF HISTORICAL KNOWLEDGE. 
          SO THANK YOU VERY MUCH FOR THAT. 
          UM, ALL RIGHT, EVERYBODY MUCH APPRECIATE THIS. 
          IT'S SO STIMULATING AND, UM, EXCUSE ME, WHAT TIME ON THE 18TH DO WE WANT TO KEEP IT AT TWO O'CLOCK I'M GOING TO ASK, YOU KNOW, IT WORKS FOR ME, BUT WHAT ABOUT THE REST OF YOU, DR. 
          STRATOS MS. HENDERSON? THAT'S FINE WITH ME, MR. CAMPBELL, KATHY. 
          GOOD. 
          OKAY. 
          THAT WORKS FOR ME. 
          OKAY. 
          TWO O'CLOCK THEN ROBIN ON THE EIGHTH, WE'LL CONTINUE WITH PE 1.9 AND WE ALSO HAVE 1.1 SCHEDULED FOR THE 18TH. 
          OKAY. 
          BEN, THANK YOU EVERYBODY. 
          A MOTION TO ADJOURN. 
          I MOVE, WE ADJOURN. 
          ANY DISCUSSION. 
          ALL RIGHT. 
          SEE YOU ALL LATER. 
          THANKS.
* 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.