[Call to Order] [00:09:56] OK, I'D LIKE TO CALL THE MEETING OF THE BOARD OF EDUCATION TO ORDER THIS IS [00:10:02] OUR REGULAR MEETING OF SEPTEMBER 28TH. [00:10:04] WE BEGIN OUR MEETINGS WITH A MOMENT OF SILENCE TO REFLECT ON WHATEVER. SO IF YOU WOULD, PLEASE JOIN ME IN A MOMENT OF SILENCE. THANK YOU. NOW, IF YOU WOULD PLEASE STAND AND JOIN ME IN SAYING THE PLEDGE OF ALLEGIANCE. FEEDBACK ABOUT CHANGES, UNLESS SOMEONE HAS AN OBJECTION, WE WILL APPROVE THE AGENDA AS SUBMITTED. WE HAVE TWO SETS OF MINUTES REQUIRING APPROVAL THIS EVENING, THE MINUTES OF THE SPECIAL CALL MEETING OF SEPTEMBER THE 7, 2021. IS THERE A MOTION TO APPROVE THESE MINUTES? SO MOVED. MOVED BY. MOVED AND SECONDED, ANY DISCUSSION? [Special Orders of Business] ALL IN FAVOR. PLEASE RAISE YOUR HAND. AND THE SECOND SET OF MINUTES IS THE REGULAR MEETING OF SEPTEMBER 14, 2021. IS THERE A MOTION? MOVED TO APPROVE THE MINUTES FROM SEPTEMBER 14. MOVED BY MR. SILAS SECONDED BY MS. RHINEHART-JACKSON ANY DISCUSSION? ALL IN FAVOR. PLEASE RAISE YOUR HAND. THOSE MINUTES ARE ALSO APPROVED. THE NEXT ITEM ON OUR AGENDA IS PUBLIC PARTICIPATION, AND WE HAVE ONE PERSON SIGNED UP WE HAD TWO, BUT ONE WITHDREW. DR. AMOS SMITH. IF YOU WOULD PLEASE SIR, MICROPHONES OVER THERE BY THE SCREEN, IF YOU WOULD, THAT ONE I HAVE ASKED MYSELF, WHAT AM I DOING HERE? I'M AN OLD MAN, RETIRED HAPPY, BUT JUST THINKING ABOUT WHAT THE PUBLIC HAS BEEN EXPOSED IS THAT MICROPHONE ON? OK. WHAT THE PUBLIC HAS BEEN EXPOSED TO IN THE SUFFERING THAT HAS OCCURRED, I THOUGHT I'D MAYBE TAKE A STAND AND IN. JUST WANT TO GIVE YOU ONE REASON FOR DOING SO IS MY WIFE AND I, A WEEK OR TWO AGO WERE THINKING ABOUT I'M AN OLDER MAN, I'M 82. MY FRIENDS THAT HAD DIED IN THE LAST SIX MONTHS. I HAVE HAD SEVEN OR EIGHT SEVEN I KNOW FRIENDS TO DIE. ALL BUT ONE DIED OF COVID VIRUS. THE OTHER ONE DIED FROM CANCER. AND I BELIEVE THAT I'M ALLOWED TWO MINUTES TO MAKE A POINT WHICH I CAN'T MAKE IN TWO OKAY, FIVE MINUTES. BUT I'LL GIVE YOU THE POINT BEFORE I START DISCUSSING ANYTHING ELSE. THE POINT IS, IF YOU'VE GOT ANY ISSUES WITH WHAT'S GOING ON, THE INFORMATION YOU'RE TAKE IT UP WITH YOUR DOCTOR, FOR CHRIST'S SAKES. AND I CAN GIVE YOU EXAMPLES WHERE IT'S REALLY FUNNY AND DANGEROUS AS TO WHERE PEOPLE GET BUT TO GIVE YOU SOME IDEA OF WHAT'S GOING ON HERE, THE INFORMATIVE PLACES THAT ARE INFORMING PEOPLE ABOUT THEIR CORONAVIRUS, WHAT THEY SHOULD OR SHOULDN'T DO. I READ AT 9:47 PM LAST EVENING I GOT ON MY COMPUTER A FROM GLOBAL NEWS, THE HEADLINES AND IT SAYS ENOUGH BIG EXCLAMATION POINT. BIDEN TRIES TO PUNISH RON DESANTIS, BUT DESANTIS MAKES A BAD [EXPLETIVE] ANNOUNCEMENT. AND I'M SURE IF YOU READ THAT ARTICLE, YOU'RE GOING TO COME AWAY EDUCATED, MORE INFORMED. BUT MOST OF THE STUFF THAT YOU HEAR ON TV, THE STUFF THAT YOU HEAR, THAT YOU READ IN THE PAPERS IS NONSENSE AND TRASH. BUT THE, MADE A FEW NOTES HERE, THE ONLY WAY YOU CAN GET COVID VIRUS RIGHT NOW IS BY FROM SOME OTHER PERSON. AND WHAT'S HAPPENING IN AIKEN COUNTY? JUST READING THE PAPER HERE IS [INAUDIBLE]. DURING THIS PAST MONTH, THERE WERE PROBABLY 56 PEOPLE WHO DIED IN AIKEN [00:15:06] COUNTY FROM THE VIRUS AND SEVERAL HUNDRED GOT THE VIRUS AND STORES WERE ADMITTED TO THE HOSPITAL. LET'S SAY THAT THERE'S ONE PERSON IN AIKEN COUNTY GOING AROUND DOING THINGS THAT'S GIVING HE'S ONE PERSON AND WE DON'T KNOW WHO HE IS. HE'S INVISIBLE, BUT HE MAKES APPEARANCES, BUT YOU DON'T KNOW WHO HE IS. BUT WHAT WOULD HAPPEN IF THAT ONE PERSON WAS DOING ALL THIS? THE COMMUNITY WOULD BE LIVID. THERE'D BE THE NATIONAL GUARD DOWN HERE TRYING TO PROTECT THE PEOPLE. BUT ALL OF THE PEOPLE WHO DON'T TAKE THE PRECAUTIONS TO PREVENT THE TRANSFER OF THAT VIRUS TO SOMEONE ELSE IS PART OF THAT ONE PERSON AND. I'VE GOT A SON THAT'S A DOCTOR IN A STATE NEARBY HIS POSITION, HE'S A PULMONOLOGIST. HE DOES INTENSIVE CARE AND CRITICAL CARE. HE'S BEEN WITH A GROUP OF OVER 200 DOCTORS. SUBSPECIALTIES HAD A CONVERSATION WITH HIM A FEW DAYS AGO AND WAS ASKING HIM ABOUT THE CORONAVIRUS AND WHAT WAS GOING ON. ONE OF THE QUESTIONS I ASKED WAS, LET'S SAY, OUT OF THE LAST 300 PATIENTS THAT WERE ADMITTED TO THE HOSPITAL. HOW MANY OF THEM WERE UNVACCINATED? THEY SAID ALL OF THEM. HOW MANY PEOPLE IN THE INTENSIVE CARE UNIT WERE UNVACCINATED, SAID ALL OF THEM. HE SAID, WELL, I TAKE THAT BACK. THERE WERE TWO PEOPLE THAT I ADMITTED THAT HAD CORONA. THEY WERE THEY HAD HAD THEIR VACCINATIONS. THEY WERE HAVING SHORTNESS OF BREATH. THEY WERE OLD AND THE FAMILY WERE VERY CONCERNED. WE ADMITTED ONE OVERNIGHT. THE OTHER WENT HOME THE NEXT DAY. SO THE CORONAVIRUS I'VE RECENTLY READ SAID PFIZER MAY BE HAVE A PILL WITHIN TWO OR THREE MONTHS TO TREAT THE KIND OF CORONAVIRUS YOU'VE GOT TO TREAT WHAT'S NOW. YOU DON'T HAVE THAT OPTION. AND ANYWAY, IS MY TIME UP? YES, SIR. SORRY. THANK YOU SO MUCH FOR YOUR REMARKS. WE REALLY APPRECIATE THEM. THANK YOU. IF YOU DIDN'T GET THROUGH, WE CAN BRING YOU BACK NEXT TIME. THE NEXT ITEM ON THE AGENDA IS THE OFFICE OF THE BOARD CHAIRMAN, AND THE ONLY THING I WANT TO DO IS I WANT TO REMIND PEOPLE TO YOU WERE SENT A NOTIFICATION OF A MEETING IN CHARLESTON AT WHICH THE DELEGATE ASSEMBLY WILL BE HELD. KIM NEEDS TO KNOW IF YOU PLAN TO GO TO THAT MEETING AND BECAUSE SHE HAS TO MAKE THE ARRANGEMENTS FOR YOU TO GO BY OCTOBER 15TH. AND WE HAVE TO TURN IN NAMES OF PEOPLE TO AND THE BOARD HAS TO VOTE ON THEM BEFORE SO I NEED TO KNOW WHO WANTS. KIM NEEDS TO KNOW WHO'S GOING, AND THEN WE'LL APPORTION OUR VOTES AMONG THE PEOPLE WHO ARE GOING AND ASSIGN YOU AS DELEGATES AND I HAVE TO NOTIFY THE [Informational Items] SCHOOL BOARDS ASSOCIATION OF WHO YOU ARE. OK. THE OTHER THING, TOO, IS THAT AND I'M NOT. I FORGET THE DATE, BUT OCTOBER. I THINK IS THE MONTH IN WHICH YOU HAVE TO DO YOUR ETHICS FORMS ISN'T THAT OCTOBER? WHAT A RELIEF. ALL RIGHT. NEXT ITEM ON THE AGENDA ARE INFORMATIONAL ITEMS. THESE ARE ITEMS THAT ARE PRESENTED JUST FOR INFORMATION AND NO ACTION. NO FORMAL ACTION IS NEEDED ON THESE ITEMS. THE FIRST IS THE COVID 19 UPDATE. MR. LAURENCE. THANK YOU, MR. MEMBERS OF THE BOARD AND THIS WILL BE REAL, REAL SHORT UNLESS YOU HAVE SOME QUESTIONS BUT JUST WANT TO SHARE WITH YOU. AND I SHARED WITH THIS WITH BOARD MEMBERS JUST A LITTLE WHILE AGO, BUT OUR COVID NUMBERS LAST WEEK, EMPLOYEE NUMBERS CONTINUE TO GO DOWN. OUR STUDENT NUMBERS STAYED ABOUT THE SAME. THEY ACTUALLY WENT UP JUST A LITTLE BIT, BUT THEY WERE ALREADY PRETTY LOW. SO WE'RE 128. I THINK WE WERE A LITTLE UNDER 120 LAST WEEK, SO WE DID HAVE A FEW MORE CASES, BUT WE'RE STILL PERCENTAGE WISE RIGHT AROUND BETWEEN 50 AND 60 PERCENT OF OUR EMPLOYEES AND 50, I MEAN 0.50 PERCENT, HALF A PERCENT OF OUR EMPLOYEES, HALF A [00:20:01] PERCENT OF OUR STUDENTS. QUARANTINE NUMBER'S A LITTLE HIGHER THAN THAN I WOULD HAVE ANTICIPATED. BUT JUST TO GIVE YOU SOME PERSPECTIVE, IF A STUDENT WAS ON QUARANTINE ANY DAY DURING THE WEEK, THEY'RE IN THAT NUMBER. SO SO WE COULD HAVE HAD STUDENTS WHO WERE QUARANTINED JUST ON MONDAY CAME BACK ON TUESDAY, BUT THEY'RE IN THAT COUNT. SO IT'S CARRYOVER FROM FROM ONE WEEK TO THE NEXT. SO WE ARE CERTAINLY HOPEFUL THAT THOSE NUMBERS WILL LOOK A LOT BETTER AS WE MOVE FORWARD BECAUSE AGAIN, TWO WEEKS IN A ROW WITH JUST OVER 100 STUDENTS. THE PERCENT OF OUR STUDENTS WHO ARE WHO WERE QUARANTINED, WHO ENDED UP POSITIVE IS STILL UNDER TWO PERCENT. SO WE CONTINUE TO FEEL GOOD ABOUT THAT AND CONTINUE TO SHARE THAT INFORMATION WITH SOUTH SO I'M HAPPY TO ANSWER ANY QUESTIONS, BUT WE FEEL NOT COMFORTABLE BECAUSE WE'D RATHER ALL THE NUMBERS BE ZERO, BUT WE FEEL GOOD ABOUT THE DIRECTION THAT THE ANYONE HAVE QUESTIONS OF MR. LAURENCE? MR. CRANE. NOT. NOT SO MUCH A QUESTION. MR. LAURENCE. I CONTINUE TO RECEIVE A LOT OF QUESTIONS ABOUT THE CHANGES TO THE QUARANTINE PROTOCOL. I GUESS I WOULD JUST MAYBE REQUEST THAT WE SEND THAT OUT AGAIN. I KNOW WE'VE SENT IT OUT THROUGH MULTIPLE AVENUES ALREADY, BUT SINCE I KEEP GETTING MORE I FIGURE MAYBE A SECOND DELIVERY. THAT MIGHT BE A GOOD IDEA. CERTAINLY, WE'LL SHARE THAT AGAIN AND MAKE SURE THAT PEOPLE KNOW WHERE THEY CAN FIND THAT SHOULD THEY SHOULD THEY LOSE IT. ANYONE ELSE? REAL QUICK ARE THESE NUMBERS AS OF FRIDAY? THOSE NUMBERS ARE AS OF SATURDAY. OK. ALL RIGHT, THE NEXT ITEM IS SUMMER LEARNING PRESENTATION, MS GLOVER. I DID BEFORE MS. GLOVER STARTS, I DO WANT TO JUST THANK HER AND HER TEAM WHO ARE HERE EAGER TO ANSWER ANY QUESTIONS THAT Y'ALL WOULD LIKE TO ASK HER. BUT WE HAD MANY OPPORTUNITIES FOR STUDENTS TO WORK TOWARD REPAIRING SOME OF THE DELAYED LEARNING OPPORTUNITIES DUE TO DUE TO COVID 19 OVER THE LAST YEAR AND A HALF ALMOST TWO YEARS NOW. BUT TONIGHT WE'RE SHARING WITH YOU HOW THAT WENT OVER THE SUMMER. SO THANK YOU, MS. GLOVER. THANK YOU. GOOD EVENING, CHAIRMAN BRADLEY, MEMBERS OF THE BOARD AND MR. LAURENCE. THIS EVENING, AS MR. LAURENCE MENTIONED, WE WANTED TO SHARE WITH YOU OUR SUMMER LEARNING OPPORTUNITIES AND SOME DATA TO GO ALONG WITH THAT. SO I'LL START WITH OUR GOALS FOR SUMMER LEARNING. OF COURSE, WE WANTED TO MAKE SURE WE HAD OPPORTUNITIES FOR CATCH UP GROWTH FOR CREDIT AND CONTENT RECOVERY FOR TARGETED STUDENTS. AND ALSO WE HAD SOME OPPORTUNITIES FOR STUDENTS TO HAVE EXPLORATION AND ENRICHMENT IN AREAS THAT THEY MIGHT BE INTERESTED IN. SO AS YOU CAN SEE HERE, WE HAD OPPORTUNITIES FOR ALL THREE GRADE LEVELS, AND WE'RE GOING TO TALK ABOUT EACH OF THESE PROGRAMS QUICKLY AND WE'LL ANSWER QUESTIONS IF YOU HAVE THOSE AT THE END OR DURING WHICHEVER YOU PREFER. SO WE'RE GOING TO START WITH OUR ESSER FUNDED PROGRAMS, AND THOSE WERE APPROVED AT THE MARCH 23RD BOARD MEETING AS PART OF OUR ESSER TWO PROPOSAL. AND YOU DO HAVE A COPY OF THE PRESENTATION THAT WE PUT WITH YOUR PURPLE FOLDER TONIGHT. SO OUR ELEMENTARY ACADEMIC RECOVERY PROGRAM WAS BY FAR OUR LARGEST PROGRAM. WE TARGETED KINDERGARTEN THROUGH FIFTH GRADE. WE HAD A PROGRAM AT EVERY ELEMENTARY SCHOOL WITH THE EXCEPTION OF MILLBROOK AND WARRENVILLE, BECAUSE OF EITHER CONSTRUCTION OR SPRINKLER WORK BEING DONE. WHEN WE PRESENTED BACK IN MARCH, WE TALKED ABOUT USING THE NUMBER THREE THOUSAND THREE HUNDRED AND FIFTY TWO AS THE NUMBER OF STUDENTS WHO WERE AT RISK AND THOSE WHO WERE INVITED TO THE PROGRAM. OF THOSE, THREE THOUSAND THREE HUNDRED AND FIFTY TWO, TWO THOUSAND SEVENTY NINE ACTUALLY ENROLLED AND ONE THOUSAND SIX HUNDRED FORTY SEVEN OF THOSE STUDENTS, OR 79 PERCENT ACTUALLY ATTENDED AT LEAST ONE DAY OF THE PROGRAM. AS YOU CAN SEE HERE, WE HAD ONE HUNDRED AND NINETY FOUR TEACHERS, A LOT OF TEACHERS AND SUPPORT STAFF TO ASSIST WITH THESE STUDENTS THAT HAD US AT A RATIO OF ABOUT EIGHT TO ONE. SO WE WERE PLEASED WITH THAT. WE USED OUR NUMBERS INITIALLY TO TARGET A 20 TO ONE RATIO, KNOWING THAT ALL OF THOSE STUDENTS WOULDN'T ATTEND. WE TYPICALLY WOULD LIKE ABOUT A 12 TO ONE RATIO, SO IT WAS BETTER THAN WE HAD HOPED. SO YOU SEE HERE A PICTURE OF A DAILY SCHEDULE. THE PROGRAM WAS FOR TWENTY TWO DAYS. WE WERE DRIVEN REALLY BY A THIRD GRADE RETENTION, AND I'M GOING TO TALK A LITTLE BIT ABOUT THAT IN A FEW MINUTES. ACT 284 THE REAT TO SUCCEED LAW. SO WE KNEW THAT WE HAD TO DO 96 HOURS AT A MINIMUM TO MEET THAT PIECE OF [00:25:02] LEGISLATION. SO ALL OF OUR GRADE LEVELS HAD THAT SAME TIME FRAME SO THAT WE COULD HANDLE TRANSPORTATION NEEDS. SO OUR STUDENTS GOT APPROXIMATELY SIX HOURS OF INTENSIVE INSTRUCTION A DAY, MAKING SURE THAT OVER THE COURSE OF 22 DAYS, THEY GOT 96 HOURS. SO I THINK OUR STUDENTS GOT 117 HOURS OF INSTRUCTION. AND AS YOU CAN SEE, WE PROVIDE A BREAKFAST, LUNCH, TRANSPORTATION, ALL AT NO COST TO THE SO OUR AVERAGE DAILY ATTENDANCE BY GRADE LEVEL, YOU CAN SEE THIRD GRADE ATTENDED AT THE HIGHEST PERCENTAGE AND THE OTHER PERCENTAGES THERE. PARTICIPATION BY GRADE LEVELS. SO THESE ARE OUR NUMBERS THAT TOTAL THOSE 2000 SOME STUDENTS AND OUR FIRST GRADE AND THIRD GRADE WHERE OUR HIGHEST LEVELS OF PARTICIPATION. I MENTIONED ACT 284 THE READ TO SUCCEED LEGISLATION, SO THIS LAW BEGAN. IT WAS PASSED IN 2014, BUT IN 2017, 18 WAS THE YEAR THAT THIRD GRADE RETENTION STARTED, AND THE LAW STATES THAT A STUDENT MUST BE RETAINED IN THE THIRD GRADE IF HE OR SHE SCORES IN NOT MET ONE ON THE STATE SUMMATIVE ASSESSMENT AND UNLESS AN EXEMPTION IS MET. SO THERE ARE A NUMBER OF GOOD CAUSE EXEMPTIONS THAT ARE MENTIONED IN THE LAW THAT MIGHT BE BEING AN ENGLISH LANGUAGE LEARNER. IT MIGHT BE BEING A STUDENT WITH DISABILITIES, A STUDENT WHO'S BEEN PREVIOUSLY RETAINED AND THEY'VE HAD SOME TYPE OF READING INTERVENTION BEFORE. ALSO, THE READING PORTFOLIO, WE REFER TO IT AS THE LAP FOLDER. I THINK SOME OF YOU PROBABLY PROBABLY HEARD OF THAT BEFORE THE LITERACY ASSESSMENT PORTFOLIO, WHICH DOCUMENTS A STUDENT'S PROGRESS THROUGHOUT THE YEAR AND THEN SUMMER READING CAMP THAT WE HAD HERE IS ALSO ONE OF THE EXEMPTIONS THAT CAN BE USED FOR THIRD GRADE RETENTION. AND OF COURSE, THAT WOULD BE SUCCESSFUL COMPLETION. ULTIMATELY, THE DECISION TO RETAIN RESTS WITH THE SUPERINTENDENT AT THE RECOMMENDATION OF THE PRINCIPAL. WE LAST YEAR, THE STATE SUMMATIVE ASSESSMENT WAS NOT GIVEN, SO THIRD GRADE RETENTION WAS OFF THE TABLE AND I DON'T HAVE OUR NUMBERS FOR LAST YEAR. I DON'T BELIEVE WE RETAINED ANY THIRD GRADERS DUE TO COVID. IF YOU'LL LOOK AT THE NEXT SLIDE, WE HAD 80 STUDENTS WHO WERE AT RISK FOR RETENTION THAT DIDN'T MEET AN EXEMPTION. SEVENTY SIX OF THOSE WERE PLACED IN FOURTH GRADE BASED ON PRINCIPAL AND THE SUPERINTENDENT'S RECOMMENDATION. TWO OF THOSE WERE RETAINED OUT OF THE EIGHTY, TWO MOVED OUT OF THE DISTRICT AND THEN WE DID HAVE TWO STUDENTS OUT OF THAT 143 THAT MET A GOOD CAUSE EXEMPTION. THE PARENTS ASKED THAT THOSE STUDENTS BE RETAINED. SO WE ASKED SCHOOLS, PLEASE MEET WITH WITH YOUR FAMILIES, DISCUSS THE POSSIBLE RETENTION WITH THE STUDENTS. AND SO WE DID HAVE TWO PARENTS WHO ABSOLUTELY WANTED THEIR STUDENTS TO BE RETAINED. AND ON THE NEXT COUPLE OF SLIDES, I DIDN'T PRINT THE PRINT THESE OUT FOR YOU, BUT THEY ARE IN THE ATTACHMENT TO THE BOARD AGENDA AND THESE ARE JUST PICTURES, GREAT PICTURES OF OUR TEACHERS AND OUR STUDENTS HARD AT WORK THIS SUMMER. SO NEXT, I'M GOING TO ASK MS. OLIN, WHO IS OUR DIRECTOR OF ACCOUNTABILITY AND ASSESSMENT, TO COME AND SHARE SOME OF OUR DATA FROM THE ELEMENTARY PROGRAM. GOOD EVENING, MR. BRADLEY, MEMBERS OF THE BOARD, SUPERINTENDENT LAURENCE. JUST TO REVIEW THE SUMMARY OF THE EVALUATION CONDUCTED ON THE ELEMENTARY PORTION ONLY OF SUMMER CAMP, WE ASKED THREE PRIMARY RESEARCH QUESTIONS. FIRST WAS DID PARTICIPATION IN SUMMER CAMP POSITIVELY IMPACT STUDENT ACHIEVEMENT? SECOND IS, IS THERE EVIDENCE OF STUDENT GROWTH? AND THIRD, DID ATTENDANCE RATES IMPACT STUDENT GROWTH, A STUDENT'S ATTENDANCE AT SUMMER SO LIKE WITH ALL. WHY CAN I NEVER GO THE RIGHT DIRECTION ON THIS? PLEASE GO BACK. THANKS, MIKE. NO, I WANT TO GO. YEAH, I GOT TO GO ALL THE WAY BACK TO THE BEGINNING. KEEP, KEEP GOING. THERE WE GO. OK. ALL RIGHT, AND WITH ANY RESEARCH, I JUST WANT TO DISCUSS A LITTLE BIT ABOUT OUR FIRST, WE HAD TO HAVE MATCHED SETS, A PRE AND A POST ASSESSMENT ON [00:30:06] EACH STUDENT THAT PARTICIPATED. SOME CAVEATS TO THAT. WE HAD SOME STUDENTS WHO DID NOT ATTEND THE LAST FEW DAYS OF CAMP. WE DIDN'T GET THEIR POST ASSESSMENT AND THEN WE MADE A DECISION IN ORDER TO MAXIMIZE TIME IN SUMMER LEARNING CAMP THAT WE WOULD USE IN SOME GRADE LEVELS. THEIR FALL ASSESSMENT WHEN THEY RETURNED AS THEIR POST TEST AND WE HAD A RELATIVELY HIGH QUARANTINE RATE AT THE START OF SCHOOL AND DID NOT ALLOW US TO COLLECT A POST ASSESSMENT ON EVERY STUDENT. BUT YOU'LL SEE IN A LITTLE BIT. FOR THE MOST PART, WE HAD VERY HIGH PERCENTAGE OF PRE AND POST TESTS FOR THE STUDENTS INCLUDED IN THE SUMMARY. GRADE ONE MATH ONLY DID NOT ALLOW. WE HAD A LOT OF CHANGES THIS FALL. AS YOU KNOW, WE MOVE TO [INAUDIBLE] MAP MEASURES OF ECONOMIC PROGRESS. AND SO WE HAD SOME CHANGES. SO IN GRADE ONE AND TWO, WE DIDN'T HAVE A HUGE NUMBER OF MATCHED SETS. BUT ANYTHING YOU'LL SEE HERE ONLY IS REPORTED ON THOSE THAT ALLOW FOR COMPARISONS. SO WE LOOKED AT HOW A STUDENT FELL ON THEIR PRETEST, WHERE THEY FELL ON A NATIONAL PERCENTILE RANK AND THEN ON THEIR POST TEST, WHERE THEY FELL IN THAT NATIONAL PERCENTILE RANK IN ORDER TO DETERMINE IF A STUDENT GREW OR DID NOT MAKE PROGRESS. WE ALSO LOOKED AT THE PROFICIENCY CATEGORY. A STUDENT MIGHT GROW ONE OR TWO PERCENTILES, BUT THEY MIGHT NOT MOVE A WHOLE PROFICIENCY CATEGORY, SUCH AS A STUDENT WHOSE HIGH RISK MIGHT NOT HAVE MOVED TO SOME RISK, BUT THEY STILL MIGHT HAVE GROWN. SO WE WANTED TO LOOK AT HOW MANY MIGHT HAVE MOVED A PROFICIENCY CATEGORY AS WELL. AND THEN SECONDLY, AS MS. GLOVER MENTIONED, THERE WAS A MAXIMUM OF 22 DAYS AVAILABLE IN SUMMER CAMP. SO WE CALCULATED AN ATTENDANCE RATIO QUITE SIMPLE. IF YOU WERE THERE ALL 22 DAYS, YOU WERE AT 100 PERCENT AND THEN WE CODED THOSE AS EITHER HIGH ATTENDANCE, YOU KNOW, LEVEL OR LOWER. IF YOU WERE, YOU KNOW, ATTENDED OVER 50 PERCENT OF THE DAYS YOU WERE AT THE HIGHER. AND IF YOU WERE UNDER 50 PERCENT, WE MADE A VARIABLE THAT YOU WERE LOWER. SO IN ORDER TO ANSWER OUR FIRST QUESTION, DID PARTICIPATION IN SUMMER CAMP POSITIVELY IMPACT STUDENT ACHIEVEMENT? WE CAN SEE MOVING FORWARD FROM K THROUGH FIVE THAT, AND THIS SHOWS A SUMMARY OF READING AND MATH THAT IN ALL GRADE LEVELS, STUDENTS GREW NATIONAL PERCENTILE RANKING APPROXIMATELY NINE POINTS IN KINDERGARTEN IN BOTH READING AND MATH, SIX POINTS IN READING IN FIRST GRADE. AND AS I MENTIONED, MATH WAS NOT NECESSARILY COMPARABLE, SO WE DIDN'T HAVE A HUGE NUMBER OF DATA SETS THERE. BUT OF THOSE THAT WE DID, THERE WAS SIGNIFICANT GROWTH. IN SECOND GRADE READING GREW APPROXIMATELY TWO PERCENTAGE POINTS AND MATH FIVE PERCENTAGE AND THEN YOU CAN SEE SIX AND SEVEN IN THIRD GRADE, SEVEN IN BOTH MATH AND READING IN FOURTH GRADE AND THEN SIX POINTS IN READING AND FOUR POINTS IN MATH. SO THOSE ARE AVERAGE GAINS, AND WE KNOW THAT, YOU KNOW, AVERAGE GAINS ARE SUBJECTED TO OUTLIERS, THOSE THAT SCORED REALLY HIGH OR REALLY LOW. SO WHEN WE LOOK AT THE NUMBER OF MATCH STUDENTS SETS THAT WE HAD AS MS. GLOVER SHOWED YOU THE ATTENDANCE, YOU KNOW, THE STUDENTS THAT ACTUALLY PARTICIPATED AT LEAST ONE DAY IN SUMMER CAMP. YOU CAN SEE THAT WE HAD 275 MATCH SETS OUT OF TWO HUNDRED AND NINETY FOUR STUDENTS. THAT'S 93 AND A HALF PERCENT MATCH SET. SO I SAY THAT BY WAY OF SHOWING THAT THIS IS, YOU KNOW, A GOOD INDICATOR, WE HAD ABOUT EIGHTY NINE POINT SIX PERCENT OF THOSE ATTENDING AND MATCH SETS IN FIRST GRADE AND SECOND GRADE WHERE I SAID THOSE WERE NOT COMPARABLE. WE ONLY HAD 25 PERCENT OF MATCH SETS. BACK UP TO 88 PERCENT AT THIRD. EIGHTY SIX PERCENT AT FOURTH AND SEVENTY NINE PERCENT AT FIFTH. SO A LOT OF MATCH SETS. IN MATH. IT WAS VERY SIMILAR, EXCEPT FOR THOSE GRADES THAT WE MENTIONED FIRST AND SECOND SO THIS NEXT SLIDE IS INDICATING IS TO ANSWER THE QUESTION WAS THERE EVIDENCE OF WE MENTIONED THAT A STUDENT COULD GROW ONE OR TWO OR THREE OR FOUR OR FIVE SIX PERCENTILE AND WAS IT ENOUGH FOR THEM TO MOVE AN ENTIRE PROFICIENCY CATEGORY? YOU CAN SEE PRETTY MUCH ACROSS THE BOARD, WITH THE EXCEPTION, A LITTLE BIT OF FOURTH GRADE THAT, YES, THERE IS CLEARLY EVIDENCE OF STUDENT GROWTH. [00:35:02] IN KINDERGARTEN, FIRST, SECOND, THIRD AND FIFTH GRADE. THE MAJORITY OF STUDENTS GREW. SIXTY POINT SEVEN PERCENT IN KINDERGARTEN, SIXTY ONE POINT FOUR IN FIRST, 50 PERCENT IN SECOND, SIXTY FOUR IN THIRD. THEN FOURTH GRADE, ABOUT 34 PERCENT AND 62 PERCENT AGAIN BACK IN FIFTH GRADE. SO THAT IS SOME MOVEMENT. THIS PERCENTAGE OF STUDENTS MADE SOME MOVEMENT AND NATIONAL PERCENTILE RANKING. THEN WE ASKED THE QUESTION WAS IT ENOUGH FOR THEM TO MOVE A WHOLE PROFICIENCY CATEGORY? AGAIN, VERY ENCOURAGED BY THOSE RESULTS, WHICH IS SHOWN IN THE GREEN BAR THAT FORTY POINT SEVEN PERCENT OF KINDERGARTNERS GREW AN ENTIRE AT LEAST ENTIRE PROFICIENCY CATEGORY. THIRTY SIX POINT THREE PERCENT IN FIRST, TWENTY TWO IN SECOND, ABOUT A THIRD IN THIRD, LOWER IN FOURTH GRADE AT 10 PERCENT. AND ABOUT A QUARTER OF THOSE FIFTH GRADERS GREW ENOUGH TO MOVE AT A PROFICIENCY CATEGORY. IN MATH, SIMILAR RESULTS ACROSS THE BOARD, PARTICULARLY IN MATH. SIXTY EIGHT PERCENT, SIXTY FIVE IN FIRST, SIXTY ONE IN SECOND. A FULL THREE QUARTERS IN THIRD GRADE WHERE WE HAD OUR HIGHEST ATTENDANCE RECORDS IN THIRD SEVENTY ALMOST SEVENTY ONE IN FOURTH AND APPROXIMATELY TWO THIRDS IN FIFTH GRADE SO THE ANSWER TO THAT QUESTION IS YES. WHEN WE LOOKED AT QUESTION THREE, DID ATTENDANCE RATES IMPACT STUDENT GROWTH? AS I MENTIONED, WE CATEGORIZED THEM INTO HIGHER ATTENDANCE RATES AND LOWER ATTENDANCE AND AGAIN, ACROSS THE BOARD, WITH THE EXCEPTION OF JUST A LITTLE BIT DIFFERENCE IN FOURTH GRADE, THOSE PROBABLY NO SURPRISES HERE, BUT WE STILL LIKE TO EXAMINE THIS EMPIRICALLY TO MAKE SURE THAT WE'RE NOT MAKING ASSUMPTIONS. THAT THOSE THAT ATTENDED MORE DAYS OF SUMMER CAMP HAD, YOU KNOW, GREW MORE THAN THOSE THAT YOU CAN SEE IT, PARTICULARLY IN GRADES KINDERGARTEN, FULL. THOSE THAT HAD HIGHER PARTICIPATION RATES GREW AT 10 PERCENTAGE POINTS, WHERE LOWER ATTENDANCE RATES WAS ONLY THREE. FIRST GRADE, SIX AND FIVE. WE TALKED ABOUT SECOND GRADE, PARTICULARLY NOT BEING, YOU KNOW, COMPARABLE. AND THEN WE GO BACK TO THIRD GRADE SIX AND THREE. FOURTH GRADE, JUST A LITTLE CHANGE THAT EIGHT. AND WHEN WE GET BACK TO FIFTH GRADE SIX AND THREE, THAT WAS IN READING AND WE SEE THAT SAME TREND IN MATH. WE LOOKED AT BOTH A NATIONAL PERCENTILE RANKING AND IF THEY WERE ENOUGH TO MOVE, WE CAN SEE THAT HIGHER PARTICIPATION RATES LEND ITSELF TO HIGHER GROWTH BY STUDENTS. ARE THERE ANY QUESTIONS ON THAT? MR. SMITH. JUST REAL QUICK, MS. GLOVER. YES, SIR. I APPRECIATE HEARING ALL OF THIS, AND I KNOW THAT IT TOOK A LONG TIME TO COMPILE ALL OF THIS. BUT I SEE. FIRST GRADE SEEMED TO KIND OF STEADILY BE GROWING A LITTLE BETTER THAN SOME OF WHY, WHAT WOULD YOU CONTRIBUTE TO IT. I'M JUST FROM MY PERSONAL USE, WHAT WOULD YOU CONTRIBUTE TO BE? OR DO YOU SEEN ANYTHING THAT WOULD GIVE YOU ANY IDEA? WELL, FIRST OF ALL, THE THE FIRST GRADE, THE KINDERGARTEN IN MOVING INTO FIRST, THEY HAD THIS IDENTICAL TEST. THEY USE FAST BRIDGE THAT ASSESSMENT AND IT WAS THE SAME THAT THEY TOOK IN KINDERGARTEN AND IT WAS THE SAME THAT THEY TOOK IN FIRST GRADE. SO MAYBE IT COULD BE A LITTLE BIT MORE FAMILIARITY WITH WITH THE ASSESSMENT AS WELL. THAT COULD BE ONE THING. I MEAN, THE SHORT ANSWER TO YOUR QUESTION IS WE REALLY DON'T KNOW, BUT WE HAVE SOME INDICATORS AND THAT COULD, YOU KNOW, COULD BE ONE. IT COULD BE, YOU KNOW, THE CURRICULUM PROGRAM THEY FOCUSED ON ON PHONICS AND EARLY FOUNDATIONAL READING SKILLS, WHICH IS IDENTICAL TO WHAT THOSE STUDENTS, WHAT THOSE WHEN WE GET INTO THE UPPER GRADES, WE KNOW THAT PARTICULARLY THIRD, FOURTH, FIFTH, THAT WAS A NEW ASSESSMENT FOR THOSE STUDENTS. THAT WAS THE FIRST TIME THAT THEY TOOK THAT IN SUMMER READING CAMP WAS THE MAP SO, YOU KNOW, NOT CAUSAL, BUT COULD POTENTIALLY BE SOME OF THOSE REASONS. THANK YOU. ANYBODY ELSE? I HAVE A QUICK QUESTION. [00:40:01] YES, SIR. WHAT CONCLUSIONS WOULD YOU DRAW FROM THIS DATA? WELL, THAT. WHAT DOES IT TELL US THAT WE NEED TO KNOW? IT WELL, OBVIOUSLY THAT FIRST, THAT ATTENDANCE IS IMPORTANT, WHICH WE KNOW THAT. THAT IT'S EVIDENCE THAT OUR STUDENTS THAT SUMMER CAMP DOES HAVE A POSITIVE IMPACT ON WE WANT IT. THAT'S WHAT WE, YOU KNOW, WE'RE HERE FOR. WE WANT TO SEE STUDENTS GROWING. WE'RE THANKFUL THAT WE HAVE TWO NATIONALLY NORMED TESTS THAT WE CAN MEASURE THIS EMPIRICALLY AGAINST RATHER THAN JUST GUESSING. AND SO BUT WE WANT TO. IT ALSO TELLS US WHAT CERTAIN THINGS WE WANT EXAMINE. FOURTH GRADE WHAT HAPPENED AT FOURTH GRADE? WHY WASN'T THAT GROWTH AS SIGNIFICANT AS THOSE OTHERS? SO IT'S NOT JUST THE GOOD DATA WE WANT TO SEE, BUT WHEN WE DON'T SEE THE TREND IN ONE GRADE LEVEL THAT WE SEE IT, ALL THE OTHERS, WE WANT TO KNOW THAT YOU KNOW WHY THAT IS SO WE'RE EXAMINING THAT. BUT THIS DOESN'T TELL US THAT WE HAVE TO DO OTHER THINGS TO FIND THAT OUT? WELL AND WE NEED TO, YOU KNOW, LOOK AT WHAT WE DID IN FOURTH GRADE AND DID IT VARY FROM, YOU KNOW, KINDERGARTEN, FIRST, SECOND, THIRD? YOU KNOW, WAS THAT CURRICULUM DIFFERENT? DID THEY APPROACH THINGS DIFFERENTLY? OK THANK YOU. ANYBODY ELSE? THANK YOU. THANK YOU. WE'RE GOING TO CONTINUE WITH OUR MIDDLE SCHOOL PROGRAMS, SO WE HAD A CONTENT RECOVERY PROGRAM IN THE FOUR CORE AREAS MATH, ELA, SCIENCE AND SOCIAL STUDIES. 629 PARTICIPANTS AND AN 89 PERCENT SUCCESS RATE. SO STUDENTS PARTICIPATED IN ACADEMIC RECOVERY. THE TEACHERS DESIGNED THE CURRICULUM AND ASSESSMENTS, AND THEY WERE COMMON ACROSS ALL THE MIDDLE SCHOOLS, SO STUDENTS WERE PARTICIPATING IN EQUAL COURSES AND THAT 89 PERCENT SUCCESS RATE WE'RE PROUD OF. ON THE NEXT SLIDE, YOU'LL SEE THE BREAKDOWN BY SCHOOL. AND AGAIN, WE HAD SIX HUNDRED AND TWENTY NINE STUDENTS, FIVE HUNDRED AND FIFTY EIGHT OF THOSE SUCCESSFULLY COMPLETED THE SUMMER PROGRAM FOR THE CONTENT AREA THEY WERE IN. NEXT, WE HAVE HIGH SCHOOL, SO THIS WAS FOCUSING ON INITIAL CREDIT OF COURSES, CREDIT RECOVERY, OR WE ALSO HAD A SUMMER BRIDGE PROGRAM FOR ALGEBRA ONE AND THEN AIKEN SCHOLARS ACADEMY HAD A GEOMETRY HYBRID PROGRAM, SOME FACE TO FACE, SOME VIRTUAL AND AN ALGEBRA TWO TWO DAY BOOT CAMP. SO WE HAD THAT AT ALL OF OUR HIGH SCHOOLS. EIGHT HUNDRED AND NINETY SIX STUDENTS OUT OF THAT, WE HAD 32 ADDITIONAL GRADUATES FROM ON THE NEXT SLIDE, YOU SEE THAT BREAKDOWN BY SCHOOL. AND AGAIN, AIKEN SCHOLARS ACADEMY WAS A LITTLE DIFFERENT IN THAT THEY DIDN'T HAVE TO DO THE CREDIT RECOVERY PIECE. WE ALSO HAD OPPORTUNITIES FOR OUR STUDENTS WITH DISABILITIES. MANY OF THOSE WERE SERVED IN OUR SITE BASED PROGRAMS, BUT WE OFFERED EXTENDED SCHOOL YEAR, WHICH WE OFFER EVERY YEAR. WE HAD 48 STUDENTS WHO PARTICIPATED IN EXTENDED SCHOOL YEAR. SO IF AN IEP TEAM DETERMINED THAT THERE WAS A SIGNIFICANT OR THE POTENTIAL FOR SIGNIFICANT REGRESSION, EXTENDED SCHOOL YEAR WAS THE OPPORTUNITY USE THEIR COVID RECOVERY SO MUCH OF OUR LEARNING LOSS, YOU KNOW, IS COVID RELATED. BUT THIS WAS PARTICULARLY FOR OUR STUDENTS WITH DISABILITIES, WHERE COVID WAS DETERMINED AS THE FACTOR, AND WE HAVE 15 STUDENTS WHO PARTICIPATED IN THOSE SERVICES. WE ALSO, FOR WHATEVER REASON, A STUDENT MAY DESERVE COMPENSATORY SERVICES. SO IF THEY WEREN'T, IF WE WEREN'T PROVIDING IT FOR SOME REASON, TEACHER NOT THERE OR WHATEVER THE REASON MIGHT BE, WE OWE THE CHILD SERVICES SO THAT COMPENSATORY TIME. WE HAVE 37 STUDENTS WHO RECEIVED THAT MAKE UP TIME AND THEN FOUR HUNDRED AND FORTY FOUR STUDENTS WERE IN THAT SITE BASED RECOVERY SUPPORT THROUGH OUR LEVELED PROGRAMS AND TEACHERS THAT WERE OUR SPECIAL ED CERTIFIED AND SPECIAL ED CLASSIFIED STAFF WERE THERE TO SUPPORT ON THOSE SCHOOL SITES. SO WE DID HAVE A GOOD MANY SUPPORT STAFF INVOLVED IN OUR SUMMER PROGRAMS, WE HAD 14 SCHOOL COUNSELORS THAT WERE THERE TO PROVIDE SOCIAL EMOTIONAL SUPPORT FOR OUR STUDENTS. SEVEN OF THOSE AT THE ELEMENTARY LEVEL, SEVEN AT THE SECONDARY LEVEL, WE HAD SOME NURSES WHO SHARED SCHOOLS TO MAKE SURE THAT STUDENTS WERE GOT THE MEDICAL SUPPORT THAT THEY NEEDED. 80 SCHOOL, SCHOOL FOOD SERVICE WORKERS, 49 BUS DRIVERS AND WE HAD 16 STUDENT WORKERS. SO THOSE WERE HIGH SCHOOL STUDENTS, MINIMUM WAGE COMING IN AND SERVING IN [00:45:05] WHATEVER CAPACITY WE NEEDED THEM TO JUST HAVE THAT EXTRA EXTRA SET OF HANDS. NEXT, WE HAVE THE COST OF OUR ESSER SUMMER ACADEMIC RECOVERY PROGRAM, SO ORIGINALLY WE THOUGHT WE HAD A BUFFER IN OUR MONIES THAT WE ALLOCATED FOR ESSER SUMMER PROGRAMS. AND AS YOU CAN SEE, WE ALLOCATED THREE POINT TWO MILLION AND WE SPENT FOUR POINT ONE MILLION AND THAT WAS IN SALARY AND FRINGE. WE BUDGETED BASED ON THE $30 PER HOUR PER TEACHER PER TEACHER AND IN THE $15 AN HOUR PER CLASSIFIED STAFF. AND JUST IN ELEMENTARY ALONE, IT WAS ALMOST A HALF A MILLION DOLLARS IN AN INCREASE WITH THE ADJUSTED SALARY THAT WAS APPROVED BY THE BOARD. WE'RE THANKFUL, THOUGH, BECAUSE THAT HELPED US TO GET THE TEACHERS THAT WE NEEDED. BUT AS YOU CAN SEE, IT DID COST US MORE. WE IN ESSER THREE, WE HAVE SUMMERS 23, 2023 AND 2024, AND THOSE SUMMERS WE'VE ALLOCATED THREE POINT FIVE MILLION. SO MANY OF THE SUPPLIES THAT WE PURCHASED WILL LAST. WE WON'T HAVE TO PURCHASE THEM AGAIN. SO WE ESTIMATE THAT WE'LL SPEND A COUPLE OF HUNDRED THOUSAND ON SUPPLIES OF MATERIALS EACH YEAR AND THAT WE WON'T NEED TO SPEND NINE HUNDRED TWELVE THOUSAND AGAIN BECAUSE SO MUCH OF THAT IS REUSABLE. SO WE DID HAVE SOME ADDITIONAL SUMMER OFFERINGS THAT WERE NOT FUNDED THROUGH ESSER, THE FIRST BEING OUR EARLY LARGE EARLY LEARNING BRIDGE PROGRAM FOR OUR RISING KINDERGARTEN STUDENTS. SO THESE STUDENTS WERE TARGETED BASED ON THEIR END OF YEAR GOLD ASSESSMENT DATA, AND THE TEACHERS INDICATED THAT THEY NEEDED THE ADDITIONAL TIME, AND WE HAD 25 STUDENTS ENROLLED AN AVERAGE ATTENDANCE OF 13. SOME PICTURES FOR YOU THERE OF THOSE SWEET CHILDREN. AND THEN THE DATA ON THOSE CHILDREN, THEY HAD A PRE AND POST TEST. AND AS YOU CAN SEE, ALL OF THOSE AREAS, WE SAW GROWTH IN UPPERCASE LETTERS, LOWERCASE LETTERS, STUDENTS BEING ABLE TO WRITE THEIR NAME. SO AND THIS PROGRAM WAS FUNDED BY [INAUDIBLE] FUNDING SO STATE CHILD DEVELOPMENT MONEY. WE DID HAVE TO SUPPLEMENT BECAUSE THOSE THOSE MONIES ARE NOT ENOUGH FOR THAT PROGRAM. WE HAVE COUNTDOWN TO KINDERGARTEN, WHICH IS A PARTNER PROGRAM WITH FIRST STEPS AND A PROGRAM, SO THE RISING KINDERGARTNERS CAN GET TO KNOW THEIR CURRENT, THEIR FUTURE TEACHERS, SO IT'S VISITING WITH THOSE FAMILIES AND WORKING WITH THOSE STUDENTS TO PREPARE THEM FOR KINDERGARTEN. WE DID THIS AT NORTH AIKEN AND RIDGE SPRING, AND WE HAD 30 STUDENTS WHO PARTICIPATED. XSEL IS OUR THERAPEUTIC BEHAVIOR PROGRAM FOR ELEMENTARY STUDENTS, AND OF COURSE, YOU KNOW, WITH COVID, WE GOT OFF TO A SLOW START. THIS WAS REALLY THE FIRST FULL YEAR, BUT YOU KNOW, IT'S IT'S NOT TO FULL CAPACITY YET JUST WHERE WE ARE WITH WITH THE PANDEMIC. BUT THE XSEL PROGRAM, THESE TEACHERS AND STAFF HAVE THE ADDITIONAL DAYS BUILT INTO THEIR CONTRACT TO MAKE SURE THAT THOSE STUDENTS ARE CONTINUING ON THEIR BEHAVIORAL GOALS THROUGHOUT THE SUMMER AND SO THAT THEY WON'T EXPERIENCE ANY REGRESSION. IT'S A FOUR WEEK SUMMER PROGRAM AND ALREADY BUILT INTO THE BUDGET FOR THE XSEL STAFF, AND WE HAD 10 STUDENTS WHO WERE WHO ARE IN XSEL. EIGHT STUDENTS ATTENDED THE PROGRAM. INFUSION WRITING CAMP, THAT'S A PROGRAM FOR RISING EIGHTH GRADERS WHO WILL BE TAKING IT'S AN ALL SUMMER LONG PROGRAM DONE THROUGH SCHOOLOGY, WITH ONE CERTIFIED TEACHER AND ONE STUDENT TO TUTOR WHO ASSIST THE TEACHER IN READING AND GIVING FEEDBACK ON THEIR WRITING. SO IT'S ALL ABOUT TRYING TO TARGET THOSE SKILLS TO IMPROVE STUDENTS' WRITING. TO BE IN THAT ADVANCED ELA COURSE, WE CELEBRATED THOSE STUDENTS VIRTUALLY. YOU CAN SEE MR. LAURENCE SMILING REALLY BIG, CELEBRATING THOSE STUDENTS ONLINE. OUR AIKEN COUNTY VIRTUAL ACADEMY, IT'S OUR SUPPLEMENTAL VIRTUAL PROGRAM, SO IF A STUDENT WANTS TO TAKE COURSES TO GET AHEAD, THIS IS THE THE VIRTUAL ACADEMY IS UNDER OUR AIKEN INNOVATE UMBRELLA. AND SO WE HAD 282 STUDENTS PARTICIPATE IN THE COURSES LISTED AND EIGHT TEACHERS [00:50:04] INVOLVED THERE AND AN OVERALL PASSAGE RATE OF NINETY SIX POINT FIVE PERCENT. SO STUDENTS CHOOSE TO TAKE THESE COURSES TO GET AHEAD. SO THAT'S WE'RE THANKFUL FOR THAT HIGH PERCENTAGE RATE OF PASSAGE. I THINK WE HAD 10 FAILURES IN THAT. IN THE VIRTUAL ACADEMY. ACGATEWAY IS OUR PROGRAM FOR 3RD THROUGH 12TH GRADERS WHO ARE ARTISTICALLY GIFTED, AND IT WAS JUNE 26TH, JUNE 16TH THROUGH JULY 22ND AND WE HAVE ONE HUNDRED AND TWENTY SIX STUDENTS PARTICIPATE AND SHOW OFF THEIR TALENTS. THAT ALWAYS CULMINATES IN A SHOWCASE, AND WE HAVE SOME PICTURES HERE OF THEIR WORK DURING AND FINALLY, WE HAD SOME CTE CAREER AND TECHNOLOGY EDUCATION GOING ON FOR OUR MIDDLE AND HIGH SCHOOL STUDENTS. OUR RISING SEVENTH AND EIGHTH GRADERS PARTICIPATED IN A CAMP WHERE THEY WERE ABLE TO PARTICIPATE IN AUTOMOTIVE, MECHATRONICS, CULINARY, MACHINE TOOL, WELDING, JUST A WHOLE ARRAY OF THINGS NAIL TECH, COSMETOLOGY, COMPUTER PROGRAMING. SO THEY WERE VERY BUSY OVER THE SUMMER AND SOME GREAT PICTURES THERE. AND MR. [INAUDIBLE] I KNOW WOULD LOVE FOR ME TO PUT IN A PLUG FOR YOU TO COME AND HAVE YOUR HAIR DONE OR YOUR NAILS DONE. SO MAKE YOUR APPOINTMENT TODAY. OUR HIGH SCHOOL STUDENTS ALSO PARTICIPATED IN THE SAME OPPORTUNITIES THERE, AND THEY JUST DO AN OUTSTANDING JOB OF PREPARING OUR STUDENTS FOR THE WORKFORCE. AND THERE YOU CAN SEE SOME PICTURES. WE'LL LET YOU GO OVER THERE AND HAVE YOUR HAIR DONE, BUT WE WILL NOT LET YOU WELD. THAT'S A LITTLE DANGEROUS. SO ONE THING I DID NOT MENTION AND IT WAS AN OVERSIGHT ON MY PART, AND I TALKED TO THE DIRECTOR OF OUR EARLY HEAD START AND HEAD START PROGRAM THIS MORNING. SO WE DID HAVE 95 STUDENTS IN EARLY HEAD START AND HEAD START WHO PARTICIPATED THIS SO WE'RE THANKFUL FOR THOSE EARLY LEARNERS BEING A PART OF OUR SUMMER OPPORTUNITIES AS WELL. SO THAT ACTUALLY BRINGS OUR TOTAL TO FOUR THOUSAND SIXTEEN STUDENTS. WE DID. I DID HAVE TO EDIT THAT SLIDE. IT WAS POSTED ON FRIDAY WITH A NUMBER OVER 4000, BUT WE HAD SOME DUPLICATION IN OUR STUDENTS WITH DISABILITIES NUMBERS BECAUSE THEY WERE ALREADY COUNTED IN OUR SITE BASED BUT WE ARE UP TO FOUR THOUSAND SIXTEEN STUDENTS WITH OUR NINETY FIVE HEAD START CHILDREN WHO PARTICIPATED. SO IF YOU HAVE ANY QUESTIONS, I'LL BE MORE THAN HAPPY TO TAKE THOSE. MR. THANK YOU, MS. GLOVER. I'M A LITTLE OFFENDED THAT I CAN'T GO WELD AT THE CAREER CENTER, BUT THAT'S ALL RIGHT. I'M GOING TO REWIND TO THE VERY BEGINNING. I JUST WANT TO WAIT TILL WE GET TO THE END. MAKE SURE IT WASN'T BROUGHT UP SO OF THE STUDENTS THAT WERE INVITED TO THE ACADEMIC RECOVERY PROGRAM, THERE WERE YOU SAID THREE THOUSAND THREE HUNDRED FIFTY TWO TOTAL. AND THEN, OF COURSE, THAT DROPPED AS FAR AS STUDENTS ARE ENROLLED AND THEN FURTHER DROP TO THOSE WHO ACTUALLY ATTENDED. BUT FROM FROM THE ATTENDANCE NUMBER TO THE INVITATION NUMBER. THERE'S A DIFFERENCE OF FORTY NINE POINT ONE, FORTY NINE POINT ONE THREE PERCENT ACTUALLY ENDED UP HERE OF WHO IN WHO WE IDENTIFIED ORIGINALLY. JUST JUST CUT IT IN HALF. I MEAN, THAT'S DISAPPOINTING THAT THOSE STUDENTS AND, YOU KNOW, GUARDIANS, PARENTS OR WHATEVER WEREN'T ABLE TO COME AND ATTEND OR DIDN'T COME AND ATTEND WHATEVER THE REASONS WHAT ARE WHAT CAN WE DO? WHAT ARE WE DOING IN THE MEANTIME TO REACH, YOU KNOW, SIXTEEN HUNDRED PLUS KIDS WHO, FOR WHATEVER REASON, CHOSE NOT TO COME? SO MANY OF THOSE STUDENTS ARE RECEIVING TARGETED INTERVENTION AND SUPPORT IN THEIR SCHOOLS, SO THE SCHOOLS HAVE THE DATA TOO SO THEY KNOW WHO THESE STUDENTS ARE. BUT THROUGH OUR MULTI-TIERED SYSTEM OF SUPPORTS, THESE STUDENTS ARE RECEIVING SUPPORTS IN THEIR BUILDINGS, WHETHER IT BE FROM THE CLASSROOM TEACHER WHO'S WORKING MAYBE IN SMALL GROUPS WITH THEM OR THEY'RE IN A SPECIFIC INTERVENTION. VOYAGER PASSPORT AND K THROUGH TWO IS OUR INTERVENTION PROGRAM THAT OUR THE BOARD APPROVED THROUGH ESSER HIRING THOSE INTERVENTIONISTS. NOW IT WON'T SERVE ALL OF THEM. SO I MEAN, WE DO HAVE A CHALLENGE AHEAD OF US, BUT OUR SCHOOLS ARE WORKING AS HARD AS THEY CAN AND WE HAVE AFTER SCHOOL MONEY THROUGH ESSER TWO AND THREE THAT THE SCHOOLS ARE USING TO TARGET STUDENTS WHO NEED SUPPORT. WELL, THANK YOU FOR THAT. [00:55:01] AND THAT'S GOOD. I CERTAINLY WOULD TAKE THIS OPPORTUNITY TO ENCOURAGE OUR FAMILIES WHO, YOU KNOW, ARE IDENTIFIED HERE AND CONTACTED TO TAKE ADVANTAGE OF THESE OPPORTUNITIES FOR THEIR FOR THEIR STUDENTS FUTURES. SO I HAVE A FOLLOW UP QUESTION TO THAT. SO OF THE STAFF AND EVERYTHING THAT WE ORIGINALLY ALLOCATED WAS THAT AND I JUST DON'T RECALL. I KNOW WE TALKED ABOUT THIS DID REALLOCATE STAFF AND WHATNOT BASED ON THE NUMBER OF INVITES OR THE NUMBER WHO ULTIMATELY ATTENDED. SO WE ALLOCATED BASED OFF OF THREE THOUSAND THREE HUNDRED FIFTY TWO, WHICH IS THE BUT KNOWING BECAUSE TYPICALLY WE HAVE SO WE WERE, THAT WAS GOING TO GIVE US A TWENTY TO ONE RATIO, WHICH WAS NOT WHAT WE WANTED. WE WERE SHOOTING FOR A 12 TO ONE, 10 TO ONE RATIO. TO BE MORE IN DEPTH WITH THOSE KIDS. SO NEXT, OBVIOUSLY, I THINK WE CAN'T TELL AT THIS STAGE OF THE GAME WHAT WHAT THOSE NUMBERS ARE GOING TO, HOW MANY KIDS WE'RE GOING TO TARGET FOR NEXT, YOU KNOW, NEXT I GUESS WHERE I'M GOING WITH THAT IS AS FAR AS THE STAFF AND MATERIALS AND EVERYTHING FROM A FUNDING STANDPOINT, RIGHT? THAT'S A PRETTY BIG THIS IS A PRETTY BIG EXPENSE. AND I THINK WE DEFINITELY HAVE SOME POSITIVES OUT OF IT, BUT THAT WE GOT TO WEIGH THAT OF COURSE, ESSERS GOT TO BE SPENT ON CERTAIN THINGS, INCLUDING THIS, WHICH IS WHICH IS ARE WE COMFORTABLE WITH ANY PROJECTIONS MOVING FORWARD ABOUT COSTS WITH STAFF? AND I KNOW WE TALKED ABOUT MATERIALS, BUT LET'S HYPOTHETICALLY SAY WE IDENTIFY THE SAME NUMBER OF KIDS, LET'S JUST SAY 3000 AND 3000 SHOW UP. DO WE HAVE ENOUGH MATERIALS AT THAT? MAYBE WE CAN'T ANSWER THAT RIGHT NOW, BUT JUST SOMETHING TO BE THINKING ABOUT FOR WHEN Y'ALL PRESENT THIS TO US IN THE SPRING OR CLOSER TO IT, I DON'T KNOW THAT I REALLY HAVE A QUESTION. I'M JUST THINKING IT THROUGH. THANK YOU. IT'S VERY GOOD PRESENTATION. APPRECIATE ALL THIS. EXCUSE ME. EXCELLENT JOB. THANK YOU. I WAS AT ALL THREE LEVELS IN MY CAREER. ELEMENTARY IS WHERE MY HEART WAS LEFT BECAUSE THOSE ARE INNOCENT ONES AND THOSE ARE THE ONES THAT DEPEND ON US TO DO THE BEST WE POSSIBLY CAN TO GET THEM [INAUDIBLE]. AND SO MY HEART [INAUDIBLE] THERE. I HAD SOME FIRSTHAND KNOWLEDGE OF THE PROGRAM FOR THE FIRST YEAR OF HAVING IT. I THOUGHT IT WENT OVERALL VERY WELL. THANK YOU. I KNOW THERE WAS PROBLEM JUST AS ANYTHING, AND I'M HOPING THAT WE'LL BE ABLE TO CARRY THIS PROGRAM ON FOR SEVERAL MORE SUMMERS AND SO FORTH AND SO ON TO HIT ALL OF THE KIDS AND ALL OF THEM THERE. I KNOW YOU FOLKS ARE PROBABLY ALREADY PLANNING ON WHATEVER CHANGES YOU THINK NEED TO BE HONESTLY, THIS WAS A WONDERFUL PROGRAM, AND I KNOW THERE MAY BE SOME FOLKS UP HERE THAT MAY NOT SEE IT THE WAY I SEE IT OR THE WAY DR. BRADLEY SEES IT. I'LL TELL YOU WHEN WE CAN GET THAT MANY KIDS IN AND GET GROWTH, IT'S NOTHING BUT GOOD. IT'S A HIGH [INAUDIBLE]. SO THOSE LITTLE LIVES AND WE WE OWE IT TO THEM TO GET THEM READY AS WE CAN AND SOME WHEN I SAY SOME PEOPLE I'M TALKING ABOUT, FAMILIES MAY NOT HAVE HAD THE ABILITY TO GET THEM BACK AND FORTH, MAY NOT HAVE HAD SOME OF THOSE THINGS THAT'S NEEDED, MAYBE WORK, MAYBE SOME TIME, WHATEVER. THE MORE WE CAN GET IT, THE BETTER OFF WE'RE GONNA BE IN THE LEVEL AT ALL LEVELS. AND I WANT TO THANK YOU ALL OF YOU. THANK YOU. OUR TEAM WORKED REALLY HARD. I DO WANT TO PUBLICLY, PUBLICLY SAY THANK YOU TO OUR TEAM. MR. NO, SO YEAH, THAT'S TREMENDOUS GROWTH, SO THE TEAM SHOULD BE VERY PROUD OF WHAT WAS ACCOMPLISHED THIS SUMMER. IT'S NOT IN THE PACKET, SO I DON'T NEED IT TONIGHT. BUT FOR MY OWN INFORMATION, I'D LIKE TO HAVE SOME BACKGROUND ON WHAT TYPICAL TYPICAL GROWTH HAS BEEN IN THE PAST WHEN WE'VE HAD PRE AND POST TESTING AVAILABLE, AS WELL AS JUST, I'M CURIOUS, THE GROWTH IS PHENOMENAL AND PEOPLE SHOULD REALLY BE PROUD OF THAT. I STILL WOULD LIKE TO KNOW BECAUSE OF ALL THE SCHOOL WE MISSED OVER THE LAST YEAR AND A WHERE DO WE STAND FROM AN ABSOLUTE VALUE? SO WE GREW 60 PERCENT, WHICH IS PHENOMENAL, BUT WE'RE STILL WAY BEHIND. I STILL LIKE TO GET SOME PERSPECTIVE ON THAT. BUT VERY CLEARLY, WE'VE GOT A LOT WE HAD. IF YOU WANT TO PUT IT IN THESE TERMS, WE HAD A PRETTY GOOD ROI ON OUR INVESTMENT. [01:00:04] SO THANK YOU FOR YOUR PRESENTATION. OK. YES. DOCTOR HANKS. THANK YOU, MS. GLOVER, YOU ANSWERED MY QUESTION BECAUSE I WAS CONCERNED OR WANTED TO KNOW IF HEAD START STUDENTS WERE PART OF THAT SUMMER PROGRAM. MY QUESTION IS, AND YOU MAY NOT HAVE THIS, IT'S MAY BE MS. HALL. DO WE CAPTURE OR DO WE HAVE A METHOD TO CAPTURE THE EVALUATION OF THE HEAD START STUDENTS ON AN ONGOING BASIS, NOT JUST THE SUMMER PROGRAM? WE, WE DO. [INAUDIBLE] MS. DR. BRADLEY [INAUDIBLE] TO ANSWER YOUR QUESTION, YES, WE DO. WE ACTUALLY HAVE AN ONGOING ASSESSMENT THAT WE USE. IT'S CALLED TEACHING STRATEGIES GOAL. WE ASSESS CHILDREN THREE TIMES A YEAR. FALL, WINTER AND SPRING. AS FAR AS OUR SUMMER PROGRAMING, WE SERVE THOSE CHILDREN THROUGH SUMMER PROGRAMING. AND WHAT WE WANTED TO DO. I'LL TAKE THIS DOWN. SO YOU UNDERSTAND THAT WHAT WE WOULD LIKE TO DO IS HAVE OUR CHILDREN ASSESSED THROUGH KRA, WHICH IS THE KINDERGARTEN READINESS ASSESSMENT TOOL. WE HAVEN'T HAD AN OPPORTUNITY TO DO THAT YET, BUT AS SOON AS WE ARE TRAINED IN THAT AREA WE'LL BE ABLE TO ASSESS THEM IN THAT GROUP. BUT WHAT I CAN TELL YOU IS THAT WE SHOWED 30 PERCENT OF GROWTH FROM THE TIME OUR CHILDREN STARTED IN THE FALL TO THE SPRING. OK, VERY GOOD. THAT'S GREAT. ANYBODY ELSE? YES, SIR, PLEASE. HEY, FOR EITHER ONE OF YOU I GUESS. CERTAINLY NOT TO DIM THE SPOTLIGHT AT ALL, BECAUSE I THINK WE'RE ALL IN AGREEMENT IS BUT IN TERMS OF LEARNING THE MILLION DOLLAR OVERAGE WHICH WAS IN SALARY AND FRINGE, IT SEEMS LIKE YOU BUDGETED FOR 21 HOPING FOR 12 OR 14. WHAT DROVE THIS OVERAGE BECAUSE YOU DIDN'T HAVE TO GO OUT AND HIRE MORE PEOPLE? SO I'M JUST INTERESTED TO KNOW WHAT WHAT DROVE THE OVERAGE AND HOW HOW WOULD WE CORRECT THAT IN BUDGETING THE NEXT TIME? SO THE OVERAGE FOR SALARIES WAS ALL ABOUT INCREASING THAT HOURLY RATE FOR THE TEACHERS, MAYBE I MISSED THAT. SO I'M SORRY IT WAS BUDGETED BEFORE WE WENT TO THE 30? YES, SO WE BUDGETED IN MARCH BASED ON $30 AN HOUR FOR TEACHERS, $15 AN HOUR APOLOGIZE I MUST HAVE MISSED IT. NOT A PROBLEM. ANYBODY ELSE? ONE MORE QUESTION BEFORE MS. BEFORE MS. HALL SITS DOWN. I'VE SAT IN ON A COUPLE OF THE POLICY COUNCIL MEETINGS WITH YOU FOR HEAD START. I'M WONDERING THE 4K PROGRAM, USUALLY THOSE FILL UP QUICKLY AND THERE'S A WAIT LIST. DO WE, AS A DISTRICT, SHARE THAT WAIT LIST OR DO YOU GET THE WAIT LIST AND PULL FROM THOSE STUDENTS TO BE A PART OF THE PROGRAM? WELL, ACTUALLY, NO, I DON'T. I'VE NOT PROVIDED A LIST OF THOSE CHILDREN, BUT THAT'S SOMETHING THAT WE ARE WORKING ON AND HOPEFULLY WE'LL HAVE THAT KIND OF IRONED OUT. WE HAVE MET WITH SPECIAL SERVICES DIVISION HERE WHERE WE ARE TRYING TO ADDRESS THOSE CHILDREN WHO ARE SUSPECTED OF HAVING A DISABILITY OR HAVE A DIAGNOSED DISABILITY. AND SO WE HAVE MET WITH THE SPECIAL SERVICES DIVISION HERE IN THE DISTRICT. BUT AS FAR AS THE 4K OVERALL WAITING LIST, WE DON'T HAVE ACCESS TO THAT YET. BECAUSE THEY WOULD QUALIFY FOR THE PROGRAM IF THEY. YES. SO HEAD START, AS YOU KNOW, IT'S INCOME BASED, WHERE AS 4K, IS ASSESSMENT SOMEWHAT SO YES, SOME FAMILIES WOULD POSSIBLY QUALIFY. AND AS YOU KNOW, WE CAN HOLD UP TO 10 PERCENT OVER THE FUNDED ABOVE THE INCOME ELIGIBILITY GUIDELINES FOR HEAD START. BUT YES, WE WE WILL BE MORE THAN HAPPY TO ACCEPT ANY CHILD FROM THE WAITING LIST THAT QUALIFY FOR HEAD START. THANK YOU. GOOD. THANK YOU. APPRECIATE IT. LET'S GO TO THE NEXT ITEM. WHICH IS. ACADEMIC DATA PRESENTATION, SO. ALL RIGHT. TODAY, WE'RE GOING TO THIS EVENING LOOK AT A LITTLE BIT OF THE DATA AS RELEASED BY THE SOUTH CAROLINA DEPARTMENT OF EDUCATION ON THE BEGINNING OF THIS MONTH ON WE'LL LOOK AT PARENT IF YOU'RE I'M SURE YOU'RE FAMILIAR WITH THAT, AS THE REPORT CARD WILL LOOK AT SOME PARENT, TEACHER AND STUDENT SURVEY RESPONSES [01:05:03] THAT ARE REPORTED AS PART OF THAT REPORT CARD. WE WILL LOOK AT STUDENT ACHIEVEMENT DATA. SOME COLLEGE AND CAREER READINESS AND GRADUATION RATE INDICATORS. JUST AS A POINT OF REFERENCE, THE DATA REPORTED BY THE SOUTH CAROLINA DEPARTMENT OF EDUCATION IS REPORTED BASED ON A CONTINUOUS ENROLLMENT NUMBER. A STUDENT HAS TO BE PRESENT ON DAY FORTY FIVE OF THE SCHOOL YEAR AND ON DAY ONE SIXTY OF THE SCHOOL YEAR TO BE INCLUDED IN THAT IN THAT CATEGORY. SO, FOR EXAMPLE, EVERY YEAR I GET A WE GET A BIG DATA REPORT OF EVERYBODY THAT TESTED EVERYBODY THAT TESTED UNLESS THEY WERE HERE ON DAY ONE. DAY 45 AND 160 MAY NOT BE REPORTED ON THIS. AND THAT MAKES SENSE. THEY WANT HIM TO BE IN THE SAME SCHOOL, AND BECAUSE WE DO MEASURE STUDENT GROWTH, WE WANT TO MAKE SURE THAT WE HAD THEM ENOUGH TIME TO BE RESPONSIBLE FOR THAT STUDENT GROWTH IN THERE. THE HIGH SCHOOL DATA IS REPORTED ON A COHORT THOSE WHO ARE SUPPOSED TO GRADUATE AND THAT GRADUATING CLASS, WHETHER THEY GRADUATE OR NOT, THAT IS REPORTED FOR HIGH SCHOOL DATA AND THEIR TEST RESULTS ARE THEN ARE BROUGHT IN. AND AS ANOTHER REMINDER, THIS YEAR I CAN SEE THAT'S A LITTLE SMALL THAT WE'LL USE CAUTION AND THE INTERPRETATION OF OUR ASSESSMENT RESULTS FOR THIS YEAR BECAUSE OF THE CONDITIONS ASSOCIATED WITH THE PANDEMIC. WE CAN'T INTERPRET RESULTS IN THE SAME WAY WE HAVE IN THE PAST. WE KNOW THAT A SINGLE TEST SCORE IS NOT A COMPLETE MEASURE OF STUDENT ACHIEVEMENT. WHEN WE LOOK AT RESULTS AND WE MAKE DECISIONS ON STUDENTS, WE ALWAYS LOOK AT MULTIPLE AND AS WE LOOK AT THE DATA THAT FOLLOWS, I JUST WANT TO SHARE AN EXAMPLE OF WHY WE'LL USE CAUTION AND THE INTERPRETATION AND PARTICULARLY COMPARISON OF RESULTS. THIS SLIDE SHOWS SEVERAL OF THE LARGER DISTRICTS AND THE STATE IN THE NUMBER OF STUDENTS WHO WERE EXPECTED TO TEST THAT DID INDEED TEST. AND YOU'LL SEE THAT AIKEN COUNTY AND OUR SCHOOLS DID A TREMENDOUS JOB OF BRINGING IN STUDENTS TO TEST THIS YEAR, WHETHER THEY WERE IN A VIRTUAL PROGRAM, WHETHER THEY WERE AN AI, THEY WERE REQUIRED TO COME TO THE SCHOOL DISTRICT FOR THEIR END OF YEAR ASSESSMENTS. WE HAD 96 ALMOST 96 PERCENT OF OUR STUDENTS WHO WERE, YOU KNOW, SUPPOSED TO TEST TESTED. IF WE LOOK AT THE STATE, IT WAS JUST SHY OF 88 PERCENT. SO, YOU KNOW, A LOT OF KIDS WERE AT HOME DURING THE PANDEMIC. THEY WERE IN IN REMOTE PROGRAMS. PARENTS DIDN'T WANT THEM TO COME IN. SO WE JUST WANT TO MAKE SURE THAT WE'RE KIND OF COMPARING APPLES TO APPLES. WHEN WE LOOK AT THAT TESTING PARTICIPATION BY PARTICULAR SUBGROUPS, THE DIFFERENCES ARE AS I JUST MENTIONED, OVERALL SOUTH AND AIKEN COUNTY, WE TESTED ABOUT 96 PERCENT OF OUR STUDENTS, WHEREAS THE STATE TESTED ABOUT 88 PERCENT. WHEN WE LOOK AT THE DIFFERENCES IN THOSE TESTED IN ECONOMICALLY DISADVANTAGED GROUP OR THE AFRICAN-AMERICAN SUBSET, YOU'LL SEE THAT THERE'S A SIGNIFICANT DIFFERENCE. WE TESTED NINETY FIVE POINT ONE PERCENT OF OUR ACADEMIC AFRICAN-AMERICANS, WHEREAS THE STATE ONLY TESTED 83 PERCENT. ECONOMICALLY DISADVANTAGED, WE ARE AGAIN NINETY FIVE POINT FIVE PERCENT AND THE STATE EIGHTY SIX POINT FIVE. SO, YOU KNOW, KUDOS TO US THAT WE, OUR SCHOOLS DID SUCH A GREAT JOB IN ADMINISTERING END OF YEAR ASSESSMENTS, BUT AGAIN, CAUTION BECAUSE WE TESTED WAY MORE STUDENTS. WHEN WE LOOK AT THE SATISFACTION SURVEYS THAT WE'RE GOING TO LOOK AT NEXT. THE DATA FROM THESE THE STATE SURVEYS PARENTS, TEACHERS AND STUDENTS AND THOSE ARE REPORTED UNDER CERTAIN CATEGORIES ON THE REPORT CARD, STUDENT ENGAGEMENT, SATISFACTION WITH THE CLASSROOM ENVIRONMENT OR STUDENT SAFETY. SO THE FIRST QUESTION WE'LL LOOK AT IS SATISFACTION WITH THE LEARNING ENVIRONMENT. AND I TRY THROUGHOUT THESE SLIDES TO INDICATE, WITH THE EXCEPTION OF ONE, THAT I DIDN'T I'LL SHOW YOU THAT LATER THAT BLUE RESULTS ARE THE STATE OF SOUTH CAROLINA, AND GREEN RESULTS ARE IN AIKEN. AND EVEN THOUGH WE JUST DISCUSSED THAT, WE NEED TO BE, YOU KNOW, CAREFUL IN COMPARING RESULTS PARTICULARLY, I DID WANT TO HAVE SOME KIND OF A BASELINE THERE. SO WHEN WE LOOK AT SATISFACTION WITH THE LEARNING ENVIRONMENT, YOU CAN SEE OVERALL ACROSS THE BOARD, THE RESULTS ARE FAIRLY COMPARABLE. YOU KNOW, TEACHERS, YOU KNOW, REPORTED IN AIKEN COUNTY, EIGHTY NINE POINT THREE PERCENT SATISFIED SATISFACTION WITH THE LEARNING ENVIRONMENT, WHEREAS THE STATE WAS JUST A SMIDGE HIGHER. [01:10:03] STUDENTS 80 ALMOST 82 PERCENT SATISFACTION WITH THE LEARNING ENVIRONMENT AGAIN AT THE STATE LEVEL EIGHTY THREE POINT SIX AND PARENTS SLIGHTLY HIGHER IN AIKEN COUNTY REPORTED SATISFACTION, OVERALL SATISFACTION WITH THE LEARNING ENVIRONMENT. WE LOOK AT SATISFACTION WITH THE PHYSICAL ENVIRONMENT. EIGHTY NINE POINT SIX PERCENT OF OUR TEACHERS SATISFIED WITH THE PHYSICAL ENVIRONMENT. EIGHTY THREE PERCENT OF STUDENTS AND AGAIN, THE PARENTS JUST A SMIDGE HIGHER THAN AT THE SATISFACTION WITH HOME SCHOOL RELATIONS. AGAIN, THE RESULTS ARE PRETTY CONSISTENT BETWEEN AIKEN COUNTY PUBLIC SCHOOLS AND THE YOU'LL SEE THAT 81 PERCENT OF OUR TEACHERS ARE SATISFIED WITH HOME SCHOOL RELATIONS, VIRTUALLY IDENTICAL AT THE STUDENT LEVEL EIGHTY FOUR VERSUS EIGHTY FOUR POINT THREE ON STUDENTS. AND THEN JUST A SMIDGE PERCENT OF AIKEN COUNTY PARENTS REPORTED LESS SATISFACTION WITH THE HOME SCHOOL RELATIONS THAN AT THE STATE LEVEL, BUT STILL EIGHTY TWO POINT TWO PERCENT. SO PLEASED WITH THAT. NOW, AND THIS IS THE SLIDE THAT I REVERSE MY COLOR CODE, SO I APOLOGIZE THAT AIKEN COUNTY IS IN THE BLUE HERE AND SOUTH CAROLINA IS IN THE GREEN, BUT TEACHERS RULES ARE ENFORCED AT THE SCHOOL. EIGHTY TWO PERCENT OF OUR INDICATED AGREEMENT WITH THAT TEACHERS THAT THEY FEEL SAFE. NINETY SIX POINT SIX PERCENT THAT TEACHERS STOP BULLYING. 60 PERCENT OF OUR PARENTS AGREED WITH THAT STATEMENT THAT OUR TEACHERS DO BEST, WHICH IS COMPARABLE TO THE STATE AND PARENTS REPORTED THAT THEIR CHILD FEELS SAFE WITH THE LEARNING ENVIRONMENT. EIGHTY SIX POINT FOUR PERCENT, AGAIN ALL REPORTED ON THE ANNUAL REPORT CARDS. WE LOOK AT KINDERGARTEN READINESS NOW WE'LL MOVE TO OUR STUDENT ACHIEVEMENT DATA. STARTING WITH THE FIRST AREA THAT THEY REPORT IS KINDERGARTEN READINESS. WE HAD A DROP IN THOSE DEMONSTRATING READINESS BASED ON THE KINDERGARTEN READINESS ASSESSMENT THAT IS ADMINISTERED EACH YEAR. WE HAD 20 PERCENT OF OUR ENTERING KINDERGARTEN REPORTING READINESS FOR SCHOOL VERSUS TWENTY SIX POINT EIGHT PERCENT OF THE STATE. THE NEXT CATEGORY THAT THEY LOOK AT IN STUDENT ACHIEVEMENT RESULTS ARE THE RESULTS OF SOUTH CAROLINA READY READY ASSESSMENT AND PASS, WHICH MEASURES PERFORMANCE IN ENGLISH LANGUAGE ARTS, MATH AND SCIENCE ON THE PATH SIDE. AND THIS IS TO ANSWER SOME OF YOUR QUESTION THAT YOU HAD EARLIER. WE CAN SEE THAT AND THESE ARE THE PERCENTAGE OF STUDENTS MEETING AND EXCEEDING STATE STANDARDS OVERALL IN GRADES THREE THROUGH EIGHT AND AIKEN COUNTY THIRTY EIGHT PERCENT VERSUS THE STATE AT FORTY TWO POINT SIX PERCENT. THIRTY ONE PERCENT OF STUDENTS IN MATH MEETING AND EXCEEDING STATE STANDARDS AND THIRTY NINE POINT SIX PERCENT IN SCIENCE. NOW, JUST KIND OF AS A POINT OF REFERENCE, WE DIDN'T TEST IN 2020, SO WE DID TEST IN 2019 SO, YOU KNOW, WHERE WERE WE IN A NON PANDEMIC YEAR COMPARED TO NOW? WE WERE IN AIKEN COUNTY, PERCENT OF OVERALL MEETING AND EXCEEDING AND L.A. WAS FORTY TWO POINT FOUR PERCENT IN 2019. SO WE HAD A DROP OF ABOUT FOUR PERCENTAGE POINTS MEETING AND EXCEEDING. SO FOR GIVEN, YOU KNOW, AN ENTIRE PANDEMIC YEAR, I'D SAY THAT'S NOT NOT TOO TOO BAD. DO WE STILL HAVE A LOT OF ROOM TO GROW? ABSOLUTELY. WHEN WE LOOK AT MATH THIS YEAR, WE HAD 31 PERCENT OF OUR STUDENTS MEETING AND EXCEEDING STATE STANDARDS IN MATH. AND IF WE LOOK AT WHERE WE WERE LAST YEAR OR IN 2019, EXCUSE ME, WE DROPPED 9.8 PERCENT WHEN WE BREAK THAT DOWN BY GRADE LEVEL, THE STATE DOES NOT DOES NOT REPORT ON THE REPORT CARD WHERE EACH GRADE FALLS, BUT TO SHOW YOU A LITTLE BIT ABOUT BY A GRADE LEVEL, YOU CAN SEE IT. IT JUST IT KIND OF FALLS DOWN. GRADE THREE, WE HAD 43 PERCENT MEETING AND EXCEEDING. AND THAT DROPS THIRTY SIX POINT ONE, THIRTY THREE AND FIFTH GRADE. AND YOU'LL NOTICE IN MIDDLE SCHOOL WE HAVE LARGER GAPS JUST ABOUT A QUARTER OF [01:15:04] OUR STUDENTS MEETING AND EXCEEDING STATE STANDARDS ON THE MATH SIDE. WE LOOK AT ENGLISH LANGUAGE ARTS. THEY'RE A LITTLE BIT JUST MORE CONSISTENT ACROSS THE BOARD. WE DON'T HAVE THOSE GAPS AT THE MIDDLE SCHOOL LEVEL. BUT FORTY ONE PERCENT OF OUR STUDENTS MEETING AND EXCEEDING AND GRADE THREE DROPS A SMIDGE AT GRADE FIVE AND SIX AND THEN BACK UP IN SEVENTH AND EIGHTH. WE LOOK AT SCIENCE OVERALL, OVERALL IN SCIENCE, WE HAD THIRTY NINE POINT SIX PERCENT OF OUR STUDENTS MEETING AND EXCEEDING STANDARDS VERSUS IT WAS 43 PERCENT AT THE STATE LEVEL AND WITH DEFINITELY OUR MIDDLE SCHOOL STUDENTS DON'T REALLY TEST THOSE IN SCIENCE AND GRADE FOUR AND SIX. AND WE NOTE THAT GRADE SIX HAS OUTPERFORMED THE FOURTH GRADE BY SEVERAL PERCENTAGE AS I MENTIONED, WE MOVED TO THE HIGH SCHOOL GRADUATION THAT'S BASED ON A COHORT WHEN WE LOOK AT AND OF COURSE, ASSESSMENT RESULTS, THESE ARE STUDENTS SCORING AT LEAST TWO C OR HIGHER A, B OR C ON THEIR END OF COURSE EXAMINATION. AIKEN COUNTY, 61 PERCENT VERSUS 63 PERCENT AT THE STATE LEVEL, AGAIN, PRETTY, PRETTY SIMILAR ACROSS THE BOARD, WITH THE EXCEPTION OF BIOLOGY, WHERE AIKEN COUNTY OUTPERFORMED THE STATE OF SOUTH CAROLINA. EVEN WITH ALL THOSE STUDENTS, WE TESTED FIFTY THREE POINT TWO PERCENT WITH A C OR HIGHER VERSUS 50 PERCENT WITH A C OR HIGHER AT THE STATE LEVEL. AND THEN U.S. HISTORY THIRTY TWO POINT NINE. SO THAT WAS THE BIGGEST DIFFERENCE WE SAW WAS AT U.S. HISTORY, A FOUR POINT EIGHT PERCENT DIFFERENCE. JUST LIKE IN 2019, OUR ENGLISH LEARNERS MEETING THEIR GOALS IS A HIGHLIGHT. IF YOU RECALL WHEN THEY MOVED TO THE NEW ESA PLAN THAT THE GOAL IS THAT THE ENGLISH LEARNER WILL BECOME PROFICIENT IN ENGLISH WITHIN FIVE YEARS OF THEIR INITIAL ENROLLMENT IN PUBLIC SCHOOLS AND AIKEN COUNTY IS OUTPERFORMING THE STATE. WE DID IT AS WELL IN 2019 AND AGAIN IN 2020, THIS PAST YEAR, BY A FULL SEVEN PERCENT WITH THIRTY EIGHT POINT SEVEN PERCENT OF OUR ENGLISH LEARNERS MEETING THEIR GOALS. BUT ONTO THE HIGH SCHOOL OVERALL, AGAIN, AIKEN COUNTY OUTPERFORM THE STATE IN ALL CATEGORIES OF COLLEGE AND CAREER READINESS. IF YOU RECALL, THERE ARE CERTAIN WAYS A STUDENT DEMONSTRATES COLLEGE READINESS, CAREER READINESS AND THE ESSER GOAL IS COLLEGE OR CAREER READINESS. WE STRIVE FOR THAT A STUDENT WILL BE COLLEGE AND CAREER READY TO THE EXTENT POSSIBLE, SO WE CAN SEE THAT AIKEN COUNTY STUDENTS WERE IN THE COLLEGE READINESS CATEGORY, OUTPERFORM THE STATE BY ALMOST TWO PERCENT AND THE CAREER READINESS BY OVER 10 PERCENT IN EITHER CATEGORY. SEVEN POINT NINE PERCENT. AND THOSE INDICATING, BASED ON THE RESULTS THAT THEIR COLLEGE AND CAREER READINESS CAREER AN INCREASE OF 4.3 PERCENT OVER THE STATE. WHEN WE LOOK AT THOSE SUB INDICATORS, FOR EXAMPLE, THE ASVAB, THE ARMED SERVICES VOCATIONAL APTITUDE BATTERY IS AN ASSESSMENT THAT A STUDENT CAN TAKE, DEMONSTRATING THAT THEY'RE READY FOR A CAREER IN THE MILITARY. AND THAT IS ONE WAY YOU CAN INDICATE THAT YOU ARE CAREER READY. AND SO THAT IS A REAL HIGHLIGHT. WE HAD TWENTY POINT NINE PERCENT VERSUS THE STATE AT SIX POINT SIX PERCENT, INDICATING READINESS IN THAT CATEGORY. AGAIN, FOR CAREER READINESS, YOU CAN EARN A SILVER OR HIGHER ON THE WORK READINESS FIFTY EIGHT POINT FOUR PERCENT OF AIKEN COUNTY STUDENTS VERSUS 48 ARE UNDER SILVER OR HIGHER. WORK BASED LEARNING WAS A LITTLE BIT DOWN. IN AIKEN COUNTY, 1.4 PERCENT OF OUR STUDENTS, COMPARED TO THE STATE, INDICATED READINESS CAREER AND TECHNICAL EDUCATION COMPARABLE TO THE STATE, DUAL ENROLLMENT, OUR NUMBERS WERE A LITTLE BIT DOWN. AND THEN FOR COLLEGE READINESS INDICATORS, ADVANCED PLACEMENT ASSESSMENTS, A THREE OR HIGHER ON AN ADVANCED PLACEMENT TEST. TWENTY POINT FOUR PERCENT OF OUR STUDENTS INDICATING THREE OR HIGHER VERSUS [01:20:03] FIFTEEN POINT TWO PERCENT OF THE STATE AND SAT READINESS, MEETING A BENCHMARK ON THE SAT SCORE, INDICATING THAT YOU ARE COLLEGE READY. WE HAD TWENTY TWO POINT TWO PERCENT VERSUS THE STATES, JUST A LITTLE SHY OF 20 PERCENT IN THE COLLEGE AND CAREER READINESS INDICATORS. GRADUATION RATE IS ALSO REPORTED AND ONCE AGAIN, AIKEN COUNTY HAS OUTPERFORMED THE STATE. WE EVEN THOUGH WE HAD A SMIDGE OF A DROP OVER 2019, WE REPORTED NINETY POINT FIVE PERCENT GRADUATION RATE VERSUS THE STATE'S EIGHTY THREE POINT THREE PERCENT IN 2021. AND THAT SLIDE INDICATES A FOUR YEAR, FOUR YEAR TREND IN OUR GRADUATION RATE. SO AGAIN, AIKEN COUNTY OUTPERFORMING THE STATE AND THAT IS A GENERAL SUMMARY OF OUR SOUTH CAROLINA REPORT CARDS. IF YOU SHOULD HAVE ANY QUESTION, WE DON'T KNOW IF THE STATE IS GOING TO, THIS YEAR WE HAD NO RATINGS THAT WAS WAIVED THIS YEAR, AND I IMAGINE THAT WE'LL PROBABLY GO BACK TO RATINGS AT SOME POINT, BUT WE'VE NOT RECEIVED THAT WORD FROM THE STATE AT THIS TIME. ANY QUESTIONS, COMMENTS, MR. CRANE? THANK YOU, MS. JUST, I GUESS, A FAIRLY SIMPLE QUESTION THE ON ALL THESE SLIDES, THE RESULTS INDICATING SOUTH CAROLINA AS AN AVERAGE OF EVERYBODY. THAT'S CORRECT, RIGHT? AND WE ESTABLISHED AT THE BEGINNING THAT NOT EVERYBODY HAD AS HIGH PARTICIPATION IN TESTING AS WE DID. SO THAT WOULD BE IN GRADES THREE THROUGH EIGHT WHEN WE LOOK, WHEN WE MOVE TO THE HIGH SCHOOL AND THE COLLEGE AND CAREER READINESS INDICATORS. REMEMBER, THAT'S THE COHORT, THE GRADUATING COHORT. SO THAT IS DEFINITELY MORE COMPARABLE BECAUSE THAT IS A SUMMARY OF THOSE STUDENTS. THEIR TEST RESULTS, FOR EXAMPLE, IN ALGEBRA ONE, WHICH YOU TAKE TYPICALLY AS A FRESHMAN, BIOLOGY AS A SOPHOMORE. THOSE ARE SOME PRE-PANDEMIC INDICATORS. WE ALSO KNOW THAT WE PREPARE, WE WORK ON PREPARING STUDENTS TO MEET THOSE COLLEGE AND CAREER READINESS INDICATORS, YOU KNOW, WELL BEFORE THEY BECAME SENIORS THIS PAST YEAR. SO THAT IS DEFINITELY MORE COMPARABLE DATA THAN GRADES THREE THROUGH EIGHT IS ON SC READY AND PASS. AND IS IT A FAIR STATEMENT FOR ME TO SAY THE MORE THE MORE KIDS YOU TEST, THE MORE ACCURATE A PICTURE YOU GET WITHIN YOUR DISTRICT CORRECT? YES, FOR YOUR DISTRICT. YES, ABSOLUTELY. BUT THAT'S WHY WE DON'T WANT TO, YOU KNOW, WE WANT TO JUST... IT'S NOT EVEN COMPARISON. THAT'S CORRECT YES, BECAUSE SOME OF THE SUBGROUPS THAT DID NOT TEST AT OTHER DISTRICTS ARE SOME THAT, YOU KNOW, POTENTIALLY AND, YOU KNOW, IN THE PAST COULD WEIGH DOWN THAT A LOT OF GOOD INFORMATION FOR US TO USE, THANK YOU. THANK YOU. MR. YEAH, THANK YOU. SO GOING BACK TO THE NUMBERS YOU PRESENTED ON THE KRA, HOW MANY YEARS HAVE WE ADMINISTERED KRA IN AIKEN COUNTY? FOUR YEARS. AND WHAT WOULD TYPICALLY BE OUR PERCENT READY PRIOR TO THIS YEAR? I THINK LAST YEAR WE WERE AT... MAYBE, MAYBE 40. NO. NO, NOT THAT HIGH OK. DO YOU HAVE IT? I JUST WHEN WE SAW THIS, WE EXAMINED IT AND I DID A FOUR YEAR TREND FOR MS. GLOVER, AND I CAN'T REMEMBER, BUT I WOULD SAY ABOUT 28. I THINK LAST TIME WE WERE AT 28 PERCENT, SOMETHING LIKE THAT. OKAY, SO NOT IN THE ORDER OF MAGNITUDE DIFFERENT THIS YEAR. NO, BUT BUT IT'S DROPPED ENOUGH THAT I MEAN, I CAN GET BACK TO YOU WITH THOSE EXACT I'M JUST IN, I DON'T WANT YOU TO SPECULATE, BUT I AM INTERESTED IF WE SEE A SIGNIFICANT SHIFT IN KIDS THAT WE HAVEN'T REALLY EVEN HAD IN SCHOOL YET. WHAT DOES THAT REALLY MEAN? IT DOESN'T MEAN ANYTHING ABOUT AIKEN COUNTY PUBLIC SCHOOLS BECAUSE THAT TEST IS DESIGNED TO MEASURE READINESS FOR KINDERGARTEN. SO IT'S ADMINISTERED, YOU KNOW, IF NOT BEFORE THE FIRST 45 DAYS OF SCHOOL. FOR EXAMPLE, IN FALL OF 2019, OUR WE WERE THIRTY FIVE POINT ONE, EXCUSE ME, AND IN 2018 WE WERE THIRTY FIVE POINT FOUR. SO WE KNOW THAT AND WE TALKED ABOUT THIS, I BELIEVE AT THE END OF THE SUMMER THAT, YOU KNOW, THE PANDEMIC IMPACTED EVERYONE. YOU KNOW, YOU MAY NOT YOU MAY HAVE BEEN GOING TO DAYCARE OR YOU MAY HAVE BEEN GOING TO A PRE-K PROGRAM, ET CETERA, THAT MAY HAVE STOPPED DURING THE PANDEMIC. SO IT STANDS TO REASON THAT THOSE STUDENTS WOULD, YOU KNOW, HAVE SOME LEARNING LOSS AS YOU KNOW, MAYBE MOM AND DAD, MAYBE THE CHILD WAS HOME AND MOM AND DAD WERE WORKING WITH ONLINE LEARNING WITH THEIR OLDER KIDS. BUT STILL, THAT IS, YOU KNOW, A GAP TWENTY SIX POINT EIGHT TO TWENTY PERCENT, [01:25:09] WHERE IN THE PAST, WE'VE BEEN A LITTLE BIT MORE COMPARABLE SO. OKAY, THANK YOU MS. OLIN. ANYBODY ELSE? WHAT THESE NUMBERS MEAN, FOR EXAMPLE, THE KINDERGARTEN READINESS IT'S OURS IS 20, 20 THAT MEANS 20 PERCENT OF THE KIDS WHO COME TO KINDERGARTEN ARE READY FOR THAT'S CORRECT. OR PUT IT ANOTHER WAY, 80 PERCENT AREN'T. THAT'S RIGHT. AND THERE'S TWO OTHER CATEGORIES SOME ARE APPROACHING READINESS AND SOME ARE NOT READY EMERGING. NOW, THE TEST THAT'S DESIGNED TO ARRIVE AT THESE NUMBERS IS WHAT A KID CAN DO AT A GIVEN POINT WHEN THE TEST IS GIVEN RIGHT? THAT'S CORRECT. I MEAN, THERE ARE BEHAVIORAL THINGS THAT CAN, YOU KNOW, I READ SOME OF THEM AND WRITE HIS NAME. WRITE YOUR NAME, CAN YOU USE SCISSORS, YOUR MOTOR SKILLS? THERE'S, YOU KNOW, DIFFERENT CATEGORIES. THE CURRICULUM, THIS IS PROBABLY MORE MS. GLOVER THAN YOU MS. OLIN. BUT THE CURRICULUM IN KINDERGARTEN, DOES THAT TAKE INTO ACCOUNT THE DEFICIENCIES? I MEAN, DO WE DIRECTLY PROGRAM TO THE DEFICIENCIES? THE INABILITY OF KIDS TO DO WHAT SOMEBODY DESIGNS HAVE SAID THAT THEY NEED TO BE ABLE TO DO IN ORDER TO BE READY? I REALLY THINK THAT WE'RE PUSHING THEM TOO HARD, BUT THAT'S JUST A PERSONAL OPINION. IS MY QUESTION CLEAR MS. GLOVER? YES. OR WHICHEVER I DON'T, I DON'T. UM, I MEAN, YES, THAT DATA IS REPORTED TO TEACHERS AND HAVE THAT, YOU KNOW, VERY EARLY ON, AND THEY CAN TELL IF A STUDENT DOES NOT KNOW THEIR LETTER RECOGNITION. THEY CANNOT WRITE THEIR NAME. THEY'RE HAVING DIFFICULTY WITH LARGE MOTOR SKILLS OR WHATEVER. SO, YOU KNOW, A TEACHER DOES HAVE THAT INFORMATION AND YES, ACTS ON IT. AND WE SUMMARIZE THAT NOT ONLY AT THE DISTRICT LEVEL, BUT IN EACH OF THE MAJOR FOUNDATION SOCIAL FOUNDATIONS, EMOTIONAL FOUNDATIONS. WE SUMMARIZE THAT AS A WHOLE FOR OUR DISTRICT AND THEN BY SCHOOL SO WE CAN SEE THOSE GAP AREAS AND ADJUST THE CURRICULUM ACCORDINGLY. MS. GLOVER, YOU WANT TO? YEAH, IT'S ONLY A PRETEST, SO THERE'S NO POST TEST. SO WE HAVE OUR OWN KINDERGARTEN REPORT CARD THAT'S ALIGNED TO THE [Consent Items] KINDERGARTEN STANDARDS AND THAT TEACHERS ARE ABLE TO WORK WITH THE STUDENTS AND CHECK OFF BASICALLY WHAT THE STUDENTS ARE ABLE TO DO SO. OK, THANK YOU, APPRECIATE IT. ALL RIGHT, IF THERE ARE NO MORE QUESTIONS, WE'LL MOVE ALONG. NEXT ARE THE BIG ITEMS, THESE ARE CONSENT ITEMS, WE WILL GO THROUGH THEM ONE AT A TIME, BUT WE WILL VOTE ON THEM AS A GROUP UNLESS THERE'S A REQUEST TO DO DIFFERENTLY. THE FIRST IS RATIFICATION OF EXPULSIONS. ANY QUESTIONS ABOUT THAT? THE NEXT IS OUT OF DISTRICT REQUEST. THESE ARE KIDS WHO WANT TO TRANSFER, WHO LIVE IN OUR DISTRICT, WHO WANT TO TRANSFER OUT OF OUR DISTRICT TO ANOTHER DISTRICT. THE THIRD ITEM IS THE OUT OF DISTRICT REQUEST. THESE ARE KIDS WHO LIVE OUT OF OUR DISTRICT WHO WANT TO TRANSFER IN. FORCE IS THE REQUEST FOR APPROVAL FOR HOME INSTRUCTION. THIS IS A WE APPROVE SOME OF THE CHILDREN WHO WANT TO BE HOMESCHOOLED. THERE'S ANOTHER OPTION AND THIS PERSON DECLINED THAT OPTION, SO WE HAVE TO APPROVE IT. FIFTH ITEM IS CHANGE ORDER NUMBER THREE FOR THE MIDLAND VALLEY HIGH SCHOOL EDITION PROJECT DR. MURPHY, ONCE AGAIN, MOST HAVE RETURNED SOME MONEY TO US, AND WE HOPE YOU KEEP UP THAT TREND, SIR. THANK YOU. THE FINAL ARCHITECTURAL CONTRACT DOCUMENTS FOR THE HIGHLAND SPRINGS MIDDLE PROJECT. DR. MURPHY. I THINK YOU NEED TO SAY A FEW WORDS ABOUT THAT. GOOD EVENING, MR. CHAIRMAN, BOARD MEMBERS, MR. LAURENCE, TONIGHT WE HAVE WITH US, MR. CLINT RIDDLE AND ALAN TAYLOR FROM ELLIS 3P ARCHITECTS, AND THEY'RE GOING TO GO OVER A LITTLE BIT MORE DETAIL ABOUT WHAT WE'RE GOING TO DO OUT THERE AND WHAT WE'RE PLANNING TO DO WITH HIGHLAND SPRINGS PROJECTS. WE ALSO HAVE WITH US, MR. JEFFREY REYNOLDS FROM REYNOLDS CONSTRUCTION, SHOULD WE NEED TO CALL ON HIS EXPERTISE AS WELL SO GENTLEMEN. GOOD EVENING. SO A QUICK UPDATE ON KIND OF WHERE WE ARE WITH HIGHLAND SPRINGS. SO A COUPLE OF WEEKS AGO, YOU SAW THE EARLY SIGHT PACKAGE AND APPROVED THAT [01:30:02] FOR PROCEEDING FORWARD WITH THE PROJECT. SO WE'RE HAPPY TO SAY THAT WE HAVE MOBILIZED ON SITE AND ARE PREPARING FOR SOME WORK OUT THERE AND GET READY FOR GRADING. SO JUST TO DO A QUICK OVERVIEW OF THE SITE AS A REFRESHER, I WON'T SPEND TOO MUCH TIME ON THIS BECAUSE YOU'VE ALREADY BEEN THROUGH IT. BUT THE PRIMARY PORTION THAT WE'RE FOCUSING ON, THE NEXT SLIDE IS THE WHAT YOU SEE IN SO WE WILL BE BUILDING OUT THE MIDDLE SCHOOL PORTION OF THE SITE AS WELL AS WE'VE GOT A COUPLE OF SHELL SPACES IN THERE. SO ALL THE THE MAIN LOOP THAT YOU SEE TO THE RIGHT, THE EVENT STAFF PARKING YOU SEE AT THE LOWER RIGHT, THE BUS THAT WILL SERVE BUS DROP OFF, THAT WILL SERVE THE ENTIRE CAMPUS AT THE BACK, AS WELL AS THE LOOP ROAD THAT WILL BE THE FIRE DEPARTMENT EMERGENCY ACCESS AROUND AROUND THE CAMPUS. SO ALL THAT INFRASTRUCTURE WILL BE PUT IN AT THIS TIME. YOU CAN SEE THE KIND OF THE DISTRIBUTION OF PARKING THERE, THE APPARENT DROP OFF THERE IN AS YOU COME IN FROM THE BOULEVARD, YOU WILL GO TO THE LEFT FOR THE MIDDLE SCHOOL DROP OFF IN THE FRONT OF THE BUILDING. AND WE WE DO HAVE SOME VISITOR PARKING AT THE FRONT, DROP OFF EXTENDS AROUND THE SIDE OF THE BUILDING. SO YOU SEE A CANOPY THAT KIND OF COMES AROUND THE FRONT TO THE SIDE WING SO WE CAN GET ALL THAT STACKING DISTANCE ON THIS CAMPUS THAT IS REQUIRED BY THE SCDOT. AND WITH THAT, CLINT'S GOING TO JUMP INTO A LITTLE MORE DETAIL ON THE PROJECT, SO WE'RE WE'RE SEEKING CONSTRUCTION DOCUMENTS APPROVAL HERE. SO NOT MUCH HAS CHANGED FROM WHAT YOU SAW AT DESIGN DEVELOPMENT. SURE, AS ALAN MENTIONED, NOT TOO MUCH HAS CHANGED. AGAIN, THIS IS THE OVERALL FLOOR PLAN WHEN PHASE ONE AND TWO ARE COMPLETE, WHICH WOULD BE BOTH THE MIDDLE SCHOOL AND ELEMENTARY SCHOOL. ZOOM IN. UM, I'LL ZOOM IN HERE TO THE FIRST FLOOR OF THE MIDDLE SCHOOL, WHICH IS THE PHASE ONE, WHICH IS WHAT IS SEEKING APPROVAL. THE MAIN ADMIN AREA, WHICH WOULD BE BOTH THE MIDDLE SCHOOL AND THEN SHELL SPACE FOR THE FUTURE ELEMENTARY SCHOOL, THE BAND CORAL SPECIAL EDUCATION ART AT THE FRONT OF THE BUILDING MEDIA CENTER FOR THE MIDDLE SCHOOL, AS WELL AS SHELF SPACE FOR THE FUTURE ELEMENTARY SCHOOL MIDDLE SCHOOL GYMNASIUM. AND THEN WE HAVE OUR SIXTH AND SEVENTH GRADE CLASSROOMS, TYPICAL CLASSROOMS, FLEX CLASSROOMS, AS WELL AS SCIENCE LABS IN THIS LOWER WING HERE, AS WELL AS THE MULTIPURPOSE MIDDLE SCHOOL DINING STAGE SPACE AND THE KITCHEN, WHICH WILL ULTIMATELY SERVE BOTH THE MIDDLE SCHOOL AND ELEMENTARY SCHOOL, WILL ALSO BE COMPLETING A SHELF SPACE OF THE ELEMENTARY SCHOOL IN THIS FIRST PHASE. UM, I'LL GET THIS SOONER OR LATER, ON THE SECOND FLOOR MIDDLE SCHOOL, TYPICALLY JUST EIGHTH GRADE CLASSROOMS, A COMPUTER LAB AND SCIENCE CLASSROOMS FOR THE EIGHTH GRADE AS WE'VE GOT JUST A FEW IMAGES OF WHAT THE SCHOOL WOULD LOOK LIKE AT COMPLETION. THE MAIN ENTRY OF BOTH THAT THIS WOULD BE THE MIDDLE SCHOOL WING. AGAIN, WHAT THE PHASE ONE PORTION OF THE BUILDING, THE FUTURE ELEMENTARY SCHOOL WING, DROP OFF MAIN ENTRY FOR THE ELEMENTARY SCHOOL AND THE MIDDLE SCHOOL. JUST ANOTHER SHOT AS WE CONTINUE ALONG THAT PARENT DROP OFF FOR THE MIDDLE SCHOOL NEXT YEAR OF THE GYMNASIUM. SOME OF THE OUTDOOR COURTYARD SPACE THAT SERVES AS THE MEDIA CENTER READING AREA OUTDOORS, AS WELL AS SOME OUTDOOR DINING THAT WOULD BE CONTAINED IN A SECURE COURTYARD WITHIN THE BUILDING. THE DROP OFFS, THE AUTOMOBILE DROP OFF AT MIDDLE SCHOOL, AS WELL AS THE BUS DROP OFF THAT COMES IN SORT OF NEAR THE BACK OF THE DINING SCHOOL, THE DINING ROOM WING, AGAIN JUST TO SOME INTERIOR SHOTS SHOWING THE MAIN RECEPTION AREA FOR THE MIDDLE SCHOOL. SO VERY INVITING AREA HERE, BUT IT'S A SECURE AREA AS WELL, WHERE VISITORS WOULD COME IN, BE CHECKED IN BEFORE THEY'RE ALLOWED ON INTO THE REST OF THE BUILDING. IMAGE HERE OF THE MEDIA CENTER FOR THE MIDDLE SCHOOL. JUST A TYPICAL KIND OF COURTYARD VIEWS OF A LOT OF LOT OF DAYLIGHT, KIND OF BRIGHT, VERY, YOU KNOW, WELCOMING SPACES HERE. THIS WAS KIND OF WHERE YOU WOULD COME INTO THE GYMNASIUM AND THEN YOU SEE THE STAIR THAT TAKES YOU TO THE SECOND FLOOR OF THE EIGHTH GRADE CLASSROOMS. JUST A TYPICAL CLASSROOM. AGAIN, A LOT OF DAYLIGHT, A LOT OF WINDOWS ON THESE CLASSROOMS. [01:35:03] SO ACCESS TO DAYLIGHT AND SORT OF YOUR TYPICAL CLASSROOM LAYOUT, THE MIDDLE SCHOOL AGAIN, A LOT OF BRIGHT DAYLIGHT IN THIS SPACE AND WITH FLOORING. YOUR DINING ROOM WITH THE STAGE COMPONENT THAT WOULD SERVE THE MIDDLE SCHOOL AND WHAT WOULD ULTIMATELY, WHEN THE ELEMENTARY SCHOOL COMES ONLINE, THERE'S A DEMOUNTABLE PARTITION HERE THAT WOULD OPEN UP TO ALLOW THIS TO BE USED FOR LARGER EVENTS. I'LL TURN IT BACK OVER TO ALAN. RIGHT. SO IT TOUCHED A LITTLE BIT ON SCHEDULES. SO WE ARE AGAIN, IT STARTED THAT MIDDLE SCHOOL AND THEN WE'RE SEEKING APPROVAL THIS EVENING FOR APPROVAL OF CONSTRUCTION DOCUMENTS SO WE CAN START THE MAIN CONSTRUCTION ONCE JEFFREY'S TEAM IS ABLE TO GET A BUILDING PAD READY AND ROLL ON TO THE BUDGET. SO I KNOW WITH GMP ONE A COUPLE OF WEEKS AGO THAT SITE PACKAGE WAS APPROVED AND THE OVERALL PROJECT BUDGET WAS MENTIONED. SO YOU SEE OUR ESTIMATED NUMBER HERE, WE'RE RIGHT AT 35 MILLION FOR THE NEW CONSTRUCTION FOR THE GMP TWO, AND THAT IS VERY CLOSE TO WHAT THE FINAL GMP TWO NUMBERS ARE, WHICH I BELIEVE IS YOUR NEXT ITEM ON THE AGENDA TONIGHT. SO WITH THAT, I'LL KIND OF PAUSE FOR ANY QUESTIONS ON IT AND THEN WE CAN SEE IF THERE'S QUESTIONS? NEXT ITEM. ANYBODY QUESTIONS? THIS IS NOT NECESSARILY FOR Y'ALL. ARE WE AT THE STATE, I'M JUST THINKING ABOUT SPECKING OUT THE BUILDING. ARE WE AT THE STAGE WHERE WE KNOW DETAILS ABOUT THE HVAC SYSTEM IN THIS BUILDING? BECAUSE I KNOW YOU GAVE US SOME INFORMATION ABOUT RETROFITTING OUR EXISTING SCHOOLS WITH TECHNOLOGY FOR AIR QUALITY, AND I WAS WONDERING IF THAT'S ALREADY FACTORED INTO WHAT THE MONEY WE'RE BUDGETING. THANK YOU. SO WE WON'T HAVE TO WE WON'T SEE SOMETHING LATER WHERE WE'RE UPGRADING IT. DESIGN. ANYBODY ELSE? MR. CRANE. APPRECIATE YOU GUYS COMING DOWN AND SHARING SOME GOOD STUFF WITH US TONIGHT. THEMATICALLY WITH WITH THE RENDERINGS I WAS INTERESTED TO SEE THE SAME KIDS IN EVERY YEAH, BUT NO YOU CAN TELL THERE'S A LOT OF SIMILARITIES BETWEEN THAT AND SOME OTHER PROJECTS YOU ALL HAVE DONE FOR US, WHICH HAVE ALL TURNED OUT PHENOMENALLY WELL. SO NO QUESTION, JUST THANK YOU FOR SHOWING ALL THIS TO US, WE APPRECIATE IT. THANK YOU, APPRECIATE IT. SURE. YES, SIR. I'LL SEE HERE IT SAYS ALL WALLS WILL BE PRIMED AND WE'LL HAVE A MINIMUM OF TWO FINISHED COATS OF PAINT APPLY. OK, TELL ME WHAT YOU MEAN BY A MINIMUM. COULD THERE BE REQUIRED FOR THREE? YES, SO A LOT OF THE WALLS ARE OR BLOCK WALLS OR MASONRY WALLS. SO WE HAVE A, YOU KNOW, A PRIME COAT IF YOU WILL, BASE COAT A MINIMUM OF TWO COATS, AND THEN IF IF WE DON'T HAVE GOOD COVERAGE OF THAT, WE MAY HAVE TO ADD ANOTHER COAT TO THAT SINCE IT'S SO POROUS. AND THAT'S KIND OF WHAT I WAS THINKING. YES. SECOND OF ALL, THESE COLORS ALREADY BEEN DETERMINED. WE HAVE WORKED WITH THE TEAM, WITH THE DISTRICT TEAM AND HAVE PRESENTED COLORS. THAT IS CORRECT SO THAT WE HAVE THOSE IN THE BID DOCUMENTS RIGHT NOW, OBVIOUSLY WITH ANY NEW SCHOOL, YOU KNOW, MASCOTS AND ALL THAT COME LATER ON AS THE SCHOOL IS UNDER CONSTRUCTION. SO WE DON'T HAVE THOSE KIND OF GRAPHICS OR ANYTHING BUILT INTO IT YET. IF NOT, THEN I THINK WE ARE READY TO WELL WE HAVE ONE MORE ITEM. LET'S GO ON TO SEVEN AND WE'LL COME BACK AND APPROVE THIS IN A MINUTE. NUMBER SEVEN IS THE JMP NUMBER TWO BUILDING PACKAGE FOR THE HIGHLAND SPRINGS MIDDLE DR. MURPHY. START BY TELLING US WHAT A GMP IS. I'M SORRY, THE GMP IS A GUARANTEED MAXIMUM PRICE, AND SO BOTTOM LINE LAST BOARD MEETING, WE TALKED ABOUT THE SITE PACKAGE AT $8.8 MILLION AND THIS IS [01:40:02] ACTUALLY FOR THE BUILDING PACKAGE ITSELF. ANY QUESTIONS? IF NOT, THEN MR. I THINK WE MAY HAVE TALKED ABOUT THIS BEFORE PREVIOUSLY, OR AT LEAST I DREAMT SO THE REMIND ME AGAIN, MAYBE WHAT'S COMING OFF THE FIVE YEAR PLAN FROM OUR EIGHT PERCENT FUNDS IN ORDER TO USE THE MONEY ON THIS? WHICH ONE OF YOU GUYS WANT TO GO? I'M JUST THINKING RIGHT NOW, I KNOW BECAUSE THE MAJORITY OF IT IS COMING FROM THE THE $90 MILLION BOND REFERENDUM. AND THEN WE HAD WE LOOKED AT SOME OF THE SAVINGS. I KNOW WE'VE BEEN TRANSPOSING A FEW OF THE ITEMS HERE. I'M SEEING TRAY OUT OF MY LEFT, ON MY RIGHT HERE. [INAUDIBLE] SO WE'VE GOT 22 MILLION FROM OUR EIGHT PERCENT FUNDS, WHICH IS WHAT WE USE FOR OUR FIVE YEAR PLAN. AND SO WHAT'S PUSHED OUT FURTHER THAN OUR THAT USED TO BE ON THE FIVE YEAR PLAN THAT'S OR IF THE ANSWER IS NOTHING. THEN I GUESS I GOT A DIFFERENT QUESTION. WE HAVE A COMBINATION OF FUNDS, SO I'M LOOKING AT THE 90 MILLION AS A WHOLE. WE ALSO HAD A $15 MILLION BOND PREMIUM I OWNED THERE IN THE 21, 22, 22, 23, 23, 24, EIGHT PERCENT PLAN AS WE HAD DOLLARS SPECIFICALLY ALLOCATED TO SUPPORT THESE 2018 PROJECTS IN ANTICIPATION FOR SOME OTHER COSTS THERE. THERE ARE SOME OTHER SHIFTING THAT WE ALSO HAVE AVAILABLE AS WELL. BECAUSE OF THE CONTINUED STRONG COLLECTIONS OF THE PENNY SALES TAX. WE HAVE SOME PROJECTS IN EIGHT PERCENT RIGHT NOW THAT WE COULD SHIFT TO THE PENDING SALES THAT'S ONE OF OUR SALES TAX PROJECTS NOT TO GET OVERLY COMPLICATED, BUT WE SHIFTED OUT OF EIGHT PERCENT OVER TO ONE PERCENT BECAUSE WE COULD CONTINUE TO COLLECT AT A HIGHER RATE THAT FREES UP SOME MORE EIGHT PERCENT DOLLARS FOR THIS, THAT COULD HELP WITH THESE SO THE CONTINGENCIES THAT WE HAD IN THE EIGHT PERCENT FUNDS FOR THOSE PROJECTS WEREN'T NEEDED, AND THAT'S WHERE THE MONEY MOST OF THE MONEY IS COMING FROM. WELL, WE WILL NEED THAT. IT HAS BEEN ALLOCATED, WE'LL UTILIZE THOSE AND WE HAVE OTHER OPTIONS AS WELL AND THEIR 8 GOOD ENOUGH. MR. TRAXLER WHILE WE GOT YOU UP FRONT AND CENTER. I THINK WE'VE LOST PROBABLY A MAJORITY OF OUR AUDIENCE WHEN WE START TALKING ABOUT EIGHT PERCENT MONEY IN THIS KIND OF STUFF. WOULD YOU GIVE US JUST A LITTLE ONE MINUTE PROMO? YES. WHAT ALL THESE FUNDS MEAN AND WHERE THEY COME FROM? WE WE HAVE THREE FUNDING SOURCES, AND I APOLOGIZE FOR USING THE USING THE NICKNAMES. BUT HISTORICALLY, WE'VE HAD AN ANNUAL ISSUANCE RIGHT NOW IS 18 AND A HALF MILLION. AND FOR YEARS AND YEARS, WE ISSUED BONDS EACH YEAR TO FUND CONSTRUCTION PROJECTS AND CYCLE MAINTENANCE PROJECTS. IN 2014, WE HAD THE PENNY SALES TAX PASS. WE HAVE FIVE PROJECTS THERE THAT CAN BE FUNDED WITH PENNY SALES TAX. AND THEN IN 2018, WE HAD THE 90 MILLION REFERENDUM AND THE PROJECTS THERE. AND ALL OF THESE ARE WORKING IN CONCERT. SO WHEN THE 90 MILLION ISN'T SUFFICIENT TO COVER ALL OF THE, ALL OF THE COST OF THESE CONSTRUCTION PROJECTS, WE DO HAVE THESE ANNUAL EIGHT PERCENT ISSUANCES TO DRAW UPON AND EIGHT PERCENT IS JUST A REFERENCE TO THE TO THE STATE DEBT. YEAH, I'M DRAWING A BLANK HERE, BUT THEY ARE DEBT CAPACITY. THERE IS EIGHT PERCENT OF THE TAX BASE. WE'RE SORT OF CAPPING THAT. YES, BUT A STATE CONSTITUTIONAL DEBT LIMIT? OKAY, THANK YOU. YES SIR. I WASN'T BEING CRITICAL OF YOU BECAUSE IT'S EVERYWHERE. THANK YOU. I FELT I HAD A CALL FROM A NEWS AGENCY TODAY ASKING ME ALL THESE QUESTIONS, AND I TRIED TO ANSWER THEM, BUT MAINLY I WANTED TO MAKE SURE I KNEW WHAT I WAS TALKING IF THERE ARE NO OTHER, MR. SILAS. DR. BRADLEY, I'D LIKE TO STEP BACK TO THE MIDDLE MALLEY PROJECT. I DIDN'T HAVE A CHANCE TO TO ASK ABOUT IT, OR I CAN ASK YOU A DISCUSSION, BUT BEFORE WE RETURN THAT 1.2 MILLION, IS THIS AN OPPORTUNITY THAT WE WOULD HAVE TO CORRECT [01:45:04] WHAT MY WORDS IS A DESIGN OVERSIGHT, PERHAPS ON THE INGRESS AND EGRESS? BECAUSE AND WHAT I MEAN BY THAT IS, YOU KNOW, MIDLAND VALLEY STOPPING A PORTION OF CLASSES IN THAT NEW TWO STORY WING TO ALLOW STUDENTS A HEAD START BECAUSE OF THE CONGESTION IN GETTING OUT AND I GUESS MORE OUT THAN END OF THAT OF THAT NEW BUILDING. MM-HMM. SO I'M CALLING THAT OVERSIGHT BECAUSE BECAUSE WE'RE HAVING TO ADJUST A SCHEDULE KIDS OUT OF INSTRUCTION TIME EARLY TO ACCOMMODATE THAT, SO IS THIS IS THIS AN OPPORTUNITY TO CREATE ANOTHER EXIT OUT THE OTHER END OF THAT? WELL YOU HAVE TO KEEP IN MIND THAT THIS IS NOT MONEY BEING RETURNED, IT'S MONEY THAT WE NEVER ACTUALLY SPENT. AND SO AS SOME OF THE SAVINGS THAT WE INCUR WHEN WE GO TO THE SAME AT RISK MODEL. SO THAT'S ONE OF THE THINGS THAT I GUESS ONE OF THE THE GOOD POINTS OF GOING TO THAT ROUTE NOW WHEN IT COMES TO THE ISSUE THAT ARE HAVING THAT IS A PROGRAMING ISSUE. SO HOW WE UTILIZE THE BUILDING, THE BUILDING WAS DESIGNED PROPERLY. THE BUILDING IS IT WORKS HOW WE'RE UTILIZING A BUILDING. SO WHAT WE WOULD NORMALLY DO IN A SITUATION LIKE THAT IS WHEN WE'RE MAKING A MASTER SCHEDULE, WE DETERMINE HOW MANY PLANNING PERIODS DO WE NEED IN THIS BUILDING DURING THIS BLOCK TO MAKE SURE WE DON'T HAVE TOO MANY PEOPLE, SO MANY TIMES WHEN YOU HAVE ISSUES OF THAT NATURE, THOSE ARE PROGRAMING ISSUES THAT CAN BE ADDRESSED NEXT CYCLE. SO I WOULD REALLY I WOULD THINK THERE'LL BE OTHER WAYS WE COULD ALLEVIATE OR AMELIORATE THOSE CONCERNS THIS YEAR, THEN [INAUDIBLE] BECAUSE ONCE YOU CHANGE THAT AGAIN, THAT SCHEDULE COULD CHANGE NEXT YEAR AND CAUSE THIS EXACT SAME PROBLEM IN ANOTHER PART OF THE SO YOU WOULD BASICALLY JUST IT'S A FUNCTION OF BALANCING YOUR COURSES, THE KIDS, THE SAME AMOUNT OF KIDS, IT'S MORE SPACE, SO IT SHOULDN'T BE JAMMING UP. AND THE FACT THAT THEY'RE JAMMING UP IS JUST HOW WE PROGRAMED THAT AREA SO. I GUESS I'LL HAVE TO DEFER TO YOUR EXPERTISE AND KNOWLEDGE IN THE SCHOOL, IT JUST SEEMS LIKE THAT WAS A PROBLEM THAT WAS BROUGHT UP TO ME, AND IT SEEMED BUILDING RELATED. MAYBE IT'S NOT, SO IT'S YOUR ASSESSMENT THAT IT'S NOT REALLY A BUILDING PROBLEM IT'S NOT A BUILDING, WE GOT TO FIX IT THROUGH PROGRAMING. NOW WHEN I SAY THROUGH PROGRAM, I'M TALKING ABOUT BALANCING YOUR SCHEDULE. SO WHEN YOU LOOK AT YOUR SCHEDULE, YOU LOOK AT IT AS THE COURSE OF, LET'S SAY, IF WE HAD 25 CLASSES, YOU CAN SCHEDULE THOSE CLASSES OF ONE OR SEVEN PERIODS. YOU CAN ACTUALLY SAY, ALL RIGHT, WELL I ONLY WANT THREE ENGLISH CLASSES BECAUSE THE ENGLISH IS IN THIS WING OR SCIENCE IS IN THIS WING. FOR EACH PERIOD I ONLY WANT THREE CLASSES, I DON'T WANT FIVE SCIENCE CLASSES IN THIS BUILDING PER THIS PERIOD. BECAUSE DO SCHEDULING IF I SAY I HAVE ALL NINE OF MY CLASSES FIRST BLOCK IN THIS BUILDING, I'VE CREATED A TRAFFIC JAM. I'VE GOT ALL OF MY CLASSES BEING UTILIZED AT THAT TIME. SO YOU HAVE TO LOOK AT YOU HAVE TO BALANCE YOUR COURSES. AND SO WHEN YOU'RE IN A BRAND NEW BUILDING, SOMETIMES YOU HAVE TO GO THROUGH A LITTLE BIT OF TRIAL AND ERROR WHEN YOU'RE PROGRAMING THE CLASSES INTO THE BUILDING. AND SO WE CAN SEE HOW MANY KIDS ARE IN THAT WING PER PERIOD. WE CAN SCHEDULE THEM OUT. THEY'RE NOT GOING TO, WE'RE NOT GOING TO SHORTEN CLASS TIMES IN ANY WAY, NO SIR. THE BUILDING WAS DESIGNED PROPERLY. IT'S JUST A FUNCTION OF HOW WE'RE UTILIZING IT. WE WILL NEVER SACRIFICE THE EDUCATIONAL PROGRAM FOR EXPEDIENCE OR LOGISTICS. THIS WILL JUST BE A SITUATION, AND WE'RE FINE TUNING HOW WE UTILIZE THIS SPACE. SO IT SHOULD NOT BE AN ISSUE THIS TIME NEXT YEAR. [Individual Items] OK, WE'VE GOT SEVEN ITEMS THAT WE NEED A MOTION TO APPROVE THE RECOMMENDATIONS OF THE WOULD SOMEBODY LIKE TO MAKE A MOTION? MOVED BY MS. RHINEHART-JACKSON, IS THERE A SECOND? SECOND BY MR. SMITH. ANY FURTHER DISCUSSION, IF NOT ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S EVERYONE IN FAVOR. NOW WE COME TO THE C ITEMS. FIRST THESE ARE ITEMS THAT WE TAKE UP INDIVIDUALLY AND VOTE ON INDIVIDUALLY. THANK YOU GUYS FOR ALL YOUR PATIENCE, APPRECIATE IT. FIRST ITEM IS PERSONNEL APPOINTMENTS, YOU'VE BEEN PROVIDED WITH A LIST OF THOSE THAT ARE BEING RECOMMENDED. IS THERE A MOTION TO APPROVE THE DEVELOPMENT. [01:50:04] FURTHER DISCUSSION. ALL IN FLAVOR, PLEASE RAISE YOUR HAND. AGAIN, THAT'S UNANIMOUS. THE NEXT ITEM IS REVISION OF POLICY IHB IB PRE-PRIMARY EDUCATION, CHILD DEVELOPMENT. THIS IS ON SECOND READING. WE APPROVED IT ON A FIRST READING AT OUR LAST MEETING. IS THERE A MOTION TO APPROVE ON SECOND READING MOVED TO APPROVED SECOND READING. MOVED BY MR. SILAS, SECONDED BY MS. RHINEHART-JACKSON, ANY DISCUSSION MR. CRANE. JUST FOR THE BENEFIT OF FOLKS THAT ARE MAYBE WATCHING THIS, THAT DIDN'T SEE THE ESSENTIALLY, WHAT WE'RE DOING HERE IS BRINGING THESE IN LINE WITH UPDATES AND THE STATUTES AND STATE LAWS AND WHATNOT. CORRECT? OKAY. THAT'S GOING TO BE TRUE OF THE NEXT THREE OR FOUR ITEMS, RIGHT? YEAH. THE SEVERAL NEXT SEVERAL ITEMS. YES, SIR, THANK YOU. DR. HANKS. AGAIN, THIS GOES BACK TO HEAD START BECAUSE THIS IS A NEW ENCOUNTER FOR US. OR WE JUST, I GUESS, OBTAINED HEAD START LAST YEAR. DO THIS POLICY, BECAUSE ONE OF THE GUIDELINES IN THE POLICY MENTIONS ONGOING STAFF IS THIS INCLUSIVE? ARE WE INCLUDING HEAD START WITH EVERYTHING THAT WE DO IN THIS POLICY FOR PRIMARY AND PRE THERE IS ROOM FOR IMPROVEMENT. IT IS NEW, AND SO WE WILL WORK WITH MS. HALL AND OUR EARLY LEARNING DIRECTOR WHO'S ALSO HERE, PAGE LEOPARD TO MAKE SURE THAT WE HAVE BETTER CONNECTIONS. YES. OK, THANK YOU. ANYBODY ELSE? IF NOT, WE'VE GOT A MOTION AND A SECOND. ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. THE NEXT IS A REVISION OF POLICY, [INAUDIBLE] TEST AND EXAMINATIONS AGAIN ON SECOND READING. IS THERE A MOTION? MOVED BY MR. SMITH, SECONDED BY MS. RHINEHART-JACKSON. ANY DISCUSSION? ALL IN FAVOR PLEASE RAISE YOUR HAND. AGAIN, THAT'S EVERYONE. REVISION OF POLICY [INAUDIBLE] GRADING ASSESSMENT SYSTEM SECOND READING. IS THERE A MOTION? WE ACCEPT. MOVE BY MR. CRANE, SECONDED BY DR. HANKS. ANY DISCUSSION? ALL IN FAVOR, PLEASE RAISE YOUR HAND. AGAIN, THAT'S EVERYONE. FIVE IS THE REVISION OF A TEMPORARY ADMINISTRATIVE RULE GCCR TWO, PROFESSIONAL STAFF AND GDC-R TWO SUPPORT STAFF COVID 19 RELATED LEAVE. THIS IS A ITEM TO INCLUDE EVERYONE IN THE COVID LEAVE POLICY, BUT BASED ON SOME [Individual Board Members] [Office of Superintendent] ACTIONS THAT WERE TAKEN AT THE LAST BOARD MEETING. IS THERE A MOTION TO APPROVE? SO MOVE. MOVED BY MR. SMITH, SECONDED BY MR. CRANE, ANY DISCUSSION? ALL IN FAVOR PLEASE RAISE YOUR HAND. THAT'S EVERYONE. ALL RIGHT. I HAD NO REQUEST FROM INDIVIDUAL BOARD MEMBERS, SO WE'LL MOVE ON TO THE OFFICE OF SUPERINTENDENT, MR. LAURENCE. THANK YOU MR. CHAIR AND MEMBERS OF THE BOARD. JUST REAL QUICKLY, I WANTED TO MENTION THAT, AS YOU'RE AWARE THIS WEEK, WE ARE IN EARLY DISMISSAL MODE FOR OUR STUDENTS SO THAT OUR TEACHERS CAN TAKE ADVANTAGE OF SOME ADDITIONAL TIME FOR TRAINING. THIS IS TRAINING, IT'S INDIVIDUALIZED BY SCHOOLS. EACH OF OUR SCHOOLS DEVELOPED A PLAN TO TARGET ITS SPECIFIC NEEDS TO BE ABLE TO MEET THE NEEDS OF OUR STUDENTS WHO ARE BECAUSE OF OF COVID QUARANTINES, HAVING TO LEARN REMOTELY. AND SO BY THE END OF THIS WEEK, OUR TEACHERS WILL CERTAINLY BE BETTER PREPARED. THEY'LL HAVE A GREATER LEVEL OF SKILL, GREATER LEVEL OF EXPERIENCE AND BE PREPARED TO I CAN'T SAY ENOUGH ABOUT THE PEOPLE WHO ARE SUPPORTING OUR TEACHERS THAT EVERYONE FROM HERE IN THE SCHOOL DISTRICT AND THE INSTRUCTIONAL SERVICES DIVISION, MICKY DOVE AND HER TEAM DO A TREMENDOUS JOB. OUR CURRICULUM, OUR CURRICULUM SUPPORT TEAM THAT INCLUDES OUR CURRICULUM SPECIALISTS IN OUR CURRICULUM TECHNOLOGY SPECIALISTS. AT THE SCHOOL LEVEL, WE HAVE MANY FORMER VIRTUAL TEACHERS, OUR AIKEN INNOVATE TEACHERS ARE AT OUR SCHOOLS AND ARE ABLE TO PROVIDE SUPPORT OR MEDIA SPECIALISTS ARE PROVIDING WE ALSO, FOR A NUMBER OF YEARS HAD A PILOT ONE TO ONE PROGRAM, WHICH WAS CALLED IF YOU'LL REMEMBER THAT AND MANY OF THOSE TEACHERS ARE ABLE TO PROVIDE SUPPORT. SO, SO USING ALL OF THOSE FOLKS, BOTH AT THE DISTRICT OFFICE AND IN THE SCHOOLS, WE'RE ABLE TO INDIVIDUALIZE THAT, THAT TRAINING AND THAT SUPPORT. [01:55:02] AND IT'S GOING TO MAKE A HUGE DIFFERENCE, I BELIEVE, FOR OUR STUDENTS WHO WHETHER THEY'RE HOME FOR SEVEN DAYS OR 14 DAYS ON QUARANTINES, THEY WILL BE ABLE TO CONTINUE TO PARTICIPATE WITH THE INSTRUCTION WITH THEIR CLASSMATES. SO WE'RE VERY PLEASED ABOUT THAT AND WE'RE LOOKING FORWARD TO THE RESULTS THAT WE GET FROM THANK YOU, MR. WE DO NEED AN EXECUTIVE SESSION THIS EVENING, WE HAVE A STUDENT APPEAL AND [Executive Session] WE HAVE A NEED FOR A DISCUSSION OF THE SUPERINTENDENT'S CONTRACT, SO IT'S A MOTION TO GO INTO EXECUTIVE SESSION. IN FAVOR, PLEASE RAISE YOUR HAND. WE HAVE NOW ADJOURNED TO EXECUTIVE SESSION. AFTER THE EXECUTIVE SESSION, WE WILL COME BACK IN HERE AND TAKE ANY ACTIONS THAT ARE [Return to Open Session] [Action on Items Discussed In Executive Session] [03:27:21] IN EXECUTIVE SESSION, WE HEARD A STUDENT APPEAL FOR AGAINST THE ADMINISTRATION [03:27:30] OF RECOMMENDATION FOR EXPULSION. [03:27:34] IS THERE A MOTION? [03:27:35] MR. CHAIRMAN, I MOVE TO UPHOLD THE DISTRICT RECOMMENDATION FOR [03:27:39] EXPULSION. [03:27:40] ANY DISCUSSION? [Adjourn] [03:27:43] ALL IN FAVOR OF THE RECOMMENDATION. [03:27:45] PLEASE RAISE YOUR HAND. [03:27:46] THAT'S EVERYONE ,IT'S UNANIMOUS. [03:27:49] THERE WAS A DISCUSSION ABOUT AN AMENDMENT TO THE SUPERINTENDENT'S CONTRACT, [03:27:53] WE HAVE NOT RESOLVED THAT WE'RE GOING TO CARRY THAT ITEM OVER TO OUR NEXT BOARD [03:27:58] MEETING, SO NO ACTION WILL BE TAKEN ON THAT TONIGHT. [03:28:01] IS THERE A MOTION TO ADJOURN, MOVE BY MR. SMITH, SECONDED BY [03:28:06] MS. [03:28:07] ALL IN FAVOR, PLEASE RAISE YOUR HAND. [03:28:09] STAND ADJOURNED. [03:28:10] THANK YOU. [03:28:11] THANK YOU. I HEAR THERE BEEN SOME HIT SOMEBODY THROWS UP. I DON'T WANT TO WISH YOU NO BAD LUCK. [03:30:54] MY NEIGHBORS ARE. * This transcript was compiled from uncorrected Closed Captioning.