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WELL, MY WATCH SAYS SIX O'CLOCK, SO I'LL CALL THE MEETING TO ORDER THIS EVENING.
[Call to Order]
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WE CAN BEGIN OUR MEETING WITH A MOMENT OF SILENCE AND THEN WE'LL STAND AND SAY THE PLEDGE.ALLEGIANCE] OUR AGENDA THIS EVENING CONSISTS OF TWO ITEMS. THE FIRST IS A HEAD START TRAINING THAT'S REQUIRED BY THE GOVERNMENT OF ALL PEOPLE WHO CONTRACT TO OPERATE HEAD START PROGRAMS AND THE SECOND ITEM CONSIST OF DISCUSSION OF THE MODIFIED CALENDAR, AND HOW WE'RE GOING TO DEAL WITH SOME ISSUES THAT ARE CREATED BY THAT.
SO WITHOUT FURTHER ADO, I'LL ASK MR. LAURENCE TO GET US GOING ON THE HEAD START TRAINING THAT THE BOARD HAS TO UNDERGO.
[Head Start / Early Head Start Training]
THANK YOU, MR. CHAIR AND MEMBERS OF THE BOARD, AND AS YOU, AS YOU MENTIONED, THIS IS SOMETHING THAT IS REQUIRED.YOU ARE THE GOVERNING BODY OF HEAD START IN AIKEN COUNTY AND AS SUCH, SOME ANNUAL TRAINING IS REQUIRED.
AND SO WE APPRECIATE YOU BEING HERE FOR THAT, BUT WE CERTAINLY APPRECIATE HEAD START FOLKS LIKE MS. HALL BEING HERE TO WORK WITH US, AND I DON'T KNOW, ARE YOU GOING TO INTRODUCE OR IF MS. HALL'S READY TO GO, THEN WE'LL JUST GO AHEAD.
I'M JUST GOING TO INTRODUCE MS. SHADIE HALL, AND OF COURSE SHE IS, IS OUR DIRECTOR OF HEAD START HERE IN AIKEN COUNTY.
GOOD AFTERNOON, CHAIR BRADLEY.
FIRST OF ALL, I'D LIKE TO PRESENT THE BOARD WITH A GIFT FROM THE HEAD START STUDENTS.
RECENTLY, WE WERE ALLOCATED $10000 FOR FUNDING THROUGH THE SCHOOL DISTRICT TO GET SOME FURNITURE AND STUFF, SO THEY MADE CARDS.
SO, UM, YES, YOU ARE REQUIRED TO HAVE TRAINING.
LAST YEAR, IF YOU CAN REMEMBER, I ASKED, WHY ARE YOU HERE? BECAUSE WE MUST BE HERE.
SO WE'LL GO AHEAD AND GET MOVING.
UM, THE PURPOSE OF THE TRAINING IS IT'S REQUIRED.
WE'RE GOING TO SEE A SHORT VIDEO ON THE HISTORY OF HEAD START, WHICH IS ALSO REQUIRED BY THE OFFICE OF HEAD START.
THEN WE'LL TALK ABOUT THE FOUNDATIONS OF HEAD START THROUGH DSS, CHILDCARE LICENSING, OUR QUALITY RATING IMPROVEMENT SYSTEM AND GIVE YOU AN OVERVIEW OF THE HEAD START ACT AND THE HEAD START PERFORMANCE STANDARDS, AS WELL AS YOUR ELIGIBILITY, RECRUITMENT SELECTION, ENROLLMENT AND ATTENDANCE REQUIREMENTS, AND I PROMISE YOU IT WILL BE BETWEEN 30 AND 40 MINUTES, NO MORE THAN AN HOUR.
OK, MUST ATTEND LEARNING OBJECTIVES.
WHEN YOU FINISH THIS TRAINING, YOU WILL UNDERSTAND THE HISTORY AND MISSION OF HEAD START AND EARLY HEAD START.
YOU WILL UNDERSTAND THE PROCESS FOR THE DEVELOPMENT AND THE MAKEUP OF THE POLICY COUNCIL, AS WELL AS THE GOVERNING BODY.
YOU WILL ALSO UNDERSTAND YOUR ROLES AND RESPONSIBILITIES AND HAVE MORE EXPANDED KNOWLEDGE OF HEAD START AND EARLY HEAD START, AND I THINK YOU HAVE A PRINTED POWERPOINT.
SO NOW WE'RE GOING TO LOOK AT THE VIDEO AND MIKE'S GOING TO HELP ME WITH THAT.
THINKING NOT ONLY ABOUT THEIR EDUCATIONAL NEEDS, BUT SOCIAL SERVICES, PARENT INVOLVEMENT, HEALTH NEEDS, NUTRITION, THE WHOLE TIME THINKING NOT ONLY BECAUSE I REMEMBER THE FERVOR THAT WE FELT THAT SPRING.
WE GOT WORD THAT THIS LEGISLATION HAD BEEN PASSED.
IT WAS PART OF THE WAR ON POVERTY AND THAT WE WERE GOING TO HAVE A ROLE WE THOUGHT IN
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ERADICATING POVERTY, AND WE WERE GOING TO START WITH VERY YOUNG CHILDREN IN A PROGRAM CALLED HEAD START. ONE FOOT RIGHT IN FRONT OF THE OTHER.THE THING THAT I REMEMBER THE MOST WAS ABOUT THE WISDOM THAT WENT INTO THE PLANNING OF THIS PROGRAM, AND IT ALL STARTED WITH THE CONVENING OF A GROUP CALLED THE COOKE COMMITTEE , AND THEY HAD THE WISDOM TO SEE THAT YOU NEEDED A HEALTHY CHILD TO HAVE A CHILD THAT WOULD BE PREPARED TO LEARN THAT YOU HAD TO INVOLVE THE PARENTS TO REALLY BE SUPPORTIVE OF THAT CHILD'S DEVELOPMENT AND LEARNING.
AND ALSO THAT THE PARENTS, IN TURN, WOULD LEARN FROM BEING PART OF SUCH A COMPREHENSIVE PROGRAM. SADLY, THERE ARE LITTLE CHILDREN WHO ARE ALREADY HEADED FOR LIVES OF FRUSTRATION AND MISERY. NO ONE EVER READ THEM A STORY, TAUGHT THEM A NURSERY RHYME, SHOWED THEM ABOUT COLORS, LETTERS AND NUMBERS.
WHEN THEY START SCHOOL IN THE FIRST GRADE, THEY'LL BE SO FAR BEHIND THE OTHERS THAT THEY MAY NEVER CATCH UP, BUT THERE IS HOPE.
PROJECT HEAD START, WASHINGTON, D.C.
MANY DIFFERENT KINDS OF PILOT DEMONSTRATION PROGRAMS AROSE FROM THE BASIC HEAD START MODEL. NOT ONLY THE PARENT CHILD CENTERS [INAUDIBLE] ZERO THREE IN CHILD FAMILY RESEARCH PROGRAM, BUT THERE WERE A NUMBER OF OTHERS.
WELL, I THINK ALL AMERICANS NOW KNOW FROM RESEARCH THAT THE EARLIEST YOU CAN START GIVING CHILDREN RICH EXPERIENCES, THE BETTER THEIR QUALITY OF LEARNING IS, THE MORE THEY'RE PREPARED FOR MORE STRUCTURED SETTING IN PUBLIC SCHOOL.
I REMEMBER WHEN MR. JOHNSON STARTED HEAD START AND WHEN HE SIGNED THE HEAD START ACT, AND I REMEMBER WORKING WITH HEAD START ON THE INDIAN RESERVATIONS IN '64 AND '65.
HEAD START IS SUCH A WONDERFUL PROGRAM FOR ALL CHILDREN IN AMERICA AND IN PARTICULAR FOR NATIVE CHILDREN, BECAUSE IT GIVES THEM A CHANCE TO LEARN ABOUT THEIR CULTURE, THEIR LANGUAGE AND IT HAS A SOCIAL SERVICE PROGRAM THAT CATCHES HEALTH ISSUES VERY EARLY AND THAT HAS BEEN SO SIGNIFICANT FOR ALL CHILDREN IN AMERICA.
I WENT TO A [INAUDIBLE] RESERVATION THAT WAS OUTSIDE OF TUCSON.
HERE YOU SEE NOT JUST BILINGUAL EDUCATION, BUT TRILINGUAL.
THEY WERE LEARNING THE INDIAN DIALECT, SPANISH DIALECT AND ENGLISH.
EXCITING STUFF. EATING THE NATIVE AMERICAN FOODS, GOOD NUTRITION, THE CULTURE WAS PRIDE.
IN EVERY INSTANCE THAT I TALKED TO INDIAN PEOPLE, I ASKED THEM, HOW DID YOU BECOME A TEACHER? WHAT ARE SOME OF THE REASONS THAT YOU ARE ABLE TO BE AN ADMINISTRATOR OR A NURSE? MOST OF THEM SAID, IT'S BECAUSE OF THE HEAD START PARENTING.
I WAS THE MIGRANT COORDINATOR FOR SEVERAL YEARS AND THEN I BECAME DIRECTOR OF THE INDIAN MIGRANT PROGRAMS DIVISION IN THE LATE SEVENTIES THROUGH THE EARLY 80S.
MOST OF OUR CENTERS WERE OPEN 10 12, 14 HOURS BASED ON THE WORKING HOURS OF THE FARM WORKERS.
WHEN THE STANDARDS CAME IN, WE DID DEVELOP A CURRICULUM SPECIFICALLY DESIGNED FOR THE MOBILE POPULATION.
ONE OF THE GUIDING PRINCIPLES WHEN WE STARTED OUT WAS THESE STANDARDS NOT ONLY HAVE TO BE REALISTIC, BUT THEY HAVE TO BE STANDARDS THAT COULD BE IMPLEMENTED IN ALASKA.
THEY HAD TO BE IMPLEMENTED IN THE MOUNTAINS OF TENNESSEE, IN VERY RURAL AREAS, ON RESERVATIONS, AND I ALWAYS LIKE TO THINK OF THE ONE THEY HAD TO BE ABLE TO BE IMPLEMENTED AT THE HEAD START PROGRAM IN THE BOTTOM OF THE GRAND CANYON.
WHEREVER YOU GO, THE CORNERSTONES OF HEAD START THE PROGRAM PERFORMANCE STANDARDS, THE WHOLE PHILOSOPHY IS PORTRAYED IN ITS OWN WAY ACROSS THE COUNTRY AND YOU CAN WALK INTO ANY PROGRAM AND FEEL THAT FAMILIARITY AND SEE THE SAME KINDS OF GOALS AND SUCH BEING CARRIED OUT. I WAS ONE OF THE VERY FIRST EMPLOYEES OF HEAD START BUREAU BACK IN 1965, AND AT THAT TIME TOYS FOR CHILDREN IN CHILD DEVELOPMENT WERE JUST ALMOST NON-EXISTENT.
SO WHAT WE WOULD DO, WE HAD A PERSON ON THE STAFF THAT DEVELOPED A BOOK CALLED BEAUTIFUL JUNK, AND IT WAS WHAT YOU COULD DO WITH THESE LITTLE THINGS THAT YOU HAVE AROUND THE HOUSE, PULLS THE THREAD, CARTONS FROM MILK CARTONS FROM EGGS AND ALL THE TOYS WERE REALLY DEVELOPED WITH VERY INNOVATIVE IDEAS.
[00:15:05]
MY MOTHER OUT OF SEVEN CHILDREN DECIDED TO SEND ME TO HEAD START, AND SOMETHING HAPPENED DURING THAT TIME THAT I WAS IN HEAD START, AND I DON'T THINK I'LL EVER FORGET, IT'S BEEN WITH ME ALL OF MY LIFE.THEY TOOK OUR CLASS TO A CLINIC AND THEY GAVE US ALL IMMUNIZATIONS, AND SO AT FIRST I WAS KIND OF DEVASTATED BECAUSE I'M LIKE, WHAT'S GOING ON? AND THAT WAS MY FIRST TIME ACTUALLY RECEIVING AN IMMUNIZATION, BUT MY MOM SAID FROM THAT POINT ON THAT I WAS INTERESTED IN HEALTH AND MEDICINE, AND I WOULD ASK FOR DOCTOR'S BAGS OR NURSES' BAGS AND AS I WENT ON THROUGH SCHOOL, I DECIDED TO GO INTO THE FIELD OF PUBLIC HEALTH EDUCATION, AND IT JUST STUCK WITH ME FOR A LONG TIME.
HEAD START TRIED SOMETHING DIFFERENT AND THEY SAID, LOOK, WE WANT PARENTS TO HAVE SOME SAY IN HOW THE MONEY IS SPENT, HOW THE PROGRAM IS DEVELOPED, WHAT IS HAPPENING TO THE CHILDREN, GET THEM INVOLVED IN ACTIVITIES.
THAT WAS A MAJOR, MAJOR SHIFT IN ANY PROGRAM THE GOVERNMENT HAD EVER SUPPORTED.
RED MEANS WHAT? STOP. GREEN MEANS? GO.
SO, MANY OF OUR PARENTS WHO STARTED OUT AS VOLUNTEERS AND WHO WERE EVEN RETICENT TO COME TO THE CLASSROOM WENT ON TO GET THEIR GEDS AND THEN WENT ON TO COMMUNITY COLLEGE AND WERE ASSISTANT TEACHERS IN THE CLASSROOM.
I STARTED HEAD START IN 1985 AS A PARENT.
MY DAUGHTER'S NOW TWENTY THREE YEARS OLD.
SHE'S A COLLEGE GRADUATE AND I'M SO PROUD OF WHAT HEAD START HAS DONE FOR HER, AND I'M NOW THE DISABILITY SERVICES MANAGER WITH THE SAN FRANCISCO HEAD START PROGRAM.
THEY DON'T ONLY JUST EMBRACE THE CHILD; THEY EMBRACE THE MOM, DAD, AND THE ENTIRE COMMUNITY. I HAVE INTERVIEWED A PARENT WHO TOLD HOW THEY WENT FROM BEING A BUS DRIVER TO A COOK, FROM A COOK TO A TEACHER'S AIDE, FROM A TEACHER'S AIDE, TO A LEAD TEACHER.
BELIEVE IT OR NOT, FROM A TEACHER TO LIKE A FAMILY SERVICE COORDINATOR, AND I HAD ONE EXPERIENCE WHERE EVEN THE PERSON HAD BECOME A HEAD START DIRECTOR.
SHARED DECISION-MAKING, AND THEN THE WHOLE FORMAL STRUCTURE OF PROGRAM GOVERNANCE IS SO ABSOLUTELY UNIQUE TO HEAD START AND IS VERY POWERFUL AND EMPOWERING TO INDIVIDUALS, BUT ALSO TO GROUPS.
IT'S THE WISDOM OF THE FOUNDERS OF HEAD START TO RECOGNIZE THAT PARENTS ALONG WITH THE COMMUNITY, CAN WORK VERY WELL TOGETHER AND CAN MAKE A REALLY IMPORTANT DIFFERENCE IN THE LIVES OF CHILDREN, NO MATTER WHO THEY ARE.
WHAT YOU SEE HAPPEN TO FAMILIES, TO YOUNG CHILDREN, TO COMMUNITIES, IT IS ABSOLUTELY INCREDIBLE. I SAW A BLACK MAN LOOKING AT ME.
I DON'T KNOW OF ANY OTHER PROGRAM THAT WORKS SO WELL TO IMPACT AND CHANGE PEOPLE, CHANGE HOMES, CHANGE COMMUNITIES.
I STARTED WITH HEAD START IN 1968.
I JOINED WHAT WAS CALLED THE CDTA DIVISION.
THAT'S CAREER DEVELOPMENT TECHNICAL ASSISTANCE DIVISION, AND WE WERE AT THAT TIME RESPONSIBLE FOR ALL THE TRAINING AND TECHNICAL ASSISTANCE ACTIVITIES FOR HEAD START, AND I THINK OUR PROGRAM WORKING WITH THE COLLEGES AND UNIVERSITIES HELPED THEM TO BEGIN TO DEVELOP CHILD DEVELOPMENT CURRICULA, AND I THINK THAT'S ONE OF THE THINGS THAT HAS STARTED HELPED TO INFLUENCE THROUGHOUT THE NATION.
IN 1965, I WAS AT THE UNIVERSITY OF IOWA, AND THAT WAS THE VERY BEGINNING OF HEAD START, AND THERE WAS ONLY SUMMER PROGRAMS, SO THE UNIVERSITY WAS ASKED TO CONDUCT IN-SERVICE TRAINING FOR THE TEACHING STAFF, AND SO MY COLLEAGUES AND I PUT TOGETHER A SERIES OF CLASSES FOR THE HEAD START TEACHERS STARTED BY SAYING THAT EVERY CLASSROOM SHOULD HAVE A CERTAIN NUMBER OF CHILDREN AND THAT THERE SHOULD BE AN AIDE IN THE CLASSROOM.
I REMEMBER THAT BEING AMAZING, YOU KNOW; IT MADE SUCH AN IMPACT ON THE FIELD.
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IT WAS SUCH A BREATH OF FRESH AIR AND IT'S NEVER STOPPED BEING A BREATH OF FRESH AIR.[INAUDIBLE] TAUGHT US THAT WE WANT TOWER OVER THE CHILDREN, THAT WE SHOULD SIT IN THE SEATS AND WE SHOULD BEND TO THE POINT THAT WE WERE MEETING THE CHILDREN SO THEY WOULD HAVE SOMEONE SPEAK TO AND RELATE AS OPPOSED TO GREAT BIG ADULTS.
IF YOU INDIVIDUALIZE FOR EVERY CHILD IN THE HEAD START PROGRAM, THEN NO CHILD GETS TO FLUNK HEAD START, NO WAY, AND THAT IS A REAL SUCCESS, IN MY OPINION, WHEN PEOPLE UNDERSTAND THAT THE INDIVIDUALIZATION NOT ONLY COVERS CHILDREN WITH VERY SPECIAL NEEDS, BUT IT COVERS EVERY CHILD AND MAKES EVERY CHILD A WINNER AND EVERY PARENT HAPPY.
IN 1968, SCHOOLS WERE INTEGRATED IN THE STATE OF MISSISSIPPI, AND HISTORIC PROVIDED ME WITH THE OPPORTUNITY TO BE PREPARED TO ENTER INTO THE SCHOOL SYSTEM.
I THINK THAT THE HISTORIC CONCEPT AND HISTORIC MODEL GAVE ME THE UNDERSTANDING OF LEARNING AND DESIRE TO LEARN, AND TO THIS DAY, I FEEL THAT'S WHAT ENABLED ME TO CONTINUE ALL THE WAY THROUGH MY SECONDARY EDUCATION AS AN HONOR STUDENT, AS WELL AS TO BE A GRADUATE OF EMORY UNIVERSITY.
PEOPLE WERE TALKING ABOUT PROVE THAT HEAD START WORKS.
SO YOU'VE BEEN IN EXISTENCE A LONG TIME.
HOW DO YOU PROVE THIS? NOW, ANYBODY WHO IS GOING TO HEAD START PROGRAM ALWAYS KNEW THAT HEAD START WORKED. THEY SAW CHILDREN WHO CAME IN, NOT SPEAKING, ALL OF A SUDDEN SPEAK.
THEY SAW HEALTH PROBLEMS BE ADDRESSED.
THEY SAW PARENTS GOING ON TO GET JOBS OR BECOME PUBLIC SPEAKERS, AND SO WE ALWAYS HAD THESE SUCCESS STORIES, AND THE LONGITUDINAL STUDIES ARE BEING CARRIED OUT BY THE HIGH SCHOOL TO THE PERRY PRESCHOOL PROGRAM HAS CERTAINLY SHOWN OVER THE PAST 40 YEARS THAT IT'S COST EFFECTIVE. IT'S CERTAINLY BENEFICIAL TO THE COMMUNITY THAT HEAD START DOES ALLOW THAT CHILD TO FLOURISH.
DOCTOR, THIS PERSON IS NOT BREATHING.
MY DAUGHTER, SHE HAD GREAT EXPERIENCES IN HEAD START, AND SHE ALWAYS REMEMBERS THE PASSION THE TEACHERS HAD FOR THEIR WORK, AND SHE ALSO REMEMBERS THE FAMILY STYLE OF SERVING THE MEALS, AND SHE WOULD DO THAT AT HOME.
SHE WOULD HAVE US EAT AS A FAMILY, AND THE OTHER THINGS THAT SHE REALLY, REALLY CAUSES THE ACTIVITIES IN TERMS OF LITERACY, MUSIC AND SONGS AND SHE DEVELOPED A STRONG PASSION OF BOOKS.
THE AMAZING THING ABOUT HEAD START IS THAT FROM THE VERY BEGINNING, THE PRINCIPLES ON WHICH IT WAS FOUNDED HAVE REMAINED TRUE--THAT BELIEF THAT WE NEED COMPREHENSIVE SERVICES FOR CHILDREN WHO COME OUT OF POVERTY HOMES, THAT WE NEED TO SPEND TIME THINKING NOT ONLY ABOUT THEIR EDUCATIONAL NEEDS, BUT SOCIAL SERVICES, PARENT INVOLVEMENT, HEALTH NEEDS NUTRITION, THE WHOLE COMPREHENSIVE APPROACH OF HEAD START WAS THERE RIGHT FROM THE BEGINNING, AND THAT WAS ABSOLUTELY RIGHT.
OK, SO, OH, THAT'S GOING BACKWARD, SORRY.
SO AS YOU COULD TELL ON THE VIDEO, THE PURPOSE OF HEAD START, OF COURSE, IS TO PROMOTE SCHOOL READINESS, AND IT'S THROUGH ALL OF THE ACTIVITIES THAT YOU ACTUALLY SAW ON THE VIDEO, A LOT OF THOSE, AND PROMOTING SCHOOL READINESS, NOT ONLY EDUCATIONAL, BUT MAKING SURE THAT CHILDREN GET COMPREHENSIVE SERVICES, HEALTH AND SUCH.
SO YOU'LL SEE IN BULLET POINT NUMBER ONE, IT TALKS ABOUT THE AREAS IN WHICH CHILDREN RECEIVE EDUCATION, LANGUAGE LITERACY, MATH, SCIENCE, SOCIAL AND EMOTIONAL FUNCTION, CREATIVE ARTS, PHYSICAL SKILLS AND APPROACHES TO LEARNING.
ALL OF THOSE ARE ALIGNED WITH THE SOUTH CAROLINA EARLY LEARNING STANDARDS AS WELL.
HEAD START IS BASED ON THE HEAD START ACT.
SO THE HEAD START ACT IS THE LAW AND I'VE HIGHLIGHTED THE SECTIONS THAT WILL REALLY FOCUS ON TODAY BECAUSE THE ACT IS PRETTY BIG.
IF YOU WANT TO TAKE THE TIME TO READ THE ACT, YOU CAN, BUT WE'RE NOT GOING TO DO THAT TODAY. OK, SO WE'RE GOING TO FOCUS ON SECTION 636, THE STATEMENT OF PURPOSE, THE POWERS AND THE FUNCTIONS OF THE HEAD START AGENCIES, PARTICIPATION IN HEAD START PROGRAMS, OUR EARLY HEAD START PROGRAM, AS WELL AS OUR TA TRAINING.
SO AS FAR AS THE GOVERNANCE, THE GOVERNING BODY, OF COURSE, IS YOU GUYS, THE BOARD OF
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DIRECTORS AND WHEN YOU REFER TO THE AGENCY, WE'RE TALKING ABOUT AIKEN COUNTY PUBLIC SCHOOL DISTRICT. SO THE HEAD START PERFORMANCE STANDARDS ARE BROKEN UP.IT'S BROKEN UP INTO MULTIPLE PARTS, TOO.
SO PART 1301 IS THE PROGRAM GOVERNANCE, 1302 PROGRAM OPERATIONS, 1303 FINANCIAL AND ADMINISTRATIVE REQUIREMENTS, TRAY LIKES THAT 1304 FEDERAL ADMINISTRATIVE PROCEDURES 1305 JUST THE DEFINITIONS, AND IF YOU WOULD LIKE TO ALSO DOWNLOAD THE HEAD START PERFORMANCE STANDARDS, YOU COULD DO THAT AND READ THOSE AT YOUR LEISURE.
ALL RIGHT, SO HERE'S A BREAKDOWN FOR 1301 PURPOSE GOVERNING BODY COMPOSITION, POLICY, COUNCIL COMPOSITION, PARENT COMMITTEES AND TRAINING AND THE IMPASSE PROCEDURE.
THE AGENCY, I ALREADY DISCUSSED WHO THE AGENCY IS.
THAT'S US, THE GOVERNING BODY IS THE BOARD OF DIRECTORS.
THE COMPOSITION OF THE GOVERNING BODY, THE GOVERNING BODY SHOULD HAVE ONE MEMBER ON THE BOARD THAT HAS A BACKGROUND, EITHER IN FISCAL OPERATIONS AND ACCOUNTING, EARLY CHILDHOOD EDUCATION OR A LICENSED ATTORNEY, AND BECAUSE YOU ARE ELECTED OFFICIALS, WE MAY NOT GET THAT GROUP OF PERSONS ELECTED TO THE BOARD.
SO THERE'S AN EXEMPTION IF YOU'RE A PUBLIC ENTITY, WHICH YOU ARE, THAT YOU CAN HAVE A BECAUSE YOU ARE BY POLITICAL APPOINTMENT OR YOU'RE ELECTED, THEN YOU HAVE SOME PERSONS WHO ARE CONSULTANTS TO HELP YOU IN THE AREAS THAT YOU DON'T MEET THOSE, AND THAT'S WHAT I BASICALLY JUST SAID, IF YOU DON'T HAVE IT, THEN YOU'LL HAVE TO GET A CONSULTANT.
YOUR LEGAL AND FIDUCIARY RESPONSIBILITIES ARE TO ADMINISTER THE GRANT AND THE SAFEGUARDING OF THE FUNDS.
SO YOU PARTICIPATE IN THE DEVELOPMENT AND PLANNING AND THE EVALUATION OF THE HEAD START PROGRAM, AND THANK YOU FOR ASSIGNING DR.
HANKS AS WELL AS MS. JACKSON TO THE POLICY COUNCIL.
SO THEY PROVIDE THAT TWO WAY COMMUNICATION TO THE BOARD.
YOU ENSURE COMPLIANCE WITH ALL FEDERAL AND STATE, LOCAL OR TRIBAL LAWS, WHICH WE DON'T HAVE A TRIBAL AND YOU'RE RESPONSIBLE FOR OTHER ACTIVITIES, AND THESE ACTIVITIES MAY INCLUDE THOSE THAT'RE LISTED.
YOU ESTABLISH THE PROCEDURES FOR THE ELECTION AND ENROLLMENT PROCESS FOR CHILDREN.
I THINK YOU DID THAT A COUPLE OF MONTHS AGO WHEN WE BROUGHT BEFORE YOU THE ERSEA SELECTION CRITERIA.
YOU REVIEW THE APPLICATIONS FOR FUNDING AND APPROVE THOSE APPLICATIONS FOR FUNDING.
YOU ESTABLISH GUIDELINES FOR ASSESSING AND COLLECTING INFORMATION, AND YOU WILL SEE WHAT THAT KIND OF INFORMATION LOOKS LIKE ON SLIDE NUMBER TWENTY ONE, AND YOU REVIEW AND APPROVE ALL MAJOR POLICIES OF THE AGENCY, WHICH YOU DO A LOT AND THEN THE ANNUAL ASSESSMENT, THE FINANCIAL AUDIT, AS WELL AS ANY PROGRAMMATIC AND FISCAL PROGRESS OUTLINED WITHIN THE GRANT APPLICATION ITSELF, PERSONNEL POLICIES FOR HIRING, EVALUATION, DETERMINATION AND COMPENSATION OF STAFF.
YOU ALSO DEVELOP HOW MEMBERS OF THE POLICY COUNCIL ARE SELECTED, AND YOU DID THAT, ACCORDING TO THE POLICY COUNCIL BYLAWS, WHEN YOU APPROVED THOSE LIKE A YEAR OR SO AGO.
A PROVEN FINANCIAL MANAGEMENT, THAT WHOLE SECTION KIND OF RELATES TO HOW YOU SELECT YOUR AUDITORS, AND THEN MAKE SURE THAT YOU ARE FOLLOWING ALL OF THE GUIDELINES AS ESTABLISHED BY GENERAL ACCOUNTING PRINCIPLES AND AUDITING.
YOU REVIEW THE RESULTS OF ANY OFFICE OF HEAD START MONITORING REVIEWS AND TO MAKE SURE APPROPRIATE FOLLOW UP ACTIVITIES ARE DONE.
YOU APPROVE ALL THE POLICIES AND PROCEDURES, AND ONCE AGAIN, THAT'S FOR HIRING OF THE EXECUTIVE DIRECTOR, CEO OR SUPERINTENDENT, HEAD START, EARLY HEAD START DIRECTOR, HR DIRECTOR, CHIEF FINANCIAL OFFICER OR ANY PERSON IN AN EQUIVALENT POSITION.
NOW, THIS STATEMENT TYPICALLY APPLIES TO AN AGENCY THAT'S A SINGLE SERVICE AGENCY, AN AGENCY THAT ONLY OPERATES IN HEAD START PROGRAM, BUT WE HAVE THESE PROCEDURES ALREADY BUILT INTO PLACE WITHIN THE DISTRICT ITSELF.
YOU PERIODICALLY, OF COURSE, LOOK AT THE STANDARDS OF CONDUCT TO MAKE SURE THAT YOU HAVE FORMER PROCEDURES IN PLACE FOR RESOLVING ANYTHING THAT MAY BE CONFLICTS OF INTEREST OR APPEAR TO BE CONFLICTS OF INTEREST, AND THAT COULD BE WITH YOURSELVES, EMPLOYEES OF HEAD START, AS WELL AS ANY CONSULTANTS THAT MAY BE DOING WORK WITH AGENCY OR HEAD START.
YOU HAVE THE AUTONOMY TO ESTABLISH ADVISORY COMMITTEES, BUT IF YOU DO ESTABLISH ADVISORY COMMITTEES, YOU STILL REMAIN THE ENTITY OR THE BODY THAT HAS THE LEGAL AND FIDUCIARY RESPONSIBILITY TO OVERSEE THE GRANT.
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YOU CAN'T PASS THAT OFF TO AN ADVISORY COMMITTEE.YOU ALSO HAVE TO USE ONGOING MONITORING DATA ON SCHOOL READINESS, AND I THINK LAST MONTH WE PROVIDED YOU WITH INFORMATION ON WHERE OUR CHILDREN WERE AS FAR AS WHERE THEY WERE MEETING WIDELY HELD EXPECTATIONS, EXCEEDING OR FALLING BELOW THOSE EXPECTATIONS AND THAT'S JUST SOME OF THE INFORMATION THAT YOU RECEIVED.
SO THOSE INFORMATION SUMMARY REPORTS THAT I SUBMIT TO THE BOARD WILL INCLUDE THIS TYPE OF INFORMATION IN THERE.
THE OTHER THING IS STRATEGIC LONG TERM GOALS, THIS IS INFORMATION YOU WOULD GET ON SCHOOL READINESS GOALS, MONITORING PROGRAM PERFORMANCE, ANY ONGOING ASSESSMENT AND MAKING SURE THAT OUR CHILD LEVEL ASSESSMENT DATA IS COMPLETED AT LEAST THREE TIMES A YEAR, AND WE'VE HAD OUR FALL DATA.
WE JUST FINISHED OUR WINTER, AND SO WE HAVE OUR SPRING DATA LEFT TO DO, AND RIGHT NOW WE'RE ASSESSING OUR WINTER DATA.
UM, I ALREADY TALKED ABOUT ADVISORY COMMITTEES.
YOU MUST ESTABLISH AND MAINTAIN A POLICY COUNCIL.
WE DO HAVE A POLICY COUNCIL, THE POLICY COUNCIL IS ELECTED AS EARLY IN THE YEAR AS POSSIBLE, AND THAT'S TYPICALLY DONE IN SEPTEMBER AFTER THE CHILDREN START SCHOOL.
SO AT THE PARENT MEETINGS, THE PARENTS WILL ELECT A REPRESENTATIVE TO SERVE TO THE ON THE POLICY COUNCIL, AND THAT'S THE TWO WAY COMMUNICATION THAT GOES BACK TO EACH ONE OF THE CENTERS THAT ARE LOCATED FIVE IN AIKEN AND FOUR IN BARNWELL COUNTY WITH ONE OF THOSE FOUR THAT'S IN BARNWELL COUNTY BEING A CONTRACTED PROVIDER THROUGH HEAVENLY ANGELS DAYCARE.
THE COMPOSITION OF THE COUNCIL, OF COURSE, THE POLICY COUNCIL HAS TO BE COMPRISED OF 51 PERCENT OF PARENTS AND THE 49 PERCENT CAN BE OF THE COMMUNITY REPRESENTATIVES AND SO THE ONE BOARD MEMBER, THE ALTERNATE, SERVE AS A COMMUNITY REP ON THE POLICY COUNCIL , AND THESE ARE THE THINGS THAT THE POLICY COUNCIL SHALL APPROVE AND SUBMIT TO THE GOVERNING BODY, AND MANY OF THEM ARE THE SAME ACTIVITIES AS YOU MUST APPROVE, BUT EVERYBODY HAS TO AGREE, AND THEN IF WE DON'T AGREE, THERE'S SOMETHING CALLED AN IMPASSE PROCEDURE THAT WE'LL HAVE TO GO THROUGH, BUT THERE HAS NOT BEEN ANY DISAGREEMENT AT ALL.
UM, PERSONNEL POLICIES AND PROCEDURES, STANDARDS OF CONDUCT, RECOMMENDATION OF DELEGATE AGENCIES. WE DON'T HAVE ANY DELEGATES.
WE DIRECTLY OPERATE ALL OF OUR PROGRAMS. WITH THE EXCEPTION OF THOSE TWO I TALKED ABOUT.
A CONTRACTUAL WITH HEAVENLY ANGELS AND THEN CONTRACTUAL FOR EARLY HEAD START HOME BASED VISITATION PROGRAM THROUGH AIKEN COUNTY FIRST STEPS.
THE TERM FOR THE POLICY COUNCIL, OF COURSE, SHALL BE ONE YEAR AND THEN THEY HAVE TO BE REELECTED EVERY YEAR AND A POLICY COUNCIL MEMBER CAN ONLY SERVE UP TO FIVE YEARS.
SO ONCE YOU SERVE FIVE YEARS, THAT'S IT.
REIMBURSEMENT, A PROGRAM MUST ENABLE LOW INCOME MEMBERS TO PARTICIPATE FULLY IN THE POLICY COUNCIL MEETINGS, AND THE WAY WE DO THAT IS PROVIDE CHILDCARE REIMBURSEMENT FOR MILEAGE. YEAH, CHILDCARE REIMBURSEMENT FOR MILEAGE ALSO TRAINING.
WE SEND PARENTS TO TRAINING, PROVIDE TRAINING OPPORTUNITIES FOR THEM.
PARENT COMMITTEES, AS I SAID, ARE 100 PERCENT COMPOSED OF PARENTS OF CHILDREN WHO ARE CURRENTLY ENROLLED IN HEAD START EARLY HEAD START PROGRAM.
SO WE HAVE SOME PARENTS THAT ENJOY IT SO MUCH.
THEY SAY, OH, CAN I COME BACK NEXT YEAR? BUT YOUR CHILD GRADUATED.
SORRY, YOU GOT TO MAKE ROOM FOR SOMEBODY ELSE AND WE'VE GOT TO DEVELOP OTHER PARENTS, SO THEY HAVE TO HAVE CHILDREN WHO ARE CURRENTLY ENROLLED.
THE POLICY COUNCIL IS RESPONSIBLE FOR ADVISING STAFF IN DEVELOPING AND IMPLEMENTING PROGRAM POLICIES, ACTIVITIES, PROCEDURES AND HAVING A PROCESS FOR COMMUNICATION WITH THE POLICY COUNCIL WITHIN THE GUIDELINES ESTABLISHED BY THE GOVERNING BODY, WHICH ARE YOU GUYS.
SO AS FAR AS RECRUITMENT AND SCREENING, I COULD TELL YOU THAT WE HAVE PARENTS THAT SERVE ON OUR INTERVIEW PANELS WHEN IT'S TIME TO INTERVIEW STAFF FOR POSITIONS.
WE ALSO CONSIDER PARENTS FIRST IF THEY ARE EQUALLY QUALIFIED FOR THAT PARTICULAR POSITION, BECAUSE THAT'S THE PURPOSE OF HEAD START IS TO DEVELOP PARENTS.
AN AGENCY MUST PROVIDE APPROPRIATE TRAINING AND TECHNICAL ASSISTANCE OR ORIENTATION TO THE GOVERNING BODY, ANY ADVISORY COMMITTEE MEMBERS AND TO THE POLICY COUNCIL, AND THEY MUST RECEIVE TRAINING ON ELIGIBILITY.
[00:35:03]
THANK YOU. OH, SORRY.LET'S GO BACK, SO I DID TALK ABOUT THAT IMPASSE PROCEDURE SO THAT IF THE GOVERNING BODY AND THE POLICY COUNCIL DOESN'T AGREE ON SOMETHING, THEN YOU GO INTO AN IMPASSE WHERE YOU'RE BRINGING A MEDIATOR AND THEN THE MEDIATOR WILL TRY TO HELP US WORK EVERYTHING OUT.
IF IT CAN'T BE WORKED OUT, TECHNICALLY THE BOARD RULES, SO THE GOVERNING BODY RULES, AND THAT'S WHAT THAT BASICALLY SAYS THERE, AND THAT APPLIES TO EVERYBODY WITH EXCEPTION OF, OF COURSE, YOUR AMERICAN INDIAN AND ALASKA NATIVE PROGRAMS. WE HAVE ONE AMERICAN INDIAN PROGRAM IN SOUTH CAROLINA, WHICH IS IN [INAUDIBLE] SOUTH CAROLINA. SO WHATEVER THE TRIBAL COUNCIL AND THE CHIEF SAYS, THAT'S WHAT GOES.
NOW, LET'S MOVE TO EARTHIER STANDS FOR ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENT AND ATTENDANCE, ALMOST THERE, GUYS.
A PROGRAM MUST TRAIN ALL GOVERNMENT BODIES AND POLICY COUNCILS WITHIN 180 DAYS ON HOW WE DETERMINE ELIGIBILITY FOR ENROLLMENT IN HEAD START.
A PREGNANT WOMAN OR A CHILD IS ELIGIBLE IF THEY'RE INCOME ELIGIBLE, MEANING THEY'RE AT 100 PERCENT POVERTY OR LESS.
THEY ARE ELIGIBLE FOR IN THE ABSENCE OF CHILDCARE IF THEY RECEIVE PUBLIC ASSISTANCE, SUCH AS TANF, THEY'RE AUTOMATICALLY ELIGIBLE IF THEY'RE HOMELESS OR IN FOSTER CARE.
THOSE ARE ALL OF THE CATEGORIES OF FAMILIES THAT ARE ELIGIBLE FOR PARTICIPATION, AND THEN THERE'S A CAVEAT, OF COURSE, THE 10 PERCENT OVER INCOME SO WE CAN ENROLL UP TO 10 PERCENT OF OUR FUNDED ENROLLMENT CAN BE SET ASIDE FOR FAMILIES WHOSE INCOMES EXCEED THE POVERTY GUIDELINES, BUT TYPICALLY WE MEET THOSE FAMILIES.
THOSE ARE FAMILIES WHOSE CHILDREN MAY HAVE A DISABILITY THAT WE COUNT IN THAT 10 PERCENT.
THIS IS HOW WE VERIFY ELIGIBILITY, SO WHEN A PARENT CALL OR A FAMILY MEMBER CALL, WE ASK THESE TYPES OF QUESTIONS AND THESE ARE SOME OF THE DOCUMENTS THAT WE REQUEST AND WE ASSIST THEM WITH OBTAINING THESE DOCUMENTS IF THEY NEED IT.
SO FOR INCOME, YOU'LL SEE ON YOUR POWERPOINT PRINTOUT ALL OF THE DOCUMENTS THAT WE ASK FOR. WE VERIFY INCOME AGE, WHETHER OR NOT THEY MEET THE CRITERIA FOR BEING AUTOMATICALLY ELIGIBLE THROUGH FOSTER CARE OR HOMELESSNESS OR TANF, AND THEN WE MAKE SURE THAT THEY ALSO RESIDE WITHIN OUR SERVICE AREA, WHICH IS AIKEN AND BARNWELL COUNTIES.
WE KEEP COPIES OF THE VERIFICATION.
THEY ARE UNDER LOCK AND KEY IN THE FILE AT EACH ONE OF THE PARTICULAR CENTERS, AND THEN WE HAVE A FORM THAT WE CHECK OFF ON SAYING THAT WE'VE CHECKED THESE THINGS AND THEY ARE ELIGIBLE TO PARTICIPATE AND WE KEEP THOSE RECORDS FOR A YEAR.
WE KEEP THOSE RECORDS FOR ONE YEAR AFTER THEY'VE STOPPED RECEIVING SERVICES OR ARE NO LONGER ENROLLED IN THE PROGRAM.
THEN ONCE A CHILD IS ELIGIBLE FOR HEAD START, THEY'RE ELIGIBLE THROUGHOUT THE DURATION OF THEIR HEAD START CAREER.
NOW, IF THEY MOVE FROM EARLY HEAD START TO HEAD START, THEN WE HAVE TO REQUALIFY THEM FOR THE PROGRAM. ONCE AGAIN, WE HAVE DHHS THAT STANDS FOR DEPARTMENT OF HEALTH AND HUMAN SERVICES, ACF ADMINISTRATION, CHILDREN AND FAMILIES, OHS OFFICE OF HEAD START.
BASED OUT OF WASHINGTON, THAT'S WHO REGULATES THE HEAD START PROGRAM.
THEN THERE ARE 12 OR 14 REGIONAL OFFICES AROUND THE NATION AND WE ARE IN REGION FOUR AND IT'S BASED OUT OF ATLANTA.
HERE ARE THOSE WEBSITES I TOLD YOU ABOUT THAT IF YOU DON'T WANT TO PRINT THE HARD COPY OF THE HEAD START ACT OR THE HEAD START PERFORMANCE STANDARDS, YOU CAN GO TO THE WEBSITE ECLKC THE FIRST ONE, AND IT'S THERE, AND YOU CAN JUST SAVE IT ON YOUR LAPTOP AND READ IT AT NIGHT LEISURELY, AND I'LL ALWAYS LEAVE MY PRESENTATIONS WITH THIS PHRASE, I TERMED IN 1999. GOSH, I WAS ONLY ABOUT 10.
WHEN THE CHILD IS NO LONGER THE FOCUS.
THANK YOU, GRACIAS, WADO, MERCI.
ANYBODY GOT ANY QUESTIONS? I'LL TAKE IT, THANK YOU.
I APPRECIATE THE PRESENTATION.
IT'S ALWAYS GOOD TO GET THIS REFRESHER EVERY YEAR, AND I MEAN, THERE'S SOME NEW INFORMATION. I FEEL LIKE JUST TWO QUESTIONS REALLY THE SAME QUESTION, I GUESS HOW OFTEN
[00:40:07]
DOES THE POLICY COUNCIL MEET AND HOW OFTEN DOES THE PARENT COUNCIL MEET? MONTHLY, BOTH MONTHLY.THEY MEET HERE OR KIND OF FLOAT AROUND THE? NO, TYPICALLY THE THIRD OR FOURTH THURSDAY OF EVERY MONTH, AND WE'VE BEEN DOING IT VIRTUALLY FOR THE LAST YEAR, OF COURSE, AND NOW WE'RE TRYING TO GO HYBRID, BUT PARENTS CONTINUE TO BE INVOLVED.
GOOD EVENING. I WOULD BE REMISS IF I DID NOT MAKE THE STATEMENT I AM ABOUT TO MAKE.
I ENCOURAGE EVERY PARENT WITHIN AIKEN COUNTY PUBLIC SCHOOL DISTRICT IF YOU HAVE A CHILD WITHIN THE ELIGIBILITY FOR HEAD START TO ENROLL.
I HAVE HAD THREE CHILDREN GO THROUGH HEAD START, ALL OF WHICH WERE UNDER MS. HALL PREVIOUSLY.
I AM A PARENT OF THE YEAR FROM HEAD START, TWO YEARS RUNNING.
I AM A FORMER CHAIRMAN OF THE POLICY COUNCIL AND HEAD START NOT ONLY HELPED MY KIDS, BUT THEY HELPED ME TO BE SITTING HERE AS A BOARD MEMBER.
THANK YOU, MS. HALL, FOR ALL OF YOUR HARD WORK AND DEDICATION AND PARENTS.
AGAIN, I STRONGLY ENCOURAGE YOU TO ENROLL YOUR CHILDREN.
THANK YOU. ANYONE ELSE, QUESTION OR COMMENT? AND I WOULD BE REMISS IF I DIDN'T SAY I'M A PROUD HEAD START GRADUATE, TOO.
[CHUCKLING] WELL, SINCE WE'RE TALKING HISTORY, I WORKED IN IT [CHUCKLING] I WORKED IN THE HEAD START PROGRAM IN 1965 AS A GRADUATE STUDENT AT UNIVERSITY.
WELL, THANK YOU SO MUCH FOR THIS INTERESTING PRESENTATION AND THANK YOU FOR THE WORK YOU DO. WE APPRECIATE THAT VERY MUCH.
ALL RIGHT, THAT BRINGS US TO ITEM TWO MODIFIED CALENDAR MR. LAURENCE. THANK YOU AGAIN, MR. CHAIR AND MEMBERS OF THE BOARD, AND I'M GOING TO ASK AND HE'S ALREADY GOT IT UP THERE.
MR. ROSIER IS PUTTING THIS THE CALENDAR THAT YOU SEE UP THERE, THAT IS A CALENDAR, AND IT MAY NOT BE LARGE ENOUGH TO SEE THAT ONE MAY BE SMALLER BUT CLEARER OVER THERE FOR FOLKS IN THE AUDIENCE, BUT THIS IS THE CALENDAR THAT AS OF NOW, THIS IS THE DRAFT CALENDAR OF WHAT WE PLAN TO RECOMMEND TO YOU ALL NEXT WEEK.
BEFORE WE DO THAT, WE WANT TO TAKE ANOTHER OPPORTUNITY TO TALK ABOUT IT, GIVE YOU A CHANCE TO ANSWER QUESTIONS.
I SHARED SOME INFORMATION WITH ALL OF YOU LAST WEEK IN YOUR VOTERS.
[Modified Calendar Discussion]
I ALSO SENT YOU SOME INFORMATION TODAY AND YOU HAVE IT IN FRONT OF YOU AS WELL.SO WE'VE TRIED TO ANSWER QUESTIONS.
WE KNOW YOU MAY STILL HAVE SOME, MAY HAVE SOME COMMENTS AND WE JUST WANT TO USE THIS EVENING TO GIVE YOU THE OPPORTUNITY TO ASK THOSE QUESTIONS.
ONE OF THE QUESTIONS THAT WAS ASKED BY DR.
BRADLEY THAT WASN'T ANSWERED IN WHAT I GAVE YOU LAST WEEK WAS WHAT'S THE PLAN FOR INTERSECTION? HOW ARE WE GOING TO INTERVENE FOR FOR STUDENTS? AND WE SHARED SOME INFORMATION WITH YOU TONIGHT ON THAT.
I THINK I'LL SEND IT TO YOU EARLIER THIS AFTERNOON AS WELL.
IT REALLY IS LOOKING AT THE STUDENTS WHO WERE IN THE GREATEST NEED, TAKING A LOOK AT WHO OUR BOTTOM 20 PERCENT OF STUDENTS ARE AND BY A VARIETY OF MEASURES.
I THINK OUR PRIMARY MEASURES ARE ARE OUR MEASURES OF ACADEMIC PROGRESS MAP.
ALSO, WE HAVE THINGS LIKE THE FAST BRIDGE PROGRAM WE WOULD LOOK AT INTO THE YEAR, SUMMATIVE ASSESSMENTS IN HIGH SCHOOL COURSES WE WOULD LOOK AT STUDENT PROGRESS IN THOSE.
SO THERE ARE A LOT OF WAYS THAT WE WOULD IDENTIFY STUDENTS, BUT REALLY TARGETING THOSE WHO ARE MOST IN NEED AND WE GENERALLY TALK ABOUT THAT BOTTOM QUINTILE, THAT BOTTOM 20 PERCENT OF STUDENTS.
THAT WOULD BE THE FIRST GROUP OF STUDENTS WHO WOULD BE INVITED TO PARTICIPATE, AND OF COURSE, WE WOULD TRY TO STAFF A PROGRAM AT THAT TIME FOR A WEEK.
WHETHER THAT WEEK ENDS UP BEING THREE DIRECT INSTRUCTION DAYS, FOUR OR FIVE DIRECT INSTRUCTION DAYS, WHATEVER IT ENDS UP BEING THAT WEEK, WE WOULD TRY TO STAFF FOR THAT 20 PERCENT OF OUR STUDENTS CERTAINLY POSSIBLE THAT WE WOULDN'T BE ABLE TO DO THAT, AND IF WE WEREN'T, THEN OF COURSE WE WOULD HAVE TO PRIORITIZE STUDENTS.
ANOTHER THING WE HAVE TO KEEP IN MIND IS TYPICALLY IN A SUMMER PROGRAM WE INVITE, YOU KNOW, THREE OR FOUR THOUSAND STUDENTS, MAYBE 1500 OR 2000, ACTUALLY ENROLLED IN THE
[00:45:04]
PROGRAM, SO THAT'S SOMETHING ELSE THAT WE WOULD KEEP IN MIND, BUT THE FIRST YEAR WE'LL BE GOING OFF THE EXPERIENCE THAT WE HAVE FROM SUMMER SCHOOL AND THE EXPERIENCE THAT WE GAINED FROM SCHOOL DISTRICTS WHO HAVE ALREADY ACCOMPLISHED THIS.SO I HOPE THAT ANSWERS THE QUESTION.
WE GIVE THEM SOME MORE DETAILED INFORMATION ABOUT MAP, AND I THANK MS. OLIN FOR PROVIDING THAT FOR EVERYONE, BUT NOW WE'RE OPEN FOR QUESTIONS.
I THINK MOST OF MY STAFF MEMBERS WHO WHO WILL BE INVOLVED IN THE PROCESS ARE HERE.
SO IF I CAN'T ANSWER SOMETHING, I KNOW SOMEONE IN THIS ROOM WOULD BE ABLE TO DO SO.
MR. CRANE? WELL, I'LL START IT OFF.
I'LL HAVE SOME MORE QUESTIONS, I'M SURE.
SUMMER BREAK WOULD BE EIGHT WEEKS.
DOES THAT WORK OUT? ABOUT, THIS YEAR, I SAY WE'LL BE LOOKING AT ENDING THE YEAR BEFORE MEMORIAL DAY OR I MEAN BEFORE JUNE.
IT'LL BE THE WEEK OF MEMORIAL DAY AND IN THE YEAR BEFORE JUNE, GIVING US THE WHOLE MONTH OF JUNE, AND I THINK IF WE START SCHOOL BACK THE LAST WEEK OF OF JULY, THAT GIVES US SEVEN WEEKS. SO IT'D REALLY BE ABOUT A SEVEN WEEK SUMMER.
NOW THE SUMMER COMING UP JUST TO BE TRANSPARENT ON THIS WILL BE A LITTLE SHORTER BECAUSE WE'RE LOOKING AT GRADUATION ON THE SECOND AND THIRD OR THIRD AND FOURTH THIS YEAR, WHICH MEANS THAT WE USE THE PART OF THE FIRST WEEK OF JUNE.
SO WE'LL BE GOING INTO THREE WEEKS OF JUNE AND THEN THREE WEEKS OF OF JULY.
IT'S ONLY SIX WEEKS THIS YEAR AND AFTER THAT, IT SHOULD CONSISTENTLY BE SEVEN WEEKS.
THAT'S WHAT WE WERE LOOKING AT BEFORE.
RIGHT. I WASN'T SURE HOW THAT WAS GOING TO WORK OUT WITH THIS ONE YEAR.
WELL, I KNOW YOU PROVIDED US THE I'LL GET OFF THE CALENDAR FOR JUST A MINUTE.
YOU PROVIDED US THE PRINTOUT OF, YOU KNOW, KIND OF SOME OF THE CONCERNS AND HOW YOU AND YOUR STAFF HAD THOUGHT ABOUT WAYS TO ADDRESS SOME OF THOSE.
IS THAT GOING TO BE MADE PUBLIC AT SOME POINT, LIKE ON THE WEBSITE? IT MAY BE ALREADY AND I HAVEN'T LOOKED.
I USE THE INFORMATION ON THE WEBSITE PRIMARILY TO PREPARE THAT DOCUMENT FOR YOU.
SO, I MEAN, IT DOES KIND OF COMPILE IT IN ONE PLACE, BUT CERTAINLY WE CAN SHARE THAT.
YEAH, I THINK THAT'D BE HELPFUL.
I'LL DEFER TO ANYBODY ELSE FOR A FEW MINUTES.
UP TO NOW, WE HAD TALKED ABOUT FIVE DAYS OF INTERCESSION OR INTERVENTION.
YOU JUST MENTIONED MAYBE THREE, MAYBE FOUR, MAYBE FIVE.
SO IS IT SUBJECT TO CHANGE HOW MANY DAYS THAT YOU'LL RECOMMEND? I THINK IT IS JUST JUST TALKING TO OTHER SCHOOL DISTRICTS, ONE THAT YOU AND I LISTEN TO FROM GREENWOOD, THEY WERE DOING THREE DAYS.
SO THEY WERE USING TUESDAY, WEDNESDAY AND THURSDAY DURING THAT WEEK.
I'M NOT SURE THAT'S ENOUGH, BUT I CAN SEE DOING MONDAY THROUGH THURSDAY AND POSSIBLY HAVING FRIDAY OFF OF THAT WEEK FOR THE STUDENTS, BUT CERTAINLY THAT WOULD BE UP IN THE AIR LEADING UP UNTIL SOMETIME WHEN THE SPECIFICS OF THE PROGRAM ARE BEING DESIGNED. MR. LAURENCE I JUST WANTED TO ASK YOU, IT SOUNDS LIKE THAT IF WE'RE DOING THAT, WHEN WILL THE DECISION ON THREE DAYS VERSUS FOUR DAYS OR FIVE DAYS BE MADE FOR PARENTS AND/OR TEACHERS TO PLAN ACCORDINGLY? WELL BEFORE THE SCHOOL YEAR.
RIGHT NOW, THERE'S NO DIFFERENTIATION RIGHT NOW ON THE CALENDAR THAT WE'VE GOT THERE, AND THAT'S SOMETHING FOR THAT MATTER COULD BE DECIDED TONIGHT, BUT THERE'S NOTHING UP THERE THAT INDICATES WHETHER THE FIRST WEEK OF INTERCESSION IS WHEN WE DO THE INTERVENTIONS OR THE SECOND WEEK. SO I THINK MOST OF THE ONES THAT I'VE SEEN, THEY DO INTERVENTIONS DURING THAT FIRST WEEK AND THEN THE STUDENTS AND THE TEACHERS ALIKE HAVE THAT SECOND WEEK OFF AND THEN THEY'RE READY TO START BACK, BUT THOSE SPECIFIC DATES HAVEN'T BEEN DESIGNATED
[00:50:06]
YET, BUT THEY CERTAINLY COULD BE, AND WE CERTAINLY COULD DESIGNATE THEM ON OUR FINAL RECOMMENDATION FOR YOU NEXT WEEK.I THINK THAT'S SORT OF WHAT I WAS THINKING, BUT IT JUST SEEMS LIKE IT WOULD HELP IN THE PLANNING PROCESS FOR A LOT OF PEOPLE, AND IF WE CAN DO THAT AHEAD OF TIME, I THINK IT WOULD BE GOOD. YEAH, WE DO TYPICALLY TRY.
OF COURSE, IT'S A LITTLE DIFFERENT BECAUSE IT'S ONLY A WEEK.
IN MOST OF OUR SUMMER SCHOOL PROGRAMS, WE TRY TO GO FOUR DAYS.
THAT MAY OR MAY NOT BE POSSIBLE GOING FORWARD WITH A SHORTENED SUMMER, ESPECIALLY WHEN WE LOOK AT PROGRAMS LIKE GATEWAY THAT HAS A SPECIFIC NUMBER OF HOURS AND THIRD GRADE READING CAMP THAT HAS A SPECIFIC NUMBER OF HOURS THAT HAVE TO BE ACCOMPLISHED.
SO WE'LL HAVE TO LOOK AT THOSE THINGS AND LET THAT DETERMINE WHICH DAYS OF THE WEEK, PARTICULARLY IN THE SUMMER THAT WE USE.
WHAT IS THE RATIONALE BEHIND NOT WANTING TO DO FIVE ? NO RATIONALE OTHER THAN PROVIDING THE FAMILIES WITH THE LONG WEEKEND LEADING INTO THAT WEEK AND TEACHERS TOO.
I DON'T SEE ANY ACADEMIC RATIONALE FOR IT, BUT THEY WILL HAVE A WHOLE WEEK.
YES, SIR. YEAH. MR. SMITH? I'M HAVING A LITTLE HEARTBURN WITH SOME OF THIS, AND I'VE KIND OF BEEN QUIET ABOUT IT, BUT I THINK I NEED TO LET IT OUT A LITTLE BIT.
WE'RE TALKING ABOUT FOUR DAYS NOW OF REMEDIATION.
OK, AND WE'RE TALKING ABOUT FOUR DAYS OF REMEDIATION, THREE TIMES IN THE SCHOOL YEAR.
IS THAT CORRECT? TWICE. TWICE.
OK, THAT MAKES IT A LITTLE MORE HEARTBURN.
NOW THERE ARE, I NOTICED ON THE GREENWOOD CALENDAR THAT THEY ACTUALLY TOOK THE FIRST WEEK OF OF JANUARY.
SO AFTER CHRISTMAS BREAK, THEY ADDED A THIRD ONE IN THE FIRST WEEK OF JANUARY.
SO THAT'S CERTAINLY AN OPTION THAT WE HAVE THAT WE COULD CONSIDER TO BEING AN EDUCATOR, BEING AN OLD ADMINISTRATOR.
I'M HAVING HEARTBURN WITH TRYING TO SWALLOW THE FACT THAT WE'RE GOING TO REMEDIATE OUR CHILDREN THAT NEEDED THE 20 PERCENT THE WAY THEY NEED TO BE REMEDIATED IN 12 DAYS. THE TEACHERS ARE GOING TO COME IN THE FIRST ONE AND THEY'RE GOING TO HAVE TO SPEND THAT DAY UNLESS IT'S GOING TO BE SOMETHING THAT'S GOTTEN TO THEM EARLIER SO THEY CAN HAVE SOME IN-SERVICE ON WHAT EACH ONE OF THOSE KIDS NEEDS ARE, I JUST DON'T SEE IT PRODUCING THE FRUIT THAT'S GOING AROUND THAT WE MAY THINK THAT IT IS, AND I'M SORRY, I KNOW A LOT OF WORK'S WENT INTO IT.
I LIKE IT, BUT I GOT HEARTBURN OVER THIS REMEDIATION, AND I THINK, AND I'M OLD SCHOOL , BUT I THINK WE WOULD BE BETTER SERVED FOR THOSE THREE CONTINUOUS WEEKS TO COME IN A SUMMER LEVEL SO IT CAN BE MORE BENEFICIAL TO THE KIDS, AND I JUST DON'T SEE US GETTING WHAT WE THINK WE'RE GOING TO GET, AND I KNOW THESE OTHER COUNTIES ARE TELLING YOU AND MAYBE YOU KNOW SOMETHING OR SOMEBODY, MAYBE I CAN GET OVER THIS BETWEEN NOW AND THEN BECAUSE I LIKE IT, BUT I JUST DON'T FEEL LIKE WE'RE GOING TO BE DOING OUR KIDS THE SERVICE THAT WE'RE SAYING WE ARE AND THAT'S THE, YOU KNOW, JUST LIKE THAT THING SAID, IT'S ALL ABOUT THE KIDS, AND I GOT HEARTBURN WITH THIS.
WELL, JUST JUST TO CLARIFY, I DON'T SEE US REDUCING THE NUMBER OF DAYS.
IN FACT, I SEE US INCREASING THE NUMBER OF DAYS IN MANY CASES BECAUSE SUMMER SCHOOL WILL STILL EXIST. SO THE STUDENTS WHO QUALIFY FOR SUMMER SCHOOL WILL STILL HAVE THE OPPORTUNITY TO GO TO SUMMER SCHOOL AND THEN THESE INTERCESSION PERIODS WILL BE AVAILABLE.
IN ADDITION TO THAT ANYBODY? MR. CRANE? ALL RIGHT.
I'LL TRY AND KNOCK A FEW THINGS THAT I'VE GOT ON MY MIND AT ONE TIME, AND I'LL PREFACE THIS BY SAYING FROM A MODIFIED CALENDAR STANDPOINT, I'M PROBABLY OF THE NINE BOARD MEMBERS THAT MIGHT BE THE BIGGEST ADVOCATE FOR IT.
SO I TAKE TAKE THIS WITH THAT HEART IN MIND.
I WOULD REALLY LIKE TO HEAR SPECIFICALLY FROM OUR ATHLETICS AND OUR BAND PROGRAMS ABOUT
[00:55:08]
THE REDUCTION OF SUMMER AND HOW THAT'S GOING TO PLAY INTO THEIR PRACTICE SCHEDULE DURING THE SUMMER. THAT'S A BIG DEAL FOR MARCHING BAND, AND I KNOW IT'S A BIG DEAL FOR ATHLETICS. I JUST SPEAK AS A FORMER BAND KID, AND THEN HOW'S THAT GOING TO IMPACT THE ATHLETIC SCHEDULE IN THE SCHOOL YEAR? AND THE ANSWER FOR THAT MAY BE IT DOESN'T, AND THAT'S I WOULD JUST LIKE TO HEAR THAT I WOULDN'T MIND ACTUALLY GETTING SOME FEEDBACK FROM SOME OF OUR ADS AND DIRECTORS ON THAT.LOOKING AT THE CALENDAR, SO THE RED SQUARES INDICATE THE LAST DAY OF OF A NINE WEEKS.
YES, SO I SEE AND I UNDERSTAND THE LOGIC HERE.
WE WANT THE BREAK TO COINCIDE WITH THE END OF THE NINE WEEKS, RIGHT? SO YOU GO TO THE DECEMBER, AND SO WE'RE STARTING THE QUOTE UNQUOTE CHRISTMAS BREAK ON A WEDNESDAY. ALL RIGHT, LAST DAY IS THAT TUESDAY? THAT MAKES SENSE, BUT THAT'S NOT NECESSARILY CONSISTENT.
AT THE END OF Q1, WE FINISH ON A WEDNESDAY, BUT THE BREAK BEGINS ON THE FOLLOWING MONDAY.
CAN YOU WALK ME THROUGH THAT, WHY WE HAVE THAT LITTLE SPLIT? WELL, IT'S NOT GOING TO BE POSSIBLE TO END QUARTERS IN A CONSISTENT FASHION.
THEY'RE NEVER GOING TO END ALL ON FRIDAY OR ALL ON THE SAME DAY.
SO JUST TAKING TWO FULL CALENDAR WEEKS AS CLOSE TO THE END OF THE QUARTER AS POSSIBLE WAS THE DESIRE. ALSO, YOU KNOW, THE START DATE OF JULY 25TH, A BIG PART OF THAT WAS TO ENSURE THAT WE GOT THE SEMESTER ENDED BEFORE THE CHRISTMAS HOLIDAY.
THAT'S BEEN SOMETHING THAT WE'VE TRIED TO DO FOR A LONG TIME AND IN A LOT OF DIFFERENT CONFIGURATIONS. SPRING BREAKS A LITTLE BIT DIFFERENT.
IDEALLY, OUR SPRING BREAK WOULD BE MARCH 18TH THROUGH THE 29TH.
THAT WOULD BE THE END OF THE QUARTER, AND I THINK THAT WOULD ALSO COINCIDE WITH GOOD FRIDAY AND EASTER.
SO THAT WOULD BE THE IDEAL THING, BUT WITH THE MASTERS BEING THE FIRST FULL WEEK IN APRIL, WE SHIFT OUR SPRING BREAK TO THAT TIME.
SO, THERE IS A GAP THERE, CERTAINLY BETWEEN THE END OF THE THIRD QUARTER AND THAT INTERCESSION IN APRIL, AND I'M OK WITH THAT EXPLANATION.
THANK YOU. UNLESS SOMEONE HAS A PHONE NUMBER, WE COULD TALK TO THE AUGUSTA NATIONAL ABOUT ADJUSTING THE MASTERS IN TWO YEARS.
THEY CAN GET THEIR MARKETING STUFF DONE IN THAT TIME.
WELL, I'LL SAY TWO POINTS, MAYBE, THAT I'VE GOT, AND THESE ARE CONCERNS I'VE CONTINUALLY HEARD FROM MY CONSTITUENTS IS ADJUSTING THE CALENDAR AND HOW THAT'S GOING TO IMPACT THOSE WITH CUSTODIAL AGREEMENTS DUE TO DIVORCE OR, YOU KNOW, BROKEN FAMILY SITUATIONS.
I CERTAINLY DON'T WANT TO CREATE ANY ADDITIONAL STRESS FOR THOSE FOLKS, AND I KNOW THAT WAS ADDRESSED IN THE BULLETS, BUT I THINK WE SHOULD TALK ABOUT THAT A LITTLE MORE PUBLICLY AND THEN I'LL JOIN MR. SMITH A LITTLE BIT.
AGAIN, STRONG ADVOCATE FOR WHAT WE'RE TRYING TO DO HERE, BUT I DON'T KNOW ABOUT THE TWO WEEK WITH THE REMEDIATION DURING THE YEAR FOR FALL AND SPRING.
I'M OK WITH IT, BUT I WOULD ALSO BE OK WITH JUST HAVING A SINGLE WEEK AND THEN DROPPING THOSE TWO WEEKS BACK INTO THE REGULAR SUMMER, WHICH WOULD KIND OF GO TO MR. SMITH'S POINT A LITTLE BIT.
THAT WOULD ALSO, I FEEL LIKE UNTIL WE HEAR FROM ATHLETICS AND BAND OTHER EXTRACURRICULARS AT GATEWAY, HOW HOW CUTTING THE SUMMER IS GOING TO IMPACT THEIR PROGRAMS, AND AGAIN, THE ANSWER COULD BE IT DOESN'T REALLY.
ALL RIGHT, BUT I'D LIKE TO HEAR THAT.
THAT'S NOT NECESSARILY SOMETHING THAT NEEDS TO BE ADDRESSED TONIGHT, BUT I'D LIKE TO HEAR ABOUT SOME OF THAT STUFF.
SURE, AND I WILL SAY THAT AS FAR AS ATHLETIC COMPETITION IS CONCERNED, IT SHOULDN'T HAVE ANY IMPACT AT ALL.
THOSE ARE GOING TO BE SCHEDULED BY THE STATE, AND THEN WHEN YOU GET DOWN TO THE, YOU
[01:00:06]
KNOW, MIDDLE SCHOOL LEVEL AND THOSE KINDS OF THINGS, WE DO OUR OWN SCHEDULING FOR THAT.SO WE WOULD ADJUST THAT OURSELVES.
WHEN I LOOK AT PRACTICES IN AUGUST AND WE HAVE, I MEAN, MR. POSTELL HAS CERTAINLY TALKED TO ATHLETIC DIRECTORS AND HE MAY WANT TO CHIME IN ON THIS, BUT IT CERTAINLY WILL REQUIRE SOME ADJUSTMENT, BUT THEY'VE GOT A LOT OF TIME TO PLAN FOR THAT. I KNOW THAT IN AUGUST, PRIOR TO THE SEASON, ONCE SCHOOL STARTS, I KNOW THAT THEY'RE PRACTICING EARLY IN THE MORNING AND SO THAT'S SOMETHING THAT THEY WOULD PROBABLY CONTINUE TO DO AND DO ON A MORE REGULAR BASIS. SO WHILE IT DOES REQUIRE THAT THEY CHANGE THE WAY THEY DO SOME THINGS, I DON'T THINK IT HAS A TERRIBLE NEGATIVE IMPACT ON ANYTHING.
I THINK THERE CAN BE SOME DEFINITE BENEFITS TO HAVING A FEW WEEKS IN THE COOL MONTH OF OCTOBER TO PREPARE FOR CONFERENCE PLAY IF YOU'RE A VARSITY FOOTBALL COACH.
WELL, I HAVE A COMMENT, MAYBE IT'LL BE A QUESTION.
MY CONCERN IS THE SPECIAL NEEDS KIDS.
WITH US GOING TO A MODIFIED CALENDAR, HOW WILL THAT IMPACT IEPS AND 504S AND US MEETING THE ACCOMMODATIONS THAT HAVE BEEN, I GUESS, PREVIOUSLY SET IN PLACE? HOW ARE WE GOING TO WORK ALL OF THAT OUT? NOW, I'M DEFINITELY GOING TO ASK MS. WILEY TO SPEAK.
[CHUCKLING] GOOD EVENING IN REGARDS TO I'M GOING TO SPECIFICALLY START WITH JUST OVERALL STUDENTS WITH DISABILITIES.
WE'RE LOOKING AT THE INTERSECTION TIME FRAME AS AN EXTENSION OF THE TYPICAL SCHOOL YEAR IN OUR RETROSPECT.
SO ANYTHING THAT'S DOCUMENTED WITHIN THE IEP, IT WILL CONTINUE ON AS IF WE HAVE A NATURAL BREAK IN THE SCHOOL YEAR UNLESS STUDENTS ARE IDENTIFIED FOR THOSE INTERCESSION PERIODS, AND SO FOR THE FIRST YEAR, WE WOULD USE PRIMARILY IF I WAS A STUDENT WHO QUALIFIED FOR THE SCHOOL YEAR, THE EXTENDED SCHOOL YEAR THAT PRIOR SUMMER, WE WOULD LOOK AT THEIR PROGRESS AND IF THEY WERE UNABLE TO MEET ALL OF THEIR GOALS, WE WOULD CARRY THAT ON INTO THAT OCTOBER INTERCESSION, SO ALMOST BE AN EXTENSION OF EXTENDED SCHOOL YEAR.
WHEN WE LOOK AT ACCOMMODATIONS, IF I AM A STUDENT WHO'S AT NORTH AUGUSTA HIGH AND WORKING ON SOME TYPE OF REMEDIATION AT NORTH AUGUSTA HIGH, THEY WOULD STILL RECEIVE THOSE ACCOMMODATIONS DURING THEIR INTERCESSION TIME FRAME.
SO THOSE ACCOMMODATIONS AND SERVICES WOULD CONTINUE EVEN IF I REQUIRED NURSING SERVICES DURING THAT TIME. OK, I HAVE A FOLLOW UP TO THAT.
OH YES, SIR. SO THAT JUST JUMPED IN MY HEAD.
I KNOW WE'VE TALKED BEFORE DURING THE INTERCESSION WEEKS, WE'RE TALKING ABOUT THIS PREVIOUSLY IN FALL AND SPRING THAT WE WOULD REQUEST STAFF TO WORK THOSE AND I LIKE THAT.
I THINK THAT'S PERFECT, BUT IN THE CASE OF SPECIAL NEEDS STUDENTS AND STUDENTS WITH IEPS AND 504S, IF THEY'RE COMING IN.
WHAT IF NONE OF OUR SPECIAL NEEDS STAFF WANTS TO WORK THE WEEK WE'RE ASKING PEOPLE TO WORK DOES.
HAVE WE THOUGHT ABOUT THAT? I DON'T WANT TO PUT US IN A BIND.
WE HAVE, AND BECAUSE I ANTICIPATE THAT FIRST ONE IN OCTOBER, WE MAY HAVE A DIFFICULT TIME FINDING SOME TEACHERS IN SOME AREAS.
WE HAVE STAFF WHO ARE ACTUALLY 260 DAY EMPLOYEES, WHO ARE ALSO CERTIFIED EDUCATORS, WHO WILL BE ABLE TO STEP IN AND SUPPORT THOSE STUDENTS IN THOSE AREAS.
MR. CHAIRMAN? MR. SILAS? JUST SOME COMMENTS, REALLY NOT I DON'T THINK ANYTHING SPECIFIC MS. WILEY, THANK YOU. JUST SOME COMMENTS.
I AM CONCERNED ABOUT A VERY SHORT, SHORTER SUMMER BREAK THIS COMING UP YEAR THAT YOU MENTIONED. SO THAT'S GOING TO BE TOUGH.
I'VE EXPRESSED IN THIS ROOM, I THINK MY CONCERN IS MR. SMITH NOTED ABOUT ONE OF OUR BIG SELLING POINTS BEING PROGRESS MADE DURING THESE INTERCESSION OR REMEDIATION WEEKS.
I HOPE I'M PROVEN WRONG, AND I'M SURE WE'RE GOING TO PUT SOME THINGS IN PLACE TO MEASURE THAT IMPROVEMENT. SO MAYBE WE CAN SEE THAT.
I WILL NOTE MR. LAURENCE MENTIONED THE.
BREAKOUT SESSION WE WENT TO, AND I THINK I SAW A COUPLE OF OTHER BOARD MEMBERS IN THERE AS WELL. THE DISTRICT THAT PRESENTED HAD VERY SIMILAR SURVEY RESULTS TO OURS IN ALMOST
[01:05:05]
EVERY CATEGORY. VERY SIMILAR, IF I REMEMBER, AND YEAH, ODDLY ENOUGH, EXCEPT THE PARENT INTEREST IN THAT PARTICULAR DISTRICT, THERE WAS MORE NO'S THAN YESES IN THE PARENT CATEGORY, BUT THEY PROCEEDED.WHICH BRINGS ME TO THE NEXT POINT THAT, YOU KNOW, THEY ALSO MENTIONED THAT A LOT OF THOSE NO'S TURNED INTO YESES.
SO I THINK THAT WAS A POSITIVE SIGN FROM THEM ANYWAY, AND THEN JUST FINALLY, I MEAN, THE ROOM WAS FULL AND IT APPEARS TO BE A VERY HOT TOPIC ACROSS THE STATE AND I THINK A LOT OF ACTIVITY AND INTEREST FROM OTHER SCHOOL DISTRICTS, YOU KNOW, ON THIS AND I THINK WE'LL SEE MORE, AT LEAST AS INDICATED IN THAT ROOM ANYWAY.
I THINK MORE DISTRICTS WILL BE BE LOOKING AT GOING THIS ROUTE.
SO FOR WHATEVER THAT'S WORTH, BUT THANK YOU.
JUST A QUICK NOTE, SOMETHING WE'VE ALREADY SAID I JUST WANT TO MAKE SURE WE REITERATE IS THAT IF THIS DOESN'T WORK OUT AND PRIMARILY, I THINK I BELIEVE OUR PRIMARY DRIVER IS WHAT WE THINK IS THE ACADEMIC INTERCESSION AND HOPEFULLY SOME SUCCESS FROM THAT, BUT IF WE DON'T SEE THAT, IF WE MEASURE IT, DON'T SEE IT, I THINK WE'VE ALREADY SAID WE CAN ALWAYS GO BACK. WE CAN VOTE TO GO BACK.
ISN'T THAT CORRECT, MR. LAURENCE? YES, SIR.
I'M ACTUALLY YOU GUYS HAVE TURNED ME FROM SOMEBODY WHO WAS STARKLY AGAINST THIS, MR. JEFFCOAT, WHO'S NOW A SUPPORTER OF THIS, AND SO I DO BELIEVE IN IT.
I THINK WE'VE GOT A NUMBER OF TEACHERS AND PARENTS THAT ARE SUPPORTING IT.
THE NUMBERS ARE CERTAINLY IN OUR FAVOR WHEN WE LOOK AT THE POLLS.
I'M JUST SAYING IT'S KIND OF IN LIGHT WITH MR. SMITH AND MR. CRANE'S CONCERN.
IF WE DON'T SEE THE INTERCESSION TIME HELPING, IS THERE ENOUGH DRIVER TO KEEP US ON THIS CALENDAR FOR RETENTION OF EMPLOYEES GIVING THEM THE EXTRA TIME OFF THE OCTOBER BREAK? YOU KNOW, IS THAT IS THAT ENOUGH REASON TO KEEP THE CALENDAR IN PLACE? IF I COULD SAY SOMETHING ABOUT THE INTERVENTION BECAUSE RIGHT NOW DURING THE SCHOOL DAY, WE DO 30 MINUTES OF INTERVENTION.
SO IF YOU LOOK AT AT A DAY OF INTERVENTION, AT FIVE HOURS, THAT'S LIKE 10 DAYS OF INTERVENTION. SO 10 DAYS OF THE INTERVENTION THAT THEY GET DURING THE SCHOOL YEAR, I MEAN, YEAH, 10 DAYS OF THE INTERVENTION THEY GET DURING THE SCHOOL YEAR, WE CAN GIVE THEM IN ONE DAY. SO, YOU'RE GIVEN THE EQUIVALENT OF THE INTERVENTION THAT WE PROVIDE THAT WE HAVE BUILT INTO OUR SCHEDULE, AND OF COURSE, WE HAVE OTHER INTERVENTIONS AS WELL, BUT THE SPECIFIC 30 MINUTES THAT WE DESIGNATE EACH DAY FOR STUDENT INTERVENTION YOU'RE LOOKING AT IN A FIVE DAY WEEK, AN EXTRA 50 DAYS OF IT.
SO, WE REALLY DO HAVE AN OPPORTUNITY, AND AGAIN, WE'RE NOT LOOKING AT AT CURING ALL OF THE ILLS THAT A STUDENT HAS DURING THAT WEEK'S TIME.
WHAT WE'RE LOOKING AT IS TARGETING SOME SPECIFIC SKILLS, SOME SPECIFIC GAPS THAT ARE IDENTIFIED THROUGH MAP TESTING THROUGH PAST BRIDGE THROUGH THROUGH THROUGH OTHER ASSESSMENTS, THROUGH TEACHER OBSERVATION.
WHATEVER IT IS, WE'RE LOOKING AT SOME VERY SPECIFIC SKILLS AND GAPS THAT WE CAN ADDRESS DURING THAT TIME AND HOPEFULLY PUSH THAT STUDENT TO MAKE MORE PROGRESS DURING THE SECOND QUARTER OR DURING THE FOURTH QUARTER, WHICHEVER THE CASE MAY BE.
IT ALSO IS AN OPPORTUNITY FOR TEACHERS.
KEEP IN MIND THAT WE, YOU KNOW, THERE WAS SOMETHING MADE OF NOT HAVING THE SAME TEACHER DURING THE INTERVENTION TIME, AND THERE'S DEFINITELY SOMETHING TO BE SAID FOR RELATIONSHIPS AND WHAT IS BUILT BETWEEN A TEACHER AND THEIR STUDENTS.
THEY DON'T HAVE THE SAME TEACHERS IN SUMMER SCHOOL, EITHER.
WHAT THEY DO HAVE, THOUGH, IS A COMMON CURRICULUM AND A COMMON DELIVERY MODEL THAT WE HAVE IN AIKEN COUNTY, WHICH MEANS THAT A A TEACHER, SAY AN INTERVENTION TEACHER OF THIRD GRADE STUDENTS, THAT TEACHER KNOWS, WHETHER IT'S HER/HIS STUDENTS OR NOT, THEY KNOW WHAT WHAT'S COMING NEXT.
SO, AS THEY'RE PROVIDING INTERVENTION FOR THOSE GAPS AND THOSE SKILLS THAT ARE MISSING, THEY ALSO CAN FRONTLOAD SOME THINGS GOING INTO THE SECOND QUARTER OR INTO THE FOURTH QUARTER TO ENSURE THAT STUDENT WHO MIGHT HAVE NOT BEEN ABLE TO KNOW SUCCESS RIGHT OFF IN
[01:10:06]
WHATEVER THAT NEXT STUDY IS OR WHATEVER THAT NEXT UNIT IS NOW THIS STUDENT IS COMING INTO IT PROBABLY WITH A LITTLE MORE CONFIDENCE AND A LITTLE BETTER EXPECTATION FOR SUCCESS AFTER HAVING THAT, THAT SHORT PERIOD OF TIME TO PREPARE FOR THE NEXT BLOCK OF STUDY.FOR THE AUDIENCE, PLEASE TELL US WHAT YOU'RE TALKING ABOUT WHEN YOU TALK ABOUT INTERVENTION. SPECIFICALLY, WHAT IS IT? WHAT DO YOU DO IN THE INTERVENTION? HOW DOES THAT DIFFER FROM WHAT THE CLASSROOM TEACHER DOES ALL DAY LONG? WELL, CLASSROOM TEACHER IS TEACHING 20 STUDENTS, THAT'S AN AVERAGE, TEACHING 20 STUDENTS AT ALL DIFFERENT SKILLS AND ABILITY LEVELS, AND IS HAVING TO DIFFERENTIATE THROUGHOUT THE DAY.
HOPEFULLY, WHEN YOU'RE LOOKING AT INTERVENTION, WHETHER IT'S INTERVENTION AFTER SCHOOL OR INTERVENTION DURING THAT 30 MINUTE PERIOD THAT WE HAVE DURING THE DAY OR IN SUMMER SCHOOL, YOU ARE TARGETING SPECIFIC SKILLS AND SPECIFIC GAPS THAT THOSE STUDENTS HAVE.
HOPEFULLY, THE STUDENTS, IF IT'S IN A SMALL GROUP IN THE CLASSROOM OR IF IT'S IN A GROUP OF STUDENTS IN A INTERCESSION PERIOD OR SUMMER SCHOOL THAT ALL ARE OF SIMILAR ABILITIES AND SIMILAR SKILL LEVELS, SO YOU CAN TARGET VERY SPECIFICALLY AND VERY INTENTLY ON WHAT THOSE PARTICULAR STUDENTS NEED, AND THAT'S USUALLY IN SMALL GROUPS, ONE ON ONE.
YEAH, IT SHOULD BE IN SMALL GROUPS NOW.
THERE ARE CERTAINLY TIMES WHEN ONE ON ONE IS PREFERABLE, BUT IT'S NOT VERY PRACTICAL.
SO SMALL GROUP IS TYPICALLY THE WAY WE GO.
I WOULD TAKE A LITTLE ISSUE WITH THE IDEA THAT A TEACHER THAT HAS NOT TAUGHT A CHILD IS GOING TO COME IN AND ESTABLISH RAPPORT AND REALLY MAKE A DIFFERENCE IN FIVE DAYS.
THAT HAS NOT BEEN MY EXPERIENCE IN WORKING IN EDUCATION FOR MANY, MANY YEARS.
I THINK THE GOAL WAS GREAT, BUT I JUST DON'T THINK IT'S GOING TO WORK.
I'M NOT GOING TO VOTE ON THIS BECAUSE I'M TELLING PEOPLE THAT WE'RE GOING TO REMEDIATE KIDS IN THREE WEEKS.
I JUST DON'T BELIEVE THAT'S GOING TO HAPPEN.
IF I VOTE FOR IT, IT'S PRIMARILY GOING TO BE BECAUSE THE BEST DATA THAT WE'VE COLLECTED SAYS THAT THE MAJORITY OF PEOPLE WANT IT, BOTH EDUCATORS AND PARENTS, EVEN THOUGH THAT'S IN THE CASE OF PARENTS, ABOUT 25 PERCENT OF OUR PARENTS SPEAKING, THAT'S GOING TO BE THE DRIVER FOR ME. NOW WE CAN TALK ABOUT WHY DO PEOPLE WANT IT? I THINK THE ANSWER THERE IS IT FITS THEIR SCHEDULE BETTER, YOU KNOW, THE PEOPLE WHO VOTED FOR IT, I THINK, ARE THE PEOPLE WHO ARE GOING TO LIKE TO HAVE A BREAK AND MAYBE TAKE A WINTER VACATION THAT, YOU KNOW, THE TEACHERS ARE GOING TO WORK 190 DAYS, PERIOD, SO THEY CAN SPREAD IT OUT A LITTLE BIT, GET SOME MORE BREAKS.
IT'LL MAKE THEIR LIFE A LITTLE EASIER, I THINK, ON AVERAGE.
I THINK THAT'S WHAT'S DRIVING THIS.
I THINK THIS IS WHAT WE'RE REALLY TALKING ABOUT IS MAKING A FLEXIBLE CALENDAR THAT PEOPLE WOULD MEET THEIR NONEDUCATIONAL NEEDS PERHAPS BETTER THAN THE ONE WE HAVE NOW.
MR. SMITH? FIRST OF ALL, I HOPE WE'RE MAKING A CALENDAR THAT IS EXACTLY TO HELP THE STUDENTS LEARN AND OUR TEACHERS TO BE PLACED IN A POSITION TO WHERE THEY'RE NOT WORN OUT, THE KIDS AREN'T WORN OUT.
I SAW THIS MODEL BACK IN THE EARLY 90S ALONG WITH MY FORMER COHORT BACK THERE AND THOUGHT IT WAS WONDERFUL, AND I STILL THINK IT'S A GREAT IDEA.
I'LL JUST HAVE TO SAY AGAIN THAT MR. LAURENCE Y'ALL HAVE DONE A GREAT JOB PUTTING THIS THING TOGETHER, AND I KNOW YOU'RE FEEDING OFF PEOPLE THAT HAVE USED THE EXPERIENCE AND ARE ALREADY USING THIS MODEL, AND MY EXPERIENCE TELLS ME THERE'S PROBLEMS THERE IN THAT ONE AREA I MENTIONED PRIOR.
I'M GOING TO THROW SOMETHING OUT THAT'S KIND OF NOT BEEN SAID AS A COMPONENT TO THIS OR ANYTHING. ONE OF THE MOST EQUALIZING THINGS FOR CHILDREN IS WHEN THEY GO INTO CLASSROOM EVERY DAY IS THEY'VE DONE THEIR HOMEWORK AND THEY'RE PREPARED.
WHEN A CHILD GOES IN A CLASSROOM AND HE'S HAD NO ONE TO HELP HIM WITH HIS HOMEWORK OR MAKE
[01:15:02]
HIM DO HIS HOMEWORK, WHATEVER IT MAY BE, THEY'RE AUTOMATICALLY UNCONNECTED TO WHAT'S GOING TO BE GOING ON INSTRUCTION.I PERSONALLY AND I KNOW IT'S TOO EARLY FOR THIS AND I KNOW IT'S TOO LATE, BUT I PERSONALLY PERSONALLY WOULD LOVE TO SEE A COMPONENT PLACED IN OUR MODELS SO THAT WE COULD IDENTIFY THOSE SAME 20 PERCENT, AND MOST OF THEM ARE THE ONES THAT DON'T BRING HOMEWORK, DON'T COME TO SCHOOL PREPARED, AND I DON'T MEAN THAT TO PUT THEM DOWN--BY NO MEANS, I WOULD NEVER DO THAT--BUT I WOULD LOVE TO SEE US HAVE A COMPONENT IN THERE WHERE WE CAN HAVE SOMEONE IDENTIFIED TO HELP THESE CHILDREN GET THEIR HOMEWORK, SIT DOWN WITH THEM IN THE AFTERNOONS OR DURING THE DAY TO HELP.
THAT WAS A MODEL I PUT INTO PLAY AS AN ADMINISTRATOR IN MY TITLE I PROGRAM, AND IT HELPED US TREMENDOUSLY, AND I REALLY WOULD LIKE FOR US TO PUT SOME THOUGHT INTO THIS AND SEE IF THERE'S ANY WAY OVER THE NEXT FEW YEARS WE CAN LOOK AT DOING SOMETHING TO HELP THESE KIDS IN THAT WAY. TO ME, THAT'S A GREATER HELP TO THEM THAN FOUR DAYS WITH A PERSON THAT THEY DON'T KNOW, THEY DON'T HAVE A RELATIONSHIP WITH.
IT SOUNDS GOOD, AND I BELIEVE IT WOULD WORK FOR A LOT OF KIDS, BUT THERE'S GOING TO BE A LOT OF THEM THAT I DON'T FEEL LIKE IT'S GOING TO BE AS BENEFICIAL AS I LIKE FOR IT TO SEE IT BE, BUT BY JUST GETTING THEM AND HELPING THEM GET PREPARED FOR THE NEXT DAY IS HUGE, ESPECIALLY TO THE EARLY CHILD, AND I DON'T WANT TO LOSE SIGHT OF THANKING YOU AND TELLING YOU, I APPRECIATE IT, THE STAFF, ALL OF YOU WORKED HARD ON THIS, BUT THERE ARE SOME WAYS I THINK WE CAN MAKE IT A LITTLE BETTER, AND I THINK WE'LL LOOK AT IT, AND JUST AS MR. WHATEVER HIS NAME IS HERE BESIDE ME.
I THINK WE CAN LOOK AT IT AND SEE, BUT I WOULD LIKE FOR US ALL TO START THINKING OF THAT ONE COMPONENT THAT I'D LOVE TO SEE INCLUDED IN OUR INSTRUCTIONAL PROGRAMS. THANK YOU. ANYBODY ELSE GOT ANYTHING TO SAY? JUST A QUICK COMMENT. I'M GOING TO MAKE A QUICK COMMENT.
I TRIED TO SAY THIS A MOMENT AGO.
YOU'VE TOTALLY TURNED MY OPINION ON THIS CALENDAR.
I REALLY THINK AND I HEAR MR. SMITH YOU GUYS SITTING IN THE AUDIENCE AND YOU GUYS IN THE STAFF THAT HAVE PARTICIPATED IN THIS, YOU CAN GET THE IMPRESSION THAT WE ARE REALLY SECOND GUESSING THIS THING, BUT WE'RE REALLY NOT.
WE REALLY ARE JUST TRYING TO MAKE SURE WE THOUGHT THROUGH EVERYTHING.
I THINK WE ALL BELIEVE THAT IT'S GOING TO WORK.
I THINK WE ALL BELIEVE IT'S A GOOD CHANGE OR WE PROBABLY WOULDN'T HAVE VOTED THE WAY WE DID BEFORE. SO I JUST WANTED TO MAKE SURE, INCLUDING MR. LAURENCE, NOT ONLY DO WE APPRECIATE THE HARD WORK, BUT WE ACTUALLY BELIEVE IN IT.
SO I JUST WANT YOU ALL TO KNOW THAT.
ANYBODY ELSE? A NUMBER OF THE ISSUES THAT WERE RAISED HAD TO DO WITH CHILDCARE.
NOW THE RESPONSE THAT WE RECEIVED FROM THE ADMINISTRATION SAYS THAT THEY'VE MET WITH CERTAIN CHILDCARE PROVIDERS AND THAT THE CHILDCARE PROVIDERS INDICATE THAT THEY WILL ADAPT, CHANGE THEIR AVAILABILITY TO MEET THE SCHEDULES OF THE SCHOOLS, WHICH MAKES SENSE BECAUSE THAT'S WHERE THE MONEY'S GOING TO COME FROM.
I GOT AN EMAIL THIS MORNING SAYING THAT THE QUESTION WOULD NOT BE AVAILABLE TO PARENTS DURING THESE INTERCESSIONS, BUT I UNDERSTAND FROM THIS THAT THEY WILL BE.
YEAH, IF THEIR MANAGEMENT HAS HAD A CHANGE OF HEART.
I'M JUST TELLING YOU THE EMAIL I GOT.
I DON'T KNOW WHAT HIS SOURCE OF INFORMATION WAS.
YEAH, AND THEN OF COURSE, WE KNOW THAT FAMILY [INAUDIBLE] HAS ALWAYS HAD SCHOOL DAYS OUT PROGRAMS WHENEVER SCHOOL'S OUT ACROSS VARIOUS SCHOOL DISTRICTS AND FOR THE 20 PERCENT THAT WILL BE IDENTIFIED AS BEING ELIGIBLE FOR REMEDIATION, THAT WE WILL BE AT LEAST PROVIDING CHILDCARE FOR THEM, YOU KNOW AT SCHOOL DURING THOSE FIVE DAYS OR FOUR DAYS OR WHATEVER IT IS THAT WE END UP OFFERING THE REMEDIATION.
IT CERTAINLY WOULD BE BETTER THAN SITTING AT HOME DOING NOTHING TO GO BACK TO MY REMARKS ABOUT MAKING A BIG CHANGE.
I DON'T BELIEVE IT'LL MAKE A BIG CHANGE, BUT IT CERTAINLY WON'T HURT THEM EITHER.
I THINK IT WOULD BE, YOU KNOW, HELPFUL TO HAVE A LITTLE MORE INCREMENTAL TIME ON TASK HAS
[01:20:08]
BEEN IDENTIFIED IN RESEARCH FOR YEARS AS BEING ONE OF THE MOST CRITICAL VARIABLES IN STUDENT LEARNING IS THE MORE TIME YOU SPEND ON THE TASK, THE BETTER QUICKER YOU LEARN, AND WE'VE ALREADY TALKED ABOUT IN ATHLETICS, CHILD CUSTODY AGREEMENTS WAS ANOTHER ISSUE THAT WAS RAISED.WE REALLY DON'T HAVE AN ANSWER TO THAT.
WE'RE NOT IMPLEMENTING THE MODIFIED CALENDAR IN FULL NEXT YEAR, SO PEOPLE WILL HAVE A YEAR TOTO EXPLORE SOLUTIONS TO THAT.
THEY MAY REQUIRE LEGAL SOLUTIONS, WHICH ARE COSTLY, AND I'M SORRY FOR THAT.
WE DO NOT PLAN TO CHARGE FOR PROGRAMS THAT WE OFFERED DURING THE INTERCESSIONS THAT WILL BE PAID FOR BY FUNDING FROM THE SCHOOL DISTRICT.
TRANSPORTATION WILL BE PROVIDED.
YES, SIR. LUNCHES WILL STILL BE PROVIDED.
WE'RE WORKING ON THAT. I DON'T KNOW THAT WE'VE GOT A FULL ANSWER ON LUNCH YET.
I MEAN, STUDENTS WHO WERE IN SCHOOL DURING BREAKFAST AND LUNCH TIME.
WE'RE GOING TO PROVIDE MEALS, YES.
I WOULD GIVE THEM BAG LUNCHES [INAUDIBLE].
SUMMER JOBS, WE REALLY DON'T HAVE A SOLUTION TO THAT.
PEOPLE WILL HAVE TO ADAPT, BUT THE FEELING OF THE ADMINISTRATION IS THAT THE EMPLOYERS WILL ADAPT TO HIRE THE KIDS WHEN THEY'RE AVAILABLE AND THE SAME FOR TEACHERS WHO WORK AND OTHER EMPLOYEES WHO HAVE SUMMER JOBS.
THEY'D HAVE TO WORK THAT OUT WITH THEIR EMPLOYER, AND THERE WAS SOME DISCUSSION ABOUT HEAT. WELL, WE'VE GOT AIR CONDITIONING MOST EVERYWHERE, AND WE DIDN'T USED TO.
EVEN THE SCHOOL BUSSES WOULD BE MOSTLY AIR CONDITIONED, AND HOPEFULLY BY THE YEAR AFTER NEXT, THEY WILL ALL BE AIR CONDITIONED, AND HOMEWORK WILL NOT BE ASSIGNED OVER THE BREAKS. THAT WAS AN ISSUE THAT WAS RAISED AND MR. LAURENCE CAN FIND NEW EXAMPLES OF WHEN HOMEWORK IS BEING ASSIGNED OVER BREAKS NOW, SO, IF ANYBODY HAS AN EXAMPLE AND WOULD LIKE TO GET IT TO MR. LAURENCE, HE'D APPRECIATE IT, OR MAYBE NOT.
[CHUCKLING] FOLKS, WE HAVE TO TAKE A VOTE, PROBABLY IN THE NEXT MEETING ON WHETHER TO APPROVE THE CALENDAR THAT MR. LAURENCE IS PRESENTING, WILL PRESENT THEN.
THE INTENTION OF THIS DISCUSSION IS TO GET YOUR VOTING DUCKS IN A ROW.
IF YOU'VE GOT QUESTIONS OR CONCERNS THAT HANG YOU UP ABOUT VOTING ON THIS CALENDAR ONE WAY OR ANOTHER, NOW WOULD BE THE TIME TO ADDRESS THEM, AND LET'S GET IT SORT OF IN HIS HEAD WHAT OUR EXPECTATIONS ARE GOING TO BE FOR THE CALENDAR PRESENTED.
MR. CRANE, YOU'VE GOT YOUR HAND UP.
JUST AS A IT'S NOT REALLY A POINT OF ORDER, BUT I BELIEVE THE MOTION THAT PASSED ORIGINALLY ON THIS IN THE COMPLICATED MANNER IN WHICH IT ALL GOT PASSED REQUIRED SOME TOWN HALLS OR SOMETHING ALONG THAT LINE.
IT WAS NOT IN THE MOTION, BUT IT WAS PART OF THE DISCUSSION FOR THE MOTION.
OKAY. I THINK SEVERAL PEOPLE SUGGESTED THAT WE HAVE TOWN HALLS AND THERE'S CERTAINLY NOTHING THAT SAYS WE CAN'T.
IF THAT'S THE FEELING OF THE BOARD, I THINK WE SHOULD HAVE THEM, BUT THAT WAS NOT PART OF THE MOTION, BUT CERTAINLY IT WAS DISCUSSED.
I HAVE A QUESTION. IF WE DO IMPLEMENT MORE TOWN HALLS, WHAT WOULD SPECIFICALLY BE THE TOPIC OF DISCUSSION BECAUSE WE'VE ALREADY VOTED ON THAT WE'RE GOING TO A MODIFIED CALENDAR. SO ARE WE JUST GETTING PARENT INPUT ON WHAT THEY WOULD LIKE THE STRUCTURE OF THE MODIFIED CALENDAR TO BE? THE MOTION THAT PASSED FOLLOWING THE ADOPTION OF A CALENDAR WAS SORT OF A MODEL.
IT CERTAINLY CAN'T BE THE ONE THAT WE WOULD ADOPT FOR '23-24 BECAUSE CHRISTMAS DAY IS A DIFFERENT DAY AND ALL THAT, YOU KNOW, BUT, THE SECOND MOTION WAS TO ADDRESS THE CONCERNS THAT HAD BEEN RAISED DURING TOWN HALLS AND DURING FEEDBACK FROM BOARD MEMBERS OR
[01:25:03]
TO BOARD MEMBERS AND SO FORTH BEFORE THE ADOPTED CALENDAR WOULD BE IMPLEMENTED.IN OTHER WORDS, IT'S A WAY OF DEFINING THE PROBLEMS, CLARIFYING THE SOLUTIONS THAT ARE BEING PROPOSED TO THOSE PROBLEMS AND SO FORTH BEFORE WE SAY GO AHEAD AND DO IT.
THAT WAS THE MOTION. I MADE IT SO I KNOW THAT WAS THE MOTION.
I'M PERSONALLY NOT FOR ADDITIONAL TOWN HALLS; THAT'S JUST MY OPINION.
I THINK WE CAN DO A LITTLE QUICK POLL IF YOU WANT TO.
I WAS JUST TRYING TO CLARIFY WHETHER THAT WAS IN THE MOTION OR NOT.
I HAD HOPED TO HAVE SOME DISCUSSION WITH THE BAND TEACHERS AND FOOTBALL COACHES, AND, YOU KNOW, EVEN IF THERE WAS A GROUP OF PARENTS WITH SPECIFIC CONCERN THAT WANTED TO SHARE THOSE IN MORE DEPTH, YOU KNOW, I WAS HOPING THAT WE COULD MOVE SLOWER AND HAVE MORE EXCHANGES AND SO FORTH SO AS TO MAKE SURE THAT WE'RE DOING EVERYTHING THAT WE CAN TO NOT CREATE PROBLEMS IN TRYING TO SOLVE PROBLEMS. MY FEELING, YOU KNOW, I'M PROBABLY THE MOST NEGATIVE PERSON ON THE BOARD ABOUT THIS AND MY NEGATIVITY IS NOT ABOUT THE CALENDAR.
MY NEGATIVITY IS I FELT LIKE WE'VE JUST BEEN THROUGH TWO YEARS OF TURMOIL, AND HERE WE GO, CREATING MORE TURMOIL.
YOU KNOW, WE HAD NO CONTROL OVER COVID.
WE HAVE CONTROL OVER THIS, AND HERE WE ARE, STIRRING UP PEOPLE AGAIN AFTER BEING STIRRED UP FOR TWO YEARS, AND I JUST DIDN'T THINK THE TIMING WAS RIGHT TO DO IT, BUT I'M ONE VOTE, SO IT DOESN'T MATTER WHAT I THINK IN THE LONG RUN.
WE GOT PAST THAT, APPARENTLY, AND.
I'M DISTURBED, I'M BOTHERED BY THE FACT THAT WE ONLY HEARD FROM 25 PERCENT OF PARENTS AND I'M AFRAID THE 75 PERCENT THAT WE DIDN'T HEAR FROM ARE PEOPLE WHO MIGHT BE THE ONES WE NEED TO HEAR FROM THE MOST.
THEY MAY BE THE ONES WHO ARE GOING TO BE MOST ADVERSELY AFFECTED BY CHANGES IF INDEED THERE IS AN ADVERSE EFFECT.
WHAT I WAS TRYING TO DO IN ASKING THAT WE CLARIFY THESE PROBLEMS AND SO FORTH BEFORE WE IMPLEMENT THE PROBLEM IS, I WAS TRYING TO PUT OFF SAYING, WE'RE GOING TO DO THIS AND KEEP A LITTLE PRESSURE ON TRYING TO ARRIVE AT SOLUTIONS TO THE PROBLEMS THAT PEOPLE SAY.
HERE'S A PROBLEM I'VE GOT, SO WE COULD COME BACK AND SAY, HERE'S A SOLUTION THAT PERHAPS YOU MIGHT COULD USE TO WORK AROUND THE IMPLEMENTATION OF THE CALENDAR.
I WASN'T TRYING TO STOP THE IMPLEMENTATION, BUT I WAS TRYING TO MAKE IT AS GOOD A FIT AS POSSIBLE, FOR THE PARENTS, THE TEACHERS, I'M NOT IGNORING, BUT THEY WERE BY A LANDSLIDE AND MOST OF THEM VOTED.
SO, YOU KNOW, WE'VE GOT A GOOD REPRESENTATIVE SAMPLE OF WHAT TEACHERS WANT, AND THE VAST MAJORITY OF THEM WANTED TO GO WITH THE MODIFIED CALENDAR.
SO, YOU KNOW, I THINK THAT WE DON'T HAVE TO WORRY TOO MUCH ABOUT MAKING THE TEACHERS UNHAPPY BY, YOU KNOW, USING THE DEMOCRATIC PROCESS HERE IN ADOPTING THE CALENDAR THERE, BUT I DO WORRY MORE ABOUT, YOU KNOW, THE PARENTS WHO HAVE LESS CONTROL OVER THESE THINGS THAN TEACHERS DO BECAUSE WE LISTEN TO THEM A LOT AND WE KNOW WHAT THEY WANT AND WE TRY TO BE RESPONSIVE, BELIEVE IT OR NOT, BECAUSE WE WANT TO KEEP TEACHERS HAPPY BECAUSE HAPPY EMPLOYEE DOES A BETTER JOB THAN AN UNHAPPY EMPLOYEE.
SO, YOU KNOW, I'M RAMBLING A LITTLE BIT, BUT I'M TRYING TO EXPLAIN THE PSYCHOLOGY BEHIND WHY I THINK IT'S IMPORTANT THAT WE ADDRESS ALL THESE CONCERNS AND ADDRESS THEM IN DETAIL AND IT'S JUST A MATTER OF WHEN YOU THINK WE'VE REACHED THAT POINT THAT WE CAN SHUT UP AND GO HOME AND VOTE ON IT NEXT WEEK.
MS. RHINEHART-JACKSON? I GUESS THIS QUESTION WOULD BE FOR THE DISTRICT OR MR. LAURENCE.
OTHER THAN TOWN HALLS AND SURVEYS AND ROBOCALLS AND EMAILS ,DO YOU HAVE ANY OTHER SUGGESTIONS OF HOW WE COULD POSSIBLY GET PARENT INPUT FOR THE ONES THAT--NO, SERIOUSLY.
[CHUCKLING] MY SUGGESTION WAS TO SEND A BALLOT HOME BY EACH CHILD, AND THAT WAS BASED ON
[01:30:08]
ANCIENT HISTORY. YOU KNOW, WHEN I WAS A KID IN SCHOOL, WE HAD TO TAKE OUR REPORT CARDS HOME AND HAVE THEM SIGNED AND BRING IT BACK THE NEXT DAY, AND IF YOU DIDN'T BRING IT BACK, GUESS WHAT YOU HAD TO STAY IN.YOU GOT DETENTION HALL EVERY DAY UNTIL YOU BROUGHT IT BACK SIGNED, AND YOU KNOW, WE DIDN'T HAVE TOO MANY KIDS NOT BRINGING IT BACK.
WELL, CAN I MAKE A SUGGESTION? THIS TIME WE HAD A LESS THAN 25 PERCENT RETURN, BUT I GET I DON'T KNOW HOW MANY, JUST TODAY IN MY DOCTOR'S OFFICE, MY DOCTOR TOLD ME MY CHILD NEVER BROUGHT ONE TO ME.
NOW I DON'T KNOW WHETHER IT'S THE CHILD'S FAULT OR WHAT.
WELL, I HAVE A SUGGESTION AND I.T.
EVERY STUDENT OR EVERY PARENT HAS TO REGISTER THEIR CHILD, CORRECT? AT SOME POINT, YES.
OK, WHETHER THAT BE VIA INTERNET OR COMING TO THE SCHOOL, CORRECT? SO AT THE TIME OF REGISTRATION, WHY NOT GET A PARENT INPUT, WHETHER IT BE, YOU KNOW, A MESSAGE ON THE POWER SCHOOL WHERE THEY GO IN TO REGISTER OR SIMPLY ASKING THEM WHEN THEY'RE COMING TO THE SCHOOLS TO REGISTER THEIR KIDS? I MEAN, BECAUSE WE WANT TO GIVE EVERY PARENT THE OPPORTUNITY TO VOICE THEIR OPINION, AND I'M JUST TRYING TO FIND A WAY TO, YOU KNOW, MAKE THAT HAPPEN.
YEAH. SO IN SEEKING PARENT INPUT, WE ALSO GAVE THEM A LOT OF INFORMATION.
SO WE SHARED INFORMATION WITH THE PARENTS AND WE SENT WE SENT EMAILS.
WE, YOU KNOW, WE GAVE THEM THE FREQUENTLY ASKED QUESTIONS.
WE DIRECTED THEM TO THE WEBSITE.
WE DIRECTED THEM TO SAMPLE CALENDARS AND EVERYTHING.
I WOULD WONDER IF WE DO THAT, I THINK WE NEED TO DO ALL OF THAT AGAIN.
I MEAN, BECAUSE A LOT OF YOU KNOW, IT'S BEEN A COUPLE OF MONTHS AND REGISTRATION WHILE WE HAVE 4K REGISTRATION NOW AND KINDERGARTEN REGISTRATION AND NEW STUDENT REGISTRATION, I'M NOT SURE, WHEN DOES ACTUAL, SO FIRST OF MAY, THAT'S A LONG TIME SINCE WE'VE SHARED INFORMATION, SO WE WOULD NEED TO DO THE WHOLE CAMPAIGN OVER AGAIN, I THINK, AND WHICH IF THAT'S SOMETHING THAT THE BOARD DESIRES THAT WE DO, WE WILL DO THAT, BUT I THINK WE WOULD NEED TO DO THAT RATHER THAN JUST ASKING THE QUESTION BECAUSE IF WE JUST ASK THE QUESTION WITHOUT CONTEXT, I'M NOT SURE WE'RE GOING TO GET ANY QUALITY FEEDBACK ON IT.
WELL, IT WAS JUST A SUGGESTION TO TRY TO REACH, YOU KNOW, PARENTS AT A DIFFERENT LEVEL THAN PREVIOUSLY.
I HAD MENTIONED THAT BEFORE, AND I THINK I STILL I HEAR WHAT YOU'RE SAYING, MR. LAURENCE, I STILL THINK IT'S A VERY GOOD WAY TO MAKE SURE WE REACH THE PARENTS, YOU KNOW, WHETHER WE HAVE TO PROVIDE THE INFORMATION AGAIN OR WHAT.
I THINK IT'S IF WE'RE NOT HAPPY WITH A 25 PERCENT PARENT SURVEY, I THINK THAT'S A GOOD WAY TO REACH THEM THAT SORT OF FORCES THE HAND TO GET A MUCH HIGHER PARTICIPATION RATE, BUT THE OTHER THING I WAS HOLDING MY TONGUE A MINUTE AGO ON THE TOWN HALLS AND I HEARD SOME DISCUSSION ABOUT THAT, I'M NOT EITHER FOR OR AGAINST IT.
I JUST THINK THAT WHAT I'VE HEARD FROM PARENTS, I STAYED FOR AN HOUR AFTER MY TOWN HALL IN NORTH AUGUSTA AND I HEAR FROM PARENTS THAT WE'RE JUST HAVING A TOWN HALL TO HAVE A TOWN HALL, IT'S NOT REALLY GOING TO CHANGE OUR OPINION, SO WE CERTAINLY DON'T WANT TO DO THAT IF WE'RE GOING TO VOTE, WE DON'T WANT TO HAVE A TOWN HALL AFTER THE VOTE.
IF WE'RE GOING TO HAVE A TOWN HALL, WE NEED TO POSTPONE THE VOTE.
THAT'S ALL I'LL SAY ABOUT THAT.
I JUST DON'T WANT PARENTS TO THINK WE'RE HAVING A TOWN HALL JUST TO SAY WE HAD ONE, THAT'S ALL OK.
ANYBODY? MR. CRANE? I'LL PLAY DEVIL'S ADVOCATE FOR A MOMENT.
I'VE HEARD FOR FOUR YEARS THAT EVERY VOTE WE'VE EVER HAD, WE ALREADY HAD OUR MINDS MADE UP BEFORE WE DID IT. SO JUST THROW THAT OUT THERE, AND AS FAR AS THE 25 PERCENT RESPONSE RATE, AS A FORMER POLITICAL SCIENCE SCHOLAR WHO HAS STUDIED MULTIPLE ELECTIONS, INCLUDING ELECTIONS THAT HAVE INVOLVED THIS BOARD, WE HAD A 15 PERCENT TURNOUT ON THE BOND VOTE, RIGHT? AND IT WAS ESSENTIALLY EIGHT PERCENT SAID YES AND SEVEN PERCENT SAID NO.
NOW, GRANTED, THAT'S THE VOTER POOL AND NOT THE PARENT POOL, BUT I FEEL LIKE A 25 PERCENT RESPONSE RATE THAT'S STATISTICALLY SIGNIFICANT FROM AN ANALYTICAL STANDPOINT AND A SAMPLING STANDPOINT, BUT--I DON'T THINK IT IS.
I MEAN, AND I DON'T THINK THERE'S ANYTHING WRONG WITH WANTING A HIGHER RESPONSE RATE,
[01:35:01]
SINCE WE'RE TRYING TO FIND OTHER WAYS--BASED ON TWENTY FIVE PERCENT SAMPLES, I'LL TELL YOU, I WOULDN'T TAKE A DRUG THAT WAS BASED ON THAT.I JUST I GUESS I'LL ADMIT TO BEING REALLY CONFUSED BECAUSE I THOUGHT WE WERE BEYOND THIS.
I THOUGHT WE HAD VOTED ON A MODIFIED CALENDAR, AND THE ONLY THING LEFT FOR US TO DO WOULD BE, IN WHAT FORM IS THIS MODIFIED CALENDAR? ONE WEEK, TWO WEEKS? WHEN IS IT? THIS WEEK OR THAT WEEK? I THOUGHT THAT'S WHERE WE WERE, AND IT SEEMED LIKE WE'RE REGRESSING A LITTLE AND SUGGESTING OTHER THINGS.
NOW, DON'T TAKE ANYTHING I'VE SAID IS THAT'S EXACTLY MY INTERPRETATION IS THAT WE DID ADOPT THE CALENDAR. WE DECIDED THAT WE WERE GOING TO IMPLEMENT THE MODIFIED CALENDAR PROVIDED WE GOT SATISFACTORY ANSWERS TO THE PROBLEMS THAT HAD BEEN RAISED BY THE PUBLIC, AND I DON'T KNOW THAT WE CAN GIVE SATISFACTORY ANSWERS TO EVERYBODY, BUT THE IDEA WAS TO FORCE ANSWERS TO THE QUESTIONS THAT WERE RAISED SO THAT AT LEAST THE PARENTS COULDN'T SAY, YOU KNOW, YOU PASSED THIS THING AND THEN YOU CAME UP WITH ALL THIS STUFF AFTER THE FACT. I WANT THEM TO KNOW WHAT WE ARE DOING BEFORE WE DO IT.
I THINK WE OWE THAT, AND IT ALSO GAVE US AN OPPORTUNITY TO LOOK AT WHAT WE WERE DOING AND MODIFY IT IF WE NEEDED TO MODIFY IT.
I MEAN, WE COULD ALWAYS GO BACK AND UNDO WHAT WE'VE DONE IF EVERYBODY GOT DISSATISFIED, I DON'T ANTICIPATE THAT HAPPENING.
I DON'T THINK ANYBODY ON THE BOARD DOES, BUT YOU KNOW, AGAIN, IT WAS A MATTER OF CLARIFICATION TRYING TO GET ANSWERS TO QUESTIONS THAT WERE RAISED THAT I DON'T THINK, GOT SATISFACTORY ANSWERS AT THE TIME BECAUSE THEY HADN'T BEEN DEALT WITH.
IT'S JUST THAT IN THE PROCESS OF IMPLEMENTING THIS, CALENDAR GROUPS HADN'T COME TOGETHER TO TRY TO ARRIVE AT SOLUTIONS TO.
BUT PRIMARILY THE INSTRUCTIONAL PROBLEM COMPONENT.
I'M SURE PEOPLE HAD IT IN THEIR MINDS, BUT IT HAD NEVER BEEN LAID OUT AS A PLAN.
YOU KNOW, IT DIDN'T TAKE MUCH TO LAY IT OUT.
I MEAN, WE SAID WE'RE GOING TO IDENTIFY THE BOTTOM 20 PERCENT AND GIVE THEM AN OPPORTUNITY TO COME AND WE'RE GOING TO HAVE, WE STILL DON'T KNOW HOW MANY DAYS, BUT WE NEED TO NAIL THAT DOWN BEFORE WE VOTE, AND THOSE KINDS OF THINGS, I MEAN, THERE'S AN EXAMPLE OF WHAT I WANTED TO SEE HAPPEN BEFORE WE IMPLEMENTED THE CALENDAR.
I'M EXPRESSING SOME OPINIONS THAT GO BEYOND THAT, BUT I'M DOING THAT TO TRY TO GIVE EVERYBODY AN OPPORTUNITY TO THINK ABOUT WHAT I'M THINKING AND WHAT I'M HEARING AND DO WHATEVER THEY WANT TO WITH IT.
I MEAN, THAT'S UP TO YOU. ANY OTHER OPINIONS TO BE EXPRESSED OR QUESTIONS TO BE ASKED, OR ARE WE READY TO GO FORWARD? OK, WE'RE GOING TO VOTE ON IT AT THE NEXT MEETING, BUT MR. SMITH? IF I MAY. YES, SIR.
I DON'T KNOW IF YOU NOTICED, BUT THE GASOLINE HAS GONE UP TREMENDOUSLY.
TODAY, IT WENT UP TO ONE HUNDRED AND EIGHT DOLLARS A BARREL AT ONE POINT.
I'M CATCHING QUESTIONS FROM PEOPLE THAT ARE ASKING ME, HOW ARE WE GOING TO PAY FOR OUR BUSSES TO RUN WITH THIS KIND OF COST? DID WE BUDGET THIS KIND OF MONEY? IS THERE ANY SAFETY CATCHES IN OUR BUDGET? IS IT CONTRACTED AT A SET PRICE PER YEAR? I JUST WOULD LIKE TO BE ABLE TO GIVE THEM SOME ANSWERS AND I KNOW THAT'S NOT ON THE DOCKET, BUT I THINK IT'S IMPORTANT.
DR. MURPHY IS GOING TO COME FORWARD BECAUSE I AM NOT SURE OF THE MECHANISM FOR GAS PRICES. NO, I MEAN, I DEFINITELY WON'T BE A PROVIDE YOU A SOLID ANSWER.
I WILL SAY THAT WE'RE TALKING ABOUT A YEAR DOWN THE LINE AND WE'RE GOING TO GO THROUGH SEVERAL CYCLES OF THIS RISE AND FALL OF GAS PRICES.
SO PREDICTING THAT OUT FROM HERE TO THEN WILL BE NEXT TO IMPOSSIBLE.
FUEL-WISE, WE'RE BASICALLY DOING WE HANDLE OUR IN AND AROUND ATHLETIC MILEAGE, BUT WE HAVE A FUEL DEPOT AND OF COURSE, WE HAVE A STATE-RUN BUS SYSTEM.
YOU JUST HIT ON SOMETHING THAT I HADN'T THOUGHT OF, THAT I WOULD LIKE TO KNOW AS WELL, AND
[01:40:01]
I DIDN'T CATCH ALL OF WHAT YOU SAID.ARE WE CHARGING OUR ATHLETIC [INAUDIBLE] MORE MONEY PER MILE TO USE THOSE? ARE THEY STAYING ON THAT EVEN THOUGH [INAUDIBLE] THESE HIGHER OIL PRICES? NO, WE HANDLE THE MILEAGE HERE AT THE DISTRICT OFFICE LEVEL.
SO BASICALLY, THEY'RE GOING TO GIVE ME HOW MANY MILES THEY GO AND WE'VE BEEN TAKING IT.
THAT'S ONE OF THE THINGS THAT WE'VE CHANGED.
OK, SO THAT WON'T BE AFFECTED AT ALL? THAT WILL NOT BE AFFECTED. NO, NO.
ANYTHING ELSE TO TALK ABOUT? JUST ONE LAST THING.
WHEN WE COME BACK NEXT WEEK WITH A PROPOSAL, WE WILL HAVE DATES DESIGNATED.
SO IS THERE A CONSENSUS OF THE GROUP OR ANY STRONG FEELINGS ON WHETHER WE PLACE THOSE INTERVENTION DATES DURING THE FIRST WEEK, THE SECOND WEEK OR? MY PREFERENCE IS THE FIRST WEEK, SO I'LL JUST LET YOU KNOW THAT, AND UNLESS THERE'S STRONG OBJECTION TO THAT, THAT'S WHAT THAT CALENDAR WILL DEPICT WHEN WE BRING IT TO YOU.
I DON'T HAVE A FEELING I WOULD LIKE TO.
I FEEL LIKE IF WE'RE GOING TO DO IT, WE OUGHT TO DO IT.
YOU KNOW, I THINK FIVE DAYS IS WHAT WE OUGHT TO DO, UNLESS THERE'S A COMPELLING REASON NOT TO THAT I DON'T KNOW ABOUT.
IF ANYBODY ELSE HAS GOT A DIFFERING OPINION, SAY IT NOW AND THEN HE CAN FIGURE OUT WHO'S GOING TO WIN. [CHUCKLING] I JUST WANT TO SAY QUICKLY THAT I AGREE, YOU KNOW, IF WE CAN WORK IT OUT, I WOULD LIKE TO HEAR FROM YOUR PARENTS AGAIN IF IT'S POSSIBLE, AND I HOPE THEY WOULD TAKE ADVANTAGE OF IT, IF WE DO DECIDE TO, YOU KNOW, HAVE SOME MORE TOWN HALLS TO DO THAT, I THINK IT'S IMPORTANT, YOU KNOW, TO BE A PART OF THE DISCUSSION AND I HOPE THEY'LL TAKE THAT OPPORTUNITY IF WE DECIDE TO DO THAT.
I THINK IF WE'RE GOING TO DECIDE, WE'VE GOT TO DO IT TONIGHT, BECAUSE I MEAN, WHAT WE'RE TELLING MR. LAURENCE IS TO BRING IT BACK NEXT TIME FOR US TO VOTE.
NOW, LET'S DON'T TELL THEM TO DO THAT, AND THAT'S GOING TO BE READY TO VOTE.
SO THINK ABOUT THAT FOR A MINUTE AND I'M TALKING TO ALL OF YOU.
SAY WHAT YOU GOT TO SAY ABOUT THAT.
MS. RHINEHART-JACKSON. HOW ABOUT WE TAKE MR. LAURENCE'S SUGGESTION AND JUST PROVIDE THEM WITH THE INFORMATION AGAIN AND THEN GO FROM THERE, AS OPPOSED TO IMPLEMENTING MORE TOWN HALLS TO CAUSE MORE CONFUSION? SERIOUSLY, BECAUSE I KIND OF THINK THAT AT THIS POINT, PEOPLE ARE KIND OF GETTING A LITTLE CONFUSED BECAUSE WE'RE, YOU KNOW, TALKING ABOUT A LOT OF THINGS AND WE'RE ASKING A LOT OF QUESTIONS, BUT WE'RE ASKING THE SAME QUESTION IN DIFFERENT WAYS.
SO IF MR. LAURENCE WOULD BE SO KIND AS TO JUST DISSEMINATE INFORMATION AGAIN? I IMAGINE THERE WAS A PLAN TO DO THAT.
ABSOLUTELY, WE'LL GET WE'LL GET MORE INFORMATION OUT.
THE MEMO THAT I GAVE TO YOU WE'LL FORMAT IT SO THAT IT'S PART OF THE FREQUENTLY ASKED QUESTIONS SO THAT SO THAT INFORMATION IS THERE.
WE WILL CERTAINLY HAVE A COPY OF THE PROPOSED CALENDAR ON THE WEBSITE FOR PARENTS IN THE COMMUNITY TO SEE AND PLUS ALL THE INFORMATION THAT'S ALREADY THERE AND WE'LL DRAW ATTENTION TO THAT AGAIN.
ANYBODY ELSE? AND I'D LIKE TO SAY, YOU KNOW, I THINK THAT'S A GREAT IDEA, TOO, IF PARENTS WOULD TAKE ADVANTAGE OF THAT, YOU KNOW, I'M FINE WITH THAT, CERTAINLY.
IS IT POSSIBLE FOR US TO GET AS MANY COPIES OF THIS CALENDAR HARD COPIES OUT FOR FOLKS TO BE ABLE TO SEE? I MEAN, POSSIBLY DISSEMINATING THEM THROUGH OUR KIDS, WHATEVER, BUT A LOT OF PEOPLE DON'T TAKE THE PAPER. A LOT OF PEOPLE DON'T DO COMPUTER AND I THINK JUST HAVING A HARD COPY, EVEN IF WE, I DON'T KNOW HOW WE COULD DO IT, POSSIBLY DROP THEM AT SOME RESTAURANT OR WHATEVER. PUT A STACK IN KROGER, WHATEVER FOR PEOPLE TO PICK UP AND BE ABLE TO LOOK AT IT AND BECOME FAMILIAR WITH IT.
I MEAN, THAT'S JUST SOMETHING THAT, AGAIN, I THINK THAT COULD BE SIMPLE, WOULD APPRECIATE IF WE CAN DO THAT.
[01:45:01]
CAN WE SOMEHOW ATTACH IT TO THE REPORT CARD? PARDON ME? COULD WE ATTACH IT TO REPORT CARDS OR SOMETHING? YOU KNOW, EVERYBODY TO LOOK AT THE REPORT CARD, I GUESS.WE SEND REPORT CARDS ELECTRONICALLY THROUGH THE PARENT PORTAL.
NOW I SENT YOU SOME INFORMATION ABOUT FOR FOUR TO SIX WEEKS AGO ON OUR PARENT PORTAL THAT IT HAS BEEN THE MOST EFFECTIVE MEANS OF COMMUNICATING.
SO RATHER THAN PAPER, WHICH GOES IN THE TRASH OR BLOWS IN THE WIND, I THINK IF WE SEND EVERYTHING TO OUR PARENTS THROUGH THAT PORTAL, THAT'S WHERE THEY GET INFORMATION FROM US.
COULD YOU PUT TOGETHER THE PACKET THAT MS. REINHART'S TALKING ABOUT IN THE CALENDAR THAT WAIT UNTIL WE ADOPT ONE, SO WE DON'T CONFUSE THEM, BUT SEND THE ADOPTED CALENDAR TOO? AND DO WE WANT THAT, OR WOULD WE WANT THE DRAFT PRIOR TO PRIOR TO NEXT TUESDAY? NO, NO, I DON'T WANT YOU TO SEND IT BEFORE IT'S ADOPTED BY THE BOARD, BECAUSE THAT WOULD REALLY CONFUSE THEM TO GET TWO.
I'D SAY JUST DON'T DO ANYTHING UNTIL WE MEET NEXT WEEK AND VOTE, AND IF THE VOTES ARE POSITIVE, THEN PUT TOGETHER THE DESCRIPTION OF WHAT WE'RE GOING TO BE DOING AND THE CALENDAR AND ALL THAT, AND THE INFORMATION THAT MS. RHINEHART-JACKSON IS TALKING ABOUT IS PUT THAT ON THE PARENT PORTAL AND LET THEM HAVE IT.
ALL RIGHT, IT'S THEIR MOTION TO ADJOURN? SO MOVED. MOVED BY MS. RHINEHART-JACKSON.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
[Adjourn]
* This transcript was compiled from uncorrected Closed Captioning.