[00:04:13] >> [BACKGROUND] CALC LIKE COLLIMATING THE ORDER, [Call to Order] CALLED THE JUNE 14TH MEETING BOARD OF EDUCATION ORDER. WE BEGAN OUR MEETINGS BY HAVING A MOMENT OF SILENCE TO REFLECT. WE FOLLOW THAT BY THE PLEDGE, SO IF YOU WILL PLEASE JOIN ME IN A MOMENT OF SILENCE AND THEN WE'LL READ RECITE THE PLEDGE. NOW, IF YOU WILL, PLEASE STAND. >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, [00:05:03] INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. >> THE AGENDA HAS BEEN CIRCULATED AND I'VE HEARD NO SUGGESTIONS TO ALTER THE AGENDA, SO WE'LL APPROVE TONIGHT'S AGENDA. WE HAVE TWO SETS OF MINUTES REQUIRING APPROVAL THIS EVENING, THE MINUTES OF THE MAY 24TH REGULAR MEETING AND A SPECIAL CALL MEETING ON JUNE THE 7TH. IS THERE A MOTION TO APPROVE THE MINUTES OF THE REGULAR MEETING ON MAY 24TH? [INAUDIBLE]. >> IS THERE SECOND? SECOND. >> SECONDED BY MR. MODE. ANY DISCUSSION? ALL IN FAVOR OF THE MOTION TO APPROVE THE MINUTES, PLEASE RAISE YOUR HAND. I NEED A MOTION TO APPROVE THE MINUTES OF THE SPECIAL CALLED MEETING ON JUNE THE 7TH MOTION. MANAGE REINHARDT JACKSON'S SECOND. >> SECOND. >> MR. MODE, ANY DISCUSSION? ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S APPROVED. [NOISE] ON THE SPECIAL ORDERS, OUR BUSINESS FIRST ITEM IS PUBLIC PARTICIPATION. [Public Participation ] I HAVE TWO REQUEST TO SAVE MONEY FOR PUBLIC PARTICIPATION. THE FIRST IS FROM MR. CHUCK DEAN, WHO WOULD LIKE TO DISCUSS BAND ASSISTANT SUPPLEMENTS. MR. DEAN. >> THANK YOU FOR THIS OPPORTUNITY, ALSO, THANK YOU TO ALL OF YOU. WE APPRECIATE YOUR DUE DILIGENCE THAT YOU DO FOR ALL STUDENTS AND AS EDUCATORS IN AIKEN COUNTY. IT HIT ME THAT AFTER I SENT IN THIS PROPOSAL AND SENT ALL OF YOU THE EMAIL THAT MAYBE THE VERBIAGE ON HOW IMPORTANT ASSISTANT DIRECTORS ARE TO THE STUDENTS AND OUR BAND PROGRAMS MAYBE WAS NOT QUITE AS CLEAR AS I COULD HAVE MADE IT. I'LL APOLOGIZE FOR THAT. WITH COMPARING US TO ATHLETICS, BAND PROGRAMS, HIGH SCHOOL BAND PROGRAMS ACTUALLY NEED ASSISTANT HELP LIKE A HEAD FOOTBALL COACH. IF, FOR EXAMPLE, OUR NUMBERS IN NORTH AUGUSTA ARE BEGINNING TO CLIMB AGAIN, AND WE PROBABLY ARE GOING TO BE AROUND 140 STUDENTS, WHICH IS GREAT. BUT PRE-COVID, WE WERE RIGHT AT 180. I'M TAKING THAT AS SOME GREAT PROGRESS. WHAT HAPPENS IS THAT ON THE HEAD DIRECTOR, SO I HAVE THE HEAD DIRECTOR SUPPLEMENT AND THEN I HAVE ONE ASSISTANT IN ONE ASSISTANT SUPPLEMENT, SO THAT MEANS TWO INSTRUCTORS FOR UP TO A 140 CHILDREN. NOT ALWAYS IN THE PAST HAVE THE MIDDLE SCHOOL BAND DIRECTORS IN AIKEN COUNTY WANTED TO MAKE THEMSELVES AVAILABLE OR TO ASSIST THE HIGH SCHOOL BANDS, BUT WE TOO ARE GETTING OUR ACTS TOGETHER LIKE MANY OTHER GROUPS AND WE'RE WORKING TOGETHER TO TRY TO PROVIDE THE BEST THAT WE CAN. YOU WERE VERY GENEROUS IN VOTING TO GIVE US THE ONETIME GIFT. THIS IS ANOTHER WAY THAT WE CAN TAKE THE GENEROSITY TO PROVIDE OUR CHILDREN WITH NEW INSTRUMENTS TO CONTINUE TO IMPROVE THE INSTRUCTION. THESE ASSISTANT SUPPLEMENTS ARE JUST LIKE A FOOTBALL ASSISTANT AND IT BASICALLY RUNS FOR THE SAME AMOUNT OF TIME. I HAD MY FIRST PRACTICE, BELIEVE IT OR NOT, NEXT TUESDAY NIGHT, AND THAT'S WHEN JACKET REGIMENT STARTS FOR THIS YEAR. OUR COMPETITIVE SEASON RUNS THROUGH THE END OF OCTOBER. THIS SUPPLEMENT, IF APPROVED, WOULD HELP TO PROVIDE FOR. I HAVE ANOTHER ASSISTANT AT THE HIGH SCHOOL WHERE THERE'S ANOTHER SUPPLEMENT TO BE PROVIDED FOR THAT GENTLEMAN. THEN I HAVE TO MIDDLE SCHOOL BAND DIRECTORS THAT THERE WOULD BE NO WAY TO FINANCIALLY COMPENSATE THEM TO WORK WITH JACKET REGIMENT. THEY PUT IN THE SAME AMOUNT OF HOURS THAT I DO AS THE HEAD DIRECTOR. THEY COME TO BAND CAMP, THEY COME TO PRACTICES, THEY COME TO FOOTBALL GAMES, THEY GO TO MARCHING COMPETITIONS. SOMETIMES IN THE FALL WE DO AS MANY AS 25 PERFORMANCES. I THOUGHT, WELL, WE NEED TO EXPLAIN EXACTLY THE IMPORTANCE OF WHAT THESE ASSISTANTS SUPPLEMENTS ARE. ONE, IT'S TO HELP WITH INSTRUCTION AND TWO IS TO HELP AND ASSIST WITH SUPERVISION OF OUR STUDENTS. [00:10:04] I RECEIVED A LOT OF HELP FROM MR. TROXLER. THANK YOU SO MUCH. GUIDANCE WITH THIS ON VERBIAGE AND COMMUNICATION TO TRY TO HELP. THEN WHEN I PREFACED GETTING UP HERE, I'D FELT LIKE, WELL MAYBE I'D NOT QUITE, IT'S HARD SOMETIMES TO PUT SOMETHING IN WRITING. SOMETIMES IT'S JUST EASIER TO HEAR SOMEONE EXPLAIN WHAT THAT ROLE AND WHAT THAT DUTY ACTUALLY IS. AN ASSISTANT DIRECTOR FOR MARCHING BAND IS JUST LIKE AN ASSISTANT COACH FOR AN ATHLETIC TEAM. THEY ATTEND EVERYTHING, AND THAT'S WHAT THEIR ROLE IS. THAT'S WHY WE NEED YOUR HELP AND YOUR SUPPORT BUDGET PENDING. WE KNOW THAT THINGS ARE UP IN THE AIR RIGHT NOW ON WHATEVER'S GOING TO HAPPEN IN COLOMBIA WITH BUDGETING AND FINANCING, BUT IF THERE'S A LEEWAY TO HELP WITH THESE ASSISTANCE SUPPLEMENTS, THAT IS ANOTHER HUGE WIN FOR THE BAND PROGRAMS IN AIKEN COUNTY. I'M NOT INTERESTED IN MAKING A SINGLE PENNY MORE THAN I ALREADY GET PAID. THAT WEALTH WOULD COME TO ME BY HAVING ASSISTANCE TO HELP WITH JACKET REGIMENT. THANK YOU MR. DEAN. >> THANK YOU SO MUCH AND THANK YOU FOR ALL THAT YOU DO. >> SECOND REQUEST TO SPEAK IS FROM RICKY LOWE WHO WANTED TO SPEAK ABOUT TICKET SALES AT BALL GAMES. MR. LOWE? >> THANK YOU FOR LETTING ME SPEAK. I GO TO A LOT OF BALL GAMES. I PLAYED BALL AT EBC. I'M A LIFELONG RESIDENT OF AIKEN COUNTY AND I KNOW WE HAD COVID. I KNOW AND UNDERSTAND THAT I HAD TO DO SOMETHING ELSE. PEOPLE WOULD TAKE A SALE, THEY DID THAT. THEY SAID, WELL, THEY DIDN'T WANT TO HANDLE THE MONEY. ANYWAY, THEY TOLD ME THAT WHENEVER COVID CALMS DOWN WE'RE GOING TO GO BACK DOING TICKETS. THEY STILL AIN'T DOING IT. IT'S CALMED DOWN A LITTLE. ANOTHER THING IS, CAN'T YOU REALIZE A FAMILY WITH 2-3 KID GOING TO A BALL GAME AND MUCH AS IT COST THEM IN A WAY TO INFLATION HERE IS NOW. DID Y'ALL REALIZE SOMETHING FOR JUST CAN'T GO TO BALL GAMES, BECAUSE THEY SAID, NO, WE'RE NOT GOING. SOME PEOPLE DON'T KNOW GETTING ALL. SOME PEOPLE DON'T HAVE AN IPHONE. I TRIED TO GET ON THE IPHONE OVER THERE. MILL VALLEY GIRL WAS PLAYING BUFORD AND I GET A PASS. ONCE THEY GO INTO PLAYOFFS, THE OLDER PEOPLE HAS TO PAY. SO HERE I GO, I HAD NEVER DONE IT. I TRIED TO DO IT. YOU GOT TO GO ABOUT THREE PAGES TO DO IT, AND OLDER PEOPLE JUST DON'T DO IT. KIDS CAN DO IT. A LOT OF KIDS CAN. BUT, IT'S JUST I THINK THEY NEED TO DO SOMETHING DIFFERENT. EVEN THE LADY WOULD WORK IN THE GATE SHE DIDN'T EVEN HOW TO DO IT. HOW CAN YOU JUSTIFY BUT JUST A WAY THEY DON'T HANDLE MONEY, BUT THEY HANDLE MONEY AT CONCESSION STAND WHAT'S THE DIFFERENCE? NOW TELL ME WHAT'S THE DIFFERENCE. AIKEN COUNTY IS AIKEN COUNTY WHAT CAN YOU DO HALF THIS WAY AND HALF THIS WAY? I DO NOT UNDERSTAND. OLDER PEOPLE DON'T LIKE CHANGE. I MEAN, I DO LIKE CHANGE SOMETIME, BUT I MEAN, I THINK THINGS SHOULD BE DONE DIFFERENT. WHEN YOU THINK ABOUT THESE KIDS OUT THERE ARE ONES THAT PLAYING FOOTBALL, THE BAND. PARENTS, LOT OF TIME COME, DON'T CARE ABOUT FOOTBALL GAME, THEY COME JUST TO CHEERS FOR THE BAND. THEY'VE WATCHED THE BAND, THEY LEAVE A LOT OF THEM. I CARE FOR THE BALL GAMES. I LIKED THE BANDS TOO. BUT, THE KIDS ARE WARRANTED MAKING THE MONEY, THEY'RE SACRIFICING THEIR BODY. BRING PEOPLE TO THE GAMES. I THINK STUDENTS SHOULD GET TICKET HALF-PRICE MYSELF. I MEAN, I DON'T THINK IT'S RIGHT WHERE THEY ARE CHARGED. I APPRECIATE YOU ALL LETTING ME SPEAK. BUT I THINK TO TICKET SALES SHOULD BE DONE SOMETHING DIFFERENT SIZE ON THE LINE. IT MIGHT BE, Y'ALL MIGHT LIKE IT, BUT I CAN TELL YOU NOW A LOT OLDER PEOPLE DON'T LIKE IT AND I'M JUST SPEAKING FOR THE OLDER GROUP. THANK YOU VERY MUCH. >> THANK YOU, MR. LOWE. I THINK THEY'RE PROBABLY BASED IN DISCUSSION ABOUT THIS LATER ON THE AGENDA. [Aspiring Principal Program Recognition] [00:15:01] NEXT ITEM ON THE AGENDA IS ASPIRING PRINCIPALS PROGRAM. MR. LAWRENCE? >> THANK YOU, MR. CHAIR. I'LL ASK MS. HEART TO COME FORWARD TO TALK ABOUT THAT. >> THANK YOU, MR. CHAIRMAN, MEMBERS OF THE BOARD, AND MR. LAWRENCE. THE ASPIRING PRINCIPAL PREPARATION PROGRAM PROVIDES A MEANINGFUL CAREER DEVELOPMENT OPPORTUNITY FOR OUR EXPERIENCED ASSISTANT PRINCIPALS WHO ARE INTERESTED IN PREPARING FOR A PRINCIPAL ROLE IN THE NEAR FUTURE. THE APP, AS WE CALL IT, IS AN INTENSIVE PROGRAM DESIGNED TO READY PROMISING LEADERS FOR THE PRINCIPALSHIP. THE PARTICIPANTS MEET MONTHLY TO LEARN AND EXPERIENCE THE ROLE OF THE PRINCIPAL WHILE CONDUCTING ASSESSMENTS THAT MIRROR THE WORK PRINCIPALS ARE REQUIRED TO DO. WE JUST CONCLUDED COHORT 2, WITH EACH PARTICIPANT PRESENTING AN END OF THE YEAR PORTFOLIO. WE WOULD LIKE TO RECOGNIZE EACH OF THOSE PARTICIPANTS TONIGHT. DR. SALVATORE MINOLFO, DIRECTOR OF ADMINISTRATION, HAS LED THIS PROGRAM AS A SIGNIFICANT COMPONENT OF OUR OVERARCHING CAREER DEVELOPMENT PROGRAM, AIKEN LEADS. UNDER HIS LEADERSHIP, 10 TOTAL PARTICIPANTS HAVE COMPLETED THE APP SO FAR. OF THOSE 10 ASPIRING PRINCIPALS, FIVE HAVE BEEN APPOINTED PRINCIPALSHIPS. TWO FROM COHORT 1 AND THREE FROM COHORT 2. IN ADDITION, ONE LEAD SUMMIT AN EVENING PROGRAM TARGETED AT STUDENTS AT RISK OF DROPPING OUT OF SCHOOL AND ANOTHER WAS JUST NAMED THE 2022-2023 ASSISTANT PRINCIPAL OF THE YEAR. DR. MINOLFO, IF I COULD ASK YOU TO PLEASE COME FORWARD TO RECOGNIZE THE MEMBERS OF THIS YEAR'S ASPIRING PRINCIPAL PREPARATION PROGRAM. >> GOOD EVENING. I AM EXTREMELY EXCITED ABOUT THE OPPORTUNITY TO PRESENT THESE CERTIFICATES THIS EVENING. MR. LAWRENCE, IF YOU DON'T MIND, PLEASE. AS I CALL YOUR NAME, COULD YOU PLEASE COME FORWARD, SHAKE MR. LAWRENCE'S HAND, RECEIVE YOUR CERTIFICATE. AS I CALL THEIR NAMES, I WILL ALSO IDENTIFY WHERE THEY'RE CURRENTLY OBSERVING AND WHERE THEY WILL BE SERVING FOR THE NEXT SCHOOL YEAR. KIMMERIE ALLEN. KIMMERIE IS CURRENTLY THE ASSISTANT PRINCIPAL AT BELVEDERE ELEMENTARY SCHOOL, AND NEXT YEAR SHE WILL BE THE PRINCIPAL AT REDCLIFFE ELEMENTARY SCHOOL. [APPLAUSE] CARLA DUPERT. CARLA DUPERT IS CURRENTLY THE ASSISTANT PRINCIPAL AT KENNEDY MIDDLE SCHOOL. NEXT YEAR SHE WILL BE THE PRINCIPAL AT JACKSON MIDDLE SCHOOL. [APPLAUSE] LATONIA EVANS IS CURRENTLY THE ASSISTANT PRINCIPAL AT LEAVELLE MCCAMPBELL MIDDLE SCHOOL. NEXT YEAR SHE IS TRANSITIONING AS THE ASSISTANT PRINCIPAL AT SCHOFIELD MIDDLE SCHOOL. [APPLAUSE] PATRICK NEWSOME IS CURRENTLY THE ASSISTANT PRINCIPAL AT WARRENVILLE ELEMENTARY SCHOOL. HE WILL BE TRANSITIONING TO RIDGE SPRING ELEMENTARY SCHOOL. HE IS THE GENTLEMAN WE WERE REFERRING TO EARLIER AS THE 2022-'23 ASSISTANT PRINCIPAL OF THE YEAR. [APPLAUSE] FINALLY, [INAUDIBLE] WHO COULDN'T JOIN US TONIGHT. SHE'S BEEN NAMED THE PRINCIPAL AT PARKER ELEMENTARY SCHOOL IN EDGEFIELD COUNTY. THANK YOU SO VERY MUCH. >> [NOISE] THANK YOU. CONGRATULATIONS TO ALL OF YOU GRADUATES OF THE ASPIRING PRINCIPAL PROGRAM, MUCH LUCK NEXT YEAR. THANK YOU SO MUCH FOR THE WORK THAT YOU DID. [NOISE] NEXT, I'M A SOFT SPORTS CHAIRMAN. [Office of the Board Chairman] I HAVE BEEN INFORMED THAT WE NEED TO HAVE A MEETING PROBABLY NEXT WEEK TO RECEIVE RECOMMENDATIONS FOR SOME PRETTY KEY POSITIONS WITH THE DISTRICT AND TO HIRE SOME ASSISTANT PRINCIPALS, SO I NEED FOR THE BOARD TO AGREE IF WE CAN ON A NIGHT TO MEET NEXT WEEK, MR. LAWRENCE CAN BE HERE ON THURSDAY NIGHT. SEVERAL BOARD MEMBERS HAVE INDICATED THAT THEY WILL NOT BE ABLE TO COME ON THURSDAY NIGHT. WE COULD HAVE IT ON TUESDAY NIGHT, WHICH IS THE TRADITIONAL NIGHT FOR BOARD MEETINGS. MR. LAWRENCE, I ASKED ONE OF HIS DIRECTORS OR SO FORTH TO COME AND REPRESENT HIM THAT EVENING. WHY DON'T WE START WITH TUESDAY AND CAN I GET A QUORUM, IS WHAT I'M LOOKING FOR. I NEED A QUORUM MADE ON TUESDAY OR THURSDAY. WHO COULD COME ON TUESDAY? >> TUESDAY THE 21ST? >> YEAH. >> THAT LOOKS LIKE THAT'S SIX OF US, [00:20:02] I COULD DO IT. HOW ABOUT THURSDAY? TWO, I COULD COME. IT LOOKS LIKE, NOW I'M TALKING ABOUT A WEEK FROM TONIGHT. WE'VE GOT SIX OR SEVEN THAT COULD COME, SO I'LL ASK FOR A MOTION. [OVERLAPPING] >> MR. CHAIR, LET ME MAKE SURE I'VE GOT A SENIOR STAFF MEMBER WHO WILL BE HERE, I DO HAVE ONE SO I'M GOOD. [NOISE] >> I NEED A MOTION TO HAVE A SPECIAL CALL MEETING FOR THE PURPOSES OF EMPLOYING A LIST OF PEOPLE IN KEY POSITIONS MOVED BY MS. REINHARDT JACKSON. IS THERE A SECOND? >> I'LL SECOND. >> SECOND BY MR. CRANE. ANY DISCUSSION? THEN ALL IN FAVOR OF SCHEDULING A CALL MEETING NEXT TUESDAY EVENING FOR THE PURPOSES OF EMPLOYING PEOPLE IN SOME KEY POSITIONS, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. THANK YOU. ALSO, A LITTLE BIRD TOLD ME THAT WE HAVE A GENTLEMAN AMONG US THAT GOT A BIG BIRD RECENTLY. I UNDERSTAND THAT DR. MURPHY IS NOW COLONEL MURPHY, [LAUGHTER] IN ADDITION TO BEING DR. MURPHY. CONGRATULATIONS DR. MURPHY, QUITE UNCOMMON. [APPLAUSE] THAT'S IN THE ARMY RESERVE THAT I'M TALKING ABOUT. INDIVIDUAL ITEMS. [Individual Items] THE FIRST ITEM IS PERSONNEL APPOINTMENTS. THIS IS A LIST OF INDIVIDUALS WHO ARE BEING RECOMMENDED BY THE ADMINISTRATION FOR EMPLOYMENT IN THE NEXT SCHOOL YEAR. IS THERE A MOTION TO APPROVE THE LIST? [BACKGROUND] MOVED BY MS. REINHARDT JACKSON. IS THERE A SECOND? >> I SECOND. >> SECOND BY MR. MARTIN. ANY DISCUSSION? ALL IN FAVOR OF APPROVING THE PEOPLE LISTED FOR EMPLOYMENT NEXT SCHOOL YEAR, PLEASE RAISE YOUR HAND. AND THAT'S UNANIMOUS ASSEMBLY. SECOND ITEM IS THE APPROVE CHANGES THE POLICY. GCC PROFESSIONAL STAFF LEAVES IN ABSENCES AND POLICY GDC SUPPORT STAFF LEAVES AN EMPHASIS AND BOTH OF THESE WILL BE ON SECOND READING. WE'VE HAD DISCUSSIONS AND VOTED TO APPROVE THEM ON FIRST READING PRIOR TO THIS MEETING. IS THERE A MOTION TO APPROVE THESE POLICIES ON SECONDARY? MOVED BY MS. REINHARDT JACKSON, SECONDED BY MRS. ALICE. ANY DISCUSSION? PLEASE RAISE YOUR HAND. THAT VOTE WAS TO APPROVE THESE TWO POLICIES ON SECONDARY. CHANGES TO FILE GCCE, YOUR RIGHTS UNDER THE FAMILY AND MEDICAL LEAVE ACT OF 1993. [NOISE] BASICALLY WHAT THESE CHANGES ARE ABOUT BRINGING THE LANGUAGE AND THE POLICY LANGUAGE THAT IS COMPATIBLE WITH THE LAW. THAT'S ESSENTIALLY NO SUBSTANTIVE CHANGES, JUST CHANGING THE LANGUAGE. I NEED A MOTION TO APPROVE THE RECOMMENDATIONS ABOUT FILE GCC-E, MOVEMENT MS. REINHARDT JACKSON. A SECOND. SECOND BY MR. CRANE. ANY DISCUSSION? ALL IN FAVOR OF APPROVING THE CHANGES TO THIS POLICY, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. FOURTH ITEM IS THE REMOVAL OF THE FOLLOWING TEMPORARY ADMINISTRATIVE RULE. GCC R2, COVID-19 RELATED LEAVE A PROFESSIONAL STAFF AND SEVERAL POLICIES. WHAT THIS IS DOING IS WE VOTED EARLIER TO EXTEND THE LEAVE THAT WAS REQUIRED PREVIOUS TO THAT VOTE. WE NOW NEED TO GO BACK TO THE OLD POLICY WHICH WE'VE SERVED THE PERIOD THAT WE APPROVED TO EXTEND THEIR ORIGINAL POLICY. THIS WAS A LATE POLICY FOR PEOPLE WHO HAD TO MISS WORK DUE TO COVID-19. IS THERE A MOTION TO APPROVE IT? MS. REINHARDT JACKSON. IS THERE A SECOND? SECOND MR. CRANE? ANY DISCUSSION? ALL IN FAVOR OF REPEALING TEMPORARY MODIFICATIONS TO THIS POLICY. PLEASE RAISE YOUR HAND. AGAIN, THAT'S EVERYONE. NUMBER FIVE IS THE APPROVAL OF POLICY, EBCB SAFETY PLANS AND DRILLS ON SECOND READING, WE DISCUSSED THIS IN PREVIOUS MEETING AND IT ESSENTIALLY IS A POLICY WE REQUIRED TO HAVE BY THE STATE. IS THERE A MOTION TO APPROVE ON SECONDARY? MOVED BY MS. REINHARDT JACKSON, SECONDED BY MR. CRANE. ANY DISCUSSION? [00:25:03] ALL IN FAVOR OF APPROVING THE POLICY, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. SIX, REVISION TO THE POLICY IJM HEALTH EDUCATION ON SECOND READING. AGAIN, WE APPROVE THIS ON FIRST READING AT THE LAST BOARD MEETING. THAT'S REGULAR BOARD MEETING. WELL, I NEED A MOTION TO APPROVE IT ON SECOND READING TONIGHT, MS. REINHARDT JACKSON, SECONDED BY MR. MARTIN. ANY DISCUSSION? ALL IN FAVOR OF APPROVING POLICY IJM ON SECOND READING. THAT'S EVERYONE. REVISION OF THE FOLLOWING POLICY, JSCJ PAGING DEVICES, CELL PHONES, AND OTHER PERSONAL ELECTRONIC DEVICES ON FIRST READING. THIS IS A POLICY THAT ALLOWS STUDENTS TO USE THEIR CELL PHONES FOR PERSONAL REASONS IN DESIGNATED AREAS AT SCHOOLS. IS THERE A MOTION TO APPROVE THE POLICY? MOVED BY MS. REINHARDT JACKSON, SECONDED BY MR. SOUTH. ANY DISCUSSION MR. NESTLE? >> I APOLOGIZE I COULDN'T BE HERE LAST WEEK WHEN YOU TALKED ABOUT THE CODE OF CONDUCT THAT TIES INTO THE VERSION OF POLICY GICJ THAT WAS ATTACHED TO THE AGENDA. THE CHANGE IN IT SAYS THAT THE ZONES AT HIGH SCHOOLS CAN ESTABLISH PERSONAL CELL PHONE USE. THAT GIVES EXAMPLES OF HALLWAYS AND CAFETERIAS. I THINK YOUR DISCUSSION LAST WEEK DURING THE CODE OF CONDUCT RULED OUT HALLWAYS OR DID IT NOT? >> YES, IT DID. THAT LANGUAGE IS STILL IN THERE AT THE TOP OF PAGE 2 SO WE WOULD CERTAINLY WELCOME AN AMENDMENT TO TAKE THAT WORDING OUT. >> OKAY. MR. CRANE HAD SOME QUESTIONS I KNOW PROBABLY SOME OTHER FOLKS DID. [BACKGROUND] >> WELL, I WAS GOING TO BRING UP THE SAME POINT JUST TO MAKE SURE WE WERE COINCIDING WITH WHAT WE WERE TALKING ABOUT LAST WEEK SO I CAN MAKE A MOTION TO AMEND THE WORDING. I MOVE THAT WE AMEND THE WORDING OF THE PROPOSED RULE TO EXCLUDE HALLWAYS. >> IS THAT SUFFICIENT? >> MOTION AND SECOND. >> COMMON AREAS IN THE CODE OF CONDUCT. >> DO WE CONSIDER HALLWAY THE COMMON AREA? >> NO, SIR. COMMON LIKE THE CAFETERIA COMMON AREA. SOME PEOPLE CALL THE CAFETERIA COMMON AREAS IS A LITTLE WORDING THAT WE USE ON THE CODE OF CONDUCT WAS CAFETERIAS AND COMMON AREAS, NOT THE HALLWAYS, NOT ENOUGH FOR TRAVELING CLASSES. >> DO WE NOT NEED TO CLEAN THAT UP THEN? >> I THINK WE DO [OVERLAPPING] >> NEEDS TO CHANGE BECAUSE SOMETHING WAS ADDRESSING THE USAGE IN HALLWAYS AND VIDEOING WHATEVER'S GOING ON IN THE HALLWAY. >> CORRECT, MA'AM. WE CALLED IT A LITTLE BIT LATE BECAUSE THERE WAS A CHANGE FROM LAST WEEK AND IT'S JUST APPENDING CHANGE. THE ONLY THING THAT WE ACTUALLY CHANGED TO MAKE IT COINCIDE WAS STRIKE OUT THE WORD HALLWAY AND PUT CAFETERIA, AFTER THAT PUT AND COMMON AREAS WHICH JUST MEANS THE GATHERING SPOTS IN SOME OF THE HIGH SCHOOLS, THE GROUP GATHERING SPOTS AND THEN EVERYTHING ELSE WOULD ALIGN WITH THE CHANGE WE'VE MADE TO THE CODE OF CONDUCT. >> MR. CRANE. >> I FEEL LIKE COMMON AREA, IT COULD BE INTERPRETED TO INCLUDE HALLWAY. >> POTENTIALLY, BUT AT HIGH SCHOOL WE TYPICALLY REFER TO COMMON AREAS AS WE HAVE THE A SENIOR CAFETERIA AREA, UPPER LEVEL COMMONS AREA. IT'S THE PLACES THAT THE KIDS ARE ALLOWED TO GATHER, NOT FOR TRANSITION IN THE CLASSES, BUT WHEN BEFORE SCHOOL OR DURING THEIR LUNCHTIME OR WHATNOT. WHEN I REFER TO THE COMMONS AREA, WE'RE NOT TALKING ABOUT THE HALLWAYS, BUT WE COULD CLEAN IT UP, BUT AT THE HIGH SCHOOL PRINCIPAL, WHEN WE REFER TO THE COMMONS AREA, WE'RE TALKING ABOUT THE GATHERING SPACES. >> IF WE SEEM TO BE A LITTLE CONFUSED BY THAT, HOW IS THIS MESSAGE GOING TO BE CONVEYED TO STUDENTS, PARENTS, AND ALIKE? OTHER THAN JUST, HERE'S THE CODE OF CONDUCT, IS THERE A WAY THAT THIS MESSAGE IS GOING TO GET OUT? >> WELL, WE'RE STARTING TOMORROW. WE'RE GOING TO START THE INITIAL REVIEW OF THE CODE OF CONDUCT AND IN THAT LEADERSHIP MEETING, WE'LL GO THROUGH, AND FROM THERE, [00:30:02] EACH SCHOOL HAS A HANDBOOK AND EACH SCHOOL HAS AN INTRODUCTION TEACHER THAT BEGINNING OF THE SCHOOL YEAR GO THROUGH THE CODE OF CONDUCT WITH THEIR STUDENTS. THEY'RE GOING TO IDENTIFY WHAT EACH SCHOOL WILL CONSIDER THEIR COMMONS AREA IF THEY HAVE A COMMONS AREA, SOME HIGH SCHOOLS MAY NOT HAVE A COMMONS AREA, BUT THAT'S THE PART LANES OR THE COMMON LANES THAT WE USE, NOT THE HALLWAY. THE HALLWAY IS FOR TRANSITION FROM ONE CLASS TO THE NEXT, AND THAT'S NOT A PLACE WHERE YOU CAN STOP AND GATHER. >> I THINK THE BETTER JOB WE DO WITH THAT, IN ESTABLISHING THOSE GROUND RULES UPFRONT THAN THE LESS WORK IS GOING TO BE CREATED ON THE BACKSIDE. THAT'LL BE IMPORTANT WE DO THAT. >> WHAT WAS THE WORDING YOU SUGGESTED MR. CRANE? >> JUST TO REMOVE HALLWAYS. > IF WE SAID EXCLUDING HALLWAYS. >> I WOULD LIKE TO STILL THROW THAT IN THERE BECAUSE I THINK YOU'RE GOING TO HAVE SOMEONE WHO'S GOING TO TRY AND NO OFFENSE, KATHY LAWYER THAT A LITTLE BIT. I'D LIKE TO CUT IN [LAUGHTER] AND CLOSE THE DOOR ON IT. >> EITHER STRIKE THROUGH OR EXCLUDING HALLWAYS, [OVERLAPPING]. OKAY. INSERT THAT. >> ABSOLUTELY. >> YEAH. OKAY. ANY FURTHER DISCUSSION? >> I JUST WANTED TO GET ALL THAT BECAUSE I THINK THAT CUTS OUT ALL CONFUSION. BECAUSE STUDENTS WILL THINK WHEN I'M IN THE HALL, I CAN GRAB MY PHONE AND DO WHATEVER. IF IT SAID UPFRONT DOES NOT APPLY TO HALLWAYS, THEN THERE'S NO GUESSING WE WERE EVEN CONFUSED. WE DON'T WANT IT IN THE HANDBOOK THAT'S GOING TO BE SENT OUT WITH A QUESTION MARK JUST TO COVER. >> UNDERSTOOD. >> OKAY. WE'VE GOT A MOTION AND A SECOND TO INSERT EXCLUDING HALLWAYS INTO THE LANGUAGE THAT MR. MURPHY JUST INDICATED THAT THE CURRENT WORDING OF THE POLICY. ALL IN FAVOR OF INSERTING THOSE WORDS, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. DID YOU HAVE ANYTHING ELSE TO SAY, MR. NESTLE, BEFORE WE GO TO THE ORIGINAL MOTION? >> NO, SIR. >> ANYBODY ELSE BEFORE THE END OF DISCUSSION? WE HAVE A MOTION TO APPROVE THE POLICY AS AMENDED. SECOND. ALL IN FAVOR OF THAT, PLEASE RAISE YOUR HAND. ALL IN FAVOR OF APPROVING THE POLICY. I SEE J ON THE FIRST READING. OKAY. THAT'S EVERYONE. A IS THE REVISION OF POLICY JLCD ASSISTING STUDENTS WITH MEDICATIONS. AGAIN, WE DISCUSSED THIS AND APPROVED IT ON FIRST READING IT HAD TO DO WITH REQUIRING SPECIAL PERMISSION TO DEVIATE FROM THE WRITTEN DIRECTIONS ON MEDICATIONS THAT ARE DISPENSED BY THE SCHOOL. IS THERE A MOTION TO APPROVE THIS POLICY ON SECOND READING THAT'S REINHARDT JACKSON SECONDED BY MR. CRANE IN DISCUSSION. ALL IN FAVOR PLEASE RAISE YOUR HAND. THAT'S EVERYONE. NUMBER 9 IS THE PROPOSED INCENTIVE FOR HEAD START EMPLOYEES USING HEAD START AMERICAN RESCUE PLAN FUNDS. THIS BASICALLY PROVIDES $4,000 SIGNING BONUS FOR PEOPLE WHO ARE BEING EMPLOYED TO TEACH IN THE HISTORIC PROGRAM UNDER CERTAIN CONDITIONS. IS THERE A MOTION TO APPROVE MOVED BY DR. HANKS, SECONDED BY MS. REINHARDT JACKSON, END DISCUSSION, MR. CRANE? >> THIS IS PROBABLY A SIMPLE QUESTION. HAVE WE DONE ANY RETENTION TYPE BONUSES FOR HEAD START? I JUST DON'T RECALL. >> ANYBODY ELSE? WE HAVE A MOTION AND A SECOND. >> BUS DRIVERS THAT WERE HIRED FOR HEAD START. I DON'T KNOW IF THERE WERE ANY DURING THAT TIME WE HAD THE RETENTION BONUS FOR BUS DRIVERS. >> MR. HUSTLE. >> HOW MANY VACANCIES DO WE CURRENTLY HAVE FOR THIS PROGRAM? >> A BUNCH. >> [INAUDIBLE] >> OKAY. ANY OTHER DISCUSSION? >> NO. >> NOT TODAY? >> ONE MORE THING TO THAT BEING ON THAT POLICY COUNCIL, NOT JUST THE VACANCIES, BUT BECAUSE OF THOSE VACANCIES, WE'RE NOT MEETING OUR FEDERAL REQUIREMENTS FOR FILLING THE CLASSROOMS. THE STUDENTS ARE WAITLISTED BECAUSE THERE'S NOWHERE FOR THEM TO GO. DEFINITELY NEED IT, AND IT'S REALLY ABOUT RECRUITING PEOPLE IN. WE HAVE PEOPLE THAT SEEM TO BE STAYING, [00:35:01] BUT THE RECRUITING OF NEW PEOPLE IS A BIG ISSUE. >> ANYONE ELSE? HAVE A MOTION AND A SECOND ALL IN FAVOR OF APPROVING THE RECOMMENDED SIGNING BONUSES, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. [INAUDIBLE] TO REVISION OF CODE OF STUDENT CONDUCT SECOND READING. AGAIN, WE HAD A SPECIAL MEETING FOR THIS AND A DISCUSSION, AND IT WAS APPROVED ON FIRST READING LAST WEEK. IS THERE A MOTION? >> MOTION. >> MOVE BY MS. REINHARDT JACKSON. >> SECONDED. >> SECONDED BY DR. HANKS. ANY DISCUSSION? >> YES, SIR. >> [INAUDIBLE] COME IS NO SURPRISE AND I WANT TO MENTION SOMETHING ON THIS, PROBABLY. JUST FOR THE BENEFIT OF THE BOARD, I DID RECEIVE A COUPLE OF CALLS FROM TEACHERS THANKING US FOR OUR ATTENTION TO THIS MATTER AND OUR ATTEMPT TO CONTINUE PRESSING FOR SUPPORT TO THEM. AGAIN, I'LL STATE THAT I WANT TO BE SURE, MR. LAWRENCE AND WE GET THAT MESSAGE ALL THE WAY DOWN FROM YOUR DESK TO THE TEACHER'S DESK. BUT I DO WANT TO CLARIFY SOMETHING IF I MAY JUST A SCENARIO. IF WE LOOK AT, LET'S JUST SAY THE MIDDLE-SCHOOL MATRIX OF CONSEQUENCES, I DON'T SEE SPECIFICALLY DISRUPTING CLASS. I GUESS BEFORE THAT, LET ME SAY THAT, I WANT TO STATE THAT I BELIEVE THAT A BIGGER PROBLEM FOR SO THESE LEVEL 1 AND LEVEL 2 OFFENSES AND THE FREQUENT FLYERS IN THOSE CATEGORIES, AS MUCH AS IT IS AS EXPULSION LEVEL OFFENSES. I THINK THOSE TAKE CARE OF THEMSELVES AND THEY HAVE, BUT IT'S A LEVEL 1, LEVEL 2. LET'S JUST TAKE THAT AS AN EXAMPLE. LET'S PUT IT ON AT A CATEGORY BECAUSE IT PROBABLY COULD COME UNDER DIFFERENT FLAVORS. LET'S CALL IT DEFIANCE, DISRESPECT TO STAFF OR REFUSAL TO OBEY. LET'S CALL IT THE NUMBER 2. FIRST OFFENSE, DETENTION 1-3 DAYS. LET'S SAY I DO IT AGAIN. A COUPLE OF MORE TIME. IS THERE A WAY THAT A PRINCIPAL CAN GO OUTSIDE OF THIS BOX, SAY FOR THE THIRD OFFENSE OF OSS, 1-3 DAYS? I MEAN, IS THERE A SITUATION THAT MIGHT WHERE A PRINCIPAL COULD SAY, WOW, THIS KID OBVIOUSLY HAS GOT AN AUDIENCE HERE IN CLASSROOM. HE'S SHOWING OUT FOR. MAYBE I DON'T WANT HIM TO MISS INSTRUCTION. I THINK ALTERNATIVE SCHOOL WILL BE A GOOD PLACE FOR THIS CHILD. IS THERE AN OPTION FOR THEM TO FIND A WAY FOR THAT TO HAPPEN IF THAT'S WHAT THEY FELT WAS BEST, ALONG WITH MAYBE CONSULTATION WITH THEM, BRAXTON? >> BASICALLY, THE PRINCIPAL HAS AN OPTION WHENEVER THERE'S AN INFRACTION OR HOW THEY ARE GOING TO VIEW THAT IN FRACTION. WHAT YOU'RE LOOKING AT AS LEVEL 1 INFRACTIONS WITH WHAT WE CONSIDER MINOR INFRACTIONS. IF THE PRINCIPAL FAILS TO IDENTIFY FRACTION WARRANTS OF A STIFFER CONSEQUENCES, THEY WILL GO TO THE LEVEL 2 LISTS OF IN FRACTIONS WHERE DIFFERENCES. THEY COULD USE CLASSROOM DISRUPTION, THEY COULD USE SEVERAL DIFFERENT ONES. THEY CAN USE A DISTURBING CLASS. THEY COULD ALSO USE JUST THE 270 CODE, WHICH IS INSUBORDINATION OR REFUSAL TO OBEY. YOU HAVE DIFFERENT WAYS YOU CAN VIEW THE SAME SITUATION DEPENDING ON WHAT THE PRINCIPAL DEEMS IS THE PROPER LEVEL OF THAT CONSEQUENCES. THEN THEY CAN GO FROM THERE. TYPICALLY, A CLASSROOM DISRUPTION AND EVEN ON A SECOND AND FRACTION WOULDN'T WARRANT A REFERRAL TO THE ALTERNATIVE SCHOOL UNLESS IT WAS SOMETHING OF A MUCH MORE EGREGIOUS NATURE, WHICH I WILL PROBABLY RECOMMEND THEM NOT EVEN USING A LEVEL 2 CODE TO THAT SITUATION. >> I'M NOT SAYING NECESSARILY THAT IT SHOULD, BUT IT COULD, ESPECIALLY IF I'M A HABITUAL OFFENDER. WE NEED TO GET THEIR ATTENTION. THEN I WANT THEM HERE AND IS YES, THAT PRINCIPLE DOES HAVE SOME OPTIONS AVAILABLE. >> ABSOLUTELY. >> THAT WOULD ESCALATE IT POTENTIALLY BEYOND THE OUT-OF-SCHOOL SUSPENSION OR THAT MIGHT INCLUDE ALTERNATIVE SCHOOL. >> ABSOLUTELY. >> OKAY. I APPRECIATE THAT. >> ANYBODY ELSE? ANY QUESTION COMING? MR. [INAUDIBLE] >> I HAD AN EXTREMELY SIMILAR QUESTION. MY FOLLOW-UP IS HOW WOULD THAT WORK? BECAUSE SIMILAR TO I THINK MR. SILAS, IF THE WAY I READ THE CODE OF CONDUCT, IF YOU HAVE HABITUALLY, AND WE'RE TALKING I HOPE, ABOUT A VERY SMALL AMOUNT OF STUDENTS. BUT UNFORTUNATELY, WE SPENT A LOT OF OUR TIME ON THE BOOKENDS OF FOLKS THAT ARE BIG PROBLEMS, ARE BIG SUCCESSES. I'M JUST CURIOUS, HOW DO YOU HANDLE STUDENTS? HOW WOULD THAT WORK IF YOU HAVE STUDENTS THAT ARE ESSENTIALLY CONSTANTLY DISRUPTIVE? THEN THEREFORE, TEACHERS CAN'T TEACH EVERYBODY ELSE. [00:40:04] I READ THE CODE OF CONDUCT THE SAME WAY IF IT'S A MINOR DISRUPTION. I DIDN'T SEE A PATHWAY TO ESCALATION, BUT IF THAT HAPPENS ALL THE TIME, THEN WE HAVE AN INEFFECTIVE CLASSROOM. TELL ME HOW THAT WORKS. >> WELL, BASICALLY, IF IT'S MINOR DISRUPTION, SEVERAL MINOR DISRUPTIONS WOULD BE LISTED AS A REFUSED TO OBEY, IT WILL GO UP, IT WOULD ESCALATE TO A LEVEL 2 AND FRACTION. IF YOU HAD AN ACCUMULATION OF REFRACTION, YOU COULD STILL PAIR OF PACKET FOR A RECOMMENDATION FOR EXPULSION WITH A BODY OF WORK. WHAT WE WANT PRINCIPLES TO DO IS WHEN THEIR MINOR INFRACTIONS ARE NOT LEVEL 3 TYPE INFRACTIONS IS TO TRY ALL INTERVENTIONS PRIOR TO MAKING A RECOMMENDATION TO ALTERNATIVE SCHOOL AND WHEN THEY MAKE THE DIRECTORIES FOR EXPULSION WHICH COULD LEAD TO ALTERNATIVE SCHOOL. WHEN THEY DO THAT, THE ASSISTANT SUPERINTENDENT WILL TAKE A LOOK AT THE PACKET AND MAKE SURE IT'S COMPLETE AND MAKE SURE THAT THE PRINCIPAL HAS TRIED TO ALL OTHER INTERVENTIONS PRIOR TO WHEN THERE ARE MINOR INFRACTIONS, ALLOWING THEM TO GO PROCEED WITH A HEARING FOR AN ACCUMULATION OF MINOR INFRACTIONS. NOW, THERE'S A MAJOR INFRACTION, THEN YOU CAN GO DIRECTLY. IF THERE'S A WEAPON VIOLENCE, YOU GO DIRECTLY TO A HEARING. BUT WHEN THERE IS ACCUMULATION OF MINOR FRACTIONS, WE WANT TO TRY OTHER INTERVENTIONS PRIOR TO SAY, HEY, DEMONSTRATED ALTERNATIVE SCHOOL AFTER THE SECOND AND THIRD INFRACTION. >> BUT THERE'S A HEARING PROCESS FOR AN ACCUMULATION OF MINOR OFFENSES? >> YES, SIR. >> THAT'S THE PART I DON'T UNDERSTAND. JUST BECAUSE I'M IGNORANT. >> YES, SIR. IF A STUDENT HAS LIKE, I JUST TOLD HIM ABOUT THERE, THEY HAVE 15 INFRACTIONS. THEY'VE BEEN DOING THE SAME THING OVER AND OVER AGAIN. THEY'VE GOT 15 AND FRACTIONS. WE DON'T HAVE A FIFTH, SIXTH, SEVENTH INFRACTION NOW. ONCE YOU GET TO THAT LEVEL, THEN WE'LL START RECOMMENDING ALTERNATIVE SCHOOL, ALTERNATIVE PLACEMENT NATURE. >> BUT I THINK I MIGHT LIKE TO HEAR MORE ABOUT THAT LATER, BUT I REALLY APPRECIATE THAT BECAUSE WHEN I READ THROUGH THE DOCUMENT, THAT DIDN'T COME THROUGH. >> MR. SMITH. >> USED TO HAVE WHAT IS CALLED HERBITUAL OFFENDER, THAT WOULD COVER EXACTLY WHAT MY PEERS ARE TALKING ABOUT. WHY DON'T WE STILL HAVE SOMETHING LIKE THAT BECAUSE YOU AND I BOTH AND THAT HAD BEEN THERE, KNOW THAT THEY'RE OUT THERE. >> RIGHT. >> MUCH AS WE DON'T LIKE IT, WE HAVE TO DEAL WITH THEM, BUT TO ME, THAT'S A LITTLE BIT MORE SIMPLE TO THINK ABOUT. INSTEAD OF GOING THROUGH AND TRYING TO FIGURE OUT HABITUAL OFFENDER. >> WILL HAPPEN THOUGH THE HEARINGS FOR REPEATED MINOR VIOLATIONS. IT'S LIKE A CUMULATION AND THEY DO A RECOMMENDATION FOR EXPULSION AND IT IS REPEATED MINOR VIOLATIONS. >> WE JUST WISH THEY USE THEM, BUT JUST CALLING A LITTLE DIFFERENT. THAT'S FAIR ENOUGH. >> SAME OUTCOME. I MEAN, THEY HAVE 15 REFUSAL TO OBEYS, THEY'RE GOING TO A HEARING AND BASICALLY DON'T THINK WE ASKED TYPICALLY IS ON THE LAST REFUSAL TO OBEY WHEN THEY TALK TO THE PARENT, IT'S ANNOTATED, SAY ANY OTHER FURTHER INFRACTIONS OF THIS NATURE WILL LEAD TO A DISCIPLINARY HEARING. >> ANYONE ELSE? >> LAST COMMENT. IT'S PROBABLY IMPORTANT TO SAY THAT RECORD-KEEPING IS PROBABLY IMPORTANT. I MEAN- >> EXACTLY. >> A TEACHER CAN'T HAVE HAD IT HAPPEN FIVE OR SIX TIMES AND THEN ALL OF A SUDDEN DECIDE THEM WILL DO SOMETHING ABOUT IT, AND IT'D BE THE FIRST TIME THEY'VE ACTUALLY WRITTEN IT UP. IT'S THE FIRST OFFENSE, THEN. >> THAT'S VERY TRUE. I WON'T SAY TYPICALLY, BUT THAT HAS HAPPENED IN THE PAST WHERE THEY'VE ACCEPTED THE BEHAVIOR, BUT THEN ON A TIME WHEN THEY DON'T WANT TO ACCEPT IT, THEY WANT THE ADMINISTRATION TO TREAT IT AS IF IT'S MULTIPLE INFRACTIONS. BUT WE HAVEN'T HAD THE OPPORTUNITY TO INTERVENE AND IN SOME CASES EVEN SPEAK WITH THE PARENTS ABOUT THE BEHAVIOR. WE HAVE TO TREAT IT THE FIRST REFERRAL AS THE FIRST TIME WE'VE SEEN THE INCIDENT. >> THANK YOU. >> ANYBODY ELSE? I HAVE GOTTEN A FEW CALLS FROM TEACHERS COMPLAINING AND FORMULATE THIS CONVERSATION ABOUT SOME PRINCIPLES NOT RECOGNIZING CERTAIN BEHAVIORS AS DISRUPTIONS, AND THEREFORE NOT INVOKING THE DISCIPLINE CODE AT ALL THE LATEST. I PROTECT THEM ASIDE AND TALK TO HIM AND PUT HIM BACK IN THE CLASSROOM. I GUESS THE IMPLICATION OF WHAT I'M SAYING IS THAT THERE MIGHT BE SOME. I DON'T HAVE A LOT OF PROBLEM THIS YEAR SO I WAS LED TO BELIEVE IT'S BIG PROBLEM BUT I DON'T KNOW. THEY MIGHT NEED TO BE SOME AGREEMENT AMONG PRINCIPLES ABOUT WHEN TO GO TO THE DISCIPLINE CODE AND NOT JUST BRUSH IT OFF AS A MINOR HAPPENING IN THE CLASSROOM. JUST FOR YOUR INFORMATION. WE'VE GOT A MOTION AND A SECOND. WE'VE DISCUSSED IT ALL IN FAVOR OF APPROVING THE DISCIPLINE CODE ON SECOND READING, [00:45:04] PLEASE RAISE YOUR HAND. THAT'S EVERYONE. THANK YOU. I APPRECIATE IT. THE 2022-2023 BUDGET, SECOND RATING, MR. TROXLER. >> THEY'VE DONE DR. BRADLEY, MS. LAWRENCE BOARD MEMBERS. WE HAVE OUR SECOND AND FINAL READING OF THE BUDGET TONIGHT FOR YOUR CONSIDERATION. TYPICALLY, THIS IS LIKE MY WIFE WATCHES CHRISTMAS HALLMARK MOVIES DURING JUNE. THIS IS TYPICALLY LIKE A CHRISTMAS FOR ME BECAUSE WE'RE ENDED THE BUDGET PROCESS, WE'RE NOT QUITE THERE YET, UNFORTUNATELY. BUT WE DO WANT TO GIVE SOME HIGHLIGHTS OF THIS PROPOSAL OF THE SECOND AND FINAL READING. WE DID BASED ON THE SENATE VERSION OF THE BUDGET. IT'S THE WORST-CASE SCENARIO AT THIS POINT. NOW, OUR LEGISLATORS ARE STILL WORKING ON FINALIZING THE STATE BUDGET AND WE CONTINUE TO MONITOR THAT. BUT WE HAD TO LOOK AT WHAT IS THE WORST-CASE SCENARIO FOR US? REPLACE CHANGES ASSOCIATED WITH THE GOVERNOR'S NEW FUNDING PLAN. NOW THE SENATE AND THE HOUSE VERSION OF THE BUDGETS TO SOME DIFFERENT LOOKS AT THINGS AND WE CONTINUE TO MONITOR THAT. UNDER BOTH PLANS, THE SENATE AND THE HOUSE ARE ELIMINATIONS OF A COUPLE OF PRETTY IMPORTANT STATE FUNDING POTS, THE AT-RISK STUDENT FUNDING IN THE AID DISTRICT STREET OF FUNDING. WE DISCUSSED PREVIOUSLY THAT BECAUSE OF THESE, WE HAVE SOME RECURRING COSTS THAT ARE ASSOCIATED AND PAID FOR OUT OF THOSE THAT WE HAD TO SHIFT TO OUR GENERAL FUND AND THEY'RE STILL REFLECTED HERE. WE HAD AS PART OF THE GOVERNOR'S FUNDING PLAN, THERE WERE A COUPLE OF VERSIONS. THE HOUSE INITIALLY SAID THAT THEY WANTED TO SET THE MINIMUM TEACHER SALARY SCALE FOR THE STATE AT 40,000. THE SENATE VERSION HAD 38,000. THERE WAS A DIFFERENCE THERE. WHEN THE CONFERENCE COMMITTEE MET LAST WEEK, THE COMPROMISE WAS 40,000. WE'VE MENTIONED EARLY ON THAT DISTRICTS WERE TOLD THAT THEY WOULD HAVE DISCRETION IF THEY PAID OVER THE STATE MINIMUM, BUT THERE WAS SOME CONTRADICTORY LANGUAGE IN THERE. THE CONTRADICTORY LANGUAGE HAS NOW BEEN RESOLVED WITH THE CONFERENCE COMMITTEE. WE'RE IN A SITUATION WHERE WE'RE ABOVE THE STATE MINIMUM, WHETHER IT'S 38,000 OR 40,000, SORRY, THE DISTRICT HAS SOME DISCRETION OVER WHAT WE DO WITH TEACHER SALARIES. IT DOESN'T INCLUDE A TAX INCREASE. THE LAST TIME THIS DISTRICT INCREASED SCHOOL OPERATING MILLAGE WAS GOING INTO THE 13-14 SCHOOL YEAR. OUR OPERATING MILLAGE FOR NEXT YEAR'S WILL BE 134.2 MILS. ON THE EXPENDITURE SIDE, THIS BUDGET PROPOSAL PINNED IN YOUR DISCUSSIONS AND APPROVAL INCLUDES A STEP INCREASE FOR ALL ELIGIBLE EMPLOYEES THAT'S TEACHERS AND NON-TEACHERS, INCLUDING A 3.25 PERCENT COST OF LIVING ADJUSTMENT APPLIED TO ALL SCALES WITH THE EXCLUSION OF THE BUS SCALE. THAT IS EXCLUDED BECAUSE THE STATE REQUIRED US TO GIVE MORE TO BUS DRIVERS. WE ACTUALLY HAVE TO APPLY EIGHT PERCENT INCREASE TO THE STATE MINIMUM SCALE HAD THAT HIGHER BUS SCALE. ENDS UP BEING ABOUT A 4.65 PERCENT COST-OF-LIVING ADJUSTMENT ON THE BUS DRIVERS SCALE WHENEVER WE AVERAGE IT BY THE DIFFERENT STEPS, PLUS A STEP INCREASE FOR ANY BUS DRIVERS WHO WERE ELIGIBLE. IT INCLUDES AN INCREASE IN ATHLETICS SUPPLEMENTS, SOMETHING THAT WE'VE DISCUSSED IN LENGTH. THE ATHLETIC DIRECTORS BROUGHT A PROPOSAL FORWARD EARLIER IN THE BUDGET PROCESS. WE'VE INCLUDED A PORTION OF THAT REQUESTED INCREASE HERE THAT INCLUDES 10 PERCENT FOR VARSITY COACHES OR ADS FOR ASSISTANCE ADS. FIVE PERCENT INCREASE FOR ASSISTANCE IN JV COACHES. AT THE MIDDLE LEVEL, 12.5 PERCENT INCREASE FOR HEAD COACHES IN [00:50:03] ADS AND A 6.25 PERCENT INCREASE FOR ASSISTANT COACHES. WE HAD TO INCLUDE HEALTH INSURANCE INCREASES. WE DISCUSSED EARLY ON THAT THE SHARP INCREASE THERE IS PROJECTED TO INCREASE 18.1 PERCENT, JANUARY 1, BECAUSE IT GOES INTO EFFECT PARTWAY THROUGH THE YEAR, IS THE EQUIVALENT OF A 9.05 PERCENT INCREASE THAT WE HAD TO BUILD INTO THE BUDGET. ALSO, OUR RETIREMENT INCREASED FROM 22.81 PERCENT TO 23.81 PERCENT. THAT IS A SLIGHT CHANGE THERE. EARLIER, IN THE FIRST READING OF THE BUDGET, WE BASED IT ON 24 PERCENT JUST BECAUSE WE DIDN'T KNOW AT THAT TIME WE WERE BANKING ON A LITTLE ADDITIONAL COST THERE. SO, WE DO BENEFIT THERE. THE PINNED IN YOUR DISCUSSION IN ANY DECISIONS HERE, WE HAVE A BALANCED BUDGET AT 227,160, 000 IN CHANGE. THE FIRST READING OF THE BUDGET WAS JUST ABOVE 230 MILLION. AGAIN, THAT WAS BASED ON THE HOUSE VERSION, WHICH WAS MORE BENEFICIAL TO THE DISTRICT AND THAT WAS THE ONLY VERSION WE HAD AVAILABLE AT THE TIME. I'LL JUST FLIP THROUGH THESE VERY QUICKLY. IT'S THE SAME THING THAT'S ATTACHED TO THE AGENDA, BUT WE HAD THE GENERAL FUND EXPENDITURES BUDGET HERE. THERE ARE A FEW ITEMS IN ITALICS. LARGE PLAYER SALARIES FRINGE TO INDICATE THAT THERE WAS SOME CHANGE FROM THE FIRST READING OF THE BUDGET. WE HAD CREATED ESTIMATES FOR PROPERTY TAX INSURANCE, EXCUSE ME, PROPERTY-LIABILITY INSURANCE, AND FOR WORKERS COMP. WE HAD THOSE RENEWAL NOTICES COME IN IN MAY AND THOSE HAVE BEEN UPDATED NOW, THIS VERSION AND THERE WERE A FEW OTHER JUST MINOR TWEAKS AND CLEANUPS HERE AND THERE. AS WE CONTINUE TO LOOK THROUGH THINGS. NOW WE'LL NOTE THAT SUBSEQUENT TO THAT FIRST READING OF THE BUDGET, WE CONTINUE TO LOOK AT ALLOCATIONS AS FOLKS RETIRED, AS FOLKS RESIGNED, AS WE HAD NEW HIRES. IT WAS A CONTINUAL PROCESS OF UPDATING INFO. WE WANT IT TO BE AS UP-TO-DATE AS POSSIBLE. ANY PRINCIPAL HIRES, ANY AP HIRES, ALL OF THOSE WERE REFLECTED HERE. WE HAVE A FEW FOOTNOTES THERE JUST TO DESCRIBE SOME OF THE LARGER CHANGES OR SOME CHANGES THAT WE BELIEVE MIGHT LEAD TO SOME QUESTIONS. ON THE REVENUE SIDE, THERE ISN'T A WHOLE LOT OF CHANGE FOR THE LOCAL. OF COURSE, AS IS TYPICAL, AS LARGELY PROPERTY TAX REVENUE. AGAIN, ANY INCREASE THERE IS NOT BASED ON A MILLAGE RATE INCREASE, EXCUSE ME, IT'S BASED ON GROWTH AND THE TAX BASE. WE DO SEE CHANGES, HERE AGAIN, YOU SEE THE ITALICS FOR THE CHANGE IN THE STATE FUNDING. CHANGING THE STATE FUNDING. WE'RE FLEXING FUNDS AND I DO WANT TO MENTION THIS AGAIN, IS VERY IMPORTANT. THIS NUMBER HERE IS CARRYOVER FUNDS FROM 2122-2223. WE CAN ONLY CARRY OVER STATE FUNDS FOR ONE YEAR. THIS REPRESENTS THOSE PARTS THAT ARE GOING TO BE ELIMINATED. WE HAD TO USE IT THIS YEAR ANYWAY, IS HELPING US BALANCE THE BUDGET. WE WON'T HAVE THAT AS AN OPTION NEXT YEAR. SO, WE WANT TO BE BY AND PULL UP THAT, JUST LOOK IN A YEAR FURTHER DOWN THE ROAD AND OF COURSE, OUR BALANCED BUDGET HERE. NEXT STEPS. WE CONTINUE TO HAVE A LOT OF WORK ONGOING BEHIND THE SCENES AS WE PREPARE FOR THE YEAR END CLOSE OUT WITH HAIR FOR ROLLOVER. WE'RE PREPARING NOW FOR A JULY 5TH PAYROLL, THAT'S GOING TO BE UPON US PRETTY QUICKLY AND [00:55:02] ANY PAY INCREASES FOR 12 MONTH EMPLOYEES ARE GOING TO BE REFLECTED IN THAT. WE HAVE A LOT OF WORK TO DO THERE. WE'RE GOING TO CONTINUE TO MONITOR THE STATE BUDGET PROCESS NOW, LEGISLATORS ARE SCHEDULED TO COME BACK TOMORROW. HOPEFULLY, THEY MAKE SOME DECISIONS HERE QUICKLY ON THE BUDGET, BUT IT DOESN'T MEAN THAT WE'RE GOING TO HAVE NUMBERS NECESSARILY THIS WEEK IF THEY MAKE A DECISION OR NEXT WEEK BECAUSE IT'S TYPICAL THAT THE STATE DEPARTMENT MAY GET NUMBERS OUT TO SCHOOL DISTRICTS 2-3 WEEKS AFTER A BUDGET PERSON HAS APPROVED. WE MAY BE AT THE END OF JUNE OR EARLY JULY BEFORE WE GET SOME FINAL NUMBERS. IT JUST DEPENDS UNLESS THEY'VE GOTTEN THEIR HEADS UP AND HAVE ALREADY PREPARED SOME THINGS. WE'LL CONTINUE TO MONITOR THAT. THE COMPROMISE RIGHT NOW THAT THE STATE IS LOOKING AT, THEY DIDN'T TAKE JUST THE HOUSE VERSION, THEY DIDN'T TAKE JUST THE SENATE VERSION. THEY SAID WE'D LIKE THIS COMPONENT OF THE HOUSE, WE'RE GOING TO USE THAT, WE'VE MENTIONED THE STAKE IN THE GROUND VIEW THAT THE SENATE WAS TAKEN. THEY'RE NOT LOOKING AT THAT. THEY'RE LOOKING AT THE HOUSE AND ALLOCATING ALL MONIES ON THE GOVERNOR'S FUNDING PLAN, BUT THEY WON'T TO USE THE SENATE'S PROPOSAL AS FAR AS WEIGHTINGS FOR ALLOCATING THAT. WE'LL STILL NEED TO HAVE SOME FINAL NUMBERS THERE AND OF COURSE, IF THERE ARE SOME CHANGES AND WE ANTICIPATE SOME WILL BE BRINGING SOME AMENDMENTS FORWARD FOR YOUR CONSIDERATION TO MAYBE PUSH [INAUDIBLE], MAYBE LATER ON IN JULY AFTER WE'VE HAD A CHANCE TO ANALYZE THOSE AND CONSIDER THOSE. WE DO WANT TO REMIND THE BOARD TOO, AGAIN, LOOKING FORWARD TO A YEAR FROM NOW, WE DO HAVE SOME SIGNIFICANT THINGS TO BE MINDFUL OF. OF COURSE, THERE'S FLETCHED FUNDS THAT I JUST MENTIONED THAT ARE HELPING US BALANCE THE BUDGET THIS YEAR, BUT WE ALSO HAVE THE OPENING OF HIGHLANDS SPRINGS TO BE MINDFUL OF TOO AND STAFF IN THAT NEW SCOPE. IN YOUR PACKET, IN ADDITION TO THIS, YOU HAVE A SUMMARY VERSION OF THE GENERAL FUND BUDGET, A COUPLE OF PRINTOUTS FROM OUR ACCOUNTING SYSTEM SHOWING THOSE NUMBERS. I HAVE A DRAFT VERSION OF THE SALARY SCHEDULE. WE WOULD AMEND THAT FOR ANY DISCUSSIONS AND DECISIONS MADE TONIGHT AND DISTRIBUTE THAT TO SCHOOLS AND DEPARTMENTS AND POST THAT ONLINE AS SOON AS POSSIBLE AS WELL. I'LL BE HAPPY TO ANSWER ANY QUESTIONS. >> DR. HANKS. >> THANK YOU MR. TROXLER, DETAILED AS ALWAYS. QUICK QUESTION, YOU MAY HAVE ALREADY GONE OVER, BUT I NEED CLARIFICATION. AS FAR AS THE ATHLETIC AND EVEN POTENTIAL BAN SUPPLEMENTS GO, IS THAT LITERALLY ON HOLD UNTIL WE KNOW WHERE THE STATE BUDGET PROCESS OR WE WENT BACK AND FORTH AT THE LAST MEETING AND DID A SEMI INCREASE ON ATHLETICS OVER A FOUR YEAR TIME PERIOD AND SOME OF US THAT WE WANT IT TO HAVE NUMBERS BROUGHT BACK TO US ABOUT BAN >> I'M SORRY. >> JUST TELL ME, WHERE ARE WE AND WHAT DOES THAT LOOK LIKE? >> THE ATHLETIC SUPPLEMENTS ARE REFLECTED IN THIS BUDGET WITH THESE INCREASES. NOW THIS IS 1/4 OF WHAT THE ATHLETIC DIRECTORS CAME FORWARD WITH. THIS IS IN HERE. THE BAN SUPPLEMENTS, WE APPLIED THE 3.25 PERCENT COST OF LIVING ADJUSTMENT TO THAT. WE SAW THAT PAY AMOUNT WISE OUR DISTRICT IS PRETTY COMPETITIVE WITH A LOT OF OTHER DISTRICTS ON WHAT WE'RE PAYING BANNED DIRECTORS AND ASSISTANT BANNED DIRECTORS. IT DOES NOT INCLUDE THE ADDITIONAL SUPPLEMENTS THAT MR. DEAN WAS SPEAKING OF EARLIER. IT ONLY REFLECTS A COST OF LIVING ADJUSTMENT ON THOSE EXISTING SUPPLEMENTS. YES, MA'AM, SO YOU WOULD HAVE ONE HIGH SCHOOL DIRECTOR, ONE ASSISTANT DIRECTOR PER HIGH SCHOOL AND THEN THE MIDDLE DIRECTOR AT EACH MIDDLE SCHOOL. > MR. CRANE. >> THANK YOU, MR. TROXLER. I'LL LET GO DR. HANKS. FIRST QUESTION THEN I HAVE A GET ON MY SOAPBOX FOR A MINUTE. [01:00:05] ON THE POINT ABOUT PREPARING THE JULY 5TH PAYROLL, YOU'RE ASKING US TO APPROVE THE BUDGET AS YOU'VE PRESENTED HERE WITH PAYROLL ASSUMPTIONS BASED ON WHAT WE KNOW TODAY, THAT COULD CHANGE PROBABLY NOT DRASTICALLY AT THIS POINT, BUT COULD CHANGE BETWEEN NOW AND OUR FRIENDS IN THE LEGISLATURE GETTING THEIR ACT TOGETHER. IS THAT A FAIR STATEMENT? >> I WOULD ANTICIPATE SOME CHANGE IN THE NUMBERS, BUT EVERYTHING YOU'RE SEEING HERE IS BASED ON THE WORST CASE SCENARIO FOR US. >> IF WE ANTICIPATE A CHANGE, MAYBE IT'S A LITTLE BIT BETTER? >> YES. WE WON'T NEED TO TAKE THE CONSERVATIVE APPROACH AS WELL AS DO THIS AS THE WORST CASE SCENARIO. >> I THINK THAT THAT MAKES ME FEEL A LITTLE BIT BETTER ABOUT MOVEMENT BECAUSE YOU GOT TO GET PAYROLL. NOW WE GET ON MY SOAPBOX. >> I APPRECIATE GETTING PAID. YES >> YEAH. [LAUGHTER] YOU AND EVERYONE IN THE ROOM I'M SURE, AND I'LL APPRECIATE US GETTING PAID AS WELL. I'M GOING TO GET ON MY SOAPBOX FOR JUST A MINUTE. I DON'T NECESSARILY APPRECIATE BEING PUSHED TO THE 11TH HOUR. THIS ISN'T AT U. THIS IS TO OUR FRIENDS IN LEGISLATURE ON THIS, AND I FEEL THEY'RE TRYING TO HAVE THEIR CAKE AND EAT IT TOO WITH HEY WE'RE GIVING YOU A LITTLE EXTRA MONEY, BUT WE'RE GOING TO MAKE YOU PAY A LOT MORE FOR SOME THINGS AND OVER HERE WE'RE GOING TO TALK ABOUT GIVEN TAX RETURNS BACK TO FOLKS. IT MAKES THEM LOOK IN THE BEST POSSIBLE LIGHT AND PUTS US IN A LITTLE BIT OF A CLINCH. HOPEFULLY THEY CAN COME UP WITH A LITTLE BIT BETTER SOLUTION FOR THAT IN THE FUTURE. I FULLY SUPPORT TRYING TO DO WHAT MR. DEAN HAS ASKED US TO DO AND I HAVE THE SAME VERSION AS I HAD BEFORE ON EXPANDING THE ATHLETICS BEYOND WHAT YOU'VE BUILT IN UNTIL WE KNOW THE FINAL NUMBERS. I WANT US TO REVISIT BOTH OF THOSE, PARTICULARLY BAND IN ATHLETICS. THAT'S JUST AN ASK, I'M WILL MAKE A MOTION OR ANYTHING TO THAT EFFECT TONIGHT BECAUSE WE'VE GOT TO GET SOMETHING STAMPED BECAUSE WE GOT TO GET PEOPLE PAID. AGAIN, WE'RE IN THE CLINCH BECAUSE OF OUR FRIENDS IN THE LEGISLATURE NOT PRIORITIZING THIS. I KNOW THAT'S A PROCESS. I'M NOT NECESSARILY BEATING THEM UP TOO MUCH, BUT WE'RE DOWN RIVER FROM IT. I DO SUPPORT, I'M TRYING TO DO WHAT MR. DEAN HAS ASKED US TO DO, AND ALSO SUPPORT WHAT MR. SMITH HAS ASKED US TO DO TO TRY AND GET A LITTLE BIT MORE OF THAT. THOSE ATHLETIC SUPPLEMENTS BROUGHT UP TO SPEED A LITTLE BIT QUICKER IF WE CAN. I JUST WANT TO SEE WHERE THE FINAL NUMBERS LAY. IF WE'VE GOT SOME WIGGLE ROOM, I THINK THOSE ARE SOME GOOD PLACES TO WIGGLE. WE JUST DON'T KNOW YET. >> YEAH, THAT'S RIGHT. IDEALLY, A PERFECT WORLD, WE HAVE THOSE NUMBERS NOW BECAUSE ON OUR END TOO WE'RE ABLE TO MAKE SOME CHANGES AND UPDATES GLOBALLY IF THERE ARE CHANGES AFTER THE EFFECT IS MORE OF A HANDS-ON MANUAL APPROACH. BUT YES, ONCE WE HAVE THOSE NUMBERS, SOME GOOD FINAL NUMBERS FROM THE STATE DEPARTMENT WE'LL BRING THAT FORWARD AND AMEND THE BUDGET AND HAVE SOME ADDITIONAL DISCUSSION. >> WE'LL DEFINITELY KNOW THOSE NUMBERS BY THE JULY MEETING? I'LL MAKE THAT STATEMENT. LET'S HOPEFULLY SAY WE COULD DEFINITELY HAVE SOME NUMBERS BY THEN. IF WHATEVER MEETING FOLLOWS THAT, I'D LIKE TO REVISIT. WELL, MR. DEAN HAS ASKED US FOR OR MR. SMITH HAS BROUGHT UP BEFORE. IF WE HAVE THE FLEXIBILITY TO, I DON'T KNOW THAT BACKDATE NOW REALLY MATTERS IF YOU GET A SUPPLEMENT. I DON'T KNOW HOW IMPORTANT THAT IS TIMING WISE, BUT IF THAT'S DIVIDED OUT ACROSS MONTHS OR NOT, BUT I'LL GET OFF MY SOAPBOX. I'D LIKE TO SEE THAT COME BACK UP ONCE WE HAVE THE NUMBERS. I'LL LEAVE THAT MAYBE FOR ADMINISTRATIVE WEEKS DURATION. >> WE MIGHT HAVE SOME NUMBERS THAT ARE HOT OFF THE PRESSES. WE MIGHT NOT HAVE A RECOMMENDATION OR FORMAL AMENDMENT OR ANYTHING AT THAT FIRST JULY MEETING. MAYBE MORE OF A PURPLE FOLDER OR QUICK UPDATE. AS FAR AS SUPPLEMENTS, HOW THOSE ARE PAID, IDEALLY WE HAVE THAT INFO IN ADVANCE. WE'VE ALREADY PREPPED AND WHATEVER TEACHERS GET THEIR FIRST PAYCHECK, [01:05:02] BAND DIRECTORS GET THEIR FIRST PAYCHECK OF THE NEW SCHOOL YEAR IN AUGUST, THEY WOULD RECEIVE 124 OF THAT SUPPLEMENT THROUGH THE FOLLOWING JULY. TIMING WISE IS UNLIKELY IF THERE ARE ANY CHANGES THAT WE'RE GOING TO HAVE IT IN. WE MIGHT HAVE ANYTHING REFLECTED ON THAT FIRST PAY CHECK, OUTSIDE OF WHAT THE BOARDS HAVE PROVEN TONIGHT. >> THANK YOU. >> MR. SMITH? >> MR. FRANCIS? >> YES, SIR. >> DO YOU BELIEVE EVERYBODY IN THIS ROOM KNOWS HOW SENSITIVE THIS IS TO ME? I MADE MY LIVING COACHING. I KNOW HOW DIFFICULT IT IS. I KNOW WE DON'T PAY ENOUGH. I KNOW THE BAND PEOPLE ARE OUT THERE TRYING TO DO. IN FACT, IN MY DAY AS PRINCIPAL, BAND DIRECTORS AT THE MIDDLE SCHOOL WERE REQUIRED TO HELP THE HIGH SCHOOL WHEN THINGS WEREN'T GOING ON. I DON'T KNOW IF THAT'S NOT STILL THERE, BUT I AGREE WITH HIM. THAT IS SOMETHING THAT WE NEED TO LOOK AT. [NOISE] I HAVE BEEN TOLD BY OUR ADMINISTRATION THEY WERE LOOKING AT WAYS THAT MIKE COULD FUND IT, BUT JUST, WE'RE WAITING TO SEE HOW IT WOULD TURN OUT. NOTHING MORE HAS BEEN SAID AS FAR AS THAT'S CONCERNED. I'M LOOKING UP HERE AND I'M SEEING AND THIS ISN'T DIRECTED AT YOU. THIS IS DIRECTED TO THE PEOPLE SITTING AT THIS TABLE AND IN THOSE COACHES AND WHOMEVER ELSE IS OUT THERE WATCHING. I'M SITTING HERE LOOKING UP THERE AND SEEING A 10 PERCENT RAISE FOR HEAD COACHES AND ATHLETIC DIRECTORS. NOW, IF I'M NOT MISTAKEN, A 10 PERCENT RAISE SOMEBODY'S QUICK IN MATH TELL ME THAT'S PROBABLY $250 IN THAT NEIGHBORHOOD. >> WELL, IT DEPENDS ON THEIR POSITION. IF YOU'RE TALKING ABOUT [OVERLAPPING]. >> I'M TALKING ABOUT AN ASSISTANT COACH. I SHOULD HAVE CLARIFIED THAT. I APOLOGIZE. WELL, LET'S TALK ABOUT A HEAD COACH THAT'S $570. THAT'S NOT SO BAD. BUT YOU TALK ABOUT WHAT IS IT? FIVE PERCENT OF AN ASSISTANT COACH, JV COACHES THAT'S $210, ROUGHLY, $210. THEY COACH JULY, AUGUST, SEPTEMBER, OCTOBER, NOVEMBER IN SOME CASES, HOURS. THEN ON WEEKEND WASHING UNIFORMS. THEY'RE IN THERE ON SUNDAYS GRADING FILM AND DOING ALL OF THIS STUFF. THEN I COME DOWN AND I SEE MIDDLE-SCHOOL 12.5 PERCENT RAISE FOR HEAD COACHES AND ATHLETIC DIRECTORS AND ASSISTANT COACHES 6.2 PERCENT. LET ME GIVE YOU A LITTLE INFORMATION ON MIDDLE SCHOOL FOOTBALL COACHES. MIDDLE SCHOOL FOOTBALL COACHES START PRACTICE TO EITHER THE FIRST OR SECOND DAY WHEN SCHOOL STARTS. THEY PRACTICE FOR AN HOUR-AND-A-HALF. THEY PRACTICE FOR ALMOST THREE WEEKS. MAYBE NOT QUITE THAT, MAYBE CLOSER TO FOUR DATES AND ALL THAT GOT SQUABBLE IN MY MIND. THEY PLAY SIX GAMES, HAS NINE WEEKS OF WORK. WE USED TO PLAY IN THIS COUNTY EIGHT GAMES AND WE WOULD PAY FAIR. I CAN'T SEE GIVING MIDDLE SCHOOL COACHES A 12.5 PERCENT RAISE. I CAN SEE GIVING OUR BASKETBALL COACH A RAISE, PRACTICING A LOT AND DOING A LOT. I CAN ALSO SEE IN OUR CHAIR LEADING COACHES GETTING A RAISE BECAUSE THEY'RE HAVING TO JUMP ON TWO SPORTS AND SO FORTH. THEY MAKE NOTHING COMPARED TO THE OTHER. BUT AS A HIGH SCHOOL HEAD COACH, YOU'RE TALKING ABOUT GIVING THEM A HEAD COACH A 10 PERCENT RAISE AND THEIR ASSISTANTS A 5 PERCENT RAISE. OUR MIDDLE SCHOOL COACHES A 12.5 PERCENT RAISE. [OVERLAPPING] I DON'T KNOW WHERE YOU GOT THOSE NUMBERS, BUT THEY AREN'T IN LINE. >> WELL, WE GOT THOSE FROM OUR HIGH SCHOOL [INAUDIBLE] THAT SUBMITTED THEIR PROPOSAL IS 1/4 OF WHAT THEY SUBMITTED. HOW THEY CAME UP WITH THOSE NUMBERS, I CAN'T SPEAK TO, [01:10:01] BUT IT IS 1/4 OF THEIR PROPOSAL THAT WAS PROVIDED. THEY INCLUDED MIDDLE-SCHOOL IN THAT. THAT'S WHAT WE BASED IT ON. >> I DON'T UNDERSTAND IT, AND I DON'T WANT TO BE A [INAUDIBLE]. [LAUGHTER] BUT ON THE SAME TOKEN, THERE'S PEOPLE OUT THERE THAT WON'T COME TALK TO YOU-ALL THEY'VE BEEN TOLD THERE'S NO NEED TO. THEY DON'T WANT TO COME UP BECAUSE THEY DIDN'T WANT TO MAKE ANYONE ANGRY. BUT YET THEY'RE ASKING ME TO KEEP FIGHTING. I'M GOING TO KEEP FIGHTING BECAUSE I KNOW WHAT THEY'RE GOING THROUGH. THEY DON'T MAKE A $100,000 OUT HERE LIKE SOME PEOPLE DO. THEY DON'T MAKE 60, $70,000. THEY MAKE 40 AND 50 AND SOME EVEN LESS THAN THAT DEPENDING ON HOW OLD THEY ARE. THESE FOLKS ARE TRYING TO MAKE A LIVING AND STAY IN THIS BUSINESS. I'VE GOT ONE WHO HAD TO ROOF, BUILD HOUSES, PAINT, ANYTHING I COULD DO TO MAKE MONEY TO PUT IT IN THE BANK SO I COULD CONTINUE TO DO WHAT I WANTED TO DO. THAT WAS WORK WITH YOUNG PEOPLE. I WOULD HAVE LOVED FOR US TO PAY. THE BRADLEY WILL REMEMBER WHOM WE GOT PAID $1,100 TO COACH THREE SPORTS. NOTHING COMPARED TO WHAT OUR PEERS WERE MAKING, BUT SOME OF US HUNG TO DO IT. I'M GOING TO MAKE A MOTION HERE IF I'M ALLOWED AND I DON'T KNOW THE ROBERT'S RULES OF ORDER FOR SURE, BUT I'M GOING TO MAKE A MOTION THAT WE PULL THIS AND I'M GOING TO ASK OUR ADMINISTRATION TO GO BACK AND LOOK AT WHERE SOME CUTS CAN BE MADE TO UP THIS SUPPLEMENTS MORE THAN WHAT YOU BRING INTO US AND RE-LOOK ESPECIALLY AT THE MIDDLE SCHOOL. >> I'LL SECOND THAT JUST TO DISCUSS IT. WHAT THE CONSEQUENCES OF THAT MAY BE. >> OKAY, GOT A MOTION AND A SECOND. WE'RE TALKING ABOUT SPENDING MONEY WE DON'T HAVE YET, RIGHT? >> THAT'S GREAT, AND AGAIN, THAT'S SOMETHING THAT WE'RE MONITORING TO SEE WHAT ADDITIONAL FUNDING WE MAY RECEIVE FROM THE STATE. AT THIS POINT, IT SAYS BALANCED BUDGET AND THE ITEMS IN THIS BUDGET OR STEPS INCREASES, COST-OF-LIVING ADJUSTMENT, RETIREMENT, HEALTH, AND INCREASE IN ATHLETICS BECAUSE THERE WAS IMPORTANCE PLACED ON THAT, BUT KNOWING TOO THAT WE NEEDED A BALANCED BUDGET, IT'S BALANCED AT THIS POINT. OF COURSE, IF THERE ARE DECISIONS THAT THE BOARD WANTS TO MAKE, WE'LL ADJUST ACCORDINGLY, BUT THERE ISN'T A LOT OF WIGGLE ROOM NECESSARILY. I DO THINK WHENEVER WE SEE SOME FINAL NUMBERS FROM THE STATE, IT MAY GIVE US SOME OPPORTUNITIES TO LOOK AT SOME OTHER THINGS, BUT WE JUST DON'T KNOW THOSE FINAL NUMBERS RIGHT NOW. LET'S SAY A GUESSING GAME. I WOULD FEEL MORE COMFORTABLE COMING BACK TO THE BOARD WITH SOME AMENDMENTS AND MAYBE AT THAT POINT WE DO SOME OTHER THINGS. >> MR. MODE. >> THANK YOU, MR. CHANCELLOR, I THINK YOU'VE DONE A GOOD JOB WITH THE DETAIL AS DR. HANKS MENTIONED. >> IT MAKES SENSE. >> THERE'S ONE THING I'M MISSING AND IT MAY JUST BE ME. >> I DON'T KNOW WHAT DOLLAR AMOUNT WE'RE TALKING ABOUT WHEN WE SAY 10 PERCENT FOR HEAD COACHES AT THE HIGH-SCHOOL LEVEL, 12.5 FOR MIDDLE SCHOOL HEADS, AND SO FORTH. WILL WE POTENTIALLY HAVE ENOUGH MONEY FROM THIS FINAL ADJUSTMENT THAT COULD HAPPEN? WOULD THERE BE ENOUGH MONEY TO MEET WHAT THE ADS WERE ASKING FOR OR WE'RE NOT EVEN IN THE BALLPARK? THAT'S WHAT I'M TRYING TO FIX. [OVERLAPPING] >> THIS INCREASE HERE, THE COST, I THINK IS ABOUT $107 OR $108,000 TO IMPLEMENT THAT. SO THREE TIMES THAT IF WE WANTED TO MEET THAT FULL 40 PERCENT, $325,000, LET'S SAY. WE MIGHT HAVE SOME ADDITIONAL FUNDING. I THINK WILL BE IN A MUCH BETTER SPOT ONCE WE GET THOSE FINAL STATE NUMBERS. BUT WHERE THAT MAY BE, I'M NOT SURE. >> THANK YOU. THAT'S FAIR. >> I REALLY JUST WANT TO SEE THE SIZE OF WHAT WE'RE LOOKING AT COMPARED BECAUSE NONE OF US KNOW WHAT THOSE FINAL NUMBERS MAY BE. MAYBE EXACTLY WHAT IT IS RIGHT NOW, BUT [OVERLAPPING]. [01:15:03] >> AS SOON AS WE HAVE THOSE FINAL NUMBERS, OF COURSE, WE'LL SHARE THAT WITH THE BOARD. AS WE KNOW THAT THAT'S INFO THAT YOU'RE VERY INTERESTED IN. >> MR. SAMS. >> YEAH. >> I GOT TO GET A COUPLE OF LICKS INTO MR. SMITH'S ON THE HORSE BUT I'M GLAD YOU ASKED A QUESTION ABOUT HOW MUCH MONEY FOR THE TEN PERCENT REPRESENTED BECAUSE I HAD THAT QUESTION AS WELL, AND I THINK IT JUST SHOWS THAT IN THE GRAND SCHEME OF THINGS, IT'S NOT MUCH MONEY, AND IF WE ADD THE SUPPLEMENTS THAT THE BAND IS ASKING FOR THE ADDITIONAL SUPPLEMENTS, WHAT DID THAT TOTAL, IF I REMEMBER AROUND $70,000? >> YES. >> I RAN THE NUMBERS TODAY AFTER THE THREE AND A QUARTER PERCENT COST OF LIVING THAT WERE APPLIED TO IT WITH FRAN JUST ABOUT $85,000 FOR THEIR 20 SUPPLEMENTS. I UNDERSTAND [OVERLAPPING] >> IF WE DOUBLE THE 10 PERCENT TO 20 RIGHT, AND WE'D GET HALFWAY THERE. I DON'T KNOW WHAT'S GOING TO HAPPEN NEXT YEAR AND THE NEXT AND THE NEXT. I KNOW WE'VE TALKED A PRETTY GOOD GAME THAT WE WANT TO COME BACK AND TRY TO DO IT BUT WE'VE ALREADY SEEN WHERE WE COMPARE ACROSS THE STATE. WE KNOW THAT STORY, WE KNOW WE'RE NOT ANYWHERE CLOSE. TEN PERCENT IS A GOOD TOKEN, SO THANK YOU, BUT IT DOESN'T GET US ANYWHERE CLOSE TO WHERE WE NEED TO BE, AND I KNOW OTHERS DON'T SHARE THE SAME ZEAL OF THIS TOPIC AS COUPLE OF US DO ANYWAY, BUT I JUST THINK IT CAN BE FOUND. IF YOU ASKED ME TO POINT TO IT, I DON'T KNOW BECAUSE I DON'T LOOK AT THAT LEVEL OF DETAIL, BUT YOU'RE TALKING ABOUT $300,000. IF WE DOUBLE THAT AND ADD THE BAND. >> TALKING ABOUT HALF A MILLION DOLLARS TO GO TO 40 PERCENT PLUS THE 85 PERCENT. THE BIT OVER HALF A MILLION DOLLARS PROBABLY TO DO BOTH 40 PERCENT AND THE BAND. IS THAT RIGHT? >> IT'S PROBABLY CLOSER TO $400,000 BECAUSE WE'RE BEING [OVERLAPPING] >> I WAS SAYING INCLUDING WHAT YOU GOT THERE. >> IT'D BE 325 TO MEET THE ATHLETIC DIRECTORS' FULL PROPOSAL AND THEN ANOTHER 85 OR SO ON THE ADDITIONAL BANDS' SUPPLEMENTS. >> JUST THINK WE NEED TO MAKE A BIGGER JUMP THAN THE 10 FOR SURE IF WE CAN'T GET TO THE 40, ALTHOUGH THAT'S WHAT I WANT, BUT BECAUSE I THINK THE TIMES NOW, BUT ANYWAY. >> MR. NESTLE. >> YEAH. JUST A COUPLE OF COMMENTS, SOME OF THE FOLKS ON THE BOARD ARE ASKING FOR IS TO FIND 0.15 PERCENT OF OUR BUDGET FROM SOMEWHERE ELSE. I SUPPORT THE COMMENT. I'D LIKE TO SPEND IT ON OTHER THINGS, BUT THAT'S BESIDES THE POINT. I SUPPORT THE COMMENT, AND MAYBE WE JUST HAVEN'T MANAGED THAT WELL DURING THE PROCESS, I THINK GOING FORWARD, IF COLLECTIVELY THE BOARD HAS CERTAIN PRIORITIES, I THINK WE SHOULD BE WILLING TO DO A DEEP DIVE INTO WHAT DO WE NOT NEED TO SPEND MONEY ON, AND IT IS A MATTER OF PRIORITIZATION. NOW, I WOULDN'T PICK THIS PARTICULAR TOPIC, BUT I COMPLETELY SUPPORT SENTIMENT OF IF WE'VE GOT A PRIORITY ON A CERTAIN THING. LET'S SAY WE COME UP WITH A SECURITY PRIORITY THAT WE DON'T HAVE IN THE BUDGET. THAT'S IN THE BACK OF MY MIND, AND THAT'S WHY I'M BRINGING IT UP. I WOULDN'T TALK ABOUT IT TONIGHT BUT SAY I GOT A SECURITY PRIORITY IN MY MIND, AND I WOULD PUT THAT OVER SOME OTHER EXPENDITURES THAT WE'VE TRADITIONALLY MADE. WE MAY WANT MAKE THAT CHOICE. I THINK I'M COMPLETELY SUPPORTIVE OF WITHOUT HOLDING UP PAYCHECKS, OF TRYING TO THINK ABOUT WHERE ARE WE REALLY SPENDING OUR MONEY, AND DO WE WANT TO MAKE SOME CHOICES. THAT'S IT. >> DR. HANKS. >> LAST COMMENT, I PROMISE. SOMEONE MENTIONED, I THINK MR. SMITH, THAT IT USED TO BE MIDDLE SCHOOL BAND DIRECTORS DIDN'T HAVE A CHOICE AS FAR AS HELPING OUT. IS THAT STILL THE CASE OR THE MIDDLE SCHOOL BAND DIRECTORS WHO HELPED OUT AT THE HIGH SCHOOL ON A VOLUNTEER BASIS? >> I COULDN'T ANSWER THAT [BACKGROUND] >> BECAUSE [INAUDIBLE] ARE NOT ALLOWED TO PAY THEM AND THERE'S [01:20:03] NO SUPPLEMENTAL ASSISTANCE FROM THE SCHOOL DISTRICT FOR THEM TO DO WITH. THAT ENDED SOME YEARS AGO. >> MY COMMENT JUST TO RECAP. SIMILAR TO WHAT EVERYONE ELSE IS SAYING, WHEN WE GO BACK AND LOOK AT THE NUMBERS, WE'RE NOT JUST TALKING SUPPLEMENTS TO THOSE THAT ARE ALREADY EXISTING, WHICH THE 3.25 COLA WILL DO. PLEASE ALSO LOOK AT WHERE DO WE HAVE ROOM TO NOT JUST UP THE ATHLETIC SUPPLEMENTS, BUT TO ADD SOMETHING FOR BAND, THE ASSISTANTS THAT ARE OUT THERE THAT ARE DOING THE WORK, BUT THERE'S NO COMPENSATION ON THE BOOKS FOR THEM. IF WE CAN PUT THAT NUMBER INTO THE NUMBERS AS WELL. [NOISE] THAT'S IT, I PROMISE. >> MR. SMITH. [NOISE] >> NOT TO BE COUNTERING YOU, MR. DEAN. I APPRECIATE WHAT YOU'RE DOING AND I'M FINE WITH YOU JUST AS I'M FINE WITH THE OTHERS. BUT WHEN THAT ROOM WAS ORIGINALLY PUT IN, THAT SUPPLEMENT THAT THE MIDDLE-SCHOOL AND DIRECTORS GOT INCLUDED HELPING OUT AT THE HIGH SCHOOL. NOW, I'M UNDERSTANDING FROM YOU THAT THAT'S NO LONGER THE CASE. >> CORRECT. >> IF IT ISN'T, THEN THAT NEEDS TO BE PUT THERE AS WELL. >> IN COMPARISON, IF I MAY, THERE'S A MIDDLE SCHOOL BANNED SUPPLEMENT THAT CALLS FOR VARIOUS RESPONSIBILITIES SOLELY AT THE MIDDLE SCHOOL. ASIDES FROM A NUMBER OF PERFORMANCES WE ALL GET THE [INAUDIBLE] >> I ALSO ALSO WANT TO BRING UP THE POINT GOING BACKWARDS A LITTLE BIT AS FAR AS THE MIDDLE SCHOOL'S ARE CONCERNED, ALL THE DATA [INAUDIBLE] WITHIN ALL OF THOSE DATA THAT WE WERE GIVEN. I WANT TO HUTCH, BUT FOLKS, I WAS TOLD THERE WAS A PROGRAM THAT SPENT A LOT OF MONEY ON, THAT POSSIBLY WASN'T NEEDED TO BE AS LARGE AS IT IS, COULD UTILIZE THAT MONEY TO HELP WITH THIS. NEVER HEARD ANY MORE ABOUT THAT. THESE FOLKS NEED HELP. GO TO THE GAS STATION FOLKS, GO TO THE GROCERY STORE. WE NEEDED OUR AID'S HELP, [NOISE] WE NEEDED OUR CUSTODIAN, MUCH PEOPLE, AND WE ALL WORK TOGETHER TO GET THEM A LITTLE BIT OF HELP. FOLKS, WE NEED TO WORK TOGETHER TO MAKE THIS WORK OUT, AND I WOULD LIKE TO SEE IT TAKEN UP TO ANOTHER PROPOSAL TO BECOME CLEAR. >> I THINK WHAT WE'VE GOT TO DO IS WE'VE GOT TO GET A BUDGET SO THESE PEOPLE CAN PROCEED TO GET PAYROLLS MADE AND DO THAT WORK BASED ON THE NUMBERS THAT WE HAVE. NOW WHAT WE'RE DOING IS WE SPENT AN AWFUL LOT OF TIME AND STUFF ABOUT A PROGRAM THAT I KNOW IS OF HIGH INTEREST TO A LOT OF PEOPLE, BUT WE DON'T EVEN HAVE THE MONEY YET. WE DON'T EVEN KNOW HOW MUCH MONEY WE'VE GOT. I WOULD CERTAINLY SAY WE'RE BRINGING THIS TO RESOLUTION AGAIN BEFORE THE FINAL BUDGET IS APPROVED. BUT I WOULD LIKE TO SEE WHAT KIND OF MONEY WERE YOU TALKING ABOUT UP HERE, BEFORE WE GO REVISITING THINGS THAT HAVE ALREADY BEEN VOTED ON. I CERTAINLY NOT TRY TO PREVENT A DISCUSSION AND ANOTHER VOTE IF NECESSARY ON THIS, BUT I'D LIKE TO GET US IN A POSITION WHERE WE CAN GO AHEAD AND DEAL WITH THE MONEY THAT WE KNOW WE'RE GOING TO HAVE AND GET THE VAST MAJORITY OF THE OPERATION OF SCHOOL DISTRICTS ON TRACK FINANCIALLY, SO THAT THESE PEOPLE AREN'T SITTING UP HERE WONDERING, WHAT WE GOING TO APPROVE. I THINK WHAT MR. SMITH IS SAYING THE SAME THING. WHAT HE WANTS TO DO IS JUST REMOVE THIS ONE ITEM AND APPROVE THE REST. IS THAT BASICALLY WHAT YOU'RE SAYING, MR. SMITH? >> WITHOUT YOU PUTTING WORDS IN MY MOUTH, YES. >> WELL, I'M JUST TRYING TO UNDERSTAND WHAT YOUR MOTION REALLY IS SAYING. >> MY MOTION IS TO REFLECT BACK [INAUDIBLE] >> OKAY. >> THAT THROWS OFF THE BALANCE OF THE BUDGET, DOESN'T IT? >> IT DOES. BUT AGAIN, IF I COULD REMIND THE BOARD, WE ALWAYS HAVE THE ABILITY TO AMEND. LAST YEAR, WE RECEIVED SOME FINAL NUMBERS AFTER THE FINAL BUDGET WAS APPROVED IN LATE MAY. NOW THAT WAS A SITUATION WHERE WE GOT THE NUMBERS IN JUNE, IT JUST HAPPENED TO BE AFTER OUR SECOND READING IN LATE MAY. IN EARLY JULY, AND MAYBE WE JUST HAVE ONE REGULAR MEETING IN JULY LAST YEAR, BROUGHT AN AMENDMENT FORWARD WITH THOSE CHANGES. [01:25:03] THIS IS A SITUATION WHERE WE RECEIVED SOME FINAL NUMBERS FROM THE STATE. THE BOARD HAS THE ABILITY, AT ANYTIME REALLY, TO AMEND IT. THAT MAY BE THE PREFERRED ROUTE. LOOK AND SEE WHAT THE BUDGET NUMBERS ARE, WE'LL GET SOME FINAL ALLOCATIONS AND TREAT ANYTHING ELSE THAT THE BOARD DESIRES TO DO AS AN AMENDMENT. >> WE'VE GOT A MOTION AND THE SECOND. THE MOTION IS TO APPROVE THE SECOND READING OF THE BUDGET. >> WE'VE GOT MR. SMITH'S MOTION. >> WE'VE GOT WHAT? WELL, THAT'S WHAT I'M TRYING TO RESTATE, I'M SORRY. WE HAVE A MOTION TO CONSIDER THE SECOND READING OF THE BUDGET WITHOUT THE ITEM, WITHOUT, I DON'T KNOW HOW TO SAY IT. WITH THE UNDERSTANDING WE'RE GOING TO LOOK FOR MONEY FOR THIS PARTICULAR ONE LINE ITEM IN THE BUDGET. IS THAT IT? ARE YOU GOING TO RESTATE IT, MR. SMITH? >> ALL I'M ASKING FOR IS LET'S EXCLUDE THIS PORTION OF THE BUDGET UNTIL WE CAN RE-LOOK AT IT AND SEE IF WE CAN FIND SOME MONEY TO, AGAIN, FURTHER THESE SUPPLEMENTS. THAT'S ALL I WANT OUT OF THE BUDGET RIGHT NOW. >> WELL, IF WE DO THAT, WE'LL SHOW A BUDGET SURPLUS OF HOWEVER MUCH MONEY THAN COST, AND WITH THE UNDERSTANDING THAT WE'RE GOING TO COME BACK AT A LATER TIME AND RECONSIDER THAT PARTICULAR ITEM. DOES THAT MAKE SENSE? WILL THAT FLY? OKAY. YOU SECOND IT MR. SILAS. IS THAT WHAT YOU SECOND? >> I'D LIKE TO HEAR IT RESTATED, SORRY [LAUGHTER]. BUT TO ME IT'S NOT CLEAR BECAUSE IF YOU ASK HIM TO REMOVE THE 10%, I'LL NOT BE IN FAVOR OF THAT BECAUSE THE LEAST IS 10%, RIGHT? >> THAT'S WHAT WE WOULD BE DOING IF THIS. I MUCH PREFER A MOTION THAT IF WE HAVE SUPPLEMENTAL FUNDS AFTER THE FINAL BUDGET IS MADE, THEN WE'LL GO BACK AND RECONSIDER SUCH ITEMS THAT THE BOARD WOULD LIKE US TO RECONSIDER. NOT JUST THIS ONE, BUT OTHERS BECAUSE WE'VE GOT $12 MILLION WORTH OF ITEMS HERE THAT PEOPLE WANT. BESIDES THIS ONE, BUT EVERYBODY HAS GOT THEIR LITTLE PET PEEVE AND SO LET'S PUT THEM IN A POOL. [BACKGROUND] WELL, YOU'RE RIGHT. THESE PEOPLE ARE UNDERPAID. THERE'S NO QUESTION ABOUT IT. THEY'VE HAVE BEEN, I KNOW FOR THE LAST 50 YEARS BECAUSE I'VE BEEN HERE FOR 50 YEARS AND THEY WERE UNDERPAID THE DAY I WALKED IN HERE IN 1968 AND THEY HAVEN'T GOTTEN RAISES. BUT THE THING THAT BOTHERS ME IS THAT I KNOW CERTAIN SPECIAL EDUCATION PEOPLE WHO LOSE DAILY PAY; THEIR DAILY PAY DECREASES IF THEY TAKE A PROMOTION. WE'VE GOT A SALARY STUDY COMING UP. HOPEFULLY, IT'S GOING TO LOOK AT SALARIES, WHICH I THINK WE REALLY NEED TO DO. IF WE HAD THE MONEY, I'D PROBABLY VOTE FOR THIS. BUT I'M JUST TRYING TO GET US PAST WHERE WE ARE RIGHT NOW. WHAT I WANT IS, I WANT THE BUDGET APPROVED TONIGHT, SO WE CAN GO AHEAD AND DO BUSINESS WITH A BUDGET. THEN IF WE'VE GOTTEN MORE MONEY AND I THINK WE WILL, I THINK WE'RE PROBABLY GOING TO GO WITH THE HOUSE VERSION MORE THAN THE SENATE AND WE'RE GOING TO GENERATE SOME EXTRA MONEY THAT WAY. BUT THEN LET'S DISCUSS IT AND LET'S MAKE A PLEDGE THAT WE'RE GOING TO DISCUSS THIS VERY ONE SO THAT NOBODY GETS THE IDEA THAT WE'RE TRYING TO CIRCUMVENT IT, OR SWEEP IT UNDER THE RUG, OR ANYTHING LIKE THAT. THAT'S WHERE I'M COMING FROM. MR. SMITH? >> I WANT MORE TIME TO RESTATE. >> SURE. >> I'M ASKING THAT THE COACHES SUPPLEMENTS FOR BOTH ATHLETES AND BAND BE PULLED FROM TONIGHT'S BUDGET. HOLD THAT MONEY, HOLD HARMLESS AND I'M ASKING THE ADMINISTRATION TO GO BACK INTO THE BUDGET, FIND SOME AREAS WHERE THEY CAN COME AND INCREASE IT. I DON'T WANT US TO WAIT UNTIL THE HOUSE DOES THERE, WHATEVER THEY'RE GOING TO DO BECAUSE WE MAY NOT GET ANYTHING. [01:30:04] I KNOW IN A BUDGET AS LARGE AS THIS BUDGET IS IN THIS [INAUDIBLE] THERE'S SOME PLACE WHERE THE MONEY COULD BE SAVED TO CATER [NOISE] FOR THIS SCENARIO. >> MR. LAWRENCE. >> YEAH. IT WILL BE HELPFUL TO HAVE AN IDEA OF WHERE THE BOARD WOULD LIKE US TO PULL. IF WE'RE TALKING ABOUT $400,000 AGAIN, LIKE MR. NESTLE SAID, THAT'S A FRACTION OF A PERCENTAGE OF THE BUDGET, BUT I WOULD HAVE TO REMOVE IT FROM SOMEWHERE. I'D HAVE TO REMOVE IT FROM TRAVEL, OR SUPPLIES, OR SOMETHING THAT'S BUDGETED. A LITTLE DIRECTION ON THAT WOULD HELP. >> I'M GOING TO ADDRESS THAT TOO. THAT BUDGET IS SO LARGE THAT [INAUDIBLE] HAS TO HAVE A TON HELP TO HELP HIM KEEP UP WITH THESE. NOW YOU'RE COMING BACK TO ME OR TO US AND ASKING US TO GIVE YOU SOME GUIDANCE. I GAVE YOU GUIDANCE. I ASKED YOU TO GO BACK INTO THE BUDGET AND LOOK AT IT COMPLETELY AND SEE WHAT YOU CAN FIND, AREAS TO CUT HERE AND THERE. THERE WAS A PROGRAM THAT AS I WAS EXPLAINING, DID NOT NEED TO BE AS LARGE AS IT WAS THAT COULD COVER THE WHOLE THING IF WE JUST REDUCED IT. I DON'T WANT TO GET INTO THAT BECAUSE THOSE ARE SOME PERSONAL CONVERSATIONS BUT I THINK WE HAVE MADE IT VERY CLEAR WHAT I'M ASKING FOR, YOU TO GO BACK AND LOOK AT IT FROM THE BEGINNING YOU BRING IT BACK TO US. I'M DONE. >> WELL, EVERYBODY UNDERSTANDS MR. SMITH'S MOTION NOW, RIGHT? >> NO. >> HE WANTS [OVERLAPPING] US TO APPROVE THE BUDGET WITH THE UNDERSTANDING THAT WE KEEP WHAT'S IN THE BUDGET FOR THE COACHES IN THERE. BUT WE DIRECT THE ADMINISTRATION TO GO BACK AND LOOK AT THE WHOLE BUDGET AND FIND PLACES THAT WE COULD TAKE MONEY FROM IN ORDER TO FUND ADDITIONAL FUNDING FOR THESE PARTICULAR ITEMS. COACHES [OVERLAPPING]. >> THAT'S NOT WHAT HE STATED. HE WANTS ALL THE ITEMS FOR THOSE ATHLETIC SUPPLEMENTS AND BAND, WHICH BAND IS NOT A SUPPLEMENT INCLUDED IN THIS BUDGET. HE WANTS THAT PULLED FROM THIS VOTE COMPLETELY. WITH GOING BACK LOOKING AT A DIFFERENT TIME FOR DIFFERENT FUNDS FROM SOMEWHERE ELSE. IF WE PULL IT, IT'S NO LONGER THERE AND WHO KNOWS WHAT IT WILL BE OR WHEN IT WILL BE. >> I THINK HE USED THE WORDS HOLD HARMLESS WHEN HE TALKED ABOUT THAT. >> IF I COULD JUST AGAIN AND MAYBE I WASN'T CLEAR, BUT IF WE GET NUMBERS FROM THE STATE OVER THE NEXT FEW WEEKS, I BELIEVE WE MAY HAVE SOMETHING TO SHARE AT THAT FIRST JULY MEETING, JULY 12TH. ATHLETIC SUPPLEMENTS, ANY NEW BAND SUPPLEMENTS WOULD BE PAID BEGINNING THE AUGUST 5TH PAYCHECK AND I DON'T KNOW IF AUGUST 5TH ON A WEEKEND OR NOT, BUT WHATEVER THAT PAYCHECK IS, IF SOME OF THEM WAS APPROVED THAT NIGHT, EVEN SOME GUIDANCE, THERE MAY BE SOMETHING THAT WE COULD REFLECT IN THE VERY FIRST PAYCHECK THAT THESE FOLKS RECEIVE FOR THIS NEXT SCHOOL YEAR, SAY LESS THAN 12 MONTH FOLKS. THEIR ARE NEW PAY STARTS IN AUGUST NOT JULY SO WE WOULD HAVE SOME TIME. THERE'S GOING TO BE A TIGHT WINDOW, BUT I THINK WE WILL HAVE SOME ADDITIONAL INFORMATION BY JULY 12TH. AGAIN, IT MIGHT NOT BE SOMETHING FORMAL, IT MIGHT BE ENOUGH WHERE IF THE BOARD DECIDES TO DO SOMETHING ELSE OR DOESN'T DECIDE TO DO SOMETHING ELSE. I THINK YOU MAY HAVE SOME ADDITIONAL INFO AT THAT POINT TO PLAY WITH. >> LET'S GO AHEAD AND DEAL WITH, MR. SMITH I'M GOING TO ASK YOU TO MAKE YOUR MOTION ONE MORE TIME. KIM, I'M GOING TO ASK YOU TO WRITE IT DOWN AND THEN THAT'S WHAT WE'RE GOING TO VOTE ON. OKAY? >> I'M ASKING THE COACHING SUPPLEMENTS/BAND BE PULLED FROM TONIGHT'S BUDGET [BACKGROUND] AND THAT THE ADMINISTRATION GO BACK AND TAKE A LOOK AT THE WHOLE BUDGET AND SEE WHERE WE CAN FIND SOME MONEY TO HELP WITH THESE SUPPLEMENTS. I'M NOT TALKING ABOUT WAITING TO SEE WHAT COMES FROM THE STATE. >> THEY ARE WORRIED, YOU'RE PREACHING NOW. WAS THAT YOUR MOTION? >> I MAY WANT PREACH FOR A MINUTE. [LAUGHTER]. >> WELL, YOU CAN PREACH, BUT LET'S GET YOUR MOTION CLEAR, MR. SMITH. WE CAN'T SEEM TO GET AGREEMENT ON WHAT MOTION YOU'RE MAKING. ALL I'M TRYING TO DO IS GET THAT DOWN AND THEN YOU CAN TALK ALL YOU WANT. [01:35:05] YOU GOT IT KIM? CAN YOU READ IT BACK? >> PULL COACHES SUPPLEMENTS AND BANDS, AND THAT THE ADMINISTRATION BE DIRECTED TO FIND WAYS TO COME UP WITH ADDITIONAL FUNDING. >> IS THAT CLEAR MR. SMITH? >> CAN I ASK A QUESTION FROM LEGAL? >> SURE. >> MISS ATTORNEY, CAN WE PULL ATHLETICS AND BAND WHEN BAND IS NOT A PART OF THE BUDGET THAT'S BEING PRESENTED IN FRONT OF US? THERE'S NOTHING THAT ADDRESSES BAND SUPPLEMENTS IN THIS. THIS IS STRICTLY ATHLETIC SUPPLEMENTS. [INAUDIBLE] >> WE COULDN'T TAKE IT OUT IF IT'S NOT THERE. >> IT'S NOT THERE. >> OKAY. WE'VE GOT A MOTION FROM MR. SMITH. MR. SATOSHI, SECOND, IT IS THAT THE MOTION YOU SECONDED. >> I TECHNICALLY CAN'T SECOND THAT MOTION BECAUSE BAND IS NOT PART OF WHAT'S IN THERE NOW. TECHNICALLY I CAN'T REMOVE, I CAN'T SECOND TO REMOVE SOMETHING THAT'S NOT THERE. I'M SORRY. [LAUGHTER] >> IS THERE ANYBODY ELSE WHO WANT TO SECOND MR. SMITH'S MOTION? >> THAT'S A TECHNICALITY. >> IF NOT, THE MOTION DIES FOR LACK OF A SECOND. WOULD YOU LIKE TO TRY AGAIN, MR. SMITH. >> THE BRAND I HAVE SET UP HERE AND I HAVE PLEAD AND AT THIS POINT, I THINK THE ADMINISTRATION IS TOO FAR AGAINST IT FOR ME TO KEEP FIGHTING FOR IT, THAT'S ALL. IF SOMEONE ELSE WANTS TO BRING IT UP, YOU'RE WELCOME. >> MR. CHAIR. >> YES MR. LARGE. >> I'M CERTAINLY NOT AGAINST INCREASING ATHLETIC SUPPLEMENTS. IN FACT, WE SUGGESTED THE 1/4 AMOUNT OF WHAT THE ATHLETIC DIRECTORS AND HEAD COACHES ASKED FOR AS A MEANS OF POSSIBLY FACING IT IN INSTEAD OF TAKING THE WHOLE BITE OF THE APPLE AT ONE TIME. BUT CERTAINLY IF IT'S THE BOARD'S DESIRE THAT WE GO HIGHER THAN THAT, OR JUST ACCEPT THE ATHLETIC DIRECTORS PROPOSAL, THEN WE'RE CERTAINLY GOING TO IMPLEMENT THAT. MY ONLY ISSUE IS THAT RIGHT NOW TODAY, BASED ON THE WORST-CASE, WHICH WOULD BE THE SENATE NUMBERS, WE HAVE A BALANCED BUDGET. WE BELIEVE THAT ONCE THE CONFERENCE REPORT GOES TO BOTH HOUSES OF THE LEGISLATURE, THEY'RE GOING TO APPROVE SOMETHING THAT IS MORE THAN THAT AMOUNT. THEN WE WOULD HAVE SOME ADDITIONAL DOLLARS TO CONSIDER. I'M GETTING THE FEELING THAT THE EXPECTATION FROM THE BOARD IS THAT WHEN WE COME WITH THOSE AMENDMENTS THAT THOSE COACHING SUPPLEMENTS AND THE ADDITIONAL BAN SUPPLEMENTS BE AT THE TOP OF THE LIST. THAT'S WHAT I'M HEARING FROM THE BOARD. THAT WILL CERTAINLY BE WHAT WE WOULD DO ON JULY 12TH. I THINK IF WE HAD PULLED THOSE ITEMS AND LOOK FOR DOLLARS WITHIN THE CURRENT BUDGET, IT WOULD STILL BE JULY 12TH BEFORE THE BOARD WOULD CONSIDER IT BECAUSE THAT'S WHEN THE NEXT REGULAR MEETING IS. EITHER WAY, THESE THINGS ARE GOING TO BE CONSIDERED ON JULY 12TH AND WE'LL HAVE A LOT MORE MONEY THAT WE PRESUMABLY WE WOULD HAVE A LOT MORE MONEY TO DEAL WITH AS A SCHOOL DISTRICT AT THAT POINT. BY NO MEANS AM I OPPOSED TO THIS. I JUST WANT TO MAKE SURE THAT WE'RE BEING RESPONSIBLE OR I'M BEING RESPONSIBLE IN WHAT I RECOMMEND TO YOU AND ALWAYS ASKING YOU TO SPEND ONLY THE MONEY THAT WE HAVE. THEN WHEN WE GET MORE MONEY, I'LL ASK YOU TO SPEND THAT. >> LET'S DO THIS. LET'S VOTE ON THIS MOTION. WE HAVE A MOTION ORIGINAL MOTION TO APPROVE THE BUDGET ON SECOND READING. THEN BEFORE WE MOVE ON TO THE NEXT ITEM, WE'LL HAVE A BRIEF DISCUSSION ON WHAT DO YOU DO ABOUT ADDITIONAL FUNDING IF IT COMES UP. WE GOT A MOTION AND A SECOND. ALL IN FAVOR OF THE MOTION TWO. WE HAVE A MOTION TO APPROVE. >> WE DIDN'T. >> WE DIDN'T. LET'S HAVE ONE. DOES ANYBODY WANT TO MOVE MR. REINHARDT JACKSON? >> I'LL SECOND. >> SECONDED BY MRS. A2. I THOUGHT IT DID IT THE FIRST TIME. ANY FURTHER DISCUSSION? [01:40:01] >> I'M SORRY. AS TO MY UNDERSTANDING, THERE IS A MECHANISM TO COME BACK IN A MINUTE. >> I'M GOING TO MAKE A MOTION TO DO THAT. >> OKAY. >> IF YOU TRUST ME FOR. >> I GOT YOU. >> ALL IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND. OPPOSED. MR. SMITH SUPPORTS. I'LL MAKE A MOTION THAT SHOULD THE DISTRICT FIND ADDITIONAL FUNDS PRIOR TO WELL, AFTER TONIGHT, IF THE DISTRICT SHOULD FIND ADDITIONAL FUNDS, IT WILL COME BACK TO THE BOARD WITH A REPORT ON THOSE ADDITIONAL FUNDS AND WE WILL HAVE A DISCUSSION AS A BOARD AS TO WHAT TO DO WITH THOSE FUNDS. >> I SECOND. >> ANY DISCUSSION? ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. CERTAINLY AT THAT TIME WE CAN LOOK AT WHAT PEOPLE ARE INTERESTED IN, WHICH WILL BE THE COACHES FOR SURE AND POSSIBLY BAND PROGRAM. THANK YOU. THE 12TH ITEM IS AN ADDENDUM TO THE INCENTIVE FOR TEACHER RECRUITMENT. MS. HEART HAS REQUESTED THAT WE ADD SCIENCE TEACHERS TO THAT LIST BECAUSE WE HAVE OVER 20 VACANCIES NOW FOR SCIENCE TEACHERS. IF YOU RECALL, WE HAVE A POLICY THAT SPELLS OUT SIGNING BONUSES AND SO FORTH FOR OUR DEFINED TEACHERS. I'LL ENTERTAIN A MOTION. MR. REINHARDT JACKSON. >> SECOND. >> SECONDED BY DR. HANKS. ANY FURTHER DISCUSSION ON THIS? ALL IN FAVOR PLEASE RAISE YOUR HAND. THAT'S EVERYONE. THE ITEMS. THESE ITEMS WE'RE GOING TO GO THROUGH AND TALK ABOUT ONE AT THE TIME, [Consent Items] IF WE NEED TO AND THEN VOTE ON THEM AS A GROUP. BUT I NEED A MOTION TO APPROVE. WELL, WE CAN TALK ABOUT THEM AND THEN MAKE A MOTION TO APPROVE. [Ratification of Expulsions] RATIFICATION OF EXPULSIONS, THIS IS JUST A LIST OF NAMES THAT PEOPLE WHO ARE BEING EXPELLED DID NOT APPEAL. OUT OF DISTRICT TRANSFERS, [Out of District Transfer Requests - Transfers In] THESE ARE PEOPLE WHO WANTED TO TRANSFER INTO OTHER DISTRICT FOR SCHOOLING THAT DO NOT LIVE IN OUR DISTRICT. OUT OF DISTRICT TRANSFER REQUEST TAKES US OUT, [Out of District Transfer Requests - Transfers Out] THESE ARE PEOPLE WHO WANT TO LEAVE OUR DISTRICT AND GET EDUCATED IN ANOTHER DISTRICT. REQUEST TO ADMIT FOREIGN EXCHANGE STUDENTS, [Request to Admit Foreign Exchange Students ] WE HAVE A REQUEST FOR GERMAN STUDENTS TO BE PLACED AT LINCOLN HIGH SCHOOL AND A FRENCH STUDENT TO BE PLACED AT CENTER BLUR. [Textbook Adoptions for 2022-23] TEXTBOOK ADOPTIONS. THERE'S A LIST OF SOCIAL STUDIES BOOKS THAT HAVE BEEN SCREENED BY TAKING COMMITTEES AND SO FORTH AND RECOMMENDED FOR ADOPTION IN THE DISTRICT. THAT LIST WAS PRESENTED IN THE AGENDA. [Correction to Local School Board Courses for 2022-23 School Year] NUMBER 6 WAS A CORRECTION TO THE LOCAL SCHOOL BOARD COURSES. WE APPROVED THE LIST OF COURSES THAT WERE GENERATED BY LOCAL SCHOOL IN THE LOCAL SCHOOL DISTRICT. THERE WAS AN ERROR. THERE WERE SEVERAL COURSES THAT WERE LISTED AS BEING FULL YEAR COURSES AND THEY WERE REALLY ON A HALF-YEAR COURSES. AND WE HAVE TO REDUCE TO CREDIT FROM ONE CREDIT TO 1.5 CREDIT. ROTARY CLUB OF AIKEN COMMUNITY SERVICE GRANT AWARD [Rotary Club of Aiken Community Service Grant Award to Leavelle McCampbell Middle School ] TO BE AWARDED TO THE VELMA CAMPBELL MIDDLE-SCHOOL AND THEY AWARDED $3,000 TO THE VELMA CAMPBELL SCHOOL FOR USE IN-HOUSE INITIATIVE TO BUILD A SCHOOL COMMUNITY AMONG STAFF AND STUDENTS ACROSS GRADE LEVELS. AUTHORIZED TO HIGH SCHOOL FOOTBALL STADIUM, RESTROOMS AND CONCESSIONS. [North Augusta High School Football Stadium Restrooms and Concessions ] WE RECEIVED A BID ON THAT. I THINK IT WAS 1,169,000 BASE PAIR TO BUILD RESTROOMS AT THE NORTH AUGUSTA FOOTBALL STADIUM. [Funding Flexibility for the Quarter and Year Ending June 30, 2022] FUNDING FLEXIBILITY FOR A QUARTER YEAR ENDING JUNE 30TH, 2022. YOU'VE HEARD MR. TRACKS TALK ABOUT THIS FLEXIBILITY. IT'S BASICALLY MOVING MONEY FROM ONE ACCOUNT TO ANOTHER AT THE END OF THIS SCHOOL YEAR. BALANCES IN ONE ACCOUNT TO MAKE UP OR TO BE EXPENDED IN PLACES WHERE IT'S NEEDED. NUMBER 10 IS THE INCREASE IN MEAL PRICE FOR 2020-2023 SCHOOL YEAR. [Increase in Meal Prices for 2022-23 School Year] AS YOU CAN SEE, IT'S BEEN SOME TIME SINCE THAT WAS CHANGED. THE SCHEDULE FOR PAYMENT IS IN YOUR AGENDA. WE HAVE A MOTION AND A SECOND ON DAYS OR IS THERE ANY DISCUSSION ABOUT ANY OF THESE ITEMS? WE NEED A MOTION. AGAIN, I'M JUST TRYING TO GET AROUND MAKING A MOTION. MOVED BY MR. REINHARDT JACKSON. >> SECOND. >> SECOND BY DR. HANKS. NOW, IS THERE ANY DISCUSSION? I'M SORRY, MR. CRANE? [01:45:05] >> THIS WILL BE BRIEF. THOSE ARE THE SAME TEXTBOOKS THAT WERE OUT THAT I TOOK A BUNCH OF PICTURES OF AND LOOK THROUGH. I JUST WANT TO DOUBLE-CHECK THAT. >> IF ANYBODY WANTS TO SEE THEM, THEY'RE OUT THERE. ANY OTHER DISCUSSION? NOW THIS TIME, I DO BELIEVE I'M RIGHT IF I SAY WE HAVE A MOTION IN A SECOND. ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. INFORMATIONAL ITEMS, WE HAVE A PRESENTATION [Informational Items] ABOUT THE DISTRICTS GIFTED AND TALENTED UPDATE. MS. ROB. >> GOOD EVENING, CHAIRMAN BRADLEY, MEMBERS OF THE BOARD AND MR. LAWRENCE. I'M NOT GOING TO DO THE PRESENTATION FOR YOU TONIGHT. I WANT TO INTRODUCE TO YOU BRIAN GIBBONS. HE IS A COORDINATOR IN THE OFFICE OF FEDERAL PROGRAMS AND HE WORKS WITH TITLE 1 SCHOOLS. HE'S INSTRUMENTAL IN ORGANIZING OUR SUMMER PROGRAM FOR ELEMENTARY SCHOOLS IN PARTICULAR. TONIGHT, I'VE ASKED HIM BECAUSE HE HEADS UP OUR GT PROGRAM, IF HE WOULD SHARE WITH YOU AN UPDATE ON OUR ELEMENTARY G2 MODELS. I'LL TURN IT OVER TO BRIAN. >> THANK YOU. GOOD EVENING, DR. BRADLEY, MEMBERS OF THE BOARD, AND MR. LAWRENCE. AS MS GLOVER SAID, MY NAME IS BRIAN GIBBONS AND I AM A COORDINATOR IN THE OFFICE OF FEDERAL PROGRAMS. TONIGHT, I'LL BE TALKING ABOUT THE HISTORY OF THE GT MODEL THAT WE'RE USING IN GRADES 3-5, WHERE THAT CAME FROM, SOME DATA REGARDING ITS IMPLEMENTATION, AND OUR NEXT STEPS MOVING FORWARD. BEFORE I BEGIN, I'D LIKE TO MENTION THAT THERE HAVE BEEN SOME REVISIONS TO THIS PRESENTATION FOR SAKE OF TIME SINCE YOU RECEIVED THEM LAST WEEK. THERE'S A GREEN FOLDER THAT WAS AT YOUR DESK, WHICH IS THE HARD COPY OF THIS PRESENTATION. PRIOR TO 2016, '17 SCHOOL YEARS, STUDENTS IN AIKEN COUNTY WHO WERE STATE-IDENTIFIED, GIFTED, AND TALENTED, WERE SERVED THROUGH THE PULL-OUT MODEL. IN THAT MODEL, STATE-IDENTIFIED STUDENTS WERE PULLED OUT OF CLASS FOR ONE DAY A WEEK TO MEET THEIR MINUTE REQUIREMENT. THEY RECEIVED INSTRUCTION THAT WAS AT A HIGHER LEVEL, THAT WAS ACCELERATED AND ENRICH. BUT IN 2016, '17, DURING THAT SCHOOL YEAR, AIKEN COUNTY SHIFTED TO THE SPECIAL CLASS MODEL. WITHIN THIS MODEL, STATE-IDENTIFIED GIFTED AND TALENTED STUDENTS RECEIVE INSTRUCTION ALL DAY LONG REALLY, ALONGSIDE OF LOCALLY IDENTIFIED STUDENTS WHO ARE HIGH ACHIEVING, WHO MAY NOT HAVE RECEIVED STATE IDENTIFICATION YET THEY HAVE THE POTENTIAL TO EXCEL IN A CLASS WITH ADDITIONAL CHALLENGE, EDUCATIONAL ACCELERATION, ENRICHMENT, ESPECIALLY IN THE AREAS OF MATH AND LANGUAGE ARTS. SOME OF THE REASONS FOR THAT CHANGE WAS THE DATA FROM THE SC PASS ASSESSMENTS AT THAT TIME WERE SHOWING THE STATE-IDENTIFIED STUDENTS EACH YEAR WERE SCORING AT A LOWER PERCENTAGE OF THE HIGHEST LEVELS OF TESTING. ALSO, THERE WAS A CONCERN THAT THERE WAS NOT EQUITABLE ACCESS TO RIGOROUS INSTRUCTION, THE CHALLENGING CURRICULUM FOR STATE IDENTIFIED AND HIGH-ACHIEVING STUDENTS. ALSO, EQUITABLE ACCESS TO CHALLENGING CURRICULUM ACROSS THE DEMOGRAPHIC LEVELS OF OUR DISTRICT. THERE'S ALSO A DESIRE TO TAKE ADVANTAGE OF THE OPPORTUNITY TO PROVIDE CHALLENGING LEARNING ENVIRONMENT TO AS MANY STUDENTS AS POSSIBLE WHO COULD BENEFIT FROM THAT. FROM THE STATE DEPARTMENT DOWN, THERE'S EMPHASIS ON LOCAL IDENTIFICATION OF TALENT DEVELOPMENT STARTING IN THAT TIME PERIOD. THIS DATA HERE SHOWS BASICALLY THE SC PASS DATA FROM 2011 AND 2014 THAT DROVE THIS CHANGE. AS YOU CAN SEE, IT REPRESENTS THE STATE-IDENTIFIED STUDENTS AND THAT HIGHER LEVEL OF INSTRUCTION IN EACH YEAR, THERE'S A DECREASE IN THE PERCENTAGE OF GIFTED AND TALENTED STATE-IDENTIFIED STUDENTS SCORING AT THOSE HIGH LEVELS. THERE WAS ALSO A SIMILAR TREND IN MATH. THIS YEAR WE DECIDED TO TAKE A REAL DEEP LOOK AT THE DATA SIMILAR TO THIS FROM 2016, '17 SCHOOL YEAR TO NOW, TO SEE WHAT HAS THE IMPACT OF THIS CHANGE IN GIFTED AND TALENTED INSTRUCTIONAL MODEL DONE FOR OUR STUDENTS? HAVE WE REVERSED THIS CHANGE? OR IS IT STILL THE TREND? THIS SLIDE REPRESENTS DATA THAT'S BEEN GATHERED FROM 2016 TO PRESENT. THIS DATA IS FROM SC READY ASSESSMENTS AND IT [01:50:04] SHOWS THE PERFORMANCE OF OUR STATE-IDENTIFIED STUDENTS UNDERNEATH THE SPECIAL CLASS MODEL. AS YOU CAN SEE, THIS IS HER ELA OR LANGUAGE ARTS. EACH YEAR, THE PERCENTAGE OF STUDENTS SCORING AT THE HIGHEST LEVEL OF THE TEST HAS INCREASED UNTIL 2020. 2020, WE KNOW THE PANDEMIC HIT AND 2021 TEST SCORES REGRESSED A LITTLE BIT. BUT AS FAR AS CHANGING THAT TREND THAT WE WERE SEEING PRIOR WITH THE PULL-OUT MODEL, WE'RE SEEING THAT TREND HAS REVERSED. WE SEE THE SAME THING IN MATH. FOR OUR STATE-IDENTIFIED GIFTED AND TALENTED STUDENTS, THE PULL-OUT MODEL RECEIVING THE ACCELERATED ENRICHED INSTRUCTION IN MATH AND ELA SEEMS TO HAVE REVERSED THAT TREND. WE ALSO WANTED TO LOOK AND SEE WHAT ABOUT OUR LOCALLY IDENTIFIED STUDENTS? WHAT ABOUT THE STUDENTS THAT WE'VE PUT IN THESE CLASSROOMS, PROVIDED EXTRA ACADEMIC CHALLENGE? HOW HAS IT BENEFITED THESE STUDENTS? WE SEE A SIMILAR TREND IN ELA LANGUAGE ARTS. THE STUDENTS HAVE INCREASED YEAR AFTER YEAR FROM 2016-2019. AFTER 2020, WE SAW A LITTLE BIT OF A RESET, A LITTLE BIT OF A REGRESSION FOR OUR LOCALLY IDENTIFIED STUDENTS. WE SEE A SIMILAR TREND IN MATH. THROUGHOUT THE IMPLEMENTATION OF THIS MODEL, WE HAVE SEEN ONE OF THE DRIVERS FOR CHANGE WAS TO INCREASE OUR HIGH-ACHIEVING STUDENTS TEST SCORES, AND WE SEE THAT WE HAVE EXPERIENCED THAT. LOOKING AT THIS MODEL, WE ALSO WANTED TO SEE WHAT DID IT DO TO THE OTHER STUDENTS? WAS THERE A NEGATIVE IMPACT ON STUDENTS WHO ARE NOT A PART OF THE GIFTED AND TALENTED CLASS OR STATE OR LOCALLY IDENTIFIED? WHAT WE SAW WAS OVER THE SAME TIME PERIOD, THE TEST SCORES FOR STUDENTS WHO DID NOT PARTICIPATE IN THE GIFTED AND TALENTED PROGRAM REMAINED RELATIVELY CONSISTENT. THEY SAW THE SAME DROP AFTER 2020 THAT THE GIFTED AND TALENTED CLASS TEST SCORE SAW. BUT OVERALL, IN ELA AND ALSO IN MATH, IT STAYED PRETTY CONSISTENT WITH PERFORMANCE UNDER THE PULL-OUT MODEL AND THE SPECIAL CLASS MODEL. AS FAR AS MEETING THAT FIRST OBJECTIVE, TO REVERSE THAT, TEST SCORE IS DECREASING FOR OUR GIFTED AND TALENTED STUDENTS, SO FAR WE COULD SAY THAT THE SPECIAL CLASS MODEL HAS DONE THAT. THE SECOND BIDDER, I'M SORRY. JUST A STATISTIC BEFORE MOVING ON, SINCE 2016, WE'VE HAD 4,224 STUDENTS WHO'VE BEEN LOCALLY IDENTIFIED AS HIGH ACHIEVERS. WITHIN THAT TIME PERIOD, 1,050 OF THOSE ARE ALMOST 25 PERCENT, HAVE GONE ON TO BECOME STATE IDENTIFIED. THAT'S ABOUT A QUARTER OF THOSE STUDENTS THAT PARTICIPATED. LOOKING AT THE CHART AT THE BOTTOM, YOU CAN'T AVERAGE THOSE NUMBERS AND GET TO 25 OR 24.9 PERCENT BECAUSE SOME STUDENTS MAY BE LOCALLY IDENTIFIED FOR MULTIPLE YEARS. THEY MAY HAVE BEEN IDENTIFIED AS A HIGH ACHIEVER IN 3RD GRADE BUT THEY DIDN'T BECOME STATE-IDENTIFIED, BUT THEY WERE STILL HIGH-ACHIEVING, SO THEY PARTICIPATED IN 4TH GRADE AND SO ON. THOSE NUMBERS ARE NOT GOING TO ADD UP DOWN THERE FOR THAT REASON. ALSO, THE 21, 22 NUMBERS ARE NOT COMPLETE YET BECAUSE WE DON'T HAVE TEST SCORES FOR SC READY THAT WAS JUST TAKEN. ANOTHER CONCERN WITH THE IMPLEMENTATION PRIOR TO THIS PROGRAM WAS THAT OUR STUDENTS WERE NOT RECEIVING EQUITABLE ACCESS TO GIFTED AND TALENTED INSTRUCTION. THIS GRAPH USES CURRENT DATA. BUT IF WE WERE ONLY SERVING OUR GIFTED AND TALENTED STATE-IDENTIFIED POPULATION, THIS IS THE DEMOGRAPHIC GROUPS THAT WOULD BE SERVED. LARGELY THAT CONCERN THAT IT WASN'T AN EQUITABLE SHARE OF INSTRUCTION WOULD STILL BE PRESENT TODAY. THIS IS OUR STATE-IDENTIFIED POPULATION IN GRADES THREE THROUGH FIVE. BUT THROUGH LOCAL IDENTIFICATION, THROUGH FINDING STUDENTS WHO HAVE THE POTENTIAL TO SUCCEED WHO MAY NOT HAVE MET THAT STATE IDENTIFIED YET, WE'RE ABLE TO REALLY MIX IN ALL OF OUR DEMOGRAPHIC GROUPS OF STUDENTS. STUDENTS WHO ARE LOCALLY IDENTIFIED OR NOT IDENTIFIED BASED ON DEMOGRAPHICS, THEY'RE BASED ON THEIR POTENTIAL. MAYBE THEY'VE MET ONE DIMENSION OF STATE IDENTIFICATION INSTEAD OF TWO, OR MAYBE THEY'RE SHOWING THAT THEY WERE ALMOST READY FOR THAT, BUT THEY'RE NOT QUITE READY TO BE STATE IDENTIFIED YET. THIS GRAPH SHOWS IT MORE CLEARLY. [01:55:01] ON THE LEFT, WE HAVE OUR STUDENTS WHO WE WON'T BE SERVING UNDER SPECIFICALLY A PULL-OUT MODEL OR STATE IDENTIFIED ONLY. WHEN MIXING OUR LOCALLY IDENTIFIED POPULATION, WE'RE ABLE TO MORE EQUITABLY PROVIDE THE SERVICES. I THINK MOST TELLING ABOUT THIS. ON THIS SLIDE, ON THE LEFT WE SEE WHAT OUR GRADES THREE THROUGH FIVE DEMOGRAPHICS ARE FOR ALL STUDENTS. ON THE RIGHT, WE SEE THE DEMOGRAPHICS OF THE STUDENTS THAT WE'RE SERVING. THROUGH LOCAL IDENTIFICATION, WE'RE ABLE TO REALLY GET THOSE TWO CHARTS A LOT CLOSER TOGETHER. WE'RE ABLE TO EQUITABLY PROVIDE THOSE SERVICES TO OUR STUDENTS ACROSS ALL DEMOGRAPHIC GROUPS. AS FAR AS THE DRIVER FOR CHANGE, THIS NEW MODEL HAS PROVIDED THAT OPPORTUNITY. 2015-2016, THE PLANNING BEGAN; 2016-2018, THE PROGRAM WAS FULLY IMPLEMENTED. STUDENTS RECEIVED IN GRADES 3-5, THE SPECIAL CLASS MODEL. THEY RECEIVED ADVANCED ACCELERATED INSTRUCTION IN MATH, WHERE THEY HAD SOME OF THE NEXT GRADE LEVEL STANDARDS BUILT-IN, AND THEY ALSO RECEIVED INSTRUCTION IN LANGUAGE ARTS AT A HIGHER, DEEPER LEVEL, HIGHER LEVEL OF THINKING, AND A DEEPER LEVEL OF UNDERSTANDING. IN 2018, WE HAD AN INTERNAL REVIEW DONE OF OUR PROGRAM. KATE OLIN AND THE OFFICE OF ASSESSMENT AND ACCOUNTABILITY WILL DO THAT FOR US, AND OUT OF THAT, WE HAVE REALLY FOUR TAKEAWAYS FROM TEACHERS. TEACHERS WANTED TO SEE THAT WITH THE LOCAL IDENTIFICATION PIECE, THEY HAD MORE OF AN INPUT AND THERE WAS MORE CONSISTENCY TO THOSE STUDENTS THAT WE WERE PUTTING INTO CLASSES. THEY WANTED TO SEE MORE GIFTED AND TALENTED RESOURCES THAT WERE SPECIFICALLY DESIGNED TO CHALLENGE STUDENTS PUT INTO THE CURRICULUM, AND THEY ALSO WANTED TO SEE OPPORTUNITIES FOR STUDENTS TO BE SCHEDULED IN ADVANCED MATH OR ADVANCED LANGUAGE ARTS, BUT NOT NECESSARILY STUCK WHERE THEY HAVE TO DO BOTH. WE BEGAN WORKING ON THAT 2019-'20, BROADENING CURRICULUM RESOURCES AND TEACHER'S GUIDE TO PUT THEIR HANDS ON THEM AND ACTUALLY CHOSE RESOURCES TO PURCHASE. WE STARTED WORKING ON SCHEDULING WITH PRINCIPALS, AND OUR ASSISTANT SUPERINTENDENT HAS HELPED US OUT WITH THAT. BUT, AS THE PANDEMIC HIT, ALL OF THAT STUFF FELL TO THE SIDE. NOW COMING OUT OF THE PANDEMIC, [NOISE] THE RESOURCES THEY CHOSE INITIALLY MAY NOT BE THE BEST RESOURCES NOW. IT WAS A LOT OF PAPER AND PENCIL AND THINGS THAT REQUIRE COPIES, AND WE'RE AT A MUCH MORE DIGITAL PLACE NOW THAN WE WERE BACK THEN. THE SCHEDULING THAT STARTED OUT GOT HALTED WITH THE PANDEMIC AND THE CHANGES IN OUR INSTRUCTIONAL MODELS, SO WE'RE STILL WORKING ON THAT. IN RESPONSE TO THE PANDEMIC, THE ACCELERATION WHERE STUDENTS WERE BEING PUSHED TO GO TO THE NEXT YEAR STANDARDS GOT PULLED BACK A LITTLE BIT IN OUR PACING JUST TO MEET THE NEEDS OF STUDENTS WHO WERE DOING VIRTUAL LEARNING AT HOME AND SOMETIMES IN SCHOOL AND IN QUARANTINE. THE MOST RECENT STEP IN 2021, WE FORMED A GIFTED AND TALENTED PARENT ADVISORY COMMITTEE. WE HELD OUR FIRST MEETING IN MARCH OF 2021, AND THIS GROUP HELD THREE MEETINGS THIS YEAR. THE GROUP IS MADE UP OF PARENTS OF STATE IDENTIFIED AND LOCALLY IDENTIFIED GIFTED AND TALENTED STUDENTS, GIFTED AND TALENTED TEACHERS, ADMINISTRATORS. THE PURPOSE IS REALLY TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF OUR STUDENTS THROUGH OUR TIFTED AND TALENTED SERVICES. OUT OF THIS MEETING, WE'VE REVIEWED SOME TEACHER FEEDBACK FROM OUR E2 SESSIONS I JUST TALKED ABOUT, THE ISSUES THAT ARE EXPERIENCED IN THE GIFTED AND TALENTED PROGRAM; WHAT ARE THE STRENGTHS? WHAT ARE THE WEAKNESSES? WE'VE COME UP WITH REALLY FOUR CHALLENGES THAT WE'RE PLANNING TO FOCUS ON MOVING FORWARD AS THIS GROUP CONTINUES TO MEET, AS WE CONTINUE TO REFINE OUR PROGRAM. WE'RE LOOKING AT SCHEDULING. HOW CAN WE SCHEDULE STUDENTS SO THAT 3RD THROUGH 5TH GRADE STUDENTS CAN RECEIVE ADVANCED INSTRUCTION IN ONE SUBJECT? MAYBE NOT THE OTHER, OR JUST THAT AREA THAT THEY'RE REALLY STRONG. ALSO AN ISSUE WHERE STRESS IS GENERATED WHEN STUDENTS STAY TOGETHER IN THESE CLASSES FROM YEAR-TO-YEAR, BOTH WITH THE GT TEACHERS AND IN THE NON GT CLASSES. CURRICULUM RESOURCES IS STILL IDENTIFIED AS AN ISSUE THAT WE NEED TO WORK ON. GETTING THOSE FOR OUR TEACHERS THAT WILL BE USEFUL TO THEM AT THIS POINT IN TIME, [02:00:06] AND CONSISTENCY OF LOCAL IDENTIFICATION ACROSS THE DISTRICT. I'M MAKING THAT REALLY WORK FOR US, AND MAKING IT FAIR, AND MAKING IT MAKE SENSE WITH STUDENTS TRANSFERS FROM SCHOOL TO SCHOOL. MOVING FORWARD, WE'RE PLANNING ON CONTACTING OUR SURROUNDING DISTRICTS. WE'VE ALREADY DONE SOME OF THAT, AND START LOOKING TO SEE WHAT ARE THEY DOING FOR SCHEDULING? HOW ARE THEY DOING THEIR LOCAL IDENTIFICATION? CURRENTLY, THIS YEAR FROM THE STATE-LEVEL, [NOISE] THEY'RE HOLDING GIFTED AND TALENTED SESSIONS TO START HELPING DISTRICTS FIGURE OUT HOW TO BEGIN LOCALLY IDENTIFYING STUDENTS AND MEETING WITH THOSE DISTRICTS TO SEE WHAT THEY'RE ALREADY DOING AND HOW IT COULD INFORM WHAT WE'RE DOING. WE WANT TO LOOK AT GUIDELINES FOR GIFTED AND TALENTED LOCAL IDENTIFICATION. HOW CAN WE USE THAT IN THE UPCOMING SCHOOL YEAR TO REALLY REFINE THAT PROCESS AND MAKE IT MAKE SENSE, AND REALLY [NOISE] VISIT OTHER DISTRICTS AROUND US TO SEE WHAT THEY'RE DOING, AND WHAT THEIR PROGRAMS LOOK LIKE, AND HOW THAT CAN WORK FOR US, AND AT THE SAME TIME WORKING TO RESTRUCTURE OUR RUBICON PACING AND ADDING CURRICULUM RESOURCES THAT REALLY MEET THE NEEDS OF OUR TEACHERS AND STUDENTS. ALSO START LOOKING AT REALLY WHAT WOULD BE BEST FOR THAT. AT THIS TIME. >> MR. GRAY? >> FIRST OF ALL, THANK YOU. EXCELLENT PRESENTATION. I BELIEVE THIS IS YOUR FIRST TIME. >> [OVERLAPPING] YES SIR. >> YOU'VE PRESENTED TO US, SO THANK YOU FOR THIS. I STARTED ON STUDENTS ON ACTIVE RESEARCH WHEN I WAS IN 3RD GRADE WITH MS. TENNYSON, LITTLEROCK ELEMENTARY, WITH PUPPET SHOWS, ALL KINDS OF NEAT STUFF. I ALWAYS GT ALL THE WAY THROUGH BEFORE IT WAS CALLED GT, AND I HAVE A COUPLE OF QUESTIONS ACTUALLY. THIS IS REALLY JUST, I DON'T KNOW, IF SOME OF THESE MIGHT SEEM A LITTLE WEIRD QUESTIONS, BUT MAYBE THIS IS SOMETHING JUST LIKE AN EMAIL FOLLOW-UP WOULD BE FINE. WHAT'S THE CRITERIA TO BE STATE IDENTIFIED? THIS HOLDS HANDS WITH THE SECOND QUESTION I HAVE, WHAT DO WE USE FOR CRITERIA TO BE LOCAL IDENTIFIED? >> YES, SIR. TO BE STATE IDENTIFIED, THERE'S THREE-DIMENSIONS: DIMENSIONS A, B, AND C. FORGIVE ME BECAUSE I DON'T REMEMBER THE LABELS FOR EACH ONE. BUT DIMENSION A, B, AND C REALLY THEY HAVE CERTAIN ASSESSMENTS AND TESTS THAT CAN QUALIFY YOU FOR EACH ONE, SO TO BE STATE IDENTIFIED, YOU HAVE TO QUALIFY IN TWO OUT OF THREE OF THOSE DIMENSIONS. LIKE DIMENSION A [INAUDIBLE] TEST IS A UNIVERSAL SCREENER WE GIVE IN 2ND GRADE [OVERLAPPING] TO QUALIFY FOR THAT. DIMENSION B ACTUALLY HAS THE MOST QUALIFYING TESTS. WE GIVE ITBS IN 2ND GRADE, MAP TESTING FROM THE BEGINNING OR END OF THE YEAR. ALSO THE SC READY TESTING AT THE END OF THE YEAR CAN QUALIFY FOR DIMENSION B. DIMENSION C CAN BE THE PTA TEST, WHICH IS GIVEN IN THE WINTER; IT IS USUALLY JANUARY, FEBRUARY. THAT'S ONLY FOR STUDENTS WHO HAVE QUALIFIED IN A OR B PREVIOUSLY. YOU CAN ALSO USE GPA ONCE STUDENTS GO TO MIDDLE SCHOOL. FOR STATE IDENTIFICATION, WE'RE ALWAYS EVALUATING THOSE ASSESSMENTS AND SEEING WHAT STUDENTS HAVE MET ONE-DIMENSION. WHAT STUDENTS CAN CONTINUE TO BE ASSESSED TO GET CLOSER TO STATE IDENTIFICATION AND BECOME STATE IDENTIFIED, SO OUR LOCAL IDENTIFICATION CRITERIA CENTERS AROUND THAT. AT THE END OF EVERY SCHOOL YEAR, OUR OFFICE GENERATES A SPREADSHEET FOR EACH SCHOOL, WITH THEIR STUDENTS WHO ARE MOVING UP FROM THE PREVIOUS GRADE. IT LISTS THE STUDENTS WHO HAVE BECOME STATE IDENTIFIED, THOSE WHO'VE MET ONE-DIMENSION WHO WILL BE TESTED FURTHER IN THAT YEAR, AND THEN USING THE ASSESSMENTS THAT STUDENTS COULD QUALIFY FOR STATE IDENTIFICATION OFF OF IT, IT LISTS THOSE TEST SCORES. THE PROCESS AFTER THAT GOES OUT IS THAT EACH PRINCIPAL RECEIVES IT AND EACH SCHOOL HAS AN EVALUATION PLACEMENT TEAM, WHICH IS SOMETHING REQUIRED BY LAW WITHIN THE GIFTED AND TALENTED LAW. WE'RE EXTENDING IT TO THE LOCAL IDENTIFICATION, AND THEN THAT TEAM PLACES THAT CLASS BASICALLY. THEY WEIGH IN THE FACTORS. STATE IDENTIFIED STUDENTS MUST BE SERVED. STUDENTS IN ONE-DIMENSION IS HIGHLY RECOMMENDED. THEY'RE SERVED BECAUSE THEY MAY BECOME STATE IDENTIFIED, AND THEN FROM THERE THAT PLACEMENT TEAM USES THAT DATA TO BUILD THEIR CLASS. [02:05:05] >> ALL RIGHT, THANK YOU FOR THAT. THAT'S GOOD INFORMATION. JUST TO CLARIFY HERE FOR ME. JUMPING THE TIME MACHINE AND GO BACK TO WHEN I WAS IN ELEMENTARY SCHOOL, WE WERE PULLED OUT. >> YES SIR. >> I DON'T REMEMBER HOW MANY DAYS A WEEK THAT WAS, THE SPIRAL OUT FROM THAT. >> ONE. >> YEAH. I GUESS JUST ONE. WE WENT AWAY FROM THAT AND NOW WE'RE MOVING BACK TO THAT. >> RIGHT NOW THE MODEL IS, WE DID GO AWAY FROM THAT. THE SPECIAL CLASS MODEL STUDENTS ARE IN A CLASS AND SERVE WITHIN THAT CLASS ALL DAY LONG. [OVERLAPPING] OR DEPENDING ON THE ELEMENTARY SCHOOL, THEY COULD SWITCH CLASSES AND AND GO TO THE GT SECTION OF THEIR ELA OR MATH. IN DOING THAT, WE HAVE STATE IDENTIFIED STUDENTS AND THEN ALSO OTHER STUDENTS WHO ARE NOT STATE IDENTIFIED, BUT COULD BENEFIT. THEY HAVE SHOWED THE POTENTIAL THAT THAT INSTRUCTION WOULD BE SOMETHING THAT THEY COULD RISE TO THAT OCCASION, SO JUST PROVIDING THAT CHALLENGING INSTRUCTION FOR THOSE STUDENTS AS WELL. >> SURE. YEAH, THEY'RE GOING TO THRIVE THERE. THAT'S GOOD. I JUST HAVE TWO OTHER QUICK THINGS. WE'RE TALKING ABOUT EQUITY OF ACCESS. I THINK I KNOW WHAT THAT MEANS, BUT CAN YOU DEFINE THAT FOR ME WITHIN THE PROGRAM? >> NATIONWIDE, I HESITATE TO SAY WORLDWIDE, WITHIN GT INSTRUCTION THERE'S A SITUATION WHERE UNDER REPRESENTATION OF DIFFERENT DEMOGRAPHIC GROUPS EXIST, AND IT'S TO THE POINT WHERE OUR STATE DEPARTMENTS EVEN AT THIS GT MEETINGS ARE DISCUSSING IT WITH LOCAL IDENTIFICATION. IT HAS TO DO WITH THAT, WITH THE MEETING, PROVIDING IT EQUITABLY TO DEMOGRAPHIC GROUPS WITHIN YOUR DISTRICT. BUT ALSO REALLY JUST TRYING TO PROVIDE THAT CHALLENGING INSTRUCTION TO AS MANY STUDENTS AS POSSIBLE WHO CAN BENEFIT FROM IT WITHIN THOSE STATE-IDENTIFIED CONFINES. IF WE'RE ONLY SERVING THOSE STUDENTS, THEN IT WOULD BE A VERY SMALL NUMBER OF STUDENTS THAT WOULD BENEFIT FROM THAT CHALLENGE. WHEREAS LOCALLY IDENTIFYING THOSE STUDENTS AND LETTING THEM PARTICIPATE ALL OR THEY MAY NOT BE STATE IDENTIFIED YET. THEY RECEIVED THE SAME INSTRUCTION ALL DAY EVERY DAY. I THINK IT'S WORTH NOTING THAT WE DON'T PAY ATTENTION WHEN WE'RE PLACING THESE STUDENTS IN CLASSES TO DEMOGRAPHICS OR THAT'S NOT SOMETHING THAT HAS BEEN A CRITERION FOR PLACEMENT IN THE CLASS. IT'S BEEN JUST POTENTIAL USING THESE SPREADSHEETS TO MAKE THOSE DECISIONS. >> SURE. THAT'S GOOD. SO JUST LOOKING AT THEM I JUST THINK THIS IS AN INTERESTING CORRELATION. ON THE BAR CHART, THE LAST BAR CHART, THE COMBINED STATE AND LOCALLY IDENTIFIED. I'M NOT GOING TO SAY THIS LINES UP ON THE COLUMNS ARE ASIAN, BLACK OR AFRICAN-AMERICAN, HISPANIC, NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER, WHITE, AND IN TWO OR MORE RACES. FROM THE BLACK OR AFRICAN-AMERICAN STUDENTS COLUMN AND THEN THE WHITE COLUMN THAT PRETTY WELL ALIGNS WITH JUST OUR GENERAL POPULATION BREAKDOWN. I THINK THAT'S PRETTY JUST AN INTERESTING CORRELATION TO DENOTE AND IT DIDN'T FIT OR DIDN'T NOT. I THINK THAT'S GOOD. YOU CAN LOOK AT A LOT OF MEASURES ABOUT WHAT'S GOING TO DETERMINE A KID'S FUTURE SUCCESS. A LOT OF THAT IS, DID THEIR PARENTS READ TO THEM WHEN THEY WERE LITTLE? SO I'M TALKING ABOUT HEAD-START AND KID-GIVEN PARENTS TOOLS THAT MAYBE YOU DIDN'T HAVE THAT TYPE OF BACKGROUND WHEN THEY WERE A KID? I WOULDN'T MIND ACTUALLY SEEING THE NUMBERS OF KIDS THAT WENT THROUGH HEAD-START THAT END UP IN OUR GT PROGRAM. JUST ACADEMIC CURIOSITY MORE THAN ANYTHING ELSE BUT VERY GOOD STUFF I APPRECIATE IT. THANK YOU FOR ENTERTAINING ME, FOR A MINUTE MAKING MY QUESTIONS. >> ANYONE ELSE? MR. [INAUDIBLE]. >> ON YOUR SLIDE LISTED COMMON CHALLENGES IDENTIFIED WITH THE PROGRAM. THE SECOND BULLET POINT TALKS ABOUT, YOU MENTIONED STRESS GENERATED WHEN THE GROUP STAYS THE SAME FROM YEAR-TO-YEAR. COULD YOU EXPLAIN MORE? >> THAT'S AN INTERESTING CHALLENGE TO ME. THE CHALLENGE AS IT WAS EXPRESSED IS THAT THESE STUDENTS STAY TOGETHER EACH YEAR. WHEN THEY COME BACK TO SCHOOL IN AUGUST, IF THEY HAD ANY ISSUES WITH ANY STUDENTS OR THE WAY IT WAS DESCRIBED AS ALMOST LIKE A SIBLING RIVALRY THAT DEVELOPS BETWEEN THEM BECAUSE THEY'RE GROUPED TOGETHER. [02:10:04] THE INTERESTING PART TO ME IS THAT IN THE TEACHER FEEDBACK, WHEN WE TEACHERS WHO WERE NOT A PART OF THE COUNCIL THAT WE PRESENTED THIS AT E_2, THE TEACHER ALSO LISTED THAT AS A STRING. THEY LIKED THAT THEIR CLASS WAS TOGETHER EACH YEAR BECAUSE THEY BUILT THAT BOND TOGETHER. THIS REFERS TO THAT IDEA THAT, YEAR AFTER YEAR, SAME STUDENTS EVERY YEAR, THAT THEY'RE NOT ALWAYS EXPOSED TO A LARGE NUMBER. IT WOULD DEPEND ON DIFFERENT FACTORS, HOW MANY SECTIONS THERE ARE AT THAT SCHOOL. BUT THEN ALSO IN THE NONE GT CLASSES, THOSE TEACHERS HAVE REPORTED THAT THEY DON'T GET THE HIGH-ACHIEVING STUDENTS. IT'S A CHALLENGE SOMETIMES WITH BEHAVIOR AND INTERVENTION AND THOSE DIFFERENT ASPECTS, KENNEDY'S OTHER END OF THE SPECTRUM. WE'VE HEARD ABOUT STRESSES ON BOTH ENDS, WHICH IS WHY THIS WAS ADDED HERE. >> WHAT I SAW CONNECTED IN THE PLAN MOVING FORWARD TO THAT IS AROUND ANY EXPLORATION AROUND DIFFERENT SCHEDULING. >> WE ARE WORKING WITH OUR ASSISTANT SUPERINTENDENTS ON SCHEDULING OPTIONS. THEY'RE WORKING WITH THEIR PRINCIPLES ON HOW THEY CAN BEST WORK WITH THEIR PERSONNEL AND MAKE IT WORK WITHIN THEIR SCHOOL. ANOTHER THING THAT'S NOT UP HERE THAT COULD HAPPEN. I'M SORRY, TEACHERS ARE ABLE TO TAKE GIFTS AND TALENTS. TO TEACH GIFTS AND TALENTS, YOU HAVE TO EARN THE GIFT AND TALENTED ENDORSEMENT ON YOUR CERTIFICATE. FEDERAL PROGRAMS WILL PAY FOR THOSE COURSES FOR ANY TEACHER. WHEN TALKING WITH OTHER DISTRICTS, THE WAY THAT THEY DEAL WITH THIS SAME CHALLENGES BY ENDORSING ALL OF THEIR TEACHERS AND USING GIFTED AND TALENTED METHODS ACROSS ALL CLASSROOMS, I GUESS, TO BREAK UP SOME OF THAT STRESS. BUT WE'RE STILL WORKING ON THAT. >> THANK YOU FOR THAT. I'M JUST GOING TO MY COMMENTARY FOR THE SUPERINTENDENT. IS IT YOU GO BACK TO WHEN I WAS IN SCHOOL, I THINK THERE'S CURIOUS FORWARD TO TODAY, IT USED TO BE PARENTS WERE TEMPTED TO TAKE THEIR KIDS OUT OF PUBLIC SCHOOL AND MIDDLE SCHOOL IF THEY WEREN'T ADVANCED, IF THEY WEREN'T KNOWN AS CLASSES OR WHATEVER YOU CALLED IT, AND THEN THEY'D COME BACK FOR HIGH SCHOOL FOR WHATEVER REASON. MY CONCERN WITH THE CHANGE WE MADE A FEW YEARS AGO IS NOW WE'VE DONE THAT WITH GRADES THREE THROUGH FIVE. I DON'T KNOW HOW TO ADDRESS THAT EITHER. BUT I HEAR THAT COMMENT IS FROM PARENTS. YOU GOT SUPPORTIVE PARENTS, A GOOD KID, BUT THEY PULL THEM OUT BECAUSE THEY DON'T QUALIFY FOR A GT CLASS. >> IT WAS A VERY GOOD PRESENTATION HELPED. I CAN'T GO BACK TO WHEN I WAS A CHILD. I HAVE TO GO BACK TO WHEN MY CHILDREN WERE CHILDREN. BUT ANYWAY, THE ONE THING THAT CONFUSED ME ON THE COMMON CHALLENGES SLIDE, WHERE THE VERY FIRST ONE, IT WAS IN LINE WITH WHAT MR. NESTLE WAS ASKING. IT'S UP. IT'S THE FIRST BULLET, WHICH IS THE ABILITY TO SCHEDULE IN A WAY THAT STUDENTS CAN BE SERVED IN THEIR AREA OF STRENGTH. TWO THINGS THAT CONFUSED ME THERE, AND IT MAY JUST BE ME. WHAT DO WE MEAN ABILITY TO SCHEDULE? I MEAN, WHAT WOULD WE DO DIFFERENTLY THEN. WHAT DID WE MEAN AREA OF STRENGTH? WE TALK IN ENGLISH LANGUAGE ARTS, ARE WE TALKING ABOUT MATH. >> YES, SIR. >> THAT CHALLENGE ACTUALLY WITHIN THE 2018 EVALUATION WAS ONE THAT REALLY CAME OUT. I THINK THAT IT WAS A BIGGER CHALLENGE WHEN WE HAD THE ACCELERATION OF MATH STANDARDS IN THERE BECAUSE WE'RE PUSHING STUDENTS WHO WERE PUSHING THEM ALONG THE WAY VERY QUICKLY. THAT'S BEEN ALLEVIATED A LITTLE BIT THROUGH THE CHANGING OF THE PACING GUIDES. BUT IT REALLY MEANS BEING ABLE TO HAVE [NOISE] A STUDENT BE SERVED AND THEIR STRENGTH IS READING, BUT THEY'RE NOT AS STRONG IN MATH. BE ABLE TO GO TO THAT GT READING CLASS AND MAYBE JUST A REGULAR THIRD OR FOURTH GRADE MATH CLASS. SAME, WITH MATH. THE CHALLENGE IS THAT ELEMENTARY IS NOT TRADITIONALLY SET UP THAT WAY. IT'S JUST FINDING A WAY TO SCHEDULE THOSE CLASSES COULD TAKE PLACE AT THE SAME TIME SO THEY CAN SWITCH CLASSES THAT WAY. OUR ASSISTANT SUPERINTENDENTS HAVE BEEN REALLY HELPFUL IN DOING THAT. THEY'RE WORKING WITH THEIR PRINCIPLES TO MAKE THAT HAPPEN FOR THEM AS MUCH AS POSSIBLE. [02:15:01] >> JUST ONE OTHER QUESTION, YOU ALREADY PARTIALLY ANSWERED THIS ONE. I WAS JUST CURIOUS. SOUND LIKE THAT DIFFERENT DISTRICTS ARE LOOKING AT IT DIFFERENTLY AS FAR AS QUALIFYING TEACHERS ACROSS THE BOARD TO BE GT TEACHERS. BUT AREN'T WE STILL, AND THEY CAN COUNT IT, DON'T WE STILL HAVE CERTAIN TEACHERS THAT ARE GT TEACHERS AND CERTAIN ONES THAT ARE NOT. IS THAT TRUE? >> YES, SIR. WE DO. HOWEVER, ANY TEACHER COULD EARN THAT ENDORSEMENT. BY DOING THAT, BY HAVING MORE TEACHERS GT ENDORSED, YOU HAVE MORE FLEXIBILITY WITH SCHEDULING. IF [NOISE] YOU HAD TWO TEACHERS AND A GRADE AND THEY WERE BOTH GT ENDORSES, IT WOULD HAVE MORE OPTIONS FOR HOW YOU COULD BREAK UP YOUR STUDENTS ARE REALLY SCHEDULED. BUT YES, SIR YOU'RE CORRECT. THERE ARE SOME THAT WILL TEACH GT CLASSES AND SOME THAT DO NOT TEACH THE GT CLASSES. >> BUT JUST, JUST TO FOLLOW ON. >> YES, SIR. >> FOR MS GLOVER OVER THERE, KNOWING THAT YOU JUST MADE A MISTAKE, OR IS THERE SOME INCENTIVE? IS THERE SOMETHING THAT WE WOULD USE TO ENCOURAGE TEACHERS TO GET BASICALLY GT QUALIFIED? >> IN FEDERAL PROGRAMS, WE'VE PAID FOR THE COURSES FOR TEACHERS. SO THE WAY THAT IT WORKS IS THERE'S TWO COURSES THAT YOU MUST TAKE TO GET THE ENDORSEMENT. WE PRETTY MUCH HAVE A YEAR-ROUND SCHEDULE, WILL OFFER ONE IN THE FALL, ONE IN THE SPRING, AND ONE IN THE SUMMER. ANY TEACHER CAN TAKE ADVANTAGE OF THAT, WHETHER THEY'RE TEACHING A GT CLASS AT THAT MOMENT OR NOT. SO REALLY THAT ENDORSEMENT JUST ALLOWS THAT FLEXIBILITY AND GIVES TEACHERS ANOTHER, MAYBE ANOTHER THOUGHT PROCESS AS TO HOW MAYBE THEY COULDN'T APPROACH INSTRUCTION EVEN IN A NONE GT CLASS. THEY COULD USE THE SAME INSTRUCTIONAL METHODS THAT ARE TAUGHT THROUGH THAT CLASS. >> THANK YOU VERY MUCH. WE APPRECIATE YOUR PRESENTATION. >> DR. MURPHY, WE HAVE A COUPLE OF CONSTRUCTION STATUS REPORTS, HAMMOND HILL AND HIGHLANDS SPRINGS. >> GIVING YOU ONCE AGAIN AND I HAVE A VERY BRIEF CONSTRUCTION UPDATE REPORT FOR YOU ALL THIS EVENING. I'LL BEGIN WITH HAMMOND HILL, TRY TO BEGIN WITH HAMMOND HILL. LET'S GO BACK ONE, AND ALSO, DON'T MOVE. WORKING ON PLAN LISTS IN THE NEW TWO-STOREY BUILDING. BASICALLY, IT'S JUST THE SMALL ITEMS THAT ARE STILL REMAINING, AND ALSO, THE SECOND PHASE OF CONSTRUCTION CONTINUES. DEMOLITION OF THE EXISTING SEVEN-CLASSROOM WING IS APPROXIMATELY 50 PERCENT COMPLETE, AND WE'VE SET UP A TEMPORARY CLASSROOM SERVING LINE RELOCATED IN ORDER FOR US TO START DEMOLITION OF THE CAFETERIA AND MOVE FORWARD THE PHASE 2 CONSTRUCTION PORTION OF THE PLAN. THIS IS ACTUALLY GOING TO BASICALLY RESULT IN SOME CONSIDERABLE SAVINGS BECAUSE WE DON'T HAVE TO REDEPLOY THE CONSTRUCTION TEAM IN ORDER TO WAIT FOR THE SECOND PHASE TO BEGIN. IT WAS A SMART MOVE FINANCIALLY FOR US TO GET THIS DONE AT THIS TIME. NEXT, YOU CAN SEE HERE, THIS IS THE HILL WALL PORTABLE FOR HAMMOND HILL, SO ALL THE PORTABLES HAVE BEEN REMOVED, AND NOW WE CAN BEGIN WORK ON THE INSTALLATION OF THE NEW DISNEY STYLE Q1 LANES ALONG WOODLAWN AVENUE. THIS PROJECT IS CURRENTLY ON TIME AND ON BUDGET. MOVING ON TO HIGHLANDS SPRINGS. NEXT SLIDE. YOU COULD SEE THIS IS THE MEDIA CENTER FROM INSIDE OUT, IT'S CURRENTLY ROOFLESS, BUT THE CONSTRUCTION IS CONTINUING WITH THE MASONRY, CONCRETE, UNDERGROUND, ELECTRICAL, PLUMBING ROUGH-IN, AS WELL AS ALL THE IN WALL MECHANICAL AND ELECTRICAL ROUGH-IN WORK IS ONGOING RIGHT NOW. NEXT SLIDE. YOU CAN SEE ALL THE SLABS ARE COMPLETED, MASONRY WORK AND HOLLOW WALL FRAMES ARE BEING COMPLETED IN AREAS B, C, AND D. AGAIN, THIS IS A HUGE SITE WORK AND SITE PROJECT RIGHT NOW. IT IS CURRENTLY WITHIN BUDGET AND IS ON SCHEDULE RIGHT NOW. LASTLY, I'M JUST GOING TO BRING YOU A VERY BRIEF PLAYGROUND UPDATE OVER AT MILLBROOK. THE PLAYGROUND IS COMPLETED RIGHT NOW, BUT WE ARE ADDING THAT SMALL AREA TURF THAT WE WAS HAVING A PROBLEM WITH THE OVERFLOW WITH A LITTLE BIT OF MUD. IT HAS NOT ARRIVED YET. THIS WILL GIVE THE KINDERGARTEN A FULL TURF PLAY AREA AND HELP WITH THE POTENTIAL FOR EROSION. OVER AT BELVEDERE, THE UPPER-GRADE PLAYGROUND HAS BEEN MOSTLY INSTALLED AND THE MOST HAS BEEN DELIVERED, BUT THE KINDERGARTEN PLAYGROUND, WE HAVE TO REORDER A SLIDE DUE TO SOME WIND DAMAGE. IS NOT IN YET, BUT IT SHOULD BE IN FAIRLY SOON. PENDING YOUR QUESTIONS. >> NO QUESTION. THANK YOU, DR. MURPHY. [02:20:03] APPRECIATE. MONTHLY FINANCIAL REPORT, ARE THERE ANY QUESTIONS OF MR. TROXLER ABOUT THE MONTHLY FINANCIAL REPORT? HEARING NONE. THANK YOU, TRY, FOR THE GOOD WORK YOU DO ON THOSE REPORTS. [Individual Board Members] WE HAVE A REQUEST FROM MR. SMITH TO TALK ABOUT THE SALE OF TICKETS AT ATHLETIC EVENTS. MR. SMITH, THIS IS UNDER THE INDIVIDUAL ITEMS SUBMITTED BY BOARD MEMBERS. [Sale of Tickets at Athletic Events - Mr. Smith] >> BASICALLY, YOU HEARD [INAUDIBLE] I'M HEARING A LOT OF ELDERLY FOLKS, AND GRAND PARENTS, ESPECIALLY AND SO FORTH, THAT IF WHATEVER REASON YOU DON'T HAVE A GO CARD, YOU CAN'T GET INTO A PLAY OFF OF THE EVENT BECAUSE IT'S HIGH SCHOOL LEAGUE SPONSORED. THESE ARE FOLKS THAT COME TO THE BALL GAMES. THEY COME TO WATCH THEIR CHILDREN PLAY THE INSTRUMENTS, PLAY FOOTBALL, PLAY BASKETBALL, WHATEVER IT MAY BE. WE WERE TOLD, JUST AS THE GENTLEMAN SAID, IF MY MEMORY KEEPS ME THAT WE'VE LOOKED AT GOING BACK TO THE OLD WAY AS SOON AS COVID END, WE ARE OVER WITH IT. AS I'VE TALKED WITH THE SUPERINTENDENT ABOUT THIS ON NUMEROUS OCCASIONS, I'M NOT FILLING THE BABY OUT WITH THE WASH. I AM LOOKING FOR WAYS TO HELP THESE PEOPLE, WHO FOR WHATEVER REASON, CAN'T DO THE ONLINE TICKET PURCHASING. THE ONE THING I HEAR IS, THEY DON'T WANT TO MAKE IT EQUITABLE TO OTHERS. ONE THING I HEAR FROM THEM, "WHEN WE GO TO BROOKLYN CASES, WE DON'T HAVE TO DO THIS, WHEN WE GO TO SO AND SO WE DON'T HAVE TO DO THIS, WHY IS IT WE HAVE TO DO IT HERE?" BEING AN OLD HIGH SCHOOL COACH AND SO FORTH, I UNDERSTAND WHAT HAS TO BE DONE. WE HAVE TO GET TEACHERS AND SO FORTH THAT COME OUT AND SELL TICKETS AND SO FORTH. I USED TO, AND I WENT WHERE THERE WAS PROBLEMS. TEACHERS OUT LATE AT NIGHT MAKING DEPOSITS, AND ALL OF THE SAME THING TO BOOST THE CLUB, THEY HAD WITH THE CONCESSION STAND. IT'S THE SAME THING THAT WENT ON FOR YEARS AND YEARS AND YEARS. NOW, I'M ASKING FOR SOMETHING TO BE DONE, MAYBE A COUPLE OF THINGS TO BE DONE. ONE, SELL TICKETS IN ADVANCE AT SCHOOL. TWO, HAVE SOME STATION THERE WHERE PEOPLE CAN PURCHASE TICKETS THERE. ONE WAS THE SAME GAME. THIS GENTLEMAN WHO HASN'T SPOKEN TONIGHT, AND I COULD NOT GET IN BECAUSE IT WAS A HIGH SCHOOL SPONSORED PLAYOFF GAME. I WAS STANDING OVER THERE TRYING TO DO THIS, I COULDN'T DO IT. I'M NOT ASHAMED TO SAY, I'M NOT TICK SMALL AND I DON'T WANT TO BE TOO TICK SMALL. BUT I'M GOING TO SAY, I FEEL LIKE I'M ABOVE AVERAGE INTELLIGENCE SUMMIT, WHICH GAVE PRETTY GOOD, I SHOULD HAVE BEEN ABLE TO DO THIS EASILY, BUT I COULDN'T, AND THERE WERE PEOPLE STANDING AROUND TRYING TO DO THE SAME THING. THEN FINALLY, ONE OF MY FORMER STUDENTS COME IN AND SAY, COACH, YOU WANT ME TO DO THAT FOR YOU? I SAY, WOULD YOU, AND IT WAS DONE. BUT SOMEBODY THAT DON'T DO IT, AND THIS IS WHAT WE'RE LOSING ON. THESE PEOPLE JUST AREN'T COMMENT ON THEIR DAUGHTERS OR SONS, BUT SOMEBODY GOES ONLINE AND PURCHASE THEM A TICKET. HERE'S THE OTHER COMPONENT, TO MAKE IT CONVENIENT FOR OUR HIGH SCHOOLS AND OUR MIDDLE SCHOOLS, WE MAKE OUR PARENTS PAY AN EXTRA DOLLAR. THERE ARE SOME HARD FEELING OUT THERE ABOUT THAT. IT DON'T MATTER HOW MUCH I TRIED TO EXPLAIN IT BECAUSE I LIKE THE CONCEPT, IS STILL A LOT OF COMPLAINTS AND I WANT US TO LOOK AT IT AND SEE WHAT WE COULD DO TO MAKE THE PROCESS MORE PASSIVE, MORE EASILY TO DO, AND IF WE HAVE TO GO BACK AND JUST HAVING SOMEONE WOKE UP AND BUY A TICKET THERE AT THE GATE, THEN WE NEED TO DO THAT. THAT'S ALL. >> I'M LIKELY TO GET IT. MR. LOWE WAS TALKING ABOUT THE OLD GUIDE. I HAVE A HARD TIME DOING IT. [02:25:03] WE WERE TALKING ABOUT THIS. I WAS TALKING ABOUT WITH KING. KING SAYS, I CAN'T REMEMBER LAST TIME I BOUGHT A TICKET, I DIDN'T USE MY PHONE, AND I TOLD HIM I HAVE NEVER USED MY PHONE TO BUY A TICKET, [LAUGHTER] NEVER. DON'T PLAN TO IF I CAN AS LONG AS I CAN POSSIBLY AVOID IT. I THINK THAT WE DO NOT SPEND ENOUGH ENERGY AND EFFORT TAKING CARE ABOUT PEOPLE. WE LOOK FOR THE EASY WAY OUT. WE LOOK FOR THE WAY THAT DOESN'T PUT A BURDEN ON OUR STAFF OR WHATEVER. IT'S NOT THAT I'M WANTING TO BURDEN THE STAFF, BUT AFTER ALL, WE ARE HERE TO SERVE THE PEOPLE, THEY ARE NOT HERE TO SERVE US. I THINK WE SHOULD FIND A WAY QUICKLY TO GET PEOPLE INTO BALL GAMES WITHOUT HAVING TO GO THROUGH SOME TECHNOLOGICAL HOOP TO GET A TICKET TO GET IN. ONE SOLUTION MIGHT BE, THIS COMPANY THAT WE USED TO DO THIS CHARGES A DOLLAR. HE HAD HIS MR. SMITH POINTED OUT, MAYBE WE JUST TAKE THAT DOLLAR AND HIRE SOMEBODY TO HANDLE TICKETS, SOMETHING LIKE THAT. BUT THERE NEEDS TO BE A MECHANISM TO GET PEOPLE INTO SPORTING EVENTS AND OTHER EVENTS THAT REQUIRE TICKETS. I STILL RESENT THE FACT THAT I HAVE TO APPLY FOR MY PSYCHOLOGY LICENSE ONLINE. I CAN'T DO THAT. YOU WOULDN'T BELIEVE THE HASSLE IT IS TO FILE A ETHICS REPORT, QUARTERLY REPORT WHEN YOU HAVE OPEN CAMPAIGN ACCOUNT, IS REAL PAIN TO HAVE TO SIT DOWN AND FIGURE OUT HOW TO DO THAT. NOW, CAMDEN HAVE ANY TROUBLE BECAUSE THEY PLACED WITH COMPUTERS ALL DAY, THAT'S PART OF YOUR JOB. BUT I'M AN OLD GUY, I DO PENCIL ON PAPER. I SET UP HERE WITH MY NOTEBOOK WITH STUFF AND NOT PAY THIS COMPUTER ALL AT ATTENTION. I'M NOT THE SMARTEST GUY AROUND, BUT I'M NOT THE STUPIDEST GUY EITHER. THERE ARE A LOT OF PEOPLE LIKE ME, BUT THERE ARE A LOT OF PEOPLE WHO THINK I'M A LITTLE BIT NUTS, WE'RE EVEN TALKING ABOUT THIS. I'M ABOUT THAT FAR AWAY FROM MAKING A MOTION. THEY WOULDN'T IT. YES, SIR. >> WOULD IT BE NECESSARY TO LOOK AT CASH AND PAPER TICKETS OR WOULD IT BE REASONABLE TO HAVE A STATION WITH A LAPTOP AND A HOTSPOT FOR SOMEONE TO SELL TICKETS WITH MY CREDIT CARD INSTEAD, WOULD THAT BE A REASONABLE WAY TO APPROACH IT OR DO WE REALLY NEED TO FOCUS ON CASH AND PAPER TICKETS? >> IF I MAY, AND I APPRECIATE WHERE YOU COME IN, BUT THAT WAS MADE AWARE OF ME TODAY THAT SOME OF OUR OLDER PEOPLE SAID THAT COULD BE A POSSIBILITY. SOMEONE WAS TELLING SOME OF THE PEOPLE THAT COULD BE A POSSIBILITY, AND THEY SAID IT MUST STAY, WELL, I HAVE TO GIVE THEM MY CREDIT CARD? THEY SAID NO, I'M NOT GOING. PEOPLE NOW DON'T WANT THOSE CREDIT CARDS OUT THERE AND SO ON AND SO FORTH. AGAIN, I DON'T WANT TO MAKE A MOUNTAIN OUT OF A MOLE HILL, BUT WE NEED TO REFLECT BACK ON WHO WE SERVE AND TRY TO MAKE IT AS CONVENIENT FORM AS POSSIBLE [INAUDIBLE]. >> WHO IS FIRST? JACKSON. >> I'M IN THE MIND OF KEEPING IT SIMPLE. THERE'S NOTHING WRONG WITH GOING BACK TO THE WAY IT WAS. SOMEBODY AT THE GATE, SOMEBODY COLLECTED MONEY BECAUSE THE GENTLEMEN HAD A GOOD POINT ABOUT THEY'RE COLLECTING CASH MONEY AT CONCESSIONS, BUT NOT AT THE GATE. WHAT'S THE DIFFERENCE? >> THE CONCESSIONS ARE NOT OUR EMPLOYEES. THOSE ARE OUR BOOSTER CLUBS, PTO 'S, AND PEOPLE LIKE THAT. WHILE THEY DO HAVE TO MAINTAIN CONTROLS OVER THEIR MONEY [NOISE], IT'S A LITTLE BIT DIFFERENT FOR US BECAUSE TICKETS HAD TO BE COUNTED, THE STARTING NUMBER HAS TO MATCH AND THE ENDING NUMBER HAS TO MATCH THE AMOUNT OF MONEY THAT COMES IN. TWO PEOPLE HAVE TO BE AVAILABLE TO COUNT IT. HAS TO BE TAKEN TO DEPOSIT AT THE END. LIKE I SAID, WE DID IT THAT WAY FOR YEARS AND YEARS. HAD WE NOT HAD THE PANDEMIC, WE MAY OR MAY NOT HAVE LOOKED AT OTHER OPTIONS. BUT WHEN WE DID LOOK AT THAT OTHER OPTION AND WE TALK A LOT AND I HEAR A LOT FROM TEACHERS AND FROM PRINCIPALS [02:30:01] AND FROM OUR BOARD FOR THAT MATTER ABOUT GETTING THINGS OFF OF TEACHERS' PLATES. HERE THIS IS SOMETHING AND THE REASON WE DID THIS WASN'T TO GET SOMETHING OFF OF TEACHERS' PLATES BUT THE EFFECT OF IT WAS IT DID ELIMINATE THAT ONE STEP. THERE MAY BE OTHER MECHANISMS THAT WE COULD USE ESPECIALLY IF IT'S A SMALLER AMOUNT OF MONEY, MAYBE IT DOESN'T TAKE THEM AS MUCH TIME. MAYBE THERE'S NOT AS MUCH ACCOUNTING THAT HAS TO TAKE PLACE AT GAMES AND SO WHEREVER THE BOARDS DECIDE, WE ARE GOING TO MAKE IT WORK. [OVERLAPPING]. >> HOW ABOUT ONE DIGITAL GATE AND ONE CASH GATE? THAT'LL CUT DOWN ON MANPOWER. [OVERLAPPING] AT LEAST HAVE ONE CASH GATE. ONE DIGITAL, ONE CASH. WE'RE MEETING EVERYBODY IN THE MIDDLE. >> YEAH, REGARDLESS OF HOW MUCH CASH WE TAKE IN, THE MECHANISM IS GOING TO BE THE SAME. NOW WE CAN CERTAINLY TALK TO OUR AUDITOR AND SEE IF THERE ARE OTHER WAYS OF ACCOMPLISHING IT. BUT FOLLOWING THE RULES THAT ARE SET FORTH IN OUR LOCAL ACCOUNTING MANUAL, I REQUIRE CERTAIN THINGS TO BE DONE WITH CASH. WE HAD ALSO TALKED ABOUT MR. SMITH AND YOU MENTIONED IT A FEW MINUTES AGO, MAYBE COME INTO THE SCHOOL AND BUY THEM IN ADVANCE. BECAUSE THEY'RE DEALING WITH CASH ON A DAILY BASIS IN THE SCHOOL AND HAVE THE ABILITY TO DEAL WITH IT DURING BUSINESS HOURS. THAT MIGHT BE AN OPTION. >> [INAUDIBLE] >> HOW DID EVERYBODY COME DURING THE DAY, SOME PAPERWORK. >> WE NEED TO LOOK FOR REASONS WHY WE CAN'T HAVE A HABIT OF LOOKING AT REASONS WHY WE CAN'T [INAUDIBLE] REASONS WHY WE CAN'T AND MAKE THIS DISCUSSION POSSIBLE [INAUDIBLE] >> MR. GREEN? >> I TEND TO AGREE BUT I'M PRETTY TECH-SAVVY AND IT AGGRAVATES ME. HAVING TO GET ON GOFAN AND DO WHATNOT, BUT I LIKE HAVING IT AS AN OPTION. I WOULD SAY, AND WE'VE PROBABLY HAD THIS DISCUSSION A FEW TIMES THAT WE'VE GOT TO VIEW OUR COMMUNITY MEMBERS AS OUR CUSTOMERS. IN ANY BUSINESS, CUSTOMER SERVICE IS PARAMOUNT AND THIS IS MAYBE A MINOR MISSPEAK HERE. IT'S A MINOR THING IN THE SCOPE OF EVERYTHING THAT WE DO. BUT FOR THE GRANDPARENT, THIS IS THE THING THEY COME TO. THAT'S IT. ALRIGHT? I WOULD MAYBE PAUSE THAT IF THERE ARE OTHER DISTRICTS THAT SOMEHOW FIGURED OUT A WAY TO GET FOLKS PAID FOR GAMES DURING THE PANDEMIC. THEY'RE NOT HAVING TO DO THIS NOW. MAYBE THEY'VE GOT A SOLUTION. MAYBE IT'S JUST A DIFFERENT PIECE OF SOFTWARE THAT SOMEONE CAN STAND WITH AN IPAD OR SOMETHING AND JUST AT THE DOOR AND BE ABLE ALSO IF YOU COME EARLY, YOU CAN BUY A TICKET OR I DON'T KNOW THAT, RIGHT? BUT MAYBE THAT'S WORTH ASKING A COUPLE OF OUR PEER DISTRICTS. ''HEY, HOW ARE YOU ALL HANDLING THAT?'' I DON'T LIKE PUTTING MY CREDIT CARD OUT THERE. I GET THE RETICENCE TO THAT. IF MY PARENTS SAID THEY WANTED TO COME TO THE GAME AND I SAID THE ONLY WAY YOU CAN DO IT IS TO PAY BY CARD. THEY WOULD SAY YOU CAN BUY YOUR TICKETS [LAUGHTER] BUT NOT EVERYONE HAS THAT OPTION. I DEFINITELY THINK THERE SHOULD BE SOME CASH OPTION. I DON'T KNOW WHAT THAT LOOKS LIKE. BUT FOLLOW THE KISS PRINCIPLE, JUST KEEPING IT SIMPLE. MAYBE WE ASK OUR PEERS IF THEY'VE GOT A SOLUTION, MAYBE WE JUST SEE WHAT THEY'RE DOING. I DON'T KNOW WHAT THAT IS, BUT WE JUST ASK OTHER DISTRICTS THAT MAY HAVE FIGURED THIS OUT AND KEEP US FROM HAVING TO DO LEGWORK JUST TO COME UP WITH A GOOD SOLUTION. >> MR. SMITH? >> I DON'T WANT TO REPEAT WHAT'S BEEN SAID ALREADY, BUT JUST TO SAY THAT IT'S NOT FAIR TO OVERLOOK A SEGMENT OF OUR COMMUNITY. THAT'S NOT FAIR TO THEM FOR THE REASONS IT'S BEEN STATED. I WOULD VENTURE TO GUESS THAT YOU SMART PEOPLE CAN COME UP WITH A WAY TO MAKE IT HAPPEN AND I THINK THERE'S NOTHING WRONG WITH WHAT MS. REINHARDT JACKSON STATED. [02:35:01] I THINK BECAUSE THERE ARE A VAST MAJORITY OF OUR CUSTOMERS THAT PREFER NOT DEALING IN CASH AND APPRECIATE THAT SYSTEM AND WE'LL CONTINUE TO USE THAT SYSTEM AND WE'LL REDUCE THE NEED [NOISE] FOR SOMEBODY AT THE GATE, BUT WE DO NEED TO PROVIDE IT, I THINK. >> [INAUDIBLE] >> I WOULD LIKE TO MAKE ONE OTHER POINT. TO PURCHASE A TICKET, YOU HAD TO PAY A DOLLAR EXTRA. LET'S SAY SUCH AN INTEREST-FREE WAGNER SALLY. SAY A CERTAIN SCOPE. LET'S JUST SAY ALL OF OUR SCHOOLS. LET'S SAY THEY HAVE 3,000 PEOPLE COMING THAT NIGHT. THAT'S $3,000 OF MONEY GOING TO THIS COMPANY. IT COULD BE GOING TO THOSE ALKALINITIES. NOW HUMANS COST 500,000 [INAUDIBLE] . WE'VE GOT TO REALIZE WE SERVE THE PUBLIC AND WE CAN'T KEEP LOOKING AT WAYS FOR WHAT'S EASY FOR US, WE'VE GOT TO LOOK WHAT WILL WORK FOR OUR PUBLIC AND THEY CAN UNDERSTAND AND FUNCTION IN THAT ENVIRONMENT. THANK YOU. >> WHAT DO WE NEED TO DO? HAVE WE SAID ENOUGH TO CHANGE OR DO WE NEED TO MAKE A MOTION? >> NO. I THINK I'VE GOT THE [OVERLAPPING] >> YOU'VE GOT THE MESSAGE. >> I'VE GOT THE DIRECTION TO GO. >> GOOD. NEXT ITEM IS, [Area Five Advisory Council Appointments - Mr. Crane ] ANYWAY FIVE ADVISORY COUNCIL APPOINTMENTS, MR. CRANE? >> YES, I NEED TO DO MY AREA, FIVE FOLKS, EVERYBODY I'VE TALKED TO AND THEY'RE ALL DOING A GOOD JOB, BEEN DOING IT FOR A WHILE, AND THEY'VE ALL EXPRESSED INTEREST TO KEEP DOING IT. I GUESS I'LL MAKE A MOTION TO APPROVE THE SITTING ADVISORY FOLKS FOR THE NEXT TERM, FOUR-YEAR TERM. >> I SECOND. >> MOTION AND SECOND, ANY DISCUSSION? ALL IN FAVOR OF APPROVING THE REAPPOINTMENT OF THE REFINED ADVISORY COUNCIL MEMBERS RECOMMENDED BY MR. CRANE RAISE YOUR HAND. THAT'S EVERYONE. WE HAVE TO DO THE SAME THING. [Area One Advisory Council Appointments - ] WE HAVE TWO MEMBERS OF THE AREA, ONE COUNCIL WHO THE TERM IS UP AND THEY HAVE EXPRESSED INTEREST IN BEING REAPPOINTED. THAT'S MR. WHITE AND MR. RAINES. I'LL MAKE A MOTION TO REAPPOINT THOSE INDIVIDUALS TO THE AREA ONE ADVISORY COUNCIL. >> I SECOND. >> SECOND BY MS. REINHARDT JACKSON. IN DISCUSSION ALL IN FAVOR, PLEASE RAISE YOUR HAND TO REAPPOINT MR. WHITE, MR. RAINES TO THE AREA ONE ADVISORY COUNCIL. THAT'S UNANIMOUS. >> MR. CHAIR? >> YES, SIR. [Area Three Advisory Council Appointment - Was not listed on Agenda but added in meeting.] >> SOMEHOW I KNOW THAT AN AREA THREE APPOINTEE GOT LEFT OFF BECAUSE IT'S BEEN MADE MANY REASONS. BUT AREA THREE IS LUCKY TO HAVE THE LONGEST-SERVING AREA COUNCIL MEMBER IN THIS COUNCIL. I BELIEVE THIS IS OUR 44TH YEAR, IF I'M NOT MISTAKEN, HER NAME IS SARAH JOHNSON, AND I WOULD LIKE TO REAPPOINT HER. WE'RE DOING SOMETHING RIGHT AND WE STILL NEED TO DO WHAT WE CAN DO TO FIX THAT TONIGHT. >> WELL, SHE WASN'T ON THE AGENDA, BUT IS THERE AN OBJECTION TO ADD IN THIS? WE CAN MAKE A MOTION TO ADD THIS TO THE AGENDA AT THIS POINT. >> THE ACTUAL RESULTS [INAUDIBLE] >> I DON'T WANT TO MAKE IT COMPLICATED. >> MAY I MAKE APPOINTMENT, SIR. >> THAT'S ALL WE NEED. I JUST DON'T WANT TO BE LIKE, MR. SMITH MADE A MOTION THEN TO REAPPOINTMENT MS. JOHNSON TO THE AREA THREE, SECONDED BY MS. RYAN WHITE JACKSON. ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S IT. GOOD. SUPERINTENDENT'S UPDATE, MR. LAWRENCE. [Correspondence Addressed to Board Members] [Office of Superintendent ] >> THANK YOU, MR. CHAIR, MEMBERS OF THE BOARD. JUST WANT TO POINT OUT THAT WE'VE GOT A VERY ROBUST SUMMER SCHOOL PROGRAM UNDERWAY RIGHT NOW AND GOT A FEW PICTURES. WE WANT TO PUT UP THERE FOR YOU TO SEE WHAT'S GOING ON. WE BEGAN LAST MONDAY, JUNE THE 6TH WITH ELEMENTARY SCHOOL. WE HAVE 1,835 STUDENTS IN GRADES 1 THROUGH 5 IN THE PROGRAM, 130 TEACHERS. SO FAR, THEY'VE BEEN VERY ENGAGED. ABOUT 65 PERCENT OF OUR STUDENTS HAVE BEEN IN REGULAR ATTENDANCE AND THAT'S IN REGULAR SCHOOL YEAR. YOU'D BE CONCERNED ABOUT THAT. SUMMER SCHOOL HAVING 65 PER CENT REGULARLY ATTENDING. THAT'S A PRETTY GOOD NUMBER. STATE DEPARTMENT OF EDUCATION MAKES SEVERAL VISITS EACH SUMMER. [02:40:05] LAST WEEK THEY VISITED RIGDE SPRING-MONETTA ELEMENTARY, AND WE RECEIVED A GLOWING REVIEW ON THAT. THEY WERE VERY PLEASED WITH WHAT THEY WERE SEEING. BREAKFAST AND LUNCH IS SERVED EACH DAY. MIDDLE-SCHOOL BEGAN YESTERDAY, SO WE'LL HAVE SOME UPDATES ON WHAT'S HAPPENING IN MIDDLE-SCHOOL SOON. HIGH-SCHOOL, WE'VE GOT SOME ACADEMIC RECOVERY AT ALL OF OUR HIGH SCHOOL THAT'S OPERATING FROM 845 TO 330 DAILY. AT LAST, FROM LAST MONDAY, JUNE 6TH THROUGH JUNE 30TH, WE GOT FACE-TO-FACE AT MOST OF OUR SITES, AND STUDENTS ARE ABLE TO RECOVER CREDITS FOR COURSES THAT THEY MAY NOT HAVE BEEN SUCCESSFUL WITH DURING THE SCHOOL YEAR. HEAVY FOCUS ON ON ALGEBRA THIS SUMMER, AND SO WE'RE VERY PLEASED WITH THE PROGRESS AND OUR TEACHERS ARE WORKING VERY HARD. OUR STUDENTS ARE WORKING VERY HARD. OUR INSTRUCTIONAL DIVISION, WORKING VERY HARD TO MAKE SURE THAT WE'RE MEETING OUR STUDENTS NEEDS THIS SUMMER. THANK YOU FOR THE OPPORTUNITY TO SHARE THAT. >> MR. CHAIR >> WELCOME. >> MR. LAWRENCE, ARE WE OFFERING FREE LUNCHES, SOME LUNCHES IN ANY OF OUR SCHOOLS BECAUSE I DIDN'T SEE ANY KIND OF ANNOUNCEMENT OR RECEIVE ANY KIND OF ROBOCALL, LETTING PARENTS KNOW THAT? >> IN ALL OF OUR SUMMER SCHOOL PROGRAMS, WE ARE DOING LUNCH AND BREAKFAST. AS FAR AS THE SUMMER MEAL PROGRAMS, WE'RE INVOLVED WITH SAME AS A TYPICAL SUMMER. WE'RE INVOLVED WITH SUMMER MEAL PROGRAMS. YES. >> WELL, I'LL JUST ASK THAT CAN WE PUT OUT A SIMPLE ROBOCALL ADVISING PARENTS OF THAT BECAUSE A LOT OF PARENTS AREN'T AWARE. >> YES, I CAN DO THAT. >> LAST YEAR SUMMER [INAUDIBLE] >> NO, SIR. YES, THEY DO HAVE TO COME PICK IT UP AND THERE ARE THEIR DESIGNATED SITES, SO IT'S NOT EVERYWHERE. >> WE NEED AN EXECUTIVE SESSION FOR THE PURPOSES OF [Executive Session ] HEARING STUDENT APPEAL AND A LEGAL MATTER. MOVED BY MISS PATRICE RHINEHART TO GO INTO EXECUTIVE SESSION. IS THERE A SECOND? SECOND MEMBER IS MR. CRANE. ALL IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S EVERYONE. WE WILL RETURN TO REGULAR SESSION FOLLOWING THE EXECUTIVE SESSION TO TAKE ANY ACTIONS THAT ARE CALLED FOR FROM WHAT OCCURS IN EXECUTIVE SESSION. [BACKGROUND] >> THE CLOCK IS TICKING SO THAT WE CAN STAND SO THAT WE CAN FINISH. [BACKGROUND] [02:46:01] >> MR. CHAIR, I MOVE, WE UPHOLD THE DISTRICT RECOMMENDATION INVOLVING THE STUDENTS DISCIPLINE ISSUE. >> OKAY. [NOISE] [BACKGROUND] >> [INAUDIBLE] [BACKGROUND] >> GOOD NIGHT EVERYBODY [INAUDIBLE] [BACKGROUND] >> THANK YOU, GAIN. BE CAREFUL OUT THERE. [BACKGROUND] >> THANK YOU. [INAUDIBLE] [NOISE] * This transcript was compiled from uncorrected Closed Captioning.