Apr 23, 2024 042324 AIKEN COUNTY BOARD OF EDUCATION REGULAR MEETING

[00:02:24]

ALL RIGHT. OH, PRECIOUS.

PRECIOUS. ARE YOU.

GOING TO ANSWER ANY QUESTIONS THAT THEY HAVE? SHOULD I BE PREPARED FOR ANYTHING? GIVE ME THE ANSWER AGAIN.

THE TEAM WITH THE MEETING AND UPDATING IT WOULD BE IMPOSSIBLE FOR ME TO GIVE A SPECIFIC UPDATE ON EVERY SINGLE WORD CHANGE.

COUNTY COMMISSIONERS ARE BEING UPDATED.

OKAY, SO IT'S REALLY ALL YOU.

KNOW, AT THIS POINT, THERE'S NOT ANY SUBSTANTIVE CHANGES.

THE DATA IS THE DATA IS BEING UPDATED.

THE PERFORMANCE MEASURES ARE BEING UPDATED.

AND THEN WHAT IS THE OTHER WORD? THE WAIVERS. THE WAIVERS ARE INCLUDED.

AND I'LL BE HONEST. YEAH, THIS UPDATE HAS TO BE DONE EVERY YEAR AND THE WAIVERS HAS TO BE DONE EVERY YEAR.

YEAH. YEAH.

I DON'T KNOW. I BEGIN BY SAYING, BE HONEST WITH YOU.

LET ME REPHRASE THAT. I'M ALWAYS HONEST.

I'M EMBARRASSED TO SAY THAT.

YEAH. NO, THE COMMITTEES HAVE BEEN MEETING.

THEY'VE BEEN UPDATING.

SO WE HAVE LAID THAT OUT.

OKAY? YES, SIR.

YEAH. I WANT TO FORGIVE THE.

I'M NOT.

[00:05:01]

WE WILL CALL THE APRIL 23RD REGULAR MEETING OF THE AIKEN COUNTY BOARD OF EDUCATION TO ORDER.

WE BEGIN ALL OUR MEETINGS WITH A MOMENT OF SILENCE AND THE PLEDGE OF ALLEGIANCE.

PLEASE JOIN ME IN A MOMENT OF SILENCE.

PLEASE STAND FOR THE PLEDGE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

AND I WILL SAY THE PLEDGE SOUNDS AN AWFUL LOT BETTER WITH ALL YOU KIDS HERE UP FRONT.

WE HAD. THE AGENDA FOR THIS MEETING WAS PUBLISHED TO THE BOARD AND THE PUBLIC IN ADVANCE.

I'VE HEARD NO OBJECTION CALLS FOR CHANGES OR EDITS.

AND IF THERE'S NO OBJECTIONS, WE'LL CONSIDER THE AGENDA APPROVED.

WE HAVE ONE SET OF MINUTES THAT NEED APPROVAL, AND THAT IS THE MINUTES OF THE REGULAR MEETING OF MARCH 26TH OF THIS YEAR.

THERE WERE A FEW BOARD MEMBERS ABSENT FROM THAT MEETING.

IS THERE A MOTION TO APPROVE THE MEETING MINUTES OF THE MARCH 26TH MEETING? SO MOVED BY MISS RHINEHART-JACKSON, IS THERE A SECOND? SECONDED BY MR. SILAS.

ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE MEETING MINUTES OF THE MARCH 26TH MEETING, PLEASE RAISE YOUR HAND.

THAT'S SIX IN FAVOR.

ALL THOSE OPPOSED? ALL THOSE ABSTAINING.

THAT'S THREE IN ABSTENTION.

MOTION CARRIES.

THE MINUTES ARE APPROVED.

6 TO 3. AS WE MOVE INTO SPECIAL ORDERS OF BUSINESS THE FIRST THING ON THE AGENDA IS IS A PRESENTATION FROM SRP CREDIT UNION.

AND WHO'S GOING TO BE INTRODUCING ALL RIGHT.

GOOD EVENING, CHAIRMAN NESSEL.

LADIES AND GENTLEMEN OF THE BOARD, MR. LAURENCE, THANK YOU FOR THE OPPORTUNITY TO INTRODUCE GRACE HELMES, WHO IS THE VICE PRESIDENT FOR COMMUNITY RELATIONS WITH SRP FEDERAL CREDIT UNION. I KNOW THIS IS A LITTLE UNUSUAL WHERE WE DO SPECIAL RECOGNITIONS AHEAD IN THE AGENDA, BUT THEY HAVE A BOARD MEETING ALSO TONIGHT.

SO THANK YOU FOR THE OPPORTUNITY TO INTRODUCE GRACE.

SHE'S GOING TO SHARE WITH MR. LAURENCE AND WITH ALL OF YOU, AND PRESENT A CHECK FOR OUR 2023 AFFINITY CARD EARNINGS.

AND IT'S QUITE A CHECK AS THEY ALL ARE.

SO I WILL TURN IT OVER TO GRACE AND ASK MR. LAURENCE TO PLEASE COME FORWARD.

WE MEET AGAIN. GREAT TO SEE YOU AS WELL.

GOOD EVENING. THANK YOU ALL FOR HAVING ME THIS EVENING.

ON BEHALF OF SRP, I AM HERE TO PRESENT A CHECK.

AS MISS PICCOLINO SAID FOR THE 2023 AFFINITY DEBIT CARD PROCEEDS.

FOR THOSE OF YOU WHO AREN'T AWARE OF WHAT THE AFFINITY DEBIT CARD PROGRAM IS, IT IS A CO-BRANDED DEBIT CARD PROGRAM FOR HIGH SCHOOLS IN WHICH THE HIGH SCHOOLS CAN CHOOSE THEIR OWN DEBIT CARD DESIGN, AND THEN FOR EACH SWIPE OF THE CARD OR EACH PURCHASE, THE SCHOOL RECEIVES A DONATION FROM SRP.

WE STARTED THIS PROGRAM IN 2018, THE LAST QUARTER OF 2018, AND THEN WE PRESENT ANNUALLY CHECKS, YOU KNOW, TO REPRESENT THE PROCEEDS FROM THE PREVIOUS YEAR. SO THIS YEAR, I'M HONORED TO PRESENT A CHECK IN THE AMOUNT OF $256, $256,000, SIX 5870 FOR 2023.

AND I WOULD ALSO ANNOUNCE, WHICH IS WONDERFUL.

YES. THANK YOU.

I'D ALSO LIKE TO ANNOUNCE THAT AIKEN COUNTY HAS JUST REACHED AN AMAZING MILESTONE WITH THIS PROGRAM, HAVING EARNED OVER $1 MILLION SINCE THE INCEPTION OF THE PROGRAM. AND THANK YOU ALL FOR YOUR PARTNERSHIP.

WE TRULY APPRECIATE IT AND LOOK FORWARD TO CONTINUING THIS PROGRAM WITH YOU IN THE FUTURE.

ALL RIGHT. THANK YOU GRACE.

THANKS, JACK.

OKAY. NOW, IF I BRING THIS TO YOU, WE'LL MAKE IT HAPPEN.

[00:10:19]

THANK YOU. THE REMAINDER OF OUR SPECIAL RECOGNITIONS WILL TAKE PLACE A LITTLE BIT LATER IN THE AGENDA.

THANK YOU. THANK YOU.

THAT BRINGS US WITH PUBLIC PARTICIPATION.

WE HAD THREE MEMBERS OF THE PUBLIC SIGN UP.

FIRST, I'D LIKE TO CALL UP MISTER LARRY NELSON, WHO WANTS TO SPEAK TO THE BOARD ABOUT THE NAMING OF THE SOUTH AIKEN HIGH SCHOOL STADIUM.

MISTER NELSON. I'D LIKE TO THANK EVERYBODY FOR ALLOWING ME TO COME.

THIS IS THE THIRD COMMITTEE, AND GOOD PEOPLE THAT I DIDN'T ALREADY KNOW FROM WORKING 30 YEARS IN AIKEN COUNTY.

I'VE MET SOME REALLY GOOD PEOPLE COMING UP THAT HELP.

EVERYBODY'S BEEN POSITIVE, AND I FEEL REAL GOOD ABOUT BEING HERE AND ASKING YOU THIS FAVOR.

AND I WORKED FOR MR. JAMES TAYLOR AND MR. JAMES DORSEY.

I CONSIDER THEM THE TWO BEST PRINCIPALS IN THE STATE OF SOUTH CAROLINA.

IF YOU KNEW THEM, YOU WOULD LIKE THEM.

I DON'T KNOW IF ANYTHING I'VE EVER HEARD THAT'S NEGATIVE ABOUT MR. DORSEY. AND THAT'S WHO I'M ASKING YOU TO ALLOW US TO NAME THE STADIUM AT SOUTH AIKEN HIGH SCHOOL.

AFTER JAMES ARLISS DORSEY IN 1980, HE BECAME THE PRINCIPAL.

HE HAD BEEN A COACH, A TEACHER AND ADMINISTRATOR.

AND HE GOT THERE WHEN THEY OPENED UP THE SCHOOL.

AND IF THEY DIDN'T REQUIRE PE, I DON'T GUESS THEY EVEN HAD A GYM.

THEY HAD NO ATHLETIC FACILITIES WHATSOEVER.

BEFORE HE LEFT WE HAD EVERYTHING FINISHED EXCEPT THE FOOTBALL STADIUM.

AND THAT WAS JUST ABOUT DONE.

BUT HE WAS THERE FOR EVERY GROUP THAT CAME BY.

AND THE BOOSTER CLUB. NOW, HE DIDN'T DO US ALONE, BUT HE WAS THE GENTLEMAN THAT WAS THERE.

I ALWAYS GETTING IT DONE.

AND ALL THE WAY THROUGH GETTING THE NATIONAL GUARD TO BRING FIELD DIRT ACROSS THAT SOMEBODY DONATED TO US.

AND THERE WERE SEVERAL PEOPLE THAT DONATED A GOOD BIT OF MONEY DURING THE WAY TO GET THAT STADIUM FIXED PLAYING OVER THERE.

I COACHED THERE FOR TEN YEARS, AND WE NEVER PLAYED THERE.

WE ALWAYS HAD TO GO TO AIKEN, WHICH WASN'T TOO BAD FOR ME.

I'D COASTED AIKEN ALSO.

BUT ANYWAY, IT GOT FILLED.

AND THE THING ABOUT IT THAT MAKES IT UNIQUE, AND I KNOW THERE'S SOME STIPULATIONS THAT WE COULD SAY RIGHT OFF, WELL, WE CAN'T DO IT BECAUSE OF THIS.

BUT WHAT HE DID CAN'T BE DUPLICATED AGAIN AT SOUTH AIKEN.

THEY HAVE THE FACILITIES, AND HE WAS THERE RIGHT UP UNTIL THE END.

AND THEY, THEY DON'T NO LONGER HAVE TO GO TO AIKEN TO PLAY FOOTBALL OR GO SOMEWHERE TO PLAY BASEBALL OR WHATEVER ANYWAY.

AND SO IT'S NOT LIKE IF I COACHED AND YOU COACHED THAT I WANT 120 GAMES AND YOU TURNED AROUND AND WON 140, AND WE WERE KIND OF DEBATING ON WHO WAS THE BEST OUGHT TO BE NAMING THE FIELD AFTER.

AND WE'RE NOT TRYING TO NAME THE FOOTBALL FIELD, BECAUSE ONE DAY SOMEBODY MAY COME ALONG THAT THEY WANT TO NAME IT AFTER, BUT NOBODY CAN COME AND DO WHAT JIM DORSEY DID WHEN HE WAS PRINCIPAL AT SOUTH AIKEN.

AND I'VE GOT WE DID WE STARTED TO GET A LOT OF PAPERWORK.

AND THEN I THOUGHT, YOU KNOW, NOBODY'S GOT TIME TO READ A BOOK, BUT I DO HAVE SOMETHING I CAN LEAVE UP AND LET YOU PASS.

IF YOU DIDN'T KNOW HIM AND WANT TO KNOW SOMETHING ABOUT HIM, WE.

MY WIFE JUST PULLED US OFF WHEN HIS PASSED AWAY.

AND THE FUNERAL, WHAT PEOPLE HAD TO SAY.

AND I'M TALKING ABOUT PEOPLE FROM OHIO TO DALLAS, TEXAS THAT HAD TO SAY ABOUT EITHER BEING A STUDENT UNDER HIM GOING TO SCHOOL WITH HIS CHILDREN PEOPLE THAT WORKED FOR HIM, WORKED WITH HIM AND, AND KNEW HIM ANYTHING.

SO IF YOU DON'T MIND, I'LL JUST LEAVE SOME OF YOU AND LET YOU PASS IT DOWN FOR THE ONES OF YOU THAT DON'T KNOW.

AND SO WHATEVER BECOMES OF THIS IN THE END YOU ALL HAVE LEARNED SOMETHING ABOUT HIM IF YOU DIDN'T KNOW HIM, AND HE WILL SAY GREAT MAN TO WORK FOR.

AND THE ONLY THING I TELL YOU IS I MISS HIM.

WE'VE LOST A GOOD MAN.

AND MR. TAYLOR WAS THE SAME WAY.

I'M FORTUNATE TO HAVE WORKED FOR BOTH OF THEM.

SO APPRECIATE ANYTHING YOU CAN DO TO HELP US GET THE STADIUM NAMED AFTER JIM DORSEY.

NO MATTER WHAT IT TAKES POLITICALLY.

YOU KNOW, IF YOU CAN POSSIBLY DO THAT, THAT'D BE APPRECIATED BY HUNDREDS.

AND I'D LOVE TO LIVE LONG ENOUGH TO SEE THEM ALL SMILE.

[00:15:03]

OKAY. ARE WE ARE WE LIVE? OKAY. GOOD EVENING.

BOARD TRUSTEES.

SUPERINTENDENT. SPECIALTY STAFF.

I KNOW THAT TONIGHT YOU'VE GOT ON YOUR AGENDA ITEM UPDATE TWO FOR THE STRATEGIC PLAN.

THE UPDATE TWO FOR THE STRATEGIC PLAN STILL INCLUDES THE DIVERSITY, EQUITY AND INCLUSION TRAINING FOR ALL STAFF.

NOW, I'M NOT SURE IF YOU'RE AWARE OF THERE HAVE BEEN SOME MEETINGS FOR A ACTION COMMITTEE THAT HAS DISCUSSED APPROACHES AND CONCERNS REGARDING THAT.

WE WE NOW HAVE FOR THE PUBLIC TO REVIEW THROUGH A FREEDOM OF INFORMATION ACT RESPONSE ABOUT 30 PAGES OF THEIR DISCUSSIONS.

AND WHAT WE'VE COME TO LEARN IS THAT MAYBE THE SCHOOL BOARD COULD AT SOME POINT ALLOW THE PUBLIC TO KNOW WHAT THESE DISCUSSIONS CONTAIN.

THE CONTENT OF THIS WAS ONLY GRANTED TO ME, AND I'VE SHARED IT WITH OTHERS BY VIRTUE OF ASKING FOR IT IN A FREEDOM OF INFORMATION ACT.

SO WHAT WE'RE GOING TO SEE TONIGHT IS NOT NECESSARILY WHAT THIS ACTION COMMITTEE DID, AND NOR DOES THE PUBLIC HAVE AN OPPORTUNITY TO HAVE A CHANCE TO ADDRESS THE CONTENT OF WHAT THE ACTION COMMITTEE HAS DISCUSSED.

WE WILL SIMPLY BE SITTING AND LISTENING TO THE BOARD MEMBERS DISCUSS THAT.

SO. WHAT HAS HAPPENED PREVIOUSLY IS THAT WE'VE ASKED FOR THE DEI TRAINING FOR ALL STAFF TO BE AN AGENDA ITEM BEFORE IT GOT TO THE APRIL UPDATE, AND THAT WAS DENIED.

SO MAYBE THE BOARD MEMBERS WOULD APPRECIATE A LITTLE BIT OF INFORMATION FROM THE 30 PAGES OF DISCUSSION THAT WENT ON.

SO I'M GOING TO GIVE YOU SOME QUOTES THAT ARE RELATED TO THE DEI DISCUSSION FOR THE ACTION COMMITTEE THAT HAS BEEN PREPARING THEIR THEIR PORTION OF THE UPDATE THAT YOU ARE GOING TO BE GIVEN TONIGHT.

AND JUST BE AWARE OF THE FACT THAT DEI IN MANY INSTITUTIONS IN AMERICA, STARTING WITH THE SUPREME COURT, WITH THE IVY LEAGUE SCHOOLS, WITH THE DEPARTMENTS OF EDUCATION AND JUSTICE, CORPORATE AMERICA AND THE STATES THEMSELVES HAVE ALL BEGUN TO DISASSEMBLE DEI PROGRAMS UNILATERALLY.

AND THE SOUTH CAROLINA STATE LEGISLATURE HAS, IN FACT, PUT TOGETHER SOME LEGISLATION THAT IS NOW UNDER CONSIDERATION FOR PREVENTING THE COLLEGIATE LEVEL THE UNIVERSITIES FROM INCLUDING DEI.

SO I JUST WANT THE BOARD TO BE AWARE AND SOME OF THE OTHER STAFF WHO WE OBVIOUSLY HAVE A UPCOMING LEADERSHIP POSITION COMING FROM WITHIN THE HOUSE, AND THAT WOULD BE THE SUPERINTENDENT. BUT WHAT I WANT THE BOARD TO KNOW AND THE PUBLIC TO KNOW THAT DEI AS DEI CRUMBLES, AIKEN COUNTY SCHOOL BOARD INSISTS ON KEEPING DEI FOR YOU AND TAXING YOU FOR IT, AND INSISTING THAT IT'S LEGITIMATE.

I'M HERE TO TRY AND PROVE TO YOU AND TO DISSUADE THE BOARD FROM ACCEPTING THAT AND PUTTING THAT INTO PRACTICE, AS WE ALL KNOW.

WE WILL SEE WHAT IS CALLED FOR IS AN ENERGY, A EQUITY AUDIT.

NOW, I ASKED SPECIFICALLY MORE THAN A YEAR AGO WHETHER AN EQUITY AUDIT WOULD BE ASKED FOR.

YOU WILL SEE TONIGHT IN THE POWERPOINT THAT AN EQUITY AUDIT IS IN FACT ASKED FOR.

THAT MEANS MONEY.

AND THAT WILL ALSO BE SENT TO AN OUTSIDE SOURCE, WHICH MEANS THAT THIS BOARD WILL APPROVE MONEY TO GO TO AN OUTSIDE SOURCE TO AUDIT THE ENTIRE BOARD, THE ENTIRE DISTRICT. THAT MEANS TEACHERS AND STUDENTS, AND ASK THEM ABOUT EQUITY.

AND WHAT DOES EQUITY MEAN? AND THEN ONCE WE HAVE THE RESULTS OF THAT EQUITY AUDIT, THE BOARD IS ALSO BEING ASKED TO APPROVE MONEY FOR A LEADERSHIP POSITION, WHICH MEANS MONEY, WHICH MEANS THE BOARD WILL HAVE TO THEN CREATE A POSITION THAT IS PAID FOR FOR SOMEBODY TO MANAGE ALL OF THE DEI TRAINING THAT GOES ON WITHIN THE DISTRICT.

OKAY. SO WE KNOW THAT THE THAT THE, THE NOTES FROM THE COMMITTEE HERE FOCUSED ON WHAT THEY REFER TO AS THE SCHOOL CLIMATE.

SCHOOL CLIMATE IS A CATEGORY THAT COMES FROM THE SCHOOL REPORT CARD ONE MINUTE REMAINING.

OKAY. SO IT'S IMPORTANT TO UNDERSTAND THAT THE COMMITTEE WAS UNABLE TO ESTABLISH A BASELINE.

THEY INTEND TO PUT OUT A SURVEY.

THE SURVEY WILL COME FROM CONTRACTED FROM SOMEBODY ELSE WHO HAS A MEANING AND A DEFINITION FOR DIVERSITY EQUITY AND INCLUSION.

DIVERSITY, EQUITY INCLUSION IS NOT AN ACADEMICALLY FOCUSED PROGRAM.

I WANT EVERYBODY TO UNDERSTAND THAT.

AND THE BOARD SHOULD KNOW THAT WHAT IT IS, IT IS A POLITICAL INDOCTRINATION.

[00:20:03]

IT IS A REDISTRIBUTION OF RESOURCES THAT THIS BOARD HAS THE BUDGET AND PURSE STRINGS FOR, TO GIVE CERTAIN STUDENTS WHO HAVE A CERTAIN FEELING OR A CERTAIN IDENTITY TO GET MORE RESOURCES THAN OTHER STUDENTS.

OKAY. IT'S A REDISTRIBUTION THAT'S CALLED SOCIALISM.

AND THAT COMES FROM MARXISM.

OKAY? IT ALSO IS A IN ACCOMMODATION EFFORT, WHICH IS TO SAY THAT IF YOU WILL NOT ACCOMMODATE ANY FEELING, ANY EMOTION OR ANY KIND OF IDENTITY ON THE SOCIAL STRATEGY, YOU WILL NOT BE TOLERATED.

YOU MUST ACCOMMODATE EVERYTHING THAT DEI IS COMING BEFORE THIS BOARD TO APPROVE.

SO I WOULD ASK THE BOARD, LET GO BECAUSE YOU'RE HANGING ON TO SOMETHING THAT YOU KNOW IS IS FRAUDULENT, YOU KNOW IT'S RACIST AND YOU KNOW, IT'S AGAINST THE CIVIL RIGHTS ACT.

SO I WOULD ASK YOU TO PAY ATTENTION TO WHAT THE MEETING NOTES HAVE TOLD YOU.

DON'T GIVE THEM MONEY AND DENY THIS DEI TRAINING FOR ALL STAFF.

THANK YOU. THANK YOU, MR. POLAND. NEXT.

MR. JOHN MALLORY WANTS TO SPEAK ON THE STRATEGIC PLAN UPDATE TWO AS WELL.

GOOD EVENING. THANK YOU. BOARD.

TONIGHT I WOULD LIKE TO TALK ABOUT THE AIKEN COUNTY PUBLIC SCHOOL DISTRICT STRATEGIC PLAN.

SPECIFICALLY. ALL RIGHT.

THANK YOU. SPECIFICALLY, THE ACTION PLAN.

PLAN COMMITTEE FOR YOUR RESPONSE.

FEBRUARY 24TH, WHICH WAS WHAT DAVID WAS TALKING ABOUT.

FROM THE MEETING MINUTES.

AND WHAT'S EXACTLY IN IT? SO I'M GOING TO TRY TO GET A LITTLE BIT INTO THE NITTY GRITTY OF IT.

DIVERSITY, EQUITY, INCLUSION, DEI IS LITTERED ALL THROUGH THE STRATEGIC PLAN AND THE MENTIONING OF CREATING SOME TYPE OF PROFESSIONAL DEVELOPMENT DAY.

THE AUTHORS OF THIS STRATEGIC PLAN ON PAGE NINE CALLS A DAY OF DIVERSITY.

SO IT'S LIKE ANOTHER HOLIDAY FOR THE EDUCATORS, ALL FUNDED BY THE TAXPAYER DOLLARS.

FURTHERMORE, ON PAGE SEVEN, ACCORDING TO YOUR STRATEGIC PLAN, IT GOES INTO GREAT DETAIL ABOUT TARGETING HBCUS AND MINORITIES INSTEAD OF TARGETING THE PERFORMANCE OF PUPILS AND EDUCATORS BY TARGETING THE MINORITIES OF SPECIAL NEEDS, THE AIKEN COUNTY PUBLIC SCHOOL DISTRICT IS USING THEM AS AN EXCUSE FOR MANIPULATING THE REDIRECTION OF FUNDING AND TO JUSTIFY THE TRANSFORMATION OF SCHOOL PEDAGOGY AND IDEOLOGICAL FRAMEWORK.

THAT'S ALSO STRIPPING THE PATHWAYS AWAY FROM THE STUDENTS REACHING THEIR HIGHEST POTENTIAL, AND AND ALSO DEVALUING THE NEED FOR ACADEMIC ACHIEVEMENT. ALSO CURRENTLY AIKEN COUNTY IS STILL SUPPORTING CELL, WHICH IS A REPACKAGED FORM OF CRITICAL RACE THEORY.

IN THE STRATEGIC PLAN ON PAGE SIX, WHICH IS BLANKETED REPACKAGING A BEHAVIOR MODIFICATION PLAN THAT IS AN ENDEAVOR OF BILL AND MELINDA GATES.

I'LL GET BACK TO THAT IN A MOMENT.

FURTHERMORE, ON PAGE 27, I WOULD LIKE TO REFER TO YOUR ALL'S MAIN SOURCE DOCUMENT IN THE STRATEGIC PLAN FOR DIE FROM DOCTOR CASINO.

ACCORDING TO THE LINK YOU ALL PROVIDED IN THE FOIA.

SO ACCORDING TO THAT DOCUMENT THAT YOU ALL SOURCED FOR DI WE'RE TALKING ABOUT DISMANTLING AND TRAINING DISMANTLING RACISM, SEXISM, GENDERISM AND ALL THE OTHER ISMS IN THE COUNTY RIGHT NOW.

THERE ALSO IS FUTURE THOUGHT IN CREATING DIVERSITY AND INCLUSION OFFICES AND CENTERS.

AT THE SAME TIME COLLECTING ANTI-RACISM.

ANTI-RACISM COLLECTION.

DATA COLLECTION. IN CONCLUSION, WITH THIS DISMANTLING RACISM, THIS IS A NATIONAL PRIORITY.

SO IF IT'S A NATIONAL PRIORITY, I KNOW THAT IT'S GETTING THROUGH FROM THE ACCREDITORS, AND I'M NOT GOING TO GO INTO GREAT DETAIL ABOUT THAT.

BUT IS THAT WHAT AIKEN COUNTY IS ABOUT? IS THAT WHAT ROUGHLY 73,000 FAMILIES ARE ABOUT? RACISM, TARGETING HBCUS, TARGETING MINORITIES INSTEAD OF THEIR PERFORMANCE? SO I WOULD ASK, THERE'S A LOT OF QUESTIONS THERE.

AND SPECIFICALLY IN THE BOARD'S NOTES ON PAGE 28.

THE STRATEGIC PLAN, IT STATES, ACCORDING TO THE WORDS IN THE MEETING MINUTES MAY BE CHANGE IT FROM DENY TO RESPECT, MUTUALLY UNITY OF PURPOSE AND COMPASSION.

SO THAT KIND OF TELLS ME WE'RE JUST GOING TO CHANGE THE WORDING AROUND, JUST TO CHANGE LINGO AROUND, KIND OF CONFUSE THE PEOPLE.

EVERY TIME WE COME UP WE APPROACH THIS ISSUE.

SO I UNDERSTAND FROM CONSERVATIVES AND OTHER LEADERS IN AIKEN, SOUTH CAROLINA, THEY STATE THAT, YOU KNOW, THAT'S NOT THAT'S NOT HAPPENING HERE IN AIKEN.

IT'S NOT HAPPENING IN THIS COUNTY.

AND WE'RE CONSERVATIVE IN THIS AND THIS AND THIS.

BUT EVERYBODY THAT I TALK TO, THAT I WORK WITH FROM OTHER STATES THAT MOVE HERE TO, YOU KNOW, TO WORK ON LEGISLATION AND TO WORK ON THE ON THE LOCAL LEVEL, THEY SAY EXACTLY WHAT'S HAPPENING IN THOSE STATES.

[00:25:01]

SPECIFICALLY, I WANTED TO TALK ABOUT COGNIA AND THAT ACCREDITOR THAT'S, I BELIEVE, ACCREDITED, YOU KNOW, A ACCREDITOR FOR ALL THE ALL THE SCHOOLS IN THE DISTRICT, EVEN PRIVATE SCHOOLS, CATHOLIC DIOCESES.

NOW, A LOT OF THEIR FOOTNOTES AND THEIR THEIR SOURCES, THEY'RE THEY'RE QUOTING THIS STUFF LEFT AND RIGHT, YOU KNOW, DIVERSITY, EQUITY, INCLUSION SOCIAL JUSTICE, RESTORATIVE JUSTICE, AND A LOT OF THOSE.

FOOTNOTES, FOOTNOTES.

SOURCE. RIGHT. BACK TO BILL AND MELINDA GATES.

SEL SOCIAL EMOTIONAL LEARNING.

SO, YOU KNOW, I HAVE A LOT OF QUESTIONS.

I'M SURE A LOT MORE A LOT OF OTHER PEOPLE ARE GOING TO HAVE SOME QUESTIONS, TOO, BUT I DON'T I'M NOT GOING TO EXPECT A RESPONSE.

I KNOW WHAT DEI IS.

I KNOW WHAT IT STANDS FOR.

AND IT ORIGINATES BACK TO THE FRANKFURT SCHOOL OF CRITICAL THEORY.

HOWEVER, IT'S GOING TO BE MY JOB TO INFORM THE PEOPLE OF WHAT THE TRUTH REALLY IS.

THANK YOU. THANK YOU, MR. MALLORY. MOVING ON.

WE HAVE SOME SPECIAL RECOGNITIONS.

AND WE MISS PICCOLINO.

THE FLOOR IS YOURS.

THANK YOU AGAIN, MR. NUESSLE.

UNDER THE DIRECTION OF THEIR INSTRUCTOR, RICHARD BAILEY, THE WAR EAGLE EAGLES WELDING STUDENTS ARE COMPETING EXTREMELY WELL AGAINST SOME OF THE BEST WELDERS IN THE STATE.

THEY RECENTLY ATTENDED A STATE WELDING COMPETITION AT MIDLANDS TECHNICAL COLLEGE WITH FOUR STUDENTS.

WAGENER-SALLEY HIGH SCHOOL'S TEAM OF FOUR SENIORS BROUGHT HOME FIRST, SECOND, THIRD AND FOURTH PLACE WINS OUT OF 60 OF THE BEST HIGH SCHOOL WELDERS IN THE STATE OF SOUTH CAROLINA.

AND WITH THAT, THEY WON MORE THAN $8,000 IN PRIZES AND SCHOLARSHIPS, BRINGING MUCH OF THAT BACK HOME TO WAGENER-SALLEY HIGH IN THE OPEN ROUTE 3G CATEGORY.

ALLIE DAVIS WON FIRST PLACE.

ELI SMITH WON SECOND.

AND THE T JOINT THREE F CATEGORY.

RYAN JORDAN WON THIRD PLACE.

AND JOSH NUNN ALSO WON FOURTH.

MR. LAWRENCE AND MR. NESTLE, IF YOU WOULD PLEASE COME DOWN TO CONGRATULATE THIS AMAZING TEAM AS WELL AS THE REST OF OUR SCHOOL BOARD MEMBERS.

THANK YOU. YOU CAN COME DOWN FIRST.

YEAH.

THEY'RE GOING TO STAND THERE.

VERY PROUD.

TEACHER. RIGHT HERE.

YES, SIR. DID YOU GET A MATH SKILLS TOO? I SENT ANOTHER I DIDN'T KNOW ABOUT.

WOULD YOU MIND DOING THAT REAL QUICK? SHE DIDN'T KNOW BECAUSE JUST LAST WEEK WE COMPETED IN SKILLS USA UP IN GREENVILLE, SOUTH CAROLINA, AND WE HAD ELI COMPETE INDIVIDUAL COMPETITION WHERE HE HAD TO MAKE THREE DIFFERENT OBJECTS AND WELD THREE DIFFERENT WELDING PROCESSES.

AND HE FINISHED SECOND IN THE STATE IN THAT UP IN GREENVILLE.

AND THEN ALI, JOSH AND RYAN COMPETED IN TEAM FABRICATION COMPETITION, WHERE THEY WERE GIVEN LIKE A SEVEN PAGE PRINT IN A PILE OF STEEL.

AND THEY HAD TO BUILD SOMETHING AND THEY ACTUALLY CAME IN FIRST IN THAT.

AND SO THEY'RE HEADING TO ATLANTA IN JUNE TO COMPETE IN THE NATIONAL.

CONGRATULATIONS. ABSOLUTELY AMAZING.

IS YOUR PRINCIPAL HERE? NO, HE'S GOT A SCHOOL IMPROVEMENT COUNCIL.

OKAY.

[00:30:15]

WITH MR. BAILEY, PLEASE.

WAGENER-SALLEY HIGH WAS THE ONLY SCHOOL TO HAVE THEIR ENTIRE TEAM OF WELDERS PLACE IN THE TOP FIVE, SO THIS IS AN AMAZING TEAM.

CONGRATULATIONS. THAT'S IT.

THAT'S IT. TONIGHT? YES.

THANK YOU.

MR. LAURENCE. I'LL TURN IT OVER TO YOU FOR THE SCHOOL SPOTLIGHT.

THANK YOU, MR. CHAIR.

MEMBERS OF THE BOARD, WE'RE PLEASED TONIGHT TO HAVE STUDENTS AND STAFF FROM OAKWOOD WINDSOR ELEMENTARY SCHOOL IN OUR SCHOOL SPOTLIGHT TONIGHT.

SO I'LL INVITE THEIR PRINCIPAL TO COME UP OR WHOEVER IS GOING TO BE LEADING THE WAY, THOUGH OUR HONORS COURSE IS ACTUALLY GOING TO KICK US OFF.

ALL RIGHT.

[00:35:46]

THEY CARE FOR EACH OTHER.

AND WE'RE WE'RE REALLY A FAMILY.

I LOVE ABOUT OLD WINDSOR IS IT'S A FAMILY AND EVERYBODY GET ALONG.

THE KIDS, I LOVE THEM, AND I JUST LOVE BEING HERE.

WHAT I LOVE ABOUT OAKWOOD WINDSOR IS HOW WELCOMING EVERYBODY WAS.

IT'S A VERY INCLUSIVE SCHOOL AND EVERYBODY HERE HAS BEEN SUPER HELPFUL FOR MY FIRST YEAR.

I LOVE WINDSOR BECAUSE THERE'S THIS BOOKSTORE AND THEY GIVE YOU A BOX FOR BEHAVING, AND THEN YOU CAN BUY LIKE YOU CAN BUY ALL SORTS OF TOYS, PAPER, PENCILS AND ALL THINGS YOU NEED.

I LOVE ELKE WINTER BECAUSE.

IT HELPS YOU GROW YOUR BRAND WITH THE SMARTNESS IN YOUR BRAND.

WHAT I LOVE ABOUT OAKWOOD.

WAS THAT IT? IT IS MY TEACHER BECAUSE SHE IS SO NICE.

AND I LOVE.

[00:45:35]

[00:45:45]

OKAY, ON TO INDIVIDUAL ITEMS. THE FIRST INDIVIDUAL ITEM IS WE WERE GIVEN A LIST OF PERSONNEL APPOINTMENTS, BOTH CERTIFIED AND CLASSIFIED PERSONNEL THAT WERE SCREENED BY HR AND APPROVED BY THE ADMINISTRATION. AND WE NEED TO APPROVE THAT LIST OF PERSONNEL APPOINTMENTS.

IS THERE A MOTION TO APPROVE THE LIST OF PERSONNEL APPOINTMENTS? MOVED BY MISS RHINEHART-JACKSON? IS THERE A SECOND? SECOND SECONDED BY MR. SMITH. ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE LIST OF PERSONNEL APPOINTMENTS, PLEASE RAISE YOUR HAND.

THAT'S UNANIMOUS. THE MOTION CARRIES.

AS WE DO ONCE A YEAR.

THE NEXT INDIVIDUAL ITEM IS WE WERE GIVEN A LIST OF REEMPLOYMENT OF CERTIFIED PERSONNEL FOR THE NEXT SCHOOL YEAR.

IS THERE A MOTION TO APPROVE THAT LIST OF CERTIFIED PERSONNEL TO REEMPLOY FOR NEXT SCHOOL YEAR? MOVED BY MISTER RHINEHART-JACKSON.

IS THERE A SECOND SECOND, SECONDED BY MISS TYLER.

ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE LIST OF REEMPLOYMENT, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

SLIGHTLY DIFFERENT.

ITEM NUMBER THREE WAS A LIST OF CERTIFIED PERSONNEL WITH SUBJECT TO CERTAIN CONDITIONS, LIKE RENEWAL OF THEIR TEACHING LICENSE IN JULY OR SOMETHING LIKE THAT.

FOR REEMPLOYMENT FOR NEXT SCHOOL YEAR.

IS THERE A MOTION TO REEMPLOY THE CERTIFIED PERSONNEL ON THE LIST, SUBJECT TO CERTAIN CONDITIONS? MOVED BY MISS RHINEHART-JACKSON, IS THERE A SECOND, SECOND, SECOND BY MR. SILAS? ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

INDIVIDUAL ITEM NUMBER FOUR IS SECOND READING OF A REVISION TO POLICY CAR TITLED STUDENT COMMUNITY RELATIONS.

THIS DEALS WITH BLOOD DONATIONS AT SCHOOLS OR HAVING A BLOOD DRIVE AT A SCHOOL.

IS THERE A MOTION TO APPROVE ON SECOND READING THE REVISION TO POLICY CAR? SO MOVED BY MISS RHINEHART-JACKSON, IS THERE A SECOND? SECOND SECONDED BY MR. MOULTON. ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

THE FOURTH ITEM IN INDIVIDUAL ITEMS IS.

EXCUSE ME. WE'RE DOWN TO NUMBER FIVE.

THAT WAS NUMBER FOUR.

SO THE DISTRICT STRATEGIC PLAN.

IS THERE ANY PRESENTATION ON THIS? NO, SIR. WE DON'T HAVE ANY PRESENTATION.

BUT THIS IS THE STATUTORILY REQUIRED UPDATE.

EVERY YEAR, EVERY FIVE YEARS, WE WRITE A NEW STRATEGIC PLAN.

EVERY YEAR IT IS UPDATED, AND WE CAN ANSWER ANY QUESTIONS ABOUT ABOUT THE UPDATES.

THEY ARE MINIMAL. WE'LL START OFF.

IS THERE A MOTION TO APPROVE UPDATE NUMBER TWO TO THE DISTRICT STRATEGIC PLAN.

SO MOVED BY MISS RHINEHART-JACKSON, IS THERE A SECOND? SECOND SECOND BY DOCTOR HANKS.

[00:50:01]

JUST TO CLARIFY, DOES THIS STRATEGIC PLAN, DOES IT INCLUDE THE HIRING OF A DEI DIRECTOR AT SOME POINT IN TIME? NO, SIR, IT DOES NOT.

OKAY. THANK YOU. MY QUESTION IS THAT WE'VE GOT.

HOUSE BILL 4663, WHICH IS CURRENTLY REFERRED TO COMMITTEE.

WOULD. IT WOULD HIGHLIGHT A COUPLE ITEMS IN THIS PLAN RELATED TO THE SAME SUBJECT THAT IF THAT PASSES, YOU WOULD TAKE THEM OUT OF THIS PLAN.

HAVE YOU CONSIDERED THAT? YES, SIR. OKAY.

YEAH. SO IF RIGHT NOW THINGS ARE ON HOLD, I MEAN, A COMMITTEE IS MEETING AND AND HAS HAD DISCUSSIONS ABOUT THINGS, BUT NOTHING IS READY TO COME FORWARD WITH, WITH AN ACTIONABLE PLAN.

AND PART OF THE REASON THAT NOTHING IS READY TO COME FORWARD WITH A PLAN IS WE'RE WAITING TO SEE WHAT THE GENERAL ASSEMBLY DOES WITH THAT, BECAUSE THERE'S NO POINT IN US PUTTING ANYTHING INTO PLACE THAT THE GENERAL ASSEMBLY WOULD SAY, SAY NO TO.

SO WE'LL WAIT AND SEE WHAT THEY DO, AND WE'LL WE'LL JUST HAVE THAT PART OF THE PLAN ON HOLD UNTIL THEN.

OKAY. ANY OTHER QUESTIONS OR DISCUSSION? YEAH. DOCTOR BRADLEY, HOW MUCH IS THIS? MUCH MONEY TO PUT INTO THIS PLAN.

THE THE PLAN.

THE WHOLE STRATEGIC PLAN.

EVERYTHING IS BUILT INTO THE BUDGET.

I MEAN, IT'S I COULDN'T SAY UNLESS.

I MEAN, IF YOU LOOKED AT AT A STRATEGIC PLAN AS A ROADMAP FOR THE SCHOOL DISTRICT, I GUESS IT'S EVERYTHING.

I MEAN, IT'S THE WHOLE BUDGET, BUT THERE AREN'T ANY ADDITIONAL COSTS, I DON'T BELIEVE, BUILT INTO THIS STRATEGIC PLAN THAT HAVEN'T BEEN IN EVERY STRATEGIC PLAN WE'VE EVER HAD SINCE, SINCE THEY STARTED BEING REQUIRED IN SCHOOL DISTRICTS IN SOUTH CAROLINA.

BUT IT DOESN'T CALL FOR ANY SPECIFIC.

IT DOESN'T CALL FOR SPECIFICALLY HIRING ADDITIONAL STAFF TO.

IT DOES NOT KNOW, SIR, TO DO THAT OR TO PUT ANY PARTICULAR MONEY INTO ANY PARTICULAR PROGRAM.

NO, EVERY EVERYTHING IN THE STRATEGIC PLAN IS MORE OF A ROAD MAP.

ANY EXPENDITURES ARE GOING TO BE THE BOARD IS GOING TO APPROVE THOSE EXPENDITURES AS PART OF THE BUDGET OR AS PART OF A SPECIAL REQUEST FOR SPENDING.

ANY PERSONNEL WOULD HAVE TO BE APPROVED BY THE BOARD BEFORE THEY COULD BE, BEFORE THEY COULD BE HIRED.

SO NO, SIR, THEY'RE NOT.

ANY OTHER QUESTION? MR..

MOULTON? MR..

LAURENCE, I DON'T KNOW IF IT'S JUST ME, BUT NOW I'M I'VE BEEN HERE FOR A FEW YEARS, AND I SEE THE STRATEGIC PLAN.

I'M JUST WONDERING, IS THERE A WAY FOR US TO SEE THE ADDITIONS THAT HAVE BEEN MADE? YOU KNOW, I'M KIND OF WONDERING WHY IT'S PRESENTED WITHOUT A I DON'T FEEL COMFORTABLE VOTING ON SOMETHING THAT I HAVEN'T SEEN THE ADDITIONS TO OR THE REVISIONS TO.

I'LL ASK MISS HART TO ANSWER A LITTLE BIT OF THAT, AND I KNOW THAT WHAT WAS CHANGED WAS MINIMAL.

I MEAN, THERE'S THERE'S, YOU KNOW, WE HAVE TO UPDATE THE PLAN ITSELF.

AND SOMETIMES THAT'S JUST CHANGING YOUR NAMES.

I MEAN, IF A BOARD MEMBER CHANGES, WE HAVE TO CHANGE THE NAMES.

AND ALSO WE HAVE TO REAPPLY FOR ANY WAIVERS THAT WE HAVE TO REGULATION.

SO THOSE ARE IN THERE.

AND MISS HART CAN, CAN SHARE ANYTHING ELSE THAT MIGHT BE AVAILABLE.

SO ANY OF THE ADDITIONAL, ANY ADDITIONAL CHANGES THAT WERE MADE FROM THE ORIGINAL STRATEGIC PLAN THAT WAS ALREADY APPROVED BY THE BOARD WOULD SIMPLY.

OH, THANK YOU. SORRY.

WOULD SIMPLY BE TO TO THE ACTION PLANS AND AND ROLLING OUT THE STRATEGIC PLAN THAT WAS ALREADY APPROVED.

SO IT MAY BE AN ADDITION OF A PERFORMANCE MEASURE OR SOMETHING THAT WE CAN USE TO SAY, ARE WE DOING WHAT WE WERE ASKED TO DO OR WHAT WE SAID WE WERE GOING TO DO IN THE STRATEGIC PLAN? BUT THE CORE STRATEGIC PLAN ITSELF HAS NOT BEEN CHANGED.

THANK YOU. YES, SIR.

OTHER QUESTIONS.

YES, MR. SMITH, I DO.

IS. OUR FUND.

I THINK IT WOULD. NO, SIR.

IT'S ALL THE SAME.

YES, SIR.

YES, SIR. OTHER QUESTIONS.

[00:55:04]

WE HAVE TO HAVE SPECIFIC DETAILS IN OUR PLAN ABOUT GIFTED AND TALENTED.

SO SO THAT IS A CATEGORY OF STUDENTS THAT WE HAVE TO HIGHLIGHT IN THE PLAN.

BUT BUT AS FAR AS AND AS FAR AS OVERALL THE PLAN IS DESIGNED FOR THE WHOLE SCHOOL DISTRICT.

K THROUGH 12.

THE ONLY, ONLY DIFFERENCES ARE THE THINGS THAT STATE LAW REQUIRES THAT WE WE HAVE THOSE ADDITIONS TO.

THANK YOU. LONG PAUSE.

ANYTHING ADDITIONAL? OKAY, SO MISS RHINEHART-JACKSON HAD A MOTION.

AND DOCTOR HANKS HAS A SECOND TO APPROVE THE UPDATE TO TO THE FIVE YEAR STRATEGIC PLAN, AND WE HAD DISCUSSION.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S EIGHT IN FAVOR.

ALL OPPOSED? THAT'S ONE.

MOTION CARRIES. THE NEXT ONE IS TALKING ABOUT EARLY DISMISSAL.

TIME AND AGAIN WE'VE GOT A PROPOSAL.

DOES ANYBODY SPEAKING TO THIS? MR.. MR. JEFFCOAT IS AVAILABLE.

SORRY. MR. JEFFCOAT IS AVAILABLE TO ANSWER QUESTIONS IF ANYONE HAS ANY.

SO WHAT WE HAD WHEN YOU HAVE WHAT? JUST TO REVIEW FOR THE AUDIENCE.

THE DISTRICT IS ASKING FOR REINSTATING EARLY DISMISSAL TIME.

THEY HAVE SPECIFIED TO DO PROFESSIONAL DEVELOPMENT.

AND THEY HAVE DESIGNATED THAT, AT LEAST FOR THE NEXT SCHOOL SCHOOL YEAR ON FIVE SPECIFIC DATES.

AND THEY'VE DESIGNATED WHAT.

EARLY DISMISSAL TIME WILL BE.

SO IS THERE A MOTION TO APPROVE? THE DISTRICT'S PROPOSAL ON EARLY DISMISSAL.

TIME MOVED BY MR. RHINEHART-JACKSON. IS THERE A SECOND? SECOND. SECOND BY DOCTOR HANKS.

DISCUSSION AND QUESTIONS.

DOCTOR BRADLEY DOES THIS ACTION.

HAVE ANY IMPACT. WELL, LET ME SAY IT DIFFERENTLY.

THIS THIS REDUCE THE INSTRUCTIONAL TIME FOR STUDENTS.

ARE WE TAKING IT? INSTRUCTIONAL TIME FROM STUDENTS AWAY TO PROVIDE INSTRUCTIONAL TIME FOR STAFF.

YES, THERE WILL BE TEN TOTAL HOURS, SO WE WOULD BE LOOKING AT TWO HOURS EARLY FIVE TIMES DURING THE SCHOOL YEAR.

OUR SCHOOL DAY IS LONGER THAN, THAN REQUIRED BY THE STATE.

SO WE DON'T RUN INTO ANY PROBLEMS WITH.

WITH WITH HAVING A SHORTENED AMOUNT OF TIME FOR INSTRUCTION.

BUT BUT TO ANSWER THE QUESTION, YEAH, IT'S TEN FEWER HOURS OF INSTRUCTION OVER THE COURSE OF THE YEAR THAT WOULD BE USED FOR PROFESSIONAL DEVELOPMENT.

THAT'S ROUGHLY THE EQUIVALENT OF TWO DAYS.

CORRECT. LITTLE OVER A DAY AND A HALF.

MR. SILAS.

I KNOW IT'S SUMMARIZED IN WRITING HERE, BUT I'D JUST LIKE TO HEAR YOU PRESENT.

WHY DO YOU THINK THERE'S A NEED TO REINSTATE THIS? WHAT WILL WE GET OUT OF IT? YEAH, YEAH, I'LL BE GLAD TO ANSWER THAT.

AND WHY THIS CAME ABOUT WAS WE HAVE SOME NEW STATE REQUIREMENTS AS FAR AS PROFESSIONAL DEVELOPMENT.

THAT ESPECIALLY IMPACTS ELEMENTARY LEVEL.

OUR STATE HAS ADOPTED LETTERS AS OUR FRAMEWORK FOR TEACHING, READING AND PROVIDING PEDAGOGY FOR THE TEACHERS ON HOW TO TEACH READING WITH BEST PRACTICES.

REMEMBER JD LIEBER WENT THROUGH IT WAS THE PILOT FOR THE STATE ON THAT NOW IS REQUIRED FOR ALL ELEMENTARY TEACHERS TO GO THROUGH THIS.

AND PART OF THAT TRAINING IS FOUR FULL DAYS OF PROFESSIONAL DEVELOPMENT.

AND WE HAVE FIVE PROFESSIONAL DEVELOPMENT DAYS ON OUR CALENDAR.

TWO ARE USED AT THE BEGINNING OF THE YEAR TO GET SCHOOL STARTED, MEET THE TEACHER TO GO OVER SAFETY PROTOCOLS AT THE SCHOOL, TO GO OVER THE SCHEDULE, TO MEET THE STAFF, ALL OF THOSE TYPE THINGS.

SO THAT ONLY LEAVES THREE DAYS LEFT.

SO WE'RE SHORT ONE FULL DAY TO MEET THE STATE REQUIREMENT FOR THAT PROFESSIONAL DEVELOPMENT.

THE OTHER PART WITH THAT IS THAT WHEN WE USE ALL THOSE DAYS JUST FOR LETTERS, THAT LEAVES US NO TIME FOR ANY OTHER TRAINING THAT WE HAVE TO DO.

SO WE HAVE A NEW TEXTBOOK ADOPTION FOR ELA AND THAT IS ACTUALLY ELEMENTARY, MIDDLE AND HIGH SCHOOL HAVE TO HAVE TRAINING FOR THAT.

WE HAVE NEW ELA STANDARDS, SO ALL LEVELS HAVE TO HAVE THAT TRAINING.

PLUS WE ARE ADOPTING A NEW SAFETY AND SECURITY PROTOCOL DISTRICT WIDE, AND WE HAVE TO BE ABLE TO TRAIN ALL STAFF ON THAT.

[01:00:02]

PLUS ANY NEW INITIATIVES THAT WE STARTED LAST YEAR, WE HAVE TO TRAIN ALL OUR NEW TEACHERS ON, AND THAT LEAVES US NO DAYS TO ACTUALLY BE ABLE TO DO THAT.

SO THAT'S THE REASON WE ASKED FOR THE EARLY DISMISSAL DAYS, IN ORDER FOR US TO BE ABLE TO USE THAT TIME TO DO THE LETTERS TRAINING, PLUS ANY OTHER TRAINING THAT WE NEED FOR THE DISTRICT. IN ADDITION, IT ALSO PROVIDES SOME UNIQUE OPPORTUNITIES.

ONE OF THE THINGS WE REALIZED IS OUR CLASSIFIED STAFF, OUR TEACHING ASSISTANTS, SECRETARIAL STAFF OFTEN DO NOT GET TO PARTICIPATE IN CERTAIN TRAINING.

THIS WILL ALLOW TIME TO BE ABLE TO TRAIN THAT STAFF ALSO WITH THINGS THAT WE NEED TO ACCOMPLISH.

OKAY. FOLLOW UP QUESTION PLEASE.

MR. SILAS. IS THERE ANOTHER OPTION? WELL, WE DID LOOK AT ONE OTHER OPTION.

AND THAT OTHER OPTION WAS TO TAKE LIKE THAT JANUARY WHEN WE COME BACK, THAT TEACHER WORKDAY AND TO TURN THAT INTO A PD DAY.

BUT THAT MEANS WE SHORT THE TEACHERS ONE WORKDAY.

SO WE HAVE TO GIVE THAT DAY BACK TO THEM.

IN ORDER TO DO THAT, WE WOULD HAVE TO PROVIDE SUBS FOR THEM THROUGHOUT THE MONTH OF JANUARY AND FEBRUARY TO CATCH THAT UP, AND THAT WOULD COST US ABOUT $80,000 TO BE ABLE TO DO THAT. AND I WILL TELL YOU, THIS IS A STATEWIDE CHALLENGE.

I'VE TALKED TO MY COLLEAGUES ACROSS THE STATE, AND MANY OF THEM ARE ALSO TALKING ABOUT GOING BACK TO THEIR BOARDS AND ADDING IN EARLY DISMISSAL DAYS, 30 AT LEAST RIGHT NOW, 30 DISTRICTS HAVE ALREADY ADDED THAT IN FOR NEXT YEAR.

AND FROM A MEETING THIS MORNING TALKED TO SOME OF MY COLLEAGUES.

THEY'RE ALSO HAVING THIS CONVERSATION ACROSS THE STATE, BECAUSE THERE'S JUST NOT ENOUGH TIME TO MEET THE REQUIREMENTS OF THE PD FOR LETTERS.

YEAH. SO QUESTION.

SO IF WE DIDN'T, THE ONLY OTHER WAY YOU COULD DO IT IS IF YOU.

ADDED ADDITIONAL DAYS TO THE SCHEDULE JUST FOR TRAINING AND.

HOW MUCH WOULD THAT COST? AND COULD YOU MAKE PEOPLE COME? WE WOULD HAVE TO CHANGE THEIR CONTRACT LEVELS, ADD ANOTHER DAY TO CONTRACTS, AND IT'S MORE VALUABLE TO TALK ABOUT THAT.

AND THEN I BELIEVE THEN YOU'D HAVE TO PAY THEM AT THEIR DAILY RATE OF PAY.

YEAH. IS THAT CORRECT? SORRY. SO SO THIS THE SO FOR ONE WAY OF LOOKING AT THIS IS THE CHEAPEST WAY TO EXECUTE THE STATE MANDATED TRAINING.

YES. AND ALSO THE MOST THE WAY THAT PUTS THE LEAST AMOUNT OF BURDEN ON OUR TEACHERS.

BECAUSE IF WE TAKE AWAY THAT WORKDAY AND DO THE SUBS FOR THEM AND GIVE THEM THAT WORKDAY BACK LATER, THEY ALSO HAVE TO WRITE SUB PLANS FOR THOSE TEACHERS.

SO IT PUTS AN EXTRA BURDEN ON OUR TEACHERS ALSO.

OKAY. SO I UNDERSTAND THE THE TRAIN THAT WE'RE TALKING ABOUT IS IN ELEMENTARY, RIGHT? YES, SIR. WHAT ARE THE PLANS FOR MIDDLE AND HIGH SCHOOL WITH THESE EARLY RELEASE DAYS? WE WOULD ALSO NEED THAT, BECAUSE IF WE'RE DISMISSING OUR ELEMENTARY STUDENTS AND SOME OF THEIR MIDDLE SCHOOL OR HIGH SCHOOL STUDENTS ALSO WATCH THEM, WE'D BE DISMISSED.

WE WANT TO DISMISS MIDDLE AND HIGH ALSO, MIDDLE AND HIGH ALSO HAVE NEEDS FOR EXTRA TIME FOR PROFESSIONAL DEVELOPMENT FOR THINGS ALSO.

SO THIS PROVIDES THAT TIME.

FOR EXAMPLE, OUR NEW SAFETY AND SECURITY PROTOCOLS WILL BE ALLOWED TO BE ABLE TO REALLY TRAIN ALL OUR STAFF IN THAT.

PLUS THEY ARE ALSO ADOPTING NEW ELA STANDARDS, NEW TEXTBOOKS, AND WE'RE GOING TO RUN INTO THE SAME SITUATION NEXT YEAR WHEN WE ADOPT NEW MATH STANDARDS, NEW MATH TEXTBOOKS.

SO THIS PROVIDES EXTRA TIME FOR PROFESSIONAL DEVELOPMENT AT ALL LEVELS, WHICH IS NEEDED.

OKAY. MY.

YEAH. GO AHEAD, MR. BROOME. THIS STATE TRAINING THAT ELEMENTARY? IS THIS GOING TO BE REOCCURRING YEARLY TRAINING RIGHT NOW IT'S TWO YEARS.

THERE IS A CHANCE THAT IT WILL PROBABLY CONTINUE BECAUSE MOST OF THE STATES THAT HAVE ADOPTED THIS HAVE CONTINUED TO DO IT YEAR AFTER YEAR.

I ACTUALLY ASKED THAT QUESTION TODAY AT ONE OF MY STATE DEPARTMENT MEETINGS, AND THEY ARE NOT SURE, BUT WE KNOW OUR STATE SUPERINTENDENT OF EDUCATION IS COMMITTED TO IT.

SHE'S ACTUALLY GOING THROUGH THE TRAINING NOW.

OUR GOVERNOR IS COMMITTED TO IT, SO THERE IS A CHANCE THAT IT WILL CONTINUE.

AND IT IS A TWO YEAR TRAINING.

EACH YEAR IS FOUR DAYS.

AND THEN ONCE THEY GO THROUGH THAT TRAINING ANYONE WE BRING IN NEW WOULD HAVE TO GO THROUGH THE TRAINING, A TWO YEAR TRAINING ON IT.

OKAY. MR..

SMITH MR. JEFFCOAT. BEEN AROUND A LONG TIME AND I'VE SEEN AND I UNDERSTAND THIS IS MANDATED BY THE STATE.

I UNDERSTAND, I UNDERSTAND. I WOULD LIKE TO KNOW IF YOU CAN GIVE ME SOME KIND OF QUICK COMPARISON AS TO WHY. WHAT WE'VE BEEN DOING AND SEEING RESULTS IS THIS IS BETTER THAN.

YOU GOT ANY KIND OF EVIDENCE THAT YOU CAN THROW AT ME? I DO. I'VE SEEN TEACHERS GO THROUGH SO MUCH TRAINING.

TRAINING. AND THEN THE NEXT YEAR OR TWO YEARS LATER, IT'S ALL CHANGE AND RETRAINING AGAIN.

THEY'RE TIRED.

BUT CAN YOU KIND OF RELIEVE THE STRESS FOR ME.

YES SIR. WE HAVE ACTUALLY SEEN GREAT RESULTS IN OUR OWN DISTRICT BECAUSE WE DO HAVE.

J.D. LIEBER WAS A PILOT FOR THE DISTRICT ON THIS AND THEY'VE SEEN A GREAT IMPROVEMENT IN THEIR ACADEMIC ACHIEVEMENT.

WE ALSO HAVE FOUR OTHER SCHOOLS THAT HAVE DONE THAT, AND TWO CAME ON BOARD THIS YEAR.

AND SO THEY ARE SEEING GREAT PROGRESS.

[01:05:03]

FOR EXAMPLE, ONE STATE, MISSISSIPPI, AND THEY ALSO HAD THE REPUTATION OF NOT HAVING GREAT ACADEMIC ACHIEVEMENT WHERE THEIR SCORES ARE JUST GOING UP AND IMPROVEMENT IN READING.

THE REASON FOR THIS LETTERS IS REALLY BASED ON A SCIENCE OF READING, AND THEY REALLY HAVE STUDIED THROUGH BRAIN BASED RESEARCH WHAT HAPPENS WHEN A CHILD READS WHAT SHOULD BE HAPPENING? AND THAT'S THE REASON IT'S CALLED THE SCIENCE OF READING, BECAUSE IT HAS SCIENCE BEHIND IT.

AND WHAT WE'VE LEARNED IS WHAT WE WERE DOING WASN'T WRONG.

WE JUST LEARNED A BETTER WAY AND A MORE SCIENTIFICALLY BASED APPROACH WAY OF HOW TO TEACH STUDENTS TO READ.

AND BECAUSE OF THAT, WE'RE ACTUALLY GETTING BETTER RESULTS.

NOW. IT'S INTERESTING.

THE TEACHERS HAVE ALREADY GONE THROUGH IT IN OUR DISTRICT.

WHILE THERE'S A LOT OF WORK, THEY REALLY HAVE SAID IT HAS REALLY CHANGED HOW THEY ARE TEACHING STUDENTS TO READ.

AND THEY CAN ALSO IDENTIFY WHERE A CHILD IS STRUGGLING, WHY THAT CHILD IS STRUGGLING, AND WHAT THEY NEED TO DO TO HELP THAT CHILD IMPROVE.

BUT WE CAN'T PROVIDE THAT RESEARCH TO THE BOARD.

AND I CAN SEND THAT TO MR. LAURENCE TO BE ABLE TO GIVE TO THE BOARD.

MY QUESTION IS, IS THERE ANY PARTICULAR REASON? IS THE SCHOOL DISTRICT HAVE A PARTICULAR REASON FOR PICKING WEDNESDAYS? YES, WEDNESDAY BY BOARD POLICY.

WE'RE ALLOWED TO STAY LATER ON WEDNESDAY.

SO THAT'S THE REASON WE CHOSE WEDNESDAYS.

SO I JUST WHAT I'M THINKING ABOUT IS DISRUPTIONS TO THE SCHEDULE.

AND I KNOW IT'S ONLY A SMALL, NOT SO SMALL PERCENTAGE OF OUR FAMILIES.

BUT YOU GET A LARGE PERCENTAGE OF FOLKS THAT DON'T WORK ON FRIDAY.

AND I WAS, YOU KNOW.

SO WOULD THERE BE ANY PROBLEMS WITH TRYING TO MAKE THIS WORK ON FRIDAYS? EARLY RELEASE FRIDAYS POSSIBLY WILL BE A CHALLENGE BECAUSE OF THE LATTER'S TRAINING.

WE HAVE TO DIVIDE INTO TWO DAYS.

THEY ALLOW US TO DO THAT THE MOST.

AND SO IT'S THREE. IT'D BE OVER THREE HOURS EACH DAY.

AND SO. KIND.

LOOK AT THE HOURS. WE LOOKED AT WEDNESDAY SO WE KNEW.

WE KNEW WEDNESDAYS WOULD WORK FOR SURE WITH THAT AMOUNT OF TIME.

BUT WE CAN GO BACK AND REVISE AND LOOK AT FRIDAYS.

FRIDAYS WOULD BE A LITTLE MORE CHALLENGING BECAUSE WE WOULDN'T WANT OUR STAFF TO STAY OVER ON FRIDAYS.

THE LOGISTICAL PART OF THAT IS BASED ON WE GET A TRAINER FOR EVERY 40 TEACHERS, SO THEY TAKE ALL THE TOTAL NUMBER OF TEACHERS WE HAVE DIVIDED BY 40.

AND SO TEACHERS WILL HAVE TO TRAVEL ON THAT DAY.

AND WE COULDN'T START THE TRAINING UNTIL THEY ARRIVE AT THEIR SITE.

SO WE ALSO HAVE TO ACCOUNT IN TRAVEL TIME.

THAT'S THE REASON WEDNESDAYS WORKED BETTER THAN FRIDAYS.

BUT WEDNESDAYS ARE BECAUSE OF BOARD POLICY.

BECAUSE OF BOARD POLICY. BOARD POLICY ALLOWS STAY LATER ON.

ON WEDNESDAYS.

MR.. LAURENCE. YEAH.

JUST JUST TO CLARIFY. MR. JEFFCOAT THE TRAINING IS NOT WE'RE NOT USING TWO HOURS OF TRAINING ON, ON THOSE WEDNESDAYS.

WE'RE JUST GETTING A TWO HOUR HEAD START.

BUT WHAT WE HAVE THE ABILITY TO TRAIN FROM, FROM THAT FROM THE TIME THE STUDENTS LEAVE UNTIL THE LATER DISMISSAL TIME IN GENERAL ON WEDNESDAYS.

YES, SIR. SO SAY THAT AGAIN ONE MORE TIME.

MAKE SURE I'M UNDERSTANDING YOU. SO FOR FOR ELEMENTARY SCHOOLS FOR EARLY DISMISSALS AT 1130 FOR ELEMENTARY SCHOOLS.

SO YOU GIVE TEACHERS TIME TO EAT LUNCH, MAYBE YOU'RE ABLE TO GET STARTED BY 1230 OR SO.

YOU'RE NOT YOU'RE NOT LETTING THEM GO AT 230.

THEY'RE SAYING THEY'RE SAYING 4 OR 5 HOURS TO GO.

THE TRAINING THEY'VE GOT THE WHOLE AFTERNOON.

YES, SIR. OKAY.

AND THAT'S NOT POSSIBLE ON FRIDAYS BECAUSE WE CAN'T EXTEND THE DAY ON FRIDAYS ACCORDING TO POLICY.

NOW POLICY CAN ALWAYS BE BE CHANGED.

YES. YEAH. MY MY CONCERN IS SO WE'VE HAD A CALENDAR CHANGE WHICH WAS DISRUPTIVE.

WE DIDN'T HAVE THIS EARLY DISMISSAL FOR A WHILE, AND NOW WE.

I UNDERSTAND WHY WE WANT TO BRING IT BACK.

I'M JUST TRYING TO.

IF THE BOARD SO CHOOSES TO DO THAT, I WOULD LIKE FOR IT TO BE, YOU KNOW.

MINIMIZE THE DISRUPTION AS MUCH AS POSSIBLE.

BRADLEY. THE REASON.

THE CALENDAR. THE REASON THE POLICIES.

SPECIFIES WEDNESDAY.

AS A RESULT OF THE WAY THINGS RAN BACK IN THE MID 80S.

WHEN DOCTOR PASCAL WAS HERE.

WE HAD TEACHER MEETINGS ON WEDNESDAYS BECAUSE THE BOARD MET ON TUESDAY, AND THE IDEA WAS THAT THE AREA SUPERINTENDENT WOULD GO TO THE BOARD MEETING, GET ALL THE WISDOM AND SO FORTH THAT THE BOARD GENERATED, AND GO TO A TEACHER PRINCIPALS MEETING ON WEDNESDAY MORNING, WHERE THE SUPERINTENDENT IMPARTED THAT KNOWLEDGE TO TO THE PRINCIPALS.

AND THE PRINCIPALS, THEN WOULD HAVE TEACHER MEETINGS ON WEDNESDAYS TO TO DELIVER AGAIN THE WISDOM THAT WAS GENERATED BY THE BOARD.

I THINK THAT THAT'S WELL BEYOND ITS LIFETIME.

I MEAN, I THINK IT PROBABLY WORKED PRETTY, PRETTY WELL UNDER THE AREA MODEL, BUT I THINK IT'S JUST AN ACRONYM NOW.

[01:10:01]

I PERSONALLY.

THE STATE DEPARTMENT, AND IT'S ALL IN ITS WISDOM.

BACK IN THE 80S, ALSO TOLD US THAT THE THING THAT CORRELATED MOST WITH LEARNING WAS TIME ON TASK.

THE MORE TIME THE STUDENTS SPEND ON TASKS, THE MORE LEARNING OCCURRED.

AND HERE WE ARE TAKING TIME AWAY FROM TASK.

BUT IF WE'RE GOING TO DO THE PROGRAM, I APPRECIATE THE BIND YOU'RE IN.

I DON'T KNOW THE ANSWER.

I DON'T LIKE IT, BUT I DON'T KNOW THE ANSWER.

DOCTOR HANKS, THIS IS JUST A QUICK I WOULD JUST LIKE TO REITERATE, BEFORE WE MADE A CHANGE TO A FRIDAY, THAT WE KNOW THAT THIS IS NOT GOING TO CAUSE ANY INCONVENIENCE TO THE TEACHERS, THAT THAT IS SOMETHING THEY WOULD BE ON BOARD WITH, NOT JUST WHAT'S GOING TO WE THINK MAY WORK, BUT WHAT DISRUPTION IS IT GOING TO CAUSE VERSUS THE WEDNESDAY THAT'S ALREADY SET IN PLACE? YOU KNOW, BECAUSE IF SOMEBODY SHOWS UP, LIKE YOU SAID, PEOPLE HAVE TO TRAVEL TO THE LOCATION.

JUST WHATEVER CAN HAPPEN.

I CAN TELL YOU, WITHOUT EVEN TAKING A CONSENSUS FROM THE TEACHERS, THEY WILL NOT BE HAPPY WITH EXTENDING ANYTHING ON A FRIDAY.

YOU'RE RIGHT ABOUT THAT.

IT'S EASIER TO EXTEND ON WEDNESDAYS AND OUR STAFF IS USED TO THAT ALREADY VERSUS FRIDAYS WOULD NOT MAKE STAFF HAPPY ON THAT.

TO EXTEND FRIDAYS.

MR. RHINEHART-JACKSON. DID YOU HAVE SOMETHING? WELL, I WAS TOLD EARLIER TODAY THAT THE BOARD LOVES A SURVEY.

SO. SO HAVE YOU AND I KNOW WE'VE HAD IT BEFORE JUST TO THROW IT OUT THERE, HAVE YOU SPOKEN WITH ANY OF THE TEACHERS TO GET THEIR OPINIONS ON WEDNESDAYS? WE HAVE NOT, BECAUSE WE USE BOARD POLICY.

AND THAT'S THE REASON WE DID THAT.

NOW WE. WELL, I TAKE THAT BACK.

WE DID SPEAK TO SOME AND WE DID TALK BECAUSE THEY ASKED ABOUT FRIDAYS AND WE SAID, YOU KNOW, WE'D HAVE TO GO BEYOND THE REGULAR TIME.

AND THEY DID NOT LIKE THAT PART AT ALL.

THAT WAS A PRETTY UNIFIED BUT WE DIDN'T SURVEY ALL OF THEM.

BUT GENERAL CONSENSUS PEOPLE DO NOT LIKE STAYING LATE ON FRIDAYS.

MR. SILAS UNDERSTANDING THAT THE DRIVER IS ELEMENTARY REQUIREMENTS, HOW IS THIS GOING TO IMPACT OUR HIGH SCHOOL'S MISSING CLASS TIME? AS WE KNOW, THE MODIFIED CALENDAR ANY MISSED CLASS TIME IS AMPLIFIED.

HOW DO YOU SEE THAT? I MAY ASK MR. POSTELL.

MAYBE YOU CAN ADDRESS THAT BETTER.

WE. UNDER THE UN.

CAN Y'ALL HEAR ME? YEAH. UNDER THE BLOCK SCHEDULE.

WE'RE DOING FOR FOUR PERIODS A DAY OR FOUR BLOCKS A DAY INSTEAD OF SEVEN.

SO WHEN WE USED TO DO THIS UNDER THE SEVEN PERIOD DAY, YOU'VE GOT ABOUT A 20 MINUTE.

20 MINUTES PER CLASS.

BUT UNDER THE BLOCK WITH A FOUR HOUR BLOCK OF TIME, EACH CLASS CAN GET AN HOUR FOR ONLY A COUPLE OF.

YOU'RE REALLY NOT MISSING. AS MUCH INSTRUCTIONAL TIME AS THEY DID UNDER THE TRADITIONAL SCHEDULE, SO WE CAN ACCOUNT FOR THAT.

OTHER COMMENTS. QUESTIONS.

OKAY, SO I WOULD.

WELL I WOULD LIKE TO OFFER.

I DON'T THINK I CAN AMEND THIS MOTION THE WAY IT IS.

I JUST MAKE A COMMENT THAT I WOULD I WOULD PERSONALLY RATHER SEE US THINK ABOUT HOW WE COULD CHANGE THE DATE ON THIS, IF IT WOULD BE BETTER FOR OUR FAMILIES IN THE DISTRICT AS FAR AS THE DAY OF THE WEEK, AND NOT NECESSARILY APPROVE IT TONIGHT.

AND THAT'S MY FINAL COMMENT.

BUT WE HAVE A MOTION AND A SECOND ON THE FLOOR TO APPROVE THE PROPOSAL FOR EARLY RELEASE AS PRESENTED BY THE ADMINISTRATION.

AND WE'VE HAD OUR DISCUSSION.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

I WOULD LIKE A CLARIFICATION.

WE ARE STILL TALKING ABOUT WEDNESDAY.

YEP. SURE ARE.

SO I SAW. PLEASE KEEP YOUR HANDS UP.

SO, ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ONE, TWO. THREE. FOUR.

FIVE. ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND.

THAT'S FOUR MOTION CARRIES.

IT PASSES 5 TO 4.

THANK YOU, MR. JEFFCOAT.

THAT WAS INDIVIDUAL ITEM NUMBER SIX.

NUMBER SEVEN IS FIRST READING.

AND JUST SO WE DO TWO READINGS ON THE CODE OF CONDUCT, JUST LIKE WE WOULD A POLICY.

WE'VE GOT FIRST READING OF REVISIONS TO THE CODE OF CONDUCT OF BOTH ELEMENTARY, MIDDLE AND HIGH SCHOOL.

[01:15:04]

AND I HAVE WITH US TODAY MISS TYRELL BRAXTON AND MR. LARRY DUNN TO PRESENT THE REVISIONS FOR THE CHANGES FOR THE CODE.

EXCUSE ME.

GOOD EVENING, CHAIRMAN NUESSLE.

MEMBERS. DISTINGUISHED MEMBERS OF THE BOARD.

SUPERINTENDENT LAURENCE.

TONIGHT'S PRESENTATION WILL REVIEW RECOMMENDED CHANGES OR MODIFICATIONS TO THE CODE OF CONDUCT FOR THE 2425 SCHOOL YEAR.

THE BUILDING LEVEL ADMINISTRATORS HAVE BEEN TASKED WITH ENSURING THAT THE SCHOOL ENVIRONMENT IS SAFE AND CONDUCIVE TO LEARNING.

THIS CODE OF CONDUCT WILL SERVE AS ONE OF THE TOOLS IN THEIR TOOL BELT TO ACHIEVE THAT GOAL.

PLEASE KEEP IN MIND THAT THE BUILDING LEVEL ADMINISTRATOR IS GRANTED THE AUTHORITY TO DISCIPLINE ACCORDING TO THE NATURE AND DEGREE OF THE FENCE, OR ACT AT THEIR DISCRETION.

IN ADDITION, THIS DOCUMENT WOULD ALSO BE USED TO MAKE SURE THAT STUDENTS AND PARENTS ARE AWARE OF WHAT IS ACCEPTABLE BEHAVIOR.

THIS YEAR, WE STARTED THE CODE OF CONDUCT REVISION PROCESS IN JANUARY BY REVIEWING BEHAVIOR CODES AND CONSEQUENCES ON STAKEHOLDER INPUT IS ALWAYS A PRIORITY. SO A SURVEY WAS CREATED AND EMAILED TO SCHOOLS TO GATHER INPUT FROM THEIR PARENTS AND OR GUARDIANS, STUDENTS, STAFF, ADMINISTRATORS AND COMMUNITY PARTNERS.

THIS FEEDBACK WAS DUE BACK FOR REVIEW ON JANUARY THE 24TH.

FROM JANUARY THE 20TH.

FROM JANUARY TO MARCH, WE CONTINUE TO GATHER AND REVIEW RESPONSES AND SUGGESTIONS FOR THE CODE OF CONDUCT.

COPIES WERE REVIEWED AND REDLINED FROM THE END OF MARCH TO MID-APRIL, AND ON APRIL 17TH, A DRAFT OF THE CODE OF CONDUCT WAS GIVEN TO THE BOARD FOR REVIEW. SO TONIGHT WE WILL WILL SERVE AS THE FIRST READING OF THE RECOMMENDED CHANGES AND OUR MODIFICATIONS.

SO NOW MR. DUNN WILL DO AN OVERVIEW OF THOSE RECOMMENDATIONS.

THANK YOU. ALL RIGHT.

THANK YOU. CHAIRMAN NUESSLE MR. LAURENCE. DISTINGUISHED BOARD MEMBERS.

GOOD EVENING. FROM THE CODE OF CONDUCT FROM THE ELEMENTARY REVISION.

AND WE RECEIVED THE INFORMATION THAT MISS BRAXTON HAS SPOKE OF.

AND THIS IS ONE OF THE REVISIONS THAT CAME WITH THE PUBLIC, THE PUBLIC DISPLAY OF AFFECTION TO THE ELEMENTARY SCHOOL LEVEL.

AND AS THE CODE 022 FOR THE FIRST OFFENSE, THERE WOULD BE A WARNING AND A CONTACT TO THE PARENTS, AND FOR THE SECOND OFFENSE, IT WOULD BE ES FOR 1 TO 3 DAYS, AND THEN FOR THE THIRD OFFENSE, IT WOULD BE OUT OF SCHOOL SUSPENSION FOR THAT CASE.

AND I'LL LET EVERYBODY TAKE A LOOK AT THAT AND LET IT RESONATE FOR A SECOND BEFORE WE MOVE ON TO THE NEXT ONE.

YES, MA'AM. MISS RHINEHART-JACKSON, OKAY, I'M GOING TO SAY THIS SERIOUSLY.

I MEAN, SERIOUSLY, ELEMENTARY PUBLIC DISPLAY OF OF AFFECTION.

WELL, IT'S GOING TO BE VERY IT'S GOING TO BE EXTREMELY HARD TO POLICE, FOR LACK OF A BETTER WORD, ELEMENTARY KIDS KEEPING THEIR HANDS OFF OF EACH OTHER.

NOW, I CAN UNDERSTAND TO A CERTAIN DEGREE, YOU KNOW, WHERE IT'S JUST EXTREME AND, YOU KNOW, MAGNIFIED.

BUT SERIOUSLY. MR. RHINEHART-JACKSON. IS THAT JUST A COMMENT OR DO YOU HAVE A QUESTION? SERIOUSLY, THAT'S MY QUESTION.

WELL, YOU CAN YOU CAN ANSWER, MISS RHINEHART-JACKSON.

BUT ALSO PLEASE ANSWER ME.

LOTS OF TIMES THINGS LIKE THIS ARE DRIVEN BY A PROBLEM OR BY AT CERTAIN SCHOOLS OR FOLKS.

COULD YOU ALSO ADD TO THE RESPONSE TO MISS RHINEHART-JACKSON? WHAT WHAT SPECIFICALLY DROVE THE NEED FOR THIS ADDITION TO THE CODE OF CONDUCT? WELL, THIS WAS A NEED THAT CAME FROM THE ELEMENTARY SCHOOL LEVEL.

ONE OF THE THINGS THAT I DO DAILY IS I GO TO EDUCATOR'S HANDBOOK, WHICH IS WHERE ALL THE REFERRALS ARE, THEY'RE PUT THERE.

SO I KIND OF LOOKED AND SEE WAS THERE A TREND THAT WAS SET THERE? BUT I DIDN'T SEE A TREND.

BUT I THINK IT'S SOMETHING THAT THEY MAY HAVE SEEN AT THE SCHOOL LEVEL AND WANTED TO MAKE SURE THAT IT WAS ON BOARD WITH MIDDLE AND HIGH SCHOOL, BECAUSE THIS IS IN THE MIDDLE SCHOOL STUDENT CODE OF CONDUCT.

AND I THINK WHAT THEY MAY HAVE WANTED TO HAVE IT IMPLEMENTED IN THE ELEMENTARY SCHOOL AS WELL.

I THINK I SAW MISS MR. SILAS BEFORE MISS TYLER.

GO AHEAD, MISS TYLER. CAN I SEE MR. SILAS GIVEN YOU? I JUST HAVE A QUESTION, A LITTLE CLARIFICATION.

SO WHEN LITTLE JOHNNY IN THE SECOND GRADE GOES UP TO HIS TEACHER AND GIVES HER A BIG HUG, DOES THAT QUALIFY FOR A PUBLIC DISPLAY OF

[01:20:01]

THAT'S BETWEEN STUDENT AND STUDENT.

OKAY. YES. OKAY.

MR. SILAS DO OUR ELEMENTARY SCHOOLS HAVE ES CURRENTLY HAVE ES.

I DON'T THINK THEY TITLED IT AS ES.

I THINK THEY MAYBE MR. JEFFCOAT MR.. MAYBE YOU CAN HELP ME OUT WITH IT.

I THINK IT'S MORE LIKE A TIME OUT.

REFLECTION IS WHAT IT IS.

IT IS CONSIDERED AS.

SOME OF OUR SCHOOLS. YOU HAVE.

SOME DO NOT, BUT THEY ALL HAVE.

AN AREA THAT A STUDENT GOES TO MAYBE TWO HOURS A DAY, DEPENDING ON WHAT THE.

OR. KIND OF LIKE A TIME OUT.

OKAY. A LOT OF THIS IS.

DRIVEN BY OLDER.

ELEMENTARY. IF YOU THINK ABOUT FOURTH AND FIFTH GRADE THAT ARE.

BECOMING A LITTLE MORE MATURE BEFORE THEIR TIME.

I UNDERSTAND, I JUST, I ASKED BECAUSE I HAD BEEN TOLD OR THAT IT WAS SOMETIMES PRESENTED A PROBLEM BECAUSE OUR ELEMENTARY STAFF DIDN'T HAVE MANY OPTIONS.

RIGHT. AND THAT WAS NOT ONE OF THEIR OPTIONS IN A TRADITIONAL SENSE AT MIDDLE AND HIGH SCHOOLS OPERATE ES.

SO. OKAY.

A HYBRID ES, I GUESS, IS WHAT YOU'RE SAYING.

MR. SMITH. MY YEARS AS A PRINCIPAL IN ELEMENTARY SCHOOLS.

TOLD ME THAT.

MY EXPERIENCES TELL ME THAT FOURTH AND FIFTH GRADE CAN BE A PROBLEM.

OKAY. ONE.

TWO. THREE. IT'S NOT SO MUCH A PROBLEM BECAUSE THAT'S GENUINELY LOVING ONE ANOTHER.

AND THOSE KIDS ARE GOING TO DO THAT WHEN THEY SEE ONE ANOTHER.

AND I'M A LITTLE BIT CONCERNED THAT WE MAY BE TAKING HAPPINESS FROM OUR KIDS.

AND PUT IT IN.

I HATE TO SAY IT THIS WAY, BUT A CRIMINAL ACT.

AND I DON'T WANT TO DO THAT FOURTH AND FIFTH GRADE.

I CAN UNDERSTAND IT BECAUSE WE ALL GOING THROUGH DIFFERENT CHANGES AND THERE'S A LOT OF THEM IN THOSE AREAS.

SO I'M CONCERNED ABOUT WHAT'S GOING TO GO ON IN FOURTH.

OUR 4K5K FIRST.

YES, SIR. OUT.

I JUST WANT TO ALSO JUST INTERJECT ONE LITTLE THING THAT THIS IS STILL GOING TO BE DRIVEN BY PRINCIPAL DISCRETION.

SO WE UNDERSTAND ELEMENTARY PRINCIPALS.

WE'VE NOT HAD THIS ISSUE IN K ONE THROUGH TWO.

I DON'T EXPECT OR WE DON'T EXPECT BECAUSE IT'S ON THE BOOKS THAT WE'RE GOING TO BE USING THIS.

WE HAVE A LOT OF INFRACTIONS THAT ARE ON THE BOOKS THAT WE'VE NEVER, EVER EVEN CHARGED.

SO IT'S SOMETHING FOR FOR ONE THING, WE WANT TO BE THE SAME ACROSS THE BOARD FOR ALL THREE LEVELS.

WE'RE TRYING TO GET IT TO BE AS UNIFORM AS POSSIBLE, BUT IN THE HIGHER GRADES, THERE HAVE BEEN SOME CONCERNS.

AND THEY THEY EXPRESSED THROUGH OUR PROCESS.

WHEN WE ALL MEET AND WE GET THEIR FEEDBACK THAT THEY WANT IT TO BE UNIFORM.

AND SO THAT'S WHAT THAT'S WHAT DROVE IT.

WE DON'T THINK THAT THERE'S GOING TO BE A RASH OF TEACHERS OR OR PRINCIPALS REFERRING STUDENTS, ESPECIALLY IN THE TENDER GRADES FOR HUGGING.

OH, I APPRECIATE WHAT YOU'RE SAYING, BUT I'M STILL CONCERNED AND I DON'T WANT IT TO BE ABUSED WITH THOSE YOUNG CHILDREN.

ABSOLUTELY. DOCTOR HANKS.

AND I UNDERSTAND YOUR CONCERN, MR. SMITH, BUT I SAY WITH THIS TO MAINTAIN CONSISTENCY.

I DON'T THINK IT'S A BAD IDEA.

I THINK WHEN WE SAY ELEMENTARY, WE AUTOMATICALLY THINK OF THE LITTLE BABIES KINDERGARTNERS AND FIRST GRADERS.

BUT THERE ARE FOURTH AND FIFTH GRADERS ON THE ELEMENTARY LEVEL.

SO TO NOT HAVE ANYTHING ON THE BOOKS WHEN WE HAVE TO DEAL WITH AN ISSUE IS NOT A GOOD THING.

YOU KNOW, WHETHER THIS GETS USED ONCE OR TEN TIMES AT LEAST, IT WOULD BE SOME GUIDANCE FOR ADMINISTRATORS TO HAVE AN OPTION OF WHAT THEY DO WITH TWO FIFTH GRADERS THAT ARE DOING WHATEVER IT IS THEY MAY BE DOING.

MISS RHINEHART-JACKSON SOMETHING MISS RAVEL SAID CAUGHT MY EAR.

I DON'T EXPECT A REPLY NOW, BUT I WOULD LIKE AN ANSWER, YOU KNOW, AT A LATER DATE.

WHY DO SOME ELEMENTARY SCHOOLS HAVE ES AND OTHERS DON'T JUST AT A LATER DATE? I CAN ANSWER THAT.

OKAY. THE BOARD DOESN'T FUND IT.

OKAY. SO THAT I'LL GIVE YOU MY ANSWER.

OKAY. NOT THIS BUDGET CYCLE, BUT LAST BUDGET CYCLE.

WE TALKED ABOUT THAT AND WITH THE THE MONIES THAT WE HAD, WE DID NOT PRIORITIZE IT.

AND SOME OF THE SCHOOLS HAVE THEM BECAUSE THEY USE LOCAL FUNDS TO DO IT.

OKAY. AND IT'S A VERY SMALL PERCENTAGE, RELATIVELY LET'S SAY 5 OR 6 SCHOOLS OUT OF THE 20 ELEMENTARY SCHOOLS THAT WE HAVE. OKAY. THANK YOU.

QUICK QUESTION. MR. MOULTON. THAT WAS MY QUESTION, BUT I WANTED TO GO AHEAD AND TAKE A SECOND TO SAY I FULLY TRUST THE DISCRETION OF THE TEACHERS AND THE PRINCIPALS.

[01:25:08]

THE ONLY THING THAT CONCERNS ME IS WHAT MISS RHINEHART-JACKSON AND MR. NUESSLE WERE JUST TALKING ABOUT, IN THAT SOME OF OUR SCHOOLS, OUR ELEMENTARY SCHOOLS, DO NOT OFFER AN ES.

AND SO I'M WONDERING, WHAT DO WE DO, YOU KNOW, IF WE REACH THE SECOND OFFENSE WITH NO ES, WHAT HAPPENS THEN? THAT'S MY QUESTION.

YES, SIR. AND I THINK THAT'LL BE AT THE DISCRETION OF THE ADMINISTRATOR OF THAT SCHOOL.

BECAUSE THEY USED THE STUDENT CODE OF CONDUCT AS A GUIDE FROM IT, AND AS STATED BY MISS BRAXTON EARLIER, THE ADMINISTRATOR OF THE SCHOOL KIND OF HAS THE FINAL SAY AS TO HOW THEY'RE GOING TO ADMINISTER THE DISCIPLINE FOR THE INCIDENT.

BUT ES OS.

IT'S A BIT MUCH.

I WOULD AGREE. THE NEXT TOPIC IS OTHER SERIOUS OFFENSE, WHICH IS A CODE 700.

NOW WE'RE TRYING TO PUT THAT ACROSS THE BOARD, BECAUSE AFTER THE INFORMATION THAT WE RECEIVED THAT PEOPLE WANTED CLARITY ON WHAT IS OTHER SERIOUS OFFENSES.

AND THESE ARE OFFENSES THAT MAY OCCUR OUT IN TOWN.

AND THEN THE BOOK, THE DEFINITION STATES, THAT IS ANYTHING THAT'S NOT COVERED WITH THE OTHER CODES, ANYTHING THAT'S OF A DISCIPLINARY THAT HAPPENS THAT IS NOT COVERED BY THE CODES ALREADY.

SO CERTAIN THINGS THAT COULD FALL UNDER THE OTHER SERIOUS OFFENSE COULD BE ONE OF THE THINGS THAT WE'RE GOING TO TALK ABOUT, AND HOPEFULLY IT'S NOT AT THE ELEMENTARY LEVEL, IS THAT THE NEW INFORMATION IMPLEMENTATION OF THE SEXTORTION IS COMING UP.

AND THAT'S NOT ON OUR BOOKS YET, BUT IT WILL BE ON OUR BOOKS AND THINGS OF THAT NATURE.

DIFFERENT TYPES OF OF HEAVIER EXTORTIONS WILL BE OTHER SERIOUS INCIDENTS.

AN INDIVIDUAL THAT GETS ARRESTED OUT IN TOWN, THAT CONDUCT SOMETHING THAT COULD BE OF A FELONY CHARGE.

SO THAT'S WHERE THE OTHER SERIOUS OFFENSE IS 700 CODE.

AND ONE OF THE THINGS WE'RE GOING TO DO IS GOING TO BE ACROSS THE BOARD.

AND IT'LL BE SOMETHING THAT IS IN EACH ONE OF THE STUDENT CODE OF CONDUCT.

AND AS WE HAVE THE COMMUNITY OFFENSES SEXTORTION AND THESE ARE RECOMMENDED FOR EXPULSION LAW ENFORCEMENT ADVISED.

ALL OTHER REVISION IS THE NON-FORCE SEX OFFENSE, WHICH IS 690.

THAT WILL BE ADDED INTO THE STUDENT CODE OF CONDUCT WITH THE CODES.

FIRST OFFENSE.

THERE'LL BE AN OUT OF SCHOOL SUSPENSION 1 TO 10 DAYS.

LAW ENFORCEMENT INFORMED AND A RECOMMENDATION FOR EXPULSION.

IN THE SECOND FOOT. THE SECOND OFFENSE IS RECOMMENDED FOR EXPULSION.

AND THESE ARE CONSENSUAL SEX ACTS RIGHT HERE WHERE THE TWO PARTIES KIND OF AGREED IT WAS A MUTUAL AGREEMENT THAT WE WOULD ENGAGE IN THE ACTIVITY.

NOW, ALGERIA SAYS, WE HAD A COUPLE OF QUESTIONS ABOUT WHAT IS THE JURISDICTION OF THE STUDENT CODE OF CONDUCT.

AND AFTER THE INFORMATION THAT WE RECEIVED IN THE REVISION FORMAT, THIS IS WHAT WE CAME UP WITH.

JURISDICTION OF STUDENT CODE OF CONDUCT.

PROVISIONS OF THIS CODE OF CONDUCT APPLIED TO ANY STUDENT.

WHO IS ON SCHOOL PROPERTY DURING AND IMMEDIATELY BEFORE OR AFTER SCHOOL HOURS.

WHO IS ON THE SCHOOL GROUNDS AT ANY OTHER TIME WHEN THE SCHOOL IS BEING USED BY A SCHOOL GROUP? WHO IS IN ATTENDANCE AT SCHOOL OR ANY SCHOOL SPONSORED ACTIVITY? WHO IS IN ROUTE TO AND FROM ON A SCHOOL BUS OR OTHER SCHOOL VEHICLE, OR AT AN OFFICIAL SCHOOL BUS STOP, OR WHOSE CONDUCT AT ANY TIME OR ANY PLACE, INCLUDING THROUGH ELECTRONIC COMMUNICATION AND THE USE OF SOCIAL MEDIA, HAS A DIRECT AND IMMEDIATE EFFECT ON MAINTAINING ORDER AND DISCIPLINE IN THE SCHOOL.

OKAY. ALL RIGHT.

THE PARENTS RIGHTS.

NOW THIS IS FOR FALLS UNDER THE HEARING PROCEEDINGS AND WHAT THE PARENTS WILL GET TO KNOW.

SO THE PARENT OR GUARDIAN SHALL HAVE THE RIGHT TO EXAMINE RECORDS AND REQUEST COPIES OF ALL INFORMATION AS IT PERTAINS TO THE STUDENT'S CASE.

ALL EVIDENCE INFORMATION INTENDED TO BE PRESENTED BY THE SCHOOL DURING THE HEARING TO BE REQUESTED FROM THE STUDENT'S WHOLE SCHOOL AND THIS IS A STUDENT IS COMING UP FOR A HEARING. ANY INFORMATION THAT'S GOING TO BE PRESENTED AT THE HEARING THAT THE THE PARENT'S RIGHT IS THAT THEY HAVE THAT INFORMATION FOR THEM, FOR THE PARENT THEMSELVES, SO

[01:30:01]

DOCTOR HANKS, JUST A QUICK QUESTION, BECAUSE THERE'S BEEN A FEW ISSUES IN THE PAST.

SO DO WE HAVE A PATH THAT WE ABSOLUTELY HAVE THE PARENTS SIGN OFF ON, THAT THEY KNOW THAT THEY HAVE THOSE RIGHTS AND TO REQUEST EVERYTHING THAT THEY NEED BEFORE THE HEARING. YES, IT'S GOING TO BE IMPLEMENTED ONCE THEY'VE BEEN NOTIFIED THAT THEY THE CHILD IS BEING SUSPENDED AND RECOMMENDED FOR EXPULSION, THEN THEY'RE BEING TOLD AT THAT TIME THAT THEY WILL HAVE THAT RIGHT.

AND THEN WE ALSO FROM THE OFFICE OF THE HEARING OFFICER, WHEN WE SENT OUT THE LETTER, WE ALSO ADVISE THEM IN THERE.

BUT NOW WHAT WE'RE TRYING TO DO IS WHAT WE'RE GOING TO DO WITH YOUR APPROVAL IS TO PUT THE STATEMENT IN THE STUDENT CODE OF CONDUCT.

NOW. SO WHEN THE PARENTS GET THE STUDENT CODE OF CONDUCT AT THE BEGINNING OF THE SCHOOL YEAR, THEN THEY'LL BE ABLE TO READ AND SEE THAT THAT IS ALREADY IN THERE.

AND IT'S SOMETHING THAT THEY'LL HAVE PRIOR KNOWLEDGE TO.

YEAH. CAN I RECOMMEND ONE MORE THING? THE CODE OF CONDUCT IS A WONDERFUL PLACE TO PUT IT, BUT WHEN WE ARE SENDING A LETTER TO A PARENT ABOUT THEIR CHILD'S EXPULSION, SUSPENSION, WHATEVER IT MAY BE.

NEEDS TO BE UP FRONT AND FORWARD IN THAT LETTER SAYING YOU HAVE A RIGHT TO.

YOU'RE GOING TO RECEIVE ALL COPIES OF EVERYTHING THAT WE WILL BE PRESENTING.

IF WE DON'T ALREADY. DO WE ALREADY DO? YES. BECAUSE WE JUST WE PUT IT IN THE CODE.

SO TO MATCH THE LETTER THAT'S GOING HOME TO THE PARENTS.

OKAY. THAT'S ON OUR LETTER.

OKAY. YEAH.

ALREADY IN THE LETTER. BECAUSE WE JUST HEAR TOO MANY TIMES, MISS BRAXTON, I DIDN'T RECEIVE EVERYTHING.

I WAS NEVER TOLD.

I JUST WANT TO MAKE SURE IT'S CLEAR.

AND THAT THEY HAVE NO WAY OF SAYING I DIDN'T KNOW.

YES, MA'AM. THE NEXT THING WE DID WAS DELETED THE MANDATORY COUNSELING REFERRAL OFF OF THE OUT OF THE STUDENT CODE OF CONDUCT.

IT IS NOW. IT'S GOING TO BE SOMETHING THAT'S VOLUNTEERED FOR THE FAMILY TO GET IT AND THAT'S SEALED.

THEY HAVE A SIX COURSE PROGRAM THAT THEY DO AT SEAL CURRENTLY.

THIS. THIS WOULDN'T PROHIBIT THE BOARD FROM ASSIGNING A COUNSELING REQUIREMENT.

THIS PART OF THE DECISION, WE HAVE TO PAY FOR IT.

AND THAT'S WHAT I THINK.

THERE'S A WORK ON ANOTHER MEMORANDUM OF UNDERSTANDING FOR IT, BUT WE WOULD HAVE TO PAY FOR IT IF WE MADE IT MANDATORY FOR THAT STUDENT TO HAVE TO BE IN CONNECTION WITH THE THE CENTER THAT WE'RE CURRENTLY THAT WE WERE CURRENTLY USING.

YEAH. THEY PROVIDE A SIX COURSE PROGRAM THAT SEAL RIGHT NOW FOR THOSE STUDENTS.

FREE. BECAUSE THE WAY THE CURRENT CODE OF CONDUCT READS IN THAT SECTION, IT SAYS THERE'S NO COST TO THE SCHOOL DISTRICT.

THAT'S RIGHT. AND I ANYWAY, I FAVORED THE CHANGE, BUT.

THE NEXT TOPIC IS MAKE UP WORK POLICY.

WHAT WE WANTED TO DO AS WE RECEIVED THE INFORMATION BACK FROM EVERYONE, HAVE SOMETHING THAT WAS CONSISTENT THROUGHOUT THE DISTRICT.

AND ONCE THE STUDENT HAS BEEN OUT OF SCHOOL FOR A UNEXCUSED FOR AN EXCUSED ABSENCE, THAT THAT CHILD WILL BE ALLOWED THE OPPORTUNITY TO MAKE UP WORK FROM THAT, FROM BEING ABSENT ON THAT TIME, THOSE YOUR QUIZZES, YOUR TESTS AND ANYTHING THAT PERTAINS TO THEIR GRADE, THEY WILL GET THE OPPORTUNITY TO MAKE THAT UP.

MR. SMITH. I REALLY LIKE THAT.

WAS THERE A TIMELINE? I MEAN, WAS I GIVEN X AMOUNT OF TIME OR IS IT.

ONTO INFINITY IN THE YEAR, AND THEY DECIDE THEY WANT TO MAKE IT UP.

YES, SIR. THERE IS A ONE DAY FOR ONE EACH CLASS PERIOD THAT'S MISSED.

SO IF THE CHILD MISSED TWO CLASS PERIODS AND YOU HAVE TWO DAYS TO MAKE IT UP TO GET IT DONE.

SIR. MAKES SENSE FOR A DIFFERENT DAY, NOT THE SAME DAY.

THEY MISS THE DAY TO GET A DAY TO MAKE IT.

UP TO FIVE DAYS. YES.

AND THE UNEXCUSED ABSENCES WILL BE AT THE DISCRETION OF THE PRINCIPALS AND THE TEACHERS AT THAT SCHOOL FOR THE UNEXCUSED ABSENCES.

AND HERE'S THE NEW ONE THAT'S COMING IN FOR THIS YEAR.

AS MANY OF US IN THE ROOM KNOW THAT THERE WAS A PASSING OF THE GAVIN'S LAW THAT WAS PASSED, AND WE HAVE TO IMPLEMENT THIS IN THE SCHOOL AND IT COST SEXTORTION THE DEFINITION A PERSON COMMITS THE OFFENSE OF SEXUAL EXTORTION IF THE ACTOR INTENTIONALLY OR MALICIOUSLY, MALICIOUSLY THREATENS TO RELEASE, EXHIBIT OR DISTRIBUTE A PRIVATE IMAGE OF ANOTHER IN ORDER TO COMPEL OR ATTEMPT TO COMPEL THE VICTIM TO DO ANY ACT OR REFRAIN FROM DOING ANY ACT AGAINST HIS OR HER WILL WITH THE

[01:35:06]

THIS IS THE ACT. THIS.

RIGHT NOW. WE DON'T HAVE A CODE FOR IT, SO IT'S GOING TO FALL UNDERNEATH THE OTHER SERIOUS OFFENSES, WHICH IS A 700 CODE.

THIS IS THE ACTUAL LAW ITSELF.

THERE'S HOUSE BILL 3583 IS LEGISLATION THAT MAKES SEXUAL EXTORTION.

THE ACT OF BLACKMAILING IS JUST A DIFFERENT DEFINITION, BUT A LITTLE MORE IN DEPTH.

AND THEY HAVE AGGRAVATED SEXUAL SEXTORTION HERE.

AND THAT IF THE CHILD DOES SOMETHING THAT CAUSES BODY HARM OR HARM OR THE CHILD COMMITS SUICIDE, AND THAT'S WHERE THIS ACTUAL ORIGINATED FROM, THE INDIVIDUAL COMMITTED SUICIDE AFTER SOME THINGS WERE EXPOSED AND HE WAS BLACKMAILED.

AND SO IT BECOMES A AGGRAVATED FELONY.

IF THE VICTIM IS A MINOR, A VULNERABLE ADULT, OR IF THE VICTIM SUFFERED BODILY INJURY OR DEATH DIRECTLY RELATED TO THE CRIME.

AND THIS IS NOT YOUR NORMAL EXTORTION, WHICH IS ALREADY IN THE STUDENT CODE OF CONDUCT.

THE SON, DOCTOR BRADLEY.

THIS DOESN'T SAY WHAT WE'RE GOING TO DO.

I ASSUME WE'RE GOING TO EXPEL THE CHILD THAT GOES THIS.

THAT'S IT'S GOING TO BE AUTOMATICALLY EXPULSION.

OKAY. RECOMMEND IT FOR EXPULSION.

CAN I SAY SOMETHING? FOR YOUR INFORMATION WE'RE USING WE'RE GOING TO USE CODE 700 OTHER SERIOUS OFFENSES FOR THIS.

WE HAVE REQUESTED FROM THE STATE DEPARTMENT OF CODE SPECIFICALLY FOR SEXTORTION, BUT UNTIL THEN WILL USE 700 IF THEY GIVE US A SPECIFIC CODE THAT WILL BE AVAILABLE FOR PRINCIPALS TO USE.

AND THE FIRST OFFENSE WILL BE RECOMMENDATION FOR EXPULSION AND INVOLVE LAW ENFORCEMENT IN OUR CODE.

OKAY. ARE THERE ANY QUESTIONS OR COMMENTS? MR. SILAS, IF WE APPROVE THE SOAR PROGRAM THROUGH THE BUDGET PROCESS AND IMPLEMENT IT, WILL THE CODE OF CONDUCT HAVE TO BE REVISED THE MATRIX TO ACCOMMODATE THAT PROGRAM AND OPTIONS? WITHIN IT. IT WILL NOT HAVE TO BE.

WHEN MR. POSTELL PRESENTED HE THE OPTIONS WILL BE GIVE US OTHER OPTIONS BESIDE THE THREE THAT WE HAVE, WHICH IS STRIP PROBATION ALTERNATIVE PLACEMENT OR EXPULSION.

SO GIVE US MORE OPTIONS.

SO IT SHOULD REDUCE THE NUMBER OF EXPULSIONS.

SO WHEN THEY TELL US WHAT THOSE OPTIONS ARE, THEN WHEN WE GIVE A DECISION ON A RECOMMENDATION OF WHAT SHOULD HAPPEN TO THE STUDENT, THEN WE'LL HAVE THOSE WE'LL HAVE MORE CHOICES.

SO IT SOUNDS LIKE THOSE THE CHOICES OF THE SOAR PROGRAM WILL NEED TO BE ON THE MATRIX.

NO NO NO NO. IT'LL BE A RECOMMENDATION FOR EXPULSION.

THEY'LL COME TO US FOR A HEARING AND THAT WILL BE AN ALTERNATE TO EXPULSION, I UNDERSTAND.

SO TO REDUCE THE NUMBER OF EXPULSION.

ANY OTHER QUESTIONS? OKAY. ALL RIGHT.

THANK YOU, MR. BRAXTON. THANK YOU, MR. DUNN. I DO HAVE A QUESTION ABOUT THIS, BUT IT'S NOT SPECIFIC TO.

MR. LAURENCE. MY QUESTION IS, IS ARE WE ON A STRICT TIME TO DO THIS FIRST READING? I MEAN, WHAT'S THE DROP DEAD DATE? AND I WILL TELL YOU WHY I'M ASKING.

WE'RE IN THE MIDDLE OF A BUDGET PROCESS.

AND AS EVERYBODY KNOWS, WE HAVE A TREMENDOUS AMOUNT OF DISCUSSION WHEN WE GO INTO EXECUTIVE SESSION DEALING WITH STUDENT CONDUCT, TRYING WITH SOME OF THE STUFF THAT WE DO.

AND I FEEL LIKE THAT WE NEED SO MANY TIMES IT'S COME BACK TO QUESTIONS ABOUT OUR CODE OF CONDUCT AND WHAT THE BOARD APPROVED OR DIDN'T APPROVE.

I FEEL LIKE WE NEED A WORKSHOP AS A BOARD TO REALLY SIT DOWN AND GO FROM A TO Z ON WHAT IS IN OUR CODE OF CONDUCT, SO WE AS A GROUP, ALONG WITH SOME MINISTRATION, UNDERSTAND.

HELP US HELP YOU IS REALLY WHAT I'M SAYING.

AND I THINK IF WE RUSH TO APPROVE, AND I DON'T KNOW THAT WE MIGHT COULD DO A FIRST READING, BUT THEN I THINK WE NEED TO HAVE THAT WORKSHOP.

DEFINITELY. BEFORE WE GO TO A SECOND READING.

AND JUST FROM A PROCESS STANDPOINT I THINK WE COULD ACCOMPLISH WHAT YOU'RE ASKING.

[01:40:04]

AND I UNDERSTAND YOUR REQUEST FOR A WORKSHOP IN BETWEEN.

BUT THEN I'D ALSO LIKE TO KNOW THE PREFERRED TIME TO HAVE THE SECOND READING APPROVED OR, YOU KNOW, TO PRINT CODES OF CONDUCT AND STUFF LIKE THAT.

BUT YOU MAY HAVE ADDITIONAL QUESTIONS, ANSWERS, OR DOCTOR MURPHY, WHAT IS THE WHAT IS THE DATE THAT THAT WE WOULD NEED TO FOR PRINTING? IS THE SECOND READING, RIGHT? AS OF NOW IT IS.

BUT IF WE DELAYED THAT, COULD WE GET IT PRINTED IN TIME? THEN AFTER WE GET THAT DONE, THEN WE HAVE TO GET IT TRANSLATED.

WE HAVE TO GET IT TRANSLATED AND THEN SENT TO PRINT.

AND THE FIRST DAY OF SCHOOL IS WHAT, JULY 25TH, JULY 16TH.

SO THAT'LL THAT'S FOR TEACHERS.

WE GET IT. WE DON'T HAVE IT.

YOU KNOW WE DON'T HAVE WE SHOULD HAVE ORDERED AN HOUR.

BUT IT'S A TIMELINE.

SO WE ARE WE ARE UNDER A TIMELINE IN ORDER TO MEET REQUIREMENTS, TO HAVE IT TRANSLATED AND EVERYTHING.

BUT I JUST WANT TO REITERATE THAT THESE ARE VERY MINOR CHANGES FROM LAST YEAR.

AND WE DID DO AN EXTENSIVE WORKSHOP LAST YEAR.

WE WENT THROUGH IT, AND THE ONLY THING THAT'S CHANGED FROM LAST YEAR TO NOW ARE THE THINGS WE PRESENTED UP HERE TODAY, THOUGH I DO UNDERSTAND AND APPRECIATE THAT, BUT I DON'T THINK WE ALL AGREE ON SOME OF THE CHANGES WE MADE ONCE WE STARTED HAVING TO DEAL WITH THEM.

THAT'S ALL I'M SAYING.

I THINK THERE THIS IS ONE OF THE HARDER JOBS.

BELIEVE IT OR NOT, BEING ON THIS BOARD IS DEALING WITH THIS CONDUCT IN MY IN MY OPINION, I DON'T KNOW WHAT EVERYBODY ELSE'S IS.

THANK YOU. SO, DOCTOR BRADLEY, THE PROBLEM I HAVE WITH THIS PROCESS IS THAT THERE'S NO CENTRAL COORDINATION OF THE MOVING PARTS.

WE'RE PROVING A.

DISCIPLINE CODE.

AND FOR THE LAST THREE YEARS I'VE SCREAMED ABOUT THE LACK OF A VIRTUAL OPTION, AND I'VE HEARD NO DISCUSSION ABOUT THAT, NOT EVEN IN THE BUDGET.

WOULD BE APPROVING THE DISCIPLINE CODE WITH NO VIRTUAL OPTION BEFORE WE GET TO EVEN CONSIDERING IT.

THE BUDGET LEVEL, YOU SEE.

AND THEN WE GOT TO GO BACK AND REDO.

IT'S JUST VERY AWKWARD, AND I THINK THERE OUGHT TO BE SOME MASTER PLAN TO, TO TO CONTROL THE MOVING PARTS A LITTLE BIT BETTER THAN WE'VE GOT.

AND PERSONALLY, I WOULD LIKE TO SEE INCLUDED IN THE DISCIPLINE CODE OF VIRTUAL OPTION AS AN ALTERNATIVE TO EXPULSION.

I DON'T KNOW WHAT WE GOT TO DO TO GET THAT DONE.

I KNOW WE'RE PROBABLY TALKING ABOUT DEVELOPMENT TIME.

WE'RE PROBABLY TALKING ABOUT ADDITIONAL FUNDS.

BUT, YOU KNOW, I'VE SAID IT AND I'VE SAID IT AND I'VE SAID IT UNTIL I TURN BLUE IN THE FACE.

I DON'T KNOW WHAT ELSE I WHAT ELSE WE HAVE TO DO TO GET THAT LOOKED AT.

SO, DOCTOR BRADLEY, THE BOARD HAS GIVEN US APPROVAL TO MOVE FORWARD WITH, WITH THE STORE PLAN, WHICH DOES INCLUDE THAT VIRTUAL OPTION.

SO SO WE ARE WORKING TOWARD TOWARD THAT.

IT'S A VIRTUAL OPTION.

YES. BUT IT'S NOT A VERY GOOD ONE.

IT'S A IT'S A IT'S A CANNED PROGRAM WHERE YOU PUT A KID DOWN IN FRONT OF A COMPUTER AND DO IT THAT WAY.

WHAT I'VE BEEN TALKING ABOUT IS WHERE KIDS CAN ACTUALLY SIGN ON TO A VIRTUAL INSTRUCTION AS OPPOSED TO JUST BEING OFFERED SOME KIND OF.

I MEAN, THEY CAN'T THEY CAN'T HANDLE IN CLASS INSTRUCTION.

I DOUBT THAT THEY'RE GOING TO BE VERY MOTIVATED TO DO COMPUTER INSTRUCTION WITH NO SUPERVISION.

PERSONAL OPINION.

THIS IS PROBABLY NOT THE TIME TO COME TO AN END, BUT I.

I GET FRUSTRATED.

IF I GET IGNORED.

YOU KNOW. MISS TYLER.

SO ONCE, ONCE WE HAVE GOTTEN PSAS UP AND RUNNING, THAT WOULD SIMPLY BE COVERED UNDER ALTERNATIVE PLACEMENT, CORRECT? SO THERE WOULD BE NO NEED TO MAKE ANY CHANGES TO THE CODE AS IT IS AT THAT PARTICULAR TIME BECAUSE IT WILL BE CONSIDERED ALTERNATIVE PLACEMENT.

WELL, THAT'S A POSSIBILITY.

THANK YOU. BUT WE WOULD HAVE TO HAVE AN ALTERNATIVE TO HAVE AN ALTERNATIVE PLACEMENT.

THE RESPONSE. I THINK WE COULD MANAGE EXPULSIONS A LOT BETTER IF WE HAD SOME ALTERNATIVE. IF WE HAD AN ALTERNATIVE THAT REQUIRED THE CHILD TO BE EDUCATED AT HOME VIRTUALLY, THAT WOULDN'T NECESSITATE BEING AN

[01:45:07]

RIGHT. AND I THINK THAT'S WHAT SOAR DOES FOR US, BECAUSE IT'S NOT JUST PUTTING A KID IN FRONT OF A COMPUTER BECAUSE HE DOES HAVE ACCESS TO A TO A LIVE TEACHER, MAYBE NOT REAL TIME LIVE THROUGHOUT THE DAY, BUT BUT CERTAINLY HAS ACCESS IN IN ACVA TO THE THE STATE VIRTUAL CURRICULUM. BUT AT THE SAME TIME HAVING AN AIKEN COUNTY TEACHER WHO WAS ASSIGNED TO THAT STUDENT FOR THAT COURSE, THAT MIGHT BE A BEGINNING, BUT I DON'T THINK THAT'S AS GOOD AS REAL, REAL CLASS TIME.

AND IT CAN BE DONE. WE DID IT IN THE 80S.

AND HERE WE ARE 24 AND 24 WITH ALL KIND OF TECHNOLOGY.

WE'RE NOT DOING IT. I'M DONE.

OKAY. ANY OTHER QUESTIONS? OKAY. THANK YOU.

THANK YOU. SO THAT WAS JUST A QUESTION ANSWER PERIOD FROM THE PRESENTATION.

IS THERE A MOTION IN REGARDS TO THE FIRST READING OF THE REVISIONS TO THE THREE CODES OF CONDUCT? YES. I'D LIKE TO MAKE A MOTION THAT WE APPROVE THE FIRST READING, BUT CONDUCT A WORKSHOP IN BETWEEN.

BEFORE THE SECOND ONE.

IS THERE A SECOND, SECOND, SECOND BY MR..

SO MISS RHINEHART-JACKSON HAS MADE A MOTION TO APPROVE ON FIRST READING THE THE CURRENT REVISION OF THE THREE CODES OF CONDUCT, BUT TO HAVE A WORKSHOP FOR THE BOARD ON THE SUBJECT PRIOR TO THE SECOND READING.

AND THAT WAS SECONDED BY MR. MOULTON. ANY DISCUSSION.

ALL THOSE IN FAVOR OF THAT MOTION, PLEASE RAISE YOUR HAND.

THAT'S EIGHT IN FAVOR. ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND.

ANYONE ABSTAINING.

THAT'S ONE MOTION CARRIES EIGHT 0 TO 1 ONE ABSTENTION.

ALL RIGHT. I'M GOING TO CATCH UP.

THAT BRINGS US TO NUMBER EIGHT ON THE INDIVIDUAL ITEMS, WHICH.

ON THE SELECTION OF CONSTRUCTION MANAGEMENT COMPANY AT RISK AND.

YOU GUYS SAW THAT PROPOSAL OR THAT ATTACHMENT IN ADVANCE OF THE MEETING? DOCTOR MURPHY, DO YOU DO YOU HAVE SOMETHING YOU'D LIKE TO PRESENT, OR ARE YOU JUST AVAILABLE FOR QUESTIONS? AVAILABLE FOR QUESTIONS. OKAY, SO THE IF FOLKS JUST FOR THE FOLKS IN THE ROOM WE'VE GOT WE HAD EXCUSE ME, I WANT TO BRING THAT UP.

THE SELECTION OF CONSTRUCTION MANAGEMENT COMPANY AT RISK.

THEY CONSIDERED THEY HAD FOUR FIRMS RESPOND AND.

THE RECOMMENDATION IS BY THE ADMINISTRATION, IS NEGOTIATE A CONTRACT WITH THREE OF THOSE FIRMS FOR BUILDING FUTURE PROJECTS UTILIZING THE CONSTRUCTION MANAGEMENT AT RISK DELIVERY SYSTEM, AND THOSE FIRMS ARE H.D.

REYNOLDS HOOD CONSTRUCTION AND CONTRACT CONSTRUCTION.

IS OUR MOTION IN REGARDS TO THIS RECOMMENDATION FOR CONSTRUCTION MANAGEMENT AT RISK SO MOVED? OKAY. MOVE BY MR. RHINEHART-JACKSON TO APPROVE THE PROPOSAL.

IS THERE A SECOND? SECOND BY MISS TYLER.

ANY DISCUSSION? MR. BROOME. I WOULD ASK THAT WE TABLE THIS VOTE UNTIL AFTER WE'VE BROUGHT IN THE NEW MAINTENANCE DIRECTOR. MAINTENANCE AND OPERATIONS DIRECTOR IN FOR INPUT.

OKAY. I'M TRYING TO REMEMBER IF YOU CAN TABLE IN THE MIDDLE OF A VOTE.

I DON'T THINK YOU CAN.

SO FROM A PARLIAMENTARY PROCEDURE PERSPECTIVE, I THINK WE GOT A VOTE IN PROGRESS.

WE CAN HAVE DISCUSSION.

YOU CAN AMEND THE MOTION.

AND IF OBVIOUSLY YOU CAN MAKE COMMENTS LIKE YOU DID, AND IF FOLKS AGREE WE CAN, WE CAN VOTE AGAINST IT.

AND THEN WE CAN MAYBE DO ANOTHER MOTION OR DISCUSSION, WHICH WOULD BE A TABLE MOTION.

ANYTHING ELSE FOLKS WOULD LIKE TO ADD FOR DISCUSSION? OKAY, SO WE DO HAVE A MOTION AND A SECOND ON THE FLOOR TO APPROVE.

THE ADMINISTRATION NEGOTIATED A CONTRACT WITH THOSE THREE COMPANIES TO BUILD FUTURE PROJECTS USING CONSTRUCTION MANAGEMENT AT RISK DELIVERY SYSTEM.

[01:50:03]

PLEASE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S SEVEN IN FAVOR. ALL THOSE OPPOSED, RAISE YOUR HAND.

THAT'S ONE OPPOSED TO ALL THOSE ABSTAINING.

RAISE YOUR HAND. THE MOTION CARRIES SEVEN TO 1 TO 1.

MOVING RIGHT ALONG.

NEXT ITEM UNDER INDIVIDUAL ITEMS IS A BUDGET AMENDMENT.

THIS MR. TRAXLER WILL BE AVAILABLE FOR ANY QUESTIONS.

BUT THE BUDGET AMENDMENT.

IS EXCUSE ME MR. TRAXLER, CAN YOU BRIEFLY COME UP AND SUMMARIZE THE BUDGET AMENDMENT? YES, SIR. GOOD EVENING, MR. CHAIR. MR. LAURENCE, BOARD MEMBERS.

I MENTIONED LAST WEEK DURING THE BUDGET WORK STUDY THAT WE HAD SEEN A SIGNIFICANT DECREASE IN SOME OF OUR STATE FUNDING.

SO THIS BUDGET AMENDMENT TAKES THAT INTO ACCOUNT.

IT ADJUSTS OUR BUDGET BASED ON THOSE NEW STATE ALLOCATIONS, THOSE REVISED STATE ALLOCATIONS, OFFSETTING THAT AGAINST LOCAL REVENUE.

IT JUST CLEANS THAT UP.

WE WE DO ANTICIPATE LIKELY HERE IN THE NEXT MONTH OR SO WHERE THE STATE WILL ALSO ADJUST OUR, OUR OUR ALLOCATIONS BASED ON 135TH DAY NUMBERS.

SO THERE'S A THERE'S A LIKELIHOOD THAT WE COME BACK AGAIN WITH A SECOND AMENDMENT.

YEAH. I'LL BE HAPPY TO ANSWER ANY QUESTIONS.

BUT JUST FOR AN EXAMPLE, THERE WERE THERE WAS TWO SOURCES, A COUPLE SOURCES OF REVENUE THAT WE HAD TO ADJUST DOWNWARD FOR THIS BUDGET YEAR.

AND THESE ESSENTIALLY THESE BUDGETS AMENDMENTS BALANCE THE BUDGET IN THE CURRENT YEAR.

AND THIS YEAR.

THAT'S CORRECT. YEP.

IN A MOMENT, WE'LL GET TO DEAL WITH THE NEXT BUDGET YEAR.

OKAY. ANY OTHER QUESTIONS FOR MR. TRAXLER? DOCTOR HANKS, JUST FOR CLARIFICATION, THIS IN RED FROM THE WORK STUDY, WE REMOVED THE ATHLETIC. TRAINER? YES, MA'AM. AND I'LL TOUCH ON THAT IN JUST A MOMENT.

ALL RIGHT. ANY OTHER QUESTIONS ON THE BUDGET AMENDMENT FOR THIS CURRENT YEAR THAT WE'RE IN THE MIDDLE OF? OKAY. IS THERE A MOTION TO APPROVE THE BUDGET AMENDMENT FOR THIS FISCAL YEAR? MOVED BY MISS RHINEHART-JACKSON, IS THERE A SECOND? SECOND BY MR. SMITH.

ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

NEXT, IN OUR LAST INDIVIDUAL ITEM, I BELIEVE IS GOING OVER THE FIRST READ.

WE HAD A BUDGET WORKSHOP WHERE WE HAD RECEIVED A LOT OF INFORMATION.

THIS IS THE FIRST READING OF THE 2024 2025 BUDGET.

AND I THINK MR. TRAXLER IS GOING TO TAKE US THROUGH A LITTLE BIT OF A PRESENTATION.

YES, SIR. I AM HAPPY TO SHARE THAT THIS SHOULDN'T BE AN HOUR AND A HALF DISCUSSION TONIGHT.

IT IS. IT IS A RECAP OF A LOT OF INFO SHARED LAST WEEK AND A SUMMARY.

I HAVE A HANDFUL OF SLIDES HERE, BUT RELATIVELY BRIEF.

ON THE REVENUE SIDE, WE HAD AN INCREASE IN PROPERTY TAX REVENUE FOR FOR GROWTH IN THE TAX BASE.

IT WAS NOT THE RESULT OF A TAX INCREASE.

WE INCREASE OTHER LOCAL REVENUES INTEREST AND AND INVESTMENT EARNINGS PAYMENT IN LIEU OF TAX, OTHER LOCAL REVENUE.

WHENEVER I PULLED THIS INFO TOGETHER AND WHENEVER WE POSTED IT ON FRIDAY, IT WAS BASED ON THE HOUSE VERSION OF THE BUDGET, BECAUSE THAT WAS THE MOST RECENT INFO THAT WE RECEIVED. AS OF YESTERDAY AFTERNOON, 5:00, THE STATE DEPARTMENT PROVIDED THE SENATE FINANCE NUMBERS, THOSE PROJECTIONS. I'LL TOUCH ON THEM BRIEFLY, BUT YOU MAY RECALL FROM LAST WEEK'S DISCUSSION THAT FROM THE HOUSE VERSION TO THE SENATE FINANCE VERSION, THERE WAS A $30 MILLION REDUCTION IN STATE AID TO CLASSROOMS. AND AND I MENTIONED DURING THAT TIME THAT WE SHOULD ANTICIPATE SOME, SOME LIKELY DECREASES IN OUR FUNDING.

WE UPDATED THE STATE'S ACT 388.

THAT'S THE TIER THREE FUNDING.

AND THAT'S PRETTY MUCH IT FOR REVENUE ON THE EXPENDITURE SIDE.

[01:55:01]

WE DISCUSSED THREE SCENARIOS LAST WEEK, ONE BASED ON A FIXED PERCENTAGE.

ONE BASED ON INCREASING THE TEACHER SCALE SALES BY A SET AMOUNT.

AND THEN THIS, THIS OTHER SCENARIO THAT THAT ACTUALLY THAT THAT HAD A GREATER FOCUS ON BACHELORS AND A LOWER INCREASE PER SALE FOR, FOR DOCTORATE.

AND AS YOU MOVE DOWN THE SCALE, IT'S VERY SIMILAR TO WHAT THE STATE LOOKED AT.

AND WE DISCUSSED THAT LAST WEEK.

WE'RE REQUIRED BY THE STATE TO PROVIDE BUS DRIVERS WITH A COST OF LIVING ADJUSTMENT.

SO THE BUDGET REFLECTS THAT INCREASE.

AGAIN, BASED ON THE HOUSE VERSION OF THE BUDGET, WE HAD STATE HEALTH AND RETIREMENT INCREASES.

WE DISCUSSED AT LENGTH THE INCREASE IN ENERGY COST, SRO COST.

CUSTODIAL COSTS.

THE COST OF THE NEW WEBSITE WAS WAS BUILT INTO THE BUDGET I SHARED LAST WEEK.

$1.8 MILLION SURTOUT.

THAT'S OUR 4K PROGRAM, A SHORTFALL AND THAT ULTIMATELY THE GENERAL FUND IS IS PICKING UP AS 450,000 MORE THAN LAST YEAR BECAUSE WE THAT SURTOUT POT HAS NOT GROWN.

BUT YOU YOU SEE FROM THE PREVIOUS SLIDE THAT WE HAVE A HAVE A FAIRLY DECENT INCREASE IN TEACHER SALARIES AND FRINGE COSTS AND AND ULTIMATELY THAT FALLS TO THE GENERAL FUND WITH A $990,000 FUNDING SHORTFALL IN THE LITERACY COACH FUNDING.

AND AND THOSE WILL BE FUNDED IN OUR INSTRUCTIONAL COACHES IN, IN FY 25.

WE SHIFTED NINE ESSER FUNDED POSITIONS BECAUSE ESSER IS GOING AWAY SEPTEMBER 30TH.

TWO MAINTENANCE POSITIONS, SIX TECHNOLOGY POSITIONS AND ONE TECHNOLOGY CURRICULUM SPECIALIST.

THE THE BOARD HAS ALREADY FULLY APPROVED THE SOLAR PROGRAM.

WE HAVE 300,000 IN THE BUDGET FOR THAT.

WE HAD AN INCREASE IN OUR DEBT SERVICE BUDGET TIED TO THE ABM PROJECT.

WE WE DID INCLUDE A BUDGET FOR AN IN-HOUSE ATTORNEY.

LARGELY OFFSET BY A REDUCTION IN THE EXTERNAL ATTORNEY SERVICES.

IT DOESN'T WIPE OUT THE EXTERNAL ATTORNEY SERVICES.

WE WE DO STILL HAVE A SMALL BUDGET THERE.

THE DATA INCREASE THERE WAS ABOUT 26,000.

IT INCLUDED THE IN-HOUSE ATTORNEY ONLY.

NOT CLERICAL AT THIS TIME.

THE THE ONE CHANGE THAT DOCTOR HANKS MENTIONED A MOMENT AGO, THE ATHLETIC TRAINERS, WHENEVER WE DISCUSSED THE THE DRAFT VERSION OF THE BUDGET LAST WEEK, I SHARED THAT THERE WAS ABOUT A 700,000 SHORTFALL.

I PULLED ATHLETIC TRAINERS OUT IN AN EFFORT TO BALANCE THIS BUDGET THAT YOU'RE RECEIVING TONIGHT.

IT'S NOT TO SAY THAT IT CAN'T BE ADDED BACK IN.

WE CAN EASILY ADD IT BACK IN, BUT I WANTED TO BRING YOU A A BALANCED BUDGET FOR CONSIDERATION TONIGHT.

AND THEN WE'LL WE'LL DISCUSS SOME OPTIONS LATER ON.

AND IN EXCHANGE OF, OF PULLING OUT SALARIES AND FRINGE FOR THOSE ATHLETIC TRAINERS AT OUR HIGH SCHOOLS, WE DID RESTORE THE BUDGET FOR CONTRACTED TRAINER SERVICES.

BUT BASED ON RECENT HISTORY, WE WE MAY NOT HAVE MUCH LUCK EVEN CONTRACTING FOR THOSE SERVICES.

BUT WE DID WANT TO ADD THAT BACK INTO THE BUDGET AS A POSSIBILITY.

WE HAD SOME MAINTENANCE POSITIONS THAT WERE CREATED IN EXCHANGE FOR ELIMINATION OF AREAS ONE AND THREE LONG CONTRACTS. THOSE WERE CONTRACTED SERVICES THAT WE DID AWAY WITH AND INSTEAD HAVE TAKEN THAT ON IN-HOUSE, MAINTAINS THE HARD CAP ON THE ELEMENTARY GRADES.

WHAT IT DOES NOT INCLUDE IS A COST OF LIVING ADJUSTMENT FOR NON TEACHERS, WITH THE EXCEPTION OF THE BUS DRIVERS.

ANY BONUS FOR NON TEACHERS.

THAT WAS AN OPTION THAT I MENTIONED LAST WEEK AND I'LL COVER THAT BRIEFLY.

FUNDING FOR NEXT YEAR'S INTERSESSION AND ADDITIONAL STEP ON THE TEACHER SCALE.

WE HAD OVER 12 MILLION IN VARIOUS BUDGET REQUESTS THROUGHOUT THE DISTRICT, AND IT DOES NOT INCLUDE FUNDING FOR COMPENSATION STUDY RECOMMENDATIONS THAT THAT COMPENSATION STUDY HAS NOT BEEN CONCLUDED AT THIS POINT, BUT IT DOES NOT BUILD IN ANY FUNDING FOR THAT.

[02:00:10]

THOSE HIGHLIGHTS THAT THAT MAY BE DIFFICULT TO SEE THIS.

MIDDLE COLUMN THERE.

THE PROPOSED FIRST READING VERSION OF THE GENERAL FUND BUDGET PENDING IN THE DISCUSSION.

$260,769,930. IT'S ABOUT AN 11.8 MILLION INCREASE, WHICH IS THE EQUIVALENT OF A 4.73% INCREASE.

AGAIN, A LOT OF THAT INCREASE IS DRIVEN BY THE TEACHER SCALE, BY INCREASES IN HEALTH INSURANCE AND SOME OF THOSE OTHER THINGS.

WE HAVE NOT BEEN ABLE TO ADDRESS A LOT OF THOSE BUDGET REQUESTS THAT WERE RECEIVED FROM SCHOOLS, DEPARTMENTS, PROGRAMS. THE EXPENDITURES.

BUDGET. AND WE DISCUSSED SOME OF THESE ITEMS LAST WEEK AS WELL.

YOU'LL SEE A.

A BALANCED BUDGET AT THIS TIME.

SO THE AGAIN, THE HOUSE VERSION ALLOCATIONS WERE USED WHENEVER WE BUILT THIS BUDGET.

YESTERDAY AFTERNOON WE RECEIVED THE SENATE FINANCE VERSION.

AND BASED ON THOSE PROJECTIONS, THERE'S A NET DECREASE OF 547,000 IN STATE FUNDING.

NOW THE SENATE FINANCE VERSION.

WHILE IT'S THE LATEST, DOES IT MEAN THAT IT'S WHERE THINGS ARE GOING TO END UP? WE HAVE THE HOUSE VERSION.

YOU HAD THE SENATE FINANCE VERSION.

THEY THEY DIFFER.

SO IT COULD BE ONE.

IT COULD BE THE OTHER. IT COULD BE SOMEWHERE IN BETWEEN.

THINGS ARE EXTREMELY FLUID AT THIS POINT.

BUT. WITH THE SENATE FINANCE, WE COULD KIND OF KIND OF GAUGE AT THIS POINT WHAT THE WORST CASE SCENARIO IS.

IT IS BASED ON THE 45TH DAY NUMBERS.

SO THESE NUMBERS WOULD BE SUBJECT TO CHANGE ONCE THE STATE IS FINALIZED, 135 DAY NUMBERS ACROSS THE STATE.

BUT WE WILL CONTINUE TO MONITOR THIS.

BECAUSE OF THE NUMBER OF OF REQUESTS THAT WE HAVE, BECAUSE OF A LACK OF A COST OF LIVING ADJUSTMENT, THINGS LIKE ATHLETIC TRAINERS AND A LOT OF OTHER THINGS THAT MAY BE HIGH PRIORITY THAT AREN'T IN THIS BUDGET AT THIS TIME.

WE LOOKED AT AT WHAT OPTIONS WE MAY HAVE TO FUND SOME OF THIS.

EXCUSE ME. FIRST OPTION THAT WE LOOKED AT IS SUSPENDING THE ELEMENTARY GRADES.

HARD CAP.

THIS WAS PUT IN PLACE LAST YEAR.

AND IT HAS RESULTED IN 47 ADDITIONAL TEACHER FTE VERSUS OUR TRADITIONAL HANDLING.

PRIOR TO TO THE HARD CAP THAT WAS PUT IN PLACE FOR 2324, WE WE HISTORICALLY LOOKED AT A PLUS 2 OR -2 RANGE AS THE SWEET SPOT.

NOW I'LL USE SECOND GRADE, FOR EXAMPLE.

IN THE PAST, IF YOU HAD IF 23 TO 1 WAS THE SECOND GRADE RATIO, THAT'S THAT'S PERFECT.

THE NUMBERS AREN'T ALWAYS GOING TO WORK OUT.

SO IF A SCHOOL'S SECOND GRADE AVERAGED 23.5 UNDER THE OLD HANDLING, WE WOULD SAY, ALL RIGHT, IT'S WITHIN A PLUS 2 OR -2 RANGE.

IT'S ACCEPTABLE.

WITH THE HARD CAP, WE AUTOMATICALLY SAY, ALL RIGHT, WE'RE AT 23.5.

WE'RE ABOVE 23.

WE'RE ADDING ANOTHER CLASS TO GET US BELOW THAT.

SO I'VE LISTED HERE THE NUMBER OF TEACHER FTE THAT WERE CREATED AS A RESULT OF THE HARD CAP BY GRADE TOTAL OF 47.

WE ESTIMATE 75,000 EACH FOR SALARY AND FRINGE.

ASSUMING THAT A LOT OF THESE MAY BE FILLED BY FOLKS WHO ARE NEW TO THE PROBATION OR NEWER TO THE PROFESSION, AND IN ORDER TO TO TAKE A CONSERVATIVE LOOK AT IT, TO WE COULD POTENTIALLY SAVE UP TO $3.5 MILLION SLIGHTLY ABOVE THAT.

THIS MIGHT BE AN OPTION, IT MAY BE AN OPTION TO LOOK AT CERTAIN GRADE LEVELS.

[02:05:07]

ANOTHER OPTION.

AND WE DISCUSSED LAST WEEK A LOT ABOUT TEACHER COMPETITIVENESS AND HOW WE RANK IN THE STATE.

VERSUS OTHER DISTRICTS BASED ON THE 2324 TEACHER PAY SCALES.

WHILE IT WHILE IT COULD IMPACT COMPETITIVENESS, THE BOARD DOES HAVE THE ABILITY THE DISTRICT DOES HAVE THE ABILITY TO LOOK AT SOME OTHER SCENARIO.

THE STATE SETS A MINIMUM TEACHER SCALE, AND FOR THE MOST PART, WE'RE ALREADY USING OUR CURRENT SCALE MEETING THAT.

NOW SOME OF THE EARLY BACHELOR STEPS, SOME OF THE BACHELOR 18 STEPS, WE WERE IN THE NEGATIVE WE WOULD HAVE TO DO SOMETHING WITH.

AND WE TALKED LAST WEEK.

IF YOU INCREASE THE EARLY SALES, IT CREATES A DOMINO EFFECT ON DOWN THE SCALE.

IT COULD CREATE A DOMINO EFFECT ACROSS.

BUT IF WE LOOKED AT PULLING BACK A LITTLE BIT ON THOSE SCENARIOS PER $250 INCREASE FOR EACH OF THESE DEGREE LEVELS, THAT'S THAT'S WHAT THE SAVINGS WOULD BE.

AGAIN, THE.

WE'RE LOOKING AT COMPETITIVENESS HERE.

WE PRETTY MUCH MET THE MET THE STATE MINIMUM.

IT'S JUST ABOUT COMPETITIVENESS.

AND THEN THE.

OTHER OPTION THAT WE PRESENTED FOR BOARD CONSIDERATION IS USE OF FUND BALANCE.

BUT CAUTIONING THE BOARD THAT IF WE GO THIS ROUTE LOOKING AT IT AS WE HAVE IN THE PAST, MAINTAINING IT FOR, FOR ONE TIME TYPE ITEMS, IF WE COVER RECURRING COSTS WITH FUND BALANCE, THAT MEANS THAT WE'RE EITHER CONTINUALLY EATING INTO FUND BALANCE IN FUTURE YEARS, OR WE'RE FINDING OTHER SOURCES TO FUND THOSE ITEMS, OR WE'RE DOING AWAY WITH THOSE IN THE FUTURE OR DOING AWAY WITH SOMETHING ELSE.

WE COULD LOOK AT INTERCESSION NEXT YEAR AS ONE TIME.

THAT'S AN OPTION. WE DON'T HAVE A COST OF LIVING ADJUSTMENT THIS NEXT YEAR.

BUILT INTO THE BUDGET MAY BE A SITUATION WHERE, IN LIEU OF A COST OF LIVING ADJUSTMENT, WE HAVE A BONUS THAT MAY BE PAID QUARTERLY OR SEMIANNUALLY. THE COST ARE PRESENTED HERE.

SO I HAVE NON-TEACHERS BECAUSE WE WEREN'T ABLE TO TO ADD THE TEACHER STEP AT THE TOP OF THE SCALE, SOMETHING THAT THE AT THE BOARD HAS MADE EFFORTS TOWARDS FOR THE LAST SEVERAL YEARS.

I INCLUDED THAT GROUP HERE IN A SEPARATE COLUMN.

WE CURRENTLY HAVE 157 OR SO TEACHERS THAT ARE TOPPED OUT ON THE TEACHER SCALE.

SO IN EACH SCENARIO, YOU SEE WHAT THE COST IS.

IF IT WAS JUST NON TEACHERS OR IF YOU INCLUDED THIS GROUP.

THAT'S THE COST TO THE GENERAL FUND.

THE COLUMN ON THE FAR RIGHT SIDE IS WHAT THE COST WOULD BE FOR OUR SCHOOL FOOD SERVICE WORKERS, FOR THE CHILD NUTRITION PROGRAM.

IT'S ITS OWN SEPARATE FUND.

AND IT WILL COVER THE COST OF ANY ANY BONUS PLAN THERE.

SO THAT'S WHY THAT'S WHY I SEPARATED OFF TO THE RIGHT.

IT'S NOT INCLUDED IN THE NUMBERS THAT ARE REFLECTED OVER ON THE LEFT.

JUST BEFORE DISCUSSION AND QUESTIONS, I DID NOTE, AND THIS IS I SAY IT'S RELATIVELY MINOR.

I CALLED IT AN ERROR ON OUR TITLE TWO AMOUNT THAT'S THAT'S LISTED.

I WILL BE MAKING A REVISION TO THAT.

IT'S ON PAGE FOUR OF THE PACKET, BUT IT APPEARS THAT WE COPIED AND PASTED ONE BAD NUMBER FROM TITLE THREE ONTO THE TITLE TWO LINE.

AND TITLE TWO WOULD BE COMPARABLE TO TO WHAT IT IS IN 2324 AND THE 2425 SCHOOL YEAR RIGHT NOW SHOWING A SIGNIFICANT REDUCTION.

JUST BECAUSE WE HAD THAT ERROR ON THAT COPY AND PASTE SITUATION.

NEXT STEPS.

WE HAVE A BUDGET HEARING MAY 14TH, AND WE'RE REQUIRED TO HAVE A BUDGET AD PLACED IN THE NEWSPAPER 15 DAYS IN ADVANCE OF THAT.

SO PRETTY MUCH ONCE THE BOARD MAKES ANY DECISIONS, TONIGHT WILL MAKE NECESSARY CHANGES.

WE'LL GET THAT.

[02:10:02]

ADVERTISING. THE BUDGET HEARING SUMMARIZING A TENTATIVE VERSION OF THE BUDGET DOESN'T MEAN IT'S FINAL, BUT WE WANT TO GIVE OUR CITIZENS AN OPPORTUNITY TO SPEAK TO THAT.

OUTSIDE OF THAT, THINGS ARE GOING TO BE FLUID.

I'VE MADE ESTIMATES RIGHT NOW FOR OUR OUR PROPERTY LIABILITY INSURANCE FOR OUR WORKER'S COMP QUOTES.

WE TYPICALLY GET THAT IN MID-MAY.

AND ONCE I HAVE THOSE QUOTES, I'LL UPDATE THOSE.

SO THERE WILL BE SOME THINGS LIKE THAT THAT CHANGE.

IF THERE ARE CHANGES IN STATE FUNDING TO THE TO THE GOOD, TO THE BAD.

WE'LL ALSO UPDATE THAT AND SHARE WITH THE BOARD AS SOON AS POSSIBLE.

I'LL BE HAPPY TO ANSWER ANY QUESTIONS.

I SAW MISS RHINEHART-JACKSON.

I GUESS I HAVE A COMMENT MORE SO THAN A QUESTION FOR THE BOARD MEMBERS.

MY CONCERN IS THAT THERE IS NO BONUSES FOR NON TEACHERS.

AND I WOULD, I WOULD LIKE TO SEE A BONUS FOR OUR NON TEACHERS, BUT I GUESS IT WILL HAVE TO DEPEND ON AN AMOUNT. SO I DON'T KNOW WHAT THAT DISCUSSION WOULD LOOK LIKE OR WOULD.

SO THE.

ON AVERAGE, SPEAKING THE THE FUND BALANCE IS ABOUT $4 MILLION ABOVE OUR TARGET OF THREE MONTHS.

YES, SIR. AND THE MINIMUM IS TWO MONTHS, I THINK, BY POLICY.

YES. SO THERE'S 4 MILLION ESSENTIALLY IN FUND BALANCE FOR ONE TIME EXPENDITURES.

I MEAN, WE CAN DO WHATEVER WE WANT, BUT, YOU KNOW, TYPICALLY ONE TIME EXPENDITURES ABOVE OUR TARGET OF THREE MONTHS FOR, TO MAINTAIN FOR LOTS OF DIFFERENT REASONS.

AND I MEAN, THAT WAS PART OF THE OPTIONS THAT MR. TRAXLER OUTLINED, RIGHT? SO I MEAN, I WOULD I WOULD TEND TO AGREE, GIVEN THE CURRENT STATE OF OUR REVENUES.

AN ACTUAL SALARY INCREASE DOESN'T LOOK LIKELY.

WE NEED TO JUST FOLKS THAT WOULD LIKE TO DO THAT.

I MEAN, WE CAN DISCUSS EITHER.

I MEAN, SO.

I'LL PUT IT INTO A MOTION.

I MEAN, WE WOULD ADD FUND BALANCE USAGE TO THE BUDGET, RIGHT? YES. YEAH.

SO FOR THE SAKE OF TALKING ABOUT MODIFYING THIS FIRST READING OF THE BUDGET, I WOULD MOVE THAT WE CAN WE APPROVE SCENARIO NUMBER ONE THAT'S LISTED IN THIS PRESENTATION FOR A ONE TIME BONUS FOR NON-TEACHER POSITIONS.

THAT MR. TRAXLER HAS ESTIMATED WOULD COST THE GENERAL FUND $1.8 MILLION.

AND. AND I'M MAKING THAT MOTION.

I'LL SECOND IT. SO YOUR MOTION IS TO DO AWAY WITH OPTION.

I MEAN TO DO OPTION ONE.

YEAH. THE MOTION ON THE FLOOR THAT'S BEEN SECONDED IS TO APPROVE THE USE OF FUND BALANCE FOR A ONE TIME BONUS, AS OUTLINED IN SCENARIO NUMBER ONE ON SLIDE 15 OF THE PRESENTATION. WHICH IS ESSENTIALLY $1,000 BONUS TO EMPLOYEES MAKING LESS THAN 50,002% FOR THOSE ABOVE 50,000, AND WOULD ALSO APPLY TO TEACHERS THAT ARE TOPPED OUT AND DON'T GET A STEP INCREASE.

SO IT'S ONLY YOUR MOTION ADDRESS IS ONLY THE THE THE BONUS FOR THE.

YEAH. SO RIGHT. YEAH.

SO RIGHT NOW WHAT I'M SAYING IS WE'VE GOT A WE'VE GOT A COST OF LIVING.

YEAH I UNDERSTOOD I JUST HEARD OPTION ONE.

YEAH. YEAH THAT'S A GOOD POINT.

SO AS RESTATED THE MOTION THAT'S IT.

SO WE'VE GOT A MOTION AND A SECOND TO APPROVE THE USE OF FUND BALANCE FOR A ONE TIME BONUS FOR NON TEACHER POSITIONS AS OUTLINED. SCENARIO NUMBER ONE WHICH WOULD COST A LITTLE OVER $1.8 MILLION.

DISCUSSION. HOW MUCH? IF WE OPTED FOR $1,500.

THAT'S RIGHT. BLOW IT TO TWO.

SO THAT WOULD BE SCENARIO TWO, I SUPPOSE.

TO RIGHT AT 2.8 MILLION.

BUT I MIGHT ADD TO AND I THINK THE BOARD CERTAINLY UNDERSTANDS.

BUT FOR FOLKS THAT MAY BE LISTENING, THE REASON WHY THIS IS NON TEACHERS IS BECAUSE THE TEACHER SCALE AND TEACHER LIKE POSITIONS ARE BEING ADDRESSED BY THE BY THE TEACHER SCALE SCENARIOS AND THE TEACHER LIKE SCENARIOS THAT WE'VE DISCUSSED.

SO THERE IS A COST OF LIVING ADJUSTMENT THERE.

MR. MOULTON. MR.

[02:15:01]

ONE IS PROBABLY PRETTY EASY.

I'M JUST TRYING TO UNDERSTAND WHAT TEACHER LIKE POSITIONS MEAN.

CAN YOU GIVE ME A COUPLE OF EXAMPLES? YES, SIR. SO THE STATE DEPARTMENT, THE STATE REQUIRES US TO LOOK AT SCHOOL PSYCHOLOGISTS, NURSES, ROTC, OTS, PTS AS TEACHER LIKE POSITIONS.

SO STEP INCREASES WHENEVER WE GIVE A STEP INCREASE TO TEACHERS, WE WE TREAT THOSE OTHER POSITIONS ACCORDINGLY.

WHENEVER WE HAVE A COST OF LIVING ADJUSTMENT, WE TREAT THAT ACCORDINGLY.

I MENTIONED LAST WEEK BECAUSE WE WERE LOOKING AT VARYING AMOUNTS BY DEGREE, USING THE MASTER'S DEGREE AMOUNT FOR THOSE TEACHER LIFE SKILLS IN PROPORTION TO 190 DAYS.

OKAY. ONE.

JUST MY LAST OTHER QUESTION I WANTED TO ASK IF WE IF WE DO END UP ON THE SCENARIO ONE OUT OF THE GENERAL FUND OR ANY OF THE SCENARIOS OUT OF THE GENERAL FUND WHERE THERE'S A BONUS AWARDED FOR NON-TEACHERS, WHAT WOULD BE THE TIME FRAME? IS THERE A PROBLEM WITH IT BEING AUGUST VERSUS NOVEMBER OR WHAT? WHAT WOULD BE THE TIME FRAME AND WHY? MY MY RECOMMENDATION WOULD BE AT THE END OF EVERY QUARTER.

SO SEPTEMBER 30TH, MAYBE JUST BEFORE CHRISTMAS BREAK.

INTO MARCH AND PROBABLY SOMEWHERE I DON'T KNOW, MID TO EARLY JUNE.

WE WOULDN'T WANT TO PUSH IT RIGHT UP AGAINST JUNE 30TH, BUT YES.

OR SOMETIME IN THAT TIME FRAME.

I DON'T THINK WE WOULD WANT TO, DEFINITELY WOULDN'T WANT TO SPREAD IT OUT OVER 24 PAYCHECKS BECAUSE IT IF IT FALLS OFF NEXT YEAR, FOLKS MAY SAY, HEY, MY MY PAY WENT DOWN.

THEY MAY FORGET THAT IT WAS NON-RECURRING.

AND PLUS IT WOULD BE SPREAD OUT OVER 24 SEMIMONTHLY PAYCHECKS.

MR. SMITH. MR..

I JUST WANT TO GET SOMETHING CLEAR IN MY HEAD.

YOU KEEP SAYING NON-TEACHER.

WHAT ABOUT OUR CUSTODIANS, OUR CAFETERIA PEOPLE? ANYONE NOT ON THE TEACHER SCALE.

ANY. SO BOATS NOT INCLUDED.

WOULD BE TEACHERS, NURSES, ROTC.

SCHOOL SITES.

I THINK I CAPTURED THEM ALL BECAUSE ALL OF THOSE POSITIONS WOULD RECEIVE A COST OF LIVING ADJUSTMENT.

THESE OTHER POSITIONS WOULDN'T THESE OTHER POSITIONS WOULD RECEIVE A STEP INCREASE? ONLY IF NOT FOR THIS.

YES. MISS RHINEHART-JACKSON.

DOES IT HAVE TO BE SPREAD OUT? IN THE IN THE MANNER OF WHICH YOU JUST SAID? I'M JUST GOING TO BE HONEST WITH YOU.

I THINK PEOPLE WOULD PREFER JUST A ONE TIME BONUS AS OPPOSED TO MULTIPLE PAYMENTS.

WELL, AT CHRISTMAS.

WE WE COULD HANDLE IT, HOWEVER BUT IF WE'RE BASING IT, LET'S SAY THAT WE'RE BASING IT ON A PERCENTAGE OF SOMEONE'S SALARY.

SOMEONE'S MAKING 50,000.

AND WE WE PAY THEM THE THOUSAND DOLLARS.

WELL, THE INTENT IS FOR IT TO COVER THE ENTIRETY OF THE YEAR.

BUT IF THEY LEAVE JANUARY 1ST, AS SOON AS WE COME BACK, WE WE BASICALLY GIVEN THEM THE OTHER HALF OF THIS BONUS WITH LITTLE MEANS OF RECOUPING IT. I THINK PAYING IT QUARTERLY WILL WILL STILL PROVIDE A LUMP SUM AMOUNT TO FOLKS, BUT CERTAINLY WE COULD DO WE COULD DO A VARIETY OF THINGS SEMIANNUAL PAYMENTS.

YOU KNOW, IT'S JUST, YOU KNOW, A LOT OF FOLKS, YOU KNOW, THEY'RE NOT GETTING A COST OF LIVING RAISE.

AND, YOU KNOW, THEY'RE REALLY COUNTING ON THE SUPPORT.

SO AT LEAST TWO PAYMENTS AND AND JUST TO BE CLEAR.

SO IF IT WERE A THOUSAND, WE'RE SAYING TWO PAYMENTS OF 500 VERSUS FOUR PAYMENTS OF 250.

YES. YEAH.

YEAH, I AGREE WITH THAT.

MR. BROOME. THE TOPPED OUT TOPPED OUT TEACHERS.

SO. DID I UNDERSTAND THEY WILL STILL BE GETTING A COST OF LIVING RAISE.

THEY JUST DON'T GET A STEP INCREASE.

IS THAT. THAT'S WHAT WE'RE SAYING.

YES. OKAY.

THANK YOU. OKAY.

SO RIGHT NOW WE'RE WE'RE IN DISCUSSION ON THE MOTION.

[02:20:01]

IS THERE ANY OTHER DISCUSSION? I'D LIKE TO MAKE AN AMENDMENT TO THAT MOTION.

I'D LIKE TO JUST ADD THAT WE MAKE THAT IN TWO PAYMENTS.

IS THERE A SECOND? SECOND.

SO THERE IS AN AMENDMENT TO THE MOTION ON THE FLOOR THAT'S BEEN SECONDED.

MOTION BY MISS RHINEHART-JACKSON, SECONDED BY MR. SMITH TO MAKE THAT IN NO FEWER THAN TWO PAYMENTS ON THE BONUS.

AND THAT'S THE THAT'S ANY DISCUSSION ON THIS AMENDMENT TO THE ORIGINAL MOTION.

IF I MAY, MR. SMITH, I WOULD LIKE TO SUGGEST THAT IT COME IN NOVEMBER AND MAY.

ON EARLY DECEMBER.

AND THAT'S JUST THROWN OUT THE.

OKAY. ANY OTHER DISCUSSION ON THE AMENDMENT TO THE MOTION? I HAVE ANOTHER QUESTION ABOUT THE MOTION.

MR. BROOME. SO IT GOES BACK TO MY FIRST QUESTION.

SO. CLASSIFIED WILL NOT GET A COST OF LIVING RAISE.

UNDER THIS WE WILL DO A.

WE WOULD DO A BONUS.

YES. TEACHERS, EVEN IF THEY'RE TOPPED OUT, ARE GETTING A COST OF LIVING.

RAISE. YES, SIR.

AND NOT TO SEEM LIKE THE GRINCH, BUT I'M JUST ASKING, WHY ARE WE AT THIS POINT WITH THE BUDGET WE'RE IN? AND THE COMPETITIVENESS OF OUR TEACHER SALARIES.

INCLUDING TOPPED OUT TEACHERS.

IT'S KIND OF LIKE GIVING THEM ANOTHER STEP INCREASE WHICH.

I WILL SAY IN GENERAL INDUSTRY, WHEN YOU TOP OUT IN A POSITION, THEN YOU'RE UNLESS YOU GET PROMOTED.

YOU'RE YOU'RE GETTING COST OF LIVING RAISES.

YOU KNOW, IF YOU'RE A MAINTENANCE MECHANIC, THAT'S RIVERSIDE.

YOU TOP OUT AT X AMOUNT OF DOLLARS, AND YOU KNOW WHAT THAT IS.

AND THEN YOU DEPEND ON THE COST OF LIVING.

SO I GUESS I'M ASKING WHAT OUR BUDGET SHORTFALL.

WOW. WHAT WAS WE CONSIDERING DOING? BOTH FOR A TOP DOWN? YES, SIR. AND I LISTED IT SEPARATELY FOR THAT PURPOSE, JUST IN CASE.

THE BOARD WANTED TO LOOK AT NON-TEACHERS ONLY AND EXCLUDE THE TOPPED OUT TEACHERS.

BUT BECAUSE THERE'S BEEN A FOCUS AND AND THE GOAL WAS TO THIS YEAR AND OVER THE LAST SEVERAL YEARS TO ADD ADDITIONAL STEPS TO EVENTUALLY GET UP TO STEP 30 AND AND PERHAPS BEYOND ON THE TEACHER SCALE.

THAT'S THAT'S THE ONLY REASON.

BUT IF THERE'S A DESIRE TO TO FOCUS ON TO EXCLUDE THAT GROUP, WE CAN NOT DO SO.

PLEASE DON'T TAKE THIS.

AND I KNOW I'M GOING TO GET DARTS THREW IT AT ME.

PLEASE DON'T TAKE THIS.

AND I THINK TEACHERS SHOULDN'T GET MORE MONEY BECAUSE THAT IS NOT WHAT I'M SAYING.

I'M JUST SAYING WHEN WE LOOKED AT THE SCALE, WHEN YOU LOOK AT AIKEN COUNTY SCALE AT THIS TIME WITH THE BUDGET WE'RE DEALING WITH, WE'RE PRETTY HIGH UP ON THE PECKING ORDER IN THE STATE OF SOUTH CAROLINA.

AS WE GO DOWN THE SCALE OF HOW WE COMPENSATE, WE DO REALLY WELL.

SO WHEN WE'RE FIGHTING THINGS LIKE ATHLETIC TRAINERS ARE VERY, VERY SHORTHANDED ON MAINTENANCE, I MEAN, EXTREMELY SHORTHANDED, I JUST THINK THAT WE HAVE TO LOOK AT THESE KIND OF THINGS, NOT SAYING WE DON'T WANT TO DO IT AND NOT SAYING WE CAN'T GOING FORWARD, BECAUSE IN MY OPINION, SOME OF THE THINGS EVEN WITH LIKE MAINTENANCE, IF YOU HIRED A MAINTENANCE WORKERS, HOPEFULLY IT'S GOING TO COST YOU LESS, IT'S GOING TO GET MORE NEUTRAL BECAUSE YOU SUB OUT LESS.

SO THIS IS THE KIND OF THINGS I'M TALKING ABOUT.

THAT'S JUST WHY I'M QUESTIONING THIS, BECAUSE THEY ARE STILL GETTING A RAISE WITHOUT BEING INCLUDED.

YES. THANK YOU. OKAY, SO CURRENTLY WE'RE DISCUSSING AN AMENDMENT TO THE MAIN MOTION.

THE AMENDMENT IS TO THAT IF WE APPROVE THE MAIN MOTION TO AMEND THE MAIN MOTION, SUCH THAT THE BONUS IN QUESTION IS MADE IN NO MORE THAN TWO PAYMENTS.

THAT WE, YOU KNOW, NOT THREE, NOT FOUR, NOT FIVE, NO MORE THAN TWO.

AND THAT'S THE AMENDMENT TO THE MAIN MOTION.

IS THERE ANY OTHER DISCUSSION ON THE AMENDMENT TO THE MAIN MOTION? DOCTOR BRADLEY, QUICK QUESTION.

DOES THAT CHANGE ANYTHING AS FAR AS YOUR CONCERN IN TERMS OF THE FLOW OF MONEY, TWO PAYMENTS VERSUS FOUR? NO, SIR, IT DOESN'T.

THAT'S ALL. AND AND EVEN THE TIMING OF THAT, WHETHER IT'S APPROVED TONIGHT, THAT'S EVEN A DECISION THAT COULD BE MADE AT THE SECOND AND FINAL READING AT THE END OF MAY OR AT SOME POINT THEREAFTER.

[02:25:04]

I BELIEVE I THOUGHT WE'D YOU JUST LOST.

I BELIEVE YOU TOLD ME 63 MILLION IN ESSER FUNDS OVER THE LAST THREE YEARS OR FROM.

WELL, THAT THAT'S HOW MUCH WE HAD IN ARP ESSER FUNDING DURING THIS THREE YEAR STRETCH.

I JUST WANT TO MAKE THAT NUMBER.

WELL POSITIONS THAT WERE PAID FOR OUT OF ESSER WERE MOVING OVER TO THE GENERAL FUND.

WE WEREN'T PAYING SALARIES OUT OF ESSER, SUCH AS COST OF LIVING ADJUSTMENTS, THINGS OR BONUSES, THINGS OF THAT NATURE.

YES, SIR. SOME WOULD CALL IT.

WE'VE GOT WE'VE DISCUSSED THE AMENDMENT TO THE MAIN MOTION TO, TO AMEND THE MOTION SUCH THAT YOU WOULD MAKE THE BONUS PAYMENTS IN TWO PAYMENTS AND NOT MORE THAN THAT.

ALL THOSE IN FAVOR OF THE AMENDING THE MAIN MOTION, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE AMENDMENT TO THE MAIN MOTION PASSES.

WE STILL HAVE TO VOTE ON THE NOW AMENDED MAIN MOTION.

SO THE AMENDED MAIN MOTION IS THAT.

WE APPROVE THE USE OF FUND BALANCE.

UNDER SCENARIO NUMBER ONE IS PRESENTED IN THIS BUDGET PRESENTATION TO PROVIDE A ONE TIME BONUS TO NON-TEACHER POSITIONS AND TOPPED OUT TEACHERS AS WE SEE THERE. IT RIGHT UNDER SCENARIO ONE IN IN TWO PAYMENTS.

ANY FINAL DISCUSSION BEFORE WE TAKE A VOTE? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

WE HAVE ADDED THAT USE OF FUND BALANCE TO THIS COMING YEAR'S BUDGET.

ALL RIGHT. IS THERE THE GOING BACK TO OUR BUDGET DISCUSSION.

SO WE HAVE NOW AMENDED THIS FIRST READING SO TO SPEAK.

WE'VE UPDATED THIS FIRST READING OF THE BUDGET WITH THAT.

OTHER QUESTIONS FOR MISTER TRAXLER? OR IS THAT IN TERMS OF PROCESS, IS THAT TRUE? OR WE WOULD ARE WE GOING TO APPROVE THE FIRST READING AS IT'S PRESENTED WITH THE JUST NOW APPROVED MOTION TO COME IN THE SECOND READING? SO FROM MY PERSPECTIVE WE'RE BASICALLY MAKING UPDATES TO WHAT'S BEING PRESENTED.

AND WHEN WE GET TO THE END OF DISCUSSION, ASSUMING WE APPROVE THE FIRST READING OF THE BUDGET, IT INCLUDES ANYTHING THAT WE'VE APPROVED UP TO THAT POINT.

OKAY. YES.

ALL RIGHT. IT SAW, FOR EXAMPLE, AS AN ITEM THAT THE BOARD WENT AHEAD AND APPROVED FULLY.

THIS WILL BE REFLECTED IN THE BUDGET AND INTO MAY.

WE'LL HAVE A FINAL APPROVAL ON THAT.

OKAY, MR. CHAIRMAN, BEFORE WE GET TO APPROVAL OF THE FIRST READING OR A MOTION TO APPROVE FIRST READING AS IS, I WOULD ALSO LIKE TO OFFER FOR CONSIDERATION. ANOTHER ADDITION TO THE BUDGET.

OKAY. IS NOW THE TIME YOU'D LIKE TO HEAR THAT? YES. SO WE'VE TALKED ABOUT.

ATHLETIC TRAINERS, AND WE KNOW WE'VE GOT A SHORTFALL.

WE KNOW WE HAVE.

YOU KNOW, POTENTIALLY AND MAYBE LIKELY ANOTHER $547,000 ADDED TO THE SHORTFALL.

BUT IN MY OPINION, I THINK WE HAVE A STUDENT SAFETY ISSUE WITH THE LACK OF ATHLETIC TRAINERS, WHICH HAS BEEN PRESENTED, YOU KNOW, ON A COUPLE OCCASIONS BY EXAMPLES FROM PHYSICIANS AND, AND MR. PINSKY AND OTHERS.

AND I EVEN EXPERIENCED AT A SOFTBALL GAME JUST LAST WEEK A YOUNG LADY WENT DOWN IN THE MIDDLE OF THE GAME, NO TRAINERS ON HAND. IT LOOKED TO BE A PRETTY SERIOUS INJURY.

EVERYBODY WAS VERY CONCERNED.

YOUNG LADY STAYED IN THE GAME, WAS ALLOWED TO STAY IN THE GAME.

SHE WAS TAKEN OUT THE NEXT INNING.

I DON'T KNOW THE FINAL OUTCOME.

I THINK THERE WAS A DOCTOR'S VISIT INVOLVED.

BUT MY POINT IS, YOU KNOW, I EXPERIENCED YOU KNOW, THAT THAT FIRSTHAND.

WOW. YOU KNOW, WE'VE GOT A REAL NEED HERE.

SHE WAS ALLOWED TO STAY IN, COULD HAVE BEEN POTENTIALLY INJURED MORE RIGHT, BY STAYING IN THE GAME.

SO I THINK WE'VE GOT A SCHOOL SAFETY ISSUE HERE.

AND I UNDERSTAND THE BUDGET SHORTFALLS.

BUT I THINK IT'S IMPERATIVE UPON US, IN MY OPINION, TO MAKE A HARD DECISION AND MAKE SOME ADJUSTMENTS TO ACCOUNT FOR THAT.

AND PERHAPS ALONG WITH, YOU KNOW, NEEDING TO COVER THIS $547,000 AND ONE OF THE OPTIONS THAT MR. TRAXLER PRESENTED, I THINK IS A VIABLE ONE, IF WE CAN DISCUSS IT A LITTLE MORE, BECAUSE WE'VE ALL PLACED A PRIORITY ON EARLY CHILDHOOD EDUCATION,

[02:30:10]

BUT I THINK IF WE CONSIDER THIS CAP AND ALLOWING OUR ADMINISTRATION TO MAKE SOME, YOU KNOW, DECISIONS ACCORDINGLY, AND MAYBE US MONITOR THAT SO THAT IT'S JUST NOT A FREEDOM TO, TO TO CHEAT AT WILL ON THAT.

BUT PERHAPS I'D LIKE TO OPEN UP FOR DISCUSSION THAT WE MAYBE MAINTAIN THE CAP FOR K THROUGH TWO AND THEN RELEASE THE CAP ON THE UPPER GRADES THREE, FOUR AND FIVE.

AND I THINK, MR. TRAXLER, YOU MIGHT CAN TELL US, BUT I THINK IT'S PRESENTED HERE HOW MUCH MONEY THAT MIGHT.

YEAH. SO, MR. SILAS, I WOULD ASK FOR YOU TO PUT THAT IN A MOTION, BUT LET'S BEFORE WE DO THAT MAYBE MR. TRAXLER CAN TELL US WHAT YOU'VE JUST ASKED.

WHAT'S THE VALUE OF IT? FROM A FROM A GENERAL FUND PERSPECTIVE.

YES, SIR. SO IF I HEARD CORRECTLY SUSPENDING THE CAP ON GRADES THREE THROUGH FIVE.

SO WE WOULD HAVE 18 FTE.

18 CLASSES THAT WOULD GO AWAY FROM THE CURRENT ALLOCATION SHEETS.

AN ESTIMATED SAVINGS OF 1,350,000.

AND WE DO HAVE THE SENATE FINANCE VERSION OF THE BUDGET, POTENTIALLY.

THAT'S 550 OF IT BEING COVERED BY THAT.

YES. THE ESTIMATED COST ON THE ATHLETIC TRAINERS THE NET INCREASE IS ABOUT 600,000.

YEAH. SO MR. SILAS COULD YOU PUT THAT IN THE FORM OF A MOTION? AND IF WE GET A SECOND, WE CAN DISCUSS FURTHER I THINK SO.

SO IN TERMS OF MOTION, I WOULD MOVE THAT WE ADD ATHLETIC TRAINERS INTO INTO THE BUDGET TO BE FUNDED BY RELEASING THE CAP ON GRADES THREE, FOUR AND FIVE.

SO MR. SILAS HAS MADE A MOTION THAT THERE'S TWO THINGS, TWO MOVING PIECES ON THAT ONE TO REMOVE THE CLASSROOM SIZE CAP ON GRADES THREE, FOUR AND FIVE WHICH FREES UP ROOM IN THE IN THE BUDGET.

AND THEN THE SECOND PART OF HIS MOTION IS TO INSERT THE EXPENDITURE IN THE BUDGET TO HIRE CREATE A POSITION FOR AN ATHLETIC TRAINER AT EACH HIGH SCHOOL.

CORRECT. IS THERE A SECOND? I'LL SECOND THAT. SO WE'VE GOT A MOTION AND A SECOND.

ANY DISCUSSION? MR. MOULTON. YEAH, I JUST GOT A QUICK DISCUSSION.

I LIKE THE MOTION IN THE SECOND, SO THAT'S NOT MY ISSUE.

THE I JUST WANT TO KNOW THE THING I DIDN'T GET FROM THE DISCUSSION WE HEARD FROM THE PHYSICIANS WAS PART OF THEIR PROPOSAL AN OPTION TO MAYBE SAVE SOME MONEY FROM STUDENTS AT USC, AIKEN OR SOMETHING LIKE THAT THAT ARE MAJORING IN THIS AND GIVE THEM AN OPPORTUNITY TO BE ATHLETIC TRAINERS, OR DO YOU HAVE TO BE FULLY CERTIFIED BEFORE THAT CAN HAPPEN? I DON'T KNOW THE THE ANSWER COMPLETELY TO THE CERTIFICATION QUESTION, BUT USC AIKEN DOESN'T HAVE A PROGRAM, I THINK.

I THINK THE CLOSEST I DON'T KNOW ABOUT ACROSS THE RIVER.

THE CLOSEST IS ERSKINE THAT I KNOW OF.

CHARLESTON. SOUTHERN.

ERSKINE. SO.

SO YOU'RE GOING OUT A FAIR PIECE TO GET SOMEONE? YEAH. I HAVE A QUESTION.

DOCTOR HANKS, JUST A COMMENT.

TO I WOULD SAY IF WE'RE GOING TO ADD CERTIFIED TRAINERS, IT SHOULD BE CERTIFIED TRAINERS IF WE'RE GOING TO TAKE ON THE LIABILITY THAT WE HAVE SOMEONE WHO'S GOING TO BE ANSWERING TO THAT INJURY.

WOULDN'T WANT IT TO BE A STUDENT BY ANY MEANS.

I HAD A QUICK QUESTION, PROBABLY FOR MR. LAURENCE, WHEN WE TALK ABOUT REMOVING THE HARD CAPS, THE SPACE CONCERNS THAT WE CONSISTENTLY OR CURRENTLY HAVE, DO YOU HAVE AN IDEA OFF THE TOP OF YOUR HEAD WHAT THOSE SITES ARE OR WHAT LEVELS? THOSE CONCERNS ARE IS IT THE UPPER GRADES OR.

I DON'T AT THE MOMENT.

MAYBE SOMEONE ON ON OUR STAFF WOULD KNOW IF IF THIRD, FOURTH AND FIFTH GRADE WOULD IF THAT WOULD RELIEVE SOME OF THE ISSUES.

AND I DON'T KNOW.

WELL, LOCATION WISE, I THINK WE'RE LIKELY TALKING ABOUT AS FAR AS SPACE CONCERNS.

MILLBROOK. MARCY.

BYRD. GRANITEVILLE.

[02:35:02]

OKAY. AND I ALSO WOULD LIKE TO CLARIFY THE, THE THE HARD CAP, YOU KNOW, RIGHT NOW THIRD THROUGH FIFTH GRADE, OUR TARGET IS 23 TO 1.

SO WHEN WE SAY WE'RE REMOVING THE HARD CAP, THAT JUST MEANS THAT ONE STUDENT WOULDN'T TRIGGER ANOTHER TEACHER.

WE STILL WOULDN'T ALLOW IT TO GO BEYOND 25.

SO TO TWO STUDENTS IS AS FAR AS WE WOULD GO BEYOND THAT CAP.

AND THEN AND THEN A TEACHER WOULD BE TRIGGERED BEYOND THAT.

THAT I THINK I SAW DOCTOR BRADLEY FIRST.

THIS PUTS US BACK RIGHT TO WHERE WE WERE BEFORE LAST BUDGET.

THINK OF ALL THE STUDENTS THAT ARE GOING TO BE AFFECTED IN TERMS OF THIS POTENTIALLY, YOU KNOW, WE GOT YOU KNOW, YOU SAY THIS COULD POTENTIALLY.

ADD 4 TO 7 TEACHERS.

SO IF YOU ADDED ALL THE KIDS IN THE FIRST ELEMENTARY GRADES AND SAW WHAT PERCENTAGE OF THE STUDENTS COULD BE AFFECTED BY ADDING 47 TEACHERS, THAT'S A PRETTY GOOD, PRETTY GOOD.

NUMBER THERE.

AND WE'RE DOING THIS.

I MEAN, WE'RE GETTING TO THE POINT.

I KNOW PEOPLE DON'T THINK I'M ANTI ATHLETIC, BUT I'M NOT.

BUT WE'RE PRICING OURSELVES.

YOU KNOW, EVERY TIME, EVERY EVERY BUDGET CYCLE WE GOT TO ADD MORE MONEY FOR ATHLETICS, MORE MONEY FOR ATHLETICS.

AND NOW WE'RE TAKING IT AWAY FROM THE EDUCATION OF CHILDREN TO TO PUT MORE MONEY INTO ATHLETICS.

YOU KNOW, IF THE ATHLETICS CAN'T SUPPORT THEMSELVES A LITTLE BIT BETTER THAN THEY'RE DOING, MAYBE WE DON'T NEED THEM.

I MEAN, WE'RE HERE TO TEACH KIDS TO READ AND NOT TO PLAY SPORTS.

I MEAN, I'M NOT AGAINST SPORTS, BUT I'M AGAINST TAKING MONEY FROM EDUCATING CHILDREN IN ORDER TO HAVE SPORTS.

I MEAN, I THINK SPORTS HAVE I PLAYED SPORTS IN HIGH SCHOOL.

I'M NOT ANTI SPORTS, BUT I AM AGAINST I MEAN, WE FOUGHT LIKE THE DEVIL.

EVERYBODY ON THIS BOARD SAID I THINK EVERYBODY SAID THEY WANTED TO DO SOMETHING ABOUT EARLY CHILDHOOD EDUCATION.

AND THE FIRST, FIRST CHALLENGE TO THAT WERE FOLDED AND GOING RIGHT BACK TO WHERE WE WERE.

AND, AND I CAN'T VOTE FOR ANYTHING THAT'S GOING TO DO THAT.

11. THAT I FAILED TO MENTION ON THIS, AND IT IS AN IMPORTANT ONE.

THERE ARE 34 VACANCIES CURRENTLY.

AMONG THOSE GRADES.

SO WE WE HAVE HAD DIFFICULTY FILLING THOSE POSITIONS IN THE PAST, AND IT MAY LEAD TO SOME CLASSROOMS BEING BEING STAFFED BY LONG TERM SUBS FOR A SIGNIFICANT AMOUNT OF TIME.

SO THAT, THAT, THAT CAME INTO THE THOUGHT PROCESS AS WELL, TOO.

IDEALLY, WE'D BE ABLE TO HIRE ALL OF THEM, BUT WE'VE SEEN THIS NOT NECESSARILY THE CASE.

WELL, IF WE DON'T REQUIRE IT, IT AIN'T GOING TO HAPPEN.

I KNOW THAT CLARIFY THAT.

OR DO WE HAVE THOSE VACANCIES BECAUSE WE HAVE SO MANY MORE CLASSES BECAUSE WE'VE MANDATED THIS CAP? IS THAT WHAT YOU'RE SAYING? MISS HART MAY BE A MAY BE A BETTER SPOKESPERSON FOR THIS, BUT I THINK A LOT OF IT'S JUST THE TEACHER SHORTAGE.

WE KNOW THAT THERE'S A TEACHER SHORTAGE.

AND WE'RE NOW WE'RE NOW ESTABLISHING MORE CLASSROOMS THAN WE HAVE IN THE PAST.

SO MAYBE A COMBINATION OF THAT AND IT MAY BE TIMING TO WOULD YOU WANT TO SPEAK TO HOW VACANCIES COMPARE THIS YEAR TO IN THE PAST AT THIS TIME PERIOD? SO YES, WHEN WHENEVER WE MAKE THE DECISION TO ADD ANOTHER CLASS BECAUSE OF THE CAP, THEN IT ADDS TO THAT.

LIST OF VACANCIES.

AND WHEN WE'RE RECRUITING FOR THAT ADDITIONAL PERSON, WE'RE HAVING TO WEIGH THAT AGAINST ALL OF ALL OF THE OTHERS.

AND THEY CONTINUE TO ADD.

CAN I SAY THAT ALL OF OUR ALL OF THOSE VACANCIES ARE DUE SPECIFICALLY TO THE CAP? OF COURSE NOT.

THERE ARE ALL THE OTHER FACTORS ASSOCIATED WITH THAT FROM THE TEACHER SHORTAGE BEING THE THE PRIMARY, YOU KNOW, THE PRIMARY ISSUE WE HAVE IN RECRUITMENT, PERIOD. WHEN WE LOOK AT WHERE WE ARE TODAY VERSUS WHERE WE WERE THE SAME PERIOD LAST YEAR.

WE'RE FAIRLY EQUITABLE IN THE NUMBER OF VACANCIES THAT WE HAVE REMAINING.

BUT WE'RE ALSO DOING A LOT MORE TO ATTEMPT TO RECRUIT INDIVIDUALS, INCLUDING THE ADDITION OF NUMEROUS ALTERNATE CERTIFICATION PATHWAYS TO ENTICE NEW INDIVIDUALS TO COME INTO THE PROFESSION.

I HAVE ONE LAST QUESTION.

SO CAN YOU JUST GIVE ME AN IDEA ON THE NUMBER OF LONG TERM SUBS THAT WE HAVE IN THESE CLASSROOMS, THAT WE ARE WANTING THE CLASSROOMS SO THAT THE KIDS CAN HAVE SMALLER CLASS SIZES, BUT BEING EDUCATED BY A TEACHER ON A MORE, YOU KNOW, SMALLER LEVEL, IF WE DON'T HAVE A TEACHER,

[02:40:06]

BUT WHEN WE LOOK AT THE NUMBER OF VACANCIES, FOR EXAMPLE, THE 34 VACANCIES IN ELEMENTARY THAT WE HAVE AS OF TODAY, THAT IS FOR THE 2425 SCHOOL YEAR.

SO WE STILL HAVE ADDITIONAL TIME, OF COURSE, TO FILL THOSE POSITIONS, BUT ANY OF THOSE POSITIONS THAT GO UNFILLED WOULD BE FILLED THEN WITH THE LONG TERM SUB.

I BELIEVE AT THE BEGINNING OF LAST SCHOOL YEAR WE WERE AROUND 20 TO 21, IF I REMEMBER CORRECTLY, BUT THAT IS AN ABSOLUTE GUESS.

THANK YOU. YES, MA'AM.

I THINK I MR. BROOME BECAUSE MR. SILAS IS GONE AND WE'LL GO BACK TO MR. SILAS ON THE, I GUESS, PLACE.

ON THE BUDGET WITH THE SAVINGS YOU SHOWED FOR K-5 THROUGH FIFTH, THAT WOULD BE A PLUS OR MINUS TWO ON EACH. ON EACH SCALE.

BASICALLY A PLUS TWO.

SO IF THE.

IF THE FIRST GRADE, FOR INSTANCE, WE WOULD LOOK UP TO AN AVERAGE FOR A SCHOOL BEING.

IN THAT 16 TO 18 RANGE WILL BE ACCEPTABLE.

WHEREAS RIGHT NOW WE SAY, ALL RIGHT, ONCE WE HIT 16, WE'RE ADDING A CLASS.

THE SAME IN THOSE OTHER GRADES.

KINDERGARTEN MAY BE ONE THAT I.

IF YOU ADD TWO THERE, IT'S 25 RIGHT NOW.

IT WILL GO UP TO 27 TO 1.

KINDERGARTEN DOES HAVE AN AIDE IN THOSE CLASSROOMS, BUT BUT THAT CLASS SIZE WOULD BE A LITTLE BIT LARGER THAN THE OTHER GRADES.

SO AND WHAT I'VE KIND OF BEEN LED TO BELIEVE, AND IF YOU TELL ME IF IT'S NOT PERCEPTION IS THAT DOING THAT THIS YEAR WE HAVE HAD A NUMBER OF CLASSES THAT HAD LONG TERM SUBS.

BECAUSE OF THE CAP.

AND THERE IS QUESTION TO WHETHER THESE CLASSES, IF THEY IF THE TWO WAS MOVED INTO A CLASSROOM WITH THAT WASN'T A SUB, WHETHER THEIR EDUCATION WOULD HAVE BEEN BETTER GETTING IT THROUGH THE SUB.

AND I DON'T KNOW THE ANSWER TO THAT.

I'M JUST SAYING THAT THAT'S SOME OF THE DISCUSSION THAT I'VE HEARD OUTSIDE OF HERE.

SO THAT'S SOMETHING THAT Y'ALL PROBABLY HAVE LOOKED AT AND CAN ANSWER BETTER THAN WE CAN ANSWER.

BUT. I SUSPECT WE HAVE SOME OTHER FOLKS THAT COULD ANSWER BETTER THAN I CAN, BUT.

I IMAGINE WE'RE GOING TO GO TO MR. SILAS AND THEN WE'LL GET BACK TO DOCTOR BRADLEY.

SO I UNDERSTAND THIS IS A TOUGH ONE, AT LEAST FOR ME.

IT IS. AND, YOU KNOW, BUT I'D LIKE TO ADD A RESPECTFUL COUNTERPOINT TO DOCTOR BRADLEY'S POINT, BECAUSE, YOU KNOW, I'M CERTAINLY NOT NECESSARILY INTERESTED.

THE GOAL IS NOT TO TAKE AWAY FROM EDUCATION TO SUPPORT ATHLETICS.

THE GOAL I WOULD PREFER TO THINK ABOUT IT MORE AS NOT TAKING AWAY FROM ACADEMICS TO SUPPORT ATHLETICS WHILE ATHLETIC TRAINERS ARE THERE CERTAINLY, YOU KNOW, TO TO SUPPORT THE ATHLETIC, OUR STUDENT ATHLETES, LET'S SAY, YOU KNOW, I'D LIKE TO THINK OF IT MORE AS, YOU KNOW, WE'RE SUPPORTING OR ADDRESSING A STUDENT SAFETY CONCERN BECAUSE I THINK WE TRULY HAVE ONE.

AND THERE ARE A LOT OF OUR CONSTITUENTS THAT THAT ARE REALLY UP IN ARMS ABOUT THIS.

SO THAT'S THE WAY I WOULD PREFER TO THINK ABOUT IT.

AND I SAW THIS AS A LITTLE BIT OF A COMPROMISE THAT WE STILL MAINTAIN THIS CAP FOR THOSE EARLY.

YOU KNOW, EARLY EDUCATION YEARS WHILE GIVING A LITTLE BIT OF WIGGLE ROOM ON THE UPPER GRADES.

AND AGAIN, WE'RE NOT OUR TARGET, I THINK IS STILL 23.

SO WE'RE NOT GOING FROM 23 TO 28.

AND OUR TARGET IS STILL 23.

BUT AS DOCTOR, AS MR. TRAXLER GAVE THE EXAMPLE, IF WE HAVE 24 IN A CLASS, THAT DOESN'T NECESSARILY MEAN THEY'VE GOT TO ADD A CLASS AND A TEACHER AND THE THINGS THAT GO WITH THAT.

SO IF THERE'S ANOTHER OPTION, I MEAN, I SAW THIS AS THE MOST VIOLENT VIABLE OPTION TO ADDRESS THE STUDENT SAFETY CONCERN THAT'S BEEN ONGOING FOR A FEW YEARS.

AND ADDRESS IT WITH WHAT I THOUGHT WAS THE MOST VIABLE OPTION ON THE TABLE, AND A BIT OF A COMPROMISE TO TO MAINTAIN THIS CAP FOR THE EARLY, EARLY GRADES.

IF THERE'S ANOTHER OPTION TO FUND THIS, YOU KNOW, AGAIN, THE GOAL FOR ME IS TO IS TO GET ATHLETIC TRAINERS INTO THE BUDGET.

SO THAT WAS MY COUNTERPOINT.

SO DOCTOR BRADLEY.

AT SOME POINT I WOULD REALLY LIKE TO KNOW HOW MANY STUDENTS PARTICIPATE IN SPORTS.

I WANT TO KNOW HOW MANY OF THE 23,000.

[02:45:03]

WHAT PERCENTAGE OF OUR STUDENT BODY ARE INVOLVED IN ATHLETICS? AND I'D ALSO LIKE TO KNOW HOW MUCH MONEY WE SPEND ON ATHLETICS.

AND I KNOW THAT THAT'S GOING TO BE DIFFICULT TO DETERMINE, BECAUSE WE'VE GOT BOOSTER CLUBS WHO POUR A BUNCH OF MONEY INTO ATHLETICS AND SO FORTH.

YOU KNOW THEN THEN YOU KNOW, WE.

THAT'S REALLY NOT THE POINT TONIGHT, THOUGH.

THE POINT TONIGHT IS.

WE ARE WE? ANY WAY YOU WANT TO CUT IT? YEAH, IT'S A SAFETY ISSUE, BUT IT'S A CREATED SAFETY ISSUE.

IT'S NOT A SAFETY ISSUE BECAUSE.

IT JUST EXISTS. IT'S A IT'S A SAFETY ISSUE BECAUSE PEOPLE CHOOSE TO PARTICIPATE IN AN ATHLETIC PROGRAM THAT IS NOT NECESSARILY SAFE.

SO, I MEAN, IT'S A MATTER OF PARENTAL CHOICE AND STUDENT CHOICE AND THOSE KINDS OF THINGS, WHICH I DON'T MIND UNTIL IT STARTS TAKING AWAY FROM THE INSTRUCTIONAL PROGRAM.

AND THAT'S WHERE I DRAW THE LINE.

AND I THINK THAT'S WHAT WE'RE DOING.

WE DON'T HAVE TO HAVE ALL THE SPORTS THAT WE WE KEEP WANTING TO ADD SPORTS AND MORE COACHES.

YOU KNOW, LET'S GET A GET A PLAN HERE WHERE WE CAN DO RIGHT BY THE ONES WE HAVE AND QUIT ADDING MORE.

UNTIL WE FIND ADDITIONAL MONIES.

I MEAN, YOU KNOW, I'M NOT AGAINST ATHLETIC TRAINERS.

I THINK THAT SHOULD BE A HIGH PRIORITY.

BUT BUT AGAIN, WE'VE GOT TO LOOK AT THE TOTAL PROGRAM AND WHERE WE'RE TRYING TO GO WITH IT, WHAT WE'RE TRYING TO ACCOMPLISH, AND THEN ALLOCATE MONEY ACCORDINGLY.

I MEAN, YOU KNOW, PEOPLE COME IN EVERY YEAR WITH A GOOD IDEA.

WE'VE GOT PAGE AFTER PAGE OF GOOD IDEAS THAT WE DON'T SPEND ANY TIME TALKING ABOUT.

BUT WE DO SPEND A LOT OF TIME TALKING ABOUT ATHLETICS.

JUST DISAPPOINT. I MR. SILAS. I MIGHT HAVE MISUNDERSTOOD YOUR YOUR MOTION.

WHAT COULD COULD COULD I HEAR THE MOTION AGAIN? I MIGHT THE CHAIR WILL RESTATE THE MOTION.

THE MOTION THAT THAT'S ON THE FLOOR AND HAS A SECOND WERE DISCUSSING IS TO REMOVE THE HARD CAP ON THE CLASS SIZES AND GRADES THREE, THIRD, FOURTH AND FIFTH.

WHICH CURRENTLY HAS A CLASS SIZE CAP OF 23, WHICH MEANS IF NEEDED, THOSE CLASSES COULD GO UP TO 25.

HE IS NOT SUGGESTING THAT WE REMOVE THE CLASS SIZE CAP ON GRADES, YOU KNOW, KINDERGARTEN THROUGH SECOND GRADE.

THE SECOND PART OF HIS MOTION IS THAT FREES UP MORE THAN ENOUGH MONEY IN THE BUDGET TO FUND AN ATHLETIC TRAINER AT EACH HIGH SCHOOL.

AND THAT IS THE MOTION TO DO BOTH.

WELL, I'M SORRY, I DID NOT UNDERSTAND THE MOTION.

AND YOU KNOW, I DID NOT HEAR THE PART ABOUT.

NOT EXTENDING IT TO THE LOWER GRADES.

THAT'S A BETTER MOTION THAN I THOUGHT WE HAD.

BUT MY OBJECTION STILL REMAINED THE SAME.

BUT. BUT I DO APOLOGIZE FOR NOT HEARING.

THAT'S QUITE ALL RIGHT. THAT'S WHY I WANTED TO TO COUNTERPOINT THERE A RESPECTFUL COUNTERPOINT, IF YOU REMEMBER THAT THAT WE, YOU KNOW, MAINTAINED THE EARLY GRADES.

I THOUGHT THAT WAS A COMPROMISE.

SO I LOVE IT BETTER IF IT WAS FOURTH AND THAT CHANGE IT TO FOURTH AND FIFTH, JUST LEAVE THIRD IN THIRD IS A CRITICAL YEAR.

IT'S A IT'S A IT'S A RELEARNING YEAR.

IT'S A CATCH UP YEAR.

YOU REVIEW YEAR.

YOU KNOW, THE PEOPLE WHO KNOW THOSE GRADES BETTER THAN ME CAN COMMENT ON THAT, BUT OKAY.

MR. SMITH, I JUST WANT TO INTERJECT HERE.

I'M. I'M A DOCTOR, BRADLEY.

WE FOUGHT HARD.

WE FOUGHT HARD TO GET THOSE CATS.

AND HERE WE ARE WANTING TO TAKE THEM AWAY ONE YEAR AFTER WE GET THEM.

AND AS A FORMER PRINCIPAL, I KNOW HOW IMPORTANT IT IS TO KEEP THOSE STUDENT TEACHER RATIOS LOW IN THAT THIRD.

FIRST SECOND IN K5.

I AM ALL FOR TRAINERS ALL FAR, BUT NOT AT THE COST OF.

NOW I COULD LIVE WITH FOUR AND FIVE, BUT NOT I CAN'T LIVE WITH.

MR. BERM. ONE OF THE THINGS THAT STUCK OUT TO ME WHEN WE GOT THE LAST MEETING WAS, FOR EXAMPLE, AND I'M NOT SURE THE GRADE, BUT IT WAS ONE OF SOME OF THE SMALLER GRADES.

YOU'VE GOT ONE SCHOOL THAT'S GOT 14 PER CLASS AVERAGE, AND THEN ANOTHER SCHOOL THAT'S GOT 22 AND THIS

[02:50:02]

AND ALTHOUGH I DO APPRECIATE THAT WE NEED A CAP, I THINK THAT LEAVING SOME LEEWAY UP TO THE DISTRICT PROFESSIONALS AS FAR AS IS IT A NEW TEACHER? CAN A TEACHER HANDLE SAY SO MUCH IS LIKE A COMMITTEE THAT DETERMINES WHAT A PERFORMANCE OF THE CHILD IS GOING TO BE AFFECTED BY, AND BE ABLE TO DO WHAT'S PRUDENT WITHOUT BEING IN A HARD CAP SITUATION TO DETERMINE IT? BECAUSE I THINK THE TYPE OF STUDENTS IN THE CLASS THAT DO YOU HAVE A LOT OF DISRUPTIONS.

DO YOU HAVE A SEASONED TEACHER THAT CAN HANDLE HANDLE THIS? I THINK THEM THINGS ARE JUST VARIABLES THAT A CAP DOESN'T ON PAPER JUST DOESN'T ANSWER.

IT'S MORE OF THE ADMINISTRATION DETERMINING WHO THEY'RE DEALING WITH.

AND I JUST THINK WE SHOULD GIVE THEM SOME LEEWAY TO BE ABLE TO DO THAT.

AND WHAT'S BEST, WHAT THEY FEEL IS BEST.

OBVIOUSLY, WE WANT OUR SCHOOLS TO GO TO EXCELLENT.

AND I THINK THEY SHOULD HAVE THE LEEWAY TO TO WHAT'S BEST FOR THEIR CLASSROOMS FROM THE, YOU KNOW, THE DISTRICT STANDPOINT GOING FORWARD WITH THIS.

YEAH. I HAVE A QUICK QUESTION FOR MR. TRAXLER, AND WE'LL GO TO MR. MOULTON.

MR.. TRAXLER, I DIDN'T I DIDN'T SEE A PUNCH LINE ON THE PRESENTATION, BUT YOU SAID IT WITHOUT ANY ADDITIONS TO THIS BALANCE.

THIS BUDGET IS BALANCED OR.

NO. YES, SIR.

I HAD I HAD A PLUG IN A SMALL DIFFERENCE TO OUR.

A LITTLE MORE THAN 100,000.

OKAY. I JUST WANT TO MAKE SURE I HAVE THE NUMBERS RIGHT IN MY HEAD.

THANK YOU, MR. MOULTON.

JUST A QUICK STATEMENT.

I CERTAINLY APPRECIATE WHAT MR. SMITH SAID. I THINK I'D LIKE TO HEAR FROM THE EDUCATORS IN THE ROOM, TO BE HONEST ON THIS HARD CAP VERSUS ATHLETIC TRAINERS MENTALITY.

AND AND MY THOUGHT PROCESS IS THIS I DEFINITELY DON'T AGREE WITH CUTTING THIRD GRADE MR. SILAS. THAT'S AN IMPORTANT GRADE.

THAT'S WHERE TESTING COMES IN.

THAT'S WHERE I THINK EDUCATORS CAN KEEP US STRAIGHT ON.

NOT INCLUDING THAT FOURTH AND FIFTH GRADE WOULD BE A BETTER OPTION FOR ME.

I'M STILL NOT SURE I'D VOTE FOR IT BECAUSE I DO AGREE.

WE'RE HERE TO EDUCATE STUDENTS IN ACADEMICS AND ATHLETICS ARE A PLUS.

I LOVE ATHLETICS, I THINK WE NEED ATHLETIC TRAINERS, BUT I THINK DOING IT AT THE COST OF ACADEMICS DOES NOT THRILL ME.

SO THAT'S ALL I'LL SAY.

MR. MR. TRAXLER. IF MY MIDLAND VALLEY MATH SERVES ME CORRECTLY, IF WE ONLY DID IT REMOVE THE CAP FOR FOURTH AND FIFTH, THAT WOULD STILL LEAVE US.

THAT LEAVE US WITH A SAVINGS OF.

YEAH, THAT'S THAT'S WHY I WAS ASKING IF THE BUDGET'S BALANCED.

SO THEN I GUESS TO ASK IT A DIFFERENT WAY THEN IF WE IF WE ONLY DID FOURTH, IT WOULD STILL COVER ATHLETIC TRAINERS AND POTENTIALLY A PORTION OF ADDITIONAL SHORTFALL.

LET ME CLARIFY FURTHER.

BALANCED. WE HAVE A BALANCED BUDGET RIGHT NOW BASED ON THE HOUSE VERSION.

IT'S NOT REFLECTIVE OF THE SENATE FINANCE VERSION THAT CUT US AN ADDITIONAL 547, AND WE DON'T KNOW WHERE THINGS ARE GOING TO LAND RIGHT NOW.

SO THINGS ARE IN BALANCE, BUT POTENTIALLY THEY MAY FUND US AT THE SENATE.

FINANCE VERSION MAY NOT MAY BE SOMEWHERE IN BETWEEN.

BUT WE WERE SO LATE GETTING THOSE NUMBERS.

TYPICALLY I WOULD GO WITH WORST CASE SCENARIO.

AND THE SENATE FINANCE VERSION RIGHT NOW IS THE WORST CASE SCENARIO.

BUT FOR PURPOSES OF THE FIRST READING BASED ON THE HOUSE VERSION OF THE BUDGET, WE DO HAVE A BALANCED BUDGET AND WE'RE AT THIS POINT CONTINUING TO WATCH.

SO TO CONFIRM MY QUESTION, IF WE REMOVE THE CAP ONLY FOR FOURTH AND FIFTH GRADES, IT WOULD STILL COVER ATHLETIC TRAINERS AND A PORTION OF WHATEVER OTHER SHORTFALL WE HAD. YES, SIR.

PENDING WHAT HAPPENS AT THE STATE LEVEL.

YES, SIR. SO, CONSIDERING THAT, MR. CHAIRMAN, I'D LIKE TO REVISE MY MOTION.

CERTAINLY CAN AMEND IT.

SOMEBODY. SOMEONE ELSE CAN.

DOCTOR HANKS. MAYBE FROM MR. LAURENCE AS WELL.

OR ONE OF THE ASSISTANT ELEMENTARY SUPERINTENDENTS.

CAN ANYONE GIVE ME AN IDEA ON WHAT OUR NUMBERS LOOK LIKE FOR READING AND MATH FOR THE FOURTH AND FIFTH GRADERS?

[02:55:04]

I DON'T HAVE THAT OFF HAND.

SUM UP FOR LAST YEAR AS THE RED SCHOOLS.

WHERE ARE WE CURRENTLY OR WHAT ARE OUR LAST NUMBERS THAT WE KNOW? WHERE ARE WE ON READING ESPECIALLY MAYBE COMPARED TO THE STATE FOURTH AND FIFTH GRADE LEVEL FOR READING AND FOR MATH, I DON'T.

YOU CAN GET THAT FOR YOU REAL QUICKLY.

OKAY. IF I MIGHT DELAY FOR A MOMENT WHILE ERIC IS LOOKING THAT UP, SO.

AS PART OF THIS EXERCISE GOING THROUGH, I WANTED TO SEE WHAT THE WHAT THE CLASS AVERAGES WOULD INCREASE TO.

SO IF WE WERE LOOKING AT FOURTH AND FIFTH, LET'S SAY ONE SCHOOL, FOURTH GRADE WILL GO UP TO 2475. FIFTH GRADE TO 23.67.

FIFTH GRADE.

RIGHT ON THE MARK.

BUT WITH THE WITH ONE LAST ALLOCATION.

I THINK THEY WERE RIGHT AT THE CUT OFF.

WE FELT COMFORTABLE GOING AHEAD AND REDUCING.

A FOURTH GRADER AT 24.2.

FIFTH GRADE AT 23.6.

FOURTH A 23.33.

FIFTH 23.33.

SO THOSE ARE ALL ONE STUDENT OVER.

23.80. AND A FIFTH.

23.33 AND A FOURTH AND FIFTH AT THIS LAST SCHOOL.

SO NOT A GREAT INCREASE.

MOST WERE IN THAT 23 TO 24 RANGE.

SO IT SEEMS TO ME MORE OF A MORE OF A PHILOSOPHICAL ARGUMENT AND NOT A PRACTICAL OR PRACTICAL ARGUMENT BASED ON PROJECTIONS.

YES, SIR. BASED ON PROJECTIONS.

IF WE IF WE HAD ONE FEWER TEACHER AT THOSE SITES, A LOT OF THEM FALL MORE IN THAT 23 TO 24 RANGE SOMEWHERE. WE'RE GETTING A LITTLE CLOSER TO THAT 25.

AND MR. JEFFCOAT NOT TO GIVE YOU A WHOLE LOT OF WORK.

IT DOESN'T HAVE TO BE EVERY SCHOOL, JUST IF YOU HAVE AN IDEA.

ARE THERE SCHOOLS THAT ARE? ESPECIALLY NOT DOING WELL OR WHERE THEY SHOULD BE.

FOURTH AND FIFTH GRADE LEVEL.

THE REPORT THAT I CAN PULL UP QUICKLY DOES THE WHOLE DISTRICT.

SO I WAS ACTUALLY THIRD THROUGH EIGHTH GRADE.

BUT WE HAVE TO BREAK IT DOWN.

WE WON'T. JUST FOURTH AND FIFTH.

DON'T WORRY ABOUT IT. YOUR WHOLE DISTRICT.

NO, DON'T WORRY ABOUT IT.

I'LL. IF THERE'S SOMETHING THAT STANDS OUT WITH YOU FOR FOURTH AND FIFTH GRADE THAT I'D LIKE TO KNOW.

SO GOING BACK TO MR..

SILAS. COMMENT.

IS, BUT IS.

I SAID IT SEEMED MORE LIKE A PHILOSOPHICAL ARGUMENT THAN A PRACTICAL ARGUMENT.

IS THAT WHAT YOU WERE TALKING ABOUT? NO, I WAS COMMENT. ARE WE STILL WAITING ON ANSWER BACK THERE? I'M NOT SURE. OKAY, SO ANYWAY, MR. SILAS YOU HAD ASKED MR. SILAS IF YOU COULD REVISE YOUR MOTION, YOU CAN AMEND YOUR OWN MOTION.

OKAY. OR YOU CAN ASK THE BOARD IF YOU CAN WITHDRAW IT AND STATE ANOTHER ONE.

APPLE SIX OF ONE HALF DOZEN OF THE OTHER.

OKAY. SO JUST REAL QUICK.

MR. JEFFCOAT HAS SOMETHING HAS.

YES. SOME INFORMATION.

WE HAVE ON THE L.A.

FOURTH GRADE METER.

53.9. AND FIFTH GRADE 49.1%.

DISTRICT. AND WITH MY.

FOURTH GRADE 40.7%.

FIFTH GRADE 30.

MR. CHAIRMAN. YEAH.

MR.. MR.. TYLER.

STATEMENT. I DON'T I AM TOTALLY IN FAVOR OF ATHLETIC TRAINERS, BUT I WANT TO SPEAK FROM THE PERSPECTIVE OF THE MOM OF TWO STUDENT ATHLETES.

THEY PLAYED THEIR ENTIRE CAREERS.

THEY WENT TO SCHOOL, TO COLLEGE, OFF ATHLETIC SCHOLARSHIPS.

[03:00:03]

I'VE COUNTED NUMEROUS CONCUSSIONS.

SO I AM IN FAVOR OF THE ATHLETIC TRAINERS.

BUT WE'RE NOT JUST NOW NEEDING THEM.

WE'VE ALWAYS NEEDED THEM.

WE'VE NEEDED THEM FOR YEARS.

WE NEEDED THEM 30 YEARS AGO WHEN MY KIDS WERE IN PLAYING HIGH SCHOOL BALL.

SO I KNOW THAT THERE IS A NEED.

BUT WHERE WE ARE NOW, CAN WE REALLY SACRIFICE, YOU KNOW, JUST A GOOD EDUCATION FOR A CHILD? YEAH. 1 OR 2 STUDENTS MAY NOT SOUND LIKE A LOT, UNLESS IT IS YOUR CHILD THAT NEEDS THAT EXTRA ATTENTION.

AND THAT IS JUST FROM A, YOU KNOW, A PARENT'S PERSPECTIVE.

THAT IS JUST MY $0.02 ON IT.

JUST SOMETHING TO CONSIDER.

THANK YOU. OKAY.

SO CURRENTLY WE HAVE A MOTION.

I THINK WE ALL KNOW WHAT THE MOTION ON THE FLOOR IS, BUT MR. SILAS INDICATED THAT HE MIGHT AMEND THE MOTION.

YEAH, I THINK TO KEEP IT CLEANER.

I'LL WITHDRAW THAT MOTION AND MAKE A NEW MOTION.

DOES ANYONE ON THE BOARD HAVE A PROBLEM WITH MR. SILAS WITHDRAWING THE MOTION? OKAY, OKAY, SO I'LL MAKE A NEW MOTION.

WE'LL SEE WHERE IT GOES. AND MAYBE SOMEONE CAN HAVE A BETTER WAY TO FUND TRAINERS IF WE DON'T GET THERE.

SO MY NEW MOTION WOULD BE TO.

REMOVE THE CAP FOR ONLY FOURTH AND FIFTH GRADERS, WITH THE INTENTION OF THE PLUS OR MINUS TWO WINDOW THAT'S BEEN DISCUSSED. MAINTAINING THE CAP FOR K THROUGH THREE AND USING THE.

SAVINGS BY REMOVING THE CAP ON FOURTH AND FIFTH TO FUND ATHLETIC TRAINERS FOR EACH OF OUR HIGH SCHOOLS.

OKAY. IS THERE A SECOND? MR. BROOME. SO MR. SILAS HAS MADE A MOTION TO REVIEW THE REMOVE THE HARD CAP ON GRADES FOURTH AND FIFTH, WHICH YOU KNOW, SAVES ABOUT $800,000 TO THE BUDGET.

NOT TOUCH THE OTHER.

AND THAT WHEN WE SAY REMOVE THE CAP, WE'RE SAYING WE STILL HAVE A TARGET OF 23 AND GO UP TO 25 AS NEEDED IN A SCHOOL AT THE ADMINISTRATION'S DISCRETION.

AND USED THAT FUNDING PARTIALLY TO POST POSITIONS FOR AN ATHLETIC TRAINER AT EACH HIGH SCHOOL IN THE COUNTY.

AND THAT MOTION WAS SECONDED BY MR. BROOME. WE'VE HAD SOME DISCUSSION, BUT IS THERE ANY DISCUSSION ON THIS MOTION? YES, DOCTOR.

HANKS. SO? HAVE WE LOOKED AT ALL AVENUES OR KNOW THAT THERE IS NO OTHER OPTION OF FUNDING THESE ATHLETIC TRAINERS OTHER THAN CHANGING OR SUSPENDING THE HARD CAP? THE ONE OTHER OPTION I PRESENTED WAS MODIFYING THE TEACHER PAY SCENARIO.

THIS. THAT IS AN OPTION.

AND WITH THE ESTIMATED COST THERE FOR REDUCING THAT SCENARIO BY $250.

FOR THE DIFFERENT DEGREE LEVELS.

OKAY. DID I ANSWER YOUR QUESTION? HANKS. I THINK SO.

CAN YOU GIVE ME AN IDEA ON THAT GUESSTIMATE IF WE DID MODIFY THAT OR WHERE IS IT ON THIS CHART, MR. TRAXLER? WHAT WE'D BE SAYING.

YES, MA'AM. I IF MY MATH AND MY IN MY HEAD IS CORRECT, IT LOOKS LIKE ABOUT 540,000.

YEAH. THIS IS A NO WIN.

I DON'T WANT TO KNOW THAT.

I DON'T WANT TO TOUCH ANYTHING RELATING TO TEACHERS AND A REDUCTION.

YEAH. SO THIS IS HER.

SO. I THINK WE'VE TALKED ABOUT THIS DAY WOULD COME WHERE ADDING ANYTHING IS A BUNCH OF HARD CHOICES, RIGHT? AND I THINK PEOPLE HAVE MADE THEIR EXPRESS.

MOST PEOPLE HAVE EXPRESSED THEIR OPINIONS.

BUT MR. MOULTON HAS SOMETHING ADDITIONAL.

I JUST GOT A QUICK THING.

IT'S A SLIGHTLY DIFFERENT VEIN THAN WHAT WE'RE LOOKING AT.

I THINK I'M SEEING EVERYBODY WITH THE SAME ANGST THAT I HAVE.

WE WANT ATHLETIC TRAINERS, BUT WE DON'T WANT TO TOUCH ACADEMICS.

AND SO MY QUESTION IS, HAVE WE SHARPENED OUR PENCIL? THERE IS A MASTER'S OF SCIENCE PROGRAM AT COLUMBIA FOR ATHLETIC TRAINERS FOR NUMBER ONE.

[03:05:06]

AND SO I'M WONDERING IF WE'VE SHARPENED OUR PENCIL AND LOOKED AT ALL THE AVENUES WHERE WE COULD POSSIBLY GET ATHLETIC TRAINERS.

I AGREE WITH YOU, DOCTOR HANKS.

I DON'T WANT A STUDENT IN THERE, AND I AND I AGREE WITH YOU ON THAT.

I DON'T WANT A STUDENT IN THERE, BUT HAVE WE EXHAUSTED ALL OUR AVENUES? I MEAN, IT'S IT'S ODD FOR ME TO THINK THAT OUR LOCAL HOSPITALS AND PEOPLE THAT ARE TRAINED WOULDN'T WANT TO HELP OUT STUDENTS SO ARE WE IS OUR ONLY OPTION TO HIRE PEOPLE AND PAY A FULL SALARY OR COULD IS THERE ANOTHER OPTION TO PURSUE ATHLETIC TRAINERS? THAT'S MY QUESTION. WE UP UNTIL THE LAST FEW YEARS, WE'VE HAD SOME SUCCESS BY CONTRACTING THROUGH ENTITIES ACROSS THE RIVER AND SOME OTHERS.

BUT I THINK WE'RE DOWN TO MAYBE ONE CONTRACTED TRAINER RIGHT NOW.

WE'VE JUST WE'VE HAD EXTREME DIFFICULTY THE LAST FEW YEARS FINDING THOSE FOLKS.

OKAY. SO I WOULD SAY THAT WE HAVE A MOTION AND A SECOND ON THE FLOOR.

AND WE'VE HAD OUR DISCUSSION.

THE MOTION IS TO REMOVE THE HARD CAP ON CLASS SIZE.

AND THE FOURTH AND FIFTH GRADE STILL HAVE A TARGET OF A CLASS SIZE OF 23, AND SCHOOLS ADMINISTRATORS WOULD BE ALLOWED, THE ADMINISTRATION WOULD BE ALLOWED TO TAKE THOSE CLASS SIZES AND FOURTH AND FIFTH UP TO 25.

IF WE DID THAT, THAT WOULD SAVE ABOUT $800,000 ON THE BUDGET.

AND INCLUDED IN THE MOTION IS TO USE MOST OF THAT TO POST POSITIONS IN THE BUDGET FOR AN ATHLETIC TRAINER AT EACH HIGH SCHOOL IN THE COUNTY.

SO. WITHOUT ANY OTHER FURTHER DISCUSSION, I'LL ASK ALL THOSE IN FAVOR TO PLEASE RAISE THEIR HAND.

THAT'S THREE IN FAVOR.

ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND.

THERE'S FIVE AGAINST MOTION DOES NOT PASS.

FIVE AGAINST THREE IN FAVOR.

AND. WE ARE STILL ON.

SO THAT ITEM WAS NOT ABOUT TRAINERS.

WE ARE ON THE BUDGET AND I WILL, BUT I WILL ASK IN THAT SAME VEIN.

IS THERE ANY OTHER KIND OF CHANGES WE'D LIKE TO SEE TO THE FIRST READING OF THE BUDGET? OR IS SOMEONE PREPARED TO MAKE A MOTION TO ACCEPT THE FIRST READING OF THE BUDGET, WITH ONLY THE ONE CHANGE THAT WE DISCUSSED AND PASSED? SO I'M SORRY.

OKAY, SO RESTATE THE MOTION ON THE FLOOR BY MR. SMITH, SECONDED BY DOCTOR BRADLEY IS TO APPROVE THE FIRST READING OF THIS BUDGET, WITH THE ONLY CHANGE BEING AN APPROVAL OF THE USE OF FUND BALANCE FOR ONE TIME BONUS AS OUTLINED IN SCENARIO ONE, WHICH IS $1,000 BONUS TO THOSE THAT ARE AFFECTED UNDER 50 GRAND A YEAR IN SALARY AND A 2% ABOVE 50 GRAND.

WE DISCUSSED THAT ONE.

ANY DISCUSSION ON THIS MOTION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S EIGHT IN FAVOR.

THAT'S EVERYBODY.

THE MOTION CARRIES.

WE HAVE APPROVED THE FIRST READING OF THE BUDGET.

WE. THAT WAS THE LAST INDIVIDUAL ITEM.

WE NOW HAVE CONSENT ITEMS. SO IN TOTAL, WE HAVE SEVEN CONSENT ITEMS. WE'LL VOTE ON THESE AS A GROUP, BUT CERTAINLY CAN TALK ABOUT THEM INDIVIDUALLY.

JUST MAKE SURE I STILL GOT FIVE.

I WOULD CALL FOR A SHORT RESTROOM BREAK, BUT I WANT TO GET HOME TONIGHT.

SO THE FIRST CONSENT ITEM IS THERE.

WE WERE GIVEN A LIST OF EXPULSIONS THAT WE MUST RATIFY.

SO THIS IS A LIST OF EXPULSIONS THAT WERE NOT APPEALED.

AND WE MUST RATIFY THOSE.

SECOND IS A REQUEST TO ADMIT FOREIGN EXCHANGE STUDENTS.

WE'VE BEEN GIVEN THAT INFORMATION.

THE THIRD CONSENT ITEM IS TRANSFERS OUT OF THE DISTRICT TO A NEIGHBORING SCHOOL DISTRICT FOR THIS SCHOOL YEAR, WHICH IS INTERESTING.

CONSIDERING WHAT'S LEFT IN IT.

AND NUMBER FOUR IS TRANSFERS OUT OF THE SCHOOL DISTRICT FOR NEXT SCHOOL YEAR TO NEIGHBORING SCHOOL DISTRICTS.

NUMBER FIVE IS A GRANT TO MOSSY CREEK FROM THE JOHN DEERE PLTW LAUNCH GRANT AWARD.

AND THIS IS MOSSY CREEK WOULD RECEIVE $10,000 IN FOR PROJECT LEAD THE WAY LAUNCH GRANT FROM JOHN DEERE.

THEN ALSO, WE'RE ASKED TO APPROVE A SUBMISSION TO THE DEPARTMENT OF EDUCATION AND THE STATE FOR THE STRONGER CONNECTION SUB GRANT.

[03:10:10]

AND THE FUNDS TO DO THAT.

AND THEN THE LAST CONSENT ITEM WAS BIDS WERE RECEIVED ON THE PAINTING OF CHUCKER CREEK ELEMENTARY SCHOOL THIS YEAR.

AND WE'VE GOT THE RESULT OF THAT AND WE'RE BEING ASKED TO APPROVE THE SELECTION.

IS THERE A MOTION TO APPROVE THE SEVEN CONSENT ITEMS AS PRESENTED? I'M MOVED BY MISTER MOULTON.

I HEARD A SECOND BY DOCTOR.

SECOND DOCTOR HANKS.

ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE SEVEN CONSENT ITEMS AS PRESENTED, PLEASE RAISE YOUR HAND.

THAT'S SIX IN FAVOR.

THAT'S EVERYBODY. THE MOTION CARRIES.

WE INTENTIONALLY ELIMINATED INFORMATIONAL ITEMS FROM.

DIDN'T HAVE ANY FOR THIS MEETING.

GIVEN THAT WHAT WAS ON THE AGENDA.

WE DON'T HAVE ANY INDIVIDUAL BOARD MEMBER ITEMS FOR THIS.

BUT THAT LEADS US TO THE SUPERINTENDENT'S UPDATE, MISTER LAWRENCE.

MISTER CHAIR, I WILL DEFER ANYTHING THAT I WANT TO SAY UNTIL THE NEXT MEETING IN THE INTEREST OF TIME.

SO, MISTER.

MISTER LAWRENCE, I DON'T KNOW IF YOU CALL IT A RUNNING JOKE, BUT I'M GOING TO.

I'M GOING TO PUT YOU ON. HOW MANY MEETINGS LEFT AFTER TONIGHT? THERE ARE THREE MEETINGS LEFT UNTIL.

SO THAT'S ONE THING I KNOW.

MISTER LAWRENCE IS KEEPING SCORE ON.

SO BUT WE ARE IN NEED OF AN EXECUTIVE SESSION.

SO WE WILL NEED A MOTION TO GO INTO EXECUTIVE SESSION FOR THE PURPOSE OF CONSIDERING THE FOLLOWING MATTERS.

IN SUCH ORDER THAT THE BOARD DEEMS APPROPRIATE UNDER STUDENT MATTERS.

WE HAD WE HAD SCHEDULED FOR STUDENT APPEALS FOR EVERYBODY'S INFORMATION.

AND WE LABELED THOSE A, B, C, AND D STUDENT APPEAL A ALPHA AND D DELTA WITHDREW THEIR REQUEST.

SO THAT'S IT WAS ON THE PRESENTED AGENDA.

SO THAT'S WHY I'M MENTIONING IT. BUT WE WE'LL BE HEARING BRAVO AND CHARLIE UNDER EMPLOYMENT MATTERS.

WE'RE BE CONSIDERING THE ADMINISTRATIVE APPOINTMENT OF THE DIRECTOR OF MAINTENANCE AND OPERATIONS.

THE ADMINISTRATIVE APPOINTMENT OF DIRECTOR OF TEACHING AND LEARNING.

WE'VE GOT A DISCUSSION ABOUT FROM A PREVIOUS MEETING ABOUT AN AREA ONE ADMINISTRATIVE APPOINTMENT.

AND WE'VE GOT ALSO UNDER EMPLOYMENT MATTERS AND EMPLOYEE MATTER RELATING TO A PROFESSIONAL TERMINATION.

AND THEN UNDER CONTRACTUAL MATTERS WE HAVE A DISCUSSION ON THE PROPERTY MATTER.

IN REGARDS TO CLEARWATER ELEMENTARY AND THE PROPERTY NEAR IT.

AND THEN FINALLY, THERE IS A LEGAL MATTER, LEGAL ADVICE ON RESOLUTION AGREEMENT.

SO FOLLOWING THE EXECUTIVE SESSION, THE BOARD WILL RECONVENE IN REGULAR SESSION TO ANNOUNCE THE MATTERS CONSIDERED AND TAKE ANY ACTIONS THAT MAY BE NECESSARY.

IS THERE A MOTION TO ENTER EXECUTIVE SESSION FOR THIS PURPOSE? MOVE BY MISS RHINEHART-JACKSON IS THERE SECONDED BY MISS TYLER.

ANY DISCUSSION? ALL THOSE IN FAVOR OF ENTERING EXECUTIVE SESSION, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

WE'LL ENTER EXECUTIVE SESSION AND START.

AND. 5 OR 10 MINUTES.

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[04:56:45]

A SECOND. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

RHINEHART-JACKSON. YEAH, YEAH.

I THINK I GOT THAT RIGHT.

NINE IN FAVOR? MOTION CARRIES THE DISTRICT'S RECOMMENDATIONS UPHELD ON THAT STUDENT APPEAL.

IS THERE A MOTION IN REGARDS TO STUDENT APPEAL? C CHARLIE, I MOVE THAT WE UPHOLD THE DISTRICT'S RECOMMENDATION.

IS THERE A SECOND? SECOND? THERE'S A MOTION BY MISS RHINEHART-JACKSON, SECONDED BY MR. SMITH, TO HOLD THE DISTRICT'S RECOMMENDATION OF ALTERNATIVE PLACEMENT IN REGARDS TO STUDENT APPEAL.

C CHARLIE ANDERSON FROM AREA ONE.

IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S EIGHT IN FAVOR. ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND.

THAT'S ONE OPPOSED.

MOTION CARRIES 8 TO 1.

THE DISTRICT'S RECOMMENDATION IS UPHELD IN REGARDS TO THAT STUDENT APPEAL, AS DISCUSSED PREVIOUSLY.

STUDENT APPEAL D DELTA FROM AREA TWO WAS ON THE AGENDA, BUT THEY WITHDREW THEIR REQUEST.

NO ACTIONS NECESSARY.

WE THERE WAS WE DISCUSSED AN ADMINISTRATIVE APPOINTMENT FOR THE DIRECTOR OF MAINTENANCE AND OPERATIONS.

IS THERE A MOTION IN REGARDS TO THAT ADMINISTRATIVE APPOINTMENT? I MOVE, WE POSTPONE ACTION ON THIS ITEM PENDING FURTHER DISCUSSION.

IS THERE A SECOND? SECOND? I HEARD A SECOND FROM MR. MOULTON. SO DOCTOR BRADLEY MADE A MOTION.

MR. MOULTON SECONDED IT TO POSTPONE THE ADMINISTRATIVE APPOINTMENT DECISION FOR THE DIRECTOR OF MAINTENANCE OPERATIONS PENDING FURTHER DISCUSSION.

ANY ANY DISCUSSION ON THAT MOTION.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S EIGHT IN FAVOR OR ALL THOSE OPPOSED? ONE OPPOSED.

MOTION CARRIES 8 TO 1 THAT IS POSTPONED.

WE ALSO DISCUSSED AN ADMINISTRATIVE APPOINTMENT FOR THE DIRECTOR OF TEACHING AND LEARNING.

IS THERE A MOTION IN REGARDS TO THAT ADMINISTRATIVE APPOINTMENT? BLESS YOU. I MOVE THAT WE UPHOLD THE DISTRICT'S RECOMMENDATION.

IS THERE A SECOND? SECOND.

SO THE MOTION BY MISS RHINEHART-JACKSON, SECONDED BY MR. BROOME, IS TO APPROVE THE RECOMMENDATION FROM THE ADMINISTRATION FOR THE DIRECTOR OF TEACHING AND LEARNING.

ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

I THINK I SAW. THAT'S SEVEN IN FAVOR.

ALL THOSE OPPOSED. PLEASE RAISE YOUR HAND.

THAT'S TWO AGAINST MOTION CARRIES, 7 TO 2.

THERE WAS A DISCUSSION ABOUT AN AREA ONE ADMINISTRATIVE APPOINTMENT.

I DON'T. I THINK WE CAN HAVE A MOTION TO IF WE.

WE'D LIKE A MOTION TO APPROVE THAT APPOINTMENT.

IS THERE A MOTION IN REGARDS TO THAT APPOINTMENT? SO MOVED. SO, MISS RHINEHART-JACKSON HAS MADE A MOTION TO APPROVE THE AREA.

ONE ADMINISTRATIVE APPOINTMENT IN QUESTION.

IS THERE A SECOND, SECOND, SECOND BY MR. MOULTON. ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AREA? ONE ADMINISTRATIVE APPOINTMENT IN QUESTION, PLEASE RAISE YOUR HAND.

[05:00:02]

FINALLY, UNDER EMPLOYMENT MATTERS, WE HAD WE DISCUSSED A PROFESSIONAL TERMINATION.

IS THERE A MOTION IN REGARDS TO THAT? YES, SIR. GO AHEAD, MR. JACKSON. GO AHEAD. I DIDN'T KNOW YOU HAD PULLED UP.

I MOVE THAT WE AUTHORIZE THE BOARD CHAIRPERSON TO EXECUTE AN ORDER ON BEHALF OF THE BOARD, TERMINATING THE EMPLOYMENT OF A PROFESSIONAL EMPLOYEE OF THE DISTRICT, SUCH ORDER HAVING BEEN REVIEWED BY THE BOARD.

IS THERE A SECOND? SECOND? SO THE MISS RHINEHART-JACKSON MADE THE MOTION TO AUTHORIZE THE CHAIR TO EXECUTE AN ORDER OF TERMINATION AFTER REVIEW FROM THE BOARD.

MR. SMITH IS SECOND TO THAT MOTION.

ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

I THINK I SAW NINE IN FAVOR OF THE MOTION CARRIES.

THERE WAS A DISCUSSION ABOUT A PROPERTY MATTER AT CLEARWATER ELEMENTARY.

NO ACTIONS NECESSARY.

AND THEN WE ALSO DID HAVE SOME LEGAL ADVICE ON A RESOLUTION AGREEMENT WITH NO ACTIONS NECESSARY.

WITH THAT, IS THERE A MOTION TO ADJOURN? MOVED BY MISS RHINEHART-JACKSON, SECONDED BY MR. SMITH. ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THAT'S NINE IN FAVOR OF THE MOTION CARRIES.

WE ARE ADJOURNED. THANK YOU.

YEAH. FOR THE RECORD, 1056.

MINUTES.

* This transcript was compiled from uncorrected Closed Captioning.