[00:05:00]
          ALL RIGHT. IT IS 6:00. 
          [00:05:02]
I'LL CALL THE MAY 6TH SPECIAL CALLED MEETING
IN AIKEN COUNTY BOARD OF EDUCATION TO ORDER. 
          WE BEGIN ALL OF OUR MEETINGS WITH A MOMENT OF
SILENCE IN THE PLEDGE OF ALLEGIANCE. 
          PLEASE JOIN ME IN A MOMENT OF SILENCE. 
          PLEASE STAND FOR THE PLEDGE. 
          THE AGENDA FOR TONIGHT'S SPECIAL CALLED
MEETING WAS PUBLISHED THE BOARD AND THE PUBLIC IN ADVANCE, AND I HAVE NOT HEARD ANY
OBJECTIONS OR REQUESTS FOR CHANGES TO IT. 
          SO WE'LL CONSIDER THE AGENDA APPROVED AS
PRESENTED WITHOUT OBJECTION. 
          BEFORE WE BEGIN WITH THE AGENDA,
I'LL JUST TAKE A SMALL MOMENT OF PERSONAL PRIVILEGE TO SAY HAPPY TEACHER APPRECIATION
WEEK. 
          AND WE WE CERTAINLY I WOULD LIKE TO SAY THAT
WE APPRECIATE ALL OF OUR STAFF. 
          AND SOMEONE ONCE TOLD ME YOU KNOW,
A TEACHER IS NOT WHAT I DO. 
          IT'S WHO I AM. AND I THINK THAT'S VERY MUCH
TRUE IN ALL THE COUPLE THOUSAND EMPLOYEES OF THE SCHOOL DISTRICT MAKE A HUGE IMPACT ON A
LOT OF KIDS EVERY DAY, AND WE APPRECIATE IT. AND HOPEFULLY THIS WEEK
GOES. 
          WE HAD A SMALL APPRECIATION EVENT IN DOWNTOWN
AIKEN LAST FRIDAY NIGHT. 
          THOSE OF YOU THAT COULD COME OUT,
I HOPE YOU ENJOYED IT AND I HOPE TEACHER APPRECIATION WEEK GOES VERY WELL FOR YOU. 
          FIRST UP WE HAD TWO DIFFERENT WORKSHOP
TOPICS. 
          FIRST OF WHICH IS A CODE OF CONDUCT WORKSHOP
AND MR. LAURENCE WHO WE INTRODUCING. 
          THANK YOU, MISTER CHAIR. WE'RE GOING TO ASK
DOCTOR MURPHY TO COME FORWARD AND GET US STARTED AND INTRODUCE HIS TEAM. 
          GOOD EVENING, MISTER CHAIRMAN. BOARD MEMBERS,
MISTER LAURENCE. WE WERE ASKED LAST WEEK TO BRING A CODE OF CONDUCT WORKSHOP TO A LITTLE
BIT MORE IN-DEPTH REVIEW OF OUR CODE OF CONDUCT. AND SO TODAY I HAVE MY TEAM AS WELL
AS MISTER BERNIE WILLIAMS HERE TO HELP KIND OF GUIDE US THROUGH THIS PROCESS. SO WE'LL GO
AND GET STARTED. 
          GOOD EVENING, CHAIRMAN NUESSLE MR. LAURENCE. MEMBERS OF THE BOARD. 
          WE WOULD LIKE TO THANK THE BOARD FOR ALLOWING
OUR DEPARTMENT THE OPPORTUNITY TO SHARE WITH YOU ON WHAT WE DO AND BE ABLE TO WORK
COLLABORATIVELY TO IMPROVE OUR PROCESSES. 
          THIS YEAR, WE STARTED THE CODE OF CONDUCT
REVISIONS PROCESS IN JANUARY BY REVIEWING THE BEHAVIOR CODES AND CONSEQUENCES. 
          STAKEHOLDER INPUT IS ALWAYS A PRIORITY,
SO SURVEY WAS CREATED AND EMAILED TO STUDENTS TO GATHER INPUT FROM PARENTS AND OUR
GUARDIANS, STUDENTS, STAFF, ADMINISTRATORS AND COMMUNITY
PARTNERS. 
          THIS WAS DUE BACK FOR REVIEW ON JANUARY THE
24TH. 
          FROM JANUARY TO MARCH,
WE CONTINUE TO GATHER AND REVIEW RESPONSES AND SUGGESTIONS. COPIES WERE REVIEWED AND
REDLINED FROM MARCH UNTIL APRIL, AND ON APRIL 17TH, A DRAFT OF THE CODE OF
CONDUCT WAS GIVEN TO THE BOARD FOR REVIEW. 
          AFTER THE SECOND READING. 
          WITH THE BOARD'S APPROVAL,
IT WOULD TAKE ABOUT SIX WEEKS TO PRINT, AND A TRANSLATION OF THE CODE OF CONDUCT FROM
ENGLISH TO SPANISH TAKES ABOUT FOUR WEEKS. 
          OUR CODE OF CONDUCT IS DIVIDED INTO THREE
LEVELS OF INFRACTIONS. 
          LEVEL ONE ARE MINOR INFRACTIONS THAT IMPEDE
AN ORDERLY CLASSROOM OR SCHOOL PROCEDURE, SUCH AS TARDIES EXAMPLES OR TARDIES BUS
VIOLATIONS AND DRESS CODE VIOLATIONS. 
          LEVEL TWO INFRACTIONS ARE DEFINED AS
ACTIVITIES ENGAGED IN BY STUDENTS, WHICH ARE DIRECTED AGAINST PERSONS OR
PROPERTY, AND MAY OVERLAP CERTAIN CRIMINAL OFFENSES. 
          LEVEL ONE OFFENSES MAY BE RECLASSIFIED AS
LEVEL TWO IF THEY ARE REPEATED. 
          SEVERAL EXAMPLES OF LEVEL TWO INFRACTIONS ARE
TOBACCO RELATED VIOLATIONS DISRUPTING CLASS AND GAMBLING. LEVEL THREE INFRACTIONS USUALLY
REQUIRE ADMINISTRATIVE ACTION WHICH RESULT IN THE IMMEDIATE REMOVAL OF A STUDENT FROM THE
SCHOOL. 
          THE INTERVENTION OF LAW ENFORCEMENT
AUTHORITIES AND OUR ACTION FROM THE LOCAL BOARD. THE PROVISION OF ALL THREE LEVELS
APPLY TO NOT ONLY WITHIN SCHOOL ACTIVITIES, BUT ALSO TO CONDUCT ON THE BUS AND OTHER
SCHOOL RELATED SPONSORED ACTIVITIES. 
          [00:10:01]
SOME EXAMPLES OF SOME LEVEL THREE INFRACTIONS
ARE ASSAULT WEAPON OFFENSES AND ILLEGAL DRUG OFFENSES. A RECOMMENDED. 
          A RECOMMENDED CHANGE TO ALL LEVELS IS. 
          THE JURISDICTION OF THE CODE OF CONDUCT IS
UPDATED TO READ INCLUDE OUR SUPERVISION. 
          ON, DURING AND IMMEDIATELY AFTER SCHOOL
HOURS. 
          ANY ATTENDANCE AT SCHOOL OR ANY SCHOOL
SPONSORED ACTIVITIES IN ROUTE TO OR FROM SCHOOL ON THE SCHOOL BUS,
ANY SCHOOL VEHICLES, ANY OFFICIAL SCHOOL BUS STOPS AND IT ALSO SO
INCLUDES ANY ACTIVITY THAT HAS A DIRECT OR IMMEDIATE IMPACT ON DISCIPLINE AT SCHOOL
THROUGH ELECTRONIC ELECTRONIC COMMUNICATIONS ON SOCIAL MEDIA. SCHOOL ADMINISTRATORS SHOULD
FOLLOW THE MATRIX OF CONSEQUENCES IN THE CODE OF CONDUCT, BUT BE ABLE TO TAKE INTO
CONSIDERATION ANY MITIGATING OR AGGRAVATING CIRCUMSTANCES. FOR EXAMPLE,
FIGHTING IN OUR CODE OF CONDUCT ON THE FIRST OFFENSE IS OSS 1 TO 5 DAYS SUSPENSION. 
          HOWEVER, IT CAN BE MORE SEVERE BASED ON THE
SERIOUSNESS OF THE FIGHT. 
          FOR EXAMPLE, YOU HAVE TWO STUDENTS ENGAGED IN
A FIGHT. 
          ONE TRIES TO AVOID THE FIGHT BY WALKING AWAY
FROM THE SITUATION, BUT IS ABLE TO AVOID THE INCIDENT. 
          FOLLOWS COMMAND TO STOP. 
          THE SECOND STUDENT PLANNED THE FIGHT,
INITIATED THE FIGHT. 
          THAT STUDENT USED PROFANITY AGAINST THE STAFF
AND REFUSED TO STOP. 
          THE FIGHT OCCURRED, BUT THERE WERE MITIGATING
AGGRAVATING CIRCUMSTANCES. 
          NOT EVERY FIGHT IS THE SAME,
NOR EVERY SITUATION IN WHICH WHY OUR ADMINISTRATORS CONDUCT INVESTIGATIONS AND ARE
ALLOWED THE FLEXIBILITY TO DETERMINE THE CONSEQUENCES. OUR CODE OF CONDUCT THEREFORE,
GIVES THEM AN APPROPRIATE RANGE OF DISCRETION FOR THE APPLICATION OF THOSE CONSEQUENCES,
BASED ON THE INDIVIDUAL ASSESSMENT OF EVERY CASE. NOW, MR. DUNN WILL COME AND GIVE AN
OVERVIEW OF SUSPENSIONS, EXPULSION PROCESS, DISCIPLINE,
APPEALS AND THE RECOMMENDATIONS THAT WERE GIVEN FOR REVISIONS, ADDITIONS TO THE CODE OF
CONDUCT. 
          THANK YOU, MR. BRAXTON. 
          GOOD EVENING, CHAIRMAN NELSON MR. LAURENCE. DISTINGUISHED BOARD MEMBERS. A
STUDENT HAS COMMITTED A VIOLATION OF THE STUDENT CODE OF CONDUCT AND SUSPENSION
PROCESS WILL GO BEFORE DISCIPLINE A STUDENT. 
          THE BUILDING LEVEL ADMINISTRATOR WILL
INVESTIGATE, GATHER THE FACTS, AND DEVELOP A WRITTEN
REPORT WHERE NECESSARY. 
          THE STUDENT WILL BE ADVISED OF THE ALLEGED
VIOLATION OF THE CODE AND THE PROPOSED CONSEQUENCES. IF THE STUDENT ADMITS THE
CHARGES, NO FURTHER INVESTIGATION IS REQUIRED. 
          IF THE STUDENT DENIES THE CHARGES,
THE ADMINISTRATOR WILL EXPLAIN THE EVIDENCE KNOWN TO THE SCHOOL AUTHORITIES AND PERMIT
THE STUDENT A REASONABLE OPPORTUNITY TO STATE HIS OR HER VERSION OF THE FACTS. 
          THE ADMINISTRATOR MAY CONDUCT FURTHER
INVESTIGATION IF NECESSARY. 
          WRITTEN NOTICE IS GIVEN TO THE STUDENT AND TO
THE PARENT OR GUARDIAN OF THE CONSEQUENCES THAT IS GIVEN. THE WRITTEN NOTICE WILL
INCLUDE THE REASON FOR THE SUSPENSION, AND SET A TIME AND PLACE WHERE THE
ADMINISTRATOR WILL BE AVAILABLE FOR A CONFERENCE WITH THE PARENT OR THE GUARDIAN. 
          A RECOMMENDATION FOR EXPULSION WHEN A STUDENT
COMMITS AN OFFENSE. 
          THE PROCESS FOR A REGULAR SUSPENSION IS
FOLLOWED AFTER PARENT AND STUDENT HAVE BEEN NOTIFIED THAT THE STUDENT WILL BE RECOMMENDED
FOR EXPULSION. 
          A NOTIFICATION EMAIL IS SENT TO THE ASSISTANT
SUPERINTENDENT, COPYING THE HEARING OFFICE AND THE
ADMINISTRATIVE ASSISTANT FOR APPROVAL, UPON APPROVAL AND SIGNATURE BY THE ASSISTANT
SUPERINTENDENT. 
          THE BUILDING LEVEL ADMINISTRATORS MUST SUBMIT
A COMPLETED HEARING PACKET. 
          A PARENT OR GUARDIAN WILL BE ADVISED BY THE
HEARING OFFICE OF THE DATE AND TIME FOR A HEARING BEFORE THE HEARING OFFICER,
THE STUDENT AND HIS HIS OR HER PARENT OR GUARDIAN WILL ATTEND THE HEARING BEFORE THE
HEARING OFFICER. 
          SUCH INITIAL HEARINGS SHALL TAKE PLACE WITHIN
15 DAYS OF THE DATE OF THE WRITTEN NOTIFICATION OF A RECOMMENDED RECOMMENDATION
FOR EXPULSION. 
          OUR PRACTICE IS TO HEAR THE CASE WITHIN TEN
DAYS, TEN DAYS OF THE SUSPENSION PERIOD FOR THE
STUDENT. 
          EXPULSION HEARING PROCESS FOR GENERAL
EDUCATION STUDENTS. 
          THE PARENT IS NOTIFIED VIA EMAIL. 
          ALONG WITH THE BUILDING LEVEL ADMINISTRATOR.
PARENT ALSO RECEIVES A LETTER IN THE MAIL AND A REMINDER PHONE CALL THE DAY BEFORE THE
HEARING. 
          THE HEARING IS HELD AND NOTIFICATION OF THE
OUTCOME IS DISSEMINATED WITHIN 48 HOURS VIA EMAIL TO THE PARENT GUARDIAN,
THE STUDENT, AND THE BUILDING LEVEL ADMINISTRATOR. THE PARENT ALSO RECEIVES THE
RESULTS IN THE MAIL. 
          IF THE RESULTS ARE FOR ALTERNATIVE PLACEMENT, 
          [00:15:01]
THE DECISION IS SENT TO SEAL THE CENTER FOR
INNOVATIVE LEARNING AND THE REFERRING SCHOOL BUILDING LEVEL ADMINISTRATORS VIA EMAIL. 
          IF THE RESULTS ARE EXPULSION,
IT ONLY GOES TO THE REFERRING SCHOOL BUILDING LEVEL. ADMINISTRATORS VIA EMAIL. 
          EXPULSION HEARING PROCESS FOR STUDENTS WITH
DISABILITY. 
          FOR A STUDENT WITH A DISABILITY,
THE SAME PROCESS IS FOLLOWED AS IT RELATES TO THE OFFENSE TAKING PLACE AND THE
INVESTIGATION AND THE ASSISTANT SUPERINTENDENTS APPROVAL. 
          HOWEVER, AN MDR AND MANIFESTATION
DETERMINATION REVIEW MUST BE HELD TO DETERMINE IF THE BEHAVIOR IS RELATED TO THE
STUDENT'S DISABILITY. 
          THE HEARING CANNOT BE CONDUCTED WITHOUT THE
RESULTS OF THE MDR. 
          PLEASE NOTE THAT THE MDR PROCESS MAY IMPACT
THE TIMELINE FROM INFRACTION TO HEARING DATE. 
          THE SCHEDULING PROCESS IS THE SAME. 
          WE INCLUDE THE CASE MANAGER. 
          THE 504 COORDINATOR ON THE SCHEDULING EMAIL,
SO THAT THEY KNOW TO GO AHEAD AND SCHEDULE A FOLLOW UP MEETING TO THE HEARING. 
          POSSIBLE HEARING OUTCOMES. 
          THERE ARE THREE POSSIBLE OUTCOMES FOR
HEARING. 
          ONE IS THE STUDENT CAN RETURN TO SCHOOL ON
PROBATION, THE ALTERNATIVE PLACEMENT IS ANOTHER,
AND THE SOURCE PROGRAM AND THE FINAL EXPULSION. BUT MR. POSTELL IS GOING TO GIVE
US A BRIEF INSIGHT ON THE SOURCE PROGRAM. 
          THANK YOU, MR. STERN. GOOD EVENING,
MR. NUESSLE. MR. LAURENCE,
MEMBERS OF THE BOARD. JUST WANTED TO GO OVER WITH YOU. ONE OF THE WAYS PSAS CAN ASSIST
WITH THIS PROCESS. 
          SO OUR IN LIEU OF EXPULSION OPTION,
WE TALKED A LITTLE BIT ABOUT THAT LAST TIME. 
          SO I WANTED TO GO OVER IT WITH YOU A LITTLE
BIT MORE. THIS WOULD BE THE OPTION FOR STUDENTS WHO NEED TO BE REMOVED FROM THE
SCHOOL SETTING. 
          AND THIS IS FOR THE SERIOUS INFRACTION OF A
VIOLENT NATURE. 
          SOMEONE WHO NEEDS TO BE AWAY FROM THE SCHOOL. 
          THEY'VE DONE SOME HARM,
BUT YOU DON'T WISH TO EXPEL THEM. 
          WE DON'T WISH TO EXPEL THEM JUST YET. 
          THIS IS FOR YOUR LEVEL THREE OFFENSES. 
          COULD BE YOUR COMMUNITY BASED FELONY. 
          THOSE OTHER SERIOUS OFFENSES. 
          AND WHEN THE STUDENTS PRESENCE IS A
SUBSTANTIAL DISRUPTION TO THE SCHOOL ENVIRONMENT. SO THE WAY THIS WORKS IS THE
STUDENT WOULD BE SERVED VIRTUALLY, WHICH IS A LITTLE BIT DIFFERENTLY THAN
REMOTE. SO VIRTUAL SETTING STUDENT WOULD BE ASSIGNED TO OUR AIKEN COUNTY VIRTUAL ACADEMY, WHERE WE OFFER COURSES IN THE CORE,
PLUS SOME CAREER AND TECHNOLOGY COURSES SO THE STUDENT WOULD BE SERVED THROUGH THAT
PROGRAM. 
          GIVEN THEIR CORE COURSES OR THE GRADUATION
REQUIREMENT COURSES TO KEEP THEM ON TRACK FOR GRADUATION. THE GOAL WITH THIS IN LIEU OF
EXPULSION OPTION IS THAT IT'S A MORE IT'S A MUCH MORE RESTRICTIVE ENVIRONMENT RIGHT
BEFORE THAT EXPULSION, WHERE WE TELL THE STUDENT YOU ARE GONE FOR
THE REST OF THE YEAR, YOU LOSE ALL CREDIT, ALL CONTENT YOU'VE DONE
SO FAR. 
          THIS IS ONE OPTION TO SAVE THEM RIGHT BEFORE
THAT EXPULSION HAPPENS. 
          THE STUDENT ACCESSES THEIR CONTENT,
THE CORE CONTENT, ON THEIR OWN, FROM THE HOME SETTING THROUGH
THE COMPUTER WITH AN AIKEN COUNTY VIRTUAL ACADEMY OR AN AIKEN COUNTY TEACHER ATTACHED
TO THE OTHER END OF IT TO GUIDE THAT STUDENT THROUGH THE PROCESS. SO THEY HAVE INTERACTION
WITH THE TEACHER AND THEY HAVE APPOINTMENT TIME OR OFFICE HOUR TIME WITH THAT,
WITH THAT TEACHER. 
          SO AGAIN, IT'S JUST THAT LAST CHANCE BEFORE
EXPULSION. 
          IT'S ANOTHER OPTION WE CAN GIVE. 
          WE CAN LEND THROUGH THE SOAR PROGRAM TO THE
PROCESS AND GIVE MR. DUNN AND MISS BRAXTON ANOTHER OPTION TO SERVE
STUDENTS. 
          THANK YOU. YES, SIR. IN THIS PROGRAM,
ARE WE SAYING THAT THE STUDENT ACTUALLY COMES TO THE SIX POINTS BUILDING AND OR IS HE
EDUCATED AT HOME THROUGH THE VIRTUAL PROGRAM? YES, SIR. THIS STUDENT WOULD BE EDUCATED AT
HOME THROUGH THE VIRTUAL SETTING. ONE THAT WE WOULD NOT WANT TO BRING BACK INTO THE SCHOOL
SETTING. 
          YES, SIR. THANK YOU. THANK YOU. 
          THANK YOU, MR. POSTELL. 
          THE SUSPENSION EXPULSION PROCESS HAS
OCCURRED, AND AT THE CONCLUSION OF THE SUSPENSION
PROCESS, WE HAVE THE APPEAL PROCESS. 
          A PARENT CAN APPEAL ANY DECISION MADE BY THE
HEARING OFFICER TO THE BOARD. 
          THE PARENT REQUEST MUST BE IN WRITING AND
SENDING TO THE HEARING OFFICE. 
          THE EMAIL IS SENT TO THE PARENT WITH A DATE
AND TIME AND LOCATION OF THE HEARING. 
          THE PACKET AND THE RECORDING IS EMAILED TO
THE SUPERINTENDENTS OFFICE, AND ADDITIONAL PARENT CONTACT IS MADE THE DAY
BEFORE THE BOARD APPEALS. 
          THE APPEAL TO THE BOARD AND THE PARENT IS
NOTIFIED OF THE APPEAL RESULTS THE DAY THE NEXT DAY BY THE HEARING OFFICE. 
          THIS SLIDE WILL SHOW US SOME OF OUR PAST DATA
IS PERTAINING TO HEARINGS AND THE RATIFICATION OF THOSE HEARINGS. 
          309 HEARINGS FOR 2122 RESULTED IN 94
EXPULSIONS. 
          [00:20:05]
540 HEARINGS FOR 2223,
RESULTING IN 101 EXPULSION AND 420 HEARINGS FOR THE 2324, RESULTING IN 66 EXPULSION. 
          YEAR TO DATE. CODE OF CONDUCT. 
          ELEMENTARY SCHOOL REVISIONS THAT WERE
RECOMMENDED AND MADE THIS YEAR. 
          THE FOLLOWING RECOMMENDATIONS HAVE BEEN MADE
TO THE BOARD FOR REVISION FOR THE CODE OF CONDUCT FOR THE FOR THE 2425 SCHOOL YEAR ON
THE ELEMENTARY SCHOOL LEVEL. 
          THE CODE OF ZERO 22 FOR PUBLIC DISPLAY OF
AFFECTION WAS ADDED. 
          AND ALSO WE ADDED OTHER SERIOUS OFFENSES. 
          AND THIS CODE WAS ADDED TO BRING THE
ELEMENTARY SCHOOL CODE OF CONDUCT ALIGNED WITH THE MIDDLE AND HIGH SCHOOL. 
          CODE OF CONDUCT FOR THE MIDDLE AND HIGH
SCHOOL. 
          THE EDITS WERE MADE TO CLARIFY THE
APPLICATION OF THIS CODE, WHICH IS OTHER SERIOUS OFFENSES,
AND THIS IS COMMUNITY OFFENSES, FELONY ARRESTS, OR OFF CAMPUS MISCONDUCT
ITEMS. ALL LEVELS REVISION WAS THE SEX SEXTORTION. 
          AND THIS CAME UPON WITH THE PASSING OF THE
GAVIN'S LAW. 
          AND IT AND HAD BEEN HAD TO BE IMPLEMENTED
INTO THE STUDENT CODE OF CONDUCT. 
          AND THIS IS WHERE, IN PARAPHRASE IT,
IT IS WHERE A STUDENT TAKES A PRIVATE IMAGE OF ANOTHER STUDENT AND USED THAT IMAGE TO
COMPEL THE OTHER STUDENT TO DO SOMETHING AGAINST THEIR WILL. AND THAT'S IN A
PARAPHRASED TERM. 
          NON-FORCE SEX OFFENSE,
WHICH IS CODE 690. 
          THIS WAS ADDED TO THE CODE OF CONDUCT AS
WELL, AND THE JURISDICTION OF THE STUDENT CODE OF
CONDUCT, WHICH WAS COVERED EARLIER, WAS ALSO ADDED. THE DELETION OF MANDATORY
COUNSELING REFERRALS THROUGH THE HEARING OFFICE TO THE
AIKEN CENTER. OUR GOAL IS NOT TO JUST GIVE A STUDENT CONSEQUENCES,
BUT TO EDUCATE THEM ON THE IMPACT THAT DRUGS AND ALCOHOL CAN HAVE ON THEIR LIFE. 
          A SIX SESSION EDUCATIONAL CLASS IS CLASSES
OFFERED BY THE AIKEN CENTER FOR STUDENTS ASSIGNED TO THE ALTERNATIVE SCHOOL. 
          AS A CONSEQUENCE, AND THIS IS VOLUNTEER,
BUT THEY MUST HAVE PARENT CONSENT IN ORDER FOR THE STUDENT TO BE ENROLLED IN THE
PROGRAM. 
          WE ALSO STANDARDIZE THE MAKEUP WORK POLICY
AND THAT STANDARDIZATION OF THE WORK OF POLICY. IT WOULD INCLUDE THE QUIZZES,
TEST WRITING ASSIGNMENTS. 
          THE PEER FOR MAKING UP THE WORK WILL BE AT
LEAST ONE DAY FOR ONE DAY. 
          MISS. SO STUDENT MISS. 
          ONE DAY OUT OF SCHOOL. THEY GET ONE DAY TO
MAKE UP THE WORK MISS FOR THAT SCHOOL. 
          STUDENTS WITH UNEXCUSED ABSENCES MAY BE
ALLOWED TO MAKE UP WORK AT THE DISCRETION OF THE PRINCIPAL AND TEACHER. 
          HOWEVER, THE UNEXCUSED ABSENCE REMAINS IN THE
STUDENT'S RECORD. 
          THIS HAS ALWAYS BEEN IN EFFECT,
BUT THIS IS SOMETHING THAT WE ADDED TO THE PRINT OF THE CODE OF CONDUCT,
AND THIS IS THE PARENTAL RIGHTS. 
          THE PARENT HAS. THE PARENT OR GUARDIAN SHALL
HAVE THE RIGHT TO EXAMINE RECORDS AND REQUEST COPIES OF ALL INFORMATION THAT PERTAINS TO
THE STUDENT'S CASE. 
          ALL EVIDENCE INFORMATION INTENDED TO BE
PRESENTED BY THE SCHOOL DURING THE HEARING SHOULD BE REQUESTED FROM THE STUDENT'S HOME
SCHOOL, AND THIS HAS BEEN ADDED TO THE STUDENT CODE
OF CONDUCT. 
          AND NOW MR. BERNIE WILLIAMS FROM HALLIGAN AND
MAHONEY AND WILLIAMS. GOOD EVENING, MR. CHAIR. MEMBERS OF THE
BOARD. MY PREFERENCE WOULD BE TO KIND OF RESPOND TO ANY QUESTIONS YOU HAVE AS IT
RELATES TO ANY LEGAL DUE PROCESS AS IT RELATES TO STUDENT DISCIPLINE. DISCIPLINE
MATTERS. AS YOU WERE TALKING ABOUT THE FACT THAT IT'S TEACHER APPRECIATION MONTH,
IT IT OCCURRED TO ME THAT WE DON'T HAVE A LAWYER APPRECIATION MONTH. 
          THERE'S PROBABLY A REASON FOR THAT. MR. WILLIAMS, EVERY DAY IS ATTORNEY APPRECIATION
DAY. 
          SO I'M GLAD YOU FEEL THAT WAY. 
          I HOPE YOU FEEL THAT WAY AT THE END OF THIS
MEETING AS WELL. BUT I WILL TELL YOU, GENERALLY, YOU KNOW, WHEN WE GET INVOLVED IN
CASES FROM THE PERSPECTIVE OF THE PARENTS LAWYER, TYPICALLY THEY WOULD WANT TO MAKE
SURE THAT DUE PROCESS HAS BEEN SATISFIED. 
          RIGHT. YOU HEAR THAT WORD THROWN AROUND A
LOT. 
          AND DUE PROCESS SORT OF DEPENDS ON THE ON THE
THE SEVERITY OF THE PUNISHMENT. 
          THERE'S ONE LEVEL OF DUE PROCESS THAT'S
REQUIRED FOR SUSPENSION. 
          SORT OF. AS THE PUNISHMENT INCREASES,
THE DUE PROCESS REQUIREMENTS INCREASE. 
          AND THERE ARE CERTAIN STATUTES AND CASE LAW
THAT SAY THIS IS WHAT HAS TO BE PROVIDED. BUT GENERALLY WHEN WE TALK ABOUT DUE PROCESS,
WE'RE TALKING ABOUT GIVING THE STUDENT AND THE PARENTS NOTICE OF WHAT THEY'RE BEING
ACCUSED OF, TO GIVE THEM AN OPPORTUNITY TO TELL THEIR
SIDE OF THE STORY WITH SOME EXPLANATION OF WHAT THE EVIDENCE AGAINST THEM IS,
AND THEN PROVIDING THEM WITH APPEAL RIGHTS. 
          AND THE APPEAL RIGHTS ALSO KIND OF DEPEND ON
THE SEVERITY OF THE OFFENSE AS IT RELATES TO THE BOARD. THOSE TIMES THAT THE BOARD HAS TO
BE INVOLVED IS WHEN THE PUNISHMENT INVOLVES A 
          [00:25:04]
TRANSFER TO AN ALTERNATIVE SCHOOL OR AN
EXPULSION. 
          AND THERE'S THE STATUTORY LAW SAYS THAT THEY
HAVE TO HAVE THE RIGHT TO APPEAL TO THE BOARD. NOW, WHERE THE DISCRETION COMES IN AND
DIFFERENT BOARDS ACROSS THE STATE HANDLE THIS DIFFERENTLY, IT'S WHAT THAT APPEAL LOOKS
LIKE. 
          THERE ARE SOME BOARDS THAT ANYTIME AN APPEAL
IS MADE TO THEM ON A ON A TRANSFER OR AN EXPULSION, THEY GRANT THE THE FAMILY,
INCLUDING THE STUDENT, A PERSONAL AUDIENCE, TO SPEAK TO THE BOARD
AND PRESENT THEIR CASE. 
          OTHERS DO EVERYTHING ON THE RECORD AND SOME
HAVE AN IN BETWEEN, WHERE SOMETIMES IT'S ON THE RECORD. 
          BUT BOARD MEMBERS CAN REQUEST THAT A PERSONAL
AUDIENCE BE GIVEN TO THE STUDENT AND THEIR FAMILY. SO AGAIN, WHEN IT COMES TO TRANSFERS
AND EXPULSIONS, UNDER OUR STATE LAW, YOU HAVE TO PROVIDE THEM
AN APPEAL. 
          YOUR DISCRETION COMES IN WHAT THAT APPEAL
LOOKS LIKE. 
          AND AGAIN, DIFFERENT DISTRICTS DO IT IN
DIFFERENT WAYS. SO AGAIN, I'D BE HAPPY TO I DON'T KNOW IF THERE'S
ANYBODY AFTER ME, BUT I'D BE HAPPY TO RESPOND TO ANY QUESTIONS THAT BOARD MEMBERS MAY HAVE
AS IT RELATES TO DUE PROCESS CONCERNS. 
          DOCTOR BRADLEY MR. WADE. 
          THE LAW IS THAT THE BOARD MUST HAVE A HEARING
ON STUDENTS WHO ARE RECOMMENDED FOR THE BOARD HAS TO HAS TO OFFER THEM AN APPEAL. 
          YES. YES, SIR. YOU CAN DELEGATE THE RIGHT TO
HAVE A HEARING TO TO LIKE A HEARING OFFICER, BUT THEY HAVE TO HAVE A RIGHT TO APPEAL THE
HEARING OFFICER DECISION TO THE BOARD. 
          CORRECT. TURN IT DOWN. 
          THE APPEAL HEARING OFFICER. 
          NOW YOU HAVE TO REVIEW IT AGAIN. 
          WHAT WHAT WHAT THE WHAT THE PROCESS LOOKS
LIKE YOU HAVE SOME LEVEL OF DISCRETION, BUT YOU HAVE TO REVIEW IT. BUT THAT AND THAT
REVIEW MAY BE REVIEWING THE WRITTEN RECORD, REVIEWING THE TAPE OF THE EXPULSION HEARING,
ETC. 
          AND MAKING A DECISION BASED ON THAT. 
          BUT YOU HAVE TO REVIEW IT AND GIVE THEM THAT
APPEAL. 
          IT JUST DOESN'T HAVE TO BE A PERSONAL
AUDIENCE. 
          THE BOARD HAS TO HEAR THE APPEAL OF STUDENTS
WHO ARE SENT TO THE ALTERNATIVE SCHOOL. 
          YOU HAVE TO NOT RESULT FROM A RECOMMENDATION
FOR EXPULSION. 
          YES, YOU HAVE TO REVIEW IT. AND THERE'S A
SPECIFIC STATUTE THAT SAYS IF A STUDENT IS ASSIGNED TO THE TO AN ALTERNATIVE SCHOOL IN
LIEU OF SUSPENSION OR EXPULSION, THEY HAVE TO HAVE THE RIGHT TO APPEAL TO THE
BOARD. 
          NOW, WHAT THAT APPEAL LOOKS LIKE IS WHERE
YOUR DISCRETION COMES IN. YOU IN, YOU CAN YOU CAN HAVE IT WHERE YOU SIMPLY REVIEW IT ON THE
RECORD, OR YOU CAN HAVE THEM COME IN AND GIVE A PERSONAL AUDIENCE. BUT THERE HAS TO BE A
REVIEW BY THE BOARD. 
          IF A STUDENT IS SENT TO THE ALTERNATIVE
SCHOOL IN LIEU OF SUSPENSION OR EXPULSION, IF THE PRINCIPAL RECOMMENDED THE CHILD FOR X
NUMBER OF DAYS AT THE ALTERNATIVE SCHOOL. 
          WOULD THAT AUTOMATICALLY PLACE IT AS AN
APPEALABLE YES TO THE BOARD? CORRECT? YES. NOT EVEN WHEN IT'S NOT IN LIEU
OF EXPULSION. 
          IF IT'S JUST IN LIEU OF COMING TO AIKEN HIGH
SCHOOL. 
          YES. YEAH. IF AN ALTERNATIVE PLACEMENT IS
INVOLVED IN THAT, THEN BASICALLY THE LAW SAYS THAT DECISION CAN
BE MADE AFTER A CONFERENCE OR A HEARING, BUT THERE HAS TO BE A RIGHT TO APPEAL TO THE
BOARD. 
          AND FOR THAT REASON, WE TYPICALLY RECOMMEND
THAT IT ONLY BE DONE THROUGH THE HEARING. 
          BECAUSE AGAIN, WHEN YOU HAVE A HEARING,
YOU CAN CONFIRM THE DUE PROCESS THAT'S PROVIDED TO THE STUDENT. YOU CAN CONFIRM THE
LETTER WAS SENT OUT, THE NOTICE WAS GIVEN. WE HAVE A HEARING WITH
A RECORD. 
          IF IT'S JUST A CONFERENCE,
IT'S A LITTLE BIT LOOSEY GOOSEY, BUT SO SO TYPICALLY IF YOU'RE TALKING ABOUT
ALTERNATIVE SCHOOL, IT HELPS YOU TO HAVE THAT FORMAL PROCESS BECAUSE YOU CAN DOCUMENT THE
DUE PROCESS THAT WAS PROVIDED TO THE STUDENT. 
          YOU HAVE A HEARING RECORD STATEMENTS,
ETC., AND THEN YOU CAN GO FROM THERE. 
          BUT IF WE RECOMMENDED THE STUDENT BE SENT
FROM AIKEN HIGH SCHOOL TO SOUTH AIKEN HIGH SCHOOL, FOR EXAMPLE, THAT'S NOT APPEALABLE. 
          IT WOULD DEPEND ON HOW YOU COUCH IT. 
          I THINK THE LANGUAGE IN THE STATUTE SAYS WHEN
THAT WHEN A TRANSFER IS DONE IN LIEU OF SUSPENSION OR EXPULSION. 
          SO IN THAT SCENARIO, IF IT WAS FROM ONE
SCHOOL TO ANOTHER SCHOOL, IF IT WAS COUCHED AS A DISCIPLINARY REFERRAL, THEN THEY WOULD PROBABLY STILL NEED TO BE
PROVIDED THAT RIGHT TO APPEAL TO THE BOARD. 
          BUT HOW? IF IN THE RECORD IT DOES NOT APPEAR
THE WORDS IN LIEU OF EXPULSION OR SUSPENSION DO NOT APPEAR? DOES THAT STILL REQUIRE WE'RE
IN OPEN SESSION. 
          SO I'M A LITTLE BIT I DON'T WANT TO GIVE AN
ANSWER THAT MIGHT BE USED AGAINST ME IN COURT LATER ON. ARGUABLY THAT WOULD NOT REQUIRE IT
IF IT WERE THAT TYPE OF SCENARIO, BUT THEN THE DIFFERENCE IS,
IF WE DID NOT USE THAT VERBIAGE WITH THE TRANSFER TO THE ALTERNATIVE SCHOOL,
THEN THAT WOULD REMOVE THE REQUIREMENT FOR AN APPEAL TO THE BOARD. I THINK SO,
BUT IT WOULD BE A HARDER ARGUMENT TO MAKE, BECAUSE TYPICALLY THE CIRCUMSTANCES THAT
INVOLVE SOMEONE GOING TO THE ALTERNATIVE SCHOOL, THERE IS A DISCIPLINARY NATURE TO
THEM AND THE CASES THAT WE'RE INVOLVED IN. 
          THE REASON I ASK THIS IS BECAUSE WHAT'S
HAPPENED IS THAT IT'S ALMOST BECOME AUTOMATIC. IT'S RARE THAT WE GET WE REALLY
GET A RECOMMENDATION FROM THE HEARING OFFICER TO EXPEL SOMEBODY. MOST OF THE TIME,
THE PEOPLE WHO ARE RECOMMENDED BY THE SCHOOL FOR EXPULSION GET A SENTENCE FROM THE HEARING
OFFICER TO GO TO THE ALTERNATIVE SCHOOL. 
          AND YOU'RE NOT UNUSUAL IN THAT,
I WOULD SAY. 
          I WAS JUST LOOKING FOR A WAY,
YOU KNOW, BECAUSE WE GET ALL THESE. 
          [00:30:04]
APPEALS. AND THE ONLY THING I CAN TELL THAT
RECOMMENDATION BY THE HEARING OFFICER. 
          SO I WAS JUST LOOKING FOR A WAY TO CUT
THROUGH SOME OF THIS AND SPEED THINGS UP. 
          YEAH. AND UNFORTUNATELY,
AGAIN, THE STATUTE IS VERY EXPLICIT THAT THERE NEEDS TO BE A RIGHT TO TO APPEAL TO THE
BOARD. 
          WHAT THE STATUTE DOESN'T SAY IS WHAT THAT
APPEAL NEEDS TO LOOK LIKE. SO YOU CAN CERTAINLY HAVE SOME DISCRETION ABOUT WHAT
YOU'RE WHAT YOU WANT YOUR PROCESS TO LOOK LIKE. I THOUGHT THAT,
YOU KNOW, AGAIN, IT'S MY INFORMATION, BUT I THOUGHT THAT THE ONLY APPEAL THAT WAS
REQUIRED IS IF WE PUT THE KID OUT OF SCHOOL. 
          NO APPEALS WERE EXPULSIONS OR FOR OR FOR
TRANSFERS IN LIEU OF SUSPENSION OR NOT. 
          THE ACTION. I'M SORRY I MISSED IT. 
          IT'S THE RECOMMENDATION THAT TRIGGERS THE
AUTOMATIC APPEAL. 
          WELL, IT'S THE ACTION OF ASSIGNING THE
STUDENT TO AN ALTERNATIVE TO ANOTHER SCHOOL IN LIEU OF SUSPENSION OR EXPULSION. OKAY,
I SEE WHAT YOU MEAN. 
          NOW, I WILL TELL YOU ONE GOOD,
GOOD. 
          ONE POSITIVE THING IS IN TERMS OF APPEAL
BEYOND THE BOARD. 
          THE STATUTE, THE LAW IS PRETTY CLEAR THAT THE
ONLY THING THAT CAN BE APPEALED BEYOND THE BOARD IS EXPULSION DECISION. 
          SO IF THE DECISION IS AN ASSIGNMENT TO THE
ALTERNATIVE SCHOOL, AND SOMETIMES LAWYERS CAN MAKE TRICKY DUE
PROCESS ARGUMENTS. BUT GENERALLY THE CASE LAW SAYS THE ONLY THING THAT CAN BE APPEALED IS
EXPULSION DECISION. SO YOU CANNOT APPEAL A TRANSFER TO AN ALTERNATIVE SCHOOL INTO COURT, AS YOU CAN'T AS YOU CAN WITH AN EXPULSION
DECISION. 
          THANK YOU. AND HOPEFULLY YOU ALL STILL FEEL
GOOD ABOUT LAWYER APPRECIATION DAY, MR. CHAIR. JUST LOOKING AND I I'M GOING TO
MAKE YOU ANSWER THE SAME QUESTION, BUT ASK DIFFERENTLY, OKAY. 
          JUST SO I'M DOUBLY BECAUSE THERE'S AT LEAST
PROBABLY I THINK I THINK I'VE COUNTED AT LEAST 3 OR 4 MEMBERS THAT HAVE A SIMILAR
QUESTION AS DOCTOR BRADLEY. 
          SO HYPOTHETICALLY, THERE IS NO WAY TO
STRUCTURE A CODE OF CONDUCT SUCH THAT A SCHOOL ADMINISTRATOR CAN SEND SOMEONE TO AN
ALTERNATIVE PLACEMENT DIRECTLY. 
          NOT WITHOUT ALLOWING AN APPEAL TO THE BOARD. 
          RIGHT. THAT'S RIGHT. CORRECT. 
          RIGHT. OKAY. THE LAW SAYS SOMEONE CAN BE
ASSIGNED TO AN ALTERNATIVE SCHOOL OR TRANSFERRED IN LIEU OF SUSPENSION OR
EXPULSION AFTER A CONFERENCE OR HEARING, BUT THERE HAS TO BE A RIGHT TO AN APPEAL TO
THE BOARD. 
          SO YOU CAN DO IT, BUT YOU CAN'T DO IT AND
BYPASS THE ABILITY TO APPEAL IT TO THE BOARD. 
          AND THE WAY TO DO IT WITHOUT ELIMINATING WHAT
I WAS TRYING TO ASK, IS IF WE COULD FIND A WAY TO ELIMINATE THAT
TERM IN LIEU OF SUSPENSION AND EXPULSION, COULD WE SOMEHOW PLACE THE CHILD IN THE
ALTERNATIVE SCHOOL? WELL, THAT WOULD HAVE TO BE CONSISTENT WITH
THE FACTS, IS WHAT I'M SAYING. AND IN MOST TIMES WHEN
YOU'RE TALKING ALTERNATIVE SCHOOL, IT'S AS A DISCIPLINARY CONSEQUENCE. 
          YOU KNOW, SOMETIMES WE'RE INVOLVED IN A
SCENARIO WHERE THE PARENT AGREES BASED ON THE CHILD'S NEEDS, THE SMALLEST SETTING,
ETC. 
          THE CHILD'S BETTER THAN THE ALTERNATIVE
SCHOOL AND THAT THAT COULD BE DONE. 
          BUT IF YOU'RE TALKING ABOUT AN ADMINISTRATIVE
MAKING A DECISION TO SEND THE CHILD TO THE ALTERNATIVE SCHOOL. TYPICALLY THAT'S DONE AS
A RESULT OF DISCIPLINE ISSUES. AND SO THE STATUTE IS TRIGGERED. EVEN IF IT WAS A
DISCIPLINE PROBLEM. 
          WE COULDN'T ASSIGN THE STUDENT TO ANOTHER
SCHOOL WITHOUT USING THAT TERMINOLOGY OR WITHOUT IT BEING SOME VIOLATION BECAUSE OF
THAT. 
          CORRECT. AND AGAIN, YOU CAN DO IT,
BUT YOU CAN'T DO IT AND TAKE OUT THE RIGHT TO APPEAL IT TO THE BOARD. 
          YEAH. IN MY PART, B OF MY QUESTION IS JUST
THAT, YOU KNOW, IN GENERAL,
THE WAY OUR PROCESS WORKS IS IT GOES FROM A RECOMMENDATION FROM THE SCHOOL THAT TRIGGERS
A DUE PROCESS HEARING WITH A HEARING OFFICER. 
          AND THEN IF IF SOMEONE'S NOT HAPPY WITH THE
DECISION FROM THE HEARING OFFICER, THEY APPEAL TO THE BOARD. THE I'M JUST IN THEORY,
COULD WE STRUCTURE THINGS WHERE A SCHOOL COULD HAVE THE CONSEQUENCE BE ALTERNATIVE
PLACEMENT AND JUST ALLOW AN APPEAL TO THE BOARD WITHOUT GOING THROUGH A DUE PROCESS
HEARING FIRST. 
          I'M NOT I'VE NOT SEEN IT DONE THAT WAY. 
          OKAY. IT'S PROBABLY A GOOD REASON WHY YOU
HAVEN'T. 
          THERE NEEDS TO BE AN EVIDENTIARY HEARING,
EITHER AT THE HEARING OFFICER LEVEL OR AT THE BOARD. I KNOW 20 YEARS AGO THERE WERE SOME
BOARDS THAT WERE RESISTANT TO USING HEARING OFFICERS, AND THEY SAID,
NO, WE WANT TO HAVE WE WANT TO HEAR EVERY EXPULSION HEARING. THIS IS IMPORTANT TO OUR
PARENTS AND TO OUR COMMUNITY. AND I GOT A CALL ONE MORNING ABOUT 8:00 FROM A BOARD THAT
HAD DONE EXPULSION HEARINGS UNTIL 6 A.M. 
          ONE MORNING, AND THEY SAID,
NOW, YOU HAD SAID SOMETHING ABOUT THIS HEARING OFFICER SYSTEM. CAN YOU TELL US A
LITTLE BIT MORE ABOUT THAT? YEAH. 
          SO, WELL, THAT HAS SORT OF BECOME THE NORM. 
          I SEE A LOT OF BENEFIT IN IT. 
          BUT THE LAST THE LAST QUESTION I HAD AND THEN
WE CAN MOVE ON TO ANYBODY ELSE HAS A QUESTION FOR YOU. IS THAT DO WE HAVE TO HAVE A
CONSISTENT PROCESS IN THE SENSE OF YOU KNOW, IF THE RESULT OF THE DUE PROCESS HEARING IS
EITHER, LET'S SAY, AN ALTERNATIVE PLACEMENT OR
EXPULSION. 
          [00:35:01]
COULD WE HAVE A POLICY BY WHICH WE HEAR
ALTERNATIVE PLACEMENTS JUST BASED ON THE RECORD, BUT EXPULSIONS,
WE WE DO IT IN PERSON THAT YOU COULD DO. 
          YES. OKAY. YES. I'M NOT SAYING I WOULD,
BUT I WAS JUST CURIOUS FROM A CONSISTENCY STANDPOINT. CAN WE DELINEATE. 
          CORRECT. OKAY. BECAUSE THERE ARE SOME
DISTRICTS, SOME BOARDS THAT DON'T THAT PRETTY MUCH IT'S
A RARITY THAT THEY GIVE A PERSONAL AUDIENCE FOR ANY APPEAL. EVERYTHING IS ON THE RECORD.
SO YOU CERTAINLY CAN HAVE THE DISCRETION TO SAY IF IT'S AN EXPULSION,
WE WILL HEAR YOU IN PERSON. 
          BUT IF IT'S AN ALTERNATIVE ASSIGNMENT,
WE'LL MAKE THE DECISION BASED ON THE RECORD. 
          OKAY. MR.. SILAS. MR. WILLIAMS,
THANKS FOR COMING AND SPENDING SOME TIME WITH US. ALWAYS A PLEASURE. 
          DID SOMETHING CHANGE IN THE LAW RECENTLY THAT
TOOK US DOWN THIS ROAD? BECAUSE I DON'T KNOW FOR WHAT TIME PERIOD,
BUT FOR FOR SOME TIME PERIOD. 
          DISPLACEMENT TO ALTERNATIVE SCHOOL IN AIKEN
COUNTY DID TAKE PLACE OR COULD TAKE PLACE FROM A PRINCIPAL LEVEL. 
          SO WERE WE JUST OUT OF ORDER FOR THIS TIME,
OR DID SOMETHING CHANGE IN THE LAW THAT BROUGHT US HERE? AND I'M NOT SURE ABOUT THE
PRIOR PRACTICE. 
          BUT I'VE BEEN PRACTICING THIS AREA LAW SINCE
THE TIME PERIOD MY SONS REFERRED TO AS THE LATE 1900S. AND I THINK THAT'S BEEN ON THE
BOOKS AT LEAST AS LATE AS THAT. 
          YOU KNOW, THE PARTICULAR STATUTE THAT SAYS
YOU CAN YOU CAN ASSIGN A STUDENT TO, TO AN ALTERNATIVE SCHOOL OR YOU CAN TRANSFER
A STUDENT, BUT THERE HAS TO BE A RIGHT TO APPEAL TO THE BOARD. I THINK THAT'S BEEN THE
CASE AT LEAST SINCE THE LATE 19, SINCE 1990S, SINCE I'VE BEEN DOING THIS,
BECAUSE ONE OF MY PROBLEMS WITH WITH, I GUESS, OUR PROCESS. MR. BRAXTON, MR. DUNN, DOCTOR MURPHY,
IS THAT IT? WE HAD TO TO GO TO ALTERNATIVE SCHOOL. 
          THERE HAS TO BE A IT SEEMS UNLESS THE PARENT
AGREES WITH THE PRINCIPAL TO SEND THE STUDENT THERE, THERE'S GOT TO BE A RECOMMENDATION FOR
EXPULSION, AND WE GO FROM THERE EVEN WHEN WE HAVE THE
GOAL ALL ALONG OF SENDING THEM TO ALTERNATIVE SCHOOL. WE GOT A RECOMMENDED FOR EXPULSION TO
GO THROUGH THIS PROCESS. 
          AND I JUST THINK WE HAVE A NUMBER OF STUDENTS
THAT ARE FLYING JUST BELOW THAT EXPULSION LEVEL OFFENSE. BUT BOY,
DO THEY CAUSE A LOT OF PROBLEMS, YOU KNOW, IN THE SCHOOL. 
          AND IT SEEMS TO ME OUR PROCESS SHOULD OPEN UP
SOME AVENUE WHERE A PRINCIPAL OR AN ADMINISTRATOR COULD SAY,
HEY, THIS, THIS, THIS STUDENT IS CAUSING A WHOLE LOT OF PROBLEMS FOR MY SCHOOL. 
          I THINK THEY AND WE COULD BENEFIT BY REMOVING
THEM FROM THIS SETTING. 
          LET THEM SPEND SOME TIME AT THE ALTERNATIVE
SCHOOL. BUT BUT IT DOESN'T SEEM TO BE A METHOD FOR DOING THAT UNLESS I'M JUST NOT
AWARE OF IT. 
          I HEAR THIS WORD INCORRIGIBLE THROWN AROUND. 
          I DON'T THINK IT ACTUALLY PRESENTS ITSELF IN
OUR CODE OF CONDUCT, BUT YEAH. AND THE ONLY TIME I'M AWARE OF THE
USE OF INCORRIGIBLE IS THE LAW DOES GIVE THE BOARD THE AUTHORITY TO. 
          TO PERMANENTLY, PERMANENTLY EXPEL A STUDENT
THAT'S CONSIDERED INCORRIGIBLE. 
          I WILL TELL YOU, IN DOING THIS OVER 25 YEARS, I CAN THINK OF LESS THAN FIVE TIMES STATEWIDE
WHEN THAT'S BEEN USED. 
          AND THAT WAS LIKE A, YOU KNOW,
STUDENT STABBING A STUDENT AND ALMOST KILLING THEM, KIND OF A SITUATION. SO THERE HAVE BEEN
VERY, VERY RARE SCENARIOS THAT THAT THAT'S PRESENTED ITSELF. SO THEN BUT TO OUR GROUP,
JUST TO SUMMARIZE, YOU KNOW, MY ISSUE IS HOW CAN WE DEAL WITH
THESE STUDENTS THAT CALLS OUR SCHOOLS PROBLEMS ON A DAY TO DAY BASIS,
BUT THEY JUST HAVEN'T COMMITTED THAT EXPULSION LEVEL OFFENSE TO TO HAVE THIS DUE
PROCESS HEARING TO GO TO ALTERNATIVE SCHOOL. 
          I THINK WE NEED AN AVENUE FOR THAT. 
          YEAH. AGAIN, THE THE OPTIONS ARE THAT
CONFERENCE OR THAT HEARING. 
          WE TYPICALLY RECOMMEND THE HEARING. 
          BUT THE BUT THE CAVEAT TO THAT IS IF YOU'RE
DOING IT THAT WAY, THERE IS GOING TO BE THE RIGHT FOR THEM TO
PETITION TO THE BOARD FOR REVIEW. AND THEN YOU JUST NEED TO DETERMINE WHAT THAT REVIEW
IS GOING TO LOOK LIKE. THANK YOU SIR. 
          MR. BROOME. I'M GOING TO ASK YOU PROBABLY
SAME QUESTION ANOTHER WAY. 
          OKAY. SO WHEN WE WHEN WE GO RIGHT NOW TO GET
SOMEBODY OUT OF OF SCHOOL, IT IS A RECOMMENDATION FOR EXPULSION. 
          THAT'S THE ONLY WAY IT TRIGGERS THE HEARING. 
          IS THAT CORRECT? OKAY. 
          CORRECT. YES. BUT BUT THEY GO THEY'RE PUT
OUT. 
          THEY'RE OUT FOR TEN DAYS. 
          IT'S AUTOMATIC. LIKE A TEN DAY SUSPENSION
WITH A RECOMMENDATION FOR EXPULSION. 
          I THINK I HAVE THE SAME ISSUE THAT WE'RE ALL
SAYING IS SAY SOMEBODY COMMITTED OFFENSE, THAT AGAIN, WE FEEL LIKE PROBABLY SHOULD GO
STRAIGHT TO TO SEAL OR MAYBE SAW, BUT YOU GOT THAT TEN DAY GAP IN THEIR TIME. 
          IT MAKES IT TO THE BOARD FOR THROUGH THE
HEARING OFFICER TO THE BOARD. 
          I KNOW A LOT OF TIMES I'M LOOKING AT IT. 
          THEY'VE ALREADY HAD A TEN DAY A PLUS
EXPULSION FOR AN OFFENSE THAT NOW IS SENDING THEM TO SEAL, YOU KNOW,
WHICH IS NORMALLY A 45 DAY PLACEMENT. 
          SO YOU'RE ALMOST SAYING,
WELL, THEY'VE ALREADY SERVED PUNISHMENT BECAUSE THEY HAD A TEN DAY SUSPENSION,
BUT WE REALLY DON'T LOOK AT IT LIKE THAT BECAUSE, YOU KNOW, OBVIOUSLY WE'RE TRYING TO
FIGURE CONSISTENCY. 
          [00:40:04]
THAT'S WHERE I STRUGGLE WITH IT IS I THINK
THE SAME THING EVERYBODY'S SAYING IS HAVING A WAY THAT WE COULD DIRECTLY SEND THEM EITHER
TO SEAL OR SAW IF THERE WASN'T AN APPEAL AND NOT LOSE ALL THAT TIME EDUCATION,
ACADEMIC TIME IN THIS PROCESS. 
          WAITING. RIGHT. AND IF THERE'S NOT AN APPEAL, YOU HAVE NO ISSUE. BUT THE ISSUE IS YOU HAVE
TO GIVE THEM THE RIGHT TO APPEAL IT. 
          SO THERE ARE SCENARIOS WHERE THE
ADMINISTRATION MAKES A DECISION, THE HEARING OFFICER MAKES A DECISION,
AND YOU NEVER HEAR ABOUT IT BECAUSE THEY JUST GO TO GO TO SEAL ASSIGNMENT. 
          SO IT ONLY BECOMES AN ISSUE WHEN THEY WANT TO
WANT TO APPEAL THE DECISION. 
          I STILL DON'T THINK IT HAPPENS THAT QUICK,
THOUGH, IS WHAT I'M SAYING IS I SAY,
SAY MY CHILD GOT IN TROUBLE, GOT SENT HOME, AND I'M THE PARENT. 
          I, I SHOULD BE ABLE TO CALL AND SAY,
YEAH, HE DESERVES TO GO TO SCHOOL. 
          SEND HIM THERE TOMORROW,
GET IT, GET HIS INTAKE SET UP. 
          BUT I DON'T THINK WE CAN DO THAT. 
          I DON'T BELIEVE AND I'M ASKING,
CAN WE? IS THAT OUR SYSTEM DOESN'T REALLY ALLOW THAT
RIGHT NOW, DOES IT? I WOULD SET THAT UP. 
          AND AGAIN, I THINK THAT'S A DIFFERENT
SCENARIO. IF IT'S A VOLUNTARY THING, WHAT I WOULD I'D RECOMMEND AS A LAWYER IS YOU COULD
HAVE THE PARENTS SIGN SOMETHING WHERE THEY WAIVE THE RIGHT TO APPEAL IT,
SOMETHING LIKE THAT. 
          IF EVERYBODY WAS ON THE SAME PAGE,
I DON'T KNOW WHAT YOU WE DO, WE DO HAVE THAT IN THAT SCENARIO. IF THE PARENTS ARE
AGREEABLE, YOU CAN DIRECTLY PLACE THEM THERE. AND IT'S A
LOT QUICKER TURNAROUND THAN HAVING TO GO THROUGH THE DUE PROCESS,
I GUESS I HADN'T HEARD I HAVEN'T HEARD THAT HAPPENING. I MEAN, IT WOULDN'T COME TO US,
BUT YOU KNOW, MOST PEOPLE I KNOW THAT'S THIS REALLY FILE
COMPLAINTS WITH ME? I MEAN, JUST COMPLAIN ABOUT THE SYSTEM,
SAY THAT THEY WAS OUT OF SCHOOL AND MISSED THE ACADEMIC INVOLVEMENT FOR X AMOUNT OF DAYS
BEFORE THEY WERE PLACED SOMEWHERE. 
          YOU FELT THAT? THAT'S THE PART I STRUGGLE
WITH, AND THAT'S BECAUSE OF THE TIME THAT WE HAVE
TO GIVE THEM. WE HAVE TO HAVE THE DUE PROCESS HEARING AND THAT TAKES TIME. 
          LIKE I SAID, OUR AIM IS TEN DAYS,
BUT IF YOU HAVE SPECIAL EDUCATION, THEN WE'RE GOING TO HAVE A MANIFESTATION THAT
TAKES TIME. 
          IF PARENTS PREFER TO GET AN ATTORNEY,
THEN WE OUGHT TO ALSO HAVE OUR ATTORNEY. 
          BUT THAT TAKES TIME. SO SOME OF THOSE THINGS, I THINK SOME OF THE MOST EXTREME CASES THAT
WE'VE HAD THIS YEAR HAVE ALSO OCCURRED IN CONJUNCTION WITH SOME HOLIDAYS,
AND THAT REALLY DID STRETCH OUT THOSE TIME FRAMES AS WELL. THANK YOU. 
          AND NOBODY'S ASKED THIS QUESTION DIRECTLY. I
KNOW SOME DISTRICTS ALSO VARY IN WHAT HAPPENS WHEN THERE'S AN APPEAL. SO SOMETIMES I'M
INVOLVED IN SCENARIOS WHERE THE PARENT FILES AN APPEAL, FOR EXAMPLE,
ON THE ALTERNATIVE SCHOOL PLACEMENT. 
          BUT IN THE MEANTIME THEY GO AHEAD AND ENROLL
THE CHILD IN AN ALTERNATIVE SCHOOL SO THEY CAN GET THOSE SERVICES STARTED. I MEAN,
SO THERE IS SOME DISCRETION ON THE PARENT'S SIDE AND THE PARENT AND THE CHILD'S SIDE AT
THAT POINT ABOUT WHAT THEY'RE DOING, WHILE THEY'RE WAITING FOR THEIR APPEAL TO BE HEARD
BY THE BOARD. DOCTOR BRADLEY, IS IT A REQUIREMENT THAT WE SUSPEND THE CHILD
FOR TEN DAYS BEFORE HE PROCEEDS WITH THE RECOMMENDATIONS? NOT THAT IT'D BE TEN DAYS. 
          I MEAN, THEY HAVE THEY'RE TYPICALLY SUSPENDED
FOR SOME PERIOD OF TIME. 
          IT'S TYPICALLY TEN, BUT IT DOESN'T HAVE TO BE
TEN NOW. AND AGAIN, SOME OF IT JUST DEPENDS ON ON SCHEDULING
ISSUES. 
          RIGHT. SO TYPICALLY AT THE BEGINNING OF THE
SCHOOL YEAR AND Y'ALL CAN SPEAK TO THIS BETTER THAN I AM, THERE'S NOT ENOUGH TIME FOR
STUDENTS TO HAVE DONE A WHOLE LOT OF STUFF. 
          SO YOU CAN GET THE HEARING SCHEDULE QUICKER. 
          TYPICALLY, ONCE YOU GET TO THIS TIME OF YEAR,
YOU KNOW YOU CAN HAVE A BACKLOG BECAUSE KIDS HAVE HAD A LOT OF TIME IN THE SPRING AND ALL
THOSE THINGS THAT HAPPEN, HAPPEN. AND SO IT JUST THE SCHEDULING GETS
MORE DIFFICULT. 
          I UNDERSTAND THAT SCHEDULING DIFFICULTY,
BUT WHAT I DON'T UNDERSTAND IS SPECIFYING NUMBER OF DAYS THAT IT TAKES TO DO YOU WHERE
YOU USED TO BE THAT THE CHILD IS RECOMMENDED FOR EXPULSION AND WILL BE HE WILL BE
SUSPENDED FROM SCHOOL. 
          PENDING, WITH NO HEARING OR WHATEVER. 
          THERE WAS NO TEN DAYS. 
          YEAH. AND. YEAH. AND I UNDERSTAND THAT IT
TAKES DAYS AND ALL FOR THESE THINGS TO HAPPEN, BUT BUT LIKE,
MR. BROOME, I'VE SEEN KIDS WHO'VE BEEN OUT OF
SCHOOL 45 DAYS FROM THE OFFENSE UNTIL THEY GET TO THE BOARD. AND PART OF THAT IS
PROBABLY FALL TO THE COUNTY FOR NOT DOING THINGS IN AN ORDERLY WAY. 
          BUT OFTENTIMES WE SEE KIDS WHO ARE 20 DAYS
OUT. 
          YEAH. AND, YOU KNOW, WHAT WE'RE LOOKING FOR
IS SOME WAY TO MOVE UP IF THERE'S GOING TO BE HEARING IS A NECESSITY. 
          I THINK WE NEED TO FIND A WAY TO SHORTEN THE
TIME BETWEEN THE OFFENSE DISPENSING TO JUSTICE, WHATEVER IT IS,
RIGHT? I MEAN, I THINK FROM THE ADMINISTRATION'S
PERSPECTIVE, YOU WANT TO ALLOW ENOUGH SUSPENSION DAYS THAT
YOU CAN ENSURE THE HEARINGS ARE GOING TO BE HELD WITHIN THAT TIME FRAME. RIGHT. 
          SO IF YOU GO WITH A SHORTER AMOUNT,
THE CONCERN IS, WELL, AT THE POINT AT WHICH WE HAVE NOT,
LET'S SAY WE'RE GOING TO SUSPEND YOU FOR FIVE DAYS AND WE DON'T GET A HEARING SCHEDULED
WITHIN FIVE DAYS. 
          SOMETIMES THE ARGUMENT IS OKAY,
THEN THE CHILD HAS TO RETURN TO SCHOOL UNTIL YOU CAN GET THE HEARING SCHEDULED. AND SO IT
BECOMES WE THINK THIS CHILD IS DANGEROUS AND 
          [00:45:03]
SHOULDN'T BE IN SCHOOL. BUT,
BUT, BUT WE PUT THEM BACK IN SCHOOL UNTIL WE HAVE THE HEARING. SO SOMETIMES THOSE ISSUES
ALSO CAN PRESENT THEMSELVES. BUT I THINK THE POLICY USED TO SAY YEARS AGO THAT YOU HAD TEN
DAYS BETWEEN THE OFFENSE HEARING. 
          RIGHT. THE SCHOOL DISTRICT WAS REQUIRED TO
HAVE HEARING. 
          DISPENSE JUSTICE WITHIN TEN DAYS OF THE
OFFENSE. 
          YEAH. AND OF COURSE, THAT WAS FROM THE DAYS
OF COUNSEL. 
          AND THEY HAVE A SECOND APPEAL,
FOR ANOTHER TEN DAYS TO GO FROM THE AREA COUNCIL TO GO FORWARD. AND TEN DAYS IS ALSO
THE MAXIMUM AMOUNT OF DAYS YOU CAN SUSPEND A CHILD UNDER SOUTH CAROLINA LAW FOR ONE
OFFENSE. I MEAN, THE LAW SAYS YOU CAN SUSPEND FOR TEN DAYS FOR ONE OFFENSE,
AND YOU CANNOT SUSPEND FOR MORE THAN 30 SCHOOL DAYS OVER THE COURSE OF THE SCHOOL
YEAR. 
          YOU SAID ONE OTHER THING THAT I DID QUESTION. 
          I DON'T KNOW IF WE STILL HAVE THIS RULE OR
NOT, BUT WE USED TO HAVE TO PROVE THAT YOU WERE
RECOMMENDED FOR EXPULSION, AND IT WAS UPHELD THREE TIMES THAT YOU WERE
PERMANENTLY EXPELLED. 
          AND SO I'M NOT AWARE OF ANYBODY THAT DOES
THAT AGAIN. 
          YOU'VE GOT THE YOU'VE GOT THE INCORRIGIBLE
THING. 
          INCORRIGIBLE IS NOT REALLY DEFINED,
BUT THERE'S SOME AUTHORITY THAT SAYS IT COULD BE REALLY ONE, ONE REALLY SEVERE OFFENSE. 
          IT JUST DEPENDS ON WHAT IT IS. 
          BUT I'M NOT AWARE OF ANYTHING THAT SAYS THREE
IS AUTOMATICALLY INCORRIGIBLE. 
          IT'S BASICALLY THAT'S JUST THE STANDARD. 
          OKAY. IF THEY'VE BEEN EXPELLED FAIL. OF
COURSE, THEIR ACADEMIC CAREER THREE TIMES. 
          THE THIRD TIME IS PERMANENT. 
          OKAY, SOUNDS LIKE THAT'S STILL YOURS. OKAY. I
WAS NOT AWARE OF THAT. YEAH. THE THREE STRIKES RULE. OKAY. SHOULD WE BE WORRIED
ABOUT HIM OR THAT POLICY OR. 
          NO, NO. BECAUSE AGAIN,
THE THE THE STATUTE, THE STATUTE SAYS INCORRIGIBLE. IT DOES NOT DEFINE WHAT
INCORRIGIBLE IS. SO YOU'VE GOT SOME DISCRETION TO DEFINE IT BASED ON YOUR RIGHT
IN YOUR DISTRICT. 
          THIS IS WHAT WE CONSIDER INCORRIGIBLE. YEAH. 
          DO YOU HAVE ANYTHING ADDITIONAL,
MR. SMITH? NO. 
          EXCUSE ME. I THINK DOCTOR MURPHY CLEARED UP. 
          OKAY. WHAT I WAS GOING TO SAY. 
          ALL RIGHT. WAS THERE ANY ADDITIONAL QUESTIONS
SPECIFICALLY FOR MR. WILLIAMS? OKAY. THANK YOU,
MR. WILLIAMS. WE WON'T MOVE OFF. 
          THE TOPIC WAS, WAS THERE ANY DISCUSSION ITEMS
OR QUESTIONS FOLKS HAD FOR MEMBERS OF THE STAFF IN REGARDS TO THE CODE OF CONDUCT THAT
WE HAVEN'T COVERED. 
          MR. BROOME, I'M JUST AS CONFUSED AS I WAS
WHEN I STARTED. 
          OKAY. HONESTLY, I THINK WHAT I THINK WHAT
WE'VE DONE IS IDENTIFIED A PROBLEM WITHOUT A SOLUTION. MAYBE. MAYBE I'M WRONG. 
          GOOD. THAT WAS MR. BROOME BEING IN A LOT OF A
LOT OF EXECUTIVE SESSION HEARINGS. 
          UNLESS I'M MISINTERPRETING,
I THINK OUR DISCUSSION IS CENTERED MANY TIMES AROUND HOW MUCH TIME HAS ALREADY BEEN LOST IN
SCHOOL. 
          WHEN IT GETS TO US WHAT THE OFFENSE WAS AND
WHERE DO WE GO WITH IT. 
          AND IT'S ALMOST LIKE WE'VE SOMETIMES WE FEEL
ALMOST OVER PUNISHED BY THE TIME THAT INSTRUCTION HAS BEEN MISSED BECAUSE THEY'VE
BEEN OUT OF SCHOOL, INSTEAD OF GOING INTO SOME KIND OF ALTERNATIVE SETTING,
BUT AT THE SAME TIME TRYING TO BE CONSISTENT. 
          SO IT'S AGAIN, I KNOW WE'RE ASKING THE SAME
QUESTIONS OVER AND OVER. 
          IF THIS LOOKS LIKE THERE SHOULD BE A WAY THAT
WE COULD SEND STRAIGHT TO SAW SEAL, EVEN IF THEY WANTED TO DO AN APPEAL AND IT
GOES, THEY GO STRAIGHT IN AND THEN START THE APPEAL
PROCESS WITHOUT THIS TEN DAY, THIS, THIS, THESE WINDOWS THAT WE GO THROUGH, WHERE THE APPEAL IS GOING ON CAN GO ON WHILE
THEY ARE STILL GETTING ACADEMIC ASSISTANCE FOR THE STUDENTS WHO ARE ASSIGNED TO THE
ALTERNATIVE SETTING AFTER GOING THROUGH A DUE PROCESS HEARING ONCE THAT INFORMATION IS SENT
TO THE ALTERNATIVE SETTING AND IS ALSO SENT TO THE PARENT, THE PARENT GETS A COPY OF THE
RESULTS, THEY GET A COPY OF A TRANSPORTATION FORM,
AND THEY GET A COPY OF THE DRESS CODE IN ALTERNATIVE SETTING. SO WHEN THEY SEND IT
BACK TO OUR OFFICE TO TRANSPORTATION FORM, WE SEND IT TO TRANSPORTATION TO SPEED UP THE
PROCESS OF THEM GETTING STARTED. 
          ALSO THE PARENTS, WHEN THEY APPEAL THE
ALTERNATIVE SETTING, THEY RECEIVE AN EMAIL SAYING TO AVOID
TRUANCY, YOU ARE TO GO AHEAD AND ENROLL YOUR STUDENT
INTO ALTERNATIVE SETTING. 
          AND THEN WE GIVE THEM THE TIME AND DATE OF
THE APPEAL. 
          SOMETIMES THE PARENTS LINGER OUT LONGER OR
AVOID THE CALLS FROM THE ALTERNATIVE SETTING, WHICH STACKS UP THE THE TIME. 
          FOR THE ONES WHO ARE OUT EXTENDED PERIODS OF
TIME, YOU WOULD HAVE TO PROBABLY GIVE US A SPECIFIC
STUDENT OFF RECORD, 
          [00:50:02]
AND WE CAN KIND OF DO SOME RESEARCH TO FIGURE
OUT WHY IT TOOK THAT STUDENT SO LONG TO GET INTO THE ALTERNATIVE SETTING,
IF THAT MAKES SENSE. 
          WELL, I WILL RESPOND TO THAT IN YOUR TO YOUR
CREDIT. 
          THE ONLY ONES I WOULD SEE WOULD BE THE ONES
THAT MAKE IT TO THE TO APPEAL TO THE BOARD. 
          SO OBVIOUSLY THEY'VE GONE THROUGH A PROCESS. 
          SO WHAT YOU'RE TELLING ME IS THAT IF SOMEBODY
IS ASSIGNED, THEY CAN THEY DON'T REALLY HAVE TO GO THROUGH
YOUR PROCESS TO GO AHEAD AND ENROLL IN SEAL. 
          IS THAT WHAT I'M HEARING? NO NO, NO. AFTER THEY GO THROUGH A DUE
PROCESS HEARING WITH US AND WE MAKE A DECISION, WE GIVE THE PARENT THE
TRANSPORTATION FORM, THE DRESS CODE AND ALTERNATIVE SETTING AND
THEIR RESULTS SO THEY CAN GO AHEAD AND SIGN UP THEIR KID FOR TRANSPORTATION WHILE THEY
WAIT FOR THE ALTERNATIVE SCHOOL TO CALL THEM TO SAY, THIS IS THE TIME AND DAY YOU COME IN
FOR YOUR INTAKE. 
          AND USUALLY FOR INTAKE THE PROCESS. 
          BECAUSE IF THEY FILL OUT THAT FORM AND THEY
GO IN FOR INTAKE, THEY CAN PRETTY MUCH START THAT NEXT DAY OR
THE SAME DAY IF THE PARENT IS WILLING TO PICK THEM UP IF TRANSPORTATION HASN'T BEEN SET. 
          I UNDERSTAND, I UNDERSTAND,
BUT HOW LONG IS THERE A SET AMOUNT OF DAYS FOR YOUR APPEAL? THEY HAVE TEN DAYS FROM THE
MOMENT THAT THEY GET THE RESULTS FROM US TO APPEAL IT. NO, I MEAN FROM THE SCHOOL PLACING
SOMEBODY ON A RECOMMENDATION FOR US UNTIL IT COMES TO YOU. HOW MANY DAYS DO Y'ALL HAVE? WE HAVE TEN DAYS TO GET IT SCHEDULED,
BUT WE SCHEDULE AS SOON AS POSSIBLE. 
          I UNDERSTAND, I UNDERSTAND THAT,
SO IT'S STILL POSSIBLE, THOUGH, THAT IT COULD BE TEN DAYS AND IT
COULD BE SOONER. 
          NOW I HAVE I'VE WORKED IN ALTERNATIVE SETTING
AND WE HAVE THE PROCESS HAS GONE SAY, FOR INSTANCE, YOU GET THROUGH IT IN FIVE
DAYS. WELL, WE'VE CALLED PARENTS AND SAY,
HEY, COME IN FOR AN INTAKE. 
          WELL, MY CHILD IS OUT FOR TEN DAYS AND THEY
KEEP THEM OUT FOR THE TEN DAYS. 
          THAT'S A PARENT DECISION. 
          THERE SEEMS TO BE. HONESTLY,
I THINK FROM WHAT I'VE SEEN, A LOT OF CONFUSION ON THIS WHOLE SITUATION
ABOUT THE TEN DAYS AND HOW LONG YOU CAN BE OUT AND THAT THAT'S THE ONLY REASON I'VE SEEN
MORE DISCUSSIONS IN OUR BOARDROOM ABOUT THAT REALLY, THAN ANYTHING I BELIEVE. 
          IS THAT FAIR? IF WE CHANGE THE WORDING
ACCORDING TO UP TO TEN DAYS THAT THAT MIGHT SOLVE THE PROBLEM. I WAS GOING TO MAKE THAT
EXACT RECOMMENDATION. 
          WE COULD WE COULD GO BACK TO PENDING OR UP TO
TEN DAYS. 
          WE'RE JUST TRYING TO GIVE THEM A TIME FRAME
AND IT'S A TARGET FOR US. 
          IT'S SOMETHING THAT WE KIND OF HOLD SACRED. 
          THAT'S WHY WE WANTED TO GO WITH OUR MORE
RAPID SCHEDULING. 
          AND WE ALSO HAVE THE SECOND HEARING OFFICER
NOW BECAUSE WE WERE BECOMING BACKLOGGED AND IT WAS TAKING A LOT LONGER. 
          SO THAT IS THAT IS OUR INTENT. 
          THEY DON'T HAVE TO BE OUT FOR TEN DAYS. 
          WE COULD HAVE THAT HEARING AS EARLY AS FOUR
DAYS. 
          IF THE PARENTS ARE SCHEDULED PROPERLY,
AS LONG AS THEY DON'T HAVE AN ISSUE COMING IN, THEN IT'S NOT A MANDATORY TEN DAYS. 
          THEN WE START LOOKING AT THE HEARING PROCESS. 
          SO IT'S JUST A PENDING THE EXPULSION HEARING
AND CERTAIN TIMES OF THE YEAR TEN DAYS IS IS IS GOOD IF WE CAN GET IT DONE. 
          BUT JUST AT THE BEGINNING OF THE YEAR,
LOW, LOW VERY LOW TEMPO. 
          WE SHOULD BE ABLE TO DO THAT EASILY. 
          BUT BUT WHEN IT SAYS TEN DAYS. 
          IT SOUNDS LIKE IT MEANS TEN DAYS. 
          NOT. SORRY. YEAH. MISS BRAXTON,
I NEED CLARIFICATION ON SOMETHING YOU JUST SAID. YOU SAID THAT ONCE A DUE PROCESS
HEARING HAS BEEN HAD THAT YOU ALL SEND A TRANSPORTATION FORM. 
          WHAT WAS THE OTHER THING? THE DRESS CODE AND ALTERNATIVE SETTING. 
          AND THE RESULTS TO THE PARENT. 
          OKAY. AND IF THE PARENT WILL PROVIDE
TRANSPORTATION, THAT STUDENT CAN GO TO SCHOOL THAT NEXT DAY
AFTER THE DURING THE INTAKE. 
          DURING THE INTAKE. AND IF THE PARENTS SAY
THAT I'LL PROVIDE TRANSPORTATION, THEY CAN START IMMEDIATELY DURING THE INTAKE. 
          THEY HAVE TO DO THE REGISTRATION PROCESS. 
          RIGHT. BUT USUALLY IF THEY FILL OUT THE
TRANSPORTATION FORM, WHEN WE SEND IMMEDIATELY THEY'RE GETTING THE
TRANSPORTATION FORM EVEN BEFORE THEY CAN GET OVER THERE TO DO INTAKE. 
          OKAY. I ASK FOR CLARIFICATION BECAUSE I
THOUGHT YOU WERE SAYING THAT ONCE THIS PARENT HAS THE PACKET, IF THEY WERE PROVIDED
TRANSPORTATION PRIOR TO THE INTAKE PROCESS. 
          NO, NO. THAT'S OKAY. THEY HAVE TO GO THROUGH
INTAKE. YES, MA'AM. 
          MR.. SMITH. EXCUSE ME. 
          YOU'RE GOOD. ONE QUICK CAVEAT I WANT TO ADD. 
          THIS IS I'VE SEEN THIS ON MANY OCCASIONS OVER
THE YEARS. 
          ABOUT TEN DAYS BEFORE YOU CAN HAVE THAT
HEARING. 
          THE TIMES IS MADE A LITTLE MORE CUMBERSOME BY
GETTING THE PARENT INTO A HEARING DATE AND KEEPING THEM THERE. 
          I'VE KNOWN OF MANY SITUATIONS WHERE THEY
COULD NOT MAKE IT, 
          [00:55:03]
AND IT HAD TO GO OVER TEN DAYS TO WORK,
TO WORK WITH THEIR SCHEDULE. 
          SO THAT'S BEEN SOME OF IT. 
          AND I'M NOT TRYING TO PROLONG THE
CONVERSATION. JUST ADD A LITTLE BIT OF OVERTIME EXPERIENCE. YES,
SIR. 
          EXACTLY. AND WE'VE ALSO HAD SOME INSTANCES
WHERE WE'VE CALLED AHEAD OF THE TEN DAYS AND THE PARENT WILL SAY, WELL,
THIS LETTER SAID, I HAVE FIVE DAYS TO NOTIFY YOU WHETHER I'M GOING TO HAVE AN ATTORNEY. SO
THAT BACKS IT. 
          WE TAKE THEM OFF THE SCHEDULE AND THAT BACKS
THEM UP, AND THEN THEY DON'T GET AN ATTORNEY. AND THEN
WE HAVE TO PUT IT BACK ON THE SCHEDULE. 
          ANY OTHER QUESTIONS? COMMENTS. 
          THE ONE THING I HAVE IS SO AND I'M NOT SAYING
IT'S NOT APPROPRIATE. 
          SO IF YOU LOOK AT, FOR INSTANCE,
OUR LEVEL, WE'RE STILL BEATING AROUND THE BUSH. BUT IT IS I'M ASKING A SLIGHTLY
DIFFERENT QUESTION. 
          ALL OUR LEVEL THREE INFRACTIONS,
ALL OF THEM HAVE WHAT'S THE EXPECTED CONSEQUENCE IN THE CODE OF CONDUCT? IT'S IT'S RECOMMENDED EXPULSION. 
          IT'S ALL THE SAME. FIRST OFFENSE OF ANY LEVEL
THREE INFRACTION RECOMMENDED EXPULSION AND LAW ENFORCEMENT CONTACT. 
          SO I'M NOT PROPOSING ANYTHING. 
          I'M JUST SAYING LET'S SAY IF YOU LOOK AT THE
NUMBERS RIGHT. 
          FIRST OFFENSE ON HAVING,
FOR INSTANCE, DRUGS IN SCHOOL. 
          HOW MANY TIMES HAS THAT RESULT IN EXPULSION? VERY RARELY. VERY RARELY. 
          SO THAT THAT MAY, IN A HYPOTHETICAL
SITUATION, THAT MAY BE ONE WHERE SOMEDAY THE BOARD
THINKS ABOUT, WELL, THEY NEVER GET EXPELLED ANYWAY. 
          YOU KNOW, COULD WE DO SOMETHING DIFFERENT?
AND WHAT I'M ASKING IS FOR THAT PARTICULAR LEVEL THREE INFRACTION,
COULD YOU SAY THAT THE CONSEQUENCE ON THE FIRST OFFENSE IS ALTERNATIVE PLACEMENT AND
LAW ENFORCEMENT CONTACT, BUT ALLOW THEM THEY CAN STILL APPEAL THAT IF
THEY WANT TO. 
          LEGALLY YOU COULD DO THAT. YES. THAT'S THE
ANSWER. 
          YES, SIR. OKAY, DOCTOR HANKS. 
          I JUST WANT TO CLARIFY ONE THING,
AND I THINK YOU GUYS HAVE MADE IT CLEAR. 
          BUT JUST TO CLARIFY. WE,
BY STATE LAW, DON'T HAVE THE RIGHT TO SEND A STUDENT DIRECTLY FROM THE HIGH SCHOOL TO OUR
ALTERNATIVE PROGRAM. 
          IT HAS TO GO THROUGH THAT PROCESS. 
          AND THEN THE OTHER THING THAT YOU JUST
MENTIONED, CHAIR, ABOUT THE FIRST OFFENSE, THAT GETS A LITTLE TRICKY BECAUSE IT DEPENDS
ON WHAT THAT OFFENSE IS. 
          IF YOU'RE TALKING ABOUT DRUGS,
ONE STUDENT MAY HAVE HAD A VAPE PEN, THE OTHER STUDENT MAY HAVE HAD 5 POUNDS OF
WEED. 
          SO. THAT BECOMES A TRICKY CAN OF WORMS. TRYING TO SAY THAT IT'S GOING TO BE FIRST
OFFENSE AUTOMATICALLY, ALTERNATIVE SCHOOL VERSUS THE WAY WE ALREADY
HAVE IT AS AN UMBRELLA TO LET THE HEARING OFFICER DECIDE. YEAH,
I DIDN'T SAY IT WAS A GREAT IDEA. 
          I'M JUST SAYING IF WE IF WE DOCTOR HANKS,
ALL I WAS SAYING IS IF WE FEEL LIKE OUR HANDS ARE. IF ANYBODY IS THINKING,
YOU KNOW, WOE IS ME, OUR HANDS ARE TIED, WE CAN'T DO ANYTHING
DIFFERENT. THAT'S NOT TRUE. 
          WE CAN MAKE SOME CHANGES. 
          IT'S JUST WE HAVE TO WORRY ABOUT THE,
YOU KNOW, WHAT'S THE IMPACT OF THOSE CHANGES THAT WE
WOULD MAKE? DO WE REALLY WANT TO DO THAT? CAN WE DEFINE THE DETAIL OR NOT I DON'T. 
          SO BUT IF THERE ARE CERTAIN THINGS THAT
PEOPLE WANT TO GET INTO, WHETHER IT'S TONIGHT OR IN THE SECOND READING
OF THE CODE OF CONDUCT WHERE WE'VE HAD SOME TIME TO THINK ABOUT IT. 
          YOU KNOW, IF IF THERE'S SOMETHING THAT
SOMEONE FEELS STRONGLY ABOUT, I THINK YOU CAN WE CAN DO THIS DIFFERENTLY. 
          I JUST THINK IT HAS A LOT OF CHALLENGES IF WE
CHOOSE. SO SO DO I. 
          AND TO YOUR POINT, MR. CHAIR,
JUST STAYING ON THE DRUG PIECE. 
          I KNOW SOME DISTRICTS THAT HAVE SORT OF
EVOLVED TO WHERE A FIRST DRUG OFFENSE WAS JUST A SIMPLE POSSESSION,
LIKE NOT EVEN DOING AN ALTERNATIVE SCHOOL, BUT HAVING LIKE AN AGREEMENT WITH THE LOCAL
DRUG AND ALCOHOL COUNSELING PLACE AND DOING SOME AMOUNT OF SUSPENSION AND THEN COUNSELING
FOR FIRST OFFENSE AGAIN IN THE PACIFIC. I'M NOT RECOMMENDING THAT,
BUT I'M IN THEIR DISTRICTS THAT DO THAT. 
          THANK YOU, MR. WILLIAMS. ANYTHING ELSE ON
THIS? ON THE CODE OF CONDUCT. DOCTOR BRADLEY,
ONE LAST SHOT. 
          I THINK WE NEED A COHERENT PHILOSOPHY OF WHAT
WE THINK OUGHT TO HAPPEN AS A RESULT OF VARIOUS OFFENSES. AND THE DISCIPLINE CODE IS
AN ATTEMPT TO PUT THAT IN AN OPERATIONAL FORMAT. BUT A LOT OF THE CRITICISM I GET IS
WE'RE TOO LENIENT AND WE'VE MOVED FROM IF YOU BRING DRUGS TO SCHOOL,
YOU'RE OUT TO CODIFYING A THREE LEVEL OFFENSE AND ALL THAT KIND OF STUFF TO NOW MAYBE
THAT'S WHAT WE WANT. 
          MAYBE THAT'S WHAT THE SCHOOLS WANT. 
          MAYBE THAT'S WHAT THE PUBLIC WANTS. 
          MAYBE THAT'S WHAT THE BOARD WANTS. BUT WE'VE
NEVER REALLY HAD THAT DISCUSSION, OR AT LEAST IN THE LAST FIVE YEARS. 
          AND I THINK AT SOME POINT,
NOT TONIGHT, IT MIGHT BE WORTH CHECKING THAT 
          [01:00:01]
AROUND, YOU KNOW. BUT LET'S MAKE SURE THAT
THE SCHOOL DISTRICT IS SORT OF UNIFORM IN ITS PHILOSOPHY OF DISCIPLINE,
AS OPPOSED TO JUST WORRYING ABOUT THE PRACTICE OF DEALING WITH DISCIPLINE. 
          AND THAT MAKES IT, I THINK. 
          WELL, ANYWAY, IT WOULD MAKE ME FEEL BETTER
ABOUT WHAT WE DO. 
          JUST THIS COMMENT. YES,
SIR. 
          YEAH. MR. BROOME. I REALLY DON'T KNOW HOW TO
PHRASE THIS, BUT I KNOW I'VE. I'VE KNOWN STUDENTS OVER THE
LAST YEARS THAT, YOU KNOW, THESE VAPE PENS AND THIS STUFF IS
JUST EVERYWHERE. 
          IT'S HORRENDOUS. AND I'VE KNOWN SOME REALLY
GOOD KIDS THAT GOT CAUGHT UP, EITHER WITH A VAPE PEN OR THEY GOT CAUGHT
WITH A CROWD WITH A VAPE PEN, OR THEY TRIED VAPING AND MAYBE IT AFFECTED
THEM ON SCHOOL PROPERTY. 
          AND WHAT I'M SAYING IS THE PROCESS THAT THEY
GO THROUGH. 
          SOMETIMES IF THE PARENTS AREN'T SO INVOLVED,
THEY GET SO FAR BEHIND SO QUICKLY OVER THIS MISTAKE THAT IT TAKES A LONG TIME FOR THEM TO
GET BACK ON TRACK OVER WHAT. 
          AND I'M NOT GOING TO SAY IT'S A MINOR
OFFENSE, BUT I'M SAYING THAT NOT ONLY ARE THEY PUNISHED FOR WHAT THEY DID,
BUT ACADEMICALLY THEY'RE SEVERELY PUNISHED. 
          AND THAT'S THE ONLY REASON I WAS ASKING MY
QUESTIONS, IS NOT A HABITUAL USER OR HABITUAL
TROUBLEMAKER, BUT SOME WE I FEEL LIKE WE DO HAVE SOME KIDS
GETTING CAUGHT UP IN THIS THAT WITH THE THC INNOVATE DEAL AND, AND SOME OTHER THINGS. 
          THAT'S REALLY VERY SIMPLE POSSESSION TYPE
OFFENSES THAT ARE VERY GOOD KIDS, THAT IT REALLY KICKS THEM OFF TRACK IN A LOT
OF WAYS OTHER THAN THE PUNISHMENTS THAT THEY GET TO GET BACK ON TRACK. 
          AND OUR, YOU KNOW, I DON'T THINK ANYBODY
HERE. 
          I MEAN, WE WANT TO SEE OUR KIDS EXCEL AND WE
WANT TO TEACH THEM. 
          AND THAT'S THE REASON I'M ASKING THE
QUESTIONS. I JUST WANT THAT TO BE CLARIFIED. 
          THANK YOU. THANK YOU,
MR. BROOME. MISS RHINEHART-JACKSON. 
          I JUST WANT TO MAKE A COMMENT ON WHAT MR. BROOME JUST SAID. AND I'M GOING TO TAKE THIS
LIBERTY TO DO IT, WHETHER PEOPLE AGREE WITH ME OR NOT. 
          MR. BROOME, I AGREE WITH WHAT YOU JUST SAID,
BUT WE CAN'T MAKE PARENTS PARENT. 
          ALL WE CAN DO IS ENCOURAGE THE PARENTS TO,
YOU KNOW, FOLLOW UP AND DO WHAT WE SUGGEST AS A
DISTRICT. 
          SO I JUST TAKE THIS TIME TO ENCOURAGE ALL
PARENTS LISTENING TO THIS WORKSHOP TO FOLLOW UP WITH YOUR KIDS, YOU KNOW,
MAKE SURE THAT THEY'RE DOING THE APPROPRIATE THINGS, MAKE SURE THAT THEY WON'T HAVE TO
COME IN FRONT OF US FOR AN EXPULSION HEARING. 
          SO I JUST ENCOURAGE ALL PARENTS A COUNTY
PUBLIC SCHOOL DISTRICT, FOLLOW UP WITH YOUR KIDS. 
          DOCTOR HANKS. ONE LAST THING. 
          JUST TO FOLLOW UP ON WHAT YOU SAID AS WELL. 
          I JUST WANT TO GIVE CREDIT TO THE HEARING
OFFICERS, BECAUSE IF WE NOTICE THOSE NUMBERS THAT WERE
ON THE SLIDE, THEY DO AN AWFUL LOT OF HEARINGS AND THE
DELAYS THAT WE HAVE HAD, PRETTY MUCH THOSE STUDENTS HAVE NOT DONE
ANYTHING BECAUSE THE PARENTS DID NOT DO ANYTHING. SO IF YOU DON'T ENROLL YOUR CHILD
IN THE ALTERNATIVE PROGRAM IMMEDIATELY WHEN YOU HAVE THE CHOICE. YES,
YOU'VE BEEN OUT OF SCHOOL FOR TEN, 15, 20 DAYS OR WHATEVER THAT NUMBER IS. 
          WE CAN'T MAKE THE PARENTS DO THAT,
BUT THAT OPTION IS ALWAYS THERE FOR THEM NO MATTER WHAT THE DECISION. 
          GO AHEAD AND GET YOUR CHILDREN ENROLLED IN
THE PROGRAM TO GET THE PROCESS GOING. 
          SO TO YOU GUYS, THANK YOU FOR WHAT YOU DO. 
          YES. THANK YOU. ALRIGHTY. 
          THE WAY I THE WAY I HEAR IT,
I THINK WE'RE DONE WITH THAT PORTION OF THE AGENDA. AND I THINK WE'VE GOT A FEW QUESTIONS
ANSWERED BEFORE WE GO INTO THE SECOND READING OF THE CODE OF CONDUCT. 
          LATER IN MAY. AND THE SECOND PART OF THIS IS
I HAD ASKED FOR SOME TIME TO DO A BUDGET WORKSHOP, JUST TO GET SOME POTENTIAL
QUESTIONS ANSWERED BEFORE WE GO INTO THE THE WELL, NEXT WEEK'S THE BUDGET HEARING,
BUT THEN THE MEETING AFTER THAT, IT WOULD BE THIS SHOULD BE THE SECOND READING
OF THE BUDGET. 
          AND REALLY SO THIS IS OPEN FORMAT. 
          I HAD HAD I, I'M GOING TO START AND GIVEN HOW
WE'VE WITH THE CURRENT FUNDING REVENUE NUMBERS,
WE HAVE JUST BARELY BALANCED THE BUDGET AND THE I GUESS WE IF WE USE THE SENATE VERSION
OF THE BUDGET NUMBERS, WE'RE AT SOMEWHAT OF A DEFICIT. 
          OF COURSE, THOSE TWO BUDGETS HAVEN'T BEEN
RECONCILED, SO TO SPEAK. SO WE DON'T HAVE FINAL NUMBERS. BUT WE REMEMBER FROM THE FIRST
READING OF THE BUDGET WE HAVE, WE'VE HAD NINE POSITIONS THAT WE TRANSFERRED
FROM ESSER FUNDING TO THE GENERAL FUND, 
          [01:05:08]
AND I ASKED FOR SOME INFORMATION THAT WAS
SENT TO US ABOUT THOSE POSITIONS, JUST MAKING SURE THAT AS WE TRANSFER THESE TO
THE GENERAL FUND THAT WE, YOU KNOW, THAT WAS THE JUSTIFICATION FOR
THAT. 
          AND I WANTED TO GET THROUGH JUST A FEW POINTS
AND THEN CERTAINLY ANYBODY ELSE THAT HAS QUESTIONS THAT THEY'VE THEY'VE GOT FROM A
BUDGET PERSPECTIVE WE CAN GET INTO THAT. 
          MINOR SHORT. SO WE AS REMEMBER,
WE CREATED WITH ESSER FUNDING AND WHEN WE WENT TO 1 TO 1 ON TECHNOLOGY WE ADDED SIX
POSITIONS. 
          WHAT I WOULD JUST CALL IT POSITIONS. 
          I DON'T KNOW WHAT THE ACTUAL ROLE IS CALLED. 
          AND WE'RE NOW TRANSFERRING THOSE TO THE
GENERAL FUND AND THE INFORMATION THAT WAS SHARED. I JUST WANT TO VERIFY THAT WE'VE GOT
ESSENTIALLY ON AVERAGE, THE WORK. EACH TECHNICIAN THAT WE HAVE
WORKING HERE AT THE SCHOOL DISTRICT SUPPORTS OVER 1300 DEVICES. SO NUMBER OF DEVICES
DIVIDED BY NUMBER OF TECHNICIANS, THAT'S 1300. AND THERE'S A STATE
RECOMMENDATION THAT YOU TRY TO GET THAT TO BE RATIO TO BE ABOUT 500. 
          SO IF ANYTHING FROM A BENCHMARKING STANDPOINT
IF WE DID NOTHING YOU KNOW, WE MIGHT COULD USE A LITTLE BIT. IF WE HAD
MONEY, WE'D BE CONSIDERING ADDING POSITIONS BASED ON
THAT BENCHMARK. 
          SO WITH THAT INFORMATION,
I DON'T HAVE ANY PARTICULAR QUESTIONS ON THAT. I APPRECIATE THE INFORMATION. 
          THE OTHER ONE, THE ONLY COULD BE ALSO ONE OF
THE POSITIONS THAT WE'RE TRANSFERRING AS A TECHNOLOGY CURRICULUM SPECIALIST FROM ESSER
FUNDING TO THE GENERAL FUND. THE ONLY AND WE'VE BEEN TOLD WHAT THE JOB DESCRIPTION OF
THAT POSITION IS. 
          I JUST WANT TO MAKE SURE HOW MANY. 
          AND THAT INCLUDES THINGS LIKE MANAGING
LEARNING MANAGEMENT SYSTEM, DOING PROFESSIONAL DEVELOPMENT WITH STAFF
MAINTAINING A LOT OF THINGS. 
          HOW MANY TECHNOLOGY CURRICULUM SPECIALISTS DO
WE HAVE? THREE. SO WHEN YOU LOOK AT THE WHEN I SEE THE
THE DEPTH OR THE BREADTH OF THE WHAT THE POSITION ACTUALLY DOES THAT WE WERE SENT IN A
MEMO WITH THE SIZE OF OUR DISTRICT. 
          THAT WAS ENOUGH FOR ME PERSONALLY AND TO
MAINTAIN THAT AND TRANSFER IT TO GENERAL FUND WHICH BROUGHT US THEN WE HAD TWO PREVENTIVE
MAINTENANCE POSITIONS. 
          THAT WERE ORIGINALLY HIRED DURING DURING
COVID WITH ESSER FUNDS WITH A PRIMARY FOCUS ON MAINTAINING HVAC UNITS,
AIR QUALITY, CHANGING FILTERS, THINGS LIKE THAT. DOCTOR MURPHY,
I DON'T KNOW IF YOU OR SOMEONE ELSE CAN ANSWER THE QUESTION. SO I'M ASSUMING THESE
PARTICULAR ROLES, AS I CAN UNDERSTAND THE FOCUS OF THAT,
ESPECIALLY WHEN WE WERE GETTING ON MORE OF A ROUTINE. WELL, EXCUSE ME,
THERE WAS MORE FOCUS ON THAT. 
          AND WE WERE UPGRADING EQUIPMENT AND ADDING
SYSTEMS TO THESE TWO POSITIONS. 
          IS THAT CURRENTLY, LIKE 100% OF THEIR SCOPE? THEY'RE ACTUALLY PREVENTATIVE MAINTENANCE.
THIS IS A LOT OF THEIR SCOPE, BUT THEY ALSO DO SOME MAINTENANCE ON CHILLERS AS WELL. 
          AND WHAT WE'RE DOING IS BY HAVING THESE GUYS
DO THIS, IT'S SAVING US MONEY IN THE LONG RUN ON THE
WEAR CYCLE OF THE EQUIPMENT. 
          YEAH. SO WE REMEMBER FROM QUITE A WHILE BACK
WE WERE DOCTOR YARBOROUGH GAVE US A PRESENTATION ON THE AMOUNT OF WORK ORDERS AND
WORK THAT WE DO IN THE STAFFING WE HAVE. 
          SO KNOWING EXACTLY WHAT THESE FOLKS ARE
WORKING ON I PERSONALLY WAS PRETTY COMFORTABLE WITH THAT. SO I APOLOGIZE TO KIND
OF I PUT THIS ON THE AGENDA, BUT I WANT TO MAKE SURE I HAD THAT
INFORMATION. 
          AND I DIDN'T HAVE ANY ADDITIONAL QUESTIONS
ABOUT THESE 11 POSITIONS WE'RE TRANSFERRING TO THE GENERAL FUND. BUT SINCE I BROUGHT IT
UP, DOES ANYONE ELSE ON THE BOARD HAVE QUESTIONS
ON THIS PARTICULAR THESE POSITIONS? OKAY. I KNOW ONE OF THE THINGS THAT I'M NOT
DOCTOR HANKS HAD MENTIONED SHE HAD SOME QUESTIONS ABOUT AND OTHER FOLKS HAD SOME
QUESTIONS ABOUT WAS JUST WHAT WAS DISCUSSED PREVIOUSLY ABOUT WHETHER THAT WAS IN OUR
BUDGET WORKSHOP OR IT WAS IN THE FIRST READING. WE HAD DISCUSSED CLASSROOM CAPS IN
ELEMENTARY SCHOOL, AND THERE WAS SOME MENTIONING ABOUT,
THE IMPACTS OF, YOU KNOW, POSITIONS THAT WE'VE CREATED THAT
WE DON'T HAVE QUALIFIED TEACHERS FOR AND THINGS LIKE THAT. AND I KNOW FOLKS FROM THE
ADMINISTRATION ARE HERE TO ANSWER QUESTIONS IF NEEDED. IF IF FOLKS HAD ADDITIONAL
QUESTIONS ON THAT FOR CLARIFICATION. 
          DOCTOR HANKS. SO FROM THE LAST MEETING,
I LEFT WITH A LOT OF QUESTIONS BECAUSE I HAVE 
          [01:10:09]
BEEN ON BOARD WITH DOCTOR BRADLEY PRETTY MUCH
HAND IN HAND BECAUSE I BELIEVE IN SMALL CLASS SIZES. BUT WHEN I LEFT AND I HEARD EXACTLY
HOW THIS HARD CAP WAS IMPACTING OUR CLASSROOMS, IT BOTHERED ME. 
          SO I'D LIKE CLARIFICATION. 
          WHETHER IT'S ASSISTANT SUPERINTENDENT FROM
THE ELEMENTARY LEVEL, MR. JEFFCOAT, MISS REVILLE,
WHOEVER CAN TELL ME EXACTLY FOR OUR SCHOOLS. 
          WHAT ARE WE LOOKING AT? WHAT DO THE NUMBERS LOOK LIKE? I AM THINKING OR BEING TOLD. 
          NOW WE HAVE CLASSROOMS THAT IF WE GO OVER BY
ONE STUDENT THAT HARD CAP, WE'RE SPLITTING THOSE CLASSES UP AND THOSE
STUDENTS ARE NOT NECESSARILY SERVED BY CERTIFIED TEACHERS. YES,
WE HAVE A SMALLER CLASSROOM, BUT ARE THEY BEING LED FOR SIX MONTHS,
NINE MONTHS, WHATEVER THAT NUMBER IS BY A NON CERTIFIED
PERSON. 
          ANY DETAILS THAT YOU CAN SHARE ON WHAT THAT
LOOKS LIKE? YEAH, WE WE DO HAVE CLASSROOMS RIGHT NOW
BECAUSE OF BREAKING THEM UP WHERE THEY ARE NOT BEING SERVED BY CERTIFIED TEACHERS FOR A
WHOLE YEAR. 
          THEY HAVE A LONG TERM SUB FOR THE WHOLE YEAR
IN THEIR CLASSROOMS. AND WE DO HAVE SOME NUMBERS ON THAT. 
          SO INFORMATION ON THAT. 
          OKAY. YOU HAVE THE NUMBERS. 
          YES, WE HAVE RIGHT NOW LONG TERM SUB
PLACEMENT FOR NOT CERTIFIED, BUT THEY HAVE A BACHELOR'S DEGREE IS 25%. 
          NOT CERTIFIED. LONG TERM SUBS THAT JUST HAVE
A HIGH SCHOOL DIPLOMA IS 45.8%. 
          AND THEN PERCENT FILLED BY UNCERTIFIED
TEACHERS. 
          OF COURSE, THAT WOULD GIVE US A TOTAL OF
70.8% OF THE ONES WHO ARE HAVE A LONG TERM SUB. YOU TELLING ME YOU GOT HOW MANY CLASSES? I WANT TO KNOW HOW MANY CLASSROOMS DO WE HAVE
THAT DO NOT HAVE A CERTIFIED TEACHER? WE HAVE ABOUT 44 OF THE K THROUGH FIVE THAT
WE'RE TALKING ABOUT HERE. 
          26. SO YOU'VE GOT 26 OUT OF HOW MANY FOR THIS
YEAR? OUT OF ALL THE ALL THE CLASSROOMS,
WHICH IS HOW MANY? NOT SURE ON THAT NUMBER OF ALL OUR TEACHERS
IN DISTRICT. 
          WE COULD GET THAT INFORMATION. BUT IT'S 2025
2525, 550 ELEMENTARY MATH TEACHERS. 
          I KNOW THAT I JUST PULLED 550. 
          DID SHE SAY MATH TEACHERS? 525 YEAH. AND THEN SOME WERE FILLED WITH. 
          WHEREAS THERE WERE SOME LONG TERM VACANCIES,
BUT THEY LOST THEIR INTERVENTIONISTS TO FILL THOSE POSITIONS. SO THOSE SCHOOLS EITHER
DIDN'T HAVE INTERVENTIONISTS OR A LITERACY COACH. AND THAT'S WHY ACTUALLY THE NUMBERS
ARE ACTUALLY MORE. 
          BUT THOSE SCHOOLS LOST THOSE TO FILL SOME
VACANCIES. 
          SO THAT'S NOT INCLUDED HERE,
RIGHT? IT WOULD BE INTERESTING TO KNOW HOW MANY K
THROUGH 12 CLASSROOMS BY GRADE WERE STAFFED BY TEACHERS WHO WERE NOT
CERTIFIED FOR, YOU KNOW, WHEN YOU WERE SAYING THAT YOU HAVE
20, 25 THAT ARE NOT, YOU KNOW,
CLASSROOMS STAFFED BY A NON-CERTIFIED TEACHER, CORRECT. IS THAT FOR THE ENTIRE YEAR
OR FOR JUST A PORTION OF THE YEAR. 
          IT COULD BE EITHER. WELL,
I SEE THEN THAT CHANGES EVERYTHING, BECAUSE IT COULD BE FIVE DAYS IN ONE CASE,
OR IT COULD BE THE WHOLE YEAR FOR. 
          NO, IT'S LONG TERM. SO IT'S DEFINITELY MORE
THAN FIVE. 
          A LITTLE BIT BETTER. WHAT'S LONG TERM? IT'D BE AT LEAST MOST OF MOST OF THEM WOULD
BE AT LEAST HALF A YEAR. BECAUSE IT'S BASICALLY ONCE WE REACH THAT NUMBER WHERE WE
NEED TO ADD IN SOMEONE, OR IF THEY WEREN'T ABLE TO FILL A VACANCY ALL
YEAR. 
          SO SOME ARE ALL YEAR AND SOME ARE ONCE WE
DECIDE WE NEED TO ADD A TEACHER TO THAT. 
          IF WE'RE GOING TO MAKE CONSIDERATION OF
CHANGING THINGS BASED ON THIS ARGUMENT, I'D LIKE TO SEE A CHART OF OF X NUMBER OF
DAYS, YOU KNOW, BROKEN DOWN LIKE BY TWO WEEK
INTERVALS OR SOMETHING LIKE THAT. 
          SO WE'LL KNOW JUST HOW BAD THE PROBLEM IS. 
          SO WE'LL MAKE SURE YOU'RE HERE. YOU WANT THE
NUMBER OF DAYS THAT THE LONG TERM SUB HAS BEEN IN THE CLASSROOM. 
          I WANT TO KNOW THE NUMBER OF DAYS THAT A
NON-CERTIFIED TEACHER. 
          HAS NOT BEEN IN THE CLASSROOM. 
          I JUST WANT TO POINT OUT TO YOU THAT SEVERAL
OF OUR SCHOOLS AND MR. JEFFCOAT SAID EITHER THE INTERVENTIONIST OR
THE INSTRUCTIONAL COACH HAS BEEN PULLED TO COVER THE CLASSES, AND IN SOME CASES,
THOSE SCHOOLS HAVE HAVE NO EXTRA HELP AT ALL. 
          SO IT'S IMPACTING THEM THAT WAY. 
          WELL, YOU CAN, BUT IT HAS BEEN IT IS A
CERTIFIED PERSON IN THE ROLE. 
          WELL, THAT'S WHAT'S IMPORTANT TO ME. 
          [01:15:01]
YOU KNOW, TO THE PRINCIPAL,
NOT HAVING PEOPLE DO THESE OTHER JOBS MIGHT BE IMPORTANT. BUT YOU KNOW,
TO ME IT STARTS IN THE CLASSROOM AND YOU CAN INCLUDE THAT SOMEHOW IN THE CHART IF IT'S
ALSO I'M SORRY, DOCTOR BRADLEY, WHILE YOU'RE ON THAT POINT,
IF IT'S POSSIBLE, I'D LIKE WHEN YOU SAY THAT A COACH, A CERTIFIED TEACHER AS A COACH WAS
MOVED INTO A CLASSROOM INCLUDE THAT IN THE DATA AS WELL. SO YES,
WE'RE FILLING THAT CLASSROOM, BUT, BUT THEY JUST LOST A COACH. 
          AND ALSO HAD A QUICK QUESTION. 
          IF WE'RE ONLY FOCUSING ON THE NUMBER OF
STUDENTS IN THE CLASS AND WE'RE FILLING THEM WITH NON-CERTIFIED TEACHERS,
WHO'S DOING THE LESSON PLANS FOR THE THE SIX MONTHS, THE NINE MONTHS OR WHATEVER THAT
NUMBER IS, RIGHT? THAT HIGHLY IMPACTS THE OTHER TEACHERS ON THE GRADE LEVEL,
BECAUSE THEY'RE VERY MUCH TRYING TO SUPPORT THE NON-CERTIFIED PERSON IN THAT ROLE. 
          SO IT'S IT'S KIND OF A TRADE OFF,
RIGHT? I EITHER HAVE A A FEW MORE STUDENTS OR I'M
HAVING TO DO SOME HEAVY LIFTING AND SUPPORTING THE OTHER PERSON. 
          RIGHT. I WASN'T QUITE THROUGH WITH MY
REQUEST. 
          I'D ALSO LIKE TO KNOW IF WE DID NOT HAVE. 
          YOU KNOW, I'M HEARING ABOUT HOW MANY TEACHERS
IT TAKES TO DO ALL THIS. 
          IF WE DID NOT HAVE EXTRA TEACHERS BASED ON
THE POLICY THAT WE INSTITUTED LAST YEAR, DEAR. WHAT WOULD THE PUPIL TEACHER RATIO BE? TEACHER BY TEACHER. NOT. 
          NOT AVERAGES ANYTHING LIKE THAT,
BUT CLASSROOM BY CLASSROOM. 
          CLASSROOM BY CLASSROOM. THE NUMBER. IF WE DID
NOT HAVE THAT. AND I THINK I THINK IT WOULD IF WE WERE USING PREVIOUS PRACTICE WHERE WE
HAD THE PLUS TWO. 
          THE LESS FIRM CAP, THAT'S WHAT I'M TALKING
ABOUT WOULD BE WHAT YOU'RE ASKING. 
          UNDER THE OLD POLICY,
NOT KNOW WHAT THAT WOULD LOOK LIKE. OKAY. 
          AND THIS DOESN'T NECESSARILY APPLY TO
ELEMENTARY SCHOOL, BUT I ASKED THE LAST BOARD MEETING THAT I'D
LIKE TO KNOW THE NUMBER OF STUDENTS THAT PARTICIPATE IN ATHLETICS,
SCHOOL BY SCHOOL, NUMBER OF STUDENTS WHO PARTICIPATE IN ATHLETICS,
SCHOOL BY SCHOOL AND BY PARTICIPATE. 
          I MEAN NOT NOT DUPLICATE COUNTS,
BUT JUST ONE. 
          IF THEY PAY ONE OR MORE SPORTS,
THAT COUNTS AS ONE. 
          OKAY. OKAY. THAT'S PROBABLY A BREAK ON MY
ARGUMENT IF IT COUNTED IT SPORT BY SPORT. 
          THAT WOULD BE A BETTER JUSTIFICATION FOR THE
ATHLETIC TRAINER. 
          YOU'RE JUST TALKING ABOUT R LIKE HIGH SCHOOL
SPORTS AND NOT LIKE INTRAMURAL OR WELL, WHATEVER. WE WOULD TALK WHATEVER SCHOOLS WE
WERE TALKING ABOUT PUTTING ATHLETIC TRAINERS IN. OKAY. OKAY. YEAH. MR. SMITH, DID YOU HAVE A QUESTION OR COMMENT? YEAH, I JUST HAVE A QUICK QUESTION. 
          IN THESE CLASSROOMS AND EVERYBODY KNOWS I'M
ALL FOR LOW TEACHER STUDENT RATIO. 
          AND I THINK WE DID A BIT THE BULLET LAST YEAR
AND MADE IT HAPPEN. 
          AND WE HAD A LOT OF CLASSES THAT SUFFERED. 
          BUT WE ALL WHEN WE'RE SAYING NOT HAVING A
CERTIFIED TEACHER IN THOSE CLASSROOMS, HOW MANY OF THOSE CLASSROOMS THAT DIDN'T HAVE
A CERTIFIED TEACHER HAD A RETIRED TEACHER IN THERE FOR THE YEAR? MOST RETIRED KEPT UP
THEIR CERTIFICATION AND WOULD STILL BE CERTIFIED. SO YOU'RE COUNTING THEM AS
CERTIFIED IF THEY IF THEY TRULY ARE CERTIFIED AND KEPT THEIR CERTIFICATION? YES, SIR. I'M APPREHENSIVE ABOUT BACKING UP
ON THAT. 
          SURE. I'M BASING IT ON MY PAST EXPERIENCE AND
HOW WELL IT WORKED FOR US. 
          DOCTOR HANKS JUST IN YOUR GATHERING. 
          I DON'T KNOW IF I SAID ALREADY,
BUT ALSO THE NUMBER OF CLASSES THIS YEAR THAT WE HAVE SPLIT. SO IF THAT CLASS HAD 24 AND WE
DID A SPLIT, CAN YOU JUST GIVE US AN IDEA OF HOW MANY
CLASSES WE DID THAT? I'M CURIOUS AS TO HOW YOU EVEN DECIDE THAT
STUDENT DISTRIBUTION. 
          BECAUSE IF MY CHILD IS IN A CLASS AND THEY
WERE STANDING IN FRONT OF A CERTIFIED TEACHER IN MIDYEAR, YOU TELL ME,
OH, SORRY, SHE HAS TO GO NEXT DOOR WITH A NON-CERTIFIED TEACHER. 
          THAT'S A PROBLEM FOR ME. 
          IT IS CHALLENGING FOR SCHOOLS. IT IS VERY
CHALLENGING WHEN WE HAVE TO DO THAT, SPLIT IT BECAUSE THE PRINCIPALS HAVE TO REALLY WORK
WELL WITH THOSE PARENTS, MAKE SOME ASSURANCES. SO IT IS A CHALLENGE,
BUT WE CAN DEFINITELY GET THOSE THAT INFORMATION FOR YOU. YEAH. THANK YOU. AND THE
IMPACT IS THE SAME DOCTOR HANKS. 
          BUT THE WAY WE IMPLEMENTED THE THE CLASS SIZE
CAP IN ELEMENTARY SCHOOL, IT WAS BASED ON THE EARLY STUDENT COUNTS OF
ENROLLMENT. 
          LIKE THE I COULDN'T REMEMBER IT WAS 10 OR 11
DAY COUNT. 
          SO IT'S BASED ON THE TEN DAY COUNT. 
          NOW, SOMEONE MAY STILL BE IN AND UP WITH A
LONG TERM SUB FOR SIX MONTHS. 
          [01:20:03]
BUT THAT THAT DECISION IS MADE UP FRONT,
YOU KNOW, AT THE END OF THE SECOND WEEK OF SCHOOL. 
          AND THEN, FOR INSTANCE,
IF WE HAVE A BUNCH OF STUDENTS THAT TRANSFER IN AFTER FIRST SEMESTER WE'VE,
WE'VE GOT THE ALLOCATIONS WE'VE GOT AND THEY GO INTO THE CLASSROOMS. WE HAVE THE THE
INITIAL ALLOCATIONS LAST YEAR. 
          UTILIZE THAT THAT HARD CAP. 
          WE PROJECTED 36 ADDITIONAL CLASSROOMS THAT
WERE ADDED IN 2324 AS A RESULT OF THE HARD CABINET. AND AS MR. NUESSLE MENTIONED,
WE CONTINUE TO REVIEW THAT THROUGH THE SECOND WEEK OF THE OF THE SCHOOL YEAR,
AND WE MONITOR THROUGHOUT THEREAFTER. 
          BUT THERE WERE 36 ADDITIONAL CLASSES THERE
THAT WERE ADDED THAT WERE BUILT INTO THE BUDGET. SO IT'S IT'S NOT NECESSARILY A
SITUATION WHERE WE GET FURTHER INTO THE YEAR WHERE WE'RE SPLITTING CLASSES. 
          IT'S JUST THAT THAT WE ADDED THOSE FROM THE
FROM THE GET GO. 
          WELL, I THINK THAT THE DATA THAT I ASKED FOR
WOULD CLARIFY THAT PICTURE. 
          YOU KNOW, MAYBE MAYBE I DIDN'T ASK FOR
ENOUGH, BUT WHAT WHY WHY ARE WE HAVING THIS
DISCUSSION NOW? I MEAN, WHY WOULD WHY DIDN'T WE HAVE THIS
DISCUSSION AT THE END OF LAST YEAR OR SOMETIME? I MEAN, IT'S ONLY AFTER WE TRY TO
TAKE MONEY FROM THIS PROGRAM TO BUY ATHLETIC TRAINERS THAT WE HAVE THIS DISCUSSION. NOW,
WHERE'S THE REPORT THAT WE SHOULD HAVE GOTTEN ON THIS? IF IT'S SUCH A BIG PROBLEM,
YOU KNOW I'M A LITTLE DISTURBED BY THAT. 
          I'M NOT SO HARD HEADED THAT I WANT TO CREATE
A BIGGER PROBLEM THAN WE HAD BEFORE WE DID THIS. I MEAN, IN SPITE OF WHATEVER THIS THIS
IS ALL ABOUT. 
          AND I COULD TEAR IT APART. 
          WE. THE BEST INFORMATION THAT I'VE HAD FOR MY
ENTIRE CAREER, AND IT WAS STATED IN VERY DEFINABLE TERMS
THAT YOU GOT A SIGNIFICANT BETTER LEARNING SITUATION WHEN YOU GOT YOUR CLASS LEVEL DOWN
TO 15. 
          THE NEW POLICY IS A LONG WAY AWAY FROM 15,
BUT IF YOU DON'T TAKE ONE STEP, YOU DON'T TAKE A SECOND STEP AND YOU DON'T
TAKE A THIRD STEP. 
          AND IF YOU'RE GOING TO BACK UP EVERY TIME,
WE MIGHT AS WELL JUST QUIT PRETENDING TO TRY AND GO WITH WHATEVER WORKS FOR OUR PARTICULAR
SITUATION BEST. 
          BUT. I WANT TO SEE THE DATA THAT SHOWS ME
EXACTLY THE IMPACT OF THIS PROGRAM, AND I DON'T KNOW BEST HOW TO GET IT THAT ON
SHORT TERM THINKING ABOUT IT, BUT THAT'S WHAT I'M ASKING FOR NOW. 
          IF IT'S A BAD IF IT'S A BAD POLICY,
THEN WE NEED TO LOOK AT CHANGING THE POLICY, BUT NOT DO IT JUST BECAUSE WE NEED A FEW
DOLLARS FOR SOME OTHER PROGRAM. 
          WE DO IT BECAUSE WE'RE HURTING KIDS. 
          OR WE. WE DON'T HAVE CLASSROOMS AND CAN'T
FIND THE TEACHERS OR SOMETHING LIKE THAT. 
          THAT'S, THAT'S THAT'S WHERE I'M COMING FROM. 
          AND I DON'T WANT TO HAVE TO RUSH INTO IT
EITHER. 
          I MEAN, I REALLY WANT THE DATA BEFORE WE VOTE
ON THIS IF, IF WE'RE HEADED IN THAT DIRECTION. 
          AND I THINK WE ARE PROBABLY MR. SMITH AND THEN MR. BROOME. 
          I WANT TO ADD ANOTHER LITTLE CAVEAT TO THIS. 
          US BEING SHORT ON TEACHER DIDN'T JUST HAPPEN
THIS YEAR. 
          EVERYONE IN HERE SHOULD KNOW THAT. 
          WE HAD BEFORE WE IMPLEMENTED THE THE CAP. 
          WE STILL HAD TEACHER VACANCIES. 
          WE WERE SHORT NOW. AND I'M GOING TO ADD ON TO
WHAT JOHN SAID. 
          AND I'M AN OLD COACH. AND EVERYBODY THAT
KNOWS ME KNOWS THAT. 
          WHEN, WHEN THESE KIDS. 
          BECOME LESS IMPORTANT AND THEIR INSTRUCTIONAL
DAY, THEN THOSE KIDS ARE PLAYING SPORTS. 
          AND I WAS A BIG ADVOCATE OF SPORTS AND PLAYED
SPORTS ALL MY LIFE. 
          WE'RE IN OUR OWN BUSINESS. MR. BROOME. I THINK THIS IS MUCH MORE COMPLICATED
THAN JUST SAYING SPORTS VERSUS ACADEMICS. 
          ONE, YOU GOT TO LOOK AT YOUR COMMUNITY. 
          YOU GOT TO LOOK AT A WHOLE OF WHAT BRINGS
YOUR COMMUNITY SUPPORTS YOUR SCHOOLS. 
          IT'S ACADEMICS, IT'S ATHLETICS,
IT'S COMMUNITY SERVICE. 
          IT'S A WIDE ARRAY OF THINGS. 
          BUT IF I LOOK IF I LOOK CORRECTLY LAST WEEK
AND I KNOW THIS IS ALL WE GOT, ABOUT 200 VACANCIES IN THIS DISTRICT RIGHT
NOW. 
          JOB OPENINGS IS THAT CLOSE. 
          A LOT OF THEM ARE TEACHERS. 
          SO I AGREE THAT WE HAVEN'T JUST GOT INTO A
INSTRUCTIONAL SHORTAGE, 
          [01:25:02]
BUT IT'S NOT GETTING ANY BETTER. 
          IT DOESN'T LOOK LIKE WHEN IT COMES TO AND BY
US ADDING POSITIONS MAYBE WHEN THE RESOURCES AREN'T THERE TO FILL THEM,
MAYBE WE'RE CREATING MAKING THE PROBLEM WORSE. BECAUSE I THINK IN A PERFECT WORLD,
YEAH, YOU PROBABLY WOULD HAVE 15. 
          YOU'D HAVE PLENTY OF MONEY. YOU DEFINITELY
WOULD HAVE ATHLETIC TRAINERS. YOU'D HAVE PLENTY OF MAINTENANCE STAFF. 
          I MEAN, I BEAT THE DRUM OF HOW MUCH
MAINTENANCE ARE WE HAVING TO EITHER SUB OUT OR COSTING LONG RUN LONG TERM PROJECT
EXPENSES BECAUSE WE DON'T HAVE ENOUGH ADEQUATE MAINTENANCE RESOURCES? I'M OF THE OPINION THAT THE MAINTENANCE
RESOURCES PAY FOR THEMSELVES, BUT THAT'S A WHOLE NOTHER SUBJECT THAT WE
NEED TO TALK ABOUT IN THIS BUDGET. SO I THINK IT'S A LOT OF THINGS,
AND I DO AGREE WITH WHAT WAS SAID, THAT WE SHOULD HAVE SMALLER CLASSES,
BUT WE CAN'T DO IT EFFICIENTLY AND EFFECTIVELY. WE'VE GOT TO SERVE ALL OF OUR
NEEDS, AND I DON'T. FOR ONE,
I TOTALLY DISAGREE WITH SAYING WE'RE TAKING AWAY FROM ACADEMICS TO HELP AFTER ATHLETICS. 
          AND WHEN WE TALK ABOUT TRAINERS,
WE'RE PRETTY MUCH RIDICULED IN THIS DISTRICT BECAUSE WE DON'T HAVE THEM. 
          I MEAN, IT LOOKS LIKE WE DON'T CARE ABOUT OUR
ATHLETES, AND IT'S MORE THAN JUST THE HIGH SCHOOL
ATHLETES. 
          THESE TRAINERS WILL SERVE MIDDLE SCHOOL
ATHLETES AS WELL, BECAUSE A LOT OF THEM ARE PLAYING HIGH SCHOOL
SPORTS. 
          BUT JUST REMEMBER, A LOT OF WHAT PEOPLE DO
REVOLVES AROUND ATHLETICS, OF A SCHOOL, OF SUPPORT OF THAT SCHOOL AND A
NUMBER OF OTHER WAYS BESIDES ATHLETICS. 
          SO IT'S A COMBINATION OF ALL THE THINGS WE DO
THAT MAKES A GREAT SCHOOL. 
          IT'S NOT JUST ONE THING. 
          AND THAT'S WHAT I GOT TO SAY ABOUT HANKS. 
          MY LAST COMMENT ON THAT WOULD BE FOR ME,
THIS IS NOT A ATHLETICS OR ATHLETIC DIRECTOR VERSUS CLASSROOM SIZE. 
          THIS WAS BROUGHT TO MY ATTENTION BECAUSE OF
THE CONVERSATION THAT WE DID HAVE AT THE LAST MEETING, TRYING TO FIND FUNDING FOR THE
ATHLETIC DIRECTORS. 
          MY CONCERN IS, ARE WE DOING THE STUDENTS OF
AIKEN COUNTY A DISSERVICE SIMPLY BECAUSE WE'RE TRYING TO COME UP WITH A CLASSROOM
NUMBER? BECAUSE IF THAT NUMBER IS NOT MEETING THE
NEEDS OF THOSE STUDENTS WITH A CERTIFIED TEACHER, THAT'S THE PROBLEM THAT I HAVE,
RIGHT? SO ANY DATA YOU GUYS CAN GIVE TO SHOW US
WHAT'S EXACTLY HAPPENING, THE NUMBER OF CLASSES BEING SPLIT,
THE NUMBER OF STUDENTS AFFECTED, THE NUMBER OF TEACHER SHORTAGES,
JUST AS MUCH INFORMATION AS YOU CAN. 
          THAT'S MY CONCERN. YES. 
          BUT WE WOULD LIKE YOU TO THINK ABOUT AND
CONSIDER THE FACT THAT TO MEET THOSE CAPS, WE HAVE HAD TO USE FOLKS THAT ARE
NON-CERTIFIED, AND THAT IS THE CONCERN THAT WE'RE
SACRIFICING THE STUDENT'S EDUCATION BECAUSE THEY'RE NOT GETTING A CERTIFIED TEACHER IN
SOME CASES, BUT WE WILL GET THAT DATA FOR YOU. 
          YEAH. AND IT'S LIKE WE SAID,
WE'RE NOT OPPOSED TO SMALL CLASS SIZES. 
          IT'S JUST THAT OUR GOAL IS TO MAKE SURE WE
HAVE A CERTIFIED TEACHER IN EVERY CLASSROOM. 
          SO THAT'S WHY THAT'S WHY WE'RE BRINGING THIS
TO YOU. 
          AND SO WE WILL GET THAT INFORMATION TO YOU. 
          THANK YOU. ON THIS SUBJECT,
OWNER ON A DIFFERENT SUBJECT REVOLVED AROUND THE BUDGET. DOES ANYBODY HAVE ANY
OTHER QUESTIONS ON BUDGET ISSUES? MR. LAWRENCE, YOU WANT TO MAKE A COMMENT? I
JUST WANT TO CLARIFY. WHEN YOU STARTED, YOU WERE SAYING THAT 70% OF THE TEACHERS WERE
NOT CERTIFIED OR THE CLASSROOMS WEREN'T COVERED WITH CERTIFIED TEACHERS. THAT'S OF
THE 26. 
          RIGHT. SO RIGHT NOW WE HAVE 26 VACANCIES THAT
HAVE A LONG TERM SUB. 
          70% OF THOSE ARE NOT CERTIFIED. 
          THAT IS 18. SO 18 RIGHT NOW 18 CLASSROOMS OF
STUDENTS DON'T HAVE A CERTIFIED TEACHER. 
          RIGHT? ON AVERAGE. JUST MULTIPLY THAT BY 20. 
          THAT'S HOW MANY KIDS,
RIGHT? OKAY. YEAH. 
          AND THAT'S FOR THE ENTIRE SCHOOL YEAR. 
          NOT JUST ONE POINT IN TIME. 
          YES. IT COULD BE. IT COULD BE ONE POINT IN
TIME. 
          WELL, I WANT TO KNOW WHAT'S THE WHOLE
PICTURE? OKAY. YOU KNOW, DO IT BY DAYS. 
          THE NUMBER OF DAYS THAT A PERSON HAS BEEN. 
          YES. MR. SMITH, I WOULD ALSO LIKE TO ASK THAT
YOU INCLUDE IN THIS INFORMATION THREE YEARS BEFORE WE PUT THE CAP IN. 
          LAST YEAR, THE NUMBER OF VACANCIES OR
CLASSROOMS DID NOT HAVE A SUBSTITUTE IN TO TEACH OR EXCUSE ME, NOT SUBSTITUTE,
BUT A CERTIFIED TEACHER TO HANDLE THAT CLASS. 
          I WOULD LIKE TO HAVE THAT INFORMATION TOO,
BECAUSE I KNOW AND WE TALKED ABOUT IT. 
          I REMEMBER MR. LAURENCE SAYING,
WE'RE GOING TO HAVE TROUBLE FINDING TEACHERS. 
          [01:30:04]
WE WERE ALREADY HAVING TROUBLE FINDING
TEACHERS. 
          THIS ISN'T NEW TO ME AND I HATE. 
          I HOPE I DON'T OFFEND ANYBODY,
BUT IF I DO, I'M SORRY. 
          TO ME, THIS IS JUST ABOUT THE TIMING. 
          WE NEEDED TRAINERS. LAST YEAR WE NEEDED
TRAINERS. 
          40 YEARS AGO WHEN I WAS COACHING. 
          BUT WE DIDN'T HAVE IT. 
          WE NEEDED THEM TEN YEARS AGO. 
          BUT ALL OF A SUDDEN THIS YEAR,
A CHILD GETS HURT AND I DON'T WANT TO TAKE ANYTHING AWAY FROM A CHILD,
BUT A CHILD GETS HURT PLAYING A SOCCER GAME THAT DIDN'T HAVE OFFICIALS TO SHOW UP OR
SOMETHING, AND IT WASN'T EVEN A SCHEDULED GAME. 
          AND THIS STARTED THIS. 
          AND ALL OF A SUDDEN HAVING HAVING THESE
TRAINERS ARE MORE IMPORTANT THAN WHAT WE THE ROOM WE MADE AND EVERYBODY AGREED. 
          THOSE THAT DID VOTE FOR DEGREE FOUR LAST YEAR
AND IT IS ONE VERSUS THE OTHER. 
          IF NOT, THEN THIS. DON'T LOOK AT TRAINERS. 
          LET'S LOOK AT SOME OTHER WAY TO SPEND THIS
MONEY AND LET'S SEE WHAT IT IS. 
          BECAUSE TO ME THAT'S ALL WE'RE DOING. 
          AND I WON'T VOTE FOR IT IF WE'RE MR. BROOME. GO AHEAD. IT'S NOT JUST TRAINERS,
IT'S LOOKING AT THE WHOLE PACKAGE OF HOW YOU BEST SERVE YOUR STUDENTS AND BEST SERVE THE
SCHOOL DISTRICT. 
          I JUST TOLD YOU. THEY TOLD YOU I'VE
COMPLAINED ABOUT IT. 
          LET'S TAKE MAINTENANCE. 
          WE GOT THE RECOMMENDATION IN HERE OF HOW
SHORT WE WERE ON MAINTENANCE AND WHAT WAS RECOMMENDED. IT'S NOT IN THE BUDGET EITHER. 
          SO TO ME THAT'S ALSO VERY IMPORTANT. 
          SO I THINK THAT LOOKING AT THE THE WHOLE
PACKAGE, WHAT YOU CAN DO THE MOST WITH YOUR MONEY AND
SERVE THE MOST STUDENTS THE BEST WAY YOU CAN. 
          IS WHAT WE NEED TO CONSIDER. 
          AND UNFORTUNATELY, I DO AGREE IT'S COME DOWN
THAT THIS IS ONE OF THE WAYS THAT WE DID IT FOR A YEAR, AND WE FEEL LIKE A WE'VE NOT THE
PROFESSIONALS SAY THE PROFESSIONALS IN THIS DISTRICT THAT WE HIRE SAY THAT THEY DON'T
FEEL LIKE WE'RE BEST SERVING SOME OF OUR STUDENTS BECAUSE OF THE SITUATION OF THE
SHORTAGE OF TEACHERS, MAYBE NOT THE DECISIONS WE MADE,
BUT THE SHORTAGE OF TEACHERS, WHICH WE CREATED EVEN MORE SHORTAGE WHEN WE
DID THIS. 
          SO I THINK THAT IS SOMETHING WE NEED TO TAKE
INTO CONSIDERATION. 
          IF THERE WAS PLENTY OF TEACHERS,
I DON'T KNOW, WE'D BE HAVING THIS. WELL,
WE'RE GOING TO GET THE ANSWER TO THAT QUESTION. RIGHT. IS IT POSSIBLE TO HAVE THE
INFORMATION AT NEXT WEEK'S MEETING SO WE CAN HAVE IT BACK ON THE SCHEDULE? IT'S NOT GOING
TO. SO JUST LET'S HOLD UP FOR A SECOND. 
          SO THAT'S A VERY GOOD QUESTION,
DOCTOR HANKS. 
          AND WHAT WE NEED, WE NEED IT BEFORE,
NOT NEXT WEEK, IS THE BUDGET HEARING WHERE WE HEAR FROM THE
PUBLIC. 
          THE MEETING AFTER THAT IS WHEN WE'RE GOING TO
HAVE THE SECOND READING OF THE BUDGET. 
          BUT I SUGGEST THAT, YES,
I THINK IT'S VERY REASONABLE THAT THE BOARD BE PROVIDED THAT INFORMATION IN THE NEXT
SEVEN DAYS, AND THEN WE THEN YOU'D HAVE ANOTHER SEVEN
DAYS TO LOOK AT IT BEFORE WE GET TO THE SECOND READING OF THE BUDGET,
OR EVEN MORE, I CAN'T REMEMBER THE NEXT MEETING. IT MAY BE TWO. 
          YEAH. SO WE HAVE UNTIL THE 28TH OF MAY IS THE
SECOND READING OF THE BUDGET. 
          TODAY IS THE SIXTH. SO LET'S SAY WE HAVE IT
BY THE 14TH. 
          THAT'S TEN DAYS THAT WE'LL HAVE IT BEFORE WE
GET TO THE SECOND READING OF THE BUDGET. 
          YEP. YES, SIR. WE CAN HAVE THAT. 
          OKAY. I HAD A I'M NOT TRYING TO STOP THE
CONVERSATION, BUT I HAD A DIFFERENT QUESTION IN REFERENCE
TO ONE OF THE THINGS THIS MAY BE. 
          Y'ALL MAY ANSWER THIS,
OR DOCTOR EDWARDS MAY ANSWER THIS. 
          ONE OF THE THINGS THAT DOESN'T HAVE ANY
FUNDING IN THE CURRENT FIRST READING OF THE BUDGET IS INTERSESSION,
ACTIVITIES, REMEDIATION, OR WHATEVER YOU WANT TO CALL IT. BUT MY ONLY
INITIAL QUESTION IS THIS THIS YEAR, IN THE FALL AND THE SPRING,
ON AVERAGE, HOW MANY STUDENTS DID WE SERVE IN INTERSESSION? WE SERVED RIGHT AROUND IN
SPRING. 
          WE SERVED RIGHT AT 1764,
WHICH ENDED UP BEING ABOUT 65% OF THE PEOPLE THAT WE INVITED. AND IT REPRESENTS 8% OF OUR
TOTAL ENROLLMENT OF 20. 
          TODAY OUR ENROLLMENT IS 22 EIGHT 60. 
          OKAY. SO RIGHT AROUND 65%. 
          BOTH TIMES IT WAS A LITTLE LESS THAN THAT
LAST TIME. 
          AND WE JUST FELT LIKE IT WAS DUE TO THE
ENRICHMENT ACTIVITIES. 
          WE HAD 100 AND PROBABLY TEN KIDS THAT SHOWED
UP EVERY DAY FOR ENRICHMENT. 
          YEAH. AND JUST TO I'M JUST SAYING THIS JUST
REMINDING FOLKS AND REMINDING MYSELF THE NUMBERS THAT WERE SHARED WITH US. IF WE DID
THE SAME TYPE OF ACTIVITY THIS COMING SCHOOL 
          [01:35:02]
YEAR AT A HIGH LEVEL,
THAT WOULD BE $2 MILLION. 
          IT WAS AROUND 1 MILLION. 
          WE DIDN'T DOCTOR MURPHY,
WE DIDN'T CALCULATE TRANSPORTATION IN THAT. 
          THAT WAS INSTRUCTION ONLY WITH CERTIFIED
STAFF LEADING THAT. 
          SO IT WAS IT WAS A BIG EXPENSE. 
          YES, SIR. YEAH, BUT THAT'S KIND OF THE ROUND
FIGURE. 
          MR. BROOME. YOU KNOW,
IT'S FUNNY WE'RE BRINGING THAT UP BECAUSE I WAS JUST AT A A MEETING OF ADVISORY COUNCIL
LAST WEEK, AND MR. REVELLI WAS THERE,
AND SHE SHE HEARD THIS. 
          THE PRINCIPALS THERE SPOKE HIGHLY OF WHAT
THIS INSTRUCTION DID FOR SOME OF THE STUDENTS THEY HAD BEHIND, AND HOW IT SEEMS LIKE IT'S
TAKING HOLD NOW. 
          AND MORE AND MORE PEOPLE ARE,
ARE TAKING ADVANTAGE OF IT, THAT THEY FELT LIKE THEY WOULD CONTINUE TO
SEE INCREASES. 
          AND I DON'T KNOW IF THAT'S IF THAT'S WHAT
YOU'RE SAYING. 
          THIS COMES FROM THE PRINCIPALS OF THE
DISTRICTS PROJECTING THAT AS WELL. 
          BUT I WHISPERED THAT,
YOU KNOW, WE DON'T EVEN HAVE THIS IN THE BUDGET RIGHT NOW. HOW DO YOU YOU KNOW,
YOU'RE TALKING ABOUT EDUCATION, THE STUDENTS, HOW DO YOU TELL THEM YOU'RE
GOING TO STOP THAT? WELL, WE WERE PLEASED WITH THE LAST WHAT WE
OFFERED THEM. 
          WE WENT IN A LITTLE DIFFERENT ROUTE DOING
UNITS OF STUDY THAT COVERED ACROSS THE BOARD STANDARDS. SO THE MODEL WAS DIFFERENT. 
          WE HAD EXCITED TEACHERS AND WE'RE ON THE
RIGHT TRACK. 
          HOWEVER, YOU KNOW, FROM A FISCALLY
RESPONSIBLE PERSON, WHEN YOU LOOK AT ONLY SERVING 8% OF THE TOTAL
POPULATION DURING THAT TIME WITH SUCH A LARGE AMOUNT OF MONEY, IT'S SOMETHING WE HAVE TO
CONSIDER. 
          I UNDERSTAND YOUR CONCERNS. 
          I HAVE A FOLLOW UP QUESTION TO THAT. 
          I'M JUST ASKING AS A PROFESSIONAL OPINION. 
          I KNOW YOU PROBABLY DON'T HAVE THIS IS WHAT
MY PERCEPTION WAS, IS BRINGING SOME OF THESE STUDENTS BACK IN
THAT WENT THROUGH THAT PROGRAM. 
          THEY FELT LIKE THAT IT STRENGTHENED THEIR
CLASSROOM IS WHAT I FELT LIKE I WAS HEARING. 
          IS THAT FAIR TO SAY THAT SOME OF THESE
STUDENTS COME BACK IN, THAT MAYBE WERE BEHIND AND CAUSING A LITTLE
DRAG ON THE INSTRUCTIONAL TIME THAT THAT IT REALLY WAS HELPING THE MR. THAT THIS TIME WE, WE INVITED STUDENTS THAT
WERE JUST ON THE CUSP OF MEETING OR EXCEEDING STANDARDS. AND THE TEACHERS WERE TRAINED WITH
DIFFERENT STRATEGIES AND INSTRUCTIONAL PRACTICES THAT I THINK JUST REALLY BUILT THEM
UP. 
          AND EVERYBODY LEFT WITH A GOOD FEELING. 
          SO THAT'S GOOD TO HEAR,
AND I APPRECIATE THOSE COMMENTS FROM THEM. 
          WELL, I'M JUST SAYING THAT AS WELL AS JUST
THE CLASS SIZES AND THINGS, IS VERY IMPORTANT TO PROBABLY THE OVERALL
RESPONSE OF HIGH SCHOOL OR DOZENS OF STANDARDIZED TESTS AND STUFF,
I WOULD THINK. 
          BUT YOU KNOW MORE ABOUT THAT THAN I DO. BUT I
WOULD THINK THAT THAT'S, AGAIN, IS A BIG PART OF THE PUZZLE. 
          YES, SIR. ONE OTHER THING THAT I'D JUST LIKE
TO MENTION TO YOU ALL, AND I'M BACK HERE LISTENING TO THIS
DISCUSSION, IS WHENEVER WE WHEN WE TALK ABOUT CLASS SIZE, HARD CAPS AND ALL THESE THINGS AND WE'RE
FOCUSING ON EARLY LITERACY, WHAT HAPPENS THAT WE OFTEN FORGET ABOUT IS
WHEN WE, WHEN WE HAVE THAT CAP,
WE HAVE TO ADD CLASSROOMS WHICH TAKE UP SPACE. AND RIGHT NOW WE'RE,
WE'RE WE'RE VERY LIMITED IN OUR SPACE TO PROVIDE EARLY LITERACY 4K. 
          WE'VE GOT SOME SITUATIONS THAT 4K WE REALLY
COULD ADD, BUT BECAUSE OF THE CAP AND THE CLASSROOMS
BEING USED, OFTENTIMES WE DON'T HAVE SPACE FOR THAT. 
          SO IT'S IT'S REALLY THREEFOLD. 
          YOU KNOW, IT'S A PROBLEM JUST BECAUSE WE
CAN'T FIND TEACHERS TO TO HIGHER CLASSROOMS ARE RUNNING OUT. AND THEN,
YOU KNOW, THE THE FINANCIAL PIECE OF IT. 
          SO THERE ARE THINGS TO CONSIDER WHENEVER WE
THINK ABOUT THOSE DECISIONS. 
          WE'RE AWARE OF THAT. YES,
SIR. 
          THANKS. ANY OTHER BUDGET TYPE QUESTIONS THAT
PEOPLE WOULD LIKE SOME INFORMATION ON? THANK YOU, MR. JEFFCOAT. MISS REVEILLE. 
          AS WE JUST DISCUSSED FROM A FROM A SCHEDULE
STANDPOINT, EVERYBODY WAS SPOT ON. 
          SO NEXT, NOT TOMORROW,
BUT NEXT TUESDAY. 
          WE HAVE A BUDGET HEARING WHERE THE PUBLIC CAN
SPEAK ON THE BUDGET. AS MANY PEOPLE AS WANT TO. AND THEN THE SECOND SCHEDULED MEETING IN
MAY IS, SHOULD BE IF WE STAY ON SCHEDULE,
THE SECOND READING OF THE BUDGET BASED ON THE BEST NUMBERS WE HAVE. ALL RIGHT. 
          THE WE WILL NEED AN EXECUTIVE SESSION THIS
EVENING. 
          SO I'LL NEED A MOTION TO GO INTO EXECUTIVE
SESSION FOR THE PURPOSE OF CONSIDERING THE FOLLOWING MATTERS IN SUCH ORDER AS THE BOARD
DEEMS APPROPRIATE. 
          WE HAD FOUR STUDENT APPEALS ON THE AGENDA. 
          STUDENT APPEAL A FROM AREA FIVE WAS
WITHDRAWN, BUT IT WAS PUBLISHED ON THE AGENDA. YOU WON'T
SEE A VOTE ON THAT ONE. 
          [01:40:02]
BUT IT WAS ON THE AGENDA AND I'LL MENTION IT
WAS WITHDRAWN. 
          STUDENT APPEAL B FROM AREA FIVE. 
          STUDENT APPEAL C FROM AREA THREE. 
          STUDENT APPEAL D FROM AREA FIVE. 
          AND THEN WE ALSO HAVE AN EMPLOYMENT MATTER
INVOLVING THE ADMINISTRATIVE APPOINTMENT OF THE DIRECTOR OF MAINTENANCE AND OPERATIONS.
FOLLOWING THAT EXECUTIVE SESSION, THE BOARD WILL RECONVENE INTO REGULAR SESSION
AND TO ANNOUNCE THE MATTERS CONSIDERED AND TAKE ANY ACTIONS THAT MAY BE NECESSARY. 
          IS THERE A MOTION TO GO INTO EXECUTIVE
SESSION FOR THESE PURPOSES? MOVED BY MISS RHINEHART-JACKSON,
IS THERE A SECOND? SECOND BY DOCTOR HANKS. 
          ANY DISCUSSION? ALL THOSE IN FAVOR,
PLEASE RAISE YOUR HAND. 
          ONE. TWO, THREE. THAT'S SIX IN FAVOR. 
          SEVEN. EXCUSE ME, I MISSED DOCTOR BRADLEY.
SEVEN IN FAVOR? THE MOTION CARRIES. WE'LL START EXECUTIVE
SESSION AFTER NO LATER THAN 745. 
          [03:03:19]
ALL RIGHT. WE NEED A MOTION TO EXIT EXECUTIVE
SESSION AND ENTER REGULAR SESSION. 
          [03:03:26]
MOVED BY MISS RHINEHART-JACKSON. IS THERE A
SECOND? SECOND BY MR. 
          [03:03:29]
SILAS? ANY DISCUSSION? 
          [03:03:32]
ALL THOSE IN FAVOR OF ENTERING REGULAR
SESSION AND EXITING EXECUTIVE SESSION, 
          [03:03:36]
PLEASE RAISE YOUR HAND. THAT'S SEVEN IN FAVOR
OF THE MOTION CARRIES. 
          [03:03:39]
WE ARE NOW IN REGULAR SESSION. 
          [03:03:42]
WHILE IN EXECUTIVE SESSION,
WE HEARD FOUR STUDENT APPEALS. 
          [03:03:47]
STUDENT APPEAL A FROM AREA FIVE ON THE
AGENDA, 
          [03:03:50]
AS WE SAID BEFORE WE ENTERED EXECUTIVE
SESSION WAS WITHDRAWN AND WAS NOT CONSIDERED. 
          [03:03:56]
NO VOTE NECESSARY. NO ACTION NECESSARY. 
          [03:03:59]
THE NEXT ONE IS STUDENT APPEAL B BRAVO FROM
AREA FIVE. 
          [03:04:04]
IS THERE A MOTION IN REGARDS TO STUDENT
APPEAL? 
          [03:04:06]
B? MOVE! WE UPHOLD THE ADMINISTRATIVE
RECOMMENDATION. 
          [03:04:13]
IS THERE A SECOND SECOND MOTION BY DOCTOR
BRADLEY, 
          [03:04:16]
SECONDED BY MR. SMITH,
TO UPHOLD THE DISTRICT'S RECOMMENDATION IN 
          [03:04:18]
REGARDS TO STUDENT APPEAL? B. ANY DISCUSSION? ALL THOSE IN FAVOR,
PLEASE RAISE YOUR HAND. 
          THAT'S SEVEN IN FAVOR OF THE MOTION CARRIES.
STUDENT APPEAL C, WE HEARD FROM AREA THREE. 
          IS THERE A MOTION IN REGARDS TO STUDENT
APPEAL? C CHARLIE, I MOVE THAT WE UPHOLD THE DISTRICT'S
RECOMMENDATION FOR ALTERNATIVE PLACEMENT. 
          SECOND, THERE'S A MOTION BY MR. SALAS, SECONDED BY MR. SMITH, TO UPHOLD THE DISTRICT'S
RECOMMENDATION OF ALTERNATIVE PLACEMENT IN REGARDS TO STUDENT APPEAL C FROM AREA THREE. 
          ANY DISCUSSION? ALL THOSE IN FAVOR,
PLEASE RAISE YOUR HAND. 
          [03:05:01]
THAT'S SIX IN FAVOR. ALL THOSE OPPOSED? ONE AGAINST MOTION CARRIES 6 TO 1. 
          WE ALSO HAD STUDENT APPEAL D FROM AREA FIVE. 
          IS THERE A MOTION WITH REGARDS TO STUDENT
APPEAL D DELTA MOVE. 
          WE UPHOLD THE ADMINISTRATION'S
RECOMMENDATION. 
          IS THERE A SECOND SECOND. 
          THE MOTION BY DOCTOR BRADLEY,
SECONDED BY DOCTOR HANKS TO UPHOLD THE DISTRICT'S RECOMMENDATION IN REGARDS TO
STUDENT APPEAL D FROM AREA FIVE. 
          ANY DISCUSSION? ALL THOSE IN FAVOR,
PLEASE RAISE YOUR HAND. 
          THAT'S SEVEN IN FAVOR OF THE MOTION CARRIES. 
          AND LASTLY, FROM EXECUTIVE SESSION,
WE WE HEARD ABOUT AN ADMINISTRATIVE APPOINTMENT IN REGARDS TO THE DIRECTOR OF
MAINTENANCE AND OPERATIONS. 
          IS THERE A MOTION IN REGARDS TO THIS
POSITION. 
          I MOVED THAT WE ACCEPT THE DISTRICT'S
RECOMMENDATION. 
          SECOND, THERE'S A MOTION BY MR. SMITH, SECONDED BY DOCTOR BRADLEY,
TO ACCEPT THE DISTRICT'S RECOMMENDATION FOR THE POSITION OF DIRECTOR OF MAINTENANCE AND
OPERATIONS. 
          ANY DISCUSSION? ALL THOSE IN FAVOR,
PLEASE RAISE YOUR HAND. 
          THAT'S SEVEN IN FAVOR OF THE MOTION CARRIES. 
          DO WE HAVE A MOTION TO ADJOURN? MOVED BY MR. SMITH, SECONDED BY DOCTOR
BRADLEY. 
          ALL THOSE. ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
THAT'S SEVEN IN FAVOR. 
          WE'RE ADJOURNED. THANK YOU VERY MUCH.
* This transcript was compiled from uncorrected Closed Captioning.