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WE WILL CALL THE AUGUST 12TH REGULAR MEETING[00:10:06]
OF THE AIKEN COUNTY BOARD OF EDUCATION TO ORDER.WE BEGIN ALL OUR MEETINGS WITH A MOMENT OF SILENCE AND THEN THE PLEDGE OF ALLEGIANCE.
PLEASE JOIN ME IN A MOMENT OF SILENCE.
>> THE PUBLIC WAS DULY NOTIFIED OF THIS MEETING, AND THE AGENDA WAS SENT TO THE BOARD AND THE PUBLIC IN ADVANCE OF THE MEETING.
I HAVE NOT HEARD ANY REQUESTS FOR CHANGES.
IF I HEAR NO OBJECTIONS, WE'LL CONSIDER THE AGENDA FOR TONIGHT'S MEETING APPROVED.
HEARING NONE, THE AGENDA FOR TONIGHT'S MEETING IS APPROVED WITHOUT OBJECTION.
WE HAVE ONE SET OF MINUTES TO APPROVE, AND THAT'S THE MEETING MINUTES OF THE REGULAR MEETING OF JULY 29TH OF THIS YEAR.
IS THERE A MOTION TO APPROVE THESE MINUTES?
>> MOTION MADE BY MR. LINDELL, SECONDED BY MISS REINHARDT JACKSON, TO APPROVE THE MEETING MINUTES OF THE JULY 29TH REGULAR MEETING.
ANY DISCUSSION ON THIS MOTION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. THAT'S NINE IN FAVOR.
THE MOTION CARRIES. I'M SORRY.
JUST FOR MS. MORRIS, WERE YOU ABSENT, I THINK? WOULD YOU LIKE TO ABSTAIN?
>> I'M SORRY. MOTION CARRIES EIGHT IN FAVOR, ONE IN ABSTENTION.
WE DO HAVE ONE ITEM UNDER SPECIAL RECOGNITIONS.
THAT IS THIS YEAR'S WELCOME BACK SCHOOL BOARD ASSOCIATION POSTER AND PHOTOP. MS. POLINO.
>> THANK YOU, CHAIRMAN NESSEL.
DR. MURPHY, LADIES AND GENTLEMEN OF THE BOARD, IF YOU WOULD PLEASE COME DOWN, WE ARE GOING TO TAKE PART IN A SOUTH AIKEN SCHOOL BOARDS ASSOCIATION TRADITION.
WHILE WE ARE WELL INTO THE FIRST SEMESTER, MANY SCHOOL DISTRICTS ARE JUST GOING BACK TO SCHOOL, AND WE WANT TO WELCOME THEM, AS WELL AS OUR OWN STUDENTS AND STAFF.
THE SCHOOL BOARDS ASSOCIATION HAS ASKED THAT WE POST THIS ON OUR SOCIAL MEDIA AND TAG THEM SO THAT WE CAN GIVE ALL STUDENTS AND TEACHERS, AND FAMILIES A BIG BACK-TO-SCHOOL WELCOME.
>> THAT BRINGS US TO PUBLIC PARTICIPATION.
JUST A FEW PHRASE NOTES ABOUT PUBLIC PARTICIPATION.
EACH SPEAKER IS LIMITED TO FIVE MINUTES.
SPEAKERS ARE WELCOME TO MAKE OBJECTIVE COMMENTS ABOUT POLICY, SCHOOL OPERATIONS PROGRAMS, BUT THE BOARD DOES NOT PERMIT IN THIS SESSION ANY EXPRESSION OF PERSONAL COMPLAINTS ABOUT SCHOOL PERSONNEL OR ANYONE CONNECTED WITH THE SCHOOL SYSTEM.
IT'S OUR PRACTICE THAT WE DON'T RESPOND TO PUBLIC PARTICIPATION IN THE MEETING, BUT WE CERTAINLY ARE LISTENING.
THEN, ONE OTHER NOTE THAT WE MADE AN ADJUSTMENT FOR POLICY ONLY ALLOWS FOR TWO PEOPLE TO SPEAK IN FAVOR AGAINST A PARTICULAR ISSUE OR SOMETHING LIKE THAT.
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WE'VE MADE AN ADJUSTMENT BECAUSE OF THAT.BUT FIRST OF ALL, MS. ALICIA FREEMAN ARRINGTON SIGNED UP IN ADVANCE TO MAKE COMMENTS ON THE IKA POLICY.
>> THANK YOU. GOOD EVENING, MEMBERS OF THE BOARD.
THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK.
MY NAME IS ALICIA FREEMAN ARRINGTON, AND I AM A 2006 GRADUATE OF THE AIKEN COUNTY PUBLIC SCHOOL SYSTEM.
I'M HERE TONIGHT TO ASK YOU TO TAKE A SECOND LOOK AT THE IKA POLICY, SPECIFICALLY HOW IT APPLIES TO A YOUNG MAN NAMED DYLAN HARRIS.
DYLAN HAS DONE EVERYTHING WE ASK OF OUR STUDENTS AND MORE.
HE'S WORKED HARD, STAYED FOCUSED, AND ACHIEVED A 5.11 GPA.
BY THE END OF THIS YEAR, HE WILL HAVE COMPLETED EVERY REQUIREMENT NECESSARY TO GRADUATE FROM HIGH SCHOOL.
THAT ALONE IS SOMETHING TO BE CELEBRATED.
BUT WHAT'S EVEN MORE IMPRESSIVE IS THAT HE HAS EARNED THE HIGHEST GPA IN HIS CLASS SO FAR, YET HE IS BEING TOLD HE CANNOT BE RECOGNIZED AS VALEDICTORIAN AND SIMPLY BECAUSE HE SKIPPED A GRADE.
WITH ALL DUE RESPECT, THAT DOES NOT FEEL RIGHT.
I UNDERSTAND THE IMPORTANCE OF POLICY.
I UNDERSTAND IT IS MEANT TO ENSURE FAIRNESS ACROSS THE BOARD, BUT I ALSO BELIEVE THE PURPOSE OF POLICY SHOULD BE TO SUPPORT STUDENT SUCCESS, NOT LIMIT IT.
WHEN A STUDENT EXCEEDS EXPECTATIONS, THE WAY DYLAN HAS, I BELIEVE IT'S WORTH ASKING, IS THE POLICY HELPING OR HURTING? I ALSO WANT TO BE VERY CLEAR, THIS REQUEST IS NOT MEANT TO CAUSE DIVISION AMONG THE STUDENTS OR FAMILIES.
IT'S ABOUT ENSURING THAT ALL STUDENTS ARE GIVEN A FAIR RECOGNITION FOR THEIR HARD WORK.
WHILE EARLY GRADUATES MAY NOT TRADITIONALLY RECEIVE TITLES LIKE VALEDICTORIAN OR SALUTATORIAN, THEY STILL ACCOMPLISH SIGNIFICANT ACADEMIC MILESTONES AND DESERVE TO BE RECOGNIZED FOR IT.
THESE STUDENTS OFTEN RECEIVE A DIPLOMA WITH AN EARLY GRADUATION DATE, AND THEIR ACADEMIC RECORDS STILL CARRY WEIGHT FOR COLLEGE ADMISSIONS, SCHOLARSHIPS, AND OTHER OPPORTUNITIES.
IN DYLAN'S CASE, HE DESERVES A SEAT ON THAT STAGE.
I BELIEVE THIS CAN BE DONE IN A WAY THAT DOES NOT DISREGARD THE OTHER STUDENTS AND THEIR ACCOMPLISHMENTS.
ONE OPTION I WOULD LIKE TO PROPOSE WOULD BE TO NAME TWO VALEDICTORIANS, RECOGNIZING BOTH STUDENTS INCREDIBLE ACHIEVEMENTS.
HISTORICALLY, OTHER SCHOOLS HAVE DONE THIS SUCCESSFULLY, AND IT HAS STRENGTHENED, NOT WEAKENED THEIR CULTURE OF ACADEMIC EXCELLENCE.
IT'S ABOUT THE STUDENTS WHO ARE WATCHING AND LEARNING FROM THIS DECISION.
THE MESSAGE WE SEND MATTERS, IF WE VALUE HARD WORK, DEDICATION, AND ACADEMIC ACHIEVEMENT, THEN WE NEED TO HONOR IT WHENEVER IT'S EARNED, NO MATTER THE PATH TAKEN TO GET THERE.
TONIGHT, I ASK YOU TO RECONSIDER THE IKA POLICY AND HOW IT'S APPLIED.
RECOGNIZE DYLAN FOR WHAT HE HAS ACCOMPLISHED, WHETHER THAT MEANS ADJUSTING THE POLICY, GRANTING HIM CO-VALEDICTORIAN OR CREATING ANOTHER FORM OF RECOGNITION.
LET'S MAKE SURE THAT WE ARE CONSISTENT IN CELEBRATING EXCELLENCE.
THANK YOU FOR YOUR TIME AND THE COMMITMENT TO ALL OF OUR STUDENTS.
>> THANK YOU, MA'AM. THE NEXT COUPLE OF SPEAKERS, MS. KIM WHITFIELD HAD SIGNED UP IN ADVANCE TO SPEAK IN FAVOR OF KEEPING THE RULES FOR VAL/SAL THE WAY THEY ARE.
WE HAD A THIRD PERSON SIGN UP AT THE MEETING, AND MS. KIM WHITFIELD IS NOT GOING TO SPEAK AT THIS TIME.
JUST TO KEEP THINGS IN ORDER, AND THEN WE'LL GET TO THE FOLKS THAT SIGNED UP HERE AT THE MEETING.
MR. MCKINNEY, I BELIEVE, IS GOING TO SPEAK IN FAVOR OF KEEPING THE RULES FOR VAL/SAL THE WAY THEY CURRENTLY ARE IN THE POLICY.
>> GOOD AFTERNOON, MEMBERS OF THE BOARD.
MY NAME IS CONNOR MCKINNEY, AND I'M A STUDENT BODY PRESIDENT AT RIDGE SPRING MONETTA MIDDLE HIGH SCHOOL.
I'M ALSO IN THE RUNNING FOR THE VALEDICTORIAN OR SALUTATORIAN ROLE.
I'M OPPOSED TO ALLOWING INDIVIDUAL WHO HAS SKIPPED A GRADE TO BE GRANTED THESE TITLES.
THE REASON FOR A VALEDICTORIAN IS TO REPRESENT A YEAR'S CLASS AS A WHOLE, AND IT IS WRONG TO ALLOW FOR SOMEONE WHO HASN'T COMPLETED ALL FOUR YEARS OF HIGH SCHOOL TO CLAIM OR REPRESENTED CLASS THEY WERE NOT A PART OF.
ELIGIBILITY SHOULD BE RESTRICTED TO STUDENTS WHO HAVE WENT THROUGH THE FULL FOUR YEARS OF HIGH SCHOOL.
STUDENTS HAVE BEEN MADE AWARE NUMEROUS TIMES ON THE MATTER THAT MOVING UP A GRADE REMOVES YOUR ABILITY TO BE RANKED IN YOUR GRADE.
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I WAS AFFORDED THE SAME OPPORTUNITY, HOWEVER, WAS INCREDIBLY APPREHENSIVE BECAUSE OF THIS FACT, WHICH IS MADE DULY AWARE TO ME BY NOT ONLY THE GUIDANCE COUNSELOR, BUT TEACHERS, AS WELL AS THE COACHES IS THAT YOU WOULD LOSE YOUR RANK AND IN TURN ALSO SCHOLARSHIPS.THIS HAS MADE MOST STUDENTS STEER AWAY FROM THIS, AS WELL AS NOT GRADUATING WITH THE SAME STUDENTS YOU HAVE BEEN WITH THROUGHOUT THE ENTIRETY OF YOUR HIGH SCHOOL YEARS.
RECOGNITION OF STUDENTS WITH EXEMPLARY GPAS IS FINE.
THAT COULD HAVE BEEN FIVE MINUTES.
I THINK IT WAS STILL GOING FROM EARLIER.
I GOT TO FIND MY PLACE REAL QUICK.
I MIGHT REPEAT SOMETHING, BEAR WITH ME THOUGH.
RECOGNITION OF STUDENTS WITH EXEMPLARY GPAS IS FINE.
HOWEVER, BESTOWING THE HONOR OF VALEDICTORIAN OR SALUTATORIAN TO SOMEONE WHO CANNOT ACCURATELY REPRESENT THE CLASS THAT THEY HAVE SKIPPED TO WOULD DEFEAT THE ENTIRE PREMISE OF THOSE TITLES.
THIS CHANGE IF ENACTED, TO ALLOW FOR A STUDENT WHO HAS JUMPED A GRADE TO BECOME ONE OF THOSE AFOREMENTIONED TITLES.
THEN IT SHOULD BE DONE SO AFTER THE CLASS OF 2029 HAS GRADUATED.
THIS WOULD NOT ONLY ENSURE FAIRNESS TO KEEP THE SAME POLICIES ALREADY SET FORTH BY THE BOARD, TO PREVENT CONFUSION AMONG STUDENTS AS WELL STAFF. THANK YOU.
>> THANK YOU, SIR. WE'LL NOW MOVE TO FOLKS THAT SIGNED UP AT THE MEETING.
THE FIRST OF WHICH WAS MS. MARITHA HARRIS HAS A TOPIC TO SPEAK ON PREFERRED RESOURCES, IF I'M READING THAT RIGHT. MS. HARRIS?
>> GOOD EVENING. MY NAME IS MARITHA HARRIS.
I AM THE MOTHER OF DYLAN HARRIS, A SENIOR AT RSM, WHO IS GRADUATING EARLY BECAUSE HE EARNED FIVE CREDITS IN THE MIDDLE SCHOOL AND WAS ABLE TO BYPASS HIS SOPHOMORE YEAR.
AT THE LAST MEETING, YOU DISCUSSED USING REFERENCE AI TOOLS, AND I FEEL LIKE THE SAME METHODOLOGY SHOULD BE USED FOR YOUR PRESENTERS.
SOMEONE WHO IS BIASED TOWARDS NOT CHANGING A POLICY SHOULD NOT BE THE ONE COMPLETING THE RESEARCH ON A POLICY.
FOR THE LAST MEETING, WE GATHERED THAT THE IKA POLICY WAS IMPLEMENTED IN JUNE, 1975.
FROM A CLOSE REVIEW OF THE DATA, HE WAS ONLY ABLE TO VERIFY THAT 18 OUT OF 71 SCHOOL DISTRICTS PROHIBITED EARLY GRADUATES FROM BEING VALEDICTORIANS BY EXPLICITLY STATING IT IN THEIR POLICIES.
THE OTHER INSTANCES WERE ONLY DATE STAMPS AND INFERENCES.
SINCE THE LAST MEETING, I HAVE FOUND THAT THE AIKEN COUNTY PUBLIC SCHOOL DISTRICT ALLOWED AN EARLY GRADUATE TO BE A VALEDICTORIAN IN 2006 AT RSM.
YOU ALL JUST HEARD FROM A SPEAKER, ALICIA FREEMAN AT THE TIME.
SHE WAS SLATED TO BE THE VALEDICTORIAN.
SOMEONE SKIPPED SOPHOMORE YEAR, THEY WERE IN THEIR SIT.
THEY WENT TO SUMMER SCHOOL, BYPASSED THEIR JUNIOR YEAR AND SURPRISED HER AND GRADUATED AS THE VALEDICTORIAN AND KNOCKED HER DOWN TO SALUTATORIAN.
BUT YET, SHE STILL HERE SPEAKING IN SUPPORT OF THE POLICY BECAUSE SHE FEELS LIKE THEY EARNED THAT GRADE, SO THEY DESERVE THAT RECOGNITION.
I THINK THAT THAT SPEAKS MOUNDS ABOUT CHARACTER AND HOW IMPORTANT IT IS TO MAKE SURE THAT EVERYONE IS HONORED.
SINCE THE LAST MEETING, WE DISCUSSED SOME THINGS.
THERE WAS SOME DIVISION AMONG THE COMMUNITY.
THIS POLICY IS CAUSING DIVISION. IT'S NOT THE PEOPLE.
MY SON LOVES THE STUDENTS HERE.
BUT IT'S BECAUSE IT'S MAKING THEM CHOOSE.
THEY KNOW THAT THEY ALL WORK HARD.
BUT THE THING IS, THE DISTRICT IS KEEPING FROM ACKNOWLEDGING THEM FOR THEIR HARD WORK.
THE EVIDENCE TO THE POLICY NOT BEING IMPLEMENTED IN SOME CASES IS RIGHT BACK THERE IN THE YEARBOOKS, IF Y'ALL WOULD LIKE TO LOOK AT IT.
I'M REQUESTING THAT MORE OPTIONS ARE PROVIDED FOR MY SON.
CONSIDER HAVING MULTIPLE VALEDICTORIANS.
CALL HIM AN EARLY GRADUATE VALEDICTORIAN.
SIMPLY ACKNOWLEDGE HIM AT HIS GRADUATION AS BEING RANK NUMBER 1, BECAUSE THE POLICY ALLOWS HIM TO KEEP HIS RANK.
EARLIER YOU HEARD THAT SOMEONE TOLD THE YOUNG MAN OVER THERE THAT HE WOULDN'T BE ABLE TO KEEP HIS RANK.
THAT'S NOT TRUE. WE KNOW THAT THERE ARE ISSUES WITH THE POLICY.
THERE IS NOT CLARITY IN THE POLICY, BECAUSE MY SON GETS TO KEEP HIS RANK, AND HE SHOULD BE ACKNOWLEDGED AS SUCH.
HE DESERVES TO SIT ON THE STAGE BECAUSE HE HAS EARNED IT.
RECENTLY WJBL RECOGNIZED DYLAN AS THE WJBF SCHOLAR ATHLETE, IT WILL AIR ON THE 20TH, BECAUSE THEY WERE LOOKING AT HIS ACCOLADES AND NOT HIS NUMBER OF YEARS IN HIGH SCHOOL.
THE ADMINISTRATION MENTIONED ADDING THE SENIOR SCHOLAR AWARD TO THEIR POLICY.
THIS RECOGNITION IS HELD AT THE DISTRICT AND NOT AT HIS GRADUATION IN FRONT OF HIS FAMILY, HIS COMMUNITY, THE SCHOOL STAFF, AND THE PEERS.
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IF HE'S WORTHY OF BEING RECOGNIZED BEHIND THE SCENES FOR MAKING THE ALL-A HONOR ROLL ALL THROUGHOUT SCHOOL, HE'S WORTHY OF BEING RECOGNIZED AT HIS GRADUATION IN PUBLIC.WHAT WOULD BE THE SECRET ABOUT HIM GRADUATING AND BEING RANKED NUMBER 1 WHEN HIS TRANSCRIPT SAYS THAT HE IS NUMBER 1? LAST YEAR, HE WAS ALLOWED TO BE THE HEAD JUNIOR MARSHAL, WHICH IS SUPPOSEDLY DETERMINED BY THE END OF THE FIFTH SEMESTER, WHEN TECHNICALLY, THAT WOULD HAVE ONLY BEEN DYLAN'S THIRD SEMESTER BY THE RULES THAT WE'VE BEEN HEARING HERE.
BUT HE WAS STILL ABLE TO RECEIVE THAT HONOR THAT IS IN THAT SAME IKA POLICY THAT PARENTS DO NOT SEE WHEN THEIR KID ENTERS AS A FRESHMAN.
WE DON'T SEE THAT. THE ONLY WAY WE SAW THAT POLICY IS WHEN DYLAN WAS READY TO SKIP, AND IT WAS AFTER THE FACT, THAT SHOULD BE SOMETHING THAT'S NOTED IN FRONT AHEAD OF TIME.
PEOPLE KNOW ABOUT IT BEFORE THEY EVEN START TAKING HIGH SCHOOL CLASSES.
BUT WE DON'T KNOW ABOUT IT.WE DON'T KNOW ALL THE FACTS ABOUT IT.
THAT'S WHY THE COMMUNITY IS SO SPLIT ON IT RIGHT NOW BECAUSE NOBODY KNOWS THE FACTS ABOUT THE POLICY.
SOMEONE REALIZED THAT THE TERMINOLOGY IS ONLY A DATE, THOUGH.
SO THEY LET HIM WALK THAT STAGE.
THEY LET HIM BE THAT HEAD JUNIOR MARSHAL.
THEY LET HIM WALK IN WHAT HE WAS SUPPOSED TO.
HE WALKED, HE SMILED, AND THE STUDENT BESIDE HIM SMILED, TOO, BECAUSE THEY WERE PROUD BECAUSE THEY WORKED HARD AND THEY DESERVED IT.
LET'S RECOGNIZE HIM AS BEING RANK NUMBER 1, AND WHAT SOME MAY REFERENCE AS THE EIGHTH SEMESTER, ALSO KNOWN AS THE LAST SEMESTER OF HIS SENIOR YEAR.
WHY? BECAUSE IT'S FAIR, AND HE'S DONE THE WORK.
AT THE END OF WHAT'S TRADITIONALLY CALLED THE EIGHTH SEMESTER, HE'LL HAVE 27 CREDITS TO GRADUATION, 24 COLLEGE CREDIT HOURS, DEMONSTRATED CAREER AND COLLEGE READINESS, AND THE HONOR OF HOLDING THE NUMBER 1 RANK.
WE SHOULD BE CELEBRATING THAT HE WILL BE ABLE TO ACCOMPLISH THIS IN SIX SEMESTERS.
IT HAS TAKEN ENTIRELY TOO LONG JUST TO DO THE RIGHT THING.
>> THANK YOU, MA'AM. THE LAST SPEAKER FOR PUBLIC PARTICIPATION IS MS. ALYSSA WHITFIELD.
WOULD LIKE TO SPEAK ON THE POLICY OF REQUIREMENTS FOR VALEDICTORIAN, SALUTATORIAN.
I AM CURRENTLY A SENIOR AT RIDGE SPRING MONETTA HIGH SCHOOL.
SINCE I WAS A LITTLE GIRL, MY BIGGEST GOAL WAS TO BECOME A VETERINARIAN.
WHEN I STARTED HIGH SCHOOL, I STARTED WORKING TOWARDS THAT GOAL.
I TOOK EVERY COURSE REQUIRED PLUS MORE.
I TOOK COLLEGE COURSES, AGRICULTURE, AND HEALTH SCIENCE CLASSES.
I EARNED MANY CERTIFICATIONS, MY JUNIOR YEAR, LIKE CPR, OSHA, AND ETC.
I ALSO BECAME ONE OF THE YOUNGEST STUDENTS TO EVER BE CERTIFIED AS A CNA.
I AM A MEMBER OF MANY DISTINGUISHED CLUBS LIKE BETA, NEHS, FFA, HOSA, AND MORE.
I ALSO COMPLETED AN INTERNSHIP LAST YEAR THROUGH THE SCHOOL.
I HAVE BEEN WORKING HARD ACADEMICALLY TO REACH THE GOALS I HAVE SET FOR MYSELF, INCLUDING THE REQUIREMENTS YOU HAVE ASKED OF ME WHILE PLAYING SPORTS AND DOING COMMUNITY SERVICE WHEN I COULD.
I CHEER, I PLAY SOFTBALL, AND I DANCE.
LAST YEAR, I WAS TOLD I HAD A CHANCE TO GRADUATE EARLY.
THE REASON I CHOSE NOT TO WAS BECAUSE I WANTED TO GRADUATE WITH MY CLASS, KEEP MY CLASS RANK, AND WORK TOWARDS BEING VALEDICTORIAN.
TO BE VALEDICTORIAN OR SALUTATORIAN, YOU HAVE TO COMPLETE EIGHT SEMESTERS, BUT THOSE TITLES COME OPPORTUNITIES FOR COLLEGES.
I MADE THAT CHOICE BECAUSE IT WAS WHAT I NEEDED TO DO FOR MY FUTURE.
NOT RECEIVING ONE OF THESE TITLES WOULD CLOSE DOORS TO POSSIBLE SCHOLARSHIPS AND OPPORTUNITIES.
IT WOULD BE UNFAIR TO BE PUNISHED FOR ABIDING BY THE RULES.
THIS IS WHAT I STRIVE FOR AND HAVE EARNED.
THANK Y'ALL FOR TAKING THIS TIME TO HEAR ME SPEAK AND GAIN AN UNDERSTANDING OF WHAT KEEPING THE POLICY AS IS AND IN PLACE MEANS TO ME.
>> THANK YOU, MA'AM. THAT CONCLUDES PUBLIC PARTICIPATION.
WE HAVE NO ITEMS UNDER OFFICE OF BOARD CHAIR THIS EVENING, WHICH BRINGS US TO INDIVIDUAL ITEMS. ITEM A1 IS PERSONNEL APPOINTMENTS.
THE ADMINISTRATION HAS PRESENTED THE BOARD WITH A LIST OF CERTIFIED AND CLASSIFIED PERSONNEL THAT'S BEEN SCREENED BY HUMAN RESOURCES AND APPROVED BY THE ADMINISTRATION, WHICH WE MUST APPROVE AS WELL.
IS THERE A MOTION TO APPROVE THE LIST OF PERSONNEL APPOINTMENTS?
>> MR. LINDELL HAS MADE A MOTION, SECOND BY I HEARD DR. BRADLEY TO APPROVE THE LIST OF PERSONNEL APPOINTMENTS.
ANY DISCUSSION ON THIS MOTION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
THAT'S NINE IN FAVOR. THE MOTION CARRIES.
ITEM A2 IS AN UP DATE TO THE ORGANIZATIONAL CHART,
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WHICH IS EMBEDDED IN POLICY CCA.TO START UP, IS THERE A MOTION TO APPROVE THE UPDATE TO THE ORGANIZATIONAL CHART IN POLICY CCA? ON FIRST READING?
>> MOTION MADE BY DR. BRADLEY, IS THERE A SECOND?
ANY DISCUSSION ON THE APPROVAL ON FIRST READING OF THE DATE TO THE AIKEN CHART AND POLICY CCA? HEARING NONE, ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND? THAT'S EIGHT IN FAVOR.
ANYONE OPPOSED? ANYONE ABSTAINING? THAT'S ONE. MOTION CARRIES EIGHT TO ZERO TO ONE ON FIRST READING, AND THAT WILL BE BACK FOR SECOND READING.
THE LAST INDIVIDUAL ITEM IS A PRESENTATION, AND IT LOOKS LIKE I'M TURN THIS OVER FIRST TO MR. POSTEL.
>> THANK YOU, MR. CHAIRMAN, MEMBERS OF THE BOARD, DR. MURPHY.
GOOD EVENING. IT'S OUR PLEASURE TONIGHT TO BRING YOU A PROGRAM OVERVIEW OF SOAR.
WE'LL SHOW YOU SOME DATA ABOUT SOME OF THE PROGRESS WE'VE MADE THROUGHOUT THE PROGRAM AND TELL YOU ABOUT SOME OF THE CHANGES COMING THAT WE'VE ALREADY IMPLEMENTED.
FINALLY, WE'LL ASK FOR Y'ALL TO APPROVE A CHANGE FOR US TONIGHT.
FIRST, WE WANT TO THANK Y'ALL FOR GIVING US THE CONFIDENCE TO IMPLEMENT THIS PROGRAM AND TO SERVE 194 STUDENTS.
WE SERVED THE SOAR EVENING PROGRAM AT THREE SCHOOL SITES AND AT THE SIX POINTS SITE.
ONE HUNDRED AND NINETY-FOUR STUDENTS SERVED.
WE HAD 80 GRADUATES THROUGH THE PROGRAM EARN ENOUGH CREDITS TO GET BACK ON TRACK AND GRADUATE ON TIME WITH THEIR CLASS THIS YEAR.
WITHOUT THIS PROGRAM, I CAN'T SAY FOR CERTAIN, THEY WOULDN'T HAVE MADE IT, BUT THEY DEFINITELY MADE IT BECAUSE OF THIS PROGRAM, SO 80 ADDITIONAL GRADUATES TO OUR CLASS.
FOURTEEN STUDENTS OF THOSE 194 THAT WE SERVED WERE ABLE TO GET ENOUGH CREDITS TO GET BACK ON TRACK AND GET BACK WITH THEIR GRADUATING COHORT.
THAT IS AN INDICATOR ON THE STATE REPORT CARD NOW OF OUR ON TRACK FOR GRADUATION.
SO 14 STUDENTS WERE ABLE TO DO THAT.
OUR STUDENTS COMPLETED A TOTAL OF 535 COURSES THROUGH THE SOAR EVENING PROGRAM, JUST IN OUR FIRST YEAR OF IMPLEMENTATION.
WHAT YOU'LL SEE TONIGHT IS THAT WE HAVE SOME ENHANCEMENTS COMING THAT WILL SERVE EVEN MORE STUDENTS AT NO ADDITIONAL COST.
WE JUST WANT TO SAY THANK YOU FOR THIS BECAUSE THIS WAS THE CONFIDENCE THAT YOU ALL GAVE US TO IMPLEMENT THIS PROGRAM, TO SERVE STUDENTS, AND TO GO OUT THERE AND SAVE STUDENTS THAT GIVE THEM OTHER OPPORTUNITIES LINING UP FOR GRADUATION.
>> THIS ONE IS REALLY SMALL, BUT YOU HAVE THIS WITH YOU AT YOUR SEAT.
THIS JUST SHOWS YOU THAT OUR GOALS FOR THE PROGRAM ARE DIRECTLY ALIGNED TO OUR SUPERINTENDENT'S GOALS.
THEY ARE COLOR CODED ON HERE, SO DR. MURPHY'S GOALS ARE COLORED GREEN, BLUE, YELLOW, AND GRAY, AND THE SORE GOALS THAT APPLY TO THOSE HAVE THAT LITTLE DOT ON TOP OF THEM SO YOU CAN SEE DIRECTLY WHICH ONE OF OUR SUPERINTENDENT'S GOALS ARE RELATED TO THE SORE GOALS.
NOW, OUR PROGRAMS ARE MULTI-TIERED, SO WE'VE DESIGNED THIS SO THAT WE SERVE STUDENTS IN TIERS 1, 02, AND 3 IN VARYING LEVELS OF NEED.
WHAT I'LL DO IS GO THROUGH AN OVERVIEW OF WHERE THEY FIT, AND THEN I'LL HAND IT OVER TO MRS. HAMRICK TO GO OVER EACH OF THOSE PROGRAMS IN A LITTLE BIT MORE DETAIL.
OUR TIER 1 PROGRAMS, THOSE ARE OUR INNOVATIVE PROGRAMS LIKE AIKEN INNOVATE AND AIKEN COUNTY VIRTUAL ACADEMY.
THOSE THINGS HAVE BEEN AROUND. YOU'VE HEARD ABOUT THOSE.
WE HAVE SOME ENHANCEMENTS COMING FOR THOSE THINGS.
ALSO OUR AFTER SCHOOL RECOVERY PROGRAM, WHICH WILL TAKE PLACE AT EACH SCHOOL THIS YEAR, RIGHT AFTER SCHOOL AND SERVE STUDENTS IN THEIR HOME SCHOOL SETTING.
OUR TIER 2 PROGRAMS, THAT WOULD BE OUR ASPIRE EVENING PROGRAM, WHICH IS A LITTLE BIT DIFFERENT THIS YEAR, BUT THAT'S WHERE ALL THOSE WONDERFUL NUMBERS FROM THE FIRST SLIDE CAME FROM AND OUR USE INTERVENTION PROGRAM, WHICH IS NEW THIS YEAR, WHICH IS TO SERVE STUDENTS WHO ARE ASSIGNED TO THE ALTERNATIVE SCHOOL FOR DRUG AND ALCOHOL USE.
YOU'LL HEAR SOME MORE DETAILS ABOUT THAT.
VERY EXCITED ABOUT THAT PROGRAM AND THE PARTNERSHIP WE HAVE THERE.
FINALLY, OUR TOP TIER WOULD BE HOW WE SERVE OUR STUDENTS IN ALTERNATIVE SCHOOL.
ALTERNATIVE SCHOOL STUDENTS ARE SERVED IN-PERSON AND VIRTUALLY.
THAT'S YOUR VIRTUAL IN LIEU OF EXPULSION PROGRAM.
I WILL MENTION, ALSO, AS WE GO THROUGH THESE PROGRAMS, YOU HAVE A SLIDE AT THE BACK OF YOUR SLIDE DECK THAT IS AN OVERVIEW OF ALL THE PROGRAMS LAID OUT WITH THE DIFFERENCES BETWEEN THEM SO THAT YOU CAN EASILY COMPARE AS WE GO THROUGH.
WITH THAT, I'LL TURN IT OVER TO MRS. HAMRICK. IS THAT ONE IN THE MIDDLE.
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DR. MURPHY, MR. NESSEL AND THE BOARD.THANK YOU SO MUCH FOR LISTENING TO WHAT WE HAVE TO SAY.
TO SAY THIS IS AN EXCITING ROLE IS LIKE AN UNDERSTATEMENT. I LOVE MY JOB.
I SAY IT EVERY SINGLE DAY BECAUSE WE GET TO HELP STUDENTS THAT MIGHT NORMALLY BE OVERLOOKED OR WE DON'T KNOW WHAT TO DO WITH THEM AT THE SCHOOL LEVEL, AND SO I'M SO EXCITED TO HELP THEM OUT.
OUR FIRST TIER IS AIKEN INNOVATE.
YOU ARE FAMILIAR WITH AIKEN INNOVATE.
IT'S BEEN AROUND FOR A WHILE, BUT WE DO SERVE STUDENTS THAT MIGHT NOT WANT TO BE IN THE SCHOOL SETTING OR MIGHT NOT BE SUCCESSFUL IN THE TRADITIONAL SCHOOL SETTING, AND SO THIS IS A VIRTUAL ENVIRONMENT FOR THEM.
THEN YOU CAN SEE THEIR LEARNING ENVIRONMENT IS VIRTUAL.
WE HAVE CHANGED SOME THINGS THIS YEAR TO MAKE IT MORE ACCESSIBLE TO STUDENTS.
SOME OF THE FEEDBACK WE GOT WAS THAT SOME STUDENTS MIGHT NEED TO BE IN THAT ENVIRONMENT, BUT THEY HAD TO WAIT TO APPLY.
WE DO HAVE ROLLING ENROLLMENT THIS YEAR, WHICH IS SOMETHING WE ARE TACKLING HEAD ON.
IT'S EXCITING, AND WE'RE WORKING THROUGH THOSE ISSUES, BUT IT'S BEEN REALLY GOOD BECAUSE PARENTS AND STUDENTS WHO ARE VERY ANXIOUS ABOUT HAVING TO WAIT NOW DO NOT HAVE TO WAIT TO APPLY, AND WE CAN TRY TO GET THEM IN MUCH EARLIER.
WE DO HAVE A VERY FLEXIBLE SCHEDULE THAT WORKS FOR STUDENTS WHO MAY PLAY SPORTS, BUT WE ALSO ARE WORRIED ABOUT SCREEN FATIGUE.
WE DID ASSESS WHETHER OR NOT OUR STUDENTS NEED TO BE IN FRONT OF A SCREEN ALL DAY LONG BECAUSE IT'S NOT A TRADITIONAL SCHOOL, AND SO WE DID ADDRESS THAT IN OUR FLEXIBLE SCHEDULE.
OUR NEXT PROGRAM UNDER THE INNOVATIVE PROGRAMS IS ACVA, AIKEN COUNTY VIRTUAL ACADEMY, ANOTHER PROGRAM THAT HAS BEEN AROUND FOR A WHILE, BUT IT NOW FALLS UNDER SOAR.
THESE STUDENTS ARE TRYING TO GET EXTRA CREDITS, AND TYPICALLY, YOUR STUDENTS IN ACVA ARE NOT YOUR STRUGGLING STUDENTS.
THOSE ARE GOING TO BE STUDENTS WHO ARE HIGHLY ORGANIZED AND MOTIVATED.
THEY WORK VERY WELL ON THEIR OWN.
THEY'RE GOING TO ADHERE TO TIMELINES WITHOUT MUCH OVERSIGHT, AND THEY ARE TRYING TO SOMETIMES GET AHEAD.
A LOT OF OUR ASA STUDENTS DO ACVA COURSES TO MAKE SURE THAT THEY'RE ON TRACK TO START THOSE COLLEGE COURSES AT AIKEN SCHOLARS ACADEMY.
I APOLOGIZE. I DIDN'T CLICK AHEAD.
IF YOU NEED A SECOND, I'M GOING TO LEAVE IT ON THAT ONE.
OUR AFTER SCHOOL RECOVERY PROGRAM.
THAT REPLACES OUR EVENING PROGRAM THAT WAS FOR BLENDED STUDENTS. I WOULD SAY BLENDED.
THESE STUDENTS WENT TO THEIR HOME SCHOOLS, AND THEN THEY STAYED AFTER SCHOOL ACTUALLY CAME TO SIX POINTS LEARNING CENTER TO GAIN ADDITIONAL COURSES WITH THE SUPPORT OF OUR TEACHERS THROUGH ADMIN VIRTUAL LEARNING.
BUT THE PROBLEM THAT WE RAN INTO A LOT WAS THAT WE HAD A BARRIER FOR TRANSPORTATION, SO THAT BECAME A HUGE BARRIER TO STUDENTS PARTICIPATING IN THE PROGRAM THEY HAD TO HAVE THEIR OWN TRANSPORTATION.
WE ARE TRYING TO REMOVE THAT BARRIER THIS YEAR AND PROVIDING THAT OPPORTUNITY AT THE HOME SCHOOLS.
THAT LEARNING ENVIRONMENT IS SIMILAR TO WHAT WE DID WITH THE EVENING PROGRAM LAST YEAR.
THESE ARE STUDENTS WHO AREN'T NECESSARILY HIGHLY ORGANIZED.
THEY AREN'T NECESSARILY HIGHLY MOTIVATED, BUT THEY DO NEED ADDITIONAL COURSES TO BE ABLE TO GRADUATE ON TIME WITH THEIR CLASSES.
THIS IS WITH STRONG TEACHER SUPPORT.
WE'RE PULLING THESE STUDENTS THROUGH.
WE'RE GIVING THEM THE EXTRA LEARNING AND SUPPORT THAT THEY NEED TO GET THROUGH THOSE COURSES AND CATCH UP TO THEIR COHORT OR TO GRADUATE ON TIME.
WE CAN DO ABOUT 30 STUDENTS PER SCHOOL.
OUR USE INTERVENTION PROGRAM IS A NEW PROGRAM THIS YEAR.
WE ARE USING A GRANT THROUGH THE AIKEN CENTER CALLED SCORP.
THAT IS GOING TO SERVE OUR STUDENTS WHO DO STRUGGLE WITH DRUG AND ALCOHOL OFFENSES AND ALSO VAPING OFFENSES.
WE DO COVER ALL ALL OF THOSE, ANYTHING FROM TOBACCO ALL THE WAY UP TO OPIOIDS IN THIS PROGRAM.
ONE SATURDAY FROM 9:00-2:00 WITH A REQUIRED PARENT PARTICIPATION.
PARENT OR GUARDIAN MUST PARTICIPATE WITH THE STUDENT.
THERE'S A LOT OF GREAT INFORMATION THAT THEY ARE GETTING.
BUT THIS IS AGAIN, A NEW PROGRAM.
WE ARE HIRING RIGHT NOW FOR THOSE TEACHERS TO BE ABLE TO PROVIDE THAT PROGRAM.
IT WILL BE COMPULSORY FOR OUR STUDENTS THAT GO TO THE ALTERNATIVE SCHOOL FOR DRUG OR ALCOHOL OFFENSES.
THEY WILL BE REQUIRED TO DO THAT AS PART OF THEIR TRANSITION GOALS BACK TO THEIR HOME SCHOOLS, BUT WE WOULD LIKE TO OPEN IT UP, AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER TO ALL OF OUR STUDENTS AS AN INTERVENTION BEFORE THEY GET RECOMMENDED FOR EXPULSION.
ALSO, WE ARE GOING TO HAVE IT AVAILABLE FOR COUNSELORS OR ADMINISTRATORS TO RECOMMEND A PARENT AND STUDENT TO GO NOT AS A PENALTY, NOT AS A DISCIPLINARY ACTION, BUT BECAUSE MAYBE THE PARENT EXPRESSED THAT MY STUDENT IS DOING THIS AT HOME, I DON'T KNOW WHAT TO DO.
WE WANT TO HAVE THAT AVAILABLE AS WELL.
AGAIN, THIS IS ON SATURDAYS FROM 9:00-2:00, AND IT IS A PRETTY STRICT CURRICULUM WHERE THEY LEARN A LOT, AND THEY DO A LOT OF ACTIVITIES TO SHOW THEIR LEARNING ABOUT DRUGS,
[00:40:04]
ALCOHOL, TOBACCO, OPIOIDS, PRETTY MUCH EVERYTHING.WE CAN HAVE ABOUT 40 STUDENTS AT A SITE.
WE WILL START AT SIX POINTS LEARNING CENTER.
THEN AS WE GROW, WE WILL BE AVAILABLE TO OPEN A NEW SITE IF WE HAVE TO.
BASED ON DATA, WE SHOULD BE OKAY WITH SIX POINTS, BUT WE MAY BE ABLE TO OPEN ANOTHER SITE.
OUR EVENING PROGRAM FULL TIME WAS LAST YEAR.
WE DID HAVE OPTIONS FOR STUDENTS IN THE EVENING PROGRAM LAST YEAR, AND THAT WAS THAT THEY COULD ATTEND THEIR HOME SCHOOL AND THEN COME IN THE EVENING.
BUT WE DID HAVE STUDENTS THAT ONLY CAME IN THE EVENING.
THOSE ARE STUDENTS TYPICALLY WITH ATTENDANCE ISSUES, MAYBE BECAUSE THEY HAVE A JOB OR A CHILD.
THERE'S SOME IMPEDING LIFE FACTOR, AND THEY'RE NOT PROGRESSING IN THE TRADITIONAL HIGH SCHOOL SETTING.
THESE STUDENTS CAME FULL TIME MONDAY THROUGH THURSDAY IN THE EVENING.
OUR ASPIRE EVENING PROGRAM IS GOING TO SERVE THAT TYPICAL STUDENT.
WE ACTUALLY HAVE SEVERAL RETURNING THIS YEAR.
WE'RE STARTING WITH ABOUT 40 STUDENTS OFF THE BAT THAT HAD ALREADY ATTENDED LAST YEAR.
THEY MAY NOT HAVE PROMOTED WITH THEIR CORRECT GRADE LEVEL, BUT THEY ACQUIRED ENOUGH CREDITS THAT IT LOOKED LIKE THEY WOULD BE SUCCESSFUL THIS YEAR AND HOPEFULLY GRADUATE THIS YEAR.
THEY DO HAVE TO HAVE A MINIMUM OF FIVE CREDITS TO APPLY.
THAT IS SO THAT WE KNOW THAT THEY ARE AT LEAST SERIOUS ENOUGH ABOUT THEIR EDUCATION THAT THEY COULD OBTAIN THOSE CREDITS.
WE'RE TYPICALLY LOOKING AT STUDENTS WHO ARE THIRD AND FOURTH YEAR, NINTH OR TENTH GRADERS.
THOSE ARE OUR TYPICAL STUDENTS, AND THEY DO VERY WELL IN THE PROGRAM.
SOMETIMES THEY HAVE DISCIPLINARY ISSUES AT THEIR HOME SCHOOLS, BUT THEY DO NOT IN THE EVENING PROGRAM.
I WAS VERY IMPRESSED WITH OUR STUDENTS LAST YEAR HOW HARD THEY WORKED WHEN THEY KNEW THEY HAD THIS OPPORTUNITY, AND THEY WERE AWAY FROM THE DISTRACTIONS AND THAT LARGE POND OR OCEAN THAT THEY WERE IN, IN THEIR HOME SCHOOLS.
THEY ARE WORKING AT PINE CREST SCHOOL, UTILIZING THE SAME TEACHERS THAT WE UTILIZE FOR THE ALTERNATIVE SCHOOL TO PROGRESS THROUGH THEIR ACADEMIC WORK TWO COURSES AT A TIME.
THE OPPORTUNITY SCHOOL, SO THAT WAS FORMERLY THE CENTER FOR INNOVATIVE LEARNING.
WE ARE ASKING TO REBRAND THAT BECAUSE WE WANT TO SHOW THAT IT IS COMPLETELY DIFFERENT NOW.
WE WANT TO REALLY SPEAK TO WHAT IT IS, WHICH IS AN OPPORTUNITY FOR STUDENTS TO LEARN THE NEW SKILLS THAT THEY NEED AND PRACTICE THOSE SKILLS TO BE SUCCESSFUL IN THEIR HOME SCHOOLS.
BUT WE ALSO HAVE THE OPPORTUNITY FOR THEM TO BE PLACED IN OTHER PROGRAMS THAT FALL UNDER SOAR.
A LOT OF TIMES WE FIND THAT A HIGH SCHOOL STUDENT IN THE OPPORTUNITY SCHOOL OR EVEN LAST YEAR AT SOAR WAS A GOOD FIT FOR THE EVENING PROGRAM.
THEN WE CAN GUIDE THEM INTO ASPIRE EVENING PROGRAM IF THAT SEEMS TO BE A GOOD FIT FOR THEM, WHICH IS REALLY NICE.
OR IF WE SEE THEY'RE A GOOD VIRTUAL STUDENT, WE MIGHT GUIDE THEM INTO OUR AIKEN INNOVATE PROGRAM.
THE BIGGEST CHANGES THIS YEAR, I WOULD SAY, IS THAT WE ARE HIGHLY FOCUSED ON MAKING SURE THAT THE TRANSITION PROCESS IN AND OUT IS A GROUP PROCESS WITH THE HOME SCHOOL.
WHEN THEY COME IN, AND AGAIN, THIS IS A WORK IN PROGRESS, SO IT'S NOT PERFECT RIGHT NOW.
I WILL NOT SAY IT'S PERFECT RIGHT NOW, BUT WE ARE WORKING ON TRAINING THE PEOPLE INVOLVED AND MAKING SURE IT'S A VERY STREAMLINED PROCESS.
BUT WE ARE WORKING WITH THE HOME SCHOOLS TO WRITE GOALS FOR THOSE STUDENTS TO TRANSITION BACK TO THEIR HOME SCHOOLS.
SOME OF THE GOALS ARE COMPULSORY AND SOME ARE PERSONALIZED.
THE COMPULSORY GOALS WILL INCLUDE BEHAVIOR INTERVENTION MEETINGS.
FAMILY BEHAVIOR INTERVENTION MEETINGS WITH OUR BEHAVIOR INTERVENTIONIST SO THAT THEY CAN HELP THAT PARENT WORK WITH US AT HOME TO HELP THAT STUDENT.
ALSO LEADERSHIP AND CHARACTER DEVELOPMENT.
WE DO WORK WITH A CURRICULUM AT THE SCHOOL TO MAKE SURE THAT THOSE STUDENTS ARE GETTING THOSE SKILLS TO BE GOOD LEADERS AND BUILD THEIR CHARACTER.
THEN ALSO SERVICE REQUIREMENTS.
AT THIS POINT RIGHT NOW, THEY'RE VERY LOW, OUR COMMUNITY SERVICE REQUIREMENTS, BUT THOSE ARE BUILT INTO OUR PROGRAM.
WE DO HAVE THE OPPORTUNITY ON FRIDAYS TO DO SERVICE PROJECTS ON OUR CAMPUS SO THAT THEY CAN FULFILL THOSE REQUIREMENTS.
IT SHOULDN'T BE REQUIRED THAT THEY OUT INTO THE COMMUNITY RIGHT NOW AND FIND SOMETHING TO DO, BUT WE DO WANT TO BUILD ON THAT AND BRING PEOPLE IN ON FRIDAYS.
THEY STILL HAVE UNIFORM REQUIREMENTS.
IT'S STILL A VERY STRICT ENVIRONMENT FOR THEM, BUT WE'RE TRYING TO BUILD THOSE SKILLS TO MAKE SURE THAT THEY TRANSITION BACK WITH THE SKILLS THAT THEY NEED TO BE SUCCESSFUL IN THEIR HOME SCHOOLS.
WHEN THEY TRANSITION BACK, WE ARE INVOLVING THE SCHOOLS IN THAT.
AS A STUDENT IS PROGRESSING THROUGH THEIR HOME SCHOOL, IF THEY START TO SHOW THAT THEY'RE HAVING TROUBLE ADJUSTING TO THAT ENVIRONMENT,
[00:45:01]
MAYBE THEY'RE STARTING TO GET REFERRALS, WE CAN NOW BRING IN OUR BEHAVIOR INTERVENTIONISTS AND HAVE THAT BEHAVIOR INTERVENTIONIST WORK WITH THE SCHOOLS BEFORE THE STUDENT MAYBE GETS RECOMMENDED FOR EXPULSION AGAIN, WHICH WE DON'T WANT TO HAPPEN.WE WANT TO SEE THEM SUCCESSFUL AND TRACK THEM.
WE CAN DO ABOUT 180 STUDENTS BETWEEN MIDDLE AND HIGH THERE.
THEN OUR OPPORTUNITY SCHOOL VIRTUAL OPTION, IS A WAY TO KEEP OUR STUDENTS FROM BEING EXPELLED COMPLETELY FROM THE DISTRICT.
WE REALLY FEEL LIKE ONCE THEY'RE EXPELLED, THEN THEY'RE OUT IN THE COMMUNITY AND THEY DON'T HAVE THAT SUPPORT, AND WE WANT TO TRY AND AT LEAST GIVE THEM THAT SUPPORT BEFORE, MAYBE IF THEY DO SOMETHING REALLY HORRIBLE, WE AREN'T ABLE TO DO THAT, BUT WE WANT TO GIVE THAT SUPPORT.
WE WANT TO AVOID EXPELLING STUDENTS FROM THE ALTERNATIVE SCHOOL, FROM THE OPPORTUNITY SCHOOL.
WE HAVE THIS AVAILABILITY TO ESCALATE THEM TO A VIRTUAL OPTION.
THE VIRTUAL OPTION IS NOT PERMANENT.
IT SHOULD BE A TEMPORARY INTERVENTION.
BUT THOSE STUDENTS WOULD DO VIRTUAL WORK WITH A VIRTUAL TEACHER, SO THEY'RE NOT DOING IT ON THEIR OWN.
THEN OUR GOAL IS TO TRANSITION THEM BACK THROUGH THE FACE TO FACE OPTION AND THEN BACK INTO THEIR HOME SCHOOL.
THEY'RE MEETING ALL THOSE GOALS BEFORE THEY TRANSITION BACK INTO THEIR HOME SCHOOLS.
IF I WENT TOO FAST, I APOLOGIZE.
APPROXIMATELY 50 STUDENTS CAN BE IN THAT, BUT IT'S FLEXIBLE.ARE YOU READY, MR. POSTEL? THOSE ARE OUR PROGRAMS. IT'S A LOT. I KNOW YOU MIGHT HAVE A LOT OF QUESTIONS.
I DO WANT TO SAY BEFORE MR. POSTEL COMES UP, THAT I INVITE YOU TO REACH OUT TO ME WITH ANY QUESTIONS THAT YOU HAVE.
IF YOU WANT TO COME AND VISIT ANY OF OUR PROGRAMS, WE WELCOME THAT.
I WOULD LOVE TO SEE YOU GUYS AT THE PROGRAMS, AND I KNOW THAT THE STUDENTS WOULD LOVE THAT AS WELL.
>> IS THIS A GOOD PLACE TO STOP FOR QUESTIONS?
>> OKAY. QUESTION ABOUT, YOU MIGHT AS WELL GO BACK TO THE OPPORTUNITY SCHOOL SLIDE.
I KNOW THERE'S AN ASK AT THE END OF THIS, AND WE'LL GET TO THAT AND THE MOTIONS.
BUT YEAH. YOU TALKED ABOUT IT.
BUT CAN YOU TALK A LITTLE LONGER ABOUT THE TRANSITION BACK FROM THIS ALTERNATIVE PROGRAM TO A HOME SCHOOL AND HOW THAT WOULD BE DONE?
>> I'M SORRY. IF THAT'S DIFFERENT THAN WHAT WE DID LAST YEAR?
>> IT IS DIFFERENT. WHEN I SAY, TRADITIONALLY, HISTORICALLY, VERY RECENTLY, IN SEVERAL YEARS, WE'VE SEEN WHERE STUDENTS ARE ASSIGNED FOR ABOUT 45 DAYS, AND THEN AT THE END OF THE 45 DAYS, THEY'RE SENT BACK TO THEIR HOME SCHOOLS.
WE'RE SAYING A MINIMUM OF 45 DAYS BECAUSE WE KNOW IT TAKES AT LEAST THAT LONG TO CHANGE A HABIT.
BUT THAT THEY MUST MEET THEIR GOALS TO TRANSITION BACK.
IT'S NO LONGER YOU JUST HIT 45 DAYS, AND IT DOESN'T MATTER WHAT YOU'VE DONE.
NOW, WE WANT TO SEE THAT GOAL PROGRESSION.
WE'RE TRACKING THOSE GOALS AS WELL, AND THAT IS SHARED WITH THE HOME SCHOOLS.
WHEN THEY HAVE THE TRANSITION MEETING TO COME BACK, THAT INVOLVES THE PARENT, THE STUDENT, THE HOME SCHOOL, OUR TRANSITION COORDINATOR, AND ADMINISTRATOR AT MINIMUM FROM THE OPPORTUNITY SCHOOL TO TALK ABOUT WHERE THE STUDENT IS.
IF IN THAT MEETING, THEY DECIDE THAT IT IS NOT A GOOD TIME TO TRANSITION BECAUSE THE STUDENT HAS NOT MET THOSE GOALS, THEN THEY WILL JUST CONTINUE UNTIL THEY'VE MET THOSE GOALS. DOES THAT ANSWER THE QUESTION?
>> IT SURE DOES. I CAN HEAR JACKIE.
>> GOOD EVENING. CAN YOU TALK TO ME A LITTLE BIT ABOUT THE MINDSET OR THE THINKING AND THE NAMING OF OPPORTUNITY SCHOOL.
>> REALLY, I WANTED THE STUDENTS TO KNOW THAT WHEN THEY COME THERE, IT'S NOT A PUNISHMENT.
IT IS AN OPPORTUNITY FOR THEM TO CHANGE THEIR BEHAVIOR BECAUSE THEY ARE CHILDREN.
WE KNOW THAT CHILDREN MAKES MISTAKES, AND CHILDREN, THEY DON'T HAVE THE CAPACITY THAT WE DO TO DECIDE THEY WANT TO CHANGE SOMETHING AND DO IT, SO WE HAVE TO SHOW THEM THAT OPPORTUNITY TO DO THAT.
IT'S A VERY POSITIVE WORD, AND SO THAT WAS REALLY WHAT WAS BEHIND IT.
>> APPRECIATE THAT. IT SOUNDS GOOD.
I WAS GLAD TO HEAR YOU ADDRESS THE 45 DAYS, BECAUSE I WANTED TO ASK, WAS THAT SOMETHING WE WERE GOING TO CONTINUE? I'M GLAD TO HEAR THAT'S GOING TO BE REALLY MORE DIRECTED AT MEETING GOALS, AND ARE THEY READY TO TRANSITION BACK RATHER THAN JUST MEET A TIME STAMP.
THAT'S GOOD, I THINK. I HOPE IT WORKS OUT.
TRADITIONALLY OR HISTORICALLY, CAN YOU SPEAK TO WHAT THE ENROLLMENT AT THE CENTER FOR INNOVATIVE LEARNING HAS BEEN? I KNOW THAT VARIES FROM EARLY IN THE YEAR TO LATE IN THE YEAR.
BUT IN GENERAL, AS IT COMPARES TO THIS, 180 NUMBER.
>> TYPICALLY, THEY DO NOT HIT 180, 180 IS BASED ON THE BEST PRACTICES FROM THE STATE DEPARTMENT, WHICH IS 15 PER CLASS.
THAT'S HOW WE CALCULATED THAT,
[00:50:02]
AND THAT DOES INCLUDE MIDDLE AND HIGH, BUT THEY DON'T TYPICALLY HIT 180.I BELIEVE LAST YEAR, THEY MAY HAVE HIT 130-ISH AT THE HIGH POINT.
>> WE LIKE TO KEEP IT 15 PER CLASS.
NOW, REMEMBER THAT LIKE 130 MIGHT MEAN THAT THERE WERE A LOT OF EIGHTH GRADERS, WHICH WE TYPICALLY HAVE, AND NOT SO MANY HIGH SCHOOLERS.
THERE MAY BE VERY HEAVY NUMBERS IN THE EIGHTH GRADE CLASSROOMS, WHEREAS THE HIGH SCHOOL CLASSROOMS MIGHT HAVE FIVE OR SIX PER CLASSROOM, BUT YOU MIGHT HAVE 20ISH PER EIGHTH GRADE.
>> YOU MAY DEVELOP SOME RELIEF WITH THE VIRTUAL OPPORTUNITY SCHOOL.
MAYBE SOME BUILT IN RELIEF THERE.
I JUST WANT TO MAKE SURE WE'RE NOT LIMITING WHO WE SEND THERE SUCH THAT WE THEN ALTER HOW WE'RE DISCIPLINING AT THE SCHOOL LEVEL.
WE CAN'T SEND THEM TO THE OPPORTUNITY SCHOOL NOW BECAUSE WE'RE AT 180, OR WE'RE CLOSE TO IT, SO WE'RE GOING TO KEEP YOU AT.
I WANT TO MAKE SURE WE'RE AVOIDING THAT.
>> WHAT I'VE TOLD TO THE ADMINISTRATIVE TEAM EVERY TIME WE MEET IS THAT IT'S OPEN ARMS. WE'RE GOING TO CONTINUE TAKING STUDENTS.
IF WE SEE A NEED FOR MORE TEACHERS, THEN WE'RE GOING TO ASK FOR MORE TEACHERS.
THAT SHOULD BE WHERE WE ARE, NOT TURNING STUDENTS AWAY.
I DON'T WANT TO MOVE STUDENTS TO THE VIRTUAL OPTION JUST TO MAKE ROOM FOR THE OTHERS.
BUT DO REMEMBER THAT WE HAVE THE OPTION OF MOVING HIGH SCHOOL STUDENTS TO ASPIRE EVENING PROGRAM IF IT'S A GOOD FIT FOR THEM.
THAT IS A GOOD TRANSITION, AND WE FOUND THAT LAST YEAR TO BE A WONDERFUL TRANSITION WITH SOME AWESOME STUDENTS THAT ARE DOING REALLY WELL.
>> THAT'S GOOD, BECAUSE IN MY OPINION, I THINK SOME OF OUR BEHAVIORAL CHALLENGE STUDENTS ARE KEPT AT THE HIGH SCHOOLS TOO OFTEN.
I'M HOPING MAYBE WE CAN EASE THE PROCESS OF GETTING THESE STUDENTS THAT, LET'S JUST SAY NEED HELP TO WHERE THEY CAN GET IT.
>> WE'RE VERY EXCITED TO TAKE THEM BECAUSE IT BECOMES A CHALLENGE FOR US.
HOW CAN WE HELP THEM? AND THEN WE ARE TRACKING THEM AFTER THEY LEAVE US.
THEY'RE NOT EVER JUST CUT OFF FROM THE OPPORTUNITY SCHOOL.
WE ARE TRACKING THEM, AND WE WANT TO MAKE SURE THAT THEY CONTINUE TO BE SUCCESSFUL.
THAT IS PART OF OUR GOALS THAT WE SUBMITTED TO THE STATE DEPARTMENT AS WELL.
>> ARE THERE OTHER DISTRICTS OF THIS SIZE THAT ARE DOING SOMETHING SIMILAR LIKE THIS IN THIS STATE?
>> THERE ARE ALL DIFFERENT PROGRAMS, BUT YES.
OUR PROGRAM, WE DID PULL A LOT FROM AND I CAN'T REMEMBER THE DISTRICT, I APOLOGIZE, BECAUSE, OF COURSE, YOU PUT ME ON THE SPOT, BUT THERE IS A DISTRICT THAT HAS A REALLY GOOD PROGRAM, AND WE DID PULL SOME OF THE THINGS THAT THEY ARE DOING BECAUSE THEY WERE SO GREAT.
AND ALSO, THEY DO HAVE FAMILY COUNSELING.
WE COULDN'T IMPLEMENT IT WITH FAMILY COUNSELING BECAUSE WE DON'T HAVE THE PERSONNEL, BUT WE CAN DO FAMILY BEHAVIOR INTERVENTION BECAUSE WE DO HAVE THE PERSONNEL FOR THAT.
WE DID PULL THOSE, AND THEY DO HAVE COMMUNITY SERVICE REQUIREMENTS.
SO WE DID FEED OFF OF THAT ONE. YES, SIR.
>> MORE THAN ONCE IN THE PAST, I'VE HAD PERSONAL FAMILY FRIENDS THAT HAD STUDENTS OR CHILDREN THAT GOT IN TROUBLE THAT WERE NOT COMMONLY TROUBLED PEOPLE, AND SAVE INSTANCES LIKE THEY TRIED A VAPE THAT WAS A THC VAPE AT SCHOOL AND HAD A REACTION, AND WAS THEIR FIRST TIME, AND THEY ENDED UP AT SEAL.
WELL, THE ONE SO WHAT I'M SAYING IS THERE STUDENTS THAT WENT THERE THAT WERE DOING WELL IN SCHOOL.
THAT I KNOW OF SOME CASES THAT EVERY TIME IT'S COME BACK TO ME, THE PARENTS SAID THAT THEY WERE SO FAR BEHIND WHEN THEY RE ENTERED BACK INTO THEIR SCHOOL BECAUSE THERE WAS SUCH A DISCONNECT BETWEEN THE SCHOOL AND WHERE THEY WERE AT IN THE CLASSROOM AND WHAT THEY WERE DOING OVER THERE THAT I GUESS I'M JUST WANT TO KNOW HOW DO WE DEAL WITH THAT NOW?
>> THERE ARE A FEW THINGS THAT WE'RE DOING.
AS WE'RE ASSESSING AND SEEING ISSUES, THEN WE'RE ADDRESSING THOSE.
BUT ONE THING THAT WE ARE WORKING ON IMPLEMENTING BEGINNING THIS WEEK, ACTUALLY IS DOING DIAGNOSTIC TESTS FOR ALL THE STUDENTS THAT COME IN.
FOR OUR MIDDLE SCHOOL, WE WANT TO DO FAST BRIDGE TO SEE WHERE THEY ARE.
FOR OUR HIGH SCHOOL, WE WANT TO GIVE THEM A PRE TEST TO THE COURSE THAT THEY'RE TAKING SO THAT WE CAN SEE WHERE THEY COURSE OR THEY HEAD IN THE COURSE.
THAT DOESN'T MEAN THAT WE'RE PLACING THEM IN A DIFFERENT PLACE IN THE COURSE, BECAUSE WE WANT TO MAKE SURE THAT WE STAY ON PACE WITH THE TEACHER AT THEIR HOME SCHOOL.
BUT IT DOES GIVE OUR TEACHERS THE TOOLS TO KNOW, HEY, I MIGHT NEED TO REMEDIATE THIS STUDENT A LITTLE BIT, OR I NEED TO PROBABLY COME UP WITH SOME ENRICHMENT ACTIVITIES BECAUSE THIS STUDENT IS GOING TO BLOW THROUGH THIS COURSE.
THEY ALREADY KNOW 75% OF IT, AND IT'S 25% OF THE QUARTER.
SO WE ARE GOING TO BE USING THOSE TOOLS TO SEE WHERE THEY ARE BECAUSE ACADEMICALLY, MOST OF OUR STUDENTS ARE BEHIND, BUT, YES, WHEN YOU HAVE A STUDENT THAT'S AHEAD, IT IS A PROBLEM.
SOME OTHER THINGS THAT WE'VE TALKED ABOUT WITH
[00:55:03]
THE TRANSITION TEAM AND THE ADMINISTRATIVE TEAM IS WHEN OUR STUDENTS COME IN IN LIKE AN AP COURSE, AND THEY'RE LEFT TO JUST COMMUNICATE WITH THE TEACHER THEMSELVES.WE ARE GOING TO TAKE MORE OF AN ACTIVE ROLE IN THAT AND MAKE SURE THAT THEY'RE GETTING THE RESOURCES THAT THEY NEED TO BE ABLE TO BE SUCCESSFUL IN THOSE COURSES.
>> I WANT TO JUST ADD ON THAT THAT THE CASES I'VE BEEN ASKED TO LOOK INTO WE THEY WERE NEVER DISPUTING THAT DISCIPLINE WAS REQUIRED.
BUT IT JUST FRUSTRATING AS A PARENT TO BE IMPLEMENTING DISCIPLINE, AT THE SAME TIME, YOU FEEL LIKE YOUR KID IS GETTING BEHIND IN SCHOOL.
>> YES, SIR. AND IT'S OUR JOB TO MAKE SURE THAT THEY ARE NOT GETTING BEHIND.
ABSOLUTELY. WE'RE ALL AWARE OF THAT. THANK YOU.
>> FIRST, I'D LIKE TO SAY, I'M SO PLEASED TO SEE AND TO HEAR THAT WE'RE REACHING OUT AND ENSURING THAT THESE STUDENTS ARE SUCCESSFUL BECAUSE IT'S NOT LINEAR FOR ALL STUDENTS.
I'D LIKE TO ASK A COUPLE OF QUESTIONS.
ONE FOR THE SATURDAYS FROM 9:00-2:00, AND YOU MAY HAVE SAID IT, BUT IF STUDENTS ARE STRUGGLING WITH TRANSPORTATION AND THEIR PARENTS, WILL THAT BE AN OPTION FOR THEM ON THOSE SATURDAYS?
>> THAT'S A GREAT THING THAT YOU SAID, CAUSE I HAD IT IN MY NOTES THAT I DIDN'T SAY IT.
BECAUSE OF THE GRANT, WE ARE ABLE TO PROVIDE TRANSPORTATION IF THAT IS A BARRIER.
>> ALSO, BECAUSE I WORK WITH A LOT OF FAMILIES THAT MAY STRUGGLE IN SOME OF THESE AREAS, WHAT HAPPENS IF A PARENT IS NOT ABLE TO ATTEND? HOWEVER, YOU HAVE A STUDENT THAT'S MOTIVATED.
WILL THAT STUDENT BE PUNISHED AND OR OTHER BARRIERS WE PUT IN PLACE BECAUSE THE PARENT MAY NOT BE COOPERATIVE.
>> I WOULDN'T SAY THAT THEY'D BE PUNISHED, BUT IT IS REALLY IMPORTANT THAT A PARENT OR GUARDIAN, SOMEBODY IN THEIR LIFE THAT HAS SOME GUARDIANSHIP ROLE, MENTORSHIP ROLE DOES ATTEND.
I FEEL THAT IF WE PUSH ENOUGH, WE CAN FIND SOMEBODY, WHETHER IT'S AN AUNT OR AN UNCLE OR A GRANDPARENT OR JUST A FAMILY FRIEND OR SOMEBODY IN THE CHURCH WHO WOULD BE WILLING TO GO WITH THEM BECAUSE THERE'S A LOT OF ADULT INFORMATION THAT THEY GET AS WELL.
>> OKAY, AND LAST QUESTION, PLEASE.
I HEARD YOU TALK ABOUT SERVICE PROJECTS AND OPPORTUNITIES FOR BEING A PART OF THE COMMUNITY.
WHAT IS OUR ROLE IN TERMS OF WHO WE REACHED OUT TO THE COMMUNITY BEING RECEPTIVE TO ALLOWING THEIR STUDENTS TO BE A PART OF SERVICE PROJECTS AND COMMUNITY SERVICE?
>> THIS IS GOING TO BE A SLOW MOVING TRAIN.
BECAUSE I WANT IT TO HAPPEN RIGHT NOW, BUT I KNOW THAT I HAVE TO PUMP THE BREAK SOMETIMES.
THE ADMIN TEAM KNOWS THAT OUR GOAL RIGHT NOW IS TO EVERY THREE WEEKS, HAVE AN OPPORTUNITY FOR THE STUDENTS TO DO SOMETHING ON FRIDAYS, AND IT WILL START AT THE SCHOOL LEVEL.
WE HAVE A WHOLE COURTYARD THAT THEY COULD PLAN TO PAINT AND AND PLANT, AND THEY CAN COME UP WITH PROJECTS, AND THEN WE HAVE SOME THAT WE ALREADY HAVE IN MIND FOR THEM TO DO.
THEN I WOULD IMAGINE THAT IT PROBABLY WOULD BE NEXT YEAR THAT WE STARTED LOOKING AT REACHING OUT INTO THE COMMUNITY AND MAKING PARTNERSHIPS.
BUT WE CAN ABSOLUTELY DO THAT.
I DON'T THINK THEY SHOULD BE AFRAID TO HAVE THOSE STUDENTS HELP OUT, I HAVE SEEN IN MY YEARS IN EDUCATION THAT STUDENTS WHO TYPICALLY HAVE A BAD RAP, WHEN YOU PULL THEM INTO A SITUATION LIKE THAT, THEY ARE JUST PERFECT LITTLE ANGELS. THEY REALLY ARE.
>> ABSOLUTELY. LOOKING FOR A PLACE TO BELONG.
ONE OF THE THINGS THAT WE DID 45 YEARS AGO.
THE DIFFERENCE WAS WE HAD GRANT MONEY, BIG TIME GRANT MONEY, THE HIRE PSYCHOLOGIST, SOCIAL WORKERS, AND OTHER INTERVENTIONISTS THAT YOU DON'T.
SO DON'T STOP PUSHING FOR REALLY NEED PERSONNEL WITHIN THAT INDIVIDUAL. [INAUDIBLE]
>> WELL, THANK YOU ALL FOR SUPPORTING IT.
IT REALLY IS THE BEST JOB EVER.
>> I KNOW WE'RE NOT DONE. WAS THERE ANOTHER QUESTION? NO. MR. POSTEL HAS SOME MORE SLIDES TO GO THROUGH.
>> YES, I JUST WANTED TO JUST GIVE YOU AN OVERVIEW OF THE MAJOR CHANGES.
WE DID REALLOCATE SOME STAFF TO SERVE.
WE WERE RUNNING THE AC AND INNOVATE SITE, THE SIX POINT SITE, SO WE REALLOCATED SOME STAFF TO SERVE BOTH SITES. NO ADDITIONAL COST.
WE DO HAVE A FULL TIME SRO AT THE ALTERNATIVE SCHOOL THIS YEAR.
[01:00:02]
HE'S ASSIGNED TO THE SCHOOL.HE'S THERE, SO WE THANK OUR LAW ENFORCEMENT PARTNERS FOR THAT.
THAT'S A BIG STEP FOR US AT THE ALTERNATIVE SCHOOL.
TWO ASSISTANT PRINCIPALS THIS YEAR, WE HAD A DIRECTOR IN PLACE WITH ONE ASSISTANT PRINCIPAL.
NOW, WE HAVE TWO ASSISTANT PRINCIPALS AT THE ALTERNATIVE SCHOOL.
ONE SERVES MIDDLE SCHOOL, ONE SERVES HIGH SCHOOL.
BIG PIECE TO THIS WAS THE PIECE ABOUT ATTENDANCE AND GRADE REPORTING.
WE HAVE POWER SCHOOL AS OUR SYSTEM OF TRACKING STUDENTS, OUR STUDENT INFORMATION SYSTEM.
NOW ALL GRADES AND ATTENDANCE FROM THE ALTERNATIVE SCHOOL GO INTO POWER SCHOOL, SO THE HOME SCHOOL TEACHER CAN SEE IN REAL TIME THE PROGRESS THAT STUDENT IS MAKING ACADEMICALLY, WHETHER THEY'RE SHOWING UP, WHETHER THEY'RE DOING THE WORK.
THEY DON'T GET A GRADE THEY GO BACK WITH, THEY GET THOSE GRADES AS THEY GO.
AND IN ADDITION TO THAT, SENDING REPORTS BACK TO THE SCHOOLS ABOUT THEIR PROGRESS TOWARDS THOSE BEHAVIOR GOALS THAT WERE CREATED COLLABORATIVELY WITH THE TEAMS. THE LEADERSHIP DEVELOPMENT COURSE, THE WORKING INTO THE SERVICE PROJECTS AND THE SERVICE OPPORTUNITIES.
THOSE TRANSITION GOALS AND THEN FINALLY, PARTNERSHIP WITH EXCEL, WHICH IS ON THE SAME CAMPUS TO DO SOME IMPROVEMENT ON THE PRACTICES WITH THE ADULTS AND JUST BE REALLY GOOD NEIGHBORS WITH THEM.
WITH THAT, THAT'S OUR REVIEW OF THE PRESENTATION.
SO OUR REQUEST TONIGHT WAS JUST TWO PIECES, REALLY, AND IT'S EASY.
SO WE WANTED TO REBRAND IT TO THE OPPORTUNITY SCHOOL.
I'M GLAD MISS REINHARDT JACKSON ASKED THAT QUESTION.
OPPORTUNITY FOR US, WE REALIZE THAT WE HAVE TO WRAP OUR ARMS AROUND THESE STUDENTS AND SAVE THEM, SAVE THEM FROM THE BEHAVIORS THAT THEY'RE ENGAGED IN, AND GIVE THEM AN OPPORTUNITY TO CHANGE THAT BEHAVIOR AND GO BACK AND BE SUCCESSFUL.
THAT'S REALLY, AND LIKE MISS HAMRICK SAID, THAT'S WHY WE WANT TO CALL IT THE OPPORTUNITY SCHOOL.
WE WANT TO GIVE STUDENTS AN OPPORTUNITY TO GO.
THEY FACE A CONSEQUENCE BECAUSE THEY'RE OUT OF THEIR SCHOOL.
LIKE THEY KNOW THERE'S A CONSEQUENCE FOR THE BEHAVIOR, BUT WE'RE ALSO GIVING THEM THE COACHING TO CHANGE THAT BEHAVIOR.
THEN THE OTHER PIECE, WE MENTIONED A LITTLE BIT ABOUT THE THE INTERVENTION PROGRAM THAT WE HAVE THAT PARTNERSHIP WITH THE AIKEN CENTER, WHICH ALSO WORKS WITH THE COUNTY AIKEN COUNTY GOVERNMENT, AND WITH THE AIKEN CITY GOVERNMENT.
WHAT WE WANT TO DO IS WE WANT TO EXPLORE EXPANDING THAT USE INTERVENTION PROGRAM TO THOSE STUDENTS WHO ARE MAYBE FIRST TIME EXPERIENCERS WITH A VAPE.
STUDENTS WHO ARE USING VAPES THAT DON'T END UP ON AN EXPULSION TRACK FOR ACTUAL DRUGS, BUT THEY'RE USING THOSE THINGS AND WE NEED TO GET THEM.
SO WHAT WE WOULD LIKE TO DO, THERE'S NO ACTION WE'RE TAKING ON THAT TONIGHT, BUT WE WOULD LIKE JUST A VOTE OF CONFIDENCE TO TAKE THAT AND EXPAND IT AND TRY TO SERVE MORE STUDENTS.
IN MY RESEARCH FOR THIS, I ASKED, MR. FULLER, SOUTH AIKEN HIGH SCHOOL.
HE'S BEEN LEADING THE EFFORT AMONG THE HIGH SCHOOL PRINCIPAL TEAM TO LOBBY THE LEGISLATIVE DELEGATION, THE CITY COUNCIL, THE COUNTY COUNCIL ABOUT LIMITING ACCESS TO VAPE SHOPS IN SETTING UP BUSINESS NEAR SCHOOLS.
JUST IN A QUICK SEARCH, WE FOUND THERE ARE EIGHT VAPE AND CVD SHOPS WITHIN EIGHT TENTHS OF A MILE OF SOUTH AIKEN, KENNEDY, AND MILLBROOK.THAT'S WALKING DISTANCE.
THIS STUFF IS THERE FOR STUDENTS.
WE FEEL LIKE WE NEED TO EXPAND THIS PROGRAM AND EDUCATE THEM ON WHY THESE THINGS ARE BAD FOR THEM.
THAT WE LEAVE YOU WITH. SO WE APPRECIATE THE OPPORTUNITY.
>> BEFORE WE MAKE ANY MOTIONS, WE'LL JUST HAVE SOME MORE QUESTIONS.
MISS REINHARDT JACKSON'S FIRST.
>> I AM IN FAVOR OF THIS PROGRAM.
YOU ALL HAVE DONE A GREAT JOB OF REVAMPING IT AND MAK ING ALL THE PIECES FIT IN ORDER TO.
>> MAKE SURE THAT OUR STUDENTS SUCCEED.
I'M JUST CURIOUS AS TO WHAT OTHER NAMES CAME TO MIND OTHER THAN OPPORTUNITY SCHOOL.
>> YOU WANT TO TALK ABOUT SOME OF THE OTHER?
>> DO I WANT TO TALK ABOUT THE PROCESS?
>> YOU DON'T WANT TO TALK ABOUT THE PROCESS.
I'M JUST A LITTLE PERPLEXED AT THE NAME AND I'LL TELL YOU WHAT, STUDENTS ARE VERY TERRITORIAL.
EVEN THE ONES WHO HAVE BEEN SENT TO SEAL, GOT A LOT OF PRIDE AND SAY, OH, I WENT TO SEAL.
SO I JUST I WANT OUR STUDENTS TO BE ABLE TO LOOK AT OPPORTUNITY SCHOOL AND SAY, OKAY, LOOK, I'M IN THIS PLACE.
I'M DOING THIS PROGRAM, AND THE NAME REPRESENTS WHAT I FEEL ABOUT IT, AND I JUST WANT THEM TO BE PROUD OF THIS PROGRAM.
I WILL TELL YOU THAT IN ATTEMPT TO BE CLEVER WHEN WE FIRST STARTED, SO OF COURSE, HAS SO MANY PROGRAMS THAT I WAS TRYING TO COME UP WITH A GOOD WAY TO REMEMBER IT.
[01:05:01]
WE HAD THE INNOVATIVE PROGRAMS. WE WERE LOOKING AT AEIOU.REALLY, TO BE HONEST WITH YOU, WE WERE LOOKING AT AEIOU TO HELP COUNSELORS UNDERSTAND, OKAY, HOW MANY PROGRAMS DO THEY HAVE? WHAT DO THEY HAVE? OKAY, AEIOU? I CAN REMEMBER IT.
WHEN WE GOT TO RENAMING SEAL, O WAS OUR LETTER THAT WE WERE LOOKING AT.
I WAS LOOKING FOR WORDS THAT WERE POSITIVE, THAT WERE UPLIFTING, THAT STARTED WITH O.
NOW, I KNOW WE DON'T HAVE TO GO DOWN THAT ROAD, BUT IT WAS JUST THAT WAS WHERE WE WERE IN COMING UP WITH THE NAMES.
AND THE EVENING WAS THE E, BUT IT'S CHANGED A LITTLE BIT.
BUT YES. NOTHING EARTH SHATTERING, I WISH I COULD TELL YOU IT WAS VERY EARTH SHATTERING, BUT THAT WAS WHERE WE WERE LOOKING AT.
>> WE'RE SUPPOSED TO VOTE ON THE NAME CHANGE, BUT LOOKING AT THE DISTRICT WEBSITE, LOOKS LIKE THE NAMES ALREADY BEEN CHANGED?
>> THE NAME OF THE SCHOOL HAS NOT CHANGED.
THE SIGN ON THE WALLS IS STILL CENTER FOR INNOVATIVE LEARNING.
BY A POLICY FF ADMINISTRATIVE RULE FFR, THE BOARD HAS TO APPROVE THE NAMING OF A SCHOOL. YES, SIR.
>> THEN FOR THE SECOND POINT, THE AC CENTER DOES A LOT OF GREAT WORK.
BUT I HESITATE HAVING STUDENTS GO ON SOME OF THOSE PROPERTIES.
I'D RATHER SEE THEM MAYBE STAY ON OUR SCHOOL CAMPUSES AND MAYBE HAVE A REPRESENTATIVE.
>> I'D LIKE TO TAKE THIS ONE STEP AT A TIME, BECAUSE I WANT TO MAKE SURE I UNDERSTAND THE ASK ON THE SECOND POINT.
I'M NOT HEARING ANY FUTURE OTHER QUESTIONS.
WOULD ANYONE LIKE TO PUT FORTH A MOTION TO RENAME THE CENTER FOR INNOVATIVE LEARNING TO THE OPPORTUNITY SCHOOL?
>> OH, I GOT A MOTION, BUT IT AIN'T THAT.
>> ANY MOTION ABOUT RENAMING THIS SCHOOL?
>> I MAKE A MOTION THAT WE APPROVE THE PROGRAM AS DESCRIBED, BUT THINK ABOUT A NAME CHANGE TO SOMETHING OTHER THAN OPPORTUNITY SCHOOL. THAT'S MY MOTION.
>> LET ME RESTATE YOUR MOTION.
BASICALLY THAT'S LIKE A NO VOTE ON THE MOTION TO DO WHAT THEY WANT.
>> YEAH. WELL, WE GOT A FIRST.
WE GOT A MOTION, AND WE'RE LOOKING FOR A SECOND.
>> THAT WAS MADE BEFORE PRESENTATION?
>> NO, WE DID NOT. MISS REINHARDT JACKSON'S MADE A MOTION TO NOT RENAME THE CENTER FOR INNOVATIVE LEARNING AT THIS TIME?
IS THERE A SECOND ON THAT MOTION? NOT HEARING A SECOND, THE MOTION FAILS FOR LACK OF A SECOND.
>> I'D LIKE TO MAKE A MOTION, MR. CHAIRMAN, THAT WE POSSIBLY PUT ON HOLD THE REBRANDING AND MAYBE CONSIDER IT AT OUR NEXT BOARD MEETING, MAYBE A LITTLE MORE THOUGHT INTO IT.
>> WE'VE GOT A MOTION TO DEFER OR TABLE THIS AGENDA ITEM TO THE NEXT MEETING.
THAT'S BEEN SECONDED? MOTION MADE BY MR. LINDELL SECONDED BY ME IT WAS A TIE, MISS REINHARDT JACKSON.
ANY DISCUSSION ON THIS? YES, SIR, MR. BRAM.
>> I JUST HAVE SOME QUESTIONS.
YOU SAID THAT THE SCHOOL WOULD STILL BE CALLED A CENTER.
>> IF WE DID THIS, WOULD WE REFER TO IT EVERY DAY AS SORE?
>> THE SCHOOL SITE IS CALLED PINE CREST.
THAT IS PINE CREST SCHOOL, SO LIKE, WHEN YOU TALK ABOUT LOCATION, IS PINE CREST SCHOOL.
BUT THE PROGRAM WE'RE ASKING TO RENAME TO FROM CENTER FOR INNOVATIVE LEARNING, WHICH WAS THE PROGRAM TO OPPORTUNITY SCHOOL. DOES THAT MAKE SENSE?
>> SO WE WOULDN'T CALL IT, IN OTHER WORDS, IN OUR EVERYDAY TALK ABOUT, TILL NOW WE WOULD SAY OPPORTUNITY SCHOOL?
>> THAT'S IT. WE'VE GOT A MOTION THAT'S BEEN SECONDED ON THE FLOOR TO DEFER THAT REQUEST TO THE NEXT AGENDA OR TABLE IT TO THE NEXT MEETING.
[01:10:05]
ANY OTHER QUESTIONS OR DISCUSSION ON THAT MOTION? MS. MORRIS.>> I HAVE A QUESTION. THE PROGRAMS THAT ARE WITHIN SOR, WILL THOSE PROGRAMS BE ABLE TO BE IMPLEMENTED?
>> ABSOLUTELY. WE'LL JUST THINK ABOUT THE REBRANDING OF THE NAME.
>> YES, MA'AM. JUST TO CLARIFY, MR. POSTEL AND MISS HAMRICK DID A REALLY NICE PRESENTATION ON WHAT WE CHARGED THEM TO DO A YEAR AGO, AND THEY'VE COME BACK WITH TWO REQUESTS AS MODIFICATIONS, ONE OF THEM BEING RENAMING OF THE PROGRAM OR SELL TO OPPORTUNITY SCHOOL.
ANY OTHER QUESTIONS OR DISCUSSION, MR. SILAS?
>> I CAN'T SEE THAT THERE'S ONE, BUT JUST TO GIVE YOU THE OPPORTUNITY.
IS THERE ANY CONSEQUENCE TO WAITING ON THE NAMING PART OF IT?
>> I DON'T THINK THAT IT MATTERS WHAT WE CALL IT.
IT MIGHT BE CONFUSING, BUT THAT WOULD BE IT.
BUT HEY, YOU KNOW WHAT? WE CAN GO WITH IT. WE'RE GOING TO MAKE IT WORK.
WHATEVER YOU ALL DECIDE, BECAUSE FOR ME, WHAT'S MOST IMPORTANT IS NOT THE NAME, IT'S WHAT WE'RE DOING FOR THE STUDENTS.
YOU CAN CALL IT WHATEVER YOU WANT.
I'M GOING TO HELP THE STUDENTS.
>> DOCTOR BRADLEY, AND THEN MAYBE GET MR. LINDELL HAD SIGN UP.
>> I'M IN FAVOR OF [INAUDIBLE] WE GOT A NAME THAT COMMUNICATES, ALL THESE ACRONYMS [INAUDIBLE]
>> JUST IN DISCUSSION, I UNDERSTAND THE DISTRICT'S SIDE IN NAMING IT OPPORTUNITY SCHOOL, AND I UNDERSTAND WHAT MISS REINHARDT JACKSON IS SAYING, ALSO, SO THAT'S KIND OF WHY I TABLE IT FOR A COUPLE OF WEEKS.
LET'S THINK ABOUT IT. MAYBE A COUPLE OF BOARD MEMBERS MAY HAVE SOME IDEAS WE CAN DISCUSS IT AND COME BACK AND RE-COLLABORATE. OKAY.
I'M PROBABLY MORE CONCERNED ABOUT THE PROCESS AT THIS POINT.
IF WE VOTE TO TABLE IT TONIGHT, AND AS MR. LINDELL JUST WAS TALKING ABOUT, YOU GUYS MAY EVEN HAVE SOME GOOD IDEAS BETWEEN NOW AND THE NEXT BOARD MEETING.
BUT HOW WOULD WE MAKE THAT HAPPEN? IF WE'RE ALL RUNNING AROUND WITH SEVEN NAMES WHEN WE COME TO THE NEXT BOARD MEETING, THAT DOESN'T SEEM ANY BETTER THAN WHERE WE'RE AT RIGHT NOW.
>> I DON'T HAVE AN ANSWER FOR THAT BECAUSE I DON'T KNOW WHAT PROCESS THE BOARD WOULD WANT TO TAKE.
BUT I'M SUPPORTIVE OF WHATEVER PROCESS THAT YOU ALL FEEL IS BEST FOR DECIDING THE NAME.
LIKE I SAID, IT'S MORE IMPORTANT TO ME WHAT WE DO THAN WHAT WE'RE CALLED, SO WHATEVER PROCESS.
>> I DON'T WANT TO DICTATE IT.
I'M APPREHENSIVE THAT A NO VOTE WOULD INDICATE THAT I MAY NOT BE IN FAVOR OF THE PROGRAM, WHEN I'M REALLY JUST SAYING, I DON'T CARE TO RENAME IT.
>> I WOULD LIKE TO CALL THIS TO A VOTE IF THERE'S NO MORE DISCUSSION.
>> CAN I SAY ONE THING IN A DISCUSSION?
>> I FEEL LIKE WE WERE VOTING JUST ABOUT A NAME, BUT THE PROGRAMS ALREADY HERE.
HAPPENING. WE'RE NOT VOTING AGAINST ANY PROGRAMS.
>> YEAH, I WAS GOING TO SUMMARIZE THAT.
THE MOTION ON THE FLOOR IS THAT WE DEFER ANY DECISION ON REBRANDING OR RENAMING THE NAME CENTER FOR INNOVATIVE LEARNING TO OPPORTUNITY SCHOOL UNTIL THE NEXT MEETING.
I DON'T HAVE A PROCESS, MR. MOULTON, BUT WE'LL FIGURE IT OUT.
ALL THOSE IN FAVOR OF THE MOTION TO TABLE UNTIL THE NEXT MEETING, PLEASE RAISE YOUR HAND.
I'M COUNTING FIVE. ALL THOSE OPPOSED.
PLEASE RAISE YOUR HAND. LOOKS LIKE FOUR.
WOULD DEFER THIS PARTICULAR PART OF THIS AGENDA ITEM TO THE NEXT MEETING. TELL ME A LITTLE BIT MORE.
THE SECOND BULLET POINT YOU HAVE ON THE SCREEN, MR. POSTEL, YOU'RE GOING TO SPEND I HAVE TO SPEND A COUPLE MORE MINUTES ON IT, CAUSE I THINK YOU BASICALLY SAID, AND I WOULD BELIEVE, AS WELL, YOU DON'T NEED US OR OUR APPROVAL TO DO ANYTHING.
IS THAT WHAT YOU SAID? THAT'S WHAT I HEARD YOU SAY. LET ME FLIP IT A LITTLE BIT.
WHAT I HEAR IS NOT NECESSARILY WHAT YOU SAID.
SOMETIMES WE HEAR WHAT WE WANT TO HEAR.
EXPLAIN MORE WHAT YOU'RE ASKING FOR.
>> YES, SIR. I BELIEVE WHAT WE'RE ASKING IN THIS ONE IS, WE'RE ASKING THAT IF WE HAVE THIS PROGRAM IN PLACE FOR STUDENTS WHO ARE SENT TO THE ALTERNATIVE SCHOOL,
[01:15:03]
THEY DON'T HAVE A CHOICE THEY HAVE TO GO THROUGH THIS TO TRANSITION BACK.WHAT WE WOULD LIKE TO DO IS EXPLORE THE USE INTERVENTION PROGRAM FOR THOSE STUDENTS WHO ARE NOT CURRENTLY SENT TO THE ALTERNATIVE SCHOOL AND WHO DON'T HAVE A CHOICE.
WE'D LIKE TO EXPLORE PUTTING THAT IN.
FOR EXAMPLE, A STUDENT WHO HAS A FIRST TIME VAPE OFFENSE.
THEY DIDN'T KNOW WAS A THC VAPE MAYBE, JUST THROWING OUT A SCENARIO.
WHAT IF WE USE THE PROGRAM FOR THEM IN SOME WAY WITHOUT THEM GOING TO THE ALTERNATIVE SCHOOL TO DO THAT? THAT'S WHAT WE WOULD LIKE TO DO.
>> THANK YOU, AND APOLOGIZE FOR NOT PICKING IT UP.
>> JUST AN EXAMPLE OF WHAT WE WOULD.
>> A COUPLE OF QUESTIONS, WE NEED ANY ADDITIONAL FUNDING TO DO SO?
>> NO, SIR. THE MONEY WE HAVE AVAILABLE THROUGH THE SCORP GRANT, THE SOUTH CAROLINA OPIOID RELIEF FUND IS THERE.
IT'S OURS TO USE UNTIL IT'S RUN OUT, SO NO COST.
>> WOULD WE NEED TO CHANGE THE CODE OF CONDUCT TO DO SO?
>> YES, IT MAY INVOLVE A CODE OF CONDUCT CHANGE.
>> I'M NOT MAKING A MOTION YET.
I'M REINTERPRETING THE ASK OF, POTENTIALLY, I WOULD WANT TO MAKE A MOTION TO DIRECT THE ADMINISTRATION TO EXPLORE THE USE INTERVENTION PROGRAM AS AN INTERVENTION FOR INITIAL VAPING OFFENSES, AND YOU'RE GOING TO HAVE TO COME BACK WITH WHAT THAT WOULD TAKE, AND WE'RE GOING TO HAVE TO PUT THAT INTO POLICY.
>> YES SIR, AND WHAT WE WOULD DO WITH THAT PROCESS IS WE WOULD EXPLORE THAT A LITTLE BIT FURTHER WITH ADMINISTRATORS.
WE'VE GOTTEN SOME LEGAL OPINIONS ON IT, SO WE JUST WANT TO FLESH THAT OUT.
WE HAVEN'T HAD TIME TO FLESH IT OUT AND BRING YOU A TRUE PICTURE OF WHAT IT WOULD BE.
>> I THINK THAT'S WORTH HEARING MORE ABOUT, AND I'M SURE THIS STUFF IS UBIQUITOUS, AND I WANT TO GO AHEAD AND MAKE A MOTION THAT WE CAN THEN DISCUSS AND VOTE UP, VOTE DOWN.
I MOVE TO DIRECT THE ADMINISTRATION TO EXPLORE THE USE INTERVENTION PROGRAM AS AN INTERVENTION FOR INITIAL VAPING OFFENSES.
THANK YOU, MR. REINHARDT JACKSON, WHICH MEANS YOU'RE GOING TO HAVE TO COME BACK FOR FUTURE APPROVAL?
>> WE'VE GOT A MOTION AND A SECOND ON THE FLOOR OR ANY DISCUSSION. MISS TYLER?
>> QUESTION. WHEN YOU SAY EXPLORE, WHAT DO YOU MEAN? ARE THEY TO GO AHEAD AND BRING BACK SUGGESTIONS FOR REVISIONS TO THE DISCIPLINE POLICY, OR HOW IN DEPTH DO YOU WANT THAT EXPLORATION?
>> IT'S A GOOD QUESTION, SO THAT'S A MATTER OF INTERPRETATION, I WOULD EXPECT THEM TO COME BACK WITH WHAT IT WOULD TAKE TO APPROVE TO DO IT.
>> I REALLY LIKE THIS, AND IT IS GOING TO GO BACK TO WHAT I SAID EARLIER.
THERE'S A DIFFERENCE BECAUSE YOU THINK ABOUT OUR CODE OF CONDUCT.
THIS IS PROBABLY ONE OF THE EASIEST THINGS PEER PRESSURE FOR KIDS THAT GETS HIM PUT TO SEAL OR EXPELLED, AND THEN THEY GO TO SEAL, BECAUSE YOU THINK ABOUT A WEAPON, OR YOU THINK ABOUT EVEN IF THEY BRINGING CONTRABAND IN, IT'S MORE OF A DELIBERATE ACT, BUT IT'S E AND I'VE GOT TWO TEENAGERS, AND I'VE GOT A PILE OF TEENAGERS HANGING IN MY HOUSE.
I KNOW HOW I LISTEN TO THERE'S JUNK ALL THE TIME.
BUT THE PEER PRESSURE, I CAN SEE A CHILD DON'T BRING IT THERE, BUT SOMEBODY TALKS HIM INTO TRYING IT, AND I'VE HAD, LIKE I SAY, SEVERAL FRIENDS AND A COUPLE OF THEM, HE HAD A THC AT SCHOOL AND HAD A REACTION, AND THEN WOUND UP IN A LOT OF TROUBLE, AND THEY WERE GOOD STUDENTS, AND THEY HAVE WENT ON TO BE GOOD STUDENTS.
I THINK THIS WOULD BE SOMETHING THAT WOULD BE A LITTLE SUBJECTIVE, BUT YOU CAN LOOK AT INTENT BETTER.
IN OTHER WORDS, THEY GOT CAUGHT BRINGING FIVE OF THEM INTO SCHOOL WITH THEM.
THAT'S A LITTLE DIFFERENT THEN IF SOMEBODY ELSE HAD ONE, AND THEY HIT IT SO THAT'S ALL I SAY.
>> YES, SIR. NOT SEEING ANY OTHER HANDS. MR. LINDELL.
>> JUST THE CDC, ABOUT 27.5% OF STUDENTS IN HIGH SCHOOL ARE USING A V OR E CIGARETTE AND THAT NUMBER AS OF LAST YEAR, 2024 DROPPED TO ABOUT 7.8, SO JUST GIVE SOME NUMBERS.
[01:20:03]
>> ALL THOSE IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND.
THAT'S NINE. THE MOTION CARRIES, SO ONCE AGAIN, I WANT TO SAY, I DON'T THINK YOU HAD ANYTHING ELSE.
>> I JUST WANT TO SAY, I'M ONLY SPEAKING FOR MYSELF, BUT I THINK IT'S A GENERAL SENTIMENT.
ALL THE WORK THAT YOU'VE DONE TO PUT THESE IN PLACE THE WAY THEY ARE IS VERY MUCH APPRECIATED STEPS IN THE RIGHT DIRECTION AND KEEP GOING.
>> THANK YOU. WE HAVE A GREAT TEAM.
WE APPRECIATE YOUR SUPPORT. THANK YOU.
>> THAT WAS OUR THREE INDIVIDUAL ITEMS, AND NOW WE HAVE, I WANT TO GET MY NUMBER RIGHT FIRST, EIGHT CONSENT ITEMS. CONSENT ITEMS ARE ITEMS THAT WE WILL VOTE ON AS A GROUP, BUT WE CERTAINLY CAN DISCUSS INDIVIDUALLY PRIOR TO TAKING A VOTE.
THE FIRST ITEM OF WHICH IS B1, BRAVO ONE, THE SOUTH CARINA SCHOBER ASSOCIATION DUES.
WE HAVE TO APPROVE THE PAYMENT OF THOSE DUES, WHICH ARE LARGELY MEMBERSHIP FEES, BUT THEN ALSO PAYING FOR CERTAIN BENEFITS LIKE POLICY SERVICES, ETC, AND THE BOARD HAS ALL THAT INFORMATION.
B2 IS OUT OF DISTRICT TRANSFER REQUESTS TRANSFERS OUT OF OUR DISTRICT TO NEIGHBORING DISTRICTS.
B3 IS THE SAME, BUT IN THE OPPOSITE DIRECTION.
STUDENTS FROM NEIGHBORING DISTRICTS THAT WANT TO TRANSFER INTO AIKEN COUNTY PUBLIC SCHOOL DISTRICT.
B4. REQUESTS FOR APPROVAL OF HOME INSTRUCTION, SO POLICY IEK.
WE NEED TO APPROVE HOME SCHOOLING FOR PARENTS NOT OPTING FOR APPROVAL, BUT SOUTH COLIN ASSOCIATES INDEPENDENT HOME SCHOOLS.
NUMBER 5, WE GET SOME ESSENTIALLY A CHARITABLE DONATION, BUT THIS IS STUFF SOME OF OUR WONDERFUL TEACHERS HAVE EARNED.
THE SAVANNA RIVER NATIONAL LABORATORY HAS A K 312 CATALYST GRANT PROGRAM FOR STEM EDUCATION AWARDS, AND I'M GOING TO TAKE THE TIME TO READ OUT THEIR NAMES.
WE HAVE FIVE TEACHERS THAT FROM AIKEN COUNTY THAT WON THOSE AWARDS FROM AKEN ELEMENTARY SCHOOL.
CAR CARRIE KECK, CHUCKER CREEK ELEMENTARY SCHOOL, JEANIE SIMMONS, JACKSON STEM MAGNET MIDDLE SCHOOL, VALERIE MCGEE.
NEW WELLINGTON MIDDLE STEAM MAGNET SCHOOL, CHRISTINA WALCOTT, AND SOUTH AIKEN HIGH SCHOOL, DANIEL AL TRINGER, AND WE MUST APPROVE THE ACCEPTANCE OF THESE FUNDS, BUT GOOD FOR THEM, THEY WROTE GRANT PROPOSALS THAT GOT REVIEWED IN A COMPETITION, AND WERE SELECTED TO RECEIVE THIS MONEY TO BUY THINGS TO MAKE A RICHER EXPERIENCE FOR THEIR STUDENTS.
THEN WE'VE GOT BRAVO SIX IS CONSTRUCTION BIDS FOR THE LONG ANTICIPATED JD EVER MULTIPURPOSE BUILDING, OTHERWISE KNOWN AS A GYM, IN SOME CASES, BUT NOT IN AN ELEMENTARY SCHOOL, SO THIS IS ONE OF OUR PROBABLY THE ONLY ELEMENTARY SCHOOL, WITHOUT A MULTIPURPOSE ROOM, OR IT'S ONE OF THE FEW.
THERE MIGHT BE ONE MORE, BUT SO WE'VE BEEN WORKING ON THIS FOR A WHILE, BUT IF WE APPROVE THIS, WE'RE AUTHORIZING THE ADMINISTRATION TO ACCEPT THE LOW BID OF 1.9 MILLION AND ENTERING A CONTRACT WITH THE STEWART BUILDERS TO BUILD THE NEW MULTI PURPOSE BUILDING.
WE'VE BEEN WORKING ON FOR A WHILE, FUNDED BY OUR 8% ATHLETIC FACILITY ACCOUNT.
THEN WE GO TO B7 IS EXCUSE ME.
THAT IS CONSTRUCTION BIDS FOR BASEBALL AND SOFTBALL LIGHTING, REPLACEMENT AT MIDLAND VALLEY AND SILVER BLUFF. EXCUSE ME.
IF WE APPROVE THIS, WE'RE AUTHORIZING THE ADMINISTRATION TO ACCEPT THE LOW BASE BID OF 725,000 PLUS FOR A CONTRACT WITH QUITE SPORTS LIGHTING TO REPLACE THE BASEBALL AND SOFTBALL LIGHTING AT THOSE TWO SCHOOLS.
THE LAST ITEM UNDER CONSENT ITEMS IS A SMALL CHANGE ORDER CREDIT RELATED TO THE FLOORING AT GREEN DALE, BIRD ELEMENTARY, WHERE WE'RE GETTING BACK A LITTLE OVER $37,000 UNUSED ALLOWANCE AS A CREDIT.
IS THERE A MOTION TO APPROVE THESE EIGHT CONSENT ITEMS?
>> I HEARD DR. BRADLEY MADE THE MOTION, THEN MR. LINDELL SECONDED.
ANY DISCUSSION ON THE APPROVAL OF THESE EIGHT CONSENT ITEMS.
>> I'D JUST LIKE TO SAY THAT I'M HAPPY TO SEE THAT LOCAL AIKEN COUNTY BUSINESS STEWART BUILDERS GETTING THE CONTRACT FOR JD LEVER. I THINK THEY'LL DO A GREAT JOB.
[01:25:05]
ANY OTHER DISCUSSIONS OR QUESTIONS? ALL THOSE IN FAVOR OF APPROVING THE EIGHT CONSENT ITEMS, PLEASE RAISE YOUR HAND.THAT'S NINE IN FAVOR. THE MOTION CARRIES.
THE EIGHT CONSENT ITEMS ARE APPROVED.
WE'VE GOT SEVERAL PRESENTATIONS COMING UP, BUT THE FIRST OF WHICH IS UNDER INFORMATIONAL ITEMS ITEMS CHARLIE ONE SOL ARRAY PERFORMANCE DATE.
DOCTOR YARBOROUGH HAS KIND OF COME UP.
I BELIEVE IT WAS AT A REQUEST OF A COUPLE BOARD MEMBERS A WHILE BACK.
>> THIS A SUBJECT WE HAVEN'T TOUCHED ON IN A WHILE AND JUST GET AN UPDATE ON HOW THAT'S GOING.
>> YES, SIR. THANK YOU, MR. NESSEL.
WHAT THIS PRESENTATION SHOWS US IS FROM THE BEGINNING OF OUR SOLAR ARRAYS FUNCTIONING UNTIL THROUGH THE 2024 CALENDAR YEAR.
THE FIRST SLIDE ILLUSTRATES THAT ABM PROJECTED THAT WE WOULD HAVE EXPECTED COST AVOIDANCE FIGURES, AND THOSE ARE LISTED THERE IN THAT FIRST COLUMN FOR YEARS, 01, 2, 3, AND 4.
THE ACTUAL COST AVOIDANCE, WHICH IN EVERY YEAR HAS EXCEEDED THE EXPECTED COST AVOIDANCE, AND THEN THE EXCESS COST AVOIDANCE IN THAT NEXT COLUMN.
THE ROI OR THE RETURN ON INVESTMENT INDICATES THAT EACH YEAR, WE ARE PAYING BACK THE ORIGINAL INVESTMENT THAT WE HAD TO SPEND TO BUILD THESE SOLAR ARRAYS.
WHAT WE DO HAVE IN AIKEN COUNTY IS WE HAVE SIX FIXED DIRECT CURRENT GROUND MOUNTED SOLAR ARRAYS THAT HAVE A COMBINED CAPACITY TO PRODUCE 2,898 KILOWATTS.
AS THE TABLE SHOWS US, IN THE FOUR YEARS OF OPERATION, WE'VE EXCEEDED EXPECTATIONS EVERY YEAR FOR AN EXCESS OF $161,880.
WE ARE 23% TOWARD MEETING OUR GOAL OF PAYING BACK THE ORIGINAL INVESTMENT AND THE ORIGINAL INVESTMENT TO BUILD THE SOLAR ARRAYS, YOU CAN SEE ON THE NEXT SLIDE IS WE'RE $1,758,000 NOT $758,913 TOWARD REPAYING THE COST OF INSTALLING THE SIX ARRAYS.
YOU CAN SEE THERE, THE PROJECTION IS IN YEAR 14 OF OPERATION, WE WILL HAVE PAID BACK THE ENTIRE AMOUNT THAT WAS REQUIRED TO BUILD THE ARRAYS OF $7,847,474.
AFTER YEAR 14, ALL OF THE SAVINGS THAT WE REALIZE WILL BE PROFIT FOR US THAT WILL GO BACK INTO OUR GENERAL FUND.
ABM MADE A PRODUCTION PREDICTION BEFORE WE STARTED THIS PROCESS.
THE EXPECTED SAVINGS OR THE EXPECTED PRODUCTION, I'M SORRY, IN KILOWATT HOURS, IS SHOWN THERE IN THE ORANGE LINE, AND THEN THE ACTUAL KILOWATT PRODUCTION IS SHOWN ON THE BLUE LINE.
YOU CAN SEE THAT THEY'VE BEEN CLOSE.
IN ONE OR TWO INSTANCES, THERE HAVE BEEN MONTHS WHEN WE HAVE EXCEEDED THE EXPECTED PRODUCTION OF KILOWATT HOURS.
WE DID HAVE SOME REPAIRS THAT WE HAD TO MAKE RECENTLY AS A RESULT OF STORM DAMAGE FROM HELEN, BUT THOSE HAVE BEEN MADE.
OUR EXPECTATION IS THAT WE'RE GOING TO CONTINUE TO TRACK VERY CLOSE TO THE PROJECTIONS.
IN THE NEXT SLIDE, WE'RE BREAKING DOWN THE ARRAYS INTO THE INDIVIDUAL SCHOOLS.
THE ARRAY THAT IS THERE AT THE BUSBY CORBETT CAMPUS, THE BARS THAT ARE SHOWN IN ORANGE, THAT'S WHAT WE WOULD PAY IN UTILITY BILLS IF WE DID NOT HAVE SOLAR.
THE BLUE BARS INDICATE WHAT WE'RE ACTUALLY PAYING.
YOU CAN SEE THE ARRAY AT CORBETT IS DOING VERY WELL.
IN MOST CASES, WHEN WE DO HAVE TO PAY UTILITY COSTS, THEY'RE FAR BELOW WHAT WE WOULD HAVE TO PAY IF WE DID NOT HAVE THE ARRAY.
IN THOSE INSTANCES WHERE THE BLUE LINES FALL BELOW THE X AXIS, THAT'S CALLED RECONCILIATION.
EACH NOVEMBER, THE UTILITY COMPANY CALCULATES THE EXTRA ELECTRICITY THAT WE'VE PUT BACK
[01:30:02]
INTO THE ELECTRICAL GRID THAT THEY HAVE TO PAY US FOR.EACH YEAR IN NOVEMBER, THEY DO THAT RECONCILIATION, AND YOU CAN SEE THAT THOUSANDS OF DOLLARS COME BACK TO US EACH YEAR.
FROM THE UTILITY COMPANY, THAT MONEY GOES TO THE DIRECTOR OF MAINTENANCE, WHO THEN TURNS IT OVER TO MR. TRAXLER FOR DEPOSITING IN OUR ACCOUNT.
MOVING ON TO THE NEXT SCHOOL, WHICH IS REDCLIFFE.
WE CAN SEE AGAIN THAT THE ACTUAL BILLS ARE FAR LESS THAN THEY WOULD BE IF WE DID NOT HAVE THE SOLAR ARRAY.
THE ARRAY AT BYRD IS VERY SMALL, IT WAS LIMITED IN SIZE.
WE HAD A VERY SMALL PARCEL OF LAND TO PUT IT ON, AND SO THE ARRAY AT BYRD IS UNDERSIZED.
YOU CAN SEE THAT THE TOTAL BILL WITHOUT SOLAR AND THE ACTUAL BILL WITH SOLAR, THEY'RE MUCH CLOSER THAN IN SOME OF THOSE FIRST SCHOOLS THAT WE LOOKED AT, BUT WE'RE STILL BETTER OFF THAN WE WOULD BE IF WE DID NOT HAVE THE ARRAY.
MOVING TO LEAVELLE, PERFORMING VERY WELL.
LEAVELLE'S ARRAY IS MUCH LARGER THAN BYRD ELEMENTARIES.
WE HAVE MUCH BETTER PRODUCTION FROM THAT ARRAY, AND WE'RE DOING VERY WELL AT LEAVELLE.
YOU CAN SEE AT SILVER BLUFF, THE BILL WITHOUT THE ARRAY, AND THE ACTUAL BILL IS PROBABLY CLOSER THERE THAN AT ANY OTHER SCHOOL.
THE REASON FOR THAT IS THAT THIS ARRAY WAS DESIGNED TO BE INSTALLED AND ACTUALLY WAS INSTALLED AT A SMALL ELEMENTARY SCHOOL.
BUT BECAUSE OF THE WISHES OF A BOARD MEMBER, WE REMOVED THAT ARRAY FROM THAT ELEMENTARY SCHOOL AND TOOK IT TO SILVER BLUFF AND INSTALLED IT THERE, BUT IT'S VERY UNDERSIZED.
THE ARRAY AT SILVER BLUFF WERE A LARGER, WE WOULD BE DOING MUCH BETTER THERE.
BUT STILL, THE ACTUAL BILL IS ALWAYS LESS THAN WHAT THE BILL WOULD BE.
THE UTILITY BILL WOULD BE IF WE DID NOT HAVE THE ARRAY.
THEN FINALLY, AT JACKSON MIDDLE SCHOOL, WE'RE REALLY DOING WELL THERE.
THAT'S A COMBINATION OF FACTORS, THE ARRAY IS RATHER LARGE, AND THE POPULATION OF THE SCHOOL IS RELATIVELY SMALL.
YOU CAN SEE, AGAIN, LIKE WE SAW AT CORBETT, WHEN THE BILL OR WHEN THE RECONCILIATION TAKES PLACE EACH YEAR IN NOVEMBER, THE UTILITY COMPANY IS ACTUALLY HAVING TO PAY US FOR THE EXTRA ELECTRICITY THAT WE'RE PUTTING BACK INTO THE GRID SYSTEM.
WE'RE DOING REALLY WELL, AND IN MOST CASES, JACKSON'S UTILITY BILLS ARE VERY LOW ARE ALMOST NIL.
HAVING SAID ALL OF THAT, A LOGICAL PERSON MIGHT WONDER WHY WE'RE NOT PUTTING IN MORE ARRAYS.
I'D SAY THE SHORT ANSWER TO THAT IS THAT THE ECONOMIC SITUATION HAS CHANGED DRASTICALLY FROM WHEN WE ORIGINALLY DESIGNED THESE ARRAYS.
WE STARTED THIS PROCESS BACK IN 2018, 2019, AND BEGAN INSTALLING THE ARRAYS EARLY IN 2019.
BUT THAT WAS PART OF A LARGE ENERGY SAVINGS CONTRACT.
WE CONTRACTED WITH ABM TO CHANGE OUR LIGHTING SYSTEMS, INSTALL HVAC SYSTEMS THAT WERE MUCH MORE EFFICIENT AND OUTDATED.
WE WORKED ON THE BUILDING ENVELOPES, WE INSTALLED TRANSFORMERS.
WE DID COST SAVING MEASURES AS FAR AS WATER USAGE.
THE ARRAYS WERE ONE PART, ONE COMPONENT OF THAT LARGE ENERGY SAVINGS CONTRACT, AND THEY WERE A VALUABLE PART.
BUT THE SITUATION THAT WE'RE IN NOW, YOU CAN SEE ON THAT SECOND BULLET, THE ARRAYS DID PROVIDE SIGNIFICANT ENERGY SAVINGS ALONG WITH ALL OF THE OTHER MEASURES.
BUT SINCE THOSE ARRAYS WERE COMPLETED, THE LAST ONE TO BE COMPLETED WAS THE SILVER BLUFF ARRAY IN 2022.
CONSTRUCTION COSTS HAVE ESCALATED GREATLY.
UNDER THE LATEST PROPOSAL THAT ABM OFFERED REGARDING INSTALLING MORE RAYS IN OTHER SCHOOLS, THE BREAK EVEN POINT WOULD NOT OCCUR UNTIL YEAR 20.
IT WOULD TAKE US 20 YEARS TO PAY BACK THE COST OF INSTALLING MORE RAYS THROUGH THE SAVINGS.
A COUPLE OF OTHER FACTORS, AT YEAR 20, THE NATURAL DEGRADING OF THE ARRAYS WOULD REDUCE THEIR OUTPUT BY 1% PER YEAR.
THEY DO SLOWLY BEGIN TO DEGRADE AFTER YEAR 20.
BASED ON ALL OF THOSE FACTORS, THE ESCALATION AND COST, AS WELL AS MONEY IS JUST MORE EXPENSIVE NOW.
INTEREST RATES HAVE GONE UP CONSIDERABLY SINCE WE INSTALLED THESE ARRAYS IN 2019 THROUGH 2022.
THE RETURN ON INVESTMENT, IF WE PUT MORE ARRAYS IN AT SCHOOLS, IT JUST WOULD NOT JUSTIFY THE CONSTRUCTION COST HERE IN 2025.
[01:35:05]
ANY QUESTIONS, ANYONE? MR. BROOM.>> I DO HAVE A QUESTION. I'VE BEEN ASKED ABOUT THIS.
I CAN'T TELL YOU HOW MANY TIMES, SO I REALLY APPRECIATE THE PRESENTATION.
HOW DO WE GO ABOUT AS A MAINTENANCE ORGANIZATION MONITORING THESE ARRAYS TO MAKE SURE THAT THEY ARE FUNCTIONING? I GUESS WHAT I'M ASKING, IS IT SOMETHING THAT WE'VE GOT A WAY TO KEEP AN EYE ON OR CAN ONE GO OUT OF SERVICE OR BECOME LESS EFFECTIVE, AND IT TAKES US A WHILE TO CATCH IT?
>> ACTUALLY, ALL OF THE ARRAYS ARE CONNECTED TO A DASHBOARD THROUGH THE WIRELESS INTERNET.
ANYTIME THAT AN ARRAY GOES DOWN, VERY OFTEN THE INVERTERS, WHICH ARE THE DEVICES THAT CHANGE FROM DIRECT CURRENT TO ALTERNATING CURRENT, VERY OFTEN THEY'LL GO DOWN.
THEY'RE VERY SENSITIVE. IF A BAD STORM OCCURS, SOMETHING LIKE THAT, THEY'LL STOP FUNCTIONING.
THEY ARE ENGINEERS THAT ACTUALLY MONITOR THE DASHBOARD AS PART OF THIS ENERGY SERVICES CONTRACT, AND THEY ACTUALLY CALL US AND EMAIL US AND SAY, SOMETHING'S WRONG WITH THE ARRAY AT REDCLIFFE.
THEY SEND A TEAM OUT, AND THEY INSPECT, THEY FIND THE PROBLEM, AND THEN THEY MAKE THE REPAIRS.
AS SOON AS THE INTERNET GOES DOWN, THAT'S CONNECTING THE ARRAY, WHICH IT'S RUN WIRELESSLY.
MR. CARROLL, WHAT ARE THOSE POINTS CALLED? AN ACCESS POINT IN THE BUILDING.
WE KNOW IMMEDIATELY BECAUSE THEY CONTACT US AND SAY WE'RE GOING TO SEND SOMEONE OUT TO INVESTIGATE.
>> EXCUSE ME. THAT BEING SAID, THE MAINTENANCE ON THEM, IS THIS FIGURED IN TO REPAIRS AND MAINTENANCE, IS IT FIGURED INTO OUR SAVINGS OR [OVERLAPPING]
THE PARKS ARE FREE UNDER WARRANTY.
BUT THE LABOR, WHEN THE TECHNICIANS COME OUT AND REPAIR THEM, WE HAVE TO PAY FOR THAT.
BUT IT IS IN THE CONTRACT FOR REPLACING THE PARTS.
LIKE INVERTERS, INVERTERS CAN BE $2,000. THEY'RE VERY EXPENSIVE.
>> OKAY. ONLY REASON I ASSET IS BECAUSE OBVIOUSLY, YOU HAVE TO FACTOR THAT IN TO SEE WHAT OUR NET SAVINGS.
>> MR. LINDELL, DID YOU? OKAY. MR. SILAS.
>> THANK YOU FOR COMING TO THAT CONCLUSION TO NOT INSTALL ANY MORE SOLAR ARRAYS.
JUST AS A COMMENT, I WAS NOT A SUPPORTER OF THIS WHOLE ABM PROJECT WAY BACK WHEN.
I KNOW THIS WAS JUST A PART OF IT, BUT I APPRECIATE YOU COMING TO THAT CONCLUSION TO NOT GO FURTHER WITH THIS THING. THANK YOU.
>> I'M GLAD THAT WE'RE NOT DOING IT BECAUSE WHEN YOU DRIVE BY LAVELL MA CAMPBELL, YOU SEE THEM IN FRONT OF THE SCHOOL AND I THINK IT JUST TAKES AWAY FROM THE AESTHETICS OF THAT PRETTY SCHOOL.
>> ANY OTHER QUESTIONS OR COMMENTS? MR. MOULTON.
>> THANK YOU, DR. YARB. I THINK IT WAS VERY INFORMATIVE AS USUAL.
THE ONLY QUESTION I REALLY HAVE, I KNOW THERE'S MAINTENANCE COSTS AND MR. BROOM HAS ALREADY ASKED THOSE QUESTIONS.
BUT THE KIND OF THE QUESTION THAT COMES TO MIND FOR ME, IT LOOKS LIKE BASED ON YOUR NUMBER YOU PUT UP, YOU BASICALLY, AFTER YEAR 20, YOU LOSE 50% EFFECTIVENESS IN 50 YEARS, 1% A YEAR?
>> ONE PERCENT PER YEAR. YES, SIR.
>> OKAY. AT SOME POINT, THERE'LL BE A DECISION MADE TO REPLACE OR NOT REPLACE?
>> AT WHATEVER STAGGERING COST THAT MAY BE?
>> OKAY. BASICALLY, YOU'VE ALREADY MADE THE COMMENT, WE'RE NOT GOING TO PURSUE IT FURTHER RIGHT NOW.
ARE WE LOOKING INTO THE FUTURE? WILL WE PURSUE REPLACEMENT OF WHAT WE HAVE?
>> THE ENGINEERS CALCULATE THAT AT 30 YEARS, THAT'S THE BREAKPOINT WHEN YOU NEED TO MAKE A DECISION, BECAUSE AFTER YOU FALL TO 90% EFFICIENCY, IT'S TIME TO DECIDE IF YOU'RE GOING TO RENOVATE OR PULL THEM OUT OF THE GROUND.
I WOULD SAY PRIOR TO YEAR 30, WE NEED TO START LOOKING AT WHERE WE ARE IN EFFICIENCY AND IN PRODUCTION OF KILOWATT HOURS, AND THEN COME UP WITH A PLAN PROBABLY AT LEAST TWO YEARS OUT FROM YEAR 30 AND DECIDE AT THAT TIME, WHAT WE'RE GOING TO DO.
AS YOU MENTIONED, RENOVATING OR INSTALLING NEW ONES WOULD BE VERY EXPENSIVE AND YOU HAVE TO THEN CALCULATE, WHERE'S THE BREAK POINT? WHEN DO WE START MAKING PURE PROFIT? WHICH CURRENTLY, WE'RE AT YEAR 20 IS WHEN ALL THE PROFIT THAT WE MAKE WILL COME BACK TO US.
[01:40:03]
>> JUST ONE OTHER COMMENT. THE REASON I'M OBVIOUSLY ASKING AT WHATEVER POINT THAT'S DONE, IF IT'S AT YEAR 30, I WOULD EXPECT A PRETTY LARGE BUDGET IMPACT BASED ON NOT SAVING THE MONEY AT THE SCHOOL ANYMORE WITH SOLAR, AND OR MASSIVE PROBABLY PRETTY LARGE REPAIR COST OR REPLACEMENT COST?
>> TRUE. NOBODY CAN SEE INTO THE FUTURE.
NOT EVEN MR. TRAXLER HAS A CRYSTAL BALL, BUT I THINK PROBABLY AT YEAR 30, THE TECHNOLOGY WILL HAVE ACCELERATED TO THE POINT THAT SOLAR ARRAYS MAY NOT EVEN BE THE ANSWER ANYMORE.
THAT'S A LONG WAY DOWN THE ROAD.
BUT SO ARRAYS MIGHT BE COMPLETELY PASS AT THAT POINT, AND WE MAY BE DOING SOMETHING ELSE.
THAT'S A LONG WAY WITH THE WAY THAT TECHNOLOGY IS ACCELERATING.
>> THANK YOU, SIR. YOU ALSO HAVE CONSTRUCTION UPDATES?
WE DO HAVE A CONSTRUCTION UPDATE FOR THE AIKEN COUNTY CAREER AND TECHNOLOGY CENTER.
THE DEFINITION OF THE CAMP IS BECOMING VERY CLEAR AT THIS POINT.
YOU CAN SEE WHERE THE DIFFERENT BUILDING TIERS ARE, BECAUSE AS YOU KNOW THERE'S QUITE A DIFFERENCE IN GRADE FROM ONE SIDE OF THE CAMPUS TO THE OTHER.
BAR JOISTS ARE BEING INSTALLED, FRAMING AND DECKING IS LARGELY COMPLETE AT THIS POINT.
CAST IN PLACE RETAINING WALLS ARE LARGELY COMPLETE, AS WELL AS WATERPROOFING AND BACK FILLING.
FOUNDATIONS AND FOOTING POURING IS ONGOING AND ELECTRICAL AND PLUMBING ROUGH ENDS ARE TAKING PLACE.
CMU WALL CONSTRUCTION HAS CONTINUED AND IS ONGOING.
WE ARE STILL WITHIN BUDGET AND LOOKING AT A FINAL COMPLETION SET FOR THE FALL OF 2026.
DRONES ARE AMAZING THINGS, AND THEY CAN GIVE US PERSPECTIVES THAT WE REALLY NEVER GOT BEFORE.
IT'S OBVIOUS LOOKING AT THE PICTURES THAT WE HAVE, THAT THE CAMPUS IS BEING VERY CLEARLY DEFINED NOW.
WE CAN SEE THE FOOTPRINT OF IT.
THE WALLS. THE WALLS WENT UP SURPRISINGLY QUICKLY ON THIS PROJECT.
I THINK THAT SLIDE, IN PARTICULAR, GIVES US A GOOD OVERALL VIEW OF THE FOOTPRINT OF THE CAMPUS.
AS WELL AS THAT ONE, THAT MAY BE THE BEST ONE OF ALL.
>> MR. LINDELL. ARE WE AHEAD OF SCHEDULE?
>> WE ARE ON SCHEDULE. YES, SIR.
>> I'VE NOTICED DURING THIS SECTION OF THE AGENDA, ABOUT SIX OUT OF 10 PEOPLE UP HERE ON THE DS HAVE GONE AND TAKEN A SHORT BREAK. I HAVE NOT.
I'M MAKING A MOTION TO TAKE A 10 MINUTE RECESS AND RECONVENE AT 7:45.
I MADE THE MOTION. MS. RHEA JASON MADE A SECOND.
[LAUGHTER] IT'S NOT A DEBATABLE MOTION.
ALL THOSE IN FAVOR? [LAUGHTER]
THE MOTION CARRIES. IT'S REALLY NOT.
[01:53:17]
[01:53:31]
>> BARBARA ONE. BARBARA ONE, YOU'VE GOT 60 PERCENT OF VOTE. I FEEL GOOD.
I'M NOT GOING TO GET HOME [LAUGHTER].
THAT'S A GOOD REPORT [LAUGHTER].
AS LONG AS YOU HAVE PICTURE. [LAUGHTER]
[01:55:01]
>> [INAUDIBLE] >> THE MEETING WILL COME TO ORDER, AND THANK YOU FOR INDULGING ME IN A SHORT RECESS.
WE'LL CONTINUE WITH THE AGENDA.
WE HAD NO INDIVIDUAL BOARD MEMBER ITEMS, WHICH BRINGS US TO THE OFFICE OF SUPERINTENDENT, AND DR. MURPHY HAS GIVEN US THE SUPERINTENDENT'S GOALS ANNUAL REPORT.
>> GOOD EVENING, MR. NESSEL, BOARD MEMBERS, CABINET, AND THE VIEWING AUDIENCE.
TONIGHT, IT IS TRULY AN HONOR TO BE ABLE TO PRESENT TO YOU ALL THE WORK THAT WE HAVE ACCOMPLISHED DURING MY FIRST YEAR AS SUPERINTENDENT.
THE PRESENTATION THAT FOLLOWS IS AN INSPIRING COLLECTION OF THE WORK THAT IS IN NO WAY MINES ALONE.
THIS IS JUST A SNAPSHOT OF WHAT CAN BE ACCOMPLISHED WHEN WE HAVE A UNIFIED VISION AND DIRECTION FROM THIS BOARD, DEDICATED AND COMPETENT LEADERSHIP AT ALL LEVELS OF THE ORGANIZATION, CONFIDENT AND EMPOWERED TEACHERS AND AN OUTSTANDING SUPPORT STAFF.
WE'VE COME A GREAT DISTANCE IN A SHORT PERIOD OF TIME, BUT WE STILL HAVE MUCH GROUND TO COVER.
PLEASE FEEL FREE TO FOLLOW ALONG WITH THIS PRESENTATION OR USE THE BOOKLET THAT WE HAVE PLACED AT YOUR DESK EARLIER.
WE KNOW THERE IS A LOT OF INFORMATION TO PROCESS.
THIS FIRST SLIDE IS AN OVERVIEW OF THE GOALS THAT THE BOARD GAVE ME AT THE START OF MY TENURE.
MY FIRST GOAL, INSTRUCTIONAL LEADERSHIP WAS TO FOCUS ON EFFECTIVE TEACHING AND LEARNING, IMPLEMENTING THE SR PROGRAM, AND EVALUATING THE CENTER FOR INNOVATIVE LEARNING TO IMPROVE EDUCATIONAL QUALITY.
SECOND GOAL WAS TO FOCUS ON QUALITY PERSONNEL, ENSURING HIGH QUALITY STAFFING ACROSS ALL POSITIONS, IMPROVE THE LEADERSHIP EFFECTIVENESS, AND EVALUATE DEPARTMENTS PROGRAMS FOR EFFICIENCY, COST SAVINGS, AND IMPROVEMENT OPPORTUNITIES.
OUR THIRD GOAL WAS THE CULTURE OF ACHIEVEMENT TO DEVELOP A SUPPORTIVE DISTRICT WIDE LEARNING ENVIRONMENT BY REVIEWING DISCIPLINE PRACTICES AND ADDRESSING SCHOOL CULTURE, SAFETY, AND CLIMATE.
NEXT, WE WENT TO AN ORGANIZATIONAL OPERATION AND RESOURCE MANAGEMENT GOAL, AND BASICALLY THE USE OF OPERATIONAL AND RESOURCE MANAGEMENT SKILLS TO ENHANCE CURRICULUM, IMPROVE ACHIEVEMENT, AND ADDRESS STAFFING SHORTAGES THROUGH TECHNOLOGY AND OTHER STRATEGIES.
LASTLY, OF COURSE, IS OUR COMMUNICATION GOAL AND COMMUNITY RELATIONSHIPS, WHERE WE BUILD STRONG STAKEHOLDER RELATIONSHIPS, FOSTER GREATER TRANSPARENCY, RESPOND TO CONCERNS, AND ENGAGE WITH STUDENT STAFF, AND COMMUNITY PARTNERS TO STRENGTHEN TRUST AND BUILD COLLABORATION.
HERE'S A REMINDER OF MY GOAL 1.
IN 24, 25, THE DIVISION OF INSTRUCTION UNDERWENT A SIGNIFICANT ADVANCEMENT TO STRENGTHEN CURRICULUM AND INSTRUCTIONAL SUPPORT.
THE YEAR MARKED THE IMPLEMENTATION OF A NEW STATE ENGLISH LANGUAGE STANDARD, SUPPORTED BY NEWLY ADOPTED TEXTBOOKS, INSTRUCTIONAL RESOURCES, AND TARGETED INTERVENTIONS.
A COMPREHENSIVE ENGLISH LANGUAGE ARTS CURRICULUM IMPLEMENTATION PLAN AND TRAINING CALENDAR WERE DEVELOPED ALONGSIDE THE ADOPTION OF NEW MATH TEXTBOOKS IN PREPARATION FOR THE NEXT YEAR'S UPCOMING STATE MATH STANDARD REVISION.
A KEY INNOVATION WAS THE CREATION OF DIGITAL CURRICULUM FOLDERS, CENTRALIZED, EASILY ACCESSIBLE RESOURCES CONTAINED ALIGNED PACING GUIDES, AND THOROUGHLY VETTED INSTRUCTIONAL MATERIALS FOR ALL GRADE LEVELS AND DISCIPLINES TO USE.
THESE RESOURCES WERE BUILT DIRECTLY FROM TEACHER FEEDBACK TO ENSURE THAT THEY MET THE NEEDS OF THOSE IN THE CLASSROOM.
DISTRICT LEADERS, SCHOOL ADMINISTRATORS, AND TEACHERS COLLABORATED CLOSELY TO STREAMLINE INSTRUCTIONAL FRAMEWORKS, ENSURING THAT STATE MANDATED REQUIREMENTS TRANSLATED INTO HIGH QUALITY CORE INSTRUCTION FOR ALL OF OUR STUDENTS.
ALSO, IN INSTRUCTION, THE TRANSFORMATION SUPPORT TEAM WAS REALIGNED AS PART OF THE EFFORT TO PROVIDE GREATER IMPACT ON STUDENT LEARNING.
THE DISTRICT TOOK A STRATEGIC STUDENT CENTERED STEP BY PLACING INSTRUCTIONAL COACHES AT EVERY TRADITIONAL SCHOOL.
THESE COACHES SERVE AS KEY PARTNERS IN ENHANCING TEACHING AND LEARNING BY ENHANCING TEACHING PRACTICES, SUPPORTING PROFESSIONAL GROWTH, ASSISTING NEW TEACHERS AND SUBSTITUTES, AS WELL AS IMPROVING STUDENT OUTCOMES.
AIKEN COUNTY'S 21 ELEMENTARY INSTRUCTIONAL COACHES AND 19 MIDDLE AND HIGH SCHOOL TEACHING AND LEARNING COACHES WERE TRAINED IN THE DIANE SWEENEY STUDENT CENTER COACHING MODEL, WHICH EMPHASIZES ALIGNING COACHING EFFORTS DIRECTLY WITH STUDENT NEEDS.
WE ALSO IMPLEMENTED SYSTEM WIDE INTERVENTIONS USING OUR HIGH INTENSITY TUTORING GRANT, WHICH WAS LEXIA, WHICH IS THE READING INTERVENTION PROGRAM, AS WELL AS ONCE, WHICH IS OUR CLASSIFIED PERSONNEL HIGH INTENSITY TUTORING INITIATIVE.
[02:00:02]
LET ME GO, MAKE SURE I DIDN'T GET EVERYTHING.LAST YEAR, WE IMPLEMENTED LETTERS TRAINING, SEVERAL STRATEGIC INITIATIVES TO STRENGTHEN TEACHING AND LEARNING FOR ALL STUDENTS.
TO BETTER SERVE OUR MULTILINGUAL LEARNING POPULATION, THE DISTRICT LAUNCHED ML ENDORSE TEACHER PROGRAM, PROVIDING STIPENDS TO TEACHERS WHO COMPLETED THE ELEVATION ENDORSEMENT PATHWAY MODULE, TWO ESOL ENDORSEMENT COURSES AND HOLD AN ESOL ENDORSEMENT FOR THEIR TEACHING CERTIFICATE.
SINCE ITS LAUNCH IN FEBRUARY 25, MORE THAN 177 TEACHERS HAVE ENROLLED IN THE ENDORSEMENT MODULES, AND 32 HAVE ADDED TO THE ESOL ENDORSEMENT TO THEIR SOUTH COLINE TEACHING CERTIFICATE.
WITH ADVANCEMENT VIA INDIVIDUAL DETERMINATION OR ABT, THE PROGRAM EXPANDED FROM FOUR MIDDLE SCHOOLS IN ITS FIRST YEAR TO FIVE MIDDLE SCHOOLS AND THREE HIGH SCHOOLS.
ABT EQUIPS EDUCATORS WITH FLEXIBLE RESEARCH BASED STRATEGIES THAT INTEGRATE SEAMLESSLY INTO SUBJECT AREAS, FOSTERING ENGAGEMENT AND CLOSING OPPORTUNITY GAPS FOR STUDENTS.
DISTRICT WIDE UNIFORM GRADING FRAMEWORK WAS ESTABLISHED TO IMPROVE CLARITY AND TRANSPARENCY FOR STUDENTS, FAMILY, AND STAFF.
AT ELEMENTARY LEVEL, KINDERGARTEN STUDENTS RECEIVE PROGRESS INDICATORS WITH LETTER GRADES INTRODUCED IN SELECT SUBJECTS IN FIRST GRADE AND STANDARDIZED 60, 40 WEIGHTING FOR MAJOR AND MINOR ASSESSMENTS IN GRADES 2-5.
MIDDLE SCHOOLS HAVE A 60, 40 FORMATIVE GRADING SCALE WHILE HIGH SCHOOLS IMPLEMENTED A 70, 30 FORMATIVE SCALE.
IN PARTNERSHIP WITH CORE CONTENT TEACHERS, HIGH SCHOOLS ALSO CREATED AND REFINED COMMON FINAL EXAMS IN 15 COURSES ACROSS ENGLISH, SCIENCE, SOCIAL STUDIES, MATH, AND THESE EXAMS PROVIDED CONSISTENT MEASURES FOR STUDENT ACHIEVEMENT AND YIELD VALUABLE DATA TO INFORM STUDENT ACHIEVEMENT.
DR. MURPHY MISSED A SLIDE APPARENTLY.WE GOT IT.
THANK YOU. LET ME GO BACK AND I'LL TALK LETTERS. LET ME GET LETTERS.
WE DEFINITELY NEED TO MENTION LETTERS.
I DO NOT WANT TO FOREGO THE SCIENCE OF READING.
LAST YEAR, WE WENT SYSTEM WIDE WITH THE SCIENCE OF READING PROGRAM KNOWN AS LETTERS.
THE PRIMARY PURPOSE OF LETTERS, WHICH STANDS FOR LANGUAGE ESSENTIALS FOR TEACHING AND READING OF SPELLING IS TO IMPROVE LITERACY INSTRUCTION BY EQUIPPING TEACHERS WITH THE KNOWLEDGE AND SKILLS TO EFFECTIVELY TEACH READING, WRITING BASED ON THE SCIENCE OF READING.
LETTERS IS A ONE TO TWO YEAR INTENSIVE PROGRAM THAT STARTS AS EARLY AS 4-K. ONE OF OUR DURING OUR INTERCESSION LAST YEAR, WE FEATURED TWO VERY POPULAR ENRICHMENT PROGRAMS. ONE WAS A CODING CAMP FOR ELEMENTARY STUDENTS, AND THE OTHER WAS LEGO AWARDS FOR MIDDLE SCHOOL STUDENTS.
THEY'RE BOTH VERY WELL ATTENDED AND HUGELY SUCCESSFUL WITH PARENTS AND STUDENTS ALIKE. NOW WE SHOULD BE CAUGHT UP.
A DIRECT REQUEST FROM THIS BOARD FOR GOAL 1 WAS A COMPREHENSIVE REDESIGN FOR THE CENTER FOR INNOVATIVE KNOWLEDGE, NOTE THE NAME.
MR. POSTEL AND MISS HAMRICK PRESENTED THE PLAN EARLIER THIS EVENING.
HIGHLIGHTS INCLUDED AIKEN INNOVATE, THE NEW OPPORTUNITY SCHOOL, FORMERLY, THE NEW SCHOOL, A VIRTUAL OPPORTUNITY SCHOOL THAT COULD SERVE STUDENTS WHO HAVE OTHERWISE BEEN EXPELLED.
OUR NEW INNOVATION PROGRAM WILL ALSO BE FEATURED IN THIS REDESIGN.
WE ALSO HAVE A REDESIGN EVENING PROGRAM THAT IS NOW HAS A POSSIBILITY OF TRANSPORTATION FOR STUDENTS IN NEED, AS WELL AS AN AFTER SCHOOL RECOVERY PROGRAM THAT WILL BE OFFERED AT EACH HIGH SCHOOL.
OVER IN THE DEPARTMENT OF SPECIAL PROGRAMS, THEY MADE SOME SIGNIFICANT CHANGES THAT ALLOW FOR THE ADDITION TO THE CONTINUUM OF SERVICES FOR OUR YOUNGEST STUDENTS OF SPECIAL NEEDS.
THE RESULT IS SHORTER BUS ROUTES, MORE INSTRUCTIONAL TIME, REDUCED CASE LOADS, AND LESS TRANSFERS FOR THE STUDENTS TO MOVE THE CHILD TO THE PROGRAM.
WE BOUGHT THE PROGRAM TO WHERE THE CHILDREN ARE.
BASED ON THE FEEDBACK WE RECEIVED FROM BOTH PARENTS AND BOARD MEMBERS, OUR TEAM REDESIGNED THE E-LEARNING DAY AND HAS ALREADY RECEIVED APPROVAL FROM THE STATE DEPARTMENT THROUGH NOW THROUGH 2027.
THIS NEW MODEL ENSURES 200 MINUTES OF INSTRUCTIONAL TIME AND A STANDARDIZED DISTRICT WIDE SCHEDULE FOR EACH SCHOOL LEVEL.
WE ALSO IMPLEMENTED TEACHER LEADERSHIP CAREER LADDERS TO SUPPORT NEW TEACHERS WITH CURRENT TEACHER LEADERS.
THESE LEADERS RECEIVE A STIPEND TO PROVIDE ESSENTIAL HELP WITH THE CRITICAL FIRST YEARS OF JOINING OUR PROFESSION.
WE ALSO COMPLETED A STRATEGIC SHIFT IN ASSESSMENT AND DIGITAL LEARNING APPROACH BY TRANSITIONING FROM NWEA MAP TESTING TO I-READY IN ALL OF OUR SCHOOLS.
FOLLOWING A SUCCESSFUL PILOT LAST YEAR OF SIX SELECTED SCHOOLS,
[02:05:03]
FEEDBACK FROM EDUCATORS INFORMED THE DECISION TO CONSOLIDATE MULTIPLE LEARNING MANAGEMENT AND DIGITAL LEARNING TOOLS INTO A SINGLE COHERENT PLATFORM.THIS MIGRATION STREAMLINED COMPUTER ASSISTANT LEARNING RESOURCES, IMPROVED USER EXPERIENCE BY REDUCING THE NUMBER OF LOGINS AND A GREATER ALIGNMENT ACROSS ALL SCHOOLS.
INSTRUCTIONAL LEADERS DEVELOPED AND LAUNCHED A COMPREHENSIVE INFORMATION FOR I-READY AND ALL ELEMENTARY AND MIDDLE SCHOOLS.
SINCE LAST YEAR, WE'VE TAKEN A COMPREHENSIVE LOOK AT OUR DEPARTMENTS PROGRAMS AND ARE IN THE PROCESS OF MAKING SOME MUCH NEEDED CHANGES.
A SUMMARY REPORT DETAILING THE STRENGTHS AND AREA OF IMPROVEMENT HAS BEEN SUBMITTED AT YOUR DESK FOR BOARD REVIEW AND CONSIDERATION.
THESE EFFORTS ARE ONGOING WITH OUR CONTINUOUS EFFORTS TO REDUCE REDUNDANCIES AND PROACTIVELY SHARE FUTURE WORKFORCE NEEDS.
IN '24-'25, WE ALSO COMPLETED THE TWO YEAR SALARY STUDY, ADDRESSING A LONG STANDING PAY CONCERN AND SIGNIFICANTLY BOOSTING EMPLOYEE COMPENSATION.
AVERAGE INCREASES OF 18% FOR CLASSIFIED STAFF AND 12% FOR SALARIED EMPLOYEES STRENGTHENED OUR RETENTION, ENCOURAGING VETERAN EMPLOYEES TO STAY OR DELAY RETIREMENT AND IMPROVE RECRUITMENT OF EXPERIENCED TALENT FROM OTHER DISTRICTS.
WE WERE FUNDED INITIALLY THROUGH OUR EIA CARRYOVER MONEY AND SUSTAINED BY THIS BOARD'S WILLINGNESS TO SUPPORT A 7.5 MILL INCREASE FOR '25-'26 AND PROJECTED FIVE MILL INCREASES OVER THE NEXT THREE YEARS.
THE PLAN IMPLEMENTED WAS AT 98.5% OF THE RECOMMENDATION FROM THE SALARY STUDY WITH THE REMAINING 1.5 TARGETED FOR YEAR '26-'27.
TEACHER PAY WAS ALSO PRIORITIZED.
EXCEEDING THE STATE MINIMUM SALARY INCREASE OF $100, WE WENT TO 2,500 ACROSS THE BOARD ON THE TEACHER SCALE, HELPING CLOSE COMPETITIVE GAPS WITH OUR NEIGHBORING DISTRICTS.
WITH THE APPROVAL OF THIS BOARD, WE ALSO RESTRUCTURED THE INSTRUCTIONAL TECHNOLOGY DEPARTMENT TO BRING PREVIOUSLY OUTSOURCED AND SERVICES IN HOUSE AT A COST NEUTRAL PROPOSITION THAT WILL GIVE US GREATER RESPONSIVENESS TO THE GROWING NEEDS OF THE DISTRICT.
OUR HOMELESS STUDENTS NOW ALSO HAVE A SHUTTLE TO BRING THEM FROM WHEREVER THEY MAY BE TO OUR SCHOOLS, GIVING THEM A GREATER SENSE OF STABILITY AND UNCERTAIN TIMES.
PREVIOUSLY, WE HAD TO EMPLOY CABS OR PRIVATE CARS TO GET THEM TO SCHOOL.
WE'RE ALSO VERY PROUD OF THE WORK THAT OUR GRANT FUNDED GRADUATION COACHES HAVE DONE IN HELPING OUR PROSPECTIVE GRADUATES OVER THEIR FINAL YEAR HURDLES.
WE MADE CRITICAL ADJUSTMENTS IN OUR SPECIAL PROGRAMS, MAINTENANCE AND TRANSPORTATION STAFFING, MAKING EACH DEPARTMENT MORE EFFICIENT, RESPONSIVE, AND ULTIMATELY REDUCING THE COST FOR THE DISTRICT.
THE NEXT GOAL WE'LL TALK ABOUT IS THE CULTURE OF ACHIEVEMENT, AND BASICALLY TO DEVELOP A CULTURE OF ACHIEVEMENT, WE'VE FOSTERED A SUPPORTIVE DISTRICT WIDE LEARNING ENVIRONMENT BY REVIEWING DISCIPLINE PRACTICES AND ADDRESSING SCHOOL CULTURE, SAFETY, AND CLIMATE.
IN EARLY 2025, SCHOOL AND DISTRICT BUDGET REQUESTS WERE DEVELOPED COLLABORATIVELY AND RANKED BY THE SUPERINTENDENT'S CABINET.
THE DIRECTOR OF ADMINISTRATION THEN ALIGNED THESE PRIORITIES WITH THE SUPERINTENDENT'S GOALS AND THE DISTRICT STRATEGIC PLAN, AS WELL AS OTHER METRICS FROM THE 24 DISTRICT SCHOOL REPORT CARD TO ENSURE THAT FUNDING DECISIONS SUPPORTED BOTH THE NEEDS AND DESIRED OUTCOMES.
KEY BUDGET PRIORITIES INCLUDED EXTENDING THE MIDDLE SCHOOL SCHEDULED TO INCREASE INSTRUCTIONAL TIME IN MATH AND ELA, ADDING SIX HIGH SCHOOL SOCIAL WORKERS TO STRENGTHEN ACADEMIC AND SOCIAL EMOTIONAL SUPPORTS.
SEPARATING THE ROLES OF EXECUTIVE DIRECTOR OF THE CAREER AND TECHNOLOGY CENTER AND THE DIRECTOR OF THE AIKEN COUNTY CAREER CENTER TO SEPARATE INDIVIDUALS, AND EXPANDING CT OPPORTUNITIES WHILE ENSURING FOCUSED LEADERSHIP ON CURRENT PROGRAMS AND THE NEW ACCTC FACILITY, ADDING 12 ELEMENTARY SCHOOL ASSISTANT PRINCIPALS TO ENHANCE DISCIPLINE MANAGEMENT, PARENT COMMUNICATION, INSTRUCTIONAL FEEDBACK, SCHOOL OPERATIONS, AND SAFETY DRILLS.
THIS ALIGNMENT PROCESS ENSURED THAT RESOURCES WERE STRATEGICALLY INVESTED TO DIRECTLY ADVANCE THE DISTRICT GOALS AND IMPROVE OUTCOMES.
WE ALSO EXPANDED CULTURE BUILDING INITIATIVES TO PROMOTE LEADERSHIP, TRUST, AND ACADEMIC SUCCESS.
THE LEADER IN ME, IS NOW IN EIGHT SCHOOLS AND INTEGRATES LEADERSHIP HABITS, GOAL SETTING, AND COMMUNITY ENGAGEMENTS, WHILE CAPTURING KIDS' HEARTS IS NOW FOUND IN NINE OF OUR SCHOOLS AND IT STRENGTHENS RELATIONSHIPS AND SCHOOL CLIMATE.
BOTH PROGRAMS ADVANCED DISTRICT GOALS IN INSTRUCTIONAL QUALITY, CULTURE OF ACHIEVEMENT, AND STAKEHOLDER COMMUNICATION.
[02:10:06]
STANDARD RESPONSE PROTOCOL OR SRP WAS A GREAT COMPLIMENT TO OUR UPGRADES IN PHYSICAL SECURITY.WE NOW HAVE A COMMON LANGUAGE THROUGHOUT THE DISTRICT AND WITH LAW ENFORCEMENT, WHICH ULTIMATELY MEANS A SAFER CAMPUS.
WE'VE APPLIED FOR A SAFETY GRANT THAT ALLOWED US TO ENHANCE THE INTERESTS AT MULTIPLE SCHOOLS WITH SECURITY VEGETABLES LAST YEAR AS WELL.
ANOTHER GRANT FUNDED INITIATIVE WHICH WAS REPLACING MANY SCHOOL DOOR LOCKS WITH MUCH SAFER SYSTEMS. WE WERE ALSO ABLE TO CENTRALIZE OUR ACCESS CONTROL TO THE IT DEPARTMENT INSTEAD OF HAVING THEM HOUSED AT EACH SCHOOL ON THEIR INDIVIDUAL SERVERS.
THIS MAKES ALLOWING AND DENYING ACCESS A MORE CONTROLLED PROCESS AND ULTIMATELY MORE SECURE.
WE ARE VERY PLEASED TO ANNOUNCE THAT WE VALUE OUR LAW ENFORCEMENT PARTNERS AND ARE WORKING CLOSELY WITH ALL EIGHT AGENCIES TO PROVIDE MORE SROS.
IN ADDITION TO ADDING A SECOND SRO TO MIDLAND VALLEY HIGH SCHOOL, WE'RE ALSO ABLE TO PARTNER WITH THREE AGENCIES IN '24-'25 TO APPLY FOR NEW SROS FOR THREE ADDITIONAL SCHOOLS FOR THIS YEAR.
THESE SCHOOLS ARE JACKSON MIDDLE, A. L. CORBETT, AND JEFFERSON ELEMENTARY.
I GUESS, ALSO ON THE SCREEN IS OUR AUDIO ENHANCEMENT SYSTEM, ANOTHER PHYSICAL SECURITY SYSTEM THAT THE TEACHERS HAVE THE ABILITY TO HIT A PANIC BUTTON, AS WELL AS IT ENHANCES THE TEACHER'S VOICE IN THE CLASSROOM, FOR THOSE STUDENTS THAT MAY BE HARD OF HEARING OR JUST EASILY DISTRACTED.
NEXT IS OUR ORGANIZATIONAL GOAL, BASICALLY OUR BUSINESS GOAL, AND IT STRIVES TO MAKE US MORE EFFICIENT AND RESPONSIVE.
LAST YEAR, WE EXPANDED LISTENING TOOLS TO INFORM DISTRICT DECISIONS, INCLUDING AN EMPLOYEE ENGAGEMENT SURVEY, THE SOUTH CAROLINA TEACHER WORKING CONDITIONS SURVEY, UPDATED EXIT SURVEYS, AND TRANSFER REQUEST ANALYSIS.
RETENTION DASH PORTS NOW TRACK TURNOVER, VACANCIES, CLIMATE OUTCOMES, AND INTENT TO RETURN DATA, IN PARTNERSHIP WITH SAFETY AND SECURITY, STRUCTURED BADGING PROTOCOLS FOR STUDENT INTERNS WERE INTRODUCED AS PART OF A BROADER EFFECT TO ENHANCE OUR CAMPUS SAFETY.
UPGRADED DISTRICT INTERNET BY OVER 60% IS NOW AT 10 GIGABYTES, PROVIDING SIGNIFICANTLY FASTER SPEEDS AND GREATER CAPACITY.
THIS FOUNDATIONAL ENHANCEMENT ENSURES SEAMLESS ACCESS TO ONLINE RESOURCES AND DIGITAL LEARNING PLATFORMS, DIRECTLY SUPPORTING EFFECTIVE TEACHING METHODOLOGIES AND CONTRIBUTING TO THE ACADEMIC SUCCESS OF OUR STUDENTS.
IT INFRASTRUCTURE HAS SIGNIFICANTLY INCREASED SECURITY FOR CRITICAL DISTRICT SYSTEMS. THIS FORTIFIES OUR DIGITAL ENVIRONMENT, PREVENTING COSTLY BREACHES AND DOWNTIME THAT WOULD DISRUPT OPERATIONS AND DETRACT FROM A STABLE LEARNING ENVIRONMENT.
TECHNOLOGY AND INSTRUCTION DEPARTMENTS METICULOUSLY VETTED OVER 450 APPLICATIONS FOR PRIVACY AND SECURITY COMPLIANCE, ENSURING THAT ALL DIGITAL TOOLS UTILIZED BY OUR STAFF AND STUDENTS WERE SAFE AND SECURE.
WE ALSO WORK TO REDUCE REDUNDANCY BY TRANSITIONING ALL DIGITAL TOOLS AND TEXTBOOKS INTO A SINGLE ACCESS POINT VIA A CLASS LINK.
WE HAVE REDUCED REDUNDANCY AND ADMINISTRATIVE WORKLOAD ASSOCIATED WITH MANAGING ALL THOSE MULTIPLE PLATFORMS. ON THE AREA OF EFFICIENT DEVICE MANAGEMENT, THE DEPLOYMENT OF A NEW CLOUD-BASED IMAGING SOLUTION FOR OUR 35,000 SCHOOL DEVICES IS DIRECT CHAMPIONING OF TECHNOLOGY TO ENHANCE CURRICULUM OFFERINGS AND ADVANCED ACADEMIC ACHIEVEMENTS BY ENSURING STUDENTS AND TEACHERS HAVE RAPIDLY DEPLOYED AND RELIABLE TOOLS.
BEFORE THEN, WE HAD TO TOUCH EACH INDIVIDUAL DEVICE IN ORDER TO PUSH OUR POLICIES.
THIS OPERATIONAL EFFICIENCY SIGNIFICANTLY REDUCES THE MANUAL EFFORT AND OPTIMIZES OUR RESOURCE ALLOCATION.
IT ALSO STREAMLINED THE PROCESS FOR SCHOOL TECHNICIANS TO GRANT ACCESS TO ADMINISTRATIVE SYSTEMS, WHICH HAS SIGNIFICANTLY INCREASED OPERATIONAL EFFICIENCIES, ENABLED SWIFTER RESOLUTION OF CRITICAL ISSUES AND ENHANCE OUR EFFECTIVENESS FOR SUPPORTING OUR PERSONNEL.
LASTLY, FROM THIS SLIDE, WE HAVE AN EASE OF LOGIN FOR OUR YOUNGER, OUR K-2 STUDENTS, WHENEVER THEY'RE ON THE INTERNET, WE USE A QR CODE, SO NOW THEY DON'T HAVE TO HAVE A ID AND PASSWORD, WHICH IS HARD FOR THEM TO KEEP UP.
REALLY BIG LAST YEAR WAS THE REDESIGN OF OUR CAREER AND TECHNOLOGY CENTER.
DURING THE BUDGET CYCLE, WE PROPOSED AN OVERHAUL OF THE K PROGRAM AND ML PROGRAMS TO MEET THE GROWING NEEDS OF OUR STUDENTS.
ALONG WITH A DEDICATED NOW EXECUTIVE DIRECTOR AND A CENTER DIRECTOR, WE ALSO HAVE ESTABLISHED A WORK BASED LEARNING COORDINATOR FOR APPRENTICESHIPS AND A CTE COORDINATOR TO ASSIST WITH PROGRAM DESIGN.
[02:15:02]
OUR MULTILINGUAL LEARNER TEAM ALSO GREW FROM 21-29 ALLOCATIONS, AND NOW NO TEACHER HAS TO SERVE MORE THAN TWO SCHOOLS.WE NOW ALSO HAVE A ML DIRECTOR TO OVERSEE THIS CRITICAL WORK.
IN SPECIAL PROGRAMS, OUR CHANGE OF PLACEMENT PROCESS FOR BEHAVIOR HAS BEEN MADE MORE CONSISTENT ACROSS THE DISTRICT.
YOU CAN SEE FROM FEEDBACK WE'VE GOT FROM TEACHERS AND ADMINISTRATORS THAT THEY VERY MUCH APPRECIATE THE FACT THAT CHANGE OF PLACEMENTS ARE A LOT SIMPLER NOW.
WE ALSO IMPLEMENTED A PROCESS FOR IMMEDIATE SUPPORT TO STUDENTS WITH BEHAVIORAL NEEDS THROUGH THE BEHAVIORAL INTERVENTION TEAM.
THIS REMOVES SOME OF THE PREVIOUS HURDLES AND MAKES OUR SUPPORT TEAM RESPONSES FAR QUICKER.
OF COURSE, WE HAVE TO BRAG ABOUT THE NEW WAGENER-SALLEY HIGH SCHOOL THAT WE OPENED THIS JANUARY.
THE ORIGINAL BUILDING SHOULD HAVE BEEN REPLACED OVER THREE DECADES AGO.
MOSSY CREEK ALSO HAS A NEW LEASE ON ITS EXPECTED LIFE THANKS TO A FULL WALL REPLACED UNDER THEIR OUTER ENVELOPE, AND THEY ALSO RECEIVED NEW WINDOWS IN THAT REDESIGN LAST YEAR.
TURF. WE HAD A ROUGH ROAD, BUT I IMAGINE THAT ONCE THE SEASON GETS UNDERWAY, WE'LL HAVE A LOT MORE FANS OF THIS PREMIUM TURF PRODUCT, AND HOPEFULLY WE CAN GET A FEW RINGS TO GO ALONG WITH THE UPGRADED FACILITIES.
AIKEN HIGH ALSO RECEIVED A MUCH NEEDED MAKEOVER WITH NEW CONCESSION STAND, SCOREBOARD, RESTROOMS, SOFTBALL TOWER, AS WELL AS FIELD DRAINAGE IMPROVEMENTS.
WE ARE PUTTING THE FINISHING TOUCHES ON THE FIRST EVER BASEBALL AND SOFTBALL FIELD LOCATED AT NORTH AUGUSTA HIGH SCHOOL.
JACKET STADIUM IS OUR NEWEST VENUE AND HAS ALREADY RECEIVED A LOT OF PRAISE FROM THE COMMUNITY.
ALSO, YOU'LL SEE A LOT MORE OF THE GAMES THANKS TO THE FACT THAT WE'VE UPGRADED THE LIGHTING AT ALL OF OUR FIELDS THIS YEAR TO LED LIGHTS.
BIG FOR WAGENER, AGAIN, WE MODIFIED THE BUS ROUTES OUT AT WAGENER SCHOOLS, AND NOW OUR STUDENTS ARE ARRIVING ON TIME AND GETTING MORE INSTRUCTIONAL MINUTES THAN THEY HAVE RECEIVED IN THE LAST TWO YEARS.
THE PICTURE YOU SEE IS OF A BRAND NEW WALKING TRACK THAT WE INSTALLED AT OAKWOOD-WINDSOR AS WELL.
OTHER NOTABLE ACTIONS LAST YEAR INVOLVED A NEW YOUTH STRINGS ACADEMY.
WE ADDED ON A WEBMASTER FROM A CONTRACTED POSITION, AND WE ALSO NOW HAVE A STIPEND BASED LEADERSHIP PROGRAM IN SPECIAL PROGRAMS WHERE TEACHERS CAN LEARN, EARN, AND GROW IN THEIR FIELD.
NONE OF THE WORK THAT WAS ACCOMPLISHED LAST YEAR WOULD EVER BE KNOWN WITHOUT A SOLID COMMUNICATION PLAN.
THIS GOAL SPEAKS TO THE EFFORTS TO DELIVER THE MESSAGE LAST YEAR.
WE COMPLETED OVER 30 COMMUNITY ENGAGEMENT MEETINGS TO EDUCATE OUR PUBLIC ABOUT THE ONE CENT SALES TAX REFERENDUM.
THE RENEWAL PASSED BY AN OVERWHELMING MAJORITY OF 72.59%.
ALSO LAST YEAR, WE IMPLEMENTED THE BOARD'S WEEKEND REVIEW FROM ME, AND THE SCHOOL BOARD QUESTION SYSTEM THAT HELPS REDUCE REDUNDANCY AND OVERLAP WHEN THE BOARD IS EXPRESSING CONCERNS.
WE HAVE A NEW MOBILE APP THROUGH APPTEGY THAT MAKES GETTING INFO A ONE STOP EFFORT.
ALSO, THE IT DEPARTMENT STARTED A NEW INTERNAL NEWSLETTER CALL INSTALLMENTS, AND THEY'RE USUALLY POSTED IN OUR RESTROOMS. THE NAME HAS A LITTLE DOUBLE, ON COUNTY MEETING.
WE LIKE IT. WE ALSO NOW HAVE A GUEST INTERNET SYSTEM.
WHEN FOLKS ARE VISITING OUR DISTRICT OFFICE, THEY CAN GET ON THE INTERNET, WHICH HAS BEEN A BARRIER IN THE PAST.
ANOTHER SHOT FOR THE COMMUNITY.
SPECIAL OLYMPICS WAS A GREAT ENGAGEMENT EVENT FOR ALL OF US.
LAST YEAR, JOB SHADOWING HIT AN ALL TIME HIGH.
A NEW SERIES FOR GET TO KNOW YOU SCHOOL BOARD MEMO WAS ALSO LAUNCHED WITH, I THINK, MR. SILAS ON THE INAUGURAL EPISODE.
I DID NOT MENTION THAT WE DID ALL OF THOSE ACCOMPLISHMENTS THROUGH A HURRICANE, SNOW, A FLOOD, SEVERAL POWER OUTAGES, AND INTERNET OUTAGES, AND OTHER EVENTS THAT WE JUST SIMPLY WOULD LIKE TO FORGET.
AGAIN, THIS HAS BEEN AN ABSOLUTE HONOR, AND I LOOK FORWARD TO YOUR FEEDBACK, YOUR GUIDANCE, AND YOUR CONTINUED SUPPORT. THANK YOU.
>> THANK YOU, DR. MURPHY. THAT CONCLUDES
[02:20:06]
REGULAR SESSION FOR THE MOMENT.THE BOARD WILL NEED A MOTION TO GO IN EXECUTIVE SESSION FOR THE PURPOSE OF CONSIDERING THE FOLLOWING MATTERS IN SUCH ORDER AS THE BOARD DEEMS APPROPRIATE.
WE HAVE TWO EMPLOYMENT MATTERS.
2A, ADMINISTRATIVE APPOINTMENT FOR NORTH AUGUSTA MIDDLE SCHOOL, AND 2B, ADMINISTRATIVE APPOINTMENT FOR JACKSON STEM MIDDLE SCHOOL.
THEN UNDER CONTRACTUAL MATTERS, WE HAVE A ITEM UNDER CONTRACTUAL MATTERS DISCUSSED FOR LEGAL SERVICES.
AFTER WE'VE CONCLUDED EXECUTIVE SESSION, WE'LL RETURN TO REGULAR SESSION TO TAKE ACTION ON ANYTHING THAT IS NECESSARY.
IS THERE A MOTION TO ENTER EXECUTIVE SESSION FOR THE PURPOSES LISTED? >> [INAUDIBLE].
>> MOTION BY MISS REINHARDT JACKSON, IS THERE A SECOND?
>> ALL THOSE IN FAVOR OF ENTERING EXECUTIVE SESSION, PLEASE RAISE YOUR HAND. THAT'S NINE IN FAVOR.
THE MOTION CARRIES. WE WILL START EXECUTIVE SESSION IN ABOUT 5 MINUTES.
[03:07:53]
WE CONCLUDED EXECUTIVE SESSION.[03:07:55]
IS THERE A MOTION TO EXIT EXECUTIVE SESSION AND ENTER REGULAR SESSION?[03:08:00]
[03:08:00]
>> MOTION MADE BY MISS REINHARDT JACKSON,
[03:08:02]
SECONDED BY MR. LINDELL.[03:08:03]
ANY DISCUSSION ON THIS MOTION?[03:08:05]
ALL THOSE IN FAVOR OF RE-ENTERING REGULAR SESSION,[03:08:09]
PLEASE RAISE YOUR HAND.[03:08:10]
THAT'S NINE. MOTION CARRIES.IN THE EXECUTIVE SESSION, WE DISCUSSED TWO EMPLOYMENT MATTERS.
ITEM 2-ALPHA, THE ADMINISTRATIVE APPOINTMENT FOR NORTH AUGUSTA MIDDLE SCHOOL.
IS THERE A MOTION FOR THIS? MR. LINDELL.
>> MR. CHAIRMAN, I'D LIKE TO MAKE A MOTION THAT WE ACCEPT THE DISTRICT'S RECOMMENDATION FOR THAT POSITION.
>> MOTION MADE BY MR. LINDELL, I HEARD A SECOND FROM MISS REINHARDT JACKSON.
ANY DISCUSSION ON THIS MOTION? ALL THOSE IN FAVOR OF ACCEPTING THE DISTRICT'S RECOMMENDATION FOR THE ADMINISTRATIVE APPOINTMENT AT NORTH AUGUSTA MIDDLE, PLEASE RAISE YOUR HAND? THAT'S NINE IN FAVOR.
THE MOTION CARRIES. THEN THERE WAS EMPLOYMENT MATTER 2 BRAVO AT JACKSON STEM MIDDLE SCHOOL.
IS THERE A MOTION IN REGARDS TO THIS?
>> I MAKE A MOTION THAT WE ACCEPT THE DISTRICT'S RECOMMENDATION.
>> MOTION MADE BY MISS REINHARDT JACKSON, I HEARD THE SECOND FROM MR. MOULTON TO ACCEPT THE DISTRICT'S RECOMMENDATION FOR THE ADMINISTRATIVE APPOINTMENT AT JACKSON STEM MIDDLE SCHOOL.
ANY DISCUSSION ON THIS MOTION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND.
>> WE DID HAVE A DISCUSSION UNDER CONTRACTUAL MATTERS ABOUT LEGAL SERVICES, WHICH I BELIEVE THERE'S NO ACTION NEEDED AT THIS TIME, SO I'LL ENTERTAIN A MOTION TO ADJOURN.
>> MOTION MADE BY MR. REINHARDT JACKSON, SECONDED BY DR. BRADLEY, DISCUSSION ON MOTION TO ADJOURN.
ALL THOSE IN FAVOR. THAT'S NINE.
MOTION CARRIES. WE STAND ADJOURNED. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.