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A
B
A
Well,
hopefully,
he'll
join
us
here
in
a
few
minutes,
we'll
go
through
the
perfunctory
stuff.
First,
I
also
have
chris
christina
guads
joining.
I
think,
that's
everybody,
so
I
need
for
we
be
first
to
do
the
pledge
of
allegiance.
A
A
Thank
you
for
this
thing.
The
solo
there
guys
now
I
need
a
motion
to
approve
the
agenda.
Go
moved
all
in
favor.
So
two
one
absent
and
approval
of
the
minutes.
A
And
while
you're
just
typing
that
in
I
see
that
mrs
is
it
am
I
saying
that
right,
pretty
good.
The
g.
A
Okay,
no,
I
can
remember
that
beckon
varsity
is
joining
us
to
give
us
an
overview
of
the
educational
technology
coaching.
So
I'm
gonna,
let
you
just
go
ahead
and
get
started
on
that.
I
don't
see
that
mr
smith
joined
us
yet,
but
we
can
bring
him
up
to
see.
Give.
D
Well,
first,
thank
you
so
much
for
letting
me
share
about
the
edtech
coaches
and
my
awesome
team
they're,
really
wonderful
groups
that
it's
been
a
huge
impact
in
my
world
at
least,
but
I
really
appreciate
the
time
to
really
tell
you
about
what
we
do
and
answer
any
questions
that
you
might
have
with
that.
So
I'll
walk
you
through
these
parts
and
pieces
and
take
any
questions
that
you
have
so
we
have.
D
I
have
the
strategic
alignment
for
the
teacher
quality
parts
of
our
strategic
plan
and
that's
really
around
our
1.0
is
around
professional
development,
which
is
a
huge
part
of
what
we
do
and
providing
training
in
pd
for
our
staff
and
the
second
one
on
there
is
environment.
So
we
very
much
focus
on
relationships
so
that
it's
that
strategic
plan,
part
of
teacher
quality
and
then
retention.
D
One
of
our
big
focuses
especially
moving
into
next
year,
is
to
look
at
new
teachers
and
how
we
can
focus
in
on
that
group
and
really
make
sure
that
we're
assisting
them
where
their
needs
may
be.
So
I'm
going
to
talk
about
the
tech
coaches,
but
you
really
can't
talk
about
them
without
talking
about
our
full
team,
so
I
am
going
to
have
bits
and
pieces
that
really
go
along
with
our
whole
team,
we're
a
very
cohesive
team,
so
parts
kind
of
fall
in
different
areas,
but
we
all
work
very
closely
together.
D
So
beyond
the
coaches,
there
is
myself
and
our
integration
specialist
that
consists
of
the
whole
edtech
team,
so
so
our
primary
roles,
what
what
they
do
providing
access
for
the
district
supported
hardware
and
software.
So
I
gave
a
couple
of
examples
there
of
the
different
pieces
that
we
have
a
part
of,
but
we
kind
of
act
as
a
bridge
for
many
of
the
departments
and
the
subject
areas:
software
vendors
to
kind
of
understand
the
needs
of
the
teachers
where
our
are
all
certified
teachers.
D
So
we
understand
that
world
and
the
needs
of
the
teachers
and
the
students
I'm
in
the
classroom.
We
understand
master
schedules
courseware
how
that
structure
really
works.
So
we
do
a
lot
of
making
sure
that
people
have
the
appropriate
resources
in
the
appropriate
pockets
of
people
providing
customized
and
relevant
pd
for
teachers
on
instructional
software
to
correlate
with
their
standards
and
activities
that
they
have
coming
up.
So
we
tend
to
do
a
lot
of
train
the
trainer
so
that
we
can
build
our
capacity
within
the
school
district
ourselves.
D
So
we'll
work
with
our
vendors
to
do
training
with
our
own
team
or
we'll
join
trainings
that
they
may
be
doing
at
schools
or
in
different
departments,
so
that
we
have
an
understanding
of
the
different
software
programs
that
are
being
used
by
our
teachers
or
our
staff
in
general,
so
that
we're
able
to
support
them
beyond
that
training.
So
sometimes
trainers
come
in
for
a
day
and
the
teachers
need
to
follow
up.
They
have
one
question,
so
we
act
as
that
bridge
for
them
too.
D
We
provide
pd
in
a
slew
of
ways
any
way
we
can
get
with
them.
So
whether
it's
face-to-face
certain
planning
times,
we
have
some
virtual
options
for
them.
So
that's
a
way
for
us
to
make
sure
that
we're
meeting
their
schedules
that
we
know
are
super
packed
teaching
staff
and
students
to
use
computers
for
problem
solving.
D
So
this
is,
you
know,
getting
them
in
understanding
the
windows,
software
in
our
2
through
12
or
understanding
the
ipad
functions
and
how
it
can
really
help
them
and
their
their
unique
situation,
depending
on
what
that
is,
providing
customized
training
to
all
certified
and
classified
staff
to
meet
professional
needs.
D
This
really
came
to
light,
especially
during
coped.
How
so
many
people
really
had
to
dive
into
technology?
That
may
not
have
always
done
so.
So
we
wanted
to
make
sure
we
weren't,
you
know
missing
any
pockets
of
people
that
just
needed
some
extra
help,
whether
it
was
understanding
a
way
to
be
paperless
a
way
to
utilize
productivity
software
refine
their
workflow.
D
So
we
are
able
to
take
those
problems,
kind
of
think
through
them
and
see
if
there's
a
program,
a
software
or
a
practice
that
could
help
refine
that
for
them
we
do
have
a
directly
supporting
library,
media
specialist.
So
this
is
a
responsibility
under
my
job
description,
so
I'm
fortunate
to
work
with
that
group
of
staff
in
our
district.
We
do
have
a
certified
library
media
specialist
as
a
tech
coach.
So
she
really
helps
to
educate
me
because
I'm
not
a
certified
media
specialist
on
their
needs
and
then
work
around
meetings
for
them.
D
Good,
so
we
regularly
meet
with
them
so
that
we
can
understand
and
help
them
grow
in
their
field
as
well
work
closely
with
all
departments
to
assist
and
support
planning
for
specific
projects
or
events.
So
we
talked
about
that
bridge
before
that,
really
is
a
bridge
for
anyone
that
might
have
a
technical
need
pretty
much.
Everything
anymore
has
some
layer
of
technology
to
it.
D
So
we're
there
to
kind
of
help
them
figure
out
where
it
can
support
whether
it's
an
event
like
the
virtual
job,
fair
with
hr
the
website,
migration
that
we
were
working
on
any
of
the
conferences
summer
institute
african-american.
We
want
to
be
able
to
offer
those
extra
hands
and
support
where
needed,
around
programs
and
software
and
access
under
usage
at
impact.
So
I
gave
you
a
little
bit
of
a
snapshot
of
the
past
number
of
years.
D
We
track
how
many
times
we
are
visiting
schools,
so
we
can
make
sure
nobody
is
not
being
seen
or
being
supported.
So
we
look
at
not
only
how
many
times
we're
going
into
the
building,
but
then
also
what
we
are
doing.
So
you
can
see
the
the
scope
from
17
18
to
current.
D
As
you
know,
during
the
2021
we
did
less
physical
in
person
work.
So
there
was
a
lot
of
virtual
visits.
We
had
virtual
office
hours
zoom
regularly
to
try
and
make
sure
we
were
supporting
them.
That
way,
then
the
graph
on
the
right
is
a
snapshot
of
our
current
year
of
the
different
tasks
that
we're
doing
so
it's
only
up
until
yesterday
and
this
shifts
every
year,
depending
on
the
need
so
a
lot
now
after
coven,
and
you
know
not
being
able
to
go
into
the
schools
to
do
as
many
grade
level
professional
developments.
D
We
find
ourselves
a
lot
more
one-on-one
right
now,
so
that
we
can
make
sure
we're
addressing
the
needs
as
they
have
requested,
but
that
graph
kind
of
shifts
every
year,
depending
on
the
focus,
need
or
goal
of
the
teachers
and
schools,
so
just
a
little
historical
context
and
then
kind
of
where
we
are
now.
The
egg
tech
coaches
first
came
to
beaufort
county
in
2008.
D
They
were
under
technology
services.
I
was
one
of
the
first
coaches,
so
I
was
here
for
that.
We
originally
had
one
in
every
school
and
that
first
year
was
the
first
year
teachers
about
laptops,
so
it
was
a
big
new
initiative
for
our
staff.
D
D
But
this
has
really
allowed
us
to
work
and
build
that
cohesive
team
to
teach
each
other
to.
You
know
lean
on
our
strengths,
lean
on
our
certifications
and
our
expertise
and
then
send
people
out
to
the
right
place
at
the
right
time
to
fit
the
right
needs,
so
that
dispatch
model
is
where
we
saw
a
lot
of
great
progress
in
service
for
our
staff
see
the
currently
we
have
myself
the
director.
D
We
have
one
edtech
integration
specialist,
that
is
who
really
works
on
that
rostering
side
and
making
sure
access
is
there
and
having
the
meetings
and
the
partnerships
with
the
districts
and
the
vendors
to
make
sure
we
are
getting
access
to
the
right,
kids
and
the
right
staff
members.
And
then
we
have
seven
tech.
Coaches
all
are
certified
teachers,
as
I
said
two
in
elementary
for
two
and
early
childhood,
two
in
elementary
and
then
five
in
different
areas
of
secondary.
D
So
we
can
have
that
holistic
perspective
to
bring
to
the
table
and
kind
of
learn
from
each
other
moving
forward
kind
of
our
next
steps.
This
is
only
my
second
role
in
our
second
year
as
the
director,
so
I
plan
to
do
an
annual
satisfaction
and
need
survey
with
our
staff
the
end
of
the
year
here,
and
then
we
usually
do.
D
I
want
to
do
a
needs
assessment
in
the
fall
so
that
we
can
see
what
teachers
are
asking
for
up
front
to
build
pd.
We
do
reevaluate
regularly
just
to
see
how
we
can
think
through
our
team.
What
makes
the
most
sense.
What
are
our
needs?
Where
are
our
strengths,
but
we
still
have
challenges
even
with
that,
so
we
definitely
have
had
challenges
with
staffing,
our
numbers
decrease
here
and
there
we've
had
new
staff.
D
I
have
a
couple
new
coaches
this
year,
who
are
doing
wonderfully,
but
that
is
a
training
task
to
do
time
with
teachers.
That's
always
a
challenge.
They
are
so
busy.
They
have
so
much
on
their
plates.
We
just
need
to
try
and
get
creative
with
how
we're
pulling
in
tech
integration
and
more
with
that
direct
pd,
increased
demand
for
the
integration
of
hardware
hardware
and
software.
D
This
was
a
very
evident
in
kobut
times,
also
just
bringing
in
new
things
whether
it
was
different
hardware,
different
software,
something
that
is
unfamiliar
to
teachers
and
that
we
are
in
the
middle
of
assisting
them
with.
We
also
have
the
referendum
project
coming
up
with
new
technology
going
into
the
classroom,
so
that
will
be
a
another
training
piece,
we'll
want
to
make
sure
we
we're
on
top
of
and
then.
D
Is
just
support,
support
for
staffing
support
for
our
learning?
It's
it's
important
for
us
to
make
sure
that
we're
up
to
date
as
much
as
we
can
and
I'll
take
any
questions
that
you
might
have
for
me.
C
Thank
you,
madam
chair.
I've
got
three
quick
questions.
First,
quick
question:
what
is
the
breakout
by
inventory
of
apple
versus
hardware?
What
percentage
does
in
the
district
just
rough?
I
don't
rough
percentage
of
how
much
is
apple.
How
much
is
pc.
D
G
I
would
say
roughly
about
15
to
20
percent
apple
products
in
the
district
and
that's
including
all
of
our
cell
phones
and
different
caching
servers.
We
have
to
have
to
deploy
the
apps
okay.
C
How
about
I'm
looking
about
software
subscriptions?
Do
we
have
software
subscriptions
to
any
periodicals
that
students
can
look
at.
D
We
do
so
we
have
access
to
a
number
of
them
through
discus
that
comes
through
from
the
state
department
and
then
within
there
there
are,
I
guess,
links
to
others,
so
they
give
a
repository
of
some
of
those
resources
as
well.
The
state
is
also
coming
out
with
or
rolling
out
the
learning
object
repository
through
safari
montage
that
will
have
pieces
and
parts
of
that
also.
C
So
a
student
can
look
at
time
magazine
or
news.
I
have
to
keep.
D
D
G
I
do
not
we
did
put
out
a
survey
at
the
beginning
of
this
school
year
to
get
some
information
for
the
committee
on
that
and
the
information
we
got
back
from
the
principals
was
mainly
in
the
that
they
were
removing
more
labs
to
put
in
more
classrooms.
G
So
I
I
will
say
that
the
numbers
have
steadily
been
dropping
minus
some,
a
lot
of
one-offs
with
some
of
our
robotics
or
lego
robotics-
some,
I
guess
maker
style
spaces.
C
Yeah,
I
see,
I
see
growth
in
those
areas.
I
see
that
the
computer
lab
with
desktop
computers
lined
up
in
a
classroom
is
an
anachronism
and
it's
its
value
is
minimal.
If
anything,
I've
heard
they've
used
it
for
testing,
but
they
can.
They
can
test
off
their
laptops
as
just
as
easily
as
they
can
test
off
of
a
desk
drive.
G
G
For
that,
but
just
in
case
there's
a
run
on
it,
but
I
totally
agree
with
you:
we
we
are
not
seeing
the
use
cases
out
of
the
lab
that
we
did
in
prior
times,
and
the
efficiency
of
the
laptops
in
their
hands
is
doing
the
majority
of
the
work,
since
most
of
the
work
is
shifting
to
a
cloud-based
model.
C
A
Okay,
I
have
a
couple
questions,
because
this
whole
conversation
got
started.
I
think
it's
on
our
technically
our
current
technology
plan,
where
I
think
we
actually
had
initially
planned
for
a
lot
more
ed
tech,
coaches,
at
least
our
technology
plan.
I'm
not
sure
if
we'll
update
it
with
the
new
plan,
if
we'll
still
have
a
call
for
more
ed
tech
coaches.
But
to
me
this
is
a
really
critical
role
in
the
school
district
and
it
seems
like
seven
is
not
nearly
enough,
and
I
was
looking.
A
I
love
the
the
numbers
here.
It
looks
like
if,
if
you're
looking
at
that
pie,
graph,
37
percent
have
one-on-one
training.
So
that's
about
400,
one-on-one
trainings,
you
know
for
2500
or
how
many
staff
do
we
have
2
000
teachers
or
something
like
that.
You
know.
E
A
Yeah
we're
having
this
not
getting
everyone's,
not
able.
We
don't
have
enough
coaches
to
get
one-on-one
training
for
even
a
majority
of
our
staff.
So
I
guess
sort
of
my
questions
are:
is
this
a
role
that
is
everyone
who
wants
help
from
the
ed
tech
department
able
to
get
it?
D
So
I
mean,
I
think,
my
annual
satisfaction
survey
that
I
plan
to
do
will
definitely
be
a
great
picture
into
that.
Just
you
know
anecdotally.
We
hear
that
we
are
at
least
addressing
the
needs
at
the
time,
but
I
I
don't
know.
D
I
think
that
that
survey
is
going
to
be
the
most
helpful
for
us
to
move
forward
in
making
sure
that
we
do
and
we've
not
had
that
in
the
past,
to
really
get
that
great
picture,
but
of
the
ones
that
the
request
that
we
get
we
meet
every
request
that
we
do
get
to
the
best
of
our
abilities.
Sometimes
it's
just
shifted
to
another
department,
occasionally
depending
on
what
the
question
is,
but
I
think
that
that
survey
is
going
to
be
a
great
intel
to
make
sure
we
do
that.
A
Yeah,
because
the
one
of
the
things
that
I
hear
from
staff-
and
I
heard
this
as
a
parent-
was
that
they
didn't
know
how
to
use
a
certain
piece
of
software,
and
this
happens
in
healthcare.
So
then
the
user
just
gets
frustrated
and
either
doesn't
use
it
or
comes
up
with
some
crazy
work
around
that
takes
way
too
much
time,
and
you
know
when
you're
in
a
classroom
environment
you
don't
have
time
to
stop
and
figure
out
how
to
use
it.
A
So
as
we're
investing,
you
know
millions
of
dollars
in
software
to
address
learning
loss.
I
just
feel
like
there
may
be
from
your
survey.
We
may
decide
that
there's
a
need
to
have
more
of
these
type
of
support
staff
available
to
schools
and
one
of
the
other
questions
is
we
have
a
dispatch
model?
Does
everyone
dispatch
out
of
buford
out
of
the
district
office.
D
So
not
not
in,
I
guess
the
actual
sense
of
that.
So
I
guess
they
they
go
from
where
they
are
so
if
they
are
spending
the
day
of
bluff
to
middle
that
day.
They're
doing
you
know
they
have
a
couple
of
appointments,
then
they'll
and
they
live
in
bluffton
they'll
just
go
straight
from
there.
They
don't
come
here
and
then
dispatch
it's
just
based
on
the
scheduling
and
the
needs,
but
they
they're.
D
Basically,
they
call
this
their
home
base
just
so
they
have
somewhere
honestly
for
their
logistical
things
in
the
district
to
to
run.
But
it's
really
based
on
their
schedule.
If
they
have
appointments
anywhere,
they
go
directly
to
that
location.
If
they
don't
have
something
scheduled,
then
that's
when
I
tend
to
say:
here's
three
more
tickets:
can
you
go
here
and
they'll
travel
to
the
next
location?
A
Well,
the
only
reason
I
ask
is
just
from
an
efficiency
standpoint
with
such
a
district.
Having
everybody
you
know
on
one
side
would
might
make
it
harder
to
get
efficient
resources,
yeah
all
right
anybody
else,
mr
smith,
did
you
have
a
question.
E
A
Okay,
excellent!
Well!
What
I'd
like
to
suggest
is:
when
are
you
going
to
do
the
satisfaction
and
needs
assessment
surveys.
D
I
haven't
brought
out
a
specific
date,
but
definitely
toward
the
end
of
this
school
year.
Just
to
so
we
can
capture,
you
know
all
of
the
as
much
of
the
year
as
possible
and
we'll
just
have
that
open
for
an
amount
of
time
to
make
sure
they
have
enough
time
to
complete
it.
So
probably
this
next
couple
months.
A
And
that'll
go
out
to
like
teachers
and
principals,
and
so
when
we
get
the
results
of
that,
can
we
have
another
discussion
to
see
if
there
you
know,
is
a
higher
level
of
needs
because,
like
I
said,
we've
invested
so
much
in
technology.
The
other
problem-
and
I
I
think
our
tech
assessment
will
help
with
this-
is
the
interoperability
of
these
software
programs
as
we're
changing
and
adding
sometimes
there's
a
lot
of
problems
where
they
don't
communicate
anymore,
and
so
then
we
start
someone
will
stop
using
them.
G
They
are,
they
are
they're,
going
to
look
for
overlapping
and
any
duplicates
in
some
of
our
systems
to
identify
them
if
they
do
exist.
A
Awesome
all
right!
Well
then,
so,
maybe
when
you
get
the
results
that
survey,
we
can
have
a
follow-up
discussion
and
see
if
there's
a
need
to
look
at
how
we're
staffing
this
area,
because
I
think
to
me
personally,
as
a
parent
with
kids
trying
to
use
all
these
different
programs.
I
think
it's
so
important
that
every
teacher
knows
how
to
use
it
know
how
to
use
it
correctly
and
that
we're
getting
all
the
functionality
out
of
the
software
we're
buying.
G
Yeah
one
of
the
hardest
things
is
the
fact
that
the
schools
usually
only
do
like
one
after
hours
learning
period
with
their
staff
during
a
week
time
and
with
such
a
limited
amount
of
coaches,
it's
very
hard
to
meet
those
those
big
windows
of
opportunity
with
the
staff
engagement
with
such
a
limited
amount
of
tech,
coaches.
A
Yeah
we
had
that
problem
at
hilton
head
high
that
I
just
knew
about
as
a
parent,
where
we
only
trained
one
person
on
the
new
enrollment
software,
and
then
she
was
out
for
medical
reasons
all
summer.
So
we
couldn't
like
it
really
shut
down
the
whole
enrollment
process.
For
about
six
weeks,
which
you
know,
that's
the
kind
of
thing
it'd
be
nice
to
have
someone
from
the
district
to
dispatch
when,
if
there's
only
one
person
in
there
and
available
all
right.
A
So
thanks
for
the
information
and
then
when
we
get
that
some
you
know
we
can
combine
that
with
looking
at
the
tech
assessment
and
looking
and
seeing
if
the
board
needs
to
advocate
for
additional
staffing-
or
you
know,
talk
have
that
discussion.
D
A
A
So
I
just
wanted
to
give
you
guys
the
background,
because
I
throw
put
in
there
in
bordex
my
rough
draft,
along
with
just
a
little
bit
of
initial
feedback.
I
got
how
I
came
to
this
rough
draft
was.
I
basically
did
a
pretty
thorough
search
of
all
the
other
school
districts
that
are
using
coherent
governance,
oes
and
that
had
technology
oes,
and
there
was
a
lot
of
similarity
just
like
in
other
oes,
where
there's
some
standardization.
A
So
a
lot
of
these
oes
are
fairly
similar
to
ones
that
are
already
in
place
with
coherent
governance,
and
then
I
also
did
some
research
on
different
school
districts,
especially
around
south
carolina.
A
What
their
technology
policy
was,
because
we
don't
really
have
a
separate
technology
policy
and
I
kind
of
tried
to
combine
those
and
tailored
a
little
bit
to
what
our
district's
doing,
and
this
is
what
I
came
up
with
and
it
kind
of
hits
on
the
main
areas,
which
is
you
know,
infrastructure
and
security.
A
I
think
one.
That's
really
important
that
a
lot
of
school
districts
have
is
using
technology
to
engage
and
communicate
with
the
community,
professional
development
and
training.
And
then
the
overarching
goal
oops
get
mine
up
is
the
the
strategy
keeping
it
very
focused
on
goals
and
strategy,
and
not
on
sort
of
the
nitty-gritty
details,
which
I
think
is
something
the
administrative
technology
oe
really
got
involved
in.
So
I
would
really
it's
really
hoping
that
people
might
take
a
look
at
these
and
provide
some
feedback
if
it's
adequate.
A
The
one
area
I
feel
like
I
don't
really
have
well
covered
because
it's
still
really
confusing
to
me
is
how
we
budget
for
technology,
because
we
have,
I
don't
know
what
people
say
when
they
say
our
technology
budget.
We
have
eight
percent
network
refresh,
we
have
device
refreshes.
We
have
all
that
referendum
spending
for
technology
upgrades.
A
We
have,
you
know
subscription
to
software
programs,
so
we
have
sas
type
expenses.
G
Well,
we
have
our
standard
general
budget
which
covers
the
day-to-day
expenses
of
the
department
throughout
the
year
inside
that
we
also
have
a
separate
business
apps
budget,
which
business
apps
are
the
apps
rolled
down
from
every
department's
budget
within
the
district.
So
we
roll
roll
them
all
under
the
business
apps
category,
because
we
found
that
it's
easier
for
one
department
to
kind
of
keep
an
eye
to
make
sure
that
the
bills
are
going
to
get
paid
in
the
right
time.
Nothing's
going
to
lapse,
we've
got
the
right.
G
Subscription
counts,
we're
not
over
extending
on
on
any
of
those
counts,
to
make
sure
that
we
fall
within
the
the
specs
of
the
agreement
and
then
last
but
not
least,
we
have
our
capital
funds
or
eight
percent
money
that
we
do
our
big
hardware
purchases,
be
it
switches,
wireless
gear
servers,
end
user
devices
for
staff
and
students.
A
C
So
that's
a
budget
item
software
software
drives
hardware,
as
the
software
gets
more
complex,
more
memories
required
more
ram,
more
more
faster
speed,
so
software
drives
hardware
and
that's
a
hardware
cost
software
first
hardware,
cost
and
response
and
then
over
all
of
that
is
pipeline
access
access
cost.
C
So
when
done
with
the
budgeting
on,
that
is
look
at
it
in
that
three
steps.
Three
processes
and
software
drives
it.
That's
that's
the
first
thing
that
comes
about
then
you're
going
to
look
at
your
hardware
and
you
look
at
your
refresh
and
if
you're
refreshing
properly-
and
I
I
use
the
one-third
rule-
is
that
I
refreshed
hardware
user
hardware
one-third
every
year
because
of
moore's
law,
and
so
on.
C
When
I'm
going
to
need
to
refresh
how
much
I'm
going
to
refresh
and
then
access
pipeline
is
a
constant
issue
and
that
also
deals
with
wiring,
because
if
you
got
if
you
got
the
access,
but
you
can't
put
it
into
the
computer
or
you
can't
put
it
into
the
wi-fi
or
so
on.
So
that's
another
piece
that
you
have
to
constantly
be
involved
with
and
that's
a
piece
where
you
have
to
make
some
assumptions
because
it
is
not
linear.
C
A
So
what
would
an
oe
then
look
like
for
that?
Do
you
think
like
should
we
leave?
So
I
guess
my
the
big,
the
first
question,
which
you're
kind
of
answering,
but
I
want
to
get
a
defend,
is:
should
we
put
into
the
operational
expectations
for
technology
something
to
do
with
budget,
because
a
lot
of
you
know
you
would
normally
do
that
except
technology
is
technically
under
finance
and
some
of
these
budget
issues
fall
under
operations.
A
So
should
we
just
kind
of
not
worry
about
that
and
leave
that,
like
e-rate
funding,
I
know,
is
in
finance
right?
Yes,
so
should
kind
of
leave
the
budget
aspect
out
of
it
and
keep
this
more
of
sort
of
a
strategy
of
how
technology
is
used
or
should
we
include
something
in
this
oe
that
would
ask
the
technology
department
or
mr
shohan
to
come
back
and
discuss.
C
The
user
is
going
to
demand
gonna
set
the
thing
in
motion,
the
user's
going
to
say,
hey,
I
found
this
software
program
and
then
they're
going
to
how
can
we
get
it
involved?
How
can
we
get
here?
So
that's
a
that's
an
isd
operations
because
there's
operation,
enterprise,
software
and
so
on
starts
with
there
they
put
out
the
requirement
they
identify
the
requirement
identify
what
they
want
to
do
and
then
it
goes
to
the
experts
to
price
it
and
when
you
price
it,
you
have
to
price
okay.
What's
that
going
to
mean
for
hardware
right?
A
C
A
Good
to
me,
and
then
you
had
talked
about
item
g
account
firm,
provides
sufficient
software
and
hardware
security
and
accountability
protocols.
A
Would
that
be
in
lieu
of
b,
which
is
provide
a
safe
and
secure
technology
infrastructure,
environment
or
is
that
necessary?
In
addition
to
it
different.
C
C
All
of
that
talks
to
b
g
is
the
problem
that
you
have
with
all
our
user
devices
being
very
mobile.
They
get
broken.
They
get
moved
around,
keeping
track
of
all
of
that,
making
sure
that
the
software
is,
you
know,
purchased
and
protected,
because
when
you
buy
a
license,
you
have
restrictions
on
how
that
license
is
used
and
you've
got
to
make
sure
that
that
license
isn't
given
out
to
somebody
else
for
free
or
outside
of
the
scope
of
the
contract
for
that
software.
C
So
so
we
got
to
keep
track
of
all
that
stuff
and
when
you
look
at
our
refresh
rate-
and
I
go
back
to
seeing
old
computers
sitting
in
the
hot
in
the
hallway
waiting
to
be
processed
and
shipped
out,
yeah,
that's
that's
a
that's
a
that's!
A
bad
feeling
got
to
have
a
secure
place
to
store
this
stuff,
to
keep
it
from
being
pilfered
technology
is
very
preferable
and
we're
not
just
talking
hard,
you
know,
laptops
and
so
on.
C
A
And
that's
sort
of
like
what,
if
I'm
understanding
correctly
like
asset
protection
type
protocols?
Yes,
okay,
goodbye
thanks
for
clarifying
that!
So,
mr
smith,
did
you
have
a
chance
to
look
at
the
the
rough
draft
of
the
oe.
E
Yeah,
along
the
lines
of
what
you
said
earlier
in
terms
of
reporting
things
to
to
the
board
and
understanding
it
and
understanding
what
products
we
have
and
the
cause
of
it.
I
do
believe
that
that
that
information
should
be
brought
to
the
board
and
some
of
what
was
just
said,
I
I.
E
I
was
kind
of
like
to
I
hear
from
mr
mr,
mr
mr
showhand
to
see
what
what
are
some
of
his
thoughts
on
it.
A
G
I
like
the
fact
that
it's
a
little
more
generalized
and
and
because
normally
when
our
with
our
main
plan
for
the
districts
with
technology,
we
are
leaning
generally
more
towards
the
isd
aspect,
because
we
are
a
school
district
so
and
and
all
of
this
stuff,
like
colonel
guyer,
was
saying
it
is
pipeline,
centric
all
the
hardware
and
everything
without
it,
no
department's
going
to
work.
G
So
it's
pretty
much
a
given
that
it
has
to
be
maintained
and
we
take
full
advantage
of
every
piece
of
e-rate
funding
whether
it
comes
for
the
circuits
going
to
our
buildings,
you
know
state
funding
with
our
main
pipeline
to
the
internet
coming
into
the
district.
A
One
of
my
goals
with
looking
at
this
oe
is
that,
rather
than
trying
to
get
operational,
you
know
and
and
ask
for
things
that
the
board
really
doesn't
most
people
on
the
board
are
not
really
going
to
have
the
background.
The
context
you
know
the
experience
in
terms
of
being
able
to
evaluate,
but
I
wanted
to
put
together
an
oe
that
kind
of
tried
to
knit
together
all
these
disparate
departments
under
some
sort
of
central
technology.
A
So
hopefully,
this
oe
kind
of
pulls
all
that
together,
where
technology
intersects
all
these
different
departments
and
looks
strategically
at
making
sure,
because
I
do
think
the
board
needs
to
have
a
voice
from
the
community,
we're
spending
so
much
money
on
technology
and
it's
becoming
so
integral
to
society
that
I
do
think
the
board
should
have
some
community
wide
input
into
where
the
district's
heading
with
all
this.
So
does
anybody
else
from
the
board
have
any?
Oh,
mr
smith,.
E
Did
you
ever
come
back?
I
wasn't
done
I
wouldn't,
then
I
went
to
hear
what
he
had
to
say,
but
also
just
to
go
back
to
the
comments
you
just
said.
You
know.
I
think
that
we
should
be
that
we
should
be
we're,
not
not
one,
I'm
all.
Well,
let
me
say
this:
I.
I
don't
believe
that
we
that
the
rubber
board
members
have
the
full
full
clarification
on
the
information
that
that
that
is
being
requested,
that
to
understand
and
digest
it
fully.
E
I
believe
that
it
also
there's
a
second
part
of
it
and
that
second
part
is
to
be
clear
and
transparent
and-
and
the
information
that
I
brought
to
our
meetings
is
all
public
information,
so
we
may
have
you,
may
have
parents
or
community
members
who
can
really
digest
it
and
may
have
a
concern
to
bring
to
a
board
member.
E
So
I
think
that
that
that
we
should,
you
know,
be
careful
how
how
we
said
that
you
know
we
want
to
hear
from
the
from
the
community
and
one
and
one
instance,
but
then
also
say
that
you
know
some
of
this
some
of
this
information
it
doesn't
matter
because
the
board
member,
because
board
members
may
not
be
able
to
understand
it.
E
However,
we
may
not,
but
it
may
be,
that
one
community
member
who
doesn't
understand
it
and
who
doesn't
bring
something
to
our
attention
and
says
you
know
you're
spending
money
on
this,
and
you
know
the
parts
of
this
program
here
may
better
suit
the
district
and
better
suit
children,
because
this
is
something
as
a
parent
that
I'm
using
in
my
home
or
also
some
terms
along
that
line.
E
So
you
know,
I
just
think
that
we
have
to
be
more
cogniza
of
that,
but
in
terms
of
all
the
information
that
is,
that
is
being
put
out
there,
I
think
that
that
know
that
that
we
should
know
exactly
how
much
you
can
spend
it
on
every
program
on
on
on
every
technology,
every
bit
technology.
You
know,
and
I'm
not
saying
that
we're
not
doing
that,
but
it's
just
before
just
the
concept
of
well.
We
don't
need
information
because
we
may
not
be
able
to
read
it.
No,
we
we
should
get.
E
We
should
get
the
information,
it's
up
to
us,
to
figure
out
whether
we
want
to
learn
how
to
digest
that
or
how
we
want
to
understand
it,
because
in
the
day
it
is
out
it
is
our
duty
and
in
terms
of
office,
to
understand
everything
that
comes
that
comes
through
this
district,
so
I
just
want
to
put
that
out
there
long
story.
Thank
you.
A
Thank
you.
That's
a
good
point
and
you're
right
I
may
have
misspoke,
because
I
do
think
that
transparency
is
important.
I
think
technology
has
has
lacked
some
transparency,
not
for
any
reason
other
than
it's
in
different
departments,
so
you
you're
only
seeing
parts
of
the
picture
at
any
given
time.
So
that's.
A
Why
again,
I
think
that
having
a
really
strategic
oe
is
going
to
allow
the
community
to
have
more
transparency
and
to
be
able
to
bring
a
concern
to
like
you,
mr
smith
and
say,
have
we
considered
this
and
that
would
fall
under
community
engagement
and
and
those
different
areas.
So
I
think
this
oe
hopefully
creates
that
transparency
creates
that
sort
of
comprehensive,
look
and
and
gives
the
board
a
path
to
bringing
concerns
and
questions
to
the
district.
So,
but
I
think
you're
right,
I
think
you're
absolutely
right.
Mr
shohan.
G
I
will
say:
please
pay
attention
to
our
hundred
thousand
dollar
reports.
We
are
a
very
big
district
and
buy
in
bulk.
So
almost
every
month
we
we
always
show
up
and
there's
usually
questions
about
the
the
purchases
we
are
making.
So
that's
just
one
of
the
ways
that
we
do
get
our
information
out
and
we'll
be
happy
to
try
to
get
more
transparency
in
the
department.
E
Mr
smith,
did
you
yeah,
if
I
could
mr
show
him
when
I
say
make
some
of
those
comments
not
now
to
know
that
to
no
degree,
while
I
ever
say
that
you
and
your
department
are
not
very
transparent,
you
are
very,
you
are
very
as
a
leading.
Let
me
get
go
ahead
and
say
I
say
you,
you
are
very
informal,
you
take
time
with
people
and
you
break
things
down.
We.
E
I
we've
never
seen
nothing
and
then
technology,
you
know
so
so
so
there's
no
question
whenever
you're
transparent,
but
I
just
want
to
keep
keep
all
lines
open,
but
I
really
appreciate
you.
I
appreciate
the
job
that
you
and
your
staff
and
you
and
your
staff
are
doing
on
a
daily
basis
and
I
come
to
you
sometime.
I
ask
you
100
questions
and
I
appreciate
your
your
patience
and
your
always
willingness
to
take
the
time
out
to
show
me
and
to
inform
you
of
anything
that
I
that
that
I
bring
to
you.
A
All
right,
so
I
think
that
you
know
I'm
looking
for
feedback.
I
don't
know
if
anyone
has
any
comments
or
concerns
or
omissions,
or
if
we
want
to
then
bring
this,
I
mean
I'm
not
sure
what
the
next
step
is
to
be
honest
with
you,
mr
stribinger
and
dr
guads
are
both
on
if
they
have
any
recommendations
on
redoing
the
oe.
This
way.
Excuse
me.
A
Yes,
let's
see
mr
stribinger.
F
G
A
Well,
first
yeah
and
colonel
guard:
did
you
have
your
hand
up.
A
C
A
B
G
I
know
we
we
should
be
able
to
cover
the
majority
of
these
needs
in
the
survey
and
once
we
get
back
on
track
with
our
technology
plans
with
the
state,
I
think
we
usually
get
into
some
pretty
good
dirt
in
the
bottom
of
them,
so
we'll
be
able
to
hash
it
all
out
between
that
and
our
different
security
pin
test,
though
I
feel
confident.
A
A
Okay,
so
the
only
other
thing
on
our
agenda
is
future
topics,
and
I
had
sent
to
mr
shohan
my
thoughts
on
what
I
think
is
coming
down.
The
pike
for
technology,
and
one
is,
I
think,
in
fairly
soon-
probably
mr
showing
can
tell
me
that
we'll
have
the
results
in
the
tech
assessment,
the
technology
assessment.
I
think
the
board
of
this
committee
would
really
be
interested
in
taking
a
look
at
what
they
find.
When
is
that
the
the
date
for
that
mr
shohan.
G
They
have
we're
just
starting
the
preliminary
talks
with
the
company,
and
then
it
will
be
a
six-month
engagement
to
get
the
results
back.
Basically,
they'll
hit
it
hard
the
first
month
step
back
process
that
data
send
out
some
survey
and
do
some
communications
with
staff
and
then
we'll
build
they'll
wrap
up
at
about
the
four
and
a
half
month
process
with
the
school
district
and
compile
the
rest
of
that
data
and
be
able
to
present
it
to
the
board.
A
G
We
are,
and
we
normally
do
have
till
the
october
november
time
frame
to
get
that
into
the
state.
So
I
was
going
by
that
that
understanding
that,
hopefully
we're
going
to
have
this
information
back
in
the
hopefully
september
time
frame.
I
have
it
presented
to
the
board,
probably
in
october,
and
then
should
have
our
plan
solidified
before
the
date
from
the
state,
which
is
yet
to
be
determined.
A
Okay,
yeah.
I
have
the
wrong
timeline
for
sure.
So
that
means
that
there's
nothing
imminent
in
terms
of
reporting
to
the
board.
Do
we
colonel
guy
or
mr
smith,
do
you
have
future
topic
recommendations.
E
G
G
We
can
do
another
survey
at
the
end
of
the
school
year
with
the
principals
and
asks
some
more
pointed
questions.
I
guess
to
try
to
refine
those
answers,
but
we
are.
We
do
know
that
there's
a
few
areas
that
we
do
use
a
computer
lab
style.
Those
are
mainly
falling
back
towards
the
kate
program
and
that
all
that
technology
is
funded
through
the
cape
program,
so
it's
kind
of
an
offshoot
of
us,
but
other
than
that.
G
Besides
some,
what
we're
gonna
start
considering
maker
spaces
and
most
of
those
will
hopefully
be
centralized
more
in
media
centers,
going
forward.
That's
kind
of
the
understanding
for
those
open
space
concept
rooms
so
we'll
be
able
to
get
some
dual
purpose
out
of
out
of
the
media
centers
when
it
comes
to
some
of
the
technology
enrichment.
A
Okay,
well,
one
area.
I
think
I
would
like
to
hear
back
the
assessment
that
ms
beck
and
varsky
is
doing,
and
I
think
also
what
you're
talking
about
with
kate,
because
we
are
looking
a
lot
at
like
may,
rivers,
kate
program
and
technology
training.
We've
got
the
new
curriculum.
I
don't
know
if
that's
something
that
the
technology
committee
under
sort
of
our
instructional
piece,
you
know
the
making
sure
that
we
have
the
most
relevant
learning
for
students.
A
If
that's
something
we
could
have
a
discussion
on,
but
other
than
that
until
we
get
our
new
technology
plan,
there's
nothing
that
I
think
I
see
on
the
immediate
horizon.
Unless
something
comes
up
and
the
full
board
wants
to
send
it
our
way.
A
Does
that
sound
about
right?
Okay?
So
we
won't
have
any
particular
future
topics
at
the
moment,
we'll
we'll
kind
of
have
on
the
back
burner
the
survey
on
educational
technology
assessment
and
needs
and
satisfaction,
and
then
the
possibility
of
once
we
start
talking
about
these
kate
programs.
I
think
the
technology
committee
should
take
a
look
at
that
and
how
we're
we're
teaching
relevant,
21st
century
skills,
and
we
can
just
set
up
a
meeting
as
that
information
comes
down.
E
E
What's
the
usage
that
we're
getting
out
of
the
programs
and
what
do
we
have
just
a
little
bit
of
understanding
of
what
do
we
have
is
at
this
at
this
point,
in
addition,
and
this
whatever
this
get
paid
for
like
what
our
programs
we
have
what's
the
usage,
what's
the
volume
you
know
and
but
yeah
today,
average
on
these
were
on
these
pulling
these
programs
that
we
already
have.
You
know,
I
think
that
that's
very
important
to
know,
and
we
have
a
lot.
E
We
have
a
lot
of
people
who
who
are
are
concerned
about
that.
You
know
because,
once
again,
that's
that's
more
usage
of
of
of
funding.
A
G
Absolutely
would
that
be
something
y'all
would
want
for
the
april
meeting
to
the
county,
a
deputy
county
administrator.
A
Okay,
I'm
going
to
throw
out
something
moderately
controversial.
I
don't
think
we
need
a
monthly
meeting
for
technology.
I
think
we
need
you
know,
maybe
quarterly
or
maybe
as
needed,
more
or
less,
because
I
don't
want
to
get
into
a
situation
where
we're
coming
up
with
reasons
to
meet.
But
let's
talk
to
mr
fralick
and
we
if
you'll
do
me
a
favor
talk
to
mr
fraley,
I
think
it'll
probably
take
you
a
little
while
to
get
together.
A
All
of
our
software
programs
and
usage,
which
I
think
is,
is
going
to
be
an
interesting
conversation.
A
So
let
me
know
a
time
frame
on
that
and
then,
if
you'll
reach
out
to
mr
fralick
and
ask
him
where
the
county's
at
and
when
would
be
a
good
point
for
them
to
bring
that
back
to
us,
because
I
don't
want
to
have
him
come
in
and
have
him
not
be
ready
to.
You
know
talk
about
what
they're
doing
or
not
be
at
a
point
where
they
can
update
us.
A
Okay,
any
objection
to
that
guys,
good
okay.
So
if
you'll
get
back
to
me
on
the
time
frame
for
those
two
things
and
then
we'll
just
send
out
an
email
and
look
at
what
maybe
our
next
meeting
date
will
be.
And
then
I
think
we'll
we'll
have
a
lot
to
do
in
the
fall
with
the
tech
assessment
and
the
technology
plan.
A
Am
I
right
so
robin
no
future
meeting
schedule
at
this
time?
That's
pending
tbd.
A
Anyone
want
to
make
a
motion
to
adjourn
so
move.
Second,
all
in
favor
all
right
have
fun
with
your
with
all.
What's
going
on.