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From YouTube: Beaufort County Board of Education 5PM
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A
A
A
A
B
C
I
move
that
the
board
go
into
executive
session
for
receipt
of
legal
advice
regarding
two
pending
claims
covered
by
the
attorney-client
privilege
pursuant
to
south
carolina
code,
annals,
section
3478.2,
adult
education,
homeschool
report
pursuant
to
south
carolina
code,
annals
sections,
3440a4,
discussion
of
negotiations
incident
to
proposed
purchase
of
property
in
bluffton
south
carolina
pursuant
to
south
carolina
code.
Anal,
section
3478.2,
discussion
of
negotiations
incident
to
proposed
whale
branch,
early
college
for
safety,
security
technology
infrastructure
and
athletic
scope;
contract
amendment
number
three
to
charles
perry
partners
incorporated
pursuant
to
south
carolina
code,
anal,
section
34,
34.
D
Yes,
sir,
in
receipt
of
mr
chairman,
in
receipt
of
legal
advice
of
the
two
pending
claims
covered
by
the
client
attorney
privilege
under
the
south
carolina
section,
30-4-70
a-2,
who
will
be
advising
the
board
on
on
these
two
on
these
two
parts.
F
A
Unanimous
there's
angela.
H
K
Thank
you.
I
just
wanted
to
make.
I'm
gonna
be
voting
no
on
this,
because
we
have
not
yet
received
version
two
of
the
mid
program
reset,
and
I
want
to
say
that
I
recognize
that
the
district
is
doing
it
all
it
can
to
hold
down
the
cost
and
the
cost
runs
are
inevitable.
But
I
want
to
see
the
full
plan
before
I
vote
on
individual
items.
D
And
I
do
must
be
consistent,
and
I
do
agree
with
what
mrs
angry
about
right
just
said
is
as
well,
but.
D
Also,
we
do
need
to
be
informed
of
where
we
are,
and
also
I
do
also
recognize
that
this
is
a
was
a
part
of
the
obama
referendum.
However,
due
to
the
times
and
funding,
I
think
that
we
need
to
to
definitely
take
a
deep
dive
before
making
this
decision,
so
I
too
will
not
be
supporting
this
tonight.
A
D
This
money
will
be
pulled
from
a
different
pot.
This
one
will
be
put
from
from
where.
A
I
I
believe,
an
executive
session.
We
said
it
was
esser
funding,
correct.
D
Why
did
you
want?
I
just
want
to
say
that
for
the
public,
so
the
public
could
know
and
they
could
be
educated
as
well
as
where
this
money
is
coming
from
versus
this
vote
versus
the
last
vote.
Thank
you
for
clarity.
Thank
you
for
sending
money
coming
from
esophageal
will
support
us.
Thank
you.
C
I
move
that
the
board
of
education
approved
tonight's
agenda,
but
move
under
operations
committee.
The
recommended
motion
for
approval
of
initiative,
one
lap,
sick
and
vacation
leave
payout
and
initiative,
two
sickly
payout
at
retirement
to
the
work
session
in
in
three
days,
because
this
is
part
of
the
discussion
that
is
includes
the
classified
study
and
I
think
it
would
be
better
to
look
at
it
as
a
whole
as
opposed
to
in
pieces,
and
that's
just
a
few
days
away,
and
you
already
have
it
on
the
oops.
I
better
not
say
anymore.
K
Wouldn't
that
be
a
disc,
wouldn't
we
just
table
in
discussion
as
a
motion
or
I've
never
seen
a
motion
taken
off
an
agenda
item,
because
I
I
don't
disagree
with
the
this.
I
think
we
have
that
discussion
and
if
the
board
wants
to
move
at
the
work
session,
that
I
I
don't
care,
it's
three
days
difference.
I
just
don't.
I
think
that
we
take
agenda
items
and
not
motions
off
of
when
we
approve
the
agenda,
because
then
there's
no
way
to
discuss
the.
K
Know
which
is
also
a
little
bit
unusual
because
it
really
should
the
agenda
item
should
be
operations
committee
report
and
the
motions
would
come
out
of
it.
I
don't
think
it's
a
big
deal
and
I
don't
want
to
spend
a
lot
of
time
on
this
issue,
but
I
that
seems
a
little
bit
irregular
to
me
so
I'll
defer
to
your
decision.
A
Motion
a
second,
let's,
let's
vote,
vote
on
the
motion
and
it
seems
logical,
I'm
not
sure
if
it
can,
it
conforms
with
roberts,
but
I
don't
have
time
to
research
it
and
I
think
it
makes
sense.
So
if
there's
no
objection,
let's,
let's
suppose.
C
To
approve
tonight's
agenda
but
move
the
recommended
mo
under
operations
committee,
there's
a
recommended
motion
listed
there
on
tonight's
agenda
and
I'm
I'm
proposing
to
move
that
agenda
item
to
the
work
session,
where
other
parts
are
going
to
be
discussed
and
we
already
have
it
on
the
work
session
agenda.
Although
the
work
session
agenda
has
not
been
posted
yet
because
I
attended
agenda
setting
and
that
is
on
the
agenda,
the
the
classified
study
correct.
C
M
I
will
not
be
voting
for
this
because
I
do
see
it
as
separate
from
the
study.
This
is
something
entirely
different.
This
has
to
do
with
retirement.
Pay
has
to
do
with
sick
leave
payout.
It's
it's
sure.
You
know
some
of
the
the
dollar
value
of
what
this
will
be
might
come
into
the
conversation
about
the
classified,
but
this
is
a
totally
separate
thing
as
to
whether
the
board
wants
to
support
this
or
not.
So
I
will
not
be
voting
to
delay
this,
because
I
think
we
can
do
this
tonight.
K
And
see
now
we're
having
a
motion
discussion
on
the
motions
in
the
approval
of
the
agenda
section.
So
I'm
just
saying
I
think
we
should
have
this
discussion.
I
don't
think
we
need
to
alter
the
agenda
because
now
we're
discussing
whether
or
not
the
motion's
valid
we're
not
going
to
have
a
presentation
from
staff
we're
not
going
to
have
a
report
in
advance.
A
A
A
B
B
E
Next
item
on
the
agenda,
mr
schribbinger
and
board
members
is
points
of
celebration:
battery
creek,
high
schools,
future
farmers,
america,
national
champions,
and
so
you
may
remember
that
over
the
summer
we
recognized
battery
creek
high
school's
future
farmers
of
america
team
for
competing
and
winning
at
the
state
level
of
the
wildlife
habitat
education
program.
E
N
Thank
you
so
good
evening.
Everyone
we
are
here
once
again
as
a
celebration,
the
team
got
first
place
in
nationals
which
is
outstanding.
N
South
carolina
had
a
great
showing
on
the
4-h
side
as
well,
and
the
students
behind
me
took
almost
an
entire
week
out
of
their
summer
to
travel
to
kentucky
to
compete.
In
this
we
did
have
a
fourth
member,
diego
vega.
He
could
not
be
with
us
tonight
because
he
is
now
a
freshman
at
clemson
university
in
agricultural
education.
So
we
are
very
proud
of
him
and
forgive
him
for
not
being
here
tonight.
N
All
of
these
students,
all
four
of
them,
were
top
10
individuals
with
their
individual
scores,
and
that
was
with
the
wildlife
challenge,
as
well
as
with
the
recommendations
on
site
and
then
with
the
team.
Of
course,
they
got
first
place
the
judges
when
it
came
to
the
oral
reasons
for
their
management
plan.
The
judges
said
that
the
boys
were
well-mannered.
E
E
The
next
item
under
points
of
celebration
is
really
quite
an
important,
significant
and
exciting
point
of
celebration
this
evening,
if
you
think
back
to
2019
when
the
referendum
passed
in
november
of
2019,
shortly
after
put
together
a
citizen-led
oversight
committee
that
has
monthly
meetings
to
review
the
progress
and
the
work
on
that
referendum
and
then
reports
quarterly
to
the
public
through
our
board
meetings
on
a
quarterly
basis.
E
Well,
recently,
the
citizen-led
oversight
committee
or
clock,
as
it's
known,
was
selected
as
a
recipient
of
the
south
carolina
school
board,
association's
champions
for
public
education
award.
The
award
is
presented
to
community
residents,
organizations
or
businesses
or
industries
whose
support
and
contributions
have
significantly
benefited
public
schools.
E
We
will
have
a
formal
award
presentation
at
a
future
date
with
members
of
the
clock
present,
but
we
were
so
excited
to
share
this
news,
as
we
are
so
grateful
for
the
service
of
our
clock,
members
in
monitoring
the
district's
345
million
dollar
bond
referendum
that
we
just
didn't
want
to
wait
and
we
wanted
to
go
out
and
announce
it
and
we'll
have
we'll
have
them
present
at
a
future
meeting.
Thank
you.
E
And
if
I
may
just
add
one
last
piece,
our
school
board
nominated
the
plot
committee.
As
you
all
know,
you
all
did
this
through
the
south
carolina
school
boards
association
award,
and
so
thank
you
for
that
for
recognizing,
really
the
great
work
of
our
community
members
participating
and
partnering
with
us
on
this.
Thank
you.
A
And
I
would
say
thank
you
to
candace
who,
who
wrote,
wrote
it
all
up,
because
I
had
to
have
140
words
or
less
for
each
one
of
these
little
sections
and
there's
only
a
few
people
that
could
do
that.
So
thank
you.
Kansas.
A
A
A
It
is
just
loaded
with
really
good
information
now,
some
of
which,
like
constitutional
law,
is
probably
not
going
to
affect
us
much
because
we
have.
We
have
attorneys
they're
going
to
put
it
it's
good
to
know
the
way
things
are
going.
Big
takeaway
for
me
was
on
on
the
constitutional
stuff.
A
The
exact
same
action
can
either
be
permissible
or
not
permissible,
depending
which
part,
or
which
clause
you
argue
it
there
was.
There
was
an
instance
where
the
exact
same
action
was
deemed
impermissible
under
the
freedom
of
speech
part
and
then
the
exact
same
action
was
permissible
under
the
establishment
clause.
A
A
There's
some
good
stuff.
Another
really
good
thing
was
the
the
legislative
actions
which
are
poised
to
pass
the
next
section,
because
we
already
know
what
passed
but
there's
several
things
that
are
poised
to
pass
the
next
section.
I
thought
that
was
pretty
interesting
to
either
one
of
the
other
folks
that
won't
have
anything
to
say
about
that.
J
You
can
learn
a
lot
as
as
as
as
a
member
of
the
board,
because
a
lot
of
times
things
come
up
and
constituents
ask
us
questions,
and
sometimes
we
don't.
We
don't
have
the
answer.
But
if
you
attended
this
conference,
not
only
is
it
local
but
it's
nationwide
I
mean
you
had
a
lady
there
from
washington
dc
yeah
and
she
gave
us
some
good
information
because
there's
a
lot
of
stuff
coming
down
now
about
getting
rid
of
books
out
of
the
library
and
burning
books
and
all
this
stuff
like
that.
J
H
Thank
you.
The
academic
committee
met
on
august
24
and
the
committee
voted
unanimously
to
bring
forward
a
recommendation
to
create
two
new
honors
level:
credit
courses
that
jrotc
levels,
seven
and
eight
at
bluffton,
high
school
and
cte
health
science
at
battery
creek
high
school,
dr
stratos
and
her
team
will
present
these
to
the
board.
They
do
require
full
board
action.
G
Thank
you.
Additionally,
justin
hardy,
the
health
science
teacher
from
battery
creek
high
school
is
joining
us
virtually
and
her
principal
denise
lessard
is
joining
us
as
well
board
members.
Please
keep
in
mind
that
honors
courses
extend
deeper
opportunities
for
our
students
at
learning,
strippinger
and
board
members.
I
bring
forward
karen
gilbert
to
start
of
this
presentation
and
thank
you
for
your
time.
P
Thank
you,
dr
stratus,
chairman
stribinger
and
board
members.
You
know
career
and
technical
education
as
well
as
jrotc
can
appeal
to
all
students
whether
they're
going
into
the
military
straight
to
work
and
or
on
to
a
two
or
four
year
university.
So
we
want
to
give
those
students
at
all
levels,
pursuing
different
paths,
an
opportunity
to
have
a
leg
up
to
help
them
market
themselves,
one
of
the
ways
to
do
that
that
benefit
them
as
well
as
their
parents.
If
they're
applying
to
colleges
is
through
honors
weighted
credit.
P
We
have
several
courses,
that's
already
grandfathered
in
but
effective
2017-18,
the
department
of
ed
released
a
new
framework.
So,
as
we
move
forward,
we
will
look
to
these
type
of
criteria,
so
we're
appreciative
to
at
least
present
the
first
two,
and
then
we
have
a
a
plan
for
logistics
to
keep
it
manageable.
Next
slide.
Please.
P
So
you
have
in
front
of
you
just
a
good
definition
of
what
what
are
honest
courses
if
you,
if
you
walked
into
any
courses
whether
it's
ct,
jrotc
or
english
math
it
we're
in
essence
trying
to
help
that
advanced
learner
to
to
grow
and
cte
and
jrotc
would
be
our
goals
by
offering
more
honors
level
courses
to
help
that
student
for
individual
growth
to
highlight
the
rigorous
study
of
a
lot
of
our
cte
and
jrotc
courses,
particularly
in
rit
and
our
health
health
services.
P
It's
a
way
to
forget:
take
that
practical
knowledge
and
skills
and
apply
it
to
some
more
of
our
challenging
fields
of
study.
You
know:
we've
talked
about
in
past
presentations
about
artificial
intelligence
and
what
are
we
doing
with
those
fields?
That's
going
to
have
emerging
technologies?
Well,
that's
going
to
require
those
critical
thinkers
and
problem,
solvers
and
being
able
to
excel
at
an
honors
level
can
help
those
students
for
when
they
graduate
next
slide,
please
so
in
2000,
at
the
end
of
2017
and
18.
P
Actually,
the
state
released
a
framework,
a
guidebook
to
say
here
are
some
criteria
that
we
would
want
to
see.
If
we
were
looking
at
providing
honors
weighted
credit,
the
three
overarching
guidelines
would
be
there's
extension,
acceleration
and
enrichment
of
the
standard
course
of
study
it
has
to
align
with
the
south
kind
of
profile
of
a
graduate.
P
There
needs
to
see
some
differentiation
of
instructional
practices
for
advanced
learners,
and
there
needs
to
be
some
way
to
address
purposeful
assessment.
So
you
know
we're
already
embarking
on
that
anyway,
to
look
at
not
only
that
summative
assessment,
but
also
what
are
we
doing
in
formative
levels?
P
P
P
What
would
be
this
teacher
of
the
instructor's
expectations
for
honors
level
performance
and
then,
as
the
teacher
instructor
goes
through
a
year
with
the
honors
level,
they'll
they'll
collect
sample
work
from
the
students,
rubrics
example
assignments
and
we're
going
to
compile
these
into
a
google
drive
for
future
reference.
P
Also,
if
there's
additional
instructional
materials
and
additional
items
that
they
would
need,
this
is
teacher
initiated,
and
there
is
a
signature
page,
that's
required
of
the
teacher
the
principal
so
we're
very
appreciative
of
our
two
principles
here
today.
That's
very
supportive
of
this
of
this
honors
initiative,
but
it
also
requires
the
signature
of
the
board
chair.
So
hence
why
we're
bringing
it
to
you
today,
so
you
can
see
what
the
framework
looks
like,
but
then,
as
our
goal,
where
we
have
similar
courses,
those
teachers
will
come
together
in
professional
development.
P
They
will
collaborate
and
then
we'll
present
twice
a
year
to
you
in
a
packet
similar
to
the
local
board,
approved
course,
courses,
and
then
that
way,
the
academic
committee
is
just
looking
and
reviewing
the
list
that
the
teachers
come
up
with
for
spring
and
fall
at
this
time.
I'd
like
for
colonel
foster,
if
he'll
come,
he
is
presenting
to
you
the
honors
level
waited
for
for
jrotc,
7
and
8
for
army.
P
It
is
the
goal
for
all
of
our
jrtc
programs
to
be
able
to
offer
honors
level
we're
starting
at
the
top
and
working
our
way
down.
We're
just
appreciative
of
colonel
foster
army
prior
prior
coming
from
an
army
family
that
he's
paving
the
way
for
us
and
then
we'll
hear
from
mrs
hardy
on
the
health
sciences
course
colonel
foster.
Q
Good
evening,
ladies
and
gentlemen,
so
the
first
thing
I'd
like
to
say
is
that
the
program
is
awesome
I
really
enjoy
being
at
the
school.
The
kids
are
great
and
it's
sad
when
I
have
a
kid
come
to
my
class
and
tell
me
that
my
mom
says
I
can't
be
in
class
because
it's
not
weighted
and
I
need
to
keep
my
gpa
up,
so
I
can
get
into
a
service
academy
and
so
to
me
I
was
like
okay.
We
got
to
change
this,
so
that's
why
I
took
that
initiative
to
say:
hey.
Q
Can
we
please
get
this
to
become
an
honors
class
so
that
those
kids
who
want
to
be
in
the
class
can
be
in
the
class
and
get
that
honors
and
so
honors
is
not
for
everybody,
as
we
know,
so
we
set
it
up
so
that
it
would
be
a
leadership
position,
so
those
that
are
in
key
leadership
positions,
whether
it's
in
a
line
company
or
on
the
staff.
Those
are
the
ones
that
would
get
the
honors
credit
for
the
class,
and
so
it's
structured
so
that
again
it's
very
challenging.
Q
It's
been
challenging
since
I've
been
there.
I'm
sure
it
was
challenging
before
I
got
there.
These
kids
are
doing
a
lot
of
work
outside
the
classroom
in
order
to
achieve
the
goals
that
we
have
for
them,
and
the
goal
for
me
is
our
mission
statement.
Our
mission
statement
is
to
encourage
young
people
to
be
better
citizens.
I
don't
push
them
towards
the
military.
I
don't
push
them
towards
any
industry.
Q
My
goal
is
to
make
them
a
better
person
when
they
step
out
of
high
school
if
they
want
to
go
in
the
military,
I'm
all
about
supporting
them
and
helping
them.
But
I
don't
push
that
this
is
all
about
making
our
young
kids
better
citizens.
So
when
they
step
into
our
communities,
they
appreciate
what
they
have
here.
So
that's
what
I
do,
sir.
P
Mrs
hardy,
if
you
are,
can
hear
us
if
you'll,
please
share
a
little
bit
about
why
you
want
you're
presenting
health
sciences,
three,
the
anatomy
structures
as
an
honors
weighted
option.
R
Yes,
sam,
thank
you
so
much
so
I'm
justine
hardy,
I'm
the
health
science
teacher
at
battery
creek.
I
believe,
as
health
science
3
is
structured
already
going
through
12
body
systems
in
one
semester
means
that
we're
touching
each
body
system
for
about
nine
days.
It
took
me
six
years
with
an
undergraduate
and
a
graduate
degree
to
fully
understand
the
pathophysiology
of
these
different
diseases.
So
I
want
to
empower
students
to
want
to
go
into
the
field
and
to
encourage
them
so
that
they
can
take
care
of
us
one
day.
R
Hopefully,
if
I
teach
them
well
enough,
so
not
only
do
I
want
them
to
know
the
anatomy
and
physiology
of
the
body
systems.
I
want
them
to
be
able
to
apply
it,
and
so
that's
what
the
honors
course
will
do,
and
so
they're
going
to
problem
solve
different
methods
and
diagnostics
for
those
12
body
systems.
A
O
You
know,
honors
courses
are
a
reward
for
extra
work
or
extra
responsibility
and
when
you
are
assigned-
or
you
actually
have
to
earn
a
leadership
position
in
rotc,
I'm
an
rotc
graduate.
O
We
are
rewarding
those
people
by
having
an
honors
program
which
the
reward.
If
you
meet
the
standard,
we
always
meet
the
standard
to
get.
This
is
the
grade
point
increase
and
that
great
point
is
very,
very
critical
for
those
students
not
only
that
are
applying
for
universities,
but
also
for
service
academies
or
an
rotc
college
scholarship.
O
B
O
K
Thank
you,
colonel
foster,
and
I
know
that
principal
that
this
was
a
really
big
project.
I've
talked
to
about
it
before
and
that
it
was
you
know
a
lot
of
work
to
bring.
My
son
was
rotc
navy.
Thank
you
very
much
loved
it.
He
loved
it,
but
it
hurt
him
and
we
had
that
very
conversation.
He
ended
up
with
a
you
know.
You
have
to
take
five
cp
level
classes,
because
you
still
have
to
take
what
health
right
it
used
to
count.
K
So
now
it's
five
classes
and
it
does
really
impact
class
rank
and
parents
are
very
competitive
about
that
and
when
you're
applying
to
these
colleges,
you
have
to
take
that
into
consideration.
So
I
think
this
is
long
overdue
and
I
also
would
agree
that
your
program
is
awesome.
I
think
that
the
bluffton-
and
I
also
think
hilton
head
highs-
I
mean,
but
I've
been
to
the
bluffton
school.
It's
it's
an
amazing
program,
so
I
guess
I
support
with
this
100.
My
biggest
concern
is:
why
doesn't
this
come
from
the
top
down?
K
You
guys
had
to
kind
of
push
this.
It
took
a
while
the
districts
you
know
bring.
It
to
the
board
and
now
it's
the
model.
Why
is
it?
Why
don't
we
have
things
where
we
make
a
decision
like
we
want
to
make
this
honors
class,
and
so
then
we're
going
to
develop
it
and
we're
going
to
roll
it
out
because
they're
apparent
you
know
it
affects
recruitment.
I
don't
know
how
long
it's
going
to
take.
I
just
so.
I
don't
want
to
speak
specifically
to
this
program.
You
know.
K
E
So
if
I
may
only
to
be
honest,
I've
been
driving
that
change.
Since
I
got
here,
I
think.
E
But
but
part
of
it
is
that
there
are
certain
things
that
have
have
to
be
in
place
in
order
to
make
sure
that
they
can
get
the
honors
credit
they're
doing
things
to
get
the
honors
credit
right
and
requirement,
and
so
that's
part
of
what
has
been
worked
on
right.
But
I've
been
pushing
it.
Since
I
got
here.
K
Yeah
when
I
listened
to
the
academics
committee
meeting,
I
was
surprised
I
assumed
we
were
rolling
it
out
district-wide,
so
I
was
a
little
bit
chagrined
when
I
realized,
because
I
know
a
lot
of
kids
in
rotc
it.
You
know
I
know
in
hilton
head
just
because
that's
my
kid's
school
that
are
having
these
kind
of
conversations,
so
it
feels
like
relief
is
going
to
be
coming
to
that
program
later
and
I
don't
know
why
we
have
to
do
it
one
at
a
time.
G
So
if
our
team
went
ahead
and
wrote
it,
we
can't
we
need
to
have
the
collaboration
of
the
educator
who's
leading
the
initiative.
That
is
a
requirement
by
the
state
framework,
and
that
is
a
continuation.
So
let's
say
we
have
another
school
here
on
the
floor.
Who
would
like
to
pick
up
a
health
signs?
Three?
F
Thank
you,
mr
chair.
I
was
a
navy
jrj
rotc
student
at
hillmed
high
school
under
commander
pfeiffer,
and
I
stuck
with
it
throughout
four
years
and
was
a
platoon
commander.
So
I
adore
the
program
and
wholeheartedly
support
bringing
an
honors
component
to
it,
because
I
know
that
when
you
get
to
that
junior
and
senior
year
is
when
you
start
start
to
see
kids
leaving
the
program
and
you
get
those
ones
that
really
stick
with
it,
because
they've
got
a
heart
for
it,
but
let's
also
reward
those
kids
too.
F
Q
Yes,
sir,
but
I
do
want
to
give
work
credit
to
do
and
so
for
dr
rodriguez.
Since
I
got
on
board
two
years
ago.
He
and
I
had
conversations
about
this,
and
so
we've
talked
this
a
lot,
and
so
I
he
knew
that
my
position
in
trying
to
push
this
forward
and
I
had
great
support
and.
K
I
hope
I
didn't
misunderspeak
because
I'm
not
saying
the
distr,
I
think
the
district
supported
it
it
just
it's.
The
rollout
you
know
like
are
we
do
do
the
other
commanders
at
the
other?
Rotc
programs
know
that
they
can
do
this
and
that
there's
a
path
forward
and
that's
kind
of
more
where
it'd
be
like
when
you
were
saying:
let's
get
this
we're
a
purple
star,
district
or
pro-military.
K
Let's
get
all
the
rotc
heads
and
say
guys:
let's,
let's
make
these
honors
programs
here's
what
you
need
to
do
and
it
can
still
be
from
you.
The
teacher
has
to
be
on
board,
but
I
just
it
just
kind
of
can
just
concern
me
not
to
concern
me,
but
I'd
like
to
see
it
just
kind
of
come
off
the
same
time.
So
people
don't
feel
like
wait.
Q
No
ma'am-
and
I
don't
understand
where
you're
coming
from
but
to
their
behalf-
and
I
would
do
the
same
if,
if
someone
jumped
up
said
hey,
I'm
gonna
start
pushing
this
forward.
I'm
gonna!
Let
that
person
push
first,
because
now
the
groundwork
is
laid
out,
and
now
I
have
to
rewrite
or
try
to
create
my
own.
When
now
the
document
is,
you
know
going
to
be
sound
for
all
of
them
to
look
at
and
move
forward
when.
P
And
I'll
also
note
that
we
have
a
list
of
career
and
take
head
courses
that
are
going
to
be
up
for
the
honors
weighted
as
well.
I
would
say
when
they
put
the
new
framework
out
in
1718,
we
had
started
the
work
of
the
work
in
1819
and
then
we
had
the
pandemic
that
hit
and
it
really
did
not
take
traction-
and
this
has
been
a
good
year
this
summer
to
to
work
on
with
colonel
foster
and
with
mrs
hardy.
P
So
it
is
our
goal
for
the
remainder
of
the
of
the
jrotcs
to
begin
their
level,
seven
and
eight
and
some
other
cte
courses
as
well
to
bring
back
forth
to
the
academic
committee
in
the
spring
so
that
they
will
be
ready.
P
If,
if
approved
in
end
of
january,
then
it
can
be
for
a
second
semester,
honors
waiting
and
definitely
for
the
22-23
school
year.
So
we
want
to
come
to
the
academic
committee
twice
a
year
with
the
listing
of
the
applications
and
just
try
to
keep
it
manageable.
That
way,
because
we
envision
many
more.
K
And
I've
the
one
concern
I
have
with
the
second
semester
is
you're
going
to
have
one
platoon,
that's
going
to
be
in
the
fall
that
would
not
get
honors
waiting
unless
you
can
make
it
retroactive
and
then
you'd
have
a
second
platoon.
That
would
so.
I
would
probably
be
better
just
to
wait
till
the
next
year.
If.
P
J
Yes,
I'll
talk
about
the
health
science.
These
are
some
outstanding
causes,
but
if
one
is
missing
position
assistant,
why
that's
not
on
here?
Okay,
that's
that!
That's
that
should
be
on
here.
Also,
yes,.
S
I
don't
have
any
questions.
I
just
want
to
make
a
comment.
I
I
hope
that
the
general
idea
of
this
is
growing
rotc
programs
overall
and
by
offering
you
know
the
honors
credits
enticing
and
and
creative
enough
to
bring
in
top
students,
but
I
think
their
intent
is
to
develop
a
larger
portion
of
our
enrollment
to
be
rotc
students
because,
as
she
stated
earlier,
it's
a
good
training
ground
for
for
the
rest
of
the
world.
S
D
My
my
question
is
in
terms
of
what
what
does
this?
What
will
this
look
like,
I
mean
in
terms
of
making
it
excel.
P
P
So,
by
the
end
of
this
semester,
colonel
foster
will
have
some
examples
of
what
he's
doing
with
those
students
who
want
to
receive
that
honors
waiting,
so
that
we'll
have
some
exemplars,
which
again
will
be
a
great
marketing
tool
to
then
help
bring
on
other
instructors
as
well
and
also
help
them
to
develop
that
teaching
and
learning
practice.
So
that's
a
great
question:
it's
going
to
be
a
matter
of
a
team
effort
to
observe
to
be
of
support
to
the
instructors
to
make
sure
that
we're
following
that
framework.
D
Right,
but
I
also
wanted
to
understand-
and
when
we
talked
about
maybe
this
is
the
honor
course:
what
did
the
colonel
for
him?
What
does
the
actual
class?
What
do
that?
Look
like
versus
a
regular
rjrotc
class,
because
I
was
air
force
at
bureau
of
high
school
under
colonel
johnson.
I
beat
high
school
as
well
awesome,
so
yeah,
yes,
sir.
B
Q
On
that
note
there,
sir,
I
will
tell
you
that
what
separates
them
is
they're
already
doing
it.
We're
now
we're
going
to
give
them
a
few
extra
tasks.
From
this
document
that
we
added
in
here,
I
have
been
giving
a
presentation
at
the
end
of
the
course
and
doing
a
little
bit
more
research.
Q
So
a
week
long,
we
talked
about
things
we
wanted
to
accomplish
this
year
and
then,
at
the
end
of
it,
we
had
planned
for
a
kind
of
like
a
reward
for
them
to
go
up
to
yorktown
stay
the
night
on
the
yorktown
itself
in
charleston
and
get
the
chance
to
see
the
the
ship
and
all
the
museum
pieces
out
there
and
the
next
day
we
went
to
the
citadel
my
alumni
and
got
a
chance
to
tour
that
campus.
Q
But
those
are
the
things
that
they
love
doing
and
again,
but
it
takes
time
to
plan
all
that
stuff,
and
I
put
all
that
on
the
kids
they
plan
it,
they
prepare
for
it.
They
submit
the
the
documents
that
we
need
to
do
I'll
sign
off
on
it.
But
yes,
all
that
work.
They
should
be
rewarded
for
that
and
that's
what
I
look
at
when
we
talk
about
the
honors
right
there.
Sir.
That's.
D
Q
D
Yes,
sir,
I
definitely
appreciate
that
and
just
to
speak
to
mrs
bart
wright's
point
I
I
definitely
do
agree
with
her
and
I
I
definitely-
and
I
appreciate
the
work
that
you
know
rodriguez
said
in
the
conversation's
been
happening,
but
I
think
that
sometimes
it
gives
the
and
a
different
understanding
versus
community
members
asking
board
members.
D
Well,
this
program
came
out
at
so-and-so
time
at
one
school,
so
one
is
going
to
come
out
at
our
school
and
so
what
what
happens
is
I
just
think
that
it's
something
that's
just
a
a
care
that
would
be
incentive
and
objective
to
everyone's
needs,
and
so
therefore,
if
the
one,
if
it
was
coming
out
at
one
time
across
the
district
unilaterally,
then
that
sends
a
different
tone,
a
different
message,
but
sometimes
every
night
they're
doing
one
versus
the
other.
It's
just
a
different.
D
It's
just
a
different,
uncomfortable
situation
that
it
may
not
put
the
admin
in,
but
sometimes
it
may
put
board
members
in
other
people
in
those
positions.
So
I
it
was
not
in
a
a
joke
shot.
I
think
it's
just
a
a
check.
She
said
in
a
caring
assumptive
way,
so
I
I
do.
I
do
agree
with
her
wholeheartedly
and-
and
I
love
to
see
when
we
bring
things
forward
as
I'm
in
the
whole
district
and
just
so
that
you
know
everyone's
on
the
same
page.
But
that's
all,
but
I
definitely
appreciate
all
your
hard
work.
D
Q
I'd
like
to
address
two
points:
one
is
the
transparency,
so
I
totally
agree.
We
need
to
be
transparent,
so
everybody
knows
right
again.
We
all
have
the
same
opportunities
right
but
again,
if
I
was
them
and
somebody
jumped
up
yeah,
I'm
gonna
wait
till
they
pave
the
way.
Then
I'm
gonna
jump
in
it
and
ma'am
miss
bill
wright.
Q
You
made
a
comment
with
regards
to
you
know:
first
platoon,
second
platoon
getting
those
credits
I
would
tell
you
the
navy
is-
is
a
bit
different
of
a
boat
in
that
no
pun
intended.
But
you
know
talking
to
commander
pfeiffer.
They
will
have
kids
sign
up
for
this
semester,
but
they
don't
allow
them
to
sign
up
for
next
semester
and
they
have
new
kids
coming
in
next
semester
for
the
army
program
at
bluffton,
high
school
they
come
in
and
the
majority
of
them
will
stay
the
entire
year.
Q
H
Yes,
I
have
a
motion
prior
to
making
the
motion.
I
would
like
to
thank
both
of
you
for
miss
hardy
and
and
colonel
foster
for
the
work
that
you
put
into
in
making
these
honors
courses
again.
It's
a
state
requirement
that
these
are
teacher
developed
courses.
H
So
that's
critical
for
everyone
to
understand
that
the
teachers
have
to
develop
these
courses.
Okay,
the
motion
is:
I
move
that
the
board
approve
army,
rot7
and
army
rotc
8
honor
courses
and
the
cte
health
sciences,
level,
3
honors
course.
C
H
In
addition
to,
in
addition
to
the
new
honors
level
courses
that
we
just
voted
on,
that
were
presented
at
the
august
24th
meeting
administrative
regs
were
also
presented,
is
11
physical
education
and
is
17
health
education
both
were
placed
in
board
docs
for
your
review
to
be
compliant
with
state
law.
Regarding
health,
education,
the
board
of
education
must
re-establish
a
local
advisory
committee.
H
C
A
Archer
wide
second,
any
discussion:
okay,
just
for
the
policy
committees,
things
looks
like
kind
of
a
cut
and
base
because
it's
a
state
law,
but
it,
but
it
is
important
that
we
emphasize
because
obviously
it
escaped
our
notice
for
years.
Yes,
ma'am.
F
I
just
wanted
to
make
a
brief
comment.
I
remember,
and
I
recall
when
policy
committee
was
looking
at
all
of
the
different
things
that
were
required
of
the
local
school
boards
in
statute.
We
left
a
blanket
statement
under
our
board
responsibilities.
That
just
says
we
are
to
comply
with
and
follow
federal
state
and
local
laws.
So
I
just
want
to
make
sure
that
we
are
all
aware
that
if
we
do
codify
a
specific
one
now
into
the
policy
manual,
we
may
have
to
go
back
and
do
it
for
others.
F
So
just
be
cognizant
of
that
when
when
we
do
bring
it
forward,
although
I
think
it
is
something
that
we
need
to
definitely
have
our
eyes
on,
because
obviously
there
was
some
lapse
there.
Thank
you.
A
Yeah
and
that
that
was
the
reason
I
think
the
logic
behind
it
is.
We
do
follow
all
the
state
laws,
but
we
missed
this
one
and
we
need
a
little
kick
and
our
butts
so
to
speak.
A
A
K
I'm
going
to
get
down
to
a
tight
two
or
three
minutes
here
we
had
a
lot
of
meetings,
so
it's
a
long
run
for
a
short
slide.
I
just
want
to
go
quickly
over
the
three
meetings
we
had
since
our
last
board
meeting.
We
met
with
alice
walton
and
her
team
regarding
the
completion
of
the
compensation
analysis
for
classified
staff,
and
I
know
a
lot
of
people
have
been
waiting
for
this.
We
had
a
presentation
from
mgt
consulting
it's
a
161-page
document
that
was
placed
in
board
docs.
K
We
had
the
presentation
and
then
felt
like
we
needed
some
more
time
to
ask
questions,
so
we
scheduled
a
second
meeting
at
that
second
meeting.
We
also
discussed
some
other
issues
that
we
have
been
looking
to
have
addressed
and
the
public
has
been
you
know,
bringing
to
our
attention
in
terms
of
sick
day
payout,
and
I
do
have
a
motion
that
we
already
probably
know
about
coming
your
way
and
then
I
just
wanted
to
hit
briefly.
K
We
did
have
the
committee
met
with
beaufort
county
council
and
I
want
to
thank
stu,
rodman,
paul
somerville,
joe
passament
and
the
rest
of
beaufort
county
council
for
inviting
us
over.
We
had
a
conversation
that
was
frank
and
at
times
earnest
and
I
feel
like
we
hammered
out
an
understanding
at
the
end
and
it
was
overall,
I
think,
a
good
conversation
and
I
just
wanted
to
update
the
board
if
you
didn't
already
know
that
they
are
not
going
to
be
rerouting
traffic
around
beaufort
high.
K
They
are
now
looking
at
a
different
plan,
so
we
can
kind
of
put
that
behind
us
at
least
for
a
while
and
then.
Finally,
I
will
conclude
with
the
motion
which
I
anticipate
will
immediately
be
for
postponed,
but
I'll
make
it
anyways
recommended
motion.
Oh
I'm
supposed
to
read
them
hold
on
paper
and
everything
all
right.
K
So
the
recommended
motion.
I
move
that
beaufort
county
board
of
education
authorized
the
administration's
recommendation
to
pay
employees,
one
half
of
their
daily
rate
of
pay
for
lapped
six
days,
sick
leave
days
and
our
vacation
days
at
the
end
of
each
school
year.
Second,
it
that
would
mean
that
was
our
mission
was,
I
thought
it
was
okay.
The
district
will
begin
making
payments
in
accordance
with
this
initiative
on
july,
1st
2023
for
days
lapse
during
the
2022-2023
school
year
from
the
general
fund
budget.
C
Rachel
just
second
so
I'd
like
to
just
speak
about
it.
You
know
these
three
three
motions
tonight
or
two
of
the
three
they're
all
all
correlate
to
employee
compensation.
I
think
we
should
look
at
compensation
as
a
as
a
whole.
You
know
a
big
umbrella
as
opposed
to
pick
at
pieces,
two
pieces
tonight
and
then
another
piece
in
just
three
days.
So
that's
my
reasoning.
I
know
trisha
doesn't
agree
with
that
from
what
she
already
said,
but,
yes,
I
do
think
they're
related,
even
though
they're
not
identical.
M
Thank
you.
I
go
by
trisha
too.
No,
I
don't
think
there's
any
harm
in
waiting
till
friday.
I
just
don't
think
that
we
have
to
because
when
you
say,
they're
related
when
we're
talking
about
this
pay
this
this
is
this
is
pay
for
certified
teachers.
We
already
did
certified
teachers
salaried
a
different
time,
so
this
is
looking
at
certified
teachers.
This
is
looking
at
employees.
M
This
is
great,
whereas
the
study
is
just
non-certified
and
administrators,
and
so
I
don't
see
where,
where
this
is
tied
into
that,
the
only
tie
is
that
miss
crosby
did
share
with
the
operations
committee
is
how
the
money
could
be
allocated
that
if
we
did
x,
then
we
do
y
and
so
on,
but
we
have
been
talking
about
doing
this
for
a
very
long
time,
and
so
I
don't
see
any
I
mean
I
don't
see
why
we
couldn't
dispense
with
this
tonight,
but
so
I'm
going
to
vote
no,
because
I'd
like
to
discuss
this
tonight,
that's
what
we
came
for
we,
you
know
we
had
a
long
operations
committee
about
it
meeting
about
it,
so
I
think
we
could
do
it
tonight.
H
H
I
think
we
have
a
lot
of
employees
that
are
waiting
for
us
to
act
on
this
they've
been
very
patient
with
us
and
we
finally
have
something
to
bring
forward
and
I'd
like
to
do
it
sooner
than
later.
So
also,
I
will
not
support
postponing
it.
S
One
of
the
key
components
which
we
didn't
discuss
is
that
the
staff
you
know
vehemently
defend
this
presentation
and
the
fact
that
we
should
present
it
to
this
tonight
and
they
recommend
it
go
forward
with
this
portion
of
that
that
recommended
tonight.
I
suppose
waiting
until
we
get
packaged
all
right.
You
know
curtis
did
a
lot
of
work,
bringing
back
information
to
our
committee,
so
we
could
have
the
facts
for
this.
K
I
agree
with
both
of
my
colleagues
here
on
the
board.
I
think
that
this
can
be
dispensed.
I
do
think
that
one
of
the
reasons
we
brought
it
to
the
board
the
business
meeting
as
opposed
to
the
work
session,
was
just
out
of
a
really
a
desire
to
get
this
done
and
be
able
to
make
this
announcement
to
because
a
lot
of
people
have
reached
out
to
us
about
this.
On
the
other
hand,
I
do
think
having
a
more
comprehensive
approach
to
compensation
is
a
goal
that
this
board
should
strive,
for.
K
K
Yeah,
I
don't
have
a
big
dog
in
this
fight,
but
I
think
I
think
that
there's
two
issues,
one
wanting
to
get
things
done
and
two
also
wanting
to
have
a
con.
I
mean
it
goes
back
to
what
we
did
in
executive
session
right.
We
got
to
get
this
done
because
it
needs
to
be
done,
but
we
don't
have
the
full
plan.
It
would
be
nice
to
kind
of
have
those
things
merged
together.
F
I'm
going
to
support
this
motion
and
it's
predominantly
because
in
reviewing
the
materials
for
the
meeting,
it
has
employee
compensation
proposals
and
it's
presented
in
a
totality
and
in
a
holistic
approach,
which
I
prefer
when
talking
about
budget
things
and
making
any
changes.
I
understand
that
some
of
these
have
already
been
allocated,
but
I
also
understand
that
future
allocation
is
going
to
require
year
over
year
analysis.
So
we
don't
know
what
the
impact
of
initiating
a
process
like
this
in
initiative.
F
D
Well,
you
know
the
if
I'm
correct,
I
believe
that
the
operations
also
did
have
a
special
meeting
so
that
they
could
get
this
done
by
tonight's
board
and
board
meeting.
If
I,
if
I'm,
if
I'm
correct,
I
believe
they
did
so
that
they
could
present
that
ten
to
the
board
tonight
to
get
to
have
this
voted
on,
but
more
or
less
to
say.
There
have
been
a
lot
of
people
waiting
on
this,
and
this
goes
back
to
the
earlier
vote
that
we
took
coming
out
of
executive
session.
D
The
same
thing
with
the
with
one
of
one
of
the
pieces
earlier
about
not
having
information,
and
it's
just.
D
I'm
just
concerning
how
certain
things
we
piece
together
and
certain
things
that
we
don't
piece
together,
depending
depending
on
where
information
is,
is
given.
G
A
B
M
May
I
I
would
recommend
that
we
have
ms
crosby
miss
walton
share
with
us
their
thoughts
behind
this,
and
so
that
the
whole
board
heard
what
we
heard
at
the
operations
committee
meeting.
M
T
We
want
to
make
sure
we
keep
teachers
in
the
classroom.
We
want
to
encourage
teachers
not
to
take
days
because
they
feel
they're,
throwing
them
away
at
ten
dollars
a
day.
So
this
is
a
part
of
our
long
range
long,
long-term
retention
plan.
We
work
very
closely
with
finance
and
putting
this
together.
We
have
been
working
on
this
for
probably
a
year
or
so.
T
If
you
can
remember
at
one
work
session,
I
believe
colonel
guyer
gave
us
a
directive
to
go
back
to
our
desk
and
come
back
with
a
proposal
to
fairly
compensate
people
for
days
that
they
did
not
use
because
they'd
rather
be
in
school
with
children.
That's
our
bottom
line.
We
want
to
save
instructional
hours,
not
lose
them,
keep
teachers
in
the
classroom
and
compensate
them
fairly
for
when
they
do
this
for
us.
T
So
we
have
a
five-year
study
that
I
believe
is
in
board
docs
awas
that
you
probably
don't
have
it
tonight,
but
that
was
how
we
came
up
with
where
we
are
today.
It
is
great
news
and
we
are
excited
about
it.
F
Thank
you,
mr
chair,
and
thank
you
miss
walton
and
ms
crosby
for
your
work
on
this.
I
don't
want
my
previous
vote
to
reflect
anything.
My
I
support
this
proposal.
F
My
main
question
is
in
regard
to
the
lap
six
days
and
was
the
cost
for
the
initiative
offset
against
any
potential
savings
from
not
utilizing
the
substitute
contract.
Is
there
a
cost
savings
that
was
associated
with
that.
F
T
T
T
I
The
initial
costs
were
determined
by
the
human
resources
staff
based
on
numbers
of
date,
historical
lapse
days
over
a
period
of
about
five
years,
and
so
the
average.
The
estimates
that
I
received
to
align
with
the
budget
were
a
total
of
1.5
million
dollars
for
the
two
initiatives.
I
I
am
not
based
on
the
information
I
have.
I
didn't
see
any
offset
on
that,
so
that
would
be
additional
savings
that
we
would
receive
in
addition
to
the
1.5
million,
so
the
cost
should
come
down
from
that
number.
F
So
then,
just
a
a
follow-up
to
that.
That
would
be
something
that
I
would
anticipate
to
see
obviously
playing
out
over
time,
because
we
don't
know
it's
just
a
hypothetical
at
this
point
what
that
savings
would
be.
But
I
think
when
we
look
at
this
year
over
year,
that's
a
number
that
I
would
like
to
see
to
understand
whether
or
not
we're
seeing
the
roi
on
this
initiative
absolutely
and.
I
O
Thank
you,
mr
chairman,
when
this
was
discussed
at
operations
committee,
I
thought
you
should
get
a
full
day's
salary,
not
half
of
it,
but
I
was
convinced
that
we
don't
know
what
the
price
is
going
to
be
of
even
a
half
so
right
now.
The
price
of
this
is
soft.
Okay,
but
intuitively.
O
I
believe
that
by
increasing
it
from
ten
dollars
to
half
that,
we
will
see
an
improvement
in
teachers
deciding
when
I
got
the
sniffles
I'm
going
to
come
into
work,
because
I
want
to
build
up
my
sick
leave
or
if
I
think
I
want,
I
really
want
a
long
weekend.
So
I'm
going
to
I'm
going
to
turn
in
sick
and
if
you
look
at
our
statistics,
mondays
and
fridays
seem
to
be
really
sick
days.
O
O
So
mrs
crosby
convinced
me
that
that's
a
better
course
of
action
is
to
try
it
with
half
the
a
day's
rate
or
the
12
days,
and
you
can
you,
can
you
have
a
limit
on
how
much
you
can
save
up
to
then
turn
in
when
you
leave
or
retire?
Is
that
correct?
C
So
a
couple
questions,
so
one
is
the
five
year
study
alice
you
referenced,
so
you
went
back
and
looked
over
the
last
five
years.
How
much
sick
day
and
vacation
leave
payouts
were
done
at
the
10
a
day
rate.
U
Yeah,
so
we
went
back
to
the
the
2017-2018
school
year
and
started
looking
at
the
number
of
days
that
were
sold
back
at
the
ten
dollars.
U
On
average
we
were
looking
at
about
242
days
per
year
that
were
that
were
sold
back
at
ten
dollars
a
day
versus
the,
and
I
I
did
it
at
the
full
rate.
So
I
have
a
full
the
full,
the
full
total
amount
like
for
2017
2018.
U
U
So
I've
done
that
for
the
last
past
five
years
and
looked
at
how
many
have
retired
and
how
many
lap
stays
that
we
we
were
able
to
record
and
and
and
then,
for
example,
like
the
laps
days
2017-2018,
there
were
207
employees
who
lost
days
during
that
school
year
yeah
and
there
was
a
total
of
1,
200
or
1
320
days
at
their
full
daily
rate.
That
would
have
been
a
cost
of
you
know
a
little
over
400
000.
U
So,
on
average
you're,
probably
looking
at
about
45
employees
retiring
every
year
and
about
an
average
of
242
individuals
who
could
potentially
lose
days
during
the
school
year
and
currently
right
now,
at
the
end
of
this
current
school
year,
we
have
a
potential
of
202
employees
losing
days
by
the
end
of
the
school
year.
C
So
I
guess
my
response
would
be,
but
don't
you
think,
if
you're
increasing
the
pay
for
these
unused
days
from
10
to
half
of
what
their
normal
rate
is,
I
think
you're
going
to
have
way
more
people
utilize
this,
which
obviously
is
the
goal
to
keep
the
teacher
in
the
classroom.
So
you
know
we
don't
have
a
substitute
in
the
classroom.
We
all
know
that
learning
is
preferable
with
the
with
the
teacher
that's
assigned
to
that
classroom.
C
U
U
C
T
C
Okay
and
there,
okay-
and
I
see
in
the
next
part
we
get
on
to
that-
they
have
to
be
employed
consecutively
for
five
years.
Correct,
okay,
yeah
and
I
just
will
echo
what
dr
was
wisniewski
said.
My
prior
motion
to
postpone.
Please
don't
interpret
that
as
I'm
not
interested
in
appropriate
compensation
for
our
staff.
I'm
absolutely
interested,
and
I
personally
think
it
would
have
been
better
grouped
altogether,
but
that
was
not
the
board's
will
so
I'll
go
with
the
board's.
Will.
F
My
apologies,
if
this
was
already
discussed
at
the
the
prior
meeting
the
committee
meeting,
what
is
the
average
half
daily
rate
of
a
retiree?
Do
we
have
a
number
for
that.
U
Yeah,
I
don't
have
what
the
average
daily
rate
would
be
on
that.
T
Because
we're
gonna,
if
you're
doing
average
you're
gonna
factor
in
our
lowest
pay
band
as
well
as
our
high
pay
band,
so
that's
gonna,
give
you
the
average.
M
U
M
So
that
that
salary
schedule
is
in
the
web
on
the
website
the
district
website,
so
you
could
look
at
whether
it's
the
bachelor's,
the
masters,
the
plus
30,
the
you
know
phd
and
so
on
and
half
that
daily
rate.
I
appreciate
your
indulgence,
chair
strivinger.
I
just
want
to
say
to
my
colleagues:
this
is
the
right
thing
to
do
all
right
to
compensate
our
teachers
to
encourage
them
not
to
take
those
mental
health
days.
M
U
Well,
it's
it's
a
given
that
part-time
employees
do
not
earn
sick
days
or
vacation
days.
Okay,.
S
Yeah,
I
think
the
essential
point
is
how
much
substitutes
we
leave
out
of
the
classroom
per
year
and
how
much
money
we
save
with
that
versus
paying
to
have
the
half
day
great.
For
the
teacher-
and
I
mean
that's-
that's
a
calculus-
that's
hard
to
go
to
pigeon
down
to
a
number
there's
a
racial
expression,
but
the
idea,
that's
behind
it.
All
that
we've
got
that
regular
teacher
in
that
classroom
right
and
that's
another
dollar
value
that
you
can't
place
on
what
we're
getting
accomplished
start
covering
around.
C
Thank
you,
chairman
strivinger.
I
want
to
echo
also
what
colonel
guyer
said.
I
think
it's
really
important
to
look
since
this
isn't
something
a
new
initiative
and
I'm
supporting
it
that
we
look
at
it.
You
know
how
does
it
turn
out
first
year
second
year,
because
adjustments
may
need
to
be
made.
You
know
to
say
that
this
is
stamped
in
stone
forever
going
forward.
I
don't
think
is
a
good
idea.
F
Thank
you,
mr
chair,
and,
and
that's
kind
of
what
I
was
going
to
get
to
because
initiative,
one
to
me
seems
pretty
pretty
cut
and
dry,
but
when
I
look
at
initiative,
two,
my
concern
is
the
accrual
of
the
sick
days
over
time.
The
five
year
consecutive
there's
a
lot
of
qualifiers
in
there
and
additional
things
that
need
to
be
considered
when
we're
looking
at
how
much
it
would
cost.
F
F
And
then
they
get
about
what
is
it
12
a
year?
Yes
and
then
so
five
years,
that's
60.
so
saying
we
had
somebody
meet
the
minimum
and
they
banked
all
of
these
I'm
just
trying
to
figure
out,
because
I
think
it's
a
huge
incentive,
like
dr
quad,
said
that
to
go
from
for
those
retirees
to
go
from
ten
dollars
a
day
and
they
recognize
that
we
want
to
keep
those
experienced
teachers
in
the
classroom
as
well.
F
I'm
just
the
second
one
is
the
one
where
I
think
we
I
was
concerned
about
whether
or
not
we
need
to
put
a
cap
on
it
or
change
that
90
days.
I
wasn't
sure
it.
I
think
that
we
need
to
be
flexible
and
I'm
nervous
about
putting
that
one
in
a
hard
line.
Thank
you.
A
All
right,
I'm
going
to
echo
what
mel
said
the
payoff
is
having
the
teacher
in
the
classroom.
That's
the
payoff
and
we
can
track
the
money
over
time,
but
we
also
have
to
track
whether
we
break
that
friday
monday
cycle.
Because
that's
you
know,
that's
a
classic
morale
flag
that
you
have
a
morale
problem.
A
So
we
have
to
track
both
those
things,
because
I
think
the
money's
going
to
become
irrelevant
based.
You
know
the
size
of
what
a
cost
is
compared
to
having
that
teacher
in
the
classroom
and
the
stability
of
having
the
teaching
classroom
is
just
you
know,
don't
want
to
get
too
hung
up
in
the
money.
I
D
One
of
the
things
I
got
hung
up
on
was
the
the
five
year.
I
thought
the
five
years
was
could
be
a
bit
much
in
regard
regards
to.
If
you
had
someone
who
was
from
beaufort
county
and
working
in
a
richland
or
savannah
who've
been
driving
back
and
forth,
and
they're
kind
of
an
older
person
and
they're
getting
close
to
retirement.
D
Then,
if
they
don't
come
and
work
here
for
five
years,
then
they
can.
They
can't
get
that
payout.
So
that
is
a
concern
of
mine.
You
know
of
having
someone
come
here
and
do
their
last
three
years
or
four
years
here
and
and
and
and
want
to
move
that
closer
to
home,
where
they
are
a
tax
period.
I
I
kind
of
got
caught.
D
I
kind
of
feel
some
way
about
that
five
years,
even
though
I
do
understand
that
what
we
are,
what
we're
doing
is
very
important,
and
this
is
it's
a
big
deal,
but
I
think
that
five
years
was
possibly
just
a
little
too
much
for
me
just
because
of
the
fact
that,
where
we
have
that
seasoned
teacher
who
who
who,
if
she
comes
to
beaufort
county,
she,
she
won't
get
that
she
won't
get
that
that
payout.
So
that
is
a
concern
of
mine
that
I
do
want
to
put
that
out
there.
D
A
K
Okay,
moving
on
to
initiative
number
two,
which
should
generate
less
discussion
since
I
think
we've
covered
it
pretty
thoroughly.
I
move
that
the
beaufort
county
board
of
education
authorized
the
administration's
recommendation
to
pay
out
accrued
sick
days
for
employees
retiring
january,
1st
2023
or
after
at
one
half
the
employee's
daily
rate
from
the
general
fund
budget.
Employees
must
be
a
minimum
of
five
must
have
so.
Employees
must
have
a
minimum
of
five
consecutive
years
of
service
with
the
beaufort
county
school
district
at
the
time
of
their
retirement
to
be
eligible.
D
Well,
I
guess
that
was,
I
guess,
that's
where
my
well.
My
comment
coming
in.
Excuse
me.
If
I
misunderstood
it,
I
guess
that's
a
little
of
my
understanding
of
the
conversation.
I
thought
I
was
kind
of
rude
to
say.
Let's
just
move
on
yeah,
I
thought
it
could
have
been
clarified
that
we
were
going
to
say
this
other.
This
was
the
next
motion,
but
it
but
anyways
our
respect.
That's
this
is
this
is
where
I
guess
so.
I
should
have
said
about
the
five
years.
D
H
I
would
I
would
suggest
that
five
years
is
pretty
generous
and
when
you
in
the
private
sector,
you
switch
jobs
and
you're
only
some
place
for
two
years.
I
don't
think
you
get
that
benefit,
and
I
know
from
living
in
an
area
that
was
very
close
to
state
lines.
H
D
D
D
You
can
come
your
excellent
teacher,
but
you
just
won't
be
able
to
get
the
fruits
of
all
your
labor
due
to
the
five-year
situation,
and
so
therefore,
I
feel
that
that's
where
we're
putting
a
price
tag
on
it,
as
though
some
of
my
colleagues
just
said
earlier
that
you
can't
really
put
a
price
on
it,
because
it's
about
educating
the
kid
and
that's
what's
most
important
is
having
teachers
in
the
classrooms.
So
that's
that
is
where
my
my
little
and
my
indigestion
coming
at.
But
ultimately
I
do.
D
I
do
understand
that
five
years
five
years,
probably
not
as
much
as
other
places,
but
I
just
don't
want
to
render
someone
coming
to
this
district.
Who
may
be
close
to
retirement
and
she
just
can't
drive
as
much
to
another
district
and
she
drives
back
and
for
her
every
day.
That's
that's
my
only
point
I
mean,
even
if
we
could
have
in
something
where
there's
a
condition.
E
There's
an
incentive
for
people
to
come
here
at
whatever
time
and
that's
our
new
compensation
salary
for
for
educators
right,
which
has
taken
us
from
53rd
in
the
state
to
number
one
in
the
state
which
goes
or
to
one
or
two.
I'm
not
sure
how
it'll
end
up
but
kind
of
keeps
telling
me
to
you
know,
give
the
cavity
out
of
there.
E
Thank
you,
tom
and
and
but
but
you
know
to
to
to
that
point
that
gets
factored
into
their
retirement,
that
that
additional
salary
that
additional
compensation
gets
factored
into
their
retirement,
but
but
to
say
that
somebody
who's
been
here,
for
you,
know
10
15,
20
years
and
and
and
has
dedicated
their
career
to
the
students
here
in
beaufort
county,
and
somebody
can
just
come
in
in
the
last
year,
retire
out
of
here.
So
they
can
get
their
pay
out
with
their
days.
E
T
So
if
I
make
dr
rodriguez
I'll
add
to
that,
we
have
to
keep
in
mind
that
there's
a
state
statute
that
says,
if
you're
in
the
state
of
south
carolina
and
you
transfer
from
one
district
to
another,
you
can
carry
90
days
with
you,
so
I
could
work
in
richland
one
and
decide
that
I
want
to
come
to
beaufort
and
work,
and
I
can
come
here.
Beaufort
has
to
accept
90
days
so
that
person
is
already
at
the
max.
T
If
they
decide
they
want
to
work
for
us
it
for
six
months
and
want
to
retire,
then
we
are
obligated
if
we
don't
have
some
caveats
attached
to
our
payout.
We
are
obligated
at
that
point
to
pay
them
for
those
days.
So
the
90
day,
the
five
years
is
to
promote
investment
in
the
district
five
years.
We
want
to
cut
time
we're
trying
to
create
some
continuity.
T
C
T
T
T
T
C
I
understand
that
so
to
so,
the
administrator
with
the
260
day,
contract
gets
say
the
numbers
again,
how
many
sick
days,
how
many
vacation
days
20
vacation.
C
J
J
J
K
I
I'm
not
pulling
the
newbie
card,
I
have
relinquished
my
newbie
card,
but
I'm
still
you
know
I
have
to
make
an
observation.
We
spend
a
lot
of
time
in
the
sport
we
get
into
the
weeds,
whether
it's
bonuses
and
at
what
date
we
cut
it
off
and
what
category
of
employee-
and
I
don't
think
that
there's
a
perfect
solution
to
this-
my
parents,
retired
and
they
paid
out
their
sick
leave
and
teach
there's
a
lot
of
other
things
that
you
can
do.
K
You
know
you
coaching
stipends,
you
can
all
these
different
things
for
retirement
teachers
know
all
the
tricks.
I
think
it's
important
to
have
in
this
climate
of
retention,
so
my
thing
would
be
to
my
fellow
board.
Members
would
be
let's
get.
This
is
a
good
starting
spot.
Let's
see,
let's
do
this,
the
staff's
recommended
it.
F
F
I
think
we
should
go
ahead
and
approve
this
today
and
just
revisit
when
we
need
to,
but
something
that
gave
me
some
comfort
was
me
sitting
here,
asking
all
these
questions
and
running
the
numbers
myself
and
based
on
what
I'm
looking
at
of
that
average
number
of
half
day
rate
at
190,
even
if
they
had
no
sick
days
going
into
the
five-year
rule
that
gives
them
60
days,
your
we
would
be
paying
out
about
half
well,
so
substitute
would
be
6
000
and
the
teacher
would
be
like
11
400..
F
A
S
J
K
Or
at
least
start
throwing
more
things
at
you
when
you
walk
in
the
building?
Okay,
so
that
pretty
much
concludes
the
operations
report.
I
did
want
to
say
that
we
will
have
the
presentation
from
mgt
to
discuss
the
compensation
analysis
on
friday
and
our
next
meeting
will
be
next
wednesday,
which
I
don't
have
the
date
in
front
of
me
a
week
from
tomorrow
at
battery
creek
high,
and
I
believe
the
time
is
four
o'clock.
Is
that
correct?
Okay?
Thank
you.
E
Thank
you,
mr
schribbenger
board
members
on
the
superintendent's
report.
This
evening
we
have
two
items
under
student
achievement
as
dr
stratos
and
sorry
worked.
Our
way
to
the
podium.
E
One
of
them
is
the
district's
writing
plan
and
the
other
one
is
the
sc
ready,
nsc
pass
results
which
have
been
embargoed
and
the
state
has
lifted
the
embargo
on
sc
ready,
nsc
passed
today,
and
so
we
will
share
some
preliminary
information
with
you
about
the
that
data.
E
L
L
I
had
the
pleasure
of
presenting
this
to
academic
committee,
but
I'm
just
really
grateful
to
be
able
to
present
to
the
full
board
so
throughout
the
entire
school
year
last
year
there
was
a
committee
represented
by
all
of
our
schools.
It
was
a
very
fluid
committee
because,
as
you
know,
we
had
to
be
aware
of
when
people
could
leave
the
buildings,
but
on
average
we
had
10
different
schools
represented
at
each
committee
meeting.
During
that
time,
we
looked
at
student
work
samples
we
discussed.
L
L
First,
I
wanted
to
frame
the
vision
for
the
work.
So,
as
a
committee
we
came
together
and
we
decided
that
there
was
these
visionary
pieces
that
we
wanted
to
make
sure
were
front.
First
and
foremost,
one
students
should
experience
direct
explicit
instruction
in
all
strands
of
writing
so
that
it
strands
is
the
language
from
our
standards.
L
Learning
should
be
modeled
supported
and
reflect
gradual
release
of
responsibility
at
all
levels
so
because
each
year
there's
going
to
be
new
learning
around
writing.
So
our
educators
are
going
to
model
and
support
that
gradual
release
and
direct
instruction
and
students
should
be
expected
to
write
frequently
and
widely
across
all
content
areas.
L
The
blueprint
to
guide
the
work
comes
from
our
text
test
blueprint
so
for
sc
ready
you
see
on
the
screen
now.
This
is
the
breakdown
of
questions
that
students
receive
why
this
is
important,
for
this
work
is
that
you
see
that
there
is
an
area
of
writing
for
sc,
ready
that
score
is
pulled
out,
so
you
can
get
a
holistic
score
of
all
ela,
but
you
can
also
get
a
reading
and
a
writing
score.
L
You
notice
that
there
is
a
difference,
so
you
can
have
9
to
11
questions
or
eight
to
ten.
So
that
means
there
is
an
ish
in
percentages,
but
overall
the
writing
portion
of
sd-ready
counts
about
forty
percent
of
the
student's
total
score
and
inside
of
that
text.
Dependent
analysis
will
count
anywhere
between
13
to
16
percent
of
the
student's
total
score,
so
that
actual
writing
piece
counts,
13
to
16
percent
for
the
entire
score
for
students.
L
What's
important
to
mention
here,
though,
is
that
text
dependent
analysis.
Question
is
directly
related
to
our
reading
standards,
so
we
had
to
keep
all
of
this
in
mind
for
two
reasons:
one
back
to
the
vision.
Just
because
tda
is
the
type
of
writing.
We
still
need
to
write
all
modes
and
we
still
need
to
write
across
all
content
areas
to
give
students
a
lot
of
experience
with
writing.
But
at
the
same
time,
we
really
need
to
honor
the
work
of
what
a
text
dependent
analysis
asks
of
our
educators
and
our
students
for
this
year.
L
We
know
that
we
really
need
to
focus
on
inter-rater
reliability,
so
what
that
means
is
across
our
district.
We
actually
currently
are
engaging
in
work
where
we
are
looking
at
what
students
performed
their
first
initial
writing
and
we
are
making
sure
as
educators
that
we
would
score
very
similarly
and
that
we
are
using
the
rubric
to
create
a
common
language
for
instruction,
because
in
turn,
that's
what's
going
to
end
up
transferring
over
to
the
students.
L
That
work
typically
happens
in
your
plcs
or
collaborative
planning
time
which
you've
heard
about,
but
to
support
the
work.
The
committee
put
together
a
matrix,
so
I'm
going
to
take
you
through
the
different
portions
of
the
matrix.
This
matrix
is
actually
over
100
pages
long,
but
it's
hyperlinked
beautifully,
so
people
can
get
to
where
they
want
to
be,
but
you'll
see
section
one.
L
We
actually
broke
down
for
every
single
grade
level:
kindergarten,
all
the
way
up
to
12th
grade
every
writing
product
by
standard
by
writing
standard
and
attached
to
the
core
curriculum
from
the
state
department
that
we
adopted.
So
every
single
educator
will
know
in
each
grade
level.
This
is
the
type
of
writing
that
we're
being
asked
to
do
in
our
ela
classrooms.
So
that
is
all
of
section
one
section:
two
of
the
matrix
we
have
color
coded
each
standard.
So
the
example
here
is
12th
grade
you'll
notice
in
the
color
key.
Where
there's
changes
is
noted.
L
The
third
section
starts
dipping
into
the
text
dependent
analysis
work,
because
those
text
dependent
analysis.
Questions
will
come
from
our
reading
standards.
So
we've
done
the
same.
Color
coding
with
every
single
reading
standard
that
the
state
department
of
education
has,
let
us
know,
could
possibly
be
one
of
the
questions
that
text
dependent
analysis
has
pulled
from,
so
it
doesn't
drill
down
a
lot,
but
it
gives
a
little
bit
of
guidance
of
where
we
need
to
focus
for
text,
dependent
analysis
and
again
that
that's
color
coded.
L
L
The
last
portion
of
this
is
simply
all
the
hyperlinks,
so
everything
in
here
you
can
also
find
on
the
state
department
of
education
webpage,
but
they
are
not
in
one
spot
so
now
everything
that
we
use
to
create
this
matrix
is
here
everything
that
we
could
possibly
use
to
work
within
our
plc's
around.
Writing
is
now
all
in
this
one
spot
and
it's
hyperlinks
that
go
straight
to
the
state
department
of
education
webpage.
L
L
O
L
E
So
one
of
the
one
of
the
things
that
I
think
is
important
to
the
point
I
think
you're
making
colonel
guyer
is
that
when,
when
you're
looking
at
impacting
and
improving
something
like
writing
right,
a
critical
component
is
the
feedback
that
students
receive
as
a
result
of
their
writing,
right
and
and
and
so
when
you're,
laying
it
over
a
rubric
that
you
know
melissa's
talking
about
and
describing
in
this
type
of
plan.
E
There's
the
opportunity
to
provide
students
with
clear,
specific
feedback
about
their
writing,
where
it's
going
well
right
and
and
where
that
improvement
is
needed
to
help
get
them
to
the
next
level.
But
writing
is
something
that
I
have
noticed
in
our
system
that
we
need
there's
opportunity
for
good,
solid
improvement
around
it.
M
M
M
E
In
in
terms
of
how
they
break
information
out
on
reporting
purposes,
I
think
that
is
correct.
I
think
what
we
have
thus
far
that
they
have
lifted
embargo
on
is
an
ela
score
and
a
math
score
at
the
moment.
S
That
just
spoke
about
writing
and
certainly
and
like
how
it
is
to
you,
but
the
writing
and
math
is
not
the
same.
Just
a
lot
more
technical
writing
than
it
is
there
and
is
there
a
plan
for
phasing
it
in
and
getting
that
concrete,
math
teacher?
That
knows
only
numbers
and
the
directions
to
write
more,
not
a
part
of
this
plan.
S
L
Ish,
so
the
re
that
is,
that
is
in
service
of
why
we
are
really
focusing
in
on
inter-rater
reliability
and
having
the
common
language
of
the
rubric,
because
when
you
analyze
those
pieces
of
the
rubric
it
would
apply
to
math
science
and
social
studies,
because
this
really
allows
the
content
area
teacher
to
ask
their
question
and
then
expect
a
complete
response.
L
And
so
we
will
have
to
navigate
that
a
bit.
But
the
door
is
open
to
that
and
I
think
the
other
large
change
that
has
helped
open
the
door
to.
That
is
the
way
that
the
stuff,
the
science
standards
are
written.
The
social
studies
standards
are
written,
even
the
math
standards
are
written.
Are
now
really.
You
know,
begging
for
students
to
write.
J
Now,
yes,
sir
okay,
the
schools
that
have
been
falling
behind
in
years
do
they
get
any
extra
help.
G
Mr
campbell
we've
had
the
opportunity
of
two
instructional
coaches,
one
for
elementary
one
for
secondary
right
now,
our
secondary
coaches,
assisting
directly
at
a
school
site,
part
of
the
day
and
then
doing
actually
conducting
training
at
the
high
schools
just
finished
an
introductory
last
week,
additional
schools
at
the
secondary
level
from
freedom
mechanic
when
we
have
a
hands-on
training
with
her,
so
that
and
I'll
let
melissa
go
into
great
elaboration.
But,
yes,
the
goal
is
across
the
district,
providing
additional
support
to
the
schools
based
on
the
information
that
we
get
from
the
formative
assessments.
D
Great
program
and
in
terms
of
a
tier,
2
or
tier
3
school,
what
this
looks,
what
does
this
look
like,
but
also
in
terms
of
students
that
may
have
that
that
may
have
been
in
special
ed
or
have
ieps?
How
is
this?
Because
you
may
have
a
student,
let
me
have
students
that
writing
may
be
difficult.
So
what
does
that
look
like
in
terms
of
tier
two
and
tier
three
students?
Yes,.
L
Sir,
so
a
few
a
few
things
are
in
place.
Dr
stratto
spoke
to
one
about
our
district
literacy
coaches
being
utilized.
In
addition,
we
have
monthly
coaches
meetings,
so
everyone
will
bring
sample
data
actually
on
the
13th,
and
then
this
will
be
some
of
the
work.
So
then,
at
the
district
level,
some
of
this
inner
radar
reliability
is
measured
and
then
they
can
have
their
own
student
data
samples
to
look
from
and
they'll
bring
it
back
to
the
school.
L
But
in
addition,
based
on
our
committee
work
that
we've
previously
done,
we
looked
at
student
work
samples
from
last
year
at
all
different
levels
of
students,
and
so
we
actually
have
supports
in
place
for
that
already
so,
depending
on
how
a
student
responds
at
the
organizational
level
we
have
agreed
upon.
This
is
a
strong
strategy
to
support
them
in
this.
Now,
if
it's
the
analysis
level,
we
also
have
a
strategy,
and
so
this
will
allow
us
to
have
a
common
language
across
the
district
and
get
it
off
the
ground.
D
I
think
that's
definitely
good
to
hear
also
in
in
general
speed
students
how.
How
are
we
get
this
hello
more,
I
understand.
I
understand
that
that's
the
kind
of
the
catch
all,
but
are
we
doing
anything
special
to
help
students
who
may
have
special
needs
or
how
are
we
are
we
giving
them
any
one-on-one?
I
mean
what
are
we
doing
in
terms
of
those
ones
as
well?
You're.
G
Actually,
a
little
ahead
of
us
since
we're
just
starting
the
implementation,
but
I
want
to
make
note,
mr
smith,
that
a
student
with
an
iep
what
is
written
within
the
iep
is
a
priority.
Our
special
education
educators
will
be
trained
as
well
in
the
writing
tool.
The
expectations
that
is
actually
colonel
geyer
put
forward
is
that
ability
of
writing
across
so
that
a
student
with
an
iep
or
an
ilab
will
have
that
availability
to
communicate.
F
Thank
you,
mr
chair.
I
just
wanted
to
thank
you
both
for
your
work
on
this.
This
is
extremely
complex
for
the
average
person
to
look
at.
I
didn't
really
begin
to
appreciate
writing
as
a
skill.
Until
I
was
in
my
graduate
courses
and-
and
it
was
very
valuable
to
me,
I
had
a
teacher,
though,
that
when
she
would
return
one
of
your
writing
papers,
you
couldn't
talk
to
her
for
48
hours
because
it
got
emotional.
F
E
I
think
it's
important,
you
know
when
you're
writing
for
different
purposes.
You
know
and
if
you're
writing,
if
I'm
writing
to
convince
you
of
something
right,
you
know
that's
one
style,
I'm
going
to
use
and
I'm
going
to
have
a
certain
tactic.
When
I
do
that,
if
I'm
writing
to
give
you
my
opinion,
that's
going
to
be
different
right,
so
we
need
our
right.
We
need
our
students,
our
scholars
right
to
to
learn
the
art
of
writing
in
these
different
forms.
Right,
you
know,
mel
spoke
about
across
the
curriculum.
You
know.
E
Writing
in
a
science
class
is
very
informational
based
it's
very
and
the
reading
is
informational
based
and
so
that
that
in
and
of
itself
is
challenging,
but
writing
will
help.
Reading
writing
will
help
reading.
C
C
They
go
hand
in
hand
together,
and
I
don't
think
probably
a
lot
of
younger
students
realize
how
important
writing
is
throughout
their
life
in
in
pretty
much
anything
they
do.
You
can
convey
your
ideas.
Well
in
words,
you
you!
That's
that
helps
you
a
lot
in
so
many
different
ways.
I
would
say
in
my
career
as
in
medicine,
I
write
all
the
time
all
the
time
and
you
wouldn't
think.
Oh
no
you're
a
doctor,
you,
you
know,
look
in
people's
ears
or
whatever
no
you're
right.
D
Well,
just
and
in
turn
of
me
asking
that
all
those
questions
is
because
in
fourth
grade
actually,
I
did
have
a
teacher,
miss
rosie,
ladd
and
her
way
of
talking
to
you
was
to
make
you
write
and
then,
when
there
was
a
certain
group
group
of
students
who
had
time
would
not
want
to
always
write,
and
she
would
make
make
us
take
the
time
out
to
write,
but
also
she
also
took
the
time
out
to
iterate
what
we
were.
D
D
So
I
mean
it's
it's
also
in
terms
of
also
where
you
are
at
as
in
how,
when
we
say
in
intaking
of
students
who
may
be
enhanced
out
of
regular
school,
who
may
come
to
speaking
50
words
versus
250
words,
but
all
that
all
that
comes
into
play
in
terms
of
writing,
because
you
not
only
you
have
to
have
that
vocabulary.
But
you
also
have
to
understand
what
you're
writing
and
making
sure
that
you
can
write,
because
writing
is
not
a
skill
that
you
just
come
up
on.
D
E
Both
I
appreciate
it,
mr
fallon,
will
you
come
up
and
marry
don't
go
too
far,
so
what
we
want
to
to
do
today,
as
I
mentioned
not
too
long
ago
today,
the
the
state
lifted
embargo
on
the
c
ready,
nsc
pass
so
that'd
be
reading
and
that'll
be
math
and
that'll
be
science,
okay
and
so
they've
been
working
feverishly
to
pull
together
something
to
be
able
to
share
with
you
this
evening,
based
on
a
preliminary
analysis,
and
so
there
there
is
good
news,
that's
in
here,
but
there's
also.
E
We
know
there's
always
work
to
be
done,
even
though
there
is
good
news,
and
I
and
I'll
mention
this
to
you
in
ela,
I'm
going
to
take
a
little
bit
of
his
thunder,
but
he'll
share
it
again.
So
he'll
get
to
say
it
again,
but
in
ela
is
an
example.
E
Our
scores
are
essentially
past
pre-pandemic
levels:
okay,
in
fact,
sc
ready
and
el
was
a
start
in
2016
and
we
have
scored
the
highest
that
the
district
has
scored
in
ela
since
the
inception
of
the
assessment
in
math
in
math,
we
mentioned
last
year
this
significant
impact
that
we
saw
as
a
result
of
the
pandemic
in
math.
E
We
show
growth
across
grade
levels,
but
we're
not
where
we
need
to
be,
and
even
though,
and
even
though
we
have
scored
the
highest,
that
the
district
has
scored
in
ela.
Okay
in
in
in
this
sc
ready
assessment,
it's
still
not
where
we
want
to
be
right,
but
there
is.
There
are
celebrations
in
here
that
I
think
you're
going
to
get
to
see
today
and
we,
knowing
that
we
all,
have
work
to
continue
to
do
a
lot
of
it.
V
So
good
evening,
mr
chairman,
ladies
and
gentlemen
of
the
board
tonight,
as
dr
rodriguez
mentioned,
we
are
going
to
be
sharing
sc,
ready
and
sc
pass
assessment
data,
but
we're
also
going
to
not
shamelessly
highlight
areas
of
success
and
one
of
those
that
you're
not
going
to
see
in
the
data,
but
we
do
have
to
consider
is
the
hard
work
of
our
educators
over
this
this
this
time
over
our
time.
V
But
as
dr
erdogan
also
mentioned,
we
also
very
very
very
seriously
understand
that
we
have
the
need
for
continued
growth
coming
out
of
this
period
of
interrupted
instruction.
V
So
the
first
part
of
the
presentation,
I'm
going
to
give
you
the
what.
So?
What
are
the
assessments
that
we're
going
to
report?
I'm
going
to
tell
you
what
we're
going
to
go
over
we're
going
to
do
three
data
slides
and
then,
basically,
if
you
just
go
to
the
last
page
of
the
presentation,
it's
everything
you
need
to
know
is
the
pocket
guide
of
what
to
take
from
the
se
ready
and
sc
pass
assessments.
So
this
evening,
sc
ready
that
is
our
statewide
assessment
in
english,
language,
arts
and
mathematics.
V
V
V
We're
going
to
go
over
the
grade
level?
Proficiencies
that's
meets
and
exceeds
we're
only
going
to
do
meats
and
exceeds
that's.
We
determined
that
a
few
years
ago,
on
sc
reading
sc
pass
data,
so
we're
going
to
do
that
by
grade
level.
We're
also
going
to
aggregate
the
proficiency
percentages
by
subgroup
and
then
we're
going
to
take
a
look
at
that
subgroup
proficiency
between
the
years,
19
and
21
and
then
21
and
22
to
see
any
level
of
growth
that
occurred
between
those
subgroups.
V
So
our
first
set
of
data
is
the
longitudinal
proficiency
percentages.
That
is
really
small.
V
Line
for
line
line
for
line,
not
a
problem-
all
you
have
to
do
is
look
at
the
color.
The
color
is
good.
Green
is
good.
So
what
we're
looking
at
is
grades
three
through
eight,
as
this
data
is
broken
down
by
grade
level,
it
is
reporting
beaufort,
county
data,
as
well
as
the
state
of
south
carolina.
V
What
you
will
notice
is,
as
dr
dr
rodriguez
mentioned
in
2022
every
grade
level.
Every
subject
is
at
or
above
the
state
the
state
levels
of
proficiency.
Again,
as
dr
rodriguez
mentioned,
we're
not
stopping
there.
We
realize
there's
still
work
to
be
done,
but
coming
out
of
what
the
two-year
period
that
we've
had.
That
is
a
success,
so
in
ela
all
grade
levels
are
at
or
above
the
state.
V
These
are
also
the
highest
proficiency
levels
since
the
inception
of
sc
ready
in
2016,
with
the
exception
of
seventh
grade,
it's
half
of
a
percentage
point
away
from
its
its
highest
rank,
which
is
in
2021.
V
The
two
grade
levels
that
did
not
show
improvement
last
year
were
grades
four
and
eight
and
there's
actually
a
recent
article
released
at
the
end
of
last
week,
coming
from
the
national
center
for
educational
statistics,
they
report
on
our
nape
data,
which
is
a
national
assessment
given
to
fourth
and
eighth
graders.
V
So
that
report
titled
sobering
picture
of
pandemic
education
reading
and
math
scores
dropped
sharply.
They've
only
reported
on
nine-year-olds
those
are
fourth
graders
and
that
data
shows
abroad.
A
seven
percentage
point
decrease
for
the
first
time
in
the
history
of
nate,
bringing
the
nation
in
the
nation's
report
card
to
a
30-year
low
on
mathematics
course.
V
So
I
just
wanted
to
point
out
that
this
is
a
a
great
thing
that
and
there's
more
information
coming
from
the
national
education
statistics,
but
they're
their
first
glance
through
the
data
is
showing
that
it,
it
is
impactful
to
everyone,
there's
no
areas
that
were
left
untouched
by
this.
E
The
secretary
of
education
reported
that
there
are
that
that
in
math
wiped
out
several
decades
decades,
several
decades
of
achievement
in
math
and
that's
that's-
that's
a
hole
that
the
nation
has
to
crawl
out
of,
and
you
know
we're
no
exception.
You
see
it
here.
V
And
then,
finally,
in
science,
both
grades
are
higher
than
the
state
average.
Four
and
six
both
grades
did
improve
over
the
prior
year
and
grade.
Six
is
nearly
at
pre-pandemic
levels
of
proficiency.
V
Moving
on,
we
get
to
a
longitudinal
subgroup.
This
is
by
proficiency.
This
is
aggregated.
So
when
you
see
all
students-
or
you
see
hispanic
latino
students,
that's
all
students
in
grades
three
through
eight
combined
into
one
metric.
That
is
to
help
not
one
for
consumption,
but
also
for
time.
If
we
reported
this
by
grade
level,
there'd
be
252
data
elements
to
go
through,
and
it's
a
little
much
to
consume
at
eight
o'clock
at
night.
So
what
we
do.
What
we
have
here
is
the
same
exact
data.
V
It's
just
broken
down
by
our
reporting
demographic.
So
we
have
beaufort
county
school
district,
all
students,
we
see
2019
2021,
2022
and
english
language
arts.
We
also
break
that
down
into
hispanic
latino
students,
african-american
white
students,
students
with
disabilities,
multilingual
learners
and
then
pupils
in
poverty.
That
would
what
you
would
call
socioeconomically
disadvantaged.
The
new
term
is
pupils
and
poverty.
V
the
all
students
that
row
will
never
be
highlighted
green
because
that's
the
comparative.
That's
the
comparison
group
so
to
work
our
way
through
the
the
data
2019
to
2021
change
in
percent.
Mute
succeeds
for
that
that
three
year
period
or
two
test
cycles
with
a
pandemic
in
between
beefster
county
school
district,
all
students
lost
roughly
2200
of
a
percentage
point
in
proficiency.
V
African-American
students
lost
five
tenths
caucasian
students,
1.6
1.16
students
with
disabilities
grew
2.9
percentage
points,
multi-ml
learners
lost
two
points
and
then
pupils
in
poverty.
Basically,
they
gained
one
point.
So
it's
green
if
it
is
less
of
a
loss
or
more
of
a
game
compared
to
the
all
students
that
make
sense.
V
On
the
chart
and
when
we
look
over
to
ela
when
we
look
at
2122
and
the
only
area
in
these
three
subject,
areas
between
21
and
22,
that
did
not
have
growth
as
our
students
with
disabilities
inside
of
english
language
arts,
they
did
lose
two
tenths
of
a
point.
All
other
subgroups
did
grow
if
it's
not
highlighted
it
just
didn't
meet
or
exceed
the
all
student
growth,
so
the
growth
is
still
there.
The
growth
is
still
good.
V
V
And
then
finally,
math
science,
the
all
students,
grew
roughly
six
points.
All
other
groups
grew
as
well
with
african-american
caucasian
and
students
with
disabilities
outgrowing,
the
all
students.
A
F
V
E
E
F
W
V
Just
kind
of
quick
yeah
I've
got
my
phone,
so
the
final
slide.
What
have
we
learned?
It's
a
lot
and
I
will
go
over
it
quickly,
but
beaufort
county
split
is
experiencing
a
period
of
academic
recovery.
So
when
we
highlight
english
language
arts
again
all
grade
level
proficiency
percentages
are
back
to
prepayment
rates.
With
the
exception
of
grade
seven,
it's
only
half
of
a
percentage
point
away.
So
we
could,
we
could
say
we're
at
that
level
once
again,
ela
percentages
are
the
highest
again
grade.
V
Seven
is
the
only
one
the
highest
scores
we've
had
since
2016.
V
all
scores
are
equal
to
or
greater
than
the
state
22
to
2022
eli
scores
are
greater
than
scores
in
2019
and
all
grades
except
seven,
which
is
showing
just
slightly
slower
growth
and
all
subgroups
showed
growth.
With
the
exception
of
students
with
disabilities.
We
covered
that
on
that
slide,
but
all
showing
growth
between
2019
and
2021.
V
V
All
subgroups
showed
growth
between
21
and
22
assessment
administrations
and
finally,
science
scores
reflect
very
similar
trends
as
mathematics.
Both
grade
levels
are
above
the
state
percentages.
We
have
increased
over
2021.
We
have
not
quite
rebounded
to
the
2019
percentages
of
proficiency
and
all
subgroups
showed
growth
between
the
21
and
22
assessment.
K
Time
for
and
comments,
thank
you
so
much
for
that
information.
It
was
a
little
tough
on
the
neck
to
see
everything,
so
I
will
probably
get
into
a
little
bit
more,
but
it
kind
of
tied
in
I
was
actually.
I
was
over
at
the
high
school
picking
my
son
up
from
school
this
week
and
while
I
was
waiting,
I
ran
into
the
principal
and
I
was
going
to
send
you
an
email
and
say
as
a
compliment
to
mr
shidrick
and
to
the
school
as
well,
but
the
energy
in
the
schools
is
so
much
different.
K
This
year
than
last
year
I
had
a
ninth
grader
and
it
was
going
to
school.
It
was
a
slog
and
everyone
seemed
depressed
and
it
just
seemed
the
energy
was
low
and
my
son
was
a
ninth
grader.
He
was
in
honors
classes.
He
said
mom,
80,
plus
percent
of
the
kids,
don't
care
they
don't
want
to
be
here.
You
know,
that's
the
the
energy
I
had
last
year
and
it
was
so
noticeably
different.
Of
course,
it's
the
beginning
of
school
year.
What
I
think,
what
I
would
like
to
say.
K
I
do
think
I
was
going
to
say
this
in
my
email.
I
think
we
are
in
a
period
of
strong
academic
recovery.
I
feel
like
we
had
a
dip
and
like,
unlike
some
of
the
other
districts
around
the
nation,
I
do
feel
like
beaufort
county
is
experiencing
a
much
better
rebound
because
I
have
friends
who
have
kids
in
school
and
who
are
on
school
boards
all
over
the
united
states
and
they're
not
having
the
same
academic
rebound.
K
So
I
want
to
say
I
think
these
numbers
I
haven't,
really
gotten
a
chance
to
look
into
them,
but
I
concur
with
your
assessment
that
we're
in
a
period
of
academic
recovery
and
one
of
the
things
that
really
struck
me
that
I
think
nationwide
this
public
school
district
is
going
to
public
schools
are
going
to
have
to
grapple
with
kids,
no
longer
see
school
as
important.
They're
like
it
wasn't
important
for
two
years.
We
could
stay
home
and
be
in
our
bedrooms.
We
could.
K
You
know
there
was
none
of
that
sense
of
purpose,
and
so
I
read
a
great
article
that
said
what
public
schools
need
to
do.
Is
they
need
to
reconnect
kids
to
their?
Why?
Why
are
you
learning
to
write?
You
know?
Even
if
you're
a
doctor,
you
still
need
to
write.
Why
are
you
learning
math?
It's
even
if
you're
a
plumber
you're
going
to
need
to
know
math,
you
don't
have
to
be
a
physicist
to
take.
You
know
algebra,
so
I
think
that's
something
that
we
have
done
a
good
job
on.
K
Obviously,
we
need
a
lot
more
work.
Another
number
that
I
am
interested
in
is
the
graduation
rate,
because
I
am
concerned
about
that.
As
the
last
couple
of
grades
came
to
graduation
and
didn't
have
the
opportunity
for
academic
recovery,
so
I
don't
want
to
applaud
these
numbers
at
this
point.
They're
too
new,
but
I
do
want
to
strongly
say-
and
this
was
already
on
me
that
I
wanted
to
say
this-
I
do
feel
like
beaufort
county-
is
in
a
strong
academic
recovery
mode.
So
thank
you
for
the
numbers.
C
Thank
you,
daniel
question,
so
once
these
are,
these
are
not
embargoed
anymore.
Is
there
a
access
to
other
school
districts?
Is
that
published
somewhere?
So
in
other
words,
can
we
look
up
horry,
county
or
greenville
or
yeah,
so.
V
Up
until
12
30
this
afternoon,
there
were
no
excel
files
or
no
easily
consumable
data
in
a
an
embargoed
or
non-embargo
sense,
so
that
would
have
been
combing
through
websites
and
and
writing
numbers
down.
Now
that
data
is
out
yes,
we
we
have
preliminary
looked
at
some
some
districts,
but
yes,
it's
much
easier
now
for
us
to
go
in
and
start
slicing
apart
data,
so
we
can
go
back
and
tell
the
instructional
people.
What
are
we
looking
at
when
we
get
to
the
content
coordinators?
We
can
get
everybody
going.
V
So
yes
that
that
analysis
is
to
come.
The
first
was,
let's
take
care
of
our
own
stuff,
get
it
reported,
get
it
out
and
then
we
can
start
really
digging
in
and
have
the
instructional
conversations
in
isd.
V
Yeah
you
have
to
go
to
different
sites,
or
so,
if
you
go
to
ed.sc.gov,
it
should
be
on
the
top
right
hand,
corner
you'll,
see
data.
If
you
click
on
data,
there's
assessment
results
after
assessment
results,
sc,
ready,
sepass,
and
then
it
goes
into
the
actual
data.
I.
E
Do
think
that's
important
to
note
that
when
you
go
there
it
it
doesn't
it's
not
as
it's
not
as
accurate
or
as
simple
as
picking
out
any
any
school
district
and
then
looking
at
it
and
then
saying.
Oh,
let
me
compare
that
to
this
other
school
district
right,
because
there
are
multiple
factors
that
that
distinguish
school
districts
from
one
another.
E
You
might
have
a
school
district
like
ours,
which
is
approaching
57
percent
students
of
poverty,
and
you
might
have
one
with
20
students
of
poverty
right,
and
so
you
that's
not
the
same
comparison,
particularly
when
you're
on
the
heat.
E
There
is
a
significant
difference
in
the
impact
of
the
pandemic
that
we're
already
seeing
you
know
and
and
graduation
rates
and
other
things
like
that
are
also
lagging
indicators.
E
Where
you
know,
maybe
we
didn't
see
the
initial
effect
of
the
pandemic
in
last
year
numbers
or
what
have
you,
but
as
those
students
move
through
there
are
some
some
lagging
effects
that
you
can
see
as
a
result
of
of
the
pandemic.
So
I
mean
one
other
variable.
You
know
when
you
look
at
2021
data.
E
The
state
removes
stipulation
on
how
many
students
you
test
right
now
we
tested
almost
all
of
our
students
right.
We
were
over
just
over
90
percent
of
our
students
that
actually
came
in
to
take
a
test
during
that
year,
but
there
are
many
many
districts
who
didn't
hit
that
number,
but
you're
not
going
to
find
that
when
you're
looking
at
it.
So
when
you
look
at
those
comparisons,
it's
it's
not
that
easy,
but
it's
still
good
to
look
and
poke
around.
Yes,.
C
V
Not
full
disclosure,
so
beaufort
county
we
tested
91.4
percent
of
our
population
in
in
2021.
The
state
average
was
87.9.
E
O
O
J
Why
do
you
think
seventh
grade
is
much
slower?
What
what
would
I
have
come
up
with
an
answer
for
that.
E
All
those
you
know,
dr
stratus,
will
share
some
insights
on
that,
maybe
a
bit
that
all
of
the
those
tidbits
of
things
are
things
that
we
have
to
dig
into
and
dig
into
with
our
schools.
It
can
be.
E
Any
multiple
layer
of
reasons
you
know,
but
but
those
are
things
that
we
have
to
dig
into
you
know
if
we
want
to
keep
moving
yeah
right,
you
have
to
you,
have
to
keep
lifting
these
rocks
up
and
seeing
what's
underneath
it
and
what's
causing
different
things,
you
know
every
every
time.
Every
time
you
get
data,
whether
it's
diagnostic
data,
whether
it's
this
kind
of
data,
you
have
to
keep
digging
and
lifting
the
rocks
up.
So
you
can,
you
can
see
mary.
Is
there
something
you
wanted
to
add
to
that.
G
If
you
think
of
the
standards
as
a
step
curriculum
that
step
from
sixth
to
seventh
grade
is
a
little
larger
step,
so
you
have
two
factors
that
happen:
there's
a
larger
jump
and
that
we
don't
have
a
spiral
curriculum
where
things
get
it's
a
bigger
step
for
the
students.
So
there's
a
there's,
a
little
more
complexity
as
well.
E
S
Yes,
you
kind
of
answered
it
and
you
know
when
you
think
about
seventh
graders,
then
in
the
middle
of
the
middle
school
you
gotta
think
about
social
aspects
of
that
too
they're
comfortable
enough
to
not
do
a
whole
lot,
because
they're
gonna
be
the
big
dogs
in
the
eighth
grade,
so
that
don't
drive
them
too
much
for
the
incentive
but
test
score
exposed.
But
eighth
graders
got
a
different
incentive.
They're
going
to
get
a
ninth
grade.
They're
gonna
carry
a
good
record
to
the
ninth
grade,
so
they
dig
in
a
little
deeper.
W
D
D
D
I
guess
chase
down
just
to
to
get
the
photo,
but
so
I
just
want
to
understand
how
what's
the
process
of
the
of
of
what
we
do
with
those
folders
and
also
once
once
once
the
information
is
voted
public
that
then,
that
information
is,
I
mean
once
and
once
it's
voted
on,
that
information
is
public,
so
I
just
want
to
talk
about
that
process,
because
that
has
been
a
product.
That's
been
something:
what
is
the
process
of
executing
information?
The
executive
session
information?
D
W
G
W
Ahead
hi
good
evening,
mr
chairman
board
members,
dr
rodriguez
and
staff,
thanks
for
giving
me
a
chance
to
speak
tonight,
I'd
have
to
say
it's
great
to
hear
some
great
news
from
you
in
regards
to
everything,
that's
passed
tonight
and
information
and
testing,
and
for
that
I'd
like
to
to
say
thank
you
as
a
parent.
I
can
appreciate
the
hard
work.
That's
that's
being
done
to
to
get
the
results
that
you're
you're
aiming
for
one.
W
Other
quick
question
is,
if
it's
possible
for
you
to
maybe
revisit
my
comments
previously
regarding
the
protection
of
people's
rights.
Amendment
that's
20
u.s
code,
1232h,
it's
come
to
my
attention
this
year
already,
my
son
has
been
asked
to
sign
two
different
documents
without
me
being
present
and
while
they
may
be
irrelevant
to
some
people,
this
is
a
bad
habit
of
to
have
a
minor
child
signing
documents
without
parental
consent.
W
And
if,
if
you
could
please
look
into
letting
your
principals
know,
the
teachers
know
that
if
there's
something
has
to
be
signed
by
a
parent,
they
shouldn't
really
tell
the
students
to
sign
it
in
advance.
W
Last
thing
would
be
looking
into
adopting,
possibly
a
restricted
student
cell
phone
policy.
If
there
isn't
one
already
in
place,
I
think
that's
kind
of
a
little
bit
of
a
distraction
for
for
some
of
the
students,
and
I
know
it's
distracting
for
some
of
the
teachers
and
last
but
not
least,
any
chance.