►
Description
Agenda
5:00 pm Call to Order
• Pledge of Allegiance
• Approval of Agenda
• Public Comments
• Approval of the March 30, 2022 Committee Meeting Minutes
• AR Update IS.4
• Library Update
• Textbook Adoption for 2022-2023 School Year
• Discussion of Future Topics
Adjournment
A
C
A
She's
in
sorry,
okay,
ready
all
right
good
evening.
Welcome
to
the
meeting
of
the
beaufort
county
board
of
education
academics.
Committee
meeting
today
is
may
4th
and
we
are
county
channel-
is
broadcasting
this
meeting.
So
at
this
time,
request
for
public
comment
would
be
accepted
between
three
and
three
thirty.
That
time
is
now,
so
it
doesn't
make
sense
for
me
to
make
that
statement
at
this
time.
At
this
time
I
need
a
oh
first,
we're
gonna
stand
for
the
pledge
of
allega.
A
A
C
A
4
0.
robin
do
we
have
any
public
comments?
Okay,
prior
to
moving
into
the
approval
of
the
committee
meeting
minutes,
I
would
like
to
take
a
top
take
a
minute
to
identify
the
members
of
the
room.
We
have
committee
member
angela
middleton
committee
member
mel
campbell
committee
member,
dick
geyer
middle
committee,
member
kathy
robin
liaison
isd
specialist,
dr
mary
strattos,
legal
wendy,
cartilage
and
julian
julian
roland
and
board
member
trisha,
fidget,
okay,
so.
A
The
agenda
and,
of
course,
robin
fishing
here,
do
you
have
one
member
online
david's
online?
Oh,
did
not
see
that
and
online.
We
have
david
schribinger
anyone
else,
and
then
you
have
the
staff
from
isd.
Okay
and
they'll
be
introduced
as
we
move
through
the
agenda.
Thank
you
and
realize
david
is
there.
So
next
on
the
agenda
is
approval
of
the
march
30th
committee
meeting
minutes.
A
A
Good
afternoon
board
members,
this
administrative
regulation,
administrative
regulation,
is-4
school
year,
calendar.
We
have
made
a
brief
revision
to
it.
To
cite
the
statute
in
the
south
carolina
laws
59
this
education
statute
to
include
item
number
six
you'll
see
on
page
two
of
the
event
days
election
days
in
november
of
each
even
numbered
year.
So
we
wanted
to
clarify
that
for
everybody
and
then
we
added
in
our
new
coherent
governance
manual
policies.
A
A
Right,
thank
you.
Okay,
all
right.
Moving
on
dr
stratos.
Thank
you
very
much.
Thank
you.
Thank
you
and
thank
you,
mrs
robot.
This
evening
we
have
to
make
presentations
from
instructional
services
division,
we'll
first
start
with
colleen
beckham
and
aida
and
lynn
sunday
colleen
is
our
director
for
educational
technology
you're
familiar
with
her
work.
Anne
is
a
tech
coach
and
a
former
librarian
and
lynn.
Sunday
is
a
school
librarian,
as
well
as
as
a
teacher
of
the
year.
So
what
that
is
beckenbarsky.
F
Good
evening,
thank
you
for
having
us
tonight
to
share
with
you
about
our
incredible
school
libraries
and
librarians,
and
we
are
going
to
jump
right
in
in
the
you
know.
For
our
time
sake,
I
wanted
to
start
off
just
with
some
quick
nomenclature
here,
so
we
have
had
a
lot
of
different
position:
titles
for
a
school
librarian
versus
a
media
specialist,
some
places
call
them
library,
information
specialists.
F
So
I
just
wanted
to
make
sure
that
we
all
are
aware
that,
in
january
of
2010,
that
the
ala,
the
american
library
association
did
formally
adopt
the
position
title
of
a
school
librarian
and
part
of
that
adoption
of
that
title
was
that
over
the
course
of
many
years
that
they
were
going
to
start
with
their
state
groups
to
start
to
change
that
language.
So
we
saw
within
the
past
three
to
five
years.
F
South
carolina
has
begun
to
shift
that
language
from
a
media
specialist
over
to
a
school
librarian
and
in
their
documentation
on
their
website.
So
you'll
you'll
see
us
even
accidentally,
switch
between
the
two
just
because
of
that
shift,
but
we
will
reference
them
as
school
librarians
throughout
the
presentation
and
moving
forward.
So
there
is
some
documentation
there
as
well
for
you
to
look
at
yourself,
so
I'm
robin
if
you'll
move
on
and
dr
stratus
did.
You
want
to
share
about
this
one
before
I
move
on
this?
Is
your
video.
A
A
And
what
we're
seeking
is
an
integrated
integrative
approach.
We
recognize
that
our
school
libraries
are
repository
of
knowledge,
but
we
also
recognize
their
repository
electronically,
creativity
and
growth.
What
we're
trying
to
create,
as
we
go
forward
with
this
presentation,
you'll
hear
a
little
more,
is
setting
up
a
standard
for
our
school
system
of
expectations
that
we're
returning
the
pages
within
the
21st
century.
So
with
that,
ms
comey,
thank
you.
Yes,
ma'am.
F
So,
throughout
our
presentation,
you'll
hear
us
reference,
the
aafl
and
robin
you
can
move
to
the
next
slide.
The
aasl
is
a
division
of
the
american
library
association.
The
american
association
for
school
librarians
is
the
division
that
really
focuses
on
k-12
instruction
and
the
the
defining
the
future
of
what
it
looks
like
in
a
school.
F
F
If
you
go
ahead
and
move
on.
The
other
thing
that
asa
aasl
really
establishes
for
us
is
the
common
beliefs,
and
this
is
really
that
central
ideas
to
the
profession.
This
is
that
foundation
that
our
school
librarians
use
in
their
everyday
work.
So
you'll
see
that
these
six
common
beliefs
will
drive
the
rest
of
our
presentation.
F
We
took
these
six
beliefs
as
that
foundation
surveyed
our
staff
and
are
able
to
kind
of
see
where
we
measure
up
against
each
of
those.
So
if
you
move
to
the
next
I'll
explain
sort
of
our
survey,
so
we
surveyed
school
librarians
and
teachers
and
administrators,
we
had
111
submissions
that
came
in,
which
is
awesome.
I
was
really
thrilled
to
see
that
there's
a
lot
of
data
in
here.
F
I
wanted
you
to
have
it
all
we're
not
going
to
go
through
every
single
one,
but
I
do
want
we're
going
to
highlight
some
specific
ones
where
you
see
the
book.
That
means
the
school
librarian
was
asked
that
question
and
where
you
see
an
apple,
that
means
a
teacher
and
administrator
was
asked
that
question.
So
you
have
a
gauge
of
what
goes
on
through
here,
so
that
first,
common
belief
from
the
asl
is
the
school
library
is
a
unique
and
essential
part
of
the
learning
community.
F
The
definition
that
you
have
there
is
straight
from
the
asl
so
that
they
can
kind
of
articulate
what
exactly
that
means,
and
the
main
focus
in
here
is
access
providing
access
to
the
school
library.
So
if
you
move
on
through
you'll,
see
kind
of
where
we've
measured
up
so
this
first
one
just
speaks
about
allowing
kids
to
kind
of
naturally
drop
in
when
they
need
a
book.
It's
that
flex
time
for
them
to
come
in
the
next
one
focuses
on
scheduled
visits.
F
So
when
a
class
comes
in
for
a
scheduled
time
a
lot
of
times,
we
will
see
a
fixed
schedule
more
in
an
elementary
school
where
they're
on
a
rotation
and
the
kids
come
in.
Read
a
book,
get
a
book
versus
a
high
school
who
might
have
a
more
flex
schedule
where
they
come
in
at
a
specific
time
for
research
or
around
a
certain
content
area
that
needs
some
of
that
support.
F
This
one
is
just
kind
of
captures
when
the
library
is
used
for
multiple
different
things,
so
that
you'll
hear
us
talk
about
the
need
for
flexible
space,
and
this
really
shows
that
the
need
for
that
so
ron.
If
you'll
move
on
to
13
that
highlights
our
next
area,
which
we're
going
to
spend
a
little
extra
time
on
I'm
going
to
kick
over
to
lynn.
This
really
talks
about
our
staff
and
having
qualified
school
librarians
in
the
libraries.
F
So
the
next
slide.
There
will
just
show
you
that
in
the
state
of
south
carolina,
our
state
board
regulation
does
enforce
that
they
are
a
certified
school
librarian
that
they
are
certified
in
the
area
and
then
it
builds
out
some
ratios
for
us
for
staffing.
So
we
have
a
guidance
for
how
many
p
kids
a
ratio
to
a
school
librarian,
and
then
you
can
go
ahead
and
move
to
slide
16
for
links.
E
Good
evening,
I'm
going
to
talk
to
you
a
little
bit
about
the
changing
role
of
a
school
librarian.
So
these
are
our
major
roles.
As
a
leader,
a
teacher
community
partner
technology
specialist
and
my
favorite,
we
drive
literacy
within
our
school,
so
in
the
leadership
department,
being
a
librarian
is
really
a
leadership
role
within
the
school,
and
we
assist
with
leadership
planning
out
our
yearly
monthly
planning.
We
collaborate
with
teachers,
our
school
improvement
plans.
E
We
are
extremely
integral
with
the
social
media
we
web
do
our
website
and
school
events
are
always
right
up
our
alley.
A
lot
of
us
want
to
focus
in
on
our
school
choice,
focus
in
with
our
media
center
lessons
when
the
students
come
for
those
lessons
throughout
the
year.
One
of
our
main
priorities
is
to
be
the
voice
of
our
school
online
and
we've
got
to
be
willing
to
find
answers
for
others.
Most
people
come
to
the
school
librarian
for
all
those
questions
that
they
have
no
idea.
E
And
as
a
teacher,
we
collaborate
with
all
grade
levels.
We
have
to
know
all
content
areas.
We
need
to
be
a
lead
teacher
among
our
peers,
one
of
my
favorite
things.
We
get
to
share
instructional
strategies
with
teachers,
different
ideas,
different
resources
and
help
them
as
they're
developing
lesson
plans.
E
We
need
to
know
of
a
wealth
of
resources
for
both
our
teachers
and
our
students,
and
we
have
to
continue
our
professional
development
to
be
ahead
in
our
field.
We
also
need
to
effectively
run
a
classroom
because
we
teach
all
of
the
students
in
the
school
and
we
want
to
work
on
literacy
skills,
to
aid,
our
students,
comprehension
with
their
lessons
and
also
integrate
technology
sharing,
new
resources
both
to
students
and
to
teachers
and
training
them
on
those
new
resources.
E
As
a
community
partner,
we
want
to
work
with
our
volunteers.
Often
the
media
center
library
is
the
first
place.
Those
volunteers
come
in
the
school,
so
we
welcome
them.
We
usually
host
things
we
kind
of
have
that
informational
outlet
between
our
community
and
our
school
and
help
give
information
back
and
forth
to
our
parents
and
our
community.
E
E
As
a
technology
specialist,
we
are
asked
to
share
those
technology
resources
again,
not
only
with
students
but
with
staff
members
too,
and
help
train
them
and
help
them
with
any
information
they
need
and
technology
issues.
We
have
to
troubleshoot
a
good
bit
from
time
to
time.
We
also
help
with
rollout
collection
of
devices
and
sometimes
with
different
purchases
and
needs
of
the
school
figuring.
Those
out
and
ordering
the
correct
thing
to
meet
the
needs
of
your
school
makerspace
is
a
fun
area
for
our
students
to
get
hands-on
and
enjoy
that
collaborative
time
working
together.
E
This
is
my
favorite.
We
get
to
drive
literacy,
so
our
most
vital
and
foundational
role
is
to
build
a
collection
that
represents
all
learners
in
our
school.
We
want
to
allow
the
students
and
the
staff
to
have
a
voice
in
what
our
collection
looks
like
and
the
things
that
are
available
for
them.
We
love
sharing
book
talks
and
getting
students
and
teachers
interested
in
all
different
books,
things
they
might
not
have
picked
up
on
their
own.
E
We
assist
in
book
selection.
That's
one
of
the
things
we
drop,
what
we're
doing
and
help
people
find
that
right
book
and
share
that
passion
and
importance
of
literacy.
We
also
work
with
the
county
library
program.
We've
been
doing
that
really
well
these
past
five
years
to
help
bridge
that
gap
with
summer
reading,
and
it's
our
job
to
create
those
lessons
and
fun
contests
to
build
that
student
interest.
F
So
I
do
want
to
mention
about
our
library
assistants,
so
this
captures
the
library
assistance
that
we
have
in
our
buildings
and
really
what
they
really
help
us
to
do.
And
if
you
move
to
the
next
one
you'll
see
sort
of
how
their
days
are
spent,
but
they
are
really
vital
in
helping
to
promote
some
of
that
flexibility.
F
F
This
is
focusing
on
our
collections
and
our
digital
resources
and
our
print
materials
and
all
of
the
library
resources
that
we
do
have
in
our
school.
Libraries
and
aida
works
very
heavily
in
two
primary
systems
for
our
school
librarians,
our
fall
at
destiny,
technology
management
system
and
then
our
soraa
e-book
platform.
So
she's
going
to
share
with
you
the
information
around
our
collections
and
our
library,
resources.
B
Hi,
I
just
wanted
to
take
a
minute
to
kind
of
introduce
these
two
primary
ways
that
our
school
libraries
provide
our
students
and
our
employees
with
books.
Fallout
destiny
is
our
main
cataloging
and
circulation
system.
So
it's
used
for
physical
materials
that
you
would
traditionally
find
on
the
shelves.
The
school
library,
books,
dvds,
headphones
equipment,
all
of
those
kinds
of
things
very
similar
to
the
way
the
public
library
would
use
a
different
program
to
circulate
items
in
and
out.
Soraa
is
a
shared
district-wide,
catalog
of
specifically
e-books
audiobooks
and
digital
magazines
or
periodicals.
B
This
is
organized
a
little
bit
differently
and
that
we
have
one
common
collection
for
the
whole
district
to
use
where
a
spotlight
destiny
is
a
little
more
site-based.
The
numbers
at
the
bottom
show
circulation
numbers
for
each
of
those
resources
from
the
beginning
of
august
of
this
year
to
just
the
very
end
of
april.
I
wanted
to
note
a
couple
of
things
here
that
you'll
probably
notice
just
looking
at
the
numbers
here,
so
elementary
school
circulation
tends
to
be
much
higher
across
the
board
than
any
other
grade
level
band.
B
B
B
So,
first,
these
books
are
shared
district-wide
all
20
000,
plus
students
are
kind
of
competing
for
the
same
books,
so
to
speak,
so
they
do
circulate
much
like
a
print
book
in
that
only
one
student
can
access
each
book
at
a
time.
So
when
you're
sharing
those
among
20
000
students,
instead
of
a
couple
hundred
there's
typically
gonna,
be
a
little
more
waiting
period,
sometimes
they
have
to
place
a
hold
and
wait
for
their
turn
for
the
book,
we've
also
only
been
building
the
soraa
collection
for
about
11
years.
B
It's
very
publisher,
driven
some
publishers
have
rules
that
a
book
can
only
circulate
for
26
individual
checkouts
before
a
library
would
have
to
purchase
another
copy
of
that
book
if
they
wanted
to
keep
using
it.
It's
not
my
favorite
setup,
but
it's
just
the
way.
Ebook
the
ebook
industry
works
in
general,
so
just
wanted
to
explain
that
as
a
possible
difference
there.
B
If
we
go
to
the
next
slide,
the
linked
document
at
the
top
of
the
page
is
the
south
carolina
standards
for
school
library
collections,
and
this
is
pretty
much
the
guiding
document
for
school
library
collection,
development
in
south
carolina.
It
gives
some
general
guidelines
for
the
types
and
number
of
resources
that
each
school
library
should
have.
I
just
wanted
to
know.
The
document
we
have
linked
here
is
the
2012
version.
Technically
it
was
updated
in
2016,
but
that
version
is
not
yet
posted
on
the
scde
website,
so
we
included
screenshots
from
the
2012
version.
B
B
So,
if
you
look
at
the
top
of
the
page
in
the
colored
bars,
you
can
see
that
they've
outlined
kind
of
different
parameters
for
what
they've
termed
either
at-risk
basic
or
exemplary
libraries.
The
whole
top
section
covers
just
a
basic
criteria
of
the
sheer
number
of
fiction
and
non-fiction
books
that
a
library
should
have
at
minimum.
They
recommend
11
books
per
student,
but
ideally
13
or
15
to
be
considered
exemplary.
B
Now
I
just
want
to
note
here.
The
number
of
books
per
student
is
a
valuable
goal
to
reach
for,
but
it's
equally
important
that
the
resources
in
a
library
be
accurate
and
current.
So
for
that
reason,
at
the
bottom
of
the
document
they
outlined
some
basic
guidelines
for
how
old
the
books
in
a
collection
should
be
on
average.
So
if
you
look
at
the
very
bottom
right
corner,
you'll
see
that
for
an
exemplary
library
collection,
they
recommend
that
the
books
have
a
average
copyright
date
of
no
more
than
11
years
from
the
current
date.
B
If
you
look
above
that
section,
you
can
see
that
there
are
even
different
guidelines
for
different
sections
of
the
library,
so
for
an
exemplary,
exemplary
library.
They
recommend
that
the
average
age
of
the
fiction
books
be
no
more
than
15
years
old
and
for
non-fiction.
That
number
drops
way
down
to
five
years
old.
That
makes
sense,
if
you
think
about
it,
when
students
are
using
non-fiction
books
to
learn
about
science
or
medicine
or
engineering
or
any
field
that
changes
rapidly,
you
want
to
make
sure
they're
reading
current
and
accurate
information.
B
So
in
essence
maintaining
the
currency
and
accuracy
of
a
collection
is
done
in
a
couple
of
ways,
one
by
adding
new
materials
when
needed,
but
also
a
very
misunderstood
part
of
collection.
Development
is
called
weeding,
which
is
essentially
removing
old,
damaged
or
inaccurate
materials
from
library
shelves.
Just
like
you
would
do
when
you
weed
a
garden.
That's
why
it's
called
eating.
So
this
needs
to
be
done
regularly
to
bring
up
the
average
age
of
the
collection.
B
Another
section
of
the
standards
document
discusses
periodicals,
like
magazines,
newspapers
or
academic
journals.
This
screenshot
shows
the
recommendation
for
9th
through
12th
grade
schools.
The
state
library
provides
online
access
to
a
number
of
periodicals
via
their
sc
discus
service,
which
is
available
to
all
south
carolina
residents,
including
students.
This
can
count
for
up
to
50
percent
of
the
quotas
listed
here.
Of
course,
many
schools
supplement
that
by
purchasing
print
magazine
subscriptions
that
they
make
available
for
in
library
use,
and
we
also
have
a
number
of
magazines
through
sora.
B
The
great
thing
about
the
store
magazines
is
that,
unlike
the
books,
those
aren't
limited
to
one
checkout
per
book
at
a
time.
These
are
more
of
a
subscription
model,
so,
in
theory,
all
of
our
students
could
check
out
the
time
magazine
for
kids
at
the
same
time
if
they
wanted
to
and
we're
also
able
to
kind
of
limit
which
magazine
students
have
access
to
based
on
their
grade
level.
So
if
you
see
more
details
about
that,
you
can
access
that
link
at
the
bottom,
all
right.
B
Moving
on
to
the
next
slide,
when
we
asked
our
librarians
and
staff
about
the
accessibility
of
oh
wait,
I'm
sorry,
I
skipped
a
slide
when
we
told
our
librarians
and
staff.
Most
of
them
agreed
that
our
libraries
were
doing
a
good
job
of
encouraging
independent
reading
libraries
play
kind
of
a
unique
role
in
literacy
development,
because
our
books
aren't
typically
used
as
a
specific
assignment
or
with
a
specific
associated
grade
with
library
books.
B
If
you
go
down
to
the
next
page,
we
also
asked
our
librarians
and
staff
about
the
accessibility
of
their
library
collections,
which
just
addresses
whether
or
not
our
libraries
are
meeting
the
needs
of
diverse
learners.
With
a
broad
range
of
learning
styles
reading
levels,
languages,
disabilities,
ebooks,
are
really
helping
us
with
meeting
the
needs
of
students
with
specifically
visual
disabilities.
B
They
have
some
built-in
accessibility
changes
that
a
regular
print
book
wouldn't
have.
You
can
increase
the
font
size?
You
can
choose
a
dyslexic
friendly
font.
You
can
choose
a
high
contrast
mode
to
read
your
book
in
there's,
also
a
number
of
digital
audio
books
in
there
as
well.
Can
you
move
on
to
the
next
page,
please?
B
So
our
next
question,
I
think,
identified
a
potential
area
of
growth
for
us.
We
just
asked
whether
or
not
our
libraries
motivated
students
to
read
through
creative
programming
like
book
talks
displays
and
author
visits
results
were
still
generally
positive,
but
just
a
little
less
enthusiastic.
On
this
particular
question.
I
do
anticipate
this
kind
of
growing,
naturally,
as
we
return
to
a
sort
of
postcode
normal
when
we're
able
to
get
in
authors
and
have
those
like
big
programs
that
we
have.
F
So
our
number
five
common
belief
is
the
intellectual
freedom
of
every
learner's
rights.
So
if
you
see
the
next,
two
poll
results
that
our
staff
has
see
us
seize
a
positive,
diverse
and
inclusive
collection,
with
positive
reflections
of
themselves,
their
family
and
their
community.
You
can
go
ahead
and
skip
to
42,
and
this
is
really
around
technology
and
the
technology
specialist,
like
lynn,
had
mentioned
before
again
in
the
interest
of
time.
F
I
just
want
to
skip
down
to
44,
where
it
talks
about
stationary
computers
in
the
media
centers
and
in
our
school
libraries,
and
these
we
tend
to
see
kind
of
split
that
they're
in
there.
This
is
excluding
one-to-one
devices.
These
are
stationary
computers
set
up
and
what
we
typically
see
them
used
for
is
research
if
their
computer
is
maybe
in
for
repair
or
to
search
our
catalogs.
F
The
next
one
directly
speaks
about
maker
spaces,
and
you
can
see
that
we
have
the
majority
that
do
not
currently
have
a
makerspace
in
their
media
centers.
So
this
would
definitely
be
an
area
of
growth,
the
ones
that
do
we
captured
some
of
the
common
materials
they
have
and
the
common
ways
they're
utilizing
that
maker
space
in
their
school
libraries
currently.
But
this
is
definitely
somewhere.
We
want
to
push
some
of
our
professional
development
so
that
we
can
have
some
of
that
across
the
board.
F
I
do
want
to
make
sure
that
we
mention
physical
space.
This
does
not
fall
into
one
of
those
common
beliefs,
but
this
is
really
important.
We
know
a
lot
of
our
media.
Centers
have
already
been
updated
or
on
deck
to
be
updated,
so
really
just
focusing
on
the
flexible
space,
because,
with
an
evolving
role,
you
have
to
have
the
evolving
space
to
be
able
to
do
a
lot
of
what
we've
already
talked
about
and
then,
if
you
move
to
48
it's
kind
of
our
next
steps.
Where
do
we
go
from
here?
F
F
We
are
developing
a
meeting
schedule
to
meet
collaboratively
as
school
librarians
every
month
beginning
next
year,
so
we're
able
to
make
sure
we
keep
that
conversation
amongst
the
professionals
needed
and
then
again,
consistency
and
then
making
sure
we
have
stakeholder
input
if
you
move
to
the
next
one,
the
big
one,
too,
is
also.
How
do
we
sustain
this?
If
we
implement
all
of
these
things,
we
want
to
make
sure
we
are
current
collections.
F
We
want
to
make
sure
our
maker
spaces
are
are
filled
with
things
that
they
need
for
their
stem
learning
and
those
innovative
skills.
How
do
we
go
about
doing
that?
So
part
of
that
procedures?
Manual
will
include
the
details
around
each
of
these
areas.
How
do
we
inventory?
How
often,
how
do
we
weed
how
often,
how
do
we
assess
what
library
resources
we
need,
whether
it's
print
material,
digital
material
technology
materials,
budgeting
for
those
making
sure
that
that's
set
in
place
and
then,
of
course,
the
purchasing
and
refreshing
of
each
of
these
items?
F
A
C
C
F
So
we
haven't
conducted
one
yet
that
is
planned
for
the
fall
just
in
light
of
the
time
of
year.
We
wanted
to
make
sure
that
their
focus
was
on
their
instruction
and
getting
ready
for
their
testing,
and
we
didn't
want
to
divert
away
from
the
focus
they
were
already
at,
but
we
do
have
and
plan
to
do
so
in
the
fall
once
we're
back
in
school
and
have
things
back
in
the
swing
of
the
school
year.
F
G
C
C
So
that
tells
me
and
there's
the
other
thing
I
get
from
constituents.
The
constituents
tell
me
you
are
not
using
1619
project
in
your
classes.
Are
you
and
my
answer
to
that
is
is
1619
is
a
copyrighted
material
and
as
copyrighted
material
it
has
to
be
approved
by
the
state
and
you
have
to
purchase
a
license
or
you
have
you
know
it's
not
something
that
you
can
just
copy
off
from
the
new
york
times.
Even
from
the
common
new
york
times.
It
was
in
a
sunday
supplement.
A
C
Of
the
things
I
tell
constituents
is,
I
I
believe-
and
I
hope
I'm
saying
the
right
thing-
that
our
librarians
I'll
use
rather
than
media
special
in
our
librarians,
have
some
control
over
copy
machines
and
what
teachers
copy.
I
hope
that's
the
case
that
there
are
not
copy
machines
in
break
rooms
and
other
places
where
temptation
occurs.
A
It's
also
significant
with
regard
to
footprint.
Yes,
so
the
footprint
of
the
facility
would
make
it
rather
difficult
because
most
educators,
who
go
to
what
we
would
love
to
be
your
help,
yeah
right.
So
that's
part
of
the
work
as
well
that
as
administrators
we're
going
into
the
classroom
seeing
what
is
being
constructed.
What
are
the
tools
being
utilized,
because
the
state
also
says
under
code
that
if
we
deviate
from
state
resources
and
improve
district
resources,
that
school
and
principal
must
give
permission,
so
it
is
that
circulation
of
the
school
administrator
that
helps
with
that.
A
C
My
grandson,
how
many
books
have
you
checked
out
of
the
beaufort
high
school
library?
I'll
bet
you,
I
wouldn't
get
many
if
any.
What
so
are
we
are?
We
focused
on
the
future
and
I
get
I
get
the
number
of
books
that
you
can
have
and
the
number
of
checkouts
and
the
periodicals
that's
great.
That's
the
future,
but
I
want
to
make
sure
that
we
are.
We
are
not
just
showing
looking
good
and
not
being
good
for
the
average
person
walking
into
the
media
center.
Wow.
Look
at
all
the
books
now
in
the
elementary
schools.
C
B
I
can
speak
a
little
bit
to
the
ebook
aspect
of
that.
The
ebook
industry
in
general
is
really
geared
towards
direct
sales
to
private
consumers,
so
amazon
really
got
out
ahead
of
every
other
member
of
the
pack
who
developed
their
own
e-reader
platform
and
priced
their
books
so
low
that
they
got
pretty
much
the
mass-market
appeal
there,
which
is
great.
It's
great,
that
you
know
readers
can
instantly
find
a
book
on
amazon
for
relatively
you
know,
a
low
cost
and
then
instantly
start
reading
it,
which
is
fantastic.
B
So
the
library
approach
to
ebook
lending
is
much
more
complicated
than
the
private
consumer
model.
I've
kind
of
mentioned
it
on
that
previous
slide,
but
different
publishers
do
have
very
different
rules
for
how
libraries
can
lend
their
books
I'll
just
name
one
off
the
top
of
my
head,
because
they're
one
of
the
first
ones
to
come
out
and
do
this.
Harper
collins
has
a
policy,
and
I
believe,
I'm
still
accurate.
On
this.
I
know
I
was
previously.
B
They
were
selling
their
books
for
a
relatively
normal
cost.
I
would
say,
but
that
book
could
only
circulate
to
26
patrons
in
a
library
setting
before
it
expired
out
of
your
library
catalog,
and
you
would
have
to
buy
another
one
if
you
wanted
to
circulate
that
book
to
more
than
the
26
patrons,
and
I
think
the
rationale
there
was
that
most
library,
checkout
periods
are
about
two
weeks.
B
So
I
think
the
idea
was,
you
know.
Print
materials
degrade
over
time.
They
get
torn
the
dog
eats
it.
It
gets
left
out
in
the
rain.
Something
happens
to
that
book
that
naturally
kind
of
weeds
it
from
a
library
collection,
necessitating
that
every
once
in
a
while,
I
have
to
buy
another
copy
of
brown.
Bear
brown
bear
just
because
my
original
copy
is
in
such
poor
condition.
B
C
A
E
Yes,
we
can
run
reports,
we
can
see
our
top
patrons.
We
can
see
our
top
homerooms
and
to
answer
the
question
before
to
know
you
have
an
effective
library,
I
can
have
lists
of
kids
waiting
on
a
book.
I
can
get
them
so
interested
in
that
book
by
doing
book
talks
that
I
might
have
15
kids
waiting
on
the
same
book
so
having
that
relationship
with
them
getting
them
in
there
for
lessons.
You
can
build
an
effective
program
that
is
very
much
the
hub
of
your
school.
E
I
have
taught
at
elementary
and
middle
and
there
is
a
feel
in
a
school
when
your
library
is
the
hub
of
the
school,
but
we
can
run
those
reports.
I
have
been
trying
to
highlight
some
of
those
kids
and
give
them
shout
outs
on
the
morning
news
and
stuff
like
that
lately,
but
we
also
want
to
appeal
to
those
kids
who
don't
think
there's
anything
in
there
for
them
to
read.
We
just
have
to
find
that
right
book
for
them
and
then
they're
hooked.
A
D
Don't
utilize
the
library
training
extent?
How
are
you
assuring
that
those
sites
that
the
library
is
is
kid
friendly
enough
that
everybody's
using
it
in
my
mind,
that's
an
effective
library,
because
it's
there
for
all
the
students
in
the
school
and
if
they're
not
all
using
it,
then
it's
an
elite
process
that
some
students
are
many
students
are
not
so
you
know
I'm
asking
this
and
I
know
probably
already
know
the
answer
to
it.
A
E
Sorry,
the
way
I
target,
that
is
to
see
all
of
our
classes
through
ela
so
that
I
know
they
are
getting
seen,
but
then
we
also
work
collaboratively
with
science,
social
studies
and
pull
them
in,
and
you
were
talking
about
reluctant
teachers.
I
know
exactly
what
you're
talking
about
so
the
way
we
target
them,
because
that's
our
job
to
get
them
in
there
is
that
we
look
at
their
rubicon
atlas
and
see
what
lessons
their
own,
what
content
they're
studying
and
we
go
present
to
them.
How
can
I
help
you?
E
Here's
resources,
here's
a
lesson
idea,
and
it
ends
up
being
wonderful
collaboration
between
that
classroom,
teacher
and
that
school
librarian,
where
you're
co-teaching,
sometimes
that's
in
the
media
center,
sometimes
that's
in
their
classroom.
Sometimes
that
is
also.
I
have
been
so
overbooked
before
that
I
would
make
a
video
lesson
for
them
to
use
in
class
too,
just
so
that
I
could
be
in
different
places
at
different
times.
A
All
right,
angela,
do
you
have
any
questions.
I
just
have
one
question
the
money
that
the
schools,
when
you're
given
money
to
purchase
books
for
the
libraries
is
that
school
specific.
Is
that
a
principal
decision
you
from
my
experience?
It
was
always
the
principal
who
decided
how
much
of
my
school
budget
was
going
to
go
to
the
library,
so
that's
actually
a
practice
that
still
exists
and
we've
added
additional
planning
at
through
instructional
services,
we've
been
able
to
land
on
reminders
to
the
schools.
A
G
A
So
one
of
the
questions
and
also-
and
I
have
to
add-
is
the
budgeting,
because
when
you
go
through
looking
at
the
libraries
and
utilization
and
the
frequency
of
some
books
and
genres
of
what
it
interests,
our
students
that
reading
process
will
deplete.
So
it's
we're
just
starting
on
that
right
now
to
be
very
direct.
That's
where
this
is
broken,
because.
A
There's
going
to
be
additional
funding,
we're
going
to
have
to
look
at
attending
to
our
school
libraries
as
well.
I
I
think
that,
with
the
what
I'm
hearing
you
say
in
terms
of
how
you
work
collaboratively
with
the
teachers-
and
I
know
that
you
know
my
librarians-
I
always
pulled
books
on
whatever
the
science
topic
was
for
fourth
grade
or
whatever
this
so,
and
you
know
it
was
a
special
place
in
the
media
center
where
the
kids
came
and
the
teachers
just
so
appreciated
that
and
by
working
collaboratively.
A
You
can
also
point
out
to
the
teachers
where
we
need
to
buy
more
books
where
we
need
to
sign.
So
that
was
my
only
point.
Okay,
any
other
rock
kind
of
time
crunch.
Is
there
any
other
question
that
really
needs
to
your
traders?
Do
you
have
anything?
Okay,
mr
smith?
Okay,
all
right!
So
the
next!
Thank
you
so
much
for
your
presentation.
A
A
D
This
is
the
normal
textbook
adoption.
So
if
you
remember
in
the
fall,
we
completed
that
special
adoption,
which
was
the
state,
had
provided
special
revenue
to
do
a
mass
textbook
adoption.
This
adoption
here
is
to
request
approval
for
just
our
standard
cycle
of
textbook
adoptions.
Thinking
that,
as
we
go
through,
the
textbooks
are
standards-based
have
been
reviewed
by
the
state
department
and
have
been
approved
for
funding,
and
so
then
it
now
allows
schools
to
go
through.
G
G
There's
always
a
list
of
publishers
and
textbooks
provided
by
the
south
carolina
department
of
education.
So
that
goes
out
to
everyone
and
then
there's
a
caravan,
and
this
year
our
caravan
was
held
at
the
university
of
south
carolina
at
beaufort.
So
it
was
that
being
face
to
face,
so
our
community
could
get
in
and
really
see
those
books,
and
then
it
goes
to
school
consensus
and
in
that
school's
consensus.
D
we're
requesting
approval
at
the
elementary
levels
for
social
studies
k2
adopting
my
world,
which
is
the
status
learning
company,
formerly
pearson,
and
then
for
science
for
those
grades.
Five-
and
this
also
aligns
to
the
new
science
standards
that
were
recently
adopted
by
the
state
department,
and
that
will
be
phasing
in
the
new
program
for
approval,
would
be
savas
learning
company.
G
And
then,
at
the
secondary
level,
specifically
for
grades
six,
six
through
eight,
we
have
the
grade
six
world
history,
which
is
the
national
geographic
cengage
series,
and
that
is
world
history,
great
civilizations,
also
in
grade
68,
we
have
science,
the
sabbath
learning
company,
and
that
is
a
continuation
of
what
our
teachers
pick
for
k-5.
They
chose
south
carolina,
elevate
science.
G
Continuing
on
with
our
secondary
levels,
specifically
grades,
nine
through
twelve
human
geography,
sabbath
learning
company-
this
is
contemporary
human
geography.
It's
the
fourth
edition
of
this
textbook-
and
this
is
the
one
that
has
been
adopted
by
the
state,
the
ap
human
geography,
which
is
human.
G
For
iep
students,
that's
the
bedford
friedman
and
worth
psychology
thinking
about
psychology.
Again,
it's
a
fourth
edition
and
that's
a
blair
broker
earnest
textbook
economics
and
personal
finance,
understanding
economics
by
mcgraw-hill
and
then
micro
macro
economics
ap.
They
went
with
improvements
economics
for
the
ap
course
and
that's
a
third
edition
for
us.
G
And
then
we
move
into
our
next
steps,
which
of
course
the
beaufort
county
school
district
textbook
coordinator
is
going
to
forward
the
beaufort
county
textbook
selections
to
the
state
department
of
education.
Pending
your
you
know,
after
your
approval,
those
textbooks
will
then
be
available
for
our
school
textbook
coordinators
to
place
pre-orders
during
may,
and
that's
going
to
run
from
may
9th
to
the
27th
and
that
again
pins
financing
from
the
state
which
right
now,
they're
currently
funded.