►
Description
5:00 pm Call to Order
• Pledge of Allegiance
• Approval of Agenda
• Public Comments
• Approval of the July 26, 2022 Committee Meeting Minutes
• Discussion of Work Plan Review
• Honors Framework
➢ JROTC
➢ CTE - Health Science
• Administrative Regulations
➢ IS-11 Physical Education
➢ IS-17 Health
• Summary Writing Plan
• Discussion of Future Topics
Adjournment
A
B
A
Aye,
thank
you,
Angela,
okay,
Robin!
Do
we
have
any
public
comments?
No
ma'am?
Okay.
So
before
we
go
to
the
public
comments,
I
would
like
to
just
take
a
minute
to
recognize
that
our
three
of
our
committee
members
are
here
in
person
myself,
Colonel
Guyer
and
Mr
Mel,
Campbell
and
Angela
Middleton
is
participating
remotely.
A
We
also
have
a
in
the
room
doctor.
Some
members
of
Dr
Stratus's
team
is
Dr.
Stratos,
Karen,
Gilbert,
Nick
flowers
and
Melissa
Murray
I
always
get
you
confused,
Melissa,
Murray
and
we'd
happily
vote
now.
It's
Wendy,
cartilage
and
I'm
sure
we
have
other
members
of
Dr
strauss's
team
online
that
she
will
look.
She
will
introduce
at
a
later
pointed
oh
and
David
scriveness
there,
okay,
I
can't
see
so
that's
who
is
in
and
Dr
status
will
take
care
of
the
others.
A
A
B
A
Well,
as
in
a
sense
of
discipline
and
practice
and
learning
environment
would
be
on
Dr,
Barrett
Skaggs,
so
respectfully
when
the
time
comes
and
would
have
them
come
to
the
table
upon
our
discussion,
I
would
give
them
information
working
through
Mrs
Walton
to
get
to
provide
updates
with
today's
maybe
and
we're
made
that
life
live
within
the
work
plan.
That
I
know
you'll
report
them
that
you'll
be
working
on
September,
9th,
okay,
all
right
all
right.
B
D
A
A
All
right,
so
the
next
item
on
the
agenda
is
the
honors
framework
JROTC
and
CTE
health
science,
so
Madam
chair
this
evening,
I
do
have
an
opportunity
of
interviews
and
Karen
Gilbert
she'll
be
working
with
Around
The
Talley
who's,
our
coordinator
as
well
within
Career
Technical
education.
Our
director
is
Karen.
I
also
want
to
make
note
online
I've
noted
that
we
have
the
two
Educators
who
work
on
this
framework.
One
is
a
trump
kernel,
Force
Foster
and
it's
principal
denise.com,
Denise
I
believe
is
online
I've.
Seen.
A
E
Afternoon
board
members
and
we'll
start
byn
and
Dr
Stratus.
Thank
you.
So
much
we're
excited
to
present
to
you
for
review.
Two
honors
course
requests
as
Dr
Strauss
mentioned
these
come
from
Battery
Creek
and
welcome
High
School
Colonel
Foster.
He
does
an
excellent
job
of
living
in
the
arms
of
JROTC
program
at
Walton
high
and
then
she
said,
Justin
iJustine
Hardy
is
our
Health
Sciences
teacher
at
Berry
Creek,
and
you
might
recognize
her
name.
E
E
They
are
all
about
developing
leadership
within
our
young
men
and
women
being
able
to
do
the
community
service
Outreach.
So
what
would
an
honors
level
look
like
for
JROTC
skip
next
slide,
please
a
good
overarching
definition
of
what
is
honors.
If
you
were
to
to
look
at
it,
you
would
say:
well
it's
it's
designed
to
offer
some
challenging
higher
level
content
for
students
who
want
to
learn
at
an
advanced
level.
It
can
be
in
any
given
subject
area
and
for
specifically
for
CT
and
Dr
OTC.
E
E
That's
a
state,
still
supported
programs,
and
then
how
do
we
bring
it
to
another
level
for
enhanced
and
enrichment,
so
the
student
can
can
grow
within
those
courses
and
then
we
want
to
take
and
transfer
that
Knowledge
and
Skills
into
challenging
fields
of
study
even
from
our
prior
presentations
and
we've
talked
about
what
are
our
graduates
up
against
with
artificial
intelligence,
with
these
new
emerging
Technologies
and
electrification
of
vehicles.
So
what
are
we
doing
as
far
as
an
advanced
level
of
coursework?
E
E
So
in
2017-18
the
state
of
South
Carolina
one
of
the
short
processes,
so
they
did
release
a
framework.
It's
a
document
that
provides
overarching
guidelines
for
all
of
our
content
areas,
so
the
three
main
themes
for
any
of
the
subject:
areas.
If
you
were
to
look
at
honors
level,
teaching
and
learning,
we
want
to
see
extension
acceleration
enrichment
of
the
the
standard
course
of
study
and
also
we
want
to
make
sure
it's
aligned
to
those
South,
Carolina
profiler
graduate,
which
is
again
not
just
the
technical
attainment,
academic
containment,
but
also
those
soft
skills,
employability,
skills.
E
What
does
the
differentiation
and
how
our
teachers
are
providing
that
instruction
look
like
for
the
advanced
learner
and
then
what
are
some
purposeful
assessment
practices
which
goes
along
nicely
with
what
we're
doing
as
a
district?
So
not
only
looking
at
that
summative
project
legal
way
and
the
course
assessment.
But
what
are
what
are
our
teachers
doing
all
along
that
meets
and
engages
some
of
the
higher
order
thinkers
if
a
student
receives
honors
waited,
they
get
a
0.5
quality
point
and
how
that's
designated
is
by
an
HW
in
power
school.
So
that's
how
we
manage
it.
E
So,
in
light
of
that
and
looking
at
the
framework
and
what
the
state
gives
us
for
guidelines,
we
developed
a
template
because
we
hope
to
encourage
more
honors
applications
from
our
teachers,
such
as
Miss,
Marty
and
Colonel
Foster.
So
we
want
to
keep
this
manageable,
so
we
took
the
framework,
the
template,
and
this
will
actually
for
all
content
areas,
not
just
our
two
areas,
so
you'll
you'll
see
in
the
the
two
applications
that's
been
presented
by
our
instructors.
Of
course,
description,
I
was
aligned
in
South
Carolina,
regular
standards.
E
E
So
after
your
review
tonight
is
signed
by
the
teacher,
the
principal
was
reviewed
at
a
district
team
and
then
Dr
Rodriguez
will
sign
it
as
well
as
the
board
chairman,
and
that
that
signature
page
comes
from
the
South
Carolina
framework,
yes,
sir,
and
so
once
that's
approved
or
if
we
need
to
tweak
it
and
then
it's
approved,
we
will
start
a
a
a
Google
Drive
so
that
everything
will
be
in
one
place
for
us
to
be
able
to
manage.
So
at
this
time,
I
will
ask
Carl
Foster.
E
If
you
will,
sir,
we
would
love
to
as
much.
Maybe
you
can
go
to
the
next
slide.
Thank
you.
If
you
will,
sir,
will
you
share
with
them
why
you
felt
like
levels
we're
starting
with
levels?
Seven
and
eight
in
JROTC
we
have
a
total
of
eight
levels
across
our
district,
and
so
we
thought
we'll
start
at
the
top
with
our
seniors
and
some
Juniors
and
then
we'll
work
our
way
backwards,
so
Carl
Foster.
F
Yes,
ma'am,
thank
you
and
and
good
evening
to
all
I'd
like
to
start
off
with
this
really
came
to
my
attention
when
I
had
a
Cadet
who
dropped
my
class
because
his
mom
was
concerned
about
his
GPA
getting
into
a
service
Academy,
and
this
was
not
honors
and
it
was
going
to
hurt
his
GPA.
That
was
the
first
time
I
was
like
wow
okay,
so
maybe
we
try
to
make
it
to
honors
class
and
then
also
I
had
a
a
fellow
instructor
up
in
Greenville
area.
F
Tell
me
about
how
he's
got
honors
and
he
gave
me
a
letter
and
how
he
got
it
to
become
honors,
so
I
thought
well
if
they
can
do
up
in
Greensville,
and
why
can't
we
do
it
down
here
and
especially
for
those
kids,
the
Battalion
leaders,
the
company
leaders
inside
this
Battalion.
The
extra
work
that
they
have
to
do
on
a
daily
basis
definitely
justifies
you
know
them
getting
honors,
but
also
in
keeping
with
what
Ms
Gilbert
talked
about
the
rigor
that
they
would
have
to
do.
F
E
G
This
I'm
Sorry
Miss,
Gilbert
I,
want
to
say
also
being
from
North
Carolina
and
we
came.
I
was
from
a
military
town
and
that
has
a
lot
of
ROTC
programs.
Army
Air
Force.
All
that
when
we
talk
about
students
being
able
to
be
fair
and
compared
when
they're
all
applying
for
different
universities.
Honors
is
part
of
the
curriculum
for
ROTC
in
North
Carolina.
E
B
E
Well,
as
on
the
last
page,
some
extension
of
the
work
that
they
would
be
doing
out
in
the
community,
so
I
thought
they
did
an
excellent
job
of
the
extension
for
this
okay.
If
we
can
flip
back,
but
we
have
a
couple
questions.
Okay,
do
you
want
to?
We
want
to
hear
from
this
party
and
then
we'll
do
them
all
right.
H
F
Yes,
sir,
the
key
leaders
would
be
the
Battalion
Commander
Battalion
executive
officer,
command
salt,
major,
the
company
Commander
company,
first
sergeant
the
company
XO.
Those
are
the
key
leaders
that
I'm
looking
at
also
the
potential
leader
of
platoon
Sergeant,
but
those
are
the
key
leaders
that
I
was
looking
at
it's
a
very
small
Battalion,
so
we're
talking,
probably
20
Cadets
in
total.
That
would
get
the
honors
credit,
sir.
F
Can't
be,
they
can't
be
freshmen,
sir
I
think
there's
a
regulation
on
that.
However,
I
was
looking
to
try
to
get
it
down
to
the
sophomores,
because
I
have
several
sophomores
that
are
in
Key
leader
positions,
I'm
going
to
use
Cadet
Stevens
Riley
as
an
example,
he's
a
sophomore
doing
a
phenomenal
job
and
he's
the
first
sergeant
for
I
believe
Bravo
Company,
but
he's
just
doing
an
excellent
job
and
I
hate
for
him
not
to
get
credit
for
all
the
work
he's
doing
outside
the
classroom.
H
F
A
And
just
to
share
on
your
questions,
kernel
buyers
so
left
seven
and
eight
is
of
course
seniors
level
level.
Six
and
five
would
be
Juniors
right
so
just
respectively.
That
way,
and
is
this
criminal
policy
shared
here-
is
a
sacred
with
regard
to
the
starting
head
level
above
correct
level
4.5,
but
a
framework
to
be
able
to
be
analogical.
Okay,
thank
you.
Yes,
sir.
E
So
so
in
our
meetings,
especially
with
our
kickoff
that
began
the
school
year,
that
is
a
plan.
It's
that
each
of
the
military
installations
will
create
the
first
template
with
the
the
highest
level
since,
in
that
seven
and
eight,
because
their
curriculums
differ
a
little
bit
for
the
dod.
We
wanted
to
make
sure
that
they
gave
their
own
it's
been
if
you
will
as
to
what
their
students
will
be
working
on
that.
E
E
C
F
I
can
address
that
issue.
Sir
I
would
tell
you
that
the
the
key
leader
positions-
yes,
it
is
a
tough
process
to
get
selected
for
that,
but
we
also
have
a
selection
process
for
the
staff
and
the
staff
does
a
lot
of
work.
That's
outside
the
classroom
as
well.
So
I
was
looking
to
give
those
certain
positions
a
an
honors
credit
as
well.
F
So
if
the
person
is
not
of
does
not
want
to
get
in
front
of
people
because
they
just
don't
feel
comfortable
and
standing
in
front
of
the
formation
and
leading
from
the
front,
I
also
have
staff
positions
that
I
like
to
give
them
because
they
may
be.
You
know
I
hate,
to
use
the
word
term
Bookworm,
but
they're
more
of
a
bookworm
and
they're
really
smart.
F
They
could
do
a
lot
of
great
things,
but
they
just
don't
get
in
front
of
people
and
do
that
so
I
do
have
positions
for
that
for
those
that
again
are
showing
that
they
they
want
to
be
here,
and
they
really
want
that
job.
So,
yes,
sir
I
can
address
that
yeah,
yeah
I'm,
just
I'm
just
concerned
with
you.
C
A
How
will
it
be
like
advertised
to
students
that
there's
this
honors
program
kind
of
piggybacking
on
what
Mel
said?
You
know,
we
know
that
you
know
I
assume
in
the
same
classroom
at
the
same
time.
Listen
to
me
some
kids
that
are
getting
honors
credit
and
some
students
that
are
not
because
of
their
different
responsibilities,
and
you
know
differentiated
assignments,
the
portfolio
that
they're
going
to
make.
A
G
I
mean
I
always
say
the
teacher
and
the
classes
are
always
it's
all
about
marketing,
so
you
know
Colonel
and
Sergeant.
First
Class
will
still
do
the
app.
You
know
the
marketing,
and
since
this
is
an
a
level
we're
talking
right
now,
7A
or
it
could
be.
Maybe
you
know
the
five
six
level
is
those
kids
that
are
in
ROTC
one
and
two
will
already
know
this.
They
will
see
the
students
that
have
that
leadership
role
or
the
other
role
that
are
going
to
get
the
honors
credit.
So
it's
going
to
Market
itself
within
itself.
G
But
again
as
we
speak
to
students,
we
will
definitely
talk
to
our
counselors
to
talk
about
the
honors
level
so
when
they
have
their
igp
meetings,
it
is
something
that
is
mentioned,
especially
when
we're
getting
eighth
graders
talk
about
what
is
going
to
be
their
four-year
career
and
what
they
want
to
do
if
they're
interested
in
rogc.
That's
that
conversation
that
our
counselors
can
have
also
with
the
students
and
the
parents
and.
A
G
And
I
know
that
Colonel
has
done
a
great
job.
Also
that
you
know
right
before
igps
for
8th
grade
are
done
a
lot
of
times.
He
takes
his
leadership
team
to
speak
to
the
eighth
graders.
You
know
we
speak
to
them.
They
come
here
for
a
tour
and
we
have
set
up
stations
for
all
classes.
You
know
not
just
ROTC.
Everybody
sets
up
and
talks
to
the
students
as
their
walk
around
touring
the
school
about
Bluffton
High,
School.
C
Brings
another
question:
I
know
what
you
said:
you're
going
to
start
at
the
highest
level,
but
how
do
you
attempt
to
manage
our
most
successful
students
that
may
consider
JROTC
6th
grade
or
seventh
grade?
But
when
you're,
not
when
you're,
not
promoting
honors
groups,
they
don't
touchy
I'm,
not
gonna.
Do
it
because
I
can't
get
honest
credit
and,
by
the
time
I'm
a
senior
in
high
school.
It's
not
as
great
as
minimized
in
terms
of
its
value
to
my
GPA.
G
Well,
that's
why
Colonel
Foster
had
mentioned
that
our
you
know.
Yes,
we
are
starting
this
process
with
ROTC
7
and
a,
but
he
does
have
some
leaders
that
are
sophomores,
so
our
goal
is
that
it
will
be
offered
you
know
just
like
sophomores
can
take
on
our
classes.
Now
you
have
honors
Algebra
2
and
you
have
regular
algebra
too.
So
that's
the
same
thing.
That's
Pearl
said
that
he's
looking
at
offering
the
honors
level
also
to
the
leaders
that
aren't
just
seniors.
G
A
B
C
B
A
H
C
H
H
E
J
E
C
C
D
E
F
F
It's
just
that's
the
way
it
is,
and
so
you
have
to
be
performing
on
a
constant
basis.
So
I've
had
situations
where
I
had
to
remove
a
company
Commander
because
he
was
failing
a
class
and
I
said:
hey
I,
love
you
and
I
want
you
to
do
well,
but
I
want
you
to
focus
in
on
that
English
class,
so
you
can
pass
and
graduate
so
I'm
gonna.
Have
you
step
down?
F
He
is
again
he's
able
to
compete
for
those
other
positions,
just
like
everybody
else,
and
so
it's
based
on
his
performance,
if
he's
a
outstanding
performer
from
everything,
from
education
to
physical
fitness,
to
his
manners
and
social
skills,
he's
going
to
get
the
job.
So
it's
based
on
your
performance.
F
C
E
K
K
So
an
honors
level
course
would
include
simulation
scenarios
that
really
use
that
critical
thinking
and
problem
solving
to
diagnose
a
patient
and
so
you'll
see
in
the
lesson
planning
and
the
lesson
that
I
included
is
actually
one
of
the
patient
scenarios
where
they
have
to
use
their
problem.
Solving
look
at
the
signs
and
symptoms
items,
look
at
their
Vital
Signs
their
labs
and
really
determine
what
is
wrong
with
this
patient.
How
would
I
treat
this
patient
and
how
could
we
prevent
further
injury
or
health
implications?
K
As
Ms
Gilbert
said,
there's
always
a
portfolio
component
for
employability,
skill,
because
that's
what
we
really
want.
A
lot
of
these
kids
may
not
be
college-bound.
They
may
not
be
technical
school-bound,
but
they
will
have
the
certifications
to
apply
them
in
the
healthcare
field
regardless,
and
so
we
want
to
create
that
portfolio
of
a
resume
interactive.
Maybe
samples
of
what
they've
done
in
class
and
their
certifications,
of
course,.
A
K
B
A
E
Ahead,
I'm
gonna,
say
I'm
on
the
same
lines
of
greatness's
party.
Any
student
who
wants
to
do
the
enhanced
work
enrichment
work
can
apply
to
for
the
honors
credit.
So
it
is
open,
correct,
Mrs,
Hardy
to
all
students
if
they
are
willing
to
to
do
the
portfolio
and
do
the
enrichment
activities
correct.
Absolutely.
K
So
in
health,
science,
one
and
two,
those
are
introductory
courses
and
we
do
Hands-On
things,
but
it's
more
understanding
the
terminology,
first
aid
getting
that
CPR
certification
and
they
have
to
have
passed
with
a
75
or
higher
in
order
to
go
to
the
next
pathway
course,
and
so
by
that
point,
they've
already
got
Health
Science
one
Health
Science.
Two,
there's
no
reason
that
any
of
these
students
don't
have
the
capability
to
do
the
honors
work
in
health
science
3.
If
they've
made
it
that
far.
E
B
E
In
place
and
then
because
it
is
the
same
curriculum
at
the
other
schools
and
basically
this
will
have
to
come
back
in
front
of
you.
It'll
just
be
a
matter
of
to
the
ISC
team
will
keep
a
record
of
it
and
then
that'll
start
building
options
for
all
our
schools
so
understand.
The
question
is
only
where
them
go.
An.
A
H
A
C
B
A
I
A
A
I
B
A
G
J
J
A
B
A
L
Start
first
with
physical
education
going
through
us,
so
really
just
re-poning
in
that
are
that
physical
education
is
the
main
component
to
health
education
and
it
has
a
strong
pillar
in
developing
students
that
are
well-rounded
and
really
just
even
in
a
comprehensive
aspect
to
their
health.
Education.
That's
focusing
on
the
physical
aspect.
L
B
L
L
L
H
L
Personal
Fitness
and
Wellness
component
and
then
a
lifetime
fitness
component.
So
we
added
the
language
that
they
are
allowed
to
use
JROTC
Navy
substitute
for
that
PE.
But
it
is
important
to
note
here,
though
it
does
not
satisfy
the
Comprehensive
Health
education
component,
Joe
that
we'll
hit
in
a
little
bit.
So
we
added
that
language
there,
and-
and
just
as
aside
later
on
in
this
AR
there's
going
to
be
another
reference
to
JROTC.
That.
B
L
Removed
because
we've
covered
it
here
into
this
section
and
then
it
was
removed.
The
reproductive
education
component
that
was
identified
here
and
because
it's
covered
later
on
in
the
AR
Cher.
So
then
for
exemptions
that
should
a
student
have
a
need
that
something
or
that
they
need
to
be
Exempted
from
that
physical
education,
that
this
grantee
of
the
exemption
does
lie
with
the
Board
of
Education.
And
then
the
request
would
be
made
at
an
executive
session
due
to
student
privacy.
Of
that
there
are
two
reasons
there
that
are
identified.
L
That
would
need
to
be
impacted
within
and
those
would
be
presented
to
support
them
to
make
that
determination.
We
also
added
there
that
a
student
that
is
unable
to
take
that
PE
and
is
requested
that
exemption
that,
even
if
there
were
exemption
it
is
granted,
we
will
still
encourage
them
to
take
some
type
of
an
alternative
to
make
sure
that
they're
getting
the
instruction
over
that
area.
B
L
B
B
L
Side
for
the
annual
surveys
we
did
remove
that,
and
the
reason
being
is
that
the
department
of
Ed
does
have
a
different
way
in
which
they
are
collecting
this
data
and
it's
not
clearly
specified
within
the
law
itself.
So
this
just
ensures
that
we
keep
our
ARS
clean
for
ensuring
that
we're
meeting
all
of
the
reporting
requirements
to
the
state
and
everything
so
for
how
the
annual
surveys
over
our
program
goes,
and
in
that
last
section
there
or
the
fitness
reports
of
parents.
L
L
We
removed
the
language
about
identifying
grade
two,
because
the
law
does
not
have
us.
Reporting
grade
two
depends
or
anything.
It's
just
helping
us
gauge
for
the
teachers
to
engage
where
they're
headed
or
when
they
do
that,
first
or
40
in
grade
five,
and
then
the
mandatory
reporting
components
for
the
different
areas.
So
in
the
past.
L
Then
kind
of
as
time
has
progressed,
there's
been
some
concerns
from
parents
and
just
some
shifts
from
what
we're
reporting,
and
so
we
just
really
work
to
ensure
that
we're
aligned
with
the
current
guidance
from
the
Department
of
Health
so
working
through
DHEC
and
where
they
are.
So
that's
why
that
language
was
removed
to
make
sure
that
we're
always
staying
current
with
the
guidance
and
the
other
way.
B
A
I
just
had
a
comment
and
then
I'll
turn
it
over
to
him.
It
was
kind
of
difficult
I
I
think
that
I
prefer
the
whole.
They
are
with
the
stuff
crossed
out
in
inserted
versus
this
format,
because
for
me
to
figure
out
like
I'm
just
pulling
up
that,
you
know
the
AR
now
and
it
just
is
easier
for
me
to
understand
when
you're
saying
we're,
removing
this
and
we're
inserting
this.
So
just
if
we
do
this
again,
that
would
be
my
my
request.
A
H
B
B
H
A
I
think
part
of
complexity.
What
obesity?
It's
not
just
the
requirement
of
what
is
it
and
there's
a
standards,
but
also
what
GMOs
genetic
modified
who
made
the
shift
of
the
family
nucleus
to
shift
of
how
we
eat
right.
If
it's
time
pizza
was
considered
the
perfect,
fast
food-
and
you
know,
nutrition-
has
shifted,
I
guess.
C
C
B
C
C
A
L
L
So
this
one
I
would
say,
probably
has
some
of
the
bigger
changes
in
adjustments
that
we'll
kind
of
go
through.
So
the
first
one
here
in
section
two
of
the
AR
looking
at
health
education
program
for
us
language
was
added
that
refers
to
sexually
transmitted
diseases
that
aligns
to
the
state
law
specifications
for
those
STDs
and
then
when
we,
when
our
teachers
are
providing
instruction
and
regarding
pregnancy
prevention,
education,
that
those
will
be
provided
in.
A
L
Okay,
yes,
because
the
state
groups
that
reproductive
Health
pregnancy,
family
life
and
then
and
we'll
kind
of
hit
it
there's
a
odd
caveat
of
how
we
have
to
handle
STD
instruction.
If
it
is
in
separate
component,
that's
not
related
to
the
reproduction
originally
got
it
so
the
next
three
slides
that
we'll
kind
of
go
through
and
are
broken
into
three
different
sections.
So
we
identify
how
we're
going
to
handle
health
education
for
grades,
K5,
six,
eight
and
then
the
high
school.
L
Subject:
break
down
to
this
list
there
and
there
is
explicitly
stated
in
the
law
for
governing
that
we
do
exclude
at
this
grade
level
range
sexually
transmitted
diseases
when
providing
instruction
around
prevention
and
control
of
diseases
and
disorders,
but
other
than
that.
Those
are
all
of
those
course
subject.
Areas
and
health
education
for
Grants
came
by
are.
L
L
So
then,
looking
at
section
four
then
is
for
grades
six
eight
here
it
identifies
all
of
the
components
there
except
now,
starting
in
grade
six
sexually
transmitted
diseases
are
included
within
the
prevention,
control
of
diseases
and
disorders,
and
then
it's
also
important
to
note
that
when
we
look
at
Family,
Life,
Education
and
or
pregnancy
prevention,
education
that
they
may
be
included
here,
but
they
do
not
include
any
kind
of
methods
dealing
with
contraception
before
that
sixth
grade.
So
that's
an
important
note
there
and
there
are
a
few
areas,
such
as
domestic
violence.
L
That
is
more
explicit
within
this
grade
range
versus
the
K5
range.
So
I'm
just
uploading
that
developmental
aspect,
then,
as
we
get
to
high
school,
so
high
school
deals
with
it's
approachingly
differently,
that
in
high
school
at
some
point
in
their
High
School
career,
they
have
to
complete
a
comprehensive
health
education
unit.
If
you
will
that
encompasses
all
of
these
various
areas,
with
the
exception
of
family
life.
L
F
L
Reproductive
Health
dependency
prevention
or
if
you
are
providing
instruction
on
STDs
at
a
separate
component,
it
falls
under
those
750
minutes
so
and
then
piggybacking
on
on
those
subjects
there
for
the
grades
912..
So
a
school
must
provide
that
health
education
and
they
have
a
little
bit
different.
So
as
a
student
that
is
in,
for
example,
JROTC
it
counts
for
the
physical
education.
L
However,
it
does
not
count
for
the
health
education.
So
at
some
point
a
student
is
going
to
need
to
either
take
the
health
component
paired
up
with
another
course
for
instruction
by
a
licensed
health
teacher,
or
they
would
have
to
do
it
through
the
virtual
program,
such
as
Edge
annuity,
through
licensed
health
teacher,
providing
that
instruction,
but
the
we
just
have
to
ensure
they've
received
that
unit.
L
For
Section
six,
we
clarified
that
the
process
in
which
happens
for
a
notice
to
parents
to
be
given
and
or
how
they
will
put
the
notice
in
so
as
a
student
as
we
move
forward,
students
that
are
enrolling
with
courses,
their
parents
will
be
able
to
opt
them
out
of
your
content
regarding
pregnancy,
prevention
and
family
life.
Reproductive
that
aspect
of
it
that
the
parent
will
receive
notice
prior
to
enrollment
and
can
examine
they
will
notify
the
principal
of
their
requests.
L
L
L
Drugs,
alcohol
and
tobacco.
So
here
we
added
that
you
will
have
a
instruction
dealing
with
prescription,
opioid
abuse
and
prevention
and
honing
in
on
other
drugs
of
addiction,
such
as
heroin
and
connected
back
to
the
health
standards.
And
then
the
state
does
require
that
school
district's
observe
alcohol
and
narcotics
education
week
and
so
for
grades
6
through
12.
Then
they
have
to
have
instruction
over
three
days
that
are
up
30
minutes
and
it
actually
requires
them
to
hold
a
school
assembly
of
45
minutes.
L
L
Then
the
next
slide
for
HIV
and
AIDS
education.
So
the
AR
has
a
multiple,
a
very
detailed
section
in
looking
at
HIV
and
AIDS
education
and
in
conversation
with
so
the
the
state
law
does
not
have
anything
explicit
to
HIV,
AIDS
education
and
really
in
talking
with
other
professionals
within
our
district
and
everything.
It
appears
that
back
when
HIV
and
AIDS
was
really
that
you
know
Hot
Topic
looking
at
STDs,
but
that's
kind
of
what's.
E
L
L
For
Section
10
sexual
abuse
and
assault
prevention,
this
is
and
relationship
to
Aaron's
law.
Parents
cannot
opt
out
their
child
out
of
Aaron's
law,
and
so
this
just
provides
that
clarification
that
age-appropriate
instruction
will
be
given
for
students.
That
goes
the
full
range
that
we
are
serving
here
and
we
are
working
with
our
partners
and
all
of
that
to
ensure
that
instructions
being
given
there.
But
it's
important
to
note
that
the
parents
do
not
opt
out
of
this
because
it's
not
hitting
such
as
sexual
reproduction.
It's
sexual
assault
systems.
A
And
so
this
is
a
10
there's
no
10
on
our
current
one.
It.
The
highest
number,
is
six
so
I'm
going
to
really
ask
that
we
put
this
in
this
form,
so
so
I
can
look
at
it.
I
have
a
question
about
Aaron's
law
because
it
came
up
to
me
this
year
and
the
person
wanted.
You
know
we
contract
with
Coda
to
provide
our
Aaron
slot
instructions.
A
A
So
do
we
need
a
statement
in
here
about
whether
parents
have
the
right
to
preview
that
we
do
have
it
in
here
that
they
can
preview
our
sexual
reproductive
type
stuff
now
I
I
understand
why
Kappa
might
not
want
cares
to
preview
that
because
they're
giving
information
about
what
to
look
for
and
if,
if
you
have
an
abuser
that
goes
in
and
looks
at
that,
the
abuser
will
then
know.
Oh
I
shouldn't
do
that
because
so
I
don't
know
yeah.
L
L
They
didn't
make
it
available,
and-
and
so
yes,
they
are
allowed
to
review
it
and
it
was
made
available
to
parents
and
and
in
talking
with
Kappa,
even
earlier
this
week
that
they
they
kind
of
like
a
parent
session.
All
of
that
so
we
will
continue
to
offer
a
parent
session,
but
they
do
use
a
state
approved
curriculum.
Yes,.
A
I
think
that's
appropriate
to
put
in
here.
I
also
think
it's
appropriate
to
similar
to
where
we
have
a
statement
that
the
principles
have
to
notify
the
parents
ahead
of
time.
I
think
we
need
a
notification
in
here
ahead
of
time
that
you
know
this
is
federal
law.
Folks,
I
mean
I
learned
a
lot
about
Aaron's
law.
When
I
was
you
know
getting
Hammers
and.
B
L
A
B
D
D
A
D
A
A
B
A
The
language
that's
here
should
be
added
to
this:
yes,
so
that
it's
clear
that
parents
cannot
opt
one,
that
one
bullet
yeah
and,
like
I
said
you
have
it
on
here,
but
it's
not
here
and
on
the
citation
of
that
do
that
that
is
by
SC
law.
It's
not
a
district
because
they
will
question.
That
is
what
the
question
that
as
well
well,
who
made
that
statement,
and
it's
actually
in
so
long
yeah.
B
A
B
B
E
H
L
Reproductive
health,
education,
Family,
Life,
Education,
and
if
it
is
being
taught
that
school
year
and
pregnancy
prevention,
education
and
then
the
state
law
actually
identifies
who
can
serve
or
the
role
in
which
they're
going
to
be
serving
on
this
their
team
member
committee.
Would
you
be
made
up
of
two
parents:
three
clergy,
two
health
professionals,
two
teachers,
two
students,
one
of
the
students
has
to
be
a
student
body
president
at
one
of
our
high
schools
and
then
two
community
members,
but
they
just
cannot
be
employees
of
the
school
district.
L
And,
and
by
re-establishing
this
committee,
then
we
would
like
we
would
like
the
board
to
re-establish
this
committee
to
bring
us
in
that
compliance.
So,
basically,
what
would
happen
then
is
when
we're
hitting
instructional
curricular
areas.
That
would
normally
just
come
to
the
academics
committee
for
approval.
If
it's
one
of
those
three
areas.
F
B
I
A
D
I
Well,
you
know
some
things
we
put
in
policies
and
some
things
Freedom,
this
seems
seems
important
enough
to
put
in
there
as
a
responsibility
of
the
board.
I
think
it
gets
lost
under
the
general
rubric
of
following
state
law.
I
think
it
needs
emphasis.
Obviously
you
know
because
it's
emphasized
here
but
the
other
point
is
you
know
we
can't.
We
can't
have
an
AR
directing
the
board
so.
H
A
B
I
A
D
H
B
H
D
A
A
A
So,
if
we're
using
the
state
instructional
units,
we
don't
have
to
have
this
committee
because
we're
using
this
stuff
from
the
state
it
says,
I,
don't
know.
This
is
what
how
it
sounds
to
me.
Local
school
boards
may
use
the
instructional
unit
made
available
by
the
board
pursuant
to
section
59
3220
who's,
that
for
that's
the
State
Board,
the
state
or
lake
of
local
boards,
May
develop
or
select
their
own
instructional
materials
addressing
the
subjects
of
reproductive
health,
education,
Family,
Life,
Education
and
pregnancy,
prevention.
B
A
D
D
B
D
A
A
E
A
I
D
A
B
A
A
D
D
A
B
F
A
I
I
C
L
A
J
J
Start
by
just
bringing
to
the
attention
that
the
year
last
year
throughout
the
year,
almost
monthly
a
group
of
Educators,
so
we
left
it
open
if
you
were
able
to
join
your
welcome
to
join.
But
we
had
a
committee
to
review
writing
data.
Discuss
current
writing
needs
think
about
our
text
dependent
analysis
through
SC
ready
throughout
that
year.
J
We
looked
at
the
student
writing
where
we
are
and
then
from
that
we
developed
this
I'm,
calling
it
a
plan,
but
it's
more
like
this
comprehensive
system
now
to
support
writing
development
for
all
of
our
students.
So
the
very
excuse
me
thank
you.
The
vision
for
the
work
is
we
want
students
to
experience,
direct
explicit
instruction
in
all
strands
of
writing
and
what
we
mean
by
that
is
that,
although
text
dependent
analysis
is
how
we
are
measured
through
SC
ready,
we
need
to
have
writers
that
can
write
all
types.
B
J
In
addition,
our
learning
should
be
modeled,
supported
and
reflected
through
the
gradual
release
of
responsibilities,
and
then
students
should
be
expected
to
write
frequently
and
widely
across
all
content
areas,
and
so,
with
this
driving
the
work,
we
will
increase
the
quality
of
the
writing
and
we
will
allow
schools,
precise
data
to
develop
the
teaching
and
learning
and
transfer
of
to
the
students.
Writing
so
the
next
slide
this
year,
we
must
focus
in
first
on
iterator
reliability.
J
So
what
that
means
is
that
all
Educators
and
eventually
students
have
to
have
a
common
understanding
of
what
that
writing
means.
The
quality
of
the
writing,
what
their
next
steps
are
within
the
writing,
and
so
we
are
scoring
all
of
writing
towards
the
rubric
provided
to
us
by
the
State
Department
of
Education.
J
So
that's
a
big
lift
for
educators
across
the
district,
so
the
committee
worked
together.
There
was
actually
a
smaller
group
that
really
put
forth
a
lot
of
work
to
support
Educators
and
coaches
at
the
school
through
the
PLC.
So
we
were
able
to
roll
out
what
we're
calling
a
writing
Matrix
to
all
instructional
coaches
this
year
and
so
I'm,
giving
you
just
a
preview
of
each
of
the
sections.
So
the
very
first
section
is
writing
project
products
by
grade
level
and
standard.
This
all
directly
correlates
to
the
state
adopted
resource.
So
we
have.
J
J
So
we
have
a
color-coded
system
so
that
teachers
can
see
the
incremental
changes
between
each
standard
so
that
they
understand
the
different
level
of
expectations
was
asked
of
that
writer
from
grade
level
to
grade
level
because,
as
you
can
see
from
that
sample,
that's
one
writing
standard.
So
there
is
a
lot
to
that.
So
it's
really
important
that
they
see
what
is
new
for
this
grade
level.
What
has
already
been
taught-
and
this
color.
J
J
B
J
Again,
all
of
this
is
in
service
of
where
we
picture
this
is
students
are
going
to
be
asked
to
write,
and
then
we
are
going
to
bring
it
to
that
Collective
table
during
PLC
because
we're
trying
to
get
to
iterator
reliability.
So
we
want
all
of
our
Educators
to
talk
about
the
writing.
So
now
you
think
they
have
kind
of
what's
expected
at
that
grade
level.
It's
been
color
coded
for
them
to
support
the
work
they
can
help.
J
Try
to
think
of
the
question
or
the
standard
for
reading
that's
going
to
come
from
is
come
in
color
coded
to
support
the
work,
and
then
we
took
tasks
following
what's
called
like
so
this,
every
single
text
dependent
analysis
question
and
for
SC
ready
or
the
EOC
follows
this
same
format.
So
we
must
make
sure.
B
J
We
are
asking
students
questions
in
this
way
and
when
we
are
planning
for
it
that
we
plan
to
teach
in
this
way,
but
to
also
support
the
Educators
in
this
Matrix,
we've
already
done
some
of
that
work
for
them.
So
some
of
our
state
adaptive
curriculum,
which
has
a
question
we've
just
Twisted
it
to
make
sure
that
it
follows
the
text.
J
J
So
now
it
is
just
directly
connected
right
here
through
hyperlinks
and
what's
great
about
that,
is
it
helps
it
helps
them
when
we
get
when
they
dig
in,
and
they
see
the
work
that
we
did
in
the
Matrix
they'll
be
able
to
see
where
that
work
came
from
how
we
knew
which
reading
standards
were
the
ones
to
highlight,
because
those
there
is
a
great
document
about
assessment
boundaries,
so
that
tells
you
and
that
was
published
by
the
State
Department
of
Education,
so
so
that
Matrix
is
all
in
service
of
supporting
the
work.
Again.
J
You
know
this
year,
we
especially
see
it
happening
very
much
at
the
PLC
table.
Teachers
planning
collaboratively
getting
support
from
one
another,
because
we
really
need
iterator
reliability
and
this
common
language
of
the
Continuum
of
writing
and
writers,
but
we,
but
then
also
to
support
the
work
in
progress,
monitor
the
next
slide.
J
J
Find
it
on
the
web
page,
the
EOC
is
actually
the
exact
same
one
with
the
exception
of
two
words,
so
we're
all
following
the
same
rubric,
I'm
a
focus,
one
we're
going
to
really
look
at
those
indicators
highlighted
in
green
because
that's
the
foundation,
that's
the
organization
and
structure
of
the
writing
that
the
students
produce
So.
Currently,
students
are
starting
to
take
this.
Writing
it's
going
to
come
to
the
PLC
table.
They're
going
to
really
look
at.
Do
the
students
know
the
task.
Were
they
able
to
write
to
the
task?
J
Again,
we
have
also
identified-
and
that
is
a
support
document-
that's
been
provided
so
through
our
work
with
the
committee
we
already
kind
of
identified
where
we've
we've
looked
at
student
work
from
last
year,
so
we
have
a
good
idea
of
what
might
come
up
and
so
because
of
with
that,
we
now
have
district-wide
strategies
that
are
research
phase
that
can
be
utilized
depending
on
which
areas
of
this
rubric.
We
are
noticing
trends
that
students
need
a
little
extra
support
with.
J
So
the
coaches
all
have
this
to
help
support
the
work
that
they
do
when
they're
analyzing
and
working
with
teachers
at
the
table
and
then
just
to
close
it
out.
I
was
bringing
you
to
the
blueprint
to
guide
the
work.
So
this
is
actually
the
blueprint
from
SC
ready
to
the
left,
you've
seen
three
through
five
and
then
to
the
right.
J
You
see
six
through
eight,
so
you
can
see
the
total
number
of
points
that
the
students
will
go
after
and
but
you
also
see
that
there's
ranges
and
so
drawing
attention
to
to
this.
For
a
couple
reasons
at
the
very
top
you'll
see
the
dok
level.
So,
what's
important
to
realize
is
that
when
our
children
take
the
SC
ready
they
they,
you
see
how
difficult
that
test
is
well.
That's
because
our
standards
are
that
rigorous.
J
That's
also
I
texted
kind
of
analysis
lives
within
our
assessment.
It's
because
we
have
some
three
standards
that
are
so
rigorous
you
you
actually
need
to
write
about
it.
It
would
be
very,
very
difficult
to
analyze
how
well
students
can
perform
with
a
multiple
choice.
So
that's
why
the
writing
element
shifted
to
a
text,
dependent
analysis,
and
that's
also
why,
when
we
have
when
we
think
about
the
tasks
and
those
reading
standards
that
we
highlighted,
we.
J
Are
matching
those
higher
level
depth
of
knowledge,
rigor
questions
and
then,
when
you
drill
down,
you
can
see
where
inside
of
it's
divided
into
different
sections.
So
text
dependent
analysis
lives
within
the
writing.
Portion
of
FC
ready
and
that
component
will
count
for
anywhere
are
between
13
to
16
percent
of
the
entire
test,
and
it
accounts
for
40
of
the
writing
portion
of
SUV.
J
D
J
Why
we're
able
to
highlight,
through
the
assessment
boundaries
provided
us
to
to
us
from
this
stage
we're
able
to
highlight
the
certain
reading
standards
that
they
will
hold?
Although
you
notice
there's
still
a
lot
of
them,
so
they
don't
drill
down
too
much
you,
but
at
least
we
have
a
little
bit
more
guidance
than
what
our
these
standards
originally
came
out,
because
we
had
over
160
at
each
grade
level,
so
we're
getting
a
little
more
clarity.
J
So
that's
a
summary
of
where
we
are
going
some
of
the
work
that
we
did.
It
was
a
great
committee
and
collaborative
work
and
I
think
that
that's
also
going
to
help
support
the
coaches
within
the
buildings
and
then,
of
course,
our
district
literacy
coaches
are
here
to
support
that
work
and
support
the
PLC,
because
we
really
need
to
get
to
that
strong
inner
radar
reliability.
So
we
have
a
common
language
for
our
Educators
and
then
to
our
students
around
like
even
that
self-reflection
of
where
I
am
as
a
writer.
H
The
rubrics
are
there,
my
issue
is
techniques
and
procedures
of
how
you
develop
the
product
and
I
think
this
is
personal,
because
I'm
kind
of
now
Rising
senior
at
Buford
High,
who
went
through
his
Junior
AP
course,
and
so
he
he's
also
had
honors
English
in
ninth
grade
and
he's
been
all
through
the
thing
and
he
can't
write
worth
a
damn
and
my
son
is
an
English,
major
and
and
I
said,
what's
good,
what's
wrong
with
Carson.
This
is
this
is
garbage
and
he
said
yeah.
H
You
should
have
seen
the
first
time
and
and
he's
it's
been
a
series
of
of
editing
by
his
father,
because
what
I've
seen
is
you've
you've,
given
a
writing
assignment.
They
write
on
that
assignment.
They
get
a
grade
yeah
instead
of
description,
and
they
don't
go
back
and
say
now.
You've
got
a
great
now
redo
this
an
editory
editing
it.
We
do
this
again.
Well,
that's
good!
H
Now,
let's
add
another
scope
to
this:
do
it
again
and
that's
best
mistaken's
book
as
well
that
that
happens,
and
so
you
know,
I
I
really
see
that
you've
got
all
the
hoosh.
You
gotta
jump
through
you.
This
sentence
structure,
paragraph
structure-
all
of
that,
but
do
our
teachers
know
like
I
I,
also
said
in
a
Phil
Dr
Phil
Lockhart's.
B
H
Class
and
don't
write
your
story,
okay,
now
what
why
did
you
say
it
this
way?
What
what
was
the
structure?
Try
doing
it
this
way
and
so
on
and
and
I
saw
more,
you
know,
advancement
in
that
type
of,
and
that's
something,
your
plc's
and
so
on,
and
you're
and
I
assume
that
your
folks
who
go
out
and
teach
this
teach
our
teachers
this.
This
is
some
techniques
of
how
to
achieve
the
rubric
that
we
want
and.
J
And
that
is
why
our
language
is
really
rocked
into
into
radar
reliability,
because
that
means
we
are
consistently
analyzing
where
we
are
in
our
rubric
and
then
collectively
deciding
what's
the
next
step
versus
that
right.
That's
just
at
the
top
of
the
paper
and
then
we
just
move
on
so
there's
a
time
where
kiddos
are
going
to
get
a
grade,
but.
J
Assignment
one
of
the
direct,
explicit
instructions
that
I
have
to
model
is
on
this
because
we
weren't
successful
in
that
and
as
a
collective.
We
all
see
it.
So
we
can
I
completely
agree
and
that's
part
of
when
we
talk
about
bringing
the
work
back
to
PLC.
It's
it's
in
service
of
that.
So
it's
not
just
like
we're
not
collecting
this,
so
we
can
see
everybody's
scores
and
then
analyze
it
at
this,
like
Global
level
just
like
who
got
four
and
who
got
a
one.
B
J
We
are,
and
so
what
what
are
we
going
to
do
next
and
then
coaches
meetings
when
we
meet
they're
going
to
bring
samples,
so
our
adventures
will
come
together
so
we'll
do
it
and
that
will
be
hopefully
help
just
keep
supporting
the
work.
That
then
happens
at
the
schools
so,
but
it
is
a
big
task
that
has
not
lost
on
me.
B
C
Great
fan
of
this
process
and
I'll
tell
you
why?
Because
it
directs
the
pigeonhole
center
takes
away.
Creativity
in
terms
of
writing
sounds
but
you've
always
been
a
very
positive
thing
in
terms
of
good
writers,
their
style
and
I.
I
understand
the
goal
and
I
I
know
it'll
do
wonders
in
terms
of
our
test
scores
as
long
as
SC
really
is
driving
the
initiative.
But
what
happened
when
that
changes,
and
things
like
that
so.
J
C
B
J
J
Going
to
get
to
a
four
on
that
regret
when,
unless
children
have
voice
word
choice
they,
when
you
read
a
four,
you
know
the
children
read
and
they
write
I
mean
you,
you
read
it
and
you're
like
I,
want
to
sit
next
to
this
student
and
talk
to
them.
They
you
know.
So
absolutely
we
can't.
We
can't
tackle
this
process
just
thinking
of
tdas,
because
at
best
we're
going
to
get
to
threes,
we're
we're
tackling
this.
That
we
need
to
write,
often
write
in
a
variety
of
ways:
yeah.
J
Because
that's
actually
something
we
consistently
have
to
say,
because
the
stress
on
educators
will
lead
them
to
okay,
I'm
going
to
focus
in
on
this
one,
because
that's
the
measure
in
the
end,
and
so
if
we
all
have
that
common
language
of
ish
when
we
to
get
to
a
four
yeah,
that's
a
well-rounded
writer
that
can
write
all
things.
Yeah.
A
A
That,
because
of
that
inflation
of
grades
and
recognizing,
we
had
to
get
our
students
to
a
standard
and
that
a
proper
essay
is
a
communication
tool.
So
we
want
to
say
that
that
standard
is
established
and
we
will
go
beyond
that.
I
think
with
the
addition
of
adding
our
literacy
coaches
went
to
that
growth,
so
we
now
have
Elementary
and
secondary
coaches,
who
are
starting
to
support,
who
are
supporting
these
initiatives,
which
is
very
important,
because
we
want
our
children
to
do
that.
A
Basic
essay,
which
would
be
a
three
I,
don't
want
a
student
at
a
four.
We
want
that
student
to
be
able
to
be
descriptive
and
detailed
and
created
in
Excel
at
accelerated
coursework.
So
that
is
the
big
picture,
and
that's
actually
the
language
that
we
had
was
in
my
office
that
this
is
the
goal
for
us
as
a
system.
A
I
think
that
inner
from
personal
experience
we
had
one
of
the
years
writing
improving
writing
in
our
schools,
one
of
our
main
goals
every
month,
every
grade
level
through
writing
time,
the
teachers
rated
them
and
they
they
didn't
put
the
grade
on
the
paper.
There
was
a
number
so
then
they
traded
them
so
that
it
was
read
three
times
and
then
everyone,
then
they
got
together
to
discuss
the
scores.
A
I
think
the
foundation,
though,
that
five
paragraph
essay
kids,
if
you
don't
have
that
Foundation
of
what
you're
going
to
write
first
and
how
you
know,
whatever
the
prompt,
whether
it's
persuasive,
writing
or
you
know,
story,
yeah
anything
you
you
have
to
have
that
basis.
So
I'm
not
you
know
the
other
thing
I,
probably
in
the
elementary
schools.
J
Completely
agree,
our
our
committee
and
our
student
data
last
year
reflected
the
same.
That's
why
we're
starting
with
the
organizational
piece,
because
if
a
student
needs
that
to
rest
on,
we
need
to
give
them
the
structure
to
support
them
where
they
are
now
and
then
for
consistency
across
the
school
and
for
the
students,
so
we're
not
all
just
throwing
at
them
a
different
one.