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D
D
A
For
zero
robin
are
there
any
public
comments?
Oh
ma'am.
Okay,
next
thing
on
our
agenda
is
approval
of
the
february
23rd
committee
meeting
minutes.
C
E
A
4-0,
okay,
so
now
to
the
business
of
the
day
and
dr
stratos
is
going
to
have
her
team
lead
us
through
this
three
to
five
year
draft
growth
plan.
I
hope
you
all
had
a
chance
to
look
it
over
there's
some
a
lot,
a
couple.
Different
topics
considered
concerned
in
it.
So
dr
stratus.
B
Thank
you.
Thank
you.
So
at
slides
three,
it
is
just
a
quick
reminder
that
we
looked
at
the
academic
school
year
that
we
set
forward
working
with
our
educators
and
our
teachers
right
with
through
standard
space
instruction
building
the
capacity
this
year
of
our
instructional
coaches
through
children's
student-centered
coaching
model.
B
We
have
spent
some
time
this
year
significantly
at
developing
a
professional
learning
community
model
and
having
meetings,
but
within
that
model,
developing
a
guidebook
for
beaufort
county
for
arts
and
school
leaders,
instructional
coaches
and
teachers
to
utilize
doing
plcs.
That
work
will
be
released
in
the
month
of
may.
Our
final
editing
will
be
completed
at
the
end
of
april.
We
will
have
pd
associated
with
that
that
in
june
and
recognize
that
we
started
a
process
of
formative
assessments
and
what
you
could
tell
by
the
graphic.
B
This
to
many
of
you
will
be
a
review
from
work
that
we
brought
forward.
It
starts
on
from
I
ready
and
scholastic
right
landing
to
no
rate
inc
on
the
left
on
the
end
of
the
graphic,
but
what's
important
to
recognize
that
these
instructional
tools
that
we're
integrating
in
programs
right
are
all
tied
to
what
we're
looking
at
the
prior
slide
of
working
with
a
continuous
improvement
model
being
tied
to
our
students.
Reading
the
mark
and
being
wrapped
around
the
work
that
we've
started
this
year
with
the
profile
of
a
beaufort
graduate.
B
If
you
look
at
from
the
item
of
z
space,
we
are
increa
that
is
a
artificial
intelligence
software,
that's
intuitive
into
computers
that
we've
purchased
for
our
msat
schools,
which
are
seven
schools
that
are
tied
to
the
magnet
schools
assistance
program,
and
we
are
now
including
three
additional
schools,
bluffton
l
left
and
middle
and
red
cedar
actually-
and
I
was
just
working
on
finalizing
that
contract
prior
to
our
meeting
started.
We've
gone
through
the
process
of
having
additional
schools
starting
stem
accreditation
that
stem
process.
B
Actually,
we've
had
three
schools
this
year
alone,
get
re-certified
in
in
stem
as
well
as
in
our
abc
schools.
We've
started
the
process
of
re-credit
re-certification
for
abc
schools
and
all
our
abc
schools
who
are
arts-based
curriculum,
have
received
their
re-accreditation
this
year
and
two
new
things
that
have
happened.
This
year's
project
launch
was,
which
is
a
project
lead
the
way,
pre-engineering
model
that
actually
our
instructional
services
department
is
supporting
at
two
elementary
schools
within
our
msap
grant,
and
if
we
look
to
the
right
side
is
the
inclusion.
B
B
So
here
it's
where
our
mind
shift
has
started
shifting.
I
think
your
cells
as
board
members
us
as
educators
and
our
and
our
parents
and
students.
You
know
we
reflect
that
during
the
pandemic
there
there
were
significant,
short-term
investments
that
were
able
to
enable
students
right
their
education.
Well,
it
was
interrupted
right
and
we
did
short-term
interruptions
all
right.
We
did
short-term
fixes.
We,
we
closed
schools
with
open
schools.
Subject
to
the
pandemic.
We
added
additional
tutoring.
We
added
additional
structural
materials.
We
extended
tutoring
days,
but
again
they
were
short-term.
B
We
go
to
the
next
slide.
Thank
you.
In
the
rebuilding
stage
or
phase,
it
is
essential
to
establish
our
education
system,
an
education
system
that
embraces
the
whole
child
approach,
and
that
is
part
of
the
work.
That's
happened:
wraparound
services
to
our
human
resources
department,
with
the
addition
of
counseling
groups
coming
into
our
schools.
B
Looking
at
a
system
that
addresses
the
impact
of
the
disparities
of
learning
that
resulted
through
the
pandemic,
on
students,
capacity
to
learn
and
on
teachers
ability
to
do
their
jobs
all
for
offer
flexible,
set
of
wraparound
support
to
mitigate
the
impact
of
the
pandemic,
and
we
should
be
including
values
in
education
and
educa.
We
should
value
our
education
and
educators
and
create
a
viable
contingency
plan
for
future
crisis.
So,
in
other
words,
are
we
also
taking
what
we
learned
from
the
pandemic
to
put
into
place?
B
B
So
with
the
right
approach,
we
seek
to
ensure
that
our
public
education
system
plays
a
critical
role
at
preparing
students
and
educators
for
the
next
challenges,
big
or
small
that
we
may
confront
in
the
future
next
slide.
So
we're
looking
at
building
capacity
of
educators,
we're
each
familiar
with
the
triangle
to
the
left.
B
But
the
goal
is,
as
we
go
forward,
not
only
doing
remediation
but
helping
to
accelerate
our
students
so
that
we're
able
to
have
the
lower
level.
You
know
data
and
information,
knowledge
and
understanding,
but
are
we
building
our
students
and
our
teachers
capacity
to
transfer
knowledge
right
and
develop
expertise
of
practice.
B
Next
slide,
so
here
I
have
a
few
goals
that
we
are
working
at
within
instructional
services.
Division,
division,
one
is
building
on
the
left.
Side
is
building
human
capital
amongst
educators
by
strategically
building
the
professional
capacity
of
teachers
and
the
instructional
capacity
of
schools
to
respond
to
our
students
needs.
We
have
gone
through
the
past
two
days,
training
for
our
schools
from
elementary
through
high
school,
in
a
systematic
approach
at
looking
and
developing
lesson
plan
development
on
the
lead
company
is
learning
science
international
at
lsi.
B
It
is
based
on
work
and
research
from
marzano,
but
we
recognize
we
don't
utilize
the
marginal
evaluation
tool
here,
but
there's
research
work
that
comes
out
of
lsi
that
we've
had
a
two-day
workshop
for
our
educators
here
in
the
system.
That's
also
built
bills
upon
the
plc
guidebook
that
we
will
be
releasing
at
the
end
of
his
academic
school
year.
B
We
recognize
that
capacity
building
is
a
process
that
over
time
makes
it
possible
for
the
skills
of
teachers
to
be
in
alignment
with
the
needs
of
students
seek
to
correct
the
mismatch
of
skills
and
resources
facing
our
schools
and
student
learning.
This
is
a
goal
that
we
have
within
isd
in
order
to
have
effective
capacity
within
our
school
sites
and,
lastly,
having
a
commitment
to
capacity
building
and
a
clear
undertaking
of
how
to
carry
it
out,
in
particular
schools.
B
B
If
we
go
to
the
next
site,
mrs
christenberry,
I
have
the
honor
and
the
opportunity
to
bring
forward
that
ashley
hutchinson
who's
a
big
part
of
the
shift
that
we're
seeking
to
do
with
our
learners,
as
well
as
our
educators.
This
is
ms
hutchinson
ashley.
F
I
am
here
today
to
talk
a
little
bit
about
where
our
children
are
developmentally
and
as
a
district,
we're
responsible
for
meeting
each
child
where
they
are
developmentally
and
by
providing
a
developmentally
appropriate
child
center
learning
environment.
We're
going
to
be
able
to
support
the
healthy
development
of
all
learners,
and
so
research
has
shown
over
time
that
the
way
children
learn
is
simply
different
when
they're
younger
than
when
they're
older,
so
go
go
ahead,
robin
you're,
good
okay.
F
So
on
this
slide,
the
second
slide
here
you
have
seen
this
before
this
is
a
integrated,
comprehensive
approach
to
how
we
look
at
early
childhood
in
our
district.
So
we
have
early
identification.
We
have
our
strong
community
partnerships,
always
focused
with
standard-based
curriculum
and
instruction.
F
We
always
want
to
continuously
focus
on
that
high
quality
instruction,
developmentally
appropriate
practice
and
play-based
learning,
and
I'm
going
to
talk
a
lot
this
afternoon
about
that
purposeful
play-based
approach
and
how
we
need
to
move
it
into
our
kindergarten
classrooms
and
and
how
the
brain
works
as
we
do
that
robin
I'm
go
ahead.
Thank
you.
F
So
you
may
have
heard
me
say
this
before,
but
I
think
it's
always
important
to
keep
in
mind
that
ninety
percent
of
a
child's
brain
development
happens
before
the
age
of
five
and
you
I
stand,
stood
at
the
podium
before
and
said
that
that's
happens
before
they
even
hit
our
door
that's
before
they
even
are
even
required
to
be
in
school
in
south
carolina.
So
we
have
to
keep
in
mind
in
the
state
of
south
carolina.
Kindergarten
is
still
not
mandatory.
It
is
a
parent
choice.
F
We
have
seen
over
the
last
couple
years
a
mixture
of
children
choosing
to
delay
the
start
of
kindergarten.
So,
instead
of
starting
at
five
years
old,
they're
starting
at
six
years
old,
their
families
are
trying
to
give
their
children
that
extra
year
for
that
extra
social
emotional
boost,
especially
if
their
child
has
a
late
birthday.
F
So
as
we're
looking
at
ninety
percent
of
a
child's
brain
development
happens
before
the
age
of
five.
All
of
that
brain
development
happens
through
a
process
of
play,
so
they're
learning
all
sorts
of
different
things
through
manipulating
objects,
holding
objects
for
the
first
time,
moving
them
around
and
going
through
if
they're,
in
a
child
care
center
from
center
to
center.
Whether
it's
dramatic
play
blocks
the
math
center
and
being
able
to
hold
those
tangible
items,
manipulate
them
and
build
on
the
foundation
of
their
past
experiences.
F
So
in
this
approach
you
know
purposefully
and
intentionally
planned.
Lessons
are
a
key
focus,
so
our
teachers
have
to
be
able
to
understand
that
our
children
are
going
to
be
moving
freely
throughout
the
classroom
to
different
centers,
but
every
time
they
go
to
one
of
those
centers
there's
a
purpose
and
a
plan,
and
it's
intentional
of
why
the
teacher
has
sent
them
to
that
learning
center.
F
It
provides
our
students
active,
hands-on
learning,
experiences
for
all
diverse
learning.
Styles
integrates
across
multiple
developmental
domains
and
subject
areas
allows
adequate
time
for
center
child
activities
and
then
also
purposeful
play
allows
for
differentiation
and
for
the
teacher
to
meet
the
child
where
they
are
developmentally.
F
This
is
a
key
piece
right
now
and
where
we
are
as
a
nation
and
as
a
country
and
as
a
as
a
county
to
be
really
because
we
have
had,
we
are
going
to
have
children
entering
our
doors
that
have
never
been
in
a
school
program
before
this
group.
This
population
is
still
the
population
that,
under
five
years
old,
we
still
can't
vaccinate.
F
The
learning
through
play
concept,
so
they're
able
to
master
foundations,
build
upon
that
robin
you
can
go
ahead
to
the
next
slide.
F
So
when
we
talk
about
what
are
children
learning
free
play,
so
we
talk
about
cognitive
skills.
We
talk
about
foundational
understanding
play
is
the
natural
way
children
learn,
and
I
know
when
we
say
play
we
think
of
we're
just
sending
our
children
into
a
classroom
of
with
other
children
and
they're
going
to
play
all
day.
But
if
you
take
a
look
at
the
picture,
these
children,
this
group
of
children
right
here,
are
actually
building
letters
with
plato,
so
they're
able
to
feel
the
play.
F
F
F
F
So
when
we
send
children
to
the
dramatic
play
center,
you
may,
as
a
teacher
in
your
kindergarten
classroom,
have
your
dramatic
play
center
set
up
like
a
restaurant
and
they're
setting
the
dinner
table
for
four
people
to
come
to
your
restaurant
they're,
creating
menus
and
they're
writing
out
menus
of
what
they're
going
to
serve
for
dinner.
They
are
adding
price
tags
to
their
menu
item.
F
So,
if
you're
going
to
order
chicken
for
dinner,
you
might
have
to
pay
five
dollars
for
the
chicken
for
dinner,
but
again
they're,
manipulating
that
the
money
and
the
cash
register
they're
setting
up
those
tables,
they're
writing
out
menus
they're,
seeing
environmental
print
so
you're.
Seeing
the
you
know
the
cheerios
box
and
the
the
cracker
jacks
box,
all
of
those
things
that
they
can
easily
recognize
so
that
they
believe
in
themselves
as
readers
and
writers.
F
So
we
know
that
between
well
as
research
shows
between
1998
and
2010.
F
So
we
as
a
district
need
to
get
back
to
providing
those
play-based
learning
opportunities
for
our
children.
Go
ahead,
rob
so.
During
the
childline
activities,
children
learn
to
interact
with
others.
They
talk,
they
collaborate,
they
problem
solve
they're,
building
their
language
skills
and
their,
of
course,
their
social
emotional
skills.
F
F
F
So
as
a
school
district,
this
is
something
I
created
that
we
need
to
keep.
This
was
how
we
would
funnel
this
approach
through
our
our
kindergarten
classrooms,
so
we
would
have
a
key
focus
on
standard-based
instruction.
Absolutely
that
would
still
be
a
focus
area
as
in
the
forefront.
F
We
also
have
a
the
curriculum
in
our
progress.
Monitoring
would
play
a
vital
role
in
it,
the
classroom,
learning
environment.
We
have
to
prepare
our
kindergarten
classrooms
to
for
a
play-based
learning
approach.
So
what
that
means
is
that
our
that
the
classroom
has
the
opportunity
for
children
to
move
freely
throughout
those
centers
and
that
the
teachers
have
the
resources
they
need
to
use
in
them,
for
instance,
manipulatives
to
use
those
throughout
the
day.
So
so
we
can
build
those
play
experiences.
F
A
key
focus
would
also
be
intentional
planning
our
teachers
have
to
plan
in
order
for
this
organized
chaos.
As
we
say
in
the
early
childhood
world
to
function
properly,
all
funnel
through
purposeful
play
experiences,
you
then
create
the
mathematical
thinker.
You'd
definitely
strengthen
social,
emotional
skills,
literacy
and
language,
cognitive
development
in
as
well
as
their
physical
development.
F
F
So
great
article-
and
I
listed
two
other
reference
points
where
you
can
just
have
a
few.
If
you
have
a
few
minutes,
you
can
educate
yourself
on
this
concept
and
what
it
would
look
like
in
in
some
of
our
classrooms.
B
A
I'll
start,
I
I
have
a
question
ashley.
I
I
I
guess,
based
on
my
experience,
I
I
think
that
purposeful
play
to
me
is
the
same
as
a
well-structured
learning
center
for
for
young
stu
for
the
children,
and
you
know.
I
think
that
the
trap
that
we
don't
want
to
fall
into
is
where
the
what
our
kindergartens
used
to
look
like
years
ago,
where
the
kids
just
played
all
day
and
there
wasn't
any
structure
to
the
play.
A
So
I'm
I
think
this
is
this-
is
great.
You've
got
the
you
know.
The
intentional
planning
piece
I
think
is
going
to
be
really
important
here,
so
that
the
centers,
the
learning
centers,
which
we're
now
calling
purposeful
play
experiences,
are
really
you
know
planned
well,
so
that
they
aren't.
You
know
they.
They
aren't.
Just
the
children
play
off
playing
in
the
teacher
sitting
at
a
desk
unengaged.
A
F
F
B
For
us,
the
continuous
improvement
model
is
not
something
that
would
is
going
to
be
pushed
aside,
because
that
is
also
tied
into
kindergarten
as
well,
because
these
are
foundational
critical
years
and
that
we
also
recognize
is,
as
I
had
later
on
on,
and
I
want
to
say
with
slide
nine
that
the
capacity
building
of
the
educators,
including
the
administrators
of
expectation
and
practice,
is
critical.
B
The
research
shows,
mrs
robine,
that
although
an
academic
model
to
kindergarten
and
pre-k
does
give
immediate,
it
does
give
immediate
growth
on
a
continual
basis.
Looking
at
children
who've
gone
on
a
an
academic
model
versus
purposeful
play
base,
there
is
a
decrease
in
time
and
performance
of
students
and
actually
outcome
of
attendance
and
creativity.
B
Some
of
these
articles
and
the
article
from
harvard
will
bring
that
up
as
well
on
resilience.
So
I
just
wanted
to
share
with
you
share
that
as
well,
and
I
do
apologize
for
cutting
in.
A
Yeah,
thank
you,
and
you
know
I
from
my
experience.
I
I
think
some
of
my
I
think,
back
to
my
stellar
kindergarten
teachers.
The
kids
thought
they
were
playing
all
day.
A
They
were
engaged
in
in
real
activities,
but
they
just
thought
if
you
asked
them
what
they
did,
they
would
say:
oh
I'm
playing
or
if
you
visited
them
in
a
center
mal
campbell.
D
Primarily,
how
are
we
going
to
assure
that
the
kindergarten
children
are
prepared
to
play
properly
and
is
there
anything
in
place
to
get
them
at
that
at
that
speed,
pre-kindergarten,
program,
etc,
or
just
literature,
just
language
being
passed
out
to
these
parents
of
kindergarten,
children
or
pre-kindergarten
children,
so
that
they
are
prepared
for
for
what
the
child
will
reach
when
they
get
into
the
kindergarten
classes
and
that's
one
concern
the
other
concern
is,
I
think,
as
they
said,
that
this
type
of
education
for
matters
dwindled
quite
a
bit
over
the
last
years
and
we're
trying
to
get
back
to
it.
D
You
know
and
places
that
have
utilized
this
process
and
how
growth
has
occurred
over
time
versus
you
know
what
people
kind
of
might
be
expecting
those
those
are
my
concerns
and
primarily
it's
the
same
thing.
I've
always
said
you
know:
you're
gonna
get
the
same
kind
of
children,
you're
gonna,
get
who
can't
play
properly
either
in
kindergarten.
D
F
So
you
are
absolutely
right:
we
as
a
district
still
receive
children
that
quite
aren't
ready
for
kindergarten.
So
you
know
keeping
in
mind
what
happens
in
off
the
office
of
early
childhood
from
birth
to
five,
so
we
start
out
with
the
traveling
preschool
bus.
You
know
we're
out
in
the
community,
capturing
families
and
educating
them
on
the
profile
of
the
ready
kindergartner
which
is
out
has
been
put
out
by
the
state.
F
So
everyone
you
know
we're
getting
trying
to
capture
everybody
for
a
developmental
screening.
So
we
can
put
those
interventions
in
place
before
they
get
to
kindergarten,
and
then
also
you
know,
our
pre-kindergarten
program
is
still
serving.
We
have
a
capacity
to
serve
around
983
children
per
year.
F
Now
we
always
like
I
said
earlier
in
the
presentation.
The
pandemic
has
created
groups
of
children
who
have
not
had
these
experiences
because
moms
and
dads
are
keeping
them
home.
So
through
this
purposeful
play
experience,
teachers
are
able
to
differentiate
learning
a
lot
easier
by
grouping
children
together.
F
H
D
D
How
are
we
restricted
to
those
numbers?
You
know-
and
I
I
don't
expect
to
answer
these
questions
now-
I'm
just
passing
it
out
there
and
what
kind
of
database
do
we
have
on
parents
pre-schoolers,
you
know.
Are
we
touching
them
all?
I
mean
that
mobile
book
read
or
book
sign
child
fine
process
to
me
is
a
hit
and
miss
I
mean:
do
we
really
know
how
many
we
have
out
there
who
they
are
and
whether
or
not
they've
been
contacted?
That's
some
concern
that
I've
had
and
I've
still
got.
I
I
I
I
I
was
at
robert
smalls
when
they
showed
me
the
bedtime
in
a
box
that
they're
giving
to
all
the
kindergarten
kids.
I
want
to
give
it
to
all
the
parents
and
kindergarten
kids
and
basically
that's
a
little
tool
box
for
parents.
I
I
I
You
got
to
you've
got
to
realize
that
social
emotional
learning
is
structured,
it
is
structured,
it
has
to
be
structured
and
you
have
to
have
a
starting
point.
You
have
to
have
evaluations
along
the
line
and
the
teachers
have
to
have
the
tool
box
to
know
and
to
evaluate
and
to
adjust,
because,
as
you
know,
everybody's
brain
doesn't
isn't
it
90
or
it's
different
parts
are
started
at
90.
So
it's
an
individual
thing
and
so
you've
got
to
have
a
pretty
good
toolbox
to
be
able
to
adapt
to
the
different
kids.
I
F
So
we
are
currently
looking
at
a
couple
different
curriculums.
So
what
I'm
doing
after
this
presentation?
Next
week,
our
committee,
we
will
call
we
will
have
a
purposeful
play.
Kindergarten
committee
standing
committee
at
the
district
that
will
go,
create
the
implementation
plan
of
what
this
will
look
like
over
the
next
several
years.
F
That
will
include
lots
of
professional
development
for
our
teachers,
because
this
is
a
philosophy.
Mind
shift
change
that
we
are
going
to
focus
on
as
a
district.
So
we
are
going
to
have
to,
like
you
said,
prepare
our
kindergarten
classrooms
for
a
play-based
learning
approach
and
that
what
that
means
is
is
we
are
going
to
have
to
put
the
resources
in
place
and
the
manipulatives
and
the
furniture
all
of
those
things.
F
The
curriculum
will
allow
for
that.
Play-Based
learning
approach
to
occur
and
assist
and
guide
the
teacher
on
how
to
implement
in
our
classroom
the
progress
monitoring
tool,
along
with
the
curriculum,
will
require
it
to
be
differentiated
for
multiple
different
learning
abilities
and
styles
in
the
classroom.
F
So
if
we
have
our
early
early
childhood
special
education
students
pushing
into
a
play
based
kindergarten
program,
we'll
need
to
differentiate,
use
a
differentiated
model
in
order
to
accommodate
for
their
abilities
same
with
any
other
child
in
the
in
the
kindergarten
classroom,
and
so
there
are
curriculums
out
there
and
progress
monitoring
tools
out
there.
That
will
assist
with
this
purposeful
play-based
approach
that
we
would
need
to
implement
in
our
district.
A
Colonel
guy
did
you
have
a
follow-up
question.
A
Okay
ashley,
I
just
have
one
more
comment.
As
a
you
know,
person
who's
worked
in
elementary
schools
for
a
very
long
time.
I've
got
to
believe
that
we
have
some
teachers
that
have
been
using
play-based
learning
and
they
simply
you
know.
Let's
take
the
letter
formation,
one
teachers
have
been
doing
stuff
like
that
with
clay
or
with
glitter.
B
A
With
soap,
you
know
with
the
shaving
cream
for
years
right.
Yes,
so
those
are
the
types
of
things
that
I
would
think
that,
just
by
you
know
getting
together,
those
would
be
some
things
that
could
be
identified
as
what
we're
talking
about
as
play-based
learning.
A
You
know
what
what
it's
trying
to
teach
and
then
I
you
know
as
a
start
to
build
that
toolbox.
Correct.
F
Correct
we
that
you
are
absolutely
right.
There
are
teachers
in
our
district
and
across
the
nation
that
build
this
naturally
into
their
schedules
every
day
and
into
their
classroom.
What
we
have
seen,
because
research
has
shown
what
we've
seen
is,
is
that
we
have
decreased
the
number
of
those
opportunities
over
the
last
several
years.
What
we
want
to
do
as
a
district
is
move
in
the
direction
of
that.
This
approach
is
where
we
are
and
what
we,
what
we
look
for
in
classrooms,
what
we
wanted,
we
want
to
train
our
administrators.
F
What
to
look
for
when
their
seat,
when
they
go
in
the
building,
so
that'll,
be
part
of
the
plan
is
not
only
professional
development
for
our
teachers
but
professional
development
for
our
coaches
and
our
administrators,
so
that
everyone
in
our
district
has
the
same
mindset
of
that.
We
are
going
to
teach
kindergarten
at
a
developmentally
appropriate
level
through
learning
through
play.
F
A
One
more
and
then
mel
so
one
of
the
things
that's
going
to
come
up
and
I'm
sure
you
will
be
you
you
already
have.
This
are
the
children
that
arrive
to
kindergarten
that
have
exceptional
skills
and
their
parents
rightfully
so
demands
are
a
little
bit
more.
Have
higher
expectations
for
a
more
for
a
meteor
curriculum.
Have
you
you
talked
about
differentiated?
F
So
our
children
that
are
already
you
know
on
grade
level
or
above
grade
level
coming
into
kindergarten
classroom.
That's
where
that
ability
grouping
comes
in
small
group
instruction
happens
where
the
teacher
and
the
instructional
paraprofessional-
and
this
is
a
key
piece
that
I
hadn't
mentioned
yet,
but
that
instructional
paraprofessional
plays
a
vital
role
in
this
as
well
so
simultaneously,
small
groups
are
happening
with
the
instructional
assistant
and
the
teacher
children
are
in
their
learning,
centers
being
with
child
led
activities.
F
Curriculums
that
take
this
purposeful
play-based
approach
are
differentiated
within
themselves.
So
the
teacher
has
that
quick
glance
to
say.
Okay,
I
have
the
this
small
group
coming
to
me
and
they're
at
this
level
at
this
skill
level,
and
then
you
know
my
next
small
group
is
at
this
level
and
I
need
to
adjust
this
for
their
needs
and
abilities.
F
So,
yes,
our
goal
is
to
get
a
to
have
a
curriculum
that
allows
for
that
high
learner
and
to
continue
that
high
learner
in
growth.
A
Great
thanks,
mr
mel
campbell.
D
D
What's
their,
what
was
what's
the
research
in
terms
of
play
base
two
traditional
or
all
week,
shifting
the
first
grade
also
incrementally,
so
that
they
can
accept
these
play-based
students
in
the
first
grade,
because
that
is
a
concern
and
and
what
I'm
hearing
you
know,
I'm
very
you
know
concerned
about
this.
This
program.
D
F
Some
of
the
research
that
I
included
in
the
last
slide
there
incorporates
how
school
districts
are
taking
a
different
approach
in
first
grade
up
to
the
age
of
eight,
so
a
nationwide
early
childhood
now
incorporates
children
up
birth
through
eight
years
old.
So
this
purposeful
play
experience
in
kindergarten,
often
transitions
towards
around
this
time
in
the
school
year
and
to
to
prep
our
children
for
first,
second
and
and
beyond
a
different
model.
F
But
there
are
school
districts
that
are
like
you
just
mentioned:
changing
the
focus
of
first
grade
and
beyond
to
incorporate
more
hands-on,
child-led
purposeful
play
activities,
and-
and
we
will
you
know
in
dr
stratus
and
an
isd
team-
will
look
at
that
as
we.
You
know,
progress
through
this
process
and
I'm
assuming
you
know
I
would
talk
with
dr
stratus
about
making
adjustments
if
we
need,
if
we
need
to.
B
This
is
something
that's
going
to
happen
in
a
phase
of
building
that
capacity
shift
of
our
educators,
because
one
thing
that
has
definitely
happened,
oh
through
the
pandemic,
is
that
students
have
recognized
that
I
can
pull
a
lot
of
information.
I
don't
care
what
predominantly
grade
kids
know
how
to
just
pull
the
entry
level
information.
B
So
the
goal
is
to
get
our
educators
as
well
to
get
deeper
at
practice
and
for
our
students
to
become
better
experts
within
content
standards
would
not
be
put
to
the
side.
We
recognize.
Grading
still
exists,
but
to
the
core
of
this,
we're
saying
that
the
standards
will
still
be
addressed.
There'll
be
a
continuum
of
standards.
We
have
all
experience
of
our
children,
but
we're
integrating
alternate
models.
So
it's
almost
a
total
physical
response.
B
I
I
I
I
That's
not
what
we
want.
We
can't
have
that
kind
of
stratification.
We
we
need
to
have
a
balanced,
diverse
classroom
in
kindergarten
and
on
and
through
grade
school.
I
believe,
and
you
can
use
those
those
ones-
those
children
that
are
a
little
advanced
to
help,
those
that
are
not
instead
of
separating
them
and
say
well,
you're,
the
smart
ones
and
you're,
not
so
smart.
F
Can
I
comment
on
that
sure,
so
the
re
this
purposeful
play
experience
so
currently,
in
our
kindergarten
classes,
we
allow
mixed
ability
levels.
So
we,
you
know,
cut
a
lot
of
our
schools.
Do
readiness
screeners
with
their
children,
so
we
know
where
they
are
coming
in,
but
in
this
play
based
learning
environment
when
you're
mixing
ability
levels
throughout
the
classroom.
F
How
to
manipulate
those
blocks,
how
to
build
a
tower,
how
they
fit
the
legos
together,
how
to
write
a
menu
in
dramatic
play,
so
they're
learning
this
allows
for
learners
to
learn
from
each
other
and
and
through
each
other.
So
I
actually
agree
with
your
comment
wholeheartedly
and
with
this
approach
allows
for
more
of
our
students
to
be
learning
with,
with
together
with
each
other,
unless
dividing
them
into
like
you
just
talked
about
different
different
groups.
E
Thank
you
kathy.
I
just
want
to
echo
what
colonel
guyer
said,
I'm
fairly
familiar
with
the
disastrous
effects
of
the
labeling
theory,
but
it
sounds
like
you're
aware
of
that
and
and
you're
dealing
with
it
back
when
I
was
in
school,
that
was
very
popular
you'd
get
labeled
early
and
you
know,
as
the
saying
goes,
I
lived
up
to
my
teachers
expectations.
E
You
know,
so
I
think
we're
aware
of
that,
but
it
sounds
like
you're
you're
fully
aware.
My
question
is
roughly
what
is
the
timeline
from
where
we
are
today
to
a
significant
implementation,
because
I
realize
we're
turning
a
big
ship
here
and
I
know
it's
going
to
take
time,
but
I'm
just
trying
to
get
in
my
mind.
E
F
Mind,
but
I
have
no
idea
what
I'm
talking
about
so
I'm
looking
for
I'm
looking
to
you
to
give
me
a
just
a
rough
timeline
sure
we
are
looking
at
taking
this
in
in
small
chunks.
F
As
I
said
before,
this
is
a
pretty
big
mind
shift
change
for
some
of
our
administrators,
some
of
our
teachers,
and
you
you
want
to
bring
that
in
in
a
slow
process,
so
we're
looking
at
doing
a
pilot
at
some
of
our
schools
with
the
idea
of
a
one
to
three
year,
implementation,
and
by
year,
three
we
are
rocking
and
rolling,
and
it's
cooking
and
marinating
and
we're
seeing
some
at
some
results
from
this.
As
you
I've
stood
before
before
y'all
before
early
childhood.
F
When
you
invest
in
early
childhood,
you
don't
often
see
the
results
super
fast.
You
know
we
wait
till
our
third
grade
test
scores
come
into
play,
but
we
will
have
a
process
and
a
transition
over
time
and
as
the
pilot
grows,
it
would
be
a
full
implementation
throughout
the
district
within
the
three
to
eight
three
to
seven
years.
F
I
do
want
to
add
something
that
I
haven't
mentioned.
I
want
to
make
sure
that
we
understand
that
this
fully
aligns
with
also
our
you
know
our
birth
to
five
plan
in
early
childhood
with
beaufort
county
school
district,
but
it
is
also
aligns
with
our
head
start
and
early
head
start
partnership
as
well,
so
you
know
we've.
I've
talked
with
our
partners
about
this.
F
They
are
on
board
with
with,
like
mr
campbell
said
earlier,
preparing
our
children
for
this
concept
and
head
start
is,
is
going
to
be
able
to
help
us
with
this
as
well.
F
G
G
How
are
we
going
to
address
advanced
technologies
and
what
does
that
look
like
in
a
cte
planning
program,
programmatic
areas
and
also
continued
collaboration
with
our
other
departments,
such
as
I.t
facilities
and
then,
of
course,
including
our
schools
and
community
as
to
making
sure
that
we're
in
par
on
par
with
the
principles
of
mission
and
vision,
and
then
you
will
be
receiving
within
the
next
couple
of
months?
We
have
our
comprehensive
local
needs
assessment,
so
that's
another
driver
of
these
goals.
G
This
was
started
two
years
ago
as
a
requirement
by
the
federals
perkins
grant
and
that
we
collaborate
with
by
region
to
look
at
areas
for
local
labor
market
needs.
How
are
we
offering
programs
that
are
in
size,
scope
and
quality
to
address
that?
How
are
we
using
recruitment
and
retention
of
teachers
there'll
be
a
huge
focus?
This
next
two-year
cycle
on
post-secondary
options,
as
well
as
how
we
serving
all
students
from
the
college
bound
to
even
students
with
special
needs,
so
that's
called
the
comprehensive
local
needs.
G
G
We've
already
have
a
baseline
established,
so
we
want
to
make
sure
that
we're
we're
going
to
have
things
in
place.
That's
going
to
introduce
students
to
those
emerging
technologies
that
we
have
discussed
in
an
earlier
presentation,
such
as
ai
cyber
security.
We
want
to
make
sure
that
we
here
in
the
low
country
that
we
are
aligning,
what
we
offer
and
how
students
are
graduating.
G
That's
going
to
meet
critical
industry
needs
such
as
health
care,
and
I
t
hospitality
and
tourism
for
this
area
that
that's
a
given
that
we'll
continue
to
support.
We
also
want
to
look
at
how
do
we
incorporate
common
employability
skills
across
all
of
our
content
areas?
That's
through
work
based
learning,
apprenticeships,
formal
and
informal
internships,
as
well
as
in
the
classroom.
G
How
are
we
going
to
increase
the
number
of
students
who
complete
a
pathway?
Why
is
that
important?
Because
it
has
it
says
that
our
students,
when
they
leave
us
they
have
a
plan
in
place
and
that
they
have
something
that
they
market
themselves,
such
as
an
industry
credential
to
move
forward,
and
then,
lastly,
we
want
to
make
sure
that
do
we
have
transitions
in
place,
that's
going
to
help
our
students
to
move
beyond
high
school
for
more
advanced
training,
whether
it's
the
military
or
it's
a
one
or
two-year
degree
as
well
as
a
four-year.
G
G
G
Also
looking
at
the
well
branch
cluster
with
their
already
successful
early
college
model,
looking
at
our
bluffton
may
river
cluster,
and
then
our
hilton
head
island
cluster
and
dr
levesque
now
continue
to
collaborate
on
a
regular
basis
as
to
the
excellent
options
that
they
offer
at
jasper
career
center
and
to
make
sure
that
we
are
in
alignment
together
as
we
promote
these
options
for
our
students.
So
the
first
thing
that
we
wanted
to
do
is
to
establish
some
common
expectations
at
all
middle
and
high
schools,
so
for
all
high
schools.
G
It
can
look
a
little
differently
from
school
to
school,
but
if
they're
offering
some
apprentice,
entrepreneurship,
some
accounting,
some
personal
finance
business,
finance,
some
marketing,
hospitality
and
tourism
marketing-
something
that's
going
to
help
those
students
in
the
front
of
the
house.
Back
of
the
house
back
office
applications
there's
still
many
viable
careers
and
jobs.
For
that,
so
we
feel,
like
all
schools
need
to
offer
something
within
those
areas.
G
The
other
thing
is
obviously
computer
science.
We
want
that
to
be,
as
we
had
mentioned
in
a
prior
meeting,
to
have
a
k-12
focus,
and
I
liked
what
ashley
said
about
being
able
to
increase
kids
critical
thinking,
skills
early
on,
because
that's
going
to
build
that
that
computer
science
computational
thinking
so
we
want
in
all
high
schools
to
have
some
type
of.
I
t
computer
science
focus
and
I
took
a
good
feedback.
G
We
want
to
make
sure
that
it's
different
levels
for
whatever
that
student's
going
to
move
into
as
far
as
a
career
health
sciences
is
huge,
we're
almost
there.
We
definitely
will
talk
about
when
we
go
to
hilton
head
slide,
that
we
want
to
bring
that
into
the
the
hilton
head
island
cluster
and
then,
of
course,
we
want
to
make
sure
that
all
of
our
schools
have
work-based
learning
opportunities,
as
well
as
a
very
strong
ct
dual
enrollment
component.
So
let's
break
it
down
by
the
different
clusters.
G
Next
slide,
please
so
for
our
middle
grades
and
how
I
set
this
up,
I
formatted
what,
as
our
current
status,
based
on
what
we
offer
or
the
focus
areas,
our
current
enrollments
and
our
current
certified
teachers,
and
then,
where
do
we
look
at
for
future
needs?
So
right
now
we're
looking
at
three
major
areas
for
middle
schools.
We
wanna-
and
this
is
grades
six
through
eight
at
all,
eight
middle
schools
recognizing
that
we
have
2k,
eight,
but
career
and
tech.
Ed
would
be
focusing
on
the
six
six
through
eight
grade
levels.
G
We
want
career
exploration
courses.
There
is
a
state
approved
course,
which
is
awesome
or
integration
of
very
specific
activities
that
meet
certain
standards,
so
that
students
come
away
from
their
eighth
grade,
ready
to
to
do
that.
Igp
plan
and
process
we
implemented
this
year
virtual
job
shadowing
had
excellent
feedback
from
that.
G
We
hear
so
many
parents,
as
well
as
employers,
talk
about
if
they
just
know
how
to
understand
what
credit
is
and
manage
a
budget.
I
don't
think
middle
grades
is
too
young
to
begin
that,
but
I'll
appreciate
your
feedback
so
and
then
obviously
stem
related
anything
science,
technology,
engineering,
mathematics,
we
use
for
our
platform
projectly
the
way
gateway.
I'm
excited
that
dr
stratus.
Their
isd
is
supporting
project
lead
the
way
launch
to
to
expand
in
other
schools
beyond
river
ridge.
I
think
that'll
be
an
excellent
segue
into
what
they
can
take
at
the
middle
grades.
G
Are
we
there
yet
as
far
as
consistency
with
all
of
our
middle
schools?
No,
but
that's
one
of
the
areas
we
want
to
work
on,
so
we
have
currently
3247
enrollments
and
we
have
12
teachers
spread
out
across
eight
middle
schools
that
are
cte
certified
that
instruct
one
or
more
of
those
courses
so
for
future
needs
really
don't
want
to
change
up
those
focus
areas.
We
just
want
to
elevate
them
by
increasing
more
offerings
at
most
of
our
middle
schools.
G
There's
a
couple:
they
offer
have
a
wide
array
of
offerings,
but
we
could
do
better
at
some
of
our
other
schools.
But
in
order
to
do
that,
we
need
to
look
at
how
do
we
share
staff
and
either
between
the
high
school
and
middle
school,
or
perhaps
increasing
the
staffing
so
that
more
of
our
middle
school
ct
teachers
are
computer
science,
certified
and
or
project
lead
the
way
certified
and
then,
as
we
had
talked
about
earlier,
what
do
those
learning
spaces
look
like,
so
that
we
can
excuse
me?
B
Karen
take
your
time,
yeah
yeah.
She
was
out
for
a
few
days
subject
to
a
significant
sinus
infection,
and
I.
G
G
Great
so
for
our
battery
creek
beaufort
cluster,
we
cur.
G
G
Good,
okay,
we
have,
as
you
can
see,
on
the
left.
We
have
the
the
total
number
of
career
clusters.
G
Our
specialty
areas
for
battery
creek
and
buford
we're
proud
of
our
our
healthcare
welding,
our
aviation
and
culinary
you
can
see
the
total
enrollments
that
we
have
as
well
as
excuse
me,
the
number
of
teachers.
G
For
future
needs,
my
apologies,
I
am
so
sorry
I
feel
so
bad
for
you.
G
I'm
going
to
take
my
breath
here
in
a
second
so
for
we
have
a
total
number
of
26
teachers
for
that
cluster.
What
we
are
looking
at
in
the
future
is
just
increasing
slightly
up
to
19.
we're
excited
to
look
at
adding
global
logistics
at
battery
creek
high
school.
The
principal
is
very
much
on
board
with
that.
G
G
We
also
want
the
capability
to
bring
in
a
two-teacher
program
for
culinary
at
battery
creek
with
the
community
support
from
the
first
referendum.
They've
had
some
extensive
renovation
modernization
over
at
battery
creek,
so
that's
helping
at
beaufort
high
school
with
the
msap
grant.
We
are
excited
to
increase
health
care
opportunities,
so
we're
looking
at
even
adding
an
lpn
program
on
down
the
road
to
help
meet
these
critical
health
care
needs
as
well
as
we
have
had
a
request
really
now
for
two
years.
G
G
I
put
what
would
be
some
facilities
needs
that
could
be
feasible
and
again
this
is
in
collaboration
with
our
facilities
team,
so
you
have
those
listed
there
and
then
either
we
look
at
increasing
cte
staffing
or
against
shifting
do
we
need
as
many
business
teachers
if
we
do
some
shifting
down
to
the
middle
grades
and
so
on
next
slide?
Please.
G
For
for,
if
you'll
go
back
to
wellbranch,
thank
you
so
for
weld
branch
we
currently
have
eight
career
pathways
of
those
our
specialty
areas
over.
There
are
information,
tech
and
health
care.
We
have
a
strong
nurse
aid
program
and
strong
sports
medicine
program,
there's
currently
539
enrollments
and
we
have
seven
certified
teachers.
G
What
we
would
like
to
do,
as
we
move
forward,
is
to
increase
that
with
the
extra
pathway,
it'll
actually
be
two.
If
we
combine
one,
we
have
a
pendant
retirement
in
our
public
safety
law
enforcement.
It
is
public
now
and
so,
with
an
I.t
focus.
G
G
If
any
of
you
had
an
opportunity
to
participate
in
the
cyber
summit,
it
was
very
interesting
to
hear
from
notre
dame
and
how
they
were
aligning
their
liberal
arts
program
with
their
computer
forensics
program
there,
and
it
was
an
excellent
way
and
a
good
pool
pool
of
students
to
pull
from
for
that
career
path.
G
The
principal
there
is
excited
she
would
like
to
add
an
online
pharmacy
tech.
So,
as
our
students
go
through
health
care
and
they
take
either
the
nurse
aid
or
they
take
a
sports
medicine
path
or
they
can
try
for
the
online
pharmacy
tech
when
they
become
a
senior
and
then
lastly,
we
wanted
to
have
some
additional
hands-on
activities,
but
that
would
align
with
the
early
college
model
so
we're
looking
at
a
sports
nutrition
pathway
that
would
complement
the
sports
of
medicine.
G
It
also
complemented
foods
and
dietitian
pathway
and
needs
of,
for
example,
the
hospital
or
or
in
a
long-term
care
facility,
and
then
you
see
some
projected
needs
as
far
as
space
as
well
as
for
teachers.
Next
slide,
please.
G
For
our
bluffton
may
river
cluster
again
we're
very
proud
of
where
we're
at
with
their
16
career
clusters
there
now
and
we
have
the
welding
automotive
at
may
river.
That
also
is
in
collaboration
with
ace
all
both
schools
have
engineering
health
care
and
a
public
safety.
G
Public
safety
focus
firefighters
at
bluffton
law
enforcement
is
at
may
river.
You
see
the
total
enrollments
there,
almost
4
000,
and
we
have
30
teachers
right
now
between
the
two
schools
that
are
certified
in
one
or
more
areas.
What
we're
looking
at
is
just
increasing
slightly
we're
excited.
I
know
mr
bornshower,
his
team
and
raffle
time.
They
have
been
working
very
hard
to
add
a
jrotc
pathway.
G
I
have
a
exciting
announcement
to
share
with
you
in
just
a
minute
when
we
get
to
the
jrotc
slide,
so
you'll,
hopefully,
you'll
hear
more
development
about
that.
We
would
just
like
at
beaufort
high.
We
would
like
to
expand
the
lpn
program
at
may
river,
because
the
the
facility
space
is
there.
Bluffton
high
already
has
a
very
strong
sports
medicine
program,
very
strong
internships.
With
the
sports
med
there
for
bluffton,
we
are
looking
at
either
an
internal
I.t,
cyber
academy
approach
or
perhaps
on
down
the
road.
G
If
a
building
could
accommodate
that
and
then
for
the
firefighter
the
the
teacher
is
very
interested
in
adding
drone
tech.
That
is
a
huge
area
that
he
can
help
certify
the
students
and
it's
also
a
part
of
the
south
carolina
fire
academy
standards.
G
G
They
just
have
an
old
home
ec
kitchen,
so
we
it's
already
on
the
facilities,
master
plan
and
so
they're
very
much
aware
of
that
and
are
working
toward
that
and
then
obviously
looking
at
developing
the
space
for
the
ift
in
the
long
run,
whether
we
shift
teachers
or
not,
we
would
look
at
needing
an
additional
five
teachers
or
shifting
with
those
existing
30.
and
then
last
but
not
least,
the
next
one
slide.
Please.
G
G
G
We
want
to
add
on
down
the
road,
an
aviation
drone
tech
program
with
the
we've.
We
have
spoken
the
past
with
representatives
from
the
airport,
and
there
is
a
lot
of
opportunity
for
partnership
there,
as
well
as
using
that
focus
to
teach
stem
and
offering
some
great
hands-on
applications
similar
to
what
we're
doing
at
battery
creek
and
then,
of
course,
we've
we've
got
to
add
a
health
care
pathway,
there's
so
many
opportunities
that
we
can
partner
just
there
on
the
island
to
help
that
our
students
could
take
advantage
of.
G
And
then
you
see
what
would
that
look
like
as
far
as
facilities
and
additional
teachers
next
slide?
Please.
G
So
I
I
like
the
way
dr
stratus
set
up
this.
These
presentations
minus
my
coughing
fit.
G
It's
all
about
supporting
student
transitions
and
how
are
we
doing
that
strategically,
and
I
applaud
this
board.
You
know
we've
come.
I
think.
We've
come
a
long
way
in
in
asking
the
right
questions
on.
How
are
we
getting
students
from
point
a
to
point
b,
career
and
tech
ed?
You
know
we
could
say
we're
good.
Let's
just
do
well
with
what
we
have.
G
I
know
that
business
and
industry
often
change
at
the
speed
of
light.
G
As
I
said
in
some
respects,
I
would
also
dr
strass-
and
I
talked
about
this
if
we're
going
to
have
a
major
priority
on
health
care,
and
I
t
it'll
help
to
look
at
having
some
additional
support
to
work
with
curriculum
instruction,
professional
development
of
those
business
industry
partnerships
and
then
we've
talked
about
this
before
what
incentives
are
there
in
the
career
and
tech
head
world
to
help
recruit
and
retain
teachers
in
those
specialty
areas,
particularly
I.t
healthcare,
and
I'm
going
to
add,
culinary
and
trades
in
with
that,
it's
tough
to
get
even
of
mike.
G
G
G
I
I
think
we
have
such
a
strong
support
of
options
for
students
to
include
maybe
not
always
going
to
that
foreign
university
path,
and
so
I'm
proud
to
say
that
when
we
start
getting
into
the
next
steps
and
doing
the
surveys
and
working
with
the
schools,
which
that's
part
of
this
comprehensive
local
needs
assessment
process,
that
we
already
have
a
growing
list
of
business
and
industry
partners,
community,
faith-based,
a
military
and,
of
course,
our
post-secondary
that
are
wanting
to
work
with
us
to
make
it
viable,
make
it
feasible
for
kids
and
sustainable.
G
G
There's
a
lot
of
perks
to
this,
we'll
be
able
to
include
them
within
our
perkins
funding.
It
will
not
change.
We've
already
met
with
our
jrotc
instructors
and
principals.
It
will
not
change
their
parameters.
They
still
have
to
follow
under
the
department
of
defense,
how
they're
structured
and
so
on,
but
it's
just
going
to
bring
them
a
part
of
a
group.
G
That's
already
supported,
and
it's
going
to
allow
our
students
when
they
graduate
to
be
able
to
add
yet
another
credential
of
saying
that
hey
I'm
a
completer
in
a
national
security
pathway
so,
and
also
we
are
looking
at
which
will
tie
into
what
mr
flowers
are
going
to
be
talking
about.
Next,
how
do
we
meet
the
needs
of
those
high
flyers?
We're
going
to
be
offering
honors
weighted
courses
through
jrotc,
as
well
as
the
cte,
advanced
levels?
G
It'll
be
an
option
and
there's
a
process
involved
by
the
state,
and
so
at
some
time,
mrs
robin.
These
applications
will
will
come
to
you
at
another
time,
perhaps
this
summer
and
we'll
take
them
as
a
case-by-case
basis,
but
we're
excited
to
build
that
capacity
with
different
levels
to
meet
different
students
needs
and
then,
lastly,
on
the
last
slide
for
the
you
know,
it's
all
about
what
are
our
outcomes?
You
know
we
started
out
with
the
goals.
So
are
we
moving
students
in
these
areas?
G
G
Are
they
prepared,
and
so
we
feel
like
by
having
these
these
programs
in
place?
We
continue
to
collaborate.
We
feel
like
it's
going
to
set
us
on
a
good
path
over
this
next
five
year
period.
We
have
a
lot
a
lot
of
work
to
do,
but
I'll
stop
there
and
again,
my
apologies,
but
thank
you
for
bearing
with
me.
A
Thank
you
karen,
let's
see
colonel
guyer's
hand
is
up.
I
Thank
you.
Karen
bless
your
heart,
you
know
sticking
with
it.
I
admire
your
your
purse,
persistence
and
perseverance.
I
got
a
couple
issues.
The
questions
I
want
to
talk
to
you
about.
Okay,
it's
been
a
while,
since
we've
gotten
current
enrollment
by
school
and
specialty,
we
don't
have
the
data
on
this
second
semester
and
that
would
be
very
interesting
to
have
plus
when
you've
you've
shown
all
the
future
programs
how
about
come
up
with
some
numbers?
I
What
do
you
think
the
numbers
would
be
in
each
of
those
future
programs
and
then
tell
us
how
you
came
up
with
the
numbers?
You
know
what?
Where
did?
Where
did
those
numbers
come
from,
because
obviously
we
have
to
know
what
we're
gonna
we
got
to
do
some
design
work
at
the
at
may
river
high
school
for
the
next
referendum,
to
build
what
you
need
and
we
need
to
know
pretty
darn
soon
what
we're
going
to
build
so,
secondly,.
I
We
need
to
really
look
to
the
future
and
I'm
going
to
tell
you
a
little
story.
In
the
year
2000
I
was
at
a
community
college
and
charge
of
facilities
and
so
on
and
the
instructor
came
in
and
told
me
he
needed
a
new
photo
lab
with
chemicals,
dark
rooms
and
all
that
other
stuff.
I
said,
no,
you
don't.
I
Car
shop
is
not
going
to
look
like
what
we're
building
now
with
pits
and
oil
change
and
and
ignition
systems
and
fuel
tanks,
and
all
this
other
stuff
it's
entirely
different
and
the
demands
are
going
to
be
entirely
different.
Let's
not
so
I'm
saying,
let's
look
at
ahead
more
than
just
two
or
three
years
for
technology
and
where
it's
going
and
let's
not
build
a
dinosaur
like
if
I
would
have
put
that
photo
lab
in
there,
it
would
have
been
a
dinosaur,
but
it
was.
But
just
look
at
that.
I
I
Systems
and
make
sure
that
we
aren't
aren't
building
something
that's
going
to
be
outdated
in
a
few
years.
Okay,.
G
You
you're
a
spot
on
colonel
guyer
and
I
will
get
to
dr
stratus
and
the
board
the
current
enrollment
for
the
by
school
and
by
content
area.
As
far
as
the
projected
numbers,
that
is
actually
a
great
question.
That'll
come
from
this
local
needs
assessment.
That
is
part
of
the
breakdown
for
that.
So
we
can
certainly
get
that,
and
I
love
your
analogy
of
the
photo
lab
that
that's
your
spot
on.
G
We
have
an
advisory
member
who
is
in
the
automotive
industry,
and
I
love
to
hear
him
talk
about
where
this
is
going
and
so
you're
exactly
right.
The
design
has
to
be
very
forward
thinking
on
that.
So
we'll
definitely
keep
that
in
mind.
Thank
you,
sir.
Get
better.
D
G
So
I
was
right
before
second
semester
occurred
and
I
pulled
it
directly
out
of
powerschool,
I
like
to
use
pivot
tables
and
it's
just
the
the
course
enrollment
number
per
each
of
the
teachers
per
each
of
the
cte
courses,
so
you
might
have,
and
that
was
for
the
full
year.
So
the
the
numbers
that
you
saw
for
hilton
head
that
was
fall
and
semester.
G
It
may
have
fluctuated
a
little
bit
had
I
pulled
the
numbers
into
january
because
they
tweak
it
a
little
bit
for
second
semester,
but
it's
actual
course
enrollments.
There
might
be
a
little
duplication.
G
So
you
could
take
that
if
you
needed
by
individual
student
account,
we
could
we
could
get
that
for
you.
I
do
say
that
we're
serving
the
students,
if
they're
taking
two
courses
each
year,
but
I
can
get
you
individual
numbers
on
that.
D
Does
that
help
that
the
enrollment
are
particularly
different
from
the
middle
school
enrollment
and
that
the
kids,
who
are
the
students
who
are
enrolled
typically
going
to
those
classes
more
than
one
time
per
week?
Is
that
correct
or
no.
G
No
sir,
I
helped
to
change
that
when
I
came
on
board
it
is
they
they
take
a
course
code,
they're
they're
assigned
to
it
for
the
semester,
and
now
the
the
scheduling
master
scheduling
varies
a
little
bit
from
from
the
eight
middle
schools,
but
when
we
pull
it
in
power
school,
it's
the
students
are
in
that
class
for
a
semester
supposed
to
be
five
days
a
week
to
meet
the
minimum
of
hours
of
instruction,
but
it's
it's
different
from
what
it
used
to
be
several
years
ago.
It's
by
course
now.
D
Well,
yeah,
I
I
just
typically,
I
want
to
know
how
many
times
those
teachers,
those
students
are
in
front
of
those
teachers.
You
got
you.
C
D
D
Does
that
you
know
connotate
to
five
times
13.95
for
per
teacher.
G
Yes,
sir,
that's
that's
what
I'm
saying
I.
We
would
like
to
see
an
increase
in
staffing
for
cte
programs
at
hilton
head.
Those
courses
tend
to
be
high,
culinary
just
due
to
the
safety
factor.
We
try
to
keep
it
down
to
20
to
25
tops
because
it's
a
small
area
footprint
but
you're
you're
right,
sir,
the
hospitality
and
tourism
the
marketing
classes.
Those
are
they're
always
at
capacity,
yes,
sir,
but
that's
that's
1395,
enrollments
that
those
nine
teachers
are
touching.
Yes,
sir
good
question.
D
A
Karen
do
we
have
you
didn't
touch
on
this
and
it
might
not
be
under
your
purview,
although
I
think
it
is
a
career
development
facilitator
at
each
of
our
high
schools?
Yes,
not
shared,
but
each
one.
Yes,.
G
Thank
you
thank
this
board.
I
thank
the
board,
dr
strass
and
our
hr
so
much
for
continuing
to
advocate
for
that.
The
principles
received
the
good
news
and.
G
A
Hey
mel,
were
you,
did
you
want
another
question
now
or
are
you
going
to
save
it
for
a
future
time
that.
D
Is
there
any
anything
planned
in
the
future
where
we
can
get
not
only
the
kids
who
have
the
desire
to
take
courses
that
are
not
offered
at
their
schools,
but
I
also
have
the
ability
you
know-
and
you
know
in
my
mind
my
I'm
thinking
exam
entry
for
for
these
courses,
where
students
are
basically
middle
school
oriented,
but
we
want
to
make
sure
they
have
the
light
and
aptitude
for
for
health,
science.
G
G
Yes,
sir,
so
right
now
as
part
of
our
choice
program
and
dr
stratus,
you
can
certainly
chime
in.
We
have
a
lot
of
these
ct
pathways
already
part
of
the
choice
application.
So
that
is
there.
Obviously,
it
would
fall
under
capacity
of
the
school
overall,
but
that
is
definitely
something
that
we
can
look
at.
D
Well,
yeah,
I'm
saying
also
because
mary
everyone
may
very
well
have
children
who
are
taking
the
choices
that
are
there
because
that's
what's
being
offered-
and
they
may
very
well
want
to
be
at
battery
creek
taking
something
else,
and
is
there
any
long-term
plan
for
that
type
of
universal
education
in
the
district?
Or
is
it
still
going
to
be?
I
mean
I
see
a
lot
of
you
know
individual
stuff.
There
that's
trying
to
cover
all
the
needs
of
the
students
in
the
particular
schools,
but
you
know
I
don't
know
whether
localizing
it
like
aviation.
D
G
G
Needs
our
critical
needs
are
so
if
you
go
back
to
miss
cushingberry
to
the
first
slide,
please,
where
we
talked
about
the
expectations,
keep
going
back
one
more
there.
So
we
we
hope
that
over
the
next
five-year
plan,
that
all
schools
have
a
healthcare
focus,
so
they
don't
have
to
to
go
off
somewhere.
We
want
all
schools
to
offer
solid
business
courses
as
as
well
as
I
t
and
computer
science.
G
Okay,
if
those
are
our
three
main
areas
that
we
feel
like
any
student,
regardless
of
their
path,
would
benefit
from
as
far
as
welding
or
the
especially
programs
that
colonel
guyer
had
mentioned
as
well
of
being
mindful
of
that
can
change
dramatically
over
a
time
period
and
the
the
the
labor
market
needs
we
can
offer,
like
you,
said
everything
to
everyone
given
the
existing
footprint.
G
That's
where
my
opinion,
ace
and
the
value
of
ace
comes
in
to
be
able
to
work
within
our
our
or
all
six
high
schools
for
that
and
what's
going
to
be
their
future
and
what
that
looks
like
and
again
that'll
be
with
dr
levesque
at
the
table
for
that.
But
I
appreciate
what
you're
saying
is:
we
just
need
to
be
mindful
of
equity
and
access
and
and
that,
if
there's
a
student
that
really
really
wants
something
that
lives
in
a
different
zone?
How
can
we
make
that
happen
so
we'll
I'll
put
that.
D
D
B
B
Applications
as
well
as
eligibility
we're
having
those
conversations
as
well.
Karen
do
you
want
to
speak
a
little
bit
to
some
of
the
conversation
with
that
we've
had
at
the
table
with
tcl
and
with
the
principals?
B
G
Yes,
so
definitely
going
to
be
you're
going
to
see
an
increased
marketing
push.
G
Tcl
has
hired
on
many
new
great
folks
with
the
health
care
doctor
stratos
and
I
are
in
partnership
with
one
of
our
major
health
care
providers.
That's
going
to
be
pushing
out
an
announcement
soon
and
they
want
to
duplicate
the
model
as
well.
That's
going
to
involve
a
pipeline
of
cna
to
lpn
to
nurse
to
then
cma.
G
There
is
it's
exciting
that
it's
it's
going
to
lead
out
and
it's
involving
all
of
us
at
the
table
with
tcl
as
well
as
uscb
same
thing
with
the
cyber
again
I
I
just
I
was
blown
away
at
with
the
cyber
summit
and
how
they're
already
connecting
with
how
can
we
parlay
a
network
or
an
engineering
or
a
cyber
plus
a
one-year
certificate
to
help
that
person
push
into
a
decent
paying
job
and
then
continue
on
with
a
computer
science
degree
if
they
want
to
through
uscb,
which
is
really
ramping
up
their
ability
of
their
course
offerings
as
well.
G
A
Okay,
all
right,
we
are
on
a
little
bit
of
a
time
thing
here.
I
do
want
to
conclude
by
seven
no
later
than
seven
o'clock
to
honor
my
committee
members
and-
and
I
appreciate
all
the
hard
work
that
your
group
has
done.
Dr
stratos
and
the
conversation
revolving
around
the
questions,
but
at
this
point
I
think
we're
ready
to
segue
into
the
others.
Thank
you
miss
gilbert,
I
hope
you're
feeling
better.
Thank
you.
Ma'am
thank.
B
B
So
at
this
time,
mrs
cushing,
very
if
we
can
go
to
slide
31
I'd
like
to
bring
forward,
you
may
know
him
as
robert
flowers
but
nicholas
flowers,
our
director
for
elementary
teaching
and
learning
nick.
Please
thank
you.
H
Good
afternoon
members,
so
this
evening
I
get
the
opportunity
to
talk
about
gifted
and
talented
for
the
district,
and
so
one
of
the
things
for
our
gifted
and
talented
program
is
that
we
really
want
to
think
about
how
it
builds
into
the
academics
and
into
our
arts
fields,
and
we
really
want
to
focus
on
the
student
talent.
So,
yes,
we
we
have
that
gift
and
a
talented
piece,
but
really
having
a
big
emphasis
on
a
talent
development
piece.
So
we
are
developing
our
students,
gifts
and
their
talents.
H
We
understand
that
all
students
can
succeed
at
high
levels
when
we
set
the
bar
high.
We
just
have
to
give
them
the
support
that
they
need
to
achieve
there.
H
We
really
want
to
hone
in
on
where
our
students
currently
are
and
and
build
those
talents
and
gifts
there
and
understand
that
there
is
a
sense
of
urgency
in
developing
these
pieces,
for
what
the
students
need
to
be
able
to
be
successful
into
life
and
and
as
we
do,
this
journey
really
break
down
any
kind
of
stigmas
or
whatnot
that
go
along
with
that
next
slide.
Please!
H
So,
as
we
think
about
this,
one
of
the
big
pieces
is
that,
as
we
develop
our
students,
talents
and
everything
we
understand
that
students
come
from
all
backgrounds.
We
need
to
make
sure
that
we
have
a
program
that
is
fully
accessible,
has
the
equity
piece
in
there
and
that
it
identifies
and
removes
all
barriers.
So
our
students
can
be
successful
when
we
think
about
education.
H
So
we
want
to
really
hone
in
on
the
capabilities
of
our
students
and
use
their
strengths
to
overcome
any
potential
deficits
that
may
exist
there
to
use
what
the
student
is
capable
of
doing
to
overcome
any
kind
of
weakness
or
whatnot
to
really
develop.
Then
those
talents
that
the
student
has
as
we
do
this,
we
really
need
to
identify
the
gifts
early.
So,
as
ms
hutchinson
put
forward
kind
of
that
play-based
model,
the
great
thing
there
is
that
we
start
breaking
down
barriers
at
the
earliest
of
ages.
H
In
order,
then
to
not
be
labeling
them
and
all
of
that
to
really
hone
in
on
what
are
the
gifts
and
talents
that
we're
seeing
early
on
to
develop
those
to
the
entire
k-12
perspective.
So
when
the
initiative
started
really
at
the
beginning
of
the
year,
we
were
kind
of
looking
at
that
acceleration
piece.
H
So
we're
truly
developing
the
profile
of
a
beaufort
graduate
that
they
may
not
be
labeled
per
se.
Gifted
and
talented,
but
we
are
truly
putting
forth
a
program
for
students
that
highlights
their
gifts
and
talents
next
slide.
Please.
H
So
really
where,
where
we
are
right
now,
is
that
through
the
course
of
this
year
and
as
we
move
into
the
next
school
year,
you
know
we're
really
honing
in
to
make
sure
that,
as
we
set
forth
this
the
talent
development
approach,
that
we
have
the
materials
and
resources
we
need
for
every
school.
So
there's
no
issue
for
access
and
equity
to
be
able
to
receive
the
materials
use
the
materials
we
want
to
also
we're
looking
at
a
plan
of
action
to
overcome
the
current
barriers
that
we
have
in
place.
H
So
by
looking
to
do
more
of
a
universal
identification
system
that
gives
the
opportunity
for
us
to
identify
students
beyond
just
second
grades
at
the
south
carolina.
We
start
in
second
grade
to
identify
and
then
it
kind
of
we
really
kind
of
as
we
go
through.
If
we
have
that
aspect
we
may
do,
but
by
doing
more
of
a
universal
identification,
we
can
hit
them
at
other
grade
levels
in
a
systematic
approach
to
overcome
any
potential
barriers
that
may
exist
from
our
various
student
populations.
H
One
of
the
things,
too,
is
that
we
have
a
very
diverse
group
of
schools,
so
the
district
wants
to
make
sure
that
we
are
supporting
our
schools
implementation
where
they
are
so.
The
programs
and
services
may
look
different
based
on
the
school,
but
we
want
to
make
sure
that
they're
equitable
for
all
students
from
you
know,
early
support
that
we're
putting
in
at
the
primary
levels.
But
then,
as
we
move
through
that,
even
if
they're
not
identified,
we
are
still
providing
opportunities
for
students
to
be
supported.
H
That
way
and
then
even
increasing
our
opportunities
for
students
who
are
artistically
gifted
and
talented
or
the
students
have
that
potential
to
be
there.
We
really
want
to
make
sure
that
we're
nailing
that
down.
The
other
piece
is
that
we
want
to
make
sure
that
students
have
access
to
any
course
that
they
are
really
wanting
to
enter.
H
As
as
we
move
forward
with
you're
good
as
we
move
forward
when
we
think
about
you
know
what
are
we
hearing
from
from
students?
And
you
know
what's
this
roadmap
really
going
into?
We
know
that
you
know
we
have
various
cohorts
that
we
and
and
approaches
out
there,
but
by
honing
in
this
work.
Right
now
and
as
we
go
through
this
three
to
five
year
lens,
it's
really
allowing
us
to
make
sure
that
all
students
have
a
balanced
and
diverse
classroom
and
approach.
H
H
So
we
want
to
make
sure
that,
through
this
three
to
five
year
lens
that
we're
developing
a
plan,
though,
to
support
our
students
and
the
implementation
of
instructional
practices,
curriculum
materials
assessment
practices
that
really
allow
them
to
tailor
their
instruction
to
make
sure
that
we
are
developing
the
brightest
students
and
and
the
next
layer
of
students
that
are
coming
from
here
and
so
that
pd
plan.
You
know
one
of
the
pieces
is
that
as
we
refresh
our
materials,
we
want
to
make
sure
that
professional
development
is
aligned,
then
to
what
we're
refreshing.
H
So,
where
we're
putting
our
financial
resources
at,
we
want
to
make
sure
that
there
is
support.
Being
put
in
place
for
the
implementation
of
those
materials,
so
that
kind
of
concludes
that
gifted
and
talented
snapshot
and
then,
as
we
go,
I'm
always
happy
to
come
back
with
a
broader
script
too.
E
You
know,
after
this
meeting
I'm
going
to
have
I'll
go
into
the
other
room
and
I'm
going
to
try
to
digest
all
the
excitement
from
from
where
we're
headed
it's
been
years
since
I've
been
this
excited
about,
where
we're
going
and
this
sure
that
we're
going
to
get
there
because
your
team,
your
team,
has
got
it,
they
they're
locked
in.
I
Thank
you,
madam
chair.
I
want
to
echo
what
david
said:
you've
really
got
a
team
and
you've
really
got
some
real
good
programs,
but
I
I'd
like
to
make
a
comment
on
the
gifted
and
talented
piece.
I
Both
took
advantage
of
gifted
and
talented
and
the
oldest
one
is
got
over
a
three
point,
average
at
clemson
in
his
first
semester,
so
you
prepared
him.
I
Well
problem
is
the
other
one,
the
other
grandson,
the
other
grandson
is
actually
brighter
than
I
think
than
than
the
one
his
older
brother
academically.
He
excelled
social
and
emotionally
he
did
not,
and
that's
one
of
the
problems
that
I
see
with
gifted
and
talented
programs
is.
We
send
kids
advance
them
rapidly
academically,
but
socially
and
emotionally,
it's
actually
worse
for
them
in
some
ways,
because
one
they
think
of
themselves
as
superior
and
two.
I
They
tend,
they
tend
to
try
to
run
with
an
older
group,
and
so
that's
one
of
my
concerns
now
that
my
son's
parents
did
a
good
job
in
grounding
the
young
man,
but
still
have
still
has
a
challenge,
and
so
that's
that's
when
I
ask
you
to
make
sure
that
we
don't
just
consider
the
gifted
and
talented
as
universally
gifted
and
talented,
because
most
are
hot.
H
Yes,
and
and
what's
important,
there
is
as
we
you
know,
we
started
out
the
year,
you
know
kind
of
accelerated
gt,
but
what
we're
really
finding
is
we
want
to
shift
our
focus
away
from
accelerated
to
really
focus
on
that
talent
development
aspect,
because
we
have
these
students
that,
were
you
know,
we
start
out
accelerating
and
then,
as
we
do,
post
covent,
that
we
want
to
really
not
have
our
emphasis
beyond
acceleration,
but
truly
developing
the
the
unique
talents
that
are
there
and
another
aspect
is,
as
we
think,
about
a
universal
identification,
we're
usually
very
fixated
on
achievement,
scores
of
students.
H
You
know
we
want
the
achievement,
but
by
doing
a
more
universal
approach,
then
we're
going
to
have
multiple
times
then
in
their
career,
that
we're
going
to
do
an
aptitude
assessment
which
is
their
ability
to
perform
high
and
when
you
really
hone
in
on
the
aptitude,
a
piece
of
it,
you
get
some
very
unique
data
that
can
really
go
with
tailoring
the
unique
instruction
that
you're
going
to
receive,
and
then
the
nice
thing
is:
if
potentially
your
achievements
aren't
there,
but
the
aptitude
scores
are
high,
then
we
can
do
a
performance
task
assessment
depending
on
the
grade
level.
H
I
Other
challenge
you
have
is
the
artistically
gifted
and
talented.
They
tend
to
get
put
by
the
wayside,
and
you
know
the
drama,
kids,
the
artists,
graphic
artists,
the
dance
and
so
on.
The
musicians
and
we've
got
to
nurture
those
children.
I
They
have
to
know
that
they
are,
they
are
going
to
be
successful,
they're
gonna,
they're,
going
to
have
a
good
life,
and
many
of
them
really
struggle
with
their
peers,
and
so
you
know
academically,
because
they're
they're,
just
not
interested,
and
so
it
takes
very
gifted
people
with
our
you
know,
are
in
the
arts
to
make
sure
that
those
kids
use
the
arts
to
learn
the
other
parts
of
education.
You
know
how
does
music
and
math
relate
how
how
does
performing
arts
and
the
written
word
relate.
I
H
And
yes,
you're
spot
on,
and
I've
had
strategic
conversations
with
ms
mckenzie
who's,
the
director.
That's
really
leading
our
arts
with
our
fine
arts
coordinator,
and
so
we
are
having
those
conversations
about
how
do
we
meet
the
needs
of
our
artistically
gifted
both
identification,
but
also
servicing
them,
because
the
servicing
of
them
is
very
limited
right
now,
so.
D
Contended
people,
and
I
applaud
your
little
initiative
and
I'm
concerned
with
how
restricted
you're
going
to
be
with
with.
Or
is
it
going
to
be,
an
unrestricted
process
in
which
you're
not
labeling
them
as
gifted
and
talented
per
se,
because
I'm
concerned
how
strict
you're
going
to
be
with
the
state
state
qualifiers.
B
D
D
Culture
been
in
black
when
he,
when
he
was
taking
that
test,
how
you
know
innovative,
he
wasn't
creative.
He
wasn't
you
know
in
the
classroom.
He
would
have
probably
been
kicked
out,
but
that's
my
concern.
How
do
we,
how
do
we,
you
know,
coordinate
what
we
want
to
do
versus
what
the
state
has?
You
know
basically
kind
of
directed,
or
you
know.
B
C
D
B
A
second
is
revisiting
where
we're
going
and
still
looking
to
grow
and
improve
upon
our
gt
right,
so
we
can
create.
Have
students
cross
graduation
could
have
an
opportunity
to
be
financially
independent.
The
third
cultural
shift
is
actually
what
mr
flowers
is
speaking
to
so
and
I'll.
Let
him
pick
up
on
that
regarding
the
assessments
and
how
to
identify
the
problematic
child
right
and
keep
me
entertained
so
that
I'm
not
making
those
911
phone
calls
from
the
lobby
right.
H
Yeah,
so
our
state
sets
the
specific
criteria
for
what
makes
a
student
gifted.
So
as
we've
looked
at
refreshing
our
materials
and
as
we
looked
at
how
we're
servicing
them,
we
have
never
asked
a
school.
Tell
us
how
many
here's,
how
many
gifted
students
you've
identified,
here's
what
we're
purchasing
for
you,
but
we
are
specifically
saying
what
is
it
that
you
need
to
support
your
students
or
to
get
them
to
achieve
through
a
supported
way
at
that
high
level,
so
we're
not
focused
on
the
identification
or
label?
H
It's
you
tell
me
what
you
need
so,
if
you're
wanting
to
increase
reading,
then
you
know
junior
great
books
is
an
approach.
Tell
me
how
many
do
you
need
an
isd
can
get
it
purchased
for
you.
So
if
you
want
to
incorporate
it
through
multiple
classes,
let's
get
this
done.
That
way,
we're
not
letting
the
label
solely
drive,
what's
supporting
our
students,
but
it
doesn't
matter
if
you
have
the
behavioral
thing.
H
If
you
have
autism,
if
you
have
a
speech
impairment,
you
know
any
kind
of
barrier
we
can
overcome
it,
and
the
nice
thing
is
one
of
the
new
assessments.
That's
coming
out,
which
is
the
nag
layer
that
dr
stratos
spoke
to.
You
know
it's
designed
looking
at
the
ability
to
perform
high
that
overcomes
cultural
barriers,
so
there's
no
sound
to
it.
There's
no
words
to
it.
H
It
removes
all
those
barriers,
so
it's
kind
of
in
that's
final
norm
to
reference
aspect
for
the
state,
but
my
my
focus
is
not
letting
the
label
drive
what
we
do,
but,
okay,
let's
service
as
many
students
and
support
them
as
many.
D
A
I
want
to
thank
you
for
your
presentation.
I
have
one
comment.
I
think
that
a
lot
of
what
we
do
with
our
gifted
and
talented
can
be
done
by
through
engaging
in
extracurriculars
as
well.
You
mentioned
junior
great
books.
I
wrote
that
down.
I
you
know
this
weekend.
A
Certainly
things
like
that
that
are
for
the
academically,
inclined
or
kids
that
are
interested
in
in
you
know
current
affairs
or
delving
in
getting
them
involved
in
some
extracurricular
activities
like
that,
offering
them
the
opportunity
you
know,
tapping
them
on
the
shoulder
and
say:
hey
you
might
like
this
is,
is
one
way
to
to,
I
think,
expand
the
program,
so
it
is
almost
seven
o'clock
and
I
thank
everyone
for
all
of
your
hard
work.
Dr
stratos,
I
have
something
that
for
our
next
meeting
that
colonel
guyer
had
asked
for
before.
B
A
Great
okay,
so
our
next
meeting
should
be
april
27th,
it's
the
last
wednesday
april
27th.
That
might
not
be
a
good
day
because.
C
You
probably
might
want
to
move
your
meeting.
Okay.
A
How
about
wednesday
may
4th.
C
Dick
says:
fine,
okay,
angela
yeah
I'll,
try.
I
definitely
will
try.
D
D
A
And
dr
stratus,
I
want
to
echo
the
comments
of
mr
strippinger
and
colonel
guyer
dyer,
and
thank
you
for
the
the
work
that
your
team
is
doing.
You
know
our
questions
are
meant
to
be
expand,
the
thinking
and
clarification
and
not
you
know.
Sometimes
I
think
some
of
my
questions
may
be
a
little
sound
negative.
I
do
not
mean
them
that
way.
So.
B
With
greatest
respect
board
members,
thank
you
and
thank
you
to
our
team
here
in
isd.
We
recognize
the
growth,
then,
even
with
mr
campbell's
question
on
the
cross,
I
wrote
pollinating
universal
practice.
So,
yes,
he
does
open
the
mind
to
keep
thinking.
So
I
appreciate
it
all.
Thank
you.