►
Description
Upcoming Meetings of the Beaufort County Board of Education are held on the first and third Tuesdays of each month, beginning at 6 p.m. Persons who are unable to attend meetings in person can watch live broadcasts on the Beaufort County Channel. Agendas can be viewed at https://www.beaufortschools.net/about-us/board-of-ed/board-calendar
A
Beaufort
county
board
of
education,
ad
hoc
results
committee
meeting
to
order
the
date
is
june,
6,
2022
and
the
time
is
4
pm,
and
this
meeting
is
being
conducted
by
a
hybrid
in
person
and
by
a
video
and
it
is
being
live
streamed
by
the
county.
Channel
requests
for
public
comments.
Participation
will
be
accepted
between
3
and
3
30
by
sending
an
email
with
your
name
phone
number
and
topic
to
robin.cushingberry
beaufort.k12.sc.us.
A
A
A
A
B
A
A
F
D
D
F
F
F
D
F
F
We
never
really
left
year,
one
we
got
partially
through
year,
one
and
then
we
had
the
closure
and
we
never
got
to
progress
to
a
year
two.
So
I
played
with
the
numbers
as
if
we
were
just
picking
up
again
in
year,
one
where,
basically,
we
look
at
a
superintendent's
evaluation,
starting
with
zero
net
change
as
being
effective.
F
I
then
went
through
for
year
two
and
said
well.
If
we
choose
to
pick
up
where
we
left
off
and
assume
that
the
world
kept
moving
that
the
first
time
through,
we
decided
that
to
be
effective,
we
would
need
to
see
two
percentage
point
increase
from
the
year
prior
to
the
effect.
So
that's
why
I
have
a
year
one
and
a
year
so.
F
The
one
set
of
points
are
actually
assigned
based
off
of
three
being
given
to
a
zero
or,
to
one
point,
nine,
nine
four
points
being
given
to
a
2.0
or
higher
and
then
y
two
to
get
the
zero
earning
to
three
points.
I'm
sorry
to
get
three
points,
a
minimum
of
two
points
of
growth
would
have
to
occur
now.
The
whole
data
set
in
front
of
you
is
not
complete
and
it's
not
complete
because
there
have
been
changes
since
2019
and
what
we
can
compare
and
what
we
have
so
most.
A
F
F
F
I
will
tell
you
this
will
change
a
little
bit,
not
in
the
example
that
you're
holding
and
looking
at
now,
but
we
have
moved
to
a
more
comprehensive
assessment
for
the
k-1
students.
That's
called
map.
Reading
fluency
this
was
the
first
year.
We
did
that
and
has
an
embedded
dyslexia
screener,
which
is
a
state
requirement
why
we
made
that
shift.
But
it's
also
much
more
like
a
one-on-one
assessment
with
students
so
they're
actually
reading.
A
D
F
F
Then
skipping
ahead,
two
years
at
the
spring
2021
now
back
from
somewhat
back
from
dynamics
now
the
50th
percentile
are
higher
for
k2
students
was
60.1,
that's
an
increase
of
spring
to
spring
change
of
four
percentage
points
based
on
the
rubric
on
the
first
page.
Anything
more
than
two
points.
Growth
would
be
four
points.
F
F
Hispanic
students
caucasian
students,
our
ml
population
and
our
students
with
disabilities
all
showed
a
greater
than
two
percentage
points
growth.
So
they
all
got
four
points
and
then,
when
we
look
at
pupils
in
poverty,
that
was
a
basically
a
negligible
change.
Almost
one
point
down,
but
then
again
anything
between
basically
one
hundredth
of
a
percent
loss
to
almost
two
per
point.
Loss
would
receive
that
two
points.
So
that's
why
they
were
assigned
the
two
points
in
the
weighted
model.
A
B
F
D
F
Will
come
percentiles
and
and
not
rich
scores
per
se,
but
percentiles
it'll
be
norm
this
year.
It
does
not,
but
it
gives
us
a
percentage
of
for
lack
of
a
better
word
readiness,
so
that
could
be
reported.
I
do
not
foresee
that
that
is
changing,
so
so
that's
something
that
we
could
look
at
as
a
benchmark.
D
F
A
F
A
F
C
F
A
F
Isn't
the
50
percent?
No,
this
is
the
percent
meeting
your
cut
score.
It
varies
by
grade
level
in
my
subject:
okay,
now
the
one
caveat
that
we
had
the
last
time
we
taught
it
of
2021
data
did
not
have
the
stipulation
of
95
tested,
not
that
we've
waived
off.
Of
that.
You
know
we
didn't
not
test
anyone,
but
we
did
have
families
refused
to
come
in
for
testing.
So
I
cannot
say
that
that
is
a
complete
data
set
at
the
47.1
percent
and
that's
all
students.
F
A
E
E
F
F
Is
yep
keep
signs?
Sorry
they're
not
numbered.
Here
we
go
so
in
the
current
world,
english
one.
The
endless
course
example
in
which
one
does
not
exist
anymore.
It
went
out
and
english
two
was
assessed
for
english
for
21.22,
so
to
come
next
year.
Yes,
I
will
have
a
22
23
english
2
tour,
so
english
1,
if
we
stick
with
this
type
model,
would
be
shifted
to
english
2..
F
U.S
history,
the
assessment,
the
standards
and
pretty
much
everything
with
us
has
already
changed
for
the
21-22
school
year.
So
all
of
our
assessment
data
that
was
done
this
year.
We
have
no
results
yet
we're
not
going
to
get
them
so
sometime,
very
late
in
the
fall
they're,
not
usable,
they're,
not
reportable.
It
was
a
standard
setting
to
match
the
assessment
to
the
new
us
history
standards.
F
A
F
F
U.S
history,
if
all
of
our
curriculum
is
on
a
secular
review
and
this
year
it
was
up
for
us
history
when
they
changed
the
standards
that
are
actually
taught.
They
also
didn't
have
to
go
back
and
redo
the
assessment
because
of
the
pandemic.
They
didn't
get
a
pilot
year
of
testing
toc
items
moving
towards
now,
so
they
basically
had
to
treat
the
fall
and
spring
eoc
assessments
this
year
as
a
pilot
and
standard
setting
all
the
same
time.
So
none
of
that
data
was
used
as
a
20
for
their
final
grade.
F
And
then
finally,
college
and
career
ready.
This
is
a
somewhat
fluent
measure
that
I
think
the
state
south
carolina
is
still
trying
to
solidify.
It
seems
like
we're
always
changing
something
with
college
and
career
ready.
So
in
1819
there
was
a
certain
set
of
rules
where
the
cohort
of
college
and
career
ready
students
was
basically
they
were
the
students
whoever
walked
across
the
stage
that
spring.
F
F
So
I'm
I
included
it
here
because
technically
it's
saying
the
same
thing,
but
it's
a
totally
different
kind
of
group
of
kids.
So
I
think
I
put
that
in
the
email
in
a
sense
that
the
college
career
ready
is
a
little
iffy,
they're,
changing
cte,
certifications,
all
the
time,
they're
realigning
assessments
and
which
ones
count
for
completers.
F
F
B
Daniel
would
we
be
able
to
if
we,
you
know,
looked
at
graduates
in
our
and
would
we
be
able
to
make
our
own
definition
just
for
our
own
data
purposes
to
keep
consistent
even
if
the
state
changes
it
and
say,
okay
for
us,
our
the
percentage
of
kids.
That
graduate
on
time
means
this
and
spread
it
out
and
lay
it
out.
So.
F
F
F
F
E
A
F
F
So
on
page
one
on
the
right
where
it
says
the
voe
rubric
yeah,
why
one
is
that
that
first
row
or
from
a
minus
two
percent
to
a
positive
two
percent,
okay,
yeah
and
then
year?
Two
is
we're
looking
at
that,
basically
that
anything
below
zero
is
one
point,
so
we're
just
shifting
that
scale
sum
and
then
to
get
to
receive
the
four
points
you
would
have
to
have
a
four
percentage
point:
growth,
not
just
two.
So
that's
the
difference.
That's
gonna,
be
that's
the
only
difference
between
y
one
and
y,
two
okay.
F
B
Right,
okay,
I
don't
personally,
I
don't
think
we're
ready
to
move
up
to
y2.
Yet
I
think
we
need
to
use
y1
again
because
we
haven't.
Since
we
put
this
into
place,
we
haven't
had
a
full
normal
year
of
school
so
and
then
I
think
we
have
to
discuss.
Do
we
need
to
delete
some
of
these
areas,
such
as
english,
one?
C
A
G
I
have
any
questions,
actually
I'm
kind
of
pleased
with
the
way
the
tool
worked.
We
all
we're
always
going
to
have
we're
always
going
to
have
changes
and
measurements
and
we're
going
to
have
to
make
allowances.
For
that,
and
I
agree
with
kathy
this
is
year
one
because
we
never.
We
never
really
had
a
year
one.
G
B
B
B
D
E
We
know
these
numbers
got.
You
know
all
kind
of
different
elements
to
support
the
results
we're
getting
from
them,
but
the
question
is
still:
do
we
use
them
or
not
in
terms
of
evaluation?
Do
we
fast
forward
to
21
and
22
20
21
and
22
21,
22,
21,
22
and
22
23,
because
that's
the
only
time
you're
getting
anything?
That's
that's
a
stable.
E
D
E
E
I
know
we
can't
use
it
to
to
read
any
sustained
effort
in
a
normal
situation,
but
can
we
use
it
to
evaluate
when,
in
an
abnormal
situation,
that
that
was
a
part
of
what
we
were
thinking
when
we
were
talking
about
adding
the
difference,
the
different
opinion
and
terms
of
the
pandemic,
his
evaluation
due
to
pandemic-
and
you
know
I
can
go
either
way-
I'm
flexible,
I
don't
know
we
need
to
continue
to
talk
about.
We
need
to
make
a
decision
on
a
recommendation.
G
Yeah,
I
was
just
gonna
say
you
know,
this
is
just
a
demonstration
of
the
tool.
The
numbers
here
don't
really
mean
anything.
I
think
mel
was
correct
there
that
column,
that
it
says
that
second
column
is
going
to
be
replaced
by
the
other
results
by
you
know
spring
2122,
and
so
those
those
those
numbers
would
mean
something.
Then
this
was
just
to
show
you
how
the
tool
worked
right.
So.
G
B
E
E
E
A
Yeah,
I'm
kind
of
david's
philosophy.
I
don't
think
we
have
anything
better
in
the
sense
that
that
was
the
last
time.
You
know
we
had
a
traditional
school
year.
I
guess
you'd
say
I
can't
think
of
a
you
know.
Using
the
let's
say:
if
we
started
using
spring
of
20
21
22
as
our
baseline,
then
we've
got.
You
know.
D
A
Understand
it
and
I
think
it's
good,
but
I
think
it's
going
to
be
very
hard
for
the
public
to
that.
Yes,
I
think
it's
gonna
be
hard
for
the
board
members
to
digest,
and
I
don't
it's
not
that
I
don't
think
they're
capable
of
it
at
all.
It's
just
it's
hard
when
you
think
about
everything
that
factors
into
this,
and
I
think
if
we
get
into
you
know,
it
probably
is
important
how
how
much
of
each
of
those
sub
categories
had
in.
A
A
E
And
if
that
was
the
baseline
you're
basing
it
on,
then
it
was
a
clean
slate
then,
but
it's
no
longer
a
clean
slate
that
you're
gonna
measure
the
first.
You
know
the
first,
what
you
call
measuring
two
okay,
you
know
I
mean
there's
just
so
many
things
that
happen.
I'd
say
you
pick
it
all
up
after
these
things
have
happened,
new
baseline,
all
the
all
around
and
a
new
a
new
measuring
stick
after
the
baseline.
E
A
B
At
least
I
don't
know
more,
fair
or
whatever.
But
what
that
says,
then
to
me
is
okay:
student
achievement
is
in
the
same
bucket.
It
was
in
last
year
when
we
did
this
superintendent's
evaluation,
it's
off
the
table,
because
we
don't
have
a
fair
way
to
measure
it
and
to
hold
him
accountable
for
that.
Now.
Personally,
I
think
that's
okay,
because
I
think
it's
really
tough
with
everything
he's
been
up.
You
know
against,
but
I
think
that
you
know
we're
gonna
to
me.
Oh
we
have
to
do
there.
B
A
The
way
we
measure
it
at
their
education
is
via
academic
achievement,
so
I
feel
like
that.
We
have
to
include
it
somehow,
even
maybe
not
in
this-
the
full
way
we
have
it
written
out,
but
exactly
it
has
to
be
something
else
that
we
can
include.
I
just
feel
like
not
including
it
again.
I
understand
why
we
wouldn't
it's
not
that
I
don't
understand
that,
but
it's
it's
just
you
know
I
don't
know.
I
just
think
it's
important
to
include
it.
Can
you
daniel
think
of
other
ways?
A
F
We
really
can't
measure
growth
on
like
we
can
tell
you
how
you
did
versus
last
year,
but
it's
not
a
growth
based
assessment,
so
it
gets
touchy
like
I
was
just
writing
down
like
if
we
use
18
engineers
benchmark
those
kindergarteners
now
third
grade,
I
can't
jump
assessments
and
tell
you
how
they
should
be
doing,
because
it's
just
too
far.
So
you
know
if
I
were
to
say
anything:
it
would
be
the
2122
score
but
held
independently.
F
Now
how
or
you
want
to
think
of
another
comparison,
compare
how
we
are
at
the
state,
how
we,
what
we
like
the
state
number
of
our
numbers,
are
we
above
and
below
the
state,
because
everyone's
going
through
the
same
thing
right
now
now
everybody's
going
through
a
little
bit
different
level.
They
have
school
closures.
They,
you
know,
are
neighbors
to
the
a
little
bit
south
and
west
have
no
school
bus
drivers
to
get
their
kids
to
school.
F
The
only
way
that
you
could
do
this
in
the
current
world
that
we're
in
would
be
to
look
at
you
know,
our
percent
percentage
means
exceeds
the
state's
percent
meat
succeeds
because
I
couldn't
pick
out
a
district,
because
I
can't
tell
you
if
they
had
a
high
number
of
code
rates
or
low
number
of
coveted
or
high
absenteeism
or
picking
out.
Another
target
would
be,
I
don't
know
another
unknown
variable,
but
if
I'm
still
going
to
say
as
a
whole,
I
could
say
how
are
we
doing
compared
to
the
state?
G
E
F
So
we
have
like
districts,
but
with
all
things
happening
right
now
with
teacher
shortages
and
it's
extended,
coveted
closures-
and
I
mean
some
districts
up
through
spring-
had
independent
learning
on
fridays.
They
didn't
come
to
school
on
fridays,
so
there's
just
so
many
variables
that
even
if
I
mailed
a
like
district
I'd
have
to
go
and
dig
in
and
see
what
their
policy
was
and
what
they
did
and
wrong
yeah
yeah.
I
understand.
E
All
that
just
wanted
something
to
grab
at
that.
That's
fair
to
to
frank
about
it.
Right
I
mean
I
I
don't
want.
I
don't
want
it
to
I
mean
it's
gonna,
look
bad,
no
matter
what
it
looks
like
if
you're
talking
about
measuring
numbers,
you
can't
measure
numbers
from
1819
when
those
kids
were
unencumbered
at
all
to
measuring
the
numbers
of
today's
students
who
have
been
affected
in
so
many.
You
know
scientifically
proven
ways.
It's
just
impossible
to
do
that.
But
if,
if
the
board's
supposed
to
measure
something,
then
now,
maybe
there.
D
E
B
B
D
G
A
conundrum
rescue-
you
know,
I
I
agree
with
you.
I
think
that's
a
really
good
idea
again
for
one
year
compared
to
the
state,
because
we
don't
have
anything
better,
but
I'm
always
opposed
to
comparing
ourselves
to
light
district
or
the
state,
because
the
whole
concept
of
continuous
quality
improvement,
as
you
compare
yourself
to
yourself
and
you
constantly
get
better
and
when
we
compare
ourselves
to
the
state,
you
know
we're
throwing
in
a
lot
of
a
lot
of
disadvantaged
districts
and
stuff.
So
we
don't
want
to
do
that.
G
G
B
C
Yes,
okay,
I'm
going
to
ask
a
question
just
based
on
evaluations
and
how
evaluation
should
work
with
anyone.
So
if
you're
going
to
evaluate
me
based
on
my
job
performance,
you're,
going
to
tell
me
at
the
beginning
of
my
year
that
you're
going
to
evaluate
me
based
on
the
state's
performance
in
student
achievement.
C
So
that
gives
me
an
opportunity
to
study
the
state
to
see
where
I
need
to
be
versus
the
state.
But
then,
when
you
do
that,
you're
going
to
give
me
79
districts
that
I'm
going
to
have
to
look
at
the
mistake
to
see
how
those
districts
are
going
to
compare
and
come
up
with
one
set
of
numbers
to
evaluate
me
locally
with.
Then.
My
question
would
be
how's
that
fair.
E
E
B
I
think
if
we
used
our
rubric,
if
you
were
two
percent
greater
than
the
state
that
would
be
highly
effective
and
you'd
get
a
four.
If
you
were
two
percent
less
than
the
state,
then
you
would
get
a
one
point
and
our
whole
thing.
You
know
you
can
see
how
it
works
with
all
the
numbers.
That's
what
I
was
thinking,
but
I
I
don't
know.
D
B
E
E
A
So
I
was
thinking
I
mean
I
certainly
understand
somebody
who's
being
evaluated
needs
to
know
what
they're
being
evaluated
on
that's
only
fair
and
and
otherwise
you
don't
really
know
what
should
I
be
doing
I
mean
so
I'm
I
I
was
thinking
of
not
holding
it
to
the
same
rubric
but
thinking
well
what
about
just
having
as
part
of
his
performance
review
and
this
year
in
october,
just
having
a
narrative
with
the.
I
think
this
seems
like
from
our
discussion.
A
What's
come
out
to
perhaps
be
the
simplest,
fairest,
because
there's
so
many
variables
with
the
pandemic
is
what
daniel
has
just
said
and
just
compare
how
we
fared
compared
to
the
the
state
numbers
this
school
year.
But
we
need
to
know
where
we
started,
because
so
I
might
also
say
in
that
narrative
to
include
where,
like
1819
or
the
two
years
of
you
know,
18,
let's
say
17
18,
18
19.
A
Those
would
be
the
two
consecutive
years
before
the
pandemic
began
or
something
just
have
a
summary
of
of
how
we
did
then,
because
you
know
we
may
have
been
at
the
top
or,
let's
just
say
we're
at
the
50.
I
don't
think
that's
true,
but
in
the
middle
of
the
pack
of
all
the
school
districts
back
before
the
pandemic,
and
now
when
we've
emerged
or
starting
to
emerge
from
the
pandemic,
we
may
have.
You
know
now
be
much
better
off
than
most
districts.
I
think
that's
kind
of
important.
How
did
we
fare?
D
A
D
B
B
B
F
F
F
I
know
superintendent
greenville
has
they're
rated
on
a
level
of
culture
of
academic
success,
something
like
that
and
then,
if
you
wanted
to
still
bring
in
some
sort
of
test
data,
it
would
almost
be
used
as
almost
a
multiplier
where
it
can't
hurt
you
we're
rating
you
on
your
eval
and
your
goals.
If
we're
not
surpassing
the
state,
you
get
zero
points
on
your
multiplier.
F
If
you're
above
in
10
out
of
15
areas,
you
get
three
quarters
of
a
point
of
a
multiplier
where
it's
not
hurting.
It
can
only
help
to
do
better
and
it's
not
technically
hurting
his
evaluation.
So
therefore
he's
not
being
evaluated
on
the
set
score,
he
can
only
have
it
be
some
sort
of
bonus,
that's
not
about
while
sitting
here
it
kind
of
hits
all
components.
I
come
from
a
oracle
trained
world,
so
you
know
you
get
your
base
salary.
F
You
get
a
multiplier
for
doing
above
and
beyond
or
doing
a
good
job.
My
base
salary
is
safe,
no
matter
what
or
my
eval
is
safe.
I
just
show
up
and
do
my
job
every
day,
but
for
me
to
be
noticed
or
to
get
something
separate
from
another
employee.
I
better
do
really
well
to
show
that
and
have
numbers
that
prove
it.
So
it's
just
an
idea.
I
had
going
back
to
my
my.
B
B
B
G
G
G
A
That's
why
I
keep
going
back
to
a
narrative,
because
I
definitely
think
the
public
is
going
to
want
to
know.
How
did
we
fare?
We
all
know
there
was.
You
know
so
many
factors
that
you
know
really
were
fighting
against
academic
achievement,
but
I
do
think
the
public
wants
to
know
and
I'd
like
to
know.
A
A
Fare
you
know
we
were
the
best
district
in
the
state.
Okay.
Well,
that's
pretty
darn
good,
you
know
and
just
have
it.
There
is
a
narrative,
but
I
do
think
if
you're
going
to
say
how
we
fared
coming
out
of
the
or
as
we're
emerging
from
the
end
pandemic.
We
definitely
need
to
know
where
were
we
when
we
went
in
at
least
that's
my
feeling,
david.
G
G
A
E
A
A
B
You
think
kathy.
Well,
I
you
know,
I.
I
think
that
I
would
that
I
could
bring
forth
a
motion
that
the
committee
bring
to
the
board
that
the
achieve
that
student
achievement
that
I'm
trying
to
word
smith
here,
but
basically
the
idea
is
that
the
student
achievement
portion
of
dr
rodriguez's
evaluation
for
the
20
122
school
year,
the
student
achievement
data
measurement
be
com,
see
that's
where
I'm
be
compared
to
the
state
data.
I
just
can't.
E
D
F
E
B
E
You
saying
mel,
you
don't
think
that's
useful
at
all.
I
would
go
to
any
anything
because
I
would
I'm
not
concerned
about
you
know
it
as
much
as
the
public
would
be
concerned
about
it.
I
I'm
much
more
concerned
with
the
progress
and
where
we
are,
how
we're
going
to
go
forward
and
all
the
things
we
got
in
place
to
to
move
forward
in
terms
of
the
real,
the
real
evaluation.
D
E
D
E
E
A
A
A
How
about
if
we,
how
about
if
we
think
about
it
or
whatever,
could
and
have
another
meeting
like
in
just
a
couple
of
weeks.
We
could
invite
dr
rodriguez,
which
I
don't
think
would
be
a
bad
idea.
He
may
have
some
good
idea
about.
You
know
he's
going
to
agree
to
it
right
for
us
for
us
to
implement
it
and
see
see
what
his
input
is
and,
and
maybe
daniel
2
could
think
more
about
it
and
think
you.
A
A
D
E
D
E
A
A
Exactly
and
have
and
have
daniel
try
to
give
you
heard
our
discussion,
so
you
know
kind
of
where
we're
headed
and
what,
if
you
could
sort
of
tie
it
together
for
us
of
what
what
we
had
available
to
us
in
1819
compared
to
the
state
and
then
what
we
likely
will
have
now
yeah,
okay,
great
all
right.
So
do
we.
D
A
D
C
You
have
four
years
of
retention
data
there
and
it's
across
the
board.
It's
all
staffing
in
the
district
to
include
certified
classified
administrators,
and
then
you
will
know
the
last
year
there's
a
fourth
category
and
that's
the
professional
staff.
We
pull
those
out
of
the
classified
staffing
a
year
ago.
So
that's
right
here.
This
is
separate.
C
B
C
B
By
the
district
okay,
because
I
thought
at
one
point
I
it's
been
okay,
I
got
it.
I
thought
I
saw
one
where
the
numbers
were
the
same.
Yeah
like
the
one
word
says:
20
21,
look
at
the
last
one.
The
number
resigned
terminated,
the
number
retired
and
the
number
terminated
are
the
same.
So
there's
got
there's
probably
an
error
there
somewhere,
not
necessarily.
C
B
B
A
D
D
D
E
E
D
G
G
E
A
A
D
D
B
E
E
E
E
E
You
know
why
the
big
talk
now
about
keeping
them
and
that's
not
for
you
alice.
That's
not
the
record
that
you
are,
or
I
mean
it's,
not
us
either,
because
when
I
went
ran
for
the
board,
that
was
part
of
what
I
ran
to
keep
our
teachers
now
wanted
to
do
some
some
things
there
with
those
dives
to
determine
why
we
still
have
to
do
that.
D
A
C
E
Yeah,
I'm
surprised
I've
never
seen
it,
but
I'm
surprised
the
numbers.
Are
that
consistent?
That's
I
that's
not
bad
news,
that's
good
news.
You
know,
and
hopefully
now
it's
gonna,
it's
gonna
change
a
little
bit
better.
If
the
salary
increases
maybe
get
better
more
teachers
to
stay
and
more
teachers
to
come
exactly.
B
B
E
E
E
E
A
A
She
responded
that
you
know
she
wasn't
going
to
be
able
to
attend
this
meeting
and
her
comments.
I'll
just
read
them.
I
would
offer
two
comments
that
you
may
want
to
consider
to
incorporate
into
the
financial
oversight
portion
of
the
evaluation
document
regarding
s
or
funds.
One,
the
school
district
is
in
compliance
with
federal
and
state
guidelines
of
the
federal
essa
and
arpa
funding
and
number
two.
The
superintendent
owner's
designee
shall
provide
monthly
updates
to
the
board
on
budget
spending
and
the
activities
approved
in
the
essera
and
arpa
grants.
B
Kathy,
I
I
think
it's
fine
if
she
comes,
but
I
think
what
she's
talked
about
is
already
in
our
form.
If
you
look
at
d6,
it's
something
we
added
last
year,
evidence
of
comprehensive
plan
to
procure
needed
materials,
access,
available,
emergency
funding
and
maintain
balanced
budget,
and
then
it
says
collaborative
development
and
execution
of
a
plan
to
best
use
emergency
funding
to
address
student
learning.
I
think
those
things
that
she's
talked
about
are
already
there.
E
A
Okay,
so
hold
on
my
question
to
her
was
this
was
back
on
april
19th
yeah.
The
ad
hoc
results
committee
would
like
you
to
provide
suggestions
at
our
next
committee
meeting
on
how
to
incorporate
esser
funds
as
a
category
under
financial
oversight
in
the
results
evaluation
document
for
the
superintendent.
B
E
Yeah
it's
covered,
and
I
don't
know
if
it's
the
same
thing
I
mean
I
discovered,
I
understand
the
tina
question
was
was
well.
I
guess
she
was
asking
for
a
window
of
how
it's
done
so
we
can
fairly
evaluate
it,
and
I
mean
we
can
let
it
run
this
course
and
then
evaluate
afterwards,
but
I
was
I
was
thinking
that
question
was
geared
towards.
E
E
D
G
Thanks
yeah,
somehow
you
you
have
to
break
out
the
extra
funds
from
the
budget
because
you
didn't
know
they
were
coming
in
and
the
whole
intent
is
that
you
know
you.
You
adequately
adhere
to
the
budget
that
you
proposed
and
got
approved
and
as
far
as
tanya's
suggestion,
those
are
not
measurable
things.
G
A
All
right,
so
it
seems
like
the
consensus
of
the
committee-
is
that
we
have
another
meeting
in
two
or
three
weeks
and
let
us
continue
our
discussion
about
the
academic
achievement
pieces
we
already
outlined
earlier
in
this
meeting
and
have
tanya
come
and
see.
If,
if
she
can
bring
more,
I
guess
measurable
suggestions.
A
E
D
A
From
the
state
we
were
1819
and
then
what
would
be
likely
available
for
this
year
from
the
state,
given
what
testing
is
taking
place
and
then
tanya
for
some
more
something
more
measurable
in
terms
of?
Are
you
gonna
reach
out
to
her
I'll?
Let
you
reach
out
to
her
and
if
she
tell
her
to
contact
me
if
she
has
any
questions
any
any
other
infra.