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A
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the
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for
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maximum
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three
minutes
on
issues
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the
committee's
domain.
A
A
A
A
Okay,
we
do
not
have
any
public
comments
so
next
up
kathy,
can
you
make
a
motion
to
approve
our
committee
meeting
minutes.
B
A
D
So
the
the
committee
asked
last
meeting
to
examine
the
rank
of
how
people
counting
ranked
in
the
state
of
south
carolina
in
2018
2019
and
then
do
a
comparative
analysis:
2020
2021
school
year,
so
a
a
pre-covered,
and
then
I
really
I
I
don't
want
to
say
postcode,
but
in
the
midst
of
covet
analysis,
so
I
wouldn't
pull
what
I
could,
but
it's
not
all
that
I
could
pull
just
so
you
know
it
could
go
much
more
granular,
but
for
the
sake
of
the
group
and
for
the
sake
of
this
type
of
analysis,
I
tried
to
keep
it
to
the
report
card
metrics
as
much
as
I
could.
D
D
To
do
a
person
second
grade
kind
of
full
at
the
state
level,
but
what
I
do
have
is
we
do
do
testing
for
kindergartner
in
the
first
45
days
of
the
school
year.
That
gives
us
some
sort
of
readiness
benchmark
for
the
school
year.
So
I
thought
I
would
include
it
since
I
have
the
ranking
and
I
have
the
need
to
do
it
so,
and
the
overall
readiness
store
from
kindergarten
readiness,
assessment,
administrators
county
ranks,
50
out
of
84
school
districts
that
have
those
grade
levels
now.
F
D
Look
at
2020
2021,
we
improved.
We
were
then
ranked
40
out
of
81.
and
I'll
get
this
out
of
the
way.
Now
you
probably
wonder
how
he
went
from
80
to
81,
but
it
is
a
push.
It
was
a
push
of
superintendent,
spearman
and
the
legislator
to
consolidate
multi
district
counties.
D
So
in
some
of
those
instances
we
had
florence
consolidated
for
21
22,
we
should
have
a
hampton
one
in
camden,
2
consolidation.
So
there
are
some
of
those
districts
that
are
consolidated
and
then
I
gave
a
relative
rank
change.
Normally
we
just
do
the
math
50
40.
It
would
be
10
points,
but
with
the
denominator
or
the
number
of
districts
after
that,
so
that.
D
So
that's
kind
of
how
that's
done
so.
It'll
look
a
little.
This
one
was
cut
and
dry
pretty
easy,
but
the
next
one
don't
kind
of
explain
it
as
well,
so
elementary
school,
that's
the
es
middle
school.
Ms,
so
that's
elementary
middle
academic
achievement
just
as
a
review.
That's
grades
three
through
eight,
it's
ela
and
math
all
combined
into
one.
So
that's
why
I
took
the
metric
it's
a
little
bit
easier
than
looking
at
grade
three
four:
five:
six,
seven
eight
and
the
broken
down
subjects.
F
D
Then
the
broken
down
demographics
that
were
in
the
last
goal,
we'd
be
looking
at
60
to
70
indicators
of
how
they
ranked
and
that's
just
a
little
too
granular.
So
I
did
grab
the
18
19
20
21,
so
there's
all
students,
just
like
our
beautiful
county
data
had
we
had
all
students
and
then
I
had.
I
pulled
the
individual
ranks
for
the
subgroups,
the
african-american
hispanic
and
caucasian
students,
as
well
as
the
ml
students,
the
students
with
disabilities
and
our
people
with
poverty.
D
So
it
mirrors
the
same
type
of
report
that
was
there
before,
at
least
with
the
subgroups,
the
difference
being.
This
is
not
a
gap
analysis.
So
what
this
is
showing
is
for
all
groups,
all
students
in
2018
2019
they're,
ranked
there
we
were
22nd
out
of
84
districts,
just
the
african-american
subgroup
of
beaver
county.
There
were
34
out
of
84
districts.
D
Hispanic
was
the
31st
out
of
69.
You
see,
there's
a
big
drop
there.
That's
that
shows
you
how
the
districts
do
not
have
a
reportable
hispanics
across
the
entire
district
in
grades
three
through
eight,
so
it
kind
of
shows
our
uniqueness
there.
Our
white
group
fifth
at
eighty
ml
students.
D
Again
we
dropped
the
sub
group
down
more
with
64
districts
that
we
were
35th,
students
with
disabilities,
31
and
then
pupils
in
poverty
were
30.,
so
we
could
compare
that
to
20
20,
20,
21
and
all
but
two
areas
we
showed
an
improvement
again,
that's
not
just
straight
subtraction
of
the
rank
from
each
other.
It's
basically
looking
at
the
percentage.
D
Basically
30
of
84
is
what
what
top
percentage
of
the
state
you're
in
then
you
can
do
them
on
the
percent.
So
that's
why
it's
7.67
for
people
now
with
that.
I
don't
want
to
go
through
painstakingly
everything,
but
just
part
of
the
a
drawback
of
this
type
of
analysis.
Just
because
our
relative
improvement
or
relative
improvement
in
a
rank
does
not
mean
we
have
achievement.
D
F
D
So
there's
assumptions
with
the
data
that
we
can't
make.
We
can't
say
like
if
they
were
looking
at
the
elementary
middle
school.
We
cannot
say
that
students
with
disabilities
are
improving
in
beaufort
county
on
their
achievement.
We
can
say
they're
improving
their
relative
rank
and
their
placement
of
state,
but
we
cannot
just
assume
that
they're
test
coordinated.
D
So
then
we
look
at
high
school
achievement.
This
is
a
cohort
model,
so
it's
students
taking
the
algebra
one
in
this
case
it's
still
english
one
us
history
and
biology
and
then
reporting
over
the
four
year
period
of
the
students
there.
So
this
is
a
percent
of
student
scoring
d
or
higher,
basically
passing
the
assessment.
D
D
Talk
about
elementary
middle
school
prepared
for
success,
this
one's
a
little
bit,
I
won't
say
skewed,
but
it
is
a
little
bit
different.
In
1819
we
had
science
and
social
studies
in
2020-21.
We
only
had
science,
but
then
again,
all
the
districts
in
the
state
just
had
science.
So
it's
it's
not
taking
anything
away
from
the
other
districts.
Just
if
you
see
larger
gains
there
or
whatnot
or
large
loss,
you
could
see
large
losses
as
well.
It's
because
we
just
pulled
an
entire
subject
out
of
that
magic.
D
And
I
misspoke
a
high
school
high
school
academic.
It's
english
one
in
algebra,
prepared
for
success
at
high
school
at
page.
Two
is
us
history
in
biology,
so
it's
the
science,
social
studies
versus
dna,
so
those
are
apples
to
apples
comparison
for
the
high
school
english
one
algebra,
one
english
one
algebra.
F
D
The
the
tool
kind
of
used
before
and
it's
looking
at
students,
s-a-t-a-t-I-b
ap
scores
dual
enrollment
hours,
as
well
as
their
working
scores
and
everything
else,
so
that
held
relatively
the
same
college
career
ready.
It
is
interesting
to
know
that
in
1819,
that
metric
was
the
base
that
the
cohort
model
was
of
the
students
who
graduated
what
percent
of
the
graduates
were
college
animal
career,
ready
where
2021
is
your
entire
graduating
cohort,
whether
they
complete
or
not?
This
is
the
four-year
model.
D
So
essentially,
if
we
were
to
look
at
this,
our
percent
of
college
currencies
may
have
gone
down,
but
we
see
that
it
was
pretty
much
equitable.
We
did
see
some
improvements.
We
saw
a
larger
group
of
facilities,
but
we
do
see
benefactors
of
the
state
kind
of
kind
of
even.
C
F
D
There
are
things
that
you
know
when
we
look
at
this.
We
want
to
say
we're
showing
improvement
in
all
areas
across
the
board,
but
I
could
go
back
and
highlight
areas
that
the
actual
achievement
went
down
from
1819
to
2021..
There
was
a
global
pandemic
and
interrupted
learning
for
all
students
across
the
state
in
the
country
in
the
world,
but
our
rankings
are
so.
C
D
A
So
this
question
is
for
dr
rodriguez,
one
of
the
things
I
could
think
of
why
the
relative
rank
improved.
So
much
for
students
with
disabilities
in
each
of
these
categories
is
because
they
like
they
came
in
to
our
schools.
During
this
we
did
have
college
school.
Yeah
did
most
of
the
districts
in
the
state.
Do
that
or
no
no,
that
might
be.
I
mean
that's
something
to
consider.
A
C
No,
I
don't,
I
think
you
know
one
of
the
things
we
talked
about
last
time
was
comparing
our
data
to
the
states
data.
So
that's
exactly
what
you've.
F
C
Here
and
you
know
the.
C
Is
we
improve
right,
better
relative
to
the
rest
of
the
state?
But
again
we
can't
take
that
down
to
student
individual
student
achievement,
but
it's
something
right
and
it's
something
I
mean
there
are
like.
So
in
this
one
like
elementary
school
and
middle
school
student
achievement
where
we
are
ranked
five
of
77.
C
A
So
daniel,
for
can
you
just
repeat
I
know
you
already
said
this,
but
I
kind
of
missed
for
high
school
academic
achievements,
which
eocs
are
those
so.
D
And
just
so,
you
know
to
do
this
for
2122.
When
the
data
comes
out,
u.s
history
will
not
be
reported.
I
may
not
have
it
at
any
time
because
it
was
going
through
standard
segments
here
and
that's
not
a
problem.
The
english
one
is
still
right
here,
but
I
may
not
have
the
data.
D
Is
the
last
year
of
english,
one
at
least
on
the
cohort
model
yeah?
So
the
english
one
has
not
been
administered
in
the
district
for
two
years,
but
that
class
of
students
will
graduate
this
coming
223
school
year.
So
that
will
be
all
english
too
forever
correct.
D
D
D
F
F
J
A
So
we
still
don't
have
now
right
yeah.
A
C
C
Because
we're
not
you
know
we're
we're
not
going
to
have
any
data,
that's
really
comparable,
because
it's
basically
baselines
are
gone
out.
The
window
from
our
original
baseline.
So
much
has
happened.
I
don't
think
we
can
use
that
as
a
baseline
and
then
each
year
since
the
pandemic,
things
have
changed
every
year,
testing
changes.
C
So
that's
what
we
struggled
with
last
time.
How
do
we
report
on
the
academic
progress
of
our
students
and
that's
why
we
talked
about
the
state
this
gives
us
I
agree
with
david
is
not
the
best
measure,
but
it
does.
C
Right
because
everybody
could
be
going
downhill
too,
but
everyone
across
the
state
had
the
same
correct
the
same
parameters
that
we
did.
I
think
well
the
students
with
disabilities
team
that
you
brought
that
up
that
we
brought
our
kids
in.
C
D
What's
the
reportable
amount
of
ml
students,
so,
for
example,
with
before
counting
we've
seen
that
decrease
in
our
ml
students,
jasper
county's
picked
those
students
up,
they
moved
outside
of
buffer
to
chester
county,
so
jasper
picked
up.
So
if
populations
are
becoming
in
our
cases
right
across
the
street
and
it's
jasper,
but
in
not
all
cases,
so
the
populations
could
be
mobile
and
they
might
be
consolidating
out
of
districts
or
school
districts
where.
D
A
So
kathy,
I
concur
with
you,
I
don't.
I
don't
see
how
this
can
be
incorporated
into
the
the
results
rubric
that
we
have.
I
just
don't
think
it's
it's
a
data
to
be
used
in
that
way.
So
the
question
is:
do
we
want
to
what
would
should
we
bring
forward
to
the
board?
A
Should
do
you
think
we
should
see
whether
they
want
to
include
like
a
a
summary
like
I
had
suggested
previously,
just
a
narrative,
maybe
a
paragraph
with
this
as
an
attachment,
but
I
don't
have
to
explain
to
all
the
people
because
I
think
people
otherwise
are
they're
gonna,
say:
oh
look
at
the
achievement.
Yeah.
A
To
the
relative
rank,
so
I
don't
know
if
it's
you
know,
we
certainly
have
discussed
it
here,
which
is
a
public
meeting.
So
you
know
somebody.
A
You
know
watch
this.
What
do
you
think
well.
C
I
I
don't
see
any
way
that
we
can
land
on
something,
that's
as
concrete
and
as
specific
and
as
accountable
as
we
have
planned
in
our
regime,
because
too
many
variables
too
many
things
have
changed.
So
that's
not
going
to
work
so
coming
back
to
so
how
do
we
write
a
narrative
about
achievement
that
shows.
C
Trends,
a
trend
of
upward
achievement
downward
treatment
is
that
possible.
A
A
Kind
of
like
okay,
howard,
yeah
yeah,
so
I
think
I
think
my
vote
would
not
would
be
not
to
add
it
to
the
to
the
near
now
to
the
narrative
of
his
evaluation,
because
I
think
it
will
be
confusing
to
people.
A
And
with
I,
I
think
it
was
great
that,
and
I
appreciate
seeing
all
that
you
did.
I
think
it's
excellent
that
you
brought
it
forward
to
us
as
we
had
requested
the
committee
had
requested
and
now
we've
had
a
public
discussion
about
it,
and
so
it's
you
know
it's
in
our
archives
and
I
just
don't
think
it
can
be
utilized.
Well,
I'm
curious
do
david.
E
Well,
I
agree
with
you
all
I
mean
this
is
interesting
in
an
anecdotal
kind
of
way,
but
it
really
doesn't
show
anything.
It
raises
more
questions
actually
than
it
answers,
and
it's
it's
not.
I
mean
the
reason
I
object
to
these
ranking
ourselves
in
the
state
is
because
the
whole
basis
of
tqm
is
you
know
you
compare
yourself
to
yourself
constantly
improving
yourself,
so
I
agree
with
you.
This
is
this
is
not
something
that
has
a
whole
lot
of
value.
A
Okay,
all
right,
so
I
don't
think
we
have
a
motion
on
that
matter.
So
dana
did
you
also
want
to
discuss
the
monitoring
process.
D
Yeah,
so
being
part
of
the
the
group,
I
think
this
is
my
third.
You
know
through
this
and
always
kind
of
to
before
we
end
up
in
the
same
spot,
so
I
dug
in
a
little
bit
extra.
I
read
the
art
of
governing
coherently,
so
I
don't
know
what
was
going
on
and
it
came
down
to
and
what
I
sent
out
was
just
basically
two
small
bullets
that
I
didn't
want
to
copyright
in
front
of
this
book.
So
I
tried
to
limit
it
as
much
as
possible
and
cited
it.
You
know
just.
F
D
Case
but
when
it
comes
down
to
monitoring
progress,
there's
there's
our
oe,
but
then
there's
also
results.
So
that's
what
got
I
really
started
digging
into
more
with
the
result
speed.
D
So
it's
really
getting
into
what
the
main
outcome
or
what
the
business
the
board
is
in,
whether
it
be
providing
a
actual
qualification
for
students
or
making
sure
all
students
achieve
with
the
ability
to
you
know
be
what
they
want
to
be
whatever
and
I've
reached
out
to
linda
dawson
and
randy
quinn
and
got
some
sample
results
from
other
districts,
just
to
kind
of
see
how
they're
crafted
and
their
everything
from
the
social,
emotional
well-being
of
the
students
to
action.
D
So
that's
what
kind
of
drove
me
deeper
into
this
part
of
the
book,
but
the
board
acceptance
of
the
ceos
or
superintendents
interpretation
of
policy
choosing
of
the
indicators,
of
course,
when
we
need
baseline
data
and
then
shorten
long-term
goals
and
then
step
two
is
of
course,
probably
more
I
come
in,
which
is
the
full
monitoring
report,
including
the
data,
the
indicator,
the
analysis,
the
conclusions
regarding
progress,
and
then
the
board
gets
to
decide
whether
or
not
adequate
progress
was
made
or
not.
Subsequent
chapters
get
into
the
evaluation
and,
basically
the
nutshell.
D
Version
of
the
evaluation
is
between
the
oes
and
the
results
policies.
The
board
says
on
hold
aboard
the
superintendent
of
ceos
either
achieving
not
achieving,
or
you
know,
barely
getting
back
kind
of
thing.
It's
a
three-point
scale,
and
then
it
allows
for
some
monitoring
based
on
after
each
cycle
after
each
year
allows
for
targets
to
be
moved
because,
of
course,
they
should
be
moving
appreciably
from
one
monitoring
cycle
to
another.
If
everything's
done
properly,
there
should
be
so
that's
the
short
nutshell
of
third
four
chapters,
though,
focus.
B
Thank
you,
david.
E
Thanks,
I
just
want
to
clarify
what
you
said:
daniel
the
the
board
has
to
define
acceptable
progress
ahead
of
time.
It's
not
something
they
decide
on
afterwards.
D
C
And
that's
what
our
original
matrix
did
yeah,
you
know
just
we
set
it
up
for
you
know
whatever
those
percentages
and
yeah,
and
then
it
was
going
to
increase
after
that
that
required
percentages
and
then
code
would
happen
again.
C
So
we're
right
back
where
we
started
this
at
the
beginning,
the
last
two
years
we
have
suspended
any
kind
of
academic
accountability,
achievement
accountability
because
of
the
extenuating
circumstances.
C
G
I
see
challenges
you
know
in
general
with
the
whole
thing
to
be
honest
with
you,
you
know,
because
when
I
first
got
here-
and
we
were
talking
about
this-
there
were
things
I
didn't
know
yet
right
and
after
adopting
it
right,
I
realized
and
learned
a
lot
of
other
things
right.
So,
for
example,
right
the
fact
that
in
south
carolina
teachers
and
their
evaluation
model
cannot
be
held.
G
They're
not
they're,
not
held
accountable
for
student
achievement
in
the
allowable
evaluation
model
in
the
state
administrators,
school
administrators,
principals
and
assistants
are
not
held
accountable
to
it
right.
That
poses
a
to
me
a
logistical
problem
in
terms
of
the
fact
that
I
would
be
the
only
one
in
the
system
held
accountable
to
student
achievement
results
and
I'm
the
furthest
one
from
the
classroom
where
teaching
and
learning
happens
right,
so
so
that
that's
a
that's
a
challenge
in
that
model.
When
you
look
at
florida
where
it
came
from,
and
that's
why
I
didn't.
G
G
G
The
results
of
the
students
in
your
class-
I
think
it's
40
percent
of
michigan
and
the
administrator
school
is,
I
believe,
40
also
so,
where
you
have
those
evaluate
state
evaluation
models
that
that
do
that
kind
of
thing,
then
there's
an
alignment
in
that,
but
when
you're
not
able
to
to
do
that,
you
have
to
use
the
stage
evaluation
model
and
the
state's
evaluation
model
doesn't
do
it
per
se.
It's
really
problematic,
in
my
opinion,
in
terms
of
just
the
superintendent,
that's.
G
When
we
think
about
last
year,
you
know
last
year,
it's
still
here
we
had
thousands
and
thousands
of
quantities.
We
have
well
over
11
000,
you
know,
probably
maybe
even
twelve
thousand
or
more
quarantines
and
and
and
then
you
have
teacher-born
teams
too
right,
you
know
and
which
affects
some
impairs
instruction.
G
So
it's
just
really
hard
right
now
to
even
look
at
that.
In
spite
of
what
I
already
said
about
evaluations
with
student
tv,
I
provided
for
you
all
just
as
a
view
of
a
superintendent's
evaluation
in
in
another
state,
and
you
can
see
that
they've
got
standards.
I
don't
remember
how
many
standards
I
want
to
say
eight
and
I'm
not
sure
that
are
laid
out
there.
F
B
A
It's
good
good
information,
provided
so
we
can
decide
when
we
get
to
the
end
of
our
meeting
discussion
of
future
meetings
if
we
want
to
have
a
discuss.
This
is
a
topic
in
the
future,
but
we
appreciate
your
providing
this
information.
A
A
Oversight
measures
and
if
you
look
at
our
committee
meeting
minutes
that
we
have
already
approved
this
evening,
we
specifically
wanted
to
have
a
discussion
of
financial
oversight
and
s
or
funds,
and
you
know
how
how
those
could,
perhaps
especially
the
answer
funds,
be
added
to
our
results,
rubric
that
we
have,
because
those
are
now
you
know
important
part
of
our
finances
of
the
district
and
they
are
considerable
amount
of
money
so,
and
we
also
have
denise
matson
here,
who
gives
us
a
presentation
and
monthly
on
the
answer
from
the
board
as
a
whole.
J
What
you're
interested
in
and
how
that
fits
into
what
we're
doing
with
esther
funds?
I
just
want
to
start
by
saying.
Well.
Denise,
of
course,
is
the
expert
in
that
area,
but
first
of
all
we
do
have
grant
award
notifications.
They
call
them
gans
that
are
they.
J
They
establish
requirements
of
the
state
department
of
education
and
began,
provides
specific
guidance
regarding
where
the
activities
that
are
allowable
and
the
state
department
also
has
prescribed,
recommended
spending
patterns
by
how
much
should
be
claimed
by
certain
milestones
within
the
grant
award.
So
those
are
we
have
to
had
to
submit
each
of
the
grants
there
are,
I
think,
we've
expended
one
of
the
four
or
two
of
the
five.
I
guess,
if
you
would
say
so,
we
have
three
remaining
s
or
one
two
and
three.
J
Basically,
I
would
say
since
the
cares
funds
are
already
extended.
The
leak
funds
were
already
expended
and
fully
a
hundred
percent,
so
the
others
have
ongoing,
claim
spending
requirements,
and
actually
these
don't
have
anything
to
save
and.
J
I've
seen
my
issues
right,
it's
still
federal,
but
it
wasn't
these
yes,
so
I
guess
I
guess
we
just
need
to
learn
exactly
what
sorts
of
things
you're
interested
in,
and
you
know
we
have
special
documents
that
have
gone
from.
I
believe
daniel
daniel
fallon's
area
to
the
state
department
that
outlines
programs
where,
where
students
are
receiving
specific
services
as
well
and
how
those
match
our
strategic
goals,
so
so,
I'm
not
sure
if
you're
looking
for
spending
or
programmatic
or
instructional
information
or
how
how
that
fits
within
the
results.
C
Robert,
can
you
bring
up
the
page
that
has
the
the
matrix
for.
F
C
That's
the
that's:
all:
okay
be
going
financial
oversight.
Yes,.
F
E
C
And
we
had
these
two
components:
right
now:
maintain
bond
rating
and
adhere
to
the
budget.
So
we,
you
know
we're
wondering
if
you
know
that's
our.
F
G
F
G
Thanks
so
one
thing
I
do
want
us
to
be
careful
about
with
the
esther
dollar
or
whatever
is,
if
we
put
something
in
here
that
says
you
know
by
this
period
you
have
expended
this,
and
by
that
period
you
have
expended
that
you
know
when
you
get
down
to
down
the
road
a
little
bit.
G
G
And
because
I
want
us
to
just
always
try
to
spend
this,
the
right
way
right
to
maximize
impact
and
and
all
of
that
right,
so
I
just
I
just
whatever
we
land
on
I
just
I
don't
I
don't
want
it
to
be
something
that
incentivizes
us
to
go
out
there
and
just
do
something
that
we
really
may
not
want
to
do
right.
That's
all!
I'm
sorry.
J
C
Then
we
also
robin
if
you'll
go
back
up,
we
added
last
year
a
statement
that
I
thought
go
back
up
to
the
the
categories
that,
like.
A
A
G
Yeah
and
I
think
when
you
added
that
right
by
the
way,
that
was
a
good
thing,
because
during
the
evaluation
process
last
time
right,
we
were
able
to
talk
about
different
things,
that
the
board
was
interested
in
different
areas.
Right
and-
and
I
don't
think,
that's
kind
of
essentially
what
we
did.
But
but.
G
Something
like
that
doesn't
doesn't
incentivize
you
to
to
just
run
out
and
and
spend
some
dollars
just
forever,
just
to
get
it
to
a
certain
number
right.
But
rather
you
know
it's
it's
it
talks
about.
You
know
ways
to
get
rid
of
things
without
nailing
down
a
specific
number
or
something.
B
A
It
may
be
better
not
to
suspend
it
sort
of
in
in
you
know
the
same,
I
should
say
in
the
same
sort
of
percentage
gradually
like
you
might
have
a
a
big
project.
G
I
think
we're
kind
of
experiencing
right
now
right
with
the
programming
and
all
of
those
kinds
of
things,
there's
a
bigger
influx
of
looking
at
folks,
a
bigger
use
of
those
dollars.
You
know
that
that
you
weren't
seeing
before
but
you're,
seeing
you'll
you'll
see
it
now
because
of
summer
programming.
A
So
mel
welcome,
and
would
you
like
to
say
anything
regarding
this
topic.
B
J
What
you're
saying
actually
dr
rodriguez
was
reading
our
minds?
We
denise
and
I
had
the
same
exact
conversation
about
frivolous
spending,
is
really
putting
pressure
to
meet
certain
thresholds.
F
J
That's
certainly
not
something
we
want
to
do,
but
the
plans
that
we've
built
are
structured
on
different
activities
and
we
have
an
idea
of
timing
of
those
activities
when
those
expenditures
will
occur.
For
example,
dual
modality
payments
occurred
in
june,
or
may
I
think,
one
of
those
months
and
so
a
large
expenditure
is
taking
place
there.
So
you
know
we
can't
have
you
know
gradual
spending
patterns.
We
have.
F
J
Excessive
amount
in
one
month,
but
we
might
have
a
smaller
amount
another,
and
so
yes,
the
summer
months,
are
going
to
be
exorbitant
amounts
because
of
after
school
program
summer
school
programs-
I
guess
maybe
not
after
school,
but
extended
learning
programs
we
have
summer
school
summer
reading
and
all
those
in
addition
to
summer
institute
as
well.
So
there's
going
to
be
a
large
amount
of
spending,
as
well
as
capital
improvements.
So
the
hvacs.
We
should
begin
to
see
some
of
those
expenditures
but
we're
very
dependent
on
the
contractors
timely,
providing
their
invoices.
J
To
see
supply
chain
issues,
so
computers,
for
example,
may
be
depending
on
the
type
of
computer
you
buy.
Maybe
three
four
five
months
lag
time.
Hvac
units
probably
have
you
know.
Major
pieces
of
equipment
have
significant
lag
times,
so
we
really
don't
have
a
lot
of
control
over
that,
but
we
do
know
that
we
have
to
order
whale
well
in
advance
to
be
able
to
meet
the
the
final
expiration
dates
of
the
grant
awards.
J
So
we're
all
cognizant
of
that,
but
we
do
have
thresholds
that
are
for
ourselves
that
we
believe,
based
on
a
projected
cash
flow
of
what
we
expect
to
mean.
I
think
we
provided
the
board
with
some
projected
expenditure
dates
in
our
last
update
s
or
updated
project.
59,
I
believe,
was
the
number
would
be
expended
by
december.
J
So
that's
certainly
something
we
want
to
consider.
J
C
F
G
I
F
B
B
A
At
look
at
the
the.
A
A
And
mel,
do
you
have
any
comment
regarding
the
the
d6
on
our
results.
A
B
A
So
it
looks
like
then,
we
won't
be
I'll,
give
a
little
summary
at
the
board
meeting
about
our
what
our
discussions
were
today,
but
it
doesn't
look
like
we're
going
to
bring
forward
any
any
action
items
to
the
board,
which
therefore
means
that
we're
going
to
use
be
using
this
rubric
without
further
changes.
So
similar
to
last
year's
for
the
superintendent's
evaluation,
which
will
occur
in
october,
did.
C
We
add
the
two
things
back
to
the
financial
matrix
because
last
year
we
took
that
out
because
of
we
didn't
raid
you
on
that,
because
the
budget,
I
remember
we
talked,
we
didn't,
take
it
out.
H
C
C
Right
so
we're
adding,
I
think
we
should
add
financial
oversight
back
in,
because
I
think
you
should
get
credit
for
for
the
work
that
you
do
now.
We
talked
about
the
last
time.
We
talked
about
the
teacher
retention
and
I
don't
remember
if
we
decided
to
put
that
back
in.
C
Alice
came
and
she
showed
us
things
that
were
pretty
comfortable.
I
mean
in
weren't,
initially.
G
F
C
H
B
E
E
E
No
for
everything
yeah
for
everything,
because
you
know
we
have
to
tell
frank
what
we
expect
for
next
year,
so
he's
got
a
baseline.
We've
got
to
tell
them
what
the
baseline
is
and
and
then
that
those
rubrics
work.
The
whole
problem
was,
we
didn't,
have
a
baseline.
So
I
think
that
has
to
be
another
part
of
your
report.
C
So
go
back
up
to
the
where
I
can
see
the
that's,
why
I
heard
the
other
one
yeah,
the
teacher
retention.
I
thought
that
we
had
the
data
on
that
too.
That
was.
C
C
H
A
Yeah,
I
know
so
my
comment
would
be
even
though
we
have
this
data
from
alice.
I
still
think
it's
in
a
way
unfair
to
be
evaluating
human,
because
how
do
you
this
this
past
school
year
has
ended?
21
22
and,
as
we
have
already
commented
at
this
meeting,
you
know
we
have
gobs
of
coin
games
right.
A
I
had
to
be
sure
I
used
the
right
word,
quarantines
and
so
and
then
of
course,
the
prior
year.
You
know
we
had
probably
lots
of
isolating
students
and
staff,
so
I
mean
I
think,
for
all
these
years
and
half
of
night,
the
the
spring
of
2020
the
pandemic
was
in
full
full
four.
So
all
of
these
would
be
in
a
way
painted
by
the
pandemic.
So
I
don't
know
what
you'd
say
your
baseline
is.
K
Baseline
suggest,
baselines
too,
I
mean
where
the
vetting
of
what
the
baseline
is
might
help
us
establish
our
new
targets
for
frank.
It
may
not
necessarily
reflect
directly
on
what
that
baseline
is.
Unless
we
put
the
other
components
of
how
it
was
established.
That's
the
only
thing
I
can
say
I
would
go
with
bill.
The
relative
components
of
what
developed
that
baseline
has
to
be
considered
when
you,
when
you,
when
you
set
your
targets.
A
So
I
don't
personally,
I
don't
think,
even
though
we
have
these
numbers,
that
we
can
really
use
it
in
the
current
evaluation
for
this
fall
yeah,
and
I
think
it's
perhaps
too
early
to
say,
are
we
going
to
use
it
in?
How
are
we
going
to
use
it
the
following
year?
What
will
be
our
basis.
D
K
Oh,
that
should
make
us
set
set
up
a
mental
baseline
for
everybody
involved.
I
mean
that's,
that's
the
idea
of
what
would
we
want
to
happen
now
that
the
teacher
raises
up
the
pandemic
is
gone.
What
we
wanted
to
be
looking
at
what
we
had
last
year,
because
you
don't
want
to
go
way
back
and
look
at
what
it
was
then,
and
that
wouldn't
be
as
effective,
either
with
the
pandemic
of
it.
Its
influence.
K
A
So
kathy,
do
you
want
to
make
a
motion
for
the
committee
to
if
we
I'm
looking
at
the
results
rubric
for
school
year,
2020
2021
and
it
seems
like
in
our
discussion
today-
we've
come
to
the
conclusion
that
we'll
have
it.
We
want
probably
want
to
keep
it
the
same,
except
for
you
are
suggesting
adding
back
that
financial
oversight
component.
So
why
don't
you
make
a
motion
for
that?
So
then
we
can.
C
Because
we're
going
to
have
to
talk
about
the
percentage
and
lower
the
percentage
of
one
to
the
financial
oversight
component
was
what
percent
on
the
original
one.
Fifteen
percent.
B
B
C
H
H
20
20
no
1920
yeah.
I
Well,
what
about
the
retainer
and
retention?
Are
we
adding
that
back
to
as
well.
I
C
So
two,
you
know
it
happens
this
october,
so
the
impact
of
those
things
won't
be
felt
until.
I
C
I
A
C
I
move
that
we
amend
dr
rodriguez's
evaluation
for
the
21
22
school
year
to
include
the
addition
of
the
financial
matrix
as
previously
presented
or
the
financial
matrix
financial
oversight.
C
Matrix
to
the
results.
A
C
The
addition
for
the
reinstatement.
C
H
F
C
B
A
C
I
My
my
question
was
back
again
too,
so
my
understanding
was
that
we
were
telling
you
this
time,
what
respect
for
the
next
year
versus
telling
him
what
is
coming
out
of
the
actually
coming
coming
october.
But
that
was
my
understanding,
so
I'm
trying
to
figure
out
how,
if
that
is
that
that
was
the
case,
then
putting
talking
about
talking
about
the
financial
piece.
I
He
wouldn't
even
know
that
now
versus
and
then
in
terms
of
retention
and
retaining
of
attention
did
not
go
that
would
go
back
into
it
and
enter
into
it.
At
this
time.
A
A
We
did
have
the
proper
data
in
this
past
year
and
it
was
part
of
the
rubric
previously
and
if
you
look
at
what
it
is
and
robin
can
display
it
again
on
top
there,
it's
it's
adhering
to
the
budget
and
maintaining
bond
rating,
which
are
pretty
basic
financial
oversight,
should
I
say,
not
skills,
but.
A
A
But
it
is
things
he
has
worked
on
in
the
past
year
and
and
I
believe
it's
going
to
be
just
fine
and
in
a
way
why
shouldn't
he
get
credit
for
the
things
he's
done
done
well,
why?
Why
would
we
have
it
removed?
That's
in
a
way
punishing
him.
So
that's
the
way
I
look
at
it,
but
I
understand
what
you
just
said:.
C
And
I
think
that
in
october
after
we
do
this
evaluation,
then
we
need
to
set
at
that
time
to
add
the
piece
back
in
about
teacher
retention
at
the
end
of
when
we're
done
with
that
evaluation.
We
say:
okay,
this
is
what
we're
gonna
add
in
for
next
year.
C
A
Oh
because
we
really
so
happy
we're
getting
off
topic
again,
but
I
yeah
yeah
and
that's
kind.
A
B
A
F
A
Next,
thank
both
tanya
and
denise
for
your
input.
Thank
you
and
dr
r.
Our
last
agenda
topic
is
discussion
of
future
meetings.
B
A
Dr
rodriguez
kindly
gave
us
some
other,
should
I.
A
Board
members,
but
there's
also
maybe
the
public
if,
if
they're,
if
they're
listening,
so
I
can't,
I
think
we
should
pause
where
we
are
until
we
do
the
evaluation
and
then
maybe
our
committee
will
want
to
meet
again
in
november
right
after
your
evaluation,
for
this
year's
for
this
past
school
year
is
completed
to
decide
like
we
said
it
seems
like
the
teacher
retention
thing
should
be
added
back
again.
Does
that.
B
A
C
Yes-
and
you
know,
I
think
that
was
our
plan
all
along-
that
we
would
evaluate
how
the
instrument
worked
and
we
just
haven't
had
the
instrument
work
fully
because
we
haven't
been
able
to.
But
you
know
the
last
time
we
evaluated
it.
We
did
add
the
statements
of
pandemic
response.
H
A
So
mel
are:
do
you
have
any
comments
regarding
that.
B
And
our
chairman
of
the
board,
mr
strippinger,
are
you
good
with
that
tim.
E
I'm
good
with
that.
I,
I
think
your
your
future
topic.
Based
on
what
frank
said.
I
understand
what
he
said
that
he's
the
only
one
in
the
organization
held
responsible
for
results.
If
that's
true
and
you
buy
into
it,
then
we
have
to
change
from
coherent
governance
to
a
different
form
of
management,
so.
B
A
Right
so
the
plan
then
will
be
to
meet
in
november
because
we
complete
dr
rodriguez's
evaluation
in
october.
It's
a
little
early.
I
think
tonight,
to
set
the
date
in
november,
but
why
don't?
I
ask
you
robin
to
query
the
board
members,
the
committee
members,
maybe
late
september,
for
for
a
november
meeting.
You
know
so
we
have
a
few
weeks,
civilians
notice
and
then
we
can
go
from
there.
Okay,.
B
I
No,
I
was
actually
I'll
research
that
you
she
said
that
he
gave
that
he
gave
you
another
list
in
this
package.
Yes,.