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A
B
A
C
A
And
justice
for
all:
okay,
great
okay:
the
first
item
is
approval
of
the
agenda.
Do
I
have
a
motion
to
approve
the
agenda.
D
A
A
I,
don't
see
any
hands
so
at
this
point
everyone
in
favor
of
approving
the
agenda,
please
say:
aye:
okay,
okay,
Angela
are
you.
She
agrees.
Okay,
great!
So
that's
4-0.
A
Do
we
have
any
public
comments,
no
ma'am?
Okay?
Now
we
need
a
motion
to
approve
the
minutes
of
August
24th.
A
And
Mel
Campbell
and
we
just
got
a
chat
from
Angela.
That
says
she
has
no
video.
F
They
can
check
her
audio
settings
on
the
computer.
I
have
to
do
the
same
thing.
She
said
it's.
It's.
A
On
her
and
keep
going
okay,
all
right,
so
those
in
favor
of
approving
the
minutes
from
August
24th
signified
by
saying
aye
hi
hi,
it's
Colonel
Guyer.
A
I,
okay,
so
that's
3-0
since
Angela
can't
here
and
we'll
just
move
on
she's
absent
for
the
vote.
Okay,
all
right
so
present
I
see
that
Earl
Campbell
just
joined
us.
Yes,.
A
Okay,
next
thing
on
the
agenda
is
Administrative:
regulation
is
25,
multilingual
Learners,
so
I
believe
Ms
cartilage.
Are
you
going
to
do
that
or
who's
going
to
present
that
Dr.
G
Stratos
no
I
think
that
Miss
romsky
is
going
to
be
presenting
it
and
I'll
be
tuning
in
to
help
her
and
so
will
Dr
Scott.
Okay.
A
F
Is
okay?
Okay,
so
good
evening
everyone,
my
name
is
Diana
madromskam,
the
director
of
the
motel
lingual
learner
program,
previously
known
as
Esau
I'll,
be
sharing
with
you,
the
changes
that
we
have
made
and
as
Miss
cartilage
said
as
a
team,
we
reviewed
this
together
to
the
administrative
regulation
is-25
in
order
to
update
the
language
and
terminology
for
the
multilingual
learner
program
in
accordance
with
the
South
Carolina
Department
of
Education
guiding
principles
and
federal
guidance.
F
F
So
I
will
walk
us
through
the
sections
and
the
Roman
numerals
and
address
the
changes
that
were
made
great
any
questions
so
far:
nope,
okay,
so
let's
get
through
it.
I'll
have
it
in
front
of
me.
So
pardon
me
I'm,
going
between
Pages
here
so
in
room
number,
one
Roman
numeral
one.
We
know
that
the
change
in
the
name
of
the
program
from
easel
to
multilingual
learner
program,
we
replaced
ensuring
children
to
support
students.
F
We
rewarded
English
proficiency
to
limited
English
proficiency,
all
with
the
guidance
of
the
new
terminology
at
the
state
department
in
Roman
numeral
two.
We
replaced
the
formal
term
English,
the
former
term
English
language
Learners
to
multilingual
Learners
and
added
the
language
that
aligns
with
the
state's
definition
of
these
students,
Roman
numeral
three,
the
section
lists:
the
commitment
to
non-discrimination
and
equal
opportunity
for
all
Beaufort
County
School
District
students,
including
those
protected
by
title
four
title
6
and
Title
IX,
and
any
other
federal
state
and
local
law
Roman
numeral
4.
F
F
In
section
c,
that
was
Rewritten
to
include
new
terms
such
as
ml
and
MLP,
so
ml
for
multilingual
Learners
MLP
for
the
multilingual
language
program.
Hence
the
name
of
our
program
in
section
d,
English
level
was
replaced
with
English
proficiency
level
ELP
and
the
term
program.
Service
delivery
model
was
added
as
to
explain
how
services
will
be
delivered
and
correctly
labeled
with
the
new
terminology
for
our
program.
F
F
F
That
was
a
mute
point,
since
we
do
that
for
all
students
in
Beaufort,
County,
School,
District,
Roman,
numeral,
six,
we
replaced
LEP
to
ml
the
student
grade
placement
and
retention
information,
section
A.
We
replaced
English
language
Learners
with
MLS
and
added
enrollment,
plus
registration
as
a
term
section
B
we
removed
L
and
replaced
it
with
ML
and
made
some
language
changes
from
simply
saying
that
students
are
immersed
to
language
acquisition,
more
academic
language
using
and
following
the
same
language
that
Wida
uses
as
well
as
South
Carolina
Department
of
Education,
section
c.
F
We
added
a
section
to
discuss,
retain
retention
of
MLS
as
well
as
listing
the
importance
of
an
individualized
language
accommodation
plan
that
used
to
be
called
an
Ila,
not
an
iLab.
So
we
replace
that
in
order
to
explain
and
be
clear
about
the
importance
of
this
document
as
well
as
IPS,
which
have
modifications
for
students,
foreign.
F
In
both
Pages
page
three
and
four
set
all
still
in
the
same
section,
we
replaced
ESO
with
ML
classroom
and
added
the
final
sentence
to
explain
some
interventions
and
strategies
to
be
ill,
I'm,
sorry
to
be
implemented,
but
not
limited
to
section
one.
We
recommended
what
students
can
do
for
RTI
I.
C
A
A
F
Yeah,
okay,
we
removed
number
two.
It
was
something
that
we
did
not
need.
Obviously
we
analyzed
interventions
and
strategies
for
all
our
students
section:
three
non-verbal.
We
changed
it
from
native
language
to
first
language
and
L1,
because
not
all
students
are
native
and
they're
L1
section.
Four.
We
didn't
make
any
changes,
section.
Five
changed
esol
to
multilingual
learner
program
coordinator.
F
F
F
Then
we
have
individualization
individualized
language
acquisition
plans
and
that
is
Roman,
numeral,
seven
I
believe,
and
it
states
that.
Obviously,
as
you
see
there,
we
change
the
individual
modification
plan.
It
is
now
called
the
individualized
language
acquisition
plan.
We
changed
MLS,
any
part
that
set
else.
We
changed
to
MLS,
the
abbreviation
for
individualized
language
acquisition
plan
is
iLab.
That
is
a
term
we
use
very
often,
and
it's
never
ever
set
out
completely.
It
explains
how
the
iLab
provides
supports
and
modifications
for
students
this
documentation.
F
F
G
F
F
C
Thank
you
so
much.
Thank
you
and
one
day
is
it
possible
under
no
preference
but
for
myself
page
numbers
that
was
a
notation
I
had
made
on
my
sidebar
earlier?
Yes,.
A
Okay,
any
committee
members
have
any
comments
or
questions
Angela.
You
can
type
in
if
you
have
something
Colonel
Guyer
anything
he's
shaking
his
head:
no
Mr,
Mel
Campbell.
Anything.
F
F
Federal
government
requires
that
and
the
state
department
created
an
enrollment
survey
which
embedded
the
hls
in
it
the
home
language
survey,
it's
embedded
in
it
and
we
have
it
as
part
of
our
online
registration.
It
is
required
for
every
student
that
registers
into
Beaufort
County
school
district
and.
C
F
I
can
answer
that.
Yes,
sir
I
have
asked
our
state
representative
through
the
title
III
office
of
excuse.
F
Accountability,
yes,
Susan
Murphy
accountability,
and
she
has
said
that
if
a
student
is
listed
as
another
language
and
it
is
Gullah
on
that
home
language
survey,
we
are
obligated
to
do
so
and
screen
that
student
and
provide
services.
Yes,
sir,
it
is
recognized
by
the
federal
government.
It
just
has
to
be
placed
on
the
hls
in
order
for
us
to
okay.
D
D
That's
one:
that's
one
thing
that
we
we
can
do
then
too
change
who
and
how
many
we
serve
right.
Then
it
just
doesn't
make
practical
sense
in
my
mind
as
a
district
to
to
not
assess
those
children
early
and
get
them
engaged
with
some
type
of
support,
as
opposed
to
wait
till
they
get
to
the
fourth
grade
and
come
up
short
with
their
with
the
English
language
skills
and
then
realize
that
they
have
to
be
remediated
in
some
sense,
which
means
that
ketchup
is
not
happening
after
that.
So
I,
don't
I.
D
You
know
other
than
saying
that
it's
costly
I,
don't
know
if
it's
sensible
to
not
not
have
these
children
assess
and-
and
you
won't
have
can't
have
them
a
sense
unless
they
put
down
something
other
than
English
on
that
hls
right.
Is
that
correct.
F
Yes
sure,
yes,
we
may
we
aren't.
Yes,
we
are
limited
in
our
screening,
not
assessing
them.
We
can
assess
them
in
other
ways
when
they
are
in
our
classroom,
we
can
definitely
gauge
their
proficiency
Etc
through
the
teachers
and
other
methods
of
assessing
where
they
are
in
their
language,
but
to
screen
them
the
process
that
is
in
place
legally.
Is
that
hls,
sir.
D
D
And
if
that
assessment
shows
some
type
of
deficiency,
is
there
a
plan
or
a
process
in
which
there
are
emerged
in
the
e-l-p
and
whatever
else
MLP.
C
C
At
the
let's
say
the
elementary
level.
Our
students
are
assessed
early
in
the
year
ex
and
I
will
add
to
that.
We
have
seven
additional
schools
involved
with
letters
as
well
as
open
court,
which
provide
assessment
and
I
want
to
say
it
in
the
acquisition
of
language,
Mr
Campbell
for
phonetic
awareness,
phonemic,
sound
fluency,
that's
now
a
state
requirement
for
our
Palmetto
literacy
schools,
and
then
that
is
layered
with
the
I-Ready
assessment
for
students
as
well.
D
C
B
C
Students
who
qualify
into
our
ml
programs
there
is
and
Diana
you
can
correct
me,
there's
a
generalization
that
our
ml
students
who
qualify
for
the
MLP
program
come
up
as
does
not
meets.
So
there
is
a
relay.
I
haven't
taken
to
see
the
relationship
of
our
students
who
may
have
other
language
outside
of
what
is
measured
on
the
hls,
but
recognizing
the
administration
of
the
I
ready
lends
for
support
for
students
who
all
fall
within
that
classification
with
or
without
the
weirdest
screener.
D
F
I,
add
to
that
please
Mr
Campbell,
all
right
so
also
I
know
that
when
I
was
in
the
classroom
and
our
MLP
teachers
are
contacted
Often
by
classroom
teachers
and
they
will
say
we're
not
sure
if
this
is
a
language
proficiency,
issue
or
academic.
So
we
use
all
of
the
data
that
Dr
Stratus
has
discussed
all
those
scores,
all
those
tests,
all
those
assessments,
and
then
we
try
to
sit
together
as
the
mlpt
team,
which
has
the
mtss
individual
in
there.
F
F
So
students
can
be
supported
by
an
MLP
teacher.
If
this
is
a
conversation
that
is
had
Etc
and
sometimes
I
even
need
to
contact
the
State
and
say
I,
don't
know
what
else
we
can
do
at
and
get
more
guidance
from
them.
So
there
are
discussions
had
with
students
beside
and
that
was
that
maybe
are
not
identified,
and
then
we
hear
oh
but
student
is
struggling,
but
even
though
they're
not
an
ML
and
they
didn't
have
an
hls
that
said
it
or
they
were
not
identified
because
they
passed
the
screener
but
they're
still
struggling.
D
Let's,
let's
just
focus
on
the
ones
who
who
do
not
need
and
are
very
much
related
to
the
to
the
MLP
hls
MLP
service,
since
they
didn't
sign
in
I
I'm,
just
submitting
that
oftentimes,
we
dismiss
the
fact
that
they
could
have
a
language
problem
because
they're
not
pre-designed
as
hls.
So
you
know
Educators
like
myself,
and
others
tend
to
dismiss
that.
D
It
was
language
because
they're
not
they're,
not
formerly,
you
know
esol
students
and
oftentimes
I'm
thinking
now
that
it
is
language
and
our
records
and
evidences
will
show
that
the
students
who
who
are
married
in
that
lower
level
tier
because
of
language
oftentimes,
don't
get
out
of
it
academically,
even
in
other.
You
know
areas
so
I'd
like
to
to
to
for
us
to
dive
a
little
deeper
and,
and
look
at
that
because
I,
you
know,
I
want
us
to
commit
eventually
to
doing
a
little
bit
more
screening
of
those
students.
D
Daniel
has
some
evidences
what
happened
when
he
did
assess
those
students
without
any
directives.
He
was,
he
assessed
them
and
the
levels
were
very
low
and
we
we
never
followed
up
on
that.
We
just
dismissed
that
as
that's
a
an
aberration,
but
I
think
that
that's
more
than
than
just
that.
C
Just
to
build
that
and
I
have
to
say
that's
why
we
expanded
the
letters
and
open
court
initiative
for
our
schools,
where
we
have
a
higher
amount
of
students,
especially
at
the
early
grades,
who
does
not
meets
because
it
doesn't
go
to
the
depth
of
the
orphan
Gillingham,
although
it
is
because
that
is
more.
That
is
utilized
as
an
intervention
as
a
next
step
in
mtss,
but
these
two
additional
instructional
tools
that
we've
brought
in
and
again
I'm
going
to
say
the
language
acquisition,
because
Mr
Campbell.
C
What
you're
speaking
about
is
acquiring
language,
sound
letter
recognition.
The
combination
of
sound
right
letters
who
make
sounds
to
make
words
we're
actually
going
through
that
process
at
the
seven
of
our
schools,
to
build
that
as
a
root
cause
for
students.
Exactly
what
you're
saying,
who
are
not
being
able
to
read
and
have
greater
fluency.
E
F
So,
in
their
individualized
accommodation
plan,
that's
where
all
the
accommodations
are
for
state
and
standardized
testing
and
I
do
not
believe
that
it's
something
we
have
in
the
terms
of
none
of
our
state
tests
are
timed,
so
they
don't
have
extended
time.
They
do
have
other
accommodations,
such
as
rereading
the
instructions
Etc.
But
that
is
not
something
that
I
believe
we
have
in
place
said
that
the
state
allows
either
unless
it
is
in
the
student's
IEP
in
conjunction
within
iLab.
F
It
has
to
be
on
both
documents
if
it
is
something
that
they,
that
is,
a
required
accommodation.
E
F
I'm,
sorry,
they
can
have
small
group
which
would
allow
them
to
in
turn
not
feel
maybe
the
pressure
of
peers
finishing
faster
Etc.
If
it's
a
student
that
this,
the
teacher
and
the
ml
teacher
says,
okay
I
definitely
think
that
Diana
would
benefit
from
a
small
group
environment.
Those
are
the
kinds
of
accommodations
that
we
have
and
a
Heritage
dictionary
as
well
correct,
because
really
none
of
our
assessments
are
timed.
E
F
E
C
Not
unless
in
an
accommodation
document
and
he's
either
and
they
they
take
an
IEP
or
a
504
with
medical
record
for
the
people,
the
s-a-t
and
act
I
cannot
speak
to
the
ASVAB.
I
have
not
seen
accommodations
done
for
the
ASVAB,
but
for
the
P
for
the
SAT
and
ACT.
That
is
a
requested
form
that
a
school
counselor
has
complete
in
advance.
E
I
just
know
that
as
a
German
is
a
second
language
person,
I
had
to
take
X
I
had
to
have
extra
time
to
review
German
language
documents,
and
you
know
I
I,
can't
understand
how
a
16
year
old,
15
year
old,
that
comes
to
our
school
district
and
needs
to
take
standardized
tests
other
than
the
state
that
have
time
limits
as
not
given
just
as
a
fact
of
being
an
ml
student.
They
should
be
given
extra
time
because
they
are
translating
in
their
head
instead
of
just
natural
language,
processing,
uh-huh.
F
That
is
something
we
can
do
on
a
daily
basis.
Etc
we
do
in
the
classroom.
That
is
one
of
our
best
practices
and
strategies
and
wait
time
Etc,
but
as
far
as
officially
documented
it
is
not
and
like
Dr
Stratos
said
it
has
to
be
approved
by
agencies.
If
we
were
giving
that
in
such
tests
that
you
mentioned,
we
would
have
to
have
that
approved
by
the
state
department.
C
A
C
A
A
good
time
for
those
students,
absolutely
absolutely
I,
think
I.
Think
dick
brings
up
a
good
point
and
I
think
you
know.
We
know
from
my
experience
with
multi
lingual
students
a
lot
of
times
their
math
skills
are
on
point
on
par
and
when
you
throw
them
a
math
test,
you
know
our
math
tests
are
not
just
figures.
A
C
C
F
C
Right,
it's
a
and
it
is
a
significant
growing
program
here
in
the
district
and
we
go
back
to
Mr
Campbell's
perspective
on
acquisition
of
language.
And
how
can
we
deepen
the
use
of
the
hls
and
initial
enrollment
for
all
students
to
be
more
inclusive
and
then
Colonel
Garner's
perspective
as
well
on
the.
C
Act,
SAT
and
I
want
to
say
the
PSAT,
because
that's
needed
at
8th
grade
in
order
to
be
qualifier
for
National
Merit,
Scholars
right
I've
not
seen
that
practice,
but
I've
not
seen
where
it
can't
be
done.
So
that
is
something
we
could
also
look
into
in
both
both
requests
from
the
board
members
mayor
great.
A
Thank
you,
Mr
Smith,.
H
Yes,
my
point
was,
along
the
same,
some
of
the
same
stuff
that
Mr
Campbell
spoke
about,
and
my
question
is
the
day
that
Mr
Fallon
showed
us
can't
could.
Could
we
not
go
back
and
work
off
of
that,
because
we
are
still
a
hassle
that
we
are
definitely
leaving
out
some
communities
by
doing
something
by
well.
I
was
going
to
say
about
I
kind
of
ignoring
what
that
information
has
told
us
so
I'm
I'm
to
believe
that.
H
Having
that
we
do
that,
we
still
that
there's
still
a
targeted,
Market
Market
of
people
out
there
that
that
we're
that
we're
not
helping
out
adequately
just
because
of
the
way
how
they
are
processing
and
not
filling
out
the
information
or
how
they're
Gathering.
A
Okay,
I
mean
I
I.
Think
that
that
one
response
is,
you
know,
perhaps
we
need
to
do
an
Outreach
where
we
let
our
Gala
families
know
when
they
do
the
home
language
survey.
A
They
need
to
indicate
Gala,
then,
if
we
can
educate
them
about
that,
then
that
automatically
puts
them
in
the
queue
for
the
access
testing
and
then
that
will
determine
that's
the
testing
that
is
determined
whether
somebody
qualifies
for
a
multi
as
a
multilingual
learner
and
then
the
other
things
we
have
in
place
that
Dr
Stratos
was
talking
about
the
other,
the
other
assessments
and
and
the
phonetic
work
and
and
the
language
work
that
were
working
on
with
our
in
our
elementary
schools
will
also
pick
up
deficiencies
even
if
they
don't
qualify
as
a
multilingual
learner,
but
perhaps
by
encouraging
them
to
indicate
that
that
that
would
help
and.
C
C
The
work
that
Susan
Murphy
is
pushing
at
the
district
level,
who
was
Prior
within
our
district
I,
have
to
share
that
she's
being
significantly
Innovative
at
her
approach
and
support
for
language
acquisition,
so
I
I
do
want
to
put
that
out
there
as
well.
We
have
someone
at
the
state
right
now
who
has
a
different
mindset
and
I'll
leave
it
there
right.
A
H
A
H
Also,
the
response
to
Mr
Robot
as
well
as
what
was
said.
I
mostly
am
looking
for
staff
to
outline
that
to
the
community
so
that
the
community
can
know
because
sometimes
we're
only
as
good
as
our
teachers.
So
as
a
community
is
not
informant
and
they
don't
kind
of
know
that
and
that's
not
how
they
perceived
it.
Then
then
they
they
can't
they
can't
they.
They
would
not
normally
put
that
out.
There
I
mean
and
there's
no
different
in
the
sensitive
some
people.
You
know
they,
don't
they
don't
understand
it.
H
D
You
and
will
not
I
mean
y'all,
both
well
different
pages,
with
the
same
thing
and
I'm
I'm
agreeing
with
Will
in
terms
of
how
we
make
our
plan
as
Educators
and
as
a
school
district,
because
educating
Dr
Stratus
mentioned
a
very
important
Point,
our
Innovation
and
and
and
and
our
initiatives
coming
from
Beaufort
County
ought
to
be
a
little
bit
more
foregoing
than
many
of
the
counties
in
the
state
who
don't
have
that
significant
amount
of
dollar
population,
but
that
that
means
we
ought
to
be
pushing
the
the
levels
in
terms
of
the
normal
process
at
hhl
and
all
that
stuff.
D
And
that's
that's
just
detailed
stuff
that
we're
not
doing
I
mean
having
parents
sign
up
online.
You
know,
that's
just
not
gonna
gonna
get
it
done.
That's
the
first
thing:
parents
gonna
sign
English
when
you're
online
to
get
that
process,
and
they
look
at
that
survey
as
a
process
or
an
application
process
to
get
themselves
in
school
and
then
then
I
look
at
it
is
as
a
place
as
a
as
a
process
to
be
serviced
and
we,
the
services.
D
We
ought
to
be
looking
at
a
way
to
service
that
population
and
and
a
comprehensive
way,
and
that's
that's
my
concern.
You
know
it's
it's
kind
of
like
you
know,
I've
watched
this
and
I've
wondered
why
the
Camp
Lejeune
water
thing
I,
don't
know
if
you
guys
have
watched
that
and
I
know
you
have,
and
the
government
has
got
all
these
attorneys
all
over
the
country
looking
to
find
these
families
and
have
them
sign
up,
but
the
government
has
records
of
each
and
every
one
of
those
families.
D
Why
don't
they
contact
these
families
themselves
and
make
sure
that
they're
not
In
Harm's
Way,
but
instead
the
process
is
set
up
to
eliminate
some
people
who,
just
not
aware
and
our
conscious,
are
not
accessed.
Don't
have
access
to
attorneys
and
that's
the
same
way.
We
operating
here
and
I
I
want
to
push
past
that
that's
all
I'm
saying
all.
A
I
C
I
Do
you
think,
maybe
if
we
would
partner
with
Jasper
Carlton
Hampton
Charleston.
C
J
C
I'm
being
direct
with
you,
because
some
of
the
reading
and
I
know
both
both
yourself
and
and
and
Mel
are
very
worst,
there
are
significant
populations
who
are
being
overlooked
right.
I
C
A
Okay,
so
we
do
have
that
on
as
a
future
agenda
topic
looking
at
how
we
can
basically
ensure
that
our
Gala
children
are
screened
to
see
whether
they
qualify
for
a
member
of
that
category.
Okay,
so.
C
Diana
I
do
have
to
ask
a
question,
because
there
are
some
guidelines
with
the
hls,
so
I
do
need
you
to
reach
out
to
Susan.
Murphy
is
given
the
opportunity
and
revisiting
right
since
we
do
an
annual
registration.
Yes
ma'am.
You
understand
where
I'm
going
right
so
maybe
last
year,
because
I
didn't
understand
the
context
right,
because
there
was
in
part
of
that
Community
push.
And
now
this
coming
up
now
we're
doing
my
re-registration
for
the
coming
school
year.
F
C
A
Okay,
so
there's
more
on
this
particular
issue
to
come.
Are
there
any
more
questions
about
this
AR.
C
A
See
any
I
don't
see
any
okay?
Well,
what
Angela
Angela.
A
A
C
So
Mrs,
Rogan
and
board
members
in
front
of
you
are
upon
a
request
by
Colonel
dyer
for
the
agenda
this
evening
is
an
organizational
chart
for
instructional
services,
division.
C
As
well,
you
will
have
is
a
task,
a
document
with
the
tasks
that
we
do
but
I
right
here.
What
you
have
in
front
of
you
basically
shows
that
myself,
obviously
the
board
superintendent
Dr
Rodriguez
myself
as
the
academic,
Chief
instructional
officer,
and
then
the
next
person
on
the
name
in
red
would
be
Dr,
Campbell
she's,
our
academic
officer
for
innovation.
C
Who
are
our
directors
I
want
to
bring
forward
that
the
director
of
multilingual
just
presented
to
us
that
is
Mrs
Diana
drumsky
I
was
able
to
utilize
a
position
and
split
because
we
are
purchasing
seeking
to
hire
another
District
level.
Bilingual
liaison,
who
officiate
an
interpretation
and
translations,
especially
in
the
area
of
legal
documents
and
I,
was
able
to
utilize
some
of
the
funding
to
shift
Diana's
position
from
that
of
a
coordinated
to
a
director
and
I
think
he
could
understand
the
recommendation.
C
C
C
Our
director
of
research,
Daniel,
Fallon
and
you'll
see
right
beneath
each
one
of
these
individuals
are
their
respective
Personnel
in
their
departments
right.
So
as
a
Division
I
try
to
look
at
us
that
we
all
have
departments
and
our
directors
manage
them.
Our
director
of
Early
Childhood,
Ashley
Hutchinson.
C
Karen
McKenzie
right,
you
know
her
as
our
secondary
teaching
and
learning
and
she
also
manages
Arts
and
the
gifted
and
talented
for
the
Arts
social
studies
and
World
Languages.
By
the
way,
then
you
have
our
next
person,
Nick
Nicholas,
you
know
his
flowers,
then
we
have
the
director
of
Legacy
Melissa
Murray
and
the
med
tech
Grant,
which
is
managed
by
guidra
Appleby.
C
C
A
E
Okay,
yeah
I
sure
would
like
to
see
names
in
every
box.
E
E
E
Went
forward,
I
I
would
like
to
see
all
the
names
and
as
well
and
I'd
like
to
I'd
like
to
have
Robin,
make
me
a
color
copy
of
this.
This
will
this
will
eat
up
my
my
printer
ink
I
need
both
documents.
I'd,
like
I'd,
like
to
have
some
time
to
spend
some
time
looking
at
them
in
paper.
C
I
can
get
that
to
Mrs
cushenberry
I
can
either
scan
or
re-pull
the
document
from
our
administrative
assistant,
oh
Mrs,
McDonald,
Ada,.
J
Thank
you.
I
have
two
questions:
one
the
director
of
Extended
Learning
Denzel.
Thank
you.
Now
she
was
initially
hired
as
I
believe
the
community
engagement
coordinator.
What's
the
change
in
the
role
from
Extended
Learning
to
community
outreach
that.
C
It
we've
just
summarized:
that's
because
we
we
refer
to
her
as
our
sites
that
she's
using
that
under
our
Esther
funding.
So
that's
the
language
that
I
use
to
identify
as
a
director,
because
when
I
look
at
my
funding
component,
the
role
is
the
same
Mrs
vote
right,
but
she's
facilitating
and
managing
our
extended
learning
sites.
C
J
Rush
I'm
just
kind
of
curious
because
you
know
with
like
Sr
funding
and
tutoring
and
all
the
different
things
I
think
Extended
Learning
is
a
Hot
Topic,
so
I
was
kind
of
thinking
that
we
were
pushing
that
direction
more
with
the
change
of
title.
My
other
quick
question
is
with
regards
to
the
Director
of
Education
technology.
We
have
the
educational
technologies
that
integration,
specialist,
Integrity,
specialist,
yeah.
C
So
it
is
the
integration
specialist
that
is
SC
Williams,
so
if
class
link
she's,
basically
the
manager
of
our
single
sign-on,
okay
she's
our
lead
person
who
manages
the
onboarding
of
softwares
for
us,
not
on
the
I.T
side
of
the
house,
you
know
right
on
the
utilization
component
and
the
rostering
so
on
the
One
path,
software
that
we'll
be
using
in
after
school
she's
my
lead
contact
on
how
we
can
get
it
simplified
to
get
rostering
easily.
So
yeah.
We
know
as
SDI
very
SD
Williams
no.
J
That
makes
a
lot
of
sense
that
I,
wasn't
sure,
intagmented
and
then
I
understand
the
suite
of
applications
that
are.
J
C
J
J
And
I,
you
know
this
is
something
that
we
had
talked
about
in
technology
committee
a
little
bit,
but
the
role
of
edtech
coach
as
I,
understand
and
correct
me
if
I'm
wrong
is
that
they
are
dispensed
from
a
central
location
to
schools
through
on-site
training.
For
the
you
know,
implementation
of
some
of
our
education
technology
is
that
sort
of
a
one
sentence
summary
of
what
they
do.
It.
C
C
They
carry
a
significant
if
you
look
on
the
edtech
coaches,
for
example,
Anna
Anna
and
I
I
wish
she
goes
way
in,
but
she
also
works
as
our
pocr
point
of
contact
for
libraries
and
and
school
librarians,
so
she's
carrying
two
roles
right
so
I'm
able
to
manage
that
with
additional.
You
know
situations
that
I
provide
her,
but
no
we're
the
team
are
wearing
multiple
hats.
Man.
J
And
how
many
Ed
Tech
coaches
is
my
final
question:
Madam
chair,
I'm,
sorry,
but
how
many
edtech
coaches
would
be
a
double
the
number
of
edtech
coaches?
A
couple
more
I
mean
how
far
off
of
because
to
me
one
this
is
something
I
think
is
so
important.
Is
the
implementation
of
all
this
software
and
making
sure
that
people
use
it
well.
C
C
Basically,
we
study
completed
I,
don't
know
of
any
of
that
came
out
from
the
study,
so
I
don't
want
to
overstep
that
language,
but
in
in
a
better
model
we
should
look
at
the
amount
of
Ed
coaches
in
respect
to
a
ratio
of
students
or
schools
being
served
to
me.
It
would
be
best
by
students,
yes,
ma'am,
okay,.
J
A
And
this
one
that's
showing
on
our
screen
now
does
have
all
the
names
in
it
and
I
agree
with
Colonel
Guyer.
We
need
the
names,
so
you
can
get
that
so
that
will
be
placed
in
board
docs.
So
great,
okay,
thank.
A
Okay,
Angela
has
no
questions,
so
we
can
move
on
to
the
next
agenda.
Item
Dr
Stratos,
yes,
ma'am.
C
As
Mrs
cushenberry
pulls
forward,
this
final
item
on
our
agenda
I
just
want
to
bring
forward
that
this
was
a
study,
put
vote
on
the
ratio
of
students
to
teachers
at
our
schools,
providing
basically
numbers
this
will,
and
this
will
be
a
multi
approach.
In
other
words,
this
is
only
one
layer
of
the
work
I
have
to
share
with
extensive
work.
C
I
provided
the
first
few
pages
of
this
document,
some
detailed
information
on
and
I'll
use
the
language,
School,
Improvement
or
and
as
I
put
in
in
the
table
of
contexts,
potential
factors
that
impact
student
achievement
I.
If
you
go
to
the
next
page,
Mrs
cushionberry
page
three.
C
The
language
in
this
narration
basically
opens
a
lens
to
say
it's
a
multiple
amount
of
factors
that
impact
student
achievement.
Schools
have
control
of
school
items.
We
also
know
that
they're
Community
items-
if
you
go
to
the
next
page
page
two
I
mean
I'm.
Sorry,
thank
you.
There
you
go.
If
you
look
at
that
diagram
in
the
center,
it
shows
a
relationship
of
really
what
impacts
student
learning
right.
C
C
There
you
go
okay
and
when
you
get
the
opportunity,
this
is
some
of
the
workout
I'm
updated
research
from
John
Hattie,
but
it
is
a
meta-analysis
of
information
to
share
with
you.
Potential
impact
on
student
learning,
I
think
the
best
thing
to
recognize
that
it
is
the
quality
of
the
educator.
C
The
research
says
to
you
that
class
size
makes
a
difference
with
students
and
I'm
going
to
say
for
acquisition
of
content.
Kids
are
not
meeting
grade
level
grade
level.
It
also
shows
that
that
same
class
size
has
an
increasing.
It
is
an
impact
for
all
students,
students
who
are
proficient
and
non-pufficient
I've
cited
some
information
in
it
for
us,
if
you
actually
board
members
as
policy
makers,
that
the
investment
that
we
make
in
this
time
in
place
was
make
the
difference
later
on
in
the
lives
of
students.
C
So
when
I'm
provided
this
reading
for
you
at
your
leisure,
if
you
want
to
go
ahead
Robin
and
we
could,
if
we
can
go
through
this
whole
document-
I,
don't
know
if
the
board
members,
if
you've,
had
an
opportunity
to
look
at
the
documents
in
advance
to
share
some
questions.
C
The
bottom
of
this
page
will
provide
you
some
resources
that
I
pulled
for
your.
You
know
for
what
I
wrote.
C
C
C
C
So
it's
from
this
semester
just
and
you'll
see
that
some
schools
have
Ace
some
schools,
Aces
the
Cambridge
program,
May
River,
Hazard,
Cambridge
courses,
some
of
them
first
semester,
not
English,
but
second
semester
English
will
be
on
their
master
schedule.
C
Yeah
I
think
it
would
be
very
hard
for
many
of
our
students
in
the
North
End
of
the
district
to
have
on
full
access
to
accelerated
coursework
because
of
the
size
at
a
school.
So
I
did
want
to
bring
that.
That
is
a
summary
point
that
I
I'm
looking
at
course,
and
the
amount
of
staff
distribution.
C
And,
as
you
know,
Ace
does
have
an
English
teacher,
so
I
share
this
class
sizes
as
well.
A
A
Okay,
so
we
have
a
couple
hands
up.
Those
with
your
hand,
dick
and
and
Ingrid
are
your
questions
specific
to
the
English
courses,
or
are
they
more
General
and
we
should
wait
until
the
end.
C
Please
yes
ma'am!
So
here
we'll
start
with
our
math
courses.
The
averages
overall
for
the
school
district
by
course.
C
And
the
sequencing
continues,
we've
had
wonderful
representation
of
some
CTE
for
battery
Creekwood
Awards
as
well
so
I
had
to
make
now
to
those
young
people
at
our
board
meeting.
C
C
I
do
want
to
add,
if
you
look
at
the
KA
tools
and
I'm,
just
making
note,
we
do
offer
a
greater
variety
of
courses
at
our
K-8
schools
than
within
our
District
Charter.
So
that
was
something
I
was
surprised
when
I
was
doing
the
analysis
and
I
there's
different
mindsets
of
belief
with
that.
But
you
know
it's
not
a
school
that
I'm
managing
so.
C
So
there
was
also
conversation
for
looking
for
the
number
of
our
students
who
are
MLS
and
on
special
education.
I
did
not
back
out
the
numbers.
I
only
provided
you
here.
Percentages
I
did
have
another
table
that
I
developed
to
give
the
total
percentage
of
special
program
students
per
school,
but
I
figured
it
was
too
crowded
to
do
that.
To
share
was
too
much
reading
so
I
figured.
It
would
be
easy
enough
that
you
could
take
a
look
and
look
at
the
distribution
of
our
schools.
So
that's
what
this
is
representing
as
well.
A
Right
is
Mel
Campbell
still
on
just
question:
I,
don't
see
him
I
wonder
if
we
lost
him.
Okay,
Colonel
Guyer.
E
Thank
you,
madam
chair.
This
is
exactly
the
kind
of
data
I
was
hoping
for
now.
I
could
spend
hours
if
I.
C
E
E
This
is
something
that
I've
been
after
since
I've
been
on
this
board
and
frankly,
I'd
Let
It
Drop,
because
that
that
happened
before
coven
and
I
said
covet.
We
just
got
to
keep
the
wheels
on.
We
can't
go
into
big
analysis,
but
I
am
concerned
that
our
schools,
our
most
challenging
schools,
have
some
of
the
highest
student
teacher
ratios
and
have
some
of
the
most
Junior
teachers.
E
E
E
This
is
a
great
start
to
that
metrics,
but
there's
other
pieces
I
want
to
see,
and
so
you
know,
I
I
would
like
to
start
and
ask
to
have
these
all
this
data
given
to
me
hard
copy,
so
I
can
spread
it
out
on
a
big
table
and
look
at
it
and
I
assume
that
you
have
done
that
or
you've
got
a
lot
of
smart
people
that
can
look
at
this
and
come
up
with
what
what's
the
meat
in
here.
What
does
it
tell
you
in
a
Mac?
That's
the
micro
view
right
here.
C
Part
of
it
is,
though
it
falls
outside
of
the
scope
of
my
division
because
to
complete
the
analysis
and
now
we
would
need
to
have
a
request
over
to
finance,
provide
that
cost
per
teacher
analysis
and
that's
not
in
the
academic
side
of
the
house.
So
it's
almost
a
request
for
an
integrated
report
that
I
think
has
to
come
through.
Multiple
committees
agree.
C
That's
number
one
in
conducting
analysis,
because
I
did
go
deeper
in
other
areas
to
look
at
the
matriculation
of
horses
and
I
believe
had
this
conversation
prior
in
within
academic
Committee
of
the
matriculation
of
students,
let's
say
in
High
School
for
the
Arts
and
maintaining.
If
you
have
200
going
in
how
many
are
coming
out
right,
the
need
that
we
need
to
have
and
I
think
that's
another
review.
C
We
need
to
do
it
sometime,
Colonel
Guyer,
to
really
say
how
many
did
we
start
in
ninth
grade
and
look
it
up
and
longitude
on
a
four-year
period,
because
I
want
to
have
more
kids
here,
graduating
out
of
these
programs.
What
is
that
cost
Factor
right?
Looking
at
our
middle
schools,
we
had
a
fair
distribution.
I
think
we
need
to
do
a
stronger
job
at
providing
acceleration.
We
had
asked
for
my
summary,
so
I'll
I'll
slide
them,
and
these
are
conversations
we've
had
within
my
division.
B
C
And
I'm
going
to
ask
you
to
pause
back
down
a
second
I'm,
sorry
Mrs
cushenberry,
to
the
patrons
prior
to
this
with
the
K-8.
So
this
is
a
game.
That's
played
if
I
keep
everybody
in
the
core
classes
and
don't
push
kids
into
the
advance.
C
C
That
is
probably
one
of
the
oldest
tricks
principles
know
how
to
do
in
order
to
have
this
school
rating
and
I'm
going
to
use
a
previous
County
State
rating
system
of
an
a
right.
If
I
keep
everybody
in
this
cup
together,
it's
a
lot
easier
because
I
don't
have
to
stretch.
So
that's
an
analysis
from
that
page.
If
you
go
through
the
elementary
page.
C
What
you
need
to
look
at
as
well
is
the
class
sizes
in
relation
to
the
special
programs
that
last
page
in
this
document,
Colonel
Guyer
will
be
something
to
have
conversation.
If
you
note
some
of
our
higher
performing
schools
have
the
highest
student
to
teach
a
ratio,
they
also
have
the
most
seasoned
principles.
C
Okay,
so
I
I'm,
I'm,
sharing
with
you
know
just
some
of
the
analysis
that
I
bathed
myself
in
these
numbers
for
days
it
it
was,
but
it's
okay.
You
know
again
that
financial
analysis
perspective.
Yes,
I
think
we
need
to
look
at
these
numbers
in
a
different
few
other
ways,
not
only
the
matriculation
of
some
of
our
career
Pathways
for
students.
We
have
to
look
on
the
accessibility
of
our
mind,
I,
don't
and
I,
don't
want
to
say
minority,
just
the
accessibility
of
students
to
the
courses.
C
J
Thank
you,
yeah
I
was
as
a
data
science
person
I'm
very
excited
about
this,
because
there's
so
many
like
Trends
and
and
insights
that
can
be
gained,
so
I
was
really
excited
about
this
data.
J
I
think
that
Colonel
Guyer
and
I
over
a
pint
in
a
British
pub
would
have
several
hours
of
conversation
about
looking
at
this
as
a
business.
But
I
won't
have
that
debate
right
here
and
now.
My
questions
are
sort
of
one
thing
that
I
that
I'm
interested
in
I
would
like
to
see
these
numbers
again
in
the
second
semester,
because
it's
a
snapshot
and
like
I
was
noticing
I
wasn't
sure
if
it
was
just
one
semester
or
what
as
I
was
going
through.
J
These
numbers
and
I
saw
that
May
River
does
not
seem
to
be
offering
any
AP
science
classes
in
the
fall,
which
kind
of
makes
sense.
You
know
because
the
AP
tests
right,
but
then,
of
course
you
got
fewer
seat
hours
like
it
would
be
interesting
to
compare
and
say.
Okay,
this
is
the
strategy,
one
school's
taking
here's
a
strategy.
Another
school
is
taking
and
comparing
the
results.
J
Am
a
huge
detractor
I
do
not
like
the
4x4
if
I
mean
totally
honest,
I,
just
I
find
it
challenging
and
I
know
that
was
put
in
before
Dr
Rodriguez
arrived
and
I
have
no
idea
how
he
feels
about
that.
But
it
is
a
challenge
for
like
IB
and
AP
in
high
school
and
and
it's
a
challenge
for
specials
and
whatnot.
So
it's
it
becomes
a
strategy
of
trying
to
figure
out
the
best
way
to
approach
them,
and
then
these
some
of
the
other
insights
I
was
looking
at
was
okay.
J
Why
do
we
have
five
classes
of
English
honors,
two
and
one
class
of
English
honors?
Three?
Yes,
but
my
question:
is
this
more
or
less
how
much
say
and
I
was
trying
to
look
to
see
if
each
one
of
these
sheets
had
the
same
data
points
like?
Was
it
the
same
listing
of
classes,
whether
or
not
the
schools
offered
them
right?
It's
all
there.
It's
like
a
template.
J
So
each
of
the
like,
looking
at
the
high
school
each
of
the
six
science
things
it
has
the
same
classes
even
though
like
Hilton
Head
High,
probably
doesn't
offer
very
many
AP
science
because
they
have
the
IB.
But
it's
all
compared
right.
It's
all
the
same!
Okay!
J
How
much
is
the
the
impact
of
the
school
and
the
principal
versus
the
district
right?
So
how
much
say
does
the
principal
have
in
deciding
how
many
course
how
many
sections
of
a
class
they're
going
to
open
when
they're
going
to
do
it
when
they're
going
to
offer
AP?
Is
that
solely
up
to
the
discretion
of
the
principal
or
does
the
district
look
at
that
across
the
board
from.
C
The
district,
our
lenses
that
we
must
be
compliant
with
the
law,
indicates
okay
laws.
Typically,
it's
at
the
high
school
all
high
schools
must
provide
accelerated
courses,
so
apib
Ace
and
dual
enrollment
are
defined
as
accelerated
coursework
for
students.
That
is
it
actually
in
the
in
the
regulations
of
our
state.
That
is
what
I
tell
the
schools
your
design
of
what
you
utilize
it
based
on
a
few
things
at
the
school
site.
Number
one
is
what
the
students
need.
C
Number
two
are
the
areas
of
certification
of
your
Educators
right
and
that
capacity,
because
I
could
be
certified
in
an
area
and
I
will
I
will
not
be
a
good
Cal
teacher
right,
but
I
may
be
a
great
trade
teacher
right.
So
that's
that's
that
human
element
that
comes
in
but
number
one
should
be.
What
is
the
needs
of
the
student
and
from
that?
You
develop
a
master
schedule
right
instead
of
rolling
it
over
from
year
to
year
and
again,
I'm
speaking
with
you,
Mrs
Boatwright
candidly
tricks
it
a
trade.
J
Well
and
that's
the
question
is
from
a
data
science
standpoint:
it's
like
implicit
bias
right,
yes,
dictating
which
classes
is
it
that
the
principal
can
dictate
or
look
at
his
teachers,
look
at
his
student
and
so
I'm
just
kind
of
curious
how
that
rules
out,
because,
as
you're
trying
to
assess
this
data
understanding
how
I
guess
each
individual
school
has
impact
on?
What's
being
said
and.
C
Right
I
mean
let's,
let's
put
every
lens
there,
so
if
you
want
to
grow
a
program
you
and
you
only
have
so
many
opportunities
of
personnel,
sometimes
you
have
to
give
up
in
order
to
have
so
it
really
is.
You
know.
One
of
the
processes
we
have
at
the
district
is
that
if
you
look
in
the
grow
program,
we
have
to
sit
and
have
an
analysis.
It
is
an
application.
That's
completed.
C
Part
of
that
application
is
a
course
analysis
that
you
have
to
provide
me
as
a
a
principle.
If
the
course
analysis
shares
that
you
are
reaching
out
to
the
district.
It
goes
from
my
office
then
over
to
finance
right,
because
I
cannot
commit
finances
without
having
conversations.
So
we
do
have
systems
in
place
to
grow,
but
Finance
is
the
one
that
knows
ultimately
how
much
how
many
coins
are
in
the
cup
right.
J
Yeah
well
I,
definitely
I
share
Colonel
guys
I'm
interested
in
looking
at
this
I
would
love
to
see
it
again
in
the
next
semester
to
kind
of
just
get
a
full
Year's
picture,
especially
with
high
schools,
to
see
what's
being
offered
when
and
then
thank
you
for
this
information.
H
Yeah
I
was
going
to
say
to
that
I
that
that
our
Colonel
and
I
on
some
things
we
we
did
it
guy,
we
did,
we
did,
we
did
it.
We
did
agree
and
then
also
I
would
definitely
like
for
a
copy
of
that
stuff
as
well
a
copy
of
everything
as
well,
so
that
I
can
sit
down
to
myself
and
digest
and
understand
and
process
it
when
the
copies
I
made.
Thank
you,
foreign.
A
E
Is
that
oh
Madam,
chair
I
was
just
that's
that'd,
be
fine
to
get
it
at
the
next
board
meeting,
and
this
I
think
should
be
a
topic
for
a
work
study
session
down
the
road,
because
there's
a
lot
to
chew
on
here
and
and
the
finance
committee
meeting
we're
going
to
talk
about
the
finance
part
of
it.
E
A
I
I
totally
agree
with
that.
I
think
that
you
can
see
the
amount
of
effort
and
the
amount
of
work
that
is
put
into
gathering
this
type
of
report.
I
think
that
this
is
the
beginning.
So,
as
Miss
Boatwright
said,
we
continue
to
to
update
it.
So
we
have
some
historical
data
too
about
our
class
sizes.
The
next
step,
I
I,
think
Colonel
Guyer.
If
we
took
the
information
took
this
chart,
these
charts,
the
like
the
class
average
charts
and
your
finance
committee,
took
them
to
finance
and
said.
A
Okay,
we've
got
this
information
now.
Can
you
give
us
the
addition,
the
cost,
as
you
requested,
which
would
indicate
really
what
we're
after
there
is
the
experience
level
of
the
teachers?
A
So
I
think
that
you
know
this
is
great
information
to
have
and
I
I
did
spend
quite
a
bit
of
time,
looking
at
it
when
it
came,
I
didn't
print
it
out
either,
because
I
thought
I
was
going
to
be
at
the
meeting
today
in
person
and
would
get
it
today,
but
then
with
the
weather,
I've
changed
so
I
I
definitely
want
a
hard
copy,
other
so
I've.
So
that's
a
a
future
thing,
but
I
guess
we
take
send
that
part
of
it
over
to
the
finance
committee.
A
You
good
with
that.
Dick
I
see
you
giving
me
a
thumbs
up.
Okay,
so
I
see
for
future
topics.
We
did
come
up
with
you
know.
Looking
at
the
the
multi-lang
lingual
met
s
of
identifying
multilingual
students
for
the
gala
population.
You
know
rather
than
you
know,
what
can
the
district
do
to
make
sure
those
kids
are
assessed,
given
that
you
know
if,
rather
than
rely
totally
on
the
parents
to
to
do
that,
so
that
I
think
is
one
of
our
future
could
be
agenda
item
for
the
next
agenda.
A
Okay,
any
other
comments
about
all
this
work:
I,
Dr
Stratos.
Thank
you.
So
much
I
think
this
you've.
Your
division
did
a
lot
of
work.
Putting
all
this
together
and
you
know
it's
important
stuff
and
and
if
we
can
just
you
know,
this
is
our
base.
This
is
our
base
now
in
in
moving
forward
on
this
so
other
than
the
the
gala
for
multi-language
identification
process.
Are
there
any
other
future
topics
for
our
next
meeting
that
anyone
would
like
I?
A
Think
we
will
have
some
OES
coming
from
the
new
ones
that
got
put
in
right:
Dr
Stratos.
We.
A
C
I've,
given
my
friend
wrote
the
front
load
adopted
White
with
the
OES
at
the
end
of
August
I
I
do
I.
You
would
allow
me
to
ask
if
maybe
we
could
separate
them
and
let
me
find
out
how
far
she
is
at
both.
Then
I
could
reach
back
out
to
you,
because
it's
going
to
be
our
first
time
going
through
the
process,
all
right.
Okay,
all
right
and
then
the
follow-up
is
going
to
be
a
follow-up.
I'll
have
Diana,
follow
up.
A
C
A
Okay,
so
it
looks
like
we
have
our
agenda
set
for
the
next
time.
What
are
some
other
future
topics,
all
right,
Colonel
Guyer
did
you
have
anything
or
you
think
we're
good
for
this
time.
No.
E
A
We're
good
to
go:
okay,
yeah,
all
right
and
I.
Think
Mel
Angela
does
not
have
any
future
topics
and
I
think
Mel.
We
lost
Mel
a
while
ago
I
believe
they
lost
him
around
six.
Okay,
all
right.
So
the
only
thing
we
have
left
to
do
is
to
pick
out
the
date
for
our
next
meeting
and
let's
see
the
last
Wednesday
in
October
is
Wednesday.
October
26th.
Does
that
work.
A
Suggests
so,
let's
put
it
on
for
Wednesday,
October,
26th
and
again
at
5
00
pm
to
accommodate
our
working
folks.
I
know
it
extends
our
other
working
for
folks
schedule
all
right.
Thank
you.
Thank
you
very
much.
Everyone
great
meeting
tremendous
amount
of
work
presented
to
us
we're
most
appreciative.
We
Dr
Stratos
you've.
This
ISD
group
is
in
a
great
place.