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From YouTube: Beaufort County Board of Education Work Session 9AM
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A
Like
to
call
this
beaufort
county
board
of
education
board
work
session
to
order
request
for
public
comments,
participation
will
be
accepted
between
8
and
8
30..
That
time
has
already
passed,
you
will
receive
a
phone
call
during
public
comments
where
you'll
be
able
to
speak
and
address
the
board
for
a
maximum
of
three
minutes.
At
this
point,
I
would
ask
for
approval
of
the
agenda.
Please
a
motion.
A
Is
there
a
second
miss
fidget
seconds?
Okay,
any
discussion
about
the
agenda
right
and
at
this
time,
all
those
in
favor
of
the
agenda.
Please
signify
by
saying
I
I
that's
six
zero.
C
D
E
Well,
donna:
I
am
calling
you
for
a
public
comments
session.
You'll
have
three
minutes.
If
you
could
state
your
first
and
last
name,
I'm
going
to
put
you
on
speaker.
Are
you
ready.
F
F
F
I
would
like
to
point
out
that
most
successful
teachers
cannot
shine
without
support
from
others
within
the
district
in
each
school
are
amazing
support
staff
members
that
handle
day-to-day
operations
so
that
teachers
can
focus
on
teaching
we
live
in
these
same
areas.
We
have
these
same
costs
and
same
expenses
as
these
teachers,
and
yet
we
are
overlooked
or
seem
to
be
forgotten
when
it
comes
to
compensation.
F
F
We
mean
no
disrespect
to
teachers,
but
we
know
that
they
rely
on
our
support,
our
infrastructure
that
allows
them
to
accomplish
all
that
they
do
and
that
without
them,
and
without
us
support
staff,
their
teaching
time
would
be
impossible
to
maintain
when
a
retailer
is
willing
to
offer
me
a
pay
that
is
significantly
more
than
the
district
is
doing
for
similar
levels
of
effort.
What
incentive
does
a
support
staff
member
have
for
staying
in
their
position?
F
Isn't
the
importance
of
a
teacher
who
is
capable
of
producing
work
worth
supporting
those
that
support
that
teacher?
So
that
they
can
support
our
children
to
support
the
future
of
beaufort
county,
I
have
seen
many
support
staff
members
leave
who
are
wonderful
at
their
jobs
because
we
can't
afford
to
live
here,
and
yet
the
teachers
are
constantly
compensated.
E
G
G
Name
is
nancy
blake
and
I
am
currently
working
at
the
hilton
head
middle
school.
I
am
a
little
nervous,
I'm
a
social
worker
here
I
came
aboard
in
2019.
G
I
came
from
new
jersey,
where
I
was
also
a
social
worker
for
many
many
years,
and
I
have
we.
I
have
a
a
masters
in
fordham
our
masters.
Our
social
worker
masters
is
66
credits,
so
it's
a
two-year
program
and
most
of
us
have
a
master's
all
my
colleagues,
my
social
worker
colleagues
and
a
lot
of
us
have
clinical
licenses
and
we
also
have
to
get
our
clinical
licenses
or
our
masters.
We
all
have
to
be
certified.
G
G
We
we
do
so
many
different
things,
but
the
most
thing
I
wanna
I
want
to
concentrate
on
is
our
our
education
again,
our
graduation.
Our
masters
is
66
credits.
Most
masters
are
30
credits.
So
that
being
said
in
new
jersey,
I
was
certified
and
I
was
equal.
G
A
lot
of
a
lot
of
us
social
workers
feel
unworthy
and
devalued
actually
because
we're
looked
at
as
I
think
less
than,
and
I
really
want
to
change
that
because
everybody
I
work
with
is
is
they
do
a
great
job
and
we
feel
that
we
we
deserve
to
be
uncertified
certified.
G
So
that's
basically
really
all
I
have
to
say.
I
hope
you
consider
this,
because
we
have
a
whole
bunch
of
great
people
working
as
social
workers
in
beaufort
county
that
deserve
this.
G
E
H
I
I
I
want
to
reiterate,
too
that
we
have
many
tasks
as
school,
social
workers
who
work
with
individual
students,
their
families,
as
well
as
other
support
staff
members
and,
of
course,
my
teaching.
Colleagues,
every
day
I
work
with
students
in
crisis.
Many
have
mental
health
diagnoses
and
all
are
stressed.
I
I
Social
workers
are
also
part
of
the
threat
assessment
team,
the
gaggle
alert
team
and
the
school
crisis.
Team
attendance
is
important
in
every
school
system
and
as
part
of
our
task
here
at
beaufort
county,
we
are
required
to
intervene
as
so
social
workers
after
the
student
missed
five
days.
All
the
tasks
above
require
connecting
with
students,
parents
and
providing
support
and
resources
to
keep
students
in
school,
so
student
teachers
can
teach.
I
I
The
current
disparity
between
my
experience,
my
teaching
colleagues,
is
now
18
000
difference
per
year.
I've
been
a
social
worker
for
35
years
and
my
experience
benefits
all
in
the
school
setting
every
day.
The
highest
salary
I
can
earn
at
this
time
is
62
000,
while
teachers
with
the
same
years
of
experience,
now
earn
a
little
over
80
000
yearly
for
the
same
number
of
days
were
my
education
and
clinical
experience
is
expected
to
be
utilized
every
day
in
my
rules
as
whole
social
worker.
I
I
also
work
in
two
other
states
as
a
school
social
worker
as
one
and
was
paid
on
the
same
compensation
scale.
As
my
teaching
colleagues,
please
advance
the
school
social
group
pay
to
match
the
teacher
compensation
acknowledge
our
value
by
paying
the
school
social
workers
for
their
experience,
unique
education
and
for
our
work
in
keeping
students
healthy
and
able
to
access
the
fine
education
that
beaufort
county
provides.
I
I
also
appreciate
all
the
work
of
my
support
team
members,
including
the
attendance
clerk,
the
data
entry
folks,
the
front
desk
people,
as
well
as
the
custodians
and
the
food
service
workers
to
help
support
our
students.
Thank
you
for
your
time
and
I
appreciate
your
consideration
of
my
request.
Thank
you.
E
J
J
J
So
I
go
to
this
district
and
I
say
I
would
like
to
be
the
school
counselor
and
they
say
you
cannot
be
the
school
counselor
because
your
master's
degree
is
not
a
school
master's
degree,
it's
only
a
clinical
master's
degree.
Well
now
we
don't
have
a
school
counselor.
So
not
only
am
I
asking
bms,
I'm
also
acting
as
a
school
counselor,
but
I
am
uncompensated
for
my
time
or
my
degree
support
staff.
J
J
I've
been
in
work
in
many
different
states
and
I've
never
seen
a
district
with
as
many
wonderful
dedicated
and
compassionate
teachers
and
staff
than
beaufort
county.
We
are
absolutely
the
best,
but
with
that
said,
we
are
not
taking
care
of
our
support
staff.
Our
front
office
runs
those
schools
like
well-oiled
machines
from
the
front
office
to
the
back
of
the
house.
Support
runs
through
to
make
sure
our
schools
are
safe
to
make
sure
that
our
teachers
have
everything
they
need
and
again
our
voices
are
not
heard.
We
are
underpaid
and
we
are
under
respected.
J
Do
our
teachers
need
more
money
absolutely,
but
I
wouldn't
want
to
do
their
job,
but
I
do
my
job
and
I
do
many
other
people's
jobs
and
we
all
work
together
as
a
team,
but
we're
not
supporting
our
deaf
people
if
the
school
is
the
heart
and
the
valves
of
our
teachers,
so
the
support
is
the
bloodline
and
beaufort
county
keeps
taking
away
their
bloodline.
We
keep
putting
them
down.
We
keep
we
don't
we're,
not
you're,
not
looking
at
what
is
supporting
your
schools.
J
K
Good
morning
this
is
kathy
scheider.
I
work
at
bluffton
middle
school
and
I
just
wanted
to
to
make
a
statement.
It
takes
both
teachers
and
support
staff
to
run
and
have
a
successful
school.
It
is
never
one
or
the
other.
Everyone
who
is
performing
well
in
their
duties
deserves
an
annual
review
and
a
raise
for
cost
of
living.
It
is
the
right
thing
to
do
in
a
normal
part
of
business
to
reward
people
for
their
dedication
and
hard
work.
K
If
you
speak
with
any
administrator
in
any
school
in
this
district,
they
will
confirm
the
extreme
value
of
positive,
dedicated,
hard-working,
reliable,
loyal
support
staff.
We
are
very
fortunate
at
bluffton
middle
school
to
have
outstanding
teachers,
support
staff
and
administrators.
Thank
you
for
your
time.
E
L
Good
morning
my
name
is
lakeisha
lofton,
I'm
the
office
manager
for
bluffton
middle
school,
and
I
just
wanted
to
take
a
moment
to
just
say
that
I
appreciate
you
guys
coming
together
to
meet
concerning
this
matter.
I
have
to
say
that
the
support
staff
I
have
here
at
bluffton
middle
school
is
one
of
the
hardest
working
teams
that
I've
worked
with
in
the
district.
L
They
are
the
first
to
arrive
and
a
lot
of
times
they
are
the
last
to
leave
without
grumbling
or
complaining.
Compensation
for
all
they
do
has
not
been
adequate.
I
do
appreciate
you
giving
us
a
moment
to
voice
our
feelings
concerning
the
matter,
but
we
do
have
an
exceptional
administrative
staff
here
and
teaching
staff.
The
ladies
in
this
front
office
go
above
and
beyond,
and
they
are
worth
far
more
than
anything
that
they've
ever
been
given
to
include
their
comp
time
privileges
as
well.
I
ask
that
you
please
take
into
consideration
inflation.
L
Take
into
consideration
single
mothers,
you
take
into
consideration
grandparents
that
are
caring
for
grandchildren
when
you
come
together
to
decide
on
this
race.
For
us,
we
do
appreciate
your
time.
N
Okay,
dr
rodriguez
administrative
class
of
salary
compensation
plan.
I
have
a
feeling
there's
a
whole
lot
of
people
that
are
waiting
for
this
one.
O
Yep,
I
think
so
miss
walton
and
your
team.
If
you
are
ready
to
move
forward
I'll
start
with.
N
P
P
P
One
of
the
things
an
organization
is
always
concerned
about
is
compensation
for
their
staff
and
the
reason
we
set
out
to
do
the
salary
study
is
to
follow
procedures
and
protocols
of
any
personnel
department
in
any
organization,
and
that
is
to
take
a
periodical
look
or
periodical
look
at
where
your
employees
are
paid
where
they
fall
on
your
salary
schedule.
How
does
your
salary
schedule
com
compete
with
other
organizations
like
you,
other
organizations
that
are
outside
of
your
organization,
but
also
hire
people
within
their
realm
that
we
have
from
them
as
well?
P
So
that's
what
we've
done.
This
has
been
a
process.
I
think
it's
been
a
very
thorough
process.
We've
been
pleased
with
mgt
and
what
they've
done
for
us.
We
went
out
with
the
rfp.
We
told
them
what
we
were
looking
for
and
they
brought
back
those
results.
So
this
morning,
I'm
going
to
ask
dale
and
tanya
to
join
me
in
this
presentation.
P
Dale
was
the
in
our
internal
project
manager
of
the
salary
study.
As
you
know,
dale
has
42
years
of
hr
experience.
He
comes
to
us
from
the
military
and
he
is
an
expert
at
what
he
does.
P
He's
managed
this
process
from
the
beginning
to
the
end
and
I'm
going
to
let
him
come
and
tell
you
just
a
brief
takeaways
of
what
we
gathered
from
this
study,
how
it
ended
up
what
we
requested,
what
we
got,
how
we
use
that
information
and
then
I'm
going
to
ask
tanya
to
talk
to
you
a
bit
about
how
we
propose
to
implement
this
after
we've
gotten
the
results.
What
are
we
asking
you
for
at
the
end
of
this
presentation,
so
I'm
going
to
ask
dale
to
come
forward.
First.
Q
So
good
morning,
mr
chairman
and
fellow
board
members,
my
name
is
al
said
I'm
dale
crawford
and
I
am
from
I'm
retired
from
the
military.
I
spent
23
years
in
the
marine
corps
as
a
personnel
officer,
and
then
I
have
been
with
the
district
for
21
years
as
well.
I'm
about
to
start
my
22nd
year.
On
november
1st
I've
been
involved
in
several
of
the
salary
studies
here
at
beaver
county
and
by
far
this
one
from
mgt
has
probably
been
the
most
thorough
study
that
we've
had
since
I've
been
here
in
the
district.
Q
And
I
believe
that
if
you've
read
the
study,
you
see
that
they
have
done
a
a
very,
very
thorough
job
of
the
study
and
have
made
several
recommendations
in
order
to
bring
the
salary
study
forward
and
start
implementing.
In.
In
january,
we
looked
at
their
recommendation
and
we
believe
that
the
implementation
plans
that
they
that
they
recommended
were
good
and
the
one
that
we
we
are
choosing
to
go
with
is
a
more
of
a
balanced
implementation
plan,
which
means
half
this
year
and
half
next
year.
Q
That
way,
we
we're
sure
to
capture
the
cost
of
of
that
plan.
So
I
believe,
with
the
recommendation,
with
salaries
and
benefits
as
well.
It's
going
to
come
up
to
about
5.6
million
dollars
to
implement
this
over
a
period
of
two
years,
and
we've
worked
very
close
with
finance
to
come
up
with
the
plan
and
to
choose
the
right
plan.
That's
going
to
work
for
our
our
employees
and
within
the
district
and
within
the
budget
restraints
as
well,
and
I
believe,
miss
crosby
is
going
to
talk
about
the
the
cost.
R
Dale
and
I
have
worked
together
for
we
were
hired
about
the
same
time
so
we're
both
beginning
our
22nd
year.
We've
worked
together
that
entire
time
many
implementations,
including
a
software
munis
implementation
and
many
other
big
projects,
so
this
is
definitely
not
an
exception
to
the
area
of
big
projects.
R
This
is
a
massive
undertaking
and
we
know
that
it's
crucial
that
that
it
be
implemented
correctly
and
thoroughly,
and
we
do
appreciate
that
so
today,
as
dale
alluded,
the
cost
of
the
salary
study
is
estimated
at
5.6
million
dollars
in
the
current
year's
budget
is
to
a
an
amount
of
2.8
million
dollars.
So
that
is
the
reasoning
behind
the
recommendation
for
implementation.
Beginning
a
full
implementation,
beginning
on
january
1..
So
mgt
during
their
presentation
in
the
operations
committee
recommended
that
we
had
a
balanced
plan.
R
R
This
plan
we
are
recommending
over
a
two-year
period,
which
would
begin
fully
implemented
as
of
january
1
of
this
this
coming
year.
That
would
provide
a
balance
in
the
budget.
It
would
maximize
the
budget
of
2.8
million
dollars
and
it
would
allow
us
to
move
forward
with
salaries,
raise
the
salary
schedules
and
continue
those
into
the
new
year.
R
It
will
require
an
increase
in
our
budget
for
next
year
next
budget
year
of
about
2.8
million
dollars
as
well,
and
so
we'll
that
will
be
a
budget
item
that
would
be
recommended
in
the
budget
process
that
we're
going
that
we'll
go
through
in
the
spring.
R
Just
wanted
to
mention
as
well
that
the
salary
study
would
also
max
we
were
taking
we're
taking
option
one
with
modifications.
Mgt
had
three
options:
option
one
would
would
prepare.
The
modification
we
were
preparing
were
would
be
to
maximize
the
step
increase.
R
Excuse
me,
the
step,
so
our
classified
administrators
are
at
24
steps.
At
this
point.
We
would
move
them
to
26,
which
would
align
very
well
with
our
teacher
salary
step
as
well.
So
every
every
step
in
the
district
would
then
be
at
26.,
so
the
salary
study
that
is
opposed
to
the
recommendation
of
the
mgt
who
recommended
30,
but
we
felt
it
would
be
more
balanced
and
more
equitable
to
align
with
26..
R
Also,
this
employees
would
receive
there.
There
is
a
minimum
adjustment
and
then
there's
a
market
adjustment,
and
so
we're
able
to
do
a
little
more
of
the
market
adjustment
than
as
recommended
by
mgt.
Our
our
budget
allows
for
a
little
more
in
year
one.
So
we
wanted
to
maximize
as
much
as
we
could
could
in
year,
one
in
order
to
so
that
employees
would
see
that
benefit
so
and
then
the
remaining
in
year,
two,
the
remaining
percentage
of
the
adjustments,
would
be
fully
implemented.
R
So
again,
it
would
be
a
full
implementation
as
far
as
the
employee
would
see
as
january,
and
then
it
would
flow
straight
directly
into
the
new
year.
So
that's
all
I
have
for
this
evening
or
this
morning
and
we'll
be
happy
I'd
like
I'll
turn
it
back
over
to
alice.
At
this
point,.
P
So,
with
those
things
being
said,
we
are
here
to
answer
any
questions
you
might
have
of
us.
J
S
Thank
you,
mr
strippingshire,
and
thank
you
everybody.
I
appreciate
this.
This
is
the
third
time
that
I'm
seeing
this
report.
S
Like
miss
crosby
said
this
is
a
huge
undertaking
and
dale
said
this
is
the
largest
in
your
21
years
here
that
you've
seen
and
and
I
still
have
questions
okay,
I
do
appreciate
all
the
work.
I'm
not
questioning
the
validity
of
the
report,
I'm
questioning
whether
it
does
for
us
what
we
need
it
to
do.
S
S
So
from
what
I
was
looking
at
at
our
current
22-23
salary
schedule,
you
take
a
bus
driver
with
five
years,
so
he
or
she
will
make
eighteen,
nine
eighteen
thousand
nine
hundred.
If
I'm
reading
this
correctly
and
that's
why
I'm
that's
what
this
is
for.
The
proposal
is
to
raise
that
to
nineteen
three,
that's
four
hundred
dollars.
S
So
so
that's
why
that
gives
me
pause
to
say:
is
this
addressing
our
crises?
Now
that
might
be
the
market
value?
That
might
be.
What
is
surrounding
us
that
that
this
is,
you
know
the
market
value,
but
we
we
have,
we
have
a
low
supply
and
we
have
a
high
demand
and
this
doesn't
quite
seem
to
to
catch
up
with
that
I
mean
this
is
gonna,
get
us
where
we
need
to
be.
S
S
And
then
my
third
question
is-
and
you
know
the
details
are
where
the
important
part
is.
So
that's
why
I
compared
the
2223
salary
schedule
to
the
proposed
salary
schedule,
and
I
saw
in
several
places
that
there
are
job
positions
that
are
jumping
two
levels.
Okay,
so
if
we
took,
for
instance,
a
media
assistant,
a
media
assistant
was
recommended,
it
was
currently
in
a
104.
S
Now
it's
going
to
be
in
a
106.,
and
I
mean
I
just
I
need
some
more
of
those
kind
of
answers
is
why
some
positions
move
two
levels,
plus
a
pay
increase.
So
if
you
look
at
their
proposed
compensation,
I
mean
it's
a
fabulous
jump,
so
I
just
need
some
more
assurances
that
all
of
that
went
into
consideration
so
dale.
I
know
that's
a
lot,
but
if
you
could
address
some
of
those.
Q
Yeah
we
we
did
have
conversations
with
with
mgt
about
hard
to
fill
positions
as
well,
and
we
ask
them
to
look
at
those
because
there
are
some
that
are
are
extremely
hard
to
fill,
especially
our
coordinators.
At
isd,
it's
hard
to
get
any
a
good
qualified
individual
to
stay
there
because
of
the
amount
that
they
make
as
a
teacher
versus
coming
to
the
district
office
and
being
employed
as
a
coordinator.
Q
So
they
we
looked
at
those
ones
as
well.
We
looked
at
the
front
office
staff
as
well,
because
those
were
some
hard
to
feel
ones
as
well,
and
we
we
really
didn't
understand
there
could
be
two
office
workers
sitting
together.
One
was
paid
on
a
101
and
one
was
paid
on
106
and
they
were
doing
the
same
type
of
work
and
we
really
didn't
know
why
that
was
in
in
place.
Q
So
we
asked
them
to
look
at
that,
so
that
the
the
administrative
associates
and
administrative
assistants
they
they
based
off
recommendation
and
their
research
in
their
market
values
and
in
everything
else
they've
conducted
here,
moved
them
all
to
a
106,
so
they're
all
going
to
be
a
106
admin
assistant
instead
of
two
separate
ones,
one
at
a
101
and
one
at
a
106,
and
no
one
could
really
determine
why
they
were
like
that.
But
yet
they're
still
doing
the
same
kind
of
work
and
they're
still
working
190
days,
eight
hours
a
day.
Q
So
we
did
those
kind
of
things
as
well.
We
also
looked
at
some
of
the
the
the
more
skilled
positions
like
bookkeepers
as
well,
and
we
made
recommendations
to
change
those
positions
as
well.
So
we
had
those
conversations
as
well
amongst
our
group
and
amongst
mgt
to
try
to
fix
those
as
well
and
and
as
far
as
bus
drivers.
Q
You
know
if
we
look
at
bus
drivers-
and
I
don't
know
if
you
know
this,
but
over
the
the
last
two
years,
they've
been
given
at
least
a
13
percent
increase
in
their
salaries.
They
had
a
5
increase.
Last
year
mid
year
they
got
a
percent
increase
this
year
they
got
a
five
percent
increase,
along
with
their
step
increase
as
well.
Q
So
that's
probably
about
a
thirteen
to
fifty
percent
increase
in
their
salaries
and
now
and
now
that
with
the
salary
schedule
that
they
currently
have
and
the
one
that's
recommended,
I
believe
it's
going
up
just
a
little
bit,
not
that
much,
but
I
know
it
is
going
to
go
up
just
a
little
bit
as
well.
S
Right
by
my
calculations,
it's
400,
but
but
again
from
the
current
one.
Yes
right
from
the
current
2022-2023
to
what
the
proposed
is
right.
So
what
you
all
are
bringing
forward.
Is
it
going
to
help
us
with
our
crises,
kindergarten,
assistants
and
special
ed
assistants,
okay,
so
kindergarten
assistants,
they're
going
from
103
to
104,
13
18
to
14
30?
That's
an
eight
and
a
half
percent.
S
Excuse
me
the
high
end,
if
you
had
a
if
you're
at
the
high
end
of
a
kindergarten
assistant,
you'd,
be
start
at
21
88
and
go
to
30
39.,
I
mean
that's,
that's
a
fabulous
increase,
but
are
the
they're
still
at
a
103
104?
Is
that
is
that
going
to
get
us
where
we
need
to
be?
I
mean
that's
the
overall
question.
Is
this:
what
you're
proposing?
S
Is
it
going
to
help
us
get
kindergarten
assistants,
special
ed
assistants,
bus
drivers,
coordinators
out
of
the
classroom
and
to
the
district
office
so
that
they
can
share
best
practices
amongst
the
schools?
Is
it
going
to
get
us
there?
Yeah.
Q
Yeah-
and
I
don't
know
if
we
can
answer
that
question
or
not-
I
mean
you
know
we're
trying
to
do
those
kind
of
things
in
order
to
draw
people.
I
don't
know
how
much
do
you
pay
somebody
before
before
they
they
come
here
like
you
know,
you
know,
what's
that
magic
number,
is
it
18
an
hour
starting
off?
Is
it
you
know
20
an
hour
starting
off?
You
know.
Q
I
know
that
they've
done
their
their
research
with
you
know,
with
the
market
values
and
the
organizations
within
the
area
within
the
chatham
charleston
area,
savannah
they've
done
all
of
that.
So
I
believe
that
they're
they're
competitive
know
whether
it'll
it'll
it'll
do
what
we
wanted
to
do
and
fill
every
position.
I
don't
know
you
know
we
did
that
with
teachers
we
still
have
teacher
vacancies
so.
T
Thank
you,
mr
chairman,
and
I
think
miss
fidridge,
and
I
have
sat
with
this
for
a
little
bit
longer
and
I
share
her
questions
and
I
think
one
of
the
things
I
was
talking
to-
and
I
have
been
talking
to
the
teacher
assistant
role,
which
not
only
is
that
a
critical
classroom
function,
but
it
helps
the
teachers
supports
the
teachers
when
they
talk
about
needing
more
time
needing
some
more
support
in
the
classroom.
They're.
Currently
at
a
103.,
it's
a
little
confusing
to
me.
I
believe,
they're
moving
up
to
104.
T
If
someone
can
clear,
you
know
confirm
that
for
me.
So
when
I
look
at
but
let's
just
say
for
right
now,
you
leave
them
at
103,
they're,
making
13
and
12
cents
an
hour
under
the
new
proposal.
They
will
move
up
to
dollars
and
sixty
cents
an
hour
for
a
teacher
assistant.
They
requires
an
associate's
degree.
Many
of
the
people
that
work
there
have
bachelor's
degrees,
and
the
concern
is
from
my
point
of
view.
T
Kroger
grocery
store
has
some
great
employees.
I
shop
there
quite
often
they're,
starting
at
18
an
hour.
So
when
we
talk
about
when
we're
comparing
to
other
teacher
assistant
positions,
I
don't
know
that
we
looked
at
what
other
employers
are
offering
here
in
general-
and
I
don't
know,
I
don't
think
13
12
to
1360
is
going
to
make
a
substantial
difference.
So
then
my
question
is,
and
mr
crawford
hit,
you
know
kind
of
alluded
to
it.
Where
are
our
critical
shortages?
T
Are
we
flush
with
teachers
assistance
because
it
sounds
like
there
was
a
lot
of
these
discussions
that
were
had
in
human
resources,
but
none
of
that
information
is
being
brought
forward
to
the
board.
I
asked
where
our
teachers
were
coming
from
and
I
got
a
pie
graph
that
said
51
out
of
state
49.8
in
state.
T
We
pay
a
fair
amount
of
money
for
frontline
and
one
of
the
things.
Frontline
is
a
fabulous
program
for
data
collection,
analysis
and
none
of
that
data
is
coming
forward.
So
I
fully
support
this
compensation
analysis.
I
think
we
need
to
do
it
we're
behind
on
pay
across
the
board.
We
need
to
get
that
into
alignment,
but
my
concern
is:
where
are
our
shortages?
T
Why
do
we
pay
social
workers?
So
much
less
than
teachers,
if
they
have
master's
degrees,
are
we
looking
at
the
role?
Are
we
looking
at
what's
critical
in
the
classroom?
Dale
mentioned
they
looked
at
hard
to
fill
positions
like
bookkeepers
and
instructional
service
coordinators.
I
am
more
concerned
about
whose
boots
on
the
ground
in
the
classroom,
working
with
the
kids
and
has
direct
student
contact.
Have
we
looked
at
those
shortages?
So,
in
conclusion,
my
question
is
very
much
along
the
lines
of
miss
fidrich.
T
Did
we
look
at
beyond
this
compensation
study,
which
is
a
well
done
compensation
study
and
I
fully
support?
Are
we
looking
at
where
we
are
having
trouble
hiring?
Are
we
looking
at
what
it's
going
to
take
to
hire
those
which
is
more
than
just
comparing
it
to
charleston?
If
someone
with
an
associate's
degree
can
get
18
an
hour
starting
salary
at
kroger,
would
they
take
a
five
dollar
an
hour
pay
cut
to
come
work
for
the
school
district,
so
I
just
feel
like
this
is
fine
but
completely
inadequate
to
address
the
crisis
that
we're
facing.
U
U
They
talk
about,
they
look
at
what's
what
is
done
in
other
industry,
within
the
county
or
within
the
state,
but
folks
in
the
school
from
the
custodians
bus
drivers.
They
have
to
deal
with
a
whole
lot
and
the
stress
that
they
have
to
go
through
day
to
day
and
just
like
the
thought
right
said,
you
can
go
to
kroger
and
make
18
an
hour.
You
can
go
to
park
and
make
17
an
hour.
U
You
know.
So
I
think
we
we
need
to
look
at
this
to
make
sure
that
we
keep
people,
because
a
lot
of
folks
have
said
to
me,
I'm
I'm
leaving
I'm.
I
can't
handle
this
no
more
and
I
think
that's.
That
is
something
that
we
need
to
need
to
do.
Thank
you,
colonel
guy.
V
Thank
you,
mr
chairman.
This
is
hard
business.
It's
hard
business,
not
just
for
school
districts.
It's
hard
business
for
commercial
businesses,
it's
hard
business
for
other
governmental
agencies,.
V
And
you're
absolutely
right,
you
don't
know
you
can't
you
can't
predict
what
a
percentage
increase
is
going
to
mean
until
you
actually
put
it
out
there
and
you
see
what
happens
so
most
places
do
incrementally
now.
They'll
raise
salary,
they'll
evaluate
what
happens.
If
that
salary
increase
generated
more
applications,
then
you're,
probably
about
right.
If
it's
not
generating
more
applications,
you
got
to
raise
it
up
more.
V
Unfortunately,
when
I
looked
at
that
study,
they
really
did
a
very
good
job
of
trying
to
compare
like
functions,
but
it's
it's.
As
as
earl
said,
it's
really
hard
to
compare
the
stress,
there's
not
much
stress
working
in
a
grocery
store,
but
there's
a
heck
of
a
lot
of
stress
working
in
our
schools,
and
so
how
do
you?
How
do
you
find
that?
What
that
value
is
and
again
I'd
say
you
have
to
play
the
market,
you
have
to
advance
salaries
and
see
what
happens
and
meet
the
salary
to
the
demand
and
supply.
V
V
Gonna
teach
so
there's,
there's
even
competition
in
demand
and
supply
within
like
job
functions
and,
and
so
this
is
why,
if
you've
been
in
business,
business
doesn't
put
out
their
salary
schedule.
People
people
don't
talk
about
what
their
salaries
are,
because
it's
an
individual
thing,
but
this
is
government
and
we
don't
do
that.
V
So
people
will
compare
their
salaries
and
they'll
say:
I've
got
a
master's
degree.
She's
got
a
master's
degree.
I
should
be
getting
the
same
because
we
both
have
master's
degrees
but
there's
different
demands
for
that
function
with
a
master's
degree
and
and
that's
why
this
is
hard
hard
business
and
I
think
the
only
way
you
can
do
it
one
you
gotta
factor
in
inflation.
V
Inflation
affects
everybody,
you
factor
in
inflation,
you
make
sure
you're
staying
at
on
top
of
inflation,
and
then
you
have
to
judge
the
market,
and
I
think
this
study
has
done
that
has
the
methodology
is
very,
very
strong
at
what
they
used,
especially
in
looking
at
the
local
area
by
function,
and
it
it's
a
guess,
though,
is
it
100
perfect?
No,
and
it
can't
be
that's
why
we
have
to
continually
evaluate
how
it's
done
so
the
questions
they're
bringing
up
about.
Where
are
our
challenges?
V
W
W
W
I
think
you
we
need
to
encourage
the
superintendent
to
come
back
with
what
he
thinks
the
needs
are
going
to
be
as
we
go
forward,
especially
after
the
pandemic.
I
mean
it
needs
a
lot
more
glaring
social
workers
and
and
psychologists
and
psychiatrists
and
school
nurses
are
a
bigger
demand
now
and
maybe
that's
going
to
be
a
different
reading.
W
I
think
that's
where
we
are
because
of
the
study,
so
I
I
you
know
first,
let's
do
the
first
thing.
First,
let's
respond
to
what
we
asked
and
see
how
it
relates
to
to
where
we
are,
and
at
present
time
you
know.
Is
it
adequate?
Of
course
not
you
know,
and
not
only
would
these
people
complain
that
it's
not
adequate.
The
teachers
who
we've
just
given
raised
to
is
not
adequately
compensated.
W
W
You
know
we
have
restrictions,
state
restrictions,
you
know
budgetary,
you
know
restrictions
now
for
one
who
I'm
willing
to
pay
people
what
they're
worth
except
my
couple
runs
over,
but
thank
you
for
you
know
doing
what
you
did
and
I
think
we
we
need
to
look
at
it
from
from
a
standpoint
of
what
do
we
ask?
What
do
we
get,
and
we
didn't
ask
them
to
do
some
of
the
things
that
we
are
talking
about
now,
which
you
know
would
be
would
have
been
great.
A
Is
it
possible
to
move
the
social
workers
and
nurses
to
the
certified
payroll,
or
is
that
dictated
by
the
state?
I
don't
know
how
that
works
here.
P
That
is
dictated
by
the
state,
if
you,
as
a
board,
want
to
move
the
social
workers
and
the
nurses
and
we've
done
this-
we
did
this
two
years
ago.
We
moved
them
to
a
professional
level
so
that
they're
not
paid
on
the
same
level
as
a
classified,
so
we've
already
moved
them
to
give
them
one
for
one
for
their
yearly
experience.
X
What
some
of
my
colleagues
say,
I
I
I
I
question
and
I'll
I'll
start
off
by
phrasing
praising
it
this
way,
if
we
say
that
one
of
our
number
one
things
in
this
district
is
that
we
want
the
best
the
brightest
and
we
want
the
most
sharp
crown
in
the
box.
X
X
If
someone
give
me
a
raise
by
godly
at
least,
allow
me
the
the
the
the
understanding
to
at
least
be
able
to
see
at
least,
let
me
see
the
fruits
of
my
labor.
You
know
I've.
I've
heard
someone
step
up,
sit
up
and
say
well,
yeah,
well,
we've
given
them
celebrate,
but
if
they
can't
see
you
and
we
we're
giving
them
10
and
15
cents,
we
can't
continue
to
nickel
and
dime
people.
We
we
just
can't
say
that
we
want
the
best
product.
X
X
X
If
we
want
people
and
we
value
people,
then
we
have
to
take
a
bold
stance.
No,
I'm
not
going
to
say.
I
can't
support
the
notion
of
well
we're
going
to
put
a
price
out
there
and
we're
going
to
see
they
jump
on
it.
No,
let's
make
a
bold
move.
The
same.
We
made
a
bold
move
and
said
that
we
want
to
be
the
number
one
page
for
teachers
in
the
state.
X
Let's
make
a
bold
move
for
certified
before
our
classified
staff
and
let's
lead
the
way
I
I
mean
it
doesn't
seem
like
it,
take
a
rocket
scientist
to
figure
this
out.
But
what
I
do
understand
is
that
we
have
to
make
make
it
tight
in
other
places
so
that
we
can
make
it
to
where
that
we
can
actually
have
our
employ
our
employers,
our
employees,
to
be
comfortable.
X
X
X
Some
of
some
of
my
colleagues
were
saying-
and
you
know
listen
to
to
what
the
staff
brought
up
and
looked
at
the
report.
X
X
N
All
right,
ingrid,
I
see
your
hand
is
up,
but
I
haven't
spoken
yet
so
I
want
to
get
in
here
before
we
get
to
the
second
round.
N
Value
is
for
these
positions
and
that's
how
you
fill
positions.
You
don't
pay
the
person
for
what
or
who
they
are.
You
pay
the
person
for
what
they
do,
so
those
tasks
have
a
certain
value
and
comparing
us
to
kroger
and
walmart
is
missing.
The
fact
that
our
benefit
package
is
incredible.
N
You
know
we
have
a
defined
benefit
plan.
What
is
it
like?
A
forty
percent
load
on
our
salary?
So
that's
not
a
fair
comparison
and
we
don't
know
why.
Folks,
you
know
would
rather
go
to
kroger
than
to
become
work
for
us,
but
so
and
I'm
not
sure
we
can
figure
that
out.
N
I
mean
there
there's
a
national
trend
of
this
quiet
quitting
and
you
know
we
can't
figure
that
out
the
school
district
knows
school
boards,
it's
just
not
equipped
to
handle
solutions
to
social
issues,
but
the
market
tells
you
what
you
need
to
pay
to
to
fill
positions.
It's
not
what
we
feel.
It's
not
what
we
feel
the
person
is
worth.
It's
not
what
we
feel
the
degree
is
worth
it's.
What
the
market
tells
you.
N
You
need
to
pay
to
get
people
and
that's
what
this
did
and
as
colonel
guyer
pointed
out,
there
there's
a
lot
of
nuances
underneath
of
all
that.
But
but
if
you
pay
attention
the
market
will
tell
you
what
you
need
to
do
and
then,
on
the
other
hand,
the
way
we
need
to
sell
our
positions
is
to
show
people
that
we
have
this
benefit
package.
That's
just
you
know
unbelievable,
which
has
always
been
a
government
advantages.
N
Government
has
always
offered
a
really
good
benefit
package,
but
low
salaries,
I'm
not
sure
we've
ever
broken
that
mold,
but
that's
how
you
sell
it
plus
you
know
the
the
value
of
living
in
this
environment.
You
know,
which
is
you
know,
quality
of
life
issue,
that's
the
way
we
sell
our
positions
and
that's
all
we
can
do
and
as
colonel
guyer
point
out,
you
do
that
and
you
see
if
it
works.
If
it
doesn't
work,
then
you
say
you
know:
scribblinger
was
full
of
crap,
that's
not
working.
N
We
need
to
do
something
different,
so
those
are
just
my
comments,
but
I
really
want
us
to
to
focus
on
the
fact
that
this
was
a
market
study
telling
us
what
we
had
to
do
and
you
have
to
listen
to
the
market.
It's
not
what
we
feel.
It's
worth,
it's,
what
the
market's
telling
you
and
it's
a
mistake
to
drift
away
from
that
ingrid.
T
Thank
you,
mr
stripping
sure
for
allowing
me
the
opportunity
to
respond.
T
T
My
point
is,
and
and
to
mr
campbell's
point
that
they
brought
us
what
we
asked
for
the
the
idea
that
we
have
not
asked
for
a
more
comprehensive
look
at
hr
in
our
staffing
crisis,
that
this
is
something
that
we
just
hasn't
occurred
to
us
yet
is,
in
my
opinion,
completely
inaccurate.
T
I
understand
that
this
is
one
sliver
of
a
larger
plan.
I'm
happy
to
approve
this
and
have
the
discussion
about
how
we
implement
it.
I
think
it's
important
that
we
do
it
and
you're
right.
It
is
market-based
and
we'll
see
what
happens.
But
again,
there
was
discussion.
There
was
analysis.
There
is
data
out
there
that
we're
not
seeing
there
are.
We
are
not
being
brought
a
larger
picture
of
how
we
are
addressing
the
staffing
crisis,
to
the
extent
that
we
have
not
asked
for
that
data.
It
is
one
one-third
of
our
superintendent
evaluation.
T
So
I
am
frustrated
because
I
feel
like
we
have
been
asking
repeatedly
for
initiatives
for
data
analysis
for
a
better
understanding
of
the
staffing
crisis,
where
we're
at
with
it,
where
the
crisis
are
where
people
are
coming
from
that
are
applying
for
the
school
district.
So
I
think
we
should,
if
I
need
to
make
a
motion,
that
we
direct
the
superintendent
to
present
a
comprehensive
staffing
plan
which
would
include
things
like
compensation.
Then
I'm
happy
to
do
that.
T
As
far
as
you're
correct,
it
is
unfair
to
compare
it
to
kroger,
except
to
say
that
in
2022
13
an
hour
is
not
going
to
fly
for
anything
I
mean
that
is
just
too
low
and
I
think
we
need
to
look
we
need
to
have.
We
can
approve
this
compensation
plan
and
continue
to
push
for
that
conversation,
which
is
what
I'm
doing
now
and
then
in
sorry.
I
lost
my
trans
operation.
A
second.
I
guess
that
is,
there
was
something
else
that
I
wanted
to.
T
That
was
important,
but
I
don't
want
to
speak
a
third
time.
So
basically,
I
guess
what
I'm
saying
is.
We
need
to
have
a
fuller
discussion
with
hr
about
this.
That
doesn't
stop
us
from
approving
this
compensation
plan
that
doesn't
stop
us
from
acknowledging
that
this
was
a
well-done
compensation
plan
and
is
overdue
and
we
want
to
push
it
out,
but
I
think
that
we've
all
received
the
emails
we've
all
heard
public
comments,
there's
more
much
more
work.
T
That
needs
to
be
done
and
we
have
the
data
and
we
just
need
to
hear
from
hr.
How
we
are
addressing.
Oh
here
was
my
other
comp
thing
when
mr
schroeder
talked
about
market
analysis
right
and
that
the
market
would
dictate
how
these
things
were
paid.
We
looked
at
school
districts,
charleston
york,
I
think
fort
mill.
T
It
is
a
statewide
staffing
crisis
across
it's
a
nationwide
staffing
crisis,
so
we're
comparing
ourselves
and
say
well
we're
as
good
as
charleston
and
charleston
is
still
in
a
massive
staffing
crisis.
Then
I'm
not
sure
what
the
value
is
there
in
terms
of
a
market
analysis
if
the
whole
market's
bad
and
the
whole
market's
out
of
alignment-
and
nobody
anywhere
is
applying
for
these
jobs,
not
in
charleston,
not
in
fort
mill,
not
in
greenville.
T
Z
Thank
you,
mr
chair.
I
I
do
appreciate
the
the
work
that
went
into
this
and
I
think
that
it
is
very
comprehensive.
I
do
also
appreciate
my
peers
comments
about
some
other
additional
information
that
they're
looking
for
in
order
to
make
some
informed
decisions.
Z
My
my
viewpoint
on
a
few
of
the
things
is
that-
and
I
know
I
mentioned
it
the
other
day-
that
I
am
more
of
a
holistic
approach
from
a
budget
standpoint
when
we're
talking
about
something
that
is
going
to
impact
our
budget,
I
I
would
like
to
see
the
conversation
go
towards
these
things
occurring
on
a
work
session.
That's
just
budget
focused
completely
with
all
of
these
different
changes
that
we've
done
throughout
the
year.
Z
I
know
I
mentioned
it
in
finance
committee,
the
other
day
that
we've
done
a
lot
of
incentive,
changes,
stipends
and
increases,
and
I
would
like
to
have
the
conversation
from
a
more
budget
impact
standpoint,
but
I
do
appreciate
that,
as
you
guys
bring
this
forward,
you
are
bringing
it
forward
from
a
balanced
approach
like
tonya
mentioned,
looking
at
it
from
doing
it
from
a
50
to
a
50
over
two
years.
I
think
that
that's
important
that
we
get
it
done,
but
we
do
it
from
a
balanced
approach.
Z
My
two
questions
are
in
regard
to
the
comments
or
the
considerations
that
mgt
brought
forward
for
strengthening
our
current
benefits
package.
I
know
that
I
might
sound
like
a
broken
record
when
it
comes
to
that,
because
I
also
mirror
what
mr
strippinger
says
and
that
our
benefits
package
is
amazing.
It's
mentioned
in
here.
It
says
that
it's
extremely
competitive,
but
they
do
offer
some
considerations
for
us.
Something
that
we
can't
change,
however,
is
the
retirement
requirement
that
we
participate
in
the
state
program.
Z
I
would
like
to
see-
and
maybe
legislative
committee
would
look
at
you-
know
petitioning
for
us
to
do
something
different
at
the
state
level
for
the
retirement
program
and
to
allow
districts
to
diversify
things.
I
think
one
of
the
things
that
I've
heard
from
some
of
our
younger
staff
is
that
they
would
prefer
to
make
some
decisions
themselves
when
regard
to
their
retirement.
They
would
prefer
the
money
be
in
their
pocket
than
to
be
going
to
the
retirement
system,
but
I
digress
on
that.
Z
So
that's
a
whole
other
conversation,
but
I'm
still
making
the
point
so
that
stays
in
everybody's
minds.
So
if
there
is
any
consideration
being
made
to
any
of
those
strengthening
items,
I
would
like
to
have
that
discussion.
I
don't
know
if
you
guys
are
considering
that.
I
know
we're
mostly
talking
about
just
the
salary
increase.
P
Within
within
the
department,
we
have
assigned
that
task
to
several
people
to
look
into
some
possible
increases
or
upgrades
to
the
benefit
package,
but
we
we
don't
have
any
recommendations
at
this
point.
Z
Z
I
know
in
finance
committee
the
other
day
it
was
mentioned
that
we're
looking
at
about
five
million
dollars
going
into
our
fund
balance
from
the
present
year's
budget,
based
on
what
we've
received-
and
my
question
is
in
implementing
this
at
the
50
percent
this
year-
is
that
5
million
that
we
kind
of
have
that's,
perhaps
going
to
fund
balance
going
to
cover
this?
What
is
the
thought
process
there?
I
know
you
mentioned
that
it
was
covered.
R
Basically,
this
year,
first
year
or
second
year
or
first
year,
no,
no,
we
we
budgeted
2.8
million
in
the
general
fund
budget.
For
specifically
for
this
process.
Okay,
I
wasn't
sure
of
the
cost
at
the
time,
so
I
estimated
somewhere
close
in
the
neighborhood
of
six
million
dollars
in
total
and
took
half
of
that
number
for
budget
purposes.
So
so
we
would
not
use
fund
balance
in
order
to
implement
the
plan.
Z
R
R
Our
local
revenues
were
greater
than
we
anticipated
by
about
four
million
dollars,
so
that
will
should
be
able
to
cover
this,
but
also
there's
a
lot
of
other
elements
that
we'll
need
to
consider.
You
know,
teacher
salary,
increases
and
so
on
and
other
increases
in
costs
that
we
have
in
the
district.
So
we
really
have
to
look
at
it
sort
of
as
a
whole
in
order
to
determine
that,
but
I'm
hopeful
that
we
won't
have
to
increase
it
for
this
particular
purpose.
Z
That
that
kind
of
goes
back
to
my
first
comment
about
looking
at
things
from
a
whole,
because
when
I'm
looking
at
okay,
we're
doing
teacher
increases,
we're
looking
at
these
potential
increases
and
we
don't
know
how
that's
going
to
impact
or,
if
that's
going,
to
lead
to
a
millage
increase.
When
we
do
have
those
budget
discussions,
I
don't
know
if
we
need
to
have
more
budget
discussions
throughout
the
year
so
that
we
see
what
the
total
impact
is
going
to
be.
Z
But
I
just
think
that
a
more
holistic
approach
is
necessary
in
the
future
and.
R
We
almost
don't
know
what
the
millage
the
value
of
the
mill
is
going
to
generate
until
we
get
near
probably
into
the
spring,
because
we
really
don't
receive
any
tax
collections
until
december
january
and
then
we
begin
to
have
a
look
at
it.
But
it's
really.
We
don't
know
if
we're
going
to
have
any
sort
of
excess
until
probably
late
march.
R
So
but
we
definitely
can
do
more
with
what
we
have
based
on
the
current
mill
value,
and
I
anticipate
that
we'll
see
some
growth
in
the
next
budget
year,
but
the
following
one
may
be
a
little
bit
of
a
challenge
that
you
know
so,
for
various
reasons,
reassessment
and
and
other
things.
Thank
you.
S
I'm
not
going
to
reiterate
everything
that
ingrid
said,
but
she
too
hit
the
nail
on
the
head
on
what
I'm
feeling
is
that
okay,
I
would
have
liked
to
have
just
heard
a
little
bit
more
about
okay,
here's
the
compensation
study,
here's
the
market
analysis,
but
these
are
our
own
particular
needs,
and
these
are
our
own
areas
of
crisis,
and
we
do
feel
that
if
we
were
able
to
do
this
versus
that,
but
maybe
that's
for
a
different
time.
W
V
V
I
fully
agree
with
miss
fiderick
and
miss
boatwright
that
we
need
to
do
a
really
hard
look,
an
assessment
of
where
we
need
to
go,
but
we
need
to.
We
need
to
get
started
with
something
and
we
have
a
proposal.
We
have
a
budget
for
it
now,
let's
start,
but
let's
not
have
paralysis
by
analysis.
Okay,
let's
get
this
started
and
then
do
what
we've
talked
about
doing
and
then
adjust
accordingly,
but
we
need
to
tell
our
employees
that
we
can't
just
keep
dithering
this
around
and
studying
it
and
not
getting
something
out.
V
At
least
everybody
will
get
a
raise
starting
in
january.
In
this
classified
study
and
adjust,
we
have
a
budget
that
we
can
we'll
be
looking
at
the
budget
in
the
in
the
spring.
We'll
have
an
idea
based
we'll
have
at
least
two
or
three
months
worth
of
a
new
salary
schedule
out
there.
Then,
let's
take
a
look
at
what
it's
done
and
see
where
we
need
to
adjust
it.
This
is
this
study
is
not
the
end
state.
This
study
is
is
a
beginning.
U
Thank
you,
the
comments,
I
I
I
hear
people
that
call
me
are
not
teachers.
If
a
teacher
called
me
normally
it's
because
they
just
stress
out,
and
they
have
to
find
something
to
do
the
people.
That
call
me
are
bus
drivers,
teachers,
assistants,
people
that
work
at
the
front
desk.
Those
are
the
folks
that
called
me
and
mo
the
majority
of
those
folks
are
local
folks,
but
my
community
and
your
community,
and
I
I
think
that
we
should
treat
them
fairly
and
give
them
a
decent
of
pay
raise.
U
You
know
we
talk
about,
we
don't
have
to
compete
with
with
publix
and
all
the
wrestling.
That
is
true,
but
a
lot
of
folks,
like
I
said
before
they
get
too
stressed
out,
not
only
from
students
from
parents,
you
know
so
that's
my
take.
Thank
you,
mr.
N
X
And
and
in
terms
of
we'll
prove
it
and
continue
going
on,
you
know,
but
yeah.
Let
me
back
that
up
in
terms
of
this
question.
I've
been
asking
this
question
before.
Even
the
study
came
out
about
these
questions
that
miss
frigerates
first
stated,
I
mean,
let
me
just
make
that
clearly
for
the
record
I've
been
advocating
for
these
people
in
in
those
positions
ever
since
I've
one
came
on
this
board,
so
those
these
questions
are
not
new.
Today
may
be
a
new
day
in
america,
but
those
questions
are
not
new.
X
I
have
been
asking
for
those
ques
for
these
answers
and
I
have
been
advocating
for
for
these
groups
of
pockets
of
different
jobs
in
this
district,
and
those
people
have
been
contacting
me.
So
this
is
this
is
not
nothing
new
and
I
cannot
sit
here
and
act
like
it's
new,
because
it's
not
these
questions.
X
I
have
been
asking
days
and
day
days
out
in
fact,
board
members
have
told
me
that
they
were
tired
of
hanging
about
about
me
asking
those
questions
and
also
we
have
rewarded
teachers
for
their
hard
work
and
we
should
reward
the
other
other
staff
for
their
hard
work.
My
mom
told
me
she
treat
all
her
kids
equal,
so
it's
not
really
about
all
about
feeling
and
in
terms
of
the
kroger
as
a
public
thing.
Publix
have
a
great
insurance
program.
X
Heck
waffle
house
has
a
great
insurance
program
that
they
gave
out
to
their
workers
management
managerial
program.
So
let's
not
sit
here
and
act
like
to
the
fact
of
oh,
we
can't
do
it
because
and
we
can't
compare
yes,
we,
yes,
that's
our
job,
that's
ourselves,
because
that's
what
the
that's!
What
the?
What
I'm
understanding
is
that
the
people
who
created
this
analysis,
those
were
some
of
the
things
that
they
they
based
it
on.
X
X
This
is
not
new
to
them
to
to
this,
to
the
staff
to
mrs
walton
and
her
staff.
This
was
information
that
they
told
us
before
this
analysis
came
out.
If
we
want
to
be
technical
about
it,
some
of
it.
X
X
O
O
O
O
N
Q
When
we
we
talked
amongst
the
team,
the
next
step
is,
of
course,
getting
the
the
implementation
plan
approved
and
then
starting
doing
the
work
for
our
employees
to
get
the
pay
effective
starting
january
first,
because
not
only
we
have
to
place
the
the
employees
on
the
correct
salary
level
and
step
to
commence
to
their
experience
and
their
degrees.
We
also
have
to
build
tables
in
in
the
system
as
well
before
january,
in
order
to
make
the
the
payroll
effective
as
well
so
we're
working
on
a
tight
deadline.
Q
We
have
about
830
840
individuals
to
look
at
and
and
build
tables
at
the
same
time,
so
our
next
plan,
our
next
phase,
is
to
get
the
implementation
recommendation
approved
and
then
start
the
busy
work
for
our
employees.
N
P
N
That's
what
I
was
trying
to
get
to
yes,
ma'am.
A
Three
options
are
presented
in
the
the
data.
Is
there
one
that
you
advocate,
for
I
I
think
I
remember
hearing
this
before,
but
I
just
want
to
ask
again
yeah.
R
So
the
motion
recommended
motion
in
the
committee
documents
were
that
the
board
would
authorize
the
superintendent
to
begin
a
two-year
implementation
of
the
recommendations
from
the
beaufort
county,
school
district,
administrative
and
classified
salary
study,
effective
january
1,
2023
total
cost
not
to
exceed
5
million
eleven
thousand
one
hundred
and
fifty
seven
dollars
are
funded
in
the
general
fund
budget.
R
With
fifty
percent
implemented
in
year,
one
remaining
in
year,
two
board
authorized
administration
to
make
budget
transfers
necessary
to
make
the
salary
adjustments
so
that
that
was
for
the
finance
office,
and
so
the
this
satisfied
the
requirements
of
the
50
funding,
the
effective
date
of
january
1
and
the
approval
to
do
our
budget
transfers.
A
I
I
do
believe
that
we
need
to
start
and
that
this
salary
study
is,
is
the
starting
point.
Listening
to
all
my
colleagues
around,
I
think
certainly
there's
more
work
to
be
done,
but
we
have
to
start
somewhere.
N
N
AA
Z
Just
for
clarification
questions,
so
the
mgt
presentation
said
like
4.3
and
we're
asking
for
do
not
exceed
a
five
point,
something
for
clarification
purposes.
Mgt's
recommendation
was
based
on
just
the
salary
adjustments.
The
five
is
for
benefits
got
it.
Thank
you.
Z
Thank
you,
ma'am,
and
the
other
question
was
in
regard
to
the
the
budget
impact.
How
much
did
you
say
that
you
had
banked
or
baked
into
the
current
budget
for
this
2.8
million?
You
had
already
done
that?
Yes,
okay,
I
thought
you
said
six
at
some
point.
R
It
was
a
placeholder,
six
million
was
the
total
cost.
We
were
expecting.
Okay,
I'm
just
based
on
pr
past
experience
years
ago
with
other
classified
salary,
studies
and
administrative
salary
studies,
and
so
that
was
the
estimate
that
we
provide
okay
built
into
the
budget.
Z
And
to
kind
of
follow
up
just
on
frank,
how
you
want
us
to
ask
for
what
we
want.
The
only
thing
that
I
would
ask
in
addition
to
come
forward
is
just
to
see
this
kind
of
in,
as
we
do
in
our
budget
discussions
where
you
at
we
had
when
I
had.
We
had
our
workshops,
you
would
say
this
is
adding
in
this.
This
is
what
the
options
would
be.
Z
I
just
would
like
to
see
that
on
paper
with
the
numbers
and
things
like
that,
I
know
it
was
already
built
into
this
one,
but
for
next
conversation
I
just
expect
to
see
it
in
that
one
I'm
sure
you're
already
on
it
are.
S
Thank
you,
mr
streaminger.
I
appreciate
the
passion
with
which
the
superintendent
felt
he
needed
to
defend
any
work
that
was
done.
I
really
do.
I
hope
that
nobody
interprets
these
questions
of
the
analysis
of
the
report
as
anything
other
than
wanting
more
for
our
employees
and
wanting
it
to
be
targeted
to
those
areas
of
crisis.
There
was
I'll
speak
for
myself
and
I
did
listen,
and
I
appreciate
mr
strippinger's
comments
to
make
sure
that
we
take
time
to
let
those
comments
sink
in.
S
I
think
that
whenever
there's
a
report
presented,
it's
important
to
really
ask
these
questions.
I
don't
think
there's
anybody
on
this
board.
That
was
not
in
support
of
getting
it
done
getting
it
started,
and
although
I
will
not
be
on
the
board
when
the
budget
is
determined
next
year,
I
sincerely
hope
that
this
is
just
a
beginning
and
all
those
questions
that
we
asked
and
all
the
targeted
areas
that
we
were
concerned
about
will
be
analyzed
once
again.
So
thank.
N
N
N
We
don't
need
to
get
hung
up
in
trying
to
change
social
movements
and
stuff,
because
that's
a
waste
of
our
time.
I
think
we've
done
a
good
job.
I'm
very
proud
of
this
board.
N
D
X
Have
a
question
I
would
definitely
like
to
just
piggyback
and-
and
I
just
say
everything
that
misses.
AA
That
was
everything.
X
That
mrs
fisher
said
was
very
accurate
and
also
just
to
answer
his
question.
X
Unemotionally
is
now
that
they
now
that
we
have
they
have
these
questions,
I'm
looking
forward
to
the
superintendent
and
staff
to
bring
back
these
answers
and
hope,
hopefully,
within
the
next
couple
of
months
or
so
or
or
at
a
time
before
we
have
to
discuss
or
discuss
a
budget
while
with
within
within
within
the
a
great
ramification,
I'm
within
a
great
time
to
digest
it
and
understand
it.
X
So
just
to
answer
it
to
answer
his
question
because
he
did
ask
a
question-
and
I
want
to
be-
I
want
to
just
put
on
a
record
for
clear:
is
that
I'm
looking
for
I'm
still
looking
for
these
answers,
and
I
will
support
this
today
because,
as
mr
frederick
says,
I
don't
think
that
none
of
us
didn't
want
to
support
it.
I
know
that
none
of
us
didn't
not
want
to
support
this.
B
I'm
going
to
make
this
brief
and
wrap
it
up,
because
I
know
you
all
are
tired
of
standing
up,
so
I'm
going
to
be,
hopefully
the
last
one
to
speak.
Thank
you
for
your
time.
You
all
did
a
wonderful
job
in
doing
this.
Thank
you
to
my
colleagues,
miss
friedrich
and
miss
bro
wright
who
took
the
time
to
digest
this.
B
Also,
thank
you
to
my
colleagues
who
are
very
passionate
about
taking
care
of
all
of
the
individuals
in
our
district
superintendent
rodriguez.
Your
passion
is
amazing.
Thank
you
so
much
and
I
think
that
we'll
wrap
this
up.
Won't
it.
N
I
can't
imagine
a
more
perfect
wrap
up
than
that.
That's
good!
Okay,
let's
vote
on
this,
you
can
see
the
motion
is
up
on
the
screen.
I'm
not
going
to
read
it
because
it's
so
lengthy.
N
I'm
going
to
mention
something:
I'm
not
sure
if
it's
it's
off
the
agenda
or
not,
but
there
is
a
theme
where
the
board
consistently
requests
a
comprehensive
plan
and
when
things
like
this
come
before
us
to
see
what
part
of
that
comprehensive
plan
we're
looking
at,
instead
of
doing
things
piecemeal,
somehow
we're
going
to
have
to
deal
with
that.
O
N
O
Do
we
hold
it
and
then
bring
it
back
later
at
another
time,
when
we
have
everything
else
or
do
we
get
the
ball
rolling
on
something
we
already
know,
we
have
to
get
the
ball
rolling
right,
so
I
think
that's
part
of
of
that
challenge
piece,
but
I
I
I
hear
the
board
wants
a
comprehensive,
I'm
gonna,
I'm
gonna
call
you
to
get
some
specific,
because
I
wanna
know
specifically
what
it
is
that
you
want.
O
N
Right,
I
hear
you
and
let
me
just
give
you
an
example:
a
teacher
retention
is
a
goal.
I
think
the
board
would
like
to
see.
These
are
all
the
things
we
think
need
to
be
done
for
teacher
retention.
You
know:
do
this
and
salary
do
this,
we
do
this,
we
do
this,
then
we
start
going
through
and
doing
each
one
of
those
things.
N
You
know
we
see
the
financial
impact,
just
one
comprehensive
view,
and
I
do
realize
the
downside
of
that
is.
It's
gonna.
Take
you
time
to
develop
those
plans,
so
you
know
that
pushes
off
things
like
we
did
today,
but
I
I
think,
that's
important.
I
think
the
board
has
been
asking
for
that
directly
and
obliquely
for
for
a
little
while
we
need
a
comprehensive
plan
on
this
is
how
we're
attacking
the
problems-
and
I
know
what
I'm
saying
that
that
you
already
have
that
in
your
head.
N
M
M
M
M
Presenting
will
be
nick
flowers,
elementary
director
of
teaching
and
learning
karen
mckenzie
secondary
director
of
teaching
and
learning
d
appleby
director
of
magnet
schools.
Assistance
program
grant
also
referred
to
as
medtech
7
karen
gilbert
director
of
career
technical
education
mark
shohan,
techno
technology
services
officer.
It's
a
mouthful.
I
do
recognize
you
to
apologize
and
colleen
beckenbarski
our
director
of
education
technology.
M
AB
Starting
in
the
middle
at
the
red
dot,
our
stem
ecosystem,
utilizes,
a
network
of
interconnected
processes
and
systems
to
provide
students
with
a
high
quality
stem
education
that
starts
in
early
childhood
and
continues
through
their
senior
year
of
high
school
moving
out
to
the
blue
rings.
We
build
our
stem
education
on
the
four
core
subjects
of
science,
technology,
engineering
and
mathematics,
as
they
are
the
building
blocks
of
stem.
AB
Next.
We
move
to
the
yellow
ring,
providing
a
stem
education
moves
beyond
content-based
instruction
of
each
of
the
four
areas
that
integrates
the
thinking,
processes
and
approaches
of
those
areas,
starting
with
science,
students
utilize,
the
scientific
method
where
they
make
observations,
pose
questions
and
test
their
questions.
AB
Technology
is
based
on
computational
thinking.
This
has
students
using
thinking
skills
for
applying
fundamental
concepts
and
reasons,
reasoning
based
on
computing
and
computer
science
areas
to
solve
problems
in
all
areas.
They
come
across
problems
and
solutions
move
through
an
approach
that
a
computer
could
also
execute.
AB
AC
Good
morning,
I'm
shorter
than
nick
good
morning,
as
you
can
see,
the
educational
technology
and
technology
services
are
supporting
factors
for
each
of
these
stem
initiatives
and
programs
facilitated
through
isd
edtech
and
it
work
collaboratively
with
isd
to
ensure
the
appropriate
hardware
and
software
is
accessible
and
functioning
to
fulfill
the
overarching
goals.
AC
When
possible,
we
implement
industry
standards
and
develop
real
world
connections
and
prepare
students.
Accordingly,
the
educational
technology
department
ensures
that
students
and
staff
software
is
accessible
through
our
single
sign-on
that
we
work
with
our
outside
vendors
to
ensure
web-based
software
licensing
allocations
are
associating
and
correct
work
with
data
sharing
and
security
purposes
with
those
vendors
and
then,
of
course,
supporting
the
teachers
and
the
students
to
navigate
those
various
technology.
AC
Portions
of
their
programs,
both
the
hardware
and
the
software,
our
edtech
coaches
are
really
the
feet
on
the
ground,
they're
the
ones
that
go
and
see
and
feel
what's
going
on
in
the
classroom
and
bring
that
support
factor.
So
they
can
build
capacity
of
understanding
to
those
technical
aspects
that
they
need
in
order
to
reach
those
goals,
sometimes
that's
through
direct
training
or
co-teaching,
and
sometimes
that's
just
as
a
liaison
back
to
isd
or
I.t
to
ensure
that
everything
is
working
as
needed
in
it.
H
Good
morning,
our
instructional
services
department
is
designing
holistic
approaches
to
integrating
technology
into
the
classroom.
So
what
does
that
mean?
Well,
anybody
can
want
to
go
out
and
get
the
coolest
new
tech
gadget
or
the
new
software
application
that
just
came
out,
but
that
does
not
address
the
needs
of
all
of
our
learn.
The
learning
across
grade
levels
isd
is
aligning
that
tech
with
state
standards
to
create
a
progression
that
adapts
and
grows
with
our
students,
technology
services
and
educational
technology
help
support
all
the
programs
you'll
be
hearing
about.
H
Some
of
those
projects
include
lego
labs
in
our
elementary
schools.
Android
device
coding
in
middle
schools
and
supporting
student
computer
networking
courses
in
high
schools,
we
even
piloted
a
program
in
2019
where
we
were
using
student
techs
from
this
course
at
beaufort
high
school
to
help
out
with
tech
support
for
other
students
before
the
pandemic.
H
The
cyber
patriot
program,
which
is
a
dod
program
for
white
hat
hacking,
uses
scenarios
like
capture
the
flag.
There
are
two
main
forms
of
hacking:
black
hat
and
white
hat
black
hats.
Do
it
for
malicious
purposes
and
white
hats
work
with
industries
to
help
identify
hardware
and
software
flaws.
We
support
this
program
at
well
branch
high
and
starting
this
year
at
hilton
head
high
for
these
programs.
The
tech
department
ensures
a
safe
virtual
environment
for
students
to
work
on
that
is
completely
isolated.
H
H
Another
initiative
we
are
doing
is
the
gaming
club
at
may
river,
high
school
bluffton
middle
school
and
starting
this
year
at
hilton,
head
high
school.
These
are
esport
initiatives
that
allow
students
to
practice
and
compete
in
team-based
gaming
and
intramural
competitions.
The
program
at
may
river,
high
school
has
helped
two
students
so
far
receive
scholarships
to
college.
H
H
The
standard
pay
right
now
for
a
mid
to
high
tier
gaming,
professional
is
50
to
70
thousand
dollars
and
out
of
the
top
one
thousand
highest
earning
gamers
in
the
world,
the
number
one
highest
made:
seven
point:
two
million
dollars
and
the
one
thousand
made
a
hundred
and
forty
three
thousand
dollars.
So
these
are
not
small
salaries
we're
talking
about-
and
this
is
another
area
that,
with
the
high
school
league's
help,
I
hope
we
can
promote
more
growth
in
currently.
H
The
global
esports
market
is
at
1.4
billion
dollars
and
is
expected
to
grow
to
2
billion
by
2026..
AB
AD
Good
morning
board
members
and
thank
you,
dr
wisniewski,
for
allowing
us
to
combine
the
cte
programs
with
the
support
of
our
stem
ecosystem.
As
mr
shohan
mentioned,
we
couldn't
do
our
jobs
in
cte
with
without
the
technology
support.
So,
as
we
move
around
in
the
green
band,
a
huge
major
resource
that
supports
our
stem
ecosystem
is
that
project
lead
the
way
that
mr
flowers
reference
project
lead.
The
way
is
simply
a
curriculum
provider,
but
it's
a
robust
curriculum
provider.
It's
nationwide,
it's
also
approved
by
our
south
carolina
department
of
education
to
meet
our
standards.
AD
It
has
project-based
activities
for
the
teacher
and
the
student
there's
a
digital
access
for
both
teacher
and
student.
It
has
assessments,
it
has
learning
activities
that
are
centered
around
a
problem
that
students
have
to
solve,
and
it's
all
about
that
design
process
and
using
teams
and
critical
thinking.
AD
As
as
mr
flowers
noted,
we've
started
with
the
launch
component,
that's
what
it's
called
for
the
elementary
and
then
for
middle
schools,
we're
proud
to
say.
We
now
have
it
in
all
eight
middle
schools
and
we
actually
increased
our
courses
this
year
to
include
seven
new
gateway
courses
or
new
offerings
of
gateway
courses
such
as
med
detectives,
flight
in
space,
computer
science,
innovators
and
makers
at
hilton,
head
middle
school,
bluffton,
middle
school.
He
mccracken
robert
smalls
and
then
through
the
med
tech.
7
grant
that
you'll
hear
a
little
more
from
mrs
appleby.
AD
As
far
as
the
enrollment
and
student
interest,
I
pulled
enrollment
data
just
a
couple
of
days
ago
and
we
have
over
two
thousand
students
across
all
eight
middle
schools
taking
one
or
more
of
those
gateway
courses
and
an
additional
780
students
taking
a
digital
literacy
or
careers
course
for
the
high
schools,
same
curriculum
same
format,
but
it's
offered
across
all
six
high
schools
over
three
strands.
It
can
be
pre-engineering,
it
can
be
computer
science
and
it
can
be
biomedical
sciences,
so
they're
offered
in
varied
formats
across
our
six
high
schools.
AD
Out
of
our
8
800
students
enrolled
in
some
type
of
cte
course,
this
year,
10
of
our
students
take
advantage
of
a
project
lead
the
way
high
school
course.
We
continue
to
add
layers,
for
example,
hilton,
head
island
high
school.
We
started
off
with
computer
science
essentials,
then
we
added
principles
and
then,
as
mr
shawn
mentioned
this
year,
we're
excited
to
add
the
cyber
security
course
that
whale
branch
is
being
successful
with
it's
impo.
It's
important
to
note.
AD
Are
we
getting
a
return
on
investment
on
this
particular
major
stem
resource,
and
I
believe
that
we
are
because
each
high
school
project
lead.
The
way
course
requires
an
end,
of
course,
post
assessment
so
last
year,
and
it
starts
from
novice
all
the
way
to
distinguished
so
for
2122.
AD
AE
AE
AE
AF
Good
morning,
following
up
on
what
mark
was
saying
about
the
cyber
security
we
applied
for
a
gen
cyber
grant
last
year,
and
in
may
of
may
14th
of
2022,
we
received
150
000
from
the
national
securities
agency.
AF
This
is
a
pro.
The
primary
goal
of
this
grant
is
to
provide
an
opportunity
in
professional
development
for
30,
middle
and
high
school
teachers
within
beaufort
county
in
the
area
of
cyber
security
fundamentals,
the
technologies
used
within
cyber
security
and
the
career
choices
in
cyber
security.
There
are
two
tracks
that
you
can
apply
for
in
the
gen.
AF
They
will
also
teach
the
learned
concepts
of
the
cyber
security
law
and
ethics,
computer
systems
and
cryptography
and
third
teachers
will
motivate,
will
be
motivate.
The
underrepresented
diversity
group
of
students
to
enter
cyber
security
programs,
increasing
their
understanding
of
cyber
security
career
opportunities,
as
well
as
the
roles
of
these
careers
at
addressing
national
security
requirements.
AF
The
program
will
be
conducted
over
a
10-day
period
four
hours
per
day
and
include
a
pre-program
and
post-program
outreach.
Development
of
instructional
assignments
content
application
discussions
and
they
will
all
experience
the
sharing
that
they've
learned
over
through
the
through
the
10
day
period.
AF
The
grant
is
absolutely
no
cost
to
the
participants
and
university
of
south
carolina
beaufort
and
the
technical
college
of
the
low
country
will
be
providing
instructors
to
assist
with
the
instruction,
as
well
as
helping
us
develop
curriculum
for
the
classroom.
So
any
30
teachers
can
can
take
this
course.
They'll
apply
for
it
and
then
we'll
focus
on
who
we
think
will
from
middle
and
high
school
will
be
able
to
participate.
AF
Medtech
7
is
my
big
project
and
that's
the
12.8
million
dollar
grant
that
everybody's
aware
of
this
offers
a
learning
opportunity
in
medical
and
technology
fields
for
students
in
from
kindergarten
to
grade
12.,
you've
heard
the
others
talk
about
the
project
launch,
that's
part
of
the
medtech,
as
well
as
the
visual
bodies.
That's
part
of
the
med
tech
as
well
as
we
have
something
called
z
space,
which
is
our
augmented
reality
with
several
different
programs
on
it.
AF
Students
enrolled
in
the
medical
magnet
program
will
gain
knowledge
and
understanding
of
medical
requirements
needed
and
will
have
hands-on
real
world
opportunities
to
explore
and
prepare
for
their
careers.
We're
partnering
with
buford
memorial
hospital
having
students
go
in
there
and
and
also
some
of
their
trainers
coming
to
the
schools
and
work
with
the
students.
AB
And
I
just
wanted
to
touch
on
as
a
reminder
that
we
still
had
the
dodea
grant.
That's
focused
on
increasing
mathematics
student
achievement
by
leveraging
computer
science
thinking
with
the
start
of
this
school
year.
We
have
moved
into
our
first
year
implementation
at
six
elementary
schools
and
two
middle
schools
for
this
grant.
So
we're
excited
to
get
us
started
and
to
see
the
results.
AE
AE
AE
As
ms
appleby
just
stated,
our
msap
schools
have
a
rich
stem
focus,
but
those
schools
also
have
a
focus
in
arts,
world
languages
and
technology.
An
example
of
that
partnership
is
accelerator
program.
This
is
a
research-based
digital
arts
program
that
was
initially
started
through
msat,
but
we've
carried
that
over
to
our
other
schools.
Currently,
10
schools
have
access
to
accelerator
and
we
are
currently
training
all
teachers.
We
are
at
82.9
as
of
yesterday
and
having
our
teachers
trained
in
that
online
program.
AE
We've
also
been
able
to
extend
the
state
program.
Quaver
quaver
is
provided
by
the
state
for
students
in
k
through
5..
We
provide
that
pre-k
through
5.
studies
have
indicated
that
appropriate
use
of
technology
can
enhance
that
cognitive
and
social
learning
in
our
youngest
children
and
quaver
helps
do
that
through
a
play-based
model.
AF
Start
square
dancing
shortly
the
stem
accreditation
that
the
beaufort
county
holds.
So,
let
me
say
something
about
stem
first
stem-based
education
teaches
students
more
than
science
and
math
concepts.
The
focus
is
on
hands-on
learning
with
real-world
applications
and
helps
students
develop
a
variety
of
skill
sets,
including
creativity
and
problem.
Solving
students
benefit
from
stem
education
and
the
knowledge
that
they
develop
and
the
unique
learning
experiences
they
have
with
their
teachers,
and
this
is
part
of
the
stem
programs.
AF
Now
beaufort
county
has
committed
to
getting
every
school
within
our
district
stem
certified
to
date.
Beaufort
county
school
district
is
the
first
district
in
the
state
to
pursue,
pursue
this
initiative
through
cognitive
stem
accreditation
and
is
number
one
in
our
state
for
having
the
most
stem
certified
schools.
AD
And
just
to
wrap
everything
up
before
we
turn
it
back
over
to
dr
stratus
in
that
bottom
quadrant
in
orange.
As
you
can
see,
this
has
been
actually
a
great
exercise
because
we
all
work
together
collaboratively
in
our
areas
overlap,
but
we're
hoping
we're
moving
to
one
voice,
one
vision
so
in
the
career
in
tech,
ed
as
far
as
stem,
and
then
the
pathways
we're
still
a
very
viable
option.
AD
It's
it
can
be
for
all
students
from
special
needs
to
that
college,
bound
military
bound
to
your
good
average
kid
who
wants
to
find
a
career
niche.
As
I
said,
we're
right
at
as
a
couple
days
ago
at
11,
700,
enrollment
strong.
We
have
96
teachers
this
year
that
across
our
middle
and
high
schools
instructing
cte
courses,
we
did
not
add
any
new
cte
pathways
this
year,
we're
still
at
31.
AD
We
can
completed
this
last
school
year
and
it's
just
saying
what
are
we
offering
career
and
tech
ed
wise
and
is
it
aligned
to
our
region
for
labor
market
needs
and
economic
development
and
then,
as
we
bring
this
in
for
community
and
parent
outreach?
What
what
are
we
doing
it?
AD
We
need
that
buy-in
from
our
parents
and
community
if
we
are
going
to
carry
forth
not
only
queer
and
tech
ed,
but
but
these
stem
initiatives
we
need
our
parents
to
say,
hey,
try
some
of
these
activities
that
are
stem
related,
such
as
a
after-school
vex,
robotics
club
or
the
cyber
patriot
competitions
that
mr
shohan
you
mentioned
for
hilton,
head
and
well
branch.
We
we
all
wanted
to
expand
it
to
a
few
more
schools,
but
he
has
a
great
team
that
will
help
us
to
do
that.
AD
One
of
the
ways
that
we're
trying
to
get
the
word
out
is
through
virtual
panels.
So
last
year
we
held
our
first
virtual
careers
panel,
where
we
highlighted
all
of
the
I
t
areas
and
employers.
So
we
have
boeing,
bmw,
beaufort,
jasper,
water,
because
there's
a
lot
that
goes
into
securing
our
water
infrastructure,
a
gaming
company,
as
mr
shohan
mentioned,
called
mainstage.
They
have
a
huge
focus
in
hilton
head
as
well
as
navy
cyber.
That
was
a
great
way.
AD
We
invited
teachers,
counselors
students
we'll
do
it
again
this
year
and
we'll
continue
to
target
different
job
sectors.
So
that's
another
great
way
for
community
outreach,
we've
also
in
career
and
tech.
Ed
we've
developed
some
solid
working
relationships
for
myself
and
mr
la
ty.
Our
advisories
are
critical
for
us.
We
have
folks
in
the
community
representative
of
all
of
our
different
cluster
areas,
and
we
also
have
them
to
offer
up
their
sites
for
internships
for
speakers
in
the
classroom.
AD
Obviously,
for
our
school
career
awareness
events
and
then
we
also
work
with
our
community
organizations
for
transitional
services.
Sc
works
is
a
huge
organization.
They'll
come
in
with
our
cte
classes
to
say,
hey
you're,
about
to
graduate
here's,
how
you
go
online
if
you
want
to
work
part-time
as
you're
moving
on,
and
then
I
just
wanted
to
in
wrapping
up
about
maintaining
of
outreach,
just
want
to
thank
the
board
for
the
and
miss
cosby
for
the
increased
number
of
career
development
facilitators.
AD
Mrs
milton
and
I
work
in
collaboration,
we
met
with
them
just
a
couple
weeks
ago
and
you're
going
to
be
blown
away.
When
you
see
the
with
the
additional
manpower,
what
they're
doing
examples
will
be
some
additional
reality
days,
power
hour,
a
town
hall
style
lunch
and
learn
where
professionals
from
the
community
will
be
coming
in.
AD
We
have
our
first
career
cafes
at
ladies
island
middle
and
he
mccracken
and
hilton
head
middle
one
gentleman
at
h,
mccracken
his
name
is
bear,
and
so
he
has
already
planned
out
each
month
for
speakers
that
will
be
coming
in,
for
that
college.
Tours
have
already
been
planned
field
trips.
AD
So
again
I
just
as
as
we
continue
to
get
the
word
out
about
stem
opportunities.
What
we're
doing
here
in
the
district
having
that
extra
manpower
for
cdfs
is
so
helpful.
So
again,
thank
you
so
much
for
that,
and
thank
you
for
allowing
us
to
see
how
all
this
is
interconnected.
Dr
stratus.
M
So
board
members,
as
you
can
see,
from
the
representation
on
the
screen,
we
work
to
integrate
a
lot
of
our
efforts,
we're
not
in
isolation.
Our
work
efforts
are
a
collaboration
of
not
only
my
division,
but
that
of
technology
and
obviously
at
human
resources
and
finance.
So
at
this
time
I'll
turn
the
microphone
over
to
questions
that
you
may
have
of
the
team.
M
N
U
V
Wow,
I
I
never
cease
to
be
amazed
at
isd
and
you've
done
it
again.
That
is
a
wonderful
depiction.
It
makes
sense
and
what
I'm
really
excited
about
is
there's
no
silos
here.
When
I
look
at
this,
I
see
everybody
integrated,
and
the
only
caution
I
have
is,
I
hope,
when
I
go
down
to
the
schools,
I
see
those
silos
taken
out,
because
what
you've
done
here
is
you've
encapsulated
everybody's
interests
that
that
that
that
shows
me
how
I
can
I
can
get
all
kids
involved
and
we've
always
been.
V
A
Well,
I
was
just
gonna
say
the
same
thing:
what
a
great
example
of
collaboration
and
working
together
to
offer
the
best.
I
do
have
one
question:
what
are
the
requirements
for
a
school
to
be
stem
certified.
AF
Sorry
didn't
know
if
karen
wanted
to
talk
for
me:
tonya
comes
down
it's
a
time
period,
there's
no.
They
can
take
one
year
to
five
years
to
get
stem
certified.
Now
it's
about
the
terminologies
that
are
used
in
the
classroom.
It's
about
problem,
solving
techniques
or
engineering
techniques
that
are
on
the
on
the
walls
that
students
see
every
day
it's
in
each
lesson,
how
they
problem
solve
without
giving
the
answer
away.
AF
We
also
work
with
the
stem2
center
in
columbia
and
they
come
down
and
do
training
for
all
the
teachers
and
for
the
administration
to
understand
what
stem
really
is
and
what
should
be
in
each
of
the
classrooms
they
a
lot
of
them
are
already
doing
it.
They
just
don't
realize
how
well
they're
doing
it
already
and
what
needs
to
happen
is
just
to
bring
it
all
together.
So
it's
about
taking
pictures
of
the
garden
outside
that
the
students
are
working
at
that
shows
different
types
of
science
and
technology
being
used.
A
W
W
M
I'm
glad
it
was
thought
provoking
and
I'll
ask
mr
flowers
to
come
down,
but
prior
to
that,
I
something
I've
always
wanted
to
share
with
each
of
you
and
the
board.
When
we
speak
about
scientific
method,
I
want
us
to
recognize.
That's
also
the
essence
of
a
good
essay,
the
thesis,
the
procedural
or
your
hypothesis
is
your
thesis.
The
procedural
practice
is
the
meat
of
the
essay.
M
AB
If
I
understand
it
correctly,
basically
the
graphic
you
would
not
correlate
the
science
aspect
to
early
childhood.
Specifically,
you
would
have
all
four
components
happening
within
early
childhood.
All
four
happening
within
elementary
so
to
it
would
just
really
shift
the
graphics
slightly
to
show
it
more
of
that
blended
approach,
but
it
wouldn't
be
a
complete
vertical
alignment
of
the
four
areas
into
the
great
bands.
T
C
T
Okay,
there
went
away.
Thank
you
so
much.
This
is
the
technology
piece
is
probably
the
biggest
interest
I
have
on.
This
board
is
trying
to
increase
the
adoption
adoption
of
technology
skills
in
the
learning
environment.
I,
in
a
very
philosophical
sense.
I
think
that
a
lot
of
people
that
a
lot
of
districts
are
going
to
undergo
fundamental
change.
T
I
think
society
is
undergoing
fundamental
change
in
terms
of
how
we
prepare
kids
for
the
future
of
work,
and
I
just
wanted
to
share
as
someone
who's
kind
of
in
this
field
in
a
roundabout
way.
Some
of
the
statistics
that
mr
shohan
shared,
which
is
approximately
in
2022
50
of
current
job
openings,
requires
a
fairly
significant
level
of
computational
skills
like
cyber
security,
some
at
least
minimal
coding,
app
development,
in
addition
to
which
he
mentioned
video
gamers.
T
We
had
this
conversation
in
technology
committee,
because
I've
been
pushing
for
esports
and
one
of
the
things
is
not
only
the
gamers
themselves
are
making
tremendous
money
and
and
are
rising
to
the
level
of
professional
athletes.
The
people
riding
these
games.
I
have
a
family
member
who's,
the
ceo
of
a
fairly
large
video
game
company,
and
they
start
video
game
developers
that
can
code
will
start
at
around
200
000
and
you
don't
need
a
college
degree.
It's
just
whether
or
not
you
can
do
the
coding.
T
So
I
think
my
job
on
the
board
for
some
of
this
stuff
is
to
try
and
keep
pressure
on
the
district,
not
because
the
district
isn't
doing
this,
but
because
I
think
it's
very
important
that
we
continue
to
infiltrate
the
school
district
with
a
technology
forward
approach
to
education.
T
So
with
that
being
said,
my
questions,
which
I
hope
the
board
will
find
to
be
good
questions
regarding
technology
and
partnerships,
is
what
kind
of
partnerships
in
the
technology
space.
How
are
we
pursuing
and
I'll
give
you
examples
of
what
I'm
talking
about?
There
is
aitkin
county
school
district.
Has
a
partnership
with
dell
I
sent
this
to
mr
shohan
is
something
I
think
we
should
look
into
where
they
have
the
tech
crew,
which
basically
has
students,
doing
tech
support
and
actually
like
repairing
computers
that
are
brought
in.
T
Cisco
is
building
computer
labs
in
school
districts
and
they're,
reaching
out
to
school
districts
in
south
carolina
and
looking
to
add
that
functionality
there
are
cyber
security
academies
that
are
offering
curriculum
and
programming
that
are
coming
out,
that
we
can
get
basically
for
free
and
when
you
mention
computational
thinking
it
brought
to
mind
that
google
actually
has
for
75
dollars
a
ple
course
that
any
educator
can
take
on
introducing
computational
thinking
into
the
classroom.
So
these
are
the
kind
of
partnerships
that
exist
now
in
the
technology
space.
There's
a
ton
of
money.
T
There
there's
a
ton
of
interest
in
pushing
these
in
into
the
schools,
and
I
will
say
it's
my
own
personal
passion,
but
it's
also
what
I
hear
from
constituents
is:
what
are
we
doing
to
prepare
these
kids
for
the
next
set
of
for
the
jobs
of
the
future?
And
so
I
just
want
to
know
you
know:
do
we
have
initiatives?
How
regularly
can
we
bring
initiatives
to
the
board
that
partner
with
that?
Thank
you.
M
So
we've
started
we're
integrating
we're
growing.
I
can
speak
specifically
on
the
instructional
component
and
how
we
are
working
through
partnering,
with
the
cyber
corridor
building
capacity
of
our
educators,
having
our
educators
being
able
to
do
the
application
of
technological
practice,
computational
science
components
into
their
everyday
instruction
in
order
to
build
and
extend
opportunities
for
all
our
students.
M
M
We
want
a
workforce
developing
competitive.
We
want
companies
an
economy
coming
here
to
beaufort
county.
Hence
that's
why
we're
doing
these
efforts
so
we're
very
much
in
sync:
we're
working
hard
at
getting
that
and
making
this
an
attractive
environment
by
which
to
have
tech.
Companies
come
to
beaufort
county
south
carolina.
So
I
I
appreciate
the
push,
because
it's
very
much
aligned,
as
you
can
see,
with
the
initiatives
that
we're
working
at.
Z
Thank
you,
mr
chair,
and
thank
you
all
for
the
presentation.
It
was
very
comprehensive
and
I
appreciate
I
got
two
pages
of
notes
here,
so
I
really
appreciate
it.
I'm
just
gonna
a
couple
different
things:
the
visible
body
program
that
excites
me
so
much
because
that's
hands-on
learning
and
even
though
there's
a
virtual
component,
I
think
that's
going
to
be
a
game
changer
for
a
lot
of
our
students.
Z
So
thank
you
for
touching
on
that
in
regard
to
the
the
grants
and
the
different
cte
pathways
and
things
that
we
have
and
the
comments
that
we
would
like
our
parents
and
the
community
partners
to
be
more
engaged
and
to
know
about
it
and
to
get
the
information
out
there.
This
could
just
be
a
current
right
now
issue.
I
went
to
our
website
and
the
ct
pathways
information
is
not
there,
but
it
does
have
a
really
good
video
on
there.
Z
It
has
a
youtube
video
which
I
think
is
a
lot
of
people,
they'll
click,
the
video
watch
that
and
not
even
care
about
what
the
different
pathways
are,
but
for
our
parents
the
course
catalog
link
is
also
giving
me
a
404.
Z
So
we
need
to
get
that
fixed
so
that
parents
do
know
what
the
options
are
for
their
students
and
we
can
get
the
engagement
early
on
and
ramped
up.
One
of
the
things
that
I
think
would
be
helpful
too,
and
I
know
you
guys
are
just
now
getting
your
feet
and
running
would
be
a
one-pager
basically
for
our
different
grant
programs
and
for
our
cte
pathways.
Z
Z
How
many
students
are,
because
you
were
giving
all
that
information
during
this
presentation,
and
I
was
trying
to
write
it
down,
but
it
would
be
great
if
we
had
just
a
one
pager
and
even
more
of
those
videos
too
similar
to
the
cte
one
to
just
push
that
out
there
marketing
marketing
marketing
marketing.
We
have
a
great
communications
department,
I'm
sure
that
they're
up
for
that.
So
those
are
my
my
only
comments
and
suggestions,
but
thank
you
very
much.
Z
X
I
was
gonna
definitely
said
it
that
this
is
a
great
presentation
as
well
just
to
go
back
on
to
this
is
what
dr
vanessa
I
was
going
to
say,
especially
about
up
here
up
here.
I
learned
that
there
was
a
lot
of
grants
that
we
have.
X
I
want
to
know
where,
where
could
we
go
at
and
find
out
what
our
grants?
The
district
have.
M
If
you
look
at
the
image,
if
you
look
at
the
very
outer
ring,
the
bottom
left
quadrant
in
orange
basically
gives
you
a
quick
idea
of
the
grants
that
we're
managing
through
the
instructional
division.
So
we
have
the
msap
grant
known
as
medtech
dodea,
which
is
the
science
computational
and
the
third
one
is
the
gen
cyber,
which
is
the
camp
that
miss
appleby
brought
forward
for
discussion.
So
those
are
the
three
large
ones
that
we
have.
I
try
to
regulate
how
much
we
do
because
everything
I
do,
impacts
other
divisions
significantly
so,
and
schools.
M
So
right
now
we're
at
a
point
that
there's
only
so
much
saturation
that
we
do
with
initiatives.
I'm
looking
and
been
watching
very
closely
for
two
additional
grants.
One
would
be
for
extended
learning
and
that
is
gear
up,
I'm
hoping
for
that
rfp
to
come
out
keeping
a
close
line.
That's
a
state
grant
and
then
trying
to
look
for,
and
I
keep
watching
the
release
from
the
federal
government
on
an
arts
integrated
grant
for
other
schools
here
in
the
county.
X
X
So
we
so
we
can
be
able
to
just
educate
the
the
the
the
the
community
as
well
and
also
I'm
I'm
I'm
very
excited
about
this.
I
I've
in
fact
I've
attended
a
conference
I
believe
with
mr
shoeham
and
his
his
some
of
his
staff.
I
know
they
work
hard.
I
see
it,
they
were
very
engaged
and
in
fact
I
remember
a
while
back.
X
I
believe
mr
campbell
started
this
conversation
in
terms
and
this
going
to
that
conference
and
really
seeing
things
that
wasn't
really
a
serious
eye
opening
and
I'm
excited
enough
to
say
I'm
looking
forward
in
the
near
future
for
us
to
have
a
someplace
in
the
middle
of
this
district,
a
actually
a
technology
school,
because
I
think
that
it
is
needed
within
the
growth
and
the
development
of
everything
that
that
what
we
have
going
on
in
in
this
community
and
in
this
in
this
town.
X
So
I
too
am
looking
forward
to
even
hearing
more
about
that,
and
possibly
us
as
we
talk
about
different
things
in
in
involving
things
and
bringing
up
bringing
up
things,
I'm
looking
for
us
to
have
that
conversation
about
actually
bringing
up
a
technology
school,
so
mr
shohan
office
can
be
possibly
he
can
have
a
office
at
that
school
one
day
too,
and
we
and
we
talk
about,
and
if
we
do
it,
the
right
way,
it
will
fund
itself.
X
If
we,
if
we
do
it
right,
we're
talking
about
looking
for
money
now
for
these
other
employees.
How
do
we
know
that
that
tech
that
we're
talking
about
professional
football
players
come
back
and
they
donate
money
to
districts?
How
do
we
know
when
these
gamers
won't
come
back
and
donate
money
to
this
district
that
that
that
we
can
just
pay
employees
one
day,
so
we
have
to
invest
and
then
in
investing,
it
probably
will
take
a
technology
school
and
I'm
willing
to
put
that
conversation
on
the
table.
I'm
looking
forward
to
that.
N
M
E
AA
AA
C
M
Yes,
sir,
so
I
want
to
bring
forward
that
we
need
to
acknowledge
that
when
we
use
the
language
of
closing
the
achievement
gap,
it
lends
the
listener
to
envision
the
stagnant
growth
of
one
level
in
order
for
another
level
to
rise.
It's
a
matter
of
language
usage
and
interpretation
versus
the
language
being
focused
at
seeking
academic
achievement
and
knowledge
for
all
students
and
opportunities
for
acceleration
and
performance
beyond
that
of
the
norm
or
the
50th
percentile.
M
I
ready
and
ready
math
are
two
instructional
softwares
that
are
used
within
our
elementary
schools,
and
some
of
you
are
familiar
that
they
are
utilized
for
middle
school
for
intervention
purposes
in
our
students
with
disabilities
and
no
red
ink
is
a
secondary
writing
and
grammar
resource
here
to
present
are
rachel
chillers
senior.
I
ready
ready,
math
pd,
specialist
shane,
doots
ireti,
ready,
math
educational
sales,
consul
consultant
adrian
sutton,
some
of
you
who
know
our
former
principal
at
m.c
riley.
M
M
This
project
will
be
spearheaded
in
collaboration
with
our
secondary
director,
karen
mckenzie,
integrating
of
our
school
counselors
for
logging
of
the
hours
and
support
from
our
executive
director,
dr
chad
cox.
We
are.
We
are
also
incorporating
high
impact
tutoring
to
provide
substantial
learning
gains
for
students
by
supplementing
student
classroom
experiences.
M
The
goal
of
high
impact
tutoring,
which
will
be
integrated
to
our
extended
learning
programs,
is
to
accelerate
student
learning.
The
characteristics
of
high
impact
tutoring
programs
currently
include
substantial
time
each
week
on
required,
tutoring,
sustained
and
strong
relationships
between
students
and
their
tutors,
close
monitoring
of
student
knowledge
and
skills
alignment
with
school
curriculum
and
oversight
of
tutors
to
assure
quality
interactions.
M
Many
of
these
cut,
as
I
shared
with
your
characteristics,
already
existed
within
our
extended
learning
sites
and
the
adage
of
instructional
of
the
instructional
software
compass
learning
will
provide
additional
support
for
the
accelerated
learning
model.
With
that
I'd
like
to
bring
forward
the
team
and
mrs
sutton
to
do
complete
with
the
introductions.
AG
I'd
like
to
say
that
I've
had
the
opportunity
to
work
with
rachel
childress
as
she's
done,
individual
performance
development
with
our
teachers
and
students,
and
she
is
phenomenal.
She
knows
how
teachers
think
she
knows
how
to
motivate
students
and
the
teachers
are
responding
with
their
questions
and
concerns.
AH
Good
morning,
mr
chairman
and
the
board,
thank
you
for
having
us
today,
starting
I
apologize.
My
name
is
rachel
childers,
as
adrienne
said,
and
this
is
shane
dukes
good
morning,
yes,
and
so
starting
on
slide
three
for
you
today,
just
going
ahead
and
giving
you
that
update,
how
does
the
iready
adaptive
diagnostic
work?
So,
when
students
take
the
adaptive
diagnostic,
it
is
providing
a
comprehensive
insight
for
teachers
to
see
the
skills
across
a
k-12
learning
continuum.
AH
It
helps
them
to
understand
where
the
students
are,
and
also
how
they're
growing
throughout
the
year.
So
it
is
adaptive.
So,
therefore,
as
they
answer,
questions
correct,
it
will
increase
in
rigor
and,
as
they
answer,
questions
incorrect,
it
will
get
easier
until
we
determine
that
precise
ability
of
where
they
are.
AH
Thank
you,
a
summary
of
your
program
components
so
outlined
with
the
check
marks,
are
programs
that
are
being
used
within
beaufort
county
from
curriculum
associates.
They
are
being
utilized
in
both
reading
and
math,
as
well
as
special
education
too.
So
in
both
subject
areas
and
in
multiple
departments.
AH
Just
this
week
I
actually
had
the
opportunity
to
work
one-on-one
with
an
educator
who
was
a
bit
frustrated
and
she
then
emailed
me
after
and
she
said,
I'm
so
excited
to
start.
My
small
group
instruction.
I
cannot
wait
to
email
you
back
with
the
successes.
So
great
things
are
happening.
We're
very
excited.
AH
AH
AH
AH
As
we
begin
to
look
at
the
data
in
an
even
more
deeper
dive,
as
we
sometimes
call
it,
you'll
notice
five
colors
or
different
shades
in
the
data
that
we're
going
to
be
looking
at.
So
just
keeping
in
mind
that
those
are
how
we
identify
our
relative
placement
levels
based
on
criterion
reference
norms
and
so
green
and
above
is
representing
on
grade
level.
And
then
we
have
yellow,
and
we
also
have
red
and
darker
red
too.
AH
Going
into
how
they're
performing
from
fall
to
spring
recognizing
that
this
8189
is
a
different
number
than
we
sorry,
I'm
trying
to
read
the
text
from
away
89.
I
was
correct.
AH
Thank
you
so
much
for
zooming
in
I
appreciate
you,
so
we
do
have
a
difference
in
that
number
based
on
what
we
previously
saw
and
how
many
students
assessed
in
this
fall
in
the
spring,
and
that's
because,
in
order
for
us
to
do
a
fair
comparison,
this
is
a
longitudinal
analysis
of
the
same
students
and
there's
a
few
criterions
that
we
want
to
make
sure
we
meet
so
the
first
being
that
they
did
take
the
first
diagnostic
within
that
testing
window.
AH
Because
that's
when
we
pull
our
report
that
they
had
12
weeks
of
instruction
between
each
diagnostic
keeping
in
mind,
we
may
have
a
student
join
us
in
november.
We
wanted
them
to
take
the
diagnostics,
so
they
could
start
their
pathway,
but
then
our
next
diagnostic
assessment
was
in
january.
So
that
is
not
allowing
that
12
weeks.
So
that
accounts
for
this
data
too,
and
then
also
keeping
in
mind
that
this
is
comparing
our
students
that
were
here
from
the
fall
to
the
spring
and
taking
both
assessments.
AH
AH
Taking
a
deeper
dive
here
so
that
way
you
can
see
the
grade
level
breakdown
as
well,
keeping
in
mind
that
those
same
precautions
come
into
play
that
we
mentioned
above
the
three
criterion
for
them
to
be
included.
Comparing
fall
to
spring
here
are
our
numbers
for
kindergarten
through
fifth
grade
for
reading.
AH
And
then
for
our
different
student
groups,
so
I
do
want
to
apologize
on
this
slide.
There
was
a
typo
so
on
the
far
left,
those
first
two
comparisons
fall
to
spring,
where
it
says
these
are
students
who
do
not
identify
as
hispanic
or
latino
that
instead
should
be
representing
all
students.
So
my
apologies
for
that,
but
that
is
representing
our
entire
population
and
then
the
middle
two
columns
are
representing
our
students
identifying
as
hispanic
or
latino,
and
then
our
final
two
columns
are
identifying
students
that
identify
as
black
or
african
american.
AH
The
district-wide
incentive
opportunity,
if
you
have
seen
these
banners
in
the
school,
please
know
they
are
highly
coveted
and
when
I
go
to
take
one
from
a
school
and
send
it
to
someone
else,
they
don't
like
that.
So
we've
had
the
privilege
we
implemented
this
in
january
and
so
each
month
there's
a
different
criteria
just
to
support
the
incentive
of
using
iready
and
building
our
learners,
and
so
each
month
the
banner
makes
its
way
around.
There
is
one
for
both
reading
and
math
and
it
is
traveling
all
over
the
district.
AH
AH
Thank
you
all
right,
and
then
how
are
we
doing
for
fall
to
spring?
So
again,
just
a
reminder:
we
needed
those
12
weeks
of
instruction
in
between
they
need
to
have
tested
within
the
testing
window
and
they
need
to
have
completed
instruction
in
between,
as
well
as
well
as
finishing
a
fall
and
spring
diagnostic.
AH
And
my
sincerest
apologies
again
when
we
go
to
look
at
different
student
groups.
Please
note
those
first
two
are
showing
the
entire
population
that
was
included
and
then
the
middle
is
still
for
students
identifying
as
hispanic
or
latino
and
the
last
two
for
students
identifying
as
black
or
african
american.
So
my
apologies
for
that
typo
at
the
bottom
of
the
first.
AH
And
again,
it
is
our
continued
effort,
so
we're
building
the
fidelity
of
practice,
ensuring
that
30
to
45
minutes
are
being
utilized
for
students
to
help
them
on
their
individualized
pathway,
and
that
is
part
of
the
work
that
I'm
doing,
while
I'm
in
the
schools
helping
to
strategize
how
this
can
be
leveraged
in
centers
and
small
group
rotations
in
various
ways.
So
that
way,
teachers
feel
supported
and
students
are
also
having
access
to
the
program.
AH
M
Z
Okay,
kathy
might
have
more
pointed
questions,
but
I
think
we're
along
the
same
same
lines.
We're
looking
at,
I
think,
slide
11
and
that's
in
regards
to
the
reading
or
literacy.
And
what
I'm
noting
on
on
the
graphs
is
that
we
start
off
more
relatively
strong,
but
it
seems
like
we're
not
able
to
make
up
or
recover.
I
think
that
learning
loss
during
the
summer
period
between
grades,
three
four
three
and
four
and
four
and
five
it
looks
like
it-
continues
to
deepen
and
we're
not
able
to
make
that
up.
Z
So
I'm
just
wondering
is
there
going
to
be
any
changes
or
program
changes
to
the
summer
programs
for
reading
for
literacy.
M
M
So
our
extended
learning
programs,
there
were
a
few
who
continued
through
the
summer
that
same
initiative
would
happen
as
we
brought
in
to
be
located
at
additional
sites.
Our
funding
I've
completed
the
budget,
so
I'm
able
to
implement
in
a
very
similar
model,
as
we
had
done
last
year
and
add
two
additional
summer
sites
this
coming
year
to
go
through
the
month
of
july.
So
I
cannot
say
that
I
will
extend
summer
school.
Oh,
I
will
not
have
all
right,
but
so
so
I
may.
Z
About
the
it
wasn't
necessarily
about
extending
the
time
or
the
length
of
summer
school
but
more
about
capturing
more
students,
because
you
might
have
some
that
are
on
the
cusp.
I
know
we
identify
them
typically
based
on
some
of
these
markers,
so.
M
We
do
well
for
third
grade.
This
is
utilized
as
identifier,
but
we
had
opened
a
door
for
almost
as
many
students
as
parents
want
to
come
in.
The
schools
had
conducted
the
invitation
that
is
based
on
a
ratio
of
15
to
one.
So
once
I,
if
I
don't
have
as
many
educators,
I'm
limited
to
the
amount
of
invitations,
so
I'm
kind
of
I'm
going
to
catch
22.
S
I
really
don't
have
a
question
as
much
as
a
comment
I
used
I
already
when
I
was
teaching
it
in
beaufort,
county
school,
district
and
rachel.
I
can
see
where
you
make
all
the
difference
in
the
world
because
we
didn't
have
that
support.
Then
we
didn't
have
someone
that
we
could
say.
Okay,
I
see
the
value
in
this,
but
I
can't
incorporate
it.
I
don't
have
you
know
the
skills
to
do
it
and
I
don't
have
time
to
learn
those
skills
right
now,
because
I'm
busy,
you
know
other
things.
M
May
I
just
add
to
them
mrs
friedrich,
I
have
worked
to
keep
this
as
a
funded
item
for
at
least
for
the
next,
because
it
is
and
this
year
a
heavy
amount
of
work
is
being
placed
for
students
with
disabilities,
as
well
as
supporting
our
elementary
teachers
in
the
area
of
math.
So
a
predominant
amount
of
rachael's
work
is
landing
in
that
and,
of
course,
building
the
capacity
of
onboarding
of
new
educators.
V
Thank
you,
mr
chairman.
I
was
struck
by
the
professional
development
support
and-
and
I
think
that's
going
to
be
a
real
key,
because
obviously
the
results
are
impressive,
but
I
think
the
professional
development
not
only
is
for
the
teacher
to
be
able
to
use
the
tools
and
use
and
to
use
that
assessment
not
only
helps
the
result.
Student
result,
but
also
this
is
the
kind
of
thing
that
keeps
teachers
in
the
profession
when
they
have
tools
like
this,
that
they
learn
to
use
and
see
results.
V
We
went
through
the
budget
line
by
line
the
other
day
and
and
we
were
looking
at
all
the
all
the
money-
we're
spending
on
professional
development,
and
this
is
a
big
payoff
and
we
lost
a
lot
of
that
during
covet,
because
we
didn't
do
that
and
now
I
can
see
we're
spending
the
money
so
we're
sending
people
out
to
get
that
kind
of
professional
development
now
and
for
our
teachers
and
leader
and
me
does
this
some
of
the
other
programs
that
we
have.
M
Mr
driver,
if
I
could
just
build,
I
have
to
give
kudos
to
the
vendor,
because
although
we
provide
payment
for
one
pd
specialist,
they
are
providing
us
supportive
too,
and
I
am
not
the
easiest
person
to
deal
with
when
negotiating
and
I'll
be
very
upfront.
I'm
not
even
going
to
look
at
I'm,
not
I'm
not
right.
I
I
am.
I
I'm
not,
and
I
admit
that
they
have
gone
way
and
beyond.
M
A
AA
A
Well,
as
many
as
we
need
to
the
deserving
schools,
I
don't
think
that
school
a
should
lose
theirs
if
they're
still
at
that
same
level
or
exceeding
their
growth
level
or
whatever.
I
think
that
that's
the
mindset,
everyone,
you
know
you
set
the
target
and
if
ever,
if
you
make
the
target
to
keep
that
banner
and
school
y
makes
the
target
you
know,
I
shouldn't
lose
it
to
give
it
just.
I
don't
want
to
share
my
banner.
Z
Thank
you,
mr
chair,
just
a
follow-up
to
my
previous
question,
because
I'm
sitting
here
trying
to
think
how
can
we
touch
more
kids
during
the
summer
if
we're
limited
based
on
you
know,
staff
that
can
participate?
I
understand
teachers
want
their
summers.
So
is
there
a
way
that
we
could
perhaps
think
outside
the
box-
and
I
think
I've
made
the
suggestion
before
and
I
don't
know
the
complexities
of
be
involved
with
instituting
something
like
this,
but
I
know
the
technology.
Z
The
the
one-to-one
technology
goes
back
to
the
district
at
the
end
of
this
the
school
year.
Is
there
a
way
to
distribute
a
tablet
or
something
for
a
month
period
to
where
those
kids
could
then
be
engaged
in
virtual
summer
school
and
at
least
getting
something?
I
don't
know,
I'm
just
thinking,
I'm
spitballing
here
you
guys
are
the
experts,
but
I'm
just
trying
to
capture
as
many
kids
as
we
can
during
the
summer
to.
M
Build
on
that,
so
I
think,
as
we
go
forward
on
a
technology
I'm
with
you
on
that
idea,
technology
adoptions,
if
we
could
figure
out
a
way
to
lend
for,
because
between
map
being
aligned
to
khan
academy,
if
teachers
upload
the
rosters,
I
could
provide
math
tutoring
and
through
I
excel,
which
is
newly
back
at
the
secondary
level
at
the
middle
schools.
We
have
a
similar
prescriptive
model.
If
we
do
your
spring
map
results,
upload
you
and
I
excel.
You
could
have
a
summer
prescriptive
learning
in
math.
X
AH
Y
X
M
X
M
I
haven't
backdoored
the
relationship
of
performance
individual
on
schools
to
what
the
data
that
just
was
released
tuesday
night.
I
have
to
ask
to
have
some
opportunity
for
that
in
audiences,
but
I
will
say
that
we
have
seen
overall
a
district
significant
increase.
Hence
the
ela
scores
I
I'll
share
with
you.
Those
scores
are
a
combination
of
reading
and
writing
initiatives
that
we
started
quietly
the
six
year,
growth
that
you've
seen.
So
I
have
not
had
that
opportunity,
mr
smith,
to
do
some
type
of
crosswalk.
To
that
degree,
I
I
haven't
okay.
X
And
then
also,
how
does
this
program.
X
M
M
So
I
ready
at
the
elementary
is
open
to
all
students,
special
education,
gen,
ed
and
students,
with
an
ilab.
When
we
get
into
sixth,
seventh
and
eighth
grade,
the
utilization
is
put
in
place
as
an
intervention,
a
little
more
goal,
setting
progress
monitoring
and
that
progress
monitoring
for
our
students
would
iap
also
happens
significantly
at
the
elementary.
M
AH
And
to
support
them
specifically,
so
when
each
student
takes
the
diagnostic
following
that
they
get
an
individual
student
report
that
helps
teachers
see
exactly
what
they
should
mastery
of.
We
call
them
can-dos
and
then
it
supports
them
in
letting
them
know
their
next
steps,
and
so
the
resources
are
included
in
that
report
as
well.
So
teachers
can
pull
that
instruction
to
be
taking
place
in
the
resource
classroom
or
in
the
push
in
model,
whatever
model
it
may
be,
and
then
students
have
access
to
the
accessibility
features
as
they
work
on
their.
Y
AI
One
thing:
I'd
love
to
add
is
that
irae
is
not
your
traditional,
just
online
learning
program
we're
a
platform
that
gives
you
online
learning
paths
for
just
45
minutes
a
week,
but
we
do
much
more
by
giving
strong
data.
That's
actionable
that
teachers
can
take
and
use
in
the
classroom
with
small
groups
a
whole
class.
So
it's
not
just
online
learning.
It's
a
whole
model
of
online
learning
with
you
know
a
good
diagnostic,
some
an
online
piece
as
well
as
doing
a
lot
of
heavy
lifting
for
the.
X
Thank
you,
you've
been
very
informative
and
it
helps
me
to
be
able
to
answer
questions
in
the
in
in
the
in
the
in
the
present
when
people
come
and
ask
me
about
this
program,
because
sometimes
people
do
ask
me
about,
do
you
know
about
already
a
little
bit,
not
though
so,
and
those
questions
right
there,
particularly
that
I
was
interested
in
as
well.
Thank
you
appreciate
you
for
what
you
do.
Dramel.
W
M
Mr
campbell,
I
actually
have
had
this
conversation
with
me
myself
and
I
and
all
each
one
of
us
yes,
and
I
have
sometimes,
but
each
one
of
us
actually
has
landed
on
two
things.
One.
This
is
not
the
cure.
All
it
is
not
the
suitable
bullet
for
any
software
is
not,
and
I
will
say
that
directly
and
I
mean,
with
the
greatest
respect
to
anyone,
who's
works
in
the
field
of
software
development.
M
The
number
one
is
the
educator
and
I
think
with
the
work
that
our
district
is
doing
and
building
the
capacity
looking
at
retention,
keeping
educators
on
board,
giving
tools
that
help
me
be
a
little
more
prescriptive.
At
learning,
help
me
to
deliver
what
mary
may
need.
That
combination
will
help
not
close
but
again,
move
or
educate
our
students
forward.
M
M
Not
me,
I
apologize.
We
are
collectively
trying
to
address
what
was
where
we
are
and
where
we
want
to
go.
So
it
is
a
combination,
and
it's
not
just
us
it's
a
school
site.
I
think
we
need
better
work
with
collaboration
in
the
community,
I'll
be
very
direct
with
that.
We
need
better
work
at
educating
our
our
parents.
We
can't
just
say
we
need
to
do
it,
so
those
are
all
phases
that
we're
looking
at
we're
starting
to
develop
our
parent,
liaisons
and
educating
them
more
in
these
areas.
M
W
And
I
just
want
to
say
those
are
the
things
that
I
would
be
expecting
in
this
report.
I
would
be
expecting
initiatives,
we
got
this
data
and
it's
encouraging
across
the
board
in
terms
of
I
ready,
but
we're
talking
about
addressing
the
achievement
gap
and
this
data
really
indicts
it.
If
I
want
to
look
at
it
from
a
from
a
practical
standpoint,
that
is
because
the
gain
is
not
the
same,
and
that
means
the
gap
is
opening
and
and
and
I'm
looking
for.
W
W
That's
all
all
I'm
saying
is
that
I'm
not
criticizing
the
effort
here
at
all.
I'm
just
saying
in
terms
of
looking
for
information
that
supports
what
the
request
was.
That's
what
that's?
What
would?
I
would
be
much
happier
with
that
kind
of
presentation
just
to
have
an
idea.
Many
students
are
engaged
in
the
after
school
in
the
community
and
the
stuff,
and
what
can
we
do
to
engage
more.
N
AI
Mr
campbell
and
and
the
board,
I
just
to
address
your
your
question.
There
is
one
feature
in
I
ready
and
again
we
know
we're
not
a
silver
bullet.
We
also
know
that
that
she
makes
the
difference
when
districts
invest
in
the
professional
development
and
partnership,
you're,
going
to
see
a
lot
more
fidelity,
because
no
no
program
can
do
everything
and
it
really
is
up
to
the
educator,
but
talking
about
proficiency,
getting
students
to
grade
level.
There
is
a
feature
in
I
ready
in
that
student
profile
that
she
was
talking
about.
AI
AI
W
U
Man:
okay,
how
our
involvement
with
the
partnership
are
the
parents
and
the
community
in
this
program.
AH
This
year,
several
schools
have
actually
already
reached
out
and
shared
their
family
nights
and
their
parent
nights.
So
coming
up
on
september,
17th,
I'm
actually
going
on
a
saturday
to
help
at
ladies
island
elementary
parent
academy,
the
osprey
parent
academy,
to
help
continue
to
show
them
what
they
can
be
using
at
home
from
our
program,
how
it's
being
used
in
the
classroom
and
just
continue
to
build
that
understanding.
AH
AG
Okay,
miss
cushionberry.
If
you
could
put
up
the
graphic,
please.
M
M
AG
Thank
you
and
if
you
could
zoom
in
on
the
graphic
a
little
bit
so
folks
could
see
it.
You
can
clearly
see
that
in
student
center
coaching,
the
focus
is
on
student
learning
and
I
kind
of
think
of
this
as
an
analogy
to
like
what
nick
saban
does
for
his
football
team.
AG
But
most
specifically,
the
role
of
a
coach
is
totally
support.
It
is
not
an
evaluative
role,
it
is
a
supportive
role
and
I
thought
it
would
be
important
today
just
to
walk
through
it.
Very
briefly,
I
work
directly
with
melissa
murray,
who
is
our
director
of
literacy,
so
each
school
has
a
literacy
coach.
Many
schools
have
a
numeracy
coach.
AG
Some
schools
have
what's
called
instructional
coaches,
so
they're
cross-curricular,
but
the
focus
of
the
coach
is
essentially
the
same
and
the
areas
that
a
coach
works
in
is
complex,
and
it
also
has
to
all
happen
at
one
time.
So,
if
you
look
at
the
diagram,
we
can
see
the
roles
the
coach
play
in
the
school.
AG
So
deciding
what
is
the
focus
for
your
coaching
team?
Your
leadership
team
allows
the
coach
to
then
develop
areas
of
looking
for
student
evidence.
AG
The
coach
is
working
with
the
teacher
on
identified
target
areas
identified
in
collaboration
with
the
teacher,
not
pre-decided,
by
an
administrator
or
the
district
or
a
person
who's
not
involved
with
that
student
in
the
classroom.
When
we
decide
where
we
want
our
learning
to
go,
it
has
depth
and
meaning
that
it
cannot
have.
If
it's
imposed
on
you.
AG
AG
We
talked
earlier
about
iready
I've
attended
many
of
the
trainings
for
math
and
literacy,
so
that
we
know
what
the
program
is
and
how
it's
used.
Last
year
we
implemented
scholastic
literacy
in
14
of
our
schools
and
working
with
the
coaches.
How
do
we
support
the
teachers
as
they're
embarking
on
new
curriculum
and
helping
them
to
prioritize?
AG
What
to
do
when
is
essential?
Otherwise,
teachers
are
just
bombarded
in
a
good
way
with
resources,
but
not
knowing
how
to
use
the
resources
kind
of
invalidates
them.
So
the
coach
really
understands
the
framework
of
the
curriculums
that
we
are
trying
to
focus
on
and
move
forward,
and
then
the
coach
helps
support
teachers
in
real
time.
AG
The
next
role
of
a
coach
is
to
partner
and
collaborate
to
support
student
learning,
and
the
heart
of
their
work
is
based
on
the
relationships
that
they
build
with
the
teachers
and
students.
If
a
teacher
knows
that
they
can
come
to
the
coach's
office
and
close
the
door
and
just
say
I
don't
know
how
to
do
small
groups,
I'm
just
I'm
great
at
whole
group
instruction,
but
I
don't
know
how
to
pace
the
small
groups,
and
I
don't
know
how
to
choose
the
students
to
place
them
within
small
groups.
AG
They
can't
admit
that
to
their
administrator,
they
would
be
hesitant
to
admit
it
to
the
principal,
but
they
need
to
have
a
person
in
the
school
that
they
can
be
vulnerable
with.
Likewise,
the
academic
leadership
team
needs
to
have
a
person
in
the
school
that
is
the
eyes
and
ears
of
those
vulnerable
teachers
to
help
guide
the
support
that
they're,
providing
coaches
are
great
scaffolders.
AG
AG
AG
C
AG
M
M
So
as
we're
looking
at
student
achievement
or
looking
at
what
I
am
going
to
teach,
we
base
off
of
mastery
and
help
utilize
that
if
we
met
it
or
not,
in
order
to
continue
with
planning,
let's
not
skip
over
something,
let's
look
how
we
can
incorporate
something
in
order
that
we
don't
have
gaps
in
learning
and
that
is
actually
a
model.
That's
been
pushed
forward
for
accelerated
learning.
With
this
I
want
to
bring
forward
on
freedom,
mechanic,
she's
new
to
our
team.
She
will
actually
lend
to
the
conversation
that
that's
not
a
good
sign.
M
It's
back.
She
lends,
in
a
conversation
that
mr
campbell
mel
campbell
brought
forward
on
talk
to
me
about
something.
That's
closing.
This
is
a
young
lady,
who's
actually
utilized.
The
tool
is
now
working
with
us,
so
she
can
speak
specifically
to
practice.
Miss
mechanic.
AJ
Thank
you
good
afternoon,
everybody.
My
name
is
freda
mechanic
again,
as
dr
stratto
said,
and
I
have
the
pleasure
of
talking
about
no
red
ink.
I
am
the
newest
member
of
the
literacy
team
here
at
the
district
office,
along
with
adrian
sutton,
and
I'm
really
excited
so
some
of
my
goals
and
initiative.
AJ
I
work
directly
with
the
secondary
schools,
middle
and
high
school,
and
I
work
with
student-centered
coaching
that
I
was
a
part
of
the
writing
committee
for
the
district
writing
plan
no
reading,
which
is
one
of
my
favorite
programs
to
talk
about
reading,
plus
curriculum
writing,
and
I
also
do
support
instructional
support.
Well,
one
of
my
goals,
or
in
the
goals
of
the
team,
is
to
support
secondary
schools
with
the
implementation
of
district
initiatives
to
support
the
coaches
and
to
support
the
schools
with
moving.
Our
literacy
goes
forward.
AJ
So
earlier
you
guys
talked
about
the
writing
plan
and
the
vision
for
the
district
writing
plan.
How
writing
should
be
direct
and
explicit
instruction.
How
learning
should
be
modeled
and
reflect
gradual
release
and
how
should
students
should
be
expected
to
write
frequently
and
across
all
content
areas,
and
no
red
ink
does
just
that.
So,
if
you'll
go
to
the
next
slide,
please
so
no
red
ink
is
a
software
program,
an
instructional
tool
that
directly
aligns
with
the
vision
of
the
district
writing
plan.
AJ
It
is
aligned
to
the
south
carolina
college
and
career
ready
standards.
It's
aligned
to
the
sc,
ready
test,
the
a
ap
language
arts
test,
it's
aligned
to
sat
and
act,
and
no
reading
does
that
through
providing
practice
through
scaffolding
writing
through
assessments
and
through
testing
and
diagnostics.
AJ
AJ
Is
the
program
gives
them
an
interest
inventory
where
they
can
pick
tv
shows
video
games,
things
like
that
that
really
piques
their
interest,
and
it
incorporates
those
interests
into
the
questions
and
things
that
they
get
so
when
they
are
working
on
parallel
structure,
for
example,
the
program
will
say:
well,
spongebob
squarepants
likes
eating
playing
with
his
friends
and
going
catching
jellyfish,
so
the
kids
will
then
in
turn
have
to
correct
that
sentence,
but
it's
something
that
they
know
and
they
can
identify
with
so
they'll
remain
engaged
in
that
process.
AJ
If
you'll
go
to
the
next
slide.
Okay,
no!
This
is
the
right
slot,
I'm
sorry!
So
what
no
reading
does
for
teachers?
Is
it
diagnoses,
areas
of
strength
and
weaknesses
for
the
students
in
the
beginning,
they'll
get
a
diagnostic
test
and,
based
on
that
diagnostic
test,
teachers
can
go
in.
They
can
differentiate
assignments,
they
can
assign
modules.
AJ
They
can
create
different
activities
for
the
students
to
do
based
solely
on
that
individual
students
diagnostic
results.
AJ
So
that's
really
good
because
it
gives
us
actionable
data
so
that
we
can
go
in
and
look
at
and
tailor
our
instruction
to
that
data.
Specifically
on
this
next
slide,
it
is
a
teacher
spotlight,
so
this
teacher
at
hilton,
head
middle
school,
uses
the
program
to
build
writing
rigor
with
the
students
based
on
the
students
needs.
So
you'll
see
that
the
teacher
has
a
due
date,
which
is
september
2nd,
so
we
can
preload
all
of
our
assessments
for
the
week
and
all
of
our
programs
for
the
week,
so
they
have
bell
ringers.
AJ
If
you
go
to
the
next
slide,
this
is
one
of
my
favorites
also
so
on
this
slide
we
have
a
teacher
rubric.
We
have
a
guided
writing
and
the
students
the
teachers
can
set
it
up
to
where
the
students
only
can
do
a
part
of
an
essay
at
a
time.
So
if
the
teacher
wants
to
focus
on
the
introductory
paragraph,
they
can
just
give
the
student
the
prompt.
Have
the
student
only
write
the
introductory
paragraph?
AJ
We
can
put
notes
on
the
side
with
definitions,
so
the
student
only
focuses
on
those
particular
points,
for
example
in
the
center,
where
it
says
topic
sentence,
theses
hook.
Those
are
the
things
that
we
want.
The
student
to
focus
on
those
are
the
things
that
the
rubric
on
there
is
going
to
grade
and
then
at
the
bottom.
Once
you
score,
it
it'll
give
the
students
a
percentage
point,
but
the
thing
that
I
could
not
fit
on
the
slide
was
that
there
is
also
a
space
for
students.
AJ
So
if
you'll
go
to
the
next
slide,
please
the
activities
overview.
The
program
has
quick
rights.
Like
I
just
discussed,
it
has
peer
reviews,
so
the
students
can
collaborate
on
the
software
as
well.
They
can
do
guided
drafts.
Like
I
just
said,
the
students
have
a
time
to
reflect
on
essays,
so
they
can
self
review
as
far
as
grammar
goes
because
grammar
was
a
big
deal
to
me.
AJ
I've
been
using
this
program
since,
before
the
district
had
the
the
pro
subscription-
and
I
used
it
for
grammar,
so
the
grammar
has
practice
and
they
have
to
practice
to
mastery,
and
sometimes
it
gets
a
little
difficult
if
the
student
misses
the
same
question,
but
the
program
will
not
allow
the
student
to
move
on
until
they
do.
AJ
AJ
So
then
here
is
another
example
of
guided
writing
and
quick,
quick
rights
where
again,
it's
scaffolded
for
the
students,
so
even
students
that
have
that
need
extra
support.
We
could
chunk
the
program
even
more
so
that
student
can
take
it.
One
topic
at
a
time
also
another
point
on
this
slide:
teachers
can
go
in,
we
don't
have
to
use
the
ready-made
prompts
that
are
already
in
the
system
we
can
go
in
and
put
our
own
prompts
in
there.
AJ
So
if
it's
text
that
we
are
using,
for
example
with
like
the
tdas
and
the
writing
plan,
we
can
go
in,
put
the
prompt
in
no
red
ink.
We
can
actually
link
the
text
to
no
red
ink
and
still
have
the
students
do
a
guided
draft
or
a
guided
writing
with
the
text
that
we
select
to
put
into
the
program
and
then
the
rubric
can
be
uploaded.
We
can
go
in
there
and
use
a
ready-made
rubric
or
we
can
upload
our
own
rubric
and
we
can
go
in
and
grade
it
that
way.
AJ
So
the
next
couple
of
slides
are
just
what
some
teachers
said
about
the
pd
that
we
held
at
summer
institute.
So
there's
things
like
the
writing
portfolio.
They
thought
it
was
wonderful.
The
modules
were
great,
it's
really
become
teacher-friendly
and
student-friendly,
and
it
does
wonders
for
writing
in
the
classroom.
AJ
So
on
this
next
slide.
I
know
everyone
is
interested
in
data,
I'm
an
english
person.
So
I
put
data
last
because,
just
like
you
know
significance,
but
the
data
is
important
and
we
do
use
data
to
drive
our
instruction.
So
this
is
an
example
of
what
a
teacher
would
see
on
a
growth
quiz
report
to
track
student
progress.
AJ
So
in
the
beginning
they
get
a
diagnostic,
they
do
check
quizzes
during
the
module
and
then
at
the
end
and,
as
you
can
see,
you'll
be
able
to
see
whether
a
student
is
below
basic
basic,
proficient
advanced,
how
many
points
they've
grown.
So
again,
it's
actionable
data
that
the
teacher
can
use
real
time
to
go
in
and
that
will
guide
our
instruction
for
our
students,
because
at
the
end
of
the
day
we
just
want
our
students
to
advance.
AJ
So
there's
all
kinds
of
data
reports
there's
data
reports
on
the
diagnostic
where
you
can
go
in
and
look
at
the
questions
and
see
what
questions
the
students
miss
the
most
again
all
in
this
with,
for
the
sake
of
moving
our
instruction
forward
right.
AJ
AJ
So
not
only
is
it
great
for
the
data,
but
no
reading
also
builds
in
supports
for
our
subgroups
for
our
multi-language
learners,
for
our
students
that
need
accommodations.
They
have
things
like
text
to
speech.
They
have
state
testing
resources.
AJ
They
have
graphic
organizers,
so
everything
that
a
teacher
would
use
to
help
advance
our
students
achievement
no
reading
has
it
built
in,
and
so
thank
you
for
your
time.
That's
all
right.
M
So
this
mechanics
being
rather
humble
as
she
goes
for,
went
forward
with
this
presentation
because
of
the
fact
that
she's
utilized,
as
first
as
she
shared
the
free
version
and
then
utilize
as
we
onboard
the
licensing
district-wide
at
a
secondary
level.
When
I
asked
her,
you
know
the.
Why
of
doing
this
part
of
the
presentation.
AJ
It
it
really
did.
I
taught
ninth
grade
english
at
whale
branch,
early
college,
high
school
and
my
first
year,
using
it
our
eoc
scores
were
record-breaking
and
then
once
the
eoc
was
no
longer
in
english
one.
I
still
continued
to
use
it.
Our
eoc
for
english,
two
scores
were
just
as
astounding
so
and
it's
directly
related
to
using
no
red
ink,
especially
for
the
writing.
AJ
So
that's
why
I
get
so
excited
about
this
program,
because
I
know
what
it
can
do,
especially
with
the
demographic
of
students
that
I
taught
and
how
reluctantly
they
approach
writing
this
really
helped
in
my
class.
AJ
V
AJ
So
it
works,
it
lends
itself
to
both
ways.
The
good
thing
I'm
sorry,
the
good
thing
about
no
red
ink
is
that
it
also
has
handouts
and
lessons
and
graphics
that
you
can
print
out
that
you
can
project
on
the
board.
So,
for
example,
when
I
use
it
as
a
bell
ringer,
that's
not
something
that
I
would
just
allow
the
students
to
do.
I
would
project
it
on
the
board
and
I
would
go
through
it
with
my
students
in
order
to
make
sure
that
they
understood
the
concept
that
way
I
used
it
in
small
groups.
AJ
Now
we
know
students
can
sometimes
get
a
little
off
track,
but
that's
where
the
use
of
dino
came
in
for
me.
If
I
was
working
in
small
groups
that
way,
I
could
message
them
and
say
I
see
you
get
back
on
track,
but
you
know
it's.
It's
really
good
for
small
groups,
there's
lessons
and
things
that
you
could
print
out
in
the
program.
AJ
There's
videos
for
students,
if
they,
if
I
am
working
with
a
small
group
and
they
get
stuck
on
something
they
have
the
hints
that
are
written
out-
that
they
could
do
text-to-speech.
But
they
also
have
videos
to
show
how
these
things
are
done,
so
it
really
allows
for
student
ownership.
It
allows
for
synchronous
and
asynchronous
learning,
and
it's
really
good
in
the
classroom
for
the
kids
does.
AJ
Absolutely
absolutely
it
definitely
allows
for
accelerated
learning,
and
not
only
can
you
assign
modules
once
a
student
masters,
a
module
they
can
go
in
on
their
own
and
practice,
even
things
that
are
not
assigned.
So
if
we're
working
on
writing-
and
I
tell
a
student-
you
might
want
to
go
back
and
look
at
you
know
verbs.
Then
they
can
go
in
and
click
on
verbs
and
it
will
give
them
practice
and
they
can
select
the
type
of
verbs
that
they
want
to
practice
or
they
can
say
well
miss
mechanic.
AJ
M
AI
T
Thank
you
thank
you
for
the
presentation
and
it
seems
like
a
great
tool
for
the
classroom
for
grammar.
I
have
kind
of
two
questions.
The
first
one
is
so
I
have
a
tenth
grader
now,
but
some
of
these
pro-
not
not
this
one,
but
some
of
these
programs
that
get
rolled
out
their
user
interface
can
be
really
challenging,
and
I
remember
there
was
one
where
we
were
both
almost
in
tears,
because
every
time
he
missed
one
like
on
a
20,
you
know
20
question
assessment.
T
You
would
have
to
go
back
and
redo
the
whole
assessment.
If
you
missed
like
one
and
it
was
so
time
consuming,
you
had
to
reload
everything.
How
does
that
work
in
terms
of
user
usability
in
the
classroom.
AJ
So
the
program
is
really
easy
to
navigate.
Even
so,
if
you,
if
a
student
say,
doesn't
finish
in
the
allotted
time,
they
won't
have
to
start
over.
They
can
go
back
in
and
pick
up
where
they
left
off.
Now,
when
they're
in
practice,
the
program
gives
them
three
tries
and
if
they
get
stuck,
then
the
program
will
prompt
them
use.
The
tutorial
watch
the
videos,
but
ultimately,
if
they
really
just
struggle
on
a
question
and
they
can't
get
through
it,
the
teacher
can
then
go
in
and
reset
it
to
where
they
can
move
on.
AJ
T
AJ
I'm
sorry,
okay,
so
students
can
do
this
on
pace
and
in
fact
I
encourage
my
kids
to
go
in
and
work
on
it
just
because
we
know
that
dialect
here
is
really
thick
and
students
sometimes
struggle
with
correct
grammar.
So
I
encourage
them
to
use
it
on
their
own,
especially
for
times
when
they
don't
feel
as
if
they
have
homework.
What
I
tell
my
parents
is:
your
child
always
has
homework
regardless,
and
this
is
one
of
the
things
that
I
tell
them.
If
nothing
else
go
on
already
practice.
AJ
T
Yeah,
that's
great
and
I
would
say
as
a
follow-up
to
that-
and
I
know
I'm
asking
more
than
two
questions
but
they're
all
related
as
we
do
these
community
partnerships
with,
like
the
churches
at
st
helen
of
the
boys
and
girls
club
over
on
south
of
the
broad.
Hopefully
we
can
provide
some
training
to
those
people
as
well
on
how
to
use
this
program.
So
if
they
need
to
help
they
can.
M
So
part
of
that
as
well,
mrs
boatwright
cited
early
we're
looking
at
incorporating
compass
learning
first,
which
would
have
a
little
less
of
a
learning
curve
for
some
of
the
educators,
because
I
will
divulge
in
my
time
I
did
not
have
no
red
ink.
I
had
to
sit
there
and
give
descriptive
immediate
feedback.
I
did
not
have
this
tool,
I
would
be
a
predominant
amount
of
those
were
actually
helping
an
extended
learning
opportunities
that
are
at
our
sites.
So
there's
a
little
larger
learning
curve.
M
T
Yeah,
because
I'm
a
tech,
savvy
parent,
some
of
these
programs,
no,
I
haven't
experienced
no
ready,
but
if
you
have
a
student
working
at
home
and
they
get
stuck
and
frustrated
and
the
parents
trying
to
help
if
the
parent
doesn't
have
the
training
or
the
tech
skills,
it
just
makes
everyone
frustrated
so
and
the
final
follow-up
to
this
all
is
I
see
that
it's
integrated
with
powerschool
unified
classroom
so
that
it
can
all
be
initiated
together
and
not
as
like
a
separate
program.
Are
we
using
it
that
way.
M
I
can't
speak
to
that.
I
don't
have
daniel
in
the
house
in
the
sense
for
in
allowing
it
for
grades
to
be
automatically
uploaded.
Were
you
able
to
provide
it
that
way?
No,
so
the
integration
has
not
happened,
and
again
it
is
our
first
year
going
full
district.
Last
year
we
had
a
handful.
This
mechanic
was
a
lone
soldier
on
a
beta
test
and
I
leave
it
at
politely.
M
We
used
her,
I
I'll
be
very
direct.
She
was
and
with
it
was
her
input
that
led
us
to
gradually
bring
it
on
the
high
schools
have
utilized
it.
The
most.
T
S
S
Right
I
mean
we
all
know
and
and
actually
right
right,
and
we
learned
a
lot
from
that,
and
so
I
I
know,
through
my
years
I
had
seen
ela
teachers
get
away
from
grammar,
so
you
know
because
of
time
constraints
of
all
the
standards
and
things
and
so
on,
but
we
know
what
mechanics
can
do
to
an
essay.
It
can
destroy
an
essay,
so
I'm
very
excited
about
this
particular
part
of
red
ink,
even
though
I
know
it's
much
more
comprehensive
than
just
this,
so
really
really
good.
Thank
you.
W
I
applaud
this
program
like
any
other
programs
instructional
tool.
They
demonstrate
what
good
teaching
should
be.
W
W
W
It's
going
to
require
engagement
from
those
who
are
generally
not
engaged,
and
sometimes
it's
a
little
bit
different
culture
than
per
se.
I'm
not
knocking
wheel
branch,
but
will
branchmen
have
a
culture
there
that
all
of
the
children
are
basically
kind
of
same
leverage.
You
go
to
another
school
like
hilton,
head
or
bluffton.
It
might
be
a
different
disparity
in
the
group
itself.
W
M
I'll
be
very
direct
with
that,
and
I
probably
would
have
had
a
mutiny
for
my
ela
teachers
and
I'm
referring
to
my
honors
teachers,
my
ib
diploma
teachers,
because
it
was
a
standard
tool
for
utilization.
My
expectation
as
a
principal
was
its
use.
Our
goal
is
that
we
get
to
that
level
with
our
principles.
M
Our
coaches
are
helping
us
get
there,
and
I
think
this
is
the
year
to
see
a
greater
embedding.
There
is,
and
I
would
have
had
mute
name
being
very
direct
with
email
because
it
does
engage,
it
does
get
land
for
complexity.
M
Students
saw
the
results
of
the
practice
and
going
back
and
seeing
their
act
scores
or
being
ready
to
sit
for
the
writing
components
that
are
associated
with
ap
tests
as
well
as
dp.
So,
and
even
with
our
ace
classes
that
I
had
at
cambridge
courses,
it
was
a
tool
significantly
used
and
I
had
a
very
diverse
environment
that
I
had.
We
had
to
do
a
lot
of
tricks
to
get
you
engaged,
but
we
saw
the
results
because
the
students
saw
it
because
of
the
immediate
feedback.
N
W
The
thing
once
it's
happened,
but
I'm
concerned
with
the
disengaged
and
how
you
get
them
engaged
and
despite
it's
another
program
that
time
tested
to
be,
you
know
successful
and
yeah.
You
don't
have
to
test
that.
This
is
fourth
grade
teacher
test
that,
in
terms
of
diagramming,
it's
time
tested.
But
you
know
there
are
some
students
who
never
could
understand
the
lines
or
the
use
of
the
direct
object,
and
how
do
you
get
them
engaged
with
the
question?
The
question
is
really:
how
do
you
get
that
unmotivated
child
motivated?
W
AJ
W
AJ
So
I'd
like
to
address
address
that
statement
by
giving
you
an
anecdote
for
a
student
that
I
had
my
first
year.
Teaching
at
whale
branch
was
actually
my
first
year
teaching
in
high
school
and
before
that,
my
my
experience
was
at
the
middle
school
level.
I
taught
all
grades
in
middle
school.
I
had
yeah.
I
had
a
student,
my
first
semester
of
my
first
year
in
high
school,
that
was
an
esau
student
that
came
in
with
no
language,
absolutely
none.
AJ
They
sat
him
in
my
classroom
and
said
miss
mechanic.
You
have
to
teach
him
on
his
level.
I
couldn't
even
communicate
with
him
because
he
had
no
english
language
now.
Granted.
No
red
ink
is
not
the
end-all
be-all,
but
in
by
the
time
that
student
graduated,
he
was
fluent
in
english
and
a
lot
of
it
had
to
do
with
his
motivation.
AJ
AJ
You
have
to
send
home
those
parrot
letters
which
no
red
ink
will
help
you
generate
by
the
way
you
have
to
say
another
plug
right,
but
you
you
have
to
do
these
things
and
that's
just
best
practice
so
after
school,
if
you
have
qualified
educators
teaching
in
these
after
school
programs,
they
might
have
to
do
a
back
flip
or
they
might
have
to
do
a
split.
They
may
have
to
invite
a
parent
to
dinner,
but
these
are
things
that
we
have
to
do
to
make
sure
that
our
students
succeed.
M
So,
chairman
scrivener,
that
this
closes
our
portion
of
the
presentation
with
regard
addressing
instruction
and
our
student
achievement
gap,
the
final
presentation
from
instructional
services
today,
I'm
starting
to
feel
like
hi.
The
final
presentation
presentation,
lessons
learned
from
copic
19
will
provide
you
with
three
global
big
reflections
or
lessons
that
have
surfaced
from
the
research,
a
support
to
teachers
to
continue
teaching
during
school
closure,
in
other
words
us
as
a
district.
M
What
have
we
done
for
our
teachers
during
closure
and
after
b
approaches
to
ensure
the
continuum
of
learning
and
c
approaches
to
reach
the
most
marginalized
learners?
These
lessons
were
used
to
codify
input
from
input
from
a
local
focus
group
that
provided
reflection
and
input
on
the
question.
What
did
we
learn
from
covet
19.?
M
M
M
M
M
If
you
look
at
the
italicized,
I
item
in
column
a
identified,
a
greater
need
for
continuity
for
child
care,
provided
our
teachers
with
added
child
care
options.
That's
those
were
the
exact
words.
We
found
that
our
teachers,
because
they
were
home
full
time
and
as
we're
transitioning,
either
from
closure
to
hybrid,
to
opening
full
time.
M
Virtual
learning,
environments,
virtual
lessons
brought
teachers
into
the
home
of
our
students
reality.
Not
all
students
have
the
same
opportunities
for
for
a
place
to
learn.
Many
students
had
to
find
alternate
locations
in
order
to
have
a
quiet
place
when
that
was
shared
with
me.
I
remember
the
board
meeting
where
one
of
our
members
actually
shared
of
the
students
outside
bluffton
library
and
how
they
needed
sites
or
how
we
had
students
actually
sitting
in
our
parking
lot
here
at
the
district
office
or
at
other
schools.
In
order
to
maintain
learning.
M
The
final
item,
actually
that
I
think
is
actually
significant,
is
not
just
within
the
classroom-
is
the
commitment
that
our
edu
educators
classified
bus
drivers
and
our
community
has
for
our
students.
Those
are
the
exact
words
from
the
focus
group
and
I
think
that
was
significant
to
end
the
table
with
so
with
that
I
provided
you
a
summary
and
just
some
quick,
some
quick,
quick
resources
and
references
for
yourselves.
M
A
It
was
so
I
I
think
you
hit
on
all
the
things
that
I
would
have
thought
of,
and
I
guess
the
the
next
part
is
some
of
these
things,
responses
that
the
district
came
up
with.
How
do
we
continue
with
them?
When
are
how
are
they
necessary?
I
can
point
to
one
right
now,
this
child
care
for
our
staff.
I
believe
we're
offering
that
again.
For
so
that's
something
that
we
moved
forward.
A
O
I
think
you
know
what
what
you
just
said
is
really
important,
but
I
think
we
also
need
to
realize
that
some
of
these
are
still
captured
under
esser
right,
and
so
we
will
need
to
ensure
some
of
these
really
high
value
things
that
we're
seeing
a
great
return
on
investment
that
those
get
worked
into
budgets
over
the
next
couple
of
years,
so
that
they're
preserved
in
in
and
what
we
do
and
what
we
offer
right.
So
that's
just
something
to
keep
in
mind
along
those
lines,
but
yeah.
W
O
Yeah
I
mean
so,
mr
campbell,
I
think
you
know
that's
incredibly
important
and
a
huge
lesson
learned
that
that
many
of
our
students
right,
I
don't
know
if
I
want
to
call
that-
a
necessarily
a
lesson
learned,
but
it's
just
an
affirmation
of
what
I
think
we
we
have
known
right.
I
think
that
might
be
a
better
way
to
say
right.
O
Many
of
our
students
come
to
school
and
and
in
their
own
circumstances,
face
incredible,
either
hardships
or
trauma
or
other
things
that
they're
dealing
with
that
they
come
to
the
table
with
right,
and
you
know
those
of
you
that
are
educators
know
that
much
of
what
you
hear
in
your
early
years
in
college,
when
you're
preparing
to
become
a
teacher,
you
hear
about
maslow
and
maslow's
hierarchy
of
needs
right.
O
O
So
so
you
know
there
is
such
a
thing
as
maslow
before
blooms,
right
that
that,
in
order
to
get
you
to
function
with
the
standards
at
the
level
of
which
you're
required
to
function
and
all
of
those
things,
you
know
your
your
basic
needs
need
to
be
addressed
as
well,
and
if
somebody's
come
to
school
and
hasn't
eaten
for
three
years
or
three
years
three
days
or
has
had
an
issue
right,
I
mean
keeping
in
mind.
O
That
those
are
important
components
for
educators
to
understand
where,
where
our
kids
are
coming
from
in
order
to
better
meet
their
needs
and
push
them
further
in
their
academic
progress.
W
Follow
up,
I
understand
all
of
that.
I
I'm
I'm
thinking
you
know
things
like
we
talked
about
earlier
in
terms
of
the
classified
staff
with
yes,
how?
How
does
that
now
pivot
us
to
to
hire
more
social
workers
and
have
them
in
place
have
for
or
hall
monitors
in
place,
just
things
that
that
we
can
do
you
know
systemically
to
to
help
be
ahead
of
the
curve.
W
Next
time
is
that
does
that
put
us
in
a
position
where
we're
looking,
but
we're
going
to
look
differently
the
next
time,
five
years,
ten
years
from
now
we're
gonna
look
different.
We're
not
gonna,
be
scurrying
around
yeah,
because
we're
gonna
know
everybody's
now
on
the
team
that
we
need
on
the
team.
W
M
N
Okay,
we
are
back
on
schedule
now.
I
got
us
out
of
how
to
turn
there.
Next
item
is
city
of
buford
annexation
of
robert
smalls
received
a
letter
from
mayor
stephen
murray,
expressing
a
desire
to
annex
robert
smalls
into
the
city
of
beaufort,
the
reasoning
being
that
the
land
around
the
school
is
part
of
part
of
the
city
of
beaufort
and
they
are
trying
to
eliminate
doughnut
holes.
N
N
AK
What
I
can
tell
you
is
that,
as
far
as
the
zoning
change
long
term,
we
would
be
in
support
of
that
there's
no
real
reason
long
term
not
to
go
to
the
city
of
beaufort.
AK
There
are
some
concerns
right
now
for
us
being
that
our
project
is
currently
under
construction
and
all
our
permits
right
now
are
through
the
county
with
the
storm
water
and
erosion
control.
I
to
be
honest
with
you,
and
I
have
not
checked
yet.
I
don't
know
what
happens
if
in
the
middle
of
a
construction
project,
we
changed
our
permitting
authority.
AK
AK
So
on
my
side,
that
that
is
all
that,
that's
what
I
would
have
to
say
about
it
and
I
don't
mind
looking
into
it.
If
you
want
me
to
look
into
what
that
happens,
if
we
do
make
that
transition,
I
think.
N
AK
No,
no,
because
all
the
storm
water
we
own
ourselves,
the
roads
internally,
we
own
ourselves
what
we
give
easements
for
on
our
property
or
for
water
and
sewer,
which
is
b
for
jasper,
water
and
sewer,
which
would
not
change
that
still
would
be
in
place.
I
don't
know
of
a
single
easement.
We
are
giving
the
county
right
now
for
anything.
So
I
I
don't
think
that
would
have
any.
AK
N
A
hidden
agenda,
not
that
I'm
aware
of
mr
or
colonel
guyer.
V
Yes,
is
it
possible
to
start
negotiations
with
the
city
and
bring
up
that
issue
because,
frankly
beaufort
I
live
in
the
city
of
beaufort
and
beaufort
city
planning
and
and
department
and
their
issues
with
building
permits
and
so
on
is
problematic,
just
and
I'm
being
kind.
V
So
it
seems
to
me
we
could
negotiate
with
them
to
say
you
know.
Maybe
you
can.
We
can
do
this,
but
don't
mess
with
our
permits
and
if
not
we'll,
wait
until
we're
done
and
then
we'll
talk
about
it.
That's,
but
I
can't
I
can't
see
trying
to
change
middle
stream.
V
Z
Thank
you,
mr
chair,
I'd,
just
like
to
thank
the
mayor
for
his.
You
know,
being
ahead
of
the
game
on
bringing
forward
this
to
us
and
and
approaching
us
in
this
way.
I
think
that
that's
very
professional,
the
one
thing
that
I
was
as
I
was
reading.
The
letter
that
I
was
thinking
about
is
the
transition
he
does
mention
the
school
resource
officer
program
and
the
transition
to
the
city
of
beaufort.
I
know
that
that's
a
difficult
to
staff
area
and
we
have
that
covered
presently.
Z
So
I
would
like
that
to
be
included
in
any
conversation
and
if
we
are
going
to
eventually
transition
over
to
them
that
that
resource
officer
is
in
place
at
the
city
of
beaufort
already,
and
it's
not
something
that
they're
going
to
have
to
fill
or
we're
going
to
have
to
scramble
to
fill
that.
That's
my
and
I
also
share
your
other
concerns
about
the
permitting.
Maybe
it's
a
little
early
and
we
we
look
at
this
in
the
future
once
we
make
sure
that
those
little
things
are
tied
up.
T
Hi,
thank
you.
Sorry.
Maybe
you
should
come
back
to
me.
My
dog
see
something
outside.
Let's
just
stop
now
I
was
wondering
I
have
the
same
concerns
that
everyone
else
had,
especially
with
like
the
sro
program,
because
I
believe
we
have
a
contract
with
the
beaufort
county
sheriff's
office,
and
I
was
wondering
if
robert
knew
how
many
schools
are
in
unincorporated
beaufort
county
versus
how
many
schools
are
under
the
town
of
bluffton,
the
town
of
buford
or
the
town
of
hilton
head
and
when
the
ones
I
know.
T
Obviously
the
hilton
head
schools
are
all
in
the
town
of
hilton
head
and
how
that
affects
things
like
school
resource
officers,
because
I
don't
think
we
have.
I
mean
I
don't
think
town
of
bluffton
provides
school
resource
officers
for
bluffton
high.
V
T
O
The
the
sros
from
the
sheriff's
office,
for
example,
in
hilton
head,
those
are
all
those
are
provided
through
the
sheriff's
office
in
in
hilton
head.
O
The
city
of
bluffton
provides
their
sros
through
this
through
the
town
of
bluffton,
I
should
say
through
the
town
of
bluffton,
and
the
same
is
true
for
the
town
of
beaufort,
but
but
I
city
of
buford,
but
I
do
think
that
dr
wisniewski
and
miss
boatwright
bring
an
important
point
to
the
to
the
table
as
we
talk
about
this
with
with
the
city,
and
that
is
making
sure
that
that
sros
are
are
in
place
for
for
it.
O
T
And
then
I'm
sorry,
mr
mitch,
if
you
don't
mind
the
second
part
of
my
question,
which
is
very
much
along
your
lines.
My
concern
too,
as
you
said,
is
there
an
agenda
here?
I
don't
necessarily
think
there
is,
but
having
spent
time
in
operations
looking
at
the
requests,
they've
got
some
a
lot
of
development
going
in
around
they've
got
big
plans.
They've
got
a
shopping
center,
three
500
unit
apartments.
T
You
know
how
they're
going
to
run
public
lines
and
sewers.
I
think
we
need
to
really
make
sure
we've
got
our
bases
covered
on
that
because
that
may
be,
you
know
an
incentive
for
buford
to
bring
that
area
into
its
jurisdiction
to
make
sure
that
they
can
kind
of
do
what
they
need
to
do
for
those
other
developments.
So
that's
all
I
have
thank
you.
W
I'm
not
being
critical
of
that
initiative,
but
I
think
we
need
to
look
at
robert
mentioned
permitting
what,
if
the
town
of
bluffton
for
the
same
thing
and
and
you
know,
use
that
leverage
to
permit
and
not
permit,
they
talk
about
building
schools,
how
they,
how
they
start
directing.
Where
and
how
we,
those
schools
through
the
permitting
process,
are
not
from
being
processed.
I
think
it's
a
big
difference
between
the
county
council
and
town
councils.
W
You
know
directing
the
growth
and
as
we
negotiate
with
them,
where
they
don't
affect
what
we
have
done,
because
our
infrastructure
in
terms
of
schools
basically
been
put
in
place.
When
these
different
municipalities
begin
to
engage
in
a
competitive
sense,
schools
are
going
to
be
affected
and
where
and
how
we
build.
Schools
will
be
affected
so
well.
I
want
to
make
sure
that
we're
not
going
to
be
affected
in
the
long
run
by
municipalities,
changing
the
scope
of
the
permits.
X
I
too
have
some
of
the
same
concerns
in
terms
transferring
my
colleagues
in
terms
of
the
sro
and
also
the
many
in
terms
of
the
also
the
permits
I
I
just
don't
think
that
this
would
be
a
cr
a
time
right
now
to
have
the
best
time
to
make
this
move
due
to
permits
and
other
things.
I
think
that
maybe
this
is
something
that
we
possibly
should
revisit,
but
I
definitely
think
to
thank
them.
X
The
mayor
for
taking
the
time
out
as
druneski
said,
to
send
us
this
letter
definitely
appreciate
that
as
as
well
as
that
also
the
the
the
the
not
just
the
the
cost
of
the
permits.
X
It
is
something
to
think
about
as
well,
but
then
also
the
constituents
I
mean,
I
think
it's
you
know
this
is
to
me.
This
is
also
something
that
we,
just
as
a
board,
would
not
just
make
the
decision.
I
think
this
is
something
that
we
should
involve
the
constituents
in
as
well.
Even
they
have
a
town
hall
just
to
see
how
the
constituents
feel
about
us
making
a
decision
as
serious
as
this.
X
I
I
know
that
that
school,
the
robert
smalls,
the
the
the
alumni
are
and
that
community
is
very
pivotal
and
you're
talking
about
a
community
which,
which
includes
which
encompasses
robert
smalls
and
battery
creek
as
well
and
those
sros.
I
know
as
well.
They
they
tend
to
back
each
other
up
and
intend
to
visit
the
visit.
They
should
visit
each
other
schools
and
have
a
some
type
of
relationship.
X
So
now
you're
also
talking
about
changing
up
in
terms
of
office,
so
you
you're
kind
of
I
won't
say
you're
impeding
that
relationship,
but
you're
also
kind
of
cutting
cutting
a
little
something
off
that
you
may
have
going
on
there.
You
know,
so
that's
that's
another
variable
that
we
all
hadn't,
shopped
and
looked
at
too
as
well.
So
I
think
that
there's
some
other
variables
into
this
that
you
know.
X
I
think
that
that
we
had
discussing
for
the
first
for
last
night-
and
I
was
just
thinking-
and
I
just
think
that
there
are
a
couple
more
other
things
that
that
goes
along
with
this
one.
I
just
don't
think
that
now
is
the
time,
especially
with
with
the
building
of
the
new
school.
Thank
you.
AK
So
if
I
can
just
one
of
the
things
that
mr
campbell
mentioned,
that
reminded
that
kind
of
that
I
wanted
to
address
you're
talking
about
kind
of
long-term
planning
and
what's
going
on
one
thing
to
mention
is
the
this
area
is
in
the
city
of
view
for
its
long-term
plan
to
take
over
and
they've
already
started
annexing,
as
ms
stribinger
mentioned
earlier,
a
lot
of
the
areas
around
us.
So
as
far
as
long-term
plan,
their
long-term
plan
is
for
the
school
to
be
in
the
city
of
beaufort.
N
All
right,
so,
as
people
normally
hear
from
me,
what
is
the
next
step
for
us?
I
want
to
get
back
to
the
mayor.
I
want
to
tell
them
that
we've
had
our
discussion
and
should
I
should.
I
say
that
we
don't
feel
this
is
a
good
time
due
to
permitting
issues,
but
we
would
like
to
talk.
N
AK
Would
you
like
me,
my
question
is
kind
of?
Would
you
like
me
to
look
into
because
quite
honestly,
I
don't
know
that
answer
I
I
don't.
I
don't
know
what
happens
in
the
middle
of
a
construction
project
when
you
switch
jurisdictions.
Okay
and
I
I
can
talk
to
both
the
county
and
the
city
and
make
sure
they're
both
an
agreement
on
what
would
happen
if
this
does
occur,
and
then
I
can
report
back
to
you
what
I
find
out,
because
if
that
can
all
be
worked
out,
I'd
say
on
our
staff
side.
N
X
I
still
I'm
going
to
stay
with.
I
don't
think
that
this
is
the
time
and
I
still
think
that
we
need
to
have
a
community
involvement
and
just
us
the
board.
I
think
that
I
understand
we've
been
elected,
but
this
is.
I
think
this
is
a
a
more
bigger
deal
than
what
we
understanding
it,
because
it
it
also
it
could
change
taxes
it.
X
I
don't
really
think
that
that's
the
answer
I
mean
because
once
you
start
getting
that
information,
and
sometimes
it's
that
it's
that
possibility
out
there
and
that
hope
and
I'm
not
sure
that
that's
the
right,
that's
the
correct
and
that's
correct
notion
to
set
this
and
out.
I
mean
that's
for
me,
but
I
mean
I
can't
speak
for
the
board.
Like
you
said,
you
said
I
I'm
I'm
I'm
a
boat
on
this
board
and
for
me
it's
definitely
not
right
now.
Thank
you.
N
X
N
T
I
can
make
a
motion
to
table
this
issue
until
the
staff
has
more
information
than
when
the
district
administration
has
more
information.
We
just
pull
it
back
off
the
table.
Would
that
be
helpful
as
a
next
step.
N
N
T
Good
idea,
annexation
so
robin
I
moved
that
the
board
of
education
table
the
discussion
on
the
annexation
by
city
of
beaufort
on
the
rsi
annexation.
X
D
N
All
right,
our
next
item
is
the
budget
proviso
1.113,
which
deals
with
district
assets.
AL
So
what
we
did
was
document
the
land
that
the
district
owned-
and
that
was
a
nice
task
that
needed
to
be
done
anyway,
so
we
have
done
that
we
have
have
it
on
a
map
and
everything
we
can
find
all
the
properties
that
we
own.
So
this
addendum
that
you
see
is
just
a
discussion
about
all
of
that
and
kind
of
describing
some
of
what
we
have
so
you'll
see
a
lot
of
little
parcels
that
make
up
like
hilton,
head
high
schools,
athletic
fields,
those
were
never
joined
into
one.
AL
It
looks
like
we
own
a
ton
of
property
on
hilton
head.
It's
all
under
use
their
fields
same
thing
at
bluffton,
middle
school
you'll
see
that
same
kind
of
thing.
That
campus
is
made
up
of
nine
different
parcels.
AL
So
then
we
look
at
what
we
think.
Our
future
land
use-
and
we
talked
about
that-
we
know
we
have
property
for
future
elementary
schools
that
are
outlined
in
again,
our
our
facilities
master
plan,
and
then
we
identified
these
properties
that
you'll
see
on
page
four,
that
we
we
called
surplus
property.
AL
Some
of
those
have
been
listed
already
in
the
past.
We
found
that
we
actually
owned
jennings
road.
I
didn't
know
that,
so
I
don't
know
why.
But
that's
one
I
think
robert
and
I've
talked
about
there
may
be
a
way
to
you
know,
do
something
with
d.o.t:
they
manage
and
maintain
the
road.
So
it's
just
something
that
needs
to
be
looked
at,
so
we
listed
that
we
also
listed
rue
dubois,
we
own
that
road
there
by
beaufort
high
school.
So
these
are
the
properties.
AL
The
the
big
one
is
the
19
acre
parcel
out
at
cherokee
farms
towards
the
back.
I
think
I
called
it
appendix
b
you'll
see
all
these
parcels
that
are
listed,
that's
out
near
habersham,
and
that
is
in
the
aku
zone
so
that
it's
you
know
it's
will
be
difficult
to
develop
and
it
certainly
is
not
a
location
for
a
school.
So
we
it's
one
we've
had
listed.
AL
We
want
to
continue
to
list
that
one
then,
on
page
five
you'll
see
what
the
procedures
are,
that
we'll
be
following
to
dispose
of
property,
and
then
that's
all.
We
have.
N
AK
So
what
it
requires
is
for
all
school
districts
to
make
available
any
unused
property,
and
it
does
ask
that
you
we
reach
out
to
government
agencies
now
that
was
by
anything
that
we
had.
That
was
supposed
to
be
done
by
july.
Now
they
announced
this
about
that
same
time,
but
before
september,
14th
we're
supposed
to
have
any
properties
that
are
available
for
sale
posted
on
our
website
so
and
this
this
piece
here
does
two
parts.
AK
AK
There
was
the
section
on
page
four
future
land
use
where
you'll
notice
we
call
out,
even
though
it's
attached
to
the
may
river
high
school,
we
do
talk
about
an
elementary
school
needed
at
may
river,
high
school
campus,
a
middle
school
on
that
campus,
the
piece
of
property
we
own
in
front
of
okati
could
be
an
early
childhood
center
and
then
an
elementary
school
property.
And
this,
if
there's
an
item
for
discussion,
it
would
probably
be
the
item
on
springfield
road.
That
is
one
that
we're
calling
out
for
a
future
elementary
school
or
ecc
type.
AK
So
those
properties
we
have
now
incorporated
into
our
master
plan,
so
we
have
set
our
use
and
then
before
the
14th,
which
is
long
as
there's
no
other
comments
or
additions
or
subtractions
made
to
this.
We
will
post
these
properties
listed
on
our
website
as
surplus
properties
to
make
sure
we've
covered
the
proviso
as
making
those
available.
AK
Now
I
will
say
it
does
say
that,
even
if
you
offer
to
government
that
they
do
have,
it
has
to
be
a
bonafide
offer.
So
for
the
most
part
they
can't
just
take
it.
We'd
have
to
get
it
appraised
and
they'd
have
to
give
fair
market
value.
AK
N
S
Thank
you,
mr
scrivener,
so
I
was
reading
the
proviso.
It's
on
our
website
under
general
appropriations,
and
it
said
a
school
district
must
transfer,
offer
for
sale
anything
vacant
unused
unused
so
on
for
the
previous
four
school
years
and
is
not
included
in
the
district
capital
improvement
plan.
I
think
it's
an
excellent
idea
to
add
this
to
the
capital
improvement
plan
that
that's
spot-on
and
it
gives
a
much
more
comprehensive
picture.
I
do
just
have
a
couple
of
questions
I
went
on
to
our
website.
S
I
saw
our
properties
that
are
for
sale
that
are
listed
on
our
website
and
one
of
my
concerns
is
marketing.
Okay,
so
if
we
decide
that
some
of
these
properties
should
be
sold,
what
we
have
on
the
website
is,
I
wouldn't
say,
stellar
marketing.
Okay,
some
of
it,
you
know,
still
has
phyllis
white's
name
on
it,
so
it's
several
years
old.
S
S
I
did
not
see
the
print
street
one
in
this
and-
and
I
might
be
wrong
because
I
you
know,
but
on
our
website
it
says
2107
print
street
is
for
sale
on
our
website
now.
I
know
that
was
being
used
as
a
staging
site
for
beaufort
elementary,
but
it's
not
in
here
now.
So
is
it
coming
off
our
website
or
is
it.
AK
We're
going
to
replace
this
list
with
what
is
currently
on
our
website
and
there's
still
some
construction
activity
on
so
as
soon
as
that
one's
completely
cleared
out.
It
could
be
added
to
the
list
right
now
and
currently,
there's
still
construction
activity
on
it
and
to
address
your
other
question.
If
I
may
and
that's
a
great
suggestion,
specifically
the
cherokee
farms,
we'll
we'll
make
sure
this
list
gets
to
mr
baker
and
he
could
put
those
and
advertise
those
for
us
or
start
marketing.
Those,
as
you
said
for
us.
S
S
S
Sorry,
I
thought
I
heard
somebody
you
know
or
something
along
those
lines
could
it
could
or
even
given
to
the
county
for
a
price
such
that
they
could.
I
mean
you
know
what
I'm
saying
frank.
O
Is
there
anything
that
we
can
do
well
the
language
as
I
read
it,
you
know,
doesn't
seem
that
way
right,
but
but
I'm
not
a
lawyer,
you
know
and
and
that's
why
we
would
need-
and
I
think
an
attorney's
opinion
on
that,
so
that
we
can
make
sure
we
would
be
in
compliance
with,
but
I'm.
But
I
I
understand
what
you're
saying
right.
S
S
AK
Well,
any
of
our
properties.
If
they've
been
registered
with
the
state
as
a
school
site,
we
do,
the
state
does
have
to
approve
the
sale,
and
we
also
do
have
to
offer.
I
mean
that's
even
prior
to
this
proviso
that
any
property
we
put
up
for
sale.
We
have
to
notify
the
state
and
we're
also
supposed
to
notify
all
charter
schools
of
its
availability.
First
now
it
doesn't
mean
that
can't
be,
you
know,
cannot
occur
matter
of
fact
we're
having
some
well
there's.
AK
V
Kyle,
thank
you,
mr
chairman.
I
see
this
property
that
we
don't
have.
Any
plans
for
use
is
a
liability.
It's
a
liability
for
risk
management.
You
know
people
could
use
it
for
nefarious
things.
We
don't
go
out
there
and
police
it
and
check
it,
and
so
on
accidents
can
happen
out
there
and
we
could
be
liable.
V
So
I
don't.
I
think
the
district
hasn't
been
aggressive
enough
into
getting
rid
of
some
of
liability,
and
so
you
know
not
only
is
there
monetary
assets
to
be
gained
that
could
be
used
for
something
we
can
use,
but
also
consider
the
risks
and
consider
the
upkeep
and
other
things
and
and
let's,
let's
move
this
property.
If
we
possibly
can.
D
AK
I
mean
we're
gonna
post
this
list,
I'm
not
hearing
any
anybody
against
what
we're
planning
on
posting,
so
we'll
post
it
on
monday.
U
I'm,
mr
smith,
all
right,
mr
campbell,
I
don't
I
have
a
problem
with
posting
this,
but
this
is
basically
brought
up
something
about
affordable
housing,
and
that
sounds
good
soon.
Is
that
get
out
to
the
public
first
thing
you're
going
to?
I
don't
want
to
be
next
to
me
that
that's
been
going
on
in
this
county
forever
and
I
don't
think
there's
going
to
ever
be
any
affordable
housing,
what
you
call
affordable
housing
because
the
property
are
across
from
the
school
where
brand
schools,
you
know
what
they're
probably
selling
for.
U
AA
U
X
My
only
question:
do
we
actually
go
out
there
and
check
on
these
on
these
properties?
To
be
honest,
no,
okay,
oh
and
also.
My
second
thing
is
for
these
properties
that
we
own.
We
couldn't
use
any
of
them
for
lumber,
because
we
couldn't
sell
a
lumber
off
of
any
of
them
to
possibly
bring
it
bring
it
bring
in
bring
in
some
dollars,
keep
lights
on.
AK
Well,
that
would
require,
like
the
only
one
that
would
be
possible,
would
be
19
acres.
I
wouldn't
recommend
harvesting
lumber
on
anything,
five
acres
or
less,
but
we
don't
plan
on
developing
cherokee
roads
so
taking
the
lumber
timber
off
of
it
may
make
it
less
valuable
for
somebody
that
may
want
to
purchase
it
for
a
park.
So
I
I
wouldn't
recommend
that
at
that
location,.
X
Well,
I
think
I
think
if
we
need
money,
I
think
that's
something
that
we
should.
Unfortunately,
we
shouldn't
whenever
it's
not
so
we
should
possibly
look
look
into
some
of
the
selling
and
selling
the
lumber.
I
mean
that's
a
another
another
screen
of
income
versus
the
old
version.
The
grand
scheme
of
scheme
of
things
is,
if
we're
gonna,
if
we're
possibly
gonna,
even
build
on
it.
That
then
that's
that's
a
headset,
that's
a
head
start
and
now,
if
we're
not,
then
you
know.
AK
Well,
to
that,
we
we
have
no,
we
can't
build
on
that
property
because
it's
in
the
aq
zone,
so
the
military,
the
the
aq
zone.
That's
the
fly
pattern
area
for
the
base.
Okay,
we
bought
it
for
a
school,
but
since
that
time
it's
moved
into
the
aq
zone
and
what
that
means
is
the
military
has
pretty
much
told
the
county
and
others
that
we
don't
want
any
development
in
that
space
because
of
the
the
traffic
pattern
of
the
fighter
jets
in
there.
AK
So
because
of
that,
we
have
no
intention
of
developing
that
piece
of
property
and
we
can't.
X
Well,
we'll
see
that
that
brings
up
another
conversation.
I
mean
if,
if,
if,
if,
if
that's,
if
they
had,
they
have
told
us
that
then
they
didn't
seem
like
they
all.
They
owe
us
some
money
because
of
the
fact
that,
but
I
mean
you're
telling
us
we
can't
live
without
with
our
property,
I
mean
buy
it,
you
need
to
buy
it,
I
mean
so
so
that
dude
that
right
there
brings
up
a
whole
nother.
Oh
another
conversation,
so
I
don't
know
my
colleagues
but
some
something.
X
N
AK
O
Okay
in
your
packet,
you
have
a
copy
of
the
annual
work
plan.
The
only
real
revision
on
the
annual
work
plan
is
that
remember
our
foia,
we're
required
to
report
quarterly
on
the
foia,
and
so
it
shows
on
here
now
quarterly
foia
reports
for
the
board.
So
that's
really
that
that's
really
the
difference.
S
So
frank,
can
I
ask
a
question
about
this?
You
know
this
is
a
this
work
plan
is
a
result
of
us
learning.
You
know
remember
the
previous
work
plan
where
we
had
each
decimal
yeah
how's,
this
working
for
the
staff,
much.
A
A
I
think
so.
Yes,
I
think
so
I'd
like
to
make
a
motion.
I
move
that
the
board
of
education
accept
the
annual
work
plan,
as
presented
for
the
twenty.
AC
O
C
C
N
N
All
right,
our
next
item
is
discussion
of
the
combined
north
south
of
the
broad
ad
hoc
committee.
As
we
all
probably
recall,
there
was
confusion
about
the
mission
of
that
combined
committee
board
needs
to
make
clear
what
they
feel
the
board's
mandate
is
for
that
for
that
committee,
so
I'll
open
it
up
to
discussion.
O
So
I've
put
a
powerpoint
in
your
packet
for
you
all
to
review.
I
know
you
have
to
have
the
conversation
about
the
scope
of
of
those
committees
and
that
work,
the
powerpoint
that
I
put
in
there,
because
there
was
a
further
discussion
regarding
the
referendum
in
23,
okay
and
so
so
from
that
I've
essentially
laid
out
some
work
on
how
we
would
lead
our
work
headed
towards
a
potential
23
referend.
O
N
Z
Whatever
sorry,
it's
been
a
long
day
already,
so
I
was
going
to
add
to
this
about
the
where
we
are
and
just
provide
my
input
on
the
directive
that
came
out
of
that
joint
committee
meeting
and
what
involvement
any
future
committee
could
have
based
on
the
where
we
are
and
what
the
future
holds.
Z
I
think
that
the
district
has
laid
out
a
pretty
good
plan
of
how
they
would
like
to
proceed
moving
forward
for
a
referendum.
I
still
do
think
that
there
is
the
need
for
some
type
of
committee
either
it
be
that
joint
committee
that
meets
on
an
ad
hoc
basis.
I
think
some
of
the
concern
prior
to
and
at
our
last
discussion
was
that
that
committee
is
made
up
of
a
lot
of
members
and
we
want
to
avoid
having
a
committee
of
the
whole
situation.
Z
So
that
was
the
reason
rationale
in
my
mind
for
us,
condensing
it
down
to
a
new,
smaller
committee
that
had
a
makeup
comprised
of
both
north
of
the
broad
and
south
of
the
broad
committees.
But
I
do
think
that
the
some
form
of
a
committee,
whether
it
be
a
joint
committee
that
comes
together
only
on
an
as
needed
basis
or
a
smaller
version
of
that,
is
still
necessary,
going
through
the
process
to
meet
and
review
things
to
talk
with
the
citizen-led
committee
to
attend
those
meetings
or
whatnot.
Z
T
Thank
you
yeah.
I
was
looking
at.
I
actually
really
liked
the
presentation
that
was
put
in
board
docs
because
I
feel
like
it
lays
out
actionable
steps
and
we've
kind
of
moved
out
of
the
theoretical
aspect
of
a
second
referendum
and
we're
now
moving
into
the
you
know,
actual
steps
we
need.
When
I
saw
the
presentation
it
said
review
south
of
the
broad
committee
findings
review
north
of
the
broad
committee
findings.
I
feel
like
at
that
point.
Those
committees
had
served
their
purpose.
T
They
were
informing
the
board
as
far
as
making
a
new
committee
essentially
is
what
it
would
be.
It
would
be
to
make
a
new
committee
that
would
be
some
sort
of
liaison
to
the
crpc
and
evaluate
the
referendum
as
it
progresses
over
the
next
year.
My
concern
is,
it
is
a
full
board
issue
and
to
have
three
members
that
would
have
voting
rights
from
to
what
to
bring
out
of
committee
or
bring
to
committee
et
cetera,
gives
me
a
little
bit
of
pause.
I
think
it's
a
it's
a
duplication
of
effort.
T
I
don't
think
I
don't
know
what
we
had
last
time.
We
did
this
to
me.
I
feel
like
we've
got
the
facility
commission
condition.
We've
I
mean
of
that.
I'm
looking
at
the
steps.
We've
got
the
south
abroad
findings.
We've
got
the
north
abroad
findings,
we've
got
the
fca,
we
have
the
facility
master
plan
and
if
I
look
at
the
timeline
that
dr
rodriguez
is
laying
out
he's,
we
need
to
get
moving
on
forming
a
crpc.
So
it's
my
personal
opinion
that
we
don't
need.
T
Another
ad
hoc
committee
I
have
concerns
about
referendum
is
going
to
be.
You
know
not
necessarily
contentious,
but
there'll
be
a
lot
of
need
for
a
lot
of
discussion
that
all
11
board
members
and
the
new
board
members.
We
got
seven
board
members
that
well
not
they're,
not
all
changing
the
novel
for
election.
You
know
some
of
them
are
running
unopposed,
but
there's
going
to
be
a
change
in
board
members
coming
on,
I
would
hate
to
restrict
referendum
oversight
to
just
three
members.
S
N
Well,
we
need
to.
We
still
need
to
vote
that
motion
down,
but
if
there
was
a
committee
there
was
confusion
on
the
mission.
I
believe
you
had
some
insight
into
what
the
mission
would
be,
which
is
not
necessarily
related
to
the
referendum.
So
there
was
confusion,
and
the
purpose
today
was
to
get
clarity.
V
N
V
I
agree
with
what
ms
boatwright
meant
said
and
but
I
do
see,
perhaps
a
need
for
a
committee
to
be
called
by
the
administration
to
to
get
some
initial
feedback
not
make
a
decision,
but
just
like,
for
example,
we
look
at
the
transparency
report
and
we
we
talk
about
go
line
by
line
in
the
transparency
report
and
we
ask
specific
questions
and
so
on,
but
that
doesn't
mean
that
we
make
a
decision
on
it.
V
V
You
know
if
that
would
be
of
value
to
the
administration,
to
have
something
on
call.
When
I
get
we
we're
working
this
up,
what
do
you
think?
Are
we
on
the
right
track,
not
a
decision
but
an
opinion,
and
then
you
could
also
always
report
that
committee
could
make
a
report
during
a
full
board
meeting
and
say
we
were
asked
about
this,
and
this
is
what
we
said.
Do
you
disagree?
T
Well,
I
didn't
think
you
get
back
to
me
so
fast.
I
was
just
listening
to
colonel
guyer
and
my
only
thing
is
with
something
like
the
referendum,
so
we
have
the
academics
community,
we
have
operations.
You
know
we
have
these
committees
where
I
think
specific
questions
could
be
brought
about
how
to
proceed,
and
you
guys
can
tell
me
if
I'm
wrong,
but
because
I
don't
necessarily
feel
like.
I
have
a
full
grasp
on
what
the
role
of
committees
are
in
this
board.
T
But
to
my
mind,
committees
are
sort
of
where
the
business
is
brought
to
be
discussed
and
filtered
or
you
know,
questions
are
asked
and
then
it's
moved
to
the
full
board
right
and
then
the
it's.
It's
an
attempt
to
kind
of
have
a
more
fulsome
discussion
so
that
we
don't
have
long
discussions
at
every
board
meeting
some
of
that
works
done
in
advance.
T
So
that's
just
my
my
concern
and
I
think
again-
or
you
know
this-
the
board
is
voting
on
this
right
now
could
potentially
be.
You
know,
substantially
different
than
the
board
that
will
actually
be
in
this
committee.
In
other
words,
if
we
pick
a
three
members
to
be
on
that
committee,
the
new
members,
if
there
are
any,
won't,
have
an
opportunity
to
participate
but
they'll
be
very
involved
in
the
process.
N
N
N
Z
N
U
For
me,
the
the
adult
committee
that
did
the
north
abroad
we
found
a
lot
of
issues
was
at
some
of
the
school
and
a
majority
of
the
schools,
and
I
think
that,
because
of
that,
a
lot
of
those
problems
have
been
been
dealt
with,
because
I
I
went
back
to
several
schools
since
we
did
that
and
it
it
those
problems.
Aren't
there
anymore
now
as
far
as
south
abroad.
U
I
think
we
do
need
a
committee
because
that's
what
the
school
is
going
to
be
built,
and
unless
we
are
talking
about
closing
some
school
on
this
side
of
the
river,
then
we
can
deal
with
that
when
that
when
they
come
up,
but
I
I
you
know-
that's
just
me
thank
you.
O
I
should
I
should
know
better
than
to
venture
into
this,
but
I
just
want
to.
I
wasn't
here
when
a
lot
of
that
work
last
time
took
place.
Okay,
so
there's
a
bit
of
a
of
a
playbook.
If
you
will
that
that
the
board
and
the
interim
superintendent
followed
at
that
time-
and
I
don't
know-
was
there-
was
there
a
board
committee
at
all
at
that
time
with
respect
to
to
the
last
process
on
the
on
the
referendum?
O
So
it
went
to
a
cprc
committee
that
was
formed
yes
and
then
it
all
came
back
to
to
the
board
right
my
following
right
track
and
right:
okay
and
then
and
then
the
project
list
was
shared
okay
and
then,
if
I
remember
correctly,
the
board
made
a
decision
at
that
time,
and
I
say
remember
I
still
wasn't
here
but
but
I
think
the
board
made
a
decision
at
that
time
to
to
send
the
team
back,
because
because
it
was
like
644
million
dollars
or
something
like
that
and
and
they
were
trying
to
prioritize
right
and
then
something
came
back-
345
million
to
the
full
board
again
for
okay.
N
Okay,
here
we
have
a,
we
have
one
strain
here,
that's
focused
on
the
referendum.
We
have
another
strain,
that's
focused
on
the
mission
of
this
committee
and
now
we
have
the
motion
the
original
motion
up
on
the
board,
which
is
so
small.
I
can't
read
it.
H
N
Z
So
my
understanding
of
the
process
right
now
is
we're
voting
on
the
motion
to
dissolve
the
committee,
even
though
it
really
doesn't
exist
because
we
have
a
new
committee
and
that's
going
to
still
stand
correct.
So
we
don't
have
to
even
address
that
they're
going
to
meet
you
guys
are
going
to
start
to
meet,
come
up
with
a
scope,
no.
N
Z
N
N
O
Well,
I
believe,
as
part
of
that
work,
if
I'm
not
mistaken
at
that
july,
12th
meeting
there
was
discussion
about
further
work
of
those
two
committees.
The
original
two
committees
should
be
carried
out
or
completed
by
the
superintendent
right
and-
and
so
that
brings
me
to
this-
if
that
is
the
case,
so
if
you'd
like
me
to
move
move
forward
and
go
through
this
presentation
happy
to
do
it.
N
O
If,
yes,
please,.
B
AF
B
O
X
X
X
Just
or
a
shortcut,
so
I
mean
me
personally,
I
like
for
them
to
go
through
the
whole
thing,
because
this
is
a
big
situation.
I
mean
this
is
a
big
decision
moving
forward.
So
that's
just
my
personal
opinion.
O
I
will
I
will
start
at
slide.
Three
slide.
Two
is
just
sort
of
a
recap,
so
I'll
start
at
slide,
three
and
and
in
slide
three.
It
essentially
moves
through
some
of
the
very
next
steps
and
immediate
next
steps,
and
that
is
both
the
south
of
the
broad
committee
and
the
north
of
the
broad
committee
had
done
extensive
work,
and
so
we
want
to
review
any
recommendations
or
committee
findings
coming
out
of
the
work
from
both
of
those
groups.
O
O
We
know
that
last
time
it
was
extremely
valuable
to
have
a
cprc
committee,
and
so
there
were
recommendations
from
that
cprc
committee
that
didn't
make
the
final
list
project
list
in
the
referendum,
and
so
I
think
it's
incumbent
upon
us
to
really
honor
that
work,
that
they
did
and
go
through
that
and
see
how
many
of
those
things
are
still
real
factors
and
and
real
needs
that
that'll
need
to
be
addressed
because
some
of
them,
you
know
may
have
been
may
have
been
addressed
in
other
in
other
ways,
just
because
of
timeliness
and
things
that
needed
to
be
touched
upon.
O
So
in
addition,
you
see
that
I
have
in
there
to
hire
a
referendum
consultant
and
then
establish
a
timeline
for
referendum
development.
I
think
dr
wisniewski
is
correct
in
highlighting
that
that
there's
an
immediacy
to
that
work
that
that
needs
to
needs
to
happen
and
get
started.
So
there
are
some
known
needs
for
our
school
district.
O
For
example,
you
know
we
have
having
a
shovel
ready
project
from
this
referendum
regarding
hilton
head
high
school
and
that
that
so
that
would
be
one
of
the
projects
out
of
the
gates,
because
it
would
be
shovel
ready.
We
know
we
need
a
bluffton
school,
it
could
be
an
elementary
or
a
middle
school,
but
but
we
know
we
need
one
and
that
could
be
a
shovel
ready
project
as
well.
O
It
doesn't
which
would
be
ideal
right,
because
one
of
the
successful
things
about
this
past
referendum
was
that
we
had
shovel
ready
projects
and
when
it
passed
in
november,
in
january
and
february,
we
were
hitting
the
ground
running
already
right.
So
that
was
important.
Ladies
island
was
something
that
was
on
a
conversation
in
the
last
referendum
and
so
that
that
middle
school,
and
so
we
need
to.
We
need
to
take
a
close
look
at
the
needs
there,
as
well.
O
Community
engagement
is
a
vital
part
of
any
referendum,
and
so
this
is
no
different,
so
a
cprc
2.0
so
that
we
have
another
committee
that
comes
together
as
part
of
it.
There
will
need
to
be
a
selection
of
membership
into
that
committee,
meeting,
dates
and
scope
of
work
for
that
committee
laid
out,
and
then
district-wide
community
engagement
forums
to
discuss,
needs
and
and
findings
of
all
of
that
work
for
the
for
the
next
referendum.
O
Gathering,
input
and
and
sharing
needs
is
essential.
I
think
one
of
the
things
that
was
really
important
in
the
in
this
last
referendum
has
been
the
establishment
of
the
citizen-led
oversight
committee.
The
clock
has
been
extremely
important
and-
and
I
think
them
being
available
as
part
of
the
engagement
or
any
questions
that
come
up
for
that
cpr
c
is
also
of
value
to
them
and
to
the
general
public.
O
Once
those
things
are
in
place,
we
have
a
strategic
identification
of
of
needs
that
that
has
to
go
through
one,
the
ones
we
know
of
to
analyze.
All
of
that
together
and
whatever
the
recommendations
are
of
a
cprc
2.0
as
well,
are
our
essential
components
and
what
the
district
knows
we
have
to
do
as
part
of
the
vision.
O
And
then
you
see
a
final
steps
would
include
developing
a
project
list
bringing
that
project
list
forward
to
the
board
or
approval
or
feedback,
as
the
board
did
last
time
and
sent
the
committee
back
and
sent
the
group
back
to
fine-tune
and
prioritize.
O
You
see
the
community
engagement
sessions
that
are
important
and
then
an
education
component
to
educate
the
general
public
in
beaufort
county
about
what
comes
out
of
that
work
with
regard
to
a
potential
new
referendum,
and
then
I
think,
if
you
see
on
the
last
page,
there's
a
timeline
and
that
timeline
has
us
starting
now
right
and
that's
important,
because
there's
there's
you
don't
want
to
rush
these
things.
But
you
want
to
have
a
good
runway
leading
up
into
whenever
a
potential
referendum
might
might
take
place.
N
Okay,
miss
belgrade.
T
O
No,
no
can't
it
was
not
in
that
past
referendum,
so
it
would
be.
That
is
something
that
the
board
could
look
at.
Maybe
it
could
use
a
percent.
It
could
look
at
its
fund
balance
if
it
wanted
to.
You
have
a
couple
of
options
that
you
could
utilize
in
order
to
to
do
that,
but
it
could
not
come
from
this
current
referendum.
S
O
Yep,
I
think
it's
essential
for
us
to
make
sure
that
that
we
have
someone
to
that
would
be
helpful
in
guiding
our
work,
someone
that
has
had
prior
experience
in
terms
of
laying
out
referendums.
N
Z
Thank
you,
mr
chair,
in
regard
to
the
committee
structure
and
and
selecting
the
membership
for
it,
I
think
in
the
past
it
was
a
combination
of
the
board
recommended
some
people
and
then
also
dr
burke
had
some
others
that
he
brought
in.
Is
that
still
kind
of
the
plan
just
to.
E
Z
Okay
and
then
I
don't
think
I
have
anything
huge,
except
for
mostly
just
a
statement,
and
that
is
that
the
district,
since
our
last
referendum
passed
the
district,
its
composition,
the
additional
voters
that
we
have
specifically
in
pockets
of
the
county.
I
think
we
need
to
be
very
cognizant
of
those
new
people
to
us.
I
know
last
time
we
did
a
good
job
communications
wise
of
putting
out
info
on.
You
know
each
school's
going
to
get
this
and
and
what
the
projects
were.
So
the
communication
and
marketing
efforts.
Z
This
time
are
even
more
important
in
targeting
those
new
to
the
county
voters.
I
know
there's
data
and
databases
and
all
kinds
of
stuff
that
can
assist
with
that,
and
I
know
we're
limited
in
our
efforts,
but
just
wanted
to
make
sure
that
that's
at
the
forefront
of
people's
minds
when
we
are
communicating
and
marketing
this
yep.
N
Okay,
so
next
steps
are
laid
out
here
and
I
think
we've
taken
care
of
the
lack
of
need
for
the
previous
committee.
So
I've
had
a
request
to
take
a
break
for
10
minutes
and
I
had
a
second
on
that.
N
So
let's
get
back
here
and
let's
make
it
a
14-minute
break
and
get
back
at
three
o'clock.
Maybe
we
can
wrap
all
this
up
by
4.
N
N
Our
policy
says
that
newly
elected
members
are
seated,
I
think,
within
two
weeks
of
november
election.
Yes
ma'am,
I'm
just
going
to
clarify
my
understanding
is
that
this
is
in
the
handbook.
It's
not
policy.
Okay,
so
changes
to
this
are
much
less
cumbersome.
N
Originally
it
was
thought
that
we
that
we
would
we
were
in
violation
of
state
law,
and
apparently
we
are
not
in
violation
of
state
law,
because
there's
so
proviso
I
was
told
by
wendy
that
allows
to
be
seated
in
january.
So
the
original
impetus
for
changing
that
handbook
item
doesn't
really
exist.
Is
we
we're
not
in
violation
of
state
law,
by
seeding
them
in
january,
because
one
of
the
questions
was:
how
does
county
council
get
away
with
it,
but
but
the
so
we're
not
in
violation
of
state
law?
N
There
are
other
issues
with
it
when
you
get
elected,
the
board
of
elections
certifies
your
duration,
so
you
know
they
certify
through
december,
so
we'd
have
to
change
that.
I
did
try
to
communicate
with
them
once
and
they're
not
interested
in
the
issue.
It's
not
on
an
issue
for
them.
So
here
we
are.
We
have
to
change
the
handbook
or
take
or
take
other.
You
know
some
other
steps
to
get
people
actually
seated
in
november.
N
N
Do
we
have
a
copy
of
the
proviso
and
board
docs
or
anywhere
for
us
to
look
at
okay
yeah?
I
just
want
to
put
my
eyes
on
it
to
make
sure
that
I
understand,
because
that
aren't
the
proviso
supposed
to
be
renewed
year
over
year.
N
When
is
it
a
correct,
characteristic,
characterization
that
we
are
not
violating
state
law
as
it
by
seating?
Folks
in
january,
is
our
yeah?
That's
the
bottom
line
yeah.
I
thought
that
we
had
originally.
I
thought
that
we
had
to
to
go
into
our
new
office,
our
new
elected
board
members.
You
know
two
weeks
afterwards
and
then
we
found
out
from
the
school
board
situat
from
the
school
board
and
from
working
with
other
districts
that
that's
not
the
case
anymore.
This
was
a
really
you
know
a
really
old
law,
but
we
can
still
if
we
wanted.
N
So
I
guess
we'd
have
to
deal
with
the
election
commission
and
and
ask
them
how
they
would
want
us
to
go
about
changing
it,
but
county
councils
in
january.
You
know
the
governors
in
january,
the
state
superintendent,
all
the
other
offices
take
place
in
january
right,
and
that
is
one
of
the
complications
we're
going
to
have
to
get
the
state
or
the
county
elections
to
also
change
change.
The
end
date
on
newly
elected
members,
yes,
ma'am.
If
we
are
not
breaking
any
laws,
I
suggest
we
just
make
sure
that
we
remove
this
from
the
handbook.
N
If,
if
this
is
in
the
policy,
we
either
move
it
to
the
handbook,
but
rachel
you
said
this
is
in
the
handbook
right
yeah.
I
think
it
is,
and
so
we
just
we
just
in
the
policy
committee,
okay,
we'll
review
the
handbook
and
delete
this
or
re,
bring
it
back
to
the
board
and
say:
okay.
This
is
our
practice
that
the
term
is
through
december
31st
and
that
this
is
the
new
wording
in
the
handbook
and
we're
done
with
it.
N
N
N
I
don't
think
we
need
to
take
it
out
of
here,
because
our
actual
policy
says
that
we
follow
federal
state
and
local
laws,
so
I
don't
think
we're
in
violation
of
anything
so
long
as
there
is
a
active
proviso
that
says
we
can
do
it
in
january,
see
them
in
january.
N
With
the
board's
agreement,
we
can
just
take
this,
give
this
to
the
policy
committee
to
work
with
wendy
and
then
come
back
with
a
recommendation,
because
we
also
have
to
meet
on
that
local
advisory
committee
as
well
and
so
on.
So
you
know,
I
think,
there's
one
other
item
too,
but
whatever
I
think
that's
a
good
idea.
I
think
there's
there's
another
two
or
three
outstanding
okay.
N
Mr
chair,
I'd
like
to
move
to
or
emit
this
agenda
item
to
the
policy
committee.
N
Now
this
was
my
item
because
I
think
sometimes
we
drift
away
from
announcements
and
my
understanding
of
announcements
is
notifying
the
public
of
upcoming
events
as
opposed
to
telling
them
where
we've
been
and
what
we've
done
or
other
things.
So
I
think
we
need
to
restrict
it
in
some
way
like
saying
it
should
be
confined
to
upcoming
events,
or
something
like
that,
because
I
there's
like
an
unspoken
understanding
amongst
most
of
the
poor,
but
I
think
recent
events
would
indicate
to
me
that
we
need
to
clear
up
that
definition.
N
I
thought
that
that
we
made
something
like
that.
A
couple
years
ago,
I
can
remember
one
of
our
board
members
challenged
me
on
an
announcement
that
I
was
making
about
a
world
affairs
council
event,
and
then
we
agreed
that
we
would
put
those
things
in
writing
and
submit
them
in
advance.
N
N
Do
we
need
to
add
that
to
our
policy
manual
handbook,
it
seems
like
it
already
exists
and
I'll
just
tell
you
as
chair.
I
just
need
to
know.
I
have
some
backup
when
I
cut
somebody
off
of
from
doing
something:
that's
not
an
actual
announcement
that
that's
that's
the
whole
bottom
line.
Yes,
ma'am:
okay,
oh
okay,
okay,.
N
N
Yes
ma'am,
mr
chair,
I
just
it's
my
understanding
that
the
handbook
is
not
online.
Yet
is
that
correct?
So
we
do
need
to
get
that
online
so
that
we
can
pull
that
up
and
reference
that
during
committee
meetings
or
during
board
meetings,
but
I
would
just
like
to.
N
Sorry
I
was
hearing
somebody
on
the
zoom
I'd
like
to
go
ahead
and
move
that
this
be
remitted
all
such
a
policy
committee
for
the
purposes
of
ensuring
that
it
is
in
the
handbook,
because
I
think
the
handbook
is
the
most
appropriate
place.
So
I
move
to
remit.
This
agenda
item
to
policy
committee.