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A
Okay,
good
afternoon,
I'd
like
to
call
the
meeting
of
the
academic
committee
to
order
this
is
a
hybrid
meeting
taking
place
in
conference
room
key
requests
for
public
comments.
Participation
will
be
accepted
between
three
and
three
thirty
by
sending
an
email
with
your
name
that
has
already
passed,
so
it
makes
no
sense
for
me
to
read
this
committee
members
present
in
person
are
myself
kathy
robine
mr
melvin
campbell,
colonel
dick
guyer,
and
I'm
not
sure
if
angela
middleton
and.
A
Is
online
also
present
in
the
room
is
dr
strattos
and
we
have
a
parent
who's
here
who
is
going
to
talk
during
the
speak
with
us
during
the
first
part
of
the
meeting
the
mr
david
clarke?
So
at
this
point
I
invite
everyone
to
stand
for.
A
Hi
committee.
A
I
don't
see
any
all
those
in
favor
the
agenda,
please
all
right,
so
that's
4-0,
okay,
public
comments.
I
think
I
will
mr
focus
here
in
person.
I
do
want
to
just
set
the
stage
a
little
bit
I
on
our
agenda.
Are
administrative
regulations,
is
38
and
is
38.1.
A
We
had
disposed
of
those
at
the
academic
committee.
We
had
heard
them
they've
been
presented
to
the
full
board.
Mr
cook
contacted
me
and
asked
if
we
could
put
that
back
on
the
agenda.
A
regular
board
meeting
wasn't
able
to
accommodate
that,
but
I
invited
him
to
this
meeting
so
that
he
could
share
some
of
his
thoughts
with
us.
This.
This
portion
of
the
meeting
is
limited
to
15
minutes
because
we
really
need
to
move
on
with
our
oe12,
so
we
will
go
to
public
before
we
do
public
comments.
D
A
Okay,
so
at
this
point
we
have
emote
need
a
motion
to
approve
the
committee
meeting
minutes
from
june
22nd.
F
A
A
Okay,
so
now
school
library,
materials
selection
and
an
adoption
38.1,
I
know
that.
A
That
there
was
some
question
you
know
we
went
over
this
in
in
detail
and
I
believe
feedback
that
I
got
from
mr
cook
on
this
was
he
was
concerned
about
the
makeup
of
the
canadian.
That
would
would
be
evaluating
challenge
material
is.
E
That
right
yeah,
I
think
that's
the
biggest
concern
I
mean
when
I
review
everything
else
on
here.
Just
I
don't
care
to
follow
a
standard.
I'm
well
aware
of
that
make
up.
The
committee
seems
a
little
bit
it's
not
as
objective
as
I
would
think
it
would
be,
but
I
understand
there's
got
to
be
a
process.
E
I
thought
that
there
might
be
more
involvement,
maybe
with
people
from
the
sic
for
that
school
more
than
one
representative
from
sick,
maybe
a
representative
from
ptl,
I'm
not
sure
willie
galvin
pto
being
involved
in
it,
but
the
way
I
saw
it,
it
just
seems
like
it's
more
of
the.
E
How
would
you
say
the
best
way
to
put
it
is
more
like
a
prosecutor
putting
his
putting
his
staff
in
the
jury
box
when
it
comes
to
a
review
and
making
a
decision,
and
it's
not
as
literally
follow
a
good
process
as
much
as
as
I
think
it
would
be
considering
what
what's
on
the
line.
As
far
as
you
know,
reviewing
reviewing
books-
and
I
want
you
to
keep
in
mind
that
I
by
no
means
do-
I
consider
this
something
where
we
need
to
be
removing
books
from
our
library.
E
E
E
I'm
not
sure
who
made
it,
but
not
every
kid
can
get
to
a
public
library
and
as
far
as
the
library,
the
school
library
is
the
only
one
that
ever
you
see
so
having
the
books
available,
but
maybe
under
a
controlled
setting,
may
work
out
a
little
bit
better
for
the
students,
my
daughter's
13,
my.
E
Maybe
not
necessarily
a
classroom
library,
but
if
there's
a
separate
office
or
something
that
a
counselor
might
be
better
for
a
school
counselor
social
worker
to
have
there's.
E
All
the
literature
that
I'm
looking
at-
and
you
know
I
support
creative
writing
and
that's
that's
a
very
big
part
of
what
you
try
to
teach
students
as
well.
So
the
last
thing
you
want
is
to
be:
you
know,
teaching
the
kids.
Oh,
we.
A
You
know
I
I
so
what
we
have
now
is:
any
parent
can
opt
out
and
say
I
don't
want
my
child
to
have
access
to
the
sport.
So
how
do
you
like?
How
do
you
think
that's
different
than
what
you're
asking
for.
E
Well,
I
mean
obviously,
if
I'm
gonna
have
something
a
book
in
for
reconsideration.
It's
gonna
go
in
front
of
review.
I
think
that
the
process
that
we've
had
in
selecting
books
for
our
for
our
school
libraries
in
the
recent
past,
I'm
not
clear
of
what
the
process
is.
I
know
that
we've
got
something
here,
but
when
I
looked
it
up
under
statute
for
the
state
standards,
the
statute
says
that
library
books
came
from
the
state
board
of
education
and
the
schools
could
select
what
they
wanted.
E
So
I'm
not
sure
if
the
process
has
changed
or
is
evolving
as
far
as
how
books
are
selected
and
reviewed
as
far
as
an
opt-out,
I
don't
know
if
you
necessarily
need
to
have
an
opt-out.
I
think
it's
a
good
alternative
for
some
parents
that
are
like
you
know.
I
don't
want
my
kid
to
have
access
to
it,
because
I
know
that
they
can
search
through
their
school
device.
I
think,
through
through
sora
or
one
of
the
applications.
They
can
look
up
books.
E
They
can
get
ebooks
through
that
application
and
I'm
pretty
sure
that
if
they're
able
to
look
it
up,
that
can
also
be
blocked,
but
that's
quite
a
big
undertaking,
so
the
idea
being
okay.
Maybe
we
need
to
remove
this
from
the
process
where
it
has
to
be
given
counselor
approval
or
or
parent
approval,
to
go
in
to
see
a
book
if
it's
being
recommended
from
a
counselor
and
you
know,
opt
out,
I
understand
the
idea
with
the
opt-out.
A
E
My
biggest
concern
really
is
my
biggest
concern
is
that
there
is
there's
content
and
behavior
in
the
books.
That
is,
that.
Will
that
may
or
may
not
have
influence
over
a
student's
behavior
in
school
out
of
school
stuff
that
underage
drinking
premarital,
sex,
defying
authority,
anti-police
rhetoric,
you
know
drug
use,
it
doesn't
mean,
there's
a
lot
of
things
in
the
books
that
you
know.
E
F
One
way
to
determine
yeah,
first
of
all,
the
districts
committee
to
review.
He
said
it
like
fill
the
jury
talks
with.
You
know
your
own
people.
Basically
what
you're
saying
I
don't
know,
but
the
district
is
the
caretakers
of
our
children
in
terms
of
this,
and
that's
probably
expected
that
we
got
a
plan
on
the
kind
of.
F
F
Who's
looking
at
this
book
this
time
and
who
was
judging
it
this
time,
which
is
gonna,
judge
it
the
next
time
and
you
have
a
bunch
of
varying
opinions
and
committees.
So
you
know
because
I'm
for
real,
then
we
want.
We
want
to
kind
of
make
sure
it's
a
better
word.
I
guess
maybe
some
books
but
yeah.
I
I
think
that
we
have
to
remain
standard
like
everything
else
yeah.
But
you
know,
people
have
a
chance
to
grieve.
F
What's
happening,
have
a
chance
to
poke
that
needle
a
little
bit
more
to
the
right
or
left,
whichever
way,
because
I
don't
think
this
book-
and
I
can
argue-
that's
that's
the
approach
from
the
committee
staffer.
I
think
we
do
need
that
kind
of
concept
of
everybody
who
are
the
experts
from
the
district
going
down
to
that
librarian
or
classroom
teacher
who's
on
that
committee.
That's
our
real
person,
you
said
btso,
you
know
who
they
pick.
I
guess
is
also
subjective,
but
you
know
the
school
improvement
council.
F
E
Understand
and
to
a
certain
to
a
certain
degree,
I
I
think
that
the
way
I
see
it
is
that
district
staff
has
already
put
the
book
there,
maybe
well,
according
to
the
way
yeah
right,
I'm
being
told
from
the
state
they're
saying
that
the
district
has
the
responsibility
to
pick
what's
up
so
that
it's
already
had
the
chance
to
be
reviewed,
and
somebody
thought
maybe
they
don't
have
kids,
but
somebody
thought
okay.
This
book,
that
has
has
a
good
message,
even
though
there's
anti-police
rights
or
there's
explicit
language
regarding
sex
yeah.
E
F
E
F
A
F
Being
genuine
educators,
sure
and
when
you
bring
that
situation
up
they're
going
to
vary
from
the
standpoint
of
what
is
his
point,
and
I
can
understand
his
point:
let's
take
that
book
out
easy
to
come
out
and
and
all
right
you
know-
and
I
think
that's
a
me
personally.
You
know
I'm
not
always
going
along
with
the
program
of
the
system,
but
I
think
that's
a
much
fairer
approach
than
when
you
start
bagging
certain
people
to
attack
this
book
and
bagging
order.
F
F
A
A
But
I
I
think
you
know
urge
your
concerns
about
the
process
for
a
guy.
Did
you
have
anything
you
wanted
to
add.
D
D
Language
is
a
tough
thing
to
deal
with
and
we
had
to
deal
with
huckleberry
finn,
the
classic
and
you
you
deal
with
it
in
the
classroom.
You
talk
about
that's
the
way.
Samuel
clements
talked
at
the
time.
It's
not
it's
not
accepted,
there's
catcher
in
the
right
another
classic,
and
it
has
behavior
that
we
don't
necessarily
want
students
to
do.
D
Parental
interest
is
the
key.
If
parents
are
concerned
about
what
their
students
are
reading,
their
children
are
reading,
they
should
be
asking
and
keeping
track
of
what
they're
reading
and
parent
can
say.
No
and
nobody
in
the
school
district
is
going
to
say.
Oh
I'm,
sorry,
you
have
to
read
that
book
for
this
report.
No
one's
going
to
do
that.
D
I
I
am
confident
that
our
assigned
reading
in
our
english
classes
and
our
biology
classes
and
everything
are
vetted
through
the
state
and
the
history
class
is
vetted
through
the
state.
We're
not
going
to
have
crt
we're
not
going
to
have
other
things
here.
This
is
south
carolina.
This
is
not
california
or
massachusetts.
D
But
we'll
never
be
able
to
stop
free
reading,
we'll
never
be
able
to
say
don't
read
this
book
because
they
can
get
this
it's
much
easier
now
to
get
this
book
and
and
we
we
can
block
on
our
ipads
and
on
our
computers,
laptops
that
we
give
to
our
students.
We
can
block
inappropriate
things,
but
we're
not
hackers
and
we
have.
We
have
procedures
in
place,
but
that's
not
going
to
stop
them
going
online
other
places
and
finding
those
things
it's
very,
very
difficult.
So.
E
E
A
A
B
B
And
I'll
give
you
this
one
three
quick
points
of
clarification.
One
is
that
the
work
of
the
state's
association
list
of
library
books
also
use
national
standards
as
well.
The
ar
38
gives
a
complete
detail
on
the
process.
Yes,
it's
in
support
of
isa,
3
and
then
the
second
page
of
38.1
is
a
detailed
account
of
membership,
yes,
which.
I
B
A
very
thorough
it
gives
parent
case.
Actually
what
we've
done
as
a
system
is
provide
waste
appear
yeah,
it
means
so
yeah,
okay,
okay,
so
with
that,
I
have
a
team
of
instructional
leaders
with
us
today,
I'm
joining
us
electronically
and
I
appreciate
the
opportunity
to
visit
you
and
our
committee
matters
38.
B
B
Middleton
on
board
with
us
today,
I
recognize
that
we
have
taken
an
approach
with
this
oe.
B
B
B
That
is
a
12.0,
and
if
you
look
down
on
page
three
to
12.1
I'll
start
with
some
brief
reading,
and
then
I
have
the
team
here
to
help
us
with
evidence
as
well
all
right
so
12.1
states
to
ensure
that
the
instructional
programs
are
based
on
comprehensive
and
objective
review
of
best
practice.
Research.
B
The
superintendent's
interpretation
is
immediately
under
that
and
I'm
going
to
go
directly
to
start
pointing
to
the
indicators
of
compliance
on
the
bottom
of
page
three,
and
as
I
go
through
this
membership
from
isd
as
well
as
student
services,
this
is
middleton.
There's
anything
you'd
like
to
share
in
right.
We
have
an
annual,
complete
and
comprehensive
alignment
of
content
review
that
starts
annually
that
we
did
with
our
curriculum
writing
in
order
to
write
for
the
next
year.
B
We
then
we
actually
backwards
math
to
clean
up
to
take
the
input
input
from
the
schools,
and
then
we
go
forward
with
our
writing
teams.
We
have
alignment
to
standards
which
is
a
requirement.
It's
also
state
law.
Alignment
with
assessments
and
you'll
see
some
more
of
that
information
coming
forward
this
year.
B
Ebi
recommendations
based
on
the
continuous
improvements
model,
that
is
a
training
map,
also
provided
to
all
our
coaches
procedures
and
expectations
for
the
district
of
curriculum
that
adhere
to
research
based
learning
practices
is
in
all
content
areas
and
all
grades
to
share
with
them
melissa
murray
beer
online.
If
you
could
speak
a
little
to
the
curriculum,
what
it
actually
conducted
as
we
were
working
with
the
state
for
sips.
J
Yes
ma'am,
so
the
state
department
of
education
has
literacy,
support
specialists,
work
within
our
districts,
so
new
curriculum
that
we
have
recently
rolled
out
prior
to
us,
selecting
it.
We
worked
with
a
committee
that
was
inclusive
of
two
state
representatives
and
educators
across
our
district,
and
we
utilized
the
rubric
tool
that
the
state
provided
to
us,
which
comes
from
a
partner
that
they
work
with
to
analyze
all
adoptions.
J
So
in
total
it
we
actually
spent
about
three
weeks
we
went
section
by
section.
Each
person
submitted
their
their
results
we
compiled,
and
then
we
met
to
discuss
and
then
added
evidence
to
why
it
scored
where
it
scored,
which
was
the
overall
average.
B
J
B
Continue
on
some
of
our
points
of
evidence
as
well
and
melissa,
thank
you
so
much
our
partnership
that
we've
started
with
the
university
of
virginia
during
partnership
for
leadership
and
education,
which
is
building
capacity
of
membership
within
my
team
and
targeted
on
schools,
as
well
as
our
executive
directors
who
are
attending
these
trainings.
B
B
And
if
we
look
right
above
that
for
professional
development,
I
do
want
to
make
note
that,
as
we
go
through
professional
development
and
identifying
what
is
needed
for
our
schools,
that
need
is
identified
as
a
result
of
data
that
is
reflected
from
either
our
map
testing
sc,
ready,
testing,
informal
information
from
our
schools
performance
from
the
instructional
programs
that
we
have
initiated
now
into
year.
Two
and
it
we
try
to
build
our
pd
as
a
result
of
the
need
of
student
performance
and
what
is
given
back
to
by
our
instructional
coaches,
teachers
and
administrators.
A
I
would
just
note
that
you
know
the
just
of
the
12.1
is
review
of
best
practice.
Research
and
you've
added
a
whole
bunch
of
things
in
here
that
show.
B
D
A
Okay,
david,
throw
your
hand
up.
If
you
have
something
you
want
to
say.
H
Oh,
that
was
by
accident
by
accident,
but
yeah
as
usual.
You
all
have
far
exceeded
expectations
on
this,
and
I
appreciate
I,
I
always
enjoy
listening
to
you
telling
us
what
you're
doing,
because
all
that's
going
on
that
we
don't
see
every
day,
but
it's
going
to
have
a
heck
of
an
impact.
So
thank
you.
B
We're
very
lucky,
with
integrated
work
with
other
departments,
only
12.2
based
instruction
on
academic
standards
that
meets
or
exceed
state
and
or
nationally
recognize
model
standards.
B
If
we
go
to
page
four
for
our
indicators
of
compliance
and
with
that,
I'm
going
to
ask
mrs
gilbert
to
join
with
us
in
this
as
well
as
latasha,
to
talk
a
little
bit
because
latasha
you
have
battery
creek,
it's
a
great
work
with
cambridge
and
ace
you're,
one
of
the
leading
high
schools
in
our
district
who
picked
up
the
ball
when
I
introduced
it
to
dr
cox,
can
you
just
give
us
a
brief
information?
I
know
you
removed
from
that,
but
you
were
a
driving
force.
Man.
I
We
we
chose
to
accept
that
the
cambridge
program,
because
it
it
encompassed
all
students,
not
just
a
particular
group
of
students,
the
way
that
the
tests
are
designed
is
designed
for
students
to
think
outside
of
the
box
and
because
it's
a
national
international
program,
the
way
they
test
the
students
is
not
based
on
what
you
know,
but
it's
based
on
how
you
come
to
the
conclusion
of
when
you
come
to
so,
unlike
some
of
the
other
college
type
courses,
cambridge
is
trying
to
capture
the
whole
student,
not
just
a
student
who
is
able
to
determine
things
that
really
don't
measure
anything
our
students
are
basically
it
could
be
a
student
who's,
a
college
prep
student
or
student
who
may
struggle
in
class,
but
they
teach
them
in
a
way
that
gets
them
to
capture
what
they
what
they
need
to
understand.
I
B
B
K
Good
evening
board
members
so
12.2
is
addressing.
How
are
we
aligning
to
nationally
state
recognized
models?
As
dr
stratus
mentioned,
we've
come
a
long
way
in
the
building
of
options
under
career
and
technical
education,
starting
with
the
implementation
at
the
state
level
of
how
they
now
recognize,
not
only
if
you're
college
ready,
but
also,
how
are
you
career
ready.
B
Thank
you,
mrs
gilbert,
and
if
you
look
down
at
the
example
that
I
believe
is
like
your
12
bullet
opportunities
for
exceptional
learning,
I
want
to
share
that
when
we
utilize
the
language
in
this
document,
exceptional
learning
and
it's
inclusive
of
gifted
and
talented
students
with
an
iep,
as
well
as
students
with
an
ilac,
so
we're
using
that
as
a
collective
term.
B
So
when
you
see
we
are
leaving
anyone
out
like
they're,
if
you
go
to
the
bullet
two
down
from
that,
it
highlights
the
professional
development
work
in
support
of
extensive
academic
programs,
especially
in
the
arts
integration.
If
I
could
have
mrs
mckenzie,
you
could
share
lightly
on
the
kennedy
work
that
you've
instituted
this
year
that
has
gone
beyond
our
local
world
right
and
the
artist
that
you've
actually
bring
it
in.
Thank
you.
C
Absolutely
this
year
we
worked
with
our
kennedy
center
partner
and
our
kennedy
center
partners,
alana
adams
from
hilton
head
art
center,
provided
over
4
000
hours
of
in
school,
both
with
students
and
with
teachers.
C
We
just
secured
a
grant
through
the
kennedy
center
to
continue
that
work
on
even
a
larger
scale
this
year,
with
professional
development,
with
our
teachers,
we're
focusing
on
integrating
art
into
all
curriculum
areas
based
on
standards
based
instruction.
So
we're
really
excited
for
what
we
have
going
this
year
to
extend
what
we
started
last
year.
B
B
A
B
You
12.3
aligned
curriculum
with
south
carolina
standards,
same
pattern
of
delivery
with
regard
to
superintendent
interpretation.
Here
we
have
indicators
of
compliance
is
our
our
course
syllabus
syllabus
standard
based
pacing
and
instructional
guidelines.
We
did
give
you
a
presentation
on
rubicon
and
will
be
and
is
still
available
to
public
appearance
and
the
state
accountability,
key
performance
indicators
that
are
within
our
standards.
We
worked
as
much
as
possible
to
be
more
and
more
aligned.
B
One
of
the
upcoming
meetings
actually
coming
to
our
principles
is
with
regards
to
the
one
minute
updates
and
some
of
the
provides
those
from
the
state
as
well.
So
those
are
just
some
quick
indicators.
A
So
one
of
the
things
well,
I'm
not
sure
this
is:
did
the
state
mandate,
a
finance
personal
finance
class
for
graduates
yeah?
Yes,.
B
B
A
Those
meetings
and
said:
okay,
all
right,
I
personally
speaking
of
there's
no
doubt
we're
aligned
with
south
carolina
standards.
I'm
gonna
hang
our
hat
on
that
right.
F
About
at
one
point
in
time,
do
we
look
at
our
standards
at
a
different
level.
B
It's
wonderful
that
you
actually
brought
that
up,
because
we
were
in
columbia
last
week
and
on
the
drive
back
from
columbia's
actually
and
mr
flowers.
I
know
you're
online
and
on
because
this
is
vision
on
the
conversation
that
we
started.
How?
Yes,
we
turn
to
look
at
what
I'm
going
to
say
are
the
essential
standards,
but
that
conversation
that
we
had
had
on
our
drive
drive
of
how
we
are
looking
broader
at
our
standards.
Could
you
bridge
on
that
a
little
bit,
sir?.
G
Yeah
so
yeah
the
conversation
really
thinking
about
the
state.
They
identify
priority
standards,
yes,
but
we
really
need
to
think
about
what
are
those
essential
standards
for
our
district.
So
we
need
to
factor
in
the
state
priority
standards,
but
really
reflect
on
our
data
and
what
the
instructional
practices
are
showing
and
hone
in
on.
G
What
are
our
districts
now
essential
standards
that
support
what
our
data
is
showing
us
to
prepare
students
to
be
college
and
career
ready,
along
with
alignment
to
the
stake
so
kind
of
looking
at
what
would
take
us
to
achieve
high
marks
on
the
state
assessment,
while
also
preparing
our
students
to
be
prepared,
as
they
moved
to
the
grade
levels.
So
building
that
conceptual
understanding,
along
with
their
understanding
and
application
aspect,.
B
So
if
I'm
lending
in
the
right
direction,
mr
campbell,
that
localized
need
to
informative
assessments
is
a
is
a
practice
through
continuous
improvement
model
that
we're
seeking
to
embed
deeper.
So
it's
not
only
are
we
doing
the
priority
standards,
but
I
may
have
to
put
greater
emphasis
in
all
this
purpose
or
writing
standards
within
my
school.
That's
one
of
the
capacity
better.
B
F
Now
those
standards
are
necessary
and
basics
and
we
have
to
reach
those
standards,
but
every
state's
got
standards
in
different
standards.
So
at
one
point
in
time,
do
we
move
in
a
direction
where
a
standardized
kid
is
a
standardized
here?
Standardized
student
is
ready
for
america,
not
just
ready
for
south
carolina.
That's
that's!
That's
where
that's
where
I
was
getting.
B
H
B
D
I
that
brings
all
my
bills.
I
I.
I
really
believe
that
application
and
use
of
tool
giving
the
tools
showing
the
application
and
have
them
comfortable
with
the
application
and
the
tools
that
we
teach
right.
B
On
going
so
with
that
I'll,
look
at
the
12.4
effective,
effectively
measure
each
footage,
progress
towards
achieving
or
exceeding
the
standards.
Again,
the
interpretation
we
look
down
to
the
indicators
of
compliance
bcsd
provides
a
district
testing
calendar.
B
Excuse
me
in
order
for
us
to
measure
students,
performance
summative
that
happens
at
the
quarter
mark
and
semester
mark,
but
we
also
have
our
formative
assessments
that
that
are
driving
instruction
district
monitoring
of
school
site
testing
implementation.
We
ensure
compliance
with
proviso,
1.96,
which
is
the
testing
provider
of
our
requirement
by
staple,
and
I
give
you
a
gate
provided
examples:
integration
of
professional
learning,
communities
that
provide
collaborate
collaborative
time
for
data
analysis.
B
Then
we
go
to
the
topic
case.
Six
professional
development
book
studies,
one
that
has
been
utilized
extensively
with
our
principles
and
assistance
principles,
and
we
actually
had
a
meeting
with
rick
stevens.
In
perfect
assessment,
we've
had
report
cards,
some
schools
off
the
offline
hat
elementary
actually
go
beyond
that
grade
and
write
detailed
performance
of
students,
especially
our
elementary
principals.
They
almost
informally
do
a
standard
based
report
card
and
they
painstakingly
write
everything
in
detail
school
site
evidence
of
practice
on
the
esc,
continuous
improvement
model.
Those
are
our
points
of
level.
B
And
you
can
understand
why
I
have
members
on
the
team
here
of
any
of
you
want
to
share
in
from
instructional
initiatives
that
we've
done
from
nsa
grant
or
via
grant
grant
the
number
of
career
technical
education
programs
we've
provided.
Mrs
gilbert
consent,
you
know:
share
the
information
on
the
growth
of
our
programs,
percentage
of
students
participating
career
pathways,
results
of
secondary
college
and
career
readiness
indicators,
student,
individual
graduation
plans,
the
c
sea
island
school
for
the
arts
at
and
academies.
B
I'm
sorry,
academics,
universal
aptitude
screen,
and
this
is
actually
becoming
this
week.
This
year
we
took
this
past
year
of
planning
and
mr
plans.
If
you
want
to
speak
on
the
addition
of
that
screening,
because
this
would
be
our
first
year.
I
wanted
this
to
come
to
board
before
we
went
to
teachers,
but
you
took
the
year
for
planning
on
development.
G
Yeah
so
one
of
the
things
that
we
as
we
worked
through
last
year,
we
need
to
universally
identify
our
students
for
identification
of
gifted
and
talented,
really
removing
barriers
that
may
show
up
from
no
matter
where
they
live
and
whatever
background
they
have,
and
so
really
the
only
way
to
do
that
is.
We
have
to
universally
identify.
G
So
what
we're
going
to
be
doing
is
to
put
in
the
cogat
to
identify
for
aptitude
so
every
year
as
students
take
the
map
assessment,
and
I
ready
and
they're
already
doing
student
achievement
assessments,
which
is
one
of
the
dimensions
that
we
can
identify
in.
The
second
dimension,
though,
is
an
aptitude,
and
so
we
only
universally
administer
an
aptitude
assessment
to
all
students
in
grade
two.
G
So
by
increasing
it,
then
this
will
allow
us,
in
grades
four
and
six
to
universally
do
an
aptitude
assessment
just
to
see
if
they
have
the
ability
to
perform
high
and
then,
if
a
student
scores
high
enough
and
there,
but
not
student
achievement.
That
will
allow
us
then
to
administer
the
state's
performance
task
assessment.
G
So
we
could
potentially
then
increase
our
identification
for
gifted
and
talented
students
and
find
students
who
have
the
potential
we're
just
not
seeing
yet
to
really
hone
in
then
on
them
and
by
administering
it
really
in
fourth
grade
we're
kind
of
getting
through
that
middle
of
the
elementary
year
and
then
in
sixth
grade
it
can.
We
can
kind
of
look
at
it
to
use,
as
we
start
planning
where
they're
going
to
be
going
for
high
school
courses
and
all
of
that
and
the
data
is
good
for
a
couple
years.
G
So
if
I
administer
in
fourth
grade
and
then
they
score
high
enough
and
fifth
grade
on
something,
then
I
can
use
that
data
again
so
putting
in
a
few
extra
universal
catches
to
try
to
find
more
students
that
that
could
be
identified.
K
Mr
flowers
stratus-
may
I
add
again
in
support
of
some
of
the
evidences
that
we
encountered
last
year
for
career
and
technical
education
as
we
started
on
a
baseline
of
industry,
certifications
that
we
wanted
students
to
begin
to
attempt.
K
We
wanted
to
look
at
what
are
their
specialty
areas
and
I
was
glad
to
see
a
resurgence
of
accounting,
so
we
implemented
at
a
for
piloted
last
year,
quickbooks
as
a
certification
at
one
of
our
high
schools,
and
it
went
very
well.
We
had
several
students
that
did
earn
their
credential.
We
will
now
be
expanding
that
to
the
other
high
schools.
So
as
we
look
at
some
of
the
base
opportunities
within
our
welding,
culinary
health
care
we're
looking
at.
How
do
we
then
work
on
stackable
credentials?
K
K
High
utilization
well
received
and
teachers
asked
for
it
for
again
for
this
upcoming
school
year.
D
Blog
scheduling
reduces
the
number
and
opportunities
for
our
children
to
learn
about
other
things,
and
I'm
taking
back
to
my
education
and
my
son's
education.
We
had
speech
speech
was
a
thing
he
had
to
give
speech.
D
Music,
I
had
to
take
a
course,
and
I
had
to
take
you
to
coral
and
I
can't
sing
so
I
had
to
learn.
I
learned
about
classical
music
and
and
developed
a
lifelong
love,
classical
music
drafting
I
take
drafting.
I
take
wood
shops,
I
don't
cut
my
fingers
off
our
my
grandsons
can't
even
spell
saw,
I
mean
they.
They
have
no
idea
about
the
kind
of
home
at
home,
hands-on
things.
We
become
a
a
society
of
specialists
and
we
have
no
generalists
around
all
economics.
I
told
you
robotics
as
a
club.
D
D
F
Do
you
understand
now
that
these
children
got
a
lot
more
options
and
electives
and
needed
than
you
had?
Oh
yeah,
absolutely
man,
I
I
I
scheduling
is
minimizing
those
opportunities.
It's
not
exactly
accurate
because
I'm
giving
a
just
a
typical
example.
H
F
That's
one
more
opportunity
and
besides
you
know,
there's
only
24
carnegie
units.
That's
absolutely
indeed,
four
years
you
can
have
32.,
that's
eight
more
subjects
matter
and
you
can
pick
what
you
like
and
that's
a
whole
smallest
border
of
stuff,
that
you
can
pick
now.
You'll
be
surprised.
What's
out
there
that
goes
to
them
get
selected.
They
can
select
a
series
of
stuff
too
that
really
fortify
their
their
life.
So
you
know
some
of
the
stuff.
You're
saying
is
true.
I
mentioned
they
don't
make
it.
F
D
That's
not
the
issue
in
terms
of
selection.
Here's
here's
my
my
problem.
I
got
two
grandsons
in
beaufort
high
and
they
get
their
blocks
and
they're
and
they're
they're
all
set
up
my
grandsons,
both
of
them
once
during
the
senior
year.
He
said
I'm
not
going
to
be
doing
much
the
second
semester,
because
I
got
it
already
already
blocked
out
the
same
with
the
my
other
one
he
went
to.
He
went
to
school
for
about
two
hours
a
day
and
you
know
because.
D
F
Enough
december
they've
this
you
only
need
24,
you
know,
and
I've
got
my
24.
Why
would
I
need
to
come
back
the
next
investments?
Again,
I'm
going
to
get
a
job?
That's
because
look
at
what
you
could
take
at
these
courses.
You
have.
You
have
anatomy,
no,
whatever
zoology
yeah,
and
these
are
courses
that
you
you
get
a
chance
and
but
you
know
that's
a
part
of
us
monitoring.
D
F
F
F
I
F
That's
you
know,
that's
that's
an
elephant
in
the
room,
but
I
don't
think
the
blood
scheduling
or
getting
away
from
the
blood
scheduling
or
gonna
solve
that.
That's,
not
gonna
change
that
anymore
yeah.
You
know
it
could
be
just
gone.
They're
gonna
limit
what
you
intended
in
terms
of
flexibility,
because
if
you
go
to
regular,
you
got
28
yeah
units.
After
four
years
right
now,
you're
only
four
x
right
there
you'll
be
lost.
F
F
Robotics
and
other
things
that
will
go
away
so
yeah,
I
think
you
know,
I
think,
we're
on
the
right
track
now
about
the
different
kind
of
early
minds
where
they're
pursuing
that
lifelong
pursuit
of
education.
That's
the
that's
the
other
thing
they
got.
They
don't
want
the
education
versus
the
ferrari,
and
I
understand
that
both
is.
B
To
build
on
this,
for
this
upcoming
year
and
mrs
gilbert's
on
and
and
mrs
middleton
with
tasha,
we've
worked
extensively
at
re-addressing,
our
new
enrollment,
so
that
is
a
board
of
scope.
We've
been
able
to
work
with
tcl
and
addressing
the
gpa
differently,
as
well
as
accessibility
to
career
technical
education
courses
for
dual
enrollment,
so
we
are
providing
that
option.
So
the
goal
is
through
school
counseling
to
push
our
students.
Now
you
look,
we
this
gateway
is
now
open.
Let
us
pay
for
this,
for
you
as
well,
so
that
is
one
of
our
goals.
Yeah.
B
So
12.6
ensure
the
instructional
program
addresses
the
different
learning
styles
and
needs
of
students
of
various
backgrounds
and
abilities
and
are
available
to
students
throughout
the
district
as
fairly
inequitable
as
it
as
is
reasonable.
If
you
go
to
page
seven,
you
will
see
the
indicators
of
compliance.
B
We
are
extensively
building
the
product,
project-based
learning
ability
of
our
educators
through
summer
trainings
computer
simulation
learning,
computer
coding
and
medical
field
of
study
emphasis,
additional
school
improvement
between
dodea
and
computational
science,
integration
well,
as
well
as
district
funding
to
support
growing
interest
instead.
B
So
what
I
want
to
make
point
here
is
that,
yes,
we
have
that
federal
money
coming
in
to
schools
where
we
have
actually
extended
these
opportunities
to
other
schools
outside
of
the
grants,
and
that
is
training
is
happening
now
now
that
we
actually
did
put
in
place
last
year
for
project
launch,
as
well
as
z,
space
computers
that
are
going
to
be
available
are
available
right
now
in
our
other
schools.
Outside
of
these
two
grants.
B
Classroom
observation
data
that
we
utilize
to
look
to
see
what
are
the
interests
of
our
students
and
our
teachers,
development
of
a
district-wide
professional
learning,
community
guidebook
in
order
to
help
best
practices.
B
You
can
see
the
four
questions
from
richard
before
that
is
the
essence
of
the
book
extended
community
learning
program,
partnerships
for
students
who
are
not
able
to.
I
may
not
meet
the
criteria
because
after
school
extra
tutoring,
but
I
still
need
tutoring
and
homework
assistance.
We've
done
an
exist,
extensive
programming
with
our
churches
this
coming
year,
I'm
looking
for
10
programs,
north
and
south
abroad,
hopefully
there'll
be
two
in
hilton
head,
probably
three
in
bluffton
and
then
the
remaining
on
will
be
north
and
abroad
sites.
B
So
that's,
in
other
words,
trying
to
show
that
we're
extending
that
opportunity
again
and
then
you
can
see
the
number
of
teachers
participating
in
professional
development.
We
gave
you
some
examples
and,
looking
after
a
student's
work,
are
we
helping
our
students
grow?
That's
an
essence
of
plc
work
right!
That's
the
evidence.
G
And
I
think
you
could
just
add
that
you
know
we
do
work
with
dr
white
shop
of
student
services,
so
there
is
collaboration
there,
especially
as
we
move
forward
to
collaborate
among
the
special
education
curriculum
specialists
that
they
have
to
coach
along
with
our
instructional
coaches.
So
we
do
have
that
cross-collaboration
to
support
all
students
along
with
multilingual
learners
and
all
the
different
areas.
B
F
H
B
Be
pulled
yes
again.
I
can
make
note
to
have
that
type
of
data
brought
forward.
F
I
don't
want
it
to
be
where
we're
going.
I
want
to
be
concerned
with
where
we're
going,
how
we're
going,
and
it's
a
great
thing
to
have
all
these
things
in
place,
but
if
it's
not
a
place
of
getting
done,
what
we
want
done,
then
there's
another
issue.
So
that's
that's
what
I
that's.
What
I
want
to
know
are
we
innovating,
because
we
say
we
have
the
integration.
B
B
We
do
an
evaluation
of
new
and
innovative
programs
annually
to
determine
effectiveness,
foreign
area
of
content,
curriculum
supported
through
project-based
learning,
as
in
the
prior
example
with
the
nsat
schools,
the
dia
monitoring
and
instructional
program
and
software
usage
in
relation
to
utilization
and
integration.
That
is
something
that
I
conduct
quarterly.
B
I've
shared
those
reports
with
you
in
the
past
ongoing
school
site,
visitations
and
reports
of
program
review
in
order
to
provide
immediate
feedback,
abuse
of
best
practices
and
fidelity,
and
I
can
give
the
case
and
put
just
now
from
latasha,
middleton
and
numbers
of
students
involved
in
cambridge
just
from
a
pilot
year
initiated
actually
two
schools,
because
the
main
river
is
the
second
school
on
that
design.
I
believe
battery
creep
has
eight
classes.
B
B
B
B
Here
we
were
looking
at
dropout
rates
high
school
graduation
rates,
which
we
had
our
highest
graduation
rates
in
beaver
county
last
year,
open
enrollment
registration,
the
census
of
students
who
score
meets
and
exceeds
as
measured
by
sc,
ready
and
pass
percentages
of
students
who
score
at
or
above
a
grade
c.
On
the
end,
of
course,
exam,
as
we
all
know,
is
an
eoc
percentage
of
students
being
college
and
or
career
readiness,
indicators,
parent
and
student
surveys,
school
site,
evidence
of
practice
and
school
improvement
plans.
B
K
I'll
be
glad
to
go
first,
so
the
great
question,
mr
smith.
We
have
processes
and
systems
in
place
all
the
way
from
the
scheduling.
Intentional
scheduling
of
students
based
on
their
interests
needs
toward
graduation
requirements
and
the
tools
that
we
use
for
that,
and
then
we
use
such
things
called
enrich
that
helps
to
track
how
our
students
are
on
par,
to
graduate
or
to
meet
those
college
and
career
readiness
indicators
and
then
on
the
career
and
tech
ed
side.
K
I
It's
the
same.
We
we,
we
watch
our
students
from
9th
grade
to
12th
and
we
make
sure
that
they're
in
a
pathway
or
on
a
college
readiness
path
so
that
we
ensure
that
they're
either
college
and
already
our
goal
is
to
make
try
to
make
them
all.
Be
both
college
and
career
ready.
B
L
What
my
question
is
from
is:
what
do
that
look
like
at
the
school
level
at
this
level?
How?
How
can
you
not
not
just
saying
that
that
that
offer
test
that
seems
that
students
have
taken,
but
how?
How
can
hockey
be
assured
that
this
is
that
that
that
these
students
are
are
ready
for
for
the
college,
and
how
do
you
feel
like
what
food
do
we
have.
B
B
F
I
know
what
you're
saying,
but
I
mean
there's
no
way
you
can
tell
okay,
I
met
a
person
graduating
from
high
school
to
be
the
top
schoolers
in
the
classroom.
He's
got
all
the
information
and
you
gotta
trust
me.
If
you
never
knew
he
might
speak
well,
but
he
might
still
go
to
college
and
come
out
right
there,
no
guarantees.
F
You
have
to
apply
what
you
have
these
these
indicators.
We
have
said:
okay,
we
gotta,
prepare
it
right.
They've
got
the
certificate
and
here
and
if
they're,
monitored
here
and
they're
ready
in
terms
of
career,
because
they
got
two
things
that
they've
mastered
and
got
the
certificates
in.
That's
all
we
could
go
by.
They
got
that
bomber's
license
or
whatever
and
that's
career
ready
as
far
as
because
he
might
all
of
a
sudden
have
a
dislike
for
electricity.
F
C
F
B
A
B
A
This
oe
deals
with
you
know:
what
are
we?
How
are
we?
What
evidence
do
we
have
that
we
are
evaluating
and
monitoring
the
effectiveness?
These
are
things
that
we
look
at.
These
are
the
compliance,
and
the
state
tells
us
the
the
college,
we're
readiness.
We
know
what
the
state's
looking
forward
to
identify,
kids
as
college
and
career
ready
and
so.
D
D
This
is
something
that
joan
deary
his
former
school
board
member
cornerstone.
D
Because
every
time
she
sees
me
about,
how
do
you
really
know-
and
I
give
her
the
same
answers
that
that
you
have
just
given
and
that
doesn't
seem
to
me
she
said:
well,
aren't
you
talking
to
them?
Well,
I
try
to
explain
that
you
know
we
can
call
mama
and
say
hi
how's
your
son.
Doing
oh
he's
doing
great.
D
D
And
so
what
you
get,
unfortunately,
is
it's
kind
of
like
one
of
these
surveys,
where
it's
not
a
random
mandatory
survey,
you're
either
completely
satisfied
or
you're
completely
unsatisfied.
You
never
hear
about
the
middle,
and
so
it's
really
really
difficult
to
get
that
kind
of
data.
It
means
something-
and
you
know.
F
F
The
effectiveness
of
our
program,
they
guide
it
and
they
use
them
right
and
that's
a
you
know,
that's
a
problem,
thousand-year-old
question
and
education,
but
we
can
do
some
better
monitoring.
I'm
sure
we
can
look
at
our
students
that
we
set
at
college
of
charleston
and
2020
and
see
how
many
of
them
really
graduated
so.
F
B
B
So
12
9
shares
that
we
protect
the
instructional
time
provider
for
students
during
the
academic
day
by
prohibiting
interruptions
it's
using
due
to
unnecessary
intrusions,
unnecessary
teacher
time
out
of
classrooms
or
the
scheduling
of
activities
that
can
be
scheduled
during
other
times.
If
you
look
down
to
the
indicators,
obviously
we
are
compliant
by
the
state
forum,
our
calendar.
B
My
next
item
is
bcsc,
supports
appropriate
use
of
assembly
programs.
We
actually
have
that
language
and
administrative
regulation
bcsc
meets
state
laws
and
regulations
that
require
the
length
of
the
instructional
day.
The
length
of
the
school
day
for
elf,
elementary
and
middle
schools
and
the
third
world
on
that
page
school
shall
give
priority
to
teaching
and
learning
tasks
and
and
should
interrupt
classes
only
for
emergencies,
that
is
language
or
administrative
revolution.
D
10
school
days
before
the
end
of
the
term,
and
he
was
watching
movies,
he
said.
Why
should
I
sit
there
and
watch
movies?
I
thought.
Well,
you
know
it's
high
school,
you
know
maybe,
but
then
I
was
at
robert
smalls
and
brad.
Terence
tells
me.
I
found
them
watching
movies
last
two
last
two
weeks
of
school,
because
the
testing
was
done.
I
said
no
more,
no
more!
D
A
A
F
F
I
don't
think
you
know
the
test
is
gone
and
no
matter
what
I
teach
them
now.
You're,
not
gonna,
give
me
credit
for
it
and
the
kid's
not
gonna,
be
credited
for
it
in
terms
of
the
information
learn,
but
I
want
to
leave
them
with
a
different
relationship
that
last
week.
I
want
to
want
them
to
remember
some
things
we
did
outside
of
the
instructions
and
and
to
me,
that's
that's
an
important
element
of
saying
goodbye
to
the
kids,
but
also
you
can't
teach
them
things
without
it
being
instructional.
F
F
D
F
L
B
H
B
Indicators,
administrative
guidelines
that
limit
interruptions,
district
calendar,
exceptional
education,
programming
schedules,
master
schools,
reading
schools,
professional
development
practices,
upbeat
school,
climate
survey
and
variety
over
approved
excursions.
In
other
words,
I
approve
the
field
trips
and
I'm
very
good
at
the
word
now.
B
Sorry,
but
I
I
I
have
to
say
no
to
things
you
know
I
have
to
horrible.
Thank
you
about
the
lottery.
12
11,
select,
textbooks
and
instructional
materials
that
advance
the
achievement
of
the
board's
results
policy
and
that
achieve
continuity,
integration
and
articulation
of
the
curriculum,
like
course,
and
program.
If
you
go
to
page
11,
you'll
see
right
after
the
very
top
indicators
of
compliance
I'll.
Let
you
go
through
that.
We've
done
a
presentation.
This
is
right
from
the
presentation
on
the
textbook
adoption
on
the
citations
of
the
south
carolina
school
board
of
education.
B
It's
right!
On
top
that
you
know,
we
are
confined
with
the
practices
as
designated
by
law.
B
If
I
go
down
to
12.12
whether
we
evaluate
materials
and
textbooks
and
maintain
a
procedure
for
reviewing
such
materials
upon
formal
requests
by
a
parent
or
other
stakeholders,
that
is
part
of
south
carolina
law
we
have
to-
and
it
is
a
vetting
process
during
the
texas
caravan,
the
books
are
available
for
parents
to
review
was
actually
cited
earlier
today
by
our
our
our
guest
speaker-
and
I
know
I
ran
through
those
quickly.
I
do
apologize.
B
Yes,
12
13
adequate
and
adequately
monitor
and
control
student
access
to,
and
utilization
of
electronically
distributed
information.
If
you
look
down
to
the
indicators,
we
utilize
a
single
sign-on
practice
for
student
access
to
computer
software,
we
utilize
ibos
security
management
program
for
all
users,
teaches
you
to
utilize
dyno,
that's
a
software
that
allows
you
to
see
what
the
students
are
doing
when
you're
in
class.
As
a
real-time
student,
appropriate
usage
tool,
we
followed
a
copyright
and
plagiarism
guidelines.
There's
a
mechanism
for
monitoring
students,
computer
use
different
with
in-house
and
I.t
security.
B
New
software
programs
undergo
a
multi-level
review
process.
Percentage
of
assigned
accessibly
use
policy
forms.
We
keep.
We
keep
all
that
information
through
educational
technology
and
we
have
a
posting
of
accessible
use
policy
and
students
actually
sign
off
on
that
on
the
receipt
of
their
devices.
I.
A
Have
one
question
about
this
one:
how
frequently
are
the
new
software
programs
reviewed.
B
So
there's
actually
in
a
prior
with
regard
to
reviewing
instructional
programs.
Okay,
I
look
at
the
uses
quarterly.
I
didn't
say
I
do
I
do.
I
do
a
little
bit
quarterly,
even
down
to
the
generality.
I
look
at
the
utilization
results
in
relation
to
grades
for
summer
school.
I
have
to
share
that
as
well.
Yeah.
I
keep
an
eye.
Okay.
A
L
I
asked
questions
also,
can
we
tell
exactly
how
much
usage
any.
B
Our
goal
is
45
minutes,
you
run
and
then
30
this
week.
Once
we've
got
10
more
to
go.
The
million
plus
we
have
that
same
capability
with
dreambox
as
well,
so
our
software
does
go
down
to
individual
students.
L
B
Mrs
robin
yeah,
okay,
ensure
appropriate
input
from
students,
parents,
teachers,
administrators
and
other
staff
members
involved
in
the
instructional
programs,
as
textbooks
are
reviewed
and
selected
again
it's
redundant
from
prior.
We
follow
the
state
law
that
vetting
process
and
input,
and
we
publicize
everything,
writing
textbooks.
B
12
15,
ensure
teachers
participate
in
collaborative
learning,
communities
and
other
professional
learning
to
improve
instruction
and
student
learning.
I
want
to
also
add
within
this.
This
is
part
of
administrative
regulation
is2
it
was
initiated
in
the
district
in
2005.
This
has
been
a
standard
of
practice,
so
there
was
a
nice
relationship
to
see
that
you
have
collaborative
collaborative
work
as
an
oe
as
well
as
been
an
ar
within
our
system.
B
B
Through
power
school
having
open
access
to
parents,
we
conduct
hearing
conferences
and
may
not
maintain
ongoing
parent
communications
from
district
level
and
from
school
center
put
out
weekly
newsletters
parent
response
rate
feedback
from
state
of
the
district
surveys.
We
keep
that
type
of
data,
especially
with
our
report
products.
That's
significant
parents
response
rate
feedback
with
project
management
software,
and
you
can
see
the
list
goes
straight
on
down
to
the
point
of
even
having
parent
universities
that
we've
conducted
this
year
and
home
visits.
B
B
H
B
B
We
invite
you
no,
no,
we
need,
let's
say
from
the
district
level,
it
is
open
for
everyone,
we've
done
them
face
to
face
and
on
zoom,
so
schools
that
has
been
open
for
when
it's
a
school
safety
target
within
their
school.
Yes,
sir,
are
they
doing
that,
but
that
has
been
our
practice.
Yes,
I
mean
the
school
level.
F
B
So,
on
the
title
requirement,
there
is
an
exit
survey
that
has
to
be
executed
within
the
funding
for
these
events.
So,
yes,
they
do
have
feedback,
that's
provided
for
the
district
level.
That's
where
I
was
taken
up
at
a
parent
university
from
the
district.
That
would
be
a
practice.
I'd
come
here,
so
we
need
to
put
in
place.
F
B
Because
I
did
a
presentation
to
them
my
conversation
with
two
butts
and
seats
being
in
school
reading,
yeah.
L
And
so
on,
those
are
those
things
that
are
very,
very
important:
we'll
move
that
kids
to
move
their
kids
to
the
next
one
level
to
the
next.
Keep
that
keep
that
kid
in
school.
So
yeah.
A
B
Our
last
item
on
within
this
oe
is
12.17.
It
ensures
that
each
student
has
access
to
guided
services
that
include,
but
are
not
limited
to
counseling
appraisal,
mentoring,
staff,
counseling
referral
and
educational
career
planning.
If
you
look
to
page
15-
and
I
have
this
latasha
middleton
with
us
as
well-
we
have
our
indicators
on
the
top
administrative
administrative
regulation.
B
This
family
bcsc
school
schools
need
state
recommendations
for
students
of
school
council
ratio,
college
and
career
readiness
reports
that
are
provided
as
this
is
given
shared
and
through
the
individual
graduation
plan
process.
Students
can
obtain
us
access
to.
I
shared
with
you
some
of
the
access
that
they
provided
and
the
academic
voices
of
study.
K
Dr
stratus,
if
I
may,
if
I
may
thank
again
the
board
members
for
the
addition
of
the
the
cdfs
ms
milton
and
I
had
a
year-end
pd
with
our
new
cdfs
and
we're
doing
our
kickoff
tomorrow,
where
they
will
set
goals
and
be
able
to
track
that
as
we
move
forward
so
again,
thank
you
so
much
for
the
added
manpower
we
think
it's
going
to
make
a
tremendous
difference.
B
Great
and
if
I
could
share
you're
each
of
you
familiar
with
jerry
henderson,
who
was
our
pride
director
of
the
school
counseling,
mrs
milton's,
continuing
in
that
pathway
and
opening
in
more
doors
than
partnerships
so
kudos
to
each
of
you
all.
H
B
H
Yeah
we've
seen
state
recommendations,
okay,
that
that
would
be
better
rewarding,
because
this
is
the
real
real
focus
point
for
me.
The
last
time
you
presented
statistics,
it
seemed
like
we
had
each
counselor
had
about
an
hour
and
10
minutes
to
devote
to
their
students
over
the
course
of
the
year,
and
you
know
that
that
really
set
off
an
alarm
for
me.
F
But
by
the
same
time,
at
the
same
time,
mr
scrivener
not
exceeding
the
national
recommendation
that
that
was
our
goal
to
get
to
that
level
eventually,
which
we
have.
We
have
to
always
be
cognitive
of
where
our
state
lies
in
terms
of
education,
so
just
exceeding
their
recommendation
don't
mean
that
we're
excelling
educationally
so
that's
my
goal
is
all
counselors
again,
let's
get
those
minutes,
that's
recommended
from
a
national
standpoint.
F
H
With
you
completely
now,
that's
kind
of
my
point,
the
state
recommendations
are
are
so
minimal
that
that
I
just
can't
see
how
they're
effective.
B
Mrs
middleton,
so
mrs
nevinson,
just
to
give
you
some
institutional,
crap
history
from
this
oe,
we
were
significantly
not
even
close
to
the
state.
We
have
gotten
to
the
point
through
recommendations
from
jerry
henderson
and
committee
and
myself
to
get
closer
to
the
national
standard.
B
L
I
would
just
say
that
I
definitely
knew
as
well
as
I
I've
had
parents
to
say
that
they
thought
that
that
that
are
in
turn
in
terms
of
guys,
households
that
they
they.
They
were
hoping
that
guys
want
to
repeat,
with
their
kids
more
and
in
terms
of
putting
their
kids
out
on
a
one-on-one
basis
and
even
seeing
where
they
really
are
with
their
classes
and
how
school
is
going.
L
L
Students,
because
we
do
need
to
have
to
make
sure
that
our
students
are
being
served
to
to
to
to
the
full
capacity,
and
that
is
something
that
it
does.
It
does
concern
me.
You
know
not
just
certainly
doing
that
in
the
elementary
school,
but
in
the
high
school
middle
school
at
the
time.
That
is
much
needed,
and
now
that
is
happening
enough
and
I'm
sure
that
they
know
what
they
can
do,
but
the
more
the
more
than
they're
the
more
the
merry.
The
better.
A
Under
consent
agenda,
if
so
desired
I
mean
I
don't
have
the
members.
Yes,.
A
A
All
right,
all
those
committee
members
in
favor,
say
aye.
C
A
Okay,
so
the
last
thing
on
our
agenda
is
to
future
topics.
B
L
And
just
you
know
in
terms
of
how
many
number
of
specialists
at
every
other
school
and
how
many,
how
many
I
know
we
are
teachers
to
to
children,
how
many
teachers
that
you
have
serving
these
students
just
just
kind
of
trying
to
figure
out
that.