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B
A
All
right
excuse
me:
it
is
501
and
I'd
like
to
call
this
meeting
of
the
Beaver
County
Board
of
Education
academic
committee.
To
order
this
November
30th,
we
are
in
conference
room
e.
This
is
the
remote
hybrid
meeting
in
the
room.
Attending
personally
are
Colonel
Guyer
well,
Campbell,
myself,
Kathy,
robine
and
Angela
Middleton
is
zooming
in
those.
Are
the
committee.
A
In
the
room
are
attorney
Wendy,
Cartledge,
Jillian.
A
So
at
this
time
oh
request
for
public
comment,
participation
will
be
accepted
between
4
and
4
30.
by
sending
an
email
with
your
name
phone
number
and
top
Robin
fictionberry
at
beaufort.phalk.sc
Dot
us
you
will
receive
a
phone
call
during
public
times.
I
understand
that
we
have
two
people
lined
up
for
public
Commerce
at
this.
D
A
A
Any
discussion
see
none
of
us
in
favor
of
approving
the
agenda.
Please
signify
by
saying.
C
A
C
G
Thank
you
anyway
mentioned
this
is
Angela
Russillo.
Thank
you
guys
for
allowing
I
wanted
to
call
and
ask
if
there
would
be
a
Review
Committee
for
material
for
not
only
the
new
health
curriculum
but
for
other
subjects
as
well.
I
would
think
Ela
a
lot
were
able
to
be
reviewed
before
being
played,
but,
as
recent
events
have
shown,
that's
not
been
to
hate.
Thank
you.
I
A
C
Good
evening
Madam
chair.
J
Committee
members,
thanks
for
giving
me
a
chance
to
speak.
Just
thinking
you
to
you
tonight
of
the
Year
committees,
I've
estimated
upon
completing
and
reviewing
the
four
books
requested
by
Ala.
J
Approximately
160
to
180
hours
of
or
will
be
consumed.
Why
is
that?
Because
someone
didn't
do
their
job
in
the
first
place,
but
no
one
will
really
tell
us
about
this
for
speaking
to
the
Island
packet.
That
explains
the
books
got
into
schools
in
the
first
place.
How
did
they
get
there
who
brought
them
in
and
who's
responsible
for,
approving
them
and
selecting
the
books?
J
Maybe
the
staff
position,
no
one
that
works
in
our
school
districts
are
within
our
community
and
tell
me
that
depictions
of
rape,
incest,
premarital
effects
of
any
kind
pedophilia
and
sex
slavery
are
literary
works
that
are
good
for
children
to
read.
No
one
in
this
District
can
tell
me
that,
as
a
literary
work
includes
the
damage
that
will
occur
to
a
minor
who
is
exposed
to
this
material,
there
are
billions
of
works
that
could
replace
these
marks.
J
Moving
forward,
I,
like
the
academic
committees
to
direct
the
board
to
direct
the
district
to
revised,
is
38.1
to
include
the
following
language.
Any
challenge
submitted
with
the
initial
complaint
of
a
material
that
is
subject
to
Federal
and
or
state
law
at
dissemination
of
assumed
material
for
minors
is
not
subject
to
review
due
to
a
legality
and
exposure
of
criminal
charges
to
district
and
its
staff.
If
given
to
a
minor
under
the
age
of
18,
I
will
email
that
language
to
you
a
little
bit
later
today.
J
J
Don't
want
any
of
you
to
forget
that
you
all
have
our
respect
for
what
you
do
and
the
sacrifices
that
you
make
to
help
support
our
school
district
as
a
parent
I'm,
simply
here
to
provide
you
with
feedback
and
give
you
insight
as
to
how
we
see
things
that
parents
and
what's
happening
to
our
children.
Thank
you
all
and
have
a
wonderful
evening.
C
A
C
A
K
F
Thank
you.
Yes,
thank
you,
members
of
the
board
and
staff.
The
reason
that
we've
made
some
updates
to
this
document
is
because
we
now
have
a
student
service
officer
who
and
This
falls
under
her
jurisdiction.
Additionally,
there
have
been
some
changes
to
documents.
It's
we
now
have
a
medical
homebound
position,
authorization
form.
We
changed
that
language.
F
We
changed
the
language
from
the
directors
to
services,
to
the
student
services
officer
and
also
underage
the
school
principal
or
his
or
dedicational
contact
the
student
service
officer
or
his
her
designated
for
assistance,
and
then
miss
Murray
explained
to
us
that
the
tennis
coach
had
changed
as
you'll
see
there
and
Roman
numeral
number
and
letter
n
s
c
h,
m
b
d:
those
are
certain
I
guess
you
would
call
them
abbreviations
that
are
used
for
attendance
and
then
in
O
and
P
again
it
says
student
service
officer
and
Miss
Murray
explained
to
us
R,
which
is
on
page
four,
that
the
home,
buy
travel
form
is
now
submitted
electronically
to
the
new
Nostalgia.
F
F
K
So
teachers
at
this
one
second,
can
you
hear
me?
Yes,
so
assistant
teachers
apply
through
HR
for
homebound
instructors,
the
schools
have
provided
a
list
of
those
instructors
and
who
will
be
available
and
they
are
to
the
homebound
coordinators
for
each
school
will
make
contact
then
for
the
homebound
instructor,
there
are
instances
where
the
schools
may
have
difficulty
finding
a
Homebound
and
structure
so
they'll
reach
out
to
our
office
to
assist
with
that
as
well.
K
K
I
see
yeah,
so
that
should
read
that
the
the
School
homebound
coordinator,
okay,
child,
as
in
the
an
instructor
for
the
homebound
student
and
if
he
or
she
is
unable
to
locate
an
instructor
within
three
days,
then
the
school
principal
or
the
designee
will
contact
the
student
officer
or
his
or
her
designate.
So
it
would
be,
it
should
read
the
school
principal
or
his
or
her
Destiny
shall
designate
an
instructor
should
be.
The
first
sentence.
Wait.
G
K
F
A
Of
the
School
home
buying
coordinator,
where
does
that
go
that.
E
There's
could
be
principle
and.
A
K
E
K
C
K
And
for
part
of
providing
the
instruction
and
then
the
parent
has
to
verify
the
instruction
took
place
when
it's
in
home,
so
this
is
where
they
are
signing
that
form
and
the
parents
have
to
verify
that
and
then
that's
submitted
to
us.
So
that's
part
of
the
process.
C
F
E
E
E
K
Okay,
so
ss3
assignment
to
schools.
A
lot
of
the
changes
were
again
to
be
consistent
with
the
responsibilities
of
student
services
and
the
changing
from
the
instructions
Chief
instructional
officer
to
the
student
services
officer,
also
on
that
first
page
bullet
3
just
be
consistent.
Students
with
disabilities
and
that
special
needs
is
more
of
the
language
of
choice
and
preference
now
so
just
making
that
language
consistent
also
having
the
AR
to
flow
a
little
bit
better.
K
So
we
see
that
we
struck
through
item
D
and
actually
moved
that
to
another
portion
towards
the
end
of
the
era
that
you'll
see
in
a
few
minutes
as
well
again,
when
we
talk
about
Item
B,
with
looking
at
the
membership
of
a
committee
for
the
health
hardship.
As
one
of
the
reasons
someone
can
request
to
be
transferred,
we
use
a
special
circumstances
committee
to
look
at
that.
K
So
we
just
wanted
to
make
sure
that
people
understand
it
wasn't
the
decision
of
one
person,
but
a
committee
which
can
comprise
of
certain
members
as
well.
K
The
special
circumstances
again
just
elaborating
that
process
and
what
that
looks
like
and
under
what
conditions.
A
parent
can
request.
A
special
circumstance
request,
also
to
talk
about
the
appeal
decision
must
be
done
in
writing
and
it's
in
accordance
with
section
of
14.
That's
16,
sorry,
really,
my
numerals
and
section
five
as
well,
and
just
making
that
clear.
There
implied
courtesy,
just
consistency
with
the
language.
Again,
we
use
implied
courtesy
and
not
preference,
so
just
making
that
a
little
bit
consistent
as
well.
C
K
As
far
as
expectations
making
sure
that
schools
are
using
and
in
I'm
looking
at
multi-tier
system
of
support,
So
when
they're
talking
about
conduct
and
attendance
and
academics
of
reassigning
students
if
a
student
is
attending,
a
school
zone
is
not
good
enough
for
the
school.
Just
to
say.
Okay,
we're
going
to
send
them
back
because
they
violated
a
code
of
conduct.
But
what
interventions
and
strategies
like
any
student,
regardless
of
school
residency?
Did
they
put
in
place
and
to
really
look
at
that
holistically
as
well?
K
And
that's
going
in
line
with
where
we're
heading,
as
far
as
using
multi-tier
system
of
supports
for
all
students
across
the
district
and
that
those
were
the
major
changes
like
we
saw.
Special
circumstances
were
at
the
end,
and
we
just
put
it
up
further
in
the
document
for
a
better
for
a
better
flow
of
information.
A
I
think
we're
going
to
need
a
a
page
that
lists
all
of
our
acronym
acronyms.
A
new
one
has
shown
up
here:
the
SCC,
the.
A
These
go
in
copies
of
these
would
be
just
we'll
put
we'll
put.
A
D
G
A
F
All
right,
so
we
have
revised
of
administrative
regulation
to
provide
the
words
that
care
for
our
students,
pregnant
students
with
children
and
married
students,
and
now
This
falls
under
Dr
white.
As
a
student
service
officer.
F
We
want
to
make
sure
that
when
our
students
are
out
to
have
their
baby,
that
we
work
with
them
to
make
sure
that
they're
able
to
still
be
the
work
they
need
to
do,
and
you
all
may
remember
about
a
year
or
so
ago
we
had
that
lactation
law
that
was
passed
for
South
Carolina,
about
providing
a
safe
place
in
a
private
place
for
to
express
no
priority
mothers.
And
so
we
wanted
to
have
that
information,
because
it's
very
important
that
Mother's
opportunity
to
express
nothing's,
very
healthy
for
the
day.
F
A
Questions
about
this
administrative.
B
I,
have
a
question:
do
do
young
women
that
who
are
pregnant?
Do
they
qualify
for
homebound,
Services
yeah
as
part
of
the
lead
procedure?
Yes,.
K
And
we
have
an
actual
separate
homebound
authorization
form
just
for
pregnant
women
students.
Okay,
thank
you.
You're.
F
F
F
We
do
that
at
yes,.
E
Okay,
how
about
she's
in
New
Jersey
but
I'm
going
to
school
there.
A
F
I
K
Yes,
that's
me
right,
so
this
is
my
first
OE
presentation
to
you
all:
have
really
no
concept
of
what
how
it
goes.
So
I
am
going
to
do
the
best
I
can
and
answer
any
questions.
K
I
felt
like
we
spent
quite
some
time
in
the
last
couple
of
four
minutes
talking
about
discipline
and
sharing
that
with
you,
but
I'm
OE
13
discipline
that
policy
raised
the
superintendent
shall
establish
and
consistently
enforce
discipline
policies
to
maintain
safe
and
effective
environments
for
all
students,
and
we
interpret
that
that
to
mean
that
we
will
pretty
much
adhere
to
the
execution
of
the
discipline
hearing
processes.
K
We
are
going
to
ensure
that
all
schools
follow
the
board
policies
relating
to
discipline,
as
well
as
the
South
Carolina
department
of
Education
policies
outlined
in
those
when
it
comes
to
safe
and
effective
environments,
which
kind
of
ties
into
OE
14
I'm.
Somewhat
too,
when
we
talk
about
safe
learning
environment,
we
know
that
we're
going
to
operate
schools
that
provide
the
physical,
both
the
physical
and
emotional
safety
for
all
our
students
and
staff,
while
creating
a
positive
School
climate
to
help
create
that
environment
that
really
nurtures
learning
and
achievement.
K
So,
based
on
that
I
kind
of,
took
the
approach
into
there
were
seven
specific
OES
under
this
one
and
kind
of
group
them
that
made
sense
in
my
world
in
my
mind,
and
the
first
one
is
in
the
era
of
governance,
really
that
we
know
that
our
student
discipline
is
governed
by
the
laws,
both
federal
state
laws,
regulations
and
our
bcsd
administrative
regulations
as
well,
and
so
one
of
the
things
as
we
were
going
through
this
past
process
and
looking
at
our
student
code
of
conduct
and
our
Progressive
discipline
plan.
K
K
So,
given
all
the
feedback
that
we've
been
receiving,
especially
coming
back
out
of
covid
and
stuff,
it
is
time
that
we
start
to
have
a
big
review
like
that.
So
we
are
in
the
process
of
assembling
a
team
of
stakeholders
to
include
students
to
make
sure
that
their
voice
is
heard,
as
well
and
administrators
and
community
members
to
look
at
our
AR,
and
it
is
the
intent
that
we
should
have
anticipation.
K
Implementation
timeline,
for
this
is
to
have
this
ready
to
go
by
the
2020
324
school
year
as
well,
and
unless
you
saw
today
with
the
other
ARS,
we
we
really
review
those
and
update
you
as
often
as
we
can.
Whenever
we
have
changes
to
our
regulations,
then
we
looked
at
really
looking
at
consistency
of
discipline
practices.
A
couple
of
those
under
here
spoke
to
ensuring
that
we
interpret
them
with
good
judgment
and
also
that
there's
consistency
in
how
they're
implemented
across
the
district
as
well.
K
So
our
director
Student
Success,
really
monitors
the
district
discipline
data
on
a
consistent
basis
and
all
principles
do
that
as
part
of
their
school-wide
process
to
look
at
data,
not
only
academic
data,
but
discipline
truancy,
data
as
well,
and
we
monitor
that
and
from
our
department
we
can
Target
our
support
to
individual
schools.
K
Dr
Skies
has
gone
out
quite
frankly,
I've
just
gone
out
and
met
also
with
the
whale
Branch
Middle
School
mtss
coordinator
talk
about
that.
They
have.
You
can
see
from
one
of
the
attachments
you
received.
We
have
we're
doing
so
much
on
professional
development,
around
trauma-informed,
Services,
best
practices,
we've
collaborated
with
I
instructional
Services,
while
Karen
McKenzie
and
I've
done
some
work
around
classroom
management
to
teachers
as
well,
and
we're
collaborating
with
the
ntss
process
as
well.
We've
done
some
targeted
professional
development
with
principals
and
administrators
and
their
assistant
principals.
K
As
we
hired
two
new
hearing
officers
back
in
February.
We
have
also
done
some
training
around
how
the
hearing
process
works
and
how
what
should
be
done
in
notifying
parents
in
a
timely
manner
as
well
and
really
trying
to
make
sure
there
is
consistency
across
that.
The
district
and
then
move
into
discipline
interventions.
K
We
talked
a
little
bit
when
I
met
with
you
all
last
week
about
a
multi-tier
system
that
supports
doctors,
guys
and
Kerry
McKenzie
I'm
shared
with
the
entire
board,
but
really
looking
at
what
are
those
things
that
we
can
do,
and
schools
can
do
to
ensure
that
our
student
needs
are
met,
and
you
know
that
they're
all
based
on
individualized
nature
of
them.
K
When
you
go
through
the
tear
system-
and
there
are
some
exceptions
to
the
rule
when
there
are
some
safe
School
violations
that
we
know
of
that's
guys
done
a
really
good
job
of
the
mtss
webpage
internal
webpage
for
schools
to
go
and
look
at
and
to
also
continue
to
train
and
build
a
capacity
around
Behavior
as
well.
K
K
Our
parents
are
really
informed
about
discipline
expectations
both
on
our
website,
our
code
of
conduct
and
individual
schools
handbook
as
well,
and
we
I'll
partnered
with
some
of
our
community
agencies
to
really
making
sure
we
talk
about
mental
health
as
part
of
that
process,
with
our
students
as
well.
Are
there
any
questions.
A
D
K
F
C
K
A
E
K
Right,
no
I,
don't
think
so
it
shouldn't.
When
we
talk
about
I'm,
making
sure
I
heard
you
correctly
so
I'm
just
going
to
repeat
for
clarity
purposes.
You
said
that
you
said
Behavior
contracts
or
plans.
What
did
what,
with
the
terms
you
used.
E
K
Got
you
so
so
as
far
as
discipline
goes
and
and
one
of
the
things
that
all
schools
have,
when
you
talk
about
best
practices
and
looking
at
it,
all,
schools
should
have
a
school-wide
system
right
and
what
that
looks
like
and
everyone,
and
that
goes
all
the
way
down
from
the
school.
What
are
the
expectations
for
a
behavior
in
different
settings
in
the
school
and
that
trickles
back
down
into
the
classroom,
with
the
teacher
then
establishing
their
own
systems
within
that
as
well?
K
One
of
the
things
that
we
have
done
in
this
district
has
been
very
fortunate.
We've
had
we
have
a
lot
of
support
in
schools
right.
We
have
behavior
management,
Specialists,
best
school
psychologists
about
school,
social
workers.
We
have
interventions
and
stuff,
and
if
you
can
see
from
all
of
the
training,
we've
done
we're
really
trying
to
get
those
folks
to
build
their
internal
capacity
to
really
meet
the
unique
and
challenging
behaviors
of
our
students
and
I
go
ahead.
That's.
E
K
K
So,
for
example,
and
it's
funny
you
pick
battery
creep
or
part
of
some
of
our
team
members
actually
going
out
I
think
this
week
to
meet
with
battle,
recruit
staff.
We
sit
down,
we
talk
about
those
expectations
and
we
monitor
the
data
we
look
at.
The
discipline
refers,
we
can
referrals,
we
have
access
to
go
into
Educators
handbook
on
a
regular
basis
and,
as
we
start
to
see
some
outliers
and
stuff,
we
go
back
to
them
and
they
have
that
conversation.
K
One
of
the
other
things
to
they
have
to
do
each
school
does
what
we
call
data
conversations
where
Dr
Stratus
and
all
of
us
care
that
so
they
present
that
data
to
us
as
well
and
based
on
the
trends
we're
seeing
there.
We
go
back
in
and
say:
hey
you
need
to
update
this.
This
person
is
not
responding.
For
example,
if
we
saw
Mel
Campbell
had
20
disciplinary
infractions
right
and
we
went
in
a
look
at
that
data.
Well,
19
of
them
was
still
in
room
B.
K
K
We
do
Monitor
and
we
do
go
into
specific
schools
and
provide
that
targeted
support,
and
we've
done
that
already
this
year
with
some
schools
that
I
can
tell
you
five
schools
that
we've
already
said
that
we're
going
back
in
and
having
consumed
conversations
and
helping
them
deal
with
the
challenges
that
they
have.
E
E
K
So
I
get
you
so
no
we're
not
we're
providing
that
support
and
then
also
we
share.
You
know
we
have
that
layer
of
the
executive
directors
as
well
and
we
share
what
those
expectations
are
with
them
as
well,
and
so
they
in
their
meetings,
can
help
hold
them
accountable
for
what
needs
to
be
done
in
the
follow-through
at
the
school
sites.
Good.
H
C
H
K
Right
and
one
of
the
other
processes
we
use
are
those
that
Stratus
helped
me
with
the
term.
I
just
drew
blank,
walkthroughs
I
know:
that's
not
what
we
call
them.
Yeah
instructional.
K
You
instructional
reviews
so
part
of
the
instructional
reviews,
especially
like
you
said,
Mr
Campbell.
When
we
have
some
schools
that
we
know
we
need
to
really
be
tight.
We
make
sure
someone
from
my
team
is
on
there
and
we
go
in
with
a
lens
of
looking
for
those
things
as
well
and
having
those
questions
for
the
instructional
review
teams
to
look
at
as
well.
So
that
is
another
and
we
do
quite
a
few
of
those
each
semester.
So
that's
another
layer
that
we're
having
and
like
I
said.
K
There
are
some
conversations
we
have
to
have
about
some
of
the
data
that
we're
seeing
recently
coming
out
of
some
schools.
E
Yeah,
so
yeah
I
want
to
make
sure
that
you
are
monitoring
and
looking
for
a
reflective
overall
in
the
academics
and
what
I'm
saying
is
a
tight
shift
on
paper
with
your
check-offs
that
the
be
justified
with
great
Improvement
at
that
site.
And
if
you
kicked
off
negatively
at
a
school
and
it's
flourishing
academically,
then
something
is
wrong
with
your
templates.
Yes,.
E
H
K
And
and
yeah,
we
look
at
that
and
we
look
at
to
the
kids
and
and
what
populations
are
are
being
removed,
and
all
of
that
I
mean
we.
We
try
to
look
at
all
aspects
and
make
sure
that
we
agree
in
that.
You
know
good.
E
E
K
It's
funny
because
my
team,
we
were
meeting
on
Monday
and
we
just
had
that
conversation
around
consistency
of
language
and
people
really
understanding
what
is
discipline
and
how
it
should
be
looked
at
and
that's
something
that
we
as
a
team
is
going
to
be
sharing
with
some
of
the
in
our
academic
cabinet
meeting
as
well
have
some
conversation
because
you're
right
people
look
at
it
differently
and
look
at
it
just
one
aspect
of
it
when
there's
so
much
more
involved.
Yes,.
L
K
So
if
there
are
special
education
students,
they
do
not
have
their
discipline
plans
addressed
through
the
ncss
process.
We
make
sure
that
the
schools
do
that
through
the
IEP
process,
so
they
won't
be
included
in
that
199..
They
have
their
own
behavior
intervention
plan
and
their
behavior
goals
or
issues
are
addressed
through
the
behavior,
the
IEP
goals
and
objective
and
or
a
behavior
intervention
plan.
L
K
G
C
L
Is
in
terms
of
me?
Yes,
yes,
yes,
I
do
have
a
question
and
with
with
with
the
with
with
all
of
those
plans
that
that
we'll
get
with
that
we're
talking
about
today,
based
upon
them
getting
a
actual
contract.
K
So,
in
order
to
so
think
about
behavior
intervention
plans,
the
way
that
we
would
do
a
student,
so
the
academic
side
right
if
we
identify
them
through
our
Universal
screener,
for
we,
the
team,
sits
down
then
and
meet
and
talk
about
what
deficits
they're
saying
the
teacher
has
to
bring
all
this
data
to
the
table
right,
prominent
fractions.
They
have
on
water
attendance
because
sometimes
we
know
intendance
influence
impacts,
those
as
well,
and
so
the
mtss,
the
school
team
will
sit
around
the
table.
K
Talk
about
those
challenges
where
these
behaviors
occurring
are
we
seeing
them
so
they're
very,
guided
questions
that
they
need
to
answer
and
based
on
that
information,
then
they
put
an
intervention
that
will
help
improve
that
behavioral
outcome
for
those
individual
students
and
then
they
have
to
continuously
collect
data
on
those
interventions
and
meet
save
after
about
eight
weeks
to
determine
if
what
they're
doing,
but
the
kid
is
showing
an
improvement
right
and
that's
where,
like
Mr,
Robot
and
say
that
data
plays
a
big
part
in
it.
K
So
there's
constant
school
teams
meeting
to
discuss
those
plans.
So
it's
not
like
they
write
these.
They
shouldn't
just
write
these
plans
and
leave
them.
They
have
to
be
implemented
so
who,
and
people
within
the
school
are
identified
as
those
persons
who
are
doing
a
particular
intervention
and
or
monitoring
of
the
behaviors
or
even
the
check-in
checkout.
K
We
want
to
make
sure
that
every
kid
feels
safe
that
they
have
an
adult.
They
can
go
to
I'm,
really
looking
at
our
mentoring
piece
as
part
of
that
process,.
A
Thank
you,
I
I,
just
had
one
thing
that
occurred
to
me:
I
was
at
the
Hilton
Head
high
school
student
advisory,
maybe
maybe
yesterday,
and
the
culture
in
that
school
and
in
a
year
has
really
turned
around.
Those
kids
are
engaged
they're
excited
about
being
at
Hilton,
Head,
High,
School,
there's
a
positive
energy,
so
my
thought
as
I
was
sitting
there
is
you
have
15
students
here.
C
A
All
our
advocates
for
Hilton
Head
high
school
and
what
it
stands
for.
How
do
we
harness
them
to
speak
out
against
the
vaping
and
those
types
of
things
to
be
the
student
ambassadors?
And
how
do
we
include
to
me?
That
would
be
a
great
discipline
intervention,
because
these
kids,
as
I,
sat
there
yesterday
at
Hilton
Head
high
school?
They
they
were.
It
was
a
very
inclusive
group
and
they
were
all
and
I
couldn't
feel
it.
I
could
feel
the
difference
in
the
school
as
I
walked
around
before
and
after
the
meeting
it
was
different.
J
A
K
D
It
says
here
that
February
2022.
A
K
Two
part-time
hearing
officers-
yes,
who
were
they
they
are?
You
would
ask
me
their
names.
One
is
a
an
attorney
when
the
you
remember
the
name,
h-a-la.
K
K
Is
a
retired
law
enforcement
officer.
D
F
A
Okay,
any
other
questions
on
following
13.
L
The
reason
why
I
asked
my
question
is
because
I've
had
I've
had
some
parents
that
have
been
asked
me.
How
do
we
come
to
see
in
terms
of
make
it
quick?
How
do
we
cover
in
terms
of
of
of
putting
the
kids
on
on
the
contract
and
I've
heard
with
some
of
you?
So
what
what
you've
said,
but
not
in
the
in
the
terms
of
what
they're,
what
they're
afraid
of
is
that
what
those
kids
have
done
was
those
kids
have
put
a
a
Target
on
their
back?
L
So
my
my
question
is:
what
is
the?
What
is
the
process
of
rehabilitating
them
in
in
terms
of
making
sure
that
that
does
not
happen?
And
how
do
we
get
them
back
in
as
I
say,
I
want
to
say
general
population,
but
how
do
we
get
them
back
in
the
regular
flow
of
things
once
they
once
they've
been
once
they've
been
entered,
our
contract.
K
So
again,
that
is,
that
is
going
to
go
back
to
the
school
and
the
interventions
they
have
in
place,
because
the
behavior
contract
is
different
than
the
plan.
But
yes,
the
school
should
be
really
working
and
giving
the
students
strategies
in
order
to
deal
with
whatever
behaviors
that
got
them
there
right
as
well.
K
So
that's
something
that
we
can
speak
to
again
with
administrators,
about
making
sure
that
they're
having
good
sound
practices
and
that
kids
have
a
sense
that
once
they
are
working
with
the
schools
with
this
that
they
can
come
off
of
these
contracts
as
well.
A
K
So
yeah,
so
that's
a
good
question.
I
didn't
include
that
so,
with
the
the
BMS
is
one
of
the
things
that
they
do
they're
meeting
consistently
and
working.
We
have
now
what
we
have
I'm
looking
for
my
nose,
a
BMS
manual,
that
is
in
draft
format
where
they
clearly
outline
their
responsibilities.
So
at
school,
save
you
for
high
school
as
a
BMS.
What
they
should
do
is
once
they
have
identified
some
students,
a
BMS
works
with
them.
Just
you
know
to
whether
it's
just
a
check-in
or
to
provide
certain
strategies.
K
K
This,
since
he's
coming
on
working
consistently
with
the
bms's,
providing
some
training
with
them
and
having
them,
develop
the
BMS
manual
about
their
roles
and
responsibilities
and
how
they
work
with
students
in
this
schools,
so
that
the
the
use
of
those
professionals
are
more
robust
than
I
would
say.
Probably
have
been
to
your
point:
Mr
Smith,
okay,.
E
Contracts,
you
know
yes
with
contracts
they've
gotten
to
the
Limit,
where
you
got
to
be
placed
on
a
contract
on
the
contracts
outline
family
outline
specifically
what
their
needs
are.
What
you
have
to
do
now
to
stay
here,
especially
but
it
is,
and
and
the
bms's
and
you
you
you're
right.
They
could
be
very
much
engaged
to
support
that
student.
If
it's
just
like
you
said
check
it
they're
giving
me
every
morning,
I
mean.
E
C
E
C
E
Because
you
know
everybody
who's
involved
with
this
student
know
he's
on
contract.
It
shouldn't
be
a
pressurized
thing
for
him.
It
should
be
an
accommodation
that
he,
you
know
Embraces
and
that's
whether
the
gray
area
is,
if
it's
friendship
or
some
teacher.
You
know
your
own
contract
as
opposed
to
hedgehogs.
You
know,
so
that's
what
we're
looking
for
and
that's.
A
I
mean
I.
D
Went
and
visited
right
choices
and
happened
to
run
into
Dr
skagg
and
talk
to
him
about
this
exact
process
that
you
mentioned
and
I
was
very
impressed
by
the
breadth
and
depths
of
his
throughout
the
process.
As
you
said,
and
I
strongly
recommend
that
we
schedule
an
agenda,
have
had
him
come
in
and
tell
the
full
board
exactly
the
answer
to
your
your
question
about
about
that
process,
because
it
I
think
it's
really
a
step
in
the
right
direction.
It's
much
more
than
I've.
H
Senator
chairman,
yes,
the
opportunity
of
having
a
student
service
officer
and
then
having
the
directive
student
services
themselves
to
be.
It
is
now
to
be,
unless
it's
obviously
a
extensive
training
guidance
right.
That
was
a
dismantled
division
that
was
absorbed,
which
would
know
the
division
because
it
was
there
was
not
able
to
be
operating,
adding
that
back
very
different
Tempo.
H
The
second
comment
and
maybe
being
the
doctor.
Why?
Because
this
was
something
as
a
result
of
the
talent
development
conference.
We
sent
people
to
you
asked
about
something
in
a
data,
one
of
our
conversations
within
our
team
we'd
like
to
collaborate
with
some
student
services,
how
many
of
our
children
act
by
choices
and
use
an
enablieri
which
is
a
logic
test,
so
we're
going
to
want
to
reach
out
to
student
services.
That
was
a
very
it's
in
infant
development.
H
Conversation
that
let's
really
look
at
that
type
of
data
and
what
we
are
missing,
as
well
as
our
adult
ed
students
who
leave
early.
It's
a
30-minute
exam
if
that
was
part
of
that
exit
process.
So
we
could
be
better
at
our
processing
because
those
are
two
ways
on
the
pipeline
that
I
think
are
missing.
So
I
know
it's
a
new
PUD
right
now,
Doc
and
I
do
apologize,
but
I
you
brought
up
something.
What
are
we
looking
differently?
E
I
think
yeah
I
can
see
that
all
the
time
yeah
you
know
just
you
know,
we'll
just
thought
of
the
BMS
is
being
a
lot
more
engaged
yeah.
That's
that's
an
element
of
that
contract.
That
sometimes
is
missing,
but
I
didn't
know
he
was
on
the
contract.
You
know
I
mean
you
know.
You
know
we
went
on
the
team
when
they
made
the
contact
alerted
that
kind
of
process
now
is
being
covered.
So
you
know
I'm
Isis
were
where,
where
you're
going.
E
B
A
Any
discussion,
no
all
those
in
favor
saying.
I
A
We
clarify:
are
we
putting
this
in
consent
agenda?
Are
we
going
to
have
it
presented.
A
F
A
A
So
we'll
the
white
we'll
put
it
on
the
it'll,
be
on
the
ejector
for
the
13th
and
we'll
ask
you
to
just
run
through
this
executive
summary
making
that
you
know
making
the
correction
like
the
99
student,
Behavior,
okay,
okay,
all
right!
Thank
you!
K
So
OE
14,
some
of
obviously
with
discipline
and
some
of
the
things
that
we
have
put
in
place,
will
really
contribute
to
that
positive
and
safe
learning.
K
Environment
right
so
you'll
see
a
little
bit
of
repetitiveness
here,
but
one
of
the
things
that
I
wanted
to
point
out
for
this
one
is
really
making
sure
that
staff
behavior
they're
governed
and
they
go
through
a
lot
of
training
for
safe
schools
around
things
like
staff
conduct
student
boundaries,
also
on
FERPA,
making
sure
that
we
are
not
collecting
unnecessary
information
on
students
and
that
we
are
holding
them
to
the
highest
confidentiality
and
they're
required
to
do
that
annually.
K
So
those
are
one
of
that's
some
of
the
things
that
we
are
doing
there,
that
we've
done
consistently
consistently
and
this
OES
really
speaks
to
a
lot
of
the
divisions.
I
feel
Human,
Resources,
operational
Services
student
services
and
instructional
Services.
We
all
work
together
around
creating
that
positive
School
environment
and
it
really
hits
all
of
the
parts
of
the
district
as
well.
K
K
So
really
looking
at
support
and
staff
development
on
how
we
create
that
learning
environment,
and
someone
mentioned
earlier
families
right
so
collaborating
with
students
and
families
as
well,
and
that
is
done
with
bringing
in
some
of
our
Community
Partners
that,
as
we
are
monitoring
and
Reporting
we're
really
watching
the
data
again
or
Gaggle
and
see
something
say
something
when
it
comes
to
bullying
and
inappropriate
messages
that
students
may
put
out
there
in
media
is
picked
up
as
well,
but
working
with
our
Community
Partners
and
making
those
referrals
for
them
and
interventions
that
are
beyond
our
scope
of
practice
as
well,
for
our
students
and
with
that,
and
even
our
agencies
like
department,
social
services
and
mental
health
providers
and
DJJ
to
ensure
that
if
our
students
need
that
level
of
intervention
and
support
that
we
work
collaboratively
with
them
too,
and
to
ensure
that
they
come
back
into
the
appropriate
learning
environment.
K
E
E
You
know
most
most
of
the
stuff
here
is
reaction
to
some
kind
of
Bell
whistle
that
you
saw
or
heard
from
the
students.
But
what
are
we
doing
to
develop
a
positive
like
she
said
she
saw
it
yesterday,
positive
environment
of
the
school,
where
the
children
become
no
whistles.
Children
become
the
ones
that
tell
us
that
this
child's
got
something
a
problem
that
you
need
to
know
about,
because
we're
looking
for
adults
to
find
it,
and
these
places
here
it's
almost
too
late.
E
E
C
D
I'm
thinking
back
four
years
ago,
when
we
came
on
this
board,
we
didn't
have
these
kind
of
discussions.
No,
we
didn't
we
I
I,
can't.
Imagine
us
not
having
a
student's
emergency
account.
I
mean
all
that
we
we
never
got
around
to
this
level
of
detail
and
I
I.
Don't
I,
don't
know
how
this
was
functioning
here.
So
it's
not
it's
it's.
It
is
amazing
when
I
think
back
of
what
we
dealt
with
for
years.
A
It
has
four
components
to
it:
yeah
maintain
a
climate
that
is
characterized
by
support
and
encouragement
for
High
student
achievement,
that
is
to
Mr
Campbell's
point.
Maybe
the
next
thing
that
we
kind
of
think
about
or
see.
What's
you
know
how
we
can
move
forward
with
it?
The
other
three
are
all
addressed
in
this
that
evidence
that
you
gave
us
support
staff
efforts
to
address
unruly
student
behaviors
to
work
in
partnership
with
parents,
and
that's
a
lot
of
this
training
right
here,
ensure
that
all
kind
of
credential
student
information
is
proper.
A
That's
in
this
training
provide
equal
educational
opportunities
in
the
training
too,
so
it's
that
number
one
that
is
one
that
is,
you
know,
maybe
one
that
moving
forward.
You
know
how
do
we?
How
do
we
capture
what's
out
there
so
that
others
can
I.
H
Think
Dr
White
is
being
shy
on
the
approach
that
her
vision
is
doing
with
the
work
that's
happening
during
their
expansing,
the
collective
efficacy
and
language
elephant.
If
those
little
languages
you
hear
coming
from
presentation,
professional
development,
so
I
think
she's
been
very
modest
at
the
approach.
What
she
wrote
right
here
I
have
to
share,
because
those
are
the
language
that
her
division
is
walking
in
the
pathway.
I
know
ourselves
we're
working
with
some
Consultants
with
a
few
schools,
just
putting
some
things
in
place
to
help
with
single
School
culture.
E
E
H
A
L
In
terms
of
boundaries
and
and.
L
L
You
know
I,
believe
you
know
with
this
from
just
hearing
different
things
that
it
sounds
like
that,
like
that's
something
that
needs
to
be
addressed
from
this,
the
district
level,
not
at
the
school
level,
because
you
know
we
have
to
make
sure
that
that
we
we
we
we
have
something
that
where
is,
is
not
a
see.
Something
say
something:
it's
a
no
there's
a
standard
in
this
District.
It
certainly
that
we
don't
that
we
that
we
don't
do
that.
L
That's
one
of
them,
and
so
I
still
kind
of
hear
some
time
got
time
to
hear
different
parents
and
different
things
with
with
those
kind
of
complaints.
And
to
me
that's
a
part
of
the
governance
is
that
you
know.
We
know
that
we
don't
allow
certain
people
to
come
on
campus
and
question
our
kids
and
black
kids
and
have
those
conversations
so
I'm
still
concerned
about
that
and
I.
L
Police,
you
actually
know
about
officer,
does
not
have
the
right
when
the
kid
is
in
our
care.
They
come
on
campus.
Although
you
have
school
on
Street
law,
he
does
not
have
the
right
to
come
and
question
a
minor
in
in
our
care
without
the
prince
consent,
and
we
can't
and
to
me
we
cannot
allow
that
to
happen
because
we
open
ourselves
up
for
for
for
for,
for,
for
foreign.
L
C
L
There's
some
type
of
protocol
and
in
terms
of
my
governance
and
this
that
needs
to
be
in
in
place,
you
know,
I
mean
I,
want
to
come
before
this
before
destruction
and
I.
I
think
that
we've
been
warned
enough
or
not
have
some
calls,
and
you
know
it's
something
that
we
that
we
need
to
just
say:
I
think
it's
time
that
we
go
ahead
and
put
it
in
black
and
white.
This
is
a
district
level.
This
is
the
protocol
in
terms
of
that.
C
A
H
A
A
C
L
Parental
I
believe
the
parental.
You
cannot
question
a
minor
without
I'm,
almost
certain
that
you
did
not
question
a
mind,
but
not
without
their
parents
consent.
That's.
L
A
B
A
Okay
now,
lastly,
on
today's
agenda
is
discussion
of
future
topics.
I
do
want
to
remind
our
committee.
We
do
have
a
meeting
next
week.
C
A
Finish
up
things
from
this
year
and
two
of
us
will
be
transitioning
office
committee
because
we
will
no
longer
be
on
the
board,
so
the
academic
committee
will
look
different.
Any
future
topics.
D
D
Now
it's
time
to
go
down
a
little
bit
into
the
micro
part
of
that
data
to
say,
for
example,
what's
the
average
experience
level
at
each
School
teacher
experience.
D
C
C
D
D
C
H
E
C
H
H
C
E
H
E
D
G
D
E
I
H
Just
want
to
ask
someone
to
clarification,
would
it
be
the
IRS
for
this
year.
H
H
H
By
name,
yes,
that
have
come
up
next
week,
just
to
think
of
it,
we
have
two
graduation,
Battery
Creek
will
be
and
the
construction
it
was
not
when
we
had
calendar
to
the
level
that
they're
going
to
have
put
stretch
in
the
summer.
So
we
didn't
have
a
request
for
the
graduation
coming
earlier,
so
I'll
bring
that
up
again
on
the
sixth
I
just
want
to
give
a
another
graduation,
yes,
yeah,
because
they
need
to
take
possessions.
So
we
spoke
with
the
principal.
H
Nothing
is
kind
of
problem
at
all,
but
looking
at
the
June
2nd,
which
is
a
half
day,
which
is
my
next
graduation
for
that
evening,
instead
of
Friday,
yes
ma'am
yesterday,
and
then
that
would
allow
us
to
look
wild
Ranch
earlier.
Both
those
principles
are
on
standby
until
we
go
through
academic
committee.
I
just
wanted
to
think
those
are
the
only
two
for
considerations.
Academic
purpose
of
earlier
well,
because
Battery
Creek
I'd
like
to
take
possession
earlier
from
facilities
or
down
a
very
tight
schedule,
so
they
felt
that
they
could
get
it
here.