►
From YouTube: CCS BOE Meeting (Mid-Year Retreat) 1.18.2023 #1
Description
meeting agenda: https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=190&MID=12914
C
C
C
A
C
B
B
C
A
All
right,
we'll
consider
ourselves
can
y'all
hear
me.
Mr
drum,
handle
we're
good
back
here.
Okay,
we'll
consider
ourselves
back
at
Open,
Session
and,
of
course,
just
to
remind
everybody.
We
did
make
a
change
to
our
our
agenda
and
we
moved
everything
down
the
a
through
after
B
through
G
and
added
our
first
item
school
safety
update,
Dr
Jackson.
Please.
D
A
D
So,
every
day
we
have
an
opportunity
to
execute
our
50
protocols,
and
so
we're
constantly
thinking
about
them.
So
today,
I
want
to
share
with
you
and-
and
it
was
no
surprise
and
no
I
know
we
laughed
about
Clifford,
but
for
me,
Clifford
constantly
represents
the
skull,
Through
The
Eyes
of
a
small
town,
our
kids
don't
go
thinking
about
school
safety
and
before
when
they
come
to
school
they're,
looking
at
the
amazement
that
they
will
learn
through
reading
and
writing
and
learning
and
experiences.
D
Just
like
those
children
last
night
shared
with
us
how
meaningful
those
programs
have
been
for
them.
They
that
can
only
happen
in
an
environment
where
teachers
and
students
are
physically
safe,
emotionally
safe
and
willing
risks
and
do
those
things.
So
today,
I
wanted
to
share
a
few
things
with
you,
because
I
do
believe.
We
also
live
in
a
time
where
I've
read
an
article
that
says
we
live
in
a
time
where
there's
Miss,
dis
and
missed
opportunities.
D
So
every
time
we
speak,
we
must
do
so
emphatically,
and
we
must
do
so
with
clarity.
So
I
don't
want
there
to
be
any
opportunity
around
safety
for
there
to
be
misinformation.
I
don't
want
there
ever
to
be
an
opportunity
around
safety
for
there
to
be
disinformation,
but,
most
importantly,
I-
don't
want
there
to
be
an
opportunity
on
our
watch
for
there
to
ever
be
missed
information.
D
We
have
to
be
very
intentional
and
when
we
meet
the
mark
everything's
great,
when
we
do
not,
that
means
that
we
have
to
come
back
to
the
table
and
do
those
things
that
are
necessary
to
ensure
that
we're
all
on
the
same
page.
One
thing
I
know
about
public
education
being
in
the
business
now
for
34
years.
D
And
our
brand
promised
the
parents
is
when
they
dropped
their
children
off
at
that
curve
that
we're
going
to
return
them
to
them
safely.
It's
that
simple,
and
that
means
that
we
have
to
constantly
talk.
We
have
to
constantly
adjust.
We
have
to
constantly
look
at
the
things
that
we're
doing
so.
Our
school
safety
programs
and
processes
are
built
around
certain
understandings
one.
It's
built
around
preparation.
D
Our
preparations
are
rooted
in
our
board
policies.
Every
year
we
bring
to
you
our
safety
plans.
Every
year,
our
school
Improvement
teams
look
at
our
safety
protocols
every
single
year
we
update
our
code
of
Civility
every
single
year.
We
tie
it
back
to
whatever
the
new
state
laws
are
every
single
year.
We
practice
drills.
D
We
practice
fire
drills.
We
practice
hurricane
drills,
we
practice
lockdown
drills,
we
practice
drill,
drills,
I,
don't
know
we
practice
drilling
on
drills,
I,
don't
know,
but
we
do
that
intentionally
so
that
in
the
event,
something
happens
that
we,
our
reflexes,
will
in
fact
take
over.
We
do
so
with
partnership.
D
D
That
means
that
they
take
over
until
they
turn
it
back
over
to
us,
and
then
our
job
at
that
point
is
to
begin
the
process
of
healing
and
recuperating
and
recovering
and
getting
back
to
our
normal
procedures.
We
don't
charge,
we
don't
arrest,
we
don't
do
any
of
those
things,
so
the
partnership
is
so
very
important
there.
D
The
third
plank
of
our
plan
is
training.
We
have
been
very
intentional
since
my
arrival
and
I'm
sure,
prior
to
my
arrival,
that
monthly
on
every
principal's
meeting
agenda
every
director's
meeting
agenda
for
the
past
year.
We
have
had
training
right
now,
we're
very
focused
on
the
the
work
that
would
be
required
in
the
event
that
we
have
to
evacuate
a
building
and
how
we
reunify
our
families
being
very
intentional.
Now
we
don't
go
out
and
broadcast
all
of
that,
but
I
want
you
to
understand
that
we
are
constantly
looking
at
those
protocols.
D
We're
constantly
having
conversations
in
all
of
our
advocacy
and
and
advisory
groups,
our
parent
advisable
groups.
The
first
thing
we
talked
about
was
school
safety
with
our
student
advisory.
Just
two
weeks
ago
we
talked
about
school
safety.
Do
you
feel
safe
at
school?
What
can
we
do
to
to
ensure
that
you
feel
safe?
D
D
Our
position
and
our
intent
is
always
to
be
preemptive,
meaning
that
we
try
to
answer
questions
that
we
can
answer
before.
They
are
challenges
or
problems.
Now
with
that,
because
no
one
has
a
crystal
ball,
there
will
be
questions
that
we
have
to
answer
after
the
fact.
We
will
learn
things
through
the
process
and
I
do
believe
that
that's
part
of
what
we
do
each
time.
That's
why
we
drill,
because
then
we
ask
questions.
D
We've
recently
had
a
drill
at
a
at
a
middle
school
in
in
Siler
City,
where
we
really
walk
through,
because
we
not
only
did
we
have
to
do
it
there,
but
we
were
in
the
midst
of
changing
leadership.
So
we
wanted
to
make
sure
everybody
was
on
the
same
page
and
we
learned
some
things
and
we
were
able
to
follow
up
and
make
some
adjustments
there.
D
D
D
D
That's
why
our
communication
is
preemptive.
That's
why
we
have
shared
multiple
things
and
if
you
go
to
our
website
and
stay
here,
we
share
it.
In
every
meeting
we
even
had
a
meeting
with
the
community
group
where
we
share
this.
We
have
an
FAQ
that
we
try
to
give
people
before
an
event
so
that
they
know
what
terms
mean.
What
does
a
lockdown
mean?
What
does
a
a
precautionary
status
mean?
What?
D
D
D
I
cannot
share
with
you
some
things.
If
it's
an
ongoing
investigation,
I
cannot
share
with
you
the
names
of
students
if
they
have
not
been
charged
that
they're
minors,
if
they're
being
charged
with
there,
are
certain
rules
that
I
can't
follow.
I
can't
stop
you
from
speculating,
but
I
cannot
share
that,
and
so
as
a
as
a
as
an
entity.
It's
our
responsibility
also
to
be
responsible.
D
D
So
we
have
to
go
and
figure
out
a
way
to
make
that
happen,
but
I
want
to
say
publicly
that
there's
not
a
team,
more
responsive
than
the
group
of
folks
standing
behind
me
sitting
behind
me
this
morning,
and
so,
while
we
don't
get
it
perfect,
I
will
tell
you
that
I
am
extremely
pleased
with
the
response.
I'm
extremely
pleased
with
the
assistance
and
the
support
that
we
provide
to
our
schools.
When
it
comes
to
safety.
D
D
D
D
D
We
follow
it
after
we've
gone
through
it,
we
go
back
and
we
figure
out
what
we
could
do
differently
to
make
it
better.
What
I've
asked
our
next
steps?
What
I've
asked
every
and
it
was
it-
was
funny
earlier
this
week
at
our
leadership
team
meeting
this
week,
I
will
be
asking
every
single
principal
in
every
single
building
to
go
ahead.
D
We
have
a
parent
training
module
that
we
offer
so
I'm,
asking
every
single
principle
to
offer
that
in
the
month
between
now
and
February,
15th
now
and
February
15th
to
offer
the
training
modules
for
parents
at
every
school,
regardless
of
school,
because
we
offered
at
the
beginning
of
the
year
and
I
want
them
to
offer
it
in
multiple
formats.
I
want
them
to
offer
it
face
to
face,
and
even
Zoom,
so
that'll
that'll
be
happening
between
now
and
the
next
30
days.
Every
school
will
again
they've
already.
D
Most
of
them
have
already
had
a
lockdown
drill,
but
I'm
going
to
ask
them
to
do
another
one,
but
I'm
also
going
to
ask
them
to
review
for
their
staffs
again.
What
we
expect
them
to
do
in
the
midst
of
that
and
how
and
and
have
some
conversations
around
on
that
and
then
the
final
piece
is
we're
going
to
do
some
level
of
community
engagement,
I'm
going
to
ask
Nancy
and
her
office
to
really
try
to
help
our
community
understand.
D
Our
attention
has
to
be
on
the
main
thing
and,
just
like
my
attention
is
on
Clifford
the
dog
when
I'm
thinking
about
how
we
help
kindergartners
love
school
I
want
our
laser
focus
to
be
on
taking
care
of
kids
in
the
middle
of
a
crisis
and
not
on
some
other
things
that
we
can
learn
from
and
do
well,
Mr
blice.
Will
you
step
forward.
D
A
D
I
know
later
this,
we
shared
with
our
foundation
board
we're
sharing
with
our
with
the
NAACP
later
on
this
month,
just
some
updates
around
safety
and
the
things
that
we're
doing
how
we
help
manage
our
our
students,
what
we
do
in
terms
of
preparation
for
our
staff
and
Nancy's
engaged
with
that
team,
how
we
communicate,
but
I
wanted
you
to
Mr
bless.
If
you
will,
will
you
just
explain
this
and
that
red
book
really
quickly
and
then
Miss
Fowler?
D
E
Two
documents
that
we
have
that
we
use-
and
there
are
numerous
ones,
but
these
are
two
I
think-
are
very
important.
This
document,
which
is
on
the
back
of
every
classroom
door,
it's
inside
offices,
it's
at
our
schools.
It's
anywhere
that
in
a
lockdown
situation,
people
could
reasonably
be
expected
to
take
shelter,
and
we
did
this.
A
few
years
ago
we
wrote
this
up
based
on
the
guidance.
E
You
can
find
do
this
and
you
can
find
do
this
well,
what's
right
and
we're
not
qual,
we
didn't
feel
like
we
were
qualified
to
make
those
kinds
of
decisions,
so
we
didn't
RFP.
We
reached
out
to
three
companies
that
had
done
this
kind
of
work
with
school
systems
across
the
state
and
we
settled
on
RSM
and
we've
not
looked
back
since
it's
been
a
great
relationship.
C
E
Red
book
was,
is
our
crisis
plans
and
it's
the
same
for
every
school
and
it
goes
through
a
large
number
of
different
scenarios,
the
kinds
of
Crisis
situations
that
can
happen
in
a
school
because,
there's
more
than
just
active
Shooters,
there's
active
shooter,
but
there's
things
like
chemical
spills
close
to
your
school.
What
do
you
do
about
that?
How
do
you
handle
those
confidence
things?
How
do
you
handle
inclement
weather
situations?
I.E
a
tornado?
It's
just
hit
your
school
and
wiped
out.
E
C
E
But
what
about
past
that?
What
about
all
those
other
pieces?
Because
there's
a
lot
more
to
it
than
just
that
and
that's
what
we
get
from
RSM?
That's
the
expertise
that
they
provide
for
us.
Because
again
we
don't
know
what's
right,
but
we're
very
fortunate
in
that
we've
contracted
with
people
who
can
help
us
with
those
kinds
of
questions
and
help
us
with
that
sort
of
work.
So
two
very
important
documents.
Now
these
are
confidential.
E
I
think
we
all
understand
with
school
security
and
that
type
of
those
types
of
things.
Those
are
not
public
information
documents
and
can't
be
by
Statute,
but
we
train
and
the
missed
training
program
that
we
do
and
this
training
is
master
of
Master
instructor,
school
security
at
the
school
settings
and
they
trained
every
month
and
every
faculty
meeting.
They
have
on
different
modules.
That
training
is
based
on
the
information,
that's
in
the
red
book,
so
it
all
fits
together.
E
E
F
Just
to
give
an
example
of
like
a
student
support
last
week,
what
we
did
is
we
we
go
into
the
school
I
take
counselor
social
workers,
they're
there
for
staff
and
students.
If
we
have
staff
members
that
are
struggling
with
something
that
comes
up
like
this,
we
have
an
employee
assistance
program
that
we
will
refer
them
to
and
then
just
kind
of
that
triage
piece
to
start
with
and
then
working
with
the
school
counselors
and
social
workers
so
that
they're
addressing
social
motion
needs
of
students
moving
forward.
F
What
do
they
need
because
one
of
the
things
that
happens
with
kids
I
mean
social
media
is
a
beast.
There's
lots
of
information,
This
Is,
How,
They
communicate.
This
is
how
they
get
their
information
and
I
would
say
90
of
what
they're
sharing
back
and
forth
with
each
other
is
probably
not
true
or
elevated
to
a
level
so
just
kind
of
working
with
them
on
those
skills
as
well.
F
So
it's
what
we
do
every
day,
what
we
provide
every
day
for
students
and
helping
them
to
understand
how
to
navigate
the
world
and
to
have
good
digital
citizenship.
Those
are
the
things
that
we
want
to
instill
in
them.
Now
we're
going
to
go
back
and
have
those
things
that
are
there
that
we
can
draw
from
when
we
do
need
to
put
supports
in
place.
So
it's
just
kind
of
pulling
back
from
things
that
we
already
have
that
are
there
to
support
our
students.
D
Thing
that
I'll
offer
is
that
our
disciplinary
process
is
pretty
clearly
spelled
out
in
our
school
system.
Our
code,
disability,
governance,
what
happens
after
a
student
or
has
been
engaged
in
the
legal
system
handles
adults?
We
do
things
that
are
outside
they
about,
and
so
I
would
just
say
that.
I
know
that
there
are
some
people
who
want
to
know,
but
we
have
confidentiality
policies
that
dictate
what
we
can
and
can
say
when
we
can,
when
we
can
say
how
much
of
it
we
can
provide.
D
We
follow
that
and
then
there
are
federal
and
state
guidance
on.
We
heard
a
term
Zero
Tolerance.
Recently,
that's
not
a
part
of
the
school
world
anymore,
unfortunately,
or
unfortunately,
depending
on
your
position.
That's
not
what
we
do
anymore
and
so
I
would
just
say
to
you.
Those
are
the
kinds
of
things
where
I
think
a
lot
of
people
have
a
lot
of
opinion,
but
it
doesn't
line
up
with
policy
and
it
doesn't
line
up
with
the
fact,
and
so
we're
going
to
try
to
be
very
intentional
about
this
work.
D
We're
going
to
try
to
be
very
honest
and
open
when
we
don't
know,
but
most
importantly,
our
Focus
will
always
be
on
making
sure
that
schools
are
safe,
that
our
kids
are
emotionally
and
physically,
safe,
that
our
adults
are
emotionally
and
physically
safe
and
that
our
places
are
places
where
people
can
come
and
feel
good
about
being
there.
And
when
we
have
the
events,
we
have
a
reasonable
likelihood
of
honoring
the
brand
the
brand
promise
returning
every
single
child
sending
every
single
adult
back
home.
The
way
they
came
just
that
morning.
H
So,
but
it's
been
greatly
reassuring
to
be
informed.
The
way
we
have
been
as
school
board
about
our
security
plans
and
for
our
you
know,
being
ahead
of
the
game
from
many
school
systems
and
developing
such
an
elaborate
safety
plan
with
the
state
and
with
you
know
our
sheriff's
department
and
feel
you
know,
you
can
never
be
completely
reassured
because
it's
always
like
you
say
you
don't
know
how
it's
gonna
play
out
and
every
time
you
see
something
in
the
news
you
think.
Oh
you
know.
H
Involvement
in
the
sheriff's
department
is
involved,
and
then
we
can't
necessarily
know
what's
happening
in
progress
to
communicate
that
well
on
social
media
gets
ahead
of
us
and
of
course
the
anxiety
levels
are
always
ahead
of
us,
because
it's
called
the
news.
It's
Mass
incidents
that
we
hear
from
the
country
so
that
that
is
what
I.
My
questions
are
around.
That
sort
of
emotional
double
bind
that
we
have
of.
We
want
to
do
everything
we
can
to
you
when
there's
a
possible
threat
to
be
safe,
and
so
we
have
lockdowns.
H
Our
kids
may
not
say
I
need
the
counselor
or
tell
their
teachers
that
they're
really
anxious
so
I
think
we're
kind
of
in
an
interesting
double
bind
around
how
to
be
ultra
precautious
and-
and
you
know,
cover
every
threat
that
we
might
see
when
an
incident
occurs
and
also
to
how
do
we
address
the
anxiety
level
that
parents
and
kids
have
as
a
result,
I
remember
as
a
kid
myself.
Whenever
we
did
tornado,
drills
or
fire
drills
I
would
have
bad
dreams
for
weeks
after
those
drills
happen.
H
H
Think
it
I
think
that
that
anxiety
is
something
we
we
need
to
address.
I
know
Tracy
Fowler
and
the
administration
superintendent
that
you're
wanting
to
address
that,
but
I
think
we
might
want
to
do
some
listening
with
parents
around
that.
You
know.
Part
of
my
job
outside
of
a
school
board,
has
been
spending
20
years
working
with
people
in
crisis
in
different
settings.
Some
of
that
was
domestic
violence,
sexual
assault.
H
Some
of
it
was
in
medical
settings
at
Duke,
and
one
thing
I
learned
from
working
with
people
when
they
have
anxiety
around
the
crisis
is
that
they
can't
hear
the
information
until
they
get
to
have
their
anxieties
heard
so
that
listening
to
their
anxieties,
I
think
with
a
welcoming
way,
even
though
we
we
know
that
like
it,
we
that
there
are
all
these
things
that
they
don't
know
that
we
could
Express
the
state
we
don't
need
to.
The
fear
has
been
the
threat
has
been
resolved
or
that
you
know
we
can't
say.
H
H
You
know
that
because
we
don't
want
to
overlook
if
there's
something
that
could
be
a
safety
concern,
we
don't
want
to
overlook
that
so,
but
that
presents
that
double
bind
again,
that
parents
get
anxious,
so
I
think
that's
that's
something
I
think
we
can
I
wonder
if
we
can
look
at
more
closely
like
how
to
listen
to
that
anxiety.
That's
so
understandable
and
address
that
anxiety,
so
I'm
wondering
if
there
are
ways
that
we
can
have
more
listening
sessions
about
the
anxiety
before
we
explain
because
I
don't
think,
they'll
hear
the
explanation
as
well.
D
I
D
D
That's
the
same
drill
you
go
outside
you,
you
watch
and
the
fire
trucks
come.
We
have
hurricane
drills.
We
go
in
the
hall.
You
sit
down
in
the
hall,
you
curl
up
and
you
make
sure
no,
no
one
Deborah
burlesman,
we
have
lockdown
drills,
and
so
those
are
just
things
but
I.
Think
in
this
case
I
think
now
we
have
to
begin
to
talk
about
the
real
trust
capital,
because
I
don't
think
it's
I,
don't
think
the
rules
have
changed
right.
D
I,
think
our
perspectives
have
changed
and
I'm
saying
the
way
we
get
to
the
table
is
to
begin
to
talk
about
to
talk
about.
What's
true
and
what's
true,
is
we
don't
have
a
lot
of
trust
in
one
another
when
it
comes
to
this,
but
I
would
say
that
out
of
180
school
days
you
trust
me
179
of
them,
but
typically
you
don't
trust
me
when
I
have
to
decide
there's
a
snow
day.
You
don't
trust
me
yeah.
No,
those
are
the
days
when
I
have
to
make
a
decision.
D
That
disrupts
your
your
world,
then
there's
a
lack
of
trust,
and
so
we
have
to
really
kind
of
work
on
that
I.
Don't
know
the
answer,
see
I'm
very
transparent
about
I.
Don't
know
how
to
fix
that,
because
we've
had
we've
got
a
parent
meeting
tonight.
We've
had
several
parent
meetings,
so
I
don't
know
how
to
to
be
any
more
open
and
transparent
and
listen
and
work
within
the
context
of
we
still
have
requirements
that
we
have
to
meet
I
there.
D
H
B
I
H
Of
Chatham
County,
even
but
because
there's
when
you
see
the
news
reports
of
kids
being
killed
and
parents,
the
helplessness
of
parents
feel
and
they're
they're,
sending
their
kids
away
from
them
and
I
mean
I.
Imagine
any
parent
watching
news
stories
about
children
being
murdered
and
how
terrible
that
is
and
identifying,
because
their
kids
are
the
same
age
and
that
stays
with
you.
It
gets
embedded
in
our
psyche,
and
so
they
almost
have
to
trust
us
extra
correct.
H
So
it's
natural
to
me
that
they're
going
to
have
anxiety
and
and
not
trust,
no
matter,
you
know
how
Stellar
or
solid
our
plan
is,
and
so
I
think
it's
not
necessarily
I
mean.
We
always,
of
course
want
to
self-examine
and
review,
but
I
think
it's
just
automatically.
There's
going
to
be
a
mistrust,
because
it's
such
an
anxiety
producing
thing
and
that's
understandable
and
and
something
that
I
think
we
can
make
a
bridge.
I
H
H
D
And
I
think
we
can
package
it
a
thousand
ways.
What
I
know
is
that
until
you
trust
me,
you're
not
going
to
hear
me
because
I
think
it
goes
like
that,
so
we've
got
to
build
and
I'm
saying
that's
the
bridge
that
needs
to
be
built,
the
bridge,
the
bridge,
and
it's
not
personal.
It's
just
that.
We
have
to
figure
out
a
way
to
make
sure
that
we
recognize
that
everybody
is
doing
their
absolute
best,
that
they
can
right.
C
D
And
that's
that
when
I
say
trust,
that's
what
I
mean
getting
to
that
understanding
with
one
another,
and
so
we
we
are,
as
I
said,
every
school
will
do.
This
I
hope
that
some
good
conversations
will
come
out
of
this
I.
Think
that
we're
going
to
encourage
our
principals
we're
going
to
give
them
some
support
around
how
to
do
this
and
we're
also
going
to
offer
it
again
in
multiple
formats.
D
So
your
parents
are
more
comfortable
in
a
zoom
setting
they'll
be
able
to
do
it
that
way,
we'll
offer
it
in
in
multiple
languages
bilingual
support
there,
but
we
want
it
to
be
a
conversation,
we're
going
to
share
them.
We
have
we
respond.
We
have
to
share
the
information,
but
we
also
wanted
to
be
a
conversation
around
what
we
know
that
that
conversation
is
going
to
take
some
time.
H
So
I
guess
my
question
is:
when
we
have
these
parent
information
sessions,
will
there
be
an
opportunity
before
we
deliver
the
information
or,
as
we
deliver
information
to
really
listen
to
their
anxieties,
because
I
think
personally,
when
people
are
in
my
sister
had
that
kind
of
anxiety,
that
being
heard
makes
them
more
receptive
to
the
information
about?
Let's
releasing
those
anxieties
to
some
degree,
helps
people
absorb
that
information
and
I.
Just
wonder
how
much
our
information
sessions
also
include
just
hearing
that
inside.
B
B
F
We
have
had
conversation
with
folks,
several
Folks
at
this
point,
and
there
is
now
a
school
specific
question
answer
that,
because
of
questions
that
have
already
been
brought
by
concern.
So
I
think
that
that
is
prepared
and
ready
for
to
give
at
the
beginning,
so
that
they're
going
to
have
some
questions
answered
that
they've
already
asked
up
front
and
some
of
what
you're
talking
about
so
so
maybe
there's
there
will
be.
But
there's
also
like
this
other
piece
that
has
been
put
together
as
well.
So.
H
F
H
Might
be
something
that
in
his
case
he
was
Spanish.
He
spoke
a
little
bit
of
English,
so
I
think
that's
why
he
didn't
want
to
do
the
public
comments,
because
he
wasn't
sure
about
saying
it
in
Spanish
and
so,
but
yeah
I
think
that's,
maybe
an
area
that
would
be
helpful
to
emphasize
just
based
on
some
of
that
feedback
and
I
realized.
H
There
are
a
lot
of
people
that
weren't
at
the
meeting
and
might
have
different
feedback
for
us,
but
it
sounded
like
that
could
be
very
beneficial
is
to
really
emphasize
ways
to
help
their
parents
help
their
kids
be
able
to
feel
safe
the
next
day
and
how
that
might
you
know
how
things
that
happen
the
next
day,
because
people
are
being
hyper
Vigilant
when
they
come
back
to
school
and
see
lockers
being
you
know,
anything
that
they
might
see?
The
next
day
might
be
evidence
to
be
anxious.
H
A
Okay-
and
we
just
need
to
understand
that
you
know
people
come
up
with
all
kinds
of
ideas
of
how
discipline
is
digging
down
and
we
have
to
go
by
our
Sports
policy,
good
State
policy
also
and
federal
rules
too,
and
a
lot
of
these
things
that
are
proposed.
We
can't
do
so
I
think
sometimes
in
our
society
today,
and
it's
just
anywhere.
We,
you
know
if
we
speak
with
the
demand
that
we
think
it
ought
to
be
done.
It's
not
always
our
administrator's
ability
in
their
ability
to
do
that.
So
we
have
to
be
real.
A
Careful
with
that
and
I'll
speak
to
I
the
instant
response
just
real
quickly
as
a
teacher
and
actually
I
was
acting
as
a
coach.
This
time
I
went
through
this
post-response
with
my
players
back
in
2002,
I
guess
with
Ms
Fowler's
predecessor,
George
Berger,
hope,
and
they
came
out
to
the
school
and
went
through
it
with
my
kids
and,
of
course,
I
was
in
there
the
assistant
coaches
too,
so
they,
our
our
system,
has
done
this
for
quite
a
while.
A
What
they
do,
post
response
and
kids
were
able
to
ask
questions
and
those
type
of
things
and
told
the
situation
that
occurred
actually
on
a
way
to
a
to
a
baseball
game
too.
But
I've
had
that
experience
and
and
I
thought
it
was
good
for
the
kids,
and
so
we
have
done
that
quite
a
while.
Hopefully
we'll
continue.
D
And
I
would
only
add
that
the
support
structure
is
already
in
place.
We
use
it
and
and
again
it's
when
we
use
it.
Nobody
ever
questions.
When
we've
had
student
deaths,
step
deaths
that
impact
schools,
we
have
a,
we
have
a
team
that
we
send
and
support.
Every
single
school
has
a
guidance
counselor.
Every
single
student
can
access
that
guidance,
counselor
every
single
principal
and
sit
team.
D
They
try
to
prepare
for
students
return
to
school
and
when
they
do
their
times
when
they
ask
for
additional
support-
and
there
are
times
when
we
say
we're
going
to
have
people
there
depending
on
the
event,
and
so
we
have
that
structure.
So
I
think
it's
just
a
matter
of
making
people
understand
and
know
that
it
can
be
activated.
Even
when
there's
not
required.
There's
some
kids,
who
are
now
something
that
happened
last
year.
They
can
activate
that
by
just
asking
for
support.
D
We
that
that's
the
that's
the
process,
that's
already
in
place
and
so
I
just
think
every
school
has
a
guidance.
Counselor
every
school
has
a
social
worker.
We
have
folks
who
can
support
them
and
if
we
need
to
add
additional
and
we've
done,
that
in
other
places
for
multiple
days,
so
so
I
would
say
that
my
hope
is
that,
as
we
begin
to
open
these
doors
for
that
it
will
be
a
two-way
conversation.
We
have
to
share
the
information
because
again
I
don't
want
misinformation.
D
I,
don't
want
this
information
and
I
don't
want
gossip
running
what
we
do,
but
I
also
think
we
need
to
listen
and
where
we
can,
within
the
confines
of
policy
structures
and
and
and
and
and
the
expectations
for
the
state
and
federal
government,
do
some
of
these
things.
Let's
do
it
again
we're
working
we're
not
working
across
purposes.
I
want
every
child
to
go
home
safely.
I
want
every
adult
to
go
back
home
safely,
that's
the
goal
and
anything
that
would
support
that.
D
We
should
be
supportive
of
and
be
able
to
have
that
conversation,
okay
and
so
we've
got
a
full
agenda.
I
I
added
this
to
the
agenda
because
I
I
got
several
questions
and
I
wanted
to
make
sure
that
we
had
a
healthy
conversation
about
it.
I
think
there
should
be
an
ongoing
conversation
with
the
sports
so
that
the
community
can
understand
where
we
are.
J
Process
that
we've
already
gone
through
we'll
share
the
four
main
areas
of
funding
review
the
purchases
and
kind
of
where
the
budget
stands.
At
this
point
we
will
be
monitored.
Luckily,
since
Mr
Messer
and
myself
have
not
changed
over
in
the
last
few
years,
we're
going
to
be
in
the
last
year
of
monitoring,
which
will
be
around
2024.
J
So
right
now
what
we
have
left
are
sr2
and
S3,
so
just
to
change
the
Esther
cures
about
this.
It's
just
the
elementary
and
secondary
school
emergency
relief
funds,
so
they
came
out
in
actually
three
waves.
You
heard
of
cares
act
that
was
our
first
wave
right
after
we
closed
and
then
you
have
sr2,
which
we
all
refer
to
as
PRC
171.
That's
where
all
money
drops
in
that
budget
code
and
then
sr3,
which
is
PRC
181
and
for
the
most
part
PRC
171.
J
We
have
really
focused
on
the
summer
learning,
so
that
has
really
supported
our
summer
enrichment
camps.
That
money
must
be
expended
and
liquidated
by
the
end
of
this
year,
and
that
will
be
the
case
sr3.
That
money
has
to
be
expended
by
2024,
but
for
the
most
part
will
be
done
at
the
end
of
this
year
as
well,
and
we
have
to
have
20
of
that
has
to
go
to
addressing
learning
loss.
J
J
With
20
of
that
we
actually
have
spent
more
towards
learning
loss
throughout
the
last
year.
It's
a
year
and
a
half
or
so
the
state
actually
has
given
us
additional
mini
grants,
and
they
are
very
specific
grants
and
so
you'll
see
that
you
have
some
grants
that
came
through
sr2
and
some
grants
that
came
through
sr3,
but
all
of
those
grants
have
very
specific
requirements
behind
them
and
there
are
far
too
many
to
list
here.
But
if
you
do
need
a
list,
we've
been
happy
to
get
those
to
you.
J
J
How
did
we
get
to
this
point?
Yes,
sir
yeah,
is
that
okay
yeah?
Thank
you.
So
how
did
we
get
to
this
point?
We
had
many
many
meetings,
so
we,
the
staff
here,
actually
had
to
attend
webinars
to
learn
a
little
bit
more
about
this
money.
What
we
had
to
do
with
the
money,
how
the
application
should
be
completed
to
be
sent
in
how
you're
allowed
to
amend
them
Etc,
so
lots
of
that
actually
continues
and
I
attend.
J
J
So
in
the
community
feedback
there
were
really
four
or
five
major
areas
that
people
responded
to,
and
that
was
the
learning
loss
and
summer
programs
HVAC
safety
and
PPE
needs.
So
that's
the
personal
protection
equipment
and
mental
health
supports
and
really
within
that
mental
health
supports
we
kind
of
include
the
counselors
social
workers
and
nurses,
and
then
you
can
see
the
other
pieces
technology
professional
development.
J
So
what
they're
going
to
look
for
are?
Are
the
activities
being
implemented
as
we
planned
and
approved
by
DPI?
So,
yes,
everything
we
have
done
thus
far
has
been
approved.
We
can't
spend
it
until
they
do
approve
it.
We
do
that
through
the
ccip
system.
Are
the
activities
being
monitored
by
us?
Does
the
Lea's
budget
support
what
we've
said
we're
going
to
do
so?
J
Basically,
in
the
end,
what
they're
going
to
come
back
and
do
is
they're
going
to
look
at
the
budgets
they're
going
to
look
at
our
plan
and
they
they're
going
to
see
if
they're
aligned-
and
they
are
just
so.
You
no
pieces
that
we're
going
to
use
for
monitoring
or
metrics
that
we're
going
to
use
for
positions.
We're
going
to
look
at
allotments
ratios
at
the
schools,
we're
going
to
see
how
the
principal
and
the
position
impacted
the
school.
J
We
have
several
mtss
positions
that
have
done
wonderful
work
with
our
school
teachers
and
plcs
to
really
look
at
student
data
and
to
meet
kids
where
they
are
to
move
them
forward.
In
terms
of
curricular
programs,
we
will
use
the
data
information
data
usage,
any
score
reports
coming
back
for
students
to
show
where
they
were
at
the
beginning
of
the
year
where
they
are
at
the
middle
of
the
year
end
of
the
year
student
services.
We
will
have
logs
where
different
professionals
have
worked
with
children.
J
Children's
names
won't
be
in
there
it'll
just
say
kind
of
what
they
were
working
on
with
the
children
and
then
any
direct
service
programs.
We
will
have
like
attendance
on
any
other
student
data
that
we
need
without
children's
names
and
any
feedback
that
came
in
with
those
okay.
So
the
four
major
areas
of
spending
you
will
see
that
we
really
focused
on
was
the
Extended
Learning
and
the
instructional
supports
on
human
capital,
health
and
safety
and
professional
development
and
Innovation
okay.
J
So
this
wonderful
chart-
and
you
will
be
able
to
see
that
a
little
bit
better
on
your
screens
but
you'll,
see
a
good
majority
of
the
funding
went
directly
to
the
schools,
which
is
intentional.
That's
where
the
children
are.
That's
where
the
teachers
are,
that's
where
the
focus
should
be
as
in
what
Dr
Jackson
was
talking
about
earlier.
Our
Focus
are
our
children,
and
so
you
will
see
some
of
those
supports.
We
have
spent
quite
a
large
sum
of
171.
J
On
summer
learning
we
had
a
wonderful
summer
learning
program,
the
last
couple
of
years,
with
pretty
large
turnout
with
good
results,
and
so
we
keep
seeing
the
children
move
further
and
further
we
were
able
to
purchase
curricular
materials
that
were
consistent
across
the
board.
We
were
able
to
purchase
human
capital
to
help
support,
looking
at
in
plc's
looking
at
student
data
supporting
teachers
on
how
to
meet
the
needs
of
many
different
areas
for
the
children
and
what
levels
they're
at.
J
J
You
will
see
that
at
the
district
we
have
been
able
to
hire
our
executive
director
for
equity
and
inclusion,
and
we've
also
had
new
instructional
program
facilitators
to
help
with
the
implementation
of
letters
and
all
the
other
curricular
materials
that
we
actually
have
in
the
district
and
instruction
we've
needed
those
people
for
quite
some
time.
So
this
was
a
great
way
to
support
our
schools
in
training
so
that
everybody
gets
consistent
training
across
the
district.
J
We
were
also
I
just
I
like
to
mention
we
were
able
to
get
a
translator
interpreter
to
really
help
at
the
district
level.
We've
had
we've
had
folks,
but
they
actually
have
other
jobs
too,
and
so
this
enabled
us
to
be
able
to
have
someone
solely
focused
on
that
which
I
think
has
been
a
great
thing
for
the
district
in
getting
information
out
to
our
constituents.
J
So
Extended,
Learning
and
instructional
supports
I'm,
going
to
say
again
that
we
really
focus
quite
a
bit
on
our
summer
learning,
and
this
summer
will
be
pretty
much
the
last
summer
that
we'll
be
able
to
support
it
with
Esser
funds.
We'll
continue
to
support
summer
learning
through
the
state
funds
that
we
received
from
DPI.
A
J
Additional,
yes,
sir,
we
couldn't
do
it
without
the
additional
work
of
dollars.
So
we
are
appreciate
that
quite
a
bit.
Thank
you
technology
devices.
We
have
been
able
to
replace
many
of
of
ours
and,
as
you
can
imagine,
through
covid,
most
of
them
were
at
home
with
children
and
just
as
myself,
we
kind
of
beat
up
our
computers,
the
more
we
use
them.
So
we've
been
able
to
refresh
them
with
some
of
those
dollars
which
has
helped
keep
everyone
up
and
running.
J
In
a
reasonable
time
frame,
we
were
able
to
purchase
a
platform
for
exceptional
Children's
Program
so
that
they
could
actually
give
remote
services
to
children
that
needed
it,
and
that
was
a
that
was
a
great
purchase
for
us.
We
started,
of
course,
the
Virtual
Academy,
where
we
were
able
to
serve
actually
hundreds
of
kids,
the
first
year
year
and
a
half
or
so,
and
so
that
was
a
great
alternative
for
those
families
that
might
have
wanted
that.
J
So
we
actually
hired
more
ESL
staff
that
we
have
had
an
influx
of
second
language
students,
and
so
we
were
able
to
support
those
students
as
well.
The
next
area,
human
capital
yeah
go
ahead.
Thank
you.
You
will
see
that
the
school-based
positions
everybody
was
able
to
receive
one
certified
position
every
school.
J
J
You
have
already
heard
about
the
ESL
teachers
and
the
Virtual
Academy
District
positions,
you've
kind
of
saw
in
on
the
other
slide,
but
the
translator
we
added
digital
teaching
and
learning
the
equity
director
position,
K-12
literacy
instruction,
so
all
of
those
pieces
you
saw
in
the
slide
before
health
and
safety,
so
especially
early
on,
we
were
able
to
order
lots
of
PPE,
so
that
was
masks.
Sanitizer
special
sanitizing
I
can't
remember
the
name
of
it:
Mr
blice.
J
What
was
the
name
of
our
sprays
that
we
used
electricity
with
the
electrostatic,
but
it
was
the
electrostatic
sprayers.
We
had
special,
safe
cleaning
agents
and
I
can't
remember
the
name
of
it.
He'll.
Remember
that.
But
thank
you,
you
fight
back
and
we
were
able
to
use
those
in
pre-k.
We
were
so
excited
because
you
know
Pre-K,
you
have
certain
things
you
have
to
use
and
can't
only
use
those
so
cleaning
supplies
for
schools,
again,
the
nurses
and
any
other
covid
support.
J
We
received
actually
one
Grant
just
for
nurses
and
Cove,
and
support
professional
development.
So
you
we've
had
lots
of
digital
teaching
and
learning
support
with
that
extra
position.
That
person
has
been
able
to
really
support
the
schools,
help
them
in
utilizing
their
devices
and
teaching
online,
because
that
is
that
is
very
different.
So
many
of
our
teachers
needed
that
support
academic,
professional
development.
We
continued
on
with
Champs
and
tough
kids
for
our
schools.
We
had
social
studies,
standards
implemented
dual
language
Avid.
J
You
can
see
through
there
that
we
continued
on
with
a
good
majority
of
our
PB
and
added
some
as
well
our
beginning
teacher
program.
Our
Esser
budget
has
really
served.
That's
where
our
beginning
teachers
actually
get
basically
a
mentor
to
work
with
from
UNC
who
comes
and
visits
them
each
week
to
guide
them
in
their
planning
classroom
management
whatever
it
is.
That
teacher
might
need
okay,
so
with
every
great
rainbow
you
know.
J
Sometimes
there
are
things
that
are
challenging
to
us,
so
we
were
not
able
to
hire
as
quickly
and
as
many
people
as
we
would
have
liked.
We
had
quite
a
few
Staffing
shortages
early
on
in
the
covid
pandemic
time,
and
so
it
was
hard
to
get
people
into
positions,
I
think
now
we
actually
are
kind
of
settling
out,
which
is
great
news
for
us,
but
initially
we
had
lots
of
lap
salaries,
so
we
were
putting
those
funds
to
the
other
things
that
we
had
said
that
we
wanted
to
do.
J
We
have
been
given
lots
of
grants
and
sometimes,
when
it
rains,
sometimes
it
pours
those
storms
and
there's
so
much
at
one
time
it's
hard
to
get
them
all
together
to
know
where
exactly
you
want
to
spend
all
that
money.
I
think
we've
done
a
pretty
good
job,
but
it's
been.
It's
been
a
lot
in
such
a
short
time,
and
so
sometimes
you
forget
that
you
have
this
funding
out
there.
J
J
We
do
have
lots
of
reporting
requirements
and
I'm
not
going
to
bore
you
with
that
and
that
it
is
what
it
is.
When
you
get
when
you
get
money
and
you're
willing
to
take
it,
then
you
have
to
make
sure
that
you
follow
the
rules,
Supply
chains
and
delays
that
really
did
affect
us
very
early
on
especially
shortages
in
certain
areas.
So
there
were
some
months
that
we
were
waiting
and
waiting
and
waiting
for
supplies
to
come
in.
B
G
We
started
so
those
positions
that
were
created
with
Esser
funding
that
will
no
longer
be
supported
by
Esther
funding.
Those
positions
will
go
away.
Those
that
are
important
in
this
position
will
have
the
opportunity
to
take
on
employment
and
and
also
with
expansion
items
that
have
been
asked
from
the
camera
in
my
presentation
last
week,
those
are
taking
consideration
as
well.
C
G
I
G
G
Two
positions
and
employment
and
as
an
algorithmet
Dr
Jackson's
R4
plan,
came
out
of
that.
So
it
was
a
strategic
value
as
the
Board
of
Education
to
reward
our
employees
with
recognition
and
referral
bonuses
and
retention
bonuses,
and
it
has
helped
quite
a
bit
to
keep
our
employees
here
and
to
serve
our
kids
in
Chatham
County.
So
I
spoke
about
that
on
Friday.
There
are
a
lot
of
school
districts
out
there
that
have
all
this
money
left
and
they
don't
really
have
a
lot
of
time
spending.