►
From YouTube: September 26, 2017 School Board Agenda Meeting
Description
See the agenda here: http://agenda.oneclay.net/publishing/ap-agendas.html
B
C
Of
date,
I
would
say
probably
eight
years
ago,
so
I
would
say.
This
is
an
area
we
need
to
really
focus
on.
We
have
an
emergency.
An
econ
radio
would
probably
run
you
around
100
dollars
and
it
can
be
a
frequency
connected
with
the
EOC
in
the
Clay,
County,
Sheriff's,
Office,
I,
believe
and
also
Fire
and
Rescue,
that
they
could.
Everyone
can
have
the
same
frequency
and
same
communication,
but
we
can
look
into
sermon.
If
that's
a
point.
A
F
D
C
G
G
C
See
for
c4s
agreement
between
the
the
school
board
and
parents
and
associates
this
is
a
professional
development
for
elementary
teachers
that
will
work
focus
on
number
talks,
which
is
all
about
mental
math.
It
dovetails
nicely
with
the
Intel
as
well
just
another
avenue,
to
provide
professional
development
to
our
teachers
to
really
have
mathematical
conversations,
for
them
continue
to
understand
the
conceptual.
The
conceptual
works
within
our
classrooms
to
have
mathematical
dialogue
with
our
students
and
have
a
structure
to
collaborative
outlook
for
kids
to
work
collectively.
The
mathematical
practices.
C
I
J
C
K
C
This
is
a
pretty
neat
opportunity
for
kids
is
that
we
moved
to
figure
out
how
we
can
offer
another
avenue
for
kids
to
our
CTE
program
to
this
medical
response
is
really
good
for
hands-on
and
they're.
Gonna
pay
for
all
the
trans
provide
support.
They're
there
they're
there
an
ambulance,
their
personnel.
A
C
Number
six
is
just
advertisement
for
EEOC
and
student
services
as
mission
the
placement
of
manual.
This
manual
is
379
pages.
We
have
not.
There
was
no
changes
to
this
manual
in
reference
to
placement
for
our
student
body
within
this
within
our
organization.
So
this
is
all
state
board.
Rules
and
regulations
and
statutes
are
embedded
just
talked
about
MTT
empty.
C
Right
approval
for
a
c7
approval
for
out
of
county
problem.
This
is
all
connected
to
course,
band
advance,
an
RTC
that
had
to
take
place.
Yet
we
do
have
one
school.
We
were
to
continue
to
work
through,
which
is
Middleburg
high
school.
It's
already
taken
in
all
openly.
They
had
a
volleyball
tournament
that
they
came
up,
we'll
work
with
our
staff
to
make
sure
that
they
have
the.
C
Kc8
is
a
profession
evelopment
once
again
for
mathematics,
Intel
math
today
I
believe
we
have
trained
around
113
teachers
in
our
school
district.
We
see
that
from
our
pre
assessment
to
teachers
when
they
come
in
to
before
this
assessment
and
then
when
they
take
a
post-assessment
lead.
We
see
the
kids
average
any
teachers,
a
20-point
increase
to
their
knowledge
and
they
can
continue
to
grow.
C
To
conceptually
understand,
mathematics-
and
this
is
our
goal,
ultimately,
is
to
to
help
build
the
foundations
from
k-8
and
then
have
a
turnkey
where
we
see
more
kids
are
being
becoming
proficient
on
math
assessments
along
without
for
one
assessments
which
we
saw
dive
and
continue.
You
know
from
the
previous
data
sets,
but
it's
a
great
people
rave
again
about
this
professional
development,
and
this
once
again
will
be
paid
to
DoDEA
grants
for
this
year.
C
C
F
E
C
C
C
C
C20
is
some
change
order
for
that
same
project,
medical
Moberg,
High,
School,
culinary
arts
renovation.
We
have
some
issues
with
fireproof
beams
that
weren't
available
within
we
found
we
had
some
code
issues
and
had
their
reach
traps
that
not
be
closed.
We
had
to
reinvest
in
those
and
we
had
to
to
make
sure
that
those
two
were
in
compliance.
It
end
up
being
a
$16,000
change
or
they'll
want
to
make
sure
if
it
it's
a
fireproof
any
time
where
facilities
begin.
C
J
C
Tomorrow,
miss
characters
is
just
painting
with
that.
Once
we
get,
the
nominee
will
insert
a
nominee
and
into
be
upfront,
as
you
know,
with
a
smaii.
Schools
can
use
money
as
they
desire
in
this
sense,
they're
going
to
build
a
large
multi-purpose
room
where
they
can
do
a
lot
of
assessments.
The
SS
flying
kids
there
I
can
take
Tommy
and
do
some
other
stuff
in
that
room,
but
it's
gonna
be
nice
and
they
often
time
have
major
overflow
in
the
TCC,
which
is
always
loaded
with
professional
development.
B
C
E
C
B
I
C
D
C
Go
back
and
we'll
get
better,
there
was
a.
We
need
to
put
an
item
that
was
on
the
attachments,
go
house
and
it
was
on
the
September
to
go
tonight
which
should
have
been
going
to
October,
which
is
the
assessment
calendar.
So
I
want
to
be
able
to
move
that
from
the
tonight's
board
meeting
to
October's
board
meeting
good
thing,
because
the
state
just
sent
some
information
about
updating
testing
because
we
had
the
hurricane
so
that
pushes
some
dates
back
I
will
tell
you
openly,
we
I,
don't
know
miss
Bush.
B
C
So
for
and
I'll
talk
about
the
assessment
calendar
and
we
knew
last
year
that
I
think
the
biggest
banks
we
felt
like
we
were
had
too
much
testing
and
we
were
always
testing
I
think
it's
just
the
way
the
calendar
was
set
up.
It
was
just
in
the
middle
of
nine
weeks
and
a
quarter
and
just
kept
on
this
year.
It's
more
intentional
and
by
fifth,
you
got
to
have
a
progress
monitoring
plan,
so
we
did
a
baseline,
which
we
take.
C
You
know
we
assess
in
the
first
couple
weeks
other
than
kindergarten,
and
then
we
have
a
mid-year
and
then
in
and
that's
the
only
assessments
of
what
we
have.
We
use
the
baseline
just
pure
baseline
data.
Just
for
us
as
your
teachers
can
have
and
use.
We
do
not
braid
them.
Teachers
don't
break
them.
We
just
have
it
for
informational
purposes.
Only
and
then
we
do
do
an
assessment
piece
of
progress
monitor
for
the
year
to
see
how
well
our
kids
are
developing.
C
So
we
can
really
how
we
need
to
work
with
better
supporting
schools,
teachers,
content
grade
levels
and
how
we
deploy
support
staff
at
the
district
level
to
go
in
push.
If
we
need
to
have
a
triage
opportunity
and
a
great
look
or
or
a
set
of
schools,
and
then
we
have
a
post
assessments
which
will
have
will
help
us
with
third
great
retention
and
looking
at
other
indicators,
to
see
how
well
that
are,
we
did
at
the
end
of
the
year
and
then
we'll
try
to
use.
C
Some
of
those
assessments
are
not
just
assessments
in
isolation,
it's
more
of
AI,
ready
and
IgE,
which
gives
us
a
diagnostic
for
kids,
and
it
tells
them
where
they
are
academically
in
its
bills.
Then
a
scaffold
approach
to
allow
them
to
be
a
hombre
level
in
have
enrichment
opportunities
as
well,
which
teachers
are
using.
You
know
as
much
an
alternate
they
can
in
their
classrooms.
So
I
would
say:
I
would
say
it's
time,
altima
ly,
reduction
and
assessments.
We
may
be
on
the
same
and
longer
you'll
see
the
minutes
and
hours.
C
It
ends
up
being
like
around
9
hours
a
year
who
ESS
and
certain
grade
levels
that
we
just
had
the
max.
We
need
taken
on
ready
assessment.
We
say,
give
me
90
minutes,
Lord
take
90
minutes,
but
we
want
to
be
of
honesty
and
put
the
backs
of
the
women
that
we
give,
and
so
that's
the
worst-case
scenario.
L
It
is
an
increase
in
the
amount
of
time
with
the
program
you
have
to
take
the
diagnostic
in
order
for
the
student
to
get
their
pathway
to
use
the
program,
so
it's
kind
of
taking
the
progress
monitoring
that
we
were
doing
previously
and
taken
that
away
to
only
use
the
I
ready
as
the
progress
monitoring
since
that
part
of
the
program
that
they
would
have
to
do
anyway.
You.
C
I
C
D
E
Perceptions
from
the
teachers
as
well
is
that
last
year
you
came
in
and
took
out
performance
matters.
Everyone
said
wow,
that's
awesome
and
now
you're
pushing
in
ROI
diagnostics
and
I'll
just
use
like
teacher
both
great
because
that's
my
little
area
and
we
test
in
four
areas
in
writing
and
reading
and
math
and
in
science
and
when
you're
doing
performance
matters
in
silence
and
you're,
doing
I,
ready
and
reading
and
achieved
3,000
in
math
I
believe
order.
E
D
E
That,
though,
you're
doing
testing
in
those
four
areas
at
180
minutes
on
setting
each
test
or
90
minutes,
that's
a
big
chunk
out
of
the
day
and
that's
a
lot
of
testing
and
then
you're
going
to
ask
us
to
do
this
again
in
December
and
January,
and
then
we're
going
to
in
April
and
March
start
into
that
whole
fs8
system.
And
my
question
is:
is
there
a
final
testimony
to
take?
Are
we
using
the
FSA
as
the
final
test
and
as
PFF
saying
that
the
final
testament
science
well.
C
C
C
And
then
the
other
side
is
that
we
have
got
through
our
cast
committee.
We've
got
to
select
how
teachers
will
have
a
performance
indicator
so
now
that
we
have
the
option
of
not
using
BAM,
we
will
work
with
our
subcommittee
to
determine
so
that
means
you're
gonna
have
to
have
a
beginning
the
year
assessment
in
the
end
of
the
year
assessment.
So
in
order,
so
this
is
where
I,
why
not
I
mean
for
me?
I
didn't
add
any
additional.
You
know
progress,
monitoring,
assessment
p.m.
C
E
And
I'm,
having
used
I
ready
just
to
put
this
in
my
head
as
well
when
someone
what
a
student
takes
either
you
at
the
beginning
of
the
year
throughout
the
year
as
they
take
either
the
as
I
progressed
through
I,
really
its
self
assessing
as
well
as
that
correctly
everyday,
and
they
then
so.
Is
there
an
assessment
per
se
going
back
to
what
you
were
saying
for
kindergarten,
for
instance,
here's
their
assessment,
mid-year,
that's
going
to
be
separate
from
what
they
would
normally
be
doing,
because.
L
Know
what
I'm
asking
I
think
what
you're
I
just
want
to
clarify
so
for
a
kindergartner,
for
example,
they
will
take
the
I,
read
a
diagnostic
for
reading
and
math
three
times
a
year.
So
there's
a
baseline
that
we
take
in
the
beginning,
then
there's
a
mid-year
test
to
make
sure
that
this
system
is
aligned
incorrectly
because
it
does
monitor
their
daily.
They
have
lesson
pass
rates,
so
it
does
monitor
that.
L
Then
they
get
them
in
here
to
make
sure
that
all
of
that
kind
of
stinks
up
to
make
sure
they
have
all
those
paths
correct
and
then
it
goes
through.
We
do
take
the
third
one
for
k23,
because
we
were
talking
about
in
case
there
was
a
different
performance
measure
that
we
wanted
to
use
for
a
student
performance
measures
for
those
teachers.
We
did
make
the
decision
in
K
through
re
four
through
eight
we're
only
using
I'm
ready
for
math.
L
So
we
did
take
out
the
third
diagnostic
because
we
were
going
to
use
the
FS
taste
test
for
that.
So
they
don't
compensate
the
third
one,
because
at
that
point
it's
not
going
to
give
them
any
instructional
decisions.
At
that
late
point
in
the
earth
they're
going
to
use
the
baseline
for
the
next
year
to
do
those
investments.
So
we
did
take
out
that
90-minute
test
for
grades
four
through
eight,
because
they'll
be
getting
they're
kind
of
engineer.
Information
based
on
that.
So.
L
E
I
C
I
C
On
investment
funding
as
well,
so
while
the
the
baseline,
the
mid-year,
are
our
potential
predictors
of
how
well
kids
can
do
academically
and
where
we
need
to
problem-solve
and
assist
and
highlight
and
duplicate
and
celebrate.
We
want
to
make
sure
that
we
have
a
beginning
of
the
year
and
end
of
the
year
the
determine
whether
or
not
this
list
I.
You
can
say
that
this
product
isn't
actually
working
for
organization
in
helping
us
and
internally,
and
if
it's
not,
it's,
isn't
a
different
conversation
about
how
we're
supporting
it.
C
How
are
we
implementing
it
and
then
whether
or
not
this
product
actually
matches
with
standards?
I
know
it
does,
and
it
has
a
great
predictability,
but
I
want
to
be
able
to
see
it
and
then
be
able
to
say
hey.
We
have
based
on
data
this
year,
unless
you
listen.
Let's
do
that
analysis
from
baseline
this
year
and
continue
to
look
at
the
the
structure
to
determine
whether
or
not
how
our
cool
courts
are
doing
every
single
year
beyond.
K
L
Done
based
on
its
the
school
based
decision,
so
they
can't
do
it
in
small
groups.
They
can
do
it
and
over
if
in
a
live
situation,
it
would
be
whatever
works
best
for
that
school
in
that
student
base,
but
I
already
does
recommend
the
company.
No,
you
have
to
have
at
least
two
45-minute
sessions
for
the
younger
grades.
They
would
recommend
like
three
30-minute
sessions
so
that
they're
not
getting
that
fatigue.
I
L
Has
a
kindergarten
corner
where
it
has
skills
that
the
teachers
can
use
to
help
students
understand
what
a
computer
is,
what
a
mouse
is,
how
those
things
work
together
to
help
get
them
to
that
point,
because
everybody
recognizes
that
kids
don't
come
in
with
the
same
level
of
skills.
So
there's
some
learning
that
needs
to
take
place
before
a
student
could
be
successful
on
a
diagnostic,
and
so
we
provided
that
information.
A
A
L
I
C
I
can
I
gardens
window
for
the
assessment
hasn't
started
yet
because
we
we
want
to
get
students
in
getting
coached
in
familiarize
them
understand
their
skill
set
and
then
transition
to
an
assessment.
As
we
things,
we
will
teach
him,
but
I
need
to
see
I'm
not
saying
this
to
be
disrespectful,
but
these
kids
are
digital
natives,
my
stuff.
They
know
how
to
work
that
a
machine
and
they
and
those
who
don't
will
provide
assistance
when
needed.
So
do
you
want
to
put
him
in
a
situation
where
we
didn't
believe
they
would
be
successful.
K
F
C
C
With
him
and
the
day,
I
do
not
believe
and
then
or
last
year,
a
whole
lot
of
things
coming
in
to
suspend
assessments.
We
didn't
understand
the
validity
of
it.
Teachers
and
the
timing
of
it
was
wrong.
So
we
elected
it's
DISA,
Bend
I
openly
said
I.
Do
not
believe
that
we
over
this
calendar
creates
over
testing.
That's
not
aligned
in.
A
Attention
I
think
the
hardest
thing,
though
mr.
Davis's,
it's
not
to
the
testing.
When
you
say
ninety
minutes,
it
takes
that
kindergarten
teacher
hours
and
hours
to
teach
the
kids
how
to
t
take
the
test.
How
do
we
use
the
computer
so
when
teachers
are
saying
so
much
time
is
in
testing
it's
because
I
have
to
go
practice
in
the
lab.
They
don't
just
know
how
to
do
that,
so
they
spent
hours
and
hours
practicing
on
with
a
keyboard
practicing
in
the
lab
to
take
the
test
and
that's
the
problem
with
testing.
A
L
Say
I
would
say
that
I
think
you're,
absolutely
right,
but
I
also
think
those
are
great
life
skills
that
we're
starting
on
teach
at
our
early
age,
so
I
think
the
part
of
going
in
and
teaching
our
kids
keyboarding
and
teaching
our
kids
how
to
use
these
devices.
This
is
something
that's
only
going
to
help
them
successful
long
term,
so
I
think
that's
something
it's
just
the
same
as
I
taught.
L
L
A
C
I
K
K
C
The
good
thing
is
I
understand,
the
good
thing
is
is
with
without
ready
that
learning
path
is
gonna
help
them
differentiate,
have
an
individual
prescribed
approach,
it's
going
to
only
help
them
get
better
and
better
and
better-
and
you
know
I'll
be
the
baseline
comes
in,
can't
wait
to
share
it.
You'll
see
in
tremendous
ways,
because
kids
will
have
individualized
opportunity
to
learn.
You
could
know
the
best
learning
tool
is
a
great
teacher.
This
is
another
avenue
to
have
different
aid
instruction.
What.
F
F
K
C
C
F
Great,
this
is
a
lot
of
work.
I
sat
in
miss
cranes,
class
I,
think
we've
all
been
in
miss
cranes,
class
and
I
happen
to
be
there
one
day
stayed
after
reading
so
that
she
could
take
some.
The
children
in
individual
do
testing
ever
desks
with
them,
and
you
know
I
was
there
to
amuse
or
not
news
but
monitor
what
she
had
assigned
for
them
to
do
and
I
just
watched
and
thought
you
know
it
wasn't
like
a
quick
three-minute.
It
was
ten
twelve
fifteen
minutes.
K
K
An
amazing
chance,
our
experience
so
far
has
been
that
when
there
is
computerized
testing
that
kids
that
are
not
currently
testing
are
sent
to
another
classroom,
and
so
they
may
not
be
covering
the
same
material
in
the
classroom
that
they're
going
into
it
just
really
and
how
much
time
are
they
spending
in
that
other
classroom?
That's
not
their
teacher.
That's
not
yeah!.
C
I
say
this
I
know
trust
me.
I'm
I
appreciate
the
conversation
it's
about
gradually
sand,
small
group
rotations
or
you
can
have
only
have
once
we
get
to
the
wireless
devices.
You'll
have
six
or
seven
computers
in
a
classroom.
Teachers
will
have
six
kids
working
on
individual
pathway
learning
through
a
lot
of
room.
Just
an
example.
To
my
ready
shake
it.
Another
teacher
could
pull
six
additional.
C
Kid
is
working
all
sort
of
skill
sets
of
foundations
of
literacy
while
other,
why
six
other
kids
are
working
on
independent
reading
and
are
working
on
the
independent
standard
base
or
skill
based
remediation
within
within
the
center
group?
That's
our
job
to
provide
supports
for
teachers,
so
that
can
happen
and
that's
best
practice
that
we
can
have
small
business
drugs
and
take
place
on
a
continuous
basis.
I
would
say
you
know
incident
you
got
to
have
a
beginning,
an
assessment
and
assessment,
anyways
food
cats
and
I.
We're
just
gonna.
Do
a
perfect
job.
D
E
Kids,
just
one
more
time:
I
am
incredibly
empathetic
to
kindergarten
teachers.
They
know
it.
I
mean
there's
no
way.
I
would
ever
have
taught
kindergarten
ever
have
time
today,
and
one
of
the
things
that
you
were
you
were
talking
about,
and
one
of
the
things
that
you've
been
trying
to
really
work
together
is
the
fact
that
teachers
do
plan
together.
E
That
would
be
able
to
help
each
other,
because
there
are
students
that
come
from
a
variety
of
backgrounds
and
I
admired
those
kindergarten
teachers.
So
much
and
would
never
I
mean
they
just
first
grade
as
well.
They
they're
earning
cats,
I
mean
it
is.
It
is
a
situation
where
they
have
them
so
organized
and
they
I
truly
believe
the
teachers
understand
the
need
for
testing
the
need
for
that
baseline
testing.
E
It
just
is
time-consuming,
it's
frustrating,
it's
a
requirement
that
we
have
to
do
and
it's
one
that
we
don't
like,
because
it
does
draw
us
away
from
the
actual
teaching
side
of
it.
But
just
as
long
as
you
continue
to
be
aware
of
those
fish
and
those
frustrations
and
support
as
much
as
possible
sense
and
that's.
L
We
haven't
started
the
kindergarten
when
yet
for
I
ready,
but
I
will
tell
you
we
did
do
this
at
our
8th
title
1
schools
last
year
and
it
was
I
mean
it's
always
going
to
be
challenging
at
the
beginning
to
get
kindergarten
in
there
and
you've
seen
in
the
program,
but
I
would
still
like
it
from
this
economy
philosophy.
The
more
you
practice,
the
better
you
get
so
after
they
have
like
a
couple
of
you
know,
weeks
in
there
they
did
get
the
hang
of
it.
Our
teachers
are
amazing.
They
make
this
work.
L
One
of
the
kind
of
benefits
of
the
I
ready
system
too,
is
based
on
this
diagnostic.
It
actually
gives
them
sample
lesson
plans
and
things
they
can
pull.
So
when
they
get
the
information
from
the
approach
from
the
program,
it
can
say
these
five
students
are
struggling
with
knowing
the
letter
K,
here's
some
information
that
you
can
pull
to
do
with
them
in
a
small
group,
so
it
gives
them
some
ready-made
instruction
that
they
can
use
with
those
small
groups
too,
so
it
does
give
them
some
instructional
help
as
well.
L
Just
from
from
any
kids,
like
you
said,
sometimes
it
is
herding
cats
and
those
are
skills
that
it's
difficult
to
teach
kids
and
we
have
to
go
through,
but
again,
I
can
have
amazing
leaders.
I
think
we
have
amazing
teachers
and
I
think
that
they
are
taking
on
the
challenge
of
doing
this
and
working
with
it
because
they
know
getting
that
individualized
information
from
those
students
it's
going
to
help
them
to
support
them
and
make
progress.
So.
A
I
L
L
L
L
L
Well,
we
recommend
that
they
not
do
that,
just
because
that's
a
lot
of
kids
to
be
on
on
the
stage
at
one
time
and
where
they
had
previously
been
pulling
kids
one.
At
a
time
most
of
our
kindergarten
teachers
had
two
student
computers
in
the
classroom
and
we
sort
of
recommended
trying
to
do
like
a
small
group
rotation
as
you're
doing
your
small
groups
pulling.
L
F
J
I
would
like
to
and
I've
spoken
with
a
tried,
my
best
to
speak
with
each
board
member
on
this
with
the
superintendent.
So
it's
taken
me
some
time
to
figure
out
all
these
cases
that
exist
out
there
and
what
I'll
call
risk
management,
world
personal
injury,
type
of
cases
and
I'm
bringing
one
to
the
board.
I
would
like
to
add
to
the
October
5
agenda
a
proposed
settlement
or
release
simply
for
an
upper-bound
vote.
Remember
this
is
not
a
shady
meeting,
so
we
don't
get
to
discuss
things
privately.
J
I
can
tell
you
this
that
it
is
and
I'll
be
happy
to
discuss
further.
Of
course,
during
October
5
you
it's
a
state
court
case.
That's
5
years
old,
it's
been
languishing.
It's
a
bus
accident
that
occurred.
There
is
arguable
liability
such
that
a
trial
will
be
going
forward,
I
believe
in
March.
It's
currently
set
for
March
the
reason
I'm
bringing
it
to
you
now,
and
then
you
have
a
chance
to
even
discuss.
J
Anyway,
I
can
tell
you
we
will
incur
those
costs
in
excess
of
15,000
just
in
the
next
30
to
60
days,
because
medical
examinations
that
need
to
be
undertaken
in
silicon-silicon,
so
I
thought
that
it
was
best
to
at
least
provide
a
potential
out
for
the
board
to
take
action
on.
By
way
of
this
proposed
settlement
agreement,
which
is
essentially
a
my
general
release
and.
I
A
F
F
C
So,
as
you
know,
we
had
six
days
that
we
miss
and
dugu
a
hurricane
Irma
and
after
we
looked
at
the
total
number
of
minutes
and
hours
that
we
have
within
the
school
year,
we
are
meeting
that
threshold.
The
issue
the
concern
becomes
is
that
we
have
81
days
in
the
first
semester
and
99
days
in
the
second
semester.
In
order
to
give
a
semester,
half
credit
and
just
get
used
in
high
school,
you
have
to
have
4050
minutes
own
task.
C
The
hundred
minutes
that
the
the
government
commissioner
waived
for
the
two
days
and
then
now
we're
at
39
50
the
number
of
minutes
we
have
to
have
with
that
said.
We
are
a
four
days
short
in
the
first
semester,
so
we're
and
I
get
it
it's
it's
smart
because
they
don't
no
one
wants
to
end
the
quarter.
C
When
it
would
end
on
January
2,
the
second
quarter
with
end
on
January
9th
and
if
I
did
that,
that
would
give
me
sufficient
time
the
own
task
for
quote
semester,
one
and
some
total
Ward
half
credits
and
then
sufficient
time
in
the
second
semester,
to
award
half
credits
as
well.
So
it's
not
adding
days
to
our
calendar
or
schedule.
It's
just
moving
four
days
from
semester,
two
to
semester,
one.
B
C
It's
highlighted
on
the
January,
the
9th.
This
will
not
impact
in-service
days
in
January
or
planning
days.
It
would
just
impact
the
entire
organization
and
community
understanding
that
the
second
quarter
will
go
to
the
ninth
we
will
generate.
We
will
encourage
teachers
to
continue
to
use
their
half
days
and
December's
to
calculate
to
information
and
also
your
plane
and
day
and
in-service
day,
in
order
to
have
grades
finalized
by
the
9th.
So.
I
C
E
C
C
F
F
C
E
G
G
F
A
F
E
H
G
G
F
B
E
E
E
F
C
Ma'am
I'll
have
close
of
business
today.
You'll
have
will
update
the
safety
in
school
charge.
I
requested
for
backup
and
I
will
review
to
determine
whether
or
not
we
can
move
in
a
direction
with
our.
So
our
our
new
phone
system
can
do
the
one
touch
all
or
we
have
to
go
to
a
different
route
for
our
econ
video
and
I'll.
Look
at
TMT
process
by
Clay
high
school.