[5:06] So let's go ahead and call this academic committee meeting on this Wednesday June 17th to order. If we could all stand for the pledge of allegiance, please.

[5:27] I pledge allegiance to the flag of the United States of Arizona.

[5:33] And to the Republic, we're working with you stands, one nation, and under God, and invisible, and just as a straw.

[5:50] Thank you.

[5:53] All right, first thing is we need a motion for the approval of the agenda.

[5:59] That means.

[6:00] And I second. Thank you, Mr. Campbell for moving that and Kathy for seconding it all in favor. I.

[6:10] Okay, pass you unanimously.

[6:13] And Robin, you indicated we have one public comment.

[6:17] Yes, if you hold on for a moment, I will get that person on the phone.

[6:20] Okay, and and Robin, before you do, do you know if Dr. Stratos? Oh, there she is. Hi, Mary.

[6:28] Okay, I had something at my door, I apologize.

[6:33] No, that's fine.

[6:34] I'm just glad you could join us today.

[6:36] Thank you.

[6:37] Yes, ma'am.

[6:38] We're at multitasking.

[6:39] We have two meetings at the same time.

[6:41] Oh, goodness.

[6:42] Okay.

[6:45] Just let us know if you need to leave.

[6:50] We have it.

[6:51] Okay.

[6:52] Thank you.

[7:03] Isn't beautiful.

[7:06] You're going to have to keep it running.

[7:08] Aida, I'm sorry,

[7:23] put it in the chat.

[7:24] I don't think they could hear you.

[7:59] Any luck, Robin?

[8:12] I'm not sure,

[8:15] Robin, are you able to get a hold to Ms. Patel?

[8:32] Can't think of you there.

[8:35] No, not you, you a man, can you hear me?

[8:39] Yes, we can hear you, yes, we can hear you, yes, we can hear you.

[8:41] All right, I'm sorry.

[8:43] I'm sorry, Ms. Patel, they couldn't hear you,

[8:45] so you get to start all over again if you don't mind.

[8:49] So I have some questions from you, Dr. Ogging, from the SLA as asked for.

[8:53] It was released by the state.

[8:55] I have nine questions.

[8:57] My first one is to from our district representative, E. For County School District,

[9:01] on the SLA and asked for in a work capacity.

[9:04] If no representation, what are the reasons?

[9:07] Question two, H3A document reads,

[9:10] guidance is not mandated for state required.

[9:12] Local school districts continue to have the authority and flexibility to address

[9:16] individual need and be responsive to their local communities. As I continue to read,

[9:21] there's one role in the Phase 2 to ask for a excuse to pass book at the 25 meetings, for example,

[9:26] where our new general simply creating grant making additional resources and open board districts.

[9:32] As in three, what exactly the five states have filed a PPE, but percentage of stoppiled

[9:37] where a district received a given district level will be responsible for dispersing the schools.

[9:41] What's important for you at state level is responsible for monitoring districts and

[9:47] staffs for monitoring school staffs for us.

[9:50] What school will state use to monitor task force and guidance does not mandate

[9:53] the state required.

[9:56] What school will district use to monitor school staffs for us?

[9:59] Question five.

[10:00] How are we addressing Wi-Fi broadband gaps and technology needs for all students?

[10:05] Does our district buy requirements?

[10:07] students to travel school parking lots or seek out locations with free Wi-Fi

[10:11] acceptable. How are we as a district in sharing students attending

[10:14] priority and visit and at schools rightfully have equal access for

[10:19] different learning. Our title one schools required are filling the

[10:23] pressure to use Title I funding to cover expenses due to COVID-19.

[10:28] There's no mention of state passing or recommendation to wait

[10:31] testing for 2021 school year. However, state

[10:35] implementations of learning progressions and essential readiness standards.

[10:39] What information data sources are being used to create standards?

[10:43] Are we using backward-designed model to create a standard?

[10:46] Are we differentiating for our county state priority schools?

[10:50] Are we requiring priority schools and or tied to one school that we used to

[10:53] hide a one funding to cover cost cut at night to end?

[10:56] It's so how much and what valid reasons?

[10:59] How does a citizen request a financial report?

[11:02] But what plans are in place to prioritize the middle health of our students classroom teachers and school leaders and my last question and light of recent events and need for social justice reform.

[11:14] What plans are in place to address our district's underserved schools? What is our district's policy regarding racism?

[11:20] And will we implement a serotonous policy for racism?

[11:24] I greatly appreciate your time and I will email you all a copy of this.

[11:28] Thank you.

[11:29] Thank you, Ms. Patel.

[11:30] I appreciate it.

[11:39] Okay, thank you. I appreciate that public comment. A lot of good questions there. Robin, if Miss Patel emails that to you, would you ensure that you forward it to all of us and to Dr. Stratos.

[11:53] Yes. Thank you very much.

[11:55] Okay.

[11:57] The next thing on the agenda is the approval of the May 12 committee meeting minutes.

[12:04] I've got a motion. I move. We approve the committee meeting minutes of May 12.

[12:12] With the correction. Yep. I'll second.

[12:15] Thank you. All right. Any discussion?

[12:21] All in favor.

[12:22] Hi. Thank you. Pass you unanimously.

[12:25] Okay. Now we're getting down to the meat of today's meeting.

[12:29] The, what we had discussed at our last meeting was that we have to really take a look at what we want as the scope of the academic committee to bring that forth at our next meeting, which will be Tuesday.

[12:43] And we discussed that the our scope very well under this coherent governance model could be the PE's and if they are that if they are going to be the PE's if the scope of the academic committee is going to be the PE's then are we certain that the PE's are comprehensive enough and do they contain all the areas that are necessary for us really to look at.

[13:13] So our task was to review all 11 sections of the current PE's and our district governance manual at this time and then to come back today and and discuss it and say whether or not these were exactly what we want to have is there anything anywhere else that needs to be included so thank you Robin for putting up PE one.

[13:45] And let's just make this really, you know, open conversation, don't wait for me to call on you.

[13:51] I know it's a little bit harder with the, with doing it electronically.

[13:56] But did anybody have any questions or concerns about PE1?

[14:11] It's hard to look at this and not also look at the work plan at the same time.

[14:15] And so I know you probably can't share that screen, Robin.

[14:17] So I wanted to make everybody realize that in our work plan currently, we do not look at P.E. 1.7 or 1.8.

[14:33] Thank you, Robin. Those two PEs are not reported out to the board.

[14:39] Again, when we start thinking about coherent governance, and this being the way that we understand the operations of the district, I have some concerns that PE1.7 and 1.8 are not on the work plan.

[15:00] I agree, I think every PE should be on the work plan. I think the PE's indicate what our expectations are and what we're going to monitor. So, from my point of view, if these are expectations in what we're going to monitor should be on the work plan.

[15:18] Right. Well,

[15:22] I mean, I thought we requested information during the time,

[15:28] during the year two, to address one, seven, and what when I

[15:39] hear me. I do. I do. I think

[15:42] I think Mel, that maybe certain times some of this information will be brought forth, but not in a

[15:48] not in a, in a fashion that ensures that it will always be looked at, you know? And by

[15:59] by having it on the work plan, you know that it will definitely be addressed. Mrs. Friedrich? Yes.

[16:09] I do, I've not had a narrative on those two PE's. I've worked off the chart that's up right now by Mrs.

[16:14] cushionberry. Is it possible that if I could just see a narrative and both those

[16:19] don't make it both those domains? I do apologize. I need to point it down.

[16:26] Yeah. So right now what's up on the screen? It's very seven. Learning

[16:31] environment. Gather and analyze and

[16:39] use data and that sort of make

[16:40] in curricular and instructional choices. Is it possible with all of the P

[16:46] as we go through to, and I don't want to pigeonhole, I don't, but examples of evidence of

[16:54] expectation to be part of the PE's as well. Just some type of example, set out where you could

[17:01] have consistency at practice at that.

[17:06] So Mary, that's an excellent point. You know, when we are,

[17:12] when you present a P.E. or any member level staff that presents a P.E. to any committee,

[17:20] I'm envisioning that cover sheet that goes with the signatures. And on that cover sheet,

[17:26] there is the superintendent's interpretation of what that P.E. means. So, so I wouldn't feel that

[17:37] for me to say what 1.7, gather, analyze and use data and research and make in curricular

[17:44] and structural choices to my thoughts on this, is that would be more like, well, what do you think?

[17:51] I can only because the prior, I'm just getting it correctly, institutional history here, that at one point all they did was submit the cover sheet.

[18:04] So that's an example of what the cover sheet is.

[18:07] This is the FOIA one.

[18:09] Okay.

[18:10] Because they did not do when they created the FOIA pe.

[18:14] They did not.

[18:15] They just did the cover sheet.

[18:17] They didn't really create the document page in the format like the other pe's.

[18:22] So this is what the cover sheet would look like.

[18:25] So that was.

[18:27] The members in my division were experienced was just for that sheet.

[18:35] So I'm also trying to build capacity for them to recognize it's not just a piece of paper that we

[18:41] shall compliance their practice.

[18:43] So I could be more definitive with my people on expectations amongst us because we've gone through

[18:49] a group of the PEs upon for a survival and what does this look like.

[18:53] So you could be a little more thorough what would present to you as board members.

[18:56] Yeah, Mary, I agree, we're all kind of working our way through this and trying to operate under coherent governance with fidelity and these PEs, which, you know, you know, we're going to be called OEs.

[19:11] The huge part of it is the evidence of compliance, the evidence of progress in a given OE.

[19:23] And so again, I wouldn't anticipate that 1.7 and 1.8 that you would be able on the spot right now to come up with, what does that compliance look like?

[19:35] What are those? What's the criteria to support the, the that is actually happening? This is going to be a work in progress.

[19:45] Yeah, okay. I apologize.

[19:48] I think what you're, you know, what you're asking for is some input in what kind of data we want to look at.

[19:57] think that what we're asking is your interpretation, the superintendent's interpretation.

[20:03] Off the top of my head, okay, let's look at number eight. That's a little bit easier to

[20:09] come up assigned sufficient staff to meet the vision and purpose of each school. So we've talked a

[20:16] lot about differentiated staffing. So this one would be a thing where we say,

[20:22] Okay, you know, school, the types of data that we would be looking for is high e-cell population.

[20:34] So we've matched the number of e-cell teachers,

[20:41] you know,

[20:45] that.

[20:45] staff and in relation to the students who assert. Yeah, that would be, but I, you know,

[20:53] that's the way I wouldn't

[20:54] interpret something like that. I'll help. Yeah, I mean, there, yes, and, and no, I mean, the number number

[21:05] number eight, you could, when you could make an argument for that for school based management in

[21:12] to what you would expect that whether responsible is of the principal and exactly why is

[21:20] Israel branch early childhood school, this line a little differently than the battery

[21:26] creek and this program. And justifying the staff of those schools, which is, you know,

[21:32] about what cat is built. You know, and that's what drives the population and the design

[21:38] of that curriculum. Number 7, 1.7 gather and analyze news data. I think that, I think we do

[21:48] a good job of that from time to time. We get information on why, you know, far these tools

[21:56] and other schools, the data shows a need for change. So before you present us a change, I think

[22:04] The justification would be that you've done the due diligence with 1.7, but when you're reporting on 1.7, you can tell us exactly some of those things that were done.

[22:17] Okay.

[22:18] That's the way I interpret this.

[22:24] You know, I think the other component to 1.7 is we often, you know, we do, I think get data analyzed.

[22:33] I'm not sure that the next step has been presented to us.

[22:39] How is the data that we have?

[22:42] How is it affecting curricular and instructional choices?

[22:47] How is that data driving what curriculum changes we're making

[22:54] for instructional choices?

[22:59] That's what I'm saying too.

[23:01] And that would be justified, that would be the fractional teams back up when they make changes in the program and their program saying that we presented you with the data or here is the data and that's why I, you know,

[23:21] What would be caution about us pigeonholing one point seven and that may be the reason in the past where it wasn't pigeonholed to happen certain times, but only when times of need.

[23:37] You know, encourage such a presentation.

[23:44] We said something, I don't say if we're saying something on October, very well, and any adjustments to last year's program would have not occurred, unless some data presentation has to be presented before that adjustment.

[24:04] I'm saying, if you're going to change something that happened to the curriculum from last year,

[24:10] you're going to have to bring it to us saying why you did it and we would have to okay

[24:15] it before you bring it to us and say it was done.

[24:21] So we'll look at the later anyhow before any

[24:24] dramatic change in the curriculum in the structure.

[24:31] What happened? Am I confusing? No.

[24:38] You know, Mel to one point of what you're saying is that, um, you know, as far as the time frame of it.

[24:46] Anybody hear me?

[24:48] Yeah, we've heard, can you hear Trisha? Can you know if you're a female?

[24:52] No, I can't hear it out.

[24:55] Oh, that's not good.

[24:58] Yeah, can you have about?

[25:00] Yeah.

[25:01] Oh, darn. You could be, can you hear me now, ma'am?

[25:09] I can't hear. No, you can't hear.

[25:12] Yeah. That's the, I can, we can hear you, and we can hear melman.

[25:17] Okay, now I can hear. I can hear you.

[25:20] Okay. All right. Mel, two, one of your points as far as the timeliness of the presentation.

[25:27] If I'm understanding what you're saying correctly is that decisions have to be made and

[25:34] will move on prior to this reporting out. One of the things that I'm really excited about when we do

[25:43] actually develop our new work plan for the PEs or OEs is that some of these things will be reported

[25:51] out more than once a year. It would be up to us to decide and say, okay, 1.18 would have to be reported

[26:01] I mean, I mean, off the top of my head, you know, twice a year, you know, once whatever, but we could decide that it's not just once a year that these are reported out so we can stay on top of it. Does that make sense?

[26:17] Yeah, it makes sense from our perspective, but if I'm in America's position, it would kind of be an inconvenience

[26:32] where I can do it at a much more convenient time on my own time schedule and also get the blessing or this content right away while it's happening.

[26:45] You know, I've put something in place in October and then I don't present until January and the January you told me it's inefficient.

[26:54] Then that's months that we've lost because I had the information and to give you an October you could have told me, you know, what's wrong with it.

[27:07] Well, that's what I mean by that.

[27:10] I mean by that, there's no, there's no time for a presentation of those, but I'm sure

[27:17] we'll expect it, it's expected to be presented. Because there's going to be ease.

[27:23] Is it possible to look at the PE's from, as we start at 1.1 and have that discussion as to

[27:31] when is the best time to be able to put, to have this information presented? Because it does,

[27:38] you've hit on a few things. One is that's calendar of it. The operation of it is now

[27:45] well finding out after the fact that I could put into that context. And just in conversation

[27:51] as we read one PE, we have a variety of ideas about it. So I think it is probably Mrs. refrigerator

[28:00] as you're putting folks starting from looking at them and having a conversation with them. So we

[28:05] could be closer to them when reporting does happen.

[28:09] We could be closer at what we're looking at.

[28:15] Absolutely.

[28:16] I see the work plan happening.

[28:21] After we look at all the PEs and say, OK, what

[28:25] it does need to be reported out.

[28:27] And then, Mary, you and Dr. Rodriguez looking at them.

[28:31] I mean, this is going to, once we do transition to the OEs,

[28:34] Dr. Rodriguez is going to have to look at all of them and say,

[28:38] I should report it out at this time.

[28:39] This should report it out at that time.

[28:42] And I don't see how with a possibly populated work plan,

[28:46] until we've looked at all the communities and determined which one

[28:49] should be underneath the academic committee at this time.

[28:53] And aligning that, actually, and I'm just

[28:56] kind of keeping simplified, aligning that with the expectation

[28:59] of the superintendent's evaluation, right?

[29:02] So that everything falls in sync everything falls in sync. Right so if everyone's in agreement

[29:10] Can we can we say that we are going to add we're going to recommend to the full board that P is

[29:18] 1.7 and 1.8 should be added to the work plan.

[29:25] Okay, so we're in agreement with that. So the entire 11

[29:29] section of this PE1 will be added to the work plan.

[29:34] Yes.

[29:34] Okay, great.

[29:35] All right.

[29:36] Can we go on then to PE2?

[29:41] PE2 says budget and financial planning.

[29:44] Was there anything in there that you all saw that should come under ISD or be looked at by the academic committee?

[29:53] Um, just for information, I attached what was checked the...

[30:00] Documentary looking at on the screen is one that was changed in February 2019 from the original P.E.

[30:10] 2. So this was modified.

[30:16] Okay, so letter C, fund balance. What's on the screen is the new change from different than what we have in our packet.

[30:24] Correct.

[30:25] Okay.

[30:26] I don't see anything at this time that would be under the purview of academic committee.

[30:31] Do you all?

[30:33] No.

[30:35] I don't see it.

[30:37] I don't think that's, yeah.

[30:38] No, because we've already, we addressed because our balance would be provided to our chief financial officers.

[30:48] So we're rolled into their reporting mechanism as well.

[30:55] Right.

[30:55] So I don't think this would be an isolated report out to us then.

[31:00] No.

[31:00] We're rolled in.

[31:01] We're all operational practice.

[31:04] Yeah.

[31:05] All right.

[31:06] PE3 financial administration.

[31:08] Did anybody see anything in PE3?

[31:12] No.

[31:13] No.

[31:13] The only thing that I question was number seven.

[31:19] Remember, is that just in the budget process, though, where we said we wanted funds?

[31:25] in the three different categories, instructional, operational, I can't remember, but the third one was now administrative, that was budget, yeah, that was budget, okay, I was just, you know I think that does, you know, that falls under the per view of the financial administration and not

[31:55] the instructional. We know our job is to look at the things that impact student learning

[32:01] and certainly money spent does, but that's not our safe concern, I guess. Right.

[32:10] Because again, we're looking at what would be under our scope. Right. Right.

[32:21] Yes. Yeah,

[32:25] so

[32:25] under if they put textbooks, don't we have to report our textbooks to the state and the

[32:31] Zett has lost, have to be reported to the board. Would that not for, I'm not sure if the textbooks

[32:37] fall under an asset protection criteria. So I'm just asking.

[32:44] All right, I think that has to be a certain minimum. I think it has to be a certain minimum value.

[32:50] not the collective value of Mr. Campbell, yes sir. Okay. You just want the schools of the

[32:57] hopeless Campbell, thank you sir. I'll keep them responsible enough. That's why we reported

[33:06] to the state and the latest destiny is designed. It goes right to the state, which is nice. It's

[33:13] a nicer change than other districts I've worked at, because that report then gives generated state

[33:19] Why? So it's a good system self-carline a house.

[33:24] Good.

[33:26] Okay.

[33:27] P.E. 5 is human resources?

[33:33] I think that's something that you discuss within executive session with regard to vacancies.

[33:40] And maybe I believe a lot of that does fall on their instruction, but I think that's already addressed.

[33:45] So we just have to ensure better communication so that there's no surprises and that's

[33:51] something for us internally.

[33:53] Right.

[33:53] And see, I'm going back to what Kathy was mentioning as an example for like P.E.

[33:59] 1.8.

[34:01] About the, you know, what I would expect is that there's not going to be any gaps.

[34:09] You know, there's a priority school.

[34:11] We find out that there is a math class that hasn't had a teacher for four months.

[34:15] that's unacceptable. And so I would see that would be in line where human resources would

[34:22] have to talk to instructional and say, how do we make this work? I'm helping with all this

[34:29] Mary that any silos that might have been erected might be dismantled so that it looks like a

[34:44] district, you know, we have got a lot better at that.

[34:48] Mrs. Redrich has regard to an earlier hiring, and the notification of the hiring, but

[34:55] I will put in another request to look at what's still open right now, or the percentage

[35:00] right now for school, maybe the question that I'll post your over.

[35:04] Excellent. Excellent.

[35:06] Go ahead, Mel.

[35:07] I mean, can I say something about that?

[35:12] I, you know, I've tell you, my field, my true feelings about this is that academics and

[35:20] destruction to drive a majority of the highway, particularly when it comes to the destruction.

[35:30] So I think, I see I said the vital part of that human resource and what happens there, not

[35:37] because we give live service to what we need and what we want.

[35:45] But I think we have to design what we need and what we want

[35:49] and request the human resources to define what we want.

[35:56] And what we need and I know that sounds overwhelming

[36:01] but a lot of us to make any changes, especially today's 2020

[36:07] version of change, we have to look a lot deeper into who we have on site and each of these sites and who we need to get the job done and I think only academics can drive that and academically

[36:23] lead is from a principle on down and have to drive what we need. And in my mind, we determine that

[36:35] by what's happening in the classrooms and that's academics. And I think that fits in with number

[36:44] eight now.

[36:46] One point eight.

[36:49] Maybe that's not specific enough.

[36:52] Well, yeah, it's not conservative enough because

[36:55] I need to give examples.

[36:58] The diversity of the stats.

[37:03] I mean, who are dresses that right now today in Buffet count?

[37:09] Yeah, it's under human resources.

[37:11] it's number two, they're kidding. Yeah. Why shouldn't be on the human resources,

[37:19] if, in fact, instruction, think that diversity needs change or past, doesn't need change or

[37:27] someone that's being, that's not a good fit. It's being placed in a school where

[37:34] that's, you know, according to instructions and academics, that's not a good fit.

[37:40] I know you're going to do the hiring, but we need to have some impact on who's being hired.

[37:51] You know what?

[37:52] Maybe we create a new PE under instruction that requires, I'm just thinking now,

[38:09] just thinking

[38:09] do you designate, you know, their needs based on diversity?

[38:20] I don't know. I mean, is that?

[38:22] I guess, you know, you're wearing my point.

[38:24] Is that exactly that, Kathy?

[38:26] Yeah.

[38:27] Who addresses diversity and the need for it?

[38:33] I mean, does a person who addressed just a number of staff,

[38:38] or a person who understands why those numbers of staff lead it?

[38:43] So make any sense? What I'm saying? It does. Mary, what are you going to say?

[38:48] I may be getting confused and please, but I'm thinking from the principal seat.

[38:56] How would that look like for me to be able to report and what would be the criteria of expectation

[39:06] If we're looking at the opportunity of hiring who you go through the interview process,

[39:16] the best candidate in front of you and if the pool only has so many applicants.

[39:25] I'm just asking.

[39:29] That's a problem that is the end, we're also talking about Mary, but first of all, I need to know who we go to get to bring to that interview process.

[39:45] And unless we start designing some things or who we're going to get, then we can't go after see fake example.

[39:52] Frank's definitely superintendent Frank knew what you wanted.

[39:56] Right and he went and to get that person and that's going to be that's that's going to be what we're doing on a smaller scope.

[40:06] The principal has to know what he wants to complete the design of that academic arena.

[40:13] So normally they do Mr. Campbell.

[40:18] And then how do they would hope and I I I understand when you drive in the bus.

[40:22] I agree, I agree, the hope is there, but the driving factor is still you and us in directly

[40:32] in terms of keeping that hope alive. We're going to talk about it as most schools go alone to

[40:41] get along from one year to the next.

[40:47] That's why we don't have innovative programs and certain designs

[40:51] certain changes in the system.

[40:57] So, you know, that's my, that's my honest concern and transfer this.

[41:03] Let me ask a question. Based on my personal experiences, the district would bring in

[41:12] teacher candidates, then the principles would interview them and then we would make a case for which

[41:21] ones we wanted, which ones we wanted to hire.

[41:26] And in one of my year, I mean,

[41:29] I was at two, I've been various different schools

[41:32] and they all have different needs based on the students

[41:36] that I'm serving, my staffing needs are different.

[41:40] And I, on a couple occasions, like, you know,

[41:45] there was somebody who rose to the top in the interviews

[41:50] who was by far, the best qualified to work with students that were struggling, that, and, you know, my school had the most need of those types of teachers.

[42:04] And I had to fight to get that teacher. Instead of the policy being, she needs it. This teacher matches her needs right now at the school.

[42:15] I should not have had to fight with my other principles and may and said, look, guys, they all wanted this, you know, I have, I can think of a couple of occasions, but in this one particular, they all wanted this candidate of course, but my school was the neediest and the person's skill set was needed much more desperately at my school than the other schools.

[42:40] And that's exactly true, Kathy, what I'm saying.

[42:46] So Mary and the board have to be backing the need there.

[42:52] Right.

[42:53] And our current processes, but the fact is that the human resource,

[43:01] the part that should have been looking for more candidates,

[43:04] like that candidate, so that there wouldn't have to be such a

[43:09] on Tesla over the one candidate that appeared.

[43:12] And I know today it's difficult to find good teachers.

[43:17] So all of that become a part of who's trainable to,

[43:20] who's teachable when you do hire.

[43:25] Right.

[43:25] Well, I think did you want to say something?

[43:28] Yes, as a suggestion,

[43:31] would it serve this committee to have Jill McAdden,

[43:35] who is the recruiter and ounce to come from HR

[43:39] to say what the process is and how they do go in select candidates, because they might be doing

[43:46] so that you would have an understanding of from from the HR perspective of how and how candidates,

[43:54] how teachers or people are matched.

[43:58] You know, I've already heard, I've already heard that

[44:02] and the operations committee.

[44:09] But they can bring it to us so we can get it from academic perspective.

[44:14] Because what it could do is highlight to them,

[44:21] I would need some of that perspective.

[44:24] I think human resources dedicated to filling the spots.

[44:29] And that, you know, that's a simplistic way of looking at what they do and it's an necessity to have a teacher, a math teacher in that classroom.

[44:40] But going on going forward we're going to get better.

[44:43] We're going to have the correct math teacher there.

[44:47] So it comes a little bit more.

[44:49] There's a code of a task.

[44:51] I don't want to put it more pressure on them. I'm sure they're full.

[44:54] But we still, and we already get better, that's where we have to do.

[45:00] I agree with you. And I believe that human resources must speak to instructional services and they have got to work together so that ISD is made aware when there is a vacancy, when there is a not a good match or whatever, because it all boils down to good instruction.

[45:25] So, the way to make this happen would you all consider?

[45:30] Would you think that the academic committee might want to add to it's scope?

[45:38] P-E-5-A-2.

[45:43] P-E-5-A-2 says, retain the horizon, qualified and diverse workforce.

[45:51] If we added that to our scope, then that conversation, the conversation we just had and want to have would what happened.

[46:06] Yeah, I think we can add 5, A, 1, 2, and 3.

[46:13] Yeah, I was just thinking the same thing with the exception of six.

[46:20] Five and six.

[46:22] The first four are all really tied into instruction.

[46:27] Yes, the climate of the building is essential for

[46:30] for instructions and success. Those things address the climate of the building. Who's there?

[46:36] So 1, 2, 3, definitely. You know, 4, the ex-saving reviews.

[46:42] But let's do that. Let's actually rob and give you a favor. Can you pull the work plan up real fast?

[46:49] And is 5A123 address by any other committee?

[46:56] 5A during operations HR does a whole, they address the whole thing in a yearly report.

[47:05] Yes, I remember I've had that packet in front of me.

[47:09] Yes, I want to HR does the whole all the PEs and they address all of it.

[47:17] It's a thick little and they're all stapled together, yeah, yeah, that's a thick, thick mine, yeah, that's, I was there for that, but yeah, so they they they address that annually.

[47:33] I like the idea of taking one, two and three under the domain of the instructional, because then that really does tie the importance of this function to instruction of students.

[47:53] So then let me ask just the process thing, process question, so put under ISD as a presentation by HR.

[48:04] Yes, because at least it not speak, right, the operations of these practices.

[48:10] So that would have to be crucial that that wouldn't just say, you know, I mean, we've got to delineate somehow that that's not.

[48:19] Mary, but it would be Alice, you know.

[48:22] So, but would it be then when, let me just be Alice a second and it's not, what it is reported from HR is your an opportunity that academic committee that we meet all together with operations or do you want to reporting mechanism to be separate from?

[48:42] In addition to, right, I don't

[48:45] I complicated with my question.

[48:46] No, no, it makes a lot of sense.

[48:49] Yeah, it makes, um, it's

[48:52] set up two meetings.

[48:53] If we're reporting on something, we need

[48:54] to have the discussion on.

[48:56] So maybe we can let when that reporting

[48:58] mechanism is happening together.

[49:01] Yes, yes, Mary.

[49:03] That's the first step to where we

[49:04] had it in our 10 year plan.

[49:07] I mean, cool, I think I think

[49:10] things already on this. But as a staff, you guys are all resigned,

[49:16] tightening the same template and understanding to each role.

[49:20] Because that is not a silo to fact. Yes. Right. That's that. Right.

[49:25] And because I think that this conversation is very important for HR to hear about

[49:31] the integration between HR and ISD as it's, it's one of the same. I mean,

[49:37] One cannot do well without the other, exactly.

[49:41] And during executive session, you don't,

[49:44] you have the vacancy report, correct?

[49:48] Yes.

[49:49] So maybe we need to have the conversation

[49:51] that before it gets executive session

[49:54] hasn't been discussed with instruction.

[49:59] Oh, that's a good.

[50:01] You see where I'm going, look at this.

[50:03] This is wrong, I agree.

[50:04] I don't think we can have that confirmation.

[50:08] You know, and I said, I'm not saying that HR is doing anything, but that's a question that you have.

[50:17] They're very much so, and because they, again, they are hand in hand.

[50:25] So either you have the conversation, well, ISD has a conversation prior to that, or you join the executive session, and we have that conversation.

[50:35] Yes, I want one of the other that you know to find that I see has been informed and I put any intervention in the place as we've had this this year that these efforts have been made and that could be reported to you. Yes.

[50:50] I hate to just be a pain in the butt, but I want to think that when they bring that list to us, that it's been

[51:07] But from the site, up went to HR and NISD, what I mean by that, if you're hiring a manager

[51:17] teacher at Hilton in high school, the principal interviews this person and the side, they

[51:24] want this person, but ISD is in on why they want this person and how it fits into their

[51:31] program.

[51:36] So we are all in the same page on where we are going at Hilton at high school and the

[51:43] principal is not working in the side of Louisville because in two or three years you may not be there

[51:49] and now what are we designed? What are we put together at that time? So I think it's

[52:00] is vital in my mind who we're hiring and how we're fixing to is in the visual programs

[52:06] and that designs in Don't For My SB.

[52:13] And after Campbell, you know what what I would like to see

[52:16] change also is that month after month we don't see that there's a vacancy in any area

[52:25] And, and come to find out that ISD is not aware of that.

[52:30] All right.

[52:31] I mean, I mean,

[52:33] So I don't get that stretch it on.

[52:34] It's like, be going on that ISD specs.

[52:38] And they don't even know that there are vacancies.

[52:41] Exactly. Exactly.

[52:43] Yes.

[52:43] Yeah, it's almost doing it backwards.

[52:45] Right.

[52:47] That's why I go back to that vacancy report.

[52:51] Yes.

[52:51] presented to you. Part of that presentation is what we're

[52:56] was the integration with for any, you know, ISC. So if any of our

[53:01] person, I could help out. Well, okay. Okay. All right. So then

[53:08] what I have so far is that we are adding to our scope 1.7 1.8 5A 1 2 and

[53:16] is that correct? Yes. All right, let's go on to six.

[53:24] It's something I know.

[53:28] And we currently have six one and six seven on our work plan.

[53:32] We've got that already.

[53:34] Yeah, I would suggest that all of six should be on our work plan.

[53:46] Great.

[53:47] Yeah, it's all student related.

[53:50] And we're talking the whole student here, you know, it's not just academics, it's mental health, it's physical health, it's everything.

[53:59] Can I be academic?

[54:01] You got that all at.

[54:02] Exactly.

[54:04] That's.

[54:05] Who currently deals with this P.E.

[54:07] P.E. 6.

[54:09] We pick up two of them.

[54:14] And that one is seven.

[54:16] One in seven.

[54:17] And the rest are operations.

[54:19] really? Probably because of this. I'm looking at it. I don't see. I don't see it anywhere.

[54:30] The only ones that I see on the work plan are 6167. That's why this is crucial that we do this.

[54:38] In the past, there's a loss of information there.

[54:46] So on the work plan where it says 6.1 Annual Student Services Report, before student service was moved to HR, it too was a yearly report where report everything in the PE, so now that student services is part of HR, then you only get portions of it, you didn't get the annual within the last two years.

[55:16] But up until two years ago, there was an annual where it says it's point one, the annual student service report.

[55:23] It was an annual report reported out the whole PE.

[55:31] But I can't see anywhere the other subsections. So they were just embedding it correct,

[55:36] correct. It was everything in one through eight was reported out in an annual report.

[55:46] And so Robin, did I understand you just say that that is currently being done to the operations committee or did I misunderstand that?

[55:55] No, it's the annual report is not being done because portions of student services.

[56:03] This is a big HR in academics so I think to effectively address this PE, the restructuring

[56:14] of student services would be necessary because this right now has been broken up and peace

[56:23] we have into different divisions, correct?

[56:29] Isn't that a part of Frank's plan, too?

[56:34] To redress student services, terms of where they have signed?

[56:40] Mr. Campbell, I've been told that we don't have student services, so I'm calling it student resources.

[57:01] And I think the whole point of this was when Greg McCord left, I believe, it was two years ago.

[57:12] Okay, we didn't that he was he was the chief officer for student services and that position was not refilled instead it was all of the components underneath it were dispersed to the other other departments exactly that's how why I think I anyway port would be really good on the whole thing.

[57:35] I think it might be necessary when we're talking about student discipline,

[57:41] climate, every, this is, this is crucial.

[57:44] Exactly.

[57:45] So, I have a...

[57:46] Can you imagine me?

[57:48] Yes.

[57:49] Mr. Smith, are you trying to say something?

[57:53] I, oh, y'all is going to say, I want to get in the key after that, Boyd's.

[57:57] Okay, yeah, go ahead. I think Dr. Boyd's finished.

[58:02] Oh, y'all, you know, that was going to start before y'all got to know.

[58:05] I was going to say, yeah, I would it would definitely be good for us to get an annual review on the whole

[58:13] situation from that of our regus because the McCord as the whole position is worse put up.

[58:19] And I've been hearing a lot of people that we need to do these services back and we really may even need to look

[58:24] and look at how we can possibly get more benefit from what we have in our services.

[58:33] because they were there.

[58:35] Someone told me to send somebody a key, a key, a component of services that was, and we

[58:39] haven't got them.

[58:40] The core was here, and I was going to put up, and they're not working together.

[58:44] So I don't know how that goes into what we have now, but we have to be working with you looking

[58:49] at.

[58:52] Okay.

[58:52] Thank you.

[58:54] Mary, were you going to say something?

[58:55] Yes.

[58:56] To speak on Mr. Campbell mentioned a moment ago, we've, I've started the conversation with

[59:04] Dr. Rodriguez as well as with Alice on reconstituting our student services back with us here

[59:13] in ISD, but not what a request for another chief from a hiring perspective so I wanted

[59:20] to share that.

[59:21] So it is something that conversations being put forward and I'm looking at redefining

[59:27] my, the vision's organizational chart to be able to be inclusive of student services and

[59:33] you know, reallocate my resources if I could put into that language, inclusive of what all this

[59:39] looks like as well in a virtual component. So I have that as well. Yeah. Yeah, I understand the

[59:46] complexity that's being added right now with the virtual components and the uncertainties of the

[59:51] opening of the next school year. But you know, when we just look at some of this, these words here,

[1:00:00] 263 programs that promote health, mental health, wellness, nutrition. I mean, these things, they've got to be addressed.

[1:00:08] Okay. And I strongly agree, and that's why I added that it not only in the brick and mortar, as we go

[1:00:15] is a district with adding virtual learning, right? This has to be in both places, right? Yes. That's, that's my, you know,

[1:00:23] it's a teachers understand that and those who handle virtual learning understand that as well. It's not just a kid as a computer.

[1:00:30] This human element is very much needed. Right. So they might understand in the committee here, are we going to recommend that

[1:00:39] all of PE6 be added to our scope.

[1:00:49] You know, I think so at this point.

[1:00:51] Yes, but I think so. And there are basically two kinds of things and six, you know,

[1:01:02] through behavior and sort of support. Right. And I don't know where we can go without

[1:01:09] I could then be striving that, you know,

[1:01:12] you know, so, so yeah, I wouldn't anticipate that there would be any other

[1:01:20] department.

[1:01:22] Okay.

[1:01:25] All right.

[1:01:27] Absolute.

[1:01:28] P.E. 7 unless there's anything further to be said about P.E.

[1:01:34] Okay, P.E. 7 facilities.

[1:01:37] I have a question about, when someone will be able to give us a end of the year, close out report,

[1:01:48] they're put at that because you give us every year on behavior and the services that we use to,

[1:01:55] these give it end of the year, our report.

[1:01:58] Would someone have a copy of that, who's on staff now to be able to put that together?

[1:02:03] Mr. Smith, do you think that sounds like a fantastic future topic for our whole board, don't you think?

[1:02:13] I mean, well, I mean, I mean, I will talk about academic committee.

[1:02:20] I thought that maybe the whole board can talk about blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah.

[1:02:25] Maybe, yeah, yeah, maybe you may want to bring that forward.

[1:02:29] Maybe I can bring it forward to the whole board.

[1:02:32] I'd like us to recognize Mr. Smith and board members that with the closure right now.

[1:02:39] We will only be able to truly provide information up until a certain time of the year.

[1:02:46] So I just want us to recognize that as well as we put this vote if we put it both to the board.

[1:02:52] I don't know how solid it would be for us right now, but it would be a good starting point.

[1:03:00] Right, so that's what I think in a future topic on there was when Mary, you had a chance to kind of wrap your head around who would be responsible for the different cards of PE six and getting that information and also knowing that since there have been no students in our school building, since what the I'd's a march that you know that probably you know that the results are going to look they're going to be skewed.

[1:03:30] as when you compare them to years previous,

[1:03:35] so that's, so Mr. Smith, that's just what I was thinking is kind of it might be something like future when there's more of a cohesive student resources,

[1:03:49] division within ISD or department, you know what I'm saying, section within ISD,

[1:03:57] but, but Mr. Smith, because if we do approve PECIS,

[1:04:00] is part of our scope and the board approves that, then you're absolutely right. It would eventually

[1:04:05] come to the academic committee.

[1:04:16] Okay, so let's go ahead. Anything else?

[1:04:20] No, there's a lot more on that topic, but we don't have time to discuss all of the

[1:04:25] intricacies there. If we lose, but now we'll then hit on a point of that discipline, we're pulled

[1:04:33] at the end of our period, how is it moving?

[1:04:39] I was changing,

[1:04:42] what it looks like and why

[1:04:45] and how part of these six would have an effect on that,

[1:04:52] how much emotional support we're giving to the children,

[1:04:57] would support discipline.

[1:04:58] And what we have written as discipline policies,

[1:05:01] how does it work with who we have as students and teachers in the classrooms?

[1:05:09] Oh, that's a, you know, that's a heavy hitter there in terms of our results.

[1:05:15] Mr. Campbell, you are so right.

[1:05:17] I used, when I was teaching, I used to compile data on how many of the students with special needs were put

[1:05:24] were had ISS every week, and then I would break that down into how many of those students

[1:05:30] were male, how many were female. And you know, what are the kinds of support were that

[1:05:35] getting besides just being pulled from the classroom. So there's some tremendous amount

[1:05:40] of data that can be compiled presented. And then what do you do with it? And we're all

[1:05:48] That's right, that's right, that's right, that's right, that's right, that's right, that's right, that's right, that's right, that's right, and if I could share as as Miss Smith and as the Campbell and you self, this is for just put out, if we look at the new student code of conduct, once that's approved by the board and do a comparison, let's say, next, the close up first semester, we know we can compare now the data with the different levels and look at the ISS, you know,

[1:06:17] in school, at a school suspension by gender, by ethnic groups, right, right? We could give that type

[1:06:24] of comparison of information, as well as that we're starting to put some up different interventions

[1:06:29] in place of that make sense. So that's a great place to start looking because that's where my head

[1:06:34] has been at looking at that new student code of conduct. Right. But Mary, did I understand you

[1:06:41] correctly to say that right now, because being out of school since, you know, the last pretty

[1:06:47] much the last quarter and a quarter, you know, the data might not, it's not current, it's not,

[1:06:55] you know, I would recommend looking at a comparison of that first semester, to first semester,

[1:07:03] and that being presented to the board. And it was a comparison in taking that visit, as well as

[1:07:08] and, I mean, I'm looking as well as what's the difference in the amount of students being recommended

[1:07:14] for alternative placement and expulsion. Right? What a change in the student code of conduct.

[1:07:19] That would maybe something I would recommend to look at at the close of first semester reporting

[1:07:26] that those mechanisms results in January. Yeah. And then do it again at the end of second semester.

[1:07:33] Twice a year. Okay. To me, I see that something that needs to be reported because then

[1:07:39] If this feedback, and we did some changes, we should be able to recognize as Mr. Campbell

[1:07:44] put out earlier, you know, don't close the gate too early, but don't close it too late.

[1:07:50] And then we could take those visits.

[1:07:53] But the first right comparison would be for a semester of this coming academic year.

[1:07:57] Yeah, that would be excellent.

[1:07:59] And then falls in with number four on PE6, what you would be measuring, you know, implement

[1:08:05] intervention strategies to improve discipline and reduce incidents, right?

[1:08:10] Exactly. Yeah. Perfect.

[1:08:13] Sounds good. Mr. Smith, are you still with us?

[1:08:18] Okay.

[1:08:20] Okay.

[1:08:21] Okay. Good.

[1:08:23] Does that kind of, you know, is that work for you?

[1:08:27] Yeah.

[1:08:28] Yeah.

[1:08:29] Okay. Great.

[1:08:30] All right. Good points.

[1:08:31] Everybody. Thank you.

[1:08:31] This is great discussion.

[1:08:33] Hello.

[1:08:33] P.E. 7 facilities. Did we see anything in there that should go under any type of ISD or

[1:08:42] academic? I don't think so. I didn't know descending. Okay. P.E. 8 community relations.

[1:08:56] The only thing

[1:08:57] if I made facilities may add something to it. Do we have a mechanism in place that we give feedback

[1:09:05] to the board a formal feedback on school clungliness, since that is a large area of conversation,

[1:09:15] especially with health and safety. Is there any feedback if you get back from our educate

[1:09:22] a formal feedback? I thought, you know, Mr Smith might be able to help us on this, but I thought

[1:09:28] the operation and he gets a survey because he's surveyed. Okay.

[1:09:33] That was because of a survey. Yeah, we do.

[1:09:35] Yeah, we do. All right. I guess we do get survey.

[1:09:38] There is a seven P.E. 75 states that assure that facilities

[1:09:44] are clean, sanitary and safe. Okay.

[1:09:47] So yeah, I know that they got that they addressed that one.

[1:09:51] But what I was going to say is that if she could help us, maybe that, could you tell me what you're trying to want, when you said that a little bit more please talk?

[1:10:06] So I'm just thinking of, and if I actually just leads into P.E.A., the perception of

[1:10:14] cleanliness, if it's not something that we feel comfort with, it is a hard cell for educators

[1:10:23] and students and with social media, Mrs. Smith, kids could take photographs of anything,

[1:10:30] right?

[1:10:30] So, I just figure out a better way that we could put in place for our custodial staff that

[1:10:40] they recognize the responsibilities of cleaning, having paper towels.

[1:10:47] And I know these fundamental items, but I think as we go to the next lens of COVID-19 and

[1:10:54] the world's changing because I don't think pandemics are going to disappear just like a on that

[1:10:59] puff that we can ensure this type of certain health and safety of kids at the school level

[1:11:07] and I was thinking is there a checklist but if you have a survey work work work work work

[1:11:12] on cloud. I mean, but you know but then that makes sense and really we get we get a list

[1:11:17] of information that that that that that that they think that is important to the board and again

[1:11:21] But what you're saying is a little bit different and as a woman, I wouldn't mind having that or that even I give you some information directly from from from from from from from teachers themselves so I think that would be something that we would want to possibly work on it and

[1:11:37] and operations, even if we didn't, even if we didn't, even if we didn't ever, or if I can

[1:11:41] never go on to do it simultaneously along with us, I think that would be a great

[1:11:45] great starter of something of maybe enhancing what we have, so that it's never wrong to enhance

[1:11:52] what we have.

[1:11:53] I'm just trying to maybe I'm contemplating it a little too much, but you know, I'm...

[1:12:00] No, because that's a lot of people who's concerned right now, even when we're talking

[1:12:05] my kids going to summer school, they were one of my revenues going to ever go to the schools

[1:12:08] going to be clean.

[1:12:09] So I mean, and teachers, they said, they remember they were going to clean that because

[1:12:13] they don't want to take the back to the home to their kids.

[1:12:16] So, and that is something that the board that we should know, that's the information that

[1:12:19] we need to process and understand moving forward.

[1:12:21] So, I mean, anyone who comes up to the budget of need versus wants.

[1:12:25] So, that is something that's very important.

[1:12:28] I do agree with you.

[1:12:29] Okay.

[1:12:29] The question is, where do we put it and how do we plug it in and where do we plug it at?

[1:12:34] Is that made sense?

[1:12:42] So, you're suggesting maybe a combination of with academics and operations when that particular

[1:12:58] Okay, one day reported we do similar as the HR model, Mrs. Regretch.

[1:13:05] Right, right, okay.

[1:13:08] And that was, I'm sorry, guys, was that P.E.

[1:13:13] Seven, five.

[1:13:15] Okay, before we leave seven, can I just draw your attention to

[1:13:21] One, E, PE7, one, E. It says provides classroom capacity consistent with instructional programs.

[1:13:32] Do we need a conversation about that?

[1:13:37] Well, my mind that conversation is relative to the same conversation we just had about the clearlyness of the building in terms of the school.

[1:13:48] of part of that, you know,

[1:13:53] telling this to the building is our responsibility

[1:13:57] because we have to highlight people

[1:13:59] that develop, that are developing

[1:14:01] the right climate in the school, the right culture

[1:14:04] in the school, even if it is custodial.

[1:14:08] And that ties it to that, but in terms of this,

[1:14:13] I think the number one E is more from a physical perspective

[1:14:17] as it relates to our academic design.

[1:14:24] So, you know, I'm not saying we should have designed it,

[1:14:28] but that preview there is probably all from a physical perspective.

[1:14:35] Right. So, are you, what are you suggesting, Mr. Campbell?

[1:14:39] I'm suggesting that that should have been covered in something else for us.

[1:14:47] And not necessarily, you know, the particulars and this particular P is academics.

[1:14:55] I think that's an operational thing to make sure that we have.

[1:15:00] The bill lead to House, that particular program. And we're not going to design a program for our doors, but our billings are indoor.

[1:15:10] You understand what I'm saying? I do. I do. That's just, that's just an assure us that the facilities can cover the program.

[1:15:20] Right. And I think that remember, we have to remember facilities or operations shouldn't be operating in a silo either.

[1:15:29] They should be thinking from the standpoint of students, whenever they, they are talking about these things, right?

[1:15:39] And that's what I said.

[1:15:40] Yeah.

[1:15:40] We should have driven this already.

[1:15:45] So earlier.

[1:15:47] Right.

[1:15:48] Why the school, why the new school is being designed a certain way.

[1:15:54] And we have been operating backwards in terms of that.

[1:15:58] You know, we build a building and we don't know what kind of program we're going to put it in a building instead of developing the programs and build a building.

[1:16:06] You know, look at what I mean, it's a dollar we're going to spend and look where education is.

[1:16:12] It's handed.

[1:16:14] Right.

[1:16:15] Basically, basically almost all virtually, if not, you know, a hybrid of virtuality and we probably build modern walls and brick walls and something that's really, you know,

[1:16:28] or doing my being a sense cutting edge because it's protective against all of the violence that does exist in school.

[1:16:39] We've gone beyond that point.

[1:16:41] We've gone to the point where we're not going to be in the schools.

[1:16:46] So when we are there and that's where our ability to now begin to going forward 10 years from now,

[1:16:53] we are thinking it's not going to look the same way it looks now.

[1:16:58] Well, when you made, when you made that point a couple months ago, it was, it was, I mean,

[1:17:05] it hit home.

[1:17:06] It was a spot on spot on.

[1:17:09] When I read this particular PE1E, I was thinking along the lines of, let's think of our special

[1:17:16] need students.

[1:17:17] Some of our students with special needs.

[1:17:19] And I'm thinking about the instructional program that they require, and is the classroom

[1:17:24] capacity available for them. So, you know, that's where my head went when I saw this, not just

[1:17:31] new buildings, but I was saying, you know, we have a, you know, we have a, a, a 10 to 12 percent

[1:17:40] population of students of special needs. And some of our buildings have certain models,

[1:17:48] delivery of services in their buildings. That, honestly, we're not necessarily designed

[1:17:52] for that. So I think some of the instructional program touches everything and so what it comes to

[1:18:03] designing classroom capacity, designing, the instructional programs has got to have their

[1:18:10] fingerprint on that. Right, I handle the building of it. Right, and that's what I agree with you

[1:18:19] And that's why I'm saying that this P1E is should have been driven already,

[1:18:29] you know,

[1:18:31] I don't understand what I'm saying.

[1:18:32] We should have already designed how many special needs classes, what we need there.

[1:18:38] And this ought to be the operations or whoever facilities reporting on the fact that we do have it.

[1:18:48] So if you want to say, yeah, I don't want to check, it'll be a checking entity in terms of what they do.

[1:18:59] But we've already sent in what's needed, can you get it done?

[1:19:05] And in my mind, that's in their preview.

[1:19:08] We're getting that done.

[1:19:09] Yes.

[1:19:10] So I will preview all of it.

[1:19:12] Was it done?

[1:19:14] Make any sense?

[1:19:15] Yeah.

[1:19:15] Yeah, there are some variables here though folks.

[1:19:19] We don't know what type of special needs students going to walk in our door.

[1:19:25] And there are guidelines about space requirements based on the disability of the students.

[1:19:34] And we don't know if we're going to get an influx of physically handicapped students,

[1:19:41] or severely mentally impaired students,

[1:19:44] they all have different square footage requirements.

[1:19:48] So I just, you know,

[1:19:50] that's a great captain and I would disagree.

[1:19:53] I don't know where we're going with that,

[1:19:54] but I think the capacity of American correct me,

[1:19:58] if I'm wrong, but the capacity of the building

[1:20:01] and whether it was designed for dictates what you come in there.

[1:20:09] Right.

[1:20:09] And I do believe that was a combo.

[1:20:12] I do believe that.

[1:20:13] Yeah, some students got to be going elsewhere

[1:20:16] because there's no room in that building

[1:20:18] for that particular student.

[1:20:21] Right. And I was thinking more about that.

[1:20:22] And I'm saying we need to design it.

[1:20:25] I had a time anticipating.

[1:20:28] What you have to say, but we can't fault the folks

[1:20:33] for building what we created as a design for our program.

[1:20:37] That's, that's, I think that's what I will see.

[1:20:41] Okay, and my point is not so much in the future, but with our current students, we know that there are certain

[1:20:47] delivery models in certain buildings that are not adequate for their instructional program.

[1:20:54] And so when when does ISD, you know, make sure that they are part of that conversation that this

[1:21:02] building does not have the capacity for this.

[1:21:06] And so again, just to make sure that the ISD fingerprint is on current and future building capacities that are needed for instructional programs.

[1:21:17] Sorry, if I may the current in the time that I've been here,

[1:21:21] I have to say that facilities has reached out to ISC, but it referenced them.

[1:21:26] dollars being utilized and getting our input involved with.

[1:21:32] I have to share that, but I understand that was something new.

[1:21:36] Absolutely.

[1:21:37] So we are getting on to a page where there is input from different

[1:21:41] division people.

[1:21:43] I've made sure that at each grade level has been represented at our meetings.

[1:21:48] I have gone just to post the summit of philosophies.

[1:21:51] I will say that at the table.

[1:21:54] And now, you started bridging on something actually earlier, and I have to say that, that, you know,

[1:22:00] five, 10 years ago, what is education going to look like?

[1:22:04] And that right now is something I think we as a district really have to have that conversation on the facility side,

[1:22:13] because could we, could we provide larger space in order to lend for social distancing?

[1:22:20] and could we provide that our atrients could be a clash

[1:22:24] of our outside space for learning?

[1:22:27] It's the weather here at Lens for that,

[1:22:29] although I get the little, you know,

[1:22:31] how are we really designing, recognizing the changes

[1:22:37] that are coming, right?

[1:22:39] So I, I would, would you start at that conversation?

[1:22:42] I was like, you know, you're talking my language

[1:22:44] Mr. Campbell because I keep doing it the same box.

[1:22:49] That's correct.

[1:22:50] And I agree with what you're saying, but we can't change the walls that are already there.

[1:22:59] Yes, and you know, and I understand what you're saying.

[1:23:04] We need to make some adjustments because students don't have the services or the structure that they need to have.

[1:23:11] That's why we pigeonholing through those walls because we didn't design it academically correctly

[1:23:17] five years ago or ten years ago.

[1:23:21] That's where the honours are responsibly lies on us, but we can always ask them

[1:23:27] the facilities to adjust the setting, or bring some things in, but that's what that result in them is easily as you

[1:23:35] you know, would suspect.

[1:23:37] They give you a number and say that's all because the feds are involved in that too.

[1:23:44] Right.

[1:23:44] So you bring in.

[1:23:45] So Mr. Campbell, are we suggesting that seven one E remains with the operations and not.

[1:23:55] Yeah.

[1:23:56] I have some guests that that's there.

[1:23:58] Kathy, you live with that.

[1:24:00] I am good with that.

[1:24:01] Let's move on to eight.

[1:24:03] Yeah.

[1:24:03] One other thing, can I just add something to that?

[1:24:06] So the one that one that you're talking about, remember that capacity of how the classroom is used is what generates our school capacity numbers in the capital improvement plan that comes out every year in that book.

[1:24:24] So it's definitely vital under operations.

[1:24:27] Yes, yes, yes, I agree vital for under operations. I just wasn't sure if it was going to be a hybrid where also it would be looked at underneath epidemics too, so, but I think Mary definitely knows that all of our thoughts are that silos can't exist.

[1:24:48] That ISD touches everything. So let's take a look at PE8

[1:24:56] community relations.

[1:25:02] I was looking at particularly eight four and eight eleven those are two that struck me as

[1:25:10] Army.

[1:25:11] I don't think things are reported are they right now because they're not on the word plan.

[1:25:20] No, they're probably not married.

[1:25:21] Yeah.

[1:25:22] Eight, you know, it looks like there's just one report.

[1:25:27] Okay.

[1:25:28] Oh.

[1:25:28] School community relations.

[1:25:31] One of these.

[1:25:32] Yep.

[1:25:34] And Kathy, who reports that went?

[1:25:35] Who's that under?

[1:25:36] It just says SCSD.

[1:25:38] I would bet it's communications probably.

[1:25:42] You know, Jim Foster's team would be my guest at home.

[1:25:47] To that whole board.

[1:25:49] It says SCSD, I can't say the Robin could you call pull that up please.

[1:25:57] I'm the work plan 8.0.

[1:26:02] 8.0.

[1:26:04] What is the SCSD stand for?

[1:26:09] It came out of the communications department.

[1:26:13] Yeah.

[1:26:13] Yeah. So I must be able to report to the full board. I don't know who monitors it. Who is

[1:26:20] communicating the relationship comes out of Jim Foster's office? Right. But which board committee

[1:26:26] right now would that, would he, is he under? Um, kind of isn't under anybody and he came the last time

[1:26:34] under operations. Okay. So all of these, this PE, it's just one general report that covers all

[1:26:43] of these things. Yeah. It's presented to the board on a yearly basis. It looked like. So last year he came to the operations committee and reported it out. Okay.

[1:27:01] Well, I think this is something that is integral in instruction that we have the community. Really involved when you look at number 11 involved local employers in planning and implementation of all career

[1:27:15] cluster technical programs. That speaks Kate to me or I'm sorry not Kate any more CTE.

[1:27:24] That's right. That is CTE and so definitely belongs with us.

[1:27:37] Yeah, I mean, you're right. I agree 100% that we design that academically.

[1:27:45] Right. What is going to look like?

[1:27:46] Right. Yeah. And Karen has a board at what whom she works with and has been building on that of this past year.

[1:27:55] Yeah. I see number four as something that's already covered in one of ours.

[1:28:02] Yeah.

[1:28:04] I just brought an upper discussion, you know, just whether or not,

[1:28:13] whether it be worthy of discussion, but definitely 11.

[1:28:17] Yeah. Right.

[1:28:18] Okay. You want to move on to number nine.

[1:28:22] Yes.

[1:28:23] Thank you.

[1:28:24] Communicating with the board.

[1:28:28] I think that's pretty much, you know, this is just the superintendent.

[1:28:33] Yeah.

[1:28:34] Okay.

[1:28:35] Number 10 communicating with the public.

[1:28:38] But it looks they had that on the communications as well.

[1:28:43] I apologize.

[1:28:45] Was that not under on Jim shot.

[1:28:48] It was board relations.

[1:28:50] Yes.

[1:28:52] And I think they interpreted that like the daily relationships and updates in the immediate

[1:28:56] communications that come.

[1:29:00] And I think on the operation, I don't know if it's going to change, but on the operation

[1:29:05] you know, plan for a scenario that GM shop reports to the superintendent.

[1:29:12] So you're both basically in the same.

[1:29:18] Other questions?

[1:29:19] Yes, sir.

[1:29:21] What comes to communication, what's with the academic piece, I think will be a good thing

[1:29:27] for the academic to actually do a couple of time calls themselves, and up on the communication,

[1:29:34] just to keep a good understanding with the community, to keep the community and put them

[1:29:41] what they're doing from time to time, I think that may be something good to get some community

[1:29:47] involvement.

[1:29:50] You know, for the board to be asked for the board academic commitment to be reaching

[1:29:54] up, there's some different time halls and I mean that's something that I don't believe

[1:29:58] the board is ever done before.

[1:30:00] You know, sure they've had town halls for certain reasons, but to do the academic one to hear academic concerns and stuff from parents and have parents involvement or community involvement, I think that would be something good from the board.

[1:30:14] We from academic committee.

[1:30:16] There's something to put out there, so there's something I was thinking about.

[1:30:19] We're now talking about communication.

[1:30:20] All right, I wrote that down on my, in my notebook here. Thank you, Mr. Smith.

[1:30:28] Yeah, I'll just want to say that I think when we talk about the community, I think board members should

[1:30:40] inform the community what is going on. I have a meeting in your own district.

[1:30:48] Yeah, I think that that is an important aspect to do that periodically.

[1:30:54] And I know that several were planned for this spring, but of course, due to COVID-19, they were changed.

[1:31:01] But yeah, I agree. I see, I see validity of Mr. Smith's comment too, though.

[1:31:08] It's just that,

[1:31:13] you know, again, right now, we're just in a different time of place with actually making that happen now.

[1:31:20] All right, PE11, safety and security.

[1:31:28] Is that one on the work plan, Robin?

[1:31:31] It's reported out, yes.

[1:31:33] Thank you.

[1:31:34] Security is P.E. 10, I thought.

[1:31:36] It's the numbers didn't, it's P.E. 10 now.

[1:31:42] Yeah.

[1:31:42] And FOIA's 11.

[1:31:45] 11, right?

[1:31:46] Okay.

[1:31:47] Am I no book here?

[1:31:48] I have P.E. 10 communicating with the public.

[1:31:51] Correct.

[1:31:52] Because they didn't when we added the new FOIA,

[1:31:56] your notebook didn't get updated when we switched the numbers.

[1:31:58] when we move the numbers back.

[1:32:03] Okay, anyway, so, so the safety and security PE is reported out.

[1:32:09] It's reported out, um, the safety and the operation.

[1:32:16] The LSA, yes.

[1:32:20] Yes.

[1:32:20] Who wants that?

[1:32:21] Chief Legal Officer.

[1:32:23] It falls under, uh, when he reports of under Wendy.

[1:32:29] And she reports it to operations.

[1:32:31] correct. Okay.

[1:32:38] And it's reported out twice a year. Yeah, I remember getting a copy of

[1:32:44] the safety and security plan. That's from Dave Grace. We put it together. Yeah,

[1:32:49] it's a tape you did to this year. Okay. And then PE 11 is FOIA. FOIA is the

[1:32:56] number one. Okay. All right. So our first task is going through all the PE's and

[1:33:03] I'm trying to determine if any of them should be added to the instructional academic committee.

[1:33:10] What I got to let me repeat those and tell me if it's your understanding.

[1:33:15] PE17 and 18 will be added.

[1:33:18] PE5, A, 1, 2 and 3 will combine that with the Office Committee to hear that annual report.

[1:33:26] PE6 will be added to the academic committee.

[1:33:29] P.E. 7.5, combined with the Ops Committee to hear, and P.E. 8.11 will go to the academic committee.

[1:33:41] What about P.E. The whole P, what about P.E. 1.

[1:33:45] P.E. 7.1.8.

[1:33:50] I thought that when I pulled Mr. Campbell and Ms. Robine, they said to leave it with facilities.

[1:33:58] Okay.

[1:33:59] All right, we have about another half an hour before our two hours is up and I wanted to.

[1:34:09] The next thing I would like for the committee to look at is the strategic plan.

[1:34:16] In reviewing the strategic plan that was given to us, Robin, you're going to have to help me here.

[1:34:22] This strategic plan that was given to us in our folder are governance manual is the one under which we are operating correct correct.

[1:34:34] Mary, do you see this? Yes. So now this is not the updated annual strategic plan that you submitted by what June 3rd. No, April 30 or something.

[1:34:46] Yeah, now it's not this is the one that's aligned with at the time at Bancet, which is now

[1:34:52] Cognaya because at that time, I know in the state law, you could use your state accreditation in

[1:35:01] Lou of a strategic plan and I believe this was completed. I want to say in 2015, Robin or my

[1:35:08] off on the year because I think it was five or six years is when you're

[1:35:14] for 2019. Yes. Yes. Okay. So my reason for bringing this up, I just want to make sure we're all on the same document. And my reason for bringing this up is it's my understanding that the PEs came from this document, the PEs that we just went through were pulled from this document. Okay. So what I did is I went back and I looked at.

[1:35:40] Um,

[1:35:44] if you start robin with with, uh, on the strategic plan number three teaching and assessing for student learning,

[1:35:54] the quality indicators are the indicators that came from right there, uh, from advanced ed, okay, and it's my understanding that who never put together the PE's, hold them from these quality indicators and robin if you scroll up a little bit more.

[1:36:16] Okay, from these quality indicators and also some of the sub topics right below them, okay?

[1:36:26] So when I went through to see whether or not all 16 of these quality indicators were on the PE's found that they are not.

[1:36:38] And what I want to have a conversation about is do we think that if they are in our strategic plan

[1:36:46] and indicated to be important should they not be in the PE's?

[1:36:52] Okay, I have a couple of comments.

[1:36:57] You know, all of these standards, yes, have all been changed, correct. We have a new, a new thing from advanced data from cognitive that we will be transitioning to next year.

[1:37:18] Yes. I wanted to put that out there. So when I went through, I did the same trisha.

[1:37:23] And like 3.0 is not listed in ours, however, I found it under P.E. 8 and we just took something from P.E. 8 and ported in ours.

[1:37:37] So I'm wondering if it's the same. Um, so 3.0.

[1:37:44] Wait, there isn't a 3 point. Yeah, what do you think?

[1:37:47] What's 3.0? Um, 3.1.

[1:37:53] 3.1 we had, so, well, number 9, 3.9, sorry. If we go down the list now, can we start like,

[1:38:05] okay, sure. Okay, so that 3.1 is present in our PE's. Yes, 3.2 is present in our PE's. Yes, 3.3.

[1:38:15] Yes, President.

[1:38:17] 3.4 is not.

[1:38:20] I have it as present.

[1:38:22] Where do you have it?

[1:38:24] We would see it in which P.A.

[1:38:36] 3.4.

[1:38:37] It's under P.E. 7.

[1:38:40] But P.E.

[1:38:41] 1.

[1:38:42] Number 7.

[1:38:44] P.E. 1.

[1:38:46] The one that's not reported on.

[1:38:48] The one that's not reported on.

[1:38:49] You

[1:38:55] see advanced ed 3.2, 3.4.

[1:39:01] Yeah, I see that as advanced ed 3.2, 3.4.

[1:39:05] I was looking at the first number, the DRP.

[1:39:11] So if you're going to, well, the DSP, yeah, what they, okay.

[1:39:17] Yeah, the district strategic plan.

[1:39:20] That's not this though.

[1:39:23] That's different.

[1:39:24] This is the advanced ed plan.

[1:39:26] Okay,

[1:39:30] let's go. Let's go with your accounting then. So you found 3.4. Okay. Did you find 3.5?

[1:39:36] I did. Excellent. So this might be, I'm fabulous. Thank you for doing this. Where did you see 3.5?

[1:39:43] 3.5 is under PE1 number 2.

[1:39:49] Yep.

[1:40:00] Okay. See, I was looking at this differently because I was looking at it as the

[1:40:04] the District Strategic Plan was actually what was going to be, you know, worked on.

[1:40:12] What actually had those sub-indicators for evidence, evidence of compliance.

[1:40:21] So, okay, so whether any of you that you did not find?

[1:40:27] Yes, I did not find number 9, 3.9, 9, but I did say that it was in P.E. 8.

[1:40:40] Okay,

[1:40:44] I'm sorry, use of research based PE8. Well, let's just say it was listed under PE8.

[1:40:57] I found it listed, let's see, 3.9. It's, well, it's kind of a stretch. I didn't read it.

[1:41:07] I was just looking for the numbers. No, I understand. I see it right here.

[1:41:11] maintained an open responsive and welcoming environment. Right.

[1:41:18] And this is talks about love,

[1:41:20] student engagement, although I feel like we have one that deals with engaging

[1:41:26] rigorous and relevant learning. Yeah. Okay. All right. So this might be this might be a

[1:41:35] something that we don't that we don't have to do. If it was there anything else because I did not

[1:41:41] as aligned as you do. Because it doesn't seem to me that some of these subsections of the

[1:41:50] with the quality indicators were as clearly enumerated in our PEs.

[1:42:00] But if you look at it

[1:42:01] the way that you save, the only problem is Kathy that one you just referenced, that's not reported out.

[1:42:09] Which one?

[1:42:11] Well, you said, what is it?

[1:42:12] P.E.8.

[1:42:15] Yeah.

[1:42:16] And show that you're use of

[1:42:21] implement schools instructional process and support of student learning.

[1:42:26] Don't you think that really though is, and under it

[1:42:45] it says,

[1:42:46] But maybe not, okay, this is, this is just my concern when I start going through this.

[1:42:52] As we transition to coherent governance, not transition to it.

[1:42:56] As we try to apply it with the delity, I'd like to see that our strategic plan,

[1:43:04] are our OEs that everything just seems to line up seamlessly and that we ensure that the

[1:43:16] governing model is comprehensive because we know that all of these areas are being reported

[1:43:23] out.

[1:43:26] I think what we need to compare it to though is this strategic plan that Dr. Stratos

[1:43:34] submitted to the state, the state strategic plan. And I thought we started, we had done that at one time.

[1:43:42] His doctor status, didn't you list in that plan? All the P.E. numbers?

[1:43:47] I get a crosswalk, but I didn't submit that crosswalk in the application, but we still have it.

[1:43:53] I provided that for a point of conversation for boyd members. So there is a crosswalk that was created,

[1:43:59] But I just want to sort of have a question regarding the quality indicators.

[1:44:06] So as we go through the accreditation process, starting next year,

[1:44:11] I hold the state now is thinking that they may be able to get a waiver.

[1:44:15] Are we going to cross this over to the 2018 quality indicators that Kagania has?

[1:44:23] Well, it was my assumption that we, to get accreditation by, by Cognaya, and that's what we're

[1:44:33] after, that we'd have to use their newest version, their newest standards.

[1:44:38] So I assume that also, they are different.

[1:44:42] There's, yeah, there's not, there's only three categories.

[1:44:47] Yes, they only have three categories.

[1:44:49] leadership I want to say and but learning and resources. That's correct. Yeah, I have them in front of me now. So I end us.

[1:45:00] Standards, under learning capacity, and this one seem to be much, they're much more general than the one that we're looking at on the screen.

[1:45:13] Okay.

[1:45:14] Kathy, yes, Mrs. Robyn, yes, they are. They are much more general. They were written with a little more latitude.

[1:45:22] And they only have three categories and they've truncated a lot.

[1:45:25] So,

[1:45:28] I just wanted to get some clarity at practice, that's all.

[1:45:33] So, let me ask you a question, Dr. Stratos,

[1:45:36] which ones do we have to address and write a plan for when we submit our plan to get accreditation?

[1:45:47] The old one or the new one?

[1:45:48] be the new one because they're going to, everything in as base that economy will be tied with the

[1:45:54] doc when you have, if that's the document of the 2018. Yes, right, if you're utilizing that,

[1:46:00] that is what everything has been reconstituted to with accreditation company.

[1:46:10] It leaves us a year to

[1:46:12] course over. That makes sense. Yeah. Because it is, it is going to as our boards,

[1:46:17] governance plan of that and how aligned we are. And it could be as simple as having a crosswalk of the

[1:46:27] 2014 strategic plan to the 2018 economy of quality indicators. It could be that easy to show that

[1:46:36] to the accreditation team. So you don't have to rewrite just basically just a crosswalk.

[1:46:43] God, that that makes sense. It's so you can continue on the path that you, you know, we are and it could just be a simple crosswalk to take us over to show.

[1:46:53] No, we're still doing it, but we'll look, we include all this in that.

[1:46:57] Excellent. So that when we do do it underneath that new format for convier the 2018 format, we're not rewriting the P.E. is because there are got it excellent.

[1:47:08] I, my gosh, my heart just sank for so that's, I, I, I would take a look at this at some point to cross it over to that context with a crosswalk.

[1:47:19] And we could work at that if you need, but I know your team is pretty strong, so that is where my, I will, that's my suggestion that I would make okay, all right, so that's that's for that's mid year next year sometime area, what the process right now the state

[1:47:38] has as Codnia as a last week that will to even extend another year, though we have another year

[1:47:46] added on, but it's subject to COVID. Everything's COVID. They've asking for one more year. So

[1:47:54] in my brain, our process is supposed to be starting in July, and I'm staying on that until I hear

[1:47:59] differently. Okay, all right, yep, excellent. All right, then based on Kathy, your interpretation of how you saw that these quality indicators are represented somewhere within the PEs. You know, I, I am good with that. I, I feel a calmness has come over me because, you know, that it's fairly comprehensive. So that, that's what I wanted to bring forth today that we looked at.

[1:48:29] the our new scope. We looked at the work plan and we realized that's going to have to be

[1:48:36] you know, readjusted for sure with maybe multiple viewings of certain PEs and we took a look at

[1:48:43] this strategic plan. I reviewed with you the additions to well actually I reviewed with you what our

[1:48:50] scope is going to be. It's going to be PE1 with those additions. PE6 and then also with those other

[1:48:57] are we all in agreement that that's going to be our scope?

[1:49:01] Yeah, I have a question.

[1:49:02] It's to me that 1.7 and 1.8 are already within our scope,

[1:49:09] because we said that we were doing,

[1:49:13] when we did our scope originally,

[1:49:15] did we limit it to the,

[1:49:17] the, I thought it was all,

[1:49:21] everything that was under PE1.

[1:49:24] You know, I think we have to add it to the work plan

[1:49:26] that we're going to monitor. But I just question is, wasn't it already part of our scope?

[1:49:32] Yeah, you're probably exactly right. It was already part of our scope. But sometimes I,

[1:49:37] you know, I conflate the scope and the work plan, because, you know, that which is important is

[1:49:44] reported. And if it's not in the work plan, then it, you know, did not deemed to be an important

[1:49:51] And that's how I saw it.

[1:49:53] So Kathy, I think you're right, absolutely.

[1:49:55] So when we report out to the full board on Tuesday,

[1:49:59] I will just say PE1 and not pull out seven

[1:50:04] and eight in particular.

[1:50:06] And would maybe change the K to CTE on the scope?

[1:50:11] Well, so let's talk about that.

[1:50:13] Our current scope lists this.

[1:50:15] And we talked about the scope changing just to the PE's.

[1:50:19] So that means all of this would go away except for the PE's, but I'm asking the acumen itself. That would disappear. We wouldn't have these things listed.

[1:50:34] our scope would be that we would be that we would

[1:50:45] that we that our scope is to

[1:50:50] something with the PEs and develop a work plan utilizing the

[1:50:54] PEs. That's something like that, right?

[1:50:58] Exactly. And other topics as assigned by the board

[1:51:02] by the full board.

[1:51:04] Right. Something like that.

[1:51:08] Now you're too quiet.

[1:51:12] I think we need to take a motion on this to bring it to the full board.

[1:51:17] And so,

[1:51:18] Kathy, would that wording do you want to make a motion?

[1:51:21] And then we can have some more discussion on it.

[1:51:26] I move that the academic committee.

[1:51:34] Present the scope revision, the scope revision, to include,

[1:51:47] delegate review of PEE's or to review of PEE's and development of a work plan and other topics as assigned by the board by the full board.

[1:52:03] or the full board.

[1:52:08] So do you think we need to enumerate those PEs?

[1:52:11] Well, yes, I think I thought I was just making a motion for our committee to do this and then

[1:52:19] that we will make a different motion and then formulate the exact thing that you want to take to the board.

[1:52:26] Okay, all right. All right. Is there a second on that?

[1:52:33] Mel's muted.

[1:52:40] Okay, all right, so any discussion, do we agree that this is where the academic committee should go with our scope?

[1:52:52] So basically we're saying our scope is to review and report on PE's develop and monitor the work plan and

[1:53:05] respond to any other topics as requested by the full board. Right? Those three things? Yes. I think Robin has those in there. Let's see.

[1:53:17] The scope revision to include review of PE's and development of a work plan and other topics assigned by the full board.

[1:53:24] Just DNA has her hands up.

[1:53:27] Yes, okay. Tina, you're on mute.

[1:53:30] I can't even see Tina.

[1:53:33] Yeah, Tina, you're on mute. You're on mute.

[1:53:36] Okay. I'm trying to flip between a bunch of screens.

[1:53:41] So, um, right now, the one thing is that I agree the committee assignments, you know, the full board and make a, uh,

[1:53:51] topic assignments to the committees. But right now our board policy 3.2 9

[1:54:01] 9 B says items may be assigned

[1:54:06] to a committee by the board chair. Okay, that's the committee. You're not just the full board.

[1:54:14] And the other thing I wanted to point out, which I'm sure you've already noticed is

[1:54:21] the district liaison on your scope needs updating.

[1:54:28] Yes, thank. I've watched it out for you. Thank you. And I didn't know of that policy, so I

[1:54:36] you know, but thank you. So we need to amend this motion and how do you know what are you recommending

[1:54:44] the wording should say. Yeah, so, and other topics assigned by, I would say, I guess, the chair,

[1:54:53] or yeah,

[1:54:57] and complies with what we have currently. Right.

[1:55:05] Okay, other topics assigned by the chair.

[1:55:09] Did you say, or the floor, the floor, the floor chair, by the floor board or chair, or board chair,

[1:55:16] So it's clear it's not the committee chair.

[1:55:18] Okay.

[1:55:19] Yeah.

[1:55:25] Okay.

[1:55:27] By the, yeah.

[1:55:28] Other topics assigned by the board chair.

[1:55:31] That's fine the way it is.

[1:55:32] By the board board or board board chair.

[1:55:37] Okay.

[1:55:38] Any further discussion?

[1:55:41] So when you make the motion or the scope revision at the board meeting,

[1:55:57] I think it would be appropriate to list the appease because some of them were taking away from another group.

[1:56:09] Yeah, I think that would be important. So it really shows the work that we did on this and also would have to make mention of that.

[1:56:27] Okay.

[1:56:29] All right.

[1:56:30] Well, PE6, we took from somebody, didn't we, or was that always ours?

[1:56:35] HR.

[1:56:36] We picked up a lot.

[1:56:40] Well, yeah, academic committee picked it up, but still reporting out by HR.

[1:56:44] Right, Mary?

[1:56:45] Yeah.

[1:56:46] Right.

[1:56:48] Okay.

[1:56:50] Okay.

[1:56:50] Let's call for the vote.

[1:56:52] All in favor?

[1:56:53] Aye.

[1:56:54] Aye.

[1:56:56] Okay.

[1:56:59] unanimous. All right, um, determine the date and time with the next meeting.

[1:57:07] Does that lock bin or no, I'll be good. I was special.

[1:57:10] It should be what was it the third Robin, the third Wednesday. It should be a 15th July 15th. Okay.

[1:57:20] What time does two o'clock work for you guys? You want it later or earlier?

[1:57:26] to a club works for me, but you know Wednesday is, is, oh, Mel's Golf Day.

[1:57:32] Yeah, to a club this Friday, you can't get it around my, my time.

[1:57:38] Okay, you sure?

[1:57:40] I'm sure.

[1:57:41] It means you're a leader.

[1:57:43] And I'm to sacrifice that one day.

[1:57:45] Oh, my.

[1:57:46] Yeah, because we could do it later and you could be out there on the lake.

[1:57:49] No, I'll be too tired to wait.

[1:57:51] away at the end of the two hour meeting.

[1:57:55] All right, so let's do a July 15th at two o'clock.

[1:58:01] Okay, right.

[1:58:02] You see this final resolution, you got Dave's strippinger under there, too.

[1:58:07] Yes.

[1:58:08] I'm doing the vote.

[1:58:10] Yeah, I'm the vote.

[1:58:11] Okay.

[1:58:12] Okay.

[1:58:12] Dave is just in our hearts and our minds.

[1:58:18] Got it.

[1:58:18] I'll remove them.

[1:58:20] Okay.

[1:58:21] Okay.

[1:58:21] Are we set up the vote?

[1:58:26] Is there anything else anyone wants to bring up?

[1:58:30] Any, any, yeah.

[1:58:32] Well, I mean, going forward with the climate of the air

[1:58:40] today, do we need to look at anything we've got

[1:58:48] plan, academic, I think the only little spoke.

[1:58:52] list of that number of things that's probably, you know, of interest to us and where we are,

[1:59:00] but it's a simple thing like the logistics of how we're going to open. When we open, if we open.

[1:59:10] I know that's going to come to the board too. I hope, right, Mary?

[1:59:17] I believe, part of that, Mr. Campbell's going to be included in the Superintendents conversation.

[1:59:23] And many of these topics actually, it's as if this Patel has been at our meetings.

[1:59:28] I'll be very direct. A lot of these are already being addressed for a significant point of conversation to be direct with you.

[1:59:38] Which is a good thing. It is a good thing. Yes, it is. It is a very good thing.

[1:59:42] We have two task force that are already put together.

[1:59:46] We've already put out one questionnaire.

[1:59:48] We're working on a second questionnaire to parents.

[1:59:51] We just finished two days with principals.

[1:59:55] The general assembly grant is something that has to be looked into that I actually put

[2:00:00] A question mark next to the stockpile model that districts are to be re-inverse on the state, that

[2:00:07] type of information is coming out in the task force session that they purchase masks. But there's actually two

[2:00:17] masks for teacher, custodium, bus driver and cafeteria worker. The Wi-Fi connection is something that

[2:00:25] is a very strong global conversation. Mr. Earl Campbell pushed out the reality. If there's no

[2:00:30] towers, there's no connection. And he's 100% on point with that. And there's some of

[2:00:35] your, I spent most of the Saturday driving our community. There's some areas where it's, it's dead.

[2:00:41] It's dead.

[2:00:44] That is, yeah, that is a significant challenge. But I know this conversation

[2:00:50] have it happening there. So a lot of this is already in conversation I think I'll share with

[2:00:56] my doctor Rodriguez so he can speak to somebody's points when he reports to the board if that's

[2:01:02] yeah I think that's a good idea because that's what I'm asking that there was a post on where we

[2:01:08] had it. Well actually I was just in the doctor Rodriguez I was going to actually put to the question

[2:01:16] that was sent to us to, she says,

[2:01:19] you should email them to us to have them put it in,

[2:01:22] I'll tell you emailing everybody,

[2:01:23] was he asking these questions in the writing?

[2:01:25] That was a little bit my proposal to what,

[2:01:28] that was going to be my request to that,

[2:01:29] that's why I said he asked me these questions in writing.

[2:01:35] All of these questions came right from the accelerated

[2:01:38] ed report, and I've been reading it.

[2:01:41] So I know that they've all come right from that.

[2:01:45] And there are some of the money things that the PPEs, there was something else that you said, Dr. Stratos, that I

[2:01:59] would take care of as money. They'll allow us to reimbursements of any PPEs from March 30th.

[2:02:05] So that's information that could be clear. And I think this is good information for the entire board.

[2:02:11] Yes, I'm telling you.

[2:02:13] Not just for the academic commitment.

[2:02:16] And then, Mel, to some of the other issues

[2:02:19] that need to be addressed.

[2:02:22] Dr. Stratos was originally planning to bring forth the ARs

[2:02:27] that have new language in it for virtual learning

[2:02:31] and new language in it for maybe some classes

[2:02:37] to be taught that deal with social justice, social injustice,

[2:02:41] tolerance and so on. And my take on that, too, is that that that's full board stuff. I mean,

[2:02:48] everybody on the board would be interested and needs to know that kind of stuff, too. Yes. So so

[2:02:55] many of these things, I think may end up being moved to the full board. Correct. I have all of these

[2:03:05] things. I mean, if we're going to help we focus with the boards, thank God process. Yeah, I think

[2:03:14] we're all. Yes, sir. Yes, sir. Yeah. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry.

[2:03:23] Oh, you're, you're committing, you're also discuss the K8 schools. Yeah, I'm not going to discuss that.

[2:03:35] You know, Mr. Campbell, my thinking on that, I'm glad you asked that because that was on our old scope, is that in my opinion, that should come from the Dr. Rodriguez, Dr. Stratos, and say, we would recommend a K-8 in this area for these reasons, you know, when you look at coherent governance, as I understand it, you know, a lot of this is district work.

[2:04:06] And for us to go out and ascertain whether that's the correct model when it's really, in my opinion, more of a district level conversation. Yeah.

[2:04:17] Yeah, I agree with that. We're not the experts.

[2:04:21] I see in terms of what's happening in my last rooms.

[2:04:25] I can't remember that list.

[2:04:28] Yes, yes, thank you.

[2:04:29] Thank you very much.

[2:04:30] And that list now, Mr. Campbell,

[2:04:34] is going to come under our PE designation in some way.

[2:04:40] I was hoping some way, including that if it would come back,

[2:04:45] if the board saw these eyes,

[2:04:49] then cause you to have to,

[2:04:50] and concentrate with Dr. Stratus,

[2:04:53] look at that and see what wet wet wet, wet, will take us. Okay. But our decade thing, when it was

[2:05:03] released on that agenda was driven primarily because of the health and health cluster. Right. Right.

[2:05:10] I think there was all that problem to a certain degree. Okay. Yeah. Thank you.

[2:05:22] her visit possible to share this document with myself.

[2:05:26] Well, well, she just emailed it during the meeting, so

[2:05:29] I'm going to send it out to the full board and to staff.

[2:05:33] Thank you.双

[2:05:39] .双

[2:05:40] .双

[2:05:41] .双.

[2:05:43] So I saw

[2:05:44] I just quickly looked at what Amanda Patel said. She says she's

[2:05:49] in Educator.

[2:05:49] So she, a current teacher, she is aware, out at whale branch, middle, whale branch, middle

[2:05:59] I believe.

[2:06:00] That was serious.

[2:06:01] She was within our system or not.

[2:06:03] She's broke at the board meeting last week.

[2:06:06] She was a girl.

[2:06:07] That's, she spoke and regarding social justice.

[2:06:11] Right.

[2:06:11] And I, I would share that we had it, I, I know we can't respond, but I wanted to share

[2:06:16] with it already looking at the opportunity of integrating

[2:06:20] social justice lessons, going on a thematic perspective

[2:06:23] of man versus man, taking a thematic approach at that

[2:06:28] and then looking through government classes,

[2:06:30] the opportunity to look at key Supreme Court cases

[2:06:33] that we want to say that every since the government

[2:06:36] is something everybody takes to graduate,

[2:06:38] that we can say that our kids have gone through review

[2:06:42] and understanding of these Supreme Court cases,

[2:06:45] But take the opportunity on the front end of that teacher training, so I have someone working on that already.

[2:06:52] I think that was excellent, Mary.

[2:06:55] The way to integrate that into the already existing classes that we have.

[2:07:01] To integrate it in and take a different approach from that perspective.

[2:07:05] And I've already as Melissa Murray to do a deep look and she's pretty.

[2:07:10] of reflecting at how diversity books that we purchase said we could say do the books what I look at a book

[2:07:17] because it's something that, you know, for me. Right. Right. So I will respond to Ms. Patel. I will

[2:07:23] have her, you know, thank her for her comments and she also spoke last year during the budget process.

[2:07:32] So anyway, okay, anything else. I have one thing, I remember where I wanted to say now.

[2:07:38] Um, the Wi-Fi issue, I've just curious, you know, one of the things in the accelerated

[2:07:44] ad they talked about providing hotspots.

[2:07:48] Uh-huh.

[2:07:49] Uh-huh.

[2:07:49] So, I was, you know, wondering if we're looking at that for some of these areas that don't

[2:07:55] happen.

[2:07:56] Here's what Adissel, Tara, and Mr. You know, Earl Campbell put it, very direct at the board

[2:08:03] because we've been doing some additional work.

[2:08:07] I could take a phone, I could hook it up to Cajit.

[2:08:10] But if my phone is not able to,

[2:08:13] in other words, I could intensify accessibility,

[2:08:17] but it doesn't circumvent the lack of a tower.

[2:08:21] OK, I think that's important for people to hear,

[2:08:24] because when I think of hot spots,

[2:08:28] when you read, it talks about school districts

[2:08:31] have put hotspots on buses and driven them around. And it makes it sound like it's a device that

[2:08:39] yeah. There's also legislation to support further infrastructure in South Carolina. So I mean,

[2:08:51] we're going to eventually resolve this problem because it's almost as vital as having the school

[2:08:58] us in the day as well. Yeah, right. Oh, I find no education. And if I could just put something

[2:09:06] for consideration when you were talking, having conversation regarding committees. And Mrs.

[2:09:12] Robyn, you were at when when they introduced Ashley and Bluffton. I think that type of approach

[2:09:19] we need to do more at working with the localized and doing and putting the show on the road

[2:09:24] in getting our story out, in relation with the local legislation,

[2:09:30] let legislators, when they go out and have conversation

[2:09:33] at school board members or something,

[2:09:36] a representation from the district to present as well,

[2:09:39] I don't know if they go to electronically

[2:09:40] because many are to take that opportunity

[2:09:44] for our district to tell its story or the show

[2:09:47] to try to get our legislators to recognize these group

[2:09:54] people want to want to voice as well. And I think that's important. Because they're running

[2:10:00] purse strings for us being polite. Right. Well, that's why I tried to do them. Many of us try to

[2:10:06] do them with our county council representative. Yes. And that was, but. Yeah. That's right.

[2:10:19] It's

[2:10:20] it's worth it's worth trying oh absolutely miss Howard and I had one last year and we introduced

[2:10:26] Dr. Rodriguez and the new county administrator Ashley Jacobs and so we were planning to do

[2:10:32] another one this spring but again yeah you know but but I think you're right Dr. Stratos it's

[2:10:38] important to get out there and Mr Smith was correct it's important to get the word out yeah

[2:10:46] Do you have something to say?

[2:10:48] I just wanted to say that, you know, I'm trying to think long term and, you know, like you said, that's a difficult conversation I have with some level of legislators and councilmen.

[2:11:04] But we, just like the movement today, we have to begin to really focus and dedicate ourselves

[2:11:13] to driving it from the youngster's perspective. And I mean focus on changing the climate of

[2:11:24] what our schools are like. And my mind, I might not see the changes, but it eventually

[2:11:33] evolving to changes where curriculum is reflective of what really should be taught, and

[2:11:41] we, and the legislature would be future, you know, our past students would become legislators,

[2:11:48] but the right mindset to the legislation.

[2:11:53] And you know, the reason why we have what we have now is because 25 years, 30 years ago we

[2:12:01] I'm going to talk the right principles and the right ideas, so that's what I'm, that's all I'm going to see about that.

[2:12:09] Yeah. Okay. Well, thank you, everybody. Once again, you're a great team, Harold.

[2:12:18] Yes, hi. Did you want to say something? Oh, no.

[2:12:22] No, how's how safe another time?

[2:12:25] You sure Mr. Campbell?

[2:12:27] Well, what I was going to say was that I think we need to talk about our delegations

[2:12:32] about this one we talk about, why fire in all that.

[2:12:39] Because when someone want to put up a tower in the rural area, they have folks that don't

[2:12:46] live in the area, against it and they'll talk to people in the county of all of you know.

[2:12:52] And we have a validation that when they have their meeting, they have their own health, they have their left and you don't come on this side and sit on the top to anyone.

[2:13:05] Yeah.

[2:13:06] That's a good point, girl.

[2:13:08] There's a few years.

[2:13:11] Education.

[2:13:13] Yeah.

[2:13:14] Okay.

[2:13:15] All right, everybody.

[2:13:17] Well, again, thank you.

[2:13:19] And have a motion to adjourn.

[2:13:21] I move. I'll second. Great. All in favor. I. I. All right. Thank you everybody.

Board of Education Academics Committee

Agenda

Transcript