[0:00] Thank you. I would like to welcome everyone. Apologies that we're just a tad behind. But let's

[0:10] go ahead and get started because we've got a pretty full agenda today. I'm Janet Graham

[0:15] and I am the chair of the policy committee and I also represent District 7, which is Conway

[0:21] and Portions of Carolina Forest. And I would ask each board member around the horseshoe

[0:26] to introduce yourselves, please. My name is David Cook. I represent District 1 and I am

[0:33] a member of the policy committee. Debbie Edmonds, District 2. Tracy Winters, District 3, and

[0:40] I serve on the policy committee. Howard Barnard, District 5. Neil James, District 10.

[0:47] Pam Dawson, District 6. Melanie Wellens, District 8, committee member. James Edwards,

[0:58] District 9. And Eddie Ingraminterum, Superintendent. I messed up the first time, so. Well, Pam,

[1:04] Lord Brooks. Tyler Nolemley, sorry. Thank you. Okay. Do we, if everybody's had a chance

[1:14] to review the agenda, do we have a motion to approve?

[1:17] So moved. Second. We have a motion and a second. Is there, are there any, is there anybody

[1:23] against it or do we have any discussion? Okay, so moved. If everyone's had a chance

[1:29] to review the minutes, we will ask for an approval, but you should have received

[1:36] just a few minutes ago the updated version that has some minor typographical corrections

[1:42] on it. I can tell you what they are if you want me to. It's just some wording. Or if

[1:49] you want to, you can give us a motion to approve. Motion to approve. Second. We have a motion

[1:54] to approve and a second. All those in favor? Aye. Any opposed? Aye's had it. Okay. For

[2:02] our new business, Mr. Lee James is going to come before us and give us a review of

[2:10] some of our results and some of the wording that we may need to shore up in that.

[2:21] Thank you. So good evening. I'm here to discuss just some, some slight modifications

[2:26] that I'd like to recommend for our results, more governance policies to bring them

[2:32] in line with what our current practices are. I'll go through each individually. You'll

[2:37] see there are very minor changes with the exception of R7. So R1 Literacy. In R1

[2:43] Literacy, it talks about the overall student performance in the current policy. The

[2:47] overall student performance will meet or exceed the district consolidated goals.

[2:50] You'll see the majority of these changes are related to those district consolidated

[2:54] goals. Those goals are no longer a part of our policy manual. What we are

[2:58] instead relying on are our strategic, strategic plan performance goals. So our

[3:04] strategic plan is a document that is updated every year and is recreated or

[3:08] redeveloped every five years. So that's a part of district practices, part of our

[3:14] practices in learning services and in other divisions because it affects

[3:17] everyone. So that will always be up to date and I would recommend that we use

[3:22] that as the comparison for these results reports. You'll see the same language

[3:30] in R2 Numeracy, just replacing district consolidated goals with strategic

[3:35] plan performance goals in R3 Science and in R4 Social Studies. I did not see the

[3:47] need for amendments for R5 or R6. Those do not relate to any of these goals in

[3:55] our reports on a variety of areas that are not commonly measured for

[3:59] accountability. The biggest change that I would like to recommend is actually in

[4:05] R7, I'm trying to get it to fit on one page here. In R7, current policy states

[4:11] that college and career readiness will be measured using the on-time graduation

[4:15] rate and the composite SAT and ACT scores. Since the writing of this

[4:22] policy, the South Carolina Department of Education has included in its

[4:27] accountability system for high schools a definition of college and career

[4:32] readiness which actually relies on I think eight different indicators. So we no

[4:37] longer have the need to designate what it is whenever it's defined for our

[4:40] schools and their accountability if you choose to do so. So what I'm

[4:46] recommending that language be changed to is that the college and career

[4:49] readiness will be measured using the criteria set forth by the South

[4:54] Carolina Department of Education Accountability Manual. That will bring

[4:58] in line with what our schools are responsible for and their efforts. The

[5:01] college and career readiness rate will meet or exceed the strategic plan

[5:07] performance goals baseline measure. I didn't want to ignore graduation

[5:12] rate entirely so I would like to propose leaving that in as a very

[5:17] important metric for us and the on-time graduation rate will meet

[5:22] or exceed the strategic plan performance goals baseline measure. SAT and

[5:27] ACT composite scores are not, they are part of college and career readiness

[5:32] and will still continue to be reported but it's not necessarily to

[5:35] stand alone because there's so many other ways kids can become college and

[5:38] career readiness. So I did recommend that we take that out and those are

[5:44] the policy changes that I would recommend. Any questions?

[5:53] Any questions from our committee members? No questions but you know once

[5:59] again as you did in the other presentation appreciate this time and

[6:06] going through this and especially the college and career readiness

[6:11] because recognizing that there are several different ways to measure

[6:15] that performance but thank you sir. Thank you. Thank you Mr. Cook for

[6:20] reminding me to thank him for that because we've talked and there's a lot

[6:24] of work that goes into this so thank you. Oh I'm sorry. Mr. James you

[6:30] know how many pages are in that plan? Or in which strategic plan?

[6:37] 107? 3. 173? 173 excuse me that was all. It's rather extensive. Yeah that's a

[6:48] huge. It is. What's in there is excellent. There needs to be some way we

[6:56] can pull that out. Putting in the policy manual or something so you can

[7:04] refer to that without having to go to a 173 page document. We do have an

[7:10] area on our accountability website where we have just the strategic plan

[7:14] performance goals listed entirely separately so you're correct. It is a

[7:18] very large document. It has many elements that are required from the

[7:21] state and of course it is rather robust even in comparison to others. I'm

[7:26] sorry. A lot of board work to play. But we have already separated out

[7:31] performance goals since that's what this part focuses on. I certainly don't have

[7:36] any problem with you changing it. I just hate to see us know the policy

[7:42] manual is way too long and now we've got a strategic plan that's

[7:46] underneath 173 pages long. It should be getting shorter not longer. I hope that

[7:53] our next strategic plan cycle results in a more abbreviated plan. Thank you

[7:57] very much. Mr. James. That's like that's a lot of shot. It is just a

[8:02] comment on getting more verbose when we're going to get shorter.

[8:10] Thank you. Thank you. Thank you. I'm sorry. Yes. Mr. James. Thank you so

[8:16] much. This now is my understanding that this will sync us up with the

[8:22] reports that you provide us on the our report will now be synced directly to

[8:27] the strategic plan performance goals. We know that we have a measurement

[8:32] objective and in that measurement objective if I'm not mistaken don't

[8:36] we have year over year incremental gains embedded in those strategic

[8:40] performance goals on many of the. We do. All of these were written as

[8:46] comparison to the baseline measure we talked about last time about the

[8:49] importance of having lofty goals for us to strive to attain. And we also

[8:54] talked about how we should compare itself to show the growth to show how we

[8:58] have grown. So every time that I make a report for a results report I

[9:02] include that information in there. Great. I'm very very pleased to see

[9:09] that we are eliminating the confusion of having the district consolidated

[9:15] goals which are no longer in many cases applicable. Thank you so much for

[9:19] going to the trouble of syncing this up. Thank you. Thank you. Next on our

[9:26] agenda is G C one board self assessment. And we have discussed this several

[9:33] times and you have received in your packet a sample self assessment that

[9:41] from the South Carolina School Board Association. I did not receive any

[9:45] other samples from any board members. So if everybody's had a chance to look at

[9:49] this. Do any of our committee members have any discussion on this item. Yes,

[9:59] sir. Mr. Cook. So one I just you know we've discussed this before. I like

[10:06] anything with metrics kind of makes things easy for me. I like to score

[10:10] out. And I think that this is very thorough. I believe that it really it runs

[10:17] through pretty much everything in the G C's all the way down and then also to be

[10:23] able to have a little bit of narrative to go along with it. I think it just

[10:28] pulls it all together. I like this personally. I would hope that everybody

[10:33] else who is if hopefully everybody's had a chance to look at this. We are

[10:40] supposed to do this before I think our first meeting in January. So we really

[10:46] need to get this done so that we all can this fill out this form and assess

[10:53] ourselves. And we also need to make sure that when we do it that we get

[10:59] the results back in a timely manner and that we are meeting to discuss what those

[11:05] results are. So that will come later, I suppose, but is is the we're going to

[11:14] what I propose is that we if we adopt this that we be ready in January at our

[11:19] first meeting to do this assessment.

[11:21] Yes, sir. And if I could, Madam Chairman, so I'm guessing that we're all going to do

[11:28] one. Yes, then we're going to sit down at the meeting and come together. Somebody

[11:33] has to compile it. Great. And then give it to us. Give us a chance to look it

[11:38] over. And then we need to have a discussion. Thank you. Okay.

[11:48] Yes, ma'am. Well, no board members have any committee members have any any other

[11:55] comment? Yes, ma'am. Under each in our policy manual under each one, almost all of

[12:03] them like under GC2, GC3, there are requirements for these board self

[12:08] assessments. So since in the policy manual, it says, for example, we're

[12:14] supposed to do a board self assessment pertinent pertinent to governing

[12:18] commitments. That's GC2. And then we're supposed to do one under GC3 pertinent

[12:25] to board job description, one under GC4 pertinent to officers role. So is the

[12:31] proposal that we're going to use the same board self assessment for each one

[12:36] of the board self assessments that are called out under each one of the

[12:42] governance culture items? If I'm understanding what you're asking, are

[12:47] you asking if we're going to do one for each one of those? Are we going to use

[12:51] this one document for all of that? That's the question. Okay, I am assuming

[12:55] that we're going to use one document for all of that. And if anybody has

[12:59] anything that they want to single out, there's some space at the end that

[13:05] you can say, well, none of this was addressed in this document. And I

[13:08] would like to see this addressed. That would be my suggestion. And do we have

[13:12] clarification on who specifically is going to be tasked with compiling the

[13:17] results and presenting the report? I was assuming it would be Amanda. She's

[13:22] not here. There she is. Amanda's volunteering. She's got her hand up.

[13:28] That was my assumption.

[13:35] Does anybody have any objection to that?

[13:39] Thank you so much. Thank you.

[13:43] Okay, we're now down to GC eight item number three, which is in GC 10, if

[13:48] applicable, board member employment slash subcontracting with Ori County

[13:54] schools. And Ms. Wellens will be discussing that with us.

[14:00] Thank you, Mr. Chairman. I just wanted to bring it to the policy

[14:06] committee's attention that we currently have no wording. And thank

[14:14] you, Kenny, for providing the information that you've provided to

[14:18] us. No wording in our in GC eight under governments policies about board

[14:33] members working directly for Ori County schools and or subcontractors.

[14:39] Um, and according to the information that Kenny provided 59, 19, 300, um, they

[14:54] are not permitted, correct, Kenny?

[15:00] Good evening. Yes, I can share information with you in reference to this. There's a South

[15:07] Carolina Code of Law section 5919-300, which talks about board members receiving pay as

[15:14] a teacher. It says it shall be unlawful for a school trustee to receive pay as a teacher

[15:21] of a free public school that is located in the same district of which such person is

[15:27] a trustee. So the law is in place in reference to receiving pay, and that would be all inclusive

[15:35] pay coming directly from the district or pay coming through a third party. What also we

[15:42] have in researching this particular topic, there is a South Carolina Attorney General's

[15:49] opinion that is dated January 5, 2016 that also talks about this type of relationship

[15:57] in reference to what is described, legal term described as master-servant relationship

[16:02] or one party having authority over another. And it also incorporates not only a teacher

[16:09] role but other roles that may be within a school system from an employee standpoint.

[16:15] And also in looking at this, I have looked at language from other school boards in the

[16:20] state of South Carolina to make sure that whatever language is suggested here mirrors

[16:26] or is similar to those, and I have some suggested language for you for consideration in reference

[16:32] to it, which will include not only what the statute says but expands it for those that

[16:38] need a further definition of clarification. Do you have those languages now? Yes, I do.

[16:47] Again, this is the law portion of it. And this is a portion that I was able to find in

[17:09] some other school board policies in South Carolina where it expands it not only, again,

[17:16] for just teacher but it also talks about otherwise being employed in other positions

[17:20] and that it's irrelevant as to the source of the pay if it's coming directly from the

[17:26] district or third party. This particular school board did include temporary agencies when

[17:32] it comes to substituting teachers, substitutes for other employment pieces as well. And

[17:39] it talks about whether someone is a volunteer and defines whether what that is, if you're

[17:45] in a volunteer capacity which you are having responsibilities or overseeing certain aspects

[17:54] of the district or if you are responding to or directly report to superintendent, principal,

[18:01] a district or school administrator, those types of things. So, again, this is extracted

[18:07] from information from the law but also from the Attorney General's opinion that was

[18:14] established in 2016.

[18:19] Okay. So, essentially what we're saying is any board member who is a seated board member

[18:28] enters into conflict of interest if you are being paid by the district in which you sit on the board.

[18:35] That's specifically with the law and right. And then the Attorney General expands it so the

[18:41] pay element is also out of the question as far as coming from either the district or third party

[18:47] but also if you're not getting paid. It's a volunteer. A volunteer in a position of some

[18:53] capacity within the system that it could in essence create a conflict of interest relationship

[18:59] with that being in that position paid or not paid because you also in a higher position

[19:04] by being a board member. That's the master servant. Relationship.

[19:08] Okay. Any committee members have any questions or commentary on that? Yes, sir. Mr. Cook.

[19:15] Thank you for all your clarification, Kenny. I want to go back to the volunteering a little bit.

[19:22] So, as I look through this and this is something that I stopped doing when I got on the board

[19:29] that I want to make the volunteers say for the band, you know, if I'm working for the band,

[19:36] if you really look down and get into this, any principals, athletic director or other school

[19:43] or district administrator, I guess even volunteering for the band could be considered

[19:49] under this, come under this. Is that correct? It could, sir. Again, the impression that you

[19:56] would have in your role, dual roles could create a potential conflict. Now, say for example,

[20:04] if you're volunteering on the day that you're reading to kids, that's a little bit different.

[20:10] It's not a position that you would have, like you're volunteering to help

[20:14] do something established with a specific group or activity. Let's say they gave me

[20:21] a responsibility to watch this group and be responsible for that group. That's kind of...

[20:25] Yeah, right. Like you being a chaperone, that type of thing, that might be one of those

[20:31] issues that could be a conflict of interest. But if the group is assigned to clean the road

[20:39] for Adopt a Highway and you volunteer in that capacity, that's different.

[20:44] Great. Thank you. Any other committee members?

[20:51] Ms. Edmonds, I think, and then Mr. James.

[20:54] Okay, so just so we do the right thing. We want to do the right thing and make

[20:58] sure because unlike you, I didn't quit going to volunteer to read, so I should not go to read.

[21:07] No, no. You're volunteering to read. That's not really in a position. That's volunteering your

[21:12] time to read to kids. So that's not like you're in a solid position where

[21:19] superior versus someone of a lesser position. Okay. All right. Thank you.

[21:24] Yes, ma'am. What if you're volunteering for staff in the office so that they can have Christmas

[21:33] lunch or something like that? That's a position that you're substituting yourself in,

[21:40] so that may be a great area that could potentially be a conflict of interest.

[21:44] Okay. Thank you. And my suggestion to you, when there is a doubt or question,

[21:49] err on the side of caution. Mr. James.

[21:53] Mr. Jenrett, I may also have, I guess, stepped in it. I have been responsible for building the

[22:01] sets for a chorus production. And in the building of those sets, I had students assisting me.

[22:10] I was solely a volunteer working for the Coral Director. Is that an issue?

[22:16] I see that as a little bit different, because what capacity are you in a

[22:23] control, controlling over somebody else? I mean, you said you had others,

[22:27] students working in building, but you're sort of joining them to build something,

[22:31] so I don't know if that's really the same. Well, I just want to make sure,

[22:35] because I see this as a really gray area. We're getting into the weeds.

[22:41] I think the intent is crystal clear. As a board member, we're not supposed to be in a

[22:46] position that would influence or put the principal or assistant principal in a position that they may

[22:53] not want to do their job, because we're the ones that were involved in the supervision of kids.

[22:58] I understand that. But at the same time, I think we all got into this business because we

[23:04] wanted to make the schools a better place. We had children, grandchildren that are going

[23:09] through the schools, so we want to be participating in some way, so that's a fine line.

[23:15] I guess would there be a, if we were to be involved in an activity, should we have a legal

[23:23] interpretation by you to say it's okay before we agree to undertake a certain activity?

[23:29] That's fine as far as the suggestion, whether it's thumbs up or thumbs down with certain

[23:35] activities. But I would look at it like this. If you're working in a volunteering in a capacity

[23:41] that is a position of some sort within the system, then that clearly, to me, is a conflict of

[23:48] interest. Or are you subbing to do something that is a service that an employee would do

[23:53] normally, that type of thing? But devoting your time to help the betterment of the school,

[23:58] the community, I think it's a little bit different than the other volunteer aspect that

[24:05] the intent of the opinion is based on. Mr.

[24:13] Kenny, may I ask, so in my mind, I'm drawing a distinction and you correct me if I'm wrong.

[24:22] If that person wants to volunteer, but they're having some sort of

[24:27] discretion or authority in that position that they're wanting to volunteer for,

[24:33] then it would be best not to serve. That's correct. Okay. Mr. Varnit.

[24:41] Mr. General Rat, you and I have spoken about what I feel was another conflict of interest

[24:51] in board members recusing themselves. I think the law clearly says when there's an issue

[25:06] that any board member has someone in their family or close friends, relatives,

[25:16] that receives a financial benefit, they must recuse themselves from discussion and from voting.

[25:28] Your answer is you can recuse from an individual. I don't believe that's what the law says.

[25:35] And what I'd like you to do, Mr. General Rat, is give me the legal opinion.

[25:41] I want that recorded on the video and in the minutes. And then I'm going to go to the

[25:50] South Carolina Ethics Commission and ask them for an opinion. Mr. Varnit, does the recusal that

[25:57] you're talking about, does it pertain to this issue right here with the care custody and control

[26:04] exerted over some of our employees and the act of conflict of interest?

[26:10] Yes. It's a conflict of interest. I'll give you an example. Last week we voted on a holiday bonus.

[26:17] Okay. Is it possible for us to separate these?

[26:21] No. I don't think so because that's a conflict of interest and it needs to be

[26:26] covered in the same paragraph. And it needs to be specific writing in that.

[26:33] We have a worm, a word of mouth. When I ask Kenny, Kenny says, as long as it's the way we've done it.

[26:44] Sir, there's a law that's an exception. And it is also found on the South Carolina Ethics

[26:50] Commission website in reference to large groups. And that's a large group exception.

[26:55] The large group exception means that you're voting for mass of large group of individuals,

[27:01] that type of thing. And when doing so, that if the board member has a family member

[27:09] that is receiving the same, nothing greater than, then they are able to vote and block

[27:15] the large groups. What we have done in the past historically is that in the event that a

[27:21] board member does have a family member, they still complete the recusal form and state

[27:25] their family member. And they also state verbally that they're voting for the group

[27:30] except their family member. But there is the large exception group. And that's what happened

[27:36] at the last meeting with each board member. Thank you very much. And I would add too that if

[27:45] you're looking at, if you have care, custody or control of a situation, you have that master

[27:51] servant relationship. And that's where the conflict is coming from. And I think we all

[27:55] understand that. Okay. Everybody good? Okay. May I ask a question? Certainly. Is the next step

[28:05] that this proposed change to GC8 will come before us as a business item? We will. Thank you.

[28:15] Along with any, any others that we discuss that need to come as well. Thank you.

[28:21] Thank you, sir. Oh, well, you might as well stay there.

[28:27] Next, we're discussing electronic participation in board meetings and possibility of proxy. I

[28:34] think that was on the original one. Yes. And doing research and references to this topic,

[28:41] of course, you may be familiar with some of you on the board at the time

[28:47] and some of you were not. But during COVID, the practice was to have meetings virtually to conduct

[28:54] business. And at some point in time, the director from the state level is to all board meetings to

[29:02] occur in person. And so we moved into that direction. Actually, we moved in that direction

[29:08] prior to the information coming down from the state to do so. And with that in mind,

[29:15] so the electronic or virtual option was being used then. And for most school boards that are out

[29:22] there now, they are conducting their meetings in person with individuals all appearing in person,

[29:29] voting in person by hand, by voice, et cetera. There are few that do some electronic options,

[29:37] but those options are very specific as to when they were, when they are to occur.

[29:42] And there are some components that are out there that you have to take into consideration.

[29:48] One being the connectivity issue. You may have issues as far as connecting

[29:54] and with whomever, wherever the person is and the board room.

[30:00] There are also issues, I think most importantly, that overshadows that, the issues of confidentiality

[30:05] in reference to who's on the other end, who has access, or with the capabilities of highly

[30:12] intelligent folks, they're able to tap in to your connection and join you when you don't

[30:18] need or want them to join you. Also, the confidentiality aspect of things happening

[30:24] in reference to the topics that you would discuss by law in executive session. So, most boards

[30:32] are doing it in person, voice vote, in person votes, et cetera, and just some language that

[30:39] I've seen is in reference to all votes by members would be by hand or voice vote and

[30:44] also there's no proxy voting when it comes to voting at the board level. So again, that's

[30:51] what most are doing, just want to share that, but they are up to you that do the electronic

[30:59] connection, but there are some concerns in reference to that.

[31:04] Discussion? Mr. Cook.

[31:09] Thank you, Mr. Graham. So, I've been thinking about this a lot. It's easy for me to, you

[31:16] know, I drive over an hour to get here every meeting that I come to and it's easy for me

[31:21] to go, oh, that would be great for me. I zoom every day and I do it all the time. But we

[31:26] bring up these, you know, connectivity is not usually a problem, but I do start thinking

[31:32] of confidentiality, safety and security. One of the other things that I think of

[31:37] is, I guess I have no other way to describe it other than, well, wow, this could really

[31:43] just become a thing for somebody. I mean, at some point we could go, oh, this is so convenient.

[31:47] I'll just, eh, I don't feel like going tonight. I'm going to just do this. And, you know,

[31:53] I feel like that could turn into an issue. And the other part about it is, if I'm not

[32:00] going to be here, which I've probably missed a couple meetings, I guess, in my two years,

[32:05] but I am fully confident that everybody else who's sitting at this board right now can

[32:11] make good and sound decisions. And I believe that that's, you know, we are a board that

[32:17] works as one together. And I do, you know, I trust everybody here. So I don't think,

[32:22] you know, for me, you know, if this were ever to come do a vote, I would probably not

[32:26] vote for it. Thank you, ma'am. I also, I feel that way as well. Because I love

[32:34] phoning in and zooming in. But I do understand the need for me to personally be here. If

[32:44] I'm sick, I'm not coming here. And I don't want to call in. And I don't want to zoom

[32:49] in. If I'm on vacation, I'm not zooming in. If there's an emergency, I'm going to

[32:54] take care of it. I'm probably not going to be here. And just like Mr. Cook said,

[32:59] we have 12 highly intelligent people on this board. They are perfectly capable of making

[33:05] decisions. In my absence, I feel like I think it would be presumptuous of me to think that

[33:09] if I'm not here, you can't make a right decision. I just, I know that's not true.

[33:15] So I would be voting for us to be present at a meeting to participate and to vote.

[33:23] I think that's what our constituents expect. Yes, ma'am.

[33:27] I feel the same way as Mr. Cook and yourself. My question is, we still get to give our proxy

[33:36] during committee meetings, however.

[33:39] Yes, that's different. And we need to clean that verbiage up, too. Yes, ma'am.

[33:47] Ms. Whelan?

[33:48] I'm good.

[33:49] Any other board members?

[33:53] Is there proposed language to amend the current policy manual that identifies that we're allowed to

[34:02] provide proxy for committee meetings? I know it was bit ambiguous in our current policy manual.

[34:08] The committee meetings is stated in the committee meetings to do that, but we can make it

[34:13] explicitly clear as far as board meetings are concerned.

[34:16] I think it would be helpful to be as direct and unambiguous as possible in the policy manual.

[34:23] So if I might ask the policy committee to consider cleaning that language up, as the chairwoman suggests.

[34:32] I would ask that you give us some language that would be crystal clear.

[34:37] And I would suggest that we tie all these things up before the end of this fiscal year.

[34:45] Not fiscal year, this calendar year.

[34:49] So when we meet again on Wednesday, could you have that for us?

[34:55] And maybe we put something on the agenda to discuss more if we need to.

[35:01] Yes.

[35:02] And just to remind all board members, we do have on schedule two special call meetings after tonight,

[35:10] one on December 11th and another on December 19th.

[35:15] So there are agendas that these items can be added to get those matters voted upon.

[35:22] So if you could get us the language before Wednesday, we can look at it, think about it,

[35:27] discuss it on Wednesday, and then maybe have it as a business item on the night.

[35:32] Is it the 19th?

[35:34] You can do that, or yes.

[35:36] Yes, you can do that for the 19th.

[35:38] Can we vote on it this next?

[35:40] Well, if there is the desire of the committee to forward to and you're reporting tonight a suggestion,

[35:50] then you discuss it tonight and it can be voted on December 11th.

[35:56] If that's the desire of the committee.

[35:58] Yes, ma'am.

[35:59] Are we talking about two different things?

[36:00] One, the verbiage on the screen, and then two, the proxy voting, verbiage.

[36:05] All right.

[36:06] Which one are we doing this evening?

[36:08] We're talking about number five, electronic participation in board meetings.

[36:13] That would be at the next one once he gives us verbiage.

[36:18] However, this in front of us, is that for this evening?

[36:23] Do we need to make a motion?

[36:24] No.

[36:25] Not now.

[36:26] Not now.

[36:27] Okay.

[36:28] No.

[36:29] Do you want all the items that you discussed to be voted on together in unison?

[36:35] If so, then that could be done on the 11th, and you discuss those items as you report them out tonight,

[36:42] if that's what you want to do?

[36:43] I want to be as clear as possible to our board members and also to the public as to what we're doing.

[36:49] So I think that the more we have it in public, the clearer it'll be.

[36:53] So if we vote in a block, sometimes things get lost and misrepresented.

[36:57] So I would just like to bring it forth one at a time.

[37:00] That is my suggestion to the committee.

[37:02] What do you think?

[37:04] I'm good with that.

[37:05] I'm good with that.

[37:06] I'm good.

[37:10] Okay.

[37:11] Thank you.

[37:13] I guess our next meeting date is Wednesday?

[37:21] We're not meeting.

[37:22] It's a policy committee.

[37:23] Not the policy committee, but the board is meeting a special call for you.

[37:27] And just to reiterate why, on December 11th, the board will be, after its announcement,

[37:34] this evening of the top three finalists, the board will be conducting those interviews

[37:38] on the 11th in a special call meeting.

[37:40] And the interviews will be conducted in the executive session.

[37:43] But because the board is meeting and you have to develop an agenda,

[37:47] then add other items as you deem fit for that purpose.

[37:52] If we take care of everything we need to do on the 11th,

[37:55] the policy committee probably doesn't need to meet again until 25,

[37:59] which would need to be January, I would think.

[38:05] Is that convenient for y'all?

[38:15] How about January the 27th?

[38:18] At four?

[38:21] January 27th.

[38:23] I'm sorry.

[38:24] Ms. Graham, I think that's our second meeting.

[38:26] In January, the facilities committee has a standing committee.

[38:29] Okay, that's right.

[38:30] Well, we can do three then.

[38:32] Thank you.

[38:34] Ms. Graham, could you put some times on the self assessment?

[38:44] In other words, you need to have it filled out

[38:49] and needs to be in by such and such a date so she can consult.

[38:57] I would ask that we have it when we come for our first meeting in January,

[39:02] which is the 13th.

[39:04] Well, if you need to do it the first meeting in January,

[39:07] she's going to meet it before then.

[39:09] No, I mean we actually have it and can print it out

[39:13] and have it complete to give to her on the 13th.

[39:16] And then maybe she can have the results to us by the 27th.

[39:21] Because if I remember correctly in our policy,

[39:24] it says that we have to have it done by our first meeting in January.

[39:30] Or sometimes there.

[39:32] I thought that was the assessment itself had to be done on the first meeting.

[39:37] And I must be misunderstanding what you're saying.

[39:40] Excuse me.

[39:42] In the annual work plan under the board self assessments that we agreed to,

[39:50] those were all supposed to be covered on January the 13th.

[39:55] The self assessments for GC6.

[39:58] There's a whole section here under our annual work plan.

[40:05] Okay.

[40:06] Well, do you want us to have this out to you so that you can have it ready

[40:15] and back to us by the 13th.

[40:17] Back here by the 13th and complete.

[40:19] Yes, ma'am.

[40:20] Okay.

[40:21] I'm sure Amanda can work with it.

[40:23] And she will compile the results and we will have the results

[40:27] by the work, our session on the 27th.

[40:31] That'll give a couple of weeks.

[40:33] So do you need more than that?

[40:35] Excuse me.

[40:36] I thought the language said we had to have it on the first meeting.

[40:42] Does it just say January?

[40:44] It says the first meeting but you would have it.

[40:47] She's going to get it to us and we're going to complete it and bring it back.

[40:50] I thought we had to have the assessment.

[40:53] We physically did the assessment on the first meeting.

[40:56] If that's what you want to do, we can do that.

[41:00] That's what we agreed to on the work plan.

[41:02] And on here it says annually in January and then we agreed to it on the work plan in January 13th.

[41:08] Okay.

[41:10] So I would say we get the assessment back to her the first week

[41:16] and she puts it all together and she can send it back to us

[41:22] and we can look at it and then do the assessment at the first meeting.

[41:28] We can even do it if you like.

[41:31] Since we're going to be meeting a couple more times this month,

[41:35] go ahead and get it to us now and have it, just have it done.

[41:38] All right. I like that.

[41:44] Okay. Are we good?

[41:46] Everything set?

[41:47] We need a motion to adjourn.

[41:49] Second.

[41:51] No objections.

[41:52] We're adjourned.

[41:53] Thank you.

Policy Committee Meeting

Agenda

Transcript