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[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.