001It is now 11:00 and we will now open this meeting as planned. >> Um, Madame Chairwoman, I would like the minutes to reflect the purpose of emergency call meeting and not providing notice is so that we can try to find gain more information, try to find some resolution prior to winter. >> Okay. And do we have any? >> We do. >> Okay. >> Invocation at the top like >> Okay. >> Invocation. Okay. Mr. Robson, will you open with invocation, please? I heard footsteps. I'm see someone else about to go again. Let us pray. Heavenly Father, we thank you for this day. Lord God, we ask that you would bless each and every person that is represented here today. Lord God, we ask that you just be in the midst of all conversations, all decisions that
002are made. Let us all be mindful of the longevity of any impacts to what we may decide to do. Lord God, we ask that you allow us to lead with servant hearts. Lord God, allow us to keep the best interest of Burke County's public school system in the forefront of our minds. In your son's Jesus name we pray. Amen. >> Amen. Amen. Thank you, Miss Bson. roll call at this time. Let the ministry reflect that we are all present except Dr. Ring LS and she is on her way. So when she comes we can reflect that we're all in we all present. Okay. If you please take a look at the agenda and we need a motion to adopt our agenda for today. >> Make a motion to adopt the agenda as presented. >> I
003second. And it's been motioned and second. There any questions or discussion? Not let's vote by show of hands. One, two, three, four. You Yes, you can agenda agenda. >> Yeah, we're not. Okay. And now we are now ready to begin the discussion on the dual enrollment grade calculation. Dr. Will you please give us >> Absolutely. some um we see some clarity. There's so much out here that's floating in the air. >> Okay. Um so as I mentioned in the email on um th on Friday actually is when Dr. Evans and I had the opportunity to have a conversation. So we're talking about Friday the 6. um after meeting with a parent um a day on Wednesday, I believe it was um Wednesday the 4th, it was brought to her attention that there was some um
004issues with that child's uh transcript. And so um she and I discussed it on Friday when um she came up to the retreat because in between she did some investigation at the high school and um that is when it was determined that it looked like it was going to affect not just one child but several children. And so um she came back um and on Monday when I returned that is when we um found out further information and basically said this is what the policy says. It's been brought to our attention that it's that it hadn't been implemented correctly and that it needed to uh be corrected. And so that is when the counselors started working. A letter went home on Wednesday um explaining that the um there was an error found that uh things
005were being corrected etc etc. I think you've all seen the letter and so that is where we are um in looking back we've been able to find um the previous policy >> and um I'll share that with you all as well. Dr. Evans has located that and it essentially was the same thing as we're doing um as it is now. So, if you would turn over to uh the third page. So, [clears throat] and back then they were not called dual enrollment. It was called move on and ready because there were a couple things going on. So, you'll notice at the top there it talks about the 1.1 waiting. Um, if you would continue over to show actually if you turn over on the back of page one, you will see where it starts to
006talk about the AP and Melan record. So, it's actually left of page one. Um, and then let's see on the top of page two, item number two, you will see that exact same language that is in the current policy. Um, and it's it states clearly that um, for purposes of secondary student records and calculating cumulative grade point averages, letter grades earned at post-secary institutions will be correlated to numerical grades as follows. If the post-secary institution provides a numerical grade, that grade will be recorded on the high school transcript. If the post-secary institution provides only letter grades, this this uh the letter grades will be correlated to the numerical grades as follows. >> And so that same language and this this is from 2016 >> um is in the current policy. >> Okay. And so again
007when it was brought to our attention um that that was not the case and it had caused some issues um you know was brought to our attention so it had to be corrected the board's policy is I mean it's the board's policy and the district's role is to implement it. Um, and so I um I think it was on a Wednesday night I think when I emailed you all which was the same night maybe the letter went out um with the information. So that is where we are. >> Okay. >> That is where we are. >> I have a couple quick questions. So I I'm not necessarily concerned with the past policy, but I do appreciate you showing us that the the language or the method had not had not necessarily changed, >> but the
008policy that we have in place has been in place since 2023. Um it was reviewed which just means we looked it over to ensure accuracy corrections you know but nothing was changed but it was reviewed in October of 25 changes. >> That is correct. If you look at our policy manual and I have it in front of you here >> um Mr. Haidider looks at the policies and you'll notice there that it was reviews not revised. Uh reviewed not revised. And in particular, if I go down to um it's IH AIHA. Um again, no revision. Um it's just a a review date. So all the policies are reviewed every so often. And this reflects that the policies were reviewed. Yeah. Motivation. I also know that there is something floating around about a child being um
009>> cheated out of um validictorian and we can't talk about that in open session, but I do have um lists of class rankings that were that were printed out by SIS on August 9th also on and I make copies for you guys as 12 August 29th also October 28th and then February and all of that was prior to any changes >> and I would like those back please. Yes, gives information for you to get that >> and I have the full list here in front of me on the day of your page nearly. >> Sure. Do you have the This is the updated list after >> Well, because they haven't finished with so all you have there is they SIS prints these every so often >> just so that there's a kind of a running
010record because every time a new grade is entered things shifting, >> right? And which is why we don't publish anything. We don't tell anybody this is your GPA. We don't tell anybody this is your class ranking. >> All of that is is an assumption. But if you look there again on the August 28th uh list, you can see that if you go to um the one that was printed October 28th, excuse me. So you have an August 29th I think something >> I highlighted the date. >> Oh yes, I got the second sheet. Mhm. >> And that's because we're constantly getting grades in from the colleges. They come at different times um you know depending on the semester of the quarter or whatever they send the grades to us and they get in the computer.
011So So the the mis the miscalculation I'll call it uh uh the the miswaiting of dual enrollment classes. We're only talking about the student population that is participating in dual enrollment. >> Do we have any idea the the number of students that participate in dual enrollment? Off hand, >> we have approximately 150 students enrolled, but those students take multiple courses. So we are looking at about 300 400 courses that we are having to check and recheck. >> Okay. So 150 students roughly out of a class of 270 >> but not 250 it's about 280 with the early graduates but yes >> okay um 150 students rough math um 300 >> that's juniors and seniors >> juniors and juniors and seniors >> so can we say how many seniors that will fall in the category No,
012but I have the list up on my screen if that's a number that you need. [clears throat] >> You're interested in seeing how many students are being impacted. >> And Dr. Williams, can you tell me what exactly is it that's being um is it the grade or the ranking? Um well the great impact the rankings. So so let me um so just so everybody is clear. Just want to make sure. >> Um, I'm going go back to the policy which So the um I'm going back to here. So, um the example that I shared was um again if it says if the post institute postsecary institution provides a numerical grade and at this point most of them do they haven't always done that. >> There was a period where um even Augusta Tech uh would
013send us a letter grade. So um if for example a child um earns a I'm just going to throw out a number an 82 in a class at August at any postsecary institution if um they send us a spreadsheet because another question was well the kids don't get numbers. How do y'all get numbers? They send us a spreadsheet. I think the kids get a copy of their transcripts but we get actual spreadsheet. We get both. We get the child's transcript which we upload but we get a spreadsheet with all the kids who have taken that class with their numerical grades on it. >> All right. So we we do get because that's the question that's been brought in those numbers. I didn't >> No, no, I don't know you didn't. But yes, and they are
014sent to the to the to the counselors. >> So let's say a child gets an 82. They're listed on that spreadsheet as an 82. We wait that grade as the policy says here by 1.1. So that 82 is a 90 on the 90.2, but we use rounded numbers. So that would be a 90 on that child's um >> transcript. Well, it appears that what uh happened here was that th and this by the way is what you would say because you know the question has been well that's not what's on the website because the council has put together a uh PowerPoint presentation and the PowerPoint presentation does not have any of the information here in one and two. It has only the part that applies to number two. So it has A 109, B 98,
015C 87, D 77, F65. That scale applies with number two where it says if the post secondary institution provides only letter grades, then we because we can't average letters. So that's why that's been put in the policy from as you can see at least going back to 2016. >> Um that's why that was there. And so, um, but what has been happening, at least on the ones that we're looking at, is that child, for example, made an 82. Oh, that's a B. So, we're going to give that child a 98. So, instead of that child getting the intended 10point boost, what we're seeing is 16 and 18 points because the grade has been has not been entered as it says in number one. So my question to that with that dual enrollment presentation the second
016portion if a letter grade is given and not a numerical grade is included why isn't the first portion of if a numerical grade is given this will be the calculation. Why isn't that included in the dual enrollment? that would >> because when parents are told they're not receiving that information >> and we talked with the counselors yesterday and it was like they didn't know. >> So before we sign our children up for dual enrollment, these are the grades that were being discussed that we were going to our kids would receive. Never the numerical grade and the 1.1 calculation. So, none of us, and I'm saying as a parent, would have known to question it because that's not what was presented. >> And I understand and um you know, and I I I certainly acknowledge that
017that that that's an issue. It is a >> failure. It is. >> Um at the same time, when we adopt policies, policies are put out there on the website for 30 days before they're adopted >> um for the general public. And and again, this one hasn't been changed since 23, but um that's how that's our procedure. >> But I see where she's coming from because as a parent, if you attend a meeting and this information is put from front of you. So we we've got a a training gap of an issue there and we we build them in that water because I would >> even be on the board. I wouldn't assume to go to look for a policy. I would assume that what the counselor was putting on me was good as gold and
018what I needed to know. I know that this um just a word of encouragement for this board. This is not the first time this has happened. When I was working, we had a situation that might be a little different, but you will see the scenario that I'm creating. There was a situation where a teacher kept about four or five kids back because they did not pass the exam by one point. The superintendent came to me and said, "You don't want to hold these kids back for one point and I'm not going to do it. I'm the superintendent, but she's going to do something to correct them." And she had to he dumped it in my lap, of course, and she had to do another test and help those kids. She tutored them. They passed and
019they graduated. Why do you want to hold a child back at one point? That was one thing that happened at the high school. Always near graduation. Another thing that happened, we had evening school and uh they didn't record the evening school grades on the children's transcripts. The lady who was responsible for that didn't do it. And so there was a miscalculation there and they had to go back and of course uh at that time that board made a decision to transfer the principal and that action was taken. Um I think we're looking at a situation today where we realize that a mistake was made and this board does have an obligation to correct it. But we also have an obligation to look at the fact that it wasn't the kids' fault. So what can we
020do as a board to stand for that error if they can prove that we kept them from getting a scholarship? Cuz see, I might come up and say, "Well, look, you kept me for getting a scholarship because my grade wasn't recorded correctly." That may not be true. if they can prove to us that we are responsible for them uh not receiving uh something. I do think that we need to discuss with our uh attorney and find out where we stand in terms of uh because I brought up the term disclaimer. When you have a disclaimer on the policy, what it says is that the information you're reading is just what it says. It is not legal yet until it is signed by the required people who sign it. And when we read it, that's all
021it is, just information like Facebook. Um, so that's what I looked at and I do feel that we have an obligation as a board to do the right thing. I know that's an expression but we have to do the right thing because we are being judged. We are being looked at how we make decisions but at the same time I do feel that an error was made those people who made it should be held accountable. That is just my opinion. and I'm just one board member and let us stand as a board and rectify this error and stand for how we can help any child who was affected but they have to show us. Go ahead, Mr. Lane, because I like to hear you. >> I I share your sentiment on accountability. Mhm. >> Um
022I think our job as the board is to ensure that the policies that we've set forth >> are being followed. >> That's correct. >> No doubt a mistake was made. >> Um I genuinely empathize with all those that are affected. >> Um and that that was one reason that I asked Dr. Evans for the numbers. So a as I'm doing >> as I'm doing, you know, I'm >> the math didn't even find it. >> As I'm doing math in my mind, the the the difference from the 109, you and I are taking English 1101 >> wherever. >> Mhm. >> You work very hard and you make a 98. >> And I do enough to make a 91. Your 108 goes in the grade book. My 101 should go in the grade book. >> What has
023happened is we both got 109s. >> Mhm. Even though you worked extremely hard >> for me in in my mind mathematically going from the 109 to the 108 I'm still excelling. >> I I still have well above an A my GPA. I'm not worried about honors graduates. I'm not worried about zel. I'm not worried about hoping. I say that knowing that there are going to be students that are their ability to prove that our mistake held them back in some way. I think is not feasible. I think there's a lot of subject subjectivity to that and it >> the ability to prove that does not exist. >> Well, you know, they do get a letter. I just want to interject. They do get a letter when they are accepted if they have that scholarship. They
024do get that. I don't know if all the colleges do that now. I'm I'm just saying. So, your point is well taken, but they are supposed to give it to you in writing because we dealing with that with our organization that we have to see an acceptance letter. We don't deal with scholarships. Now, that's different. But we so they do give it to you in writing but I don't know if all the colleges are doing that now. I I can only speak for a few but I I do >> I do think that we owe these students something. >> Yes. >> Uh and what I have been thinking and I don't even know if this is an is an option. Well, it could be >> there is going to be a perception from a post-secary
025education when I apply to that institution at the beginning of the summer and sent them a transcript and it had something on it. It had it had a rank. It had a grade. I think they still want to see something >> your final postgraduation. >> They do. >> That is going to change. >> Yes, it will change. And yes, >> I think we owe those students a cover letter with their transcript owning this mistake to that postsecary institution saying, >> "You will notice that Franklin's grade has changed." >> Yes, that stated >> the letter. >> Well, it it was stated the what I saw in what I read in the letter was that we would submit something to the Georgia Futures Futures >> and that's where the transcripts are sent. >> Okay. So that that
026letter will be with every transcript >> for every high school grad. >> Yes. Okay. >> And they have to guarantee that that letter goes along with the transcript to the school. >> Yes. >> It it will be that letter will be attached to their transcript as one document. >> Yes. And I think that that might have been um a recommendation I heard earlier. Um that maybe not in here, but that just what you said. I support that 100%. >> It was on the letter, but we do need to make sure that Georgia's cuz again, we submit transcripts through Georgia Student Finance and I just need to make sure that they will transmit that second document or else we're going to have to >> send that. Um, >> so I will say I I do have
027an issue with the letter. Well, I I think I have an issue with the letter because I believe that that only went to the parents of seniors. >> That Yes, that's correct. >> Juniors are involved in this and I and I think we owe it to every student and every parent to to fully understand what has happened. Okay. >> And follow back up with you. The second part of our job >> Mhm. >> is to ensure what measures are in place so that this never happens again. >> That's correct. >> And we already working on it. >> Yes. >> In their >> with the juniors um we will um do the same with them, but um they've only at this point had one full semester of dual enrollment because they don't qualify until they're juniors.
028So this would have been the first year for them to take dual enrollment classes. >> So they're not as they're not as drastically affected. >> Correct. Correct. >> 113 seniors. >> Yes ma'am. From dual [clears throat] rooms. >> One or more courses. Okay. >> And yeah. So, and that's one or more courses, but that can be >> that could be a senior with one dual enroll class >> entries. >> I'm sorry, >> 700 entries. That's why it took so long. So, they have some of them actually have three or four dual enrolling courses. So, this drastically affects some versus not affect some quite as much. And that's where my unrest is. True enough, my daughter is a senior, but if you look at the list, she's in the top few of the seniors. So, the
029impact from this list so far seems to be minimal. I don't know the final outcome of that yet. So, I'm still unsure about the status of my own child. But they don't have the opportunity class of 2026 to correct anything at this point because any honors or any other distinctions is only calculated through December. Class of 2027 have the rest of this semester and they have fall semester to go hard and improve those grades. Class of 2026 though does not have that opportunity. That's a disservice to them for a fault that's not their own. >> Previous classes have graduated with no impacts. >> Class of 2026 is going to get dealt a hand and suffer consequences of a human error that was no fault of their own. The parents were led to believe one thing
030through the dual enroll um presentation before our children were enrolled. true enough policies were available for anybody to go out and see, but those same policies was also available for our administration to implement and enforce and that wasn't done. So, if our own internal staff wasn't following those policies, how do we expect parents and outsiders to get on and read those policies, too? My only issue is 2026 does not have a chance to recover from this. >> Okay, >> Mr. Hider as the board authority, do we have the authority to amend or suspend our own regulations and put in transitional language? >> Yes. >> To apply to a defined cohort. >> Yes, it's your policy. You can change it, amend it, suspend it. The caveat would be um making certain that whatever you do and
031and this some of this is outside of my we are if you understand grades and instruction and all that but you need to make sure that anything you did would not run a file of the requirements for um the Georgia finance organization that handles hopes and all that. They've got some regulations on on on that as long as we're not running a foul of that. But for example, if you wanted to amend the policy to reflect the practice, in other words, apparently that the practice has been XYZ. Policy says ABC. And if you want to amend the policy to reflect the practice, you could do that. So we could amend it to the cohort of 2026 for the what was already being done done. Those grades would go back to that and the class of
0322027 would pick up. So next school year it would pick up with the correct policy. We would help get whatever training needs to be done. >> You would have to decide what to do for next year for going forward. But we could amend it for the class of 2026. You could define it for this cohort. >> You could >> um I'm not in favor of amending the policy and tell you why. Cuz we going to see it again. When Pogia comes in and they see that we amended a policy that was already in place. I know people made mistakes and I think the people who made it should suffer the consequences. But when you amend your policy for a current practice that was already wrong, I think we putting ourselves in jeopardy here because it's
033going to come back. We'll probably see it again. We tried to talk about amending a policy for something else and we made a decision to not amend that policy. I think we need to follow what we have set forth as a board. We chose not to amend that policy. We chose to go along with what the policy said and we accepted it. >> I think we need to look at where are we causing the more harm at with a little cognac and that we did right by our students or we harmed our students and the what we're currently doing is harming our students and we cannot harm our students. >> That's right. you know, mix up and we're not placing blame, but we don't know. >> You don't know who this started. So, you can't
034you can't go in and say, "You're fired because you didn't do your job." Whatever it may be, whatever the repercussions are, we can go forward >> and make sure that they're getting the training that they need that they do understand what it is. It's not the student's fault. >> That's right. It's certainly not. And I appreciate your comments because I think you have some good things in there. But I'm going to stay with the process that we have to stand. We have to have a standard and I have followed the comments that are coming and I am concerned. I do think that the letter that Mr. uh Lane is talking about to go with all of this. I think the colleges will accept it. Um I'm not working in uh registration with somebody but I'm
035working with u university now that's doing leadership and I was honored that they asked me but I have to give them certain information that's going to help them. Let's look at what we what is the the uh role that we are playing here. Change the policy when something doesn't fit. No, we can't do it. But we have an obligation as you stated to the students. That's why I said if these children are going to be affected in any way, the letter is going to explain it. I also feel that they now this is me that we should financially compensate whatever they lost for our mistake. Now that is just my opinion but we can't keep changing our policy and we might not all agree on that >> but a permanent change I'd say. I mean
036this would be a and it would be a clear verbiage whatever may >> that's the only way you can do it. You can't do a temporary policy, sweetie. It's got to be a policy that will work for the system, not a temporary policy. >> We're not talking about harm. My question is, >> yeah, >> are we not harming the kids if we don't go with the policy? Are we not harming the kids who actually earned the the the grades and earned the rankings? >> I and I guess it's semantics. I do understand what you're saying and where you're coming from. And I understand what you're saying and where you're coming from, >> Tony. >> No grade earned has is being changed. >> That's correct. >> It is the waiting. >> So the the earned grade
037is what it is. Has not been touched. >> That's right. >> It's the waiting factor. That was the was the miscalculation. Back to Dr. Williams point that the grade has been earned. So, and I'll ask Dr. Evans and you may not have this information and I completely understand. >> Do you know how many what have have calculations? >> You're not finding okay. Let me triple check now. >> So we don't know we don't know the number of students that may >> be affected as far as honors graduate hope zel any of those facts. >> I won't be able to know that until around 1:00. The other thing I did send you all Miss Miss Jamie had sent a um a list of questions shared with all of us and it asked about zale and >>
038hope scholarship and it explained there that that's not those those grades are not used to calculate eligibility for hope or veil. >> So and I'm sorry. So if there are numbers that's not going to affect our >> and I had I had a point of clarification that I did not get back to you. So the way that I read that is that the weighted grade does not go into the hope or the zel because the the grade is still earned for both high school and college credit. Right. So if I made a 83 >> is 83. >> That's correct. So >> they take all of that off. They scrub the grades to back to the original. That's all. Everybody has to submit their system. If it's add 10 points, if it's multiply by 1.1, everybody
039has to submit their system. Um and when hope is calculating, they scrub the grades. Is that none of this matter? >> So So with that being said, this miscalculation is going to have no effect on previous Brazil eligibility. What impact will it have on scholarships that seniors are receiving now? >> Like some seniors have already applied to colleges and have received scholarships. How would that impact that aspect of it? I mean that piece I don't know without knowing what the criteria or what have you is for that particular I mean there probably 75 or more scholarships out there just on the high school's website that kids can apply for. So without knowing specifically that. So I'm going to speak as a parent. My daughter has been accepted and has received a $88,000 academic merit scholarship.
040the changes in her grades now, how is that going to impact that academic scholarship that she has already been told, hey, because of your academic merit, this is what we can offer you. >> Okay. Which where is that coming from? Because I forgot to ask you, where's that coming from? The merit scholarship, is it Clark? >> It's Clark itself. Clark Atlanta University has offered her that scholarship. >> Okay. Did you check with Clark? >> I have not. I don't have anything final to go to Clark to check. understand what you mean. I'm saying okay cuz I know why if with the skills your daughter has >> she has an academic and an athletic scholarship. Athletic I'm not concerned about whatsoever. >> It's the academic scholarship and like I said the impact to my child from
041what I can see so far has been minimal but I haven't seen the follow-ups on it. I can't sit here and say 100% sure that it won't impact that. So what about the other kids that may have a more drastic change than that minimum impact? That's my concern. >> I understand >> because even if her academic scholarship is impacted, she still has a high enough grade, she'll get hope sale scholarship to cover the rest. >> They're not going to take that. >> Everybody may not be in that situation. >> That's right. But they >> and it's not their fault. So they gonna be >> So how do we advocate for that? >> They gonna be glad to get that that's those skills for Clark. I know what I'm talking that's not >> that's not everybody's
042reality. >> Yes. >> And my husband and I are fortunate. We blessed with good jobs. That's not everybody's narrative. Some of these children are dependent on those funds to be able to go to college. >> Right. >> And we don't want to deter their futures because of our mistake. I'm listening and I'm hearing everything that everybody is saying, but I would like to deal with facts and until we can get, >> you know, then we can see where we're going. >> Um, there was an error when the error was made, there was a a process, there was something already put in place to correct that. I'm not looking at whose fault it was. >> If we didn't have anything in place, I think we would be in a whole lot of trouble. But because we
043do have something in place to correct what has been done, that we were not left out there just flaggling on our own. There's a process. there's a a policy. If we're not going to use this policy and just throw it in the trash, then what are we going to do? I like the idea we find out, no, it's not the student's fault, but how many students are in jeopardy and see what we can do for those students because it was not their mistake. But I think there's a lot of misconceptions and a lot of miscommunications. That's why I thought it was important as board members that we have this meeting so we would be on the same page as to what is really going on and until [snorts] something concrete is put in place. I
044think that's when we can make because you change the policy midstream then they're going to ask well who you changing it for and then it happens again where you changed it for that person you're going to change it again that's that's my take on it God knows I hurt I hurt for everybody that's involved >> I've been in a situation similar as a college student I know not similar as as thinking I was going to be queen at the college and the vote one point made a difference. One point made a difference because the policy went from student government dean of students to the president's office but they want that policy. So who the person who had that one point more than I did [laughter] but uh I was offered you know something in place
045of that. So I am looking at what we could do to help those who are in detrimental trouble. >> I see what you're saying. I um but I'm want to agree to disagree within >> and that's good. That's why we're in here. >> I um I know policy says what the policy says and we should follow and we should do but it's negatively impacting our students. There's nothing they can do about it. There's nothing we can do about it. It what's done is done. But I feel we owe to them. They they pulled this throughout the year to see where they are and what it is. Um, I feel that we owe to this class to help them and then move forward with fixing it, training, whatever it may take. >> They're the only class
046that's going to be impacted. The other classes that graduated on, we're not touching that. No harm, no foul. >> The junior class is impacted >> one semester. They still have a chance to course career. >> It's it's impacted. >> True. But they still have opportunity to course career. I asked myself, I asked myself, do I want my child to receive the grade they really earned? >> Mhm. >> Or the grade that because of regardless, >> but to them, they really earned that because that's what went on their report, you know, and it's verified at the end of the semester. >> But if it's proven that they have not earned it, that's what they said. that is if it's proven that they have not earned it, then what you want to have >> 20 didn't earn
047it. 2024 didn't [laughter] >> you make 2026 is the only ones that are going to suffer the consequence. >> Yes. And I'm so sorry that happened. I I'm finally going to make a recommendation to the superintendent that this the looping that they use for the counselors may not be the best for the situation because you getting a new senior counselor every year and they may not be up on all that they need to do. Now I I don't work over there. I don't know. I'm just talking and uh maybe the administrator may want to look at that that each year there's a new counselor for the seniors >> and they don't have all the details cuz that looping process is it just simply means that if I start out with Miss Tony I'm her counselor
048in ninth grade I'm going move with her to 10th and 11th and 12th that's the looping process that may not be the best for that counselor 's office because this is not the first time this has happened. I'm saying to you all from my experience. I was working the first time. Second time it was my first time on the board. And I know that it was the same kind of thing, but it was the night school. They used to have the night school at the high school. >> And believe it or not, my sister-in-law Saxon was working there at the time. and um she was surprised that here we are with the repeat. It's just a different name. >> I think it may merit us looking into um I think the looping thing also is
049not working. >> This could be a discussion for another day, but potentially adding an additional >> a senior counselor that would stay that is senior year after year. you can still have yours that loop through it, but then an additional counselor that's within the for for the seniors that would be very well versed in making sure that things are keyed in correctly. Very well verssed in the uh scholarships and application processes and those things. Is that something that we could potentially look at? >> Would that person have to be a counsel? >> I guess that's what we need. >> They wouldn't have to be a counselor, but why not have all of our counselors trained and versed in that? That's the purpose of looping because the other thing is the counselor should know the kid
050>> build their um and build relationships but also know their their graduation plan and what they plan to do after advise them accordingly. So that's >> well that's what I said I would still have that set of blue but have one that is more designated constant senior knowledge constant brain knowledge scholarship whoever is over the council should probably be that person to be versed in that to provide that checks and balances if they mean checks and balances Yeah. Okay. So, where are we? >> Madam Chair, are there any is there any other discussion? Because at this point, I do not wish to see a resolution being made until we have all the facts and that's correct. I do too. 9 week grades are due to right >> by about 14th. So, >> right 14. >>
051Yes, they're still I just text and they are still working. They're still triple checking that last set of students. >> Is there no leeway? Is there no space for error to be able if we have to ask and we don't have at this time for us to figure something out? >> Well, the other the other part of this is I know I've been contacted by a few parents that scholarships scholarship applications are coming due like this weekend and their student can't get a copy of the transcript because we have this going on. So, and I I personally feel like we need to need to let them work, get get resolved. Um, I have other things to do today, but this is where I need to be. Um, you know, however long however long it takes.
052No time pressure on on your um pressure. >> I'm I'm happy to wait, reconvene whenever. Um I I would like to go into uh executive session to discuss students and [clears throat] legal matter. >> We won't be able to discuss individual students >> in executive session. Yeah. >> And that I think that's what Dr. Williams had intended. >> Is that what is that the law? >> I'll make a motion that we now go and close with special. >> You've got a second. I motion secondary executive session for a moment. >> Question second session for a moment. >> What? >> Maybe they have some information to >> they want to share some information. President beginning as the correct information. >> Okay. I guess that's not for us. [laughter] >> I was asking for permission for something.
053>> Okay. >> So, what are we doing? That's a hotter question. >> That's a hotter question. Yeah. Okay. >> I tell I tell you what what I'm wanting to do is not close session. >> It's not what I'm what I was wanting to do is not close session. Okay. Not in close session now. >> It's not session. >> We're not in close session. >> No. But okay. Well, let's let's let's do it legally then. Let's make a motion that we now come out of >> I move that we come out of close session for additional discussion. >> I second. >> Okay. Let's vote. Okay. We are now out of close session. >> May I have yours, Miss Singleary? >> Oh, yes. Miss Singleary, I know you came in late. I know you've been an active
054voice in the community. Uh so you didn't hear all the beginning where we explained everything. Um do you do you wish to hear that? This >> bits and pieces. Yes. If you guys can just catch me up in the fastest way possible and then I'll go home and rewatch this. But I I I would just give you bits and pieces just so I I've spoken with our superintendent on more than one occasion now. So she's this morning with some things and some things I just feel like aren't being brought to your attention. So >> then then you have everything that we discussed earlier. So I apologize for the confusion. >> Thank you. >> Did you want to say she's from district one? Pardon me. I'm being a little prejudice here. Miss Signature, did you need
055to say something to us? >> Yeah. >> All right. Madam Chair, >> she's on the agenda for Tuesday. She's dead. >> Um, she's on the agenda for Tuesday. >> No, ma'am. >> She's on the agenda for Tuesday. She's on the agenda for >> not yet. I will be. Um, I'm going to go sign that form as soon as I walk out of here. I wanted to come here, which you guys were discussing first. Um, two minutes, less than I've reached out to multiple students. Multiple students have reached out to me. um teachers that are afraid to come to you guys. Um this is a major impact on a lot of kids a lot. I've talked to Dr. Williams about this now. >> I stand firm on it. We can't. >> So if you were talking
056to us now, >> if you if I I don't need to y'all don't want I'm cool. >> Uh >> I just feel like >> I'd rather for you to be on the agenda. >> Okay. Well, when we're talking about miscommunication, I feel like there's something going on up here. what I'm seeing right now and that's okay. Um, >> what do you think is being miscommunicated >> about a counseling department? Let's start there. That's the tail end that I did catch. You guys are saying that the loop might not be working because a senior might not I'm confused on how that might not be working. Um, the loop process is the best thing you've ever done to these students. Okay. I I missed the beginning of the meeting, so I can't tell you what the meetings
057are like for me as a parent at these dual enrollment meetings. But I can tell you my child and I have been misled. We've been misled. We've been lied to. Okay? We've been told the wrong facts from day one. So my child has worked on his GPA under the assumption that the school told him to work under, as has every other student. And so when we're saying that policy policy We never saw that. We were never given that. When we have our meetings, half that policy is left completely out. And so now we're determining, well, which students does this really affect? Every single one of them that took dual enrollment. Whether it's a bad effect or a good effect, it affects them. Tony's kid, it affects. She might have other avenues and that's wonderful. Some
058kids don't. But where the problem began is we were misled and we were lied to by our spouses. And that's the best way I can put it. I don't like saying that. You guys know that. But that's what it was. And we can blame the counseling department for not following policy. But who's in charge of training them? We can blame Dr. C. Brooks for not being transparent, but who's over that? Who's over that transparency? We can continue to point fingers all we want. I just left 30s something students crying because they are stressed out. They are confused. They have no resolution other than what's been said. >> Where were you with those students? >> I was at city park with those students. >> You were with the city park with those students. Ma'am, we'll have
059an we'll have an interview in about two hours. >> Okay. Those are our students. Are they seniors? >> They are. >> Okay. Okay, >> keeping in mind my son has been directly impacted by this and I'm not fighting for mine. He's a junior and we can fight later. I'm here for every dual enrollment student for the class of 2020 since not rank, not file, not race. I don't care about any of that. I care about these kids and what we we adults did this to them. Okay, Miss Single, let me ask you one other question because I want to keep you uh clear also. Is there an adult with you from the high school that's also communicating with the kids? >> Oh, no. I I don't That's on you guys. I don't know. These kids
060met with me all school. >> Our chair has said we're going to give you an opportunity Tuesday. >> Well, she's already she's not ready. But do you need to come back? Do you have a a process of participation? >> Five minute time limit. >> Tuesday. We'll talk more on Tuesday. I'm perfectly okay. >> Okay. And I just wanted to say get someone from the high school that can share the correct information with the kids since you're not an employee. You know, you and I have to be careful what we say out in the community. So you can listen, but to protect yourself, make sure that you have the accurate information. >> I I feel pretty confident and with what the students and I are discussing right now. I feel >> Okay. All right. Okay. That's
061that's a lot of confidence. So thank you. >> Okay. At this time, we are going back into we make a motion to go back into go into close session. >> I make a motion to enter executive session. >> Thank you. I second. Second that motion has been moved. Second, we need to vote. >> Okay. Thank you for having us here. This is step one. Thank you. Thank you. I think we need that. Okay.