001To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Now for a moment of silence, please. Thank you very much. You may be seated. We we now move to recognition portion of our agenda. First, we will recognize coach David Milikin, who was named the 2025 South Carolina Athletic Coaches Association Boys Track Coach of the Year, followed by the Georgetown County Navy RO R JOTC for being named the area seven most outstanding Navy Junior RO Navy JOTC unit. At this time, I would like to ask that my fellow board members please join me in front of the board bench for the recognition. [Music] Good afternoon, Chairman Moore, Superintendent Guiles, members of the board, and guest. This afternoon, we
002are proud to recognize a member of the Walkal Athletic family, Coach David Milikin. Coach Milikin has been named the 2025 South Carolina Athletic Coaches Association Boys Track Coach of the Year. He was officially recognized during the Hall of Fame banquet held on July 27th at the Greenville Convention Center. In just two seasons, Coach Milikin has made an extraordinary impact on the Walkaw Warriors track and field program. His leadership this year resulted in a 3A state champion in the 400 meter dash, a victory in the 3A 4x400 meter relay, and a dominant showing at the region 5 championship meet where the Warriors scored an incredible 283.5 points. The South Carolina Athletic Coaches Association called this a welldeserved honor and praised Coach Milikin's unwavering commitment to his athletes and the sport. Coach Milikin, we thank you for
003your dedication, for the example you set for student athletes, and for the pride you bring to Wakaw High and Georgetown County School District. Congratulations on this well earned recognition, and we look forward to your continued success. Thank you so much. At this time, I'd like to invite principles from Wakom High and Wakamal Middle School to join us for a picture. So, I'm going to have you stand [Applause] three of you. She's so good. [Music] All right, on three. One, two, three. [Music] Our turn. >> Thanks. Congratulations. At this time, it is my honor to recognize a group of students and instructors whose discipline, excellence, and service continue to set the standard, not just in our state, but across the entire region and beyond. Please join me in congratulating the Georgetown High School Navy JOTC, which
004has once again been named the Navy Area 7 most outstanding NJOTC unit for the second year in a row. This incredible achievement places them at the very top of 34 NJOTC programs across South Carolina, North Carolina, and Georgia. Selection for the most outstanding NJOTC unit is based on a rigorous point system and formal Navywide review recognizing excellence in drill, field trips, physical fitness, academic performance, and service to community. The evaluation includes an annual inspection by the area manager, a detailed cadetled presentation on unit performance, and an overall assessment of goals met by the unit throughout the year. In addition to this prestigious award, the Georgetown NJOTC was also named a distinguished unit with academic honors, a designation reserved for the top 20% of NJOTC units globally. This honor allows the unit to nominate up to
005six cadets for appointments to military servicemies this year. This marks the fourth year in a row the unit has earned distinguished unit status and the second consecutive year it has earned academic honors. We also recognize cadet Kinsey Phillips who represented area 7 at the Navy Marksmanship National Championship in Alabama. Out of the cadetses from 33 programs across three states, Kinsey was the top individual marksman in area 7 and finished in the top 25% nationwide. And finally, we are proud to share that the 2025 graduating cadetses earned over $950,000 in NOTC scholarships. This includes full 5-year scholarships covering tuition, fees, books, room, and board awarded to cadets attending Jacksonville University and Norwich University. Upon graduation, these cadets will be commissioned as Navy officers. We are proud to have several representatives from the unit with us tonight.
006Cadet Commanding Officer, Cadet Executive Officer, Cadet Operations Officer, Commander David Kaiser, and Master Gunnery Sergeant Blackstone. To each of you, thank you for representing Georgetown County School District with such distinction, honor, and leadership. Congratulations. We'll [Music] take pictures. [Music] invite y'all to go to the top step this time. >> All right. I got to get up. >> Invite you guys to stand in front and this all the way up to the edge. >> All right. On three. One, two, three. again on three. One, two, three. My turn again. >> Thanks. Thank. >> Congratulations again. [Music] We now move to the recognition portion. I apologize. >> Let's see. We're down to public comments. This portion of our meeting, this time is reserved for citizens to speak out about items on tonight's agenda or request future discussion
007topics. As a reminder, each speaker has up to three minutes. We ask that comments remain civil and respectful. The board typically does not respond to individual comments during the meeting. First, we'll have Miss Jesse Walker. Her topic is tailgate Georgetown High School concerned citizen others Joytown High School tailgate and alumni legacy. Good evening. >> Good evening. In the early 1980s, the Joytown School Board made a bold and historic decision to end segregation in our city's high school by combining two schools into one. And we became Joytown High School. And I'm glad to say and proud to say that I was part of the first graduating class in 1986. And I remember that time clearly. We didn't have the National Guard or our parents didn't have to fear for our safety. We rode the bus together,
008sat beside each other, and formed a new identity, not by divided by race, but united as bulldogs. And that unity still matters today. It's been said that the board is trying to stop tailgating on the campus, but if we can't hold it on the campers during the game, then please explain where else should it be. Tailgating is a celebration of school spirit and legacy. And this year, as Joytown High marks 40 years, it is more important than ever. Our alumni tailgate is not just a party. It's a reunion with purpose. It raises scholarship funds for deserving se seniors. It brings it brings back doctors, engineers, teachers, and public servants, many of whom have uh recent many whom have return who haven't returned since graduation. Thanks to the hard work of the alumni association, they now
009have a why to come home. Some felt that there is no reason to come home and that is simply sad. The tailgate guidelines, the tailgate guidelines were created, were built with with care, but now they're being used against us. More importantly, this decision has been made without dialogue. Not once has the board sat down with the alumni association to discuss their concerns andor solutions. We urge you that you do not erase what we have built. Don't send the message that our legacy doesn't matter. Honor the unity that created this school and allowed alumni to celebrate safely and meaning on the campus that we built. As elected officials, I pray that you are operating on a nonpartisan standpoint committed to serving serving all the people of this community and not just a selected few. Thank you.
010>> Thank you very much, M. Walker. Next we'll hear from Mr. Marvin Neil. Topic: Homecoming concerned citizen. >> Good evening, Dr. G, chairman, all the school board members. I I just want to echo some of what uh Miss Walker said and stuff uh on last year and it really it really came home to me when I heard the topic. I had several calls also in reference to I don't know if homecoming is being ended or the discussion is on the floor but my concern is and what hit home to me last year there were two student at Cvis uh family members and the picture were in the paper after their death after the homecoming and how they met up and both of us Navy soldiers and they met up at that homecoming and the last
011time that I saw them was a hug at that homecoming during that time. Brother Mo, you know what I'm talking >> so like sister Walker said, you know, it's so much that that the community come back together. You know, I was glad to see some of my uh old classmates that I haven't seen in ages. some right here in the community that don't even show up until homecoming. I think it's necessary. And if safety is the challenge that we have, if the order is the challenge that we have, I think we could overcome that by bringing in more safety, more policemen or whatever, cuz public safety is public safety. And I don't think that's a choice that anyone should have whether they protect the public or not because they elected to protect the public. and
012those that's not elected disappointed by those that elected to protect the public. So I think we just need to hold some folks accountable to what they supposed to be doing. Even at the school district, there's safety here. I think that communication needs to happen from that side, not from cutting out something cuz enough have been cut out of America when it comes to culture and the things that we do as a free people in America. And I think it's necessary that we enjoy that freedom that we all fought for. You know, I fought for 21 years military. So, uh, I just appreciate if y'all really look at from a hard standpoint if that is the case and make sure that homecoming continues because the prep rallies, the parades, you know, the tailgating, all that is
013necessary. Yeah, alcohol and stuff was out there. It's been out there since I was a little boy. That's a long time ago. But the thing is we could get rid of that or we could we could turn that and deter that and I think that's the direction we need to go. We don't need to stop something that's good because of somebody that might be bad. Thank you for your time. >> Thank you very much Mr. Neil. We will now vote to approval of the minutes. These set of the minutes will be approved separately. Have a lot. First, do I have a motion to approve the July 10th, 2025 board retreat workshop minutes? >> So move. >> Second. >> Any discussions? All in favor, please say I. >> I. >> Any opposers? Motion carry. Do I
014have a motion to approve the July 15th, 2025 regular board workshop minutes? So move. >> Second. >> All in favor? Any discussions? All in favor, please say I. >> I. >> Any opposers? >> Thank you very much. Motion carries. Next. Do I have a motion to approve the July 22nd, 2025 special board meeting swearing in ceremony minutes? >> Move. >> Second. >> Any discussions? All in favor, please say I. >> I. >> Any opposers? Thank you. Motion carried. Finally, do I have a motion to approve the July 30th, 2025 special board meeting minutes? >> No move. Second. >> Any discussions? >> All in favor, please say I. >> I. >> Any opposed? >> Thank you very much. Motion carry. Next. Do I have a motion to adopt the agenda as presented? >> So move. >>
015Second. >> Any discussion? All in favor, please say I. I. I. Any opposed? Motion carried. Thank you very much. We now move into the information section of the agenda. First is the academic overview provided by Miss Sherry Forest and Mr. Frederick Coins. As they prepare, just allow me to again reintroduce this is this will be her first presentation before us as deputy superintendent, Miss Sherry Forest and Mr. Coin's um executive director of academics. They've put forth a lot of work over the summer and um we're excited about the next steps that we're taking in our academics department and they're going to share just an overview um of what we have entail. Miss, if you don't mind, if y'all will go ahead with um just the opening figure out what's going on. All right. Good afternoon,
016board members and superintendent Guiles. It is my honor and pleasure to be able to share with you our academic and student service overview uh to launch the year. There we go. Um so within this overview we will uh share with you information about summer school uh professional learning division happenings our focus and priorities as a team for 2526 school year and some next steps uh future uh information that we will be sharing in future board meetings and we're going to start with our summer program uh with Mr. Collins. >> Thank you Miss Voris board members Dr. Gals, we've had a pretty active short summer, but nevertheless, we are here and we want to provide you with a review of the summer programs for this past summer. So, our summers began um programs began on June
0173rd and ended the last week of June. We have summer programs all across our county. Um as you can see we had a high school summer program, a middle school summer program, our reading camp which is called coast which is um creating opportunities around science and technology. We had extended school year which serves our special ed population and our athletic teams also had programs this summer. Also we had a multilingual um learner camp which most of you probably refer to as the ESOL camp. That's what the previous acronym was. And of course we had our beach summer programs as well. It's important to note that in our multilingual learning camp, we had 25 students and that was housed at Mville Elementary and our beach summer program which serves the arts, music, coral, and um visual
018arts was housed at Georgetown High School and we served 68 students this past summer. This is a breakdown of our reading camp. Um, of course, all of you know that the reading um camp is a result of the um act where our third graders must be proficient or show proficiency before exiting third grade. So, we host reading camps across our um school district. We do not have a site at every school, but we cluster the schools um so we can serve them in the areas that are most conducive so we can provide adequate transportation and also the support staff that is needed. So, our camps this year were at Andrews Elementary, Pleasant Hill, um Pleasant Hill, Mville, Sampet, and then at Walkaw Intermediate. Also on the column, you'll notice that we invited um a limited
019amount of students this year because we wanted to really serve the students that really needed the service. In years past, we served rising third graders and rising fourth graders. Now, in years coming up, we're going to be required to serve more. So this was sort of a test run for us by serving the students that only needed to come. Um some of those students that needed to come um were not um able to come or did not come because they had good cause exemptions. And good cause exemptions are reasons like they may have an IEP, their limited English proficiency or they may have been retained before. So those students had those good cause exemptions even though they not score um they score did not meet on the um SE read ready test they were um
020invited to come but they were not required to attain. So at the end of summer um reading camp you'll see on the right column those students um that were promoted to grade four. We did have two retentions but overall we had success with our reading camp. At the end of summer camp, our students take the I Ready assessment and they have to score a 489 on that assessment which is equivalent to what they would scored on the SC ready um for um being a scoring as approaching. So we are proud of that fact that we actually promoted a lot of our students with our summer camp. Another thing that I want to really mention is that our summer camp provides intensive and small groupoup instruction. As you can see, these class sizes or these um
021numbers are very very low. That what that um allowed our teachers to focus on really the reading deficits that our students were experiencing which allowed them to serve them more effectively throughout the summer throughout that 4-week period. >> Mr. Cohen, can I can I ask just a quick question? Is there any overlap between the multilingual camp or summer program and the uh reading camp that was held? We do have that's why the multilingual camp is housed at Mville EL Elementary. So those students who actually needed to be a part of the reading camp, they were afforded that opportunity to be a part of that as well. >> Okay, thank you. Good question. Our middle school camp was held at Georgetown High School and those are students who did not um or they failed the content
022area as listed um above. So, um, in ELA, we had three students that were required to attend middle school, um, summer camp, math 19, excuse me, not required attend, they were all given the opportunity to attend. So, I just want to put that out there. Even though you see this 31 students that um were enrolled in the middle school summer camp, that does not mean there were only 31 students that needed to be because this was an option for those people or those students or those families who wanted those students to be promoted. So in the summer school um middle school summer camp, there were three students that needed it for um were attended for ELA, 10 19, excuse me, for math, seven for science, and two for social studies. And you can see on
023the right column that we had a pretty good success rate in middle school. Those students that attended the middle school um summer school program all um achieved that goal of being promoted to the next grade based on um the need for the content area that they were attending for high school was a little bit different. High school of course you know credits are required for graduation. So, we offer credit recovery for those students who were not successful last school year um in our um high school summer camp which was al summer camp. I'm elementary, I'm sorry, high school summer school program which was held at Georgetown High School. So, these are the students that opt to opted to attend based on those content areas to get credits recovered for that content area. And as you
024can see, some of them were not successful. which means this school year they are enrolled in those classes to um recover those credits that they may have missed on last year and they were not successful in summer school. Here's a breakdown by um English and we have it by um mathematics. Algebra 1 will be a focus for us because as you can see that is a high number of students who needed to recover um algebra 1 credit from last school year. So that's a focus for us this year and Miss Forest may be mentioning that. Here's social studies science and the forest and Mr. Collins is K12. He's got it. He's got it. Great job. All right. So professional learning. So uh we offer professional learning usually throughout the year and we provide part of
025that professional learning is the coaching support. So um so typically we provide professional learning year-long. This is specific to our summer when our teachers are coming back. So pre-ervice time. So from July 21st to July 30th we um had over 80 sessions of professional learning opportunities for our teachers and staff. the topics included and these are just some of the topics that you can see here. Uh we are still offering our letters which is our literacy training for science of reading. Uh you'll see fine arts uh steam and the arts interventionist uh support. We have a new math adoption with our new math uh standards and so provided professional learning there. Power up some technology. We got CPR. So we we hit a lot of um uh areas of support and we provide that professional
026learning. It was an exciting time. I tried to hit as many that I could get to and the energy was great in in those sessions. So our division happenings. So I'm one month in and I'm I'm here. So yay I came back. All right. So all that's good. So that's me at the top. And then I have two executive directors. Uh Mr. Cohens and Dr. Green. Uh we have um our director of special services, our director of magnet programs, director of accountability and assessment, director of special programs, director of support services, and our truency offers off officer. You're familiar with the team and I adore them. So I'm very blessed to be here. And so what do we do? What does our team support? So here are just some of the things that our team
027supports. And our goal is to feel like support to the schools. So really being able to take the great work that's happening in the schools, provide any additional support that our schools need so that every children can uh be successful. Oh, let me go back. Did you see my animation? Okay, I just want to throw that out there. Yeah, kids are waving. All right, that was my technology. You're welcome. All right, going into each area. So, our magnet schools had a great launch day and their theme is together as one. Uh, Mr. Cohen and I were excited to be able to uh hear the keynote speaker, Patrick Briggs. He was a dynamic speaker, had the room just totally engaged, authentically engaged. Uh, it was a a great day for the team and really launched by
028um uh Patrick Briggs from from AVID. uh some uh great priorities that they're working on this year really um developing theme implementation and monitoring uh the implementation and monitoring are really important. So you get the professional learning you need to be able to implement and then the progress monitoring to make sure that we're able to do things as they are intended. Uh student and stakeholder voice really listening to students uh which is why um the team is launching a student advisory committee. uh teacher empowerment and projectbased learning or PBL. If you hear PBL, that's our project based learning. Our assessment and accountability uh department are really focusing on all things assessment and accountability including our strategic plan as a district uh and schools and those updates have been approved by the state. Um, I'm not
029going to read through all of these, but I will tell you the current data uh is embargoed. Uh, schools have access to their data so they can make uh strong informed instructional decisions, but the data itself has not been re uh uh released to the public. So, that will be coming. And then final revisions and reviews to the graduation cohort so that our numbers and data are nice and clean so that we can um get all of that information back to us. So assessment and accountability and they're also really helping with REAp 2025 and our Gear Up um and so professional learning has been provided for our middle and high schools that are in Gear Up uh South Carolina. And so you'll hear more about that as the year progresses. >> Miss Forest, do we
030do we know exactly or do we have an idea of when those scores will be released? So typically, so so I used to work for the Department of Ed in two different states and so I haven't worked for this one and I don't plan on it because I plan on staying right here. Um but typically what happens is they have to get all the data kind of clean and then part of it is releasing for grades but on top of that and we're going to go a little bit further is the identification of state support schools. So schools that would be CSI, TSI, ATSI, and they have to do that with the ranking of how schools fall. Um, typically we should have like the released unmbargoed data uh around September. Last year when I looked
031it was August. Um, but typically by September you'll have that. But the state identified schools won't be until about December. >> Okay. It's a wonky time, but there there's they have all the reasons. Oh, there we go. All right. Special programs, that's our federal programs, uh, and ensure full compliance so that we can get those state and federal funds and, uh, do all the great things with them. Um, and so some of the work that they are going to be working on is strengthening title one program and effectiveness, making sure that our title one funds that we spend are directly aligned with those school strategic plans, which also should be aligned to our district strategic plan. Um, really enhancing services for our multilingual and our atrisisk students. um monitoring and evaluate program effectiveness and I'm
032going to go into that a little bit further some of the work that we are doing um this year and then strengthening our technology integration instruction so instructional technology is how to teach using through technology as opposed to turning on the computer so really truly integrating that work so we are focused on that this year um for our media specialists we have some of the most beautiful media centers ers in this district. I've hit almost every school and that area is always a spotlight. So really promoting a culture of reading, getting children truly excited about reading and books um and being able to support the curriculum integration through our media specialists. Our special programs for our uh social workers uh supported by the district is improving student attendance. students have to be here in order
033for achievement to increase. I am married to a man who fished all the time. Great. You know, and back in the day, as long as you could pass some exams, you you made it through, but his attendance was not a fabulous thing. So, I usually use him as don't do that kind of thing. Um, and so really getting our kids here and making sure our families understand the importance of having our our students here in in school. Um, being able to collaborate on behavior and intervention plans. Really making sure that every student's needs are met based on their specific needs and not not as a whole. Um, really providing that staff training and coaching support. uh college and career readiness. That's our CTE and counselors. Um our CTE program is looking great. Um we're beginning
034some implementation of some tiered credentiing. Um Dr. Vin is working on increasing communication and marketing of our programs. The more kids know about it, the the the more they'll be interested. our counselor's implementation of social emotional learning curriculum for K12 and being able to support the anti-bullying vaping that was discussed in our last board meeting. That support comes through our office as well with our counselors. Attendance again is very important. Uh here are some some areas that we are working on. It is uh it is a strong team of one uh but uh we all work together. So even though uh we we have one officer uh we work very collaboratively with the schools and our team to get this to the ground. Uh some of the ways we keep our families informed our attendance
035postcards, automat automated notifications, um letting them know and keeping them informed. Uh our counselors make phone calls, our schools make phone calls, our team uh we've all had phone calls in the past few days just making sure our kids are enrolled and registered and there and that there's no hiccups on why they why they can't be there, especially sometimes if there's an afterare issue. I just worked with our district counselor today on providing families with some support for afterare so that they can get get their darlings to class. um special services really looking at our instructional framework, our high leverage practices be best to meet the needs of our students. Um some of the things you'll see is a crossover with our special ed department and our general ed which is science of reading or
036our structured literacy to support students um that are dyslexic. um unique programs for low incident classrooms, our number worlds, grief counseling. It is like a one-stop shop for wraparound support services for our families and our students. Some new areas in uh special services this year is we have new procedures for homebound uh 504, our IEPs, and our EA Aeas, which are our academic uh support uh people. And so making sure that all those procedures because it can seem like a lot making sure it doesn't feel overwhelming and that again the coaching support is there to make sure these things are implemented. So our focus and priorities as a team uh this year um leadership leadership development is very important and it starts at our district level and so building capacity with the district um support
037that go into the schools so that we are all on the same page in support to the schools building strong school-based leadership teams. So that'll be part of the work this year and then looking at a leadership development pipeline. Uh some of the work we're looking at are uh future leaders. So anyone that might think they want to be a leader uh even if they you know we want people to stay good teachers. We like that. But what leadership opportunities would our teachers have and still be able to be in the classroom. So giving them some information and some uh support. The 212 that's our superintendent's uh second grade literacy initiative. Getting that to the ground. as we know uh you may not know but there's a it feels like a big leap from teaching
038second grade or being a second grade student to third grade right and so how do we support that work so our students feel ready when they have to take the big state assessment in third grade so what does that look like uh so a lot of that work this year will be done through collaborative planning um unit internalization some lesson internalization and coaching support for Um we're continuing with our letters professional learning. Uh we have four schools that have their staff have already been trained and the remaining schools are being trained this year. Really focusing on data deci datadriven decisionmaking. Making sure every decision that's made at as a district and as a school is based on data and not what we've always done or what feels good but in the best interest of students
039based on that data. alignment of our principal, assistant principal, instructional coach meetings. Uh, from my experience, it's important that they're all on the same page and that they hear the same message. It will help with that first bullet of building strong school leadership teams, that they have the same instructional message in all three of those, and then we as a district will then go in and support that work. um curriculum and assessment review, making sure that what we're asking people to teach directly aligns with our standards, which directly aligns with our assessments. And so doing a complete review over our curricular resources and assessments that we are are having our teachers and students implement. And then finally, implementation of the new math standards. So we have new math standards this year and a new math
040resource or resources across. And so being able to provide professional learning. So it's one thing to do kind of what we call a sit and get. You get the information, you are now learning about the new resource, but the coaching support behind that, which is professional learning, is very important. And so making sure again that we're all on the same page and that support feels like support. So, I was in a kindergarten class today where the teacher was implementing the new I Ready Math and she was trying to get day three kids to do turn and talk. And so, she was trying to say, "Okay, you're partnered up. One person's number one, one person's number two." She was a little nervous about it, but she did. It was amazing. I was like, "I wish I
041could have videotaped that." Like, it was so good. And so really making sure that they know that what they're doing is great and that if they have any issues, we're here to support. So next steps for us um everything we do should be through the lens of continuous improvement. And for continuous improvement, this is from the department of ed here in South Carolina. Uh leadership is is imperative, our culture, our building capacity and effective instruction. And so if we look at that through continuous improvement that really is what our focus is for this year. So our next steps again for you all the data right now is embargo. So and um by September hopefully we will be able to at least share the uh information about on the on the left side about state assessments
042and school grades. We will be having the first uh iteration of our I Ready um diagn or not diagnostic universal screener. So we should be able to have that information soon. And then on the other side is the one that comes a little bit later and again it just depends. Typically it's November December uh for the newly identified. This is the year that because it's every 3 years this would be the year of the new identification for our CSI. Right now we currently have one CSI school. We have one priority. Priority will be no longer as a state. Um and then ATSI. Our five schools that are identified as ATSI schools are identified for the subgroup of special ed. And so really honing in and focusing not only on those five schools but all of
043our schools. Um because what we don't want is you come off and then you come back on or we have some of the schools off and then we get new ones on. And so the goal of this is not to just not to be on a list but build sustainability with best practices so that you stay off any state list. So that that's our goal and that's what we have. So >> did I hear you correctly when you said that the priority is coming off what what's the basis for that? It's this it's a it's actually a federal thing. So it's a state mandate here. Those are the priority, but every state has CSI priority. And so the priority piece, it's one of those that if you weren't on here, you'd be on another list,
044right? So typically the the school that is identified as priority, if they weren't priority, they probably would have been ATSI for um special ed. >> Okay. >> Right. So like the state looks at that. It's kind of like a little bit, you know, you're going to catch them somewhere kind of thing. So just >> to help you out a little bit, um, with priority schools or schools that are performing in the bottom 10% >> of all schools. So uh, it could possibly be where they do move, but it is a moving line. Okay? >> So being in the bottom 10%, it just depends on when they reclassify that data. >> Okay? And sometimes for certain designations it's annually, others it's a three-year designation. So even if you may do well on one year, if it's
045a three-year designation, you have to work towards moving out of that category. Um the ATSI as you was saying that is for a specific subgroup. >> Okay. So that in our case, it's our special education um population and CSI is overall um performance. And again, that's a three-year designation. So we do have the bottom that is working out of um getting that out of their designation list. >> Okay? >> And there will always be a bottom 5% and there will always be a bottom 10%. Right? >> Right. Because it's across the whole state. Um and so just you know that that that is a thing always there's always going to be so our goal is to assure that we are not and that we are performing at the very best that we can. >> Somebody
046always finishes the race >> letters and the uh new math standards is the expectation that that'll all be done by the end of 2526 school year or how long will that take? So, letters has been a 2-year every every district, every state does a little bit different, but letters is a it's a twobook uh series. So, from my understanding here is the first year is book one, letters book one, and then the second year is book two. Um it is I am letters I'm also letters trained and so we did ours a little bit different, but by the end of two years max, you you'll have all of the letters. Now that is that is the professional learning that is the theory of the science of reading. It it does some some implementation through the
047professional learning but then it will be our job as a district to help schools get it to the ground. So what does it look like? So if I took uh one of the units on oral language, right? So I'm learning about what oral language is, what it would look like, sound like, and feel like in a classroom. and now how do I plan for teaching oral language in my classroom? So part of that is also then looking at the resources our teachers have to assure that if we're asking you to teach this that you have the resources to be able to do that and from from what I know right now we're we're in alignment. I just need to be able to be here a little longer to kind of dig into that a little
048bit. >> When did that 2-year period start? Just started this year. So the first set of schools, the first four schools have completed theirs, >> right? And then the second one >> uh just started one one book and they're in their second year of the second book. Is that right? >> So a few years ago we had schools um identified as Palmetto priority schools and they were required to take the letters um the letters um I guess curriculum um because of their designation as a priority school and those schools have completed that. they completed that two years ago. So, our remaining schools we um were um we um opted not to start at a certain point. So, we started LA this past school year. So, the remaining schools that were not in the original cohort,
049so to speak, are in their second year of letters this year. So, they'll be completed by the end of this coming school year. >> Great. And how about the math? math will be ongoing because even though we have new standards, it's something that we're going to have to continuously um keep refining and grooming to make sure that we are effectively meeting the mass standards. And I just want to take this opportunity to say that we teach standards, not programs or curriculum because the standards are what we're assessed by, not the programs that we have. We've adopted several different math curriculums, but that's not um solely what we're teaching. We're teaching standards as well. So the standards will be there until the state revise or adopts new standards. But the curriculum um that will be up
050to I guess the the whomever to decide whether or not the process um or the review process for the current curriculum is time for us to um vote on another one. So the curriculum that we have usually they're in place um for 5 years or so before a new one is actually um adopted or voted on by um districts. >> Okay. Thank you. Any other question? Miss Forest, Mr. Con, thank you guys very much. When I received this today and I started looking at over it, I was looking forward to getting your presentation tonight. So, thank you very much for helping me understand all of what's involved. You're >> welcome. >> Thank you. >> Next, Miss Keebler will present the following policies review and revision. Policy JF, student rights and responsibility. Uh file J I
051C D A- E student code of conduct policy J I CF AAA harassment intimidation or bullying file J I C F AAA E harassment intimidation or bullying administrative rule JE D-R student absence and excuses Miss Keebler >> good afternoon once again those were a lot of letters Yes. >> On today's agenda are two policies, two exhibits, and one administrative rule. Uh these are listed on the agenda for review and revision based on current changes to GCSD's procedures for bullying and anti- vaping and revisions to attendance by the um passed by the state legislature earlier this year. Also um in the policy JF student rights and responsibilities I noted that when we passed our personal electronic communications device policy last year there were a few revisions that were also needed in this policy. So that's what
052I'm going to look at. So I am going to start with policy JF students rights and responsibilities. The again the two areas in this policy that I looked at specifically were tobacco and uh electronic devices. And so if you scroll through the policy, I tried to uh what what I'm taking out has does have a strike through through it. But what I did to make it easier, what I'm adding, proposing that we add in, I did highlight in yellow just because for me at least it the strikethroughs and the underlines tend to get hard to see when you're looking at them on a device. So that's the reason that I highlighted on here. So if you look first at the section here, um Dr. Guileles presented previously on vaping. And as I reviewed what she
053shared with you guys last week, I noticed that the the specific consequences and restorative practices for a student who's caught in possession and use of a vape would did not jive or did not line up with what was written in this in this policy JF. So I've taken out specifically the part um that students who are in possession may be assessed a fine by the school resource officer. um they could participate in different programs, they could be assigned community service because again that is not what we have um put into our procedures. And so what I did notate that students who violate the district's tobacco products policy will be subject to disciplinary action including suspension from school or re recommendation for expulsion. It goes more in depth in one of the exhibits that we're going
054to look into in just a few minutes as to the specifics. I just wanted to make sure that we didn't have one thing in our code of conduct and another thing in this policy on student rights and responsibilities. And then when I was correcting this, I noticed that again it called it electronic communication devices, but because the state has asked that we call it personal electronic communication devices, I think it's important that we add that word in. Um, this as you read this, you're going to notice almost the policy shows its age with the words that were in there because when it references electronic communication devices, the one thing it points out is pagers. And I don't know how many people I don't even know if our students know what a pager is today. So,
055I kind of took out the definition that's in there and replaced it with the definition that's in our personal electronic communication device policy because we did define what a personal electronic communication device is in our policy. So, again, what we put in that policy also needs to be reflected in students rights and responsibilities. Um, and then this policy used to read that the personal that the electronic communication device could be confiscated by law enforcement and that is not the way that our policy reads. The the device can be confiscated by school administration. So, I just want to make sure that again we're in alignment with what we're saying in one policy and in this policy. And again, you see where I added in confiscated and the personal electronic, you know, change it to personal electronic
056communication device rather than just electronic communication device. So, were there any questions about any of those proposed revisions? >> Couple of comments. Um, as I was reading through all of this, I kind of whole policy and I noticed that plagiarism, which we haven't discussed, but that that's mentioned, but it's not included in the code of conduct, and I thought maybe we needed to add that specifically in the code of conduct. Please, >> let us review that. um because I think it is noted in a certain area of it but I'll bring we'll bring that back before you. >> Okay. >> Miss Miss Kibler is focusing for this aspect on the vaping bullying and personal electronic communication devices. But we'll bring that back before you. >> So one other thing the personal electronic devices. >> Mhm.
057Uh it seems like we can talk about that when we get to code of conduct, but it looks like we have it in two places that kind of read similar. One is a level one offense and the other is a level two. And we might want to just strike the level one mention of that. I don't I couldn't see what a distinction would be between those two wordings. >> Okay. And then um well when we get to when we get to the code of conduct um we can talk about that that needs to be updated to so um I think the phone confiscation procedure because it's not mentioned in in the code of conduct at all. Yeah. I mean, it's a brand new procedure, but we haven't changed the code of conduct description to outline
058it. >> Okay. Just making notes. All right. So, any other questions on JF? Ju just briefly uh my recollection was that when discussing the updated vape anti-aping policy that one of the pathways was a requirement to uh go through some sort of counseling I believe if if I'm not mistaken >> it doesn't appear that we've mentioned that in the policy itself but I I don't know if we need to as a potential >> course of action or if it's sufficient just to say, "Here's what happens." >> So, it's included in the code of conduct as an intervention, as a restorative practice. I can add it into this to say students who violate the district's tobacco products policy will be subject to uh I'm trying to think restorative because some of it is if it if
059it's a level one if it's a first time violation it's they have to uh participate in some s restorative practice modules >> and and this might be sufficient the the only reason I'm questioning it is because as I recall call a refusal to engage in that process is an automatic recommendation for expulsion as I recall. >> Yes. >> And so if we are making that part of the restorative practice to stay enrolled. >> Okay. >> Um I'm just I'm and again I'm not saying we ought to or not. I'm I'm just simply questioning whether or not it's sufficient there and not in the actual policy itself. So, it might be beneficial to go in and say, "Violate the district's tobacco products policy will be subject to uh completion of restorative practices and disciplinary action." >>
060That I think that would that would solve my concern about it. >> Just make it more clear. The only thing I would say is because um they can opt out and automatically go to a recommendation of for expulsion, we don't want to lock ourselves into that. But as written, as Miss Kibler is explaining it, that gives us that um >> versatility and and and perhaps if we're looking at the referral to that process as part of the disciplinary action, then that might be sufficient. >> Okay. Uh, I'm I'm again I'm just what I what I don't want to have happen is somebody come in and say, "Ah, but you didn't tell me here in the policy that this is a potential. It's in the code of conduct, but it's not in the the the policy
061itself. I I I want to make sure that we're all operating on the same sheet of music, so to speak." >> So, the restorative practices, they can't uh the modules, the option to opt out is not in there for those. The opt out is for the counseling. >> Okay. >> The opt out is for the counseling. >> Okay. >> So, if I'm if I'm understanding correctly, Miss Kibler, I think we can bring back in that last sentence where it says students who violate the district's tobacco products policy. That sentence where it says including and I see the strike through of the assignment of detention. Right. >> We may be able to say suspension recommendation for expulsion and then include the interventions. >> Okay. >> Not the specific interventions but say >> and you can say
062and may include interventions to give the opportunity to >> right that way we don't have the specific intervention itself but we can say from school or and or interventions as defined as listed. So I would be and we may want to also consider separating the interventions from the discipline action because we did try when we emailed our parents to say that we were going to do some interventions that weren't necessarily disciplinary that we were trying to look at it from all sides. So I think we need to make sure that they understand that the modules are not necessarily punishment but they are there as an intervention to help with the um vaping cessation. Right. >> Yeah, I think that's right. [Music] >> Any other questions or comments on that one? >> All right. As you
063are aware from Dr. Gaus's previous presentation on vaping, we have implemented specific consequences and restorative practices that I just mentioned if a student is caught in possession or use of a vape. So, as a result, file JICDA-E, student code of conduct, does need to be updated to reflect these changes. So, if you look at that exhibit, and it's pretty far in there, actually, it's in level two that I'm going to start. And again, I highlighted it in yellow, so you can just keep scrolling until you see the yellow. Page >> 10. That helps. It >> looks like it's page 10. Mhm. When the committee met, one of the things that we talked about was we didn't want it the code of conduct to just read possession. We also wanted it to read use. So that
064is why or use was added into the first column. The second column is your interventions. And so based on the guidelines that were provided to you at the previous meeting as well as to our schools, um we did not in those guidelines mention a behavior contract. So I took that out and then I did put and these are not you don't have to do all of these interventions. These are possible interventions. So I listed all of the possible interventions. So you can see the referral to the school counselor is there. Referral to a cessation program is there. The probation agreement is there. Um the restorative practice modules are there. Dr. Vine has done a really good job of providing the schools with the restorative mod modules that need to be completed at the middle school
065level and at the high school level. And they're not the same modules. The modules are level specific. thinking of the mindset, the maturity, and the age of the students that are working through these modules. But all of the modules are guided with the emphasis of making healthy choices, making choices that are beneficial to your life, understanding the health harm and stuff like that that does come from vaping. And then in the third column, which is your disciplinary action, uh inschool suspension was not the option. So if you remember the first option was first time offense was 3 days out. So you notice in parenthesis beside out of school suspension I put three or 5 days because the second consequence was 5 days. Parent conference was one of the was included as one of the consequences
066and then u recommendation for expulsion was also included. So then going on down from this page because I added some interventions in, I had to include explanations for those interventions. Referral to cessation program. Um, and this is a referral made to a student and their parent to a vape free intervention program or a tobacco cessation program because this again, if you look at the wording of the offense, it's not just for vaping, it's for tobacco products. Um, so I didn't want to say referral to a cessation program just for vaping. And that those referral programs, Dr. Giles, Dr. and the team of um people that met on this vaping committee have come up with a list of local people willing to help support anti-aping and cessation programs, but there are also programs that students can
067do and families can do online together. I looked at a fiveweek program. I looked at one that's done through like Instagram and it's it's more about chatting, trying to get students to have conversations and that kind of stuff. And then the other intervention that I included was the restorative practice modules. And I called them restorative practice modules because honestly that's what they're called within the programs that we've looked at. And they are self-paced mod module videos that look at the consequences of vaping that look at the consequences of ecigarettes. And they don't just look at your physical health, but they look at the impacts on mental health and overall well-being. And again, they're self-paced. They're 20 minutes 20 22 minutes each and so it is something that students can do. So those are the changes
068that I have made to the student code of conduct based on the vaping presentation. Are there any questions or comments on this? >> I just like to comment uh Mr. going to be does that not address your concern far as uh rather than it putting it in the responsibility students rights and responsibility I thought it fit better far as for the student code of conduct and your concern >> generally yes I think what my concern was is there if somebody pointing to the policy and saying well you're acting outside of the policy by in requiring certain things in the code of conduct and I I I was hoping to be more consistent between the two not because the omission of one to the neglect of the other. It it was more just making sure that
069it's clear, understandable that if you do this, these are the things that you're going to have to deal with and it could include but may not necessarily include. >> Okay. >> Thank anybody else. >> Okay. >> I have a suggestion. Mhm. >> Um, as I read through the code of conduct and this change on tobacco, I noticed I took a look at fighting, which is a separate issue, but the consequences for fighting are less than vaping. And I think fighting, if anything, is as serious or more serious than vaping. So, I like the changes for the for the vaping where we've eliminated the inschool suspension and it's a lot more teeth to it. I would suggest we look at having those same consequences for fighting. >> Okay. So, with with that, allow us to bring
070that back for more information for you. But I would say that with fighting, there's a lot more subjectivity to determining fights um versus possession of a vape or use of a vape is more concrete. So um again, let us bring back an explanation of why it's like that. And the second piece to fighting is that it could be upgraded um I'm trying to find it to a physical assault or physical abuse. So, it's variances of fighting. Um, and that's one of the things we've been working with our administrators on being able to ter to determine if it's a hit, kick, push, if it is a true fight, or if it even is a physical assault. So, that it's more variances. So, that why that's why you may see differences in the levels. Again, whereas vaping,
071>> you have it or you don't. and the only um chance of it being upgraded is if it has an illegal substance within it. But again, I allow us to look at it a little closer and we can bring that before you in a more of a concrete answer. >> That's right. Thank you. >> And we did talk about that last year that everybody used a different word for what happened from one school to the next school or from one incident to the next incident. And that was one of the things that we were to work with this year. So I appreciate that because we sometimes couldn't tell what that actually was by the way it was explained. So I appreciate that. Yes, ma'am. While we're on the subject, I think too is to make
072a distinction between someone who actually starts a fight, a real assault, and someone who is defending himself or herself from that assault. because it seems like in the past both got docked and the person that's fighting in self-defense I think in my mind should not be punished if somebody else has perpetrated an assault on them. Yeah, let us let us bring back a little more clarity and understanding that um there are um rules that law enforcement goes by in determining their piece of things and also with us a lot of times you never see and the students will tell you you didn't see what happened first, right? >> So an administrator or even a staff member being able to determine first, second, third, whatever. but it's also understanding of what self-defense, what the legal definition
073is and what we go by. So again, we'll include that in all of a more of a um presentation and understanding um physical abuse or physical assault and focus I guess try to focus more on the three things that Miss Kibler has for this one. >> Okay. >> Yeah. Um this is all good feedback that we need. >> Yeah, I'm I'm making notes. I just wanted to make sure that u and I appreciate your feedback. Again, I was bringing these before you because they are things we worked on this summer and we've put these out there and said these are the these are the procedures we're going to follow and I want to make sure that we have the policies to back up those pro procedures that all of our students have been hearing over
074the last 3 days. >> Right. So then the next one that I have um while reviewing our current practices with um har when harassment, intimidation or bullying are reported, we noted a re need for uh revisions to the form used for reporting. That form is the first point of contact or the first point of an investigation. and it's what we tend to look at and that's actually exhibit IJFA. But one of the things that we also over the last couple of years as a district have been doing is we have been taking the exhibits out of policy because we're finding that revisions are needed often. And so what I am recommending is that we take the current form ICF IC I J I CF AA- E completely out of polic out of the policy manual.
075We're not we're we're still going to have a form and we have created a draft form which I thought I had up here. Um, we have created a draft form which I will share with you that has a lot more questions in it than this form had in it. This form basically just was the name of the student who's making the report, the parents name, the school's name, the date, tell us what happened, did anybody witness it, and sign it. Now, reports for intimidation, harassment, and bullying can be made anonymously using the Stop it app or through or or a student can make an anonymous report using this form, the form that we're going to provide. But the recommendation is is that as we see how the form gets used, if there revisions to it,
076it's easier to to make those revisions, share the revisions with you, but let it not be an exhibit in policy. If we remove this form from the policy manual, then that means in JIC FAA, the actual policy where it says using the attached form, we would need to take that out of the policy because there would not be an attached form. If you'll give me just a moment, I'm going to attempt to pull up the form. just so that you can see it. All right. And I'll also share while while she's doing that, you'll see a a difference in the two forms. The original form really just started a paper trail. It really did not provide factf finding information to start a true investigation. Whereas this form, as Miss Kibler said, it has more questions
077and we can really determine what needs to happen next to ensure that all students are kept safe to the best of our abilities. So this was the original form and then we as a committee took it and we looked at, you know, who's making the complaint. Again, if it's a student, it can be submitted anonymously. What school, what grade, who are the alleged victims, who, you know, who's who are the perpetrators, when is it happening? Um, tell us some locations, tell us about what's happening, describe what's happening to us. um are is there anybody else that has knowledge of this? Not necessarily that was a witness, but who has knowledge of this? And then we ask, are there witnesses to it? You know, have you talked to somebody about it? Is somebody telling you about
078it? Um and then we we do ask for a signature unless it is a student making a an anonymous um complaint. But included on the form is also who's receiving the complaint and when did they receive it and then documentation of the followup to the complaint. So that if it comes back and says a complaint was made, we can find out when when was that complaint followed up with? When was the conversation had to determine if it was bullying or if this was the first time. The other thing is we have a we have documentation. If it's the first time an incident happens and then you report it again, we've got documentation of that first report. We've got the followup to that first report and we can continue with our investigation. So just trying to
079create a form to me that's more user friendly for whomever is looking into it, but also user friendly as you have to bring more people in. So again my recommendation would be that we take the form the exhibit out of the board policy manual and in doing so that would also mean removing those those for you know those couple of words from the actual policy using the attached form. This form would be available on the GCSD website in the same location that you go to find information about the stop it app as well as in all um in all of our schools. Any questions about those recommendations? >> Christie, I have a just a question. How are How are students um being told about this policy that there is a form that they can fill
080out and turn it into administration? How are we marketing this to our students? So, up until, I'll be honest, up until this time, you just had to know as an administrator, you knew that the form was in policy and that you when a student came to make a report, you asked them to fill out the form. Or if a parent came to make a report, you asked them to fill out the form. >> Gotcha. If if these revisions are approved within the next month, then my hope would be that we publicize it from the district's level that we let it be known out there. Um I am hoping to add, you know, I I would like to add something specific to the website that if you type in bullying, it's going to bring up the
081procedures that you would follow if you feel like that's happening. It also I would like to publicize that the stop it app which I think is important and we do advertise the stop it app a couple of times a year but I want people to know if you're not comfortable using the stop it app you don't want to use the app on your phone there is a paper option to do this is where that paper needs to go but also you know I think when we talk to administrators if a parent comes in and says to the front office that they're complaining you know they have a complaint about bullying the front office staff needs to have that form available ailable to hand to them to fill it out. So again, that is the process
082of getting it out there, but I want to make sure right now we have a different form and policy than the one that I'm recommending that we we move to. And just just to add to that, um if you're speaking more, how are we letting our students know about um not just the apps, but the entire piece of bullying that's coming through our class meetings, our advisory programs during these first few days of school, um through our guidance or our school counseling classes, our daily expectations, but all of that is incorporated into our social emotional learning and our prevention. So the the the piece that Miss Kibler is highlighting is the form itself, but making students aware of all of this will not only be through social media, but it is through face-to-face interactions >>
083and expectations daily for our students. >> Thank you. >> How all of our schools have been they have many of them have already started having those class meetings and even down at the elementary level, it's something that's being incorporated into their guidance lessons. That was my question. A lot of this happens at an elementary level >> and this seems awfully complex uh for an elementary type kid to understand and to be inqual cuz I've been through this myself with my grandson. So, I think sometimes as we're looking at all these forms and follow-ups and stuff like that that from preK up to the fourth grade or the fifth grade, it seems kind of daunting and complex when you're looking at all of this and and and you're, you know, putting a child asking them all
084these questions and they're afraid to start with >> and I think you have to use you have to use judgment and discretion. like I'm not going to ask a prek student to fill this form out, but I may fill out on their behalf the information that they tell me as they're sharing. >> And so I think it's it's not I'm not going to say, you know, here's a pen and here's a piece of paper. Fill it out. >> That part I I part at what point >> when a child comes to the teacher does the teacher make the the the call to the parent and that all interchange starts. how how you know does the teacher immediately call the parent and say your child has been uh has said that they're being bullied here. So
085the reporting form if if you go back to my presentation on at last board meeting, the reporting form will then or the report allegation um will be made to our administrators and the administrator is responsible for the investigation regardless of age level. If it's prek um that is the importance of what we did with adding steps to ensure nothing is missed um followup. So really, this form gives us a template of next year. >> I understand the form, but I'm just wondering when the parent is involved. >> The parent becomes involved. Um, Miss Kilbra, I bet you can't pull it up. Um, but in my last presentation, I have it here. Um when the initial allegation of bullying is made, the principal or team designated takes steps to assess the immediate need. So if it
086is a safety plan that needs to be determined, that is done immediately by by the administrator. Next steps include taking immediate action again, gathering the initial information. And in all of that, we have the indication that you are following up and notifying in every step. You'll see where it says document family contact. Notify the parents, guardians of both the alleged victim and the accused as appropriate. Um again within each step you'll see that it is reminders for our administrators. Notify the parent, follow up with the parent, not just notify but notify and follow up. Miss Keepler, is there is there any sense of the continuity between reporting using the Stop it app as opposed to the form whether they access it from the district website or get it physically in the one of the schools.
087It what's the continuity between this? Is there any difference between the reporting using one method as opposed to another? >> I don't think there will be a difference. Um, when I put the form on the when I put the form on the website, it's going you're going to be able to type in your answers on the website, it will be an accessible document on the website and then you can download it and email it. And I'm going, you know, there's there's going to be ways that you can email it specifically to that principal. My plan is to to list the emails for the different principles so that you can see them and you can send the form right to them. Um, I've been looking at ways that, you know, through our website, you can click
088on the name of the school and then you can, you know, I was going to put directions for how you attach the document and that kind of stuff just for ease of emailing it. Um, as long or you'll have the ability to download and print it. You can print it off and fill it out. I'm trying to to to remove all the barriers that I can think of to make sure that, you know, I'm I'm going to have it to where it'll read it to you. So, if you want if you need it read to you so that you can then type in the answers, then you're going to be able to do that so that you know and when you get to a word when it's it's an accessible document. So, when you get
089to a word you don't know, it's going to define that word for you. So, I'm I'm trying to put in anything that I can think of that might be a barrier to completing the form, to submitting the form, but honestly, I don't see it being online or being in paper. It's more going to be comfort. If you're doing it anonymously, you're going to probably potentially want to put it in an envelope and drop it at the front office. Um, I can tell you from my experience, um, students didn't mind me as an administrator knowing, >> but they did not want to they did not want their name to go on a form because they felt like writing their name on the form would then allow other people to know it. So sometimes anonymous. Honestly, I'm
090trying to look at every barrier, every scenario that I can think of to make sure that we have access to the form, that we have help completing the form. I I've got a draft of the page for the website created. And one of the things is I say if you need assistance completing the form, contact the guidance counsel or the administrator at your school. >> And I Right. >> I think all of that is great. And I think the easier we make it to report, the better it's going to be. But I I guess really more my question is, is there a different set of information or data that's going to be provided through using the app as opposed to what's going to be reported on the form? Is it basically the same information, same
091process, everything? >> The information is very similar. Um the the app of course you can't really document the followup to it but the app asks very similar questions that the followup is more on the administrators the next step policy. Yes. And much of this um the form to be honest much is the much of this is needed for our record keeping. Um a parent, a student can it can be a telephone call, a text, a face-to-face conversation, an email or writing, um a verbal indication, a oral report, but it just triggers us to begin the these steps. make sure that >> that's I don't want anyone to think um even those listening that we are saying you have to have a form >> please call us um today we I think we made we had
092a call come in and and again that just initiated us to start our investigative information but we are not locked in >> this form grandparents out there that are raising children sometimes this gets get a little overwhelming with all of this >> stuff that gets, you know, oh, I got to fill out a form, I got to do this. I just need to talk to somebody about a problem, >> right? And once once they talk to us or talk to the school administrator, >> it it's more on us at that point to have these steps >> that that's what I'm trying to get out because all this app stuff, you got someone that's I don't want to my age or something that is raising a grandchild and you're saying, "Oh, just get on your app
093and do all this and" and they're saying, "Are you kidding me?" >> Right? >> You know, >> right? >> I think the form is a good guide. like if you called me to report it. It's also a good guide for me to make sure that I am >> know right is that you don't have to do all this that you can call somebody to initiate it. >> Mhm. >> You know, >> that's the piece that I think needs to be inserted. Just looking at the wording, if we encourage to file a complaint, using the attached form was at least a next step. But if it just says file a complaint, the question is, well, how do I do that? >> So maybe by contacting an administrator or a teacher. >> Yeah. >> And then then
094we can take it from there. But I think it needs a next step. >> Okay. >> I really do. I think that's kind of daunting, you know, to some people and I feel like that that would be, you know, contact the administrator and fill or and or fill out a form, you know what I mean? And then the administrator can initiate the form filling out. >> I think that's more honestly, I think the filling out the form is a tracking system and a reminder to the school >> and I think that's important. If a someone wants to fill that out and drop it there, that's that's fine, too. >> And and our young people are very much attuned to that, right? >> But if someone called you as an administrator, you're going to have a
095tracking system, too, >> right? >> And if you don't have that tracking system in the middle of 9 million things you do during the day, that's where the responsibility. And I think honestly we've done a really good job with saying here we're going to be responsible for the followup. We're going to, you know, contact the parents and it's a school district followup. Right. >> I I I see that as >> both a parent, but you can't just call and complain and not be willing to help share the information and the school can't just write it down as a one-time incident >> and not do the things on that particular documentation. So, I think that's a both sides of the coin. >> Yeah. >> Miss Keeper. Yeah, I was just >> we're taking good notes to
096be able to bring this back to you. >> I see writing. >> Okay. >> And I'll reshare that that presentation from the last board meeting, but you'll be able to see where how reporting can be done outside of just the form. >> And and I'll add in a sentence. Any student who feels he she has been subject to harassment, intimidation, or bullying is encouraged to file a complaint. Period. complaints baby made using one of the following methods and I'll list methods. >> I think that's that's yeah >> that sounds great and all the work that you were putting into the form making it as simple as you are making it uh sounds excellent as well. >> So thank you very much >> and Keith I think the message that parents need to know is our
097administration or our board is taking bullying very serious no matter how it's reported. That's And going back to what I was sharing with you earlier, I think that's part of us publicizing it and us talking about it. And you know, if we we may decide that a parent letter is need needs to go home explaining all of this, which I'm more than happy to work on and and and send out um as we go through this process. >> I know this is a separate subject, but um at a later time, I'd like to know what we're doing as far as prevention. We'll bring back the entire presentation, but it it I wish you could uh Is there any way you can find last board meeting? >> I thought I had it, but it the one
098that is not this one. Well, I mean, we got to go on with this presentation. I don't want to delay you in this, >> but you we'll we'll reshare it with you all, but it again, it does highlight the the programs that we're using such as Quaver, Ready, Satchel, Pulse, um the social emotional learning programs that are being used within our counseling um departments as well as daily expectations through positive behavior interventions. Um PBIS specifically is a brand as well as capturing kids hearts. Um class meetings, advisory program meetings, and not to mention um staff this week or this past week there was training um for our staff members to understand what bullying looks like, not just by students by but by adults as well. So all of this is built into many of the
099training programs we had this past week and it will be ongoing for our students um starting um this past Friday and ongoing throughout the year. >> Okay. And we we can access going back into the >> if you go back into classroom, you can go back to left. >> I'll refresh it and you can you can do that also. Um, as long as we're on the code of conduct, just another observation that I find confusing and there may be an explanation, but for instance, arson, it's a third level offense, but it says out of school uh sep uh suspension for 5 to 10 days. Beneath that, it has with an asterisk recommended expulsion and then it says mandatory. So, >> so it why >> what the asterric means is that it is a mandatory recommendation
100for expulsion. You will see the hearing off or you will appear before our hearing officer the 5 to 10 days um that is to know that you are suspended during that time or during the pendency of your hearing. So you have to have both technically um before being able to go before the hearing officer. If not, then it it will have the appearance that um I can go to school until my hearing date before the officer. Could we maybe explain that like you just explained it that it's mandatory expulsion but while waiting for whatever it's out of school suspension during that time >> just a second pulling it up. Pulling it up. >> I don't know if you're expelled. I guess you're out of school. >> So it should be in the um >> for
101the hearing officer. It should explain >> officer decides >> where the asterric is, but I'll review that to and and give you >> Yeah. I just find it confusing. That's all. >> Yes, sir. >> So, if you did this >> right, >> you know, you automatically get the out of school suspension, but in that out of school suspension, you are recommended for expulsion. So, within those 10 days, you have to go before the hearing officer, >> right? And then they will the hearing officer will hear all the sides and all that and then either >> oh you don't in other words it's saying you don't have a choice >> to go before the hearing officer. >> Yeah. >> No you have to go before the hearing officer in these instances. Yes. >> The aster means
102mandatory >> process issue. >> Yes. That's >> right. That's one part of it. >> Okay. The last policy that I have tonight is administrative rule Jed-R student absences and excuses. State law was passed earlier this year which required the addition of one more lawful absence. So again, if you scroll down the policy highlighted in yellow, you will see that I added another an additional bullet which says the student is participating in certain career and technical student organization experiences to include but not limited to scheduled events of state level future farmers of America FFA, the national FFA and 4 programs. That is the exact wording that we were told needed to be added to our policies. And that is the only revision to this policy at that time. Any questions about that one. >> All right,
103those are my policies. >> Thank you, Mr. Camp. >> Thank you. Thank you. >> Thank you very much. >> We will now move to our action items. First is the personnel list presented by Mr. Kuculu Jr. Do I have a motion to approve the personnel list as presented? Second. >> Any discussion? All in favor, please say I. >> I. >> Any opposers? Motion carry. >> Next, we have our athletic capital project update, Carver Bay, presented by Dr. Gaus. >> Thank you, Mr. Moore, members of the board. Um, briefly, the Carvis Bay Athletic Entrance Capital Project at again at Carvis Bay was approved in July of 2023. And so, this is just kind of bringing it back together for everyone. This was a one-time transfer from the reserve fund to cover the cost of building an
104athletic entrance. Since that time, we've had several changes in administration and leadership at the district level as well as the school level. And that has led to a change in the vision for the originally approved a uh athletic entrance. So, the steps that have already been taken are still valuable. They're at the point where the scope of work and overall vision can be adjusted. However, so what I'm asking this evening, this evening, I apologize, is that the board approve the change from an athletic entrance project to an athletic project to allow for the need and vision of the stakeholders. That gives a little bit more flexibility and being able to design the scope of the work. And it will not we're not asking for a change in the funding of what was already put into
105capital projects which was 1 million $39. But we're just asking that the scope of the work be changed. So that and that would mean the title or the the the heading of the work be changed from athletic entrance to athletic project. this this project would still include the the locker room aspect and the issues relating to the baseball field as well. >> So what I so what I've learned after um I've spent much time into this what we have learned is that parts of what was being asked are already allotted in the capital project. Okay. So, what what I'd like to do is after reviewing that again with our team, bring forth the entire capital project 5-year plan that was created as a review and to understand where the lockers and things like that would
106fall under and what the capital project itself would entail um to address again the safety issue. the baseball piece is separate from this. Okay, that that is again what I deemed or what we deemed as a separate safety issue um that we will need to address athletically. But the actual capital project is to cover the scope of the work um based on the need and the vision. >> So, uh Dr. Guys, do we know uh what some of those needs are that we'll be altering to like wait room? Uh >> so the wait room is already accounted for. That's separate. Um this is looking more towards how does an entrance maybe look? Does that mean um refreshing the concession stand area? If you actually saw the entrance to Carverage Bay, you would see that it
107bottlenecks with the concession stand and the entrance, it may need to be rerouted. Um, the actual uh I won't say football house, but the fieldhouse because it could be an athletic fieldhouse does need upgrades. Um, it's a 25year-old facility. So there are things that could encompass or fall under the heading of athletic project where we won't be confined to just an entrance. >> Right. Okay. >> Well, my concern is since it was initiated in 23, the cost to this is probably considerably increased from the initiation. So at that point, do we have a cost projected cost increase on what it's going to take? >> That's right. >> To, you know, as from 2023, the capital outlay there >> as verse probably looking at another year down the road, there should be a major change in
108that outlay. Well, you really can't say definitely what cost change is going to be if we don't know what the actual project is going to be. But we do know there was 1 million in and that was allotted and we will need to work within that scope of approval. If it is a huge change, I promise we will bring that back before you without um moving forward with anything else. But right now we're working within the scope of understanding there's a approximately a million dollars to work with. >> Okay. So you would have to come back to us for >> Yes, ma'am. >> If if that were the case for something beyond the scope where we are right now. >> Well, I just find it troublesome that we started in 23 and here we are
109sitting in 25. >> Yes, ma'am. I can only >> have not made a whole lot of progress. I can only account at the fact that we've had some changes in administration and leadership in several roles and um that would be for me specifically that would be the end of September to this present time. Well, I just find it hard that the leadership would have we had the concept and and I wasn't here so I don't know that that would have been something that would have been initiated back then and that all of this would have been approved back then regardless of who the leadership is, right? These projects were to be implemented and regardless of who's in leadership. If I didn't I don't see how that would affect our progress on making the changes. >>
110I can I I do have a timeline started and I'll share that with the board of what has been happening, what has happened and what the next steps will be pending a recommendation of approval um of moving the project to a athletic project. >> Can I make a motion? I got any other comments or question and just for the record, Dr. Goss has certainly been communicating with me in regards to this project here and unfortunately we are where we are, but nevertheless, we're looking forward uh to moving forward uh with the discussion Dr. G and I have been having. Uh do I have a motion to approve the recommended revision to the athletic project at Carver's Bay as presented? >> So moved. >> Second. Any discussion? All in favor, please say I. I. >> I.
111>> Any opposers? Thank you very much. The motion carried. Okay. Next, uh the safety committee update uh presented by Mr. Robert Cox at our last board meeting. Mr. Cox shared the safety committee's report. Do I have a motion to approve the safety committee report as presented? >> So, moved. >> Second. >> Any discussions? >> I've got a discussion. >> Yes, ma'am. or I just have a question. Okay, so are we approve I'm just confused and that could just be my brain. Um, are we approving that they submitted the minutes? I mean, this is their findings or are we approving every recommendation? >> I'm going to ask you to hold that for a second and we'll get down to your concern. Okay. >> Okay. >> Any other discussion? >> That was my question. >> Okay, >>
112that's a question. >> Okay. All in favor, please say I. >> I. >> Okay, let me start over again. So, we're going to get to the uh question part of this discussion, but uh right now I'm just trying to approve the motion to accept the report that was presented. >> Okay, that that was my question. Are we report? Yes, we're just accepting the report. Okay. All right. >> Uh any other discussion or question? All in favor, please say I. I. >> Any opposers? Thank you very much. The motion carry. Okay, Miss Kathy, do as a reminder, the recommendations included in the safety committee reports were future school events such as tailgating, uh, school radio systems, first responder radio system, clear bag, clear back backpack and thermos policy, bathroom monitoring policy improvements, and anti- vaping initiative.
113Please note that this this that this most of the recommendations are already in progress by Dr. Gos and her team. While working on these projects, are there any other that you want her to begin addressing? I now open the floor for discussions. >> Okay, I I can continue. Um there's just two things on here that I have concerns about that I think we need to discuss. Um clearly the tailgating. >> Yes. Um, we've got a lot of concern in our community that we're ending that and I didn't think that there was any any discussion anywhere that we were going to cancel homecoming. >> Exactly. >> Right. And those sort of things. Um, I know some of the things that were addressed, we talked about that last um time that you know safety issues and noise
114and um illegal or I mean alcohol is not illegal, but on a school campus that's a different um animal. So that's a thing. Um, and I have some concerns about the clear backpack and thermos policy. >> I do as well. I think that, you know, one of the things that's concerned to me is that we have a substantial uh number of of uh lower income students. We've seen over a period of time that those backpacks are not very durable. Uh that would increase cost to those students. uh number one. And number two, one of the things that concerns me is that even if we instate uh institute a policy that we're going to have clear backpacks, I guarantee you we are not going to resend the policy that everybody gets uh has to go through
115metal detectors. So I think that it's problematic from that standpoint. There are a whole host of other issues. I think it could be in some ways viewed as uh being antithetical to our anti-bullying policy. Uh and I don't frankly see that it's going to make us safer in in that instance. Uh I would like to see some more data before we even consider uh moving in that direction. I know that I believe Carver's Bay has instituted at least in some of the schools in that area um a clear backpack policy. I'd like to see what data we have from that before we consider that as well. >> I misunderstood. >> I thought we were accepting the >> recommendations. Yes. >> But I didn't think we were implementing >> the things in the report. I think
116that was the question, Mr. Moore. >> Yes. Uh so the the implementation is going to be left with Dr. Gaus. >> So So just just a little clarity there. What we're what you all just voted on was to accept that the committee >> did what they were assigned to do which was to go have the meetings and bring back a report. So we have the report that was delivered very well by Mr. Cox in depth um by the entire team and what you just approved was to receive the report. So now what you're working towards is um the six 1 2 3 4 yeah six recommendations that were made um would be the the question is some of them for example we we had already moved forward with with the future after school events such
117as tailgating. You all charged me last meeting with going forth with next steps on that. So that was done. Our team has already started working on school radio systems and the f first responder radio systems responses. Um bathroom monitoring policy improvements. We we've put that forth and the anti-aping obviously we've put that forth. The only one that was kind of still left up in the air was clear backpack and thermos policy. So the question would be at this point or or the next motion Mr. more would be to direct me or to direct our team to bring back more information um data per se. If that is a direction you want to go in, if it is not a direction that the committee as a whole would like for us to undertake at this time,
118then that would one that would just remain as is and you could charge us to to look further into it further in the year. >> Yeah, Dr. house. I would also suggest that uh the principles of those two schools uh one being Walaw I think elementary and uh Carver's Bay High School. I would love to hear from the principles on why it was initiated and how it's going and what the negative and the positive is. We know what the positive is. It's a clear book bag. Stuff can't be concealed and hidden in a pocket. Well, but but the the problem is is that it's not going to apply to say cosmetic bags or say for instance that a student is going home with another parent. They they're divorced. They're carrying their clothing for the trip.
119>> You're going to have more exceptions that are going to subsume the rule. >> I don't see how that makes a difference from that standpoint, especially if we're going to continue the the metal detectors and the wanding. I understand the reasons behind the clear uh bottles because we've had people that have been hiding vapes and other things and and I understand that >> that I can I can be okay with. >> I think we are giving up way too much for the semblance of security. >> That's that's my concern. >> All right. And I will let you see from my observation. I watched a young man searching his back >> pack that got through >> the thing >> because the vapes don't necessarily set off alarms. >> Mhm. >> And so therefore, when you're walking
120through that gate, >> Mhm. >> it's easier for somebody to visualize and see that vape that will not be set off by an alarm. >> I understand that. you're giving up, say for instance, allowing a middle school girl's feminine hygiene products to be viewed by the entire school in exchange for that. And we have a policy up in a circle. >> But hold up. We have a we have a policy >> in place that says if you get caught with a vape, this is the consequence. >> Yeah, >> we have a policy that says if you have contraband, this is the consequence. I'm saying that if we're making a a concerted effort to say that we're taking bullying seriously, we don't place students in a position where they're going to potentially be bullied because of
121this clear backpack, which is not going to change the way they enter the schools. >> I'm saying at minimum, we need to take a step back and consider the consequences of that decision before we say yes, let's go directly to the implementation of Clear Back Act. >> Yeah. What I'd like to do, Dr. G, is really get these principles over here cuz there's thousands of schools across America that do clear book bags and they're not they're not all getting it wrong. The NFL is not getting it wrong. NBA's not getting it wrong and colleges aren't getting it wrong. They intact they they set these rules for clear book bags for a reason. So, uh I agree with a lot of what you say, but I think we just need to look at it more because
122schools that are doing it, they're not getting it wrong. They're doing it for a reason. The NFL is doing it, >> colleges are doing it. So there's a reason for clear >> and I'm happy to look at the data. I I I just think we haven't looked at the data. We haven't we need to look at the data. >> So if I'm under if I have the direction then then what we will do within the next few weeks or coming months is provide a complete um I won't say proposal but we will present the facts and information we've be been able to provide. I'll share it's on both sides. Um you will have some that even implemented and have now said >> it really did not do what we thought it was going to do
123and they went back. They retracted that and and again you have some that are continuing, some that have not continued. Um, so even just hearing from one or two schools versus 10 or 12 that aren't doing it, um, we're not necessarily going to get, um, reliable or or or valid data with the validity of it. So, it's just going to be a choice. But what we will do is present that information to you again in the next few weeks as we consider um approaching next school year and making sure we have all of the information needed to make a well-informed decision. >> And as far as cost, I think um Chairman Moore can can vouch that the Carver's Bay School has done something in order to raise money to buy some of the children you
124said that may not afford them. So that's another thing we need to look at is how can we, you know, make it a way where all students can get these if we go forward with it. >> And and we did that. I did that last year with the foster children. We, you know, did backpacks and we use clear backpacks for them because I have to use a clear backpack to go into a ball game. >> You have to have a clear backpack to go anywhere. >> Yeah. If I'm not mistaken, our football games, >> I have to have a clear >> We have a clear bag policy. But um just again just consider dur durability um of of going into but I'm I'm just giving information but what I'm saying is durability is one thing
125>> but there are other thing issues that say for instance say something happens in our uh that some type of something gets through >> we don't we don't check athletic bags they go into a separate part of the pool. They could have vapes or other contraband in that bag that is not being discovered. The clear backpack policy will not affect that scenario. >> You're right. >> What I'm saying is before we wholesale make a a decision on that, >> we need to make sure that we are considering all of the potential consequences to that decision. >> That's all I'm saying. >> Yeah. And I agree with that. But, you know, the going to a a football stadium is an apples to oranges analogy. It is not the same thing. You're there for a short period
126of time, a duration. You're not taking books, school, you know, uh, supplies, things of that nature that are constantly rubbing up against it that degrade the integrity of the backpack. You're talking about a 2 to three hour event that you put it back in your car and you leave. Those are not the same things. Okay. Certainly a necessary conversation and debate. Uh uh for myself, there's going to have to be decisions made not just by us as a board but as uh by parents because it might be a choice between uh doing everything that we can to ensure safety versus uh protecting personal things that you can perhaps be bullied by. So it's a lot um to consider. Uh the more I watch the news, I see more and more schools that are now going
127to clear book bags. Uh I wouldn't be surprised if it's not a state requirement in the next couple years or so. God forbid anything else happening to uh help determine that, >> but I I'm always going to be uh airing on the side of caution. Um so we look forward to getting more information from Dr. G for us to consider and continue this um conversation right here. >> Do do we need to move >> to direct Dr. G to do more investigation >> and I I I'll entertain as a motion to have Dr. G gather more information >> uh for us to consider a clear bag discussion. >> Yeah. And I'd like to hear the principles if you can invite them over in the next board meeting. >> Also check with other counties that have
128done this. >> Yeah. >> Be a comprehensive um report of all information. >> Can I get a second to that motion, please? >> A second. >> Any discussion? Any more discussion? All in favor, please say I. >> I. Thank you very much. Any other discussion in regards to our safety report? >> Did we make I I don't think we made any decision on tailgating, did we? >> That's the same kind of issue as we thought to clear backpacks, I think. Isn't it or not? actually that was presented last board meeting as guidelines um as part of my opening of school back to school initiatives and at that time you all provided information >> and based on the guidelines the next step was to have discussions um but there was at no time a determination or
129even a vote called >> correct >> for um a a cancellation or nonallowment of homecoming activities. That's That was my understanding. It was >> Well, while we on homecoming, excuse me, y'all, I'm going to be fine in a little while. Uh while we on the subject of homecoming between today and yesterday, I had 10 phone calls, text to my phone when I woke up this morning. And it's out there that the board does not want homecoming. Well, I told him that does not include me. I've been running behind homecoming since I was 5 years old. And I love the spirit that it brings to the to the schools and the community. And I would never go against it. Uh maybe there's some things that could be tweaked. Sure. But you don't just take away something
130like that. Uh and I know this board is not a part of that. So, the rumor that's out there, uh, even if it's coming from this building, it's not coming from this board that that we want to take away homecoming. >> And and I'd like to point out that Mr. Cox specifically last board meeting said, "We are not opposed to homecoming. We are not opposed to tailgating. We're trying to make sure that it's safe and and respectful and and and that it's being addressed in in in a way that's >> uh and I feel we ought to be doing everything we can to make it safe, but we going to make it happen. That's that's the most important thing. >> And I think a good respond to that calls or those type of call to
131let them know that's not true. >> Exactly. >> That's not true. Um and Dr. G, I'll ask you if you could just refresh that list that you gave us at the last meeting. send it to all the board members so we can once again put our eyes on it. And that is what's out there is not that homecoming is not going to be allowed on the campus or uh homecoming is going to be cancelled. That is not the truth. Uh we are looking to make it safer. Yes. And that's what we should do. Exactly. >> And I'll ask if you just refresh that, send it back to the board so we can once again put our eyes on it. >> Yes sir. And we'll we'll again start those start those conversations. If it's if it
132gets out of hand, we need to be able to be able to get it rained by end. You know, the organizers need to be able to >> I I took it as Mr. Cox and correct me if I'm wrong. The recommendation was to work with our partners at and law enforcement, whether it be the city or the county to make sure that those things are being taken care of. >> Right. So, the next Yes. The next steps are to now again meet with our community next steps and bring that back to you just as information. But again, it's not a call for a vote or at this time not on my behalf or ask of of of me. I I get the directive that we will now proceed with next steps as best we can.
133And if there is anything that um alters that direction or changes that direction, I will certainly let you all know that I need your um assistance. >> Yeah, let me say this. Um you know, there's been a lot of rumors and most of them Well, let me just just spit it out. So, since the last meeting, I sort of took my own poll and called some people that are on this board and also parents. And um I'm just going to read you some of the comments that all three people told me that was in common about last year's homecoming and tailgating. Number one, constant smell of marijuana. Number two, music with cursing of language that was foul and promoting violence. Now, both those things I just mentioned, we hold our students accountable to have good
134behavior and there's conduct when there's marijuana and there's cursing. Just read the code of conduct. It's in there. Number three, there were people at the tailgating whatever that brought in coolers with alcohol and liquor and beer to a point to where some people were totally intoxicated on our school grounds. Um, those were three common things from three different people. Now, if that's going on on our school grounds, at our tailgating, what sort of example are we setting for our children? Um, if we're going to hold our students accountable for good behavior, then we need to hold our adults that come to the alumni and the parents that come, we need to hold them to the same standard. We cannot have illegal drugs at our tailgating homecoming event. We need to monitor the music not only
135at a homecoming event. We need to monitor our music at basketball games. Every sporting event that plays music, if we're going to hold our kids responsible for a code of conduct, we need to hold these DJs accountable. And third, alcohol should never be brought on any parking lot school ground that Georgetown County School District and the taxpayers on. Those were three comments that I got and I'm just being honest from three different people over three phone calls. >> Totally agree. Totally agree. But uh I think we're here to try to >> correct >> deal with these problems. >> Yes. >> Just like what you did with safety. Make it better. That's what we're going to do. Make it better. >> And I think dialogue Dr. Giles uh with the the uh the lady who got
136up tonight. She wants dialogue and she wants this event to be safe and we want the alumni to have this event but and you know crowd control at events. A lot of the people that are doing these things may not be people that have bought it cuz I understand this is a great fundraiser for the football teams that it brings in a lot of money. You have to buy a ticket maybe is what I got out of one of the callers. So there could be people entering these alumni events that aren't even a part of the alumni. They didn't even graduate from Georgetown High, but they could be the ones causing the problem. So I think if we could get these things under control, I'll definitely be at the one this year. >> I would
137like to attend them. I I will tell you from personal experience, my personal experience, I did have issues at a tailgate where I had to get law enforcement to help me get out of my parking place. And there was a disturbance behind my car. And then as I was exiting uh the parking lot, there were some inebriated people walking out. And so yes, there we do need to tighten it down. We need to be very open and and and uh I I think it's great to have tailgating. I think it's good for the school, good for the the alumni to get together and do that. But I think we do need to at least, you know, make sure that what's going on there represents the alumni for what they really are, which is really super
138people that have come back to our community to celebrate what they went through and some of this other behavior. Whether it was an official alumni or not, I don't know. But that type of thing doesn't represent the people that organized it. >> I don't think it does either. And >> I think uh just moving forward, Dr. Gos, I'm sure you're going to do this. Let's just be reasonable um with these type events right here. You're going to have music uh at our basketball games. When I say our, I'm talking like the Cars Bay. That's that's not just a a game you come to. It's an experience. And and the music has a lot of part a big part to do with that. I've never heard of uh any music that's used for fantasies in that
139gym, but you have an awesome time at Carver Bay at their basketball games. I go to that one most and more than any other gyms. But they have a great time. The kids, they just enjoy themselves as well as the adults. Sure. >> Uh so when you say we just can't have music, I think that's just not realistic to be honest with you. And I think I don't think it's reasonable. Um, and I'm there at the game and I enjoy seeing everybody getting along, having a great time, and that's what I experience when I go to the basketball game out there. So, uh, I would not support saying, "Hey, no music at the basketball game." >> Oh, no. No. And that's not what I was saying, Chairman Moore. Just the profanity and the music. >>
140Yeah. Yeah. >> And sometimes it slips through. I mean, there might be a song that you think's perfectly fine and then all of a sudden they break out. >> Yeah. And I'm like, whoa, did I just hear that? You know, so a lot of times it's just there. >> Yeah, we don't want that kind of music. But don't think your kids don't hear it and play it themselves. >> Oh, they hear it. There's that. >> I went in a gas station not long ago and they were playing it and I'm like, are y'all for real? >> Okay. Hey, thank you very much for the discussion. We're going to move on now to policy EF, competitive food sales vending machines. Uh, Miss Kibler, do I have a motion to approve the second and final reading of
141policy EF? >> So moved. >> Second. >> Any discussions? All in favor, please say I. >> I. >> Any opposers? Thank you very much. Motion carry. Next, we will go to policy IH AF, health and nutritious school environment. Uh, do I have a motion to approve the sec the second and final reading of policy IH AF? >> So move. >> Second. >> Any discussions? >> Mr. Chair, is this is this the one that addresses the uh salad bars at all of the high schools? >> So salad bars aren't a part of the actual >> Okay. >> policy per se. These are speaking more to the smart snacks. Okay. That are in the vending machines and then the allowances for um fundraisers that can have >> That's right. >> Thank you. >> Uh like our fast
142food restaurants and and food trucks, things of that nature. >> Yes, ma'am. >> Thank you, Dr. G. >> Thank you. >> Any other discussion? >> All in favor, please say I. >> I. >> Any opposers? Thank you very much. Motion carried. Uh next, we'll go to the administrative rule. IH AF-R Healthy Nutritious Environment. Uh, do I have a motion to approve the first and final reading of the administrative rule IH AF-R? >> So move. >> Second. >> Any discussion? All in favor, please say I. >> I. >> Any opposers? Thank you very much. Motion carried. Next, policy IHA, grading and assessment system. Uh, do I have a motion to approve the second and final reading of policy IHA? >> So, move >> second. >> Any discussions? All in favor, please say I. >> I. >>
143Any opposers? Thank you very much. Motion carrying. Okay, now we're down to board members or Dr. Gaus, do you have any comments or requests? >> I'd just like to say thank you for the opening of school. I think that bringing everybody together I I think was fantastic. I think everybody in the district truly enjoyed the fact first of all that not only did you lead the team but that the speaker was very motivational and very very uh well accepted and it had been so many years since we had done that and I think that just to see the smiles on everybody's face even here at this m building >> it was just an uplifting situ situation. So, I'd like to say thank you for the planning and bringing it together. >> Thank you. >> And
144Dr. D, I would like to say, you know, I got the opportunity to go to all four of the Waka open houses and Miss Anderson joined me at one of them. I will tell you the energy and the excitement through all four of those schools this year seems much different. And I think a lot of that is based on what you've tried to do with the team GCSD and and getting everybody involved. Uh so I want to commend you on that and just report that it it seems like we're in moving in the right direction. >> Thank you. Thank you. >> I want to jump on that because I went to all five. Thank you all for helping me out with all five of the Georgetown schools. But um I had a great time going
145to all the open houses and the kids that I saw and the teachers and administrators, everybody's so excited. They were so excited about how and the schools look fantastic. Custodial staffs, administrators, y'all. Shout out to y'all, man. Those schools looked fantastic. >> They did. >> Um, so yeah, I mean, I just >> I want to come back here and teach. >> We got a contract. I know. I got I got to wait it out. Okay. >> Yeah, it's on record. >> Well, I would have another special election. I didn't get to walk them all. And I think I missed one over here, but I got to didn't get to the all the open houses, but I did get to all of them. And you're right, the floors are amazing. I couldn't believe it. Seriously. >>
146But everybody was excited and working and they were really doing their best to get everything to put there forward. I think we have a lot of work to do as a board um on lots of different things that I'm excited about for the next year. uh we've got to overcome some things and we've got some things that we can initiate and um I'm looking forward to all of it. >> I just want to welcome our the seat is filled down there now. We have a a human in that seat and just want to say thank you for your uh dialogue tonight and your expertise. >> Well, actually I kind of like that having a lawyer here cuz he is going to analyze everything. Welcome. >> Thank you. >> Uh just just a few things here.
147Uh I certainly would like to recognize Mr. Ombi. Uh I was right now hearing great questions. Um all this comments that you're making. I love that you're bringing the great question different uh aspect of way of looking at things. So, we certainly appreciate you uh not shying away from the conversation cuz that's what it t it takes us to have healthy conversation cuz I may miss something uh and that you can catch it and I'm glad that you're here on the board. So, we welcome you and I hope you come back at the next meeting. >> I I I plan on it. Thank you. I call he he'll be our legal AI. >> And I also want to give a shout out to Melissa Jefferson. Uh she had great accomplishment this weekend right here. Um
148she did. So, we want to send out those to her as well. >> Champ, >> there you go. >> If she ever runs back through town, we need to get her to do a a a PR to all these kids that run track, you know, get her back through if she ever runs back through Chopper. >> Dr. Gaz is taking note of that. Uh just want to say to the board, uh uh as we continue to go and do our school visits, remember that we are in a leadership position. So, when we go there, let let us encourage folks in the building. Um uh I'm not always going there to pick apart. Uh love to go just to let them know that here I am. If you need anything, you can always reach out to
149me. So uh I had an awesome day today. I was able to get around to three different schools and the one thing that was in common was that everybody is excited about this year thus far. I know we're just getting started, but it's something in the atmosphere >> about this school year right here that I'm excited for. I share with Dr. G is that uh my expectation this year right here is just great things to happen in our district and it's going to happen with us working together. I know that that's what we're going to do because I think all of us share if not anything we all share that we want the best for our kids in this district. So I know that this is going to be a great year and I just
150feel it in my bones. Uh I don't know why but I told Dr. Gosh, I've been riding around for the last couple of weeks and it's just like, Lord, what is happening? Because I feel like there's going to be great things happening in our district and that's my expectation. Mr. Clue, welcome. Miss Forest, welcome. Because you guys are going to be a part of great things that are going to be happening here in Georgetown County School District. So, I want to thank Miss you guys for your first presentation tonight. You did a great job. Uh, and I think that's it other than Mr. Hamill. Welcome all. >> Yes, >> that's what we're talking about. Team players. Um, welcome back. I saw him earlier tonight. I wanted to speak to him, didn't get opportunity to do
151so, but truly want to thank him for uh stepping up once again uh to uh do what it is that we need him to do in this district right here. So, thank thank you very much to Mr. Hamill and welcome back to the district. Uh Mr. Eddie Hunter, certainly know that our prayers and thoughts are always going to be with you and thank you for what you're doing for the uh district as well. Dr. Gaus, >> thank you Mr. Moore. Thank you to all the members of our board. I know it was a lot of information tonight, but thank you for your healthy discussion and feedback input. That is how we can ensure that greater things are happening. Um I I know Miss um Grant at Browns Ferry is probably saying don't don't take my
152tagline of great things, but just know that greater things will continue to happen in GCSD. Um I want to thank everyone that attended tonight, everyone that tuned in. We definitely salute those who were recognized, the first to be recognized for 202526. We look forward to more recognitions throughout the year of our students as well as our staff. So, uh again, greater things are are going to happen. Um I'm grateful to the leadership as well as the support and engagement of all of TMGCSD in making sure we had a great strong start to 2526. Our schools are definitely full of energy, purpose, and optimism. It's a healthy optimism, and I commend everyone in creating that safe um welcoming learning environment. I want to thank again all of team GCSD. I do recognize and we do recognize
153that we have some um wrinkles we need to iron out or shift out um logistically with um some of our operational things um specifically transportation. But I ask that our parents please give allowances knowing that um the first few days we have to solidify routes um get the perfect timing of what time we'll be bumping horn or or not. Um, thank you to our bus driver of the year who picked me up and we we had a good ride on the first day. So, I get to see firsthand what our drivers are doing. So, I do ask for um our parents um to be supportive and understanding. We're working through some kinks and we'll get all of that figured out. Um, I do want to announce that all 19 of our schools received the award
154for um, South Carolina Alliance of Health, Physical, Education, Recreation, and Dance um, for and will be recognized at our state conference in November. They'll receive a big banner and that they can proudly display. And I want to thank Mr. Keith Brown for his leadership of this initiative with our um, schools. So, congratulations to all of our students who are being recognized at the state level. We also want to again thank our parents for ensuring that our students were enrolled and registered. If there are any out there that have not registered yet, um we are at day three, but we definitely need you on day four. Um please be in attendance and and register. Uh sadly, I would like to take a moment to remember Miss Diane Turnley. she passed away. She is a retired art
155teacher with Georgetown County School District. Miss Turnley was very instrumental with our superintendent art awards even up to this past year. She had a great love for um our children as well as the arts and we look forward to being able to recognize her in in other ways that are associated with our superintendent art awards. But immediately we just want to share our thoughts um with the Mville family and the extended GCSD family um as we remember Miss Turnley. Lastly, as superintendent, I remain committed to communication. Uh again, parents, staff who are out there, if there's something you need to call us about, email us about please feel free to do that. give us an allowance of time to be able to get back to you, but we will follow up and communicate with you
156to the extent possible. That is a goal for this year and we'll continue to ensure collaboration and continuous improvement, not just in communication, but in academics. Tonight was an overview of what's happening and that again is keeping the main thing the main thing. Everything else is a support to what's h happening academically. So, we're looking forward to continuing improvement and we look forward to to anticipated celebrations based on our testing results that we'll receive in the fall or be able to publicize in the fall. Again, uh the smallest degree, the smallest percentage can make a difference. It can take you from 211 degrees to 212 degrees of boiling point. So, we will celebrate each percentage point of progress until we get to where we are needing to be. So, thank you everyone. We look forward
157to a great remainder of the school year and um again, thank you for all you do. Team GCSD >> and thank you very much. If there's no other business, uh can I get a motion to adjurnn? So, moved. Second. Second. >> All in favor, please say I. I think you want to go home.